Parent Letter
............................................................................................................................August
2008
Dear Parent(s),
....Your student has chosen to study Spanish this year! Welcome, and welcome
back to many of you! Here is some information which will help you to prepare
your student, and allow you to know what to expect from the upcoming year.
There is new information added to previous information, so please be sure
to read this carefully. The full course syllabus, notes, and class description
are all located at http://www.bbrodie.com under the high schoo, program. Students all have access to
the internet at school and are expected to use the website regularly.
In order to help her/him have a successful year, there are a few study
aids which she/he’ll need to have. Firstly, all students need to
have a notebook. I prefer a single-subject 3-ring binder with plastic
holders so you can mainatin the notes you get from class and the internet.
This notebook will be a valuable tool for up to 6 years. It should be
neat, well-labeled, complete, and should have an index at the beginning.
Please check the progress on your child’s notebook from time to
time.
Resources : All students should have a Spanish/English
dictionary. Most all notes are located at http://www.bbrodie.com in the world languages folders. However, many of their assignments will
require looking up new words. Upper level students may find several other
resources valuable for Spanish class : Schaum’s Spanish Grammar Review
(highly recommended) and 201 or 501 Spanish Verbs...they make great stocking
stuffers, and are available at most book stores. Students that are continuing
with either AP or the SAT II in Spanish should consider 1001 Pitfalls in
Spanish as well.
Homework Policy: There is no such thing as “Mom,
I don’t have any Spanish homework tonight”. Language is a discipline
which is best acquired through repetition and use. Even if there is no
written assignment, there is always vocabulary to study and verbs to learn.
Students should expect to spend a minimum of 20 minutes a day on Spanish
homework for success at lower levels, and 30 minutes or more at Level
III and higher. Written assignments are due at the beginning of each class.
Only twice a semester is a student permitted a late homework without penalty. These should be carefully considered whereas their intent is to excuse a student from missing an assignment due to a true emergency or exceptionally late night of sports. Assignments must be turned in the following class for credit to be received. All other late assignments will be accepted the following class for reduced credit. There will be assignments that are not possible to make up, but students will be notified of this when the assignment is given. Extensions will only be considered in extreme cases of illness or extended absences.
Grading Policy: Students must have a grade average
of 70% or above to continue on to the next level. Semester grades are
determined by averaging homework (20%), class participation (20%), quizzes (30%) and tests, essays, projects, and oral
evaluations (30%). Students are encouraged to retake quizzes when permitted. The highest score possible on a retaken quiz is 80% unless the student scores 100%, in which case they may keep the score of 100%. The intent of this policy is to encourage students to continue to improve while offering a strong incentive to being prepared for assessments when they are planned.Year
end grades are computed factoring in all four quarter grades and the final
exam and portfolio grade.
Power School : Power school grades will be updated within a week of completion. If there is a parenthesis ( ), the assignment has been given, but not evaluated. If there is an "L" the assignment is late.
Use of the Target Language :In Levels I and II students
are expected to speak Spanish during specific activities and encourage
to use Spanish whenever they can. At Level III and higher, Spanish is the
working language of the classroom, and students are expected to use it
at all times. It is critical to the success of the class that all students
willingly participate in the immersion experience.A significant part of
each student's participation grade is based on their willingness to use
the target language in class
Working Together/Seeking Help: Students are frequently
asked to work together on projects, and, as much as is possible, the students
should share the load equally. Students are responsible for knowing the
content of the entire project they prepare together. In addition, students
should only work together if they are instructed to do so by the teacher.
In the event that students work together when they prepare their homework
assignments, they are responsible for producing their work as individuals.
Students are encouraged to rewrite essays in several drafts when assigned.
If students seek corrections from other students, they should seek the
understanding of why the correction is necessary and be able to reproduce
the corrected work. Just getting the answer is not OK. When
using translators or translation systems, students should limit themselves
to vocabulary and phrasing only, as they would use a dictionary. Using
work that is not your own is plagiarism. If you have a question about
what is acceptable and what is not, please ask ! Plagiarism will
be dealt with appropriately according to the integrity policy located
in the student handbook.
.....In addition, I would like to challenge all students to STRETCH as
much as they can this year. Spanish is most rewarding when practiced, whether
among siblings or friends. I hope you son/daughter will make the extra
effort to make Spanish come alive for them.
Portfolios: In order to assess your student’s
progress throughout the year, our department has instituted the use of
the portfolio as one component of assessment. The portfolio is an alternative
form of assessment which addresses individual student needs and strengths.
It is a tangible representation of a student’s growth and progress
during the academic year, and, eventually, in his/her acquisition of a
foreign language. It also provides students with the opportunity to participate
in the assessment process by learning to assess and make qualitative decisions
about their own work. The portfolio process emphasizes student responsibility
for learning and the role of the teacher as facilitator. It is a reflection
of the process of production, assessment, revision, and reassessment,
a process which creates student motivation by providing ownership, responsibility
and pride in one’s work.
.....Criteria for assessment and expectations of student performance are
clearly articulated. Through the use of the portfolio, student performance
is judged on varied sources of information and the student has multiple
opportunities for feedback and revision of his/her work, leading to a
quality finished product. Students must successfully complete
the portfolio to receive credit for the year. Portfolio requirements for your student
and the criteria on which that portfolio will be judged will be available at the Open House in September.
Leaving Campus for Spanish Class :In order to make language more relevant, there may be instances where we leave campus "on foot" to venture into the town. Examples incude a scavenger hunt in the target language at Shaws, or identifying buildings in the town in the target language. Students will be accompanied by their teacher in this instance. Your signature on this letter represents your approval for your child to participate and leave campus. If you do not want your child to participate, please check the approprite box.
Contact Information : Getting a hold of me: please
feel free to call me at home if you have a question about any part of
the curriculum, or have a concern. My home number is 348-6652 and my e-mail
is bbrodie@sover.net . I hope to
see you at parent conferences and to hear from you during the year. Also,
the Foreign Language pages of the TVHS web site contain information about
the the program, syllabi, notes and other useful information.
.....Thank you for acknowledging receipt of this letter with your signature.
.....................................Sincerely,
............................................Beth
Brodie
I have read the parent letter carefully and am aware of the orgram expectations for Ms Brodie's class. My student may participate in any off campus activities that may involve walking through the town.
_______________________________ ______________
Signature of parent of guardian and date
I have read the parent letter carefully and am aware of the orgram expectations for Ms Brodie's class. My student may NOT participate in any off campus activities that may involve walking through the town.
_______________________________ ______________
Signature of parent of guardian and date