AP Spanish Language Audit Syllabus[1]

Central Gwinnett High School Spanish IV María E Fernández Teacher- Maria E Fernandez E-mail- Maria_Fernandez@gwinnett.k12.ga.us Phone Number- (770) 963-8041 School Year- 2011-2012 Textbook- En Contacto, Lectura Preparing for the AP Exam Textbook price- $ 55.32 Tutorial Day-Tuesday &Thursday Tutorial Hours- 2: 15- 2: 45 p.m Course Description: The AP Spanish Language Course is a rigorous course designed to be roughly equivalent to a mid-advanced level college Spanish course This course will be conducted completely in Spanish and focus on grammar, composition, and conversation, as well as test-taking skills leading to preparation for the AP Spanish Language Examination Students taking this course will continue to develop their proficiency by repeatedly practicing the target language in the areas of listening, speaking, reading, writing, and cultural knowledge through interaction in Spanish with the teacher and peers Course content may reflect intellectual interests shared by the students and teacher (the arts, literature, sports, etc.) Materials will include authentic audio and video recordings, film and written material including newspapers and magazines Extensive training in the organization and writing of compositions will be emphasized Course Outline: The goals of the AP Spanish Language courses are as follows: The ability to understand spoken language both formally and in conversation, The ability to speak with accuracy and fluency using appropriate pronunciation and intonation The acquisition of vocabulary and grasp of structure that enables students to read newspaper and magazine articles as well as literature, with ease and accuracy The ability to express ideas accurately and fluently in writing Support opinions and develop persuasive arguments Use the target language as a mean to explore career opportunities Produce a variety of writings In order to achieve these goals, our schools use the following adopted resources: * En Contacto: Gramática; Authors: Gill, Wegmann, Méndez-Faith Gwinnett County Public Schools School Year 2011-2012 (Publisher by Thomson/Heinle – 2003; 7th edition) * AP Spanish, Preparing for the Language Examination, third edition * En Contacto: Literatura * Abriendo Paso: Lectura (Heinle&Heinle;1995) * Various reading and listening materials: literary, informative, journalistic, authentic documents, films, music, recordings, newspapers, etc A strong command of grammar is essential for communicative functions En Contacto: Gramática provides students a very thorough grammar review and practice The teacher offers explanations in class when needed and students work regularly on activities at home This text also integrates relative vocabulary each chapter Each chapter test includes audio and visual opportunities for students to develop their tour key proficiencies – reading, writing, listening and speaking En Contacto: Literatura provides students with frequent opportunities to integrate the four language skills through reading authentic materials Each story is related to the concepts of each chapter outlined in the accompanying text En Contacto: Gramática Abriendo Paso: Lectura provides students with opportunities to integrate the four language skills through reading authentic stories by renowned authors AP Spanish, Preparing for the Language Exam is an essential supplement that provides extensive vocabulary and grammar practice similar to the actual format of the AP Spanish Language exam This text is used to extend knowledge of not only the test itself, but of vocabulary and reading comprehension This text provides frequent opportunities to write a variety of compositions in Spanish Course Instructional Plan: Fall Semester: (Thematic vocabulary from AP preparation book used throughout semester) Chapter 1: Diversiones y Fiestas (12 days duration) Project: Complete the composition on page 25 de En Contacto Must be handwritten and checked for grammar and fluidity by other people in AP class Essay topic: ¿Qué piensas que vas a “recibir” de esta clase? ¿Cuáles son tus pensamientos acerca de esta clase ahora? ¿Piensas que será difícil? ¿Por qué (no)? ¿Qué piensas que vas a aprender en la clase? ¿Piensas que será una clase divertida o sólo mucho trabajo? Skills mastered: Present tense, personal a, nouns/articles, reflexives Additional vocabulary: AP preparation supplemental text: El Cuerpo Literature Selection: “El décimo” por Emilio Pardo Bazán Assessments: Included but not limited to: quizzes, journal entries, formal writing, daily speaking assessments, informal and formal debates, formal speaking assessments, test Chapter 2: Vejez y Juventud (15 days duration) Gwinnett County Public Schools School Year 2011-2012 Project: Complete activity 2-33 on page 58 of En Contacto The project is to create a presentation of what your web site would look like IF you posted a page with information about your family The project can be on paper or a copy made from a computer It must be in color and labeled in detail answering all questions listed with the activity You may use your own family or a made-up one Essay topic: ¿Cuáles son algunas cosas que quisieras hacer después de graduarte del colegio?