Spanish 1 Syllabus - LanguageBird
Spanish 1Full year. Grades 9, 10, 11, 12.No prerequisites.COURSE OBJECTIVESThe LanguageBird Spanish program is designed to help students develop communicative skills inSpanish and it will prepare students for further study in Spanish. The goal is to equip students tofunction in a Spanish-speaking culture; to use the language in meaningful contexts for personalenjoyment, enrichment and potential future travel, and to appreciate the role of Hispanic culturesin a global context through conversing regularly with a native speaker.COURSE DESCRIPTIONStudents are introduced to the basic vocabulary, grammar and expressions relevant to real-lifesituations by engaging in a variety of activities that focus in developing listening, reading, speaking,and writing skills in Spanish. During each session activities with the instructor may include:learning new vocabulary, auditory activities, online activities, writing experience and a focus onconversation practice with a native Spanish speaker (goal is speaking in Spanish with theirinstructor 40% of the time). Students will begin to develop their Spanish proficiency throughextensive interaction in the language. In addition, students will become more aware and gainknowledge of the culturally diverse Spanish-speaking world through a personal relationship with anative speaker and be able to develop insight into the nature of language and culture.Written assignments are submitted directly to the teacher by email. The student will also beassigned an ongoing project researching a Spanish-speaking country's culture, politics andgeography. It is suggested that the student focus on the country that their instructor is from so thatthey can gain additional information and insight from their personal connection.COURSE METHODOLOGYThis is a conversation and inquiry-based course where students discover and utilize theirknowledge of the language through suggested readings, assignments and direct interaction eachsession with their personal instructor. The instructor facilitates the process but the student isresponsible for actively acquiring vocabulary and knowledge through suggested readings andactivities. Each session is a full 50 minutes of one on one listening and speaking and role-playsituations in Spanish. This experience provides students with the auditory experience they need topronounce and read basic Spanish conversation and y Textbook:Realidades 1**Realidades (Prentice Hall, 2014) is the textbook that LanguageBird instructors use to help guidelessons. The content of lessons is additionally directed by student interest and inquiry as topicsnaturally occur with their instructor while conversing online.
Realidades may be borrowed from a library, purchased online (new or used) or even borrowedfrom the student’s high school (the text is standard in many high schools). LanguageBird uses themost recent (2014) edition of the text. A digital version of the text is also available.This course is not completely text dependent. Instruction is completely differentiated based onstudent skill level and ability. Strategies may include: videos online, websites recommended by theteacher, movies or TV shows that can be viewed online, books/novels at the appropriate level,graphic organizers when needed. Instructors will be checking often for understanding, repeatingdirections, providing a rubric with detailed expectations and modelling is provided when neededfor all students.COURSE TOPICSStudents will be able to: Greet people at different times of thedayIntroduce themselves to othersRespond to directionsBegin using numbers and exchangephone numbersAsk and tell timeIdentify parts of the bodyUse the Spanish alphabet to spellwordsTalk about the calendarDescribe weather conditions, seasonand some geographyTalk about activities they like and donot like to do and ask others whatthey like to doUnderstand cultural perspectives onfavorite activitiesTalk about personality traitsUse adjectives to describe peopleDescribe othersGive others’ likes and dislikesDescribe clothing and accessoriesUnderstand cultural perspectives onfamily and celebrationTalk about their bedroomIdentify rooms in a houseName household choresTell what happened in the pastUse direct object pronounsExpress opinions Talk about clothes, shopping andpricesTalk about computers and theinternetUnderstand cultural perspectives onusing technologyLearn to ask for something and to tellwhat something is used forDescribe familyAsk and tell their ageExpress possessionDescribe objects in their roomSay how often they do somethingDiscuss obligationRequest food, health and exercisechoicesTalk about things to do on vacationTalk about movies and TV programsDiscuss plansAsk questionsSay where they are goingMake comparisonsState an opinionTalk about sportsTalk about what just happened, whatis happening or what is about tohappenTalk about things done recentlyDescribe how they feel
