Language Department Handbook (Rev 4/05)

Philosophy

In keeping with the Jesuit tradition of education at St. Ignatius College

Preparatory and in accordance with our school’s statement of philosophy, the language

department has as its goal the development of "men and women for others" through a

creative and dynamic language program. Toward this end, the Spanish, Latin, French,

German and Japanese courses offer rigorous training in both linguistic skills and cultural

knowledge so that the ability to communicate goes hand-in-hand with an appreciation of

the human condition of the native speakers of these languages.

Since language is the essential tool of communication, the emphasis of our

program is to develop the five basic skills of language: listening, speaking, reading,

writing, and translating. Students will be able to express their ideas conversationally with

accuracy and fluency, write coherent and well-developed prose, or translate a passage

from the target language with an accurate grasp of structural patterns and an appropriate

range of vocabulary.

Language is also a symbolic expression of peoples' perceptions and

interpretations of reality. Only by crossing the language barrier is one able to fully

comprehend the thinking of other peoples, because language carries, reflects, and molds

cultures, thoughts and ideas. In addition, exposure to a second language challenges the

students to reflect on themselves (i.e., their habits and values) in relation to other people.

In this way, the St. Ignatius language program supports the progress of our

students toward becoming "men and women for others."

Language Department Handbook (Rev 4/05)

Department Mission The mission of the Language Department is : 1) to help the student enjoy and become comfortable with the study of a new language; 2) to develop proficiency in the use of the new language; 3) to awaken and expand the student’s awareness and appreciation of another culture; and 4) to aid and develop assimilation and transference skills.

Language Department Handbook (Rev 4/05)

Proficiency in the Use of the Target Language The student is given opportunities to develop an ear for the target language. The student is immersed in the target language during class time and is able to hear the target language in use through a wide variety of oral and taped listening activities. Students are also assigned to listen to audio activities on a regular basis which seeks to improve both listening comprehension and pronunciation skills.

The student is given opportunities to communicate effectively using the skills s/he has mastered and is developing in class. Students are challenged to constantly put their language skills to use through structured exercises, spontaneous speech and in everyday classroom communication. The student is challenged to communicate ideas in resourceful ways.

The student is given opportunities to write passages which describe, narrate and/or express opinions. The student is challenged to write purposefully in the target language as well as to take risks by constantly employing new vocabulary and sentence structures.

Awareness and Appreciation of Another Culture

The student is given opportunities to appreciate the diversity of cultures through reading, videos, music and other class activities. The student is challenged to inquire into the history, art, literature and culture of native speakers and to understand their significance.

The student is given opportunities to appreciate the similarities among the human condition of all cultures and to legitimize the opinions, perspectives and values of those of other cultures.

The student is given opportunities to think critically through analysis of reading passages, discussions and written reflections.

The student is given opportunities to discuss, debate and inform themselves about a broad spectrum of social and justice issues facing the world today and how these issues affect our lives.

Language Assimilation and Transference Skills

The student is given opportunities to increase his/her knowledge of English vocabulary through word studies and analysis of roots of the target language.

The student is given opportunities to demonstrate prior knowledge of concepts of grammar, vocabulary and/or translation skills in new situations.

Language Department Handbook (Rev 4/05)

Profile 2000

The Language Department works actively to meet the goals of the PROFILE 2000 and THE EXPECTED SCHOOL WIDE LEARNING RESULTS. Specific points of these documents and the ways in which the department accomplishes these outcomes are cited below.

I. OPEN TO GROWTH Persons open to Growth who:

• evaluate divergent points of view • demonstrate tolerance and respect for divergent points of view.

• The language student can freely and safely express ideas and opinions during class discussions, debates, role plays, and other partner and group activities.

• Written assignments allow the language student time to reflect on meaningful life experiences while clarifying his/her own points of view.

• Language students receive daily opportunities to learn about the multicultural world in which they live, preparing them to be active participants in this multilingual and multicultural world.

• Through the study of literature and film, the student is encouraged to discuss and consider current world and social issues.

• Field trips enhance cultural awareness among language students, exposing them to the richness and diversity of other cultures. Post field trip discussions and written reflections allow students to internalize their experience.

II. INTELLECTUALLY COMPETENT

Intellectually competent persons who: • think critically and creatively. • analyze and solve problems in a variety of disciplines, utilizing information from

diverse sources. • communicate effectively.

• The language classroom introduces cultural and world issues in addition to inviting speakers to talk to the classes in the target language about literature and/or current social justice events which encourage curiosity.

• Through the example of the language teacher, the student learns an organized approach to learning tasks; review, connection to new material, summary of new material learned and explanation of homework.

• Essays are coded and re­written in order to encourage student responsibility for learning.

• The language student studies his/her own and other cultures while studying cultural units. S/he is encouraged to investigate and discuss global topics such as overpopulation, immigration and pollution. The student also develops a reading and/or speaking skill which can be applied to and employed in other learning areas.

III. RELIGIOUS Religious persons who: • understand the Gospel message of Jesus Christ and His mission. • demonstrate growth in personal spirituality.

• Student is exposed to non­Christian religions in Spanish through cultural lessons on Day of the Dead, for example. Latin students are taught about Roman religion. • Regular debates on social justice issues are held in the target language which not only increases the student's vocabulary but also an awareness of available choices concerning these moral issues. • Student develops an understanding of the relationship between faith and Jesus and being a person for and with others, and a familiarity with church teaching on social justice: for example, units on political refugees are often taught with an emphasis on social justice. • Language students have an opportunity to serve others by taking part in an immersion program which includes trips to French and Spanish speaking countries. Language teachers have modeled this behavior by leading and/or participating in many of the immersion trips.

IV. LOVING Loving persons who: • develop and support community and act as "persons for and with others."

• Every language student learns that it is acceptable to be human and to make mistakes through role playing and skits which are performed in front of the class.

• The language student has come to understand personal prejudices and stereotypes. The language department agrees on the principle of oral proficiency through the implementation of cooperative learning. As a result the language student learns to communicate effectively with all of his/her peers.

• In role­plays and debates students are required to assume different roles, for example, act as representatives from a particular country, assume the role of a job interviewer etc. Consequently, the student learns to respect and appreciate the feelings of others.

V. COMMITTED TO JUSTICE Persons committed to justice who: • work toward a just society • exercise a personal value system based on the Gospel message and thus are able to confront the moral ambiguities promoted by contemporary culture.

• The student becomes more understanding, accepting and generous with others through many activities in the language classroom, specifically, cooperative learning, debates and discussions on aspects of social justice, such as immigration issues.

The language student is beginning to see that Christian faith implies a commitment to a just society. This is reinforced in the language department through discussion of such films as El Norte, Guantanamera, Strawberry and Chocolate, as well as documentaries.

The language student becomes more aware of global issues through debates, readings and writing assignments on the NAFTA agreement, immigration, AIDS and other current and historical issues.

• Latin classes especially explore the historical significance of injustice in modern society, i.e. the role of women, freedom etc. from Latin 2 upwards.

• All language teachers encourage participation in the Immersion and exchange programs.

• The language teachers are committed to involving their students in study and reflection on alternatives in public policy as new issues arise.

• Again, debates are numerous concerning global issues, i.e. town hall meetings, presidential elections in addition to the aforementioned activities which take place within the language classroom.

• Debates are not simply spontaneous discussions but require the student to research by reading diverse sources and must be able to support a certain point of view using facts and figures from such research.

• Through the language department’s commitment to social justice issues and how they impact upon society, the student becomes aware that society is often at odds with justice and the Gospel.

VI. LEADERSHIP AND COLLABORATION Persons of influence who: • demonstrate basic leadership and collaborative skills.

• The language student is able to seek challenges and responsibilities with ease since everyone must work cooperatively in the classroom Each must take turns as the leader. At the upper levels students supervise projects, lead discussions and teach grammar points to the rest of the class.

• Students make decisions, organize projects and assume the responsibility of researching issues to be discussed in class in depth, through a variety of methods.

• The student takes risks every day in the language classroom by spontaneously talking in the target language in front of others. The whole focus of the language classroom is to be able to communicate.

• The student can articulate basic moral Catholic teachings. The students research the Church's stance on topics such as overpopulation or transfers knowledge from other courses. The students apply this to classroom discussion because the atmosphere of the language classroom is one where a student is willing to speak in the target language without fearing ridicule from the other students.

• The language student can talk persuasively in public with self confidence in the target language since the students are trained to do so throughout their SI language learning experience.

Language Department Handbook (Rev 4/05)

Responsibilities of the Department Chair

Curriculum Development

1. With level leaders and department members, annually review the department handbook keeping course goals and objectives, teaching schedules, book lists, departmental procedures, course descriptions, and grading procedures. Review course outlines and study guides including goals, objectives, skills, methods, class policies, and grading policies. S/he should make sure each member of the department and the Assistant Principal for Academics are given a current copy of the handbook by the last teaching day of October.

2. With level leaders and department members, annually review textbooks that are appropriate to his/her department subject matter and call the attention of his/her faculty to those texts which may be more compatible with course goals and objectives. A department meeting in the spring shall be used for textbook review. Textbooks should be retained for at least three years without prior approval of the Assistant Principal for Academics.

3. Review the major developments in curriculum that occur nationally and within the JSEA and CORD in order to revise existing course work when appropriate. Recommended changes in course work should be made to the Assistant Principal for Academics and submitted with goals and objectives for proposed new courses. This should be done no later than February.

4. Annually deputize an enrichment beadle from amongst the department who will seek and suggest enrichment exercises to the faculty such as outside speakers, field trips, and national media presentations.

5. Suggest library acquisitions to the Head Librarian which would have significant and enduring value for the core curriculum.

6. Coordinates and organizes efforts to provide better articulation with colleges to adapt the language program, if necessary, to increased demands from major universities (Oral Proficiency Testing, etc.).

7. Interprets course objectives and methodology to parents, counselors, teachers from our feeder schools, and other staff members within the school.

8. Interprets to the department administrative decisions and Academic Council proposals.

Supervision and Professional Development

9. Act as master teacher to new faculty and visit their classes at intervals appropriate for their induction into school methods and professional efficiency. The interval shall range from weekly to monthly during the first year of service.

10. Visit classes of non­tenured faculty at least two times per year.

11. Visit classes of tenured faculty at least once a year.

12. Submit a written classroom evaluation to the Assistant Principal for Academics and the individual teacher after each classroom evaluation.

13. Work in concert with the Faculty Development Committee (Tenure Board) and Development Director in the conferral of initial and subsequent tenure periods for department faculty.

14. Seek and recommend annual professional development activities to the entire department or selected members.

15. Reviews with each member of the department student evaluations and grading averages.

16. Inform departmental teachers that they should observe the classroom practices of a colleague at least once a year.

Department Management

17. Solicit and recommend appropriate graduation awards when polled by the Graduation Committee.

18. Process departmental correspondence.

19. Set and chair monthly meetings. Submit minutes to the Assistant Principal for Academics.

20. Consult on assignment of teaching loads.

21. Consult on the acquisition of new faculty and the retention of existing faculty.

22. Sit on the Academic Council. Participate in the Academic Council meetings and faithfully represent the consensus of the department to the Academic Council and its committees.

23. Provide liaison with other schools and professional organizations.

24. Approve, collate, and place the annual department book order with the bookstore manager.

25. Prepare and submit the annual budget and monitor monthly subsequent expenditures.

26. Order equipment and supplies for the department.

27. Organize and prepare special reports required of the department with the aid of fellow department members.

28. Coordinate the department's efforts with those of other departments within the school.

29. Coordinate the department's efforts with those of other high schools of San Francisco by attending the annul Diocesan Foreign Language Meeting and being available to work on committees.

30. Recruit and interview prospective teachers for the department.

31. Oversee the selection process for upper­division, honors and AP enrollment.

32. Oversee the freshmen language placement exam in the spring.

33. Report the concerns of the department to the Assistant Principal for Academics.

34. Oversee the supervision of student teachers.

Language Department Handbook (Rev 4/05)

Teachers’ Duties and Responsibilities The duties and responsibilities of language teachers (with the department head) include the following:

1. To adhere to and execute the over­all policies and procedures described in the Faculty Handbook and department handbook.

2. To develop course syllabi, study guides including goals, objectives, skills, methods, activities and grading policies for each course taught.

3. To follow and complete the pacing schedules as decided upon by the department and defined for each course level.

4. To define minimum competency in each skill areas in conjunction with other department members according to the ACTFL guidelines .

5. To provide the students with the practice, activities and requirements necessary in order to achieve the degree of proficiency for each level in each skill area as defined by the department in accordance with the ACTFL guidelines.

6. To speak the target modern language in class. The teacher should use English only when it leads to more efficient and intensive practice in the target language by the student. English should never be the accepted means of communication between the teacher and the class.

7. To follow the methodological guidelines for teaching the target language.

8. To collaborate in developing and revising departmental semester exams for each course taught.

9. To submit copies of semester exams to the department head.

10. To read articles from professional publications.

11. To participate in the professional societies, local seminars, workshops and courses which are identified as benefiting the language program.

12. To aid the department head in organizing and preparing eligibility lists, AP/Honors course lists and special reports required of the department.

13. To respond in a timely fashion to memos and other departmental correspondence and requests for assistance or information.

14. To occasionally prepare mini­workshops for departmental meetings after attending a conference or workshop or as requested by department head.

15. To maintain and update Web presence for each course taught.

16. VISITATIONS: Faculty members should expect the department head to visit the classes of non­ tenured faculty once per quarter, and tenured faculty at least once per semester. During the first year of service the department head will visit frequently.

Language Department Handbook (Rev 4/05)

Procedures and Policies

1. First class meeting procedures A. In preparing for the first day of class, teachers should:

• familiarize themselves with the course outline approved by the department chairperson.

• discuss their plans for course enrichment with the department chair and other department members in order to avoid useless duplication.

B. Follow procedures according to the memo sent out by the scheduling office regarding students whose names appear on class lists but who are not present in class.

C. After roll has been taken, students should be told and shown what texts and other materials are required for class.

D. A discussion of requirements for the class, materials to be covered, grading system, class conduct, etc., should follow and duplicated copies distributed to each student and placed on­line with Web presence.

2. Outside speakers Outside speakers should be cleared with the department chairperson and with the Assistant Principal for Academics before being invited to speak on campus. This should be done in writing. No outside speakers or field trips should be planned during the two weeks prior to any formal examination period or in the month of May.

3. Office hours Faculty should post office hours (two hours per week before or after school) in their classroom and give a copy to the Counseling Office and the Assistant Principal for Academics.

4. Moving classes When taking classes to the library or to another room, the Dean's Office is to be informed in case an emergency arises.

5. Department meetings Departmental meetings are held as scheduled in the school calendar on the first Friday of each month. All teachers are expected to attend all department meetings and in­service days. Teachers are encouraged to propose topics for a Department Meeting and are expected to give a mini­workshop at least once during the course of the school year.

6. Department memos The chairperson will frequently send important memos to faculty; please note and respond to these messages at your earliest convenience. In addition, please route departmental correspondence ASAP.

7. Department absences While it is assumed that every effort will be made to be in attendance every day, absences due to athletics, illness or extenuating circumstances are inevitable. In accordance with school policy, faculty should arrange for a proctor from within the department when he or she knows in advance a class will be missed.

8. Professional growth All department members are expected to attend professional conventions, in­service programs, and workshops in order to help the individual and department to grow professionally.

9. Budgeting procedures The department head has jurisdiction over the department budget and is directly responsible to the Assistant Principal for Academics for department expenditures. Before the end of the first semester, the department head should ask all department members to submit, in writing, budget requests for the coming year (July 1­ June 30). In submitting the budget form to the Assistant Principal for Academics, the department head should submit an attached memo explaining all budget requests. This memo should include:

A. A breakdown of all requests: a. Supplies b. A.V. Equipment/Materials c. Textbooks d. Periodicals/Memberships e. Travel f. Miscellaneous g. Xerox/Offset Charges B. An explanation as to whether the request is a continuing, expansionary, or new request. C. A prioritizing of items on the budget­­ a. That which is essential in order to maintain the present educational program. b. That which is desirable for expansion or new development. c. That which may be postponed if funds are limited, but which is consistent with long­range goals and may be activated when funds become available. Any debits to the department budget (purchase orders, check requests, etc.) should be routed through the chairperson for approval before being submitted to the business office.

10. Evaluation Schedule In September the chairperson will submit a schedule of evaluation to each member of the department. After reviewing this memo, faculty are asked to confer with the chairperson regarding any changes that might be made in the schedule.

11. Department and Faculty Handbooks Department members should review the policies and procedures outlined in the Department and Faculty Handbooks before the start of school each year.

12. Awards St. Ignatius College Preparatory awards the following:

A. Bank of America Language Award B. Classical Language Award C. Modern Language Award

Members of the department are invited to nominate outstanding Seniors who are enrolled in a level 4 course or, those seniors who, having completed Level 4 of one language, are enrolled in third, fourth, or fifth level of a second language.

13. National Exams Accelerated, honors, and Advanced Placement students are expected to enroll in the respective National Exams each year that these exams are scheduled.

14. Bookstore Purchases Teacher's editions and ancillary materials are purchased by the department head when new texts are adopted. All books purchased by the department are loaned to a member for his/her use while teaching that course. They remain the property of the department and must be returned. No teacher is to order or purchase books­­not even from the bookstore­­without the department head's prior approval.

15. Course Syllabi Teachers are required to yearly update the Syllabi for each course they teach and in conjunction with all those teachers who are teaching the same course.

16. Peer Visitation Teachers are asked to observe the classroom practices of a colleague in the department at least one a year. Department members are strongly encouraged by the department head to visit several teachers in the department throughout the year, particularly those who teach the same course or level. Peer visits are informal, last the entire period, and are meant to be learning experience for the observer. Obviously, if you wish to comment to the teacher you visited, feel free to do so, although no formal written observation reports will be done. The main purpose of these visits is to find out: "What's happening next door?" For example: ­how does another teacher present new vocabulary? (visual, context, written form) ­how is grammar taught? (grammar/translation, mimicry/memorization, inductive method, pattern practice?) ­how are culture and/or peace and justice concepts incorporated? (readings, films, guest speakers) ­ what freedom of errors is allowed when students are verbalizing? ­what visual aids are used and for what purpose?

Finally, these visits might give you an insight into how you may implement what appeals to you the most. If a teacher had a similar method to yours, you may be enlightened (as an observer) to see how effective this method really is. Obviously, what works for one teacher may not be attractive to another. Regardless, there are many variations of language teaching

17. Scrapbook (formerly called Portfolio) All language students will compile and submit a portfolio or “scrapbook” illustrating the various skills and activities they encountered in their language study throughout the year. The purposes of this scrapbook are:

A. to encourage students to revisit their work and reflect on their success or failure to master required elements (ESLR IIa,c) B. to provide a way for students to review previously learned concepts in order to facilitate recall.

At the end of the 3 rd quarter (with an addition at the end of the second semester) students will submit a collection of their work highlighting the essential skills of the course in which they are enrolled (8­10 assignments). For modern languages, these include listening, speaking, reading and writing; for advanced Latin, they may include translation, analysis, critique and comparison, in addition to vocabulary and grammar acquisition.

These yearly scrapbooks become a cumulative collection of each student’s language acquisition throughout their high school foreign language career. It is a means for the student to reflect on his or her strengths and weaknesses, progress made, and favorite activities.

All scrapbooks will be evaluated according to a standard rubric created by the level in language.

18. AP Prep Days All department members are expected to assist with AP Prep days.

19. Freshmen Placement Exams All department members are expected to assist with Freshmen placement exam scheduled on a Saturday in May.

Language Department Handbook (Rev 4/05) Language Proficiency Exams

Over the last few years, 15% of incoming freshman come to St. Ignatius College

Preparatory with some knowledge of a language that is taught here. Proficiency exams in

French, Spanish, Japanese and Latin are required of such students and administered in

mid­May. Transfer students are required to take a proficiency exam during orientation

week.

These exams are given in order to assess the abilities of the students and to place them

properly into a foreign language class on the first day of school.

An oral interview (for modern­language students) or a passage for translation (for Latin

students) and a written exam are administered. A combination of the oral or translation

and written parts of the exam will determine whether or not a student will be placed in

the level of the language s/he wishes, or higher, or lower, in a regular or

accelerated/honors course.

It is to be noted that having fulfilled Level 1 or 2 in another high school does not

necessarily mean that the student is ready to be placed in a Level 2 or 3 course at St.

Ignatius College Preparatory. Transfer students must take a proficiency exam to be

placed, and therefore, not be subject to a course that they are not properly prepared for.

Language Department Handbook (Rev 4/05) Language Proficiency Exams

Over the last few years, 15% of incoming freshman come to St. Ignatius College

Preparatory with some knowledge of a language that is taught here. Proficiency exams in

French, Spanish, Japanese and Latin are required of such students and administered in

mid­May. Transfer students are required to take a proficiency exam during orientation

week.

These exams are given in order to assess the abilities of the students and to place them

properly into a foreign language class on the first day of school.

An oral interview (for modern­language students) or a passage for translation (for Latin

students) and a written exam are administered. A combination of the oral or translation

and written parts of the exam will determine whether or not a student will be placed in

the level of the language s/he wishes, or higher, or lower, in a regular or

accelerated/honors course.

It is to be noted that having fulfilled Level 1 or 2 in another high school does not

necessarily mean that the student is ready to be placed in a Level 2 or 3 course at St.

Ignatius College Preparatory. Transfer students must take a proficiency exam to be

placed, and therefore, not be subject to a course that they are not properly prepared for.

Language Department Handbook (Rev 4/05)

Criteria for Enrollment

INTRODUCTION: St. Ignatius offers four languages which fulfill graduation

requirements: French, Spanish, Latin and Japanese. Students are required to study at

least two years of the same foreign language. Second year language is taught almost

entirely in the target language. It is the goal of the department to ensure that after

completion of the second year students are able to communicate in the second language at

the intermediate level (American Council on the Teaching of Foreign Languages

Proficiency Guidelines) and to employ a broad understanding of the countries where the

language in question is spoken. Second year students who do not meet Level 3 criteria

for enrollment (a minimum second semester grade of B) may repeat the Level 2 course

during SI's summer school. If a student receives a minimum grade of B in summer

school and teacher recommendation, then s/he may enroll in a Level 3 course at the

conclusion of summer school.

CRITERIA FOR HONORS ENROLLMENT: All students interested in honors and AP

courses in the Foreign Language Department must apply to the Foreign Language Department

Chairperson for admission. This process asks for a report of the student's grade in his/her current

language course, and an evaluation by the current teacher of the student's grasp and application

of grammatical concepts, oral ability and participation, written work, motivation and interest in

advanced language study and overall recommendation. Forms to apply for the desired courses

are made available to the students well in advance of the registration period. In addition, certain

grade minimums must be met in order to be considered for an honors or AP course: Level 2 and

3 Honors courses­minimum semester grade of B in current course; Level 4 AP courses­

minimum semester grades of B in Level 3H course or minimum semester grade of A in regular

Level 3 or 4 course and written and oral evaluation by current AP teacher; Level 5 Literature

courses­ minimum semester grade of B in Level 4AP and written and oral evaluation or native

speakers who have had at least 2 years of grammar structure study and written and oral

evaluation. Placement into these courses may also be determined by written and oral

examination.

Criteria for Enrollment

French 1: None. French 1 Acc: Placement by oral and written examination. French 2: Satisfactory completion of French 1 or placement by exam. French 3: Minimum semester grade of B­ in French 2. French 3H: See Honors Enrollment Criteria. French 4: Minimum semester grade of B­ in French 3. French 4AP: See Honors Enrollment Criteria. French 5: See Honors Enrollment Criteria

German 4: Will be offered AY 2005­2006 only.

Japanese 1: None. Japanese 2: Satisfactory completion of Japanese 1 or placement by exam. Japanese 3: Satisfactory completion of Japanese 2 or placement by exam. Japanese 3 H: See Honors Enrollment Criteria. Japanese 4: Minimum semester grade of B­ in Japanese 3. Japanese 4 H: See Honors Enrollment Criteria.

Latin 1: None. Latin 2: Satisfactory completion of Latin or placement by examination. Latin 2H: See Honors Enrollment Criteria. Latin 3: Minimum semester grade of B­ in Latin 2. Latin 3H: See Honors Enrollment Criteria. Latin 4: Minimum semester grade of B­ in Latin 3 . Latin 4AP: See Honors Enrollment Criteria.

Spanish 1: None. Spanish 1 Acc.: Placement by oral and written examination. Spanish 2: Satisfactory completion of Spanish 1 or placement by examination. Spanish 2 H: See Honors Enrollment Criteria. Spanish 3: Minimum semester grade of B­ in Spanish 2. Spanish 3H: See Honors Enrollment Criteria. Spanish 4: Minimum semester grade of B­ in Spanish 3. Spanish 4AP: See Honors Enrollment Criteria. Spanish 5AP: A good command of the Spanish language. Fluency in reading,

writing, and speaking.

Language Department Handbook (Rev 4/05)

Evaluation

EVALUATION OF STUDENTS 1. Course grades.

Each course description outlines the course requirements (performance objectives) which are the areas to be evaluated when determining the students’ grades. These performance objectives generally include, but are not limited to the following:

A. ACTIVE CLASS PARTICIPATION AND COOPERATION / ORAL WORK • class preparation (as evidenced by use of student tapes, homework completion and

bringing all materials to class at all times) • evidence of use of target language in the classroom on a daily basis • evidence of use of correct pronunciation • positive and cooperative attitude and conduct • evidence of contributions to class discussions and activities • oral/written homework completion • oral presentations, situations, dialogues, group work • listening comprehension exercises and tests • written and oral class work and drills

B. HOMEWORK • oral/written homework and projects • oral presentations, situations, group work • mastery of assigned grammar structures and vocabulary • tape manual assignments • dictations, compositions, reading assignments

C. TESTS AND QUIZZES • frequent grammar quizzes (announced and unannounced) • frequent vocabulary quizzes (announced and unannounced) • listening comprehension quizzes and tests (announced and unannounced) • dictations (announced and unannounced) • lesson tests

D. MAJOR EXAMS • cumulative vocabulary tests • cumulative lesson tests • quarter exams • semester exams

In order to determine quarter and semester grades, each teacher weighs the work completed based on its relative importance to the other assignments given that quarter and/or semester.

2. Grading Scale The grading scale employed by department members is as follows:

A+ 100% ­98 B+ 89 ­ 88 C+ 79 ­ 78 D+ 69 ­ 68 A 97 ­ 93 B 87 ­ 83 C 77 ­ 73 D 67 ­ 63 A­ 92 ­ 90 B­ 82 ­ 80 C­ 72 ­ 70 D­ 62 ­ 60

F 59 or below

3. Department Exams The department administers comprehensive department exams at the freshmen and sophomore level. At the upper­division level, only one teacher is responsible for an individual course. However, if that is not the case, teachers work together in levels 3 and 4 when preparing quarter and semester exams. Understood and accepted objectives, programs and schedules are used for all teachers as performance standards to assess progress and results.

Department members work together in level teams to develop department exams. There is always a team leader and this assignment is rotated on a yearly basis. Teachers with more than one section of a course may be assigned the responsibility for a semester or final exam. Teachers with only one section of a course may be assigned responsibility for a quarter exam. The team leader is responsible for assignment duties to the other teachers of that sections, typing, proof­reading, Xeroxing, collating and distributing the exam and providing a grading scale to each teacher of that section.

All quarter and semester exams include a written essay section. This essay is graded on an acceptable written evaluation scale.

All semester exams include a 15­minute listening section which is to be administered on the last day of classes before exams.

DEPARTMENT EVALUATION OF PERFORMANCE OBJECTIVES

1. The department regularly evaluates its performance based on • student test quarter and semester exams results • department grades • National French, Latin and Spanish exams given to all students yearly Achievement and

Advanced Placement exams • university foreign language placement results of graduates

2. The department uses the ACTFL Proficiency Guidelines in order to set goals and measure the progress of student proficiency in the modern foreign languages in the areas of reading, writing, speaking and listening. The performance objectives for each level of modern foreign languages areas follows:

Novice­High Target level for Level 1 students Intermediate Low to Mid Target level for Level 2 students Intermediate High Target level for Level 3 students Advanced Target level for Level 4 students

See the ACTFL guidelines in the appendix for detailed information and description of performance objectives in reading, writing, listening and speaking.