¿Cuál es lo mejor y lo peor del colegio en general y de tu escuela en particular? Skills mastered: Preterite tense, irregular verbs in preterite tense, Imperfect tense, Choosing between preterite and imperfect, Hace+time expressions Additional vocabulary: AP preparation supplemental text: La Familia Literature Selection: “Nosotros, no” por José Bernardo Adolph Assessments: Included but not limited to: quizzes, journal entries, formal writing, daily speaking assessments, informal and formal debates, formal speaking assessments, test Chapter 3: La Presencia Latina (13 days duration) Project: Complete activity 3-36 on page 87 of En Contacto You will interview a Hispanic person and record their answers to the questions given Once the interview is complete, compile it into a report Rubric for grading the report will be given to you in class Essay topic: ¿Quién era tu mejor amigo en la escuela primaria? ¿Qué hacían juntos? ¿Todavía son amigos? ¿Por qué? o ¿Por qué no? Skills mastered: Adjectives, Ser vs Estar, Future and Conditional tenses, Present Subjunctive tense, Use of the Subjunctive Additional vocabulary: AP preparation supplemental text: Las Caracteristicas Personales Literature Selection: “El árbol de oro” por Ana María Matutue, “Tres hombres junto al rio” por Renee Marquez Assessments: Included but not limited to: quizzes, journal entries, formal writing, daily speaking assessments, informal and formal debates, formal speaking assessments, test Chapter 4: Hombres y Mujeres (13 days duration) Project: Make a video for a new student at Central Gwinnett High School advising him/her what to in order to achieve a well-rounded life at the school Be sure to use at least different expressions: adverbial expressions, adjective expressions and expressions of emotions You may work with a partner for this project Essay topic: Escríbele una carta a “Querida Abby” Describe muchos detalles tu problema o cuestión Gwinnett County Public Schools School Year 2011-2012 Skills mastered: Subjunctive vs the indicative, adjectives and noun clauses in the subjunctive, adverbial clauses in the subjunctive Additional vocabulary: AP preparation supplemental text: La Ropa Literature Selection: “Jaque mate en dos jugadas” por W I Eisen Assessments: Included but not limited to: quizzes, journal entries, formal writing, daily speaking assessments, informal and formal debates, formal speaking assessments, test Chapter 5: Vivir y Aprender (17 days duration) Project: Using advanced search techniques find at least five quotes in Spanish that describe proverbs about education similar to the quotes in this chapter Copy the quote citing the URL for each web site on which you found the quote Then, translate the quote, describe in Spanish what you think it means and email that information to the teacher’s school address If you not have access to email at home, please see me about the procedure to use Essay topic: Vas a recibir la carta “Querida Abby” de otro estudiante Debes responder, ayudando a la persona Sé simpático (o lo más posible) Skills mastered: All perfect tenses including future and conditional perfect, sequencing Additional vocabulary: AP preparation supplemental text: Profesiones y Oficios Literature Selection: “Casa tomada” por Julio Cortázar, Fábulas: “Tio Coyote y Tio Conejo” Assessments: Included but not limited to: quizzes, journal entries, formal writing, daily speaking assessments, informal and formal debates, formal speaking assessments, test Chapter 6: De Viaje (10 days duration) Project: Make a travel brochure in Spanish using Microsoft Publisher outlining a favorite vacation spot in a hispanic country of your choice Be sure to include the following in your brochure: country, capital, population, weather, most popular tourtist sites, activities outlined in a simple itinerary that spans days Essay topic: ¿Cómo sería un día o fin de semana ideal para ti? ¿Q harías? ¿Adónde irías? ¿Con quién(es) estarías? Skills mastered: Present and Pluperfect Subjunctive, If clauses, sequencing Additional vocabulary: AP preparation supplemental text: árboles y aves Literature Selection: “Espuma y nada más” por Hernando Téllez, “El ahogado más hermoso del mundo” por Gabriel Garcia Marquez Assessments: Included but not limited to: quizzes, journal entries, formal writing, daily speaking assessments, informal and formal debates, formal Gwinnett County Public Schools School Year 2011-2012 speaking assessments, test Course Instructional Plan: Spring Semester: (Thematic vocabulary AND Idiomatic expressions from AP preparation book used throughout semester) Chapter 7: Gustos y Preferencias (13 days duration) Project: Find a partner in the class and the two of you pick a famous Spanish dance and research it Using your research, you will present to the class the origin of the dance you chose (i.e – how did it come into existence) and you will give a demonstration/teaching of the dance moves to the class Be sure to bring accompanying music for dance before the due date to be approved by teacher Essay topic: ¿Cuáles son algunas cuestiones que existen entre los adolescentes hoy en día?