Spanish Course Description
Mounds View Public Schools World Language Mission Statement:
To develop capable communicators in a diverse world.
Course Description and Outcomes:
¡Bienvenidos a español! Welcome to Spanish! Students in fourth grade will have the equivalent of one quarter of Spanish language instruction. Students will identify and use vocabulary from various themes during class, exchange common greetings and farewells, use memorized phrases, respond appropriately to classroom directions, as well as ask and answer simple questions in the target language. Students will be able to identify parts of the globe where Spanish is spoken, learn information about their respective cultures, and make connections between these cultures and their own. Languages are best learned and retained through oral practice. Our class will be taught primarily in Spanish through the use of repetition, visuals, manipulatives, physical activities, and authentic Spanish cultural materials such as games, songs, stories, and rhymes.
Tentative Lesson Schedule: Thematic Units of Study
* Culture and geography of Spanish-speaking countries is incorporated into each theme.
* Spanish games, songs, stories, and rhymes are incorporated into each theme.
* We will spend an average of two-three class periods per theme.
Theme 1: Greetings and Daily Calendar
Theme 2: Colors, Numbers, and Alphabet
Theme 3: Classroom Directions, Commands, and Objects
Theme 4: School Locations and Subjects and Midterm Exam
Theme 5: Family
Theme 6: Food
Theme 7: Weather, Seasons
Theme 8: Clothing
Theme 9: Final Exam, Project Presentations, and Fiesta!
*************************************************************************************************************************************************
We believe in the value of learning a second language and the benefits of being bilingual. Below is a fun fable that I use to reinforce this concept. Enjoy!
Once upon a time, there were three mice and a cat. One mouse ran. The cat was hunting him. The mouse said, “Eek! Eek!” and the cat ate him.
The second mouse ran. The cat was hunting him. The mouse said, “Eek! Eek!” and the cat ate him.
The third mouse, who was very intelligent, ran. The cat was hunting him. The mouse said, “Woof! Woof!” and the cat ran away.
The Moral: It's important to be bilingual.
Habían tres ratones y un gato. Un ratón corrió. El gato le estaba cazando. El ratón dijo—Eek! Eek!—y el gato se lo comió.
El segundo ratón corrió. El gato le estaba cazando. El ratón dijo—Eek! Eek!—y el gato se lo comió.
El tercer ratón, quien era muy inteligente, corrió. El gato le estaba cazando. El ratón dijo,--Woof! Woof! – y el gato se fué corriendo.
El Moral: Es importante ser bilingue.
Author Unknown, Borrowed from Bienvenidos: Spanish in the Classroom, T.S. Denison & Co., Inc.
*******************************************************************************************************************************************
Mounds View School District Program Goals:
1. The World Languages Program is proficiency based.
2. A variety of languages and experiences are offered.
3. The target language is used at all levels.
4. A variety of materials and technology is available for all levels and learners.
5. The target language is used to explore other curricular areas such as music, art or social studies.
6. Course content helps build awareness of global and domestic issues.
7. A variety of instructional strategies is used so all students can be successful.
8. Reading, speaking, listening, and writing are integrated for communication.
9. Culture is integrated into all language learning.
National Curriculum Standards:
Communication: Communicate in Languages Other than English
1.1 Students will engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Students will understand and interpret written and spoken language on a variety of topics.
1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.
Cultures: Gain Knowledge and Understanding of Other Cultures
2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.
2.2 Students demonstrate an understanding of the relationship between the perspectives and products /contributions of the cultures studied.
Connections: Connect with Other Disciplines and Acquire Information
3.1 Students reinforce and further knowledge of other disciplines through world languages.
3.2 Students acquire information and perspectives through use of authentic materials in the world languages and from the cultures.
Comparisons: Develop Insight into the Nature of Language and Culture
4.1 Students recognize that different languages use different patterns to communicate and can apply this knowledge to their own language.
4.2 Students recognize that different languages use different patterns of interaction and can apply this knowledge to their own culture.
Communities: Participate in Multilingual Communities at Home and Around the World
5.1 Students use the language both within and beyond the school setting for a variety of purposes.
5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Required Materials:
*One Spanish Notebook (Libro de español), which we will make in class and keep at school for both fourth and fifth grade. It will be sent home after completing 5th grade Spanish class.
* Pencils, glue stick, crayons/colored pencils
* All other materials will be provided by the Spanish teacher
Assignments
Students will typically have one homework assignment per week. Examples of homework include:
* Practice and memorize key words and phrases for each weekly theme.
* Students will create their own "Libro de español" (Spanish book/journal), writing words and phrases, along with illustrations, demonstrating what they are learning in class. Students will take their "Libro de español" home at the end of 5th grade.
* Practice a conversation or dialogue with a parent or family member at home, and return form with signature.
* Complete projects, which will be presented in class.
