1

Stacey Fawthorp
Signature Assignment
SED 322
December 3rd, 2015

2
APPENDIX
Syllabus.......
..3-5
Resume........
..6-7
Vision Statement......
8
Philosophy of Education.....
..9
Professional Growth Development.......
.10
Parent Concern Letter....
..11
Parent Teacher Letter....
12
Principal Letter......
13
Unit Plan......
...14-19
Lesson Plan......
..20-21

Spanish 1-2 Syllabus

Tempe Academy of International Studies
2015-2016

Seorita Stacey
sfawthor@asu.edu

BIENVENIDOS
!
Welcome to your first Spanish 1-2 classroom! Throughout the next year, we
will be immersing ourselves in the culture and traditions of Spanish! I am so
excited to get to know all of you and cannot wait for you to experience such
an awesome language.
Our main goals for Spanish 1-2 will be:
To view and welcome other cultures as our own.
To gain a better understand of ourselves through others perspectives.
To comprehend the necessity of a second language in todays society.
To appropriately maintain conversations in Spanish in specific scenarios.
Topics we will cover:
Identity
Gender Roles
Power
Conflict
Diversity
Justice and Equality
Community
Culture

Movies and videos we will watch:

Selena - http://www.imdb.com/title/tt0120094/
BASHO and Friends - https://www.youtube.com/user/bashoandfriends
SOS with Spanish!
Any questions on assignments, projects, or tests? Our library-tutoring center is open from 7am-5pm,
including lunches. My classroom is readily available throughout lunchtime as well and if needed, we can
schedule a time to meet before school or after school.
Materials Needed:
The following materials will be required each day in class:
-Folder/ Binder with four dividers to hold Spanish Warm-ups, Projects, Notes, and Homework.
-Lined notebook paper
-Pencils and pens
-Colored markers and pencils
-Readlidades 1 y 2 (provided in class)
-Spanish dictionary.
Homework and Assignments!
-Homework will be completed the day after it is assigned at the beginning of class unless stated otherwise.
-Warm-ups will be on board at the beginning of each class and will need to be completed entirely within the
first five minutes of class starting.
-I will grade homework and tests within that week and students will get them back as soon as possible.
-If any questions or concerns, parents and students can email me at the email provided above or set up a
meeting to discuss anything that may arise.
Latework:
-Latework will be accepted at the teachers discretion.
Grading Policy:
HOMEWORK: 20%
PROJECTS/ASSESSMENTS: 40%
PARTICIPATION: 40%
Expectations for Spanish 1-2:
-BE SUPPORTIVE! Always encourage each other.
-Participate in class and engage in the activities. You have to speak to learn the language!
-Stay open minded and welcoming to other cultures and traditions presented in the course/classroom.

5
-Be respectful of others differences and various ways of living.
Rules and Procedures:
-There will be cell phone or iPod time during independent work time and ONLY independent work time.
Students will have a taped off portion at the edge of their desk where their cell phones, if they have one, will
need to be at all times.
-Students will not speak without raising their hand and will be respectful when the teacher is talking.
-If issues arise, students will be talked to outside of classroom. If it continues, student will get a phone call
home. Third step is a trip to the principals office and from there the principal will decide what he would like
to do.
-Suspension means student is removed from the school for a certain amount of days. Expulsion by the
school means they are removed from our middle school entirely. Both of these options are only made by
the school administration.
-Attendance is required every day of the week. Excuses need to be called into the office to be considered
excused from my class. More than 10 absences and student will not pass Spanish 1-2. Learning a
language requires your presence and practice.

____________________________________________________
After you have read this with your parent or guardian, please sign and return the bottom form for an easy,
extra 5 points!
I have read and understand the policies and procedures of this course.
Parent/Guardian: _________________________________________

Date: ____________

Student: _______________________________________________

Date: _____________

Stacey Fawthorp
1010 E Wesleyan Lane
Tempe, AZ 85282
Phone: (602) 999-0087
Email: staceyfawthorp@gmail.com
OBJECTIVE
Enthusiastic and outgoing professional seeks a position in a Secondary-level classroom teaching
Spanish. With current position as a Summer Enrichment Instructor, goals include continuing to
provide stimulating instruction and encouraging different learning styles, as well as stressing the
importance of cultural diversity and social interaction, critical thinking, and problem-solving
skills outside of the classroom in the Spanish language.
QUALIFICATION HIGHLIGHTS
Professional Knowledge
3.9 GPA in Undergraduate level teaching courses. Experience in Secondary level instruction for
Spanish as well as Elementary.
Interpersonal Skills
Exceptional communication skills targeted at ensuring teamwork, cooperative learning, and
leadership. Extensive experience in establishing professional relationships with employers, coworkers, and students on both a professional and social level.
Dedication to Field

