Español+II


 * Oral Questions **


 * __SPANISH II__ **
 * __You are responsible for the questions from Spanish I__ **
 * __A. Description See these section in Spanish I__ **
 * 1. ¿Cómo eres? (advanced adjectives from handout: independiente, soltero, discreto, etc.) **
 * 2. ¿Cómo es _________ (name of person. Use advanced adjectives from handout: independiente, solter, discreto, historico) **
 * __B. Weather__ **
 * 1. ¿Qué tiempo hace? ¿Cómo está el clima? **
 * 2. ¿Qué tiempo hizo (hacía) ayer? **
 * 3. ¿Qué tiempo hará mañana? **
 * 4. ¿Qué día es hoy? ¿Cuál es la fecha? **
 * __C. Repasomania: *irregular yo__ **
 * 1. ¿Qué necesitas para tu viaje a ______________?(What do you need for a trip to________.)(Yo necessicito una mochila) **
 * 2. ¿Qué traes contigo?*(What did you bring with you?)(Yo traigo una mochila.) **
 * 3. ¿Qué sabes hacer?*(What can you do?)(Yo sabe conducir, leer, escribir, y hablar.) **
 * 4. ¿Qué sabes de ________ (Cuba, Honduras)?* ( What do you know about Cuba/Honduras?)(Cuba es una dictadura y es pobre.) **
 * 5. ¿A quién conoces? *(Who do you know?)(Yo conozco a la señora Lance.) verb + a + person **
 * 6. ¿Conoces _______(Asheville, Chile)?* (What do you know about Asheville/Chile?)(Asheville estár en Carolina del Norte y está en los montañas.) no “a” because ASV is not a person. **
 * 7. ¿Cuándo sales de la casa para ir a ______ (Perú)?*(When do you leave the house to go to Peru?)(Yo salgo de mi casa a las 10 y media.) **
 * 8. ¿Qué traes a la fiesta?*(What do you bring to the party?)(Yo traigo los chips.) **
 * 9. ¿Qué pones en tu mochila para tu viaje?* (What do you put in your backpack for a trip?)(Yo pongo el libro, una mapa, comida, y mi ropa en mi mochilla.) **
 * __D. Repasomania: Saber vs. conocer__ **
 * 1. ¿Qué sabes hacer? (What can you do?) **
 * Yo sé jugar el fútbol americano **
 * 2. ¿Sabes hablar el español o el latín? (Do you know how to speak in spanish or latin?) **
 * Si, yo hablo en español. **
 * 3. ¿A quién conoces? ¿Cuáles lugares conoces? (Who do you know? What places do you know?) **
 * Yo conozo a mucha gente. Yo conozco Asheville y Johnson City. Yo conozco Greensburo. Conocer and saber are irregular in the “yo”: sé and conozco **


 * __E. ING: estar: estoy, estamos + cantando, escribiendo (ing: ando, iendo, leyendo, durmiendo)__ **
 * 1. ¿Qué está haciendo tu amigo?(What is your friend doing?) **
 * Mi amiga está escribiendo . **
 * 2. ¿Está lloviendo?(Is it raining?) Sí, está lloviendo. **
 * 3. ¿Qué está haciendo el Sr. Laningham o la Sra. Lance?( What is Mrs.Lance doing?) La Señora Lance está trabajando y hablando. **
 * __F. Body__ **
 * 1. ¿Qué te duele? ¿Te duelen los ojos? (What hurts?) (Do your eyes hurt?) Me duele la cabeza. Me duelen los ojos. This works just like me gusta, me gustan. **
 * Be able to name at least 10 body parts. Los Ojos, La Cabeza, El Mano, El Pelo, La Boca, La Cara, Los Dientes, El Estómago, La Peca, Los Pies **
 * __G. Reflexives (me, te, se, nos, se) and stemchange review__ **
 * 1. ¿Cómo es tu rutina diaria? Me rutina diaria es buena. **
 * 2. ¿Haces tu cama? Si, Hago mi cama. **
 * 3. ¿A qué hora sales para la escuela? Yo salgo a las 7:00. **
 * 4. ¿A qué hora te levantas? Me levanto a las 6:00. **
 * 5. ¿Te duchas o te bañas? me duch por la noche. **
 * 6. ¿Te cepillas los dientes antes de o después de comer? Me cepillo los dientes depués de comer. **
 * 7. ¿Cuándo te lavas las manos? Me lavo las manos. **
 * 8. ¿A qué hora te acuestas? me acuesto a las nueve y media. **
 * 9. ¿Te duermes enseguida? Sí, me duermo enseguida. **
 * 10. ¿En general duermes mucho o poco? Me duermo mucho. **
 * 11. ¿Cuántas horas duermes normalmente? Duermo 8 horas y 30 minutos. **
 * 12. ¿Cómo te sientes _________(situations) (después de las clases) (cuándo recibes una A)? Me siento contento cuando recibo una A. **
 * Me siento triste cuando recibo una F. **
 * Me siento frustrada/o cuando tengo estrés. **
 * 13. Los fines de semana, ¿Te despiertas tarde o temprano? Me despierto temprano. **
 * __H. El futuro = will__ **
 * 1. ¿Qué vas a hacer este fin de semana? **
 * 2. ¿A qué hora te levantarás el sábado? **
 * 3. ¿A qué hora te acostarás el domingo? **
 * 4. ¿Qué tienes que hacer para la escuela? **
 * 5. ¿Qué quieres hacer para las vacaciones? **
 * 6. ¿Qué piensas hacer después de graduarte del colegio? **
 * 7. ¿Qué harás este fin de semana? **
 * 8. ¿Qué harás durante las vacaciones? **
 * 9. Durante tu viaje a _______ ¿Qué harás? **
 * 10. En __(país)______ ¿Qué harás (harías)? **
 * 11. ¿Asistirás a la universidad? **
 * 12. ¿Qué estudiarás? **
 * 13. ¿En dónde o en cuál campo trabajarás? **
 * 14. ¿Te casarás? **
 * 15. ¿Cuántos hijos tendrás? **
 * __I. El condicional =would__ **
 * 1. Con $20 dólares ¿Qué comprarías? **
 * 2. ¿Adónde viajarías o visitarías? **
 * 3. ¿Qué te gustaría comer para la cena? **
 * 4. ¿Qué te gustaría hacer este fin de semana? **
 * 5. ¿Adónde te gustaría viajar? **
 * 6. ¿Qué harías para mejorar el mundo? **
 * 7. ¿Cuáles lugares te gustaría visitar en los EEUU? **
 * 8. Si pudieras visitar España, ¿Qué harías? **
 * 9. Si tuvieras millones de dólares, ¿Qué harías? **
 * J. __El pretérito pasado__ **
 * 8. ¿Qué hiciste el fin de semana pasado? (What did you do last weekend?) Yo jugué video juegos. **
 * 9. ¿Qué hiciste durante las vacaciones?(What did you do during the holidays?) Yo pasé tiempo con me familia. **
 * 10. ¿Qué hizo tu amigo ayer?(What did your friend do?) Mi amigo se fue a Johnson City. **


