WLG230

In Level III, students continue to build communication skills developed in Level II. Specifically, students participate actively in extended oral and written discourse, using compound and complex sentences to provide information in a coherent and fluent manner. Students narrate and describe past and present events, and predict future events. Studentsdevelop critiquing skills, explore options in a given situation, and handle difficulties and unexpected events. They also learn to initiate and sustain a conversation, discussion, or debate. Students demonstrate these language functions in various contexts (personal, social, political, socio-economic, scientific, literary, artistic, historical and philosophical). Students keepa journal throughout the school year as a reflective process and assessment tool. Some of the topics covered in Spanish III are music, family and immigration, the environment, and ancient Latin-American civilizations: Aztecs, Mayans, Incas, Guarani, and Mapuches.

Comprehensive Course Syllabus — Spanish III  (WLG 230)
2014-2015

Course Description
In Spanish Level III, students continue to build communication skills developed in Levels I and II. Specifically, students participate actively in extended oral and written discourse, using compound and complex sentences to provide information in a coherent and fluent manner. Students narrate and describe past and present events, and predict future events. Students develop critiquing skills, explore options in a given situation, and handle difficulties and unexpected events. They also learn to initiate and sustain a conversation, discussion, or debate. Students demonstrate these language functions in various contexts (personal, social, political, socio-economic, scientific, literary, artistic, historical and philosophical). Students keep a journal throughout the school year as a reflective process and assessment tool.

Themes of instruction and related sub-themes are as follows:

Unit I: A reading comprehension, writing, listening and speaking intensive workshop plus grammar review

Unit II: Contemporary life: holidays, celebrations and traditions in Spanish-speaking countries;

Unit III: Global challenges: environmental challenges affecting the Spanish-speaking countries and their natural resources;

Unit IV: Beauty and aesthetics: Ancient Latin American civilizations; and visual and performing Latin American art

INSTRUCTOR

• Name: Sra. Maria Atienza Gabás
• Office number: A 134
• Telephone number: 630-907-5877
• E-mail address: mgabas@imsa.edu
• Office hours: any time between classes: check my schedule first
• Study/Review/Conversation Sessions: Wednesdays from11:30pm – 1:30pm

Meeting Days, Time and Room(s)
Section I: 8:00am – 8:55am. Room A135
Section II: 12:20pm – 1:15pm. Room A135
Section III: 2:20pm – 3:15pm. Room A135

Text(s) / Materials
No single textbook will be used. The instructor will provide all materials including many teacher-generated handouts, grammar packets, different literary selections, news articles, reading books, etc. All these material, when possible, will be available in Moodle

It is recommended to have:

• your own Spanish-English dictionary (we recommend The University of Chicago Spanish Dictionary), although there are some dictionaries available to use in class.
• a 2” or 3”-ring binder with loose-leaf paper and 6 dividers: composiciones, gramática, tarea, lecturas, vocabulario, evaluaciones. All class materials should be kept in your binder throughout each unit with the exception of the grammar packets that should be kept in your binder the whole semester/year
• a composition book for journal entries
• a red /green pen for editing/correcting
• a highlighter for reading comprehension and journal editing

Essential Experimental Aspect
At the Illinois Mathematics and Science Academy®, one of our main objectives in teaching foreign languages is for students to engage, on a deep, intellectual, and personal level, in new ways of seeing, thinking, interacting, and communicating. In order for this objective to be realized, students must encounter a communicative system and cultural perspectives different from their own. It is essential for our students’ growth that they engage in immersion-based learning experiences where they are supported in going beyond normal comfort levels, and where they learn to function within a system that is unfamiliar to them, thereby developing real-world proficiency in another language and in other cultures.

