My Schedule: Bienvenidos a la clase de español de la Sra Rollins en el salón, 61J… Periods 2: Prep Period 3-4 & 6: Spanish 1CP Periods 5 & 7: Spanish 2CP Please be respectful of LUNCH office hours (after school by appt only): Mondays: CLOSED Tuesdays: Spanish Club Wednesdays: Scheduled Make-ups Thursdays: Tutoring Fridays: Crossroads Club

I speak Spanish because… I can teach you because I went to: ¿Quién es la Sra Citraro-Rollins? (Who Mrs. Citraro-Rollins? What are her credentials?) I speak Spanish because… Born in Santa Monica to Argentine parents and raised in Agoura Hills, Ca Spanish & Italian descent: Paternal: Sicilia & Cosenza, Italy Maternal: Tineo (Asturias), Spain I can teach you because I went to: Newbury School of Beauty: Licensed Manicurist (’93) Moorpark College: A.A.-General Education (’96) Cal State Long Beach: B.A.-Spanish: (’98) National University: M.S.-Cross-Cultural Education (’00) National University: M.A.-Administration (’01) Years @ WHS: 10 Years!! Years Teaching: 16 Years!! I’ve been advisor for: YES Club, Anime Club, Latino Club Advisor Currently: Spanish Club Advisor, we meet every Tuesday @ lunch Crossroads Club Advisor, we meet every Friday @ lunch

The National Standards: Contrato/ECLR: (Expected Classroom Learning Results) The National Standards: (The 5 C’s) Department Goal Our Daily Routine The “Respect” Expectations Standards of Performance Absences Materials Grading Policy My Responsibilities Your Responsibilities Dishonesty Attendance Dress Code Violation HW & Participation Office Hours Communicate in languages other than English Gain knowledge and understanding of other cultures Connect with Other Disciplines and Acquire Information Develop Insight into the Nature of Language and Culture (Comparisons) Participate in Multilingual Communities at Home & Around the World Our Daily Routine: Greeting from Sra Rollins “Chicle” check Esponja/Mini Quiz Correct HW Instructional Time Two minute Downtime

Materiales ¿Qué necesito? (What Do I Need Everyday?) Everyday you bring: Textbook Workbook Lined Paper Pen, Pencil, 2 Red Pens 1 LETTER sized manila folder Black Expo Marker & old sock I will provide: Writing, Audio, & Video Activities Listening CD’s Telenovelas Individual whiteboards Other necessary supplies Recommended: Mini Oxford English/Spanish Dictionary Mini-stapler Highlighters

The “Respect” Expectations: R espect the rights and property of others E ating/gum chewing, drinks, cell phones, & digital games will NOT be tolerated in my classroom S wift silence at the signal P ut downs, swearing and rude gestures are prohibited E arnest effort to listen ensures success C ome on time with materials and homework everyday T alk when called upon or when working in groups **Serious offenses** (as written on WHS Referral Form):  **Violations** Documented verbal warning Detention Referral to AP **Positives** Friday Raffles HW Passes Dulces Good Phone Calls Home performing poorly on tests unadjusted attendance unauthorized attendance unauthorized departure suspected forgery off campus smoking or possession discourtesy suspected dishonesty fighting harassment disruptive behavior tardiness excessive dates excessive absence inappropriate dress misuse of school property defiance of authority negative attitude inattention and indifference insufficient daily preparation fails to bring work materials working below level of class

Mis responsablidades a ti, el estudiante Mis responsablidades a ti, el estudiante. (My Responsibilities to You, the Student) To treat you with respect and care for you as an individual. To provide you an orderly classroom. To provide you the necessary discipline. To provide you the appropriate motivation. To teach you the required content. To provide “office hours.” (Check Classroom Management Plan for hours listed)

Mis responsablidades a Ud Mis responsablidades a Ud., la maestra (My Responsibilities to You, the Teacher) To treat you with respect and care for you as an individual. To attend classes regularly. To study and do your best work. To be cooperative and not disruptive. To learn and understand the required content. Head your paper correctly in the right hand corner of each assignment you turn in: a.        Last name, First name b.        Date c.         Period-Row #

Documented Verbal Warning: “My Behavior Log” (Mi comportamiento) Notebook needs to be filled out as such: Fecha (Date): Infracción (Infraction): Firma (Signature): **When you sign the notebook, show me your signature and return it to the board ledge. 2nd Offense for the same infraction constitutes a detention 3rd Offense for the same infraction constitutes a Referral to the A.P.

