Syllabus
Hilda Cervantes
AP Spanish
Language
Course
overview
The AP Spanish Language Course is conducted
exclusively in Spanish. We encourage all students throughout their Spanish
studies to practice the target language consistently with their teachers and
peers. At the AP level students are required to speak the target language at all
times in the classroom setting. They must be able to use the Spanish language
to:
• Expand their interpersonal communications
skills to understand conversations, lectures, oral presentation, newspapers,
letters, instructions, Internet articles and short
stories
• Express themselves verbally by convincing,
arguing, inquiring and describing
• Express themselves appropriately in a variety
of styles and situations: refining their written presentational skills in formal
and informal contexts by using different strategies for different
audiences
• Broaden their understanding of the cultures
that comprise the Spanish speaking world through the study of history,
literature, art, music, cuisine and current
events
• Make cross-curricular connections between their
learning in the Spanish classroom and other classes as well as in their
communities and daily lives.
Course
Objectives
· Students will continue to refine and increase
their oral presentational skill in formal and informal
contexts.
· Students will expand their written and oral
comprehension skills through various
resources.
· Students will gain knowledge of the Spanish
speaking world through the study of literature, music, history, and current
events
· Students will acquire listening proficiency by
listening to passages from different parts of Latin America by native speakers
and answer written and oral questions about the
passages.
Textbooks
Author:Adey,
Margaret
Second Author:Albini,
Louis
Title:Tesoro Literario: Teachers Annotated
Edition
Publisher:Glencoe/McgrawHill
Published Date:13 June,
2003
Other
Sources
Barron’s AP Spanish 3rd Edition, including 3 CDs for oral comprehension and
oral
fluency
1998 released exam AP Spanish Language, The
College Board
2007 Spanish Language exam samples CD, The
College Board
Spanish Reading Comprehension Workbook level 4,
McGraw Hill Children’s Publishing
Radio XOIR–Listening activities for Spanish Class
from internet radio stations with CD
Repaso
Websites
•
www.prensa.com
•
www.bbcmundo.com
Skills
Development
Writing
Students will be required to implement a variety
of grammatical structures using proper concordance (subject-verb agreement,
noun-adjective agreement, tense agreement and sequence of tenses), correct
mechanics (punctuation, accentuation, syntax, orthography) and superior language
control. Students will improve their knowledge of grammar through application of
grammar and syntax rules and focus on problem areas including, but not limited
to ser vs. estar, preterit vs. imperfect, sequence of tenses,
commands, complex constructions, use of subjunctive, irregular and spelling
change verbs, perfect tenses, direct and indirect object pronouns, relative
pronouns, adjective placement, passive voice, reflexives, comparisons, por
vs. para, prepositions, transitions, accentuation,
etc.
Pre-Writing: Using
authentic written and audio sources, students will identify two or three main
ideas and their supporting details. Students will paraphrase and write a summary
of the source materials. In groups, students will compare summaries to critique
their comprehension of the text and audio. As students work to prepare essays,
their ability to synthesize and evaluate the audio and textual input sources
improves. Periodically, students will submit writing samples of specified
lengths. Thought provoking articles and excerpts taken from authentic sources
will be provided. Students will be required to read the selections and write
their opinions about what they have read making certain that they cite some
part of the article as evidence.
Formal Writing:
Periodically students will write formal, well-organized analytical or persuasive
essays of at least 200 words on an appropriate topic in reaction to text or
information discussed or viewed which is evaluated for content, organization,
range and appropriateness of vocabulary and grammatical accuracy. Formal writing
assignments are done in class to simulate the AP assessment conditions. The
topic is unannounced and no outside resources are allowed. Essay prompts are
chosen to reinforce recently acquired vocabulary and grammatical constructs.
The essays are peer reviewed, revisions are made based on feedback, and the
final version is scored using the AP scoring
rubric.
Informal Writing:
To address informal writing, students will be assigned weekly informal writing
activities such as journal entries (students select their topic from a list of
suggested topics downloaded from AP Central), letters, e-mails, poems,
dialogues, creative writing, reactions to articles or audio clips related to
topics covered. Scoring of these informal writings is focused on improvement,
word choice (dictionaries are allowed) and control of grammatical structures.
Reading
Students will achieve AP level reading ability by
learning advanced vocabulary and other linguistic features through use of
authentic reading materials and class discussions. Additionally, students will
apply authentic reading sources to engage in synthesis activities (read,
summarize, share aloud, etc.) to increase comprehension. Students will
synthesize vocabulary and structure to broaden understanding through reading
authentic newspapers, magazine articles and literary selections with increasing
ease and accuracy.