Dedication to the field of education as a former member for Teachers College students council
at Arizona State University as well as actively participating in education-related activities held
on campus
Leadership
Trainer at Islands Restaurant promoting positive mindsets, encouraging constructive
communication skills, and aiming towards long-term patience and flexibility. Coordinator of
employees schedules and training shifts as well as teaching skills such as multitasking,
prioritizing, and time management.
EDUCATION
2012-Present
2008-2012

B.A. in Secondary Education Spanish, Arizona State University

High School Degree, Shadow Mountain High School

EMPLOYMENT HISTORY
Islands Restaurant, Phoenix, Arizona, 2010-Present
Bartender, Trainer
Host, Takeout, Busser, Server, and Bartender in the Desert Ridge Location.
Coordinator of training of new employees the computer system, how to complete specific
tasks as well as teaching appropriate communication skills with customers and
coworkers.
Active involvement in the planning of employees schedules, training shifts, paperwork.
Arizona State University, Tempe, Arizona, 2012-2014
Student Orientation Leader

Coordinator of incoming students schedules

Organize clubs, booths, as well as set students up for first year of college
Prepare employees to answer specific orientation-related questions, how to speak with
parents and adults, as well as giving tours of the campus.

REFERENCES
Available upon request.

To be able to hold a conversation entirely in

Spanish.
To learn the importance and necessity of
a second language.
To be welcoming of all ethnicities, races,
and cultures.
To view the different values and
importance of life in another culture.
fully emerging yourself in this language
and its traditions, values, and beliefs with
an open mind and welcoming attitude. We
will focus on reaching complete
comprehension of the Spanish language
as well as gaining understanding of our
own. Respecting each other and
encouraging one another, because we

ourselves are trying this for the first time,

we will be the best version of ourselves as
well as push our classmates to do the
same.

Philosophy of Education
My personal Teaching Philosophy reflects the importance of real-life skills and
abilities to communicate and strive in the real world successfully. Allowing
students to explore their interests and personal beliefs while learning to
respect others is a crucial skill that must be learned to be a well-rounded
person in todays society. Students should be able to learn to express
themselves in a positive manner and take responsibility for what they feel
and how they think. Instead of teachers blaming students for being on their
phones and getting bored in classrooms, we as teachers need to adapt to the
ever-changing generations and figure out how to engage these kids
constantly that they wont be interested in their outside social life or even
have time to check what is happening on Twitter, Facebook, or Instagram.
Content presented in the classroom needs to be interesting and relevant to
the students as opposed to something they can look up on Google and find
all of the answers to. We need these kids to critically think about discussions
presented in the classroom and learn how to be open-minded and accepting
of everyone they come into contact with. For me, rationality and logic are
necessary to survive in this world and with enthusiasm; anything is possible
with the real-life skills needed to be successful and happy.

10

Professional Growth Plan

Within my first year of teaching, I hope to create professional relationships
with my co-workers as well as my students. I truly just want to be able to
spark students interest in Spanish as well as make my classes engaging and
interactive. My biggest hope is that I am able to manage my students
behavior and successfully control my classroom without being walked all
over and taken advantage of. Lastly, I want to be able to help with a Spanish
club or some kind of cultural club on campus.
Within my first five years of teaching, I plan on attending several teacher
workshops that incorporate Project Based Learning and technology in the
classroom. Also, I hope that my lesson plans and activities are constantly upto-date with the students and I do not get stuck in the mud and expect each
generation to stay the same. Finally, if I could develop relationships with
local businesses and programs that support Spanish learning and creating
activities that involve visiting them for field trips or real-life situations, I
would be very content with myself as a teacher!
As for organizations, I would like to join the American Council on the
Teaching of Foreign Languages as well as AzTea. I think both of these
programs are super beneficial to myself and many other teachers because it
gives us a better understanding of what were doing and how we can
improve our classrooms each year.