 * 11. ¿A qué hora te levantaste?(What time did you wake up?)Me desperté a las 8:30. **
 * 12. ¿Qué comiste?(What did you eat?) Yo comí el pavo, las judías verdes y el puré de patatas. **


 * __K. El imperfecto__ **
 * 1. ¿Cómo eras de niño/a? (How were you as a kid?) Yo era de buen comportamiento. **
 * 2. ¿A qué jugabas cuando tenías 5 años? (A game you played when you were five years?) Yo jugaba tag. **
 * 3. ¿En dónde vivías cuando tenías 5 años? (Where you lived when you were 5 years?) Yo vivía en Tennessee cuando tenía cinco anos. **
 * 4. ¿Cómo era tu maestra del 2º grado? (Who was your 2nd grade teacher?) Mrs. White fue (era) mi maestra de segundo grado. **
 * 5. ¿Cómo era _________ (persona famosa de la cultura e historia? (Who was JFK.) JFK era presidente de los EEUU. **
 * 6. ¿Qué estudiabas en el tercer grado? (What did you study in the third grade?)Aprendía a hacer matemáticas en tercer grado. **
 * 7. ¿Cuál ropa te gustaba llevar cuando eras chiquitito? (What cloths did you like to wear when you were a kid?) Me gustaba llevar los jeans y un camiseta. **
 * 8. ¿Cuáles canciones cantabas? (What songs did you like to sing?) Yo cantaba “Baby Bumblebee”. **
 * 9. ¿Qué comías y bebías cuando tenías 3 o 5 año? (What did you eat and drink when you were 3 or 5?) Comía pasta con queso y bebía té dulce. **
 * 10. ¿Quién era …….? This will be basic US and Latino history questions: ej: ¿Quién era el primer presidente de los EEUU? (Who was...?) (Who was the first president of the United states of America?) George Washington era el primer presidente do los EEUU. **
 * 11. ¿Qué tiempo hacía cuando llegaste? (What was the weather like when you arrived?) L lovía cuando llegué. Hacía buet tempo cuando llegué. **
 * 12. ¿Qué hacías cuando cayeron los Torres Gemelos en Nueva York o el 11 de septiembre? (What were you doing when the twin towers fell in New York on the eleventh of September?) Yo iba en bicicleta. Yo enseñaba el español. **


