• Periods 2:
• Period 3-4 & 6:
• Periods 5 & 7:
Prep
Spanish 1CP
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
¿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
Contrato/ECLR:
The National Standards:
(The 5 C’s)
(Expected Classroom Learning Results)
•Department Goal
•Our Daily Routine
•The “Respect” Expectations
•Standards of Performance
•Absences
•Materials
•Grading Policy
•My Responsibilities
•Your Responsibilities
•Dishonesty
•Attendance
1.
•Dress Code Violation
2.
•HW & Participation
3.
•Office Hours
1.
2.
3.
4.
Our Daily Routine:
5.
Greeting from Sra Rollins
“Chicle” check
Esponja/Mini Quiz
4.
Correct HW
5.
Instructional Time
6.
Two minute Downtime
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
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
E
•
•
•
•
•
S
P
E
C
T
espect the rights and property of others
ating/gum chewing, drinks, cell phones, & digital games will
NOT be tolerated in my classroom
wift silence at the signal
ut downs, swearing and rude gestures are prohibited
arnest effort to listen ensures success
ome on time with materials and homework everyday
alk when called upon or when working in groups
**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
**Violations**
1. Documented verbal warning
2. Detention
3. Referral to AP
**Positives**
1.
2.
3.
4.
Friday Raffles
HW Passes
Dulces
Good Phone Calls Home
Mis responsablidades a ti, el estudiante.
(My Responsibilities to You, the Student)
1. To treat you with respect and care for you as an
individual.
2. To provide you an orderly classroom.
3. To provide you the necessary discipline.
4. To provide you the appropriate motivation.
5. To teach you the required content.
6. To provide “office hours.”
(Check Classroom Management Plan for hours listed)
Mis responsablidades a Ud., la maestra
(My Responsibilities to You, the Teacher)
1.
2.
3.
4.
5.
6.
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.
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
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/Rollin
s.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
Contacting Sra Rollins
• Email: [email protected] (I prefer email)
• Phone: (805) 497-6711 x 1109
• My Webpage can be found off of WHS
website:
1. WHS Webpage
2. Click “Departments”
3. Click “World Languages”
4. 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:
A:
B:
C:
CH:
D:
E:
F:
G:
H:
I:
J:
K:
L:
LL:
M:
ah
beh
ceh
cheh
theh
eh
eh-feh
heh
ah-che
ee
ho-tah
kah
eh-le
eh-yeh
eh-meh
N:
Ñ:
O:
P:
Q:
R:
RR:
S:
T:
U:
V:
W:
X:
Y:
Z:
eh-neh
en-yeh
oh
peh
cu
eh-reh
eh-rreh
eh-seh
teh
oo
veh or beh
doble oo/veh/beh
eh-kiss
ee-grie-ga
seh-tah
Español 1cp: Please write on THE TOP HALF OF THE SHEET OF PAPER...
1.
Your Name:
2.
Born in:
3.
Favorite class:
4. Favorite Hobby:
5. My bestfriend would say that I:
6.
I would like to be:
7.
I like:
8.
I don’t like:
9.
My interests:
10. My best school memory:
11. Something important you need to know about me is:
Per.#
Date:
Ejemplo:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
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!
Español 2CP : Por favor escriba en la primera media de una hoja de papel...
(Please write on top half of paper…)
1. Tu nombre:
Per.#
2. Nací en:
el
de
3. Tu clase favorita:
4. Tu pasatiempo favorito:
5. Mi mejor amigo/a diría que yo:
6. Quisiera ser:
7. Me gusta(n):
8. No me gusta(n):
9. Me interesa:
10. Mi mejor momento en la escuela fue cuando:
11. Algo importante es (o.k. in Eng):
de
Ejemplo:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
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
Escriba una descripción:
DOUBLE
SPACE!!!
DOUBLE
SPACE!!!
DOUBLE
SPACE!!!
DOUBLE
SPACE!!!
¿Quién? ¿Cuándo? ¿Qué hace? ¿Dónde? ¿Por qué? ¿un poco más…?
Contrato/ECLR:
(Expected Classroom Learning Results)
•Department Goal
1.
•Our Daily Routine
•The “Respect”
Expectations
•Standards of Performance2.
•Absences
•Materials
3.
•Grading Policy
•My Responsibilities
4.
•Your Responsibilities
•Dishonesty
•Attendance
•Dress Code Violation
5.
•HW & Participation
•Office Hours
The National
Standards:
(The 5 C’s)
Our Daily
Routine:
1. Greeting from
Sra Rollins
Communicate in
languages other than
2.
English
Gain knowledge and
3.
understanding of other
cultures
Connect with Other
4.
Disciplines and
Acquire Information
5.
Develop Insight into
the Nature of
Language and Culture
6.
(Comparisons)
Participate in
Multilingual
Communities at Home
& Around the World
“Chicle” check
Esponja/Mini
Quiz
Correct HW
Instructional
Time
Two minute
Downtime
The “Respect” Expectations:
•
•
R
E
•
•
•
•
•
S
P
E
C
T
espect the rights and property of others
ating/gum chewing, drinks, cell phones, & digital games will
NOT be tolerated in my classroom
wift silence at the signal
ut downs, swearing and rude gestures are prohibited
arnest effort to listen ensures success
ome on time with materials and homework everyday
alk when called upon or when working in groups
**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
**Violations**
1. Documented verbal
warning
2. Detention
3. Referral to AP
**Positives**
1.
2.
3.
4.
Friday Raffles
HW Passes
Dulces
Good Phone Calls Home
¿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/
¿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/
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