**I do not offer extra credit assignments, so don’t ask!  Grading Policy Categories: Homework (2 points per assignment, bigger assignments are 5 points) Participation (10 points per week, except for holiday weeks) Vocab Quizzes (20-25 points) Projects (25-100 points) Speaking Orals (25-50 points) Chapter Tests (50-100 points) Final Exam (100-200 points) **Grades are NOT weighted, it is a point for point grading policy. *Students are graded on their abilities in: Reading, Writing, Speaking, Listening, & Grammar/Vocabulary **I do not offer extra credit assignments, so don’t ask! 

¿Qué aprenderá su hijo? (What will your child learn in Sp2?) Capítulo 1 ¡Familiares y amigos! (La Ciudad de México) pgs. 0-38 Grammar 1: Nouns, adjectives, and gustar; present tense verbs (stem-changing); reflexive pronouns Grammar 2: Idioms with tener; verbs and ir a followed by infinitives; present progressive; direct object pronouns; affirmative and negative informal commands Capítulo 2 ¡En el vecindario! (Cuzco) pgs. 44-78 Grammar 1: Indirect and direct object pronouns; presents tense of dar and decir; saber and conocer; using ser with adjectives of nationality Grammar 2: Ser and estar; expressions folllowed by infinities; preterite of –ar, -er, and –ir verbs; preterite of hacer and ir Capítulo 3 ¡Pueblos y ciudades! (Santo Domingo) pgs. 84-118 Grammar 1: Using the impersonal se and passive se, preterite of –car, -gar, -zar verbs and conocer; irregular preterites: andar, tener, venir, dar, and ver Grammar 2: Using formal commands of regular verbs; irregular formal commands; commands with pronouns and review of informal commands Capítulo 4 ¡Mantente en forma! (Miami) pgs. 124-158 Grammar 1: Preterite of ponerse and decir; preterite of stem-changing –ir verbs; preterite of ser and estar Grammar 2: Verbs with reflexive pronouns and direct objects; past participles used as adjectives; preterite of caerse Capítulo 5 Día a Día (San José) pgs. 164-198 Grammar 1: Preterite of poder and traer; verbs with reflexive pronouns; possessive pronouns Grammar 2: Negative expressions with ninguno(a); using hace with time expressions; using pero and sino

¿Qué aprenderá su hijo? (What will your child learn in Sp2?) Capítulo 6 ¡Recuerdos! (Segovia) pgs. 204-238 Grammar 1: Using the imperfect of regular verbs; imperfect of ir and ver; verbs with reciprocal pronouns Grammar 2: using the imperfect of ser and haber; preterite with mental and emotional states; preterite of creer, leer, construir, oír, caerle a uno Capítulo 7 ¡Buen Provecho! (San Juan) pgs. 244-278 Grammar 1: using double object pronouns; commands with double object pronouns; adverbs Grammar 2: more use of the imperfect; describing with the imperfect; past participles used as adjectives Capítulo 8 ¿Tiendas y puestos? (Santiago) pgs. 284-318 Grammar 1: imperfect and preterite: saying what was in progress; using ir + a + infinitive with the imperfect and preterite; comparatives and superlatives Grammar 2: using por and para; demonstrative adjectives and adverbs of place; usin adjectives as nouns Capítulo 9 A nuestro alrededor (El Paso) pgs. 324-358 Grammar 1: Comparing quantities; using the preterite and imperfect to begin a story; using the preterite and imperfect to continue and end a story Grammar 2: Subjunctive mood for hopes and wishes; subjunctive of stem-changing –ir and irregular verbs; future tense Capítulo 10 De vacaciones (Buenos Aires) pgs. 364-398 Grammar 1: Present perfect and regular past participles; irregular past participles; subjunctive for giving advice Grammar 2: Review of preterite and imperfect; review of present progressive and future; review of present subjunctive

