Spanish 1A & 1B



Spanish 2A & 2B, Room A106

Mrs. Schumacher

E-mail: meredith.schumacher@k12.sd.us

Phone: 605-725-8136 (not my classroom phone)

Cell: 605-366-8366

CLASS DESCRIPTION

Spanish 2A begins with the expectation that the student has a solid foundation of grammar, vocabulary, and sentence structure in the Spanish language. The prerequisite for Spanish 2A is successful completion of Spanish 1A & 1B. Successful completion of Spanish 2A is the prerequisite for Spanish 2B. Meaningful communication is emphasized in both oral and written work. Speaking Spanish in the classroom will be emphasized. There is also a cultural component, which exposes students to the geography and more of the cultures of the Spanish-speaking world.

ATTENDANCE

Attendance is a vital part of class and holding students accountable for their attendance is also preparation for their future college/career plans. Students may make arrangements with me to make up any tardy or cut. This arrangement must be made in a timely fashion.

MATERIALS

We will be using the textbook “Realidades”. In order to make the course more interesting I use many supplemental materials, some of which I create and some of which come from other sources. I also use music, artwork, puzzles, and games to address different learning styles. All students must have a pencil, a folder, and a notebook that they must bring to class every day along with the “Realidades” textbook. They will use the notebook for notes, assignments, vocabulary lists, poems, songs and writing. Ideally the notebooks become personal dictionaries, and former students have found them useful in Spanish 3, 4, or college courses. The textbook website, , has extra practice activities that are helpful, as well as my website, sraschumacher.. The textbook site is linked on my homepage.

HOMEWORK, TESTS, & QUIZZES

There will be a quiz every week and a test about every other week. There is always homework assigned at the end of the class period. Typically it is only an assignment that would take 20 minutes at the most, but there are times when students are given larger assignments. I always allow at least 5 minutes at the end of class for students to start their work. That way, if they have any questions or don’t understand the directions, I am here to help before the bell rings.

Tests are multiple choice, true/false, short answer, and essay. Sometimes there will be matching or maps to complete as well. I always review thoroughly with students so there is no question what will be on the test. The sooner a test is made up, the better it is for the student, as the material will be fresh in their memory.

I expect students to do some studying every night, whether or not I assign written work. This is far more effective than studying for an hour once a week or cramming before the test. There is always a vocabulary list to work on, and I encourage the students to speak Spanish to their friends and family members. Any kind of practice is helpful. Even if you do not speak Spanish, ask your child to say a few words at home.

****LATE/MAKE-UP WORK & “ICU”****

Late homework will be accepted. With the ICU list, “Intensive Care Unit” list for missing homework, I will be requiring students with missing assignments to stay after school to complete them, regardless of any athletic practices or work. Your child will be given a deadline to get the homework in, and after that, they must stay after school with me. For example, if I notify a student on Monday that they have missing assignments and that the “ICU” session is Thursday after school, they have until Thursday to turn in the assignments. If the assignments are not turned in by Thursday at the end of the day, the student MUST stay after school. If a student chooses NOT to stay after school, they will be issued a detention and that will go on their behavior report. If students do not want to come to ICU, the solution is simple: get the work done on time or before the ICU session. Any EXCUSED absence is given 2 days to make up the work for each day missed unless the assignment was due on the day you were absent, then it is due right away when you return.

EVALUATION

Grades are based on homework, tests, and quizzes. I do not weight the gradebook. Students will receive a midterm report which will be given to parents at parent/teacher conferences. If parents are unable to come to conferences, I will send the grade sheet home to be signed & returned. Parent Portal is kept up to date, and it is my goal to always have grades entered within 24 hours of when the assignment is turned in. I drop the lowest daily assignment in the gradebook. You will see one assignment “grayed out” in the gradebook (in the daily work category) with an asterisk and the word Dropped behind it. I do this as a “freebie” to the students; I understand we may have bad days, and dropping the lowest score is a courtesy to help avoid one assignment bringing down a student’s grade. Missing assignments are marked as a zero, and therefore a student’s lowest grade and will be dropped. This does not mean that the student doesn’t have to do the assignment.

CORRECTIONS

Any student may do corrections on ANY assignment (except for tests). Doing corrections helps a student learn the material more thoroughly—especially since they will be correcting the questions they have gotten incorrect and therefore need to learn that better. It is a student’s choice to do corrections. Corrections cannot be done during class time. You will be able to see corrections in the gradebook by looking for “original grade XYZ, did corrections.” Corrections must be done before the chapter test is taken. After the test is done, this opportunity has passed. The point of corrections is to relearn the material, and therefore do better on the test. Please e-mail, call, or text with any questions.

BEHAVIOR EXPECTATIONS

I tolerate ZERO violence, horseplay, teasing, bullying, or cursing. No electronics are allowed in the classroom. I expect students to work with me to cultivate an atmosphere of kindness and respect. If students admit their own confusion and mistakes freely, others will be encouraged to do the same. If one student has a question, I can guarantee you that others have the same question as well. I am very, very open and understanding to questions or needing more help, you just have to bring it to my attention as I have a classroom full of students that may be at different levels of understanding.

Parents, here’s the vital info you need to know.

1. Students can do corrections on quizzes and daily work for ½ credit earned back, BUT these must be done before the chapter test is taken. After the test is done, this opportunity has passed.

2. You can tell if your child is doing corrections by checking Parent Portal. Call me if you need help getting an account set up. There is even an app for that!

3. The grade book is typically up to date. If your child is missing an assignment, they are missing an assignment. E-mail me with questions.

4. I am giving this syllabus back to your child after it is turned in & I see that you have read & signed this. That way, you have this paper for your reference in the future. If you want an extra copy, I would be happy to e-mail an attachment to you or send a paper copy home.

5. I’m available during 2nd super study (M, T, Th, & F) and after school most days to provide extra help to students.

6. E-mail: Meredith.schumacher@k12.sd.us

7. Cell phone (call or text): 605-366-8366

8. Sign up for the remind app: text @fa98g2 to 81010 (at most, two texts/week and will end in May)

9. If you would prefer to use notifications from the app instead of texts,

By signing this syllabus, you are stating that you have read and understand the content in this syllabus. You know what is expected of the student and how to get in touch with Mrs. Schumacher if there ever is a need to do so. You are stating you are aware of the classroom procedures and that students may do corrections.

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