Pre-Reading: A
variety of reading strategies will be used to activate prior knowledge and
enhance comprehension, including but not limited to: effective use of context
clues, thinking maps, word attack skills, KWL charts, brainstorming,
highlighting, annotation, column notes, paraphrasing, summarizing,
etc.
Reading Activities:
Students will improve reading skills
through:
• Weekly reading focus and text analysis.
Students will read and interpret selected samples of literary prose and poetry
(as vehicles of language study, vocabulary expansion, culture investigation,
current events (newspapers and magazines) and communications (letters and
e-mails)
• Research Projects. Students will use reading
strategies and vocabulary knowledge to improve reading skills in order to be
able to respond to writing and speaking portions of the AP assessment.
(expository, narrative, persuasive, compare/contrast, opinion, editorial, etc.)
Listening
On the AP assessment students are required to
listen to authentic short narratives and dialogues as well as two longer
selections and then respond to multiple choice questions or to synthesize what
they have heard into a written response. In order to prepare students for these
sections of the exam, listening activities will be incorporated through class
discussion, authentic short and long narratives and authentic dialogues of
varying lengths.
Pre-Listening: A
variety of listening strategies will be used to increase student listening
skills such as: graphic organizers, picking out the main idea, paying attention
to background noise to determine setting, speaker’s tone, the number of
speakers, moving on past words they may not know or hear,
etc.
Informal Listening:
Because the class will be conducted predominantly in Spanish, listening is a
constant activity. Increased skill and ease will be the automatic result.
Formal Listening:
Formal authentic listening activities in all formats assessed on the examination
(dialogues, short narratives and longer narratives) will be conducted regularly
with accompanying assessments.
Speaking
In order to prepare students for the two speaking
parts of the AP Spanish language assessment, students will be speaking
informally on a daily basis and formally (both short and long narratives and
dialogues with evaluations) on a regular
basis.
Informal Speaking:
This section of the AP assessment involves responding to another speaker on
tape. Students will have daily practice in dialogue with one another as well as
the instructor. Students will also have activities involving partial dialogues
to which they must respond appropriately. The latter activities will be scored
using the AP speaking rubric.
Formal Speaking: In
this segment of the AP exam, students will be required to synthesize a written
selection and a spoken selection and then respond verbally on tape for two
minutes. This format will be practiced regularly to increase student comfort
level and competency throughout the year. Speaking samples will be scored using
the AP speaking rubric
August/September
Discuss the overview of the AP exam format,
scoring rubric, rules, and skill
assessment
Grammar: Review the
present tense verbs, present progressive, imperative mood (formal and informal)
reflexive verbs, articles and
adjectives
Reading/Literature:
chapter 1 of Tesoro Literario, Joya uno, Las
Fábulas
Oral: Interview
presentation about themselves, group discussions about the Spanish fables
comparing and contrasting fables in
English
Assessment: Exam,
quiz, and oral reports, listening exercises, written autobiographical essay
“Quién soy yo”
October
Grammar:
Modismos (idiomatic expressions), future tense,
preterit and imperfect tenses, formal and informal conjugations, writing an
informal letter, cognates, false cognates, conditional
tense
Reading/Literature:
Joya Dos in Tesoro Literario, Cuentos de España, Spanish newspapers, children’s
books in Spanish with a reading log
Día de los
muertos
Oral: oral news
reports of Latin America
Assessment: Grammar
quiz, timed reading, listening exercises, speaking
exercises,
Article
summaries
November/December
Grammar:review of
present subjunctive, prepositions, transition
words
Reading/Literature:
Las Medias Rojas, Navidad para Carnavalito, and El Salvamento in Tesoro
Literario, Newspaper analysis in groups, “Casi” song by
Soraya,
Oral/visual:
“Marcelino Pan y Vino” film, students learn about the history of Spanish
holidays, vocabulary and customs, listening practice for the AP
test
Assessment: Essay
question about Marcelino Pan y Vino surrealism and faith, oral, written
questions, and quiz stories read out of the
textbook.