EXPECTED LEARNING OUTCOMESStudents are expected to:1. Hear Spanish spoken by a native speaker to gain a phonemic awareness thoughlistening to teacher speak with an authentic native accent.2. Practice listening, speaking, reading and writing in Spanish.3. Develop the ability to communicate and express themselves in Spanish.4. Gain awareness of other cultures, customs, traditions and viewpoints throughinteraction with a native speaker living in a Spanish-speaking country.5. Have a sense of responsibility over their learning process and progress.6. Increase their awareness of the Internet as a tool and an informational andeducational resource to connect with people around the world and discover newcultural knowledge.COURSE PARTICIPATION OBJECTIVESThis is a college-preparatory, academically rigorous course that covers a full year’s worth ofmaterial. The pace is quick and there is learning that needs to be done independently asidefrom meeting with the instructor. Students will need to prepare prior to each session inorder to make sufficient progress. Therefore, it is important that students manage theirtime and commit to studying independently as well as keep appointments and be promptfor every scheduled session with their instructor.1. The learning outcome of this course is equivalent to completion of one year of highschool Spanish. In addition to the required one on one hours with the instructor,students are expected to spend an additional 2 hours independently studying foreach 1 hour spent with the instructor. The first half hour to hour should bereviewing content from the previous lesson and the second hour should bepreparing for their next lesson.2. Assignments given by the instructor must be submitted by email prior to eachmeeting so that the instructor may review student progress during the session andanswer any questions. Weekly progress must be demonstrated. Independent effortand work must be clear to the instructor in order to proceed with new materials.3. Students must attend their appointments on time each time. Students must alsocomplete all course requirements including total individual meeting hours,assignments, assessments and projects given by the teacher.4. All student work must be their own. If academic integrity is in question or there issuspected plagiarism or cheating on assignments an inquiry into the situation willbe made and LanguageBird reserves the right to fail the student in the course or anyother further action as deemed appropriate.COURSE OUTLINELessons 1 &2; Unit 1: Para empezar and Capitulo 1A (beginning)
Summary: Greet people, introduce yourself, follow direction, use umbers, tell time, identifyparts of the body, talk about objects in the room, calendar events, weather conditions,seasons.Assignments/activities: Introduction to vocabulary, introductions, using gender, Tu vs.Usted, punctuation and accent marks, introduction to the course project.Lessons 3 & 4; Unit 2: Capitulo 1ASummary: Activities you like and don’t like to do, ask others what they like to do,understand cultural perspectives on favorite activities, grammar- infinitive, negatives,expressing agreement and disagreement. Connections – music language exploration,cognates, pronunciation: the vowels a, e, and i Spanish in our communities.Assignments/activities: introduction to vocabulary, infinitives, gustar, negatives, cognates,vowels, dances and songs of the Spanish speaking world.Lessons 5 & 6; Unit 3: Capitulo 1B, 2ASummary: personality traits, ask what people are like, use adjectives to describe people,understand cultural perspectives on friendship. Grammar – adjectives, definite andindefinite articles, word order. Pronunciation – the vowels o and u. Spanish in the workforce. School schedules and subjects, what students do during the day, ask and tell who isdoing an action. Grammar – subject pronouns, present tense of –ar verbs.Assignments/activities: Introduction to vocabulary, adjectives, definite and indefinitearticles, adjective placement. Pronouns and present tense of –ar verbs.Lessons 7 & 8; Unit 4: Capitulo 2BSummary: describe your room, where things are located, talk about more than one object orperson, understand cultural perspectives about school. Grammar – the verb estar the pluralof nous and articles. Language through gesture Pronunciation.Assignments/activities: introduction to vocabulary, lecture on estar and nouns. Vocabularypractice conjugating estar, locations, nouns, speaking and listening.Lessons 9 & 10; Unit 5: Capitulo 3ASummary: talk about food and beverages for breakfast and lunch talk about likes anddislikes, express how often something is done and understand cultural perspectives onmeals. Grammar – present tense of –er and –ir verbs, me gustan and me encantan.Connections – history and language and using a noun to modify another noun.Assignments/activities: introduction to vocabulary, -er and –ir verbs, learn me gustan, meencantan, use a noun to modify another noun, discussion on La comida favoriteLessons 11 & 12; Unit 6: Capitulo 3BSummary: talk about foods and beverages for dinner, describe what people or things arelike, discuss food, health and exercise choices and understand cultural perspectives on dietand health. Grammar – plurals of adjectives, the verb ser.