3. The department head and Latin teachers have compiled guidelines for teaching modern and classical languages to serve as an introduction and basic philosophical and practical explanation of the department to prospective teachers and others.

THERESA BAYZE 19 years of service at St. Ignatius Education Professional Clear Single Subject Credential, University of San Francisco, 2001

California Clear Credential, 2000 M.A., University of Arizona, Hispanic Linguistics, 1991 B.A., University of Arizona, Spanish, 1989 Course Load 2011-2012 Spanish 1 Acc (2), Spanish 3H (2) Courses Taught While at SI Spanish 1, 1Acc, 2, 2H, 3, 3H, 4AP Extracurricular Activities Immersion: El Salvador 2010, Guaymas 1994

Club Coordinator – 2006-2010 Summer School Dean of Students 2006-2008 Sophomore Class Moderator 2004-2009

Faculty Women’s Retreat Participant, 2000-present Language Department Chair 1999-2005

Co-Moderator Safe Place CLC, 1999-present Faculty Retreat Participant 1994- present Volleyball Coach, 1995-1998 Track and Field Coach, 1994 Cross-Country Coach 1994 Other Teaching Experience Spanish Teacher, Mt. Carmel High School, Chicago, IL, 1991-93

Teaching Assistant, University of Arizona, 1989-91 Professional Development Activities: Faculty Development Board, 1999-2003 (Chair 2000-2003), 2008-2010

Retreat Presenter, 2004, 2009, 2011 JSEA, Graduate Seminars in Ignatian Leadership, 2007

Jesuit Secondary Education Leadership Seminar, 2004-2007 Jesuit Secondary Education Colloquium, 2004 Defense Language Institute In-Service, 2004 Understanding by Design, 2002 Research for Better Teaching, 2001 Professional Development Committee, 1999-2001 Faculty Representative for Debriefing, 1997, 2000, 2001 ACTFL Workshops, 1997, 1996, 2001 AP Workshop, Stanford 1995 ASCD conferences, New Orleans (2000), Boston (2001) FLANC Conference, San Francisco, 1995 USF Learning Disabilities Presentation, 1995 San Francisco State, 6 units in Technology, 1993-94

VERÓNICA BRICKER 9 years of service at St. Ignatius Education

M.A., California State University, San Francisco, Secondary Education, 1995 B.A., University of San Francisco, Business Administration, 1990 Universidad Complutense, Madrid, Cursos Lengua Española, 1992, 1988 Course Load 2006 - 2007 Spanish 1 (2), Spanish 3 (2) Courses Taught while at SI

Spanish 1, 1A, 2, 2H, 3, 3H, 4, 5AP and Español Moderno Extracurricular activities

Social Justice Lower Division 2004 - 2007 House Manager for Music Man 2004 East Los Angeles Immersion 2003 Technology Committee 1999-2001 Mentor Teacher 1997, 1998, 1999 Ignatian Heritage Committee 1999, 2000, 2001 Amnesty International 1996-2001 CLC 1999, 2005 International Film Festival- 1998, 1999, 2001 San Francisco Immersion 1998 Led student retreats frosh-senior 1996-2007 Computer lab proctor 1996-2005

Other Teaching Experience

Saint Ignatius Summer School 1996-97 /1999-2004 English and Spanish tutor

Professional Development Activities

Advanced Placement Spanish Seminar Stanford, CA 1996 Amnesty International Western Regional Conference 1996 World Affairs Council Arabia through the Ages, San Francisco, CA 1997 Developed and Led Foreign Language Tech workshop 1997 FLANC workshop writing San Francisco, CA Spring 1997 FLANC workshop uniting languages San Francisco, CA 1998 ACTFL-writing workshop San Francisco, CA 1998 Amnesty International General Meeting 1998 Meeting the needs of sexual minority youth and families San Francisco CA 1998 FLANC General Conference, Passage into the 21st century, Berkley CA 1999 Connected Classroom General Conference-Irvine, CA 1999 Faculty Representative, Debriefing Committee 2000 Planned and hosted an Open Mic for 100 students 2000 Development of a Spanish musical supplement 2001 FLANC Conferences: Berkeley 2002, San Francisco 2003 Defense Language Institute, Technology and Curriculum Integration, Monterey, CA 2004

PEDRO CAFASSO 4 years of service at St. Ignatius Education:

Teaching Credential, San Francisco State University, San Francisco, Secondary Education, 1993

B.A., Georgetown University, Washington, D.C., International Relations, 1985 Course Load 2006 - 2007: Spanish 2 Honors (1), Spanish 3 (3) Courses Taught while at SI: Spanish 1, 2, 2H, 3 Extracurricular Activities: Head JV Boys Soccer Coach, 2006-2007 Head Freshman Boys Soccer Coach, 2005-2006 Assistant JV Boys Soccer Coach, 2004-2005 Senior Class Moderator, 2003-Present Kairos Retreat, 2006 Immersion, Tijuana, 2006 Junior Retreat, 2005 & 2004 School of the Americas Watch, Ft. Benning, GA, 2003 & 2005 ACIS Spain Trips, Summers 2004-2006 Assistant School Photographer, 2002-Present Other Teaching Experience: Bishop O’Dowd High School, 1998-2002 Serra High School, 1997-1998 St. Francis High School, 1996-1997 Acalanes High School, 1995-1996 Professional Development Activities: Colloquium on the Ministry of Teaching, January 2007 Research for Better Teaching (RBT), August 2001 FLANC workshop, Stanford University, March 2000 AP Spanish Seminar, Stanford University, August 1997

GRACE CURCIO 14 years of service at St. Ignatius Education:

M.A. University of California, Santa Barbara, Classical Civilizations with Latin emphasis, 1998

B.A. University of California, Davis, Classical Civilizations with Latin emphasis, minor in music, 1993 Course Load 2012-2013 Latin 1 (2), Latin 3 (1), Latin 3h (1) Courses Taught While at SI Latin 1, Latin 2, Latin 2h, Latin 3, Latin 3h, Latin 4, Latin 4 AP, World History 1 Extracurricular Activities Moderatory, Inside SI, 2010 - present

Faculty Development Board, 2005-2009 Professional Developent Committee, 2003-2008

Moderator, Junior Classical League, 1998-present Moderator, Asian Students Coalition, 2000-2010 Kairos, 2001-present Junior Retreat, 2001 Sophomore Retreat, 1999, 2000, 2009 Freshman Retreat, 1998, 2003 – 2008, 2010 - 2011 Other Teaching Experience

Teaching Assistant, UC Santa Barbara – Mythology, Latin and Greek Literature, Ancient Epic, 1996-1998

Professional Development Activities

CCA workshop: The New AP Latin Curriculum College Board Online Workshop: The New AP Latin Curriculum Studying Skillful Teaching Teaching and Learning in the 21st Century CCA meetings, various relevant topics: at least annually CJCL meetings (opportunities to discuss Latin teaching with other California teachers: semi-annually Observing and Analyzing Teaching, Bishop O’Dowd High School, 2006 CalProv Jesuit Colloquium, 2006 Seminar, Teaching Foreign Language to Students with Learning Disabilities, SI, 2006 Summer Curriculum Grant to create new Latin 3-4 prose curriculum, Summer, 2005 Cooperative Learning, SI, July 2004 Pacific Advanced Placement Institute, Latin, Notre Dame de Namur, June 2004 Summer Curriculum Grant to create new Latin 3-4 poetry curriculum, Summer,

2004 Defense Language Institute, April 2004 JCL Ludi Octobres, (hosted) 2011, 2007, 2004, 1999 Annual Ludi Octobres, 1998-present Annual California State Junior Classical League Convention, 1999-present

CARLOS ERNESTO ESCOBAR 11 years of service at St. Ignatius Education: ICEI Institute Masters, University of San Francisco, 2004 - 2007 Credential Program, University of San Francisco 2001-2002

B.A., Dartmouth College, History, 2000 Course Load 2011 - 2012 Spanish 2H (2), Spanish 4 (2) Courses Taught While at SI Spanish 1, Spanish 2H, Spanish 2, Spanish 4 Extracurricular Activities

Comfort runs, moderator, 2004 - present Various Immersions, 2002-present Women’s soccer, Varsity head coach, 2009-present Women’s soccer, JV head coach 2002 - 2009 ALAS, moderator, 2003-2009 Football, Frosh assistant, 2003-04 Retreat leader, 2001-present

Other Teaching Experience

Classroom Teacher, Marin Academic Center, Marin, CA, 2001-02 Professional Development Activities

AP Spanish Language Institute, 2011 NSCAA, Advanced National Soccer License, 2006 NSCAA, National Soccer License, 2005 CLAS workshop, Perspectives on Cuba, 2004 USSF National D, soccer license, 2004 Defense Language Institute In-Service, 2004 Research for Better Teaching, 2001

SHELLEY FRIEDMAN 21 years of service at SI Education B.A., University of Illinois, English and French Course Load 2011-2012 French 2, 2H, 3, 3H Courses Taught While at SI French 1, 1A, 2, 2H, 3, 3H, 4, 4AP Other Teaching Experience

Private teaching and tutoring of all levels of French, to children and adults, Paris, France-English teacher Chicago Public Schools-HS English teacher

Extracurricular Activities

French Club Sit’n’Knit Dialogue Club / Palestinian-Jewish Dialogue Group Green Team Yoplait Tops for Breast Cancer and used eyeglasses collections Retreats: Freshman /Sophomore /Junior

Summer trip to France with students, 2013 (in planning stage) Co-organizer of Holocaust Week, Spring 2004 & 2005

Professional Development Activities

BAFLP Tech for Language teachers—Stanford 2010 AATF presenter Philadelphia 2009 Seminar, Teaching Foreign Language to Students with Learning Disabilities, SI, 2006 Seminar, “Surreal Calder”, SFMOMA, 2006 Various art workshops with Renée Morel Various AATF annual conferences

CARLOS GAZULLA 15 years of service at SI Education B.F.A. Central University of Barcelona, Spain Secondary Teaching Credential, Polytechnical University of Catalonia, Spain Institute of Photografic Studies of Catalonia, Barcelona, Spain M.F.A. Academy of Art University of San Francisco Course Load 2011 - 2012 Spanish 3h (2), Español Moderno (1), Photography 1A (2) , Photography 1B (1) Courses Taught at SI Spanish 1, 2, 2H, 3, 3H, 4AP, Español Moderno, Photography 1A and Photography 1B Other teaching experience Betlem School, Barcelona, Spain Institute of Photographic Studies of Catalonia, Barcelona, Spain Continuing Education, City College of San Francisco Academy of Art University, San Francisco

Skyline College, San Bruno Professional Development Activities

AP Reader for Spanish, San Antonio, Texas and Louisville, Kentucky Language Workshops organized by FLANC, Stanford University, UC Berkeley, University of San

Francisco, AP College Board, CLTA at Santa Clara University, St. Ignatius Department of Language

Photography and Fine Arts Workshops at the International Center of Photography New York, IDEP in Barcelona, College of Architecture at UPC in Barcelona,

University of Barcelona, La Caixa Foundation, Barcelona’s City Hall “Self-Certified Teacher”, San Francisco Museum of Modern Art, 2002

Extracurricular Activities

San Francisco Immersion Barcelona-San Francisco Exchange Program, Organizer

Spanish Club Awards Becario de Honor Central University of Barcelona Ministry of Culture. Madrid, Spain Winner in National Photo Contests, Spain Publications Publications and articles in various newspapers, magazines, and books, including: El País, San Francisco Examiner, Heraldo de Aragón, Avui, Suplemento Heraldo,

Ajoblanco, Avui Diumenge, Foto Revista, Fotografos en Aragon, Premios Isabel de Portugal, Primavera Fotografica, Lambda, Photo Metro, nufoto magazine, El Semanal, Genesis, and more.

MARY H. McCARTY 32 years of service at St. Ignatius Education M.A.University of California, Santa Barbara, Classics, 1976 B.A. University of California, Santa Barbara, Classics and Classical Civilization, 1974 California State Secondary Credential (Life), 1978 Course Load 2012-2013: Latin 2, 2h, 4, 4AP 2011-2012: Latin 2,2h, 3, 3h 2006-2007: Latin 1, Latin 3, Latin 3H Courses Taught While at SI: Latin 1,2, 2H, 3, 3H, 4, 4AP Summer School: Mythology Via Latina (An Introduction to Latin and Classical Mythology) Extracurricular Activities Co-moderator, Junior Classical League Faculty leader, Kairos and Freshman Retreats Eucharistic minister, Friday Morning Liturgy Co-moderator, Faculty Forum 2002-2005 Arrupe Project, 2002-present Faculty Development Board, 2 terms, 1980-2000 Other Teaching Experience

Teaching Assistant, U.C. Santa Barbara, Elementary Greek, Ancient Athletics, Classical Civilization, 1975-1976 Damien High School, La Verne, California: English, Latin, 1976-1979 Professional Development Activities American Classical League Institute, 2011, 2009, 1998, 1996, 1994 “In the Way of Learning” ( Mel Levine’s learning disabilities symposium), 1996 ACTFL Reading skills workshop, St, Ignatius, 1996 ACTFL National Convention, Irvine, CA, 1995 “Learning and the Brain: Enhancing Cognition and Emotion in Student Learning”, February 2007 Summer Curriculum Grant to create new Latin 3-4 course curriculum, Summer, 2004 Research for Better Teaching: “The Skillful Teacher” course, June-September, 2004 North American Cambridge Classical Association, Teaching workshop, Mar. 2004 Apple 21st Century Learning Tour for Educators, December, 2010 AP Latin—Vergil and Caesar: Perspectives on Leadership Webinar, November,2010 Colloquium for Jesuit H.S. Latin teachers: Bellarmine, November 2012, presenter: “Teaching Caesar” Humanities West colloquia, 2009-present California Classical Association- North: President 2010-present, Vice-President 2009-10

California Classical Association Board, Member-at-large, 1999-2000 California Classical Association-North, annual Fall and Spring meetings, 1990-present California Classical Association-­‐South: April 2009, Speaking Latin in the 21st Century, Getty Villa California State Junior Classical League, non-voting state board member, 2004, 1999 JCL Ludi Octobres (Northern California regional activity) yearly 1994- present JCL Ludi Octobres, (hosted) 2011, 2004, 1999 JCL State Convention, 1994-present JCL National Convention, Davis, CA

CYNTHIA ROBERTSON 13 years of service at St. Ignatius Education

Secondary Teaching Credential, CSU, Fullerton 1982 B.A. University of California, Irvine, French 1980 University of Pau/Paris 1979/80

Course Load 2011-2012 French 1, 4, 4AP

Courses Taught While at SI

French 1, 2, 2H, 3, 3H, 4, 4AP World Religions; Ministry

Extracurricular Activities Freshman Class Moderator, 2010-Present French Club, Co-Moderator, 1999-present Multi-Cultural Dance, 2006-2009

Yoga Club, 2005-2010 Health and Wellness Committee, 2007-2008 ISN/Loyola University Teach-In on Racism and Poverty, March 2007 CLC Co-Moderator, 2005-2007 Amnesty International, Moderator, 2001-2003 Immersions: El Salvador-2000; Northern Ireland-2002 SOA Protest, Fort Benning, Georgia, 2001

Other Teaching Experience

ESL and Language Methodology, China, Summer 2010 French Immersion Summer Program, Summer 2010 Yoga/Body-Mind Centering Teacher, Health and Wellness Class 2009-Present French Teacher, Carondelet High School, Concord, CA, 1995-1999 8th Grade Teacher, St. Veronica, South San Francisco, CA, 1993-1994 Technical Trainer, ESL, Peace Corps, Sri Lanka, 1991 ESL and Language Methodology, Peace Corps, Sri Lanka, 1988-90 French Teacher, St. Rose Academy, 1986-88, 1982-85

Professional Development Activities AP Annual Conference, July 2011 8-day Ignatian Retreat, Guelph, Canada, Summer 2011 Project-Based Learning, Marin Catholic, Spring 2011 Sensory Integration, Ed Rev Conference 2010 Ed Rev Conference, Spring 2009 Studying Skillful Teaching Seminar, St. Ignatius, 2009 200 hour+ Iyengar Yoga Certificate/Embodied Anatomy Yoga, 2008-2009 CLTA Conference, Santa Clara, March 2007 Seminar, “Surreal Calder”, SFMOMA, 2006 Seminar, Teaching Language to Students with Learning Disabilities, SI, 2006 19th Annotated Spiritual Exercises, St. Ignatius, 2004/2005 Monterey Language Defense Institute, In-Service, 2004 AP Seminar, 5-day, Notre Dame de Namur, 2003 CLTA Language Conference, Long Beach, CA, 2002 CLTA Language Conference, San Diego, CA, 2001 Reading Proficiency in Foreign Language, In-Service, 2001 Alliance Française, Advanced Conversation, 2001-2002 Bay Area Foreign Language Project, Stanford University, 2000 Simone De Beauvoir Centennial Conference, Paris, 1999 Language Technology Conference, CSU Monterey, 1998 Group Leader, Experiment in International Living, France, 1996, 1984 FLANC Workshop, 1996, SFSU Alliance Francaise San Francisco, 1995

Publishings Yoga For Everybody magazine, Contributing Writer, January 2004-January 2005

BRIAN RHODES 3 years of service at Saint Ignatius Education B.A. St. Mary’s College M. Ed. University of Notre Dame Course Load 2011-2012 Spanish 1, Spanish 2, Spanish 2h Courses Taught While at St. Ignatius Spanish 1, Spanish 2, Spanish 2h, Spanish 3 Extra-curricular Activities Soccer coach Cross Country coach Other Teaching Experience Haiti Chile Professional Development Activities Brain Workshop Studying Skillful Teaching

NOBUKO TAKAMATSU 12 years of service at St. Ignatius Education M.A., San Francisco State University B.A., Aoyamagakuin University, Japan Secondary Teaching Credential, Japan Course load 2004 – 2005

Japanese 1, Japanese 2, Japanese 3/3H, Japanese 4/AP Courses Taught While at SI

Japanese 1, Japanese 2, Japanese 3/3H, Japanese 4/AP Extracurricular Activities Japanese Society Other Teaching Experience

Lecturer, USF, 1998-1999 Lecturer, SFSU, 1987-1999 Instructor at CCSF, 1986-1999 Teacher at Japanese Bilingual and Bicultural Program at Clarendon Elementary School, 1980-1986 Teacher at Eishin Gakuin College Preparatory, Japan, 1977

Professional Development Activities

FLANC conference, UC Berkeley, Fall 2004 CLTA conference, Santa Barbara, Summer 1993 FLANC conference, Fall 2003 FLANC conference, Sacred Heart, San Francisco, Fall 2001 Presenter, “Kanji Course” NCJTA conference, Stanford, Fall 1998 and San Francisco, Spring 1998 FLANC conference, Saint Mary’s College, Moraga, Spring 1998 and Stanford, Fall 1994

BARBARA B. TALAVAN 26 years of service at St. Ignatius Education

M.A., Spanish Literature, New York University, New York, 2000 Ryan Single Subject Credential, Spanish, Cal State University, LA, 1985 B.A., Spanish, Occidental College, Los Angeles, 1978 Oxy-in-Spain Program, Salamanca, Spain, 1975-1976

Course Load 2011-2012

Spanish 2H (2), Spanish 3 (2) Courses Taught While at SI

Spanish 1, 1Acc, 2, 2H, 3, 3H, 4, 4AP, Drivers’ Education Other Teaching Experience

Spanish Teacher, La Salle High School, Sierra Madre, CA, 1981-1985 English Teacher, Salamanca, Spain, 1978-1981

Additional Responsibilities Director, Summer Programs Member, Financial Aid Committee Extracurricular Activities (selection)

Director of Academics, Summer School Detention Proctor S.M.A.S.H. Club Moderator Mentoring Program EiT Observation Team Volleyball Coach Immersion Trips: Tijuana, El Salvador Language Department Chair Assistant to Director, Theatre Arts Department

Professional Development Activities Have attended numerous conferences and workshops during my tenure at SI Have received several grants during my tenure at SI

Language Department Handbook: Personnel File Name: Irene Wong, 0 year of service at Saint Ignatius Education:

- M.A. in Chinese, San Francisco State University, CA. - B.A. in Chinese Literature, Fu-Jen Catholic University, Taipei, Taiwan. - Single Subject Teaching Credential in Mandarin, San Francisco State University, CA.

Course Load 2011-2012: Mandarin 1 Courses Taught While at Saint Ignatius: Mandarin 1 Extracurricular Activities: n/a Other Teaching Experience:

- High School Teacher & Program Developer-- Tamalpais Union High School District, Larkspur, CA (2007-2011) - High School Teacher—Galileo High School, San Francisco, CA (2006-2007) - Assistant Professor-- Defense Language Institute, Monterey, CA (2004-2006) - College Instructor (2002-2004) • College of Marin, Kentfield, CA (Jan.2004-June 2004) • University of San Francisco, San Francisco, CA (June 2003-Dec. 2003) • Laney College, Oakland, CA (Mar. 2003-July 2003) • SFSU College of Extension, San Francisco, CA (Jan. 2003-May 2003) • Miramonte High School, through Contra Costa College District, CA (Aug. 2002-May 2003)

Professional Development Activities:

- Test Reviewer -- As a contractor, reviewing test items on Mandarin.

FRENCH 1 COURSE DESCRIPTION: French I is a two-semester course designed for beginners. No background in French is presumed or required. The class is conducted primarily in French. The four language skills—speaking, listening, reading, and writing—are developed simultaneously. Oral communication is emphasized and students are encouraged to speak only French whenever possible. Active, daily classroom participation is essential for success in this course. During the year, you will learn basic vocabulary and structures of the language and be introduced to the many cultures of the French-speaking world. COURSE MATERIALS: -Discovering French (Bleu 1) Text, Workbook, and Activités pour tous workbook, McDougal Littell -French/English dictionary (online or paperback) -Three-ring binder--1 inch is fine (Spiral notebooks not accepted) Include the following 4 sections:

Class notes / Handouts / Written work / Quizzes/tests ***Create a fun cover for your binder and include course name (FRANÇAIS 1-french title only!) and a picture or drawing of something that illustrates French or francophone culture.

-Ipad: Please bring your iPad with you to class everyday, as we will use it in class for activities. How you use it for class notes is primarily up to you, but the 3-ring binder as described above is still mandatory for this class. (for handouts, returned work, etc.) -APPS for the iPad: I will let you know periodically of what apps to add to your iPad. For the beginning of school, please put the following two apps on your iPad: flashcards and chalkboard—both are free. FORMAT FOR WRITTEN WORK:

-Write your full name, date (in French), and period # in upper right hand corner of paper. -All work must be titled so decide what the most appropriate title for the assignment should be.

-Some work will be handwritten and some work will be typed. I’ll let you know. -Include all accents! (Use insert/symbol options on your computer/Ipad.) A FEW WORDS ON HOMEWORK: Homework is an opportunity for you to practice what you are learning in class. It is an essential ingredient in making progress in French. Your daily assignments will be posted on the Calendar in Finalsite. Please note that the date due will be the next class day unless otherwise noted. Assignments falling under the “Homework” category are generally from the text and workbooks. In this category, you begin with 100 points. When you don’t have an assignment, you lose 5 points. The next day, you need to complete the assignment so as not to lose an additional 5 pts. For example, a student who missed homework 4 times would receive an 80 in this category. Written assignments of more depth requiring more time and more creativity of thought and use of French are entered into the “Written Work” grade category and count 25% of your grade. The points assigned to these assignments will vary. Rubrics and assignment sheets will be given to you in advance so that you are clear on how to proceed and how to succeed. All assignments must be completed when you enter the classroom for credit that day. All homework and written work is to be done individually unless assigned as group or pair work. Incidents of cheating will result in the consequences outlined in your student handbook. ***NOTE: Use of ANY translation program is NOT permitted and will be considered cheating. All assignments are created for you to use the language you are learning! Only express what you have been taught to express. Translations are usually not correct and will only be an obstacle to your progress.

COURSE REQUIREMENTS/EVALUATION: Grades are determined by averaging student performance in the following categories: A. ACTIVE Class Participation/Speaking/Engagement 20% -class preparation (ready to go with all materials when class begins) -use of French in the classroom on a daily basis -effort to use correct pronunciation of French as much as possible -positive and cooperative attitude and conduct; effective group and partner work

-contributions to class discussion and activities; active note taking during presentations of material -independent effort; completion of daily homework/home listening/speaking activities as assigned -completion of work which may not be assessed for a grade in another category B. HOMEWORK 10%

-daily speaking/reading/writing/listening homework as assigned in workbook and text exercises

C. CULTURE AND REFLECTION 10% -culturally related activities/assignments/discussions; demonstrated integration of cultural knowledge of the francophone world

D. TESTS AND QUIZZES 25% -chapter tests -frequent quizzes based on new grammar concepts/vocabulary/listening activities E. WRITTEN WORK AND ORAL PRESENTATIONS 25 % -oral situations for each chapter/unit -paragraphs/compositions for each chapter/unit

-projects and other activities as assigned that go beyond the scope of daily homework from text and workbook exercises

F. MAJOR EXAMS 10%

-Semester 1 and 2 final exams GRADING SCALE:

A 100-93 C 77-73 A- 92-90 C- 72-70 B+ 89-88 D+ 69-68 (Note: % grades of .5 or higher will be rounded up) B 87-83 D 67-63 B- 82-80 D- 62-60 C+ 79-78 F 59- ABSENCES: It is YOUR responsibility to make up any missed work. When you are absent, check homework on Finalsite. Understand you have missed 80 or 60 minutes of class learning time that you must also follow-up on. Get any notes from a classmate that you may have missed. See me during office hours and/or Resource Room hour to make up the class activities (i.e. oral practice!) Remember, you are responsible to find out what material you missed and what work should have been turned in. Be sure to talk to/email me if special arrangements regarding assignments need to be made due to a longer period of absence. Quizzes/Tests: Schedule a make-up for missed quizzes and tests the day you return. You can expect to make up the test/quiz the day you return, during class, at my discretion. It is your responsibility to see me if you miss a test or quiz. A grade of 0 will be assigned to your quiz/test score if you forget to make it up. If you have a conflict with a test/quiz due to an athletic event or for any other reason, see me ahead of time to schedule a make-up.

Late work: Assignments will be downgraded two full letter grades for each day late. For example, if you have a perfect assignment, the most you can receive for that assignment is a C. No excuse (including computer/printer problems) will be accepted. Assignments late beyond two days will not be accepted unless prior approval has been granted. Note: All other policies as outlined in the student/parent handbook will be followed. FRENCH 1 COURSE LEARNING ACTIVITIES A. Vocabulary and Grammar

-keep a vocabulary list and flash cards of new words encountered and review DAILY -make every effort to incorporate new vocabulary into your own speaking and writing each day in class and in homework assignments -take careful notes when new grammatical structures are introduced. (Review these notes daily.) -incorporate new grammatical items into daily speaking and writing activities.

B. Oral Communication

-speak French in the classroom to the best of your ability every day -understand that thoughtful pair/group practice will help you progress -practice new material orally at home/on the phone with a partner for reinforcement -participate in oral exercises/dialogues/situations

C. Listening

-complete listening activities at home as assigned -be an active listener in class at all times -listen to oral presentations, and be able to respond with comments and/or questions

D. Writing

-complete all written assignments -incorporate new and old structures into all writing assignments -prepare projects and posters on various topics. Always keep an extra copy of written work done at home!

E. Reading Students will:

-read various reading selections from magazines, newspapers, songs, poems, etc. -be able to answer questions and discuss reading selections

F. Culture Students will: -be exposed to readings, discussions, and class activities related to the French-speaking world.

-learn about and participate in francophone celebrations -watch French films as assigned (generally one per quarter) and discuss -prepare cultural presentations in class

G. Social Justice Issues/Spirituality Students will:

-be encouraged to discuss social justice issues in class inspired by the culture of the school, media, films, poems, etc.

