H.H.S. Spanish with Ann Rasella 1st period - Beginning Spanish - level 1 2nd period - Preparation and conference 3rd period - Beginning Spanish - level 1 4th period – English Language Development - levels 1, 2, & 3 combination 5 th and 6 th periods – off campus

My Educational Background Tamalpais High School, Mill Valley A.S. Culinary Arts & Hospitality Management, City College of San Francisco B.A. Spanish Literature and Culture, Sonoma State University Single Subject Teaching Credential, Chapman University, Concord M.A. Educational Leadership, Sonoma State University

My Teaching Experience Piner High School, Santa Rosa, Student Teaching #1, 1994 Lincoln Middle School, Alameda, Student Teaching #2, 1994 Alameda High School, Alameda, Spanish, 1994/95 Piner High, Santa Rosa, Spanish, Humanities, and ELD, Elementary Summer School in Healdsburg Healdsburg High School, Spanish and ELD, 2000-present

Textbooks Your entire textbook is available online with interactive pages that allow you to complete the activities on your computer. Find links on the resource page at

Tutorial Help This classroom with me at lunch time. Bilingual peer tutoring in room 49 with Ms. Correa and Ms. Saunders. ELD students come for help with English and core subjects. Students learning Spanish can get help with their Spanish from either students or the tutors. Computers are available. Every morning from 7:00 a.m. and after school until 5:00 Mon.-Thurs.

Classroom Website Home page – info and online assignments Beginning Spanish – links to class information E.L.D.- links to class information Resources – Links to online textbook, textbook practice site, Quia practice site where I receive the results, other practice sites, dictionary, how to make citations, and more to come. Contact us - link to

College Entrance Requirements University of California, U.C. System – (colleges whose names start with “U.C.”) Minimum of 3 years, 4 years for impacted schools and or programs California State University, C.S.U. System - (names ending with “State University”) Minimum of 2 years, 3 years for impacted schools and or programs

Modern Language Department Spanish Year 1 – Spanish 1-2 Year 2 - Spanish 3-4 Year 3 - Spanish 5-6 Year 4 - Spanish 7-8 Advanced Placement Spanish for the Spanish Speaker French Year 1 – French 1-2 Year 2 - French 3-4 Year 3 - French 5-6

Modern Language Department Grading and Advancement Policy Successful completion with a grade of C Teacher recommendation Semester grades consist of: 20% participation 20% successfully completed homework 25% homework including Cultural Participation and Research Projects 25% tests and quizzes 10% term exams ________________________________ 100% Total

Cultural Participation and Research Projects Use your studied language in the real world through interaction in the community, cultural participation, and independent research. This project involves choosing a variety of activities, which are aligned with the foreign language standards.

Cultural Participation and Research Point System The activities have a point value range assigned to each one. You are required to complete 25 points per grading period. There are three grading periods during the semester. You need to accomplish a total of 75 points per semester. The point ranges listed on the information sheet are for reference only. Actual points will be based on the amount of effort and time put into a project. Please be very detailed in your explanation on your C.P.R. activity sheet. All projects must be accompanied by a completed activity sheet.

C.P.R. Activity Form You will fill out an activity documentation form for each activity. Please be sure to fill in the form and get it turned immediately upon participation in an activity You may earn extra credit by presenting your project to the class. Some ways to increase your points are: Include translations of key vocabulary. Show the historical or cultural significance. Take photos of your process. If you need to buy things for your project shop at a Latin market.

Standard 1 - Communication Communication: It may be interpretive in which language users listen, view, and read using knowledge of cultural products, practices, and perspectives. It may be presentational in which speaking, signing, and writing occur in culturally appropriate ways.

Standard – 2 Cultures Cultures: Students must acquire the ability to interact appropriately with target culture bearers in order to communicate successfully. This allows students to make connections between languages and cultures.

Standard 3 - Content Content: As students develop their ability to communicate in the target language and culture, they are able to more fully address topics that expand in complexity from stage to stage on the Language Learning Continuum.

Standard 4 - Structures Structures: Students demonstrate mastery of structures which captures the multiple components of grammar in order to successfully communicate in linguistically and culturally appropriate ways.

Standard 5 - Settings Settings: Students need to carry out tasks in a variety of situations representative of those they will experience in the target culture. The success of learner communication will be determined by the requirements of the situation in which the language is used.

Language Laboratory Mondays Beginning Spanish - Pimsleur Language tapes geared for the business traveler, Expresate paired practice activities, dictations, and listening activities. E.L.D. Pimsleur Language tapes geared for the business traveler, fluency reading, and supplemental language programs.

Oral participation is a crucial aspect of second language acquisition. Credit is given for: Choral repeating & pronunciation practice Partner reading of homework & text book Partner Q & A activities Language laboratory participation Presentations Reading along/singing along with songs

Binder Organization Binder checks are for organization and completion of work Homework is stamped in class and credit is given for beginning it on time. The remaining credit is given during binder quizzes to see that the work has been corrected and is complete.

Cell Phones and Text Messaging School and classroom rules prohibit the use of cell phones and text messaging during class. All cell phones must be turned off and stowed away during class until the bell rings. If there is a family need for emergency contact the student can be contacted through the office, and a message will be sent out right away. For messages of changes in the plans for the day, students can retrieve their cell phone messages between classes.

Classroom Wish List Consumable workbooks Spanish verb books and Sp.- Eng. dictionaries Student classroom & binder supplies Flash drives Subscription to online pen pals & practice sites Colored copy paper and craft supplies Realia / manipulatives Spanish / E.L.D.music and video Sturdy patio furniture