 * __Spanish III__ **
 * A. __El Perfecto__ **
 * 1. ¿Qué has hecho hoy? Me levanté a las 7:00. Comí el desayuno. He hablado con Savannah. Miré una pelicula en la clase de ingles. He ido a Walmart para comprar un regalo para la celebración del club de español. **
 * 2. ¿Cuáles ciudades, estados o países has visitado? He visitado Maui, Miami, New York City, San Juan, los Bahamas y St. Tomás. He viajado a Europa, y visité las países de Alemania, Suiza, Francia, y Italia. **
 * 3. ¿Has escrito un ensayo formal (research paper)? Sí, yo he escrito dos ensayos formales. Uno para mi clase de historia y el otro para mi clase de inglés. Sí, he escrito muchos ensayos formales, para la clase de ingles, historia, y también español. Si, yo he escrito en mi projecto de graduación. **
 * 4. ¿Has roto un hueso (a bone)? No, yo nunca he roto un hueso. Yo me rompí mi dedito. yo nunca me ronpido un hueso, Si, Yo me eh roto un hueso. **
 * 5. ¿Has visto una película en español? Sí, yo he visto muchas películas en español en la clase de la Señora Lance. Hemos mirado “Diarios de Motocicleta”. si muchas porque mi mama las quiere entender. Si, Muchas Peliculas **
 * 6. ¿Es posible que el/la Sr/a. L. haya visitado España? Es posible que haya visitado España. Sí, yo sé que fue a España. **
 * 7. ¿Qué habrías hecho si hubieras ganado la lotería? Si, yo hubiera ganado la lotería, yo compraría un casa grande para mi familia. Viajaría. **
 * 8. ¿Qué habrás hecho antes de morir? Yo habré ido de bungie jumping. Yo habré ido de skydiving. **
 * __B. Imperfect Subjunctive and conditional__ **
 * 1. Si pudieras visitar España, ¿Qué harías? Yo aprendería bailar el Flamenco o las Sevillanas, La Salsa. **
 * 2. Si tuvieras millones de dólares, ¿Qué harías? Yo daría dinero a los niños pobres. Yo vería Machu Picchu. Vería a Fiji y el Caribe. Yo ayudaría mi mama con problemas de dinero, y también ayudaría niños pobres. **
 * __C. Cultura__ **
 * 1. ¿Quién escribió Don Quijote? Cervantes escribió Don Quijote. **
 * 2. ¿Cómo era Don Quijote, Che, Selena, etc.? Era caballero. Era revolucionario. Selena cantaba. **
 * 3. ¿Quién era el amigo de Don Quijote? ¿Cómo era? Sancho Panza. Era gordo y bajo. También él es representante del realismo, mientras Quijote es representante de surrealismo. **
 * 4. ¿Quién era cómo MLK? MLK era un revalucionario de EEUU en el 50’s y 60’s. **
 * 5. ¿Quién era Diego Rivera? ¿Cómo era? Diego Rivera era un artista y era muy gordo y repugnante. **
 * 6. ¿Quién era Frida Kahlo? ¿Cómo era? Pintaba. Es una pintura muy famosa de méxico. Ella fue es un esposa de Diego Rivera. Ella teniá una ceja cerrada. **
 * 7. ¿Quién era Celia Cruz? ¿Cómo era? Era una cantante, ella era de Cuba. **
 * 8. ¿Quién era Nicolas Guillén? ¿Qué escribió? Escribía poemas. **
 * __D. Geografía e Historia__ **
 * 1. ¿Cómo es la geografía de Carolina del Norte? El Carolina del Norte tiene moñtanas y una playa muy grande. **
 * 2. ¿Qué sabes de la historia de Estados Unidos? Yo se los presidentes. **
 * 3. ¿Qué comerías si fueras a la casa de Frida Kahlo? Comería arroz con pollo y mole si fuera a la casa de Frida Kahlo. **
 * __E. Expresando opiniones__ **
 * 1. ¿Qué te parece _________? Me parece...... adj. **
 * 2. ¿Qué opinas de _________? En mi opinión. **
 * 3. ¿Cuáles características buscas en una persona, novio, empleado? Yo busco una persona quien sea.............honesto, valient, cómico, inteligente..... **
 * 4. ¿Es importante estudiar un idioma extranjera? ¿Por qué? Si, porque hoy en dia el mundo de trabajo es más global. Sí, es importante estudiar las culturas diferentes del mundo. **
 * __F. Subjunctive: the question may not be in the subjunctive but the answer needs to be.__ **
 * 1. ¿Qué piensas hacer este fin de semana?Es posible que yo vaya a Asheville. Es necesario que haga mi tarea. Pienso comer a Chick Fil A. Este fin de semana pienso que voy a sacar fotos para mi proyecto. **
 * 2. ¿Qué tienes que hacer este fin de semana? Tengo que trabajar. Quiero que Ashley venga a mi casa a mirar videos. Tengo que tocar la víolin en un juego de Navidad a mi iglesia. Es probable que los empleados y yo tengamos nuestras celebración de Navidad el domingo. **
 * 3. ¿Qué tiempo hace (hará)? Es posible que vaya a llover. Hoy esta Soleado y haciendo frio. **
 * 4. ¿Qué está haciendo _____ (mamá, papá, el amigo)? Eric está comiendo con Gil. Es probable que miren “Phineas and Ferb”. **
 * 5. ¿Qué quieren sus padres de ti? Mi mamá quiere que yo esté contenta. **
 * __G. Subjunctive: the answer may or may not be in the subjunctive.__ **
 * 1. ¿Qué piensas del Presidente? Yo pienso que tiene un trabajo difícil. **
 * 2. ¿Crees que una pareja debe tener más que 2 hijos? En mi opinión, no. Es irresponsable. **
 * 3. ¿Crees que una persona debe estudiar otro idioma? Se debe estudiar otro idioma para tener exito en un mundo global o tambien se te justa aprender diferentes idiomas. **
 * __H. Subjunctive:__ **
 * 1. ¿Qué recomiendas que haga en el condado Mitchell? Yo recomendaría a alguien visita el Blue Ridge Parkway y, posiblemente, el festival de la gema. **
 * 2. ¿Qué le recomiendas o le sugiere a un Freshman? Trabajen duro y no se hagan flojos porque no ese facíl. **
 * 3. ¿Qué es importante para tener éxito en la escuela? Estudien mucho, hagan la tarea, y pon atención en clase. **