LANGUAGE ACQUISITION: In addition to the ideas outlined above under “Course Learning Activities”, it is important to understand that learning a language requires repetition. Although this may seem tedious, with repetition you will be able to integrate the new material into your speech. Ultimately, it is this repetition and practice, and not merely memorization of grammar rules, which will allow you to become a fluent French speaker! Make every effort to complete homework in the right conditions. My suggestions for “right conditions” include completion of work at home, at a desk, and in a quiet room. Listening to your choice of French music in the background while doing these assignments is also helpful. If you are doing a text or workbook exercise, you should write and then say the response out loud for reinforcement. Twenty to 30 minutes of

careful completion of assignments will help prepare you for the next day’s class, allowing you to use the material and thus absorb it more quickly. In addition, you will never have to cram for a quiz or test. Cramming sets you up to forget the material the day after you “learn” it. A brief WORD on Dictionary Usage: Limit your use of the dictionary. Written assignments should always demonstrate good use of current vocabulary, thus requiring only selective use of a dictionary. Moreover, it is tedious to bury yourself in a dictionary and the payoff is not worth it. In French 1, for example, you should use your dictionary to look up a new noun, or a new verb from time to time. A dictionary will NOT help you string a sentence together correctly, so beware of this piège (trap!!). AND REMEMBER: NO TRANSLATION PROGRAMS. This is the #1 enemy of language learners and will NOT help you master the language. Enfin….Be sure and see me for additional help whenever you feel the need! You will be amazed at how even 10 minutes of one-on-one time (tête-à-tête ) can help you!

AMUSONS-NOUS CETTE ANNÉE EN FRANÇAIS 1

PLEASE COMPLETE THE FOLLOWING and place these pages in the front of your French notebook. I, __________________________, have read the above course description for French 1 and understand the (Print name) expectations that are outlined. I will do my best to follow them in order to succeed in this course. Sign your name here: _____________________________ Please have one/both of your parents sign below indicating that they have read this course description. Merci! ______________________________________

FRENCH 2- Parent Signature ______________________________________ I. COURSE DESCRIPTION French 2 is a two-semester course designed for students who have completed at least C work in French 1. The class will be conducted almost entirely in French, except for grammatical explanations, and students are expected to speak in French (all the time!). The aims of this course are to improve the student’s ability to speak, read, write, and comprehend French, to enhance his/her knowledge of the incredible diversity of the French–speaking world, to encourage and enable him/her to lead a fabulous, fluent, fun French Life, and to prepare the student for French 3. A final grade of C+ and/or teacher recommendation in French 2 is required to go on to French 3. II. COURSE MATERIALS

McDougal Littell, Discovering French Nouveau BLANC: Textbook, Workbook, Activités pour tous workbook. Workbooks may NOT be used texts.

3-ring loose leaf binder for class notes, handouts, homework and tests returned, loose leaf paper Pencils & pens, including a red, pink or orange pen for correcting homework in class Tons of enthusiasm! / Great Hand-Raising technique!

III. COURSE REQUIREMENTS / GRADING POLICY 1. CLASS MEMBERSHIP aka ACTIVE CLASS PARTICIPATION

-readiness: putting all materials on your desk before the bell rings, including that red, pink or orange pen!) 20% -use of French at all times in the classroom & attention to correct pronunciation

-positive, respectful and cooperative attitude and conduct -contributions to class discussions and activities/ partner & small group conversations

-taking notes in class Participation is totally fun, so even if you’re shy, start talking—you’ll be amazed at how great you feel! __________________________________________________________________________________ 2. HOMEWORK is on my webpage every day. I sometimes send amendments or other info by email, so check your SI email every day. S’IL VOUS PLAIT, FAITES VOS DEVOIRS!

10% Please review listening exercises & vocab flash cards every night even if they’re not assigned!! • Late work will be lowered one letter grade for each day late, and MUST be handed in, no matter how late. • Always keep a backup copy of work you do on the computer--on ne sait jamais!! • Please See moi if something comes up to prevent you from doing your homework. _____________________________________________________________________ 3. TESTS & QUIZZES

25 % -chapter tests & quizzes—grammar, vocabulary, reading, listening, culture ______________________________________________________________________________________ 4. WRITTEN WORK & ORAL PRESENTATIONS

25% -paragraphs / compositions / brochures / posters / postcards -group & individual projects ________________________________________________________________________ 5. CULTURE & REFLECTION 10% film, museum visits, other cultural activities _____________________________________________________________________ 6. MAJOR EXAMS 10% -semester exams IV. GRADING SCALE B+ 89.4 – 87.5 C+ 79.4 – 77.5 D+ 69.4 – 67.5 F 59.4 or below A 100 – 92.5% B 87.4 – 82.5 C 77.4 – 72.5 D 67.4 – 62.5 A- 92.4-89.5 B- 82.4 – 79.5 C- 72.4 – 69.5 D- 62.4 – 59.5 V. BASIC COURSE LEARNING ACTIVITIES Speaking The student will 1. speak French in the classroom to his/her ability all the time every day. 2. do pair practice exercises and assigned oral projects. 3. raise her/his hand every day, to ask & answer questions. Practice Good Hand-Raising Technique!!!! Vocabulary/Grammar The student will 1. make flash cards of new vocabulary words: from the text, from class discussions and from reading. 2. make every effort to incorporate new grammar and vocabulary into his/her own writing and speaking. 3. review his/her flash cards every evening, for about 10 minutes, alone or w/maman ou papa or w/a friend. Reading The student will read all assigned selections, do accompanying exercises & participate in class discussions. Listening The student will 1. complete Listening exercises assigned by teacher, including podcasts, songs, etc. 2. listen to oral presentations, take notes and respond with comments and/or questions. 3. tell me if a specific Listening exercise was difficult so we can all do it together in class.

4. review Listening exercises especially before tests. Writing The student will 1. complete regular writing assignments including Ecrit automatique and topics from workbooks and textbooks. 2. write at least one 50-150 word essay per chapter. 99.99999% of written work will be done in class—you actually write better there! Culture The student will 1. learn about and participate in the observance of cultural celebrations. 2. learn to identify & respect cultural differences. 3. learn about and discuss the cultures of the enormously diverse Francophone world. 4. choose & watch at home 1 French language film per vacation / break, and complete the related assignment. 5. do assigned Activités Culturelles (museums, film festivals, etc.) with great enthusiasm!! Social Justice Issues The student will reflect on and discuss relevant social justice issues in class.

PROVEN KEYS TO SUCCESS ASK ABOUT ANYTHING THAT PUZZLES YOU (You're never the only one who doesn't understand). RAISE THAT HAND--let us know you're in the class, with questions & commentaires—both are welcomed!!! We all make mistakes in public and we all survive (you, me, Einstein, everyone), so be daring, take risks: Parlez français!!

ACQUIRE FAME & GET A BON BON Impress & entertain us with your fascinating & sophisticated

FRENCH LIFE STORIES! N’attendez pas--Commencez aujourd’hui !!

HELP!! See me IMMEDIATELY if you feel lost, even un tout petit peu, even one day—I will always help you, and when appropriate, get you together with a handpicked tutor—student or adult. You will catch up! Also, if you feel uncomfortable with something I say or do, let me know—I will understand and you will feel better after we talk! PRACTICE OUT LOUD AS MUCH AS POSSIBLE, with everyone, everywhere--with your animals, real or stuffed, with yourself in the mirror, preferably with other human beings who speak French, including those whose French intimidates you! Repeat cool sentences from films you watch (only at home, not au cinéma!)—repeat until your pronunciation is perfect! Put on a béret & read homework sentences out loud--great for your accent!

BE BRAVE: Breathe, smile (smiling relaxes our muscles) and start talking! ASK ABOUT ANYTHING THAT PUZZLES YOU (You're never the only one who doesn't understand). BEHAVE RESPONSIBLY—When you’re absent, if the hw isn’t on line, call a RELIABLE classmate (not necessarily your best friend!) or email me. When you return to school, see me immediately about making up missed quizzes and tests, oral and written assignments. “J’étais absent,” does not excuse you from making up homework or quizzes. Every assignment must be made up for you to get a final grade—holes in gradebooks don’t disappear; they just get bigger as time passes! Check your school email every day for special announcements. ASK ABOUT ANYTHING THAT PUZZLES YOU (You're never the only one who doesn't understand). VIVE LE FRANÇAIS! There are kids just like you in more than 32 countries, living their daily lives en français--so be one of them and PARLEZ PARLEZ PARLEZ! It’s up to you to create your own French-speaking environment!

Morale de l’histoire...

ASK ABOUT ANYTHING THAT PUZZLES YOU (You're never the only one who doesn't understand).

FRIMEZ!! FRIMEZ!! FRIMEZ!! AMUSEZ-VOUS --- YOUR FRENCH LIFE IS JUST AROUND THE CORNER!

FRENCH 2H- Parent Signature _________________________________ I. COURSE DESCRIPTION French 2H is a two-semester course designed for students who receive an A or B in French 1 and who receive their French 1 teacher's recommendation. The pace is more rapid and more in-depth than that of French 2 Regular and covers more material. The class will be conducted almost entirely in French, except for certain grammatical explanations, and students are expected to speak in French as much as possible (all the time!). The aims of this course are to improve the student’s ability to speak, read, write, and comprehend French, to enhance his/her knowledge of the incredible diversity of the French–speaking world, to encourage and enable him/her to lead a fabulous, fluent, fun French Life, and to prepare the student for French 3H. II. COURSE MATERIALS

McDougal Littell, Discovering French Nouveau BLANC: Textbook, Workbook, Activités pour tous workbook. Workbooks may NOT be used texts.

3-ring loose leaf binder for class notes, handouts, homework and tests returned, loose leaf paper Pencils & pens, including a red, pink or orange pen for correcting homework in class Tons of enthusiasm! / Great Hand-Raising technique!

III. COURSE REQUIREMENTS / GRADING POLICY 1. CLASS MEMBERSHIP aka ACTIVE CLASS PARTICIPATION

-readiness: putting all materials on your desk before the bell rings, including that red, pink or orange pen!) 20% -use of French at all times in the classroom & attention to correct pronunciation

-positive, respectful and cooperative attitude and conduct -contributions to class discussions and activities/ partner & small group conversations

-taking notes in class Participation is totally fun, so even if you’re shy, start talking—you’ll be amazed at how great you feel! __________________________________________________________________________________ 2. HOMEWORK is on my webpage every day. I sometimes send amendments or other info by email, so check your SI email every day. S’IL VOUS PLAIT, FAITES VOS DEVOIRS!

10% Please review listening exercises & vocab flash cards every night even if they’re not assigned!! • Late work will be lowered one letter grade for each day late, and MUST be handed in, no matter how late. • Always keep a backup copy of work you do on the computer--on ne sait jamais!! • Please See moi if something comes up to prevent you from doing your homework. _____________________________________________________________________ 3. TESTS & QUIZZES

25 % -chapter tests & quizzes—grammar, vocabulary, reading, listening, culture ______________________________________________________________________________________ 4. WRITTEN WORK & ORAL PRESENTATIONS

25% -paragraphs / compositions / brochures / posters / postcards -group & individual projects ________________________________________________________________________ 5. CULTURE & REFLECTION 10% film, museum visits, other cultural activities _____________________________________________________________________ 6. MAJOR EXAMS 10% -semester exams IV. GRADING SCALE B+ 89.4 – 87.5 C+ 79.4 – 77.5 D+ 69.4 – 67.5 F 59.4 or below A 100 – 92.5% B 87.4 – 82.5 C 77.4 – 72.5 D 67.4 – 62.5 A- 92.4-89.5 B- 82.4 – 79.5 C- 72.4 – 69.5 D- 62.4 – 59.5 V. BASIC COURSE LEARNING ACTIVITIES Speaking The student will 1. speak French in the classroom to his/her ability all the time every day. 2. do pair practice exercises and assigned oral projects. 3. raise her/his hand every day, to ask & answer questions. Practice Good Hand-Raising Technique!!!! Vocabulary/Grammar The student will 1. make flash cards of new vocabulary words: from the text, from class discussions and from reading. 2. make every effort to incorporate new grammar and vocabulary into his/her own writing and speaking. 3. review his/her flash cards every evening, for about 10 minutes, alone or w/maman ou papa or w/a friend. Reading The student will read all assigned selections, do accompanying exercises & participate in class discussions. Listening The student will 1. complete Listening exercises assigned by teacher, including podcasts, songs, etc. 2. listen to oral presentations, take notes and respond with comments and/or questions. 3. tell me if a specific Listening exercise was difficult so we can all do it together in class.

4. review Listening exercises especially before tests. Writing The student will 1. complete regular writing assignments including Ecrit automatique and topics from workbooks and textbooks. 2. write at least one 50-150 word essay per chapter. 99.99999% of written work will be done in class—you actually write better there! Culture The student will 1. learn about and participate in the observance of cultural celebrations. 2. learn to identify & respect cultural differences. 3. learn about and discuss the cultures of the enormously diverse Francophone world. 4. choose & watch at home 1 French language film per vacation / break, and complete the related assignment. 5. do assigned Activités Culturelles (museums, film festivals, etc.) with great enthusiasm!! Social Justice Issues The student will reflect on and discuss relevant social justice issues in class.

PROVEN KEYS TO SUCCESS ASK ABOUT ANYTHING THAT PUZZLES YOU (You're never the only one who doesn't understand). RAISE THAT HAND--let us know you're in the class, with questions & commentaires—both are welcomed!!! We all make mistakes in public and we all survive (you, me, Einstein, everyone), so be daring, take risks: Parlez français!!

ACQUIRE FAME & GET A BON BON Impress & entertain us with your fascinating & sophisticated

FRENCH LIFE STORIES! N’attendez pas--Commencez aujourd’hui !!

HELP!! See me IMMEDIATELY if you feel lost, even un tout petit peu, even one day—I will always help you, and when appropriate, get you together with a handpicked tutor—student or adult. You will catch up! Also, if you feel uncomfortable with something I say or do, let me know—I will understand and you will feel better after we talk! PRACTICE OUT LOUD AS MUCH AS POSSIBLE, with everyone, everywhere--with your animals, real or stuffed, with yourself in the mirror, preferably with other human beings who speak French, including those whose French intimidates you! Repeat cool sentences from films you watch (only at home, not au cinéma!)—repeat until your pronunciation is perfect! Put on a béret & read homework sentences out loud--great for your accent!

BE BRAVE: Breathe, smile (smiling relaxes our muscles) and start talking! ASK ABOUT ANYTHING THAT PUZZLES YOU (You're never the only one who doesn't understand). BEHAVE RESPONSIBLY—When you’re absent, if the hw isn’t on line, call a RELIABLE classmate (not necessarily your best friend!) or email me. When you return to school, see me immediately about making up missed quizzes and tests, oral and written assignments. “J’étais absent,” does not excuse you from making up homework or quizzes. Every assignment must be made up for you to get a final grade—holes in gradebooks don’t disappear; they just get bigger as time passes! Check your school email every day for special announcements. ASK ABOUT ANYTHING THAT PUZZLES YOU (You're never the only one who doesn't understand). VIVE LE FRANÇAIS! There are kids just like you in more than 32 countries, living their daily lives en français--so be one of them and PARLEZ PARLEZ PARLEZ! It’s up to you to create your own French-speaking environment!

Morale de l’histoire...

ASK ABOUT ANYTHING THAT PUZZLES YOU (You're never the only one who doesn't understand).

FRIMEZ!! FRIMEZ!! FRIMEZ!! AMUSEZ-VOUS --- YOUR FRENCH LIFE IS JUST AROUND THE CORNER!

FRENCH 3 Parent Signature _________________________________ I. COURSE DESCRIPTION French 3 is a two-semester course designed for students who receive an A, B or C+ in French 2/2H. The class will be conducted almost entirely in French, except for certain grammatical explanations, and students are expected to speak in French as much as possible (all the time!). The aims of this course are to improve the student’s ability to speak, read, write, and comprehend French, to enhance his/her knowledge of the incredible diversity of the French–speaking world, to encourage and enable him/her to lead a fabulous, fluent, fun French life, and to prepare the student for French 4. II. COURSE MATERIALS

McDougal Littell, Discovering French Nouveau BLANC: Textbook, Workbook, Activités pour tous workbook. Workbooks may NOT be used texts. We will use this first semester. Keep it for reference.

McDougal Littell, Discovering French Nouveau ROUGE: Textbook, Workbook, Activités pour tous workbook. Workbooks may NOT be used texts. We will use this 2nd semester.

3-ring loose leaf binder for class notes, handouts, homework and tests returned, loose leaf paper Pencils & pens, including a red, pink or orange pen for correcting homework in class Tons of enthusiasm! / Great Hand-Raising technique!

III. COURSE REQUIREMENTS / GRADING POLICY 1. CLASS MEMBERSHIP aka ACTIVE CLASS PARTICIPATION

-readiness: putting all materials on your desk before the bell rings, including that red, pink or orange pen!) 20% -use of French at all times in the classroom & attention to correct pronunciation

-positive, respectful and cooperative attitude and conduct -contributions to class discussions and activities/ partner & small group conversations

-taking notes in class Participation is totally fun, so even if you’re shy, start talking—you’ll be amazed at how great you feel! __________________________________________________________________________________ 2. HOMEWORK is on my webpage every day. I sometimes send amendments or other info by email, so check your SI email every day. S’IL VOUS PLAIT, FAITES VOS DEVOIRS!

10% Please review listening exercises & vocab flash cards every night even if they’re not assigned!! • Late work will be lowered one letter grade for each day late, and MUST be handed in, no matter how late. • Always keep a backup copy of work you do on the computer--on ne sait jamais!! • Please See moi if something comes up to prevent you from doing your homework. _____________________________________________________________________ 3. TESTS & QUIZZES

25 % -chapter tests & quizzes—grammar, vocabulary, reading, listening, culture ______________________________________________________________________________________ 4. WRITTEN WORK & ORAL PRESENTATIONS

25% -paragraphs / compositions / brochures / posters / postcards -group & individual projects ________________________________________________________________________ 5. CULTURE & REFLECTION 10% film, museum visits, other cultural activities _____________________________________________________________________ 6. MAJOR EXAMS 10% -semester exams IV. GRADING SCALE B+ 89.4 – 87.5 C+ 79.4 – 77.5 D+ 69.4 – 67.5 F 59.4 or below A 100 – 92.5% B 87.4 – 82.5 C 77.4 – 72.5 D 67.4 – 62.5 A- 92.4-89.5 B- 82.4 – 79.5 C- 72.4 – 69.5 D- 62.4 – 59.5 V. BASIC COURSE LEARNING ACTIVITIES Speaking The student will 1. speak French in the classroom to his/her ability all the time every day. 2. do pair practice exercises and assigned oral projects. 3. raise her/his hand every day, to ask & answer questions. Practice Good Hand-Raising Technique!!!! Vocabulary/Grammar The student will 1. make flash cards of new vocabulary words: from the text, from class discussions and from reading. 2. make every effort to incorporate new grammar and vocabulary into his/her own writing and speaking. 3. review his/her flash cards every evening, for about 10 minutes, alone or w/maman ou papa or w/a friend. Reading The student will read all assigned selections, do accompanying exercises & participate in class discussions. Listening The student will

1. complete Listening exercises assigned by teacher, including podcasts, songs, etc. 2. listen to oral presentations, take notes and respond with comments and/or questions. 3. tell me if a specific Listening exercise was difficult so we can all do it together in class. 4. review Listening exercises especially before tests. Writing The student will 1. complete regular writing assignments including Ecrit automatique and topics from workbooks and textbooks. 2. write at least one 50-150 word essay per chapter. 99.99999% of written work will be done in class—you actually write better there! Culture The student will 1. learn about and participate in the observance of cultural celebrations. 2. learn to identify & respect cultural differences. 3. learn about and discuss the cultures of the enormously diverse Francophone world. 4. choose & watch at home 1 French language film per vacation / break, and complete the related assignment. 5. do assigned Activités Culturelles (museums, film festivals, etc.) with great enthusiasm!! Social Justice Issues The student will reflect on and discuss relevant social justice issues in class.

PROVEN KEYS TO SUCCESS ASK ABOUT ANYTHING THAT PUZZLES YOU (You're never the only one who doesn't understand). RAISE THAT HAND--let us know you're in the class, with questions & commentaires—both are welcomed!!! We all make mistakes in public and we all survive (you, me, Einstein, everyone), so be daring, take risks: Parlez français!!

ACQUIRE FAME & GET A BON BON Impress & entertain us with your fascinating & sophisticated

FRENCH LIFE STORIES! N’attendez pas--Commencez aujourd’hui !!

HELP!! See me IMMEDIATELY if you feel lost, even un tout petit peu, even one day—I will always help you, and when appropriate, get you together with a handpicked tutor—student or adult. You will catch up! Also, if you feel uncomfortable with something I say or do, let me know—I will understand and you will feel better after we talk! PRACTICE OUT LOUD AS MUCH AS POSSIBLE, with everyone, everywhere--with your animals, real or stuffed, with yourself in the mirror, preferably with other human beings who speak French, including those whose French intimidates you! Repeat cool sentences from films you watch (only at home, not au cinéma!)—repeat until your pronunciation is perfect! Put on a béret & read homework sentences out loud--great for your accent!

BE BRAVE: Breathe, smile (smiling relaxes our muscles) and start talking! ASK ABOUT ANYTHING THAT PUZZLES YOU (You're never the only one who doesn't understand). BEHAVE RESPONSIBLY—When you’re absent, if the hw isn’t on line, call a RELIABLE classmate (not necessarily your best friend!) or email me. When you return to school, see me immediately about making up missed quizzes and tests, oral and written assignments. “J’étais absent,” does not excuse you from making up homework or quizzes. Every assignment must be made up for you to get a final grade—holes in gradebooks don’t disappear; they just get bigger as time passes! Check your school email every day for special announcements. ASK ABOUT ANYTHING THAT PUZZLES YOU (You're never the only one who doesn't understand). VIVE LE FRANÇAIS! There are kids just like you in more than 32 countries, living their daily lives en français--so be one of them and PARLEZ PARLEZ PARLEZ! It’s up to you to create your own French-speaking environment!

Morale de l’histoire...

ASK ABOUT ANYTHING THAT PUZZLES YOU (You're never the only one who doesn't understand).

FRIMEZ!! FRIMEZ!! FRIMEZ!! AMUSEZ-VOUS --- YOUR FRENCH LIFE IS JUST AROUND THE CORNER!

FRENCH 3H Parent Signature _________________________________ I. Course Description French 3H is a two-semester course designed for students who receive A or B in French 2H or A in French 3, or who receive their French 2/2H teacher's recommendation. The class will be conducted entirely in French, except for certain grammatical explanations, and students are always expected to speak in French. The pace is more rapid and more in-depth than that of French 3 Regular and we cover more material. Great emphasis is placed on speaking; students learn to express themselves on a variety of topics with increased ease, sophistication and depth. In addition, this course will improve the student’s ability to read, write, and comprehend French through the mastering of new language concepts, will enhance his/her knowledge of the incredible diversity of the French–speaking world, to fabulous, fluent, fun French Life, and to prepare the student for French 4AP. II. COURSE MATERIALS

McDougal Littell, Discovering French Nouveau BLANC, Textbook, Workbook, Activités pour tous workbook. Workbooks may NOT be used texts. We will use this first semester. Keep it for reference.

McDougal Littell, Discovering French Nouveau ROUGE, Textbook, Workbook, Activités pour tous workbook. Workbooks may NOT be used texts. We will use this 2nd semester.

3-ring loose leaf binder for class notes, handouts, homework and tests returned, loose leaf paper Pencils & pens, including a red, pink or orange pen for correcting homework in class Reader for 2nd semester to be bought directly from teacher Tons of enthusiasm! / Great Hand-Raising technique!

III. COURSE REQUIREMENTS / GRADING POLICY 1. CLASS MEMBERSHIP aka ACTIVE CLASS PARTICIPATION

-readiness: putting all materials on your desk before the bell rings, including that red, pink or orange pen!) 20% -use of French at all times in the classroom & attention to correct pronunciation

-positive, respectful and cooperative attitude and conduct -contributions to class discussions and activities/ partner & small group conversations

-taking notes in class Participation is totally fun, so even if you’re shy, start talking—you’ll be amazed at how great you feel! __________________________________________________________________________________ 2. HOMEWORK is on my webpage every day. I sometimes send amendments or other info by email, so check your SI email every day. S’IL VOUS PLAIT, FAITES VOS DEVOIRS!

10% Please review listening exercises & vocab flash cards every night even if they’re not assigned!! • Late work will be lowered one letter grade for each day late, and MUST be handed in, no matter how late. • Always keep a backup copy of work you do on the computer--on ne sait jamais!! • Please See moi if something comes up to prevent you from doing your homework. _____________________________________________________________________ 3. TESTS & QUIZZES

25 % -chapter tests & quizzes—grammar, vocabulary, reading, listening, culture ______________________________________________________________________________________ 4. WRITTEN WORK & ORAL PRESENTATIONS

25% -paragraphs / compositions / brochures / posters / postcards -group & individual projects ________________________________________________________________________ 5. CULTURE & REFLECTION 10% film, museum visits, other cultural activities _____________________________________________________________________ 6. MAJOR EXAMS 10% -semester exams IV. GRADING SCALE B+ 89.4 – 87.5 C+ 79.4 – 77.5 D+ 69.4 – 67.5 F 59.4 or below A 100 – 92.5% B 87.4 – 82.5 C 77.4 – 72.5 D 67.4 – 62.5 A- 92.4-89.5 B- 82.4 – 79.5 C- 72.4 – 69.5 D- 62.4 – 59.5 V. BASIC COURSE LEARNING ACTIVITIES Speaking The student will 1. speak French in the classroom to his/her ability all the time every day. 2. do pair practice exercises and assigned oral projects. 3. raise her/his hand every day, to ask & answer questions. Practice Good Hand-Raising Technique!!!! Vocabulary/Grammar The student will 1. make flash cards of new vocabulary words: from the text, from class discussions and from reading. 2. make every effort to incorporate new grammar and vocabulary into his/her own writing and speaking. 3. review his/her flash cards every evening, for about 10 minutes, alone or w/maman ou papa or w/a friend.

Reading The student will read all assigned selections, do accompanying exercises & participate in class discussions. Listening The student will 1. complete Listening exercises assigned by teacher, including podcasts, songs, etc. 2. listen to oral presentations, take notes and respond with comments and/or questions. 3. tell me if a specific Listening exercise was difficult so we can all do it together in class. 4. review Listening exercises especially before tests. Writing The student will 1. complete regular writing assignments including Ecrit automatique and topics from workbooks and textbooks. 2. write at least one 50-150 word essay per chapter. 99.99999% of written work will be done in class—you actually write better there! Culture The student will 1. learn about and participate in the observance of cultural celebrations. 2. learn to identify & respect cultural differences. 3. learn about and discuss the cultures of the enormously diverse Francophone world. 4. choose & watch at home 1 French language film per vacation / break, and complete the related assignment. 5. do assigned Activités Culturelles (museums, film festivals, etc.) with great enthusiasm!! Social Justice Issues The student will reflect on and discuss relevant social justice issues in class.

PROVEN KEYS TO SUCCESS ASK ABOUT ANYTHING THAT PUZZLES YOU (You're never the only one who doesn't understand). RAISE THAT HAND--let us know you're in the class, with questions & commentaires—both are welcomed!!! We all make mistakes in public and we all survive (you, me, Einstein, everyone), so be daring, take risks: Parlez français!!

ACQUIRE FAME & GET A BON BON Impress & entertain us with your fascinating & sophisticated

FRENCH LIFE STORIES! N’attendez pas--Commencez aujourd’hui !!

HELP!! See me IMMEDIATELY if you feel lost, even un tout petit peu, even one day—I will always help you, and when appropriate, get you together with a handpicked tutor—student or adult. You will catch up! Also, if you feel uncomfortable with something I say or do, let me know—I will understand and you will feel better after we talk! PRACTICE OUT LOUD AS MUCH AS POSSIBLE, with everyone, everywhere--with your animals, real or stuffed, with yourself in the mirror, preferably with other human beings who speak French, including those whose French intimidates you! Repeat cool sentences from films you watch (only at home, not au cinéma!)—repeat until your pronunciation is perfect! Put on a béret & read homework sentences out loud--great for your accent!

