• Course Information for Spanish 3 Sra. Raj 2011-2012


    The Spanish III course is a continuing course designed to deepen the students' knowledge of the Spanish language and Spanish and Hispanic cultures, as well as providing an introduction to literature from Spain and Latin America. It is a standards-based course that meets the a-g requirements. The course emphasizes effective, confident communication. Students speak Spanish in every class, give frequent, and often spontaneous, oral presentations, take written and listening comprehension examinations, read short stories in Spanish, and write brief essays inspired by their readings or current events. Project-based learning is an integral part of the course.


    By the end of the year, students will be able to:

    · Engage in real-world communication.

    · Speak and write using correct grammatical forms and expanded vocabulary.

    · Understand and produce paragraphs and strings of paragraphs.

    · Understand conversations and narratives on familiar topics.

    · Interact using culturally appropriate language.

    · Demonstrate an understanding and appreciation of the Spanish/Hispanic cultures.

    · Demonstrate an awareness of the global community.

    · Understand the need for proficient communication in a second language.

    · Conjugate and use verbs in the simple present, past, imperfect tenses and the subjunctive.

    The course is taught almost exclusively in Spanish and the students are required to participate and respond in Spanish.


    · Realidades 3 by Prentice Hall, 2004

    · Practice Workbook

    · Writing, Audio and Video Workbook

    · Supplemental materials

    · Internet


    ü Arrive to class before the tardy bell.

    ü Bring all materials each day (notebook, textbook, workbook, pen/pencil, homework).

    ü Be ready to begin work at the tardy bell.

    ü Start the “Do Now” immediately. It is always posted on the board.

    ü Gum, food, drinks, hats, hoods, electronic devices are not permitted.

    ü Stay engaged in the lesson; enjoy learning.

    ü Work with assigned partner / group.

    ü Use the Cornell Note Taking System explained in class.

    ü Show respect to the teacher and to your classmates at all times.

    ü Complete participation rubric daily; submit on Fridays.

    ü Complete and submit Exit Slips daily.




    Student signs-in tardy book

    1 point maximum for participation

    3 tardies

    All of above

    Parent phone call

    Lunch Detention

    Unprepared, food, beverage, gum, hat or hood on

    1 point maximum for participation

    Call home for repeated infractions

    Inappropriate behavior; failure to follow rules

    0 participation points

    Parent phone call

    Sent out to other class

    Sent to office

    Do Now, Exit Slip not handed in

    0 points

    3 Missing Homework assignments

    Parent phone call

    Late assignments

    Receive ½ credit


    · Teacher will call home to report excellent behavior, effort, and work.

    · Students with full participation points for the week will receive raffle ticket for bi-monthly raffle.

    · Learning a lot is its own reward! Let learning be fun!!!!


    Each day a Do Now is written on the board and students are expected to answer the questions on the weekly do now sheet (see the example at the end of this document). The Do Now serves as a way of assessing the students' comprehension of the lesson from the day before and counts as an important part of the students' classwork grade. Therefore, it is not a collaborative effort; sudents must complete the assignment individually, without conferring with other students. Three to five minutes are allotted for completion of the Do Now, depending on the questions. Failure to hand in the do now will result in a grade of “0”. Note that “0” will not be given to students who attempt the work, even if it is not correct.


    Since homework assignments are independent practice of the day's class work, they must be done when assigned. Missed assignments must be made-up by the Friday of the week they were due and will receive ½ credit (5 points). Assignments made up in a timely way after a verified absence will receive full credit. Check on PowerSchool for the assignments or ask for them when returning to class. Failure to follow this procedure will result in a grade of zero for that assignment. Poorly done assignments or incomplete assignments will receive 5 points and may be redone in the week they were due to regain points.


    Students will complete a self-evaluation of their class participation each day and submit the sheet weekly. The total points will be entered in PowerSchool. Discrepancies between the teacher's evaluation and the students' will be discussed to insure a clear understanding of the expectations.


    Since both are announced in advance, I expect students to be ready to take them on the assigned date. If a student is absent for a test or quiz, s/he will need to bring a note from home explaining the absence.


    Projects and mini-projects will be assigned throughout the year. A scoring rubric will be given with the outline of expectations. Students will be graded not only on the final product / presentation, but also on the process, that is: how they work with the group, daily progress, effort (number of revisions submitted) and other criteria specific to the project. All projects will be explained thoroughly in class.


    Exit slips are comprised of one or two questions asked at the end of the period to determine if the students have understood and accomplished the learning objective for the day. Students must answer the questions and submit the exit slip sheet (see sample at the end of this document) at the end of each period. Credit of one point per day will be given for answering the questions. The teacher will use the results to evaluate what has to be reviewed or clarified the next day before continuing on. A grade of “0” will be given for failure to submit the daily slip.


