Wednesday, August 31

Spanish II:

1. Learned how to make up an absence.
2. Reviewed gestures and verbs.

If you were gone you need to show me you need to make up an absence by filling out the paperwork correctly. Please pick up the instructions from me.


Spanish III:

Learned new verbs, gestures and sounds.

Tuesday, August 30

Spanish II:

1. Turned in the syllabus
2. Syllabus Quiz and class discussion.
3. Some classes had time to review gestures and sounds for new verbs.

If you were gone you need to turn in your signed syllabus and schedule a time to take the quiz with me.



Spanish III/IV:

1. Turned in the syllabus
2. Syllabus Quiz and class discussion.
3. Began learning new gestures and sounds for our verbs.
4. Formed survivor groups.

If you were gone, turn in syllabus and find out who your new group is. Pay attention in class to pick up on new gestures and sounds.

Monday, October 29

Spanish II:

1. Meet and Greet activity in Spanish.
2. Learned gestures and sounds for new verbs in the unit. (reviewed the meaning of infinitivo and conjugación)
3. Competition between partners with new verbs.
4. Received syllabus as a homework assignment. You and your parents/guardians must read (and sign) the whole thing because there will be a quiz tomorrow on what the syllabus says.

If you were gone you need to talk to a classmate to find out the gestures and sounds for the new verbs. Also, pick us a syllabus and do number four above.


Spanish III/IV:

1. Meet and Greet activity in Spanish.
2. Learned gestures and sounds for new verbs in the unit. (reviewed the meaning of infinitivo and conjugación)
3. Competition between partners with new verbs.
4. Received syllabus as a homework assignment. You and your parents/guardians must read (and sign) the whole thing because there will be a quiz tomorrow on what the syllabus says.

If you were gone you need to talk to a classmate to find out the gestures and sounds for the new verbs. Also, pick us a syllabus and do number four above.

Homework Makeup Form

Student Name_________________________________ Date__________________ Period_____________
Homework Makeup Form
Mr. Whittle
2011-2012
*One form for each absence. Your homework will only be accepted with this form.

Circle the month and day you were absent.

Month: August, September, October, November, December, January, February, March, April, May, June,

Days: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13,14, 15, 16, 17,
18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31


Blog: http://www.srwhittle.blogspot.com/

Write down the assignment for each day. If there is no specific assignment, write down what you plan to do to make up the activity of the day, based on what we did in class.

Assignment: __________________________________________________________________________________________________________________________________________________________

Assignment Due Date: ___________________________________________________

If we covered a new concept you will find notes on the blog. Please summarize the notes below:
__________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________

Parent Signature (when required):_______________________________________________

Stamp:

Attendance Policy

Attendance Policy: Mr. Whittle

Each absence is ten points off your participation grade.

Blue slips allow you to make up the day’s work for credit.

You have one day for each day you are absent, plus one, to make up your work. The day you come back counts for one day.

Example: If you are gone one day. You have the day you get back plus one day. So your work would be due to me the day after you got back. If you were gone on Tuesday and Wednesday, you would have Thursday, Friday, and the work would be due to me on Monday. If this isn’t clear please request clarification.

If you are going, here is what you do

1. Make sure you go to the office to pick up a slip.

2. Go to the computer; fill out the “absent make up”. (I will not permit you to enter class until this is done. You need to attach this form to the work you turn in. You can access this at home at: www.srwhittle.blogspot.com


3. Get your work from the bin by the computer or Schedule a time to meet with me on my calendar.

4. Bring me your blue/pink slip from the office.


5. Check yourself into class for the day.

Class Syllabus

Teacher – Mr. Nathan Whittle
Room – 111
Contact Information – whittle.nathan@evsd90.wednet.net, 573-7407
Contact Hours – 7:20 a.m. – 2:50 p.m.
Class Website: www.srwhittle.blogspot.com

CLASSROOM EXPECTATIONS AND POLICIES
“Rules are for the discipline of fools or for the guidance of the wise.”
Questions and Answers

What do you want the student to be able to do as a result of taking your class?

