AP Spanish Language Syllabus

(1)

AP Spanish Language

Syllabus

Time/Credit: 90 minutes every day for one semester. 1 credit (High School)

Course Overview

The Advanced Placement Spanish Language program is designed to parallel the skill development of a third semester college course. It focuses on oral/aural skills, reading comprehension, grammar, composition, and cultural knowledge with frequent

opportunities to integrate the four language skills through the use of authentic materials. During the AP Spanish Language class, students are required to use only Spanish for all communication. This includes classroom instruction, discussions, and socialization. During the class period, a variety of opportunities are given to allow students to speak spontaneously as well as on prepared topics. Students are encouraged to use the language as a personal tool for communication as well as to seek and take advantage of

opportunities outside of the classroom to listen to and communicate in Spanish. With an emphasis on the use of Spanish for active communication, the course has the following objectives:

 The ability to comprehend formal and informal spoken Spanish.

 The ability to acquire vocabulary and a grasp of structure to allow the fluid, accurate reading of newspapers, magazines, Spanish literature, and other materials.

 The ability to compose expository, persuasive, narrative and opinion essays as well as informal writings.

 The ability to express ideas orally with accuracy, fluency, and proper pronunciation.

 The ability to understand the formal and deep culture as well as to broaden the knowledge of the history, literature, and current events of the Hispanic world. Students selecting this course are expected to take the AP Spanish Language Exam as the culmination of the sequence.

(2)

Course Outline

The AP Spanish Language Course is taught in Spanish within an intensive schedule of 18 weeks. The course material is divided into six units based on the Abriendo Paso series. Each unit is approximately three weeks of class incorporating advanced vocabulary, literature, reading, writing, listening, and speaking as well as integrated skills activities in the interpersonal, interpretive, and presentational modes.

Students individually review previously acquired grammar points, which are then fine-tuned in class. That is, the study of structure is advanced to include discrete points, idioms, fine details, nuances, and special cases.

The unit themes are our springboard for discussions, writing, and integrated skills activities. Since the focus is on skills rather than the content of specific texts, the course therefore seeks to develop language skills that are useful in themselves and that can be applied to various activities and disciplines. Enrichment materials and topics are selected to reflect the intellectual interests shared by the students and teacher. Enrichment topics may include the arts, history, current events, literature, culture, lifestyles, sports, etc. Authentic materials (including films, recordings, videos, newspapers, and magazines) are used as suited to meet the needs of the students in that particular class.

A note about literature

Although advanced language and communication skills are the focus of this class, literature, as well as authentic resources, they are used to allow students opportunities to experience college-level material and advanced culture. The literature selections are varied, with most of the selections from Abriendo Paso: Lectura. There is also an overview of Spanish and Latin American literature, with excerpts from major works. For example:

 Unamuno and the Generation of ’98, La Venda, selected poems  Garcia Lorca and the Generation of 1927: Bodas de Sangre

 Selected poems of Garcia Lorca, Unamuno, Matute, and other poets  Excerpts from Don Quijote and La vida es sueño

(3)

Unit Outline

I. Narration and Description in the Past A. Content skills and knowledge

1. Functions

a) Advanced vocabulary relating to events in the past b) Retelling events in the past

c) Talking about the background of events in the past d) Narrating in the past

e) Describing and talking about life and events that occurred in the past 2. Grammar

a) Expressing events in the past

i. Advanced vocabulary needed to express the past ii. Preterit: completed actions

iii. Imperfect: background description

iv. Present perfect: completed action prior to a present action v. Pluperfect: completed action prior to a past action

3. Reading

a) Selected literature from Materials of Instruction may include any of the following:

i. “El décimo” by Emilia Pardo Bazán

ii. “Me llamo Rogoberta Menchú y así me nació la conciencia” by Rigoberta Menchú and Elizabeth Burgos

B. Integrated Skills (Audio and Audiovisual/Interpretive Communication and Print Interpretive Communication. Components covered: 6c and 6e)

1. Video de Telenovela: students read an article about telenovelas from the online magazines Taringa.net or http://issuu.com, brainstorm and prepare and record a skit following the “recipe” for a telenovela. Then they upload it as a digital file and publish it to an online video streaming site such as YouTube or Vimeo.

2. Research and discussion relating to the theme of narration in the past tense to describe history

3. Reading and “dissection” of “Las huellas que siempre se quedan” by Ernesto Rivas Sólis, an article written after the death of a general

4. Students research and write a similar type of article about a historical figure. 5. AP Practice- Regular practice from the AP Practice Workbook as well as from

various sources, for example: National Spanish Exam online practice, Abriendo Paso Gramática AP practice, and additional materials.