11

Dear Parents/Guardians of Sebastian McClovin:

As I have told you before, Sebastian is wonderful to have in class. He is
always participating and engaged in the lessons, as well as helping
classmates with whatever it may be. He really is a pleasure to have everyday
and I can see a huge improvement in his Spanish speaking skills.
But, unfortunately, I have been having an issue collecting Sebastians
homework in class. His grade is rapidly dropping from a high A to a low C and
I have tried discussing with him the importance of practicing the language at
home. I hate to see a kid so bright get a bad grade in a class that he is
awesome at!
Like I said before, I know Sebastian is a successful and intelligent kid. His
participation and engagement in the classroom proves that he knows the
material and just might need some guidance on our end to complete his
homework. I would love to hear any solutions you have that we could
implement together. If you are able to meet with me, Im more than happy to
set up a time that works for both of us.
My e-mail is staceyfawthorp@gmail.com or youre more than welcome to
give me a call at 602.999.0087.
Thank you!

12

Seorita Stacey

13
Tuesday, September 29, 2015
Teachers Letter to Parents
Dear Parent or Guardian,
My name is Seorita Stacey and I am looking forward to being your childs
Spanish teacher for the 2015 school year! Throughout my school experience,
my passion for Spanish has brought me all over the world from Hermosillo,
Mexico to Buenos Aires, Argentina. I have studied abroad and taught Spanish
to students ranging from kindergartners all the way to young adults! I
believe learning a second language helps students develop true gratification
for their own culture as well as opening their minds up to the diversity that
surrounds our daily lives.
In my class, we will learn how to conjugate a variety of verbs as well as cover
different vocabulary and adjectives, including colors, animals, transportation,
careers, and other simple, everyday conversation topics. Lastly, we will work
on saying general phrases and gestures that would be needed to carry on a
real-world conversation. We will also be studying different cultures from
various countries, in which the syllabus contains additional information.
I expect my students to participate and engage in my activities as well as
show up to class and ask any questions they may have! The best way to
learn a language is to practice it by speaking, listening, reading, and writing!
If there are any questions or comments, my e-mail is
staceyfawthorp@gmail.com and my office number is (602)999-0087. I am
more than happy to meet with you whenever necessary (by appointment
please) and cant wait to get to know you and your child!
Lets make this an awesome year y BIENVENIDOS!
Sinceramente,
Seorita Stacey

14
To Whom It May Concern:
With a recent B.A. in Secondary Education Spanish from Arizona State
University, I strongly believe that I would be a great candidate for the
Spanish 1-2 position at Tempe Academy of International Studies.
As you will see in the enclosed resume, I have earned my degree in
education while maintaining my focus in Spanish. My passion for the
language has brought me all over Mexico along with several parts of South
America. While abroad, I have taught young adults English as well as
performed as a Summer Enrichment Instructor in Phoenix teaching Spanish
to K-6th graders.
I encourage learning by using multiple hands-on strategies, Total Physical
Response, and using realia in my classroom to increase engagement and
participation. My belief is that if I can get the students to practice speaking
the language with each other and build relationships with diverse cultures,
they will be successful outside my classroom in many different aspects of the
real world.
I appreciate you taking the time to go over my resume and am more than
happy to meet with you to discuss any further questions or comments. You
can reach me at staceyfawthorp@gmail.com or 602.999.0087. Thank you!
Sincerely,
Stacey Fawthorp

15

El Labarinto del Fauno

Guillermo del Toro
Group Member Name:

Stacey Fawthorp

Topic:

El Labarinto del Fauno

Grade Level

10-12th grade

Unit BIG IDEA

Understanding the plot and setting

behind el Labarinto del Fauno and being
able to describe each characters identity
and their important in the story.
1. Understand the main idea and a few
details in messages, presentations, and
overheard conversations (even when
something unexpected is expressed) on
a variety of topics related to everyday
life, personal interests, and studies.

Foreign Language Standard

Objectives:

SWBAT: Identify the characters and

describe them in Spanish only.
SWBAT: Write definitions of words and
phrases presented throughout the movie.

16

Nombre:___________________________

Fecha:___/___

EL LABARINTO DEL FAUNO Guillermo

del Toro
A. Personajes importantes: Escribe una descripcion que represente a cada
personaje y habla de su importancia en la pelcula.

Ofelia:
Carmen:
El hermanito :
El capitn Vidal:
Dr. Ferreiro
Los guardias civiles:
Mercedes
Los del monte (la gurrilla):
Pedro:
El Fauno:
B. Vocabulario: Relacionen el vocabulario con su sinnimo o definicin.

cuentos
Orgullo de hadas

sastre
medicinas
en una casa.

un
de lugar
zapatos de charol.
verpar
en un

Un lugar para guardar

La cantidad de luz que se puede

17

la tiza de alguien
cuello

alumbramiento
cara,
el cuero

cuenco
una llave.

tartamudeaba.
Tinkerbell

un
botiqun
y ropa

El
candado
pizarra
negro.