January
Grammar: Continue
working with the subjunctive mood in present and imperfect subjunctive, articles
(masc/feminine), synonyms and antonyms, por and para rules, relative clauses,
present perfect
Reading/Literature:
La muerte de la emperatriz de la china, El remate, El cuento “cassette” in Joya
tres, read sample essays from previous AP Exams, poems by
Pablo
Neruda and Langston Hughes (translated to
Spanish)
Oral: group
debates, sequel presentations to the stories read in class, oral practice for AP
exam with 1998 relead exam questions
Assessment: Timed
essay of future plan, grammar exam, phone message to teacher, exams/quizzes
about the literature read, oral presentations, listening activities in class,
semester exam
February
Grammar: relative
pronouns, indirect and direct object pronouns, attaching pronouns
to
Commands that are formal and
informal
Reading/Literature:
La luz es como el agua, la tesis de Nancy in Tesoro Literario textbook, Brainpop
en español, newspapers in Spanish
Oral: group
discussions about news media in Latin America, discussion of politics
in
Mexico and Venezuela, current event
presentations, debates about the
environment
Assessment: group presentations, oral song quiz,
written test on grammar covered, current event report, timed AP
essay
March
Grammar:
diminutives and superlatives, time conjuctions and adverbial clauses,
future
perfect, saber and conocer differences, double
object pronouns, relative pronoun que
Reading/Literature:
Cien años de Soledad and Don Quixote in Joya cinco, Spanish websites and
newspapers/magazines, readings about Gabriel Garcia
Marquez
Oral: excerpts of
listenting portions of the AP exam, partner discussions about Cien años de
Soledad and Don Quixote, Don Quixote film, skit from Don
Quixote
Assessment: Essays
about Don Quixote and Cien años de Soledad, grammar quiz, exam questions about
the stories and film, oral presentations and debates, timed listening practice
and oral practice
April
Grammar: practice
fill in the blank questions for the AP exam using various tenses and
conjugations, function words, shortened forms of adjectives, workbook handouts
on cuyo/cuya
Reading/
Literature: De barro estamos hechos and Oda a la mujer mexicana in
TesoroLiterario
Oral: discussions
and debate on sexism in Latin America, short speech about important women in
their lives.
Assessment: Timed
writing, oral presentations, quiz on adjectives and function words, phone
message to the teacher, listening practice of longer
selections
May
Grammar: Review
vocabulary, pluperfect subjunctive, accents and orthographic changes, review all
perfect tenses, practice AP test grammar sections,
Reading/Literature:
AP practice test Reading Comprehension sections, political current event
articles, frequently confused words, poetry and expository
writing
Oral: Using the
tape recorders students practice oral sections and
interviews.
Assessment: poetry,
practice exams, oral presentations and group project of news
reports,
AP Exam
June
Evaluation and student feedback, review for final
exams
Assessment: Final
Exams
AP Spanish
Language
Course
overview
The AP Spanish Language Course is conducted
exclusively in Spanish. We encourage all students throughout their Spanish
studies to practice the target language consistently with their teachers and
peers. At the AP level students are required to speak the target language at all
times in the classroom setting. They must be able to use the Spanish language
to:
• Expand their interpersonal communications
skills to understand conversations, lectures, oral presentation, newspapers,
letters, instructions, Internet articles and short
stories
• Express themselves verbally by convincing,
arguing, inquiring and describing
• Express themselves appropriately in a variety
of styles and situations: refining their written presentational skills in formal
and informal contexts by using different strategies for different
audiences
• Broaden their understanding of the cultures
that comprise the Spanish speaking world through the study of history,
literature, art, music, cuisine and current
events
• Make cross-curricular connections between their
learning in the Spanish classroom and other classes as well as in their
communities and daily lives.
Course
Objectives
· Students will continue to refine and increase
their oral presentational skill in formal and informal
contexts.
· Students will expand their written and oral
comprehension skills through various
resources.
· Students will gain knowledge of the Spanish
speaking world through the study of literature, music, history, and current
events
· Students will acquire listening proficiency by
listening to passages from different parts of Latin America by native speakers
and answer written and oral questions about the
passages.
Textbooks
Author:Adey,
Margaret
Second Author:Albini,
Louis
Title:Tesoro Literario: Teachers Annotated
Edition
Publisher:Glencoe/McgrawHill
Published Date:13 June,
2003
Other
Sources
Barron’s AP Spanish 3rd Edition, including 3 CDs for oral comprehension and
oral
fluency
1998 released exam AP Spanish Language, The
College Board
2007 Spanish Language exam samples CD, The
College Board
Spanish Reading Comprehension Workbook level 4,
McGraw Hill Children’s Publishing
Radio XOIR–Listening activities for Spanish Class
from internet radio stations with CD
Repaso
Websites
•
www.prensa.com
•
www.bbcmundo.com
Skills
Development
Writing
Students will be required to implement a variety
of grammatical structures using proper concordance (subject-verb agreement,
noun-adjective agreement, tense agreement and sequence of tenses), correct
mechanics (punctuation, accentuation, syntax, orthography) and superior language
control. Students will improve their knowledge of grammar through application of
grammar and syntax rules and focus on problem areas including, but not limited
to ser vs. estar, preterit vs. imperfect, sequence of tenses,
commands, complex constructions, use of subjunctive, irregular and spelling
change verbs, perfect tenses, direct and indirect object pronouns, relative
pronouns, adjective placement, passive voice, reflexives, comparisons, por
vs. para, prepositions, transitions, accentuation,
etc.