    Students must bring their notebook to class every day. Students are expected to have a separate notebook or section for Spanish class, divided as follows:

    Notebook Section

    Items to Include

    Apuntes /Trabajo de clase (Notes/Classwork)

    Cornell Notes, zeroxes, worksheets

    Tarea (Homework)

    Corrected Homework Assignments

    Hacer Ahora / Pruebas (Tests/Quizzes)

    Weekly Do Now sheets

    Returned Tests

    Returned Quizzes

    Weekly Exit Slips

    Proyectos (Projects)

    Outlines and expectations

    Scoring Rubrics

    Preparatory work, research and drafts

    Rúbricas (Participation rubrics)*

    Weekly participation rubrics




    1. Class participation

    15 %

    2. Do now / Classwork / Exit Slips

    20 %

    3. Quizzes / Tests

    35 %

    4. Projects*

    20 %

    5. Homework

    10 %


    100 %

    *For quarter 4, no major project will be assigned. The final exam will count as 20% of the 4th quarter grade, instead of a project.


    I am available during lunch and after school for extra help.

    Contact Information: praj@wccusd.net or paularaj@hotmail.com


    Semester 1:

    Para empezar: p. 1-15

    · Talk about school and non-school daily activities

    · Describe daily activities before and after school

    · Discuss household chores

    · Talk about week-end activities

    · Describe special events and celebrations

    · Review regular, irregular, stem-changing, and reflexive verbs in the present tense

    · Gustar and similar verbs

    · Possessive adjectives

    Capítulo 1: Días inolvidables p. 16-61

    · Describe nature

    · Talk about a visit to a national park

    · Talk about school competitions, athletics and prizes

    · Explore sports events in the Spanish-speaking world

    · Express your emotions regarding the outcome of an event

    · Narrate an event in the past

    · Understand cultural perspectives on family outings

    · Review preterit tense

    · Review the imperfect tense

    Capítulo 2: ¿Cómo te expresas? p. 62-107

    · Talk about the arts

    · Give an opinion about a work of art

    · Relate the arts to one's own experience

    · Describe how people express themselves

    · Narrate events in the past

    · Discuss some important artists of the Spanish-speaking world

    · Review nouns and agreement of nouns and adjectives

    · Comparative and superlative forms

    · Compare uses of preterit and imperfect tenses

    · Verbs with special meanings in the preterit

    · The verb Estar plus past participle

    · Read and write review of the arts

    · Talk about different forms of entertainment

    · Ser vs. estar


    Ø Interactive project: En el museo de arte

    Ø Project: El / la artista del milenio

    Capítulo 3: ¿Qué haces para estar en forma? p. 108-153

    · Talk about symptoms of illnesses and remedies

    · Evaluate ones eating and exercise habits

    · Give advice about health and nutrition

    · Express how you feel under certain circumstances

    · Tell others what to do (familiar affirmative and negative commands)

    · Understand cultural perspectives about health, physical fitness, and nutrition

    · To read about and prepare a physical fitness program

    · Review direct and indirect object pronouns

    · To learn the forms the subjunctive of regular, stem-changing , and irregular verbs

    · To use the subjunctive to give advice and recommendations about health and fitness


    Ø To write and advice column

    Ø To prepare an oral and written presentation about how to maintain a healthy lifestyle for someone with a specific health issue

    Semester 2:

    Capítulo 4: ¿Cómo te llevas con los demás? p. 154-199

    · Express how you relate to friends and family

    · Explain what is needed to maintain friendships; the characteristics of good relationships

    · Express how you feel under certain circumstances

    · Talk about conflicts with family and friends and how to resolve them

    · Understand cultural perspectives on dealing with friends and family

    · Verbs with different meanings when used reflexively

    · Reflexive pronouns to express reciprocal actions

    · Subjunctive with verbs of emotion

    · Por vs. para

    · Commands with nosotros

    · Possessive pronouns

    Capítulo 5: Trabajo y comunidad p. 200-245

    · Talk about careers and professions (from chapter 6)

    · Read about and discuss ways of getting a job

    · Read classified ads

    · CTE standards

    · Describe skills and abilities needed to perform a job

    · Explore jobs for bi-lingual applicants

    · Study and analyze portrayal of the worker in Latin American artwork

    · Talk about opportunities for volunteer work in your community

    · Explain how you can help your community

    · Understand cultural perspectives on dealing with student jobs and volunteer work

    · Present participle

    · Position of pronouns

    · Future tense

    · Future of probability

    · Present perfect tense

    · Present perfect subjunctive

    · Demonstrative adjectives


    Ø Compare salaries earned depending on different education levels

    Ø Resume and cover letter writing

    Ø Job fair & interviews

    Capítulo 6: ¿Qué nos traerá el futuro? p. 246-265

    · Talk about careers and professions

    · Talk about plans for the future

    · Explore the impact of science and technology on our lives

    · Understand cultural perspectives on jobs and technology

    · Discuss plans for the future

    · Learn and practice the future tense

    · Practice the future of probability

    · Saber vs. conocer

    · The impersonal se

    · The future perfect tense

    · Direct and indirect object pronouns

    · The conditional tense


    Ø Responses to hypothetical situations (¿Qué harías si….?)

    Capítulo 9: Cuidemos nuestro planeta p. 384-427 (selected pages)

    · Read and talk about environmental concerns

    · Discuss local and global solutions to environmental problems

    · Learn about endangered species


    Ø Culminating project (choose 1) plus oral presentation:

    □ Create a plan for a clean-up campaign

    □ Research festivals in Latin America that celebrate nature

    □ Research conservation programs in a Latin American country and compare to U.S.

    □ Research nature in art works of the Americas

    □ Other related topic, approved by teacher