1. Communication:
a. Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions in Spanish.
b. Students understand and interpret written and spoken language on a variety of topics.
c. Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
2. Cultures:
a. Students demonstrate an understanding of the relationship between the practices and perspectives of the Spanish speaking cultures.
b. Students demonstrate an understanding of the relationship between the products and perspectives of the Spanish speaking cultures.
3. Connections:
a. Students reinforce and further their knowledge of other school subject areas through the study of Spanish.
b. Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4. Comparisons:
a. Students demonstrate understanding of the nature of language through comparisons of the studied Spanish and their own.
b. Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
5. Communities:
a. Students use Spanish both within and beyond the school setting.
b. Students show evidence of becoming life-long learners by using Spanish for personal enjoyment and enrichment

How can one know how well they are doing with their Spanish learning?

The American Council on the Teaching of Foreign Languages proficiency scale (http://www.actfl.org/i4a/pages/index.cfm?pageid=4236) identified the stages of speaking and writing a foreign language. Each stage (except superior) has a low, middle, and high level. The following stages are used to determine proficiency.

1. Novice
2. Intermediate
3. Advanced
4. Superior




What are the proficiency goals at the end of each year of Spanish?

First Year: Each student should be at least low intermediate.
Second Year: Each student should be at least middle intermediate.
Third year: Each student should be at high intermediate.
Fourth year: Each student should be at advanced low.
Fifth year: Each student should be at advanced middle.
Sixth year: Each student should be at advanced high.
Seventh year: Each student should be at superior.

Does it really take seven years to learn a language?

Actually, seven years is an average. It can take up to ten years and you can do it quicker than seven years by doing more on your own, using the language when possible, and traveling to Spanish speaking countries with the goal to use the language. So don’t be discouraged if you aren’t where you think you should be, because you probably are where you should be. It is a process.

What is the best way to learn a language?

Input, input, input. It is like programming a computer. In order for it to work, someone has to put the information inside your head. Studies show that hearing it, then speaking it before you read and write it is best. You will have to hear, speak, read, and write everything hundreds of times before you reach the superior level.

How do you grade?

Grades are separated into categories and weighted accordingly.

What will the grade book look like?

Assignment Titles: Here you will see what type of assignment it was.
1. Daily Engagement (30%) is based on your attention and effort.
2. Class Participation Homework (5%) is homework NOT collected, but to be used in the daily lesson.
3. Assessment Homework / Projects (15%) is collected homework that will be graded and used to provide feedback about students understanding of the content.
4. Unit Exams and Quizzes (40%) are ongoing assessments of the students understanding of the content.
5. Final Exam (10%) is given at the end of each semester to assess what has been learned throughout the entirety of the course.

Categories: We are working towards meeting standards set Nationally (ACTFL) for all who study foreign language. Each Assignment entered will tie to at least one standard.
1. Communication (Reading, Writing, Listening & Understanding, Speaking Fluency): Communicate in Spanish. (90% of entered activities fall under communication)
2. Culture: Gain knowledge and understanding of other cultures.
3. Connections: Use Spanish to connect with other school subjects.
4. Comparisons: Develop Insight into the nature of Language and Culture.
5. Communities: Participate in Multilingual Communities at Home & Around the World.


What is different about how you give a grade?

Participation and Attendance Grade

If you were to walk into my classroom and stay for an hour, you would find that we work from bell to bell doing a variety of activities that focus on becoming proficient in understanding, speaking, reading, and writing Spanish. In an effort to provide feedback and give a grade for all of these participation-based activities, I have created a unique system that tracks their attendance and participation.

What makes it unique?

I give the points, before they are ever earned! At the beginning of each month I enter all the points for that month. By doing this, I am assuming that they will be in class, ready to participate, and actively engaged in each lesson.

How do the points work?

For each Month I give ten points a day. In the grade book you will find a couple of months broken up and that is due to the ending of one quarter and the beginning of another. The student will be given 450 points per quarter. Below you can see a chart of the distribution of points throughout the year. You can look in Skyward to see if there are missing points. I keep a detailed file of all students that documents why they have lost their points. Feel free to contact me anytime to discuss what is happening with this portion of their grade. The chart below represents the points given under the category “Daily Engagement” and “Class participation homework.” This is 35% of the total grade.

Quarter Month Total School Days Monthly Points Awarded
First Aug./September 23 230
First October 21 210
First November 1 10
First 8/29-11/1 45 450

Second November 18 180
Second December 12 120
Second January 15 150
Second 11/2-1/24 45 450

Third January 5 50
Third February 20 200
Third March 20 200
Third 1/25-3/28 45 450

Fourth March/April 18 180
Fourth May 22 220
Fourth June 5 50
Fourth 3/29-6/7 45 450


How do they lose points?