(4)

II. Descriptions, Differences, and Similarities A. Content skills and knowledge

1. Functions

a) Advanced vocabulary relating to descriptions

b) Advanced vocabulary relating to nouns, number, and gender c) Describing and comparing things, people, ideas, and actions d) Describing differences and similarities

e) Distinguishing what is near from what is farther away

f) Differentiating one’s relations, ideas, and possessions from others’

2. Grammar

a) Nouns: gender, number, strategies

b) Describing things, people, ideas, and actions c) Adjectives

d) Demonstrative adjectives and pronouns e) Comparisons of equality and inequality f) Possessive adjectives and pronouns 3. Reading

i. “Ríete con ellos, no de ellos” by Julia Viñas ii. “Dos caras” by Sabine Ulibarrí

B. Integrated Skills (Audio and Audiovisual/Interpretive Communication. Components covered: 6f)

1. Students watch an authentic video about fashion week in Colombia

(http://documentary.net/colombia-fashion-week-in-Medellin/ and present their point of view to the class in the form of an organized debate.

2. Students research and give a presentation to the class on their choice of a country, a region, or an author based on the readings from the unit.

3. AP Practice Regular practice from the AP Practice Workbook as well as from various sources, for example: National Spanish Exam online practice,

Abriendo Paso Gramática AP practice, and additional materials

III. Narration and Description in the Present A. Content skills and knowledge

1. Functions

a) Advanced vocabulary relating to narration and description in the present b) Narrating and describing in the past

c) Talking about oneself and others

d) Talking about activities in which one participates 2. Grammar

(5)

i. Present tense ii. Uses of ser vs. estar

b) Conditions and actions in progress i. ser vs. estar

ii. Present progressive c) Use of the Gerund

d) Uses of the Past Participle e) Gerund vs. Past participle

f) Indicating subject performing the action on or for itself i. Reflexive verbs

g) Uses of se

3. Reading

i. “La amistad en Norteamérica” by Julian Marías ii. “Los Estados engomados” by Julio Camba iii. “La venda” by Miguel de Unamuno

B. Integrated Skills (Spoken Presentational Communication, Written Presentational Communication. Audio and Audiovisual Interpretive Communication. Components covered: 6a, 6d, 6f)

1. Proyecto de Gente Famosa - In this activity, students will research and create an informative tombstone, and write a report on a deceased historical figure. Students will select from a teacher provided list. Even though this specifically addresses personal and public identities, connections are made with the rest of themes because students are researching and presenting contributions made by historical figures.

2. Trash Into Treasure Landfill Harmonic (www.upworthy.com) - Students watch an authentic video clip about children who live in a slum built on a landfill in Cateura, Paraguay and make musical instruments out of trash. Students are required to write an article for the online school newspaper about the landfill harmonic. As an option, students can also create their own

instrument and present the process of making the instrument and perform it to the class.

3. Paper on Unamuno and “La venda”. Possible topics: Family relationships, Religion and science, World-view

4. AP Practice: Regular practice from the AP Practice Workbook as well as from various sources, for example: National Spanish Exam online practice,

(6)

IV. Expressing Desires, Needs, and Obligations A. Content skills and knowledge

1. Functions

a) Advanced vocabulary relating to expressing desires, needs, and obligations

b) Telling someone to do something

c) Persuading and influencing others to take a certain course of action d) Expressing your own obligations and those of others

2. Grammar

a) Telling someone what and what not to do i. Imperative

ii. Infinitive iii. Circumlocution iv. Imperfect subjunctive

b) Expressing your desire for others to take a particular course of action i. Subjunctive after verbs of volition

3. Reading

i. “Jaque mate en dos jugadas” by W. I. Eisen ii. “Casa tomada” by Julio Cortázar

iii. Bodas de Sangre by Federico García Lorca

b) Research and discussion relating to the following cultural topics; i. Global Challenges

ii. Science and Technology iii. Contemporary Life

iv. Personal and Public Identities v. Families and Communities vi. Beauty and Aesthetics

B. Integrated Skills (Written Presentational Communication)

1. Creative writing: a horror or mystery story 2. Research paper on Lorca and Bodas de Sangre.

3. AP Practice- Regular practice from the AP Practice Workbook as well as from various sources, for example: National Spanish Exam online practice, Abriendo Paso Gramática AP practice, and additional materials

(7)