BE BRAVE: Breathe, smile (smiling relaxes our muscles) and start talking! ASK ABOUT ANYTHING THAT PUZZLES YOU (You're never the only one who doesn't understand). BEHAVE RESPONSIBLY—When you’re absent, if the hw isn’t on line, call a RELIABLE classmate (not necessarily your best friend!) or email me. When you return to school, see me immediately about making up missed quizzes and tests, oral and written assignments. “J’étais absent,” does not excuse you from making up homework or quizzes. Every assignment must be made up for you to get a final grade—holes in gradebooks don’t disappear; they just get bigger as time passes! Check your school email every day for special announcements. ASK ABOUT ANYTHING THAT PUZZLES YOU (You're never the only one who doesn't understand). VIVE LE FRANÇAIS! There are kids just like you in more than 32 countries, living their daily lives en français--so be one of them and PARLEZ PARLEZ PARLEZ! It’s up to you to create your own French-speaking environment!

Morale de l’histoire...

ASK ABOUT ANYTHING THAT PUZZLES YOU (You're never the only one who doesn't understand).

FRIMEZ!! FRIMEZ!! FRIMEZ!! AMUSEZ-VOUS --- YOUR FRENCH LIFE IS JUST AROUND THE CORNER!

FRENCH 4 COURSE DESCRIPTION: French 4 is a two-semester course designed for students who have received an A, B or B- in French 3. The class is conducted entirely in French except for complex grammatical explanations. Students are expected to speak in French at all times. The aim of this course is to improve the student’s ability to speak, read, write and comprehend French. The student will systematically review vocabulary and grammar, master new language concepts, and enhance his/her knowledge of the diversity of the French-speaking world. This course will give the student an opportunity to develop greater confidence in using his/her language skills in an advanced setting through the study of literature, art, film, music and current affairs. This course aims to assist the student in further development of his/her foundational language skills as well as to deepen the student’s understanding of his/her role in being a second language speaker in today’s global village. COURSE MATERIALS: -Discovering French, Text, Workbook and Activités pour Tous Workbook, McDougal Littell -Le Petit Prince, Antoine de Saint Exupéry (quarter 3) -French/English dictionary (online or paperback) for use at home/school -Notebook (small, 3-ring—no spiral notebooks) to include the following:

-4 dividers with the following tabbed labels: Class notes / Handouts /Written work / Quizzes/tests

-Create a fun cover for your binder and include course name (en français s.v.p.) and a picture or drawing of something that illustrates French or francophone culture.

-Ipad: Please bring your iPad with you to class everyday, as we will use it in class for activities. How you use it for class notes is primarily up to you, but the 3-ring binder as described above is still mandatory for this class. (for handouts, returned work, etc.) -APPS for the iPad: I will let you know periodically of what apps to add to your iPad. For the beginning of school, please put the following two apps on your iPad: flashcards and chalkboard—both are free. FORMAT FOR WRITTEN WORK—Please note the following for all your assignments:

-Write your full name, date (in French), and period # in upper right hand corner of paper. -Include an appropriate title for all written work.

-Work should be typed (double space) unless I indicate otherwise. -Include all accents! (Find out about insert/symbol options on your computer) A FEW WORDS ON HOMEWORK: Homework is an opportunity for you to practice what you are learning in class. It is an essential ingredient in continuing your progress in French. Daily assignments will be posted on the Finalsite. The assignments falling under the “Homework” category are generally from the text and workbooks. In order to receive credit, these assignments must be completed when you enter the classroom.. All homework and written work is to be done individually unless assigned as group or pair work. Incidents of cheating (copying, using a translator program, etc.) will result in the consequences outlined in your student handbook. Make every effort to complete homework in the right conditions. My suggestions for “right conditions” include completion of work at home, at a desk, and in a quiet room. Listening to your choice of French music in the background while doing these assignments is also helpful. If you are doing a text or workbook exercise, you should write and then say the response out loud for reinforcement. Twenty to 30 minutes of careful completion of assignments will help prepare you for the next day’s class, allowing you to use the material and thus absorb it more quickly. In addition, you will never have to cram for a quiz or test. Cramming sets you up to forget the material the day after you “learn” it. Written assignments that require more time and creativity of thought are worth 25% of your grade (“Written Work” grading category). The points assigned to these assignments will vary. Use rubrics and assignment sheets given to you so you understand the expectations and how best to proceed and succeed. Dictionnaires: Limit your use of the dictionary. Written assignments should always demonstrate good use of current vocabulary, thus requiring only selective use of a dictionary. Moreover, it is tedious to bury yourself in a dictionary and the payoff is definitely not worth it. ***NOTE: Use of translation programs is not permitted and will be considered cheating.

COURSE REQUIREMENTS/EVALUATION: Grades are determined by averaging student performance in the following categories: A. ACTIVE Class Participation/Speaking 20% -daily class preparation (includes having materials ready to go when class begins; homework done) -use of French in the classroom at all times (as soon as you enter the room!) -positive, respectful and cooperative attitude and conduct -meaningful contributions to class discussion and activities -active participation during partner/group work and active note taking when appropriate -effort/ability to respond orally during class activities B. DAILY HOMEWORK 10%

-daily speaking/reading/listening/writing homework as assigned C. CULTURE AND REFLECTION 10% -culturally related activities/assignments/discussions; demonstrated integration of cultural knowledge of the francophone world (exemples: films/art/activités culturelles)

D. TESTS, QUIZZES and MAJOR PROJECTS 25% -chapter tests -grammar and vocabulary quizzes -listening comprehension quizzes -other tests and quizzes as announced E. WRITTEN and ORAL WORK 25% -compositions and creative writing assignments -projects (individual, as assigned) -oral presentations (prepared and impromptu) -other written/oral work (as assigned) F. MAJOR EXAMS (fall and spring semesters) 10% GRADING SCALE: A 100-93 C 77-73 A- 92-90 C- 72-70 B+ 89-88 D+ 69-68 (Note: % grades of .5 or higher will be rounded up) B 87-83 D 67-63 B- 82-80 D- 62-60 C+ 79-78 F 59- POLICIES TO FOLLOW WHEN YOU ARE ABSENT: It is your responsibility to make up any missed work. Check Finalsite for missed work. Know that when you are absent you have missed 80 or 60 minutes of material in addition to the assignment. Get class notes from a classmate when you are absent. Remember, you are responsible to find out what material you missed. See me during office hourse or in the Resource Room for a way to make up missed oral and listening practice. Missed assignments from absences must be completed/handed in on the day following your absence. In the event you were absent on the day a more significant assignment was due, know that you are responsible for handing in that work on the day you return, even if our class does not meet on that day. ***Be sure to talk to me if special arrangements need to be made due to a longer period of absence.*** When attending retreats: Inform me through email at least 3 days in advance when you have a retreat to attend so we can agree upon a reasonable time frame for your work to be completed. Check Finalsite for in-class work and homework assignments missed during retreats. Quizzes/Tests: Schedule a make-up for missed quizzes and tests the day you return. You can expect to make up the test/quiz the day you return, during class, at my discretion. Remember, it is your responsibility to see me if you miss a test or quiz. A grade of 0 will be assigned to your quiz/test score if you forget to make it up. If you have a conflict with a test/quiz due to an athletic event or for any other reason, see me ahead of time to schedule a make-up. Late work: Assignments will be downgraded two full letter grades for each day late. For example, if you have a perfect assignment, the most you can receive for that assignment is a C. No excuse (including computer/printer

problems) will be accepted. Assignments late beyond one day will not be accepted unless prior approval has been granted. Daily Class Preparation: Come to class with all the materials you will need. Your class participation grade (20%) is affected when you are not prepared for class. Be seated and ready to begin the class when the bell rings. From the moment you enter the class, French is the language of choice! (Pas d’anglais dans la classe de français 4!) Note: All other policies as outlined in the student/parent handbook will be followed. Be sure and see me for additional help whenever you feel the need! Ma porte est toujours ouverte!!

Voilà! Amuse-toi cette année en Français 4 !

Required signatures indicating you have read and understood the above course description and requirements : Your Signature ________________________________ Parent Signature ______________________________ Put this course description into your 3-ring notebook. (Merci !!)

FRENCH 4AP I. COURSE DESCRIPTION French 4AP is a two-semester advanced language course designed for students who have excelled in French I, II and III and who are interested in pursuing a more rigorous course of study. The class is conducted entirely in the target language and students are expected to speak in French at all times. This AP course parallels a third-year college course in advanced composition and conversation. It provides the student the opportunity to refine and further develop the foundational skills acquired in earlier levels with an emphasis on speaking, listening, reading, composition, and advanced grammar. The curriculum for this course reflects the National Standards for Foreign Language Learning and will prepare the student to take the AP Language and Culture Examination in May. Through the study of literature, poetry, film, art, music, history and current affairs, the student’s knowledge and appreciation of the richness and diversity of the French-speaking world will be enhanced. II. COURSE OUTCOMES/LANGUAGE SKILLS:

1. Listening: to improve the student’s ability to comprehend both formal and informal French as it is spoken throughout the French-speaking world, using authentic materials in varied contexts

2. Speaking: to improve the student’s ability to express him/herself in French, in a variety of contexts, with an emphasis on communication, content, accuracy, advanced structures, and fluency

3. Reading: to improve the student’s ability to read, comprehend, and analyze written French in varied contexts such as newspapers, advertisements, graphs, and literature; to demonstrate an ability to comprehend and synthesize ideas gleaned from a variety of authentic source materials

4. Writing: to increase the student’s ability to express his/her ideas and opinions on a variety of topics in a sophisticated manner while demonstrating the ability to use advanced vocabulary, idiomatic expressions and grammatical structures accurately

5. Grammar: to systematically review grammar previously studied and to master new and more complex grammatical concepts, thus enhancing the student’s ability to express him/herself in both oral and written language

6. Vocabulary: to enrich the student’s active vocabulary, including the use of idiomatic expressions, thereby enhancing his/her fluency in French

7. Culture: to increase the student’s depth of knowledge of the culture, history, and politics of the French-speaking world; to develop the student’s ability to compare and contrast his/her own culture with the cultures of the Francophone world

8. Global Focus: to enhance the student’s ability to analyze and discuss current world issues in French; to increase student awareness of his/her role as a second language speaker in today’s global village

9. AP exam: to prepare the student to take the AP Language and Culture Examination in May

III. COURSE MATERIALS: -Allons au-delà, La Langue et les Cultures du Monde Francophone, Richard Ladd, Pearson, 2012 -Une Fois Pour Toutes*, 2nd edition, Sturges, Nielson, and Herbst, 1992 *Note: Une Fois Pour Toutes must be purchased as a NEW text. -AP French; Preparing for the Language Examination, Richard Ladd, Pearson, 2012 -literary work (TBA teacher to distribute 3rd quarter) -French/English dictionary -composition book for writing practice (not a spiral notebook) -small, three-ring notebook with the following dividers: class notes, handouts, homework, quizzes and tests -iPad (Apps to add will be given during the course of the year)

IV. ASSESSMENT: Grades are determined by averaging student performance in the following categories: 1. Speaking 20 %

2. Listening 20 % 3. Reading 20 %

4. Writing 20 % 5. Grammar 10 % (Une Fois Pour Toutes) 6. Engagement 10 % (Participation; Working cooperatively with others; Remaining on task; Speaking only in French including with peers before and after bell rings; Attendance at AP Prep Day*; Daily classroom preparation;) 7. Vocabulary and Culture: Integrated in ALL evaluative components listed above

*AP Prep Day: Prior to the AP French Exam, students will be given an additional session of preparation led by the AP teacher and other French speaking teachers. This session will focus on practice of all components of the exam. Attendance is mandatory for all AP students and will be part of your 2nd Semester grade. (Date TBA early in the school year.) V. GRADING SCALE: A 100-93 C 77-73 A- 92-90 C- 72-70 B+ 89-88 D+ 69-68 (Note: % grades of .5 or higher will be rounded up) B 87-83 D 67-63 B- 82-80 D- 62-60 C+ 79-78 F 59- VI. FORMAT FOR WRITTEN WORK—Please note the following for all your assignments:

-Write your full name, date (in French), and period # in upper right hand corner of paper. -Include an appropriate title for all written work.

-Work should be typed (double space) unless I have indicated otherwise. -Be sure to include all accents. (Use the insert/symbol function on your computer) VII. A FEW WORDS ON HOMEWORK: Homework is your opportunity to practice the material you are learning in this advanced course. Daily review of notes and thoughtful completion of daily assignments will help you become more proficient in French. Daily assignments will be posted on FinalSite. In order to receive full credit for these assignments, be sure that everything is completed when you enter the classroom. They should be titled and neatly done. And of course, ALL homework is to be done individually (unless assigned otherwise). Cheating incidents will be given 0 points and reported to the deans. Translation programs are NOT ALLOWED and will be considered cheating. Use rubrics and assignment sheets that are given so you understand what is expected of you. Limit your use of the dictionary when completing assignments. It is tedious to bury yourself in the dictionary and will impede your progress in developing other language strategies. In short, use a dictionary, but use it wisely. Written assignments should always demonstrate good use of current vocabulary and grammatical structures. VIII. POLICIES TO FOLLOW WHEN YOU ARE ABSENT: It is YOUR responsibility to make up any missed work. Assignments will always be posted on FinalSite. Know that when you are absent you have missed 80 or 60 minutes of material in addition to the homework assignment. Get class notes from a classmate when you are absent. Remember, you are responsible to find out what material you missed. See me during office hours or in the Resource Room to make up the missed oral/listening practice. Missed assignments from absences must be completed/handed in on the day following your absence. In the event you were absent on the day a more significant assignment was due, know that you are responsible for handing in that work on the day you return, even if our class does not

meet on that day. If you come to school late (following French class) you are responsible for turning in any due assignments on that day. ***Be sure to talk to me if special arrangements need to be made due to a longer period of absence.*** When attending retreats: Inform me through email at least 3 days in advance when you have a retreat to attend so we can agree upon a reasonable time frame for your work to be completed. Following Kairos you will have 5 days to complete assignments. Use FinalSite for descriptions of missed class and homework during any retreat. Meet with me to set up a plan for turning in the missed work. Quizzes/Tests: Schedule a make-up for missed quizzes and tests the day you return. You can expect to make up the test/quiz the day you return, during class, at my discretion. It is your responsibility to see me if you miss a test or quiz. A grade of 0 will be assigned to your quiz/test score if you forget to make it up. If you have a conflict with a test/quiz due to an athletic event or for any other reason, see me ahead of time to schedule a make-up. Late work: Assignments will be downgraded TWO full letter grades for each day late. For example, if you have a perfect assignment, the most you can receive for that assignment is a C. No excuse (including computer/printer problems) will be accepted. Assignments late beyond one day will not be accepted unless prior approval has been granted. The reasoning behind the strictness of this policy is so that all students will work toward completing work on time. (We cannot discuss a reading together, for example, that some students have failed to read.) Note: All other policies as outlined in the student/parent handbook will be followed. IX. LANGUAGE ACQUISITION/DEVELOPING YOUR SKILLS: Vocabulary / Grammar 1. Keep a list of all new vocabulary words and idiomatic expressions presented in class and also of words encountered while reading and listening. Incorporate these words into your spoken and written French as much as possible. Vocabulary quizzes and tests will include words and expressions presented during class, from readings, text activities, etc. Many vocabulary quizzes will be given throughout the year. 2. Incorporate new/advanced structures into daily speaking and writing assignments as well as more formalized presentations. This will be a component of individual rubrics and assessment in this area will be on-going. Oral Communication and Listening 1. You are expected to speak French at all times upon entering the classroom, with both the teacher and other students. Make every effort to use appropriate vocabulary, accurate grammar and correct pronunciation. Incorporate new material into your spoken French by accessing your notes regularly during class. The class is conducted entirely in French so that you can continue to improve your listening and speaking skills. 2. Oral presentations will be assigned throughout the year that will demonstrate your ability to express your ideas and opinions on a variety of topics. These presentations will range from informal exchanges to more formal presentations, some requiring more research and preparation. 3. You are expected to contribute to class discussions and conversations daily. Assessment in these areas will be noted in both Speaking and Engagement grade categories. 4. You will be exposed to a variety of authentic materials selected from the French-speaking world, including podcasts of varied interviews, radio programs, on-line videos, you-tubes, etc. Assessment of your ability to comprehend the many accents of the French-speaking world will be on-going. 5. You will be asked to demonstrate your listening skills/level of engagement following student/speaker presentations by asking valid follow-up questions that enhance classroom discussion of the topic. 6. Films and film clips will be used without subtitles to improve your listening comprehension. 7. Listening assignments accessed on-line will be assigned regularly throughout the year. Writing

1. You will keep a journal de composition for writing assignments (to be done at home or in class as assigned). Classroom discussions, literary readings, news items, and other prompts will be the basis for these writing assignments and will improve your ability to express your opinions and ideas in an advanced, sophisticated manner. Always include a variety of vocabulary (including idiomatic expressions), and grammar concepts as appropriate/assigned. These assignments MUST BE completed in the journal de composition to be considered for evaluation. This format allows you to carefully track your progress in writing. 2. Essays will be assigned throughout the year on a variety of topics: One-page essays: One-page essays will be assigned on a frequent basis highlighting key grammar concepts and vocabulary items. Longer essays: These essays will range from 150 to 200+ words in length, and will generally follow a five- paragraph essay structure. 3. Other activities will be assigned to help develop your fluency and creativity in writing such as the quick-write. Reading 1. Throughout the year, you will read from a wide variety of sources such as news articles, poetry, short stories, and literary excerpts. You will also read and interpret graphs and charts and a longer work of literature will be read during the 3rd quarter, time allowing. Frequent quizzes on assigned readings will be given to ensure your completion of these assignments in a timely manner. Assessment of your reading comprehension level will be on-going as you continue to improve your strategies for comprehending advanced readings from a variety of authentic sources. You will develop skills to summarize key ideas from readings as well as critical thinking/analytical skills to interpret advanced reading selections Culture and Social Justice Issues 1. Throughout the year you will be exposed to on-line videos, news programs, film, readings, discussions, songs, etc. which will further enhance your understanding of the cultural traditions of the francophone world as well as the historical and current political and social justice issues that have shaped and continue to define/impact these areas. 2. You will be required to attend activités culturelles as assigned. 2. You will attend the annual San Francisco Film Festival and complete a follow-up project. 3. You will attend French art exhibits and complete assigned projects pertaining to the exhibit. 4. You will research/discuss/debate social justice issues and current events relevant to our world today. 5. You will be asked to comment on and to compare and contrast cultural and political aspects of the French-speaking world to those of your own. X. Si jamais tu veux me parler… si tu as besoin de quelque chose, viens me parler. Ma porte est toujours ouverte !!!

Voilà! Bienvenue ! Amusons-nous cette année en Français 4AP !

I _______________________________, have read the above course description for French 4AP (print name) and understand what I need to do to be successful in this course. Student Signature_____________________________ Parent Signature ___________________________

JAPANESE 3 & 3 H GENERAL COURSE DESCRIPTION Japanese 3 & 3H is an intermediate-level language course designed for those students who have acquired satisfactory competency skills during their first two years of language study. All language skills – comprehension, speaking, reading and writing – are developed simultaneously. Oral proficiency is emphasized. The teaching and learning process is based on the active participation of each student in all phases of the course. This course will cover Japanese writing systems, essential vocabulary and the basic structures of Japanese in order that the student may learn:

1) how to arrange proper word order, 2) how to use common idiomatic expressions, 3) how to speak in simple daily situations, 4) how to read and write clearly using Japanese writing systems,

The students will also acquire knowledge and appreciation of the Japanese culture. COURSE MATERIALS Eri Banno, Yutaka Ohno, Yoko Sakane & Chikako Shinagawa An Integrated Course in ELEMENTARY JAPANESE (GENKI) Vol. II. The Japan Times (This textbook is used for Japanese III and IV) Workbook, An Integrated Course in ELEMENTARY JAPANESE (GENKI) Vol. II. The Japan Times Folder or binder for class notes, homework and tests returned, pencils, loose leaf paper. Composition Book. COURSE REQUIREMENTS/GRADING POLICY

I. ACTIVE CLASS PARTICIPATION AND COOPERATION WORK -- 20% a. class preparation (homework completion and the presence of all materials in class

at all times, b. positive and cooperative attitude and conduct, c. evidence of use of student CD at home, d. oral presentations, situations, dialogues and group work, e. listening comprehension exercise, f. written and oral class work and drills,

II. HOMEWORK – 15% a. oral/written homework (including use of student CD at home), b. oral presentations/projects c. mastery of assigned grammar structures and vocabulary, d. compositions and reading assignments

III. TEST AND QUIZZES – 50% a. 5-10 minutes Japanese writing systems quizzes, b. frequent vocabulary quizzes, c. listening comprehension quizzes and tests (announced and unannounced), d. dictations (announced and unannounced), e. lesson tests

IV. MAJOR EXAMS – 15% a. semester exam

GRADING SCALE (JAPANESE 3) B+ 89 – 88 C+ 79 – 78 D+ 69 – 68 A 97 – 93 B 87 – 83 C 77 – 73 D 67 – 63 A- 92 – 90 B- 82 – 80 C- 72 – 70 D- 62 – 60 F 59 or below

(.5 ---- rounding up, .4 ---- stay) (JAPANESE 3H) B+ 91 – 90 C+ 81 – 80 D+ 71 – 70 A 97 – 95 B 89 – 85 C 79 – 75 D 69 – 65 A- 94 – 92 B- 84 – 82 C- 74 – 72 D- 64 – 62 F 61 or below

(.5 ---- rounding up, .4 ---- stay) IDEAS TO HELP YOU SUCCEED IN THIS COURSE 1. STUDY and MEMORIZE Japanese writing systems EVERYDAY a) make and use flashcards, 2. MEMORIZE vocabulary as soon as it is assigned

a) make and use flashcards, b) work with a friend, c) review constantly,

3. STUDY and REVIEW grammar structures a) take notes during explanations, b) ASK questions when you don’t understand something, c) LISTEN to your CD everyday,

4. CLASS ACTIVITIES a) don’t be late b) come prepared to class with completed homework and materials, c) listen to the teacher, to your classmates, d) take a chance even if you make mistakes – speak in Japanese e) KEEP PRACTICING

5. DO ALL HOMEWORK assignments carefully and completely a) NO LATE HOMEWORK WILL BE ACCEPTED FOR 100% CREDIT

6. MAKE-UP WORK DUE TO ABSENCE b) if you are absence, it is entirely your responsibility to find out the assignments, do them

and turn them in within 48 hours of your return to class c) if you miss a quiz or test, it is entirely your responsibility to see me and schedule a time

to make it up within 48 hours of your return to class d) get the phone number of a classmate that you can call when you are absent

7. OFFICE HOURS Monday – Thursday: 7:30 – 8:20 e-mail: ntakamatsu@siprep.org voice mail: 6762 Paerent"s Signature: ________________________________

JAPANESE IV&AP（日本語４＆AP） GENERAL COURSE DESCRIPTION Japanese 4 is designed for intermediate level of students. The aims of this two-semester course are to help students increase their proficiency in oral communication (listening and speaking) and develop the ability to write correctly in Japanese. Oral proficiency is especially emphasized. The AP Japanese Language and Culture course is designed to be comparable to college/university Japanese courses where students complete about 300 hours of college-level classroom instruction. Through the course, students will develop the productive, receptive, and cultural skills necessary to communicate with native speakers of Japanese; proficiency levels at the end of the course should reach the Intermediate Low to Intermediate Mid-range. The teaching and learning process is based on the active participation of each student in all phases of the course. This course will cover Japanese writing systems, essential vocabulary and the basic structures of Japanese in order that the student may learn:

1) how to arrange proper word order, 2) how to use common idiomatic expressions, 3) how to speak in simple daily situations, 4) how to read and write clearly using Japanese writing systems,

The students will also acquire knowledge and appreciation of the Japanese culture. COURSE MATERIALS Eri Banno, Yutaka Ohno, Yoko Sakane & Chikako Shinagawa An Integrated Course in ELEMENTARY JAPANESE (GENKI) Vol. II. The Japan Times Workbook, An Integrated Course in ELEMENTARY JAPANESE (GENKI) Vol. II. The Japan Times (This textbook and workbook are used for Japanese III and IV) Hiromi Peterson, Naomi Hirano-Omizo & Junko Ady STRIVE FOR A AP JAPANESE PRACTICE TESTS CHENG & TSUI’S Folder or binder for class notes, homework and tests returned, pencils, loose leaf paper. Composition Book.. COURSE REQUIREMENTS/GRADING POLICY

I. ACTIVE CLASS PARTICIPATION AND COOPERATION WORK -- 20% a. class preparation (homework completion and the presence of all materials in class

at all times, b. positive and cooperative attitude and conduct, c. evidence of use of student CD at home, d. oral presentations, situations, dialogues and group work, e. listening comprehension exercise, f. written and oral class work and drills,

II. HOMEWORK – 15% a. oral/written homework (including use of student CD at home), b. oral presentations/projects c. mastery of assigned grammar structures and vocabulary, d. compositions and reading assignments

III. TEST AND QUIZZES – 50% a. 5-10 minutes Japanese writing systems quizzes, b. frequent vocabulary quizzes, c. listening comprehension quizzes and tests (announced and unannounced), d. dictations (announced and unannounced), e. lesson tests

IV. MAJOR EXAMS – 15% a. semester exam

GRADING SCALE (JAPANESE 4) B+ 89 – 88 C+ 79 – 78 D+ 69 – 68 A 97 – 93 B 87 – 83 C 77 – 73 D 67 – 63 A- 92 – 90 B- 82 – 80 C- 72 – 70 D- 62 – 60 F 59 or below

(.5 ---- rounding up, .4 ---- stay) IDEAS TO HELP YOU SUCCEED IN THIS COURSE 1. STUDY and MEMORIZE Japanese writing systems EVERYDAY a) make and use flashcards, 2. MEMORIZE vocabulary as soon as it is assigned

a) make and use flashcards, b) work with a friend, c) review constantly,

3. STUDY and REVIEW grammar structures a) take notes during explanations, b) ASK questions when you don’t understand something, c) LISTEN to your CD everyday,

4. CLASS ACTIVITIES a) don’t be late b) come prepared to class with completed homework and materials, c) listen to the teacher, to your classmates, d) take a chance even if you make mistakes – speak in Japanese e) KEEP PRACTICING

5. DO ALL HOMEWORK assignments carefully and completely a) NO LATE HOMEWORK WILL BE ACCEPTED FOR 100% CREDIT

6. MAKE-UP WORK DUE TO ABSENCE b) if you are absence, it is entirely your responsibility to find out the assignments, do them

and turn them in within 48 hours of your return to class c) if you miss a quiz or test, it is entirely your responsibility to see me and schedule a time

to make it up within 48 hours of your return to class d) get the phone number of a classmate that you can call when you are absents

Students in AP course have to attend one day workshop before AP exam day.