As a result of language learning, our students think and act globally, are cosmopolitan in their outlook, and international in their understanding. They will be ethical leaders who advance the human condition. When one speaks another language, he or she thinks and acts differently. One’s perspective is widened and horizons are expanded. Students have a greater capacity to empathize, to make friends, to imagine “what it would be like” to be in another person’s shoes. Imagination is stretched. Students no longer see “aliens” or “others”, but rather they see real people with differences and similarities. If students stop studying a language, they may forget the words and grammar details. However, learning another language and its culture(s), learning how to effectively communicate with other human beings, and learning how meaning is constructed through words other than one’s native tongue, will remain for a lifetime.

The IMSA World Language Learning Standards, in which the five unifying concepts (communication, cultures, communities, comparisons, and connections) are embedded, are the guiding principles of the program. Our standards are adapted from Standards for foreign language learning: Preparing for the 21st century, National Standards in Foreign Language Education Project, 1996.

Students studying foreign language at IMSA will:
A. communicate in multiple modes (interpersonal, interpretive, and presentational).
B. understand the relationships among the practices, products, and perspectives of the cultures studied.
C. reinforce and further knowledge of other disciplines through the foreign language.
D. acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
E. understand the nature of language through comparisons of their own language and the language studied.
F. understand the concept of culture through comparisons of their own culture and the cultures studied.
G. use knowledge of language and culture both within and beyond the school setting for personal enjoyment and enrichment.

In addition, the WL team guides students in the development of their metacognitive skills, their ability to collaborate, and their ability to accurately assess learning–skills which are applicable to all of their learning experiences.

Standards of Significant Learning Outcomes
The following SSL’s, correlated with learning outcomes, will be targeted and assessed in this course, according to the following pattern: FA (formally assessed), IA (informally assessed).

IA. Students are expected to develop automaticity in skills, concepts, and processes that support and enable complex thought by…

• engaging in oral and written discourse FA, IA
• providing and obtaining information FA, IA
• expressing feelings and emotions FA, IA,
• exchanging opinions FA, IA
• decoding written and spoken language on a variety of topics FA, IA
• presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics FA
• controlling the linguistic system (syntax, morphology, phonology, semantics, lexis) FA
• using strategies that enhance the effectiveness of communication FA
• compensating for linguistic inadequacies and cultural differences when they occur, and applying knowledge of cultural perspectives governing interactions between individuals of different age, status, and background FA
• recognizing and interpreting how cultural perspectives, embedded in the artifacts of the culture, give meaning to language FA
• directly accessing knowledge and information generated by other countries and cultures IA
• communicating with people from other countries and cultures IA

II. A. Students are expected to identify unexamined cultural, historical, and personal assumptions and misconceptions that impede and skew inquiry by…

• recognizing the existence of other peoples’ world views, their unique way of life, and the patterns of behavior which order their world FA
• demonstrating mutual cultural understanding and respect FA, IA
• assessing the linguistic and cultural differences that contribute to the distinctive viewpoints that are only available through the foreign language and its cultures FA, IA
• identifying patterns among language systems FA
• recognizing that language learning is not simply a word-for-word translation process, but rather the acquisition of an entirely new set of concepts FA, IA
• engaging in oral and written discourse on given topics FA, IA

IV.B. Students are expected to write and speak with power, economy, and elegance by…

• providing and obtaining information FA, IA
• expressing feelings and emotions FA, IA
• exchanging opinions FA, IA
• decoding written and spoken language on a variety of topics FA, IA
• presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics FA
• controlling the linguistic system (syntax, morphology, phonology, semantics, lexis) FA
• using strategies that enhance the effectiveness of communication FA, IA
• compensating for linguistic inadequacies and cultural differences when they occur, and applying knowledge of cultural perspectives governing interactions between individuals of different age, status, and background FA, IA

IV.D. Students are expected to develop an aesthetic awareness and capability by…

• recognizing that language learning is not simply a word-for-word translation process, but rather the acquisition of an entirely new set of concepts FA, IA
• recognizing that people of other cultures view the world from a perspective different from their own IA
• identifying patterns of behavior among people of other cultures IA
• applying knowledge of the perspectives, artifacts, and practices of a culture IF
• experiencing more fully the artistic and cultural creations of other cultures IF