Assignments/activities: introduction to vocabulary, plural of adjectives, ser vs. estar, usingser, using ser to tell time.Lessons 13 & 14; Unit 7: Capitulo 4ASummary: talk about locations in their community, discuss leisure activities, talk aboutwhere they go and with whom, learn how to ask questions and understand perspectives onleisure activities. Grammar – the verb ir, asking questions. Pronunciation – stress andaccents in the Spanish community.Assignments/activities: introduction to new vocabulary, verbs ending in –ir, stress andaccents, asking questions, conjugating the verb –ir.Lessons 15 & 16; Unit 8: Capitulo 4BSummary: talk about what they like and don’t like, how to tell time, -ir infinities, “jugar,”leisure activities common in Latin American culture, famous Hispanic athletes.Assignments/activities: introduction to new vocabulary, me gustaria, a que hora?, -ir ainfinitive, the verb jugar.Lessons 17 & 18; Unit 9: Capitulo 5ASummary: talk about families, talk about celebrations and parties, ask and tell ages, expresspossession and understand cultural perspective on family and celebrations. Grammar – theverb tener, possessive adjectives and diminutives Spanish in the community.Assignments/activities: introduction to new vocabulary, present tense of tener, possessiveadjectives, la familia, las descripciones fisica and como eres. Spanish diminutives, the verbvivir, celebrations.Lessons 19 & 20; Unit 10: Capitulo 5BSummary: talk about family celebrations, describe family members and friends, ask politelyto have something brought to you, order a meal in a restaurant, understand culturalperspectives on family celebrations. The verbs venir, ser and estar. Adjectives ending in –isimo.Assignments/activities: introduction to new vocabulary, ser vs. estar, the verb venir,adjectives ending is –isimo, traer, describe family members and discuss cultural foods.Lessons 21 & 22; Unit 11: Capitulo 6ASummary: Students will be able to talk about your bedroom, describe bedroom items andelectronic equipment, make comparisons, and understand cultural perspectives on homes.Making comparisons, the superlative, stem-changing verbs: poder and dormis.Assignments/activities: Los colores Lecture, You can also say , Using estar, Makingcomparisons, The superlative, Poder and Dormir, Countries and Flags of the Spanishspeaking world, La siesta. Location of bedroom items, making comparisons, the superlative,tus propias cosas, las banderas, stem-changing verbs: poder and dormer.Lessons 23 & 24; Unit 12: Capitulo 6B
Summary: Students will be able to identify rooms in a house, name household chores, tellwhere you live, understand cultural perspectives on different types of housing. Affirmativetú commands, the present progressive tense. The endings - dor and -dora.Assignments/activities: introduction to new vocabulary, la casa, primero and tercero,poner, los quehaceres, examples of quehaceres, el patio, dar, nouns that end on –dor and –dora. Affirmative tu commands, present progressive.Lessons 25 & 26; Unit 13: Capitulo 7A, 7BSummary: Students will talk about clothes, shopping, and prices. They will describe plansand talk about what you want and what you prefer. Point out specific items, stem-changingverbs: pensar, querer, and preferir. Students will also talk about buying gifts, tell whathappened in the past, use direct object pronouns, the preterit of -ar verbs, the preterit ofverbs ending -car and -gar, direct object pronouns and nouns that tend in -erìa. The lettercombinations gue, gui, que and qui.Assignments/activities: introduction to new vocabulary, clothing, asking questions in astore, Gustar, comprar, direct object pronouns, buscar and pagar, questions with directobject pronouns.Lessons 27; Unit 14: Capitulo 8ASummary: Student will be able to talk about Vocabulary Introduction things to do onvacation, describe places to visit while on vacation, talk about events in the past, understandcultural perspectives on travel and vacations Grammar: the preterite of –er and –ir verbs,the preterite of ir Connections - Geography Language Exploration - nouns that end in – ioand –eo Pronunciacion- dipthongsAssignments/activities: introduction to new vocabulary, dialog, dipthongs, preterite of –erand ir-verbs, the personal a, nouns that end in –io and –oe. Que te gusta hacer? Adondefuiste? Adonde fueron?Lesson 28; Unit 15: Capitulo 8BSummary: Students will be able to discuss volunteer work and ways to protect theenvironment, talk about what people say and did for others and understand culturalperspectives on volunteer work. Grammar- the present tense of decir, indirect objectpronouns, the preterit of hacer and dar.Assignments/activities: introduction to new vocabulary, the ver decir, preterite of dar andhacer, nounds that end in –dad, -tad, and –sion.Lessons 29 & 30; Unit 16: Capitulo 9A, 9BSummary: Students will be able to describe movies and television programs, expressopinions about media entertainment. Talk about things they have done recently. Talk aboutcomputers and the internet. Talk about knowing people or knowing how to do things.Understand cultural perspectives on common gestures and technology. Grammar- Acabarde infinitive, words of Greek and Arabic origin,gustar and similiar verbs,using -mente to
