SPANISH 4H COURSE SYLLABUS

North Atlanta High School

I. Teacher Information

Instructional staff: Angela Johnson Phone number: (404)-802-4700

Room Number: 6117 E-mail: angela.johnson2@atlanta.k12.ga.us
Academic Year: 2018-19 Tutorial: Monday & Thursday, 3.45-4.45pm

Website: http://johnsonangela.weebly.com/

II. Course Description and Objectives

This course supports “phase 4” language acquisition and it focuses on the continued development of
communicative competence in the target language and understanding of the culture(s) of the people who speak the
language. It acknowledges that the students have completed a Level III/H course and they are at a novice high-
intermediate low level of proficiency upon arrival in the course. Students use language structures and
conversational skills with accuracy and recombine learned material to express their thoughts. They are exposed to
more complex features of the language, moving from concrete to some abstract concepts. Moreover, students will
become acquainted with life in Spanish-speaking countries through various media, including printed text,
video, audio and the Internet. The student will learn to communicate in terms of four standard
proficiencies: listening, speaking, reading and writing.* Instruction is in the target language: Spanish.

*The level requirements in terms of a breadth of National Standards for Foreign Language Learning are
available via www.actfl.org. Otherwise, the depth of the national framework is articulated in terms of the
Common Core / Georgia Professional Standards – http://www.gadoe.org/Curriculum-Instruction-and-
Assessment/Curriculum-and-Instruction/Pages/World-Languages-and-International-Education.aspx.

While teachers access resources for the course via the Online Curriculum Center- http://occ.ibo.org
Students and parents may feel free to peruse the standards of language acquisition for the IB/MYP at
http://www.csdecou.qc.ca/ecolesecondairerochebelle/files/2014/05/Language-acquisition-guide-For-
use-from-September-2014.pdf

Herein, a standard scope for the course of study for Spanish IV purports that students will engage in a
thematic sequence of activities.

IB/MYP - Middle Years Program

This course is part of the International Baccalaureate Middle Years Programme at North
Atlanta High School which aims to help IBMYP learners to become inquirers, knowledgeable, thinkers,
communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. The learning
experiences will allow students to gain analytical skills to promote informed decision-making, engage in
teamwork and collaboration, frame their own inquiries, pursue personal aspirations, set challenging
goals and have persistence to achieve them. Students will work towards a deepening of their
conceptual understanding as they approach concepts from a range of perspectives. As concepts are
studied throughout the year, the following global contexts will be in constant consideration: identities
and relationships, orientation in time and space, fairness and development, globalization and
sustainability, scientific and technical innovation, and personal and cultural expression. IBMYP
Assessments aim to support and courage student learning by providing feedback and promoting deep
understanding of subject content by supporting students in their inquiry in real-world contexts. Specific
assessment criteria with subject objectives will be provided. A year-long IBMYP personal project
 accompanied by a journal is to be produced at the end of the 10th grade year. The personal project
enables students to engage in practical exploration through a cycle of inquiry, action, and reflection.
Timelines and descriptions of tasks will be provided. Students will be assessed on a 0-7 IB scale in order
to receive an IB grade at the end of the course. The IB grade will not affect students’ transcript grades
and it is for IB reporting purposes only.

III. Materials:

Students will need the following materials every day in order to be prepared for learning:

1) REALIDADES textbook: level 3 (part II) with integrated higher level 4

2) a classroom binder and or a composition book
3) a USB 3.0 flash drive (compatible with the local classroom Internet)
4) 3 #2 pencils
5) a small pencil sharpener
6) a pen (must be erasable with blue or black ink only)
7) notebook paper
8) Kleenex and/or hand sanitizer as needed

Students will utilize interactive textbooks – REALIDADES 3 (part II) and REALIDADES 4 (selected activities)
– in the classroom; however, the textbook and its components, including the workbook, may be accessed
electronically via the student’s account via MYBACKPACK.

IV. Course Outline:

GLOBAL CONTEXT &
THEMATIC UNIT SEQUENCE
Identities & Relationships:
“Trabajo y comunidad”
(Realidades 3, unit 5)
Orientation in Time and Space:
“¿Qué nos traerá el futuro?”
(Realidades 3, unit 6)
EXTENDED UNIT 1 – Realidades 4
Middle Years Program (MYP)
INQUIRY QUESTIONS* TIMELINE
 What personal qualities
and skills do I need to be August
successful in the
workplace? Diagnostic assessment
 How does volunteer and
community work support Notes:
my career goals?
4.5 weeks assessment
 To what extent can I
prepare myself for a job
interview?
 What are the careers of
the future? September-October
 How do my personal
qualities help to Notes:
determine a career path?
Midterm / 9 weeks assessment
 To what extent will our
ideologies anew inform
architectural designs?