**Typical Chapter** Workbook and/or Handouts as HW (M-F) Pop Quizzes Chapter Vocab Quizzes (20 pts) 2 Exams per unit (60-100 pts each) 1 Speaking Oral per unit 1 Project per unit

Q Connection A great way to keep track of your progress Grades, assignments, attendance are posted every 2 weeks on Q You can obtain Q password from me after class

Sugerencias (Suggestions) Be in class! (Avoid unnecessary absences-it’s hard to teach yourself another language!) Be mentally present! Do assignments well! (Don’t just “do” them!) Ask for help! (Tell me if you are struggling!) Have fun with the language! (Figure out how to use it in your world!) Create extra listening practices at home (DVD’s, Spanish TV, Radio, Google Articles, etc.) Use the online textbook for extra help & self quizzes: www.my.hrw.com/ Check out my webpage: http://www.conejo.k12.ca.us/whs/Departments/WorldLanguages/Rollins.aspx Keep organized with your calendars, assignments by utilizing your WHS planner Don’t wait last minute to call a tutor Get a study buddy’s phone number Start listening to Spanish radio and TV

Contacting Sra Rollins Email: arollins@conejousd.org (I prefer email) Phone: (805) 497-6711 x 1109 My Webpage can be found off of WHS website: WHS Webpage Click “Departments” Click “World Languages” Click “Rollins”

Sra Rollins’ Professional Mission Statement I will provide students with quality instruction, treat them with kindness and fairness, and help keep them safe from harassment and bullying. I will effectively communicate with students, parents, and other staff members to maximize the educational experience of the students I teach. I will continue working everyday to become a better teacher and a better human being.

Spanish Alphabet Pronunciation: N: eh-neh Ñ: en-yeh O: oh P: peh Q: cu R: eh-reh RR: eh-rreh S: eh-seh T: teh U: oo V: veh or beh W: doble oo/veh/beh X: eh-kiss Y: ee-grie-ga Z: seh-tah A: ah B: beh C: ceh CH: cheh D: theh E: eh F: eh-feh G: heh H: ah-che I: ee J: ho-tah K: kah L: eh-le LL: eh-yeh M: eh-meh

Español 1cp: Please write on THE TOP HALF OF THE SHEET OF PAPER... Your Name: Per.# Born in: Date: Favorite class: Favorite Hobby: My bestfriend would say that I: I would like to be: I like: I don’t like: My interests: My best school memory: Something important you need to know about me is: Ejemplo: Audrey Rollins, Period 1 Santa Monica, Ca el 19 de octubre de 197? My favorite class is Spanish! My favorite hobby is going on hikes and bike rides with my son and practicing soccer with him. My bestfriend would say Audrey loves the Lord, loves her family, and is crazy fun at times! I would like to be a café owner I like to daydream, write, try new things, and try to be at peace with all people I don’t like sharks, tragic news reports, nor watching my son, family, and friends suffer. Soccer, swim and gymnastics interest me and being a lifetime learner My best school memory was running for ASG president and losing. Something important you need to know about me is that I need to sit in the front so I socialize less!

Tu pasatiempo favorito: Mi mejor amigo/a diría que yo: Quisiera ser: Español 2CP : Por favor escriba en la primera media de una hoja de papel... (Please write on top half of paper…) Tu nombre: Per.# Nací en: el de de Tu clase favorita: Tu pasatiempo favorito: Mi mejor amigo/a diría que yo: Quisiera ser: Me gusta(n): No me gusta(n): Me interesa: Mi mejor momento en la escuela fue cuando: Algo importante es (o.k. in Eng): Ejemplo: Audrey Rollins, Period 1 Nací en Santa Monica, Ca el 19 de octubre de 197? Mi clase favorita es Español Mi pasatiempo favorito es estar con mi hijo y leer la palabra de Dios. Mi mejor amiga diría que Audrey ama a Dios y a su familia Quisiera ser una buena madre, una enfermera/maestra/dueña de un Café Me gusta estar con mi hijo, cantar, bailar, escuchar alabanza No me gustan los tiburones, escuchar noticias tristes, o ver mi hijo sufrir Me interesa hacer ejercicios, aprender más, y ayudar a la gente Mi mejor momento en la escuela fue cuando perdí la carrera de ASG presidente contra mi amigo Brad Algo importante de mi es que I need to sit in the front so I socialize less!