¿Qué se puede hacer para resolver los problemas? ¿Qué problemas tienes tú como un adolescente? ¿Son tus problemas iguales que los de otros adolescentes de nuestro país o comunidad? Skills mastered: Verbs like gustar, affirmative/negative words, demonstrative adjectives, possessives Additional vocabulary: AP preparation supplemental text: Peces y Moluscos Literature Selection: “Emma Zunz” por Jorge Luis Borges Assessments: Included but not limited to: quizzes, journal entries, formal writing, daily speaking assessments, informal and formal debates, formal speaking assessments, test Chapter 8: Dimensiones Culturales (14 days duration) Project: You will draw advertisements on one page and indicate what the advertisement is for by using the impersonal se construction It must be colored, there must be separate advertisements and each advertisement must have at least sentence describing it using the impersonal se A worksheet outlining examples will be given to you in class when impersonal se is covered Project is due the day after the test Essay topic: ¿Quién es tu héroe? ¿Por qué es tu héroe? Skills mastered: Reflexives vs non reflexives, reflexives with commands, reciprocal reflexives, impersonal se, passive se, comparatives and superlatives Additional vocabulary: AP preparation supplemental text: el tiempo Literature Selection: “Dos Caras” por Sabine Ulibarrí Assessments: Included but not limited to: quizzes, journal entries, formal writing, daily speaking assessments, informal and formal debates, formal Gwinnett County Public Schools School Year 2011-2012 speaking assessments, test Chapter 9: Un Planeta para Todos (14 days duration) Project: You will write poems as directed in activity 9-33 on p 252 de En Contacto The poems must follow the outline given, be placed on construction paper, colored/decorated well and it must outline two different seasons Project is due the day after the test Essay topic: Describe un sueño tuyo (o mejor, pesadilla) ¿Qué te pasó en el suo? ¿Por q recuerdas el suo? ¿Te gustó o no? Skills mastered: Lo + adjective, adverbs, use of the infinitive, gerunds and the verb acabar de Additional vocabulary: AP preparation supplemental text: Hortalizas y legumbres Literature Selection: “Al colegio (Estampa)” por Carmen Laforet Assessments: Included but not limited to: quizzes, journal entries, formal writing, daily speaking assessments, informal and formal debates, formal speaking assessments, test Chapter 10: La imagen y los negocios (15 days duration) Project: Create a portfolio of investments Pick a person (you or a family member or a made up person) and create a list month’s expenses for the following: rent, food, debts, extra expenses for medical and personal Then, list savings account amount and income per month Once that is complete, compile it into an excel spreadsheet and look on the Internet for possible investments for your money taking into account your budget and monthly spending They will be real investment options and you must give reasons why for each investment The end product will be a spreadsheet of expenses along with a colorful and organized advertisement (and reasons why to invest) for the three different investment options Essay topic: Has encontrado a tu media naranja ¿Cómo y dónde se conocieron? ¿Van a casarse? ¿Qué problemas han tenido? (Será inventado, ¿no?) Skills mastered: Past participle as adjective, passive voice, commands (including vosotros), commands with pronouns, review of direct and indirect object pronouns, sequencing Additional vocabulary: AP preparation supplemental text: el restaurante Literature Selection: “Jacinto Conteras recibe su paga extraordinaria” por Camilo José Arrerola Assessments: Included but not limited to: quizzes, journal entries, formal writing, daily speaking assessments, informal and formal debates, formal speaking assessments, test Gwinnett County Public Schools School Year 2011-2012 - Chapter 11: ¡Adios distancias! (12 days duration) Project: You will write a ten sentence paragraph in Spanish outlining a theme of your choice You must choose 10 items to delete from the