7. OFFICE HOURS Monday – Thursday: 2:30 – 3:20 Friday: 1:10 – 2:00 e-mail: ntakamatsu@siprep.org voice mail: 6762 Parent’s signature: _____________________________________

DESCRIPTION Latin for the New Millennium introduces the beginning Latin student to the language, civilization and culture of the Romans. In this course, students will read Latin passages based on authentic Roman texts, create and answer questions based on the passages, acquire Latin vocabulary and connect it to English derivatives, and acquire a working grammatical knowledge of the language along with reading ability. Students will also explore aspects of Roman life including history, mythology and art, and compare them to features of modern American life. Conversation and other activities encourage students to use Latin as a living language, and to discover the multitude of ways Latin lives in our language and world today! All Latin students will compete in the National Latin Exam in March, and are encouraged to join the Junior Classical League for fun activities revolving around their study of Latin. COURSE MATERIALS • Latin for the New Millenium, Level 1, Minkova and Tunberg, Bolchazy-Carducci, 2008 (Digital book) • Latin for the New Millenium Student Workbook, Level 1 • Stylus for iPad • Apps: uPad or other note taking app, Flashcards • Notebook, loose-leaf paper, blue or black ink pens, pencils, erasers

ASSESSMENTS 10% = HOMEWORK (see complete explanation of homework and make up policies on reverse) 20% = CLASS WORK and PROJECTS • active class membership • timely completion of in-class individual, pair, and group work • timely and accurate completion of projects according to specific instructions (given at time of assignment) 25% = QUIZZES • vocabulary and spelling • grammar and forms

30% = LESSON TESTS • cumulative vocabulary and grammar, forms, reading comprehension, translation • National Latin Exam in March, 2013 (weighted less than regular tests) 15% = MIDTERM and FINAL EXAMS GRADING SCALE B+ 89.4 – 87.5 C+ 79.4 – 77.5 D+ 69.4 – 67.5 F 59.4 and below A 100 – 92.5 B 87.4 – 82.5 C 77.4 – 72.5 D 67.4 – 62.5 A- 92.4 – 89.5 B- 82.4 – 79.5 C- 72.4 – 69.5 D- 62.4 – 59.5

Homework Homework is your opportunity to practice material learned in class, and so your grade will be assigned according to whether you completed your work, not how accurate it is. Though you may choose to consult with your classmates, you must complete the work on your own. Write your name on all your work, and please do your work neatly. All homework is due at the beginning of the next class meeting.ß Homework will be graded as follows: • 100% complete and on time: 10 points • homework is incomplete or missing: 0 points • homework is completed late*: 7 points

*If your homework is incomplete or late, you may raise your grade from 0 to 7 points by making up your work if and only if you make up your work in the classroom, with me (to be explained in class). You have one week to make up your work. No credit will be given for homework that is not made up with me. Missed Work 1. If you miss class due to illness, you may make up the homework/quizzes/tests you missed for full credit. You are allowed the number of days you missed to make up your work:

• If you are absent for two days, you may take two days to complete your missed homework, or to prepare for your missed quiz/test.

2. If you miss class because you were participating in a school-sponsored event (e.g. field trip, athletic competition), you are responsible for being up-to-date with work for the next class meeting. 3. Handouts will be available online. 4. Notes will be available online. If you submit work after any of the above deadlines, you will receive no credit (0 points) for it. Respectful Use of Technology

• You must keep your cell phone turned off or set to silent at all times. • Your cell phone must stay in your locker or school bag at all times. • Use your iPad only as directed by Ms. Curcio. • Only open apps as instructed by Ms. Curcio • Charge your iPad every night to allow its use during class every day.

I have read the above Course Description and class policies. I understand what is expected this year, and I agree to abide by these expectations. _______________________________________ _______________________________________________ Student’s signature date Parent’s signature date

Latin II

You will find assignments and resources on your Student Portal on the SI website. In Latin II students will continue their study of the language and civilization of the Romans, using adapted passages from authentic Latin texts, various on-­‐line sites, on-­‐line games and drills. Cultural topics will be derived from

themes in the Summer Reading book (Arms of Nemesis) and from Roman history and mythology. All Latin students will take the National Latin Exam in March, and are encouraged to join the Junior Classical League for fun activities

revolving around their study of Latin.

COURSE MATERIALS: The Latin II student is expected to have in class:

• iPad, charged and ready to use! • Wheelock’s Latin Grammar (6th ed). Text is available in paperback, and as e-­‐text (I recommend using

iBooks) • Stylus for iPad

• iPad apps: Notability or other note-­‐taking app, Flashcards, Latin Dictionary (or bookmark Whittakers Words: http://www.archives.nd.edu/cgi-­‐bin/words.exe

• “Thin-­‐ish” 3-­‐ring binder for storing returned papers, handouts, etc.; paper, blue or black ink pens, pencils, multi-­‐colored pens or pencils, erasers

ASSESSMENT: The Latin II student’s grade will be determined by:

• 20% = CLASS WORK and PROJECTS o preparation for class: all necessary tools and materials every day

o oral reading and translation o productive participation in and timely completion of classroom drills, practice exercises, and

partner or group work; active cooperation with the learning process of the class. • 10% = HOMEWORK (see “Homework Policy” below)

• 25% = QUIZZES o frequent vocabulary quizzes and grammar quizzes; spelling counts

• 30% = LESSON TESTS o cumulative vocabulary and grammar, new forms, translation

o National Latin Exam in March, 2013 (highest score from practice and official exam) • 15% = MIDTERM and FINAL EXAMS

o cumulative vocabulary and grammar, new forms, translation

GRADING SCALE: This course uses the accepted grading scale of the Language Department:

B+ 89.4 – 87.5 C+ 79.4 – 77.5 D+ 69.4 – 67.5

A 100 – 92.5 B 87.4 – 82.5 C 77.4 – 72.5 D 67.4 – 62.5

A-­‐ 92.4 – 89.5 B-­‐ 82.4 – 79.5 C-­‐ 72.4 – 69.5 D-­‐ 62.4 – 59.5

HOMEWORK POLICY:

Homework is your opportunity to practice working with Latin. Assignments will be either a review/extension of the day’s class work or a preview of the next topic. In either case, you should review and refer to your class notes as you do your homework assignment. It is also a good idea to check my website for the day’s agenda objectives

Latin II

and helpful notes. All homework assignments are solo assignments and not pair or pod assignments. You certainly can consult and collaborate with classmates, but you must complete the work on your own.

The “Routine” or Modus Operandi (see Keynote presentation from Day 1 for details)

As soon as you walk into the classroom, please get to your seat and take out materials (iPad, written homework, etc.) When the bell rings, we will greet each other; this signals the start of our classtime together. We may have a warmup activity while homework is checked for completeness. We will go over the assignment ( “I will assign Student Guides”) and you will make corrections, or you will submit your homework for grading.

Homework will be graded as follows:

• homework is complete and on time 10 points • homework is incomplete 7 points

• homework is missing* 0 points • homework is made up/completed late* 5 points.

*If your homework is missing, you earn 5 pts. by making up your work as we correct it in class, or by submitting it at the start of the next class period. It is your responsibility to see that make-­‐ups are recorded.

• If you are absent, please submit the homework from the previous day for full credit. A single absence due to sports or other appointments does NOT exempt you from a scheduled test or quiz either on that day or the next class meeting. Please be prepared to make it up on the following day/class period.

• If absent multiple days due to illness, you are allowed the same number of days to make up the work once you return. You should schedule a meeting during office hours or Resource period to be sure you understand the material you missed. A missed test/quiz must be made up within one week of your return from a multiple-­‐day absence.

Respectful and Productive Use of Electronic Devices:

• Keep your cellphone OFF during class time; you do not need to send or receive texts or other messages.

• Use your iPad in class only as directed by Ms. McCarty ; you do not need to send or receive texts or other

messages, or use other applications during class time.

• Keep your iPad charged and ready to use every day.

• Respect other people’s property; do not take pictures or record others without permission.

Final paragraph to copy and email to

I have read the above Course Description and class policies. I understand what is expected this year, and I agree to abide by these expectations; in particular, I agree to be a cooperative and contributing member to the work of the

class, and to use (and refrain from using) electronic devices as explained above. ______________________________________________________________ ________________

Student’s signature date

_____________________________________________________________ ________________

Parent’s signature date

OUTCOMES: The Latin IIH student will :

• develop more advanced translation skills by reading more Latin stories of increasing grammatical complexity (adapted from authentic Latin texts)

Latin II

• increase vocabulary, and ways to “guess” at meanings through derivatives and other clues • gain more advanced grammar skills, including

o Active and passive voice of all tenses o Adjective and adverb degrees

o Forms of infinitives and their use in Indirect statement o Forms of participles and their use as adjectives, and in Ablative Absolute

• demonstrate familiarity with aspects of Roman civilization and society, including: slavery, meals, entertainment, religious rituals, major events of Roman history, and various stories from Classical

mythology

TENTATIVE SYLLABUS

CULTURAL UNITS: GRAMMAR READINGS

1ST QUARTER: I. OLYMPICS/ GEOGRAPHY 2. SLAVERY

Review grammar: Wheelock 1-­‐10 New grammar: adverbs Perfect Active Tenses

“A Day at the Olympics” Traveling through the Roman World Pliny: Larcius Macedo Seneca: Slavery

2nd QUARTER: 3. POMPEII/ MT. VESUVIUS (Roman Housing) 4. MYTHS: Medusa and others

Wheelock: 11-­‐19 New grammar:pronouns, Perfect Passive Tenses

Pliny: Letter about Vesuvius 38 Stories (selections)

3RD QUARTER: 5. ENTERTAINMENT (cena, colosseum,chariots) 6. HEROES (Perseus, Jason, Theseus, Odysseus,)

selections from Latin Via Ovid

4TH QUARTER: 7. PERSEUS 8. THERMAE

Wheelock: 23-­‐24 Participles, Ablative Absolutes Wheelock 26-­‐27 Comparision of Adjectives, Adverbs Wheelock: 25 Indirect Statement, with all Infinitives

Fabulae Graecae: Perseus Androcles and the Lion

Latin IIH

You will find assignments and resources on your Student Portal on the SI website. In Latin IIH students will continue their study of the language and civilization of the Romans, using adapted passages from authentic Latin texts, various on-­‐line sites, on-­‐line games and drills. Cultural topics will be

derived from themes in the Summer Reading book (Arms of Nemesis) and from Roman history and mythology. All Latin students will take the National Latin Exam in March, and are encouraged to join the Junior Classical League

for fun activities revolving around their study of Latin.

COURSE MATERIALS: The Latin II H student is expected to have in class:

• iPad, charged and ready to use! • Wheelock’s Latin Grammar (6th ed). Text is available in paperback, and as e-­‐text (I recommend using

iBooks) • Stylus for iPad

• iPad apps: Notability or other note-­‐taking app, Flashcards, Latin Dictionary (or bookmark Whittakers Words: http://www.archives.nd.edu/cgi-­‐bin/words.exe

• “Thin-­‐ish” 3-­‐ring binder for storing returned papers, handouts, etc.; paper, blue or black ink pens, pencils, multi-­‐colored pens or pencils, erasers

ASSESSMENT: The Latin IIH student’s grade will be determined by:

• 20% = CLASS WORK and PROJECTS

o preparation for class: all necessary tools and materials every day o oral reading and translation

o productive participation in and timely completion of classroom drills, practice exercises, and partner or group work; active cooperation with the learning process of the class.

• 10% = HOMEWORK (see “Homework Policy” below) • 25% = QUIZZES

o frequent vocabulary quizzes and grammar quizzes; spelling counts • 30% = LESSON TESTS

o cumulative vocabulary and grammar, new forms, translation o National Latin Exam in March, 2013 (highest score from practice and official exam)

• 15% = MIDTERM and FINAL EXAMS o cumulative vocabulary and grammar, new forms, translation

GRADING SCALE: This course uses the accepted grading scale of the Language Department:

B+ 89.4 – 87.5 C+ 79.4 – 77.5 D+ 69.4 – 67.5

A 100 – 92.5 B 87.4 – 82.5 C 77.4 – 72.5 D 67.4 – 62.5

A-­‐ 92.4 – 89.5 B-­‐ 82.4 – 79.5 C-­‐ 72.4 – 69.5 D-­‐ 62.4 – 59.5

Latin IIH

HOMEWORK POLICY:

Homework is your opportunity to practice working with Latin. Assignments will be either a review/extension of the day’s class work or a preview of the next topic. In either case, you should review and refer to your class notes as you do your homework assignment. It is also a good idea to check my website for the day’s agenda objectives and helpful notes. All homework assignments are solo assignments and not pair or pod assignments. You certainly can consult and collaborate with classmates, but you must complete the work on your own.

The “Routine” or Modus Operandi (see Keynote presentation from Day 1 for details)

As soon as you walk into the classroom, please get to your seat and take out materials (iPad, written homework, etc.) When the bell rings, we will greet each other; this signals the start of our classtime together. We may have a warmup activity while homework is checked for completeness. We will go over the assignment ( “I will assign Student Guides”) and you will make corrections, or you will submit your homework for grading.

Homework will be graded as follows:

• homework is complete and on time 10 points • homework is incomplete 7 points

• homework is missing* 0 points • homework is made up/completed late* 5 points.

*If your homework is missing, you earn 5 pts. by making up your work as we correct it in class, or by submitting it at the start of the next class period. It is your responsibility to see that make-­‐ups are recorded.

• If you are absent, please submit the homework from the previous day for full credit. A single absence due to sports or other appointments does NOT exempt you from a scheduled test or quiz either on that day or the next class meeting. Please be prepared to make it up on the following day/class period.

• If absent multiple days due to illness, you are allowed the same number of days to make up the work once you return. You should schedule a meeting during office hours or Resource period to be sure you understand the material you missed. A missed test/quiz must be made up within one week of your return from a multiple-­‐day absence.

Respectful and Productive Use of Electronic Devices:

• Keep your cellphone OFF during class time; you do not need to send or receive texts or other messages.

• Use your iPad in class only as directed by Ms. McCarty ; you do not need to send or receive texts or other messages, or use other applications during class time.

• Keep your iPad charged and ready to use every day.

• Respect other people’s property; do not take pictures or record others without permission.

Final paragraph to copy and email :

I have read the above Course Description and class policies. I understand what is expected this year, and I agree to abide by these expectations; in particular, I agree to be a cooperative and contributing member to the work of the

class, and to use (and refrain from using) electronic devices as explained above. ______________________________________________________________ ________________ Student’s signature date

_____________________________________________________________ ________________

Parent’s signature date

Latin IIH

OUTCOMES: The Latin IIH student will :

• develop more advanced translation skills by reading more Latin stories of increasing grammatical

complexity (adapted from authentic Latin texts) • increase vocabulary, and ways to “guess” at meanings through derivatives and other clues

• gain more advanced grammar skills, including o Active and passive voice of all tenses

o Adjective and adverb degrees o Forms of infinitives and their use in Indirect statement

o Forms of participles and their use as adjectives, and in Ablative Absolute o Forms of subjunctive mood and their use in independent and dependent clauses

• demonstrate familiarity with aspects of Roman civilization and society, including: slavery, meals, entertainment, religious rituals, major events of Roman history, and various stories from Classical

mythology

TENTATIVE SYLLABUS

CULTURAL UNITS: GRAMMAR READINGS

1ST QUARTER: I. OLYMPICS/ GEOGRAPHY 2. SLAVERY

Review grammar: Wheelock 1-­‐10 New grammar: adverbs Perfect Active Tenses

“A Day at the Olympics” Traveling through the Roman World Pliny: Larcius Macedo Seneca: Slavery

2nd QUARTER: 3. POMPEII/ MT. VESUVIUS (Roman Housing) 4. MYTHS: Medusa and others

Wheelock: 11-­‐19 New grammar:pronouns, Perfect Passive Tenses

Pliny: Letter about Vesuvius 38 Stories (selections)

3RD QUARTER: 5. ENTERTAINMENT (cena, colosseum,chariots) 6. HEROES (Perseus, Jason, Theseus, Odysseus,)

Wheelock: 23-­‐24 Participles, Ablative Absolutes Wheelock 26-­‐27 Comparision of Adjectives, Adverbs

selections from Latin Via Ovid

4TH QUARTER: 7. PERSEUS 8. THERMAE

Wheelock: 25 Indirect Statement, with all Infinitives Wheelock: 28,29: Present, Imperfect Subjunctive

Fabulae Graecae: Perseus Androcles and the Lion

COURSE DESCRIPTION • Latin 3H is an opportunity to practice and refine the fundamentals of Latin grammar by studying the political and

social life of Romans living in the Late Republic/Early Empire (100 BC – AD 100). Reading selections explore the basis and decline of the Roman Republic, the establishment of the Principate, and some of the notable personalities of the time including Caesar, Cicero, Vercingetorix, and Clodius.

• Selections are from original works of great Roman authors, and require a higher level of sophistication in reading, translation, and understanding sentence structure. Students will gain more facility in reading original Latin prose for comprehension, aided by increasing mastery of vocabulary and grammar, especially the many uses of the subjunctive.

• Latin 3H will proceed at a faster pace than Latin 3. Students will complete readings from original sources. Students will learn grammar concepts in greater depth than Latin 3 students. The grammar concepts studied in Latin 3H will also be more numerous than in Latin 3.

COURSE MATERIALS • Saylor, A Murder on the Appian Way • Wheelock’s Latin (retained from last year or purchased anew as iBook) • Stylus for iPad, Flashcards app, note taking app • Loose-leaf paper, blue or black ink pens, pencils, erasers ASSESSMENTS 10% = HOMEWORK 20% = CLASS WORK, PROJECTS, ESSAYS • active class membership • timely completion of in-class individual, pair, and group work • timely and accurate completion of projects and essays according to specific instructions (given at time of

assignment) 25% = QUIZZES • vocabulary and spelling • grammar and forms

30% = LESSON TESTS • cumulative vocabulary and grammar, forms, reading comprehension, translation • National Latin Exam in March, 2013 (weighted less than regular tests) 15% = MIDTERM and FINAL EXAMS GRADING SCALE A+ 100 – 98.5 B+ 89.4 – 87.5 C+ 79.4 – 77.5 D+ 69.4 – 67.5 F 59.4 and below A 98.4 – 92.5 B 87.4 – 82.5 C 77.4 – 72.5 D 67.4 – 62.5 A- 92.4 – 89.5 B- 82.4 – 79.5 C- 72.4 – 69.5 D- 62.4 – 59.5 No Extra Credit work is available.

Homework Homework is your opportunity to practice material learned in class, and so your grade will be assigned according to whether you completed your work, not how accurate it is. Though you may choose to consult with your classmates, you must complete the work on your own. Write your name on all your work, and please do your work neatly. All homework is due at the beginning of the next class meeting. Homework will be graded as follows: • 100% complete and on time: 10 points • homework is incomplete or missing: 0 points • homework is completed late*: 7 points

*If your homework is incomplete or late, you may raise your grade from 0 to 7 points by making up your work if and only if you make up your work in the classroom, with me (to be explained in class). You have one week to make up your work. No credit will be given for homework that is not made up with me. Missed Work 1. If you miss class due to illness, you may make up the homework/quizzes/tests you missed for full credit. You are allowed the number of days you missed to make up your work:

• If you are absent for two days, you may take two days to complete your missed homework, or to prepare for your missed quiz/test.

2. If you miss class because you were participating in a school-sponsored event (e.g. field trip, athletic competition), you are responsible for being up-to-date with work for the next class meeting. 3. Handouts will be available online. 4. Notes will be available online. If you submit work after any of the above deadlines, you will receive no credit (0 points) for it. Respectful Use of Technology

• You must keep your cell phone turned off or set to silent at all times. • Your cell phone must stay in your locker or school bag at all times. • Use your iPad only as directed by Ms. Curcio. • Only open apps as instructed by Ms. Curcio • Charge your iPad every night to allow its use during class every day.

Please sign below and return to Mrs. Curcio on Monday, August 27. I have read the above Course Description and class policies. I understand what is expected this year, and I agree to abide by these expectations. _______________________________________ _______________________________________________ Student’s signature date Parent’s signature date

COURSE DESCRIPTION: Students will read a selection of Latin poetry by various authors, all touching on the themes of Love and Hate in various relationships. In addition to mastering necessary vocabulary and grammar structures needed to read these poems, students will also investigate the themes themselves, how each poet develops them, how the poets are similar to and different from each other, how their poems reflect the times in which they live, how the themes, images, and even content recur in poetry through the ages, even up to the students’ own time and experiences. Students will read from selections by authors such as (but not limited to) Catullus and Ovid. OUTCOMES: The Latin IV student will be able to • read with correct pronunciation (and meter) a passage from the syllabus • gain correct meaning while reading, before translation, and support conclusions by referring to the relevant

elements of the sentence • use a dictionary, notes, and other grammatical aids to seek information about unfamiliar or unclear

words/expressions • identify and correctly translate advanced grammar concepts • identify characteristics of love and hate in an author’s word choice, sentence structures, figures of speech • translate (orally and in writing) Latin passages from the syllabus • write analytical essays based on selections of Latin poetry COURSE MATERIALS • Primary source material to be provided by teacher via class website • Notebook to be used for Latin only • Wheelock’s Latin (retained from last year or purchased anew as iBook) • Stylus for iPad, Flashcards app, note taking app • Loose-leaf paper, blue or black ink pens, pencils, erasers ASSESSMENTS 10% = HOMEWORK 20% = CLASS WORK, PROJECTS, ESSAYS

• active class membership • timely completion of in-class individual, pair, and group work • timely and accurate completion of projects and essays according to specific instructions (given at time of

assignment) 25% = QUIZZES

• vocabulary and spelling • grammar and forms

30% = LESSON TESTS • cumulative vocabulary and grammar, forms, reading comprehension, translation • National Latin Exam in March, 2013 (weighted less than regular tests)

15% = MIDTERM and FINAL EXAMS GRADING SCALE B+ 89.4 – 87.5 C+ 79.4 – 77.5 D+ 69.4 – 67.5 F 59.4 and below A 100 – 92.5 B 87.4 – 82.5 C 77.4 – 72.5 D 67.4 – 62.5 A- 92.4 – 89.5 B- 82.4 – 79.5 C- 72.4 – 69.5 D- 62.4 – 59.5

Homework Homework is your opportunity to practice material learned in class, and so your grade will be assigned according to whether you completed your work, not how accurate it is. Though you may choose to consult with your classmates, you must complete the work on your own. Write your name on all your work, and please do your work neatly. All homework is due at the beginning of the next class meeting.ß Homework will be graded as follows: • 100% complete and on time: 10 points • homework is incomplete or missing: 0 points • homework is completed late*: 7 points

*If your homework is incomplete or late, you may raise your grade from 0 to 7 points by making up your work if and only if you make up your work in the classroom, with me (to be explained in class). You have one week to make up your work. No credit will be given for homework that is not made up with me. Missed Work 1. If you miss class due to illness, you may make up the homework/quizzes/tests you missed for full credit. You are allowed the number of days you missed to make up your work:

• If you are absent for two days, you may take two days to complete your missed homework, or to prepare for your missed quiz/test.

2. If you miss class because you were participating in a school-sponsored event (e.g. field trip, athletic competition), you are responsible for being up-to-date with work for the next class meeting. 3. Handouts will be available online. 4. Notes will be available online. If you submit work after any of the above deadlines, you will receive no credit (0 points) for it. Respectful Use of Technology

• You must keep your cell phone turned off or set to silent at all times. • Your cell phone must stay in your locker or school bag at all times. • Use your iPad only as directed by Ms. Curcio. • Only open apps as instructed by Ms. Curcio • Charge your iPad every night to allow its use during class every day.

Please sign below and return to Mrs. Curcio on Monday, August 27. I have read the above Course Description and class policies. I understand what is expected this year, and I agree to abide by these expectations. _______________________________________ _______________________________________________ Student’s signature date Parent’s signature date

COURSE INFORMATION: AP Latin Respectful and Productive Use of Electronic Devices:

• Keep your cellphone OFF during class time; you do not need to send or receive texts or other messages. • Use your iPad in class only as directed by Ms. McCarty ; you do not need to send or receive texts or other messages, or

use other applications during class time. • Keep your iPad charged and ready to use every day. • Respect other people’s property; do not take pictures or record others without permission. • Your iPad replaces a textbook (actually several, plus resources!) I suggest you continue to take notes,

label texts, write out translations, etc. on paper to keep in your binder. COURSE DESCRIPTION: The Latin 4AP course is an advanced reading course in both prose (Caesar’s de Bello Gallico) and epic poetry (Vergil's Aeneid). In addition to learning new/reviewing grammar and vocabulary skills, students will investigate the literary styles of each author, his goals, and perspectives. Themes that will integrate the two authors’ works include:

• LITERARY GENRE AND STYLE: What are the purposes and effects of Vergil’s and Caesar’s style? • ROMAN VALUES: How do the texts confirm or question characteristic Roman values? • WAR AND EMPIRE: What questions do the texts raise about the purposes, benefits and consequences of war? • LEADERSHIP:What types of leaders do we see in these works? How do leaders deal with setbacks/failures? • VIEWS OF NON-ROMANS: How do the authors portray and evaluate non-Roman peoples? • HISTORY AND MEMORY: How do these works reflect the conflicts of the era in which they were written?

How do the individuals in these works use their understanding of the past to create their present and future? • HUMAN BEINGS AND THE GODS: What roles do gods play in these works, and how do they affect humans?

The aims of this year-long course are: • to improve the students' ability to read, understand and translate Latin poetry; • to expose students to poetic syntax, figures of speech, and meter; • to involve students in literary analysis of Latin poetry; • to enhance the student's understanding of the literary and social contexts of the Roman world of the first century

B.C. and A.D.; • and to prepare students for the Advanced Placement exam in Latin. All Latin AP students are required to attend

the mandatory review session (TBA) and take the AP exam on Thursday, May 9, 2013. • COURSE MATERIALS: You are expected to have books and materials in class daily. • iPad, fully charged and ready to use in class; iPad stylus for marking texts • Bookmark these websites and keep in a “folder” on your iPad homepage: The Latin Library, (Aeneid.1)

www.nodictionaries.com, Vergil Project Aeneid text, notes ; Quia Class Page; Whittaker’s Words (or a Latin dictionary app)

• If you want a paper text, get Vergil’s Aeneid, by Clyde Pharr, Bolchazy-Carducci (used copies may be around) • Vergil, The Aeneid (keep the translation you read over the summer) • Binder to be used for Latin only, with the following sections: homework, class notes/ “jumbo” font text, quizzes,

tests, handouts, other; binder paper, blue or black ink pens, pencils, erasers AP SYLLABUS: VERGIL: Aeneid

I. 1-209, 418-440,494-578

II. 40-56; 201-249, 268-297, 559-620

IV. 160-218, 259-361, 659-705

VI. 295-332, 384-425, 450-476, 847-899

COURSE INFORMATION: AP Latin Read in translation: bks. 1,2,4,6,8,10,12

CAESAR: deBelloGallico...

I.1-7

IV.24-36

V.24-48

VI.13-20

Read in translation: bks. 1,5,6

AP COURSE OBJECTIVES: (from AP College Board site; for full Course Description and resourses, see http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2260.html The examination will test some or all of the following abilities: • to write a literal English translation* of a Latin passage on the syllabus; • to identify the context and significance of short excerpts from the required books; • to identify and analyze characteristic or noteworthy features of the poet's mode of expression, including his use of

word choice and placement, imagery, figures of speech, sound and metrical effects, as seen in specific passages; • to discuss particular motifs or general themes not only suggested by specific passages but also relevant to the poem

as a whole; • to analyze characters or situations as portrayed in specific passages. *Translation In the AP exam, the instructions for the translation questions, "translate as literally as possible," call for a translation that is accurate and precise. In some cases an idiom may be translated in a way that makes sense in English but is rather loose compared to the Latin construction. In general, however, students should remember that the tense, voice, number, and mood of verbs need to be translated literally; that subject-verb agreement must be correct; that a result clause should not be translated as a purpose clause, and so on. Students need practice in translating literally so that their translations not only are accurate and precise, but also make sense in English.[from pages 3 and 21 of the "Acorn Booklet"] Students will refine their ability to read and translate Latin verse in “sense units”, rather than following Latin or random word order. ASSESSMENT: 15% = RESPECTFUL CONTRIBUTION (also refer to “How to Succeed...” handout) • respectful behavior and constructive, supportive participation in class discussions and activities • preparation for class: vocabulary study, presence of binder, iPad charged every day • willingness to translate, answer questions, go to board, play review games, read Latin aloud, etc. • evidence of organized binder with materials easily accessible for review, good notes on in-class work • support of group members 15% = HOMEWORK (see “Homework Policy/Missed Work Policy” handout) 15% = PROJECTS • AP-style essays, vocabulary projects, etc. 25% = QUIZZES • Vocabulary quizzes weekly: on General Vocabulary (aka “Hit Parade”) words (italicized • Occasional grammar/translation/context/scansion, multiple choice, AP-style • Reading quizzes on books reviewed in English translation

COURSE INFORMATION: AP Latin 20% = LESSON TESTS • cover 100-200 lines at a time • follow AP format: literal translation, explication of grammar, scansion, multiple choice, short essay • National Latin Exam in March, 2009 (best score, weighted less than a regular test) 10% = MIDTERM and FINAL EXAMS • Cumulative, AP format • “Spring final” will be a practice AP exam, administered before May 9, 2013

GRADING SCALE: This course uses the Language Department grading scale. A+ 100 – 98.5 B+ 89.4 – 87.5 C+ 79.4 – 77.5 D+ 69.4 – 67.5 F 59.4 and below A 98.4 – 92.5 B 87.4 – 82.5 C 77.4 – 72.5 D 67.4 – 62.5 A- 92.4 – 89.5 B- 82.4 – 79.5 C- 72.4 – 69.5 D- 62.4 – 59.5 HOMEWORK POLICY; Homework is your opportunity to practice writing your translations as literally and as accurately as possible, in keeping with AP standards. Assignments will be purely translation and labeling, and will be a continuation or review of the day’s in-class reading. All homework assignments are solo assignments and not pair or pod assignments, therefore you must complete the work on your own, in your own words. Please type all your translations, double-spaced, and either turn in paper copy or email. Label all your jumbo text before you begin to translate. As soon as you walk into the classroom, please open your iPad app with your completed homework (translation and labeled text). As soon as the bell rings, we will greet each other. Often there will be a “Do Now” activity to complete before we review /collect homework or begin a new lesson. The Grading of Homework Homework will be graded as follows: • accuracy and precision 7 – 10 points • homework is incomplete or missing: 0 points • homework is 1 day late* 5 points

*Since we go over homework in class, you may copy the assignment from the board with corrections and explanations and show it to me on the following day for 5 points. If you attempt to submit it after that, I will not accept it and you will keep the 0.