 * Spanish II syllabus:**

We are looking forward to working with all of you and having a productive, enjoyable and FUN school year. Parents, if you have any questions please feel free to contact us through the school, your child or at dlaningham@mhslive.net or rlance@mhslive.net. The following is information that will help us get off to a great start. Please read this over with your child and they can communicate any additional information. Gracias, Drew Laningham and Robyn Lance

**Course description:** **“For learning languages, the target is using a new language to** **interpret, exchange, and present information and ideas.” Paul Sandrock** The ability to communicate with others is central to human nature. Throughout the ages, humans have been able to share information, interests, needs, and values over time and space and, thus, have influenced others by their actions and their words. In recent years, technology tools have brought the world closer and have erased many of the existing borders. As boundaries between countries are dissolving, the need for learning world languages has become a necessary component for linking with the rest of the world and for producing an enlightened citizenship able to function in today's global marketplace. The North Carolina World Language Essential Standards are based on a set of principles governing language education. These tenets are anchored in language education research and supported by practice. They are located on-line at []. Link to description of proficiency levels: [] Students enrolled in this course have either successfully completed the level I course at the high school or the middle school or have placed out of level I due to previous language study at the elementary and/or middle grades. This course fulfills the North Carolina graduation requirements for students on the College Preparatory Course of Study. Some colleges require more than 2 years. It is important to research the requirements for any schools you plan on attending. This course provides students with opportunities to continue the development of their listening, speaking, reading, and writing skills. Students participate in simple conversational situations by combining and recombining learned elements of the language orally and in writing. They are able to satisfy basic survival needs and interact on issues of everyday life in the present time and past time inside and outside of the classroom setting. They compose related sentences which narrate, describe, compare, and summarize familiar topics from the target culture. Focus is placed on understanding main ideas. This course is a continuing introduction to the study of the Spanish language and its culture its products (e.g., literature, laws, foods, games,) perspectives (e.g., attitudes, values, beliefs,) and practices (patterns of social interaction). Students acquire some insight into how languages and cultures work by comparing the target language and culture(s) to their own. It allows students to perform the most basic functions of the language and to become familiar with some elements of its culture. The emphasis is placed on the development of the four skills of listening, speaking, reading, and writing within a given context extending outside of the classroom setting when possible. The context focuses on the students’ lives and experiences and includes an exposure to everyday customs and lifestyles. Grammar is integrated throughout the course and is selected according to the language needs (functions). Integration of other disciplines is on-going throughout the course. Activities will include dramatization of dialogues, listening to tapes in Spanish, viewing films, singing songs in Spanish, written activities in the workbook, using computers for research and additional practice, cooking, and art. Our main goal is to help students reach a level of fluency after 2 years of study that would allow them to travel in a Spanish Speaking country communicating needs and interests, as well as being prepared for success in college level Spanish. Students will reach the Novice High Proficiency level by the end of Spanish II. This is considered a college prep class and I expect college prep level work and behavior!!!!!!! **BE PREPARED TO WORK AND LEARN!!!!!!**

**The primary language of the class will be Spanish. I require students to use as much Spanish as they can. They are learning to communicate and I don’t expect perfection but what I do expect is participation. Students who do not use Spanish to communicate will lose points from their participation grade.**

**Assignments and grading** Student Proficiency will be assessed in speaking (interpersonal and presontational), reading, litening and writing (interpersonal and presenational) 30% Projects 30% Tests, Essays (mid-term counts as 2 test grades) 25% Homework/Participation/Class work 15% Quizzes Pass/Incomplete LinguaFolio

**Midterm and Final Exam** Students will have a mid-term and final exams using listening, reading, writing and speaking in Spanish incorporating all the information gleaned over the nine weeks and then for the semester. The midterm counts as two test grades and the final exam counts 25% of student’s overall grade. Students who have a 94 and 2 excused absences or an 86 and perfect attendance are exempt ONLY from the multiple choice section of the final exam. They must complete the speaking and writing portions prior to being exempt from the multiple choice sections.