paragraph exactly like it is done on the AP test You must have verbs in past tense and at least verbs in subjunctive The best in class will be given as a practice for AP exam writing fill ins next chapter Essay topic: Tú eres un profesor o una profesora que piensa dejar su trabajo Describe por qué quieres dejar la profesión ¿Qué problemas has tenido últimamente? Skills mastered: Por vs para, relative pronouns, diminutives, review of ser vs estar and preterite vs imperfect, sequencing Additional vocabulary: AP preparation supplemental text: armas, bebidas, cereales Literature Selection: “La venda” por Miguel de Unamuno Assessments: Included but not limited to: quizzes, journal entries, formal writing, daily speaking assessments, informal and formal debates, formal speaking assessments, test Chapter 12: La imaginación creadora (5 days duration) Project: None Essay topic: Escribe un ensayo (¡de sólo 100 palabras esta vez!) acerca de tus experiencias en la clase de Español AP ¿Q te gustó? ¿Q no te gustó? ¿Q harías tú diferente si lo pudieras volverla a tomar? (Sé específico.) Skills mastered: Review and practice for AP exam Additional vocabulary: AP preparation supplemental text: idioms not covered in former chapters Literature Selection: “Una semana de siete días” por Magali García Ramis Assessments: quizzes, journal entries, formal writing, daily speaking assessments, formal speaking assessments Student Evaluation: Each chapter contains a series of quizzes, tests, debates, essays, readings, presentations, writing activities, speaking activities and one major project related to the theme of the chapter Daily formative speaking assessments outlined to reflect the exclusive use of the Spanish language is evaluated informally in class and formally using language labs Gwinnett County Public Schools School Year 2011-2012 • Informal speaking takes place in class by means of debates, presentations, conversations and discussions The informal speaking is evaluated by teacher using multiple avenues including but not limited to observation and participation • Formal speaking based on varying types of topics and processes are evaluated by teaching using the language labs Teachers are able to record students speaking in the native language and accurately assess their fluency, content and interpersonal proficiency Many of the formal speaking assessments are given using the format of the AP exam Since the focus of the class is encouraging students to speak exclusively in Spanish, the informal and formal assessments are wonderful tools for evaluation and enrichment Formative writing assessments are given weekly in the forms of emails, journal writing, letters and persuasive essays These assignments are given to assess fluidity of writing, rich vocabulary, and control of syntax and expression The writings are always evaluated and given back to the student for revision Formative writing is a great tool with which to learn how to synthesize information given by an outside source and use that information to create a clear, organized essay that demonstrates excellence in syntax and expression Quizzes assess the ongoing development and acquisition of vocabulary and also provide a way to measure mastery of various grammatical structures Quizzes may also include short evaluations, multiple choice and short answer regarding reading selections and other course content These assessments are administered to reflect a mastery of vocabulary and grammatical structures needed to succeed on the AP exam Essays and readings are assessments directly related to the format of the AP exam Weekly, topics are given to the students upon which to reflect and write a well organized essay The topics are taken from the chapter theme or the AP preparation book that accompanies the main text Exams contain a variety of components, including reading, writing, listening, literature and culture These assessments contain both free-response and fill in the blanks questions about readings, presentations, grammar, and vocabulary Students are required to make comparisons and synthesize information learned in class Speaking is also assessed in class before the exam using language labs and is graded according to the rubrics outlined in the AP Spanish Language Exam supplemental textbook Formal writing is assessed separately as well and converted to a percentage of the overall average Each concept is practiced and evaluated weekly Projects are assigned per chapter and are based on the theme of the chapter Projects vary yet always include speaking and writing components both formal and informal that allocate opportunities for student creativity and written as well as presentational practice in the native language Listening Comprehension Skills Audio sources are selected from the internet and the textbooks for the