Pap 3 Syllabus

8/12/2019 Pap 3 Syllabus

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Participation

Your participation is imperative and will be graded through a system of págames. Here are some tips

for keeping your págame account full:

• Be present in class and answer all class questions. Mistakes are welcome and are an important part of the

language acquisition process!

• Be creative and enthusiastic! Help build stories in class, react to statements during storytelling (Ooohhh!!), and try

some of your Spanish in response.

• During storytelling, PRETEND! Think of crazy details to add! It makes class fun — we laugh, and learning

becomes that much easier.

• Sit with your head up, hat off, awake, and with clear eyes. I am teaching to your eyes and am looking to see if you

“get it.”

• Watch my body language, gestures, and visuals given during storytelling or presentations, and use them ascomprehension cues.

• Listen to the feedback I give you. Listen to how I change the language when I repeat a phrase back to the class.

• Keep your desk clear of papers, books, purses, binders at all times . I will tell you when it !s time to take

notes, etc.

• If you!re feeling stuck, check out Our Digital Classroom on my blog for review, extra practice, and enrichment.

The participation score is kept with a system of “págames”. Everyone begins with a full “págame”

account. I will take note of your class participation EVERYDAY. Any distraction from the target

language results in a loss of “págames”. Distractions include, but are not limited to:

• Electronics visible (includes ear buds, Kindles/iPads, cellphones, devices of any kind)

• Negative attitude (affects the teaching/learning environment for us all)

• Absence

• Eating/drinking anything other than water

• Side conversations during instruction/while teacher is teaching

• Working on other classes! homework during Spanish

• Reading a book during instruction/while teacher is teaching

• Using or blurting out in English

• Coming to class unprepared (without your binder, spiral notebook, writing utensil)

• Sleeping

• Use of a bathroom pass

• Tardies

• Lining up at the door before teacher excuses the class



Portfolios

Students will curate materials from Integrated Performance Assessments in portfolios on a Google Site.

Students will need a Google Apps account in order to set up their portfolio on a Google site. These portfolios willtrack the students! proficiency progress and will follow them throughout their Spanish career at Van Buren HighSchool.

Grades

Grades are regularly posted on eschool. Grades are standards-based. Because daily communication in thetarget language is key to meeting the standards, a weekly participation grade will be given. Use of the targetlanguage will also be tracked daily through a Págame account. This “account” (grade) will fluctuate as studentsgain and lose Págames. Students achievement of learning targets will be tracked within each unit with “I Canstatement” stamp sheets. Each unit will end with an integrated performance assessment that combines allmodes of communication. Each quarter will end with a proficiency level assessment. Although students will becompleting various tasks, these tasks will not show up as individual grades, because effort and work arenecessary to achieving proficiency just as practice is necessary to win the game. Athletes do not receive

trophies for each practice just as we do not receive grades for tasks completed to help us reach proficiency

goals.

Each quarter, the gradebook should look something like this:

Págame accountReading Log (x9)Vocabulary Log (x9)Error Log (x9)Learning targets/Stamp Sheet (x #of units)Integrated Performance Assessment (x #of units)

Portfolio curationProficiency Level Assessment

Integrated Performance Assessments will be graded by averaging Language Control and Task Completionaccording to the following scale:

Language

Control

1- 64% andbelow My errors in grammar,

word order, and word

choice prevent

communication

2- 65%-74%

My errors in grammar,


choice often prevent

communication.

3- 75%-84% My errors in grammar,


choice sometimes prevent

communication.

4- 85%-95% My errors in grammar,


choice do not prevent

communication.

5 -96% + I don!t make any

noticeable errors in

grammar, word order, and

word choice that prevent

communication.

TaskCompletion1-64% andbelowI completed little of what I

needed to do.

2- 65%-74%I completed some of what

I needed to do. 3- 75%-84%I completed almost

everything that I needed

to do.

4- 85%-95%I completed everything

that I needed to do. 5 -96% +I completed more than

what I needed to do.



Proficiency level expectations and corresponding grades:

Curriculum Map

The Pre-AP Spanish 3 Curriculum Map can and should be accessed on the teacher!s

website: http://getyourspanishon.wordpress.com

Find the link under “Student Resources” on the homepage (Página Principal).

Contract

If this course looks like the right fit for you, please read, sign, and return the

Student/Family/Teacher Contract.

Documents

Pap 3 Syllabus