Students who maintain a notebook organized by theme with all the vocabulary, homework and worksheets for that unit will receive extra credit in the form of a 100-test grade at the end of the semester AND they may receive extra credit in the form of a 100-test grade if they bring their organized notebook from one level to the next.

**Assignments, Help, Make-up work and Due Dates** -Work is due on the due date assigned! -Work that is one day late will start with a 50 and then have points deducted for mistakes. -Work that is 2 or more days late will not be accepted and a grade of 0 will be recorded. -If a student is absent the day work is due they must turn it in the day they return to class. This does not include projects with a preassigned due date. Students must find a way to get these to school on time if they are absent. -Work (quizzes, tests) assigned before an inclement weather day (i.e. snow day) is due the next day we return to class. -A student who is absent 1 day has 2 days to make up missed work. -A student who is absent 2 or more days has 3-5 days to make up missed work.-- -Mr. Laningham or Mrs. Lance are available either before or after school most every day of the week for help. It is recommended that students make an appointment to ensure that one of us is available. -If a student needs help with an assignment they need to get help before the assignment is due, not as the assignment is being graded or collected. -Students who do not have their homework are required to fill out a green sheet stating the reason. The green sheet will be filed in the student’s class folder. - **//Students who fail a project, test or quiz may do corrections and retake the failed item//** **//.//**

**Websites** Mrs. Lance: http://mhespanol.wikispaces.com/home Mr. Laningham: http://senorlaningham.wikispaces.com/ We use wikispaces. These are our websites where students can access their class work and homework. Each student will also have a page where they will post writings, videos and other work. This is a secure site which only students will be able to access once they become a member.

**Personal Dictionary** Throughout the semester students are required to keep a personal dictionary where they will record new words or phrases. These are words and phrases that we explore outside of the assigned chapter vocabulary. This is to be kept in a paper or plastic folder with 3 brads. Students must have a minimum of 75 words per 9 weeks. Students will use 40 of them in original sentences per 9 weeks for a semester total of 125 words and 80 sentences.

**LinguaFolio: Show the world what you can do with language!!!!** LinguaFolio is a self-assessment tool for language learning. It is designed to support individuals in setting and achieving their goals for learning languages. This three-fold approach, based on the European Language Portfolio, enables language learners at all ages and levels to document their language learning as they move along the continuum towards greater proficiency. LinguaFolio includes these three components:
 * Passport, where formal assessments and a student's self-assessments are documented,
 * Biography, where the self-assessment checklists, information about a student's language background and intercultural activities are recorded, and
 * Dossier, where samples of a student's work over time are archived.

The vision of LinguaFolio is to allow seamless progress in language learning as individuals move from one level to another, from one program to another, and even as they cease to participate in formal language instruction but continue active language learning independently. The goal is to empower each individual learner to take responsibility for her or his language proficiency and be able to continue to develop proficiency independently and autonomously once the formal sequence of language instruction has ended. When teachers and learners work together to document language learning in this manner, language learners, as well as teachers and professors working at various levels, have a common language to describe what learners are able to do. Students do not receive a grade for their LinguaFolio but will receive an incomplete until their portfolio is turned in.

**Materials**
 * 1) Charged computer, usernames and passwords
 * 2) Ear buds or headphones. We encourage students to bring their own ear buds. Each classroom has about 10 for student use. These can be purchased for less than $10 at Wal-Mart.
 * 3) Textbook(s) ¡Buen Viaje! and Realidades 2 (Cost if lost or damaged $75). Dictionary: cost if lost or damaged is $5. Books will be used mostly in class, however if a student is absent they may check out the book.
 * 4) 1 Three-ring notebook to be used only for Spanish and dividers. We suggest some plastic page protectors for storing reference sheets. Students who maintain a notebook organized by theme will receive extra credit in the form of a 100-test grade at the end of the semester AND they may receive extra credit in the form of a 110-test grade if they bring their organized notebook from one level to the next.
 * 5) Pens, pencils, paper
 * 6) 2 paper or plastic folders with 3 brads and pockets for personal dictionary and LinguaFolio
 * 7) Supplementary materials as supplied by school and teacher
 * 8) Students in Spanish 3 or higher are required to have their own Spanish/English dictionary. Students in Spanish 1 and 2 have the option but it is not a requirement. Dictionaries may be purchased through the school at a cost of no more than $15 or at any bookstore (ask for Webster’s New World Spanish Dictionary Concise Edition in paperback, ISBN 0-13-953647-7). Dictionaries are provided for in class use only. They will not be loaned. This is a link to a free dictionary from the appstore: []
 * 9) Students will be using flip video cameras. These are the student’s responsibility while they have them in their possession. **Students are responsible for loss or damages.**
 * 10) Recommended apps are located on Mrs. Lance’s and Mr. Laningham’s wikispaces at http://mhespanol.wikispaces.com/Recommended+Apps . Not all of these are free but they are all helpful and students should discuss with their parents before purchasing anything on-line.

