January 1, 2008
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8th Grade Spanish 2011-2012
Maestra: Cori O'Hagan
cohagan@windrush.org / 510-970-9580 ext. 270
I want to take a moment to thank both students and parents for the great work that Windrush Spanish students have been doing in our first four weeks together. I have been consistently moved by the positive attitudes, cooperativeness, and general kindness of students in regard to one another and myself. I am also very impressed with the students’ academic dedication and level of Spanish language comprehension as well. As a general group, Windrush Spanish students have a great base knowledge of the language and the skills to continue growing and learning. I have every confidence in all of them, and I know they will undoubtedly achieve wonderful things with their second language. It has been very exciting to work with your children.
I want to communicate that I am continuing with the same curriculum map that was created by Señor David along the lines of social justice as integrated with the grammar and vocabulary themes of 6th grade Spanish. We have the same goals and objectives presented in Señor David’s syllabus at the beginning of the year.
files/u46/8th_Grade_Syllabus_2011-2012__new_.pdf
In working with the 8th graders this year, I will strive to make Spanish fun and relevant for them while at the same time presenting them with academically challenging material. It is my goal to enable all students to attain proficiency in the communication and understanding of the Spanish language, and to make Spanish fun, academically challenging and accessible to all. Working towards the goal of proficiency, I also strive to sharpen students’ critical thinking skills, strengthen their cultural literacy and increase their appreciation for cultural differences. With these objectives in mind, I will use a wide range of materials, activities and projects for all levels of Spanish speakers to inspire active learning both in class and at home. In addition to learning how to communicate in Spanish, students will also explore the cultures of the Spanish-speaking world. In our cultural units, we will examine issues such as gender, class and race to gain a better understanding of the people who speak Spanish as a native language. I will also ask the students to look at how and why Spanish is important to them, and what methods suit them best in learning a foreign language. It is my hope that the students will gain both a working knowledge of the Spanish language and of their own learning styles to prepare them to succeed in language learning throughout their time at Windrush and beyond.
I will work my hardest to use a wide range of materials, activities and projects for all levels of Spanish speakers to inspire active learning both in class and at home. To do this, we will use speaking, listening, reading, writing, singing, dancing, and watching activities to increase our fluency in the Spanish language and of the cultures of Spanish-speakers. Attached to this document, you will find a curriculum map that shows the grammar topics, language tasks, and cultural units we will study each month.
Homework and Grading Policy
Homework will be assigned most days, and unless otherwise noted, will be due the following class period. I will assign projects and larger assignments well enough in advance to give students ample time to complete them. Students will copy all homework assignments and project work in their planners at the beginning of each week. This information will also be posted to the homework website each Monday afternoon.
Although I will not collect every homework assignment, I will check and give points for completed homework. When homework is collected, I will give points based on the accuracy of the answers and the effort put forth in each assignment.
If daily homework is late, it can be turned in up to five school days after the completion date for partial credit. If larger assignments and projects are late, students will lose one letter grade for each day that it is late. Any emergencies or extreme cases will be treated individually and in collaboration with the student’s family. If a student is absent, it is important that they check the homework website (or with a classmate) for any assignments and then check-in with me upon their return to school so that they don’t miss any work.
Each semester, students will receive their grade according to the following categories:
Active and Meaningful Participation - 15%
Homework- 30%
Assessments- 30%
Projects- 25%
Students will receive an overall grade at the end of each trimester, and will be according to the following breakdown:
97-100 - A+ 77-79 - C+ 59 and below - F
94-96 - A 74-76 - C
90-93 - A- 70-73 - C-
87-89 - B+ 67-69 - D+
84-86 - B 64-66 - D
80-83 - B- 60-63 - D -
Assessments
Students will be assessed frequently and in a variety of methods. Usually, assessments will occur on a bi-weekly basis so I can gauge student’s understanding of course material and their ability to use that information to communicate in Spanish. Assessments will consist of both formal and informal quizzes, oral presentations/exchanges, listening comprehension activities, and short writing assignments/essays.
I will also issue a more comprehensive assessment one or two times during the school year where I will ask the students to recall lessons learned earlier in the curriculum. Again, the objective of these types of assessments is to evaluate whether or not the students have incorporated class material into their working knowledge of Spanish. The cumulative assessments will help to determine the path that our class will take and will begin preparing students for high school studies and exams.
Classroom Materials and Resources
At the beginning of the school year students will be issued their own textbook and workbook. While the workbook is theirs to keep, the textbook is checked out to them for the year and will be turned in at the end of the school year. It is expected that each student cover his or her book with some type of protective cover. The student’s family will be financially responsible for any lost book ($70) or any damages to the book beyond normal wear and tear.
It is extremely important that students bring the following materials every day: their textbook, workbook, Spanish binder with labeled dividers and paper, a pen or a pencil, a dictionary, and any other materials that we are using at the time. If a student does not come to class prepared, it will be reflected in their weekly participation grade.
[If the cost of these materials prevents students from having them, I have a supply of binders, papers, and pens/pencils that students are welcome to have with no questions asked.]
Our Spanish classroom has numerous books and materials that the students are invited to use for projects and/or free time. I will occasionally give students free time to work on homework and projects, play games, or read books from the class library.
Binder Checks
Students are expected to keep a 1.5”, 3-ring binder and bring it to class every day. The binders should be labeled with the student’s name and class on the front cover, and have five dividers inside labeled: class work, homework, notes, assessments, and projects. In addition, students should also make sure they have lined paper for notes and activities. Once or twice during the school year, I will check the binders to make sure that they are neat and organized, and contain all of the materials that we have been working on. These binder checks will be announced one week in advance and I will provide a checklist of the materials that the students should have by that time. I will also continually spot-check binders to encourage organization among our students.