form an adverb, the present tense of pedir and servir. Also, they will learn saber, conocerand dividing words into syllables.Assignments/activities: introduction to vocabulary, acabar de infinitive, gustar and smilarverbs, las telenovelas, present tense of pedir and server, saber and conocer.COURSE ON-GOING PROJECT ASSIGNMENTStudents will engage in ongoing research (in English) of a Spanish-speaking country'sculture, politics and geography. It is suggested that the student focus on the country thattheir instructor is from so that they can gain additional information and insight from theirpersonal connection. The assignment is to be mailed to instructor in the form of apowerpoint presentation.The powerpoint presentation must contain at least 8 slides detailing: culture (including artsand music), holidays, politics/political systems, geography, important or famous peoplefrom/in that country, main sources of development (exports/imports), religions andcurrency. Any additional information is also welcome. Students must include some Spanishphrases they have learned as well as ample pictures. The assignment must be turned inwithin a week after the student’s final session with the instructor.LANGUAGEBIRD ACADEMIC CODE OF HONESTYAll students and parents must sign a pledge of academic honesty within their coursecontract. Plagiarism, falsification, multiple submissions of the same materials withoutpermission to do so or any other dishonest practices are not tolerated and may result infalling the assignment or the class.GRADING POLICYFinal grades in the course will be assessed by the student’s instructor based on studentprompt attendance, clear progress in oral communication abilities and written abilities inSpanish.Instruction is completely differentiated based on student skill level and ability. Instructorswill be checking often for understanding, repeating directions, providing a rubric withdetailed expectations and modelling is provided when needed for all students.HOW STUDENTS WILL BE GRADEDGrade – Skills ObtainedA – Exceeds expectations of grasping key concepts, provides many examples both orally andin written form of their mastery of topics taught, participates fully in online sessions,completes all assignments independently prior to lessons, prepares and asks questions ofthe instructor during each meeting.B – Meets expectations of grasping key concepts, provides some examples both orally and inwritten form of their mastery of topics taught, participates fully in online sessions,completes most all assignments independently prior to lessons, prepares and asksquestions of the instructor during each meeting.
C – Mostly meets expectations of grasping most key concepts, provides few examples orallyand in written form of mastery of topics taught, participates in online sessions with somehesitancy, completes many assignments independently prior to lessons, sometimesprepares and asks questions of the instructor.D or F – Little evidence of the student grasping key concepts, the student is unable toprovide examples both orally and in written form of their mastery of topics taught, they donot participate in online sessions orally with the instructor, completes few assignmentsindependently prior to lessons, rarely prepares and asks questions of the instructor duringeach meeting.At the end of each session online session with the instructor, students will be assessed on a10 point rubric that will comprise their grade in oral communication skills (see the rubricbelow). This will be 80% of their grade. The other 20% of the grade will focus on writtenassignments and one larger on-going project. 80% Spanish proficiency through extensive interaction in the language10% Weekly written assignments/notes from sessions viewed by teacher10% Project: Ongoing research (in English) of a Spanish-speaking country's culture,politics and geography. It is suggested that the student focus on the country thattheir instructor is from so that they can gain additional information and insight fromtheir personal connection. Emailed to instructor in the form of a powerpointpresentation.LANGUAGEBIRD RUBRICSPROJECT RUBRICScore – Project components10 – Completely addresses all 8 topics including: culture (including arts and music),holidays, politics/political systems, geography, important or famous people from/in thatcountry, main sources of development (exports/
Primary Textbook: Realidades 1* *Realidades (Prentice Hall, 2014) is the textbook that LanguageBird instructors use to help guide lessons. The content of lessons is additionally directed by student interest and inquiry as topics natur
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