Sra Rollins’ Professional Mission Statement I will provide students with quality instruction, treat them with kindness and fairness, and help keep them safe from harassment and bullying. I will effectively communicate with students, parents, and other staff members to maximize the educational experience of the students I teach. I will continue working everyday to love and respect your student as an individual teaching me to become a better teacher and human being.

Escriba una descripción: DOUBLE SPACE!!! DOUBLE SPACE!!! DOUBLE SPACE!!! DOUBLE SPACE!!! ¿Quién? ¿Cuándo? ¿Qué hace? ¿Dónde? ¿Por qué? ¿un poco más…?

Greeting from Sra Rollins “Chicle” check Esponja/Mini Quiz Contrato/ECLR: (Expected Classroom Learning Results) The National Standards: (The 5 C’s) Our Daily Routine: Greeting from Sra Rollins “Chicle” check Esponja/Mini Quiz Correct HW Instructional Time Two minute Downtime Department Goal Our Daily Routine The “Respect” Expectations Standards of Performance Absences Materials Grading Policy My Responsibilities Your Responsibilities Dishonesty Attendance Dress Code Violation HW & Participation Office Hours Communicate in languages other than English Gain knowledge and understanding of other cultures Connect with Other Disciplines and Acquire Information Develop Insight into the Nature of Language and Culture (Comparisons) Participate in Multilingual Communities at Home & Around the World

The “Respect” Expectations: R espect the rights and property of others E ating/gum chewing, drinks, cell phones, & digital games will NOT be tolerated in my classroom S wift silence at the signal P ut downs, swearing and rude gestures are prohibited E arnest effort to listen ensures success C ome on time with materials and homework everyday T alk when called upon or when working in groups  **Violations** Documented verbal warning Detention Referral to AP **Positives** Friday Raffles HW Passes Dulces Good Phone Calls Home **Serious offenses** (as written on WHS Referral Form): performing poorly on tests unadjusted attendance unauthorized attendance unauthorized departure suspected forgery off campus smoking or possession discourtesy suspected dishonesty fighting harassment disruptive behavior tardiness excessive dates excessive absence inappropriate dress misuse of school property defiance of authority negative attitude inattention and indifference insufficient daily preparation fails to bring work materials working below level of class

¿Qué aprenderás? (What will you learn in Sp3?) Capítulo 1 ¡Adiós al verano! (Castilla-La Mancha) pgs. 6-46 Grammar 1: Preterite & Imperfect; Ser & Estar; Subjunctive for Hopes & Wishes Grammar 2: Pronouns, Comparisons, Demonstrative Adjectives Capítulo 2 ¡A pasarlo bien! (Castilla-La Mancha) pgs. 48-88 Grammar 1: Imperfect; Ir+a+infinitive; Nosotros Commands Grammar 2: Object Pronouns; Subjunctive w/ unkown or nonexistent; Subjunctive w/ Expressions of feelings Capítulo 3 Todo tiene solución (El Caribe) pgs. 96-136 Grammar 1: Verb + Inf; Subjunctive w/ Will or Wish; Subjunctive w/ Negation or Denial Grammar 2: Future Tense; Conditional; More Uses of the Conditional Capítulo 4 Entre familia (El Caribe) pgs. 138-178 Grammar 1: Present Progressive; Present Perfect Indicative; Present Perfect Subjunctive Grammar 2: Preterite; Se+ Indirect Object Pronouns; Past Progressive Capítulo 5 El arte y la música(El Surroeste) pgs. 186-226 Grammar 1: Comparisons of Equality and Superlatives; Passive Se; Passive Voice with Ser Grammar 2: Sunjunctive with Hopes & Wishes; More on Subjunctive w/ Hopes & Wishes; Past Perfect