Scientific and Technical Innovation:  What is the meaning of:

myth, legend and November-December
“¿Mito o realidad?” phenomena?
 How do mysteries of the Notes:
(Realidades 3, unit 7)
past inform our hopes and
desires for the future of 13.5 weeks assessment
human-kind?
Review& Final/18 weeks
 To what extent does
human thought reflect the
world around us?
 Personal & Cultural Expression:
“Encuentro entre culturas”
(Realidades 3, unit 8)
(Also, see Realidades 4, unit 8)
 What is cultural diversity?
 How is the diversity of January-February
Hispanic/Latino
communities reflected in Notes:
the world around us?
4.5 weeks assessment
 To what extent does
tourism enhance the
exchange of culture?

Globalization & Sustainability:  What are some

“Cuidemos nuestro planeta”
(Realidades 3, unit 9)
(Also, see Realidades 4, unit 2)
environmental issues at- March-April
large in the world?
 How can climate control Notes:
be enhanced?
Midterm / 9 weeks assessment
 To what extent is
pollution responsible for
13.5 weeks assessment
the destruction of our
(including content till unit 4A)
natural resources in the
eco-system?

Fairness & Development:  What is the meaning of

“¿Cuáles son tus derechos y
deberes?”
(Realidades 3, unit 10)
(Also, see Realidades 4, unit 3)
independence? May
 How do our opinions
promote change towards Notes:
citizenry and the rights of
others? Final / 18 weeks
(comprehensive exam)
 To what extent do rules
and regulations inform us
about our rights and
responsibilities?

*Proficiency-based inquiry questions are included to clarify differentiated levels of difficulty per the IB/MYP course
guidelines as factual, conceptual and debatable and, moreover, to ensure depth of knowledge no less
(http://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdf) for the sake of rigorous
Teaching and Learning.

V. GRADING POLICY:

A. APS assignment categories

A1. Diagnostic assessments – (initial and integrated review activities)

A2. Formative assessment – 45%

Interpersonal Mode of Communication - (Speaking, Listening, Reading & Writing), quizzes, daily class work, hands-on
mini-projects

A3. Summative assessments – 45%

Interpretive Mode of Communication - (Reading & Listening), including pre-summative: common 4.5 weeks, 9 weeks
and 13.5 weeks assessments and integrated reflection tasks

Presentational Mode of Communication - (Speaking and Writing), including integrated reflection tasks, research
papers/essays, oral presentations and/or out-of-class projects

A4. Final exam (18 weeks assessment) – 10 %

 B. APS grading scale: C. IB/MYP scoring: 0-8 (see the OCC)

A: 100-90 C1. IB/MYP criteria for proficiency *****

B: 89-80 (a) Comprehending spoken & visual text
C: 79-70 (b) Comprehending written & spoken text
F: 69 < (c) Communicating in response to spoken, written
and visual text
(d) Using language in spoken & written form

Progress Report – per APS calendar Report Card –quarterly per APS calendar
September October
November January
February March
April June

D. Late work

o It is important that all students turn in assignments on time. Many assignments build upon each other
and missing work can result in gaps in the student’s understanding of the course material. In cases
where a student does not turn in an assignment on time and there is no excused reason for the missed
work, students have the opportunity to turn in missed assignments within 2 weeks in any class for all
or some credit. For instance, if an assignment was due on Monday the 1st, the late work must be
turned in by Monday the 14th (whether the class meets that day or not…student must hand deliver or
email the work to the teacher by the 14th day).
o Teachers have the right to make alternate assignments that cover the same standards in place of the
original assignment. Whether making up an alternate or an original assignment, it is imperative that
the STUDENT requests the assignment from the teacher – it is not the teacher’s responsibility to
remind the student they did not turn in an assignment. Student’s must either request this work via
email or come after school to meet with the teacher to find out what assignment they must
complete. These discussions will not take place during class time and should occur on a one-on-one
basis.
o All late assignment work that is turned in within the 14 day deadline is subject to full or partial credit
per the teacher’s discretion. For instance, some teachers may take points off for every day it is late
or some teachers may decide that the maximum grade the student can receive on the late assignment
is a 70. Each individual grading policy is stipulated in the teacher’s syllabus.