course Goals will differ depending on audio source but the main focus will be to listen for controlled Gwinnett County Public Schools School Year 2011-2012 information and synthesize that information to complete questions or extract details with which to compile in written format Some examples of what a student will are as follows The student will: a Listen to a ten minute lecture in Spanish and respond correctly to oral/written questions on the material b Comprehend oral questions and respond appropriately and quickly c Summarize orally or in writing after viewing a Spanish language film d Summarize orally or in writing the key points of a lecture given in Spanish e Respond appropriately to questions based on a brief oral narrative f Respond spontaneously to a variety of questions posed in class g Watch the Spanish channel weekly and summarize what was seen in either written or spoken format Sources: Internet resources (examples listed on last page) Text En Contacto and AP supplemental 3rd edition Destinos video series Spanish channel accessible through county Realia as outlined by individual teacher Speaking Skills Students are challenged daily to respond to conversational props in venues such as interviews, advice, storytelling, speeches and interpersonal scenarios Using observational skills and the language labs, students are recorded and evaluated according to their grammatical accuracy, rich vocabulary, fluency, idiomatic usage and syntax Students are also regularly called upon to give oral presentations in the form of projects The student will: h Speak extemporaneously on given topic using appropriate vocabulary and accurate grammar i Both initiate and participate in a conversation on everyday topics j Improvise orally, based on a series of cues k Make an oral presentation on a prepared topic by teacher using notes l Paraphrase/summarize a reading passage m Discuss in Spanish the materials read in class n Participate in a discussion based on an oral presentation Sources: AP Spanish Language Preparation text Project and speaking themes chosen by individual teacher Reading Skills Students are exposed weekly to the world of Spanish literature and idioms though current events as outlined on news sites on Internet, magazines and newspapers Furthermore, students are required to read a story from the accompanying text Abriendo Paso – Literatura each chapter These selections are authentic and reflect famous Gwinnett County Public Schools School Year 2011-2012 authors from varying countries Students are required to read texts and give oral and/or written summaries of the information The student will: o develop a familiarity with literary analysis vocabulary p compare and contrast themes q write critically about literature beyond plot and summary r gain confidence in their ability to read in a second language and improve their linguistic skills s students will be required to read a variety of articles on a wide variety of topics Sources: Abriendo Paso, Lectura En contacto, Literatura Mundo Hispánico People en Español Writing Skills Every week students write an informal essay in a journal entry These entries are based on topics provided by the teacher and thematic in nature Journal entries can be free choice or creative writing in nature based on the information discussed in class or viewed/read from an outside source Every three weeks students write a formal, well organized essay of at least 200 words on a topic outlined in the AP preparation supplemental text Each formal writing is assessed using the AP rubric and evaluated for its content, organization, rich vocabulary and grammatical accuracy The student will: t using authentic texts, students will identify main points as well as concrete details and express them in written format u be able to paraphrase in writing, in their own words, details of the story v synthesize audio and textual input to write a well organized essay outlining they key concepts and show comprehension was achieved w maintain an ongoing dialogue with a Spanish speaker via email Sources: Abriendo Paso, Lectura Destinos video series Realia as outlined by individual teacher Internet Resources: To provide reinforcement and enrichment activities related to grammar, vocabulary and projects throughout the year, the internet is utilized as a source for this AP course The sites listed below are examples of sites used in this AP course to provide authentic realtime cultural information and access to current events Gwinnett County Public Schools School Year 2011-2012 AP tests are all inclusive which means that the AP course must also be all inclusive The information needed to effectively teach this course is not only found in the multiple texts listed on the syllabus but also the Internet – a gateway to the Latino world Colby college