V. Narration and Descriptions in the Future and Expressing Emotions, Doubt, Negation, Probability, and Conjecture

A. Content skills and knowledge 1. Functions

a) Advanced vocabulary relating to expressing desires, plans, and ideas about the future

b) Speculating about the present and the future c) Talking about your emotions, feelings, and doubts d) Describing hypothetical events, people, and things 2. Grammar

a) Talking and speculating about the future i. Future tense

ii. Ir + a + infinitive

iii. Present indicative with future expressions

b) Verbs expressing plans and desires: pensar, quisiera, etc. c) Expressing what will happen by a certain date and time

i. Future perfect

d) Talking about your emotions, feelings, and doubts i. Subjunctive mood

3. Reading

i. “Jacinto Contreras recibe su paga extraordinaria” by Camilo José Cela

ii. “Nosotros, no” by José Bernardo Adolph

b) Research and discussion relating to the following cultural topics: i. Global Challenges

ii. Science and Technology iii. Contemporary Life

iv. Personal and Public Identities v. Families and Communities vi. Beauty and Aesthetics vii. Technology and the future

B. Integrated Skills (Written Presentational Communication, Audio and Audiovisual Interpretive Communication. Components covered: 6b)

1. Students watch a clip about Google glass and then debate the pros and cons of this technology for the future.

2. Choose a current technology that has the opportunity to develop into a more advanced form of technology and write a persuasive essay selling the product.

3. AP Practice: Regular practice from the AP Practice Workbook as well as from various sources, for example: National Spanish Exam online

(8)

VI. Additional Narration and Description in the Past with the Subjunctive A. Content skills and knowledge

1. Functions

a) Advanced vocabulary relating to expressing past desires, plans, and ideas

b) Expressing past desires, plans, and ideas c) Expressing past emotions, feelings, and doubts

d) Describing hypothetical events, people, and things in the past e) Speculating about the past

f) Talking about what you would or would not have done in various situations

2. Grammar

a) Using the subjunctive to express volition, feeling, emotion and judgment, doubt, denial, uncertainty, and negation

i. Present and present perfect subjunctive ii. Imperfect and pluperfect subjunctive

b) Referring to an antecedent whose existence is in question i. Present tense and present perfect subjunctive ii. Imperfect and pluperfect subjunctive

c) Expressing actions that may or may not take place, or are contrary to fact conditions

i. Conditional and conditional perfect 3. Reading

i. “Una semana de siete días” by Magali García Ramis ii. “Espuma y nada más” by Hernando Téllez

b) Research and discussion relating to the reading/s and the following cultural topics;

i. Global Challenges ii. Science and Technology iii. Contemporary Life

iv. Personal and Public Identities v. Families and Communities vi. Beauty and Aesthetics

c) Governments, politics, and social order d) Personal freedoms and rights

(9)

B. Integrated skills (Components Covered: 4a, 6a-6f) *All cultural themes covered because at least one group has to present a debate from each different cultural theme.

1. Students will research a topic and perform a debate in front of the class. The class will brainstorm topics of interest that fall under each of the AP cultural themes. In teams of two or three, students will debate opposing sides of the issue. Students are required to use authentic audio, authentic visual, and authentic audiovisual resources.

2. AP Practice

Regular practice from the AP Practice Workbook as well as from various sources, for example: National Spanish Exam online practice, Abriendo Paso Gramática AP practice, and additional materials

(10)

Sample Learning Activities and Instructional Strategies

The following are typical learning activities and strategies used throughout the course:

1. Speaking a. Spontaneous b. Prepared

c. Recorded: Students are given the opportunity to practice recording their responses in the AP format. Each student has access to a computer. Students practice recording their voices using samples from past exams and the AP practice book. Early recordings are evaluated but not graded. As the students improve their abilities, the recordings are graded using the released AP rubrics.

2. Listening activities

a. CDs, Videos, MP3 files and online listening activities b. Peer listening

3. Activities from textbooks 4. AP Practice Workbook 5. Teacher-generated materials 6. Written applications

7. Reading applications 8. Online practice 9. Music and other Realia

10. Process-focused oral assessments throughout the unit 11. Collaborative activities within the classroom setting 12. Product assessment

a. Selected and constructed response b. Written and oral quizzes

13. Publisher-created written tests 14. Discussion of literary works

Debates, dialogues, role playing, cultural presentations etc…

(11)

Materials of Instruction

1. Textbooks

A. Díaz, José M., María Nadel, and Stephen J. Collins. Abriendo Paso: Lectura. Boston: Heinle and Heinle Publishers, 1995.