ABSENCE POLICY: 1. If you miss class due to illness, you may make up the homework/quizzes/tests you missed for full credit. You are allowed the number of days you missed to make up your work. 2. If you miss class because you were on retreat, you must submit your homework or make up your quiz/test within a week after you return. 3. If you miss class for any other reason, including athletic events and class field trips, your work (assignments/quiz/test) is due the next day as if you had never missed class. All handouts will be available online, all labels and notes will be available in a folder in the classroom and online.

******************************************************************************************** Please copy and email I have read the above Course Description and class policies. I understand what is expected this year, and I agree to abide by these expectations.

COURSE INFORMATION: AP Latin

LATIN 4 Love and Hate in Roman Poetry

- Respectful and Productive Use of Electronic Devices:

• Keep your cellphone OFF during class time; you do not need to send or receive texts or other messages. • Use your iPad in class only as directed by Ms. McCarty ; you do not need to send or receive texts or other

messages, or use other applications during class time. • Keep your iPad charged and ready to use every day. • Respect other people’s property; do not take pictures or record others without permission. • Your iPad replaces a textbook (actually several, plus resources!) I suggest you continue to take

notes, label texts, write out translations, etc. on paper to keep in your binder.

COURSE DESCRIPTION: Students will read a selection of Latin poetry by Vergil (Aeneid) Catullus and Ovid (selected poems) touching on the themes of Love and Hate in various relationships. In addition to mastering necessary vocabulary and grammar structures needed to read these poems, students will also investigate the themes themselves, how each poet develops them, how the poets are similar to and different from each other, how their poems reflect the times in which they live, how the themes, images, and even content recur in poetry through the ages, even up to the students’ own time and experiences. Because this course is held in tandem with 4AP, some activities in 1st and 4th quarter will come from the AP syllabus, but assessments and rubrics will be different for Latin 4 students. OUTCOMES: The Latin IV student will be able to • read with correct pronunciation (and meter) a passage from the syllabus • gain correct meaning while reading, before translation, and support conclusions by referring to the relevant elements

of the sentence • use a dictionary, notes, and other grammatical aids to seek information about unfamiliar or unclear words/expressions • provide the English meaning and other pertinent linguistic information about key vocabulary words • identify characteristics of love and hate in an author’s word choice, sentence structures, figures of speech • provide (oral and written) a literal translation of a Latin passage on the syllabus • provide a non-literal (but appropriate) interpretation of a Latin passage on the syllabus

COURSE MATERIALS • Your iPad must be charged and ready for use every day. Consider it your textbook (and a whole lot more!) • All texts will be posted on Mrs. McCarty’s website for you to print at home or bookmark on your iPad • As basic resources please bookmark and keep in a “folder” on your iPad homepage:

• The Latin Library, (Aeneid.1) www.nodictionaries.com, Vergil Project Aeneid text, notes ; • Quia Class Page; Whittaker’s Words (or a Latin dictionary app)

• Binder to be used for Latin only, with the following sections: homework, class notes, quizzes, tests, handouts, other; binder paper, blue or black ink pens, pencils, erasers

COURSE SYLLABUS: 1st Quarter: Aeneid I, II: How does a Leader show love? 2nd Quarter: Catullus falls in Love

3rd Quarter: Catullus falls out of Love 4th Quarter: Aeneid IV, VI: Personal Love vs Patriotic Love

ASSESSMENTS 15% = RESPECTFUL CONTRIBUTION

• respectful behavior and constructive, supportive participation in class discussions and activities • preparation for class: vocabulary study, presence of binder and charged iPad every day • willingness to translate, answer questions, go to board, play review games, read Latin aloud, etc. • evidence of organized binder; appropriate note-taking on classwork

15% = HOMEWORK (see below) 15% = PROJECTS: essays, posters, etc.

• timely and accurate completion of projects according to specific instructions 25% = QUIZZES

• frequent vocabulary and grammar quizzes; spelling counts • “pop” quizzes: class discussions, homework assignments and readings, recent grammar concepts

20% = LESSON TESTS • cumulative vocabulary and grammar, new forms, translation; given every two to three weeks • National Latin Exam in March, 2013 (weighted less than regular tests)

10% = MAJOR EXAMS • cumulative vocabulary and grammar, new forms, translation • dates according to school schedule

GRADING SCALE A+ 100 – 98.5 B+ 89.4 – 87.5 C+ 79.4 – 77.5 D+ 69.4 – 67.5 F 59.4 and below A 98.4 – 92.5 B 87.4 – 82.5 C 77.4 – 72.5 D 67.4 – 62.5 A- 92.4 – 89.5 B- 82.4 – 79.5 C- 72.4 – 69.5 D- 62.4 – 59.5 HOMEWORK POLICY; Homework is your opportunity to practice writing your translations as literally and as accurately as possible, in keeping with AP standards. Assignments will be mostly translation and labeling, and will be a continuation or review of the day’s in-class reading. All homework assignments are solo assignments and not pair or pod assignments, therefore you must complete the work on your own, in your own words. Please type all your translations, double-spaced, and either turn in paper copy or email. Label all your jumbo text before you begin to translate. As soon as you walk into the classroom, please open your iPad app with your completed homework (translation and labeled text). As soon as the bell rings, we will greet each other. Often there will be a “Do Now” activity to complete before we review /collect homework or begin a new lesson. The Grading of Homework Homework will be graded as follows: • accuracy and precision 7 – 10 points • homework is incomplete or missing: 0 points • homework is 1 day late* 5 points

*Since we go over homework in class, you may copy the assignment from the board with corrections and explanations and show it to me on the following day for 5 points. If you attempt to submit it after that, I will not accept it and you will keep the 0.

ABSENCE POLICY: 1. If you miss class due to illness, you may make up the homework/quizzes/tests you missed for full credit. You are allowed the number of days you missed to make up your work. 2. If you miss class because you were on retreat, you must submit your homework or make up your quiz/test within a week after you return. 3. If you miss class for any other reason, including athletic events and class field trips, your work (assignments/quiz/test) is due the next day as if you had never missed class. All handouts will be available online, all labels and notes will be available in a folder in the classroom and online.

****************************************************************************************** Please copy and email to I have read the above Course Description and class policies. I understand what is expected this year, and I agree to abide by these expectations.

First Year—Mandarin 1

- 1 -

********************************************************************************** Course Description: Mandarin 1 is a full year of the beginning level of Mandarin Chinese. This course will include a combination of acquiring an introductory level of Mandarin language use along with Chinese cultural information. Instruction in written Chinese will be primarily in simplified characters. The transcription of Chinese sounds will be in Hanyu Pinyin. Required materials: 1. Integrated Chinese Level 1 Part 1 (Simplified Characters), 3rd Edition

Textbook Character Workbook Online Workbook (Registration required)

2. Folders: You should prepare a paper folder AND an electronic folder for this class. You should

keep ALL printed Vocabulary Lists for two years (Mandarin 1 & Mandarin 2). Paper folder: A folder with two pockets to store worksheets. Prepare a folder cover with your

English name, Chinese name (pinyin & characters) and class name (English & Chinese). (Mandarin 1 students can add Chinese names later.)

Electronic folder: You need to create two folders (name: Mandarin 1 Fall AND Mandarin 1 Spring) in your iPad note-taking app to store the electronic materials for this class.

* You are responsible in keeping all the material in this class. It is your responsibility to find out what you missed and how to make it up if you miss a class. Go digital: 1. Required iPad Apps & Accessories:

“iMovie” and Voice Recording App (e.g. “VoiceRecorder”, or “GarageBand”) Note-taking App (e.g. “Notability”, “UPAD”, or “Penultimate”) “Educreations” App (FREE download from iTunes) Stylus (for hand-writing on iPad) Earphones

2. All electronic materials for the class can be downloaded from the class website, under “Resources”.

3. When you turn in your electronic documents, use this format EVERY TIME:

<Class name_Your Chinese pinyin name_Assignment.doc/.ppt>

Example: M2_WangLaoShi_SelfIntroduction.doc

*******The successful language learner is one who is prepared to participate fully in the class. *******

First Year—Mandarin 1

- 2 -

Grading Policy:

Participation 20% 1. Participation Points (10%) will be given weekly. Each week each one will start with basic 8

points, and “positive points” and “negative points” will be added until it reached the highest 10 points or the lowest 0 points. Active participation will be rewarded. Disorderly conduct will result in loss of participation points. * Breaking rules will hurt your grade severely!

2. Participation Check (10%) include the following: o Folders (paper one and electronic folder) will be checked regularly. All materials should

be kept neatly with correct answers. Unfinished worksheets and incorrect answers will result in loss of points. No point deduction for self-corrected answers, so you can correct answers with any color.

o Do Now (warm-up activity) will be assigned and checked in the beginning of class. 3 points will be given each day: 3- well done; 2- at least 75% correct; 1- did it; 0- no record. Two lowest scores per quarter will be dropped, including absence. You may use textbook and notes but cannot talk to others during this activity. You will receive “0” when you submit it too late or are distracting during this activity.

o Weekly Paragraph will be assigned bi-weekly. Memorize and recite the paragraph during Office Hour to receive points.

Assignment 20%

1. Online Workbook (WB): Due midnight on the due day. The last attempted answers are recorded.

2. Character Workbook (CWB): Due the beginning of next class. Write one full line neatly and correctly for each character.

3. Class Assignment (CA): Most in-class assignments are due by the end of class period promptly. No late or make-up work is accepted.

* Daily assignments are posted on the class website, under “Calendar.” ** Late assignments will result in loss of points. No late work will be accepted a week after the due day.

Quiz & Test 40% 1. Quizzes (15%) will be given almost bi-weekly. 2. Midterm exam (10%) and Final exam (15%) are given to determine if students are

performing at the appropriate level of instruction. * You are responsible for making up missing quizzes during Office Hour within a week after absence. Otherwise, it will be recorded as “0.”

Project 20% Several projects per semester will be finished individually, with a partner, or in a group. * These projects will be lowered a letter grade each day after the due date, except for emergency. Grading Scale:

B+ 89.4-87.4 C+ 79.4-77.5 D+ 69.4-67.5 A 100-92.5 B 87.4-82.5 C 77.4-72.5 D 67.4-62.5 A- 92.4-90 B- 82.4-79.5 C- 72.4-69.5 D- 62.4-59.5

Second Year—Mandarin 2

- 1 -

********************************************************************************** Welcome Back! Mandarin 2 is a two-semester course that continues the study and development of Mandarin. During this academic year I hope to help improving your Mandarin language skills from elementary to low intermediate level, and exploring more Chinese culture information. Policies are necessary so that you know what to expect from me and so that you know what I expect from you. Please note that there are several changes made from Mandarin 1. Required materials: 1. Integrated Chinese Level 1 Part 1 (Simplified Characters), 3rd Edition(for Fall semester)

Integrated Chinese Level 1 Part 2 (Simplified Characters), 3rd Edition (for Spring semester) Textbook Character Workbook Online Workbook (Registration required)

2. Folders: You should prepare a paper folder AND electronic folders for this class. Keep Lessons 1-

6 Vocabulary Lists in the paper folder. Paper folder: A folder with two pockets to store worksheets. Prepare a folder cover with your

English name, Chinese name (pinyin & characters) and class name (English & Chinese). Electronic folder: You need to create two folders (name: Mandarin 2 Fall AND Mandarin 2

Spring) in your iPad note-taking app to store all the electronic materials for this class. * You are responsible in keeping all the material in this class. It is your responsibility to find out what you missed and how to make it up if you miss a class. Go digital: 1. Required iPad Apps & Accessories:

“iMovie” and Voice Recording App (e.g. “VoiceRecorder”, or “GarageBand”) Note-taking App (e.g. “Notability”, “UPAD”, or “Penultimate”) “Educreations” App (FREE download from iTunes) Stylus (for hand-writing on iPad) Earphones

2. All electronic materials for the class can be downloaded from the class website, under “Resources”.

3. When you turn in your electronic documents, use this format EVERY TIME:

<Class name_Your Chinese pinyin name_Assignment.doc/.ppt>

Example: M2_WangLaoShi_SelfIntroduction.doc

*******The successful language learner is one who is prepared to participate fully in the class. *******

Second Year—Mandarin 2

- 2 -

Grading Policy:

Participation 20% 1. Participation Points (10%) will be given weekly. Each week each one will start with basic 8

points, and “positive points” and “negative points” will be added until it reached the highest 10 points or the lowest 0 points. Active participation will be rewarded. Disorderly conduct will result in loss of participation points. * Breaking rules will hurt your grade severely!

2. Participation Check (10%) include the following: o Folders (paper one and electronic folder) will be checked regularly. All materials should

be kept neatly with correct answers. Unfinished worksheets and incorrect answers will result in loss of points. No point deduction for self-corrected answers, so you can correct answers with any color.

o Do Now (warm-up activity) will be assigned and checked in the beginning of class. 3 points will be given each day: 3- well done; 2- at least 75% correct; 1- did it; 0- no record. Two lowest scores per quarter will be dropped, including absence. You may use textbook and notes but cannot talk to others during this activity. You will receive “0” when you submit it too late or are distracting during this activity.

o Weekly Paragraph will be assigned bi-weekly. Memorize and recite the paragraph during Office Hour to receive points.

Assignment 20%

1. Online Workbook (WB): Due midnight on the due day. The last attempted answers are recorded.

2. Character Workbook (CWB): Due the beginning of next class. Write one full line neatly and correctly for each character.

3. Class Assignment (CA): Most in-class assignments are due by the end of class period promptly. No late or make-up work is accepted.

* Daily assignments are posted on the class website, under “Calendar.” ** Late assignments will result in loss of points. No late work will be accepted a week after the due day.

Quiz & Test 40% 1. Quizzes (15%) will be given almost bi-weekly. 2. Midterm exam (10%) and Final exam (15%) are given to determine if students are

performing at the appropriate level of instruction. * You are responsible for making up missing quizzes during Office Hour within a week after absence. Otherwise, it will be recorded as “0.”

Project 20% Several projects per semester will be finished individually, with a partner, or in a group. * These projects will be lowered a letter grade each day after the due date, except for emergency. Grading Scale:

B+ 89.4-87.4 C+ 79.4-77.5 D+ 69.4-67.5 A 100-92.5 B 87.4-82.5 C 77.4-72.5 D 67.4-62.5 A- 92.4-90 B- 82.4-79.5 C- 72.4-69.5 D- 62.4-59.5

ESPAÑOL 1 _____________________________________________________________________________________ GENERAL COURSE DESCRIPTION Spanish I is designed for beginners. No background in Spanish is presumed or required. All language skills - listening, speaking, reading and writing - are developed simultaneously. Oral proficiency is emphasized in class. The teaching and learning process is based on the active participation of each student in all phases of the course. This course will cover essential vocabulary and the basic structures of Spanish in order that the student may learn how:

1) to ask questions and answer them affirmatively and negatively or with information, 2) to arrange proper word order, 3) to speak and write clearly, 4) to speak spontaneously, 5) to use common idiomatic expressions. The students will also acquire knowledge and appreciation of the cultures of the Spanish-speaking world. COURSE MATERIALS REALIDADES 1 SERIES: Text, Practice Workbook, Writing, Audio & Video Program with Workbook (Prentice Hall) Three ring binder with loose leaf paper and dividers for class notes, handouts, homework and quizzes and tests returned Colored pens for making corrections in class, pens and pencils COURSE REQUIREMENTS / GRADING POLICY I. ACTIVE CLASS PARTICIPATION AND COOPERATION/ ORAL WORK

- aural/ oral / written homework completion, - presence of all materials in class at all times,

- effort to use Spanish in the classroom at all times, - effort to use correct pronunciation, 20% - positive and cooperative attitude and conduct in adherence to Student Handbook policies, - effort to contribute to class discussions and activities, - oral presentations, spontaneous dialogues, group work, - listening comprehension exercises and tests, - oral/written class work and drills, - effort to edit/correct assignments in class

- binder/portfolio management II. HOMEWORK AND PROJECTS - aural homework (audio program) /oral / written homework,

- presentations and group work, - written grammar and vocabulary drills, 20% - compositions and reading assignments, - special projects (posters, pamphlets, postcards, etc.) - graded portfolio III. TESTS AND QUIZZES - grammar quizzes (announced & unannounced), - vocabulary and/or verb quizzes (announced & unannounced), 45% - listening comprehension quizzes and tests (announced & unannounced), - dictations - unit tests

IV. MAJOR EXAMS 15% -mid-term exams

-final semester exams (cumulative) GRADING SCALE A 100% - 93 B 87 - 83 C 77 - 73 D 67 - 63 A- 92 - 90 B- 82 - 80 C- 72 - 70 D- 62 - 60 B+ 89 - 88 C+ 79 - 78 D+ 69 - 68 F 59.4 or below Percentages of .5 or higher will be rounded up. Those below .5 will be rounded down. Example: 89.5 .....A- 89.4 ....B+

CLASS POLICY - HOW TO SUCCEED IN THIS COURSE: HOMEWORK/PROJECTS: You will ONLY receive full credit for written homework or projects that are turned in on time, labeled with name, date, page number and exercise number on each page and completed in full and according to instructions. You will ONLY receive full credit for oral homework that is presented on date due, completed according to instructions and in which you demonstrate preparation and an effort to incorporate correct pronunciation, grammar and vocab. If you choose not to follow these guidelines, then understand that you will not receive full credit. There will be no negotiating. Late homework is always accepted, but will never receive more than 50% credit of the amount that you would have earned. Homework cannot be turned in twice in order to recover any points that may have been deducted when first submitted. CHECK THE CLASS WEBSITE EACH DAY. What is late: Must be turned in before end of each quarter. EXTRA CREDIT: There are no extra credit assignments of any kind. SHOW INTEGRITY. Cheating is not tolerated. This includes plagiarism, copying another student's work, allowing another student to copy your work, looking at another student's test, using unauthorized materials during a quiz, test, or exam, or showing another student a test he/she has not yet taken. The use of on-line translation is prohibited. Students may look of isolated words and or use a maximum of 10 new words in any assignment. Any student caught cheating will receive a zero on that assignment. The deans, student’s counselor and parents will also be notified. IDEAS TO HELP YOU SUCCEED IN THIS COURSE 1. MEMORIZE vocabulary as soon as it is assigned, a) Make and use flashcards, b) Practice with a friend, c) REVIEW nightly. 2. STUDY and REVIEW grammar structures explained in class by the teacher, a) Take accurate notes in your class notebook during explanations and practice, b)

Study your textbook or any handouts, c) ASK questions when you don't understand something.

3. Please DON'T WASTE OUR TIME, a) Please come prepared to class with homework and materials, b) Follow the dress

code, arrive to class on time, don’t chew gum, no beverages or food allowed in class or on desk, c) Show respect and expect respect.

4. Spanish is a SPOKEN language, a) You are expected to speak in Spanish in the classroom at all times, b) Take a

chance even if you make mistakes, c) You cannot learn overnight -- it takes constant

listening and repeating of words and phrases in order to improve your speech and grammar/vocabulary usage, d) If you send me an email, make an effort to write it in Spanish and I will respond to you in Spanish. You will see your oral/aural ability improve dramatically, e) Practice the fine art of listening: Listen to the teacher, to your fellow students and to any assigned aural work -- keep practicing.

5. MAKE-UP WORK DUE TO ABSENCE, a) If you are absent, it is entirely your responsibility to check the class web site, do

work assigned and turn it in within 48 hours of your return to class, b) If you miss a quiz or test, it is entirely your responsibility to schedule a time to make it up within two days, c) Students who arrive late to school or who leave early are still expected to submit any assignments due THAT DAY. Arriving late or leaving early are not considered absences. Homework assignments and quizzes must be made-up within 4 school days.

6. Quizzes should be made up in the Learning Center.

--------------------------------------------------------------------------------------------------------------------- SPANISH 1 Please review the course description and class policy. Check off each of the points of the class policy indicating that you are in agreement with each. Then read the pledge below and sign and date it. Please have your parent(s) do the same by . I, ____________________________, have read the course description and class policy for Spanish 1 and understand the course requirements and grading policy, as well as the teacher’s expectations. Please sign below.

STUDENT :___________________________________________DATE:___________________

PARENT(S) :__________________________________________DATE:___________________

ESPAÑOL 1ACC _____________________________________________________________________________________ GENERAL COURSE DESCRIPTION This course is designed for incoming freshmen who have some experience in Spanish but did not place in Spanish 2 or 2Honors at St. Ignatius. Since these students already have some basic skills in Spanish, they will review and/or learn, at an accelerated pace, the vocabulary and grammar structures taught in a regular level one course. Significant emphasis will be placed on improving students’ speaking and writing skills. They will acquire an expanded vocabulary, a deeper understanding of grammatical concepts, increased reading proficiency, improved oral expression, increased aural proficiency, the ability to write short compositions, and further knowledge of Spanish and Latin American cultures. This course will cover essential vocabulary and the basic structures of Spanish in order that the student may learn how:

1) to ask questions and answer them affirmatively and negatively or with information, 2) to arrange proper word order, 3) to speak and write clearly, 4) to speak spontaneously, 5) to use common idiomatic expressions. The students will also acquire knowledge and appreciation of the cultures of the Spanish-­‐speaking world. COURSE MATERIALS REALIDADES 1 SERIES: Text, Practice Workbook, Writing, Audio & Video Program with Workbook (Prentice Hall) Three ring binder with loose-­‐leaf paper and dividers for class notes, handouts, homework and quizzes and tests returned Colored pens for making corrections and editing in class; pens and pencils COURSE REQUIREMENTS / GRADING POLICY I. ACTIVE CLASS PARTICIPATION AND COOPERATION/ ORAL WORK

-­‐ presence of all materials in class at all times, -­‐ effort to use Spanish in the classroom at all times, -­‐ effort to use correct pronunciation, 25% -­‐ positive and cooperative attitude and conduct in adherence to Student Handbook policies, -­‐ effort to contribute to class discussions and activities, -­‐ oral presentations, spontaneous dialogues, group work, -­‐ listening comprehension exercises -­‐ oral/written class work and drills, -­‐ effort to edit/correct assignments in class,

-­‐ binder/portfolio management -­‐ engaged partner collaboration/interdependent partner support

II. HOMEWORK AND PROJECTS -­‐ aural homework (audio program) /oral / written homework,

-­‐ presentation preparation and group work completion, -­‐ written grammar and vocabulary drills, 15% -­‐ essays and reading assignments, -­‐ special projects (posters, pamphlets, postcards, etc.) -­‐ on-­‐line activities and research

III. TESTS AND QUIZZES -­‐ grammar quizzes (announced & unannounced), -­‐ vocabulary and/or verb quizzes (announced & unannounced), 50% -­‐ listening comprehension quizzes and tests (announced & unannounced), -­‐ dictations -­‐ unit tests, including in-­‐class essays IV. MAJOR EXAMS 10%

-­‐final semester exams (cumulative) GRADING SCALE A 100% -­ 93 B+ 89 -­ 88 C+ 79 -­ 78 D+ 69 – 68 A-­ 92 -­ 90 B 87 -­ 83 C 77 -­ 73 D 67 -­ 63 B-­ 82 -­ 80 C-­ 72 -­ 70 D-­ 62 -­ 60 F 59.4 or below Percentages of .5 or higher will be rounded up. Those below .5 will be rounded down. Example: 89.5 .....A-­‐ 89.4 ....B+ Inappropriate use of technology during class time will result in a zero for the class participation grade on that day. Students are expected to limit use of Ipads and other technology to work that is consistent with class content and expectations. Late daily homework assignment will receive less credit. Late written assignments such essays and other special projects will be penalized by -­‐25%

CLASS POLICY -­ HOW TO SUCCEED IN THIS COURSE: 1. MEMORIZE vocabulary as soon as it is assigned. Make and use flashcards. Review everyday. There will be weekly quizzes (announced and unannounced). Work with a friend. Learn vocabulary in context—know what the words mean! 2. STUDY and REVIEW grammar structures explained in class. Take accurate notes during explanations. Study the textbook and any handouts that supplement your notes. ASK QUESTIONS when you do not understand. Please come see me if you are confused or having

difficulty with the assigned work. Complete all assignments on time and bring them to class. 3. SHOW RESPECT AND EXPECT RESPECT. Come to class prepared with completed homework and all materials. Be on time and ready to begin when the second bell rings. Go to the bathroom before coming to class. Follow the dress code and all school regulations. Gum is not permitted in class. Participate with a positive attitude and support one another. Use your time WISELY. 4. ¡SOLAMENTE EN ESPAÑOL! Leave English at the door when you enter! Take risks even if you make mistakes. Do not worry about how you sound. You cannot learn overnight -­‐ it takes constant listening and

repeating of words before you can speak spontaneously and correctly. Keep practicing outside of class and practice OUT LOUD!

5. USE CURRENT TECHNOLOGY for extra review and practice. Technology is integrated into each chapter of Realidades. Visit www.phschool.com and use the web codes

given in your text for additional practice. The Learning Center is open everyday – check their schedules. Visit my website or the school’s Spanish webpage for links to helpful sites including

www.conjuguemos.com and www.studyspanish.com. 6. DO all HOMEWORK carefully, completely and in a timely manner. Homework is intended to help reinforce the material you have learned. Pay attention to details. Check the HOMEWORK SITE daily for updates and further explanation of assignments. DAILY HOMEWORK ASSIGNMENTS WILL NOT BE ACCEPTED LATE. Compositions and projects will

be lowered one full grade for each day of unexcused tardiness. Extensions can be given in certain situations and only with advance notice.

SHOW INTEGRITY. Cheating is not tolerated. This includes plagiarism, copying another student's work, allowing another student to copy your work, looking at another student's test, using unauthorized materials during a quiz, test, or exam, or showing another student a test he/she has not yet taken. The use of on-­‐line translation is prohibited. Any student caught cheating will receive a zero on that assignment. The deans, student’s counselor and parents will also be notified.

7. MAKE-­‐UP WORK DUE TO ABSENCE: Be PROACTIVE. If you anticipate being absent from class, let me know ahead of time. If you are

absent, it is entirely YOUR responsibility to find out the assignments, do them and turn them in within 48 hours of your return to class. Assignments will be posted every day on my website before 5pm.

