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Religion 10

Available to grade 10. The Paschal Mystery:
Course Topics
* The Paschal Mystery: The Mission of Jesus Christ, & The Church: Jesus’ Mission Continues

The purpose of this course is to help students understand all that God has done for humanity through his Son, Jesus Christ. Students will learn that, for all eternity, God has planned for them (us) to share eternal happiness with Him, which is accomplished through the Redemption Christ won for all. Students will learn that they share in this Redemption only in and through Jesus Christ and what that entails for their own spiritual journey. They will also be introduced to what it means to be a disciple of Christ and what life as a disciple entails.
They will explore the structure of their local diocese in order to help them connect with how Christ’s mission has spread and continues to operate as a living Body today. This Body has both Divine and human elements. Students will delve into the structure and parts of the Mass to connect Old and New Testament Jesus as that same and everlasting ONE. They will be given tools to discover that in and through the Church they encounter the Living Jesus Christ. They will be introduced to the fact that the Church was founded by Christ through the Apostles and is sustained by Him through the Holy Spirit.
Students will learn not so much about events in the life of the Church but about what Church MEANS as well as how important their personal relationship with the living Savior is.

Policies

Materials needed:
The Bible on your iPad – from USCCB site… NABRE version, CCC – AFTER we go over how to use them you may use it on your iPad (I will share mine with you ☺), notebook for class notes, folder to keep your papers from being wrinkled. Writing utensil. Your brain! Your attention!
Overall Values:
1. All people are Children of God. Differences add spice and verve. We value all that that entails.
2. The Bible is the written Word of God. To begin to comprehend it requires intentional interaction and critical thinking.
3. Reading the Bible, using a variety of lenses, allows us to draw closer to God. These deeper levels will help us become the person we are created to be.
4. Writing enables us to unearth values, beliefs, ideas, and feelings. This in turn allows us to discover ourselves as God reveals to us facets of ourselves which were previously unknown to us. Writing also allows us to discover God in ways we didn’t know Him beforehand.
5. Both effective speaking and listening are necessary for interacting with each other.
6. The Mass is the most important prayer Catholics have! In it we come face to face with the living God. ………………..

Growth opportunities: ……..
Not only will we be discussing and learning about the Paschal Mystery and the Church, we will also be looking at our own faith and how we are living it. So that you can be ripe for the growth which can take place throughout this course, and so that you can grow closer to the Lord, you will need to take an active part in all this class entails: ………….

• Class Discussions: Contribute to the best of your ability. Push yourself beyond your comfort zone!
• Listen to and show respect for the ideas of others.
• Reading Assignments: You may be assigned to read the same set of readings a couple of days in a row. It is essential that you do so. The Bible speaks to us as it soaks into our being. A first reading allows us to know what the words are. A second and third reading will often speak to us differently..
• Written Assignments: We will reflect on many of the activities in class through written work. Write your best. Don’t be afraid to voice what you feel. This is an opportunity for you to discover how your life fits into your Faith! It’s a time to discover what you believe as a Confirmed Catholic Christian.
• Peer work: We may share some of our projects with others. Remember to critique honestly, but compassionately.
• Interactive Journaling: Some of your notebook entries involve journaling. This will serve you as a medium for reflection and conversation between the 2 of us. Don’t be afraid to ask meaningful questions in your journal. Don’t be afraid to work out your thoughts or even to suggest answers to your own questions. Open your heart, stretch your mind, and remember to approach it prayerfully!
• Google Classroom: We will use Google Classroom as a way to quickly share thoughts and assignments, particularly, your thoughts regarding Tuesday Masses.
• Prayer: We will pray. You may be asked to lead a prayer or mini-prayer service. This is a great time to LEARN how to do that comfortably. As a Christian, and specifically as a Christian Catholic, you will be seen as “that person” who can offer up a word of prayer at an event. This is great practice at handling those moments which have the potential of being awkward in your future encounters.
• Memorization: Yep, we’ll be memorizing some things! Work at it every day and review it often, especially between exams, and it’ll stick, hopefully for a lifetime! ☺ ………………

Objectives ……
1. For students to discover what redemption in and through Jesus Christ entails in their own spiritual journeys.
2. To promote students’ exploration and appreciation of Jesus on a personal level.
3. To immerse students in the Sacred Scriptures. To fill your minds with the WORD of God!!
4. To increase students’ knowledge and recognition of Jesus through the Sacred Scriptures.
5. To encourage students in the practical application of Jesus’ teachings through liturgy, ritual, and respect for all human life.
6. To encourage communication of the faith with others.
7. To recognize The Church as the Living Body of Christ in the world today.
8. To come to know Holy Spirit and His role in our faith lives.
9. To assist students in discerning important information and taking good notes. ……………..