V.A. Students are expected to identify, understand, and accept the rights and responsibilities of belonging to a diverse community by…

• recognizing the existence of other peoples’ world views, their unique way of life, and the patterns of behavior which order their world IA
• applying knowledge of the perspectives, artifacts, and practices of a culture IA
• assessing the linguistic and cultural differences that contribute to the distinctive viewpoints that are only available through the foreign language and its cultures IF
• engaging in oral and written discourse IF
• providing and obtaining information IF
• expressing feelings and emotions IF
• exchanging opinions IA
• compensating for linguistic inadequacies and cultural differences when they occur, and applying knowledge of cultural perspectives governing interactions between individuals of different age, status, and background IA
• explaining the process of stereotyping and the role stereotypes play in forming and sustaining prejudice IA
• demonstrating mutual cultural understanding and respect IA
• engaging in meaningful direct interactions with members of other cultures IA
• sharing their knowledge of language and culture IF

INSTRUCTIONAL DESIGN AND APPROACH
World Languages teachers establish an immersion classroom where the goal is communication in the target language with correct, uninhibited, and creative expressions.

Immersion means that you will be in class surrounded by Spanish at a level that is appropriate for you. “Communication” includes speaking, reading, listening, and writing within a cultural context. We denote, and help students to develop skills in, three modes of communication: presentational, interpersonal, and interpretive. Our instructional design provides the opportunity for students to develop core competency learner characteristics. We empower and enable students to discover what they personally need in order to acquire and use a foreign language; we place responsibility on the individual student to collaborate, utilize problem-solving skills, and critical and creative thinking. We ask students to persist through frustration, and to maintain a tolerance for ambiguity; we demand that they look at problematic situations from various viewpoints and perspectives, and we design instruction so that they must develop and go beyond automaticity, actively construct meaning, seek connections and interactions that deepen understanding, and appreciate the value of knowledge from multiple sources and perspectives. We help students develop the cultural sensitivity that is necessary to guard against miscommunication or misunderstanding. We assume that students will display the motivation, maturity, and personal responsibility necessary to participate in this sort of language acquisition environment.

Spanish III is built around the premise of “learning together” in which students become active participants in every aspect of learning and instruction. In practice, this means that:
a)     active participation in all learning activities is required and expected,
b)    frequent and ongoing interaction with other students and the instructor are integral components of each lesson,
c)     pair activities and small group interactions for practicing the language are the most common instructional arrangements,
d)    frequent choice of instructional formats (individual, pair, small group), assessment types (presentations, skits, discussions, in-class essays, short writes, reading and listening comprehension, etc.) and media (audio, video, pictures, music, etc.) are built into the course,
e)     self-reflection is promoted by means of self-assessments for video projects, overall performance after each unit of study, the administration of a learning- styles questionnaire, and the identification of strategies to enhance individual learning.

Students are always involved in assessing their own learning. Video assessments, beginning with a baseline video in the first few weeks of the quarter of instruction, identify areas of individual strength, and sets personalized goals for future performance.

STUDENT EXPECTATIONS

Active Class Participation
Active and extensive class participation is essential to your success and the success of the course. Students are expected to be positive contributors and collaborators who actively participate in daily class activities.
Active collaboration and contribution to class and group discussions are expected and required in this class, and it will guarantee your success in learning Spanish.

Students are expected to speak only Spanish in class with the instructor and classmates. Also, students are encouraged to speak Spanish informally outside class with anyone who speaks the language. Remember, practice makes perfect!

Attendance
Students are expected to be in class daily, be punctual, be well prepared with all required class materials and completed assignments in the binder.
Class starts sharp at the hour, if you are not in your seat when I start presenting the lesson, you are late.

The WL Team follows the Academy’s attendance policy.