If you miss a quiz/test, it is entirely YOUR responsibility to arrange with me a time to make it up. Students may make up work missed due to excused absences only and are expected to do so in a timely manner. IF YOU DO NOT MAKE IT UP, THE GRADE BECOMES A ZERO.

Students who arrive late to school or who leave early are still expected to submit any assignments due THAT DAY.

Get the phone number and email of a classmate that you can call if you are absent:

Course DescriptionSpanish 2 is a language course designed for students who have successfully completed their first year of Spanish. It is a two semester course which aims to improve the student'sability to speak, read and write in Spanish, to systematically review grammar previously studied, and to master new concepts in Spanish, and to enhance the student's knowledgeof the cultural diversity of the Spanish speaking world. The emphasis upon improvement of oral skills will be considerable, and the student will be encouraged to speak in Spanish on a variety of topics and in a number of situations ranging from questions and answersto oral presentations and/or situations. The course materials are designed to stimulate conversation and to perfect that skill, striving to imitate the native speaker's pronunciation, accent, and rhythm, as the student's abilities increase.

COURSE CURRICULUMGrammar: •Review of Sp 1 grammar •Irregular present tense verbs (including stem changing verbs) •Affirmative and negative words•Demonstrative adjectives•Possessive adjectives•Present progressive tense •Direct and indirect object pronouns•Preterite tense and the irregular preterite verbs ir, ser, hacer, tener, estar, poder, oir, leer,•creer, and destruir•Imperfect tense and its uses•Reciprocal actions Topics/Vocabulary/Culture: •School life: Spanish/Latin American school system and daily activities•Celebrations and Fashion: important celebrations (unit includes section on shopping, clothing and fashion.)•The Home: family relationships, relationships within the community, free time •Remembering the past: holidays and childhood activities, family celebrations

ESPAÑOL 2H _____________________________________________________________________________ I. COURSE DESCRIPTION Spanish 2H is designed to challenge the student who, during his/her first year, has actively participated in class, mastered the grammar and vocabulary presented in level one and demonstrated the ability to advance more rapidly. The two-­‐semester class will work towards acquiring the following skills: increased oral proficiency, an expanded vocabulary, the ability to read selections appropriate to intermediate-­‐level students, and increased ability to write compositions. The students will be encouraged to speak in Spanish on a variety of topics and in a number of situations ranging from question and answer to oral presentations and/or skits. Students will also become more informed about some of the contemporary problems and difficulties affecting the Hispanic communities both in Latin America and the United States. II. COURSE MATERIALS Prentice Hall, REALIDADES SERIES AND ALL RELATED WORKBOOKS & TEXTS Composition notebook specifically dedicated to Spanish Folder for handouts and graded projects, tests and quizzes 2 different color pens, 2 number 2 pencils. III. COURSE REQUIREMENTS / GRADING POLICY 1. ENGAGEMENT / ORAL WORK

-­‐ class preparation (as evidenced by use of audio program, homework completion and bringing all materials to class at all times),

25% -­‐ evidence of use of Spanish in the classroom on a daily basis, -­‐ oral homework completion, -­‐ oral presentations, situations, dialogues, group work. 2. HOMEWORK / WRITTEN PROJECTS -­‐ daily/collected written homework, projects, reading assignments and in-­‐class journals, 20% -­‐ online assignments and Español en la calle (explained in class), -­‐ audio manual assignments. 3. TESTS AND QUIZZES -­‐ frequent general grammar quizzes (announced and unannounced), -­‐ frequent vocabulary quizzes (announced and unannounced), 40% -­‐ listening comprehension quizzes (announced and unannounced), -­‐ chapter tests and in class essays 4. MAJOR EXAMS 15% -­‐ semester exams. IV. GRADING SCALE A 100% -­‐ 93 B+ 89 -­‐ 88 C+ 79 -­‐ 78 D+ 69 – 68 F 59 -­‐ A-­‐ 92 – 90 B 87 -­‐ 83 C 77 -­‐ 73 D 67 -­‐ 63 below B-­‐ 82 -­‐ 80 C-­‐ 72 -­‐ 70 D-­‐ 62 -­‐ 60 Percentages of .5 or higher will be rounded up, those below .5 will be rounded down. (only applies to semester grades) Example: 89.5 ..........A-­‐ 89.4 ..........B+

PACING SCHEDULE: SPANISH 2H: subject to change First semester Chapters Repaso de Español 1, 2A, 2B, 3A, 3B

Second semester Chapters 4A, 4B, 5A, 5B, 6A, 6B Movie in class with comprehension questions

ESPAÑOL EN LA CALLE Español en la Calle is a once per semester assignment completed outside of the classroom. Details on teacher’s website. CLASS POLICY -­‐ HOW TO SUCCEED IN THIS COURSE: 1. SHOW RESPECT AND EXPECT RESPECT. Come to class prepared with completed homework and all materials. Be on time and ready to begin when the second bell rings. Follow the dress code and all school regulations. Gum is not permitted in class. Foster effective dialogue by remaining open-­‐minded and always seeking to understand why. IPADS must be charged, used only as instructed or with permission; consequences will be given. Use our time WISELY. 2. SHOW INTEGRITY AND RESPONSIBILITY Check the COURSE WEBSITE for updates and further explanation of assignments. Homework is intended to help reinforce the material you have learned. Pay attention to details. Essays will be assigned every few weeks and multiple drafts will be expected upon request. Extensions will be given in certain situations and with advanced notice. Major essays and projects

are the ONLY late work accepted. Tardy work will start at 85% and be lowered 10% each day late for three days. Any work turned in after will be given no higher than 50%.

Cheating is a violation against our character and will not be tolerated. This includes plagiarism, copying another student's work, allowing another student to copy your work, looking at another student's test, using unauthorized materials during a quiz, test, or exam, or showing another student a test he/she has not yet taken. Any student caught cheating will receive a zero on that assignment. The deans will also be notified.

3. MAKE-­‐UP WORK DUE TO ABSENCE Be PROACTIVE. If you anticipate being absent from class, let me know ahead of time. If you are

absent due to illness, it is entirely YOUR responsibility to find out the assignments, do them and turn them in within 48 hours of your return to class. Assignments will normally be posted daily on the COURSE WEBSITE.

If you miss a quiz/test, it is entirely YOUR responsibility to arrange with me a time to make it up. General practice will be to make – up the test/quiz within 3 days of the students return to class. IF YOU DO NOT MAKE IT UP, THE GRADE BECOMES A ZERO.

If you are a retreat participant, you will have up to 2 class days to make up any work or exams missed due to absence.

Students who arrive late to school or who leave early are still expected to submit any assignments due THAT DAY.

-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐ SPANISH 2H/ PROFESOR XXXXXXXXXXXX / 2012-­‐13 Please review the course description and class policy. Then read the pledge below, sign, and date it. Please have your parent(s) do the same by Day 1 during the first full week of classes.

I, ____________________________, have read the course description and class policy for Spanish 2H and understand the course requirements and grading policy, as well as the teacher’s expectations. Please sign below. Signature: STUDENT :_______________________________________DATE:_______________________

PARENT(S) NAME(S):(please print)_______________________________________________ Signature: PARENT(S) :______________________________________DATE:_______________________ PARENT(S) :______________________________________DATE:_______________________

ESPAÑOL 3 (Revised 08/12) ************************************************************************************************************** Spanish 3 is an advanced language course designed for those students who wish to improve and build upon the skills acquired during the first two years of language study. The course is comprised of an on-­‐going review of all major grammar structures as well as a thorough study of more complex grammar concepts. Considerable emphasis is given to improving oral skills, mastering (both orally and in writing) all grammar structures studied, enriching the student's vocabulary, broadening his/her cultural awareness of the Spanish-­‐speaking world and increasing his/her ability to comprehend and express him/herself in both spoken and written Spanish.

This class will be conducted in Spanish as much as possible except when complex grammatical concepts require an additional explanation in English. Students are expected to speak in Spanish at all times. Your speaking skills will improve if you speak in Spanish.

EMAIL & COURSE WEBSITE: YOU ARE RESPONSIBLE FOR CHECKING YOUR EMAIL AND THIS COURSE WEBSITE DAILY! COURSE MATERIALS: Prentice Hall, Realidades 2 textbook, Practice Workbook and Writing, Audio & Video Workbook. Bring to class everyday. Binder with dividers for class notes, handouts, returned homework and tests, journal entries. You will also need pens and pencils, and one red pen. Bring to class everyday.

iPad: Bring to class charged; must not open until instructed; must be on site(s) as assigned during class; severe consequences otherwise

COURSE REQUIREMENTS/GRADING POLICY ______________________________________________________________________________________________________________ 1. ACTIVE CLASS ENGAGEMENT, CONTRIBUTION & COOPERATION -­‐ presence of all materials in class at all times, -­‐ evidence of use of Spanish in the classroom at all times, 10% -­‐ positive and cooperative attitude and conduct in adherence to Student Handbook and classroom policies, -­‐ evidence of contribution to class discussions and activities,

-­‐ evidence of editing/correcting assignments in class, -­‐ binder management, -­‐ engaged partner collaboration/interdependent partner support -­‐ checks emails and course website daily

______________________________________________________________________________________________________________ 2. ORAL & AURAL WORK -­‐ evidence of correct use of pronunciation, 15% -­‐ oral presentations, situations, dialogues, debates, group work, etc. -­‐ listening activities, -­‐ video, Googledocs, PowerPoint, Sonic pics and/or audio projects of any type, ______________________________________________________________________________________________________________ 3. WRITTEN WORK -­‐ written homework, -­‐ homework quizzes, 20% -­‐ online assignments emailed to teacher or completed at www.studyspanish.com -­‐ dictations, essays, journal entries, reading comprehension assignments,

-­‐ projects of all types -­‐ 2 Español en la Calle events (1 per semester)

______________________________________________________________________________________________________________ 4. TESTS AND QUIZZES -­‐ frequent quizzes of all types (announced and unannounced), 40% -­‐ chapter tests -­‐ chapter in-­‐class essays ______________________________________________________________________________________________________________ 5. MAJOR EXAMS 15% -­‐ semester exams ______________________________________________________________________________________________________________

GRADING SCALE (Language Department Grading Scale) A+ 100% -­‐98 B+ 89 -­‐ 88 C+ 79 -­‐ 78 D+ 69 – 68 F 59 -­‐ 0 A 97 -­‐ 93 B 87 -­‐ 83 C 77 -­‐ 73 D 67 -­‐ 63 A-­‐ 92 -­‐ 90 B-­‐ 82 -­‐ 80 C-­‐ 72 -­‐ 70 D-­‐ 62 -­‐ 60

HOMEWORK & PROJECT GUIDELINES a) Check the teacher’s website and your SI email daily. Not checking the website or your SI email are not excuses. b) Do all homework or project assignments carefully and completely by following directions in order to receive the best grade. c) Homework is due at the beginning of class on the date due. d) All assignments and project details will be provided on my website; homework will be evaluated according to those instructions, so read! e) In order to receive full credit, homework must always be labeled with name, date, page number, assignment number or a copy of the assignment details or rubric (if provided) stapled to the assignment or project. f) Online homework assignments must be completed according to instructions and emailed to me before the start of class on the day due. g) Late homework is accepted, but will never receive more than 50% of the original possible value. Late homework is only accepted during the QUARTER in which it was assigned. Homework or work of any kind is considered late if not turned in on the day and during the period due. There are no exceptions. h) Homework cannot be turned in a second time in order to make up any points that may have been deducted the first time. i) A week’s homework is often posted online during the weekend before it is due, so that you can start work ahead of time. j) You are welcome to send me an email at any time about any questions or concerns. ABSENCES You are expected to make up the work missed as soon as you return to class. If you are absent one day, homework is due on the day you return. If you are absent two days, homework is due on the day after you return to school, etc. You are expected to make-­‐up quizzes and tests during a resource period or after school with the teacher as soon as you return. The teacher will not make the arrangements. You must initiate the arrangements. You are responsible for your work. If you are late to school or leave early, homework due that day must still be submitted. EXTRA CREDIT None. Don’t ask. Again, there is none. CHEATING, COPYING, PLAGIARISM OF ANY KIND Cheating is not tolerated. This includes plagiarism, copying another student's work, allowing another student to copy your work, looking at another student's test, using unauthorized materials during a quiz, test, or exam, or showing another student a test he/she has not yet taken. The use of on-­‐line translation is prohibited. Students may look up isolated words and or use a maximum of 10 new words in any assignment. Any student caught cheating will receive a zero on that assignment. The deans, student’s counselor and parents will also be notified. The use of online translation in any form will result in a 50% automatic reduction of grade earned. BASIC COMMON SENSE GUIDELINES 1. Speak in Spanish as soon as you enter the classroom. 2. Raise your hand when you wish to speak. 3. Refrain from talking while the teacher or a classmate is speaking. 4. Do you homework/projects/class work, as assigned and on time etc. 5. Take care of the classroom. Avoid littering. Don’t write on the desks. 6. Arrive ON TIME to class and BE IN YOUR SEAT when the bell rings. 7. Be respectful of the teacher, your classmates and school property. 8. NO gum, food or water bottles allowed in class. No water bottles sitting on your desk during class!! Put your personal stuff away. 9. Use the restroom BEFORE you come to class. Take care of your personal needs BEFORE you come to class. You have plenty of time to do so. 10. Follow the dress code. 11. Cellphones: Please put away during class; that means you are not to check your messages or text during class; severe consequences otherwise

12. Use common sense and good manners.

SPANISH 3 R 2012-­‐2013 SRA. TALAVAN I, ______________________________________ (print your name) HAVE READ THE COURSE DESCRIPTION & CLASS POLICIES FOR SPANISH 3 AND UNDERSTAND THE COURSE REQUIREMENTS AND EXPECTATIONS. Please sign below. STUDENT: ____________________________________________________ DATE: ______________________________________ SIGNATURE STUDENT: ____________________________________________________ DATE: ______________________________________ PRINT NAME PARENT: ____________________________________________________ DATE: ______________________________________ SIGNATURE PARENT: ____________________________________________________ DATE: ______________________________________ PRINT NAME

ESPAÑOL 3H (Revised 08/12) ************************************************************************************ I. COURSE DESCRIPTION Spanish 3H is an advanced language course designed for students identified during their first two years as superior Spanish students who have demonstrated interest in the language and the wish to become fluent in Spanish and prepare themselves for the AP Spanish Language Examination. Students will be required to speak Spanish at all times and in a variety of situations ranging from class discussions to oral presentations and debates. This course is comprised of an on-going review of all major grammar structures as well as a thorough study of more complex grammar concepts. Considerable emphasis will be given to 1) enriching the students’ vocabulary, 2) increasing and improving both speaking and listening skills, 3) developing her/his writing ability in a variety of formats, 4) reading from a variety of sources - newspapers, magazines articles, selected short stories and one novel, 5) broadening the students’ cultural awareness of the Spanish-speaking world. II. COURSE MATERIALS Bretz, et al, Pasajes, Lengua, Literatura & Cuaderno de Práctica on iPad digital version. Leyendas mexicanas by Stivers and Barlowand. McGraw Hill Glencoe Publishers. Second edition. Folder/binder for class notes, handouts, homework and returned tests and quizzes, Black and/or blue pen, red pen and pencil, loose-leaf paper, 1 composition notebook (journal) III. COURSE REQUIREMENTS/GRADING POLICY ____________________________________________________________________________________ 1. ACTIVE CLASS PARTICIPATION AND COOPERATION/ORAL WORK - class preparation as evidenced by use of student tapes, homework completion and the presence of all materials in class at all times, - evidence of use of Spanish ONLY in the classroom on a daily basis, - evidence of correct use of pronunciation, - positive and cooperative attitude and conduct, 30% - evidence of contributions to class discussions and activities, - oral/written homework completion, - oral presentations, situations, dialogues, debates, group work, etc. - listening comprehension exercises and tests, - written and oral class work and drills ____________________________________________________________________________________ 2. HOMEWORK - oral/written homework and projects, - mastery of assigned grammar structures and vocabulary, 15% - taped assignments, - dictations, essays, journal entries, reading assignments, - independent mastery of selected vocabulary and grammar structures ____________________________________________________________________________________ 3. TESTS AND QUIZZES - frequent grammar, vocab +/or literature quizzes (announced and unannounced), 45% - listening comprehension quizzes and tests (announced and unannounced), - dictations (announced and unannounced), - lesson tests. ____________________________________________________________________________________ 4. MAJOR EXAMS - cumulative vocabulary and/or lesson tests, 10% - quarter and semester exams,

IV. GRADING SCALE A+ 100% -98 B+ 89 - 88 C+ 79 - 78 D+ 69 - 68 A 97 - 93 B 87 - 83 C 77 - 73 D 67 - 63 A- 92 - 90 B- 82 - 80 C- 72 - 70 D- 62 - 60 F 59 or below ESPAÑOL EN LA CLASE You are expected to speak ONLY in Spanish in the classroom at all times even when you are chatting with your friends. You are expected to speak to me in the school hallways in Spanish. If you send me an email, you are expected to write it in Spanish and I will respond to you in Spanish….You will see your oral/aural ability improve dramatically. This continual practice will be reflected in your participation grade. HOMEWORK You are in an honors class and as a result, it is expected that you will do your homework without any nagging or reminding from me. Homework will be collected daily and in “homework packets”. The packets are generally worth 20 – 30 pts. For example, ½ way through Lengua C2, I will announce that I will collect the first half of all homework assigned during Lengua C2 and you will turn it in stapled together. You will ONLY receive full credit for homework that is turned in on time, labeled with name, date, page number and exercise number and completed in full and according to instructions. If you choose not to follow these guidelines, then understand that you will not receive full credit. There will be no negotiating. Any homework or project that is late will receive half credit, maximum. DIARIOS You will be writing a journal entry once a week in class the first semester. You are expected to have your journal the first week of class and they will be left in the classroom. Journals will be collected and graded. I will provide you with a detailed description of how the journals will be evaluated next week. PORTFOLIOS You are expected to keep all the work I return to you. Put it in a folder and use all material for review and reference during the school year. ESPAÑOL EN LA CALLE Español en la Calle is a once per semester assignment completed outside of the classroom. Check website for details. V. COURSE SYLLABUS (Subject to some variations) Semester 1 Pasajes, Lengua & Literatura Leyendas Ch. 1 Lengua y Literatura (review) Ch. 2 Lengua y Literatura Español en la Calle (1 activity required per semester)

Semester 2 Pasajes, Lengua & Literatura Ch. 3 Lengua y Literatura Ch. 4 Lengua y Literatura Ch. 5 Lengua Selected cultural/movie unit Selected novel depending on time available Español en la Calle (1 activity required per semester) Cajas de Cartón

Note: There will be frequent oral and written projects of many types including, but not limited to essays, letters, pamphlets, scripts, poems, debates, speeches, plays, simulations, situations, etc., etc. Be prepared to work independently and in pairs/groups. Be prepared to use your imagination and challenge yourself in order to gain knowledge, skills and have fun while perfecting your Spanish!! VI. BASIC COURSE LEARNING OBJECTIVES Grammar: The student will 1. review the present and past tenses focusing on more consistent use of the past tenses, 2. learn the present subjunctive mood and its application on commands and compound sentences, 3. learn the compound verb structures (perfect, progressive forms), 4. learn the future and conditional tenses, 5. enlarge the scope of active and passive lexicon to include terminology dealing with social phenomena, moral issues and abstract topics. Oral Communication: The student will 1. use Spanish in the classroom to ask questions, respond, and request and express opinion, 2. communicate in longer and more diverse utterances covering topics of everyday use, 3. do pair practice exercises elaborating spontaneously on the controlled response, 4. use spoken language to explain, describe in detail, persuade and express personal opinion during debates, discussions, situations, plays and small group conversations.

Listening: The student will 1. use on-line activities as assigned by teacher, 2. do focused listening of video and audio material, 3. be exposed to a broader range of colloquial and formal spoken Spanish, 4. work on refining listening skills and transferring accurate sound, intonation, stress patterns to his/her speech patterns. Writing: The student will 1. complete regular writing assignments given in Textbooks and Workbooks, 2. write an average of one 150-word composition weekly, 3. apply a broader range of grammatical structures and stylistic devices in his/her writing, 4. produce longer, more varied and complex written texts ranging from letter writing to descriptive, narrative, expository and analytical writing. Reading: The student will 1. read a variety of texts such as formal essays, stories, poems and dialogues, 2. outline, extract meaning, analyze and synthesize content of the reading material, 3. infer meaning of new vocabulary by using contextual clues. Culture: The student will 1. increase his/her knowledge of values, customs and traditions of the Spanish speaking world, 2. be exposed to cultural beliefs and values through literature, 3. deepen his/her understanding of the history and current issues affecting the Hispanic world. Social Justice Issues: The student will 1. engage in discussion of domestic and international social issues (poverty, immigration, public health, etc.)

NORMAS PARA LA CLASE DE ESPAÑOL 3H 1) Hablen siempre en español al pasar por la puerta de clase. 2) Levanten la mano cuando quieran hablar. 3) No hablen mientras habla el profesor u otro compañero de clase. 4) Hagan la tarea sin la ayuda de otros. 5) No ensucien el aula. No tiren ni dejen basura en la clase. 6) Lleguen a tiempo a clase. 7) Ayuden a sus compañeros de clase. 8) Sean respetuosos con el profesor y con sus compañeros de clase. 9) No mastiquen chicle en clase. 10) No beban agua de sus botellas durante la clase. 11) No coman en clase. 12) Vayan al servicio antes de entrar en clase. Si es necesario ir al servicio, es importante que no hagan ruido y que vuelvan rápidamente. 13) Vístanse siguiendo la normativa del colegio. ================================================================= SPANISH 3H / PROFESOR CARLOS GAZULLA / 2012-13 I HAVE READ THE DESCRIPTION FOR SPANISH 3H AND UNDERSTAND THE COURSE REQUIREMENTS AND GRADING POLICY. Please sign below and retain in your class notebook. STUDENT :____________________________ DATE________________________ PARENT(S) :___________________________ DATE________________________

______________________________________________________________________________________________________________ GENERAL COURSE DESCRIPTION Spanish 4 is an advanced language course designed for those students who wish to improve and build upon their Spanish skills and delve deeper into the cultures and literature of the Spanish-­‐speaking world. The course is comprised of an on-­‐going review of all major grammar structures, as well as a thorough study of more complex grammar concepts. Considerable emphasis is given to mastering all grammar structures studied, enriching the student's vocabulary, increasing his/her ability to comprehend and express him/herself in both spoken and written Spanish, and broadening his/her cultural awareness of the Spanish-­‐speaking world. Emphasis will be placed on exploring whether the human and spiritual ties that bind us together are stronger than factors which bring us apart. Spanish will be the primary spoken language. COURSE MATERIALS (Required) Abriendo paso: Gramática -­‐ Heinle & Heinle (el libro verde) Fuentes: Lectura y Redacción – Tuten, Caycedo Garner, and Esterrich Spanish – English dictionary Composition notebook for journal and class notes Labeled folder for handouts and returned work COURSE REQUIREMENTS / GRADING POLICY I. ACTIVE CLASS PARTICIPATION AND COOPERATION/ ORAL WORK -­‐class preparation as evidenced by homework completion and bringing all materials to class,

-­ notebook: students are expected to keep a well-­‐organized notebook and journal in Spanish throughout the course,

-­‐evidence of use of Spanish ONLY, 35% -­‐positive and cooperative attitude and conduct, -­‐evidence of contributions to class discussions and activities, -­‐individual and group presentations, current events, situations, dialogues, debates, group work, -­‐oral and written class work and drills. II. HOMEWORK / WRITTEN PROJECTS

-­‐ written grammar drills, short responses to grammar and/or reading material, 15% -­‐ reading assignments: poems, stories, articles, -­‐ projects and assignments to be completed outside of class, -­‐ assorted on-­‐line exercises.

III. TESTS AND QUIZZES -­‐listening and grammar quizzes (announced and unannounced), 35% -­‐vocabulary/reading quizzes (announced and unannounced), -­‐unit tests including in class essays and compositions. IV. MAJOR EXAMS 15% -­‐semester exams (cumulative) GRADING SCALE A 100% -­‐ 93 B 87 -­‐ 83 C 77 -­‐ 73 D 67 -­‐ 63 A-­ 92 -­‐ 90 B-­ 82 -­‐ 80 C-­ 72 -­‐ 70 D-­ 62 -­‐ 60 B+ 89 -­‐ 88 C+ 79 -­‐ 78 D+ 69 -­‐ 68 F 59 or below Percentages of .5 or higher will be rounded up. Those below .5 will be rounded down. Example: 89.5 .....A-­‐ 89.4 ....B+ (only applies to semester grades) MAJOR THEMES AND PACING SCHEDULE (Subject to change): Quarter 1: Identity/ Latinos in the United States -­‐Talking about yourself and others -­‐Examine origins of Latino culture -­‐Discussing the impact of Latinos in the United States -­Exploring concepts of ‘desdoblamiento’

Quarter 3: Passion and Expression -­‐An original Telenovela -­‐Describing and defining art -­‐Talking about Spanish and Latin American artists -­‐Expressing preferences -­‐Exploring our personal art

Quarter 2: Power -­‐Latin American history overview -­‐Origins of power and its effects -­‐Discussing human rights and people who have worked to defend them -­‐Reacting to social justice issues -­‐ Un Día de Estos – Marquez

Quarter 4: Viajando entre las Américas

-­‐Diarios de Motocicleta -­‐Vocabulary associated with travel throughout Spanish speaking world -­‐Contemporary look at Latin America -­‐Looking toward the future

Semester Exam (Cumulative)

Semester Final Exam (Cumulative)

CLASS POLICY -­ HOW TO SUCCEED IN THIS COURSE: 1. SHOW RESPECT AND EXPECT RESPECT. Come to class prepared with completed homework and all materials. Be on time and ready to begin when the second bell rings. Follow the dress code and all school regulations. Gum is not permitted in class. Foster effective dialogue by remaining open-­‐minded and always seeking to understand why. Listen actively and show respect to class speakers. Use our time WISELY. 2. SHOW INTEGRITY AND RESPONSIBILITY Homework is intended to help reinforce the material you have learned. Pay attention to details. Essays will be assigned every few weeks and multiple drafts will be expected upon request. Extensions will be given in certain situations and with advanced notice.

Major essays and projects are the ONLY late work accepted. Tardy work will start at 85% and be lowered 10% each day late for three days. Any work turned in after will be given no higher than 50%.

Cheating is a violation against our character and will not be tolerated. This includes plagiarism, copying another student's work, allowing another student to copy your work, looking at another student's test, using unauthorized materials during a quiz, test, or exam, or showing another student a test he/she has not yet taken. Any student caught cheating will receive a zero on that assignment. The deans will also be notified.

3. MAKE-­‐UP WORK DUE TO ABSENCE Be PROACTIVE. If you anticipate being absent from class, let me know ahead

of time. If you are absent due to illness, it is entirely YOUR responsibility to find out the assignments, do them and turn them in within 48 hours of your return to class. Assignments will normally be posted daily on the COURSE WEBSITE.

If you miss a quiz/test, it is entirely YOUR responsibility to arrange with me a time to make it up. Students may make up work missed due to excused absences only and are expected to do so in a timely manner. IF YOU DO NOT MAKE IT UP, THE GRADE BECOMES A ZERO.

If you are on Kairos or Junior Retreat as a leader or participant, you will have up to 5 class days to make up any work or exams missed due to absence.

Students who arrive late to school or who leave early are still expected to submit any assignments due THAT DAY.

-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐ SPANISH 4 / PROFESOR BRIAN RHODES / 2012-­‐13 Please review the course description and class policy. Then read the pledge below, sign, and date it. Please have your parent(s) do the same by Day 1 the week of August 27, 2012 I, ____________________________, have read the course description and class policy for Spanish 4 and understand the course requirements and grading policy, as well as the teacher’s expectations. Please sign below.