What I expect of YOU! ….
Arrive on time. Be prepared with all materials needed when the bell rings to begin class. Be ready to learn every day. Follow the class procedures which we will review the first day of class. Demonstrate respect to me, your peers, and to yourselves. Adhere to all the requirements detailed in the student handbook. Treat all classroom visitors, this includes a substitute teacher, cordially and with respect. Participate!
Also: Jesus is our model for all behavior. That means I expect honest, caring, and respectful interactions between all people in the class. I expect that conversations will be treated as if they were being spoken in His presence. Should we discuss sensitive issues, I expect maturity and sensibleness to be displayed. The measure for whether something is appropriate will be the following: Is it true? Is it necessary? Is it kind? (If the answers to those three are yes, then the following questions should also be answered yes: Does it need to be said? Does it need to be said NOW? & Am I the person who should say it?)
Part of our journaling and discussions will be based on assessments of other types of behaviors which could be related to classroom or societal behavior. This course should help students take what they are learning about/from Jesus and apply it to areas outside this classroom. ………….

What you can expect of ME! …..
In turn, I will be on time. I will be prepared, and ready to engage you in our topic every day. I will treat you, my colleagues, and myself with respect. I will be demanding on you, but I will walk this journey with you: for example: if I ask you to memorize a Bible verse or a list of Mysteries, I will either already know the information by heart or accomplish the task alongside you. Together we will build a community of faith in this classroom. Together we will encourage each other to take what we’ve learned in the classroom and make it part of our lives outside the classroom. Also: I am available to you. If you have any questions or concerns, please come see me! If I am not available at that time, we will schedule a time that works for both of us. My final goal is that together we will not only learn about our faith, but also draw closer to God, thus bettering our lives and our communities within the context of our faith. ……….

Grading: Scoring will be calculated per SJHS grading policy. It will be a conglomeration of Participation, note taking, journaling, scripture memorization, quizzes, tests, and projects. …….

Participation: The participation grade is based on answering prompts on Google Classroom at the opening of class, having your iPad charged and ready to go, having your writing utensil and notebook – and using them, Sharing appropriately in class, being on task, and paying attention. …………

Note taking and Journaling: You should take notes EVERY DAY. If I write it on the board – you should write it in your notes. If we spend more than 5 minutes on a topic, you should have something about it written in your notebook. As far as journaling goes, I am going to try something new this year and intermix the journal entries with the notebook entries. This way the context of each entry will be clear as you review for tests. Each entry will be assigned in class and often finished in class too. If you do not finish the entry in class, you are expected to finish it before I collect the notebooks for grading. Each entry will be posted on the website also. Every journal entry is worth 5 points and all students are expected to complete each entry whether they are present in class the day it is assigned or not.

Scripture Memorization: The best way to have the Word of God at your fingertips is to have it in your heart. You will be given a Bible Verse to memorize each month. You will then recite it orally to me individually. The point value is one point for each word and one point for each part of the citation which should be announced before and after the recitation. ……
For example say the verse is: John 11: 35 “And Jesus wept.” …….
For the test on it you would say: “John. Eleven. Thirty- five. And. Jesus. Wept. John. Eleven. Thirty-five.” ………
That is 9 words, so it is worth 9 points. Easy peasy! ☺ ……………….

Other assignments/activities/quizzes/etc: Each activity will be announced in class and posted on the website. Point values will vary according to the intensity of the activity. ……..

Absences/Tardiness/Late Work: All assignments are due at the beginning of class on required day unless otherwise noted. In the case of an absence all assignments and tests must be made up. It will be the students’ responsibility to get the late work and notes.
When students miss my class they are responsible for coming to me the day they return to school to receive their missed assignments – whether they are scheduled for class with me that day or not. They have one day per day they were absent to make the work up and turn it in. If they are absent on a day homework is due, I expect that work to be turned in on the day they return to school, otherwise it will be considered late. I reserve the discretion to make exceptions. It is the students’ responsibility to remember to turn in the work. If the student fails to contact me about missed assignments or tests in the allotted time, a zero may result for that assignment.
5% of the possible score may be deducted for each day an assignment is late. …………..