B. Díaz, José M., and Stephen J. Collins. Abriendo Paso: Gramática. Boston: Heinle and Heinle Publishers, 2006.

C. García Lorca, Federico. Bodas de Sangre. Madrid: Editorial Espasa Calpe, 2003.

2. AP Practice Workbook with CDs and/or Audio Program DVD

A. Díaz, José M. AP Spanish: Preparing for the Language and Culture Examination.

Boston: Pearson Education, Inc. 2014. 3. Supplementary Materials

In addition to the main literature text and grammar text, the following material is selected to compliment the textbooks. We select from a variety of sources allowing students the opportunity to work with a wide range of language.

A. Literature

The following are recommended works from which the teacher will select: 1) “Casa tomada” by Julio Cortázar

2) “Dos caras” by Sabine Ulibarrí 3) “El décimo” by Emilia Pardo Bazán 4) “Espuma y nada más” by Hernando Téllez

5) “Jacinto Contreras recibe su paga extraordinaria” by Camilo José Cela 6) “Jaque mate en dos jugadas” by W.I. Eisen

7) “La amistad en Norteamérica” by Julian Marías 8) “La venda” by Miguel de Unamuno

9) “La viuda de Montiel” by Gabriel García Márquez 10) “Los empresarios” by Clyde James Aragón

11) “Me llamo Rogoberta Menchú y así me nació la conciencia” by Rigoberta Menchú and Elizabeth Burgos

12) “Nosotros, no” by José Bernardo Adolph 13) “Ríete con ellos, no de ellos” by Julia Viñas

14) “Una semana de siete días” by Magali García Ramos B. Listening activities

1) Abriendo Paso: Gramática and Lectura

2) Nuevos Horizontes www.nuevoshorizontes.com

3) Bretz, Mary Lee and Trisha Dvorak. Pasajes Cassette Tapes.

C. Other Materials

1) McMillan Interactive Publishing. Real Time Spanish. CD-Rom. Digital Publishing, 1996.

2) Authentic newspapers, magazines, music, and television clips

3) Selected clips from Fuentes, Carlos. El Espejo Enterrado. Public Media Video, 1992.

(12)

4) Online activities, research, and discussionon cultural and personal interest topics, for example:

a) El país: http://www.elpais.com b) BBC:www.bbcmundo.com

c) CNN en español: http://www.cnn.com/espanol 5) Radiotelevisión Española. Bodas de Sangre Video. 6) National Spanish Exam, online practice

7) Movies such as La Misma Luna, El Norte, Bodas de Sangre, Don Quijote, El Otro Lado, Siete Soles, Volver, etc…

(13)

Course Level Assessments and Assignments

A cumulative evaluation will be given to measure a student’s ability to integrate the vocabulary and structure acquired and refined throughout the course. The format may include tasks that require a student to demonstrate knowledge in listening and reading comprehension, writing, cultural concepts, and speaking proficiency.

All students will be assessed in the following areas:

1. Common Final Exam: teachers can choose between the released AP exam from the most recently released AP exam.

2. Vocabulary and Reading Comprehension quizzes

3. Standardized tests that include open-ended responses with a focus on grammatical structures

4. Speaking assessments

A. In-person interviews, students responding to questions and discussions

B. Integrated skills: presentational mode (reading, listening, and presenting) in the AP format (recorded)

C. Weekly recordings of student’s speaking proficiency in the AP Exam format, graded using AP rubrics

D. Daily communication with classmates and teacher; discussions based on unit topics and listening topic in the AP format

5. Writing assessments A. Journal writing

These entries vary in topic and in length. Generally, students must write or blog entries.

Sometimes the entries are based on a given topic and at times students are asked to write about themselves, incorporating new vocabulary, grammar items, and/or the topic at hand. For example, when we talk about personal freedoms, students are asked to discuss how much freedom they have, whether or not it is just, how they will handle the same situation with their children.

B. Informal writings: AP format, 10 minutes, 60 words

C. Formal writing (Integrated skills: reading, listening, and writing) in AP format 6. Reading assessments

A. Weekly reading quizzes from past AP exams and from the AP Practice book. These are multiple-choice items.

B. Reading is also assessed with the integrated skills in the writing and speaking assessments.

C. Comprehension of all selected reading is assessed daily though oral questions and short responses in journals or homework.

(14)

7. Listening assessments

A. AP Listening Comprehension CDs/online subscriptions 1) Short and Long Dialogues

2) Short and Long Narratives

B. Integrated skills: presentational mode (reading, listening, and presenting) 8. Essays integrating skills with literature

9. Class presentations integrating reading, research, and speaking skills

10. Class tertulias: spontaneous “free” speaking, with the teacher as monitor but not