la
soberbia.
lleno,
es hondo

degelle.
y se lo repite

Cortar el
Un tipo de fabrica
Lo que se pone para cerrar algo con
Historias de una criatura fantstica,
Una mujer que hace y prepara vestidos
Un instrumento que se usa para escribir en la
Algo que no esta
Tiene dificultad de hablar, trata de decir algo

C. Preguntas de comprensin: Responda basndose en la pelcula.

1. Qu sale de la estatua mientras Ofelia la est observando? Cundo y
dnde la ve nuevamente? A dnde lleva a Ofelia?
_____________________________________________________________________
_____________________________________________________________________
2. Qu hace Ofelia en el bosque con la piedra?
_____________________________________________________________________
_____________________________________________________________________
3. Por qu se siente mal Carmen? Por qu quiere al capitn que ella use
silla de ruedas? Qu nos dice del carcter de ambos?
_____________________________________________________________________
_____________________________________________________________________
4. Por qu es importante para Ofelia que Mercedes sepa que el capitn no
es su padre biolgico?Qu nos dice de su carcter?
_____________________________________________________________________
_____________________________________________________________________
5. Qu nos dice del carcter del capitn, su expresin: 15 minutos tarde
_____________________________________________________________________
_____________________________________________________________________

18
6. Qu le daba miedo a Ofelia a la noche acostada al lado de su mam?
_____________________________________________________________________
_____________________________________________________________________
7. Qu es lo que repara el capitn en su oficina?
_____________________________________________________________________
_____________________________________________________________________
8. Por qu amenaza el capitan al padre e hijo?, por qu los mat?, eran
guerrilleros?
_____________________________________________________________________
_____________________________________________________________________
9. Segn el Fauno, quin es Ofelia? Y cmo se llama el padre de Ofelia?
_____________________________________________________________________
_____________________________________________________________________
10. Qu le da el fauno a Ofelia cuando regresa a su cuarto? Qu
representa?
_____________________________________________________________________
_____________________________________________________________________
11. Qu le devuelve mercedes al Capitn? y qu sentimientos crea en
este ltimo?
_____________________________________________________________________
_____________________________________________________________________
12. El bosque es una metfora de las condiciones de Espaa en el a1944.
Describe dicha condicin.
_____________________________________________________________________
_____________________________________________________________________
13. Para qu se meti Ofelia en el rbol? Qu encuentra dentro del rbol
y qu encuentra en su vmito?
_____________________________________________________________________
_____________________________________________________________________
14. Segn ell Fauno, para qu servira el portal?
_____________________________________________________________________
_____________________________________________________________________
15. Segn el capitn, dnde estn los de la guerrilla/los rojos? y cul es
su ideologa equivocada?
_____________________________________________________________________
_____________________________________________________________________
16. Qu encuentra el capitn en el fuego apagado del bosque, y que
piensa de so?
_____________________________________________________________________
_____________________________________________________________________
17. Qu significa el reloj del capitn? Crees que el cuento del reloj son
puras habladuras? Explica.
_____________________________________________________________________
_____________________________________________________________________

19
18. Cmo crees que es posible que Ofelia suee sin dormirse?
_____________________________________________________________________
_____________________________________________________________________
19. En la pelcula se menciona que, bajo el generlsimo Franco, la gente de
Espaa poda estar segura de que:
* los rojos (los del monte/de la guerrilla) _________________
* Nunca habra un hogar sin ___________________________
* Ni habria una familia sin ____________________________
20. Por qu se enoja tanto el capitn al ver que Ofelia usa la mangrgora
para aliviar a su mam?
_____________________________________________________________________
_____________________________________________________________________
21. Por qu Ofelia comi la uvas an despus de haberle dicho el Fauno
que no comiera ni bebiese nada? Qu paso despus de habrselas
comido?
_____________________________________________________________________
_____________________________________________________________________
22. Qu le aconseja el doctor a Pedro cuando estaban cerca del ro?
_____________________________________________________________________
_____________________________________________________________________
23. Por qu es importante para Vidal mantener una rutina diaria?
_____________________________________________________________________
_____________________________________________________________________
24. Crees que el capitn est enamorado de Carmen? Qu
accin/comentario suyo te lo demuestra claramente?
_____________________________________________________________________
_____________________________________________________________________
25. Qu le promete Ofelia a su futuro hermanito, si ste no le hace dao a
su mam?
_____________________________________________________________________
_____________________________________________________________________
26. Por qu era tan importante para el capitn mantener al menos un
enemigo vivo? A quin capturaron?
_____________________________________________________________________
_____________________________________________________________________
27. Por qu el Fauno se dirige a Ofelia usando la expresion vosotros,
cuando ella es una sla persona?
_____________________________________________________________________
_____________________________________________________________________
28. Qu sospecha el Capitn al encontrar antibitico en el botiqun del
capitn?
_____________________________________________________________________
_____________________________________________________________________
29. Durante su rutina, el capitn