Academic Integrity: You will collaborate on some projects, but work that you turn in as your own must be your own. If you use other sources for papers or presentations, you must cite them properly. …………

Care of Classroom: You share responsibility for keeping books, desks, materials, computer equipment , and all classroom items in good condition. …………..

Technology: We may utilize technology such as our iPads &/or the Google Chromes. Students who misuse technology in the classroom will have their devices taken from them. …………………

PowerSchool: In PowerSchool you and your parents are able to access your progress. Letter grades are based on the percentage of points accumulated during reporting period. …………

Fun: ……….I like to make classroom time fun, using a variety of learning styles. When we step out of our comfort zones, while maintaining mature and responsible behaviors, we can have fun while we grow in our faith. Remembering the class guidelines, we can explore the life of Jesus in non-traditional ways – ie: not always reading from the book and writing notes every single class period! My hope is that we can respectfully learn together, pray together, and grow together in Jesus. ☺

Spanish I-III

Available to grade 9, 10, 11 These courses are introduce and delve into to Spanish language and culture. They teach basic grammar, vocabulary, and culture.  The goal of the set of courses is to be ready to speak in Spanish 4! Students will begin by listening a LOT. They will then get to a point where they perform tasks and begin to create sentences of their own within a specific set of vocabulary. Each year focuses on a new set of grammar to add to the students’ base. However, each year the students will hear the variety of tenses just as if they would were they in a hispanic country.

Policies

Spanish 1, 2, and 3 ……………………

Materials needed: ………………………..
iPad, notebook, a folder with pockets, and a writing utensil. Please remember to bring your brain and your attention every single day! ☺ Any text books we use in class will be distributed in the classroom. You will be creating an account in Quizlet.com to practice vocabulary and general Spanish throughout the year. ………………………………………..

Spanish 1: The Course …………………………….
The purpose of this course is to begin acquiring the Spanish language. By the end of Spanish 1 you should have a basic grasp of the Spanish used in daily functioning as well as a familiarization of some common Hispanic cultural. You should be able to tell time, talk about the weather, your school, and express how you feel. You should also be able to answer simple questions about yourself, your likes, your dislikes, your daily routines, your friends and your family. We will be speaking in the present tense, present progressive, and begin to look at the preterite tense! ……………………………………………………..

Tools and Methodology of Spanish 1: …………………………………………………………
Total Physical Response: Think about how children acquire their first language: They listen and babble for literally hundreds of hours before they even attempt to create small phrases. They often understand what their caregivers are saying, but can’t vocalize yet (hence we get a lot of grunts and pointing from them, and sometimes even tantrums from the frustration of not being understood).
However, when we teach children the language, we don’t say, “Oh, no, you must put a definite article before that word Try again.” Instead we encourage all attempts, so when the child says, “want cookie,” we say, “Oh, you want a cookie! Say please.” Ie; we demonstrate the correct form of the sentence and if the timing is right, we give them a cookie! ☺ ………….
Dr. James Asher took this supposition and through many trials and experiments, developed a tool called Total Physical Response (TPR), a tool which mimics this structure. It is a system of kinesthetic sensory learning which allows students to “experience” the foreign language, in a simplified version of the real world, in the same way they did their native language. His research found that students acquired the language faster than traditional classroom teaching. That means that not only did they “learn” it, they remembered it, and could understand and communicate in the target language much much earlier than the old book and pencil taught students, but that the students in these classrooms often took harder and harder language courses, thus becoming fluent or nearly fluent! …………….
Other tools and methodologies will be used also – some traditional teaching, some Tan Gau, some storytelling, Berlitz, multiple intelligences, journaling/reflection, and etc. In short, this will be a very non-traditional classroom experience for you!! ……………………….. ………………………………….

Goals for Spanish 1: ……………………………….
Our goals … to be able to communicate with others in basic Spanish! We want to be thinking and self-talking in basic Spanish. We don’t want to translate in order to discuss something basic. We want to work towards fluency. In short, our goal is Spanish, Spanish, Spanish!! ☺ ………………………………….. ………………………… ……………………………..