¿Qué aprenderás? (What will you learn in Sp3?) Capítulo 6 ¡Ponte al día! (El Suroeste) pgs. 186-226 Grammar 1: Indicative after Expressions of Certainty; Subj. after Expressions of Doubt & Disbelief; Haber Grammar 2: Indefinite Expressions; Gender of Nouns; Indicative in Coumpound Sentences Capítulo 7 Mis aspiraciones (Los Andes) pgs. 276-316 Grammar 1: Verbs that change meaning in Preterite & Imperfect; Grammatical Reflexives; Lo & Lo que Grammar 2: Subjunctive after adverbial conjunctions; Subjunctive w/ future actions; Indicative w/ habitual or past actions Capítulo 8 ¿A qué te dedicas? (Los Andes) pgs. 318-358 Grammar 1: Verbs with indirect object pronouns; verbs that express “to become”; Use of “Se” Grammar 2: Conditional; Past subjunctive w/ hypothetical statements; more past subjunctive Capítulo 9 Huellas del pasado (El Cono Sur) pgs. 366-406 Grammar 1: Preterite & Impferfect in storytellng; Preterite & Imperfect contrasted; Por & Para Grammar 2: Uses of subjunctive; sequence of tenses; more on sequence of tenses Capítulo 10 El mundo en que vivimos (El Cono Sur) pgs. 408-448 Grammar 1: Present and past progressive; Haber; expressions of time Grammar 2: Future tense; subjunctive w/ doubt, denial, & feeling; subjunctive and dicative w/ adverbial clauses

¿Qué aprenderás? (What will you learn in Sp3?) Capítulo 1 ¡Adiós al verano! (Castilla-La Mancha) pgs. 6-46 Grammar 1: Preterite & Imperfect; Ser & Estar; Subjunctive for Hopes & Wishes Grammar 2: Pronouns, Comparisons, Demonstrative Adjectives Capítulo 2 ¡A pasarlo bien! (Castilla-La Mancha) pgs. 48-88 Grammar 1: Imperfect; Ir+a+infinitive; Nosotros Commands Grammar 2: Object Pronouns; Subjunctive w/ unkown or nonexistent; Subjunctive w/ Expressions of feelings Capítulo 3 Todo tiene solución (El Caribe) pgs. 96-136 Grammar 1: Verb + Inf; Subjunctive w/ Will or Wish; Subjunctive w/ Negation or Denial Grammar 2: Future Tense; Conditional; More Uses of the Conditional Capítulo 4 Entre familia (El Caribe) pgs. 138-178 Grammar 1: Present Progressive; Present Perfect Indicative; Present Perfect Subjunctive Grammar 2: Preterite; Se+ Indirect Object Pronouns; Past Progressive Capítulo 5 El arte y la música(El Surroeste) pgs. 186-226 Grammar 1: Comparisons of Equality and Superlatives; Passive Se; Passive Voice with Ser Grammar 2: Sunjunctive with Hopes & Wishes; More on Subjunctive w/ Hopes & Wishes; Past Perfect

¿Qué aprenderás? (What will you learn in Sp3?) Capítulo 6 ¡Ponte al día! (El Suroeste) pgs. 186-226 Grammar 1: Indicative after Expressions of Certainty; Subj. after Expressions of Doubt & Disbelief; Haber Grammar 2: Indefinite Expressions; Gender of Nouns; Indicative in Coumpound Sentences Capítulo 7 Mis aspiraciones (Los Andes) pgs. 276-316 Grammar 1: Verbs that change meaning in Preterite & Imperfect; Grammatical Reflexives; Lo & Lo que Grammar 2: Subjunctive after adverbial conjunctions; Subjunctive w/ future actions; Indicative w/ habitual or past actions Capítulo 8 ¿A qué te dedicas? (Los Andes) pgs. 318-358 Grammar 1: Verbs with indirect object pronouns; verbs that express “to become”; Use of “Se” Grammar 2: Conditional; Past subjunctive w/ hypothetical statements; more past subjunctive Capítulo 9 Huellas del pasado (El Cono Sur) pgs. 366-406 Grammar 1: Preterite & Impferfect in storytellng; Preterite & Imperfect contrasted; Por & Para Grammar 2: Uses of subjunctive; sequence of tenses; more on sequence of tenses Capítulo 10 El mundo en que vivimos (El Cono Sur) pgs. 408-448 Grammar 1: Present and past progressive; Haber; expressions of time Grammar 2: Future tense; subjunctive w/ doubt, denial, & feeling; subjunctive and dicative w/ adverbial clauses