Student Portfolios
Over the course of the year, students will compile portfolios of the work that they have done so that they have a record of the progress that they’ve made in the language. Portfolios will be kept in class and will contain the students’ assessments, projects, and major class work/homework assignments. Although these will be kept in class, students are able to access their portfolio by checking in with me.
Extra Credit
Throughout the school year I will offer several opportunities for extra credit that students can use to raise their grade. Although extra credit can help a student’s grade, it should not be seen as a replacement for not doing homework or a low score on assessments.
Classroom Expectations
In order to create a comfortable and safe learning environment, I expect the students to uphold the following rules:
1. Come to class prepared and ready to participate
2. Respect themselves and the rights and property of others
at all times
3. Cooperate with their teacher and classmates
4. Accept responsibility for their actions, both positive and
negative
5. Abide by Windrush's Bill of Rights and Responsibilities at
all times
In the first week of class students will be asked to come up with a list of rules that they are to agree on as a class and follow throughout the year. These community norms will guide student behavior and set protocol for leaving the classroom, getting out of seats, etc.
Consequences
If a student violates the Bill of Rights and Responsibilities, or any of our classroom norms, academic and behavioral consequences may be issued. Consequences are intended to remind students of the importance of creating and upholding a safe learning environment for everyone in the class. They can range from loss of points/credit to completion of behavior management forms to removal from class, depending on the incident. Consequences are handled on an individual basis, and require direct and honest communication between the student and myself.
With that said, I am truly looking forward to working with the 8th graders this year. Please feel free to contact me via email or phone if you have any questions and/or comments.
2.) Homework Assignment Descriptions and Grading
As mentioned in the course syllabus, homework will be assigned most days and unless otherwise noted, will be due the following class periods. Daily homework usually consists of, but is not limited to, the following types of activities.
1. Workbook Pages or Worksheets - These assignments are for vocabulary and grammar practice, and require the student read the directions and then complete the activity based on the instructions. These activities will range from verb conjugations to vocabulary recognition to sentence formation.
2. Writing Assignments - These assignments will vary in their length and difficulty, but in general students are required to write either individual sentences or a complete paragraph about the given topic. I will give specifics for each assignment and students will be responsible for incorporating all necessary components into their writing. It is extremely important that students do not translate (or use online translators) to complete these assignments. Doing so will result in a request to redo the assignment, as translating is not an effective way to learn to communicate.
3. Flashcards - Making flashcards will be assigned for each new unit to help students practice learning vocabulary terms. Students should use 3x5 (or similar) note cards and use a paperclip/rubber band to keep them together. I will supply note cards for those students who don’t have them.
4. Miscellaneous Assignments - From time to time I will assign homework that falls outside of the above activities. The miscellaneous assignments will range from study for assessments to project work to research and other creative activities. For each, students must meet all requirements as specified in class and on the homework website.
Although I will not collect every homework assignment, I will check and give points for completed homework. When homework is collected, I will give points based on the accuracy of the answers and the effort put forth in each assignment. If daily homework is late, it can be turned in up to five school days after the completion date for partial credit. If larger assignments and projects are late, students will lose one letter grade for each day that it is late. Any emergencies or extreme cases will be treated individually and in collaboration with the student’s family. If a student is absent, it is important that they check the homework website (or with a classmate) for any assignments and then check-in with me upon their return to school so that they don’t miss any work.
Along those same lines, I keep grades in three different forms.
1. Grade Book - This is my actual grade book in which I record points for assignments, projects, assessments, and participation.
2. Easy Grade Pro - This is my electronic grade book that computes all grades entered from my grade book. Students will be given copies of their grades at the middle and end of each trimester. These grades will provide them breakdowns of assignments, and category-based grades for homework, projects, assessments, and participation.
3. Student Grade Sheets - Students are asked to keep a chart at the front of their Spanish binder that lists all assignments. As they receive corrected worked, they write down their grade so that they have a copy of their point totals for homework, assessments, and projects.
3.) Assessments
To check comprehension of material and to gauge students’ progress in communicating and understanding Spanish, I will frequently issue assessments in the form of tests, quizzes, task-based activities, and projects over the course of the school year. Please find below a description of each:
1. Quizzes - These are short, formal assessments that are usually given to assess vocabulary or a specific grammar point. In general, students should study 1-3 nights for quizzes, although some will be pop quizzes.
2. Unit Tests - If given, they will occur at the end of each chapter, and serve to evaluate students’ retention of material learned in a chapter or unit. These assessments will cover grammar, vocabulary and communicative abilities, and can include reading comprehension, listening comprehension, oral production and written production. In general, students should prepare for 4-5 nights before each test.
3. Task Based Assessments - This form of assessment asks students to complete a task in the Spanish language that we have been learning how to do. For instance, in a unit on food, a student might be asked to write a review of a Spanish-language restaurant or role play a scene at a restaurant. These assessments evaluate directly how a student is able to use the Spanish language in real world settings. Students will have practiced this task before being asked to do so for evaluation.
4. Oral Interviews - These occur two to three times per year and allow me to assess each student’s ability to communicate orally. Interviews may happen one-on-one or in groups. Specific information for these will be passed out at least one week before the interview.
5. Cultural and Language Projects - Projects combine language learning with cultural learning, as they offer the opportunity for students to learn about culture while using the language that they’ve learned. In general, we’ll do 2-3 large projects a year, in which students will receive a detailed rubric and explanation. Students will have both class time and homework to help them complete the project, which usually lasts 2-3 weeks. In the 7th grade, we will most likely complete the following projects:
a. Hispanic Heritage Month (October)
b. Spanish Shopping Trip (November/December)
c. Childhood Fables (April)
d. Latino Artists for Social Justice (May)
For all assessments, students will be given a grade via a rubric and/or a letter grade with written feedback.