Pre-Writing: Using
authentic written and audio sources, students will identify two or three main
ideas and their supporting details. Students will paraphrase and write a summary
of the source materials. In groups, students will compare summaries to critique
their comprehension of the text and audio. As students work to prepare essays,
their ability to synthesize and evaluate the audio and textual input sources
improves. Periodically, students will submit writing samples of specified
lengths. Thought provoking articles and excerpts taken from authentic sources
will be provided. Students will be required to read the selections and write
their opinions about what they have read making certain that they cite some
part of the article as evidence.
Formal Writing:
Periodically students will write formal, well-organized analytical or persuasive
essays of at least 200 words on an appropriate topic in reaction to text or
information discussed or viewed which is evaluated for content, organization,
range and appropriateness of vocabulary and grammatical accuracy. Formal writing
assignments are done in class to simulate the AP assessment conditions. The
topic is unannounced and no outside resources are allowed. Essay prompts are
chosen to reinforce recently acquired vocabulary and grammatical constructs.
The essays are peer reviewed, revisions are made based on feedback, and the
final version is scored using the AP scoring
rubric.
Informal Writing:
To address informal writing, students will be assigned weekly informal writing
activities such as journal entries (students select their topic from a list of
suggested topics downloaded from AP Central), letters, e-mails, poems,
dialogues, creative writing, reactions to articles or audio clips related to
topics covered. Scoring of these informal writings is focused on improvement,
word choice (dictionaries are allowed) and control of grammatical structures.
Reading
Students will achieve AP level reading ability by
learning advanced vocabulary and other linguistic features through use of
authentic reading materials and class discussions. Additionally, students will
apply authentic reading sources to engage in synthesis activities (read,
summarize, share aloud, etc.) to increase comprehension. Students will
synthesize vocabulary and structure to broaden understanding through reading
authentic newspapers, magazine articles and literary selections with increasing
ease and accuracy.
Pre-Reading: A
variety of reading strategies will be used to activate prior knowledge and
enhance comprehension, including but not limited to: effective use of context
clues, thinking maps, word attack skills, KWL charts, brainstorming,
highlighting, annotation, column notes, paraphrasing, summarizing,
etc.
Reading Activities:
Students will improve reading skills
through:
• Weekly reading focus and text analysis.
Students will read and interpret selected samples of literary prose and poetry
(as vehicles of language study, vocabulary expansion, culture investigation,
current events (newspapers and magazines) and communications (letters and
e-mails)
• Research Projects. Students will use reading
strategies and vocabulary knowledge to improve reading skills in order to be
able to respond to writing and speaking portions of the AP assessment.
(expository, narrative, persuasive, compare/contrast, opinion, editorial, etc.)
Listening
On the AP assessment students are required to
listen to authentic short narratives and dialogues as well as two longer
selections and then respond to multiple choice questions or to synthesize what
they have heard into a written response. In order to prepare students for these
sections of the exam, listening activities will be incorporated through class
discussion, authentic short and long narratives and authentic dialogues of
varying lengths.
Pre-Listening: A
variety of listening strategies will be used to increase student listening
skills such as: graphic organizers, picking out the main idea, paying attention
to background noise to determine setting, speaker’s tone, the number of
speakers, moving on past words they may not know or hear,
etc.
Informal Listening:
Because the class will be conducted predominantly in Spanish, listening is a
constant activity. Increased skill and ease will be the automatic result.
Formal Listening:
Formal authentic listening activities in all formats assessed on the examination
(dialogues, short narratives and longer narratives) will be conducted regularly
with accompanying assessments.
Speaking
In order to prepare students for the two speaking
parts of the AP Spanish language assessment, students will be speaking
informally on a daily basis and formally (both short and long narratives and
dialogues with evaluations) on a regular
basis.
Informal Speaking:
This section of the AP assessment involves responding to another speaker on
tape. Students will have daily practice in dialogue with one another as well as
the instructor. Students will also have activities involving partial dialogues
to which they must respond appropriately. The latter activities will be scored
using the AP speaking rubric.