If you are absent, it is your responsibility to communicate with a classmate and with me to obtain the necessary information/class work/homework, etc., to review the homework with a classmate, and to return any assignment in the day of your return to class. If your absence is unexcused or you are late, there will NOT be make-ups or extended time for any form of assessments, including homework quizzes, exams, essays, and unit final projects or presentations.

Homework (includes journal entries):
homework will be posted on Moodle before the end of the day.
(your keyword = espanol314)

There will be daily homework in different formats. Homework is an essential part of your learning experience: do it with that purpose in mind. If you need help with it, come and see me before your next class. Homework assignments are not necessarily only written documents, but practicing, researching, learning material, listening, reading, working on a project etc. Since homework will be an essential component for a class review or activity the following day, timely completion of homework is essential for successful participation in class. Homework will be assigned as individual, partners, and/or group work. All homework assignments must be ready to review at the beginning of class.

Homework will NOT be completed for a grade, but for your own learning and growth.

Homework will be an extra practice of the class material covered in class. If you do not have your homework completely done, you will do it during class time. If this happens, you will miss your group review and my feedback; and therefore, a valuable learning experience. Not doing homework is not acceptable in this class.

Homework will be collected unannounced to check for correctness and outstanding presentation: it is expected to be handwritten and neatly done. It should not be typed, unless I ask otherwise. If a homework assignment is not neatly done, you will have to do it again.

There will be weekly homework quizzes on topics covered in class and done as homework assignments. These quizzes will assess your full comprehension and mastering of the material. Therefore, it is essential that you review class material every day as part of your homework, and that you complete and fully understand your homework. If you don’t, come and see me at any time between classes or come during study sessions on Wednesdays from 11:30am to 1:30pm.

Assignments and assessments including drafts, essays, visuals for a presentation, oral presentations, and any other form of assessment that are not ready at the due date and time (including students who are not ready for a presentation) will receive partial credit for the assignment (a reduction of a 25% off the final grade), and it will need to be done by the following class. Field trips and school sponsored activities are excused absences, but you must have any required assignment done at your return.

The amount of time outside of class that a student needs to spend in order to acquire proficiency in Spanish varies from individual to individual. A reasonable expectation is

30 minutes per day. Shorter daily study and practice sessions are much more conducive to language acquisition than one or two longer periods during the week. Group work and collaboration outside class to practice speaking and peer editing is highly encouraged.

Academic Integrity
IMSA students are expected to conduct themselves in accordance with five fundamental values: honesty, trust, fairness, respect, and responsibility. I follow the Academy’s academic honesty policy; refer to the Student Handbook/Planner. Students involved in

breaches of academic integrity (cheating, plagiarism, and inappropriate collaboration) will receive a zero for the assignment or assessment. Cheating includes: copying another’s person work and presenting it as yours; using any form of notes during a test; looking over another’s person answers during a test; using a translator devise for more than individual words; and using an English version of a Spanish text, including news.

Assessment Practices, Procedures, and Processes
Assessment in Spanish III involves both the teacher and the student. The teacher provides regular feedback on student performance. The student follows through on the teacher’s feedback, and engages in self–assessment. Emphasis is on continued effort to improve student’s language proficiency.

Students are assessed daily on the production of written and spoken language, and on reading and listening comprehension. Essential elements of effective communication are the creative use of vocabulary in context, and grammatical and syntactical accuracy. To measure your progress in the language, a variety of assessments (interpersonal, presentational, and interpretive) will be used throughout the year. After each assessment, you will receive timely and constructive feedback on your performance. Reflections and self-assessments will be essential components of your learning.

Written assessments include weekly journal entries, compositions, short writes, summaries, peer responses, quizzes, and exams. Written performance assessments include orthography, diacritical markings, legibility, punctuation, organization, syntax control, use of advanced vocabulary, and style. Evaluation of written assessments will include: organization, flow, content, syntax control, orthography, and advanced and level appropriate vocabulary used, including connectors and transitions.