STUDENT:_______________________________________DATE:______________

PARENT(S) NAME(S):(please print)_______________________________________ Signature: PARENT(S):______________________________________DATE:______________ PARENT(S):______________________________________DATE:_____________

ESPAÑOL(4AP( ( 2012-2013

Profesor(Pedro(Cafasso( ( Room(307

e-mail:(pcafasso@siprep.org((( ( V-mail:(415-731-7500(x471

Office(hours:(Thursday, after school, Beta Lab (THIS MAY CHANGE!!)____________________________________________________________________________

I.(COURSE(DESCRIPTION!AND(OBJECTIVES

¡Bienvenidos*a*la *clase*de*Español*4AP!* * Spanish*4AP* is*an* advanced* language* course*designed* for* those* students*iden<fied*as*superior*students*during*their*previous*years*of*language*study.**This *advanced*language*course*covers *the*equivalent* of* a* thirdByear* college* course* in* advanced* Spanish* composi<on* and* conversa<on* and* is* intended* for*students*who*wish*to*con<nue*to*develop*proficiency*and*integrate*their*language*skills*using*authen<c*materials*and*sources.**A*wide*range*of*themes*will*be*explored*this *year*as*you*improve*and*refine*your*Spanish*skills *in*prepara<on*for*the*Advanced*Placement*Exam*in*May.**All(students(enrolled(in(this(course(are(required(to(take(the(AP(Exam.

The*AP*student*will*be*able*to:

•Comprehend*formal*and*informal*spoken*Spanish,*

•Acquire*vocabulary*and*a*grasp*of*structure*to*allow*the*easy,*accurate*reading*of*newspaper*and*magazine*ar<cles,*as*well*as*of*modern*literature*in*Spanish,*

•Express*ideas*orally*with*accuracy*and*fluency*across*three*communica<ve*modes:*interpersonal,*interpre<ve*and*presenta<onal,

•Compose*expository*passages,

•Demonstrate*knowledge*of*the*cultural*diversity*of*the*SpanishBspeaking*world.The*class*is*conducted*in*Spanish*and*students*are*required*to*speak*Spanish*at*all *<mes*B*not*only*within*the*context*of*the*class*but*also*among* themselves*upon*walking* into*and* out*of* class.* It* is* impera<ve*to*take*advantage*of* every*opportunity*to*use*the*spoken*language.*

II.(COURSE(MATERIALS

Bretz,(et(al,!Pasajes,!Sexta!!Edición:!Lengua,!Literatura!and!Cuaderno!de!Prác9caDiaz,(et(al,(AP!Spanish:!Preparing!for!the!Language!Examina9on,!Third!Edi9on!ComposiWon(Book

N.B.*PracWce(workbook(and(test(preparaWon(workbook(MAY(NO((T(be(used(texts.

III.(COURSE(REQUIREMENTS(/(GRADING(POLICY

1.*Listening/Vocabulary*(20%)2.*Reading/Vocabulary*(25%)3.*Wri<ng/Grammar/Vocabulary*(25%)4.*Speaking/Grammar/Vocabulary*(20%)5.*Engagement*(10%)

( ( a)*Class*par<cipa<on* * b)*Timely*comple<on*and*thorough*prepara<on*of*all*assignments* * c)*Remaining*on*task*and*in*the*target*language* * d)*Working*coopera<vely*with*others

e)*Seeking*help*when*suggested*or*needed*from*a*peer*tutor*or*teacher* * f)*Mo<va<on*and*interest*in*the*class

g)*A^endance*at*AP*Prep*Day*(day*before*the*AP*exam)**required(of(all(AP(students.h)*AP(Exam:(Tuesday,(May(7,(2013((AM)(*required(of(all(AP(students.

AP(Prep(Day:(Monday,(May(6,(2013

In*the*spring,*the*AP*instructors,*together*with*other*Spanish*teachers*from*the*language*department,*will *conduct*an*AP* Prep* Day* a_er* school*on* the*day*prior* to* the*AP* Spanish*Exam.*Mark( your( calendars( now!* Your* a^endance* is*required.*The*emphasis *will*be*on*listening*and*speaking*ac<vi<es,*but*students*will*also*have*the*opportunity*to*review*grammar*and*vocabulary.*All(AP(candidates(are(required(to(adend.

IV.(GRADING(SCALE

A( 100%(-(93( B+( 89(-(88( C+( 79(-(78( D+( 69(-(68

A-( ((((((92(-(90( B( 87(-(83( C( 77(-(73( D( 67(-(63(

( ( B-( 82(-(80( C-( 72(-(70( D-( 62(-(60((((((((

( ( ( ( ( ( F( 59.4(or(below(

Percentages*of*.5*or*higher*will*be*rounded*up,*those*below*.5*will*be*rounded*down.Example:** 89.5*..........AB* * 89.4*………..B+

V.(COURSE(SYLLABUS:(MAJOR(THEMES(AND(OUTCOMES(BY(QUARTER

Quarter(1:(GeograAa,!demograAa,!tecnología;(El!hombre!y!la!mujer!en!el!mundo!actual!(Pasajes,!C.!5/6!and(AP!Spanish:!Preparing!for!the!Language!Exam)

Outcomes(and(Skill(Set

• Speaking*Component*–* Informal)Speaking:*students*will*be*able*to*speak*with*another*student*in*a*wide*variety*of*conversa<on*

role*plays*las<ng*a*minimum*of*two*minutes. Formal)Speaking:*students*will*be*able*to*read*a*document*or*listen*to*a*recording*and*then*speak*

about*the*source*for*two*minutes. Students*will*use*advanced*vocabulary*and*appropriate*intermediate*grammar*that*includes:

B*Preterite*and*imperfectB*Future*and*condi<onal*tensesB*Present*subjunc<ve*in*noun*clauses*(voli<on*and*influence,*emo<on,*doubt*and*impersonal*expressions.)*B*Words*and*expressions*to*connect*ideas.*Examples:*a)par2r)de,)además,)a)pesar)de,)con)relación)a,)de)hecho,)en)defini2va,)etc.…B*Past*par<ciple*with*regular*and*irregular*verbsB*Present*perfect*indica<veB*Present*perfect*subjunc<veB*Present*perfect*indica<ve*vs.*present*perfect*subjunc<veB*Present*subjunc<ve*with*adjec<ve*clauses

• Listening*Component*–*Students*will*be*able*to*comprehend*spoken*Spanish*in*short*dialogues*and*narra<ves.*• Wri<ng*Component*–*

Informal)Wri2ng:*students*will*be*able*to*write*formal*and*informal*correspondence*or*a*journal*entry*on*a*wide*variety*of*topics*integra<ng*a*specific*point*of*grammar*and/or*new*vocabulary*or*idioma<c*expressions*within*a*10*minute*period.*

Formal)Wri2ng:*students*will*be*able*to*write*a*well*organized*essay*with*an*introduc<on*that*includes*a*clear*thesis,*2B3*body*paragraphs*and*a*conclusion.**Students*will*be*able*to*write*200*words*with*advanced*vocabulary*and*intermediate*gramma<cal*structures*(see*grammar*structures*under*Speaking).

Sentence)Comple2on:*students*will*be*able*to*complete*sentences*with*the*correct*form*of*the*root*word*provided.

• Reading*Component*–*students*will*be*able*to*read*and*understand*a*variety*of*journalis<c*and*literary*selec<ons.*

• Cultural*Component*–students*will*be*able*to*dis<nguish*cultural*differences*and*similari<es*in*Spain,*La<n*America*and*La<nos*in*the*United*States.***

Quarter(2:(El!mundo!de!los!negocios!(Pasajes,!C.!7!and(AP!Spanish:!Preparing!for!the!Language!Exam)

Outcomes(and(Skill(Set

• Speaking*Component*–* Informal)Speaking:*students*will*be*able*to*speak*with*another*student*in*a*wide*variety*of*conversa<on*

role*plays*las<ng*a*minimum*of*two*minutes. Formal)Speaking:*students*will*be*able*to*read*a*document*and*listen*to*a*recording*then*give*a*two*

minute*oral*presenta<on*based*on*the*two*sources*(with*2*minutes*of*prepara<on). Students*will*use*advanced*vocabulary*and*appropriate*advanced*grammar*that*includes:

B*Preterite*and*imperfect,*including*preterite*of*irregular*verbsB*Subjunc<ve*in*adverbial*clausesB*Pluperfect*tense

• Listening*Component*–*Students*will*be*able*to*comprehend*spoken*Spanish*in*short*and*long*dialogues*and*narra<ves.*Students*will*listen*to*either*El)novio)robado/El)concierto)siniestro*audio*series.

• Wri<ng*Component*–* Informal)Wri2ng:*students*will*be*able*to*write*formal*and*informal*correspondence*or*a*journal*entry*

on*a*wide*variety*of*topics*integra<ng*a*specific*point*of*grammar*and/or*new*vocabulary*or*idioma<c*expressions*within*a*10*minute*period.*

Formal)Wri2ng:*students*will*be*able*to*write*a*well*organized*essay*with*an*introduc<on*that*includes*a*clear*thesis,*2B3*body*paragraphs*and*a*conclusion.**Students*will*be*able*to*write*200*words*with*advanced*vocabulary*and*intermediate*gramma<cal*structures*(see*grammar*structures*under*Speaking).

Sentence)Comple2on:*students*will*be*able*to*complete*sentences*with*the*correct*form*of*the*root*word*provided.

• Reading*Component*–*students*will*be*able*to*read*and*understand*a*variety*of*journalis<c*and*literary*selec<ons.*Students*will*complete*sight*reading*answer*objec<ve*ques<ons*measuring*comprehension*in*prepara<on*for*the*AP*Exam.

• Cultural*Component*–students*will*be*able*to*dis<nguish*cultural*differences*and*similari<es*in*Spain,*La<n*America*and*La<nos*in*the*United*States.***

*Quarter(3:(Creencias!e!ideologías!(Pasajes,!C.!8!and(AP!Spanish:!Preparing!for!the!Language!Exam)**Outcomes(and(Skill(Set

• Speaking*Component*–* Informal)Speaking:*students*will*be*able*to*speak*in*a*simulated*conversa<on*role*play*by*interac<ng*

with*a*recorded*conversa<on.**Students*will*be*able*to*respond*each*<me*during*the*simulated*conversa<on*for*20*seconds.*Length*of*en<re*conversa<on*will*vary.

Formal)Speaking:*students*will*be*able*to*read*a*document*and*listen*to*a*recording*then*give*a*two*minute*oral*presenta<on*based*on*the*two*sources*(with*2*minutes*of*prepara<on).

Students*will*use*advanced*vocabulary*and*appropriate*advanced*grammar*that*includes:B**“Algunos*puntos*grama<cales”*(packet)*

• Listening*Component*–*Students*will*be*able*to*comprehend*spoken*Spanish*in*short*and*long*dialogues*and*narra<ves.****BEl)novio)robado/El)concierto)siniestro*series

• Wri<ng*Component*–* Informal)Wri2ng:*students*will*be*able*to*write*formal*and*informal*correspondence*or*a*journal*entry*

on*a*wide*variety*of*topics*integra<ng*a*specific*point*of*grammar*and/or*new*vocabulary*or*idioma<c*expressions*within*a*10*minute*period.*

Formal)Wri2ng:*students*will*be*able*to*write*in*a*55*minute*period*a*well*organized*essay*that*integrates*listening*and*wri^en*sources.**Students*will*be*able*to*write*200*words*with*advanced*vocabulary*and*advanced*gramma<cal*structures*(see*grammar*structures*under*Speaking).

• Reading*Component*–*students*will*be*able*to*read*and*understand*a*variety*of*journalis<c*and*literary*selec<ons.*Students*will*complete*sight*reading*and*answer*objec<ve*ques<ons*measuring*comprehension*in*prepara<on*for*the*AP*Exam.

• Cultural*Component*–students*will*be*able*to*dis<nguish*cultural*differences*and*similari<es*in*Spain,*La<n*America*and*La<nos*in*the*United*States.***

Quarter(4:(Los!hispanos!en!los!Estados!Unidos;!La!vida!moderna!(Pasajes!9/10/11(and(AP!Spanish:!Preparing!for!the!Language!Exam)**Outcomes(and(Skill(Set

• Speaking*Component*–* Informal)Speaking:*students*will*be*able*to*speak*in*a*simulated*conversa<on*role*play*by*interac<ng*

with*a*recorded*conversa<on.**Students*will*be*able*to*respond*each*<me*during*the*simulated*conversa<on*for*20*seconds.*Length*of*conversa<on*will*vary.*

Formal)Speaking:*students*will*be*able*to*read*a*document*and*listen*to*a*recording,*then*give*a*two*minute*oral*presenta<on*based*on*the*two*sources*(with*2*minutes*of*prepara<on).

Students*will*use*advanced*vocabulary*and*appropriate*advanced*grammar*that*includes:B**“Algunos*puntos*grama<cales”*(packet)*

• Listening*Component*–*Students*will*be*able*to*comprehend*spoken*Spanish*in*short*and*long*dialogues*and*narra<ves.*

• Wri<ng*Component*–* Informal*Wri<ng:*students*will*be*able*to*write*formal*and*informal*correspondence*or*a*journal*entry*

on*a*wide*variety*of*topics*integra<ng*a*specific*point*of*grammar*and/or*new*vocabulary*or*idioma<c*expressions*within*a*10*minute*period.*

Formal*Wri<ng:*students*will*be*able*to*write*in*a*55*minute*period*a*well*organized*essay*that*integrates*listening*and*wri^en*sources.**Students*will*be*able*to*write*200*words*with*advanced*vocabulary*and*advanced*gramma<cal*structures*(see*grammar*structures*under*Speaking).

• Reading*Component*–*students*will*be*able*to*read*and*understand*a*variety*of*journalis<c*and*literary*selec<ons.*Students*will*complete*sight*reading*and*answer*objec<ve*ques<ons*measuring*comprehension*in*prepara<on*for*the*AP*Exam.

• Cultural*Component*–*students*will*be*able*to*dis<nguish*cultural*differences*and*similari<es*in*Spain,*La<n*America*and*La<nos*in*the*United*States.***)

VI.(BASIC(COURSE(LEARNING(ACTIVITIES(&(EXPECTATIONS

Listening

1. Class*is*conducted*in*Spanish*in*order*to*improve*the*students’*ability*to*comprehend*the*spoken*language.

2. Students*will*listen*to*taped*story*series*at*home*(El)concierto)siniestro)and/)or)El)novio)robado)series)*and*complete*listening*comprehension*quizzes.**It*is*recommended*that*students*reserve*enough*<me*to*listen*to*the*episodes*at*least*two*(2)*<mes*and*take*notes*based*on*their*comprehension*of*the*material.***

3. Students*are*expected*to*listen*to*oral*presenta<ons*and*class*discussions,*take*notes*and*be*able*to*respond*with*appropriate*comments*and*followBup*ques<ons.

4. Students*will*listen*to*both*short*and*long*dialogues*and*narra<ves*in*class,*take*notes*and*respond*to*oral*and/or*wri^en*ques<ons*on*the*material.

Vocabulary(/(Grammar(

1. Students*are*expected*to*keep*a*list*of*all*new*vocabulary*words*encountered*in*homework,*reading*and*class*discussions.**These*lists*of*words*will*be*recorded*in*the*student’s*personal*dic<onary.*Students*will*be*responsible*for*these*words,*as*well*as*prescribed*vocabulary*lists.*Frequent*vocabulary*quizzes*and*tests*will*be*given.*

2. Students*are*expected*to*make*an*effort*to*use*at*least*one*new*vocabulary*word*in*class*every*day*in*order*to*increase*her/his*ac<ve*vocabulary*and*improve*her/his*oral*par<cipa<on.

3. There*will*be*a*systema<c*review*of*the*basic*points*of*grammar*and*verb*conjuga<ons*with*emphasis*on*areas*where*Spanish*and*English*conflict.*More*complex*grammar*concepts*and*expanded*uses*of*the*subjunc<ve*mood*will*also*be*covered.*Grammar*quizzes*and*tests*will*be*given*to*evaluate*the*extent*of*mastery*of*specific*concepts.*

4. Students*are*expected*to*make*every*effort*to*incorporate*complex*structures*into*her/his*wri<ng*and*speaking.

5. Students*will*be*responsible*for*learning*and*mastering*some*vocabulary*and*grammar*concepts*independently.**They*will*be*responsible*for*these*areas*on*quizzes*and*tests.

Oral(CommunicaWon

1. Students*are*expected*to*speak*Spanish*at*all*<mes*making*every*effort*to*use*appropriate*vocabulary*and*accurate*grammar.**

2. Students*are*expected*to*par<cipate*ac<vely*in*partner*and*small*group*conversa<ons,*as*well*as*contribute*to*class*discussions.**Some*discussions*will*be*facilitated*by*students.

3. Students*will*speak*extemporaneously*on*a*variety*of*topics*via*directed*response,*conversa<on*role*plays*and*other*oral*improvisa<ons.**Certain*directed*conversa<on*role*plays*will*be*recorded*in*class.

4. Students*will*prepare*and*record*two*minute*presenta<ons*based*on*authen<c*audio*and*wri^en*material*provided*in*class.

Reading

1. Students*will*read*literary*selec<ons*and*journalis<c*ar<cles*covering*a*wide*range*of*topics.**To*ensure*the*daily*comple<on*of*assigned*readings*there*are*occasional*unannounced*quizzes.*Your*contribu<on*to*discussions*is*only*possible*when*you*have*read*the*material.**Students*are*expected*to*read*and*take*notes*based*on*their*comprehension*of*the*materials.**Reading*comprehension*quizzes*will*be*given.

2. Students*will*complete*sight*reading*and*answer*objec<ve*ques<ons*measuring*comprehension*in*prepara<on*for*the*AP*Exam.

WriWng

1. Students*will*write*both*informal*and*formal*correspondence*based*on*a*given*topic.**These*journal*entries*will*be*wri^en*in*class,*as*well*as*at*home.

2. Students*will*write*formal*fiveBparagraph*essays*in*class,*as*well*as*at*home.**These*essays*will*be*200*words*in*length*based*on*a*given*topic.**InBclass*essays*will*be*based*on*an*audio*and*/or*wri^en*source.**Essays*wri^en*or*reBwri^en*at*home*must*be*typed,*doubleBspaced*and*all*requirements*must*be*underlined.

3. Students*will*write*short*response*answers*to*ques<ons*on*reading*selec<ons*or*based*on*new*vocabulary*and*grammar.

Culture

Students*will*examine*cultural*differences*and*similari<es*in*Spain,*La<n*America*and*La<nos*in*the*U.S.*through*readings,*discussions*and*class*ac<vi<es.

Social(JusWce(

Students*will*examine*and*analyze*social*jus<ce*issues*as*part*of*the*course*of*study.

VII.(CLASS(POLICY(

1.(MEMORIZE(vocabulary(as(soon(as(it(is(assigned.(

Make*and*use*flashcards.* Review*every*day.*There*will*be*frequent*quizzes*(announced*and*unannounced).* Prac<ce*your*speaking*skills*with*a*friend.* Learn*vocabulary*in*context—know*what*the*words*mean!* When*given*a*list*of*verbs*with*irregular*conjuga<ons,*learn*the*conjuga<on*AND*the*meaning*of*the*verbs!!*

*

2.(STUDY(and(REVIEW(grammar(structures(explained(in(class(DAILY.(

Take*accurate*notes*during*explana<ons.* Study*the*textbook*and*any*handouts*that*supplement*your*notes.* ASK*QUESTIONS*when*you*do*not*understand.*Please*come*see*me*if*you*are*confused*or*having*difficulty.*Send*

me*an*email*or*speak*to*me*a_er*class.*DO*NOT*DELAY!

3.(SHOW(RESPECT(AND(EXPECT(RESPECT.(

Come*to*class*prepared*with*completed*homework*and*all*materials.* Be*on*<me*and*ready*to*begin*when*the*second*bell*rings.*Go*to*the*bathroom*before*coming*to*class.* Follow*the*dress*code*and*all*school*regula<ons.*Gum*is*not*permi^ed*in*class.* Par<cipate*with*a*posi<ve*astude*and*support*one*another. Encourage,*don’t*discourage*your*peers. Use*your*<me*WISELY.*

4.(¡SOLAMENTE(EN(ESPAÑOL!(

Leave*English*at*the*door*when*you*enter!* Take*risks*even*if*you*make*mistakes.* All*correspondence*and*communica<on*with*me*should*be*exclusively*in*Spanish.*

5.(USE(the(ONLINE(RESOURCES(for(extra(review(and(pracWce(

The*Alpha*and*Beta*Labs*are*open*everyday*–*check*their*schedules. Check*out*the*SI’s*Spanish*website*for*links*to*helpful*sites*like*conjuguemos.com*or*studyspanish.com. Find*out*more*about*the*AP*Spanish*Language*Exam*by*visi<ng*the*College*Board*website.

6.(DO(all(HOMEWORK(carefully,(completely(and(in(a(Wmely(manner.(

Homework*is*intended*to*help*reinforce*the*material*you*have*learned.*Pay*a^en<on*to*details.* DAILY*HOMEWORK*ASSIGNMENTS*WILL*NOT*BE*ACCEPTED*LATE.*Composi<ons*and*projects*will*be*lowered*one*

full* grade*for* each* day* of* unexcused* tardiness.* Extensions*can* be* given* in* certain* situa<ons*with* advance*no<ce.*Please*speak*to*me.

SHOW*INTEGRITY.*Chea<ng*is*not*tolerated.*This *includes*plagiarism,*copying*another*student's *work,*allowing*another*student*to*copy*your*work,* looking* at*another*student's*test,*using*unauthorized*materials*during* a*quiz,*test,*or*exam,*or*showing*another*student*a*test*he/she*has*not*yet*taken.*The*use*of*online*transla<on*is*prohibited.**Any*student*caught*chea<ng*will *receive*a*zero*on*that*assignment.*The*deans,*student's *counselor*and*parents*will*also*be*no<fied.*

7.(CHECK(CATLINK(DAILY

Both*what*was*covered*in*class*and*the*day’s*assignment*will*be*posted*regularly. Grades*are*posted*and*updated*regularly.*Follow*link*on*Catlink*site.*Username*is*student’s*first*ini<al*and*last*

name*(Julieta*Venega’s*username*would*be*jvenegas)*and*password*is*the*student’s*school*ID*number. Parents*are*encouraged*to*visit*Catlink*regularly*to*find*out*about*ac<vi<es*in*the*class*as*well*as *their*child’s*

performance.

8.(MAKE-UP(WORK(DUE(TO(ABSENCE(

Homework:*Be*PROACTIVE.*If* you*an<cipate*being*absent* from* class,* let*me*know*ahead*of* <me.*If* you*are*absent,*it*is*en<rely*YOUR*responsibility*to*find*out*the*assignments,*do*them*and*turn*them*in*within*48*hours*of*your*return*to*class.*Assignments*will*normally*be*posted*daily*online.

Test/Quiz/Other)Assessment:*If*you*miss*a*quiz/test,*it*is *en<rely*YOUR*responsibility*to*arrange*with*me*a*<me*to*make*it*up.*Students*may*make*up*work*missed*due*to*excused*absences*only*and*are*expected*to*do*so*in*a*<mely*manner.*

o If* student*is *absent* for*one*day,*s/he*must*make*up* the*assessment* the*day*s/he*returns* to* school,*regardless*of*whether*or*not*our*class*meets*that*day.

o If* student* is *absent* for*more* than* one*consecu<ve* day,* please*contact*me* immediately* upon* your*return*or*an<cipated*return*to*school*to*arrange*makeup.

o IF*YOU*DO*NOT*MAKE*IT*UP,*THE*GRADE*BECOMES*A*ZERO.*

If*you*are*on*Kairos,*you*will*have*up*to*5*class*days*to*make*up*any*work*or*exams*missed*due*to*your*absence.* Students*who*arrive*late*to*school*or*who* leave*early*are*s<ll*expected*to*submit*any*assignments*due*THAT*

DAY.

*

SPANISH(4(AP/(SR.(PEDRO(CAFASSO/(2012-13

Please*review*the*course*descrip<on*and*class*policy.**Then*read*the*pledge*below*and*sign*and*date*it.**Please*ask*your*parent(s)*to*do*the*same*AND*BRING*A*COPY*OF*THIS*PAPER*TO*CLASS*ON*Monday,!August!28th,!2012.

I,*____________________________,*have*read*the*course*descrip<on*and*class*policy*for*Spanish*4AP*and*understand*the*course*requirements*and*grading*policy,*as*well*as*the*teacher’s*expecta<ons.*Please*sign*below.

*

STUDENT*:____________________________________DATE:___________________*

PARENT(S)*/*GUARDIAN(S)*:________________________________DATE:___________________

ESPAÑOL MODERNO Fall 2012 _____________________________________________________________________________________

GENERAL COURSE DESCRIPTION

This semester course is an advanced language course designed for those students who want to improve their oral communication skills through watching films, reading articles from newspapers and magazines, and participating in class debates and discussions. Through films in Spanish and class activities, students will gain a better understanding of the culture, history and traditions of Latin America and Spain. This class will review some of the advanced grammar structures learned in previous classes but no new grammar structures will be covered. New vocabulary and expressions will be taught to allow the students a better understanding of the films. This class is conducted in Spanish, and students are expected to speak Spanish at all times. Outcomes: 1. Students will improve abilities in both speaking and listening comprehension.

(AP students will benefit from the extra practice.) 2. Students will have a greater knowledge of expressions used in contemporary

Spanish. 3. Students will gain confidence in their oral communication skills. 4. Students will gain a better understanding of how historical events in various

countries have helped shaped their cultures. Some of the topics we will be learning about and discussing in this class are: Cuban music, immigration from Latin American countries, intolerance against homosexuals, gender discrimination and machismo, Surrealism in art and literature, Francisco Franco and the Spanish Civil War, euthanasia, drug trafficking into the United States and much more. These are some of the movies we will be watching and discussing in this course: Buena Vista Social Club, The Sea Inside, Un perro andaluz, Land Without Bread, Strawberry & Chocolate, Women on the Verge of a Nervous Breakdown, Nueva Yol and The Official Story. Some of these films are classics in world cinema such as those by Luis Buñuel. Several others have won an Academy Award, prizes at the Cannes International Film Festival and many other important recognitions around the world.

COURSE MATERIALS Three ring binder with loose leaf paper and dividers for class notes, handouts, homework, quizzes and tests. COURSE REQUIREMENTS / GRADING POLICY I. ACTIVE CLASS PARTICIPATION AND COOPERATION/ ORAL WORK - effort to use Spanish in the classroom at all times, - effort to use correct pronunciation,

- positive and cooperative attitude and conduct in adherence to Student Handbook policies,

40% - effort to contribute to class discussions and activities, - oral presentations, spontaneous dialogues, group work, - listening comprehension exercises and tests, - oral/written class work and drills, - effort to edit/correct assignments in class, II. HOMEWORK AND PROJECTS - oral / written homework,

- presentations and group work, 30% - written grammar and vocabulary drills, - compositions and reading assignments, - special projects (posters, pamphlets, postcards, etc.) III. TESTS AND QUIZZES - grammar quizzes, 20% - vocabulary and/or verb quizzes, - listening comprehension quizzes and tests, IV. MAJOR EXAMS 10% -mid-term exams

-final semester exams (cumulative) GRADING SCALE A 100% - 93 B+ 89 - 88 C+ 79 - 78 D+ 69 – 68 A- 92 - 90 B 87 - 83 C 77 - 73 D 67 - 63 B- 82 - 80 C- 72 - 70 D- 62 - 60 F 59.4 or below Percentages of .5 or higher will be rounded up. Those below .5 will be rounded down. Example: 89.5 .....A- 89.4 ....B+

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Español moderno Fall 2012 Please review this course description and class policy. Please have your parent(s) do the same by ___________________. . I have read the course description and class policy for the Español moderno class and understand the course requirements and grading policy, as well as the teacher’s expectations. Also, I understand that some of the movies presented for class discussion are rated R and some images will have some sexual content, violence and strong language. By signing this form you authorize your son/daughter to participate in the viewing of the movies and the class discussions that will follow. Please sign below. STUDENT :_________________________________ DATE:_________________________

PARENT(S) :________________________________ DATE:_________________________

- - - - - - - - - - - - - - - - - - - - Return this form - - - - - - - - - - - - - - - - - - - -