**Attendance** Learning a foreign language requires that a student be in class because much of what we do is speaking and listening. On the block schedule if a student misses one day they have missed two days of course work. We will follow the attendance policy stated in the student handbook. Students may not make up work during class. After 3 absences a phone call will be made to parents or guardian. After 3 tardies a call home will be made and the student will serve after school detention. **Again, it is the student’s responsibility to make up missed work within the time stated in the handbook and assigned by the teacher. If they do not make up work a grade of zero will be recorded.** Students may **make up work and receive additional help** according to the Learning Lab schedule or by scheduling a time with me before or after school. Please try to let me know ahead of time that you will need help or be making up work. Students may also receive help and make-up work during the S.O.A.R enrichment time during the school day.

**Attendance Probation** A student is automatically considered to be on attendance probation: -if he or she failed any class due to poor attendance in the previous semester -if he or she has 5 or more unexcused absences in any class -if he or she has 10 or more total absences in any class -if he or she has 5 or more tardies in any class or combination of classes

Parents of students on attendance probation will be requested to attend a meeting with counselors and/or administrators to address the reasons for the attendance problems and to create a plan for making up time, if necessary. Students on attendance probation may also be barred from participating and/or attending co- curricular activities (this includes but not limited to athletics) field trips, school trips, and after events until they have demonstrated improvement in their attendance.

**Procedures and Rules**

**Respect** Be respectful of others. Never deliberately ridicule or laugh at others. All efforts are appreciated and differences between individuals are just that: differences that enrich our world. Please treat others with the dignity and respect they deserve. Learning a foreign language is fun but challenging at times, we will all make mistakes, even me. Please treat others, as you yourself would like to be treated. The classroom will be a "safe zone" for students. Students will not feel intimidated, undermined or disrespected within its walls.

**Bellwork** There will be an assignment on the board everyday when students come in. They are to be seated and working on this assignment before the bell rings. If a student is not working they will be marked tardy. Standing inside the door is not acceptable. Students will have a special sheet on which to complete this work. Every two weeks bell work will be turned in for a participation grade. **Rules** 1.Be on time!!! In your seat working on bell work before the bell rings. At the door when the bell rings is a tardy. 2.Be prepared!!! I do not loan materials. 3. Behave!!! -Respect the teacher and peers by behaving appropriately. I expect students to be on the pathway to adulthood and a professional. -Pay attention and follow directions the first time. **I do not like to repeat myself!!!!!!!** -Observe all the rules in the handbook.

**Classroom Acceptable Use Policy or C.A.U.P** The following is Robyn Lance’s and Drew Laningham’s Classroom Acceptable Use Policy. These are guidelines that you will be expected to follow while using computers in Spanish class. Please keep in mind: **The use of technology is a privilege, not a right.** This privilege can be withdrawn if abused.

**Students are expected to:**
 * 1) Follow ALL the rules as outlined in the 1:1 student handbook.
 * 2) Follow directions given by the teacher, both oral and written.
 * 3) Use computer only when instructed to do so by the teacher.
 * 4) Work from websites given by the teacher and do not stray from those websites at any time.
 * 5) Cooperate with other students when completing a project or assignment.
 * 6) Use the computer for a tool for learning.
 * 7) Do their best work at all times.
 * 8) Have their computer, usernames and passwords with them unless otherwise instructed.
 * 9) Come to class with their computer charged.

**Students are strictly prohibited from:**
 * 1) Accessing or creating files or materials without authorization.
 * 2) Accessing or creating offensive, profane, or pornographic files.
 * 3) Using Internet games, multi-user domains, chat rooms, personal e-mail or Instant Messenger such as iChat with out specific instructions to do so.
 * 4) Plagiarizing works or violating copyrights or trademarks.
 * 5) Damaging, altering or modifying hardware or software.
 * 6) Attempting to bypass computer security.
 * 7) Using any online translator to write entire sentences and essays or to complete online quizzes or tests.
 * 8) Cheating or manipulating another student’s wiki page.
 * 9) Listening to music while working on the computer during Spanish class.

Disciplinary actions will be taken if any of the above is violated. Possible consequences could be:
 * A yellow card, detention, parent notification
 * Loss of computer access
 * Office referral
 * Law enforcement involvement

**//DISCIPLINE PLAN//**

**Rewards** Praise Positive notes home Work on homework outside when weather is nice Movie Food Game Days Various other positive perks like listening to music or no homework plus the joy of learning and the satisfaction of knowing that you’ve done your best (each day is a clean slate, a new beginning). Remember, Spanish is fun! If you truly believe that, and try your best, you will succeed.