1. Any absence for any reason. -10 points
2. Arriving late or leaving early. (More than ten minutes is an absence) -3 Points
3. Off task behavior. (Starts over daily)
a. First Offense: -5 points
b. Second Offense: -15 additional points
c. Third Offense: -20 additional points, office discipline, and removal from class
4. Unprepared for class. -5 points (Pencil, paper, etc).
5. Not COMPLETING a participation homework assignment. -10 points
6. Cell phone in class.
a. First Offense: -15 points
b. Second Offense: -50 points
c. Third Offense and beyond: -100 points each time.
Students will fill out a “Págame” form that details when and why they lost their points and it will be put in their file.
How can points be earned back?
1. Excused absences only can be made up after following class procedure for making up a missed day. Posted online (see website)
2. Whittle Bucks: A classroom currency that I hand out when someone in class goes above and beyond what is expected of them in class. (1 buck = 1 point)
3. Extra Credit Bank. I encourage each student to teach their family and friends what they are learning in class or to use it in some way in the community. If a parent is willing to write a note detailing what was done and how much time was spent doing it, I will put this in their file and it will be used to make up missed points as well.
4. POINTS FOR CELL PHONE IN CLASS CAN’T EVER BE EARNED BACK.

What are Mr. Whittle’s behavior expectations for each student?

1. Come Ready To Learn – Be seated by the time the bell finishes ringing. I expect that my students come to class each day with the necessary attitude and materials, as well as homework completed and ready for submission. Learning begins when once the student enters the classroom. DO NOT talk while I am talking.
2. Remain Seated Until Dismissed – Students are NOT to crowd around the entry area of the classroom. The bell does not dismiss students and students do not dismiss themselves as I will be dismissing them.
3. NO Electronic Devices – This refers to any object with an ON/OFF switch, and includes headphones and/or speakers (i.e. Cell Phones, I-PODS, etc). The only exception is an approved Spanish to English translator). If found, such items can be subject to confiscation. First warning is now, issued in writing and will be received verbally on the first day of school.
4. Respect Classroom Property – ALL property within the classroom is to be treated with respect. This includes student, teacher and school property.
5. Build a Positive Learning Environment – I hope that ALL students feel comfortable taking risks in my classroom. I feel strongly that students who allow for mistakes allow for enhanced learning. Foul language and profanity are absolutely NOT tolerated, and a detention will be assigned for violators. Please allow for optimal learning conditions, and this includes being able to laugh at oneself. Always be positive.
6. Complaining – I believe that a positive attitude is necessary for success. If for any reason any one student complains, whines etc. about any type of assignment, the assignment will be doubled for the whole class.



Do you accept late work?

If I assign something, I expect it to be done. I can’t see if we are meeting standards if I have zeros in the grade book. I won’t give full credit, but you will finish each assignment. If not you will be issued a failure to pursue a course of study.

Any other policies I should know about?

-All district and school policies apply: See planner or district website for details.
-This includes grading scale and discipline.

- Advancement Policy- You must have a “C” grade or better, or special teacher permission, upon completion of each semester to advance to the next semester or the next course level.

-Hall passes: Students are given two hall passes per quarter. Must sign in and out of class. May be redeemed for extra points if not used at the end of each semester.




Please keep the previous pages for your records and turn this page into Mr. Whittle.

I am looking forward to this upcoming year and believe that it will be fun for everyone involved. I know that no matter the size of the group, I look forward to giving each student the individual attention that he or she deserves. Please do not hesitate to contact me at any time should there be any questions.


Please sign and return by Thursday, September First.

I have read, understood, and agree to the aforementioned expectations and policies for Mr. Whittle’s Spanish class. (WITH AN EMPHASIS ON HOW HE ENTERS GRADES IN THE GRADE BOOK)

Student Name___________________________Signature______________________________________

Parent/Guardian:______________________________Signature_______________________________

Date Signed: _____________________

Movies:
On occasion the class views tasteful movies and movie clips related to the curriculum that have a rating that will never exceed PG-13.

Class Website:
When we do field trips, presentation, and certain activities I post pictures on the classroom website.

If you do not want your child to participate in either the listening activities through movies or their picture posted to the website, please write a note below expressing your desires. Thank you.

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