Assessments
There will be formative assessments such as quizzes, exit slips, teacher observation, and performance tasks. There will also be summative assessments, including a midterm exam, final exam, and projects that students will create and present to class in Spanish. Formal assessments will include opportunities for students to demonstrate their understanding and knowledge of Spanish in three modes of communication: interpretive (understanding meaning and identifying Spanish words), interpersonal (interacting with others in Spanish), and presentational (using Spanish to tell others about something they know).
Grading Scale
Students' scores and grades can be viewed on ParentVUE, Mounds View's online gradebook.
The grading scale is as follows:
3 = Meets Expectations
2 = Progressing Towards Expectations
1 = Does Not Meet Expectations
Grading Categories
Students' grades in each category will be weighted as follows:
Homework 10%
Quizzes 5%
Participation 5%
Projects 40%
Tests 40%
Classroom Rules, Expectations, and Procedures
Our school is a PBIS (Positive Behavior Interventions and Supports) school. All of our rules and procedures follow the PBIS guidelines and align under our school's five main expectations for student behavior (C.A.R.E.S.):
Cooperation
Assertion
Responsibility
Empathy
Self-Control
To demonstrate CARES in Spanish class:
1. Follow directions.
2. Keep hands, feet, and objects to self.
3. Do your best work at all times.
4. Listen actively: look at the speaker, listen, and pay attention.
5. Be engaged: participate and speak in Spanish as much as you can.
We use logical consequences in our classroom. To discourage inappropriate behaviors, students will be directed to "take a break" ("toma un descanso") by turning away from the activity for one to three minutes, to reflect upon their behavior, and return when they are ready to participate according to our class rules. If inappropriate behavior continues, students will receive a minor referral to be signed by a parent and returned to school the following day. Three minor referrals over the course of a month or one severe offence will result in a being sent to the school's behavior manager, who will contact parents.
Recommended Websites:
/islandlake/index.asp?ID=1377 (Teacher Web Page; it includes a link to Spanish websites that provide flashcards, games, and files for download of our course content.)
www.miscositas.com (This site features games and virtual picture books in Spanish.)
http://spanishprograms.com/quizzes.htm (This is an online quiz to practice Spanish.)
http://www.123teachme.com/learn_spanish/spanish_alphabet (Practice the Spanish alphabet.)
http://quizlet.com/1073956/spanish-numbers-flash-cards/ (On-line flashcards to practice
numbers in Spanish.)
http://quizlet.com/1076875/days-of-the-week-flash-cards/ (Practice days of the week in Spanish.)
http://www.quia.com/cb/487238.html (Jeopardy style review for midterm.)
http://www.quia.com/cb/487271.html (Jeopardy style review for final.)
To develop capable communicators in a diverse world.
Course Description and Outcomes:
¡Bienvenidos a español! Welcome to Spanish! Students in fourth grade will have the equivalent of one quarter of Spanish language instruction. Students will identify and use vocabulary from various themes during class, exchange common greetings and farewells, use memorized phrases, respond appropriately to classroom directions, as well as ask and answer simple questions in the target language. Students will be able to identify parts of the globe where Spanish is spoken, learn information about their respective cultures, and make connections between these cultures and their own. Languages are best learned and retained through oral practice. Our class will be taught primarily in Spanish through the use of repetition, visuals, manipulatives, physical activities, and authentic Spanish cultural materials such as games, songs, stories, and rhymes.
Tentative Lesson Schedule: Thematic Units of Study
* Culture and geography of Spanish-speaking countries is incorporated into each theme.
* Spanish games, songs, stories, and rhymes are incorporated into each theme.
* We will spend an average of two-three class periods per theme.
Theme 1: Greetings and Daily Calendar
Theme 2: Colors, Numbers, and Alphabet
Theme 3: Classroom Directions, Commands, and Objects
Theme 4: School Locations and Subjects and Midterm Exam
Theme 5: Family
Theme 6: Food
Theme 7: Weather, Seasons
Theme 8: Clothing
Theme 9: Final Exam, Project Presentations, and Fiesta!
*************************************************************************************************************************************************
We believe in the value of learning a second language and the benefits of being bilingual. Below is a fun fable that I use to reinforce this concept. Enjoy!
Once upon a time, there were three mice and a cat. One mouse ran. The cat was hunting him. The mouse said, “Eek! Eek!” and the cat ate him.
The second mouse ran. The cat was hunting him. The mouse said, “Eek! Eek!” and the cat ate him.
The third mouse, who was very intelligent, ran. The cat was hunting him. The mouse said, “Woof! Woof!” and the cat ran away.
The Moral: It's important to be bilingual.
Habían tres ratones y un gato. Un ratón corrió. El gato le estaba cazando. El ratón dijo—Eek! Eek!—y el gato se lo comió.
El segundo ratón corrió. El gato le estaba cazando. El ratón dijo—Eek! Eek!—y el gato se lo comió.
El tercer ratón, quien era muy inteligente, corrió. El gato le estaba cazando. El ratón dijo,--Woof! Woof! – y el gato se fué corriendo.
El Moral: Es importante ser bilingue.