E. NAHS Exam re-take policy

o All students have the opportunity to retake summative assessments for any assessment they
wish to show mastery (mastery is considered passing or 70%). The alternate assessment will
cover the same standards.
o Students must request the alternate exam and the teacher will sign a contract with the student
and notify parents informing them of the details.
 Students have up to TWO WEEKS to either turn in or take the alternate assessment from
the date they are issued their initial grade. Students must also attend at least ONE
TUTORIAL with the teacher before the alternate assessment is given. The grade they
receive on the alternate exam is the final grade for the assessment (please note that the
alternate assessment grade may be higher or lower than the initial assessment grade.
VI. CLASS EXPECTATIONS:

A. Classroom etiquette

1. Be prepared and on time.

2. Respect and listen to others.
3. Seek authorization to use electronic devices: laptop, iPAD, cell phone, ipods, MP3 players, etc. from
the teacher for learning purposes only; however, leave food and drinks outside of the classroom.
4. Expect intellectual challenges.
5. Demonstrate openness, creativity and cultural awareness.

B. Attendance is obligatory. Absences and/or excessive tardies need to be confirmed with the
attendance office; however, students who arrive late will be required to sign in late for class and their
names will be collected by the office on a rolling basis throughout the day. The door will be closed and
opened per: bell-to-bell, focused instruction. Detention may be required.

C. Behavioral Consequences

1. Review the student handbook for non-compliance with school policies and procedures. Student
behavior may be managed, including but not limited to a verbal warning, parent conference –
teacher intervention, teacher-assigned detention for 30 till 60 minutes with parent contact and/or
an administrative referral if such a detention is not served.

2. Students will not be allowed to return to their lockers after the fact to retrieve materials during the
class. Students will be managed in accordance with the reality of their absenteeism from / tardy
arrival to class per the administrative behavior management plan, if s/he decides to do otherwise.

X. Have a successful language learning experience!

1. Bring your MATERIALS to class every day! If the initial workbook that is provided by the school district is
lost, then the individual student must purchase / pay for another one within the current year at cost. If a
homework folder is lost, the student is responsible for acquiring a new one and for the materials that are
instructed already and s/he remains responsible for knowing the resources that are contained therein.

2. TUTORIAL: Note that not all assignments and/or classroom interactions may simply be turned in for a grade.
If a student is absent, then some sort of presentation may be involved as that is the established norm for
determining compliance with articulated – national, state and local – proficiency standards. She may check
the make-up tutorial book for missed assignments, though the interactive classroom experience cannot be
assured except that an absent student should be prepared to attend tutorial for at least forty five minutes.
Please know that assessments must be completed in the presence of the teacher of record only or per an
approved accommodation. If you are absent, then plan to attend tutorial.

3. INTERNET BASED PRACTICE / SELF TUTORIAL: Use your resources!!! Go to www.realidades.com

based upon REALIDADES that students may use to practice lessons from the current day with no password
required for access. Classzone is a great tool for improving proficiency and for preparing for quizzes and
unit exams. Also, an optional site is: www.studyspanish.com (a free grammar-based resource that is readily
available for tutorial

4. STUDYING: Language acquisition is challenging; however, nightly review will improve your proficiency.
Proficiency is a realistic outcome of the continuous engagement in classroom activities – not being absent,
talking or doing other things away from assigned tasks - so that the individual may improve their abilities to
read, write, speak and listen effectively in the target language. It is suggested that a student invests in
her/himself least 20 minutes per night of classroom study and up till not more than one and a half hours
before the common midterm, common final and thematic unit quizzes.
 5. MyBackPack: Access the actual textbook for REALIDADES and interactive resources via E-tools
/ Foreign Language icon.

NOTE TO PARENTS: Parental involvement increases a child’s achievement. Student performance may be viewed via
the Infinite Campus student information system; however, parents are encouraged to contact me, if they have any sort of
questions or concerns about their child(ren)’s progress. Parent / Teacher / Student conferences will be scheduled through
the counselors and/or other authorized administrative staff. Please ensure interactive and timely communications for so
that we can forge a positive and challenging learning environment!

---KEEP SYLLABUS. DETACH IT, BUT HAVE YOUR CHILD TO RETURN THIS FORM SIGNED TO THE TEACHER---

This returned portion of the syllabus verifies that you have received the course syllabus [ESPAÑOL 4/H].

Moreover, we are committed to communicate in order to better serve the needs of:

________________________________ __________________________________
Student’s name (print) Student’s signature

Angela Johnson
Teacher’s name Teacher’s signature

Comments: This course supports a systematic deficiency for students to be able to move onto Spanish V during the next
school year. A balance of instructional techniques will ensure that students make progress towards the intermediate low –
till intermediate mid ranges of proficiencies. Any student who decides to enroll beyond this course in AP Spanish
Language & Culture on next school year may do so without the teacher’s recommendation and full awareness of the
upcoming instructional Advanced Placement standard as a 5th / 6th semester college level course.

________________________________ ____________________ and ____________________

Parent / Legal guardian’s name E-mail Telephone / Cell phone

________________________________ _______________________
Parent / Legal guardian’s signature Date signed

QUESTIONS / DISCUSSION NOTES ABOUT THE COURSE REQUIREMENTS: