Español Avanzado
AP
Sra. TangneyEnero-Junio 20081 créditoWelcome to Spanish AP! This semester our main goal is to refine the Spanish language skills that you learned in previous Spanish courses, and to use speaking, reading, and writing skills close to the level of a native speaker of Spanish. It is your responsibility to keep up with assignments and prepare for lessons, presentations, quizzes, and tests. You will be required to carry out oral presentations in front of the class. You will have a test at the end of each unit, and a vocabulary quiz every week. The scope and sequence of the Spanish AP course corresponds to the scope and sequence of the first 10 chapters or Conexiones. In addition to the contents of Conexiones, and Nuevas Vistas, supplements will be used to expand your knowledge of topics and grammar concepts.
I expect every student to contribute to class by participating actively every day in class activities, following class and schools rules (See FPCHS Student Code of Conduct), and meeting standards and deadlines for each assignment. Students will follow the Spanish IV curriculum, which has been designed and outlined to meet our goals in accordance with the Flagler County Student Progression Plan. There will NOT be room or time for student chosen bonus activities, social activities (such as parties), and other irrelevant forms of interaction. Spanish will be used for all communication in class. Class activities have been chosen sensibly and with a focus on the acquisition of knowledge for educational purposes only. Should an assignment or topic be in conflict with your religious belief, talk to me privately about the subject. In no event should a student interrupt a lesson or class activity in progress to discuss his or her personal religious values; as such an action violates the rights of other students to learn. Everyone is expected to treat others with respect regardless of personal differences. Students are responsible to review the course syllabus from beginning to end, and to discuss privately with me any specific issue arising from any of the listed assignments.
Films viewed in class will be shown in accordance with Flagler County Schools acceptable use policy of audiovisual material. Students will only view films related to class concepts and topics. Any rated film will be viewed only with parents’ permission. Students not returning the forms on time to watch a rated film will be excluded from watching the film. There will be times at which I will play music in class. Music played in class will be played for educational purposes only.
Students will use language that is appropriate for use in public places, and that is not offensive to anyone in class (Spanish or English). Students must keep their voice volume low while in the classroom. Students must enter and exit the classroom in an orderly manner. Any student entering the classroom in a disorderly manner (speaking loudly, running, not simply walking) will be asked to exit the room and re-enter the proper way, and parents will be contacted and advised to talk to the student about socially accepted behavior and manners. Students entering the classroom in a disorderly manner for the second time will be required to return the next day with a letter of apology written in Spanish in order to be admitted to class. A student returning without a letter at the second offense will be required to write a 200-word composition in Spanish about good manners, which will be averaged to class participation for the week.
Each student MUST plan to spend 85 minutes in class, not less. Passes will be issued to students on emergencies only. Students can count on three passes each 9 weeks. Each pass has a value of 10 bonus points at the end of each 9 weeks if not used. You MUST SIGN OUT AND IN UPON RETURN when using a pass.
Every student MUST be in class ON TIME (at the sound of the tardy bell). The classroom door will be closed at the sound of the tardy bell and any student arriving after, must go directly to the dean’s office to secure an official pass in order to be admitted to class. This policy applies also to third period classes with split lunches; in such classes, attendance will be taken at the beginning of class, and again upon return from lunch.
Students will remain in their assigned seats, even when a substitute teacher or another adult is in charge of the class. Students moving from their assigned seats will suffer consequences such as calls to parents, and even office referrals.
Foods and beverages are not permitted in the classroom. I reserve the right to dispose of any open food item or beverage found in your possession. Students must leave all electronic devices at home. You may carry a cell phone as long as it is off and out of sight.
Textbooks cannot be stored in the classroom. Once a textbook is assigned to you, you are the only responsible party for the condition and location of your book. Textbooks will be returned at the end of the semester. Textbooks are the property of the Flagler County Schools, and as with any school property, must be handled with care and respect. You MUST COVER your textbook. I recommend you use a cover that reflects your personality (unique) to avoid the chance of another student accidentally picking up your book. Do not use covers with adhesives, as it will do permanent damage to the book. Books MUST BE COVERED BY THE FIRST FRIDAY OF THE SEMESTER. Parents of students who do not cover their textbooks will receive telephone calls. You will write your full name with permanent ink on the area provided for students’ names inside the front hard cover. Barcodes found on the book must be left alone (exactly where you found them). You must bring your textbook to class everyday; failure to do so will result in calls to parents.
Assignments and projects can be accepted up to ONE DAY LATE; however, late assignments and projects will receive a maximum of only 80% of the original value. In the event the student is absent, he or she must obtain his/her assignments by visiting my web site at www.flagler.k12.fl.us. Click on “Schools”, click on “Flagler-Palm Coast High School”, click on “Teachers Web Sites”, find my name, and then click on it. Find the name of your class on the navigation buttons to enter you class page where you will find daily assignments listed.
You will need these materials in this class: notebook for class notes (spiral, memo notebook, or pages in binder- your choice), #2 pencils, blue or black ink pens, ruled paper, color markers, and Spanish-English/English-Spanish dictionary (at home), double pocket folder, and one pack of 3”x5” ruled index cards.
You will have quizzes every week. You will take a quiz on each lesson. At the end of each chapter, you will take a unit comprehensive test that includes fill in the blank, listening comprehension, multiple choice, reading comprehension, True or False, and essay questions.
AP Spanish Language Course Guide
Course Overview
The 18-week AP Spanish Language course is an intensive language course in which the student develops a strong command of the Spanish language. Equal emphasis is given to all areas of communication: reading, writing, listening, and speaking with regular practice and a variety of activities that help the student become a fluent Spanish speaker. Through text and different topics of discussion, the student gains vocabulary and sentence structure knowledge, as well as literary knowledge. The student learns to identify the purpose of the author and the level of formality in short stories, journals, magazines, web pages, poems, lyrics, interviews, and letters. He also furthers his reading and aural comprehension through textual and audio drills in which he must present convincing evidence of understanding. The student uses sentence structures and content learned to produce unique written and oral artistic and practical expressions in Spanish. The student learns idiomatic expressions that enable him to express his feelings and ideas in conventional ways in Spanish. He learns to examine text by discovering facts, contrasting and comparing elements, classifying information, finding relationships within text and outside to arrive to his own conclusions. The student synthesizes oral and written information through discussion of content, finding solutions, and making predictions. The student communicates his opinion based on acquired knowledge orally and in writing.
This course is delivered in Spanish. Students are required to communicate all ideas in Spanish. Class meets everyday for 85 minutes, but students can expect to have out of class assignments that must be completed and submitted on their due dates.
AP Students are in a traditional classroom for the first nine weeks of instruction where they share ideas and review Spanish language concepts along with peers at the Spanish IV level. AP students are expected to meet class requirements as listed in this guide for weeks 1 through 9 plus special assignments based on their immediate needs as a remediation tool.
Course Objectives
I. Communicate ideas fluently in writing using correct grammar and syntax.
1. Essay Writing: The student writes a formal and well-organized analytical or persuasive 250 word essay on a specific topic in reaction to a text or information discussed or viewed in class. The essay will be evaluated for its content, organization, range, appropriateness of vocabulary, grammar, and sentence structure.
2. Other Writing Assignments: There are weekly writing activities related to topics covered, such as: writing journal entries, letters, e-mails, poems, and dialogues, abstract writing, creative writing, and writing reactions to articles and lectures.
II. Synthesize vocabulary and structures to broaden understanding in reading newspapers, magazine articles, and literary pieces with increasing ease and accuracy. Improve reading skills through:
1. Weekly reading focus and text analysis: Students read and interpret selected samples of authentic literary prose and poetry (as a vehicle of language study and expansion as well as emerging literary analysis), current topics( newspaper and magazine articles), and communications (letters and emails).
2. Reading Strategies: The following ( and others as appropriate) are employed regularly to help improve reading skills: brainstorming on reading topics, learning about authors’ writing styles and life, thinking maps, outlines, background knowledge activation, question/answer, context clues, interactive reading, reading out loud, shared pairs, readers’ theatre, making predictions, note taking, role-playing, paraphrasing, one-sentence summary, “who, what, where, when, why” strategy, comparisons, contrasts, topic linking, and revolving circles for vocabulary acquisition.
3. Research Projects: Students apply reading strategies and use vocabulary learned to investigate various topics with two goals in mind: to create and to synthesize from text.
III. Speak with fluency, accuracy in structure and syntax, using a rich vocabulary and appropriate pronunciation and intonation. Improve speaking skills through:
1. Interactive Oral Communication: Students respond to verbal prompts such as interviews, voice mail, asking directions, advice, storytelling, and speeches, using a wide variety of vocabulary and idiomatic expressions, and accuracy in structure and syntax comparable to an educated native speaker. An oral presentation is part of each nine-week assessment; however, minor oral assessments take place every week.
2. Participate in class discussions daily using the Spanish language exclusively: Expand vocabulary, improve pronunciation and intonation, and discover new expressions through directed or free class discussions that help the student attain fluency and proficiency in Spanish.
IV. Understand the spoken language both formally and informally in conversations and narrations. Improve listening skills through:
1. Interpreting spoken material: Interpret messages, lectures, and other materials spoken using the various forms of the Spanish language, including dialects. Develop understanding of the different dialects, pronunciations, and verbal syntax of the different people who make up the Hispanic world.
2. Listening to narratives and dialogues (recorded and live) to make inferences, predictions, and interpret linguistic cues.
V. Expand knowledge and understanding of the practices, perspectives, and products of Spanish and Hispanic cultures through:
1. The discussion of literary and cultural topics, current events, and personal experiences of the people of Spain and Hispanic countries throughout the world.
2. The incorporation of culture in other skills learned. The student attains cultural knowledge through meaningful connections in reading, writing, listening and speaking activities.
VI. Gain and enrich vocabulary and learn structures that enable the student to manipulate a wide variety of reading and aural materials. Improve vocabulary through:
1. Reviewing and expanding vocabulary: Students use techniques such as reading, research, and listening to a wide range of topics, and apply the newly learned vocabulary and expressions when speaking and writing.
2. Using idiomatic expressions, cognates, synonyms and antonyms correctly. Learn and apply in audio and writing exercises the specific uses of idiomatic expressions, cognates, synonyms, and antonyms.
3. Using transitions: Learn and correctly use transition words and expressions related to written and spoken Spanish. Use transitions to introduce an idea, add another idea, express a contrasting point of view, emphasize, give examples, draw a conclusion, state cause and effect, and elaborate, but not limited to these uses.
VII. Implement a variety of grammatical structures with correct subject-verb, subject-adjective, article-noun, gender and number agreement, including consistency in the use of tenses, punctuation, accentuation, syntax, orthography, and language control. Improve grammar through:
1. Applying grammatical and syntactic rules, with focus on areas of difficulty such as tenses vs. moods, nouns-modifier, and prepositions among others.
2. Implementing/synthesizing a variety of grammatical and syntactic structures in speaking and writing.
AP Spanish First Nine-Week Guide
Textbook used : Conexiones 1999 by Prentice-Hall, Inc.
Supplements: Articles and other digital text from the Internet
Aventuras Literarias, Third Edition
Tal Como Es
Materials and Equipment: Laptop computer, LCD projector, Internet connection,
projection screen, InterWrite Board, white boards and dry-
erase markers (class set), audio recordings, DVD player,
VCR, CDs, and online and intalled sofware
Resources: Teacher-created materials, magazines, online newspapers, electronic
cards, Nuevas Vistas, AP textbook, workbook and resource audio/audio visual materials, DVDs, VTs, guest speakers,
writing prompts(visuals such as sculptures, paintings and photos), Tal
Como Es tapes and quizzes, music CDs by popular and traditional artists,
and the Internet.
Week 1: El Más Allá and Lo Sobrenatural/ vocabulary quiz
Week 2: La Llorona, story and song, Long Distance Call and summary/orthographic accent rules and applications/ vocabulary quiz
Week 3: Test #1/Review of moods and tenses(including preterit, imperfect, present perfect, pluperfect, future, and future perfect/ Uses of the Subjunctive mood/Los Derechos Humanos y la Immigración/ Ojalá que Llueva Café en el Campo by Juan Luis Guerra y 4:40.
Week 4: La Immigración continued/Perfect Subjunctive vs. Present Subjunctive/El Individuo y la Personalidad/vocabulary quiz/Characteristics of a good essay
Week 5: El Individuo y la Personalidad continued/Review of Vocabulary/Cajas de Carton/vocabulary quiz on CdC/Test #2 / El Mundo del Espectáculo/vocabulary and quiz/transitional expressions and conjunctions in Spanish/”Obseción” by Aventura(analysis and fill in the blank).
Week 6: La Diversidad y los Prejuicios/conjuntions continued/Prepositions (emphasis on Por vs. Para)/Vocabulary quiz
Week 7: Las Artes Culinarias , la Nutrición y el Ejercicio/Como Agua Para Chocolate, pages 268-271 of Conexiones/vocabulary quiz/ Test #3
Week 8: Nuestra Sociedad En Crisis (Social Problems and Personal Excesses -the abuse of alcohol consumption, illegal drug use, drug trafficking, terrorism, and the illegal use of fire weapons)/Mary Full of Grace (with parents’ signature on permission form)/The Pluperfec Subjunctive, page 279 of Conexiones/100 point 250 word essay/Crimen de la Calle de La Perseguida, page 51 of Aventuras Literarias/La Mordaza, page 61 of Aventuras Literarias
Week 9: Mid-Term Exam review and administration (Cumulative assessment for content and grammar, weeks 1-8)
AP Spanish Guide Weeks 10-18
Textbook Used: various, including Abriendo Paso Lectura by Díaz and Collins(2007) Second Edition Prentice Hall, Abriendo Paso Gramática, Díaz , Nadel and Collins Second Edition (2007), Conexiones (1999) Zayas-Bazán, Bacon and García
Exercise Manuals: Triángulo Fourth Edition Sándwich, Massachusetts; Wayside Publishing (2006), Encuentros Maravillosos, Kanter, Abby, Needham, Mass. Pearson/Prentice Hall (2005), AP Spanish, José Díaz and Prieto (2006), Preparing for the Language Examination (Third edition), Prentice Hall, and Manual De Gramática y Ortografía Para Hispanos, Francés-Benítez
Activity Schedule
Mondays: Reading Strategies/Reading Selections: El Lazarillo de Tormes/Don Quijote de la Mancha, parts 1 and 2 (1972) by Forlag A/S Denmark, /Supplementary materials
Tuesdays: Writing Prompts/Essays/ Summaries/Poems/Interviews/letters/Grammar - Related to literature
Wednesdays: Listening Practice and Audiovisual activities: Tal Como Es,
Web sites, Videos, Florida Virtual School AP Spanish Language Examination practice, www.apcentral.collegeboard.com/spanlang practice, and online Spanish language exercises (including news from all over the world taken from newspapers from Spain and Hispanic countries at www.thepaperboy.com)
Thursdays: Speaking: speeches, role-playing, skits, Power Point presentations, current event reports, and story telling (picture prompted)
Fridays: Weekly review/quizzes/tests – Tests include oral component/Readings from different supplements
CORRECT GRAMMAR AND SYNTAX WILL BE EMPHASIZED IN ALL VERBAL AND WRITTEN COMMUNICATION. The use of verbal tenses and moods will be reviewed also as they appear in text.Second Nine Weeks
Week 10: La Moda
| lunes | martes | miércoles | jueves | viernes | |
| Act 1 | In-Service Day | Watch t.v. show in Spanish and write a critique. Describe what they wear. | Tal Como Es- Entrevista #2 and True or False | Using Spanish IV students, separate into five groups. Plan and carry out a fashion show with all description and announcements made in Spanish. | Vocabulary quiz on La Moda |
| Act 2 | Narrative based on picture | The Preterit reviewed/Written Practice | Write an article for a fashion magazine; include a picture. | Worksheet: Today’s fashion for every occassion. | |
| Act 3 | Florida Virtual School AP Exam Review sign up in Media Center | Lazarillo de Tormes- first episode/Write a 50 word summary. | |||
| Act 4 | Dialogues 1 - 4 from AP Spanish Audio Program PH and questions | ||||
| Act 5 | Write an essay using correct grammar and punctuation about the effects of fashion in the workplace- all in Spanish |
Week 11: La Guerra
| lunes | martes | miércoles | jueves | viernes | |
| Act 1 | vocabulario | .Letter to a political leader | Dialogues 5-8 AP Spanish Audio Program PH and questions | Terrorrism(Students’ research and presentation) | Test on Fashion and War |
| Act 2 | causas de una guerra | History of the Spanish Civil War | Florida Virtual School AP Exam Review sign up in Media Center | Write an essay using correct grammar and punctuation about the effects of the cold war in the United States.. | |
| Act 3 | Lazarillo de Tormes | History of WWI | Tal Como Es interview | ||
| Act 4 | History of WWII | Preterit and Imperfect reviewed and compared | |||
| Act 5 | Causas y consequencias de la Guerra en Iraq |
Week 12: El Control de Las Armas de Fuego
| lunes | martes | miércoles | jueves | viernes | |
| Act 1 | Who can carry them?What is the law in the USA? What is the law in other countries?/Students’ research paper | Essay on the possession of fire arms for personal protection | Dialogues 9-12 AP Spanish Audio Program PH and questions | Power Point presentation supporting the licensing to carry fire arms (responsible citizens) or against the use of fire arms altogether | Quiz on this topic |
| Act 2 | El Lazarillo de Tormes | Oral picture description | Tal Como Es interview | Articles from the paper or the Internet on gun control | Aventuras Literarias: Nacha Cisneros |
| Act 3 | Vocabulary from articles or documents | Discussion of story(round table) | |||
| Act 4 | |||||
| Act 5 |
| lunes | martes | miércoles | jueves | viernes | |
| Act 1 | vocabulary from articles or documents | .Write an essay to expose ideas on how to live a healthy life, free of vices. | Film: María llena de Gracia (Parents’ permission required) | María Llena de Gracia continued and finished | Test on Control de Armas de Fuego y Los Vicios y Sus Consequencias |
| Act 2 | El Lazarillo de Tormes | Homework: Work on FLVS practice for AP exam | .Complete worksheet for the movie | Begin reading Don Q de la Mancha Part I | |
| Act 3 | Homework:Find two articles that talk about drugs and negative consequences. | Report orally to Spanish IV students on the destruction caused by drugs as seen in the movie | |||
| Act 4 | |||||
| Act 5 |
| lunes | martes | miércoles | jueves | viernes | |
| Act 1 | Vocabulary | Write a letter to the president of the USA in reference to the embargo with Cuba. | Narrative page 44 Part D, AP Spanish Audio Program PH and questions | Read articles on World trade, and create dialogues between the parties involved. | Quiz on vocabulary for El Mercado Internacional |
| Act 2 | Articles on countries and their products | Articles on trade and discussions on: employment opportunities and dominating countries and products | FLVS practice completed | .Role-play dialogues in front of the class. | Continue reading Don Quijote |
| Act 3 | Answer questions on worksheet | Tal Como Es Interview | |||
| Act 4 | Don Q de la Mancha reading and summary | ||||
| Act 5 |
| lunes | martes | miércoles | jueves | viernes | |
| Act 1 | Vocabulary | Essay on the worse social problem we face today in the USA/Latin America. | Long Narrative listening practice | Skits on how to avoid being part of our social problems | Test on El Mercado Internacional and Social Problems |
| Act 2 | Group discussion of social problems | Tal Como Es listening practice | . |