Spanish 2: The Course …………………………………………………………..
The purpose of this course is to build on what you have already acquired in Spanish 1 and continue acquiring the Spanish language. By the end of Spanish 2 you should have a basic grasp of the Spanish used in discussing the past, emotions, and doubt, as well as a bit of digging deeper into Hispanic Geography and more Culture. …………… The methodologies will be similar as those used in Spanish 1 with an added dimension of using workbooks and written grammar exercises to help reinforce what has been learned as well as to progress to the next level in learning. ………………………….. ………………………..

Goals of Spanish 2: ………………………….. ……………… ………………………………………..
Our goal … to be able to communicate with others in well-rounded basic Spanish, both about your todays and your yesterdays! Tweaking what you learned in Spanish 1, and building on thinking in well-rounded present and past Spanish is a must. This includes working on self-talking in multiple tenses in Spanish. As in Spanish 1, I don’t want you translating when you converse. We are working towards fluency! In short, the goal is Spanish, Spanish, Spanish! ………………….. …………….. ……………………………………..

Spanish 3: The Course: …………………………… …………………………. …………………………. …………………. …………………. ……………
By the end of Spanish 3 you should have an intermediate grasp of the Spanish used in discussing the present, past, emotions, and doubt. You will also be refining what you learned in Span 1 and 2. You will be introduced to some idioms of the language and be exposed to some differences between the Spanish spoken in the different countries. We will delve into conditional happenings, indefinite happenings, about future happenings. You will also explore immigration as it deals with the Hispanic countries, and compare and contrast their policies against those of the US. …………………. ……………… …………………. ………………….

Goals of Spanish 3: ………………………….. ………………….. …………………………….
Our goal … to be able to communicate with others in Spanish! We will be rounding out the palette of what we already know, tweaking and fixing our grammar. Thinking in well-rounded intermediate Spanish, which includes things beyond surface discussions will be the key to Spanish 3. This includes self-talking in well-rounded Spanish. The ultimate goal? Fluency. You ought to be semi-fluent by the end of this course. That means you should not be translating when you speak. You should be speaking without thinking about the fact that you are speaking in a second language. You want Spanish, Spanish, Spanish!! ………………… …………………………………. …………………………. ………………… ……………………

Overall Values of Spanish (Spanish 1, 2, and 3)
……………………………………………
1. All people are Children of God. Differences add spice and verve. We value all that that entails. …………….
2. Learning a foreign language requires intentional interaction and critical thinking. ……………………..
3. Writing enables us to unearth values, beliefs, ideas, and feelings. This in turn allows us to discover ourselves as God reveals to us facets of ourselves which were previously unknown to us. Writing also allows us to discover God in ways we didn’t know Him beforehand. ……………………………….
4. Both effective speaking and listening are necessary for interacting with each other. ……………………..
Growth opportunities: ……………………….
Not only will we be learning Spanish, we will also be integrating it into our lives of faith. We will be looking at how Spanish/learning Spanish can assist us in growing closer to the Lord. Because this is so, you will need to take an active part in all this class entails: …………. ………… …………………..

• Class Discussions: Contribute to the best of your ability. Push yourself beyond your comfort zone! …………………
• Listening to and showing respect for the ideas of others. ………………
• iPad listening Assignments: You may be assigned to watch the same video or work on the same quizlet more than once. Maybe even in a row. It is essential that you do so. A first exposure you may learn one facet of the information, but as you acquire that part, you will be attuned to acquiring the nuances and other sections of the information. …………………..
• Stations: We will often break into groups in order to practice with a concept. I expect you to work the concept, not chat with your station partners. …………………………..
• Trust the research. Trust me to have the goal of this class in mind! ……………………
• Written Assignments: We will reflect on some of the activities in class through written work. Write your best. Don’t be afraid to voice what you feel. This is an opportunity for you to discover how you are growing in the language as well as your Faith! …………………………..
• Peer work: We may share some of our projects with others. Remember to critique honestly, but compassionately. ……………….
• Prayer: We will pray in Spanish. ……………….
• Memorization: Yep, we’ll be memorizing some things! Work at it every day and review it often, especially between exams, and it’ll stick, hopefully for a lifetime! ☺ …………………