There will be weekly journal entries. Journals will be done as an essential practice to learn and improve writing in Spanish; therefore, they will NOT be graded. I will mark errors that need to be corrected and you will have a week to edit and turn in the final revised journal entry. Journals are due every Friday, and I will return them the following Monday. Unit essays and short writes are done in class, never outside class; the topic is announced, and it will be different in every section of Spanish.

Oral assessments include daily informal conversations during group work and formal and informal in-class presentations including, but not limited to, skits, debates, film and reading discussions, impromptu and demonstration speeches, news reports, PP presentations, teaching assignments, etc. Some of these presentations will be video recorded for self-assessment purposes. Oral assessments will evaluate content and information, organization, quality of syntax control, use of topic-related vocabulary, pronunciation, intonation, and fluency.

You will receive specific rubrics for major oral and written assessments. For your baseline video assessment, you will receive a rubric for interpersonal communication to evaluate your level of proficiency according to IMSA SSLs (Standards of Significant Learning -see pgs. 3 and 4) and ACTFL (American Council of Teachers of Foreign Languages) proficiency levels. These rubrics and proficiency levels will be posted in Moodle and shown in class during the first week of school. Most of you will be entering in the Intermediate low level in August (sophomores). By the end of level III, all of you are expected to be at the intermediate high or above (pre-advanced low) in writing and speaking.

Make sure your computer can record using Audacity and video using the web camera.

Grading Scale
The following are the cut-off values for quarter and semester grades as calculated by PowerSchool:
A   92.5
A-   90.0
B+ 87.5
B   82.5
B-   80.0
C+ 77.5
C   72.5
C- 70.0
D 69.9

Oral assessments: video assessments, class oral production, presentations, skits:   30%
Written assessments: in class compositions of any format (no journal entries):   30%
Exams: grammar, vocabulary, reading comprehension, listening, unit content:   20%
Homework quizzes:   20%
Homework (you will receive on a check mark when missing or late):   0%
Oral participation (you will receive only comments):   0%

Semester 1 = quarter 1 and 2:   100%
Semester 2 = quarter 3 and 4:   100%

Final assessments in both semesters will be part of your semester grade.

All assignments, homework, study guides, worksheets, links to grammar websites and podcasts, etc. will be posted in Moodle. I will tell you which webpages you need to bookmark in your computer or easy access to them

Your password for Spanish III in Moodle: espanol314

To reference: IMSA’s World Language Learning Standards:

www.imsa.edu/learning/standards/wlang.php

These are the units we will cover in Spanish III (subject to change):

First Semester:

Unit I (August): A reading comprehension and writing workshop that will include a deep review of basic verb tenses: present and preterit (summer work review).

Unit II (September-Oct.): Family, Heritage and Immigration. My family and my heritage. My family traditions. The immigration process. Immigration Laws. The Hispanic Immigrants. Grammar: imperfect, future and conditional, past participle and present and past perfect tenses)

Unit III (October-Nov.). The Environment: problems, consequences, and solutions. Environmental issues in Spanish-speaking countries. Research on endemic and endangered flora and fauna. Grammar: all indicative tenses. Final assessment of indicative tenses. Revisit levels of proficiency and set personal goals for second quarter.

Unit IV (November-December). Beauty and Aesthetics: The meaning of art. Latin American Art from ancient to modern art. Grammar: present subjunctive in all cases

December: finish unit IV and subjunctive. End of first semester proficiency assessments. Revisit levels of proficiency in the intermediate level.

Second Semester:

Unit V: Ancient pre-Columbian cultures in Latin America: Aztecs, Mayans, Inca s, Guarani. Their history and their contributions to today’s world. The struggles of their descendants: how they strive to survive and keep their traditions. Grammar: past subjunctive: imperfect and pluperfect subjunctive, “if” clauses.