**Consequences** If You **Choose** not to follow procedures and rules: -First Time: Verbal reminder and “Yellow Card #1” -Second Time: “Yellow Card #2” which results in a 30 minute detention to discuss the improper behavior and develop a plan to change it. -Third Time: “Yellow Card #3” which results in 1 hour detention, guardian notification. **-Yellow cards are posted in the classroom and parents may view the content of yellow cards at** **http://mhespanol.wikispaces.com/Parent+Pages**

**If detention is not made up within 3 days it doubles and you will be referred to the office.** Any Level II, III, or IV offense such as verbal and/or physical abuse to fellow students or teacher, the student is immediately sent to the office. **//This type of behavior is not tolerated//**. Disciple on this level may include but is not limited to: parent/guardian contact, detention, community service, confiscation of prohibited items, suspension and expulsion or corporal punishment. Student will also lose their special class privileges such as food day, movie, etc.

**Time flies when you are learning! Again, I know we will have a great semester, learning, laughing, and having fun along the way!**

**Supplies** We are in need of a few supplies to help us through the year. Our budget was severely cut. Students signed up to bring a certain item or items to class. If you can contribute any of the additional items listed below we would be very thankful. Your help and generosity are appreciated. We are not picky and are grateful for used items as well as new. -tissues -hand sanitizer -yarn -hot glue gun sticks -Finding Nemo DVD with Spanish language track and subtitles -Selena on DVD -aprons -rags and dish towels -plastic dish tub or bus pan -cutting boards (no wood or glass please) -sheet cake pans -large molcajete (found at Mexican store behind Western Sizzlin) -plastic forks, spoons, and knives -paper bowls -paper cups for cold -Styrofoam cups for hot drinks -paper plates -first aid supplies -Crayola color markers -water color paints -color Construction paper 9 x 12 -Windex or Clorox Green works glass and surface cleaner -Clorox wipes -unscented baby wipes -computer wipes -colored pencils -blender (need 2) -cooking utensils -heavy duty outdoor extension cord with multiple outlets -outdoor canopy -cooler -table with folding legs -knives for cutting veggies -Wal-Mart cards -iTunes cards -fresh cut flowers (These may seem like a luxury but really do create a pleasant work space for students.) -candy

This is how to contact parent/guardian: Name(s)__.__ __ Day time number: _______ __ Cell Phone number: __ __ Evening number: __ E-mail address:_____

__ **Supplies** __ __ I will send _____ for Spanish class.__

__ I understand that to save paper a digital copy of the class syllabus is on my child’s computer and posted at mhespanol.wikispaces.com (Ms. Lance’s website) or senorlaningham.wikispace.com. Please sign that you have read and understand the Syllabus for Spanish I -IV. Please have students return this signed paper. Students need to keep a digital copy of the Syllabus in their Spanish folder on their computers so that they may refer to it when needed. __

__ STUDENT NAME __

__ STUDENT SIGNATURE ___Date

PARENT NAME

__ PARENT SIGNATURE ___Date

PARENT PHONE_____

__ PARENT E-MAIL ___

Study for the mid-term exam:
 * __el español II__ **


 * Answer in complete sentences. You must also be prepared to speak in the 3rd person and to ask questions during your interview. You will also be asked to describe a picture. Some examples are at the very end of the document. Leave some examples of things you could say. **


 * Anything highlighted in green is something to pay attention to. **


 * Conversation Comebacks **


 * Buena Suerte = Good luck! **
 * Yo también = me too/also **
 * Yo tampoco = me neither **
 * Claro que sí = of course **
 * 1. ¡Qué bien! **
 * 2. ¡Genial! > All 4 mean great, cool, or fantastic **
 * 3. ¡Qué bueno! **
 * 4. ¡Que fantástico! **
 * (No) Está bien (conmigo) = Ok **
 * ¿Qué te parece? = How does that sound? **
 * Me parece bien (mal) = Sounds good/bad. Seems good/bad. **
 * ¿Qué piensas? = What do you think. **
 * Vámanos = Let’s go **
 * Lo siento = I’m sorry **
 * Tú debes... + infinitive= You should Tú debes escuchar **
 * Me gustó = I liked it. **
 * ¿Te gustó? = Did you like it? **
 * Fue _ = It was **
 * Era _ = **
 * A ver = Let’s see **
 * ¿Cómo te fue...? = How was it. How was... **
 * En mi opinión es...... **
 * Yo pienso que si **
 * Yo creo que si = I think so. **
 * Es posible = It’s possible. **
 * Lo siento = I’m sorry. **