Author Unknown, Borrowed from Bienvenidos: Spanish in the Classroom, T.S. Denison & Co., Inc.
*******************************************************************************************************************************************
Mounds View School District Program Goals:
1. The World Languages Program is proficiency based.
2. A variety of languages and experiences are offered.
3. The target language is used at all levels.
4. A variety of materials and technology is available for all levels and learners.
5. The target language is used to explore other curricular areas such as music, art or social studies.
6. Course content helps build awareness of global and domestic issues.
7. A variety of instructional strategies is used so all students can be successful.
8. Reading, speaking, listening, and writing are integrated for communication.
9. Culture is integrated into all language learning.
National Curriculum Standards:
Communication: Communicate in Languages Other than English
1.1 Students will engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Students will understand and interpret written and spoken language on a variety of topics.
1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.
Cultures: Gain Knowledge and Understanding of Other Cultures
2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.
2.2 Students demonstrate an understanding of the relationship between the perspectives and products /contributions of the cultures studied.
Connections: Connect with Other Disciplines and Acquire Information
3.1 Students reinforce and further knowledge of other disciplines through world languages.
3.2 Students acquire information and perspectives through use of authentic materials in the world languages and from the cultures.
Comparisons: Develop Insight into the Nature of Language and Culture
4.1 Students recognize that different languages use different patterns to communicate and can apply this knowledge to their own language.
4.2 Students recognize that different languages use different patterns of interaction and can apply this knowledge to their own culture.
Communities: Participate in Multilingual Communities at Home and Around the World
5.1 Students use the language both within and beyond the school setting for a variety of purposes.
5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Required Materials:
*One Spanish Notebook (Libro de español), which we will make in class and keep at school for both fourth and fifth grade. It will be sent home after completing 5th grade Spanish class.
* Pencils, glue stick, crayons/colored pencils
* All other materials will be provided by the Spanish teacher
Assignments
Students will typically have one homework assignment per week. Examples of homework include:
* Practice and memorize key words and phrases for each weekly theme.
* Students will create their own "Libro de español" (Spanish book/journal), writing words and phrases, along with illustrations, demonstrating what they are learning in class. Students will take their "Libro de español" home at the end of 5th grade.
* Practice a conversation or dialogue with a parent or family member at home, and return form with signature.
* Complete projects, which will be presented in class.
Assessments
There will be formative assessments such as quizzes, exit slips, teacher observation, and performance tasks. There will also be summative assessments, including a midterm exam, final exam, and projects that students will create and present to class in Spanish. Formal assessments will include opportunities for students to demonstrate their understanding and knowledge of Spanish in three modes of communication: interpretive (understanding meaning and identifying Spanish words), interpersonal (interacting with others in Spanish), and presentational (using Spanish to tell others about something they know).
Grading Scale
Students' scores and grades can be viewed on ParentVUE, Mounds View's online gradebook.
The grading scale is as follows:
3 = Meets Expectations
2 = Progressing Towards Expectations
1 = Does Not Meet Expectations
Grading Categories
Students' grades in each category will be weighted as follows:
Homework 10%
Quizzes 5%
Participation 5%
Projects 40%
Tests 40%
Classroom Rules, Expectations, and Procedures
Our school is a PBIS (Positive Behavior Interventions and Supports) school. All of our rules and procedures follow the PBIS guidelines and align under our school's five main expectations for student behavior (C.A.R.E.S.):
Cooperation
Assertion
Responsibility
Empathy
Self-Control
To demonstrate CARES in Spanish class:
1. Follow directions.
2. Keep hands, feet, and objects to self.
3. Do your best work at all times.
4. Listen actively: look at the speaker, listen, and pay attention.
5. Be engaged: participate and speak in Spanish as much as you can.
We use logical consequences in our classroom. To discourage inappropriate behaviors, students will be directed to "take a break" ("toma un descanso") by turning away from the activity for one to three minutes, to reflect upon their behavior, and return when they are ready to participate according to our class rules. If inappropriate behavior continues, students will receive a minor referral to be signed by a parent and returned to school the following day. Three minor referrals over the course of a month or one severe offence will result in a being sent to the school's behavior manager, who will contact parents.
Recommended Websites:
/islandlake/index.asp?ID=1377 (Teacher Web Page; it includes a link to Spanish websites that provide flashcards, games, and files for download of our course content.)
www.miscositas.com (This site features games and virtual picture books in Spanish.)
http://spanishprograms.com/quizzes.htm (This is an online quiz to practice Spanish.)
http://www.123teachme.com/learn_spanish/spanish_alphabet (Practice the Spanish alphabet.)
http://quizlet.com/1073956/spanish-numbers-flash-cards/ (On-line flashcards to practice
numbers in Spanish.)
http://quizlet.com/1076875/days-of-the-week-flash-cards/ (Practice days of the week in Spanish.)
http://www.quia.com/cb/487238.html (Jeopardy style review for midterm.)
http://www.quia.com/cb/487271.html (Jeopardy style review for final.)