Formal Speaking: In
this segment of the AP exam, students will be required to synthesize a written
selection and a spoken selection and then respond verbally on tape for two
minutes. This format will be practiced regularly to increase student comfort
level and competency throughout the year. Speaking samples will be scored using
the AP speaking rubric
August/September
Discuss the overview of the AP exam format,
scoring rubric, rules, and skill
assessment
Grammar: Review the
present tense verbs, present progressive, imperative mood (formal and informal)
reflexive verbs, articles and
adjectives
Reading/Literature:
chapter 1 of Tesoro Literario, Joya uno, Las
Fábulas
Oral: Interview
presentation about themselves, group discussions about the Spanish fables
comparing and contrasting fables in
English
Assessment: Exam,
quiz, and oral reports, listening exercises, written autobiographical essay
“Quién soy yo”
October
Grammar:
Modismos (idiomatic expressions), future tense,
preterit and imperfect tenses, formal and informal conjugations, writing an
informal letter, cognates, false cognates, conditional
tense
Reading/Literature:
Joya Dos in Tesoro Literario, Cuentos de España, Spanish newspapers, children’s
books in Spanish with a reading log
Día de los
muertos
Oral: oral news
reports of Latin America
Assessment: Grammar
quiz, timed reading, listening exercises, speaking
exercises,
Article
summaries
November/December
Grammar:review of
present subjunctive, prepositions, transition
words
Reading/Literature:
Las Medias Rojas, Navidad para Carnavalito, and El Salvamento in Tesoro
Literario, Newspaper analysis in groups, “Casi” song by
Soraya,
Oral/visual:
“Marcelino Pan y Vino” film, students learn about the history of Spanish
holidays, vocabulary and customs, listening practice for the AP
test
Assessment: Essay
question about Marcelino Pan y Vino surrealism and faith, oral, written
questions, and quiz stories read out of the
textbook.
January
Grammar: Continue
working with the subjunctive mood in present and imperfect subjunctive, articles
(masc/feminine), synonyms and antonyms, por and para rules, relative clauses,
present perfect
Reading/Literature:
La muerte de la emperatriz de la china, El remate, El cuento “cassette” in Joya
tres, read sample essays from previous AP Exams, poems by
Pablo
Neruda and Langston Hughes (translated to
Spanish)
Oral: group
debates, sequel presentations to the stories read in class, oral practice for AP
exam with 1998 relead exam questions
Assessment: Timed
essay of future plan, grammar exam, phone message to teacher, exams/quizzes
about the literature read, oral presentations, listening activities in class,
semester exam
February
Grammar: relative
pronouns, indirect and direct object pronouns, attaching pronouns
to
Commands that are formal and
informal
Reading/Literature:
La luz es como el agua, la tesis de Nancy in Tesoro Literario textbook, Brainpop
en español, newspapers in Spanish
Oral: group
discussions about news media in Latin America, discussion of politics
in
Mexico and Venezuela, current event
presentations, debates about the
environment
Assessment: group presentations, oral song quiz,
written test on grammar covered, current event report, timed AP
essay
March
Grammar:
diminutives and superlatives, time conjuctions and adverbial clauses,
future
perfect, saber and conocer differences, double
object pronouns, relative pronoun que
Reading/Literature:
Cien años de Soledad and Don Quixote in Joya cinco, Spanish websites and
newspapers/magazines, readings about Gabriel Garcia
Marquez
Oral: excerpts of
listenting portions of the AP exam, partner discussions about Cien años de
Soledad and Don Quixote, Don Quixote film, skit from Don
Quixote
Assessment: Essays
about Don Quixote and Cien años de Soledad, grammar quiz, exam questions about
the stories and film, oral presentations and debates, timed listening practice
and oral practice
April
Grammar: practice
fill in the blank questions for the AP exam using various tenses and
conjugations, function words, shortened forms of adjectives, workbook handouts
on cuyo/cuya
Reading/
Literature: De barro estamos hechos and Oda a la mujer mexicana in
TesoroLiterario
Oral: discussions
and debate on sexism in Latin America, short speech about important women in
their lives.
Assessment: Timed
writing, oral presentations, quiz on adjectives and function words, phone
message to the teacher, listening practice of longer
selections
May
Grammar: Review
vocabulary, pluperfect subjunctive, accents and orthographic changes, review all
perfect tenses, practice AP test grammar sections,
Reading/Literature:
AP practice test Reading Comprehension sections, political current event
articles, frequently confused words, poetry and expository
writing
Oral: Using the
tape recorders students practice oral sections and
interviews.
Assessment: poetry,
practice exams, oral presentations and group project of news
reports,
AP Exam
June
Evaluation and student feedback, review for final
exams
Assessment: Final
Exams