websites: * http://www.colby.edu/lrc/spanish.php * http://www.colby.edu/personal/b/bknelson/exercises/ * http://www.colby.edu/~bknelson/exercises/ * http://www.espanole.org/ * http://www.eslconnect.com/spanish/spanish.html * http://www.uni.edu/becker/verbs.html * http://www.languageguide.org/ Grammar exercises: • http://www.rockwood.k12.mo.us/rsummit/spanish/sp5apvocabgrammar.htm • http://www.cuyamaca.net/ddetwile/Resources/spanishgrammar.asp • http://www.smrhs.org/english/msanchez/AP%20Spanish.htm • http://www.bowdoin.edu/~eyepes/newgr/ats/index.htm • • • • • • News: • • • • • • • • • • • www.studyspanish.com http://www.bowdoin.edu/~eyepes/gramex.htm http/ www.indiana.edu/%7Ecall/lengua.html www.vistawide.com/spanish www.spanishspanish.com www.businesspanish.com http://www.cnn.com/espanol/ http://www.abc.es/ http://www.caretas.com.pe/Main.asp http://www.elsalvador.com/ http://diario.elmercurio.com http://www.elpais.com.co/paisonline/ http://www.eluniversal.com.mx/noticias.html http://www.cibercentro.com/periodicos http://www.primerahora.com http://www.hechos.tv www.univision.com Reference site that leads to different addresses of interest: • http://employees.oneonta.edu/smalle/links.html Gwinnett County Public Schools School Year 2011-2012 Absences and Make-up work: Students will be required to make-up all missed work in cases of EXCUSED absences It is the responsibility of the STUDENT to find out what was missed This includes class work, homework, quizzes, tests, handouts Any test or quiz missed due to an excused absence must be made up on the day the student returns to school, unless it has been an extended absence Remediation: Students who are having academic difficulty may sign up for after-class or before school help by the teacher or they may ask for a student tutor Parent-Teacher Communication: Parents or guardians are reminded that there is a PTSA Open House at the beginning of the semester where parents can meet the teacher and familiarize themselves with the course requirements and the learning environment Parents are also reminded that progress reports are issued during the sixth and twelfth week of each semester If at any time the parent wishes to communicate with the teacher, he or she may phone the school and leave a message for a return call The teacher will communicate with the parent if the student is in academic jeopardy or if there is a chronic discipline problem Expectations regarding classroom Behavior: Students should BE: polite and respectful honest- NO CHEATING- even on homework!!! prompt- in the class BEFORE the bell rings! prepared- have all needed materials EVERYDAY- including the agenda book! attentive- no sleeping, talking without permission, note passing! Participate! Consequences for tardies and other unacceptable behavior: First offense- verbal warning- during first week of school a verbal warning for tardy will be given to the student No warnings for tardy after that Second offense- departmental detention from 2:15-2:45 Teacher will call parent Third offense- detention with teacher of ONE hour, 2:15-3:15 Student and teacher will work on a behavior modification plan for the student to be signed by parent Forth offense- referral to Assistant Principal Note: a student may skip steps and go to a higher consequence based on offense Any missed detention will automatically be a referral to the office Tips for success: STUDY!!!!! EVERYDAY!!!! Bring all materials to class (including paper) EVERYDAY!!! Use these web sites: www.PHschool.com www.studyspanish.com Take advantage of FREE tutoring with your peers or teachers! Gwinnett County Public Schools School Year 2011-2012 The teacher reserves the right to make adjustments in course content and/or grading procedures as needed Please contribute a box of Kleenex to class *********************************************************************** Parent and student: Please sign on the lines below and return this portion to teacher If there are questions, your teacher may be reached at the school after 2:15p.m 770-963-8041 or email me at Maria_Fernandez@gwinnett.k12.ga.us Student signature: Parent signature: _ Parent e-mail: _ Gwinnett County Public Schools School Year 2011-2012 ... using notes l Paraphrase/summarize a reading passage m Discuss in Spanish the materials read in class n Participate in a discussion based on an oral presentation Sources: AP Spanish Language Preparation... Speaking is also assessed in class before the exam using language labs and is graded according to the rubrics outlined in the AP Spanish Language Exam supplemental textbook Formal writing is assessed... students with opportunities to integrate the four language skills through reading authentic stories by renowned authors AP Spanish, Preparing for the Language Exam is an essential supplement that