Objectives ……………………..
1. To acquire a working knowledge of basic Spanish daily living activities. ………..
2. To promote students’ exploration and appreciation of Spanish on a personal level. …………
3. To immerse students in Spanish language. ……………
4. To increase students’ knowledge and recognition of Spanish culture. …………….
5. To encourage communication in Spanish with others. …………….
6. To come to know learning Spanish fits into our faith life and honors God. …………….
7. To assist students in discerning important information and taking good notes. ……………

Spanish IV (CHS)

(Spanish 0003 SPAN Intermediate College Spanish I, University of Pittsburgh 3 credits)

Policies

SPANISH 0003
University of Pittsburgh
Department of Hispanic Languages and Literatures
College in the High School 2019-2020

Instructor: Mrs. Brown Meeting days: M – F
Email: jbrown@saintjosephhs.com Location: 205 Humanities Bldg.

Overview
¡Bienvenidos to Spanish 0003, Intermediate Spanish, the third semester of the Spanish Language Program in the Department of Hispanic Languages and Literatures! It is designed to develop communicative proficiency. This course builds on and expands the language skills acquired during the first two semesters of Spanish (Span 0001 and 0002) or in Spanish 15.

Placement and Pre-requisite
One of the following applies:
• You have taken 3 (three) or 4 (four) years of Spanish in high school within one academic year of high school graduation (in other words, your last Spanish class in high school was last spring or fall).
• You received an A in Spanish 3 – or gotten special permission from Mrs. Brown.

Learning Outcomes
1. Students who enter Spanish 0003 will be able to sustain concrete exchanges on predictable topics necessary for surviving in the target culture. In addition, they will be able to express personal meaning and discuss information related to self and family, daily activity, and immediate needs, but also personal preferences. During the course of the semester, they will improve the four skills (reading, writing, speaking, and listening) through reading activities, compositions assignments, and short films. Students will expand their knowledge of cultures of the Spanish-speaking world and its people.
2. By the end of the semester, students in Spanish 0003 will be able to handle a substantial number of communicative tasks most of the time. They will develop the ability to narrate and describe in all major frames using connecting discourse of paragraph length. They will have learned to successfully sustain social interaction requiring a basic exchange of information related to their work, school, recreation, particular interests and areas of competence.

Your role
Much of the responsibility for learning a language falls on you, the student. To derive the utmost benefit from this class, daily attendance is essential. Take advantage of the time to practice the language in class. Attendance to each session is required. You are expected to come to class well prepared and ready to participate. This means to study the “temario del día” before each class and to hand in on time what is indicated in the section “para entregar” (third column of the calendar), in addition to any assignment that your instructor might require you to complete.


Required Texts and Materials
Blanco, J. Enfoques: Curso intermedio de lengua española. 4th ed. Boston: Vista Higher Learning, 2016.
[The book comes in a package with a Supersite Plus Code (Supersite & WebSAM & vText)]

Students can decide whether to buy the package in the Pitt bookstore, which comes with a physical copy of the textbook and the code with the access to “Supersite and WebSAM” or to buy the book online using this link:
http://vistahigherlearning.com/students/store/spanish-programs/enfoques-4th-edition.html
Students are responsible to bring their textbook to class every day, either as a hard copy or with the adequate technology to read an e-book.
To sum up, there are three options:
1. Book in hardcopy version with Supersite Plus Code (Supersite & WebSAM & vText)]. ISBN 978-1-62680-718-1
2. Book in loose-leaf edition version with Supersite Plus Code (Supersite & WebSAM & vText)] ISBN
978-1-62680-725-9
3. Supersite Plus Code (Supersite & WebSAM & vText)] ISBN 978-1-62680-697-9
The text covers 12 chapters that will be used during the course of two semesters of Spanish at University of Pittsburgh (Span 0003 and Span 0004).
Your instructor is available to answer questions or doubts that may arise from the online exercises. However, it is your responsibility to set up the online companion portion of the textbook. Remember that your instructor does not have control, administrative access, or ability to set up the website for you. If you have questions or doubts about the technology, the fastest and more efficient way to receive help is to contact tech support.