20
* se _________________ frente al espejo de su oficina
* mientras escuchaba ____________________
* y se ___________________ meticulosamente
* al igual que ____________________ a sus enemigos
30. Hubo dos momentos en la pelcula que auguraron el destino de Ofelia y
del capitn. Uno, fue cuando Ofelia dijo que nunca iba a tener hijos; y el
otro, fue cuando el capitn finga cortarse el cuello al afeitarse. Explica
cada uno.
* Ofelia __________________________________
* El capitn _______________________________
31. Cules son las cuatro pruebas que el fauno le dio a Ofelia?
* quitarle _____________________________
* quitarle _____________________________
* abrir _______________________________
* al derramar ________________________________
36. Cul fue la ltima humillacin que recibi el capitn frente a su hijo?
_____________________________________________________________________
_____________________________________________________________________

21

Teacher: Stacey Fawthorp

Lesson Plan (Direct Instruction)

Subject/Grade: Spanish 1-2

Standard:

4FL-P2 Use formal and Informal language appropriately in a variety of settings.

Objective (Explicit):
Students will be able to.. Sing along to the opening song, Do Re Mi-Personal Pronombres with no
errors.
Students will be able to.. Identify the difference between peers, family, friends, and the elderly by a game
of dress up as corresponding characters (as listed above) with no hesitance.
Students will be able to.. Form sentences with correct pronouns and conjugations in formal and informal
settings during class by dressing up as corresponding characters (as listed above) and addressing each
other as the characters they are temporarily depending on the temporary setting their group is placed in.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Students will be able to.. Match pictures of peers, family, and the elderly with sted or t
Students will be able to.. Hear, learn, and sing along Do, Re, Mi youtube video.
Students will be able to.. Identify sted with formal language and correct verb conjugations, and t with
informal language and correct verb conjugations.
Evidence of Mastery (Measurable, include variety of methods of checking for
understanding):
Addressing each other as appropriate characters with correct pronouns
Forming correct sentences with corresponding conjugations depending on audience
Key

vocabulary:
Formal
Informal
Usted, Tu

Materials:
Dress up- wigs, jerseys, spinny-hats, highheels, canes
Do, Re, Mi youtube video.
Projecting photos of different settings,
(classroom, dining table, family room,
friends house, etc.) form google images off
of the projector.

Opening/Anticipatory Set: (state objectives, connect to previous learning, and

make relevant to real life)

Instruc

Open the class wearing an elderly outfit

Begin pulling dress-up materials out of the El Correo! Box
Start Do Re Mi video and have class sing along (cantamos!)
Teacher Will:
-Hand out specific outfits (Usted and Tu) to specific
groups of 4 students each

Student Will:
- Brainstorm together as a class informal and
formal settings

Independent Practice

Guided Practice

tional Input

22
-Create a low stress environment
- Choose certain students for specific outfits or
-Brainstorm different settings with the classroom
characters
and allow them to use their creativity to come up
informal and formal scenarios.
Differentiation
Give time to all students, be accepting of all ideas, and show pictures of some examples to help ELL
students to fully grasp the idea instead of words they dont understand.
Teacher Will:
-Discuss the purpose of this assignment and how
important it is to understand informal and formal
conjugations and vocabulary in real world. (How
often Spanish is used in the work place, schools, etc)

Student Will:
-Ask any questions needed
-Brainstorm as a group situations in which they
would need to understand and use informal and
formal language (past experiences, stories, etc)

Differentiation
- Give as much time as possible, do not limit discussion and brainstorming time between students

Teacher Will:
-Split groups up into four and give two
groups the same setting but different
character
-Set up different settings on board from
projector (scenarios, pictures of
restaurants, classrooms, living room)
-Choose two groups to go into the same
setting

Student Will:
-Groups will discuss how to address
someone informally or formally
depending on that setting
- Groups will act out how they should
address the other group, depending on
which character they are dressed up as
(Usted or Tu) and which setting they
were put into

Differentiation
-Make sure native speakers are placed with students who are struggling with the
language, give as much time as needed

Closure/Lesson Summary:
-Put dress up back into El Correo box.
-Go through the settings pictures on the projector and have them yell out Usted Tu
to show they learned which form of language would be appropriate