 * __A. Para Empezar__ **
 * 1. Según tus amigos ¿Cómo eres? (advanced adjectives from handout: independiente, soltero, discreto, etc.) **
 * 2. ¿Eres paciente o impaciente? ¿Eres trabajador or perezoso(a)? **
 * 3. ¿Cómo es tu mejor amigo(a)? **
 * 4. ¿Cómo es _ (name of person. Use advanced adjectives from handout: independiente, soltero, discreto, historico) **
 * 5. ¿Quiénes son tus amigos? **
 * 6. ¿Cómo son tus amigos? **
 * 7. En general, ¿Qué haces los fines de semana? **
 * 8. ¿Con quién pasas tiempo los fines de semana? **
 * 9. ¿Cuándo vas al gimansio (trabajo): nunca, a veces o todos los días? **
 * 10. ¿Qué hace tu familia en el verano? **
 * 11. ¿Pasas tiempo con los amigos? **
 * 12. ¿En dónde vives? ¿Vives cera del parque? **
 * 13. ¿Practicas deportes? ¿Tocas un instrumento? **
 * 14. ¿Comes la cena con la famila? ¿El desayuno? **
 * 15. ¿Adónde vas los fines de semana? ¿Qué haces? **
 * __B. Weather__ **
 * 1. ¿Qué tiempo hace? ¿Cómo está el clima? **
 * 2. ¿Qué tiempo hizo (hacía) ayer? **
 * 3. ¿Qué tiempo hará mañana? **
 * 4. ¿Qué día es hoy? ¿Cuál es la fecha? **
 * __C. Gusta(n) Unit__ **


 * 1. ¿Qué te gusta? **
 * 2. ¿Qué te gusta hacer? **
 * 3. ¿Te gusta(n) (la música) (los animales)? **
 * 4. A (name), ¿qué le gusta? **

__** 6. ¿Qué haces para ser un buen estudiante? (pg. 24) **__ __** 7. ¿Conoces un poema en español? **__ __** 8. ¿Qué se prohíbe en tu escuela? **__
 * __D. 1A ¿Qué haces en la escuela?__ **
 * 1. ¿Qué reglas tienes en tu escuela o en tu clase? **
 * 2. ¿Qué clases tomas (tienes)? **
 * 3. ¿Qué necesitas para la escuela? **
 * 4. ¿Qué tienes que hacer en cada clase? pg. 22 **
 * 5. ¿Qué haces en la clase de __(biología, español)?__ **

__** 1. ¿Cuáles actividades extracurriculares te interesan? **__ __** 2. ¿En qué participas? **__ __** 3. ¿Practicas un deporte? **__ __** 4. ¿Qué prefieres hacer? **__ __** 5. ¿En cuáles actividades participan los amigos? **__ __** 6. ¿Qué piensas de........? pg 53-54 **__ __** ej. Yo pienso que el álgebra es mejor que el latín. El inglés es tan popular como la fisica. **__ __** 7. Para tí, ¿Cuál es la actividad extracurricular más importante? **__ __** 8. En tu opinión, ¿quién es **__**el (la) cantante__ más talentoso de la escuela? underline word can change. __** __** 9. ¿Qué sabes hacer? **__ __** 10. ¿Sabes hablar el español o el latín? **__ __** 11. ¿A quién conoces? ¿Cuáles lugares conoces? **__ __** 12. ¿Conoces la música de Celia Cruz (or other singer)? **__ __** 13. ¿Sabes jugar al vóleibol? **__
 * E. 1B ¿Qué haces después de las clases?**

__** 1. ¿Cómo es tu rutina diaria? **__ __** 2. ¿Haces tu cama? **__ __** 3. ¿A qué hora sales para la escuela? **__ __** 4. ¿A qué hora te levantas? **__ __** 5. ¿Te duchas o te bañas? **__ __** 6. ¿Te cepillas los dientes antes de o después de comer? (logical order, pg. 81) **__ __** 7. ¿Cuándo te lavas las manos? **__ __** 8. ¿A qué hora te acuestas? **__ __** 9. ¿Te duermes enseguida? **__ __** 10. ¿En general duermes mucho o poco? **__ __** 11. ¿Cuántas horas duermes normalmente? **__ __** 12. ¿Cómo te sientes **__**___(situations) (después de las clases) (cuándo recibes una A)?**
 * G. 2A. ¿Cómo te preparas?**
 * Reflexives (me, te, se, nos, se) and stemchange review**
 * 13. Los fines de semana, ¿Te despiertas tarde o temprano? **
 * 14. ¿Que ropa llevas a ….....? la escuela, la iglesia, una cita, un baile elegante (pg. 78) **
 * 15. ¿Qué haces por la mañana? ¿Por la tarde? ¿Por la noche? **
 * 16. ¿Cómo te preparas para la cama? **
 * 17. ¿Te preparas rápidament o lentament? ¿Cuánto tiempo necesitas para ducharte? **

During the first week of school, students are to review all links on the following website: www.phschool.com, course content (click here), companion websites, world languages, realidades, level 2, Para Empezar and Chapter 1A.

A. Looking at Performance Assessment for Thursday. You may download the track, listen to it as much as you would like, practice writing and speaking. However, you will NOT be able to use your notes. You will be using QuickTime or Photo Booth to record yourself.

How does a IPA work: You will have a listening or reading. You will use that listening or reading to have a conversation. You will also use the listening, reading or conversation to write a letter, presentation or give a presentation.

*Get listening worksheet from teacher.

Rubric

Listening portion

Para Empezar - Actividad 1, pågina 1, Track for IPA

media type="file" key="03.m4a" width="300" height="50"

media type="file" key="04 wkbk act. 2, p. 1.m4a" width="300" height="50"