Resources for the Class
• Enfoques, Fourth Edition, Website: www.vhlcentral.com.
• Quizlet.com
• Kahoot!.com

***This course is taught entirely in Spanish ***

COURSE REQUIREMENTS
Assessment Components: Testing procedures will be representative of the type of instruction, content and practice offered in this course. The assessment components for this course are:

Participation and classwork 10%
Homework 10%
Compositions (4) 20%
Oral exams (2) 15%
Written Exams (2) 20%
Quizzes 10%
Final Exam 15%

***Attention: no extra credit is available for this course under any circumstances***

Participation and classwork (10%):
This course requires active classroom participation as well as out-of-class preparation. Participation takes into account your willingness to participate in class, your cooperation and positive impact in your group and pair work, your respect and attitude toward your peers and instructor, your use of Spanish, and your ability to complete activities and tasks in class. To be successful, your instructor expects that you come to class prepared in order to be able to complete different types of learning activities. Note that your instructor may assign extra homework or give you unannounced short quizzes on the assigned material for the day to assess your preparation for class.
In order to reflect on your own participation in class, you will be asked to complete a Self-Evaluation Form for Class Participation (included in this syllabus). At the same time, your instructor will assign you a participation grade based on the criteria on the Self-Evaluation Form. He/she might add comments and suggestions on how to improve your participation in class.
Remember that your active involvement is essential to your success this class. Simply coming to class is not enough.

Homework (10%):
Throughout the course, there will be homework assigned by your instructor. Homework is a great opportunity to prepare for class and to reinforce the learning of the content studied in class. It also helps you to monitor your own progress in learning Spanish. There will be several homework grades, one for each chapter. The final due date for all the activities assigned in a chapter is in the calendar. You might be asked to do the activities before class as class preparation.
Please note that the instructor may not accept late assignments. Your instructor will explain his/her specific expectations regarding homework. Doing the homework in the correct manner and on time does make a big difference in your grade.

Oral exams (15%):
There will be two oral exams: an interview/role-play and an oral presentation.

1. Oral exam 1: Interview/role-play:
Your will take the oral exam together with a partner and it will last around 5 minutes. The exams will be administered during regular class time on the dates noted in the calendar. Your instructor will assign a slot for you and your partner. Please be there at least ten minutes before your assigned time.
During the exam, your instructor will first ask each of you a number of individual questions, and then he or she will ask you to complete a role-play situation with your partner. Each student will be graded individually according to the Grading Criteria to Evaluate Oral exams (which you will be given.)
You will not be allowed to use any books or notes during the exam. Please speak with your instructor before the day of the exam for further clarification, if needed. To prepare for the oral exam, you will be given in advance a list of possible interview questions and role-play situations.

2. Oral exam 2: Oral presentation:
In groups of three or four students, you will give an oral presentation in Spanish in class. The presentation will have an emphasis on a cultural topic. Your instructor will provide you with specific instructions regarding topics and possible formats for the presentation. The presentation must be given on the assigned day on the calendar and you will not be permitted to read. Each student will be graded individually according to the Grading Criteria to Evaluate Oral exams.

Compositions (20%):
You will write four (4) compositions of 150-200 words each. The topic of each composition will reflect the topics, the vocabulary and the grammar covered in this class. Your instructor will provide you with topics and specific requirements for each composition.
The first composition will be done in class. The other three will be home assignments. For each of those compositions you will write two drafts. In the first draft, your instructor will give comments and suggestion on how to improve the content and organization of your first draft. Your instructor will also point out grammar and vocabulary errors. The second draft focuses on the process of rewriting and correcting the previous draft by following the feedback provided by your instructor in the first draft. If you don’t know how to proceed about a specific portion of the rewriting, instead of eliminating it, you should ask your instructor.
Refer to the section of “Academic Integrity Policy on Cheating and Plagiarism” when writing your compositions. Also note that students must not receive help from native or advanced Spanish speakers to edit your work, use online translators, download texts from Internet, or get assistance from tutors except from your instructor. If you don´t comply with these rules, you will receive an F for the writing assignment in question.
The compositions must be typed in Times New Roman, double spaced, 12 pt. font; in addition, they must have typed accents (á, é, í, ó, ú, ü, ñ), and symbols (¡!, ¿?). All compositions must be submitted through turnitin.com, an anti-plagiarism website. The Class ID as well as the enrollment password to log into this website will be given to you in class. Your instructor may decide to grade your composition online or he/she may request that, in addition to submitting the composition to the website, you turn in a hard copy as well.
The first draft will be worth 70% of the grade assigned for the composition; revisions/improvements shown in the second draft are worth 30%. Compositions will be evaluated following the Grading Criteria to Evaluate Compositions. No late compositions will be accepted without appropriate written documentation.

Written exams (20%) and Quizzes (10%):
There will be several written exams during the course of this semester on the dates noted on the calendar. Each exam will cover material from the textbook, the homework, class activities, and discussions. Your instructor will also administer several quizzes. Quizzes are not announced in the syllabus; make sure you follow instructors’ announcements regarding quizzes.
In case of written exams, make-ups will be allowed in the case of documented medical conditions (a written excuse from a doctor or the Student Health Center). Without such documentation, you will receive a grade of “0” for that exam or quiz. If you know you cannot make it to a test, you MUST notify the instructor by e-mail in advance, and no later than the hour at which the test is scheduled. Moreover, you must make up the test within five days after it is given.

Final exam (15%):
The final exam is cumulative. If you know you will be absent the day of the final exam, you must discuss and schedule it with your instructor prior to the exam.

COURSE POLICIES and RESOURCES

Attendance Policy
Because of the communicative nature of this course, it is essential to come to class regularly. Attendance is mandatory and will be reflected in the final grade. With the exception of absences due to officially documented university-related activities, university-recognized religious observances, or serious illness, you are permitted to miss three (3) classes. On your fourth absence, and after each additional absence, you will lose one whole percentage (1%) from your final grade. So, if your final grade is an 87% and you missed class five times, your final grade will be 85%. Arriving late and leaving early (10 minutes or more) will result in half an absence for the day.
In case of documented absences, you have two class periods from the day you returned to class to submit to your instructor the original document excusing the absence. Exceptional cases of prolonged absences will be reviewed on an individual basis by your instructor and the coordinator.
Absence from class is not an excuse for the late submission of work. Assignments must be turned in on time or they may not be accepted. If you must miss a class, it is your responsibility to check the syllabus and/or blackboard for missed assignments.
Finally, do not make any travel plans without checking your syllabus. Preexisting travel plans will not be considered a reasonable cause for missing class, assignments, exams, and/or to schedule a make-up exam.

Academic Integrity Policy on Cheating and Plagiarism:
Cheating/plagiarism will not be tolerated. Students suspected of violating the University of Pittsburgh Policy on Academic Integrity, from the February 1974 Senate Committee on Tenure and Academic Freedom reported to the Senate Council, will be required to participate in the outlined procedural process as initiated by the instructor. A minimum sanction of a zero score for the quiz or exam will be imposed. To allow someone else to pass your written work as his/her own is another form of the same crime, punishable in the same way. In addition, students submitting their own work complete or partially from previous classes will be asked to resubmit another original work, and this new submitted document will be graded over 83% (B).
The use of artificial or human translators for your work is strictly prohibited! Students using either computer or human translators for their compositions or homework will automatically receive an F for the papers in question. View the complete policy at www.cfo.pitt.edu/policies/policy/02/02-03-02.html

Grading scale:
A+ 98-100% B+ 87-89% C+ 77-79% D+ 67-69%
A 93-97% B 83-86% C 73-76% D 63-66%
A- 90-92% B- 80-82% C- 70-72% D- 60-62%

***Attention: University requires that students must earn a “C” or better in Spanish 0003 to be allowed to register for Spanish 0004***

Turnitin.com:
Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of Turnitin.com page service is subject to the Usage Policy and Privacy Pledge posted on the Turnitin.com site.

• Some other Important Class Policies:

• Any behavior considered disruptive or that does not contribute positively to the learning environment of the classroom will be sanctioned as stated in the Student Code of Conduct.
• All cellular phones must be turned off during class time.
• No food is allowed in the classroom.

General Education Requirement Goals: This course fulfills one or more general education requirements:
C. Language. A Sequence of Two Courses in a Second Language.
All students are required to complete with a grade of C- or better two terms of university-level study in a second language other than English. Exemptions will be granted to students who can demonstrate elementary proficiency in a second language through one of the following:
1. Having completed three years of high school study of a second language with a grade of B or better in each course;
2. Passing a special proficiency examination;
3. Transferring credits for two terms or more of approved university-level instruction in a second language with grades of C or better;
4. Having a native language other than English.