AP Spanish Language Course
Course for Spanish Speakers: This AP Spanish language course is conducted completely in Spanish. I encourage students throughout the course to practice the target language with their peers and myself.
The main goals of this class are:
• to help prepare students for the AP Spanish Language exam given in May.
• to help students learn to express themselves more fluently in Spanish for different audiences (reading, writing, and oral production).
• to help students in their preparation for college. Course Outline/ Textbook:
The core material used is Nuestro Mundo (textbook, audio and workbook). Nuestro Mundo provides students with a thorough review and practice of grammar. It also contains cultural, political, social, and historical readings covering all of Latin America. This text, with materials taken from authentic sources, allows students to work with and build upon vocabulary through recycling. This also allows students to engage at a higher level of study.
Due to the fact that the AP Spanish Exam requires two independent writing samples, an essay and a “quick write”, I require the students to complete two formal essays and numerous “quick writes”:
-In the first quarter, students are required to write a Persuasive essay, utilizing B. Travens, Macario. The essays are written implementing our school’s approved five-paragraph essay format (intro/thesis, three supporting body five-paragraphs, and a conclusion that restates the thesis and provides a reflection). Students are required to write a
descriptive essay, utilizing Juan Ramón Jiménez’s Platero y yo, as well as the same above mentioned essay format. These two essays allow for critical and literary analysis of literature. Students peer edit each others work, make revisions, and submit a rough and final draft to me.
- The “quick writes” are a little less formal. Students are given newspaper articles in Spanish in which they must read the article, underline 15 “unknown” words and find their meaning, then they must write a short summary outlining the key points. This is done every other Wednesday.
The use of radio stations and television in Spanish are key authentic materials used throughout the course that develop students’ listening abilities. Students are asked to
listen to certain programs (news, weather, traffic). This information is then used in various classroom activities such as, summaries, skits, question/ answer forums, presentations, and report outs to groups.
This is done regularly and allows all of the students the opportunity to integrate their Spanish skills.
Students are given grammatical notes for each lesson from the textbook. The audio book, with the multiple choice listening and reading comprehension exercises are completed in class, and allow a wide range of practice with the item types on the AP Spanish Language Exam. Students are taught to listen for key information while taking notes. I replay the audio a few times for practice. As the year progresses, the students are only given the opportunity to hear the audio once.
Students do workbook activities at home. One quiz and one test are used as assessments for each lesson. Class time is spent practicing and applying the grammar utilizing authentic materials.
Samaniego, Fabián A. Nuestro Mundo: Curso para hispanohablantes. Boston: Mc Dougal Littel, 2002.
(along with the notebook and audio book activities)
Course Expectations/Outcomes:
• students will be expected to transfer grammatical points from class to their every day writings and oral conversations; including arguing, inquiring, and describing • students should be able to use the Spanish language to understand and/or read
lectures, newspapers, oral presentations, class instruction, textbook cultural readings, and short stories
• students will be expected to complete their homework assignments every night and come to class prepared
• because the majority of the grade on the AP Exam will be derived from your ability to read, comprehend and write Spanish well, this course will require a great deal of reading and writing in the target language.
Competencies:
It is expected that all students enrolled:
Spanish Language Exam. 1. 3 competencies:
a. oral presentation
b. timed writing/ quick write (based on AP exam)
c. cumulative “skills” test (questions based on the AP exam) 2. one formal essay:
- thematic based (with literacy guidelines outlined from the San Diego County Office of Education “Write” institute)
3. Complete the AP Spanish Language Exam: - given in May
Final Assessments: “Skills” test (Competency)
In order for us to prepare for our final as well as the AP exam in May, we will work on a series of more than one hundred questions, focusing on the following:
a. grammar (translations, short answer, and error identification) b. readings (short and long for reading comprehension)
c. oral production (based on a series of pictures) d. writings (short/ timed)
-Students are required to pass this assessment with a 70% or better in order to successfully pass the class.
Students will also take a mock AP Spanish Language Exams from past released Exams which include multiple choice questions, free response, audio, reading comprehension, short answer “quick write” and a formal essay. Students must respond to the essay using critical analysis and extensive vocabulary.
Formal presentation: at the end of the semester students are required to investigate an important historical or literary figure, create a powerpoint focusing on key elements (pre selected by myself) and present their findings to the class.
writings (25% - in class and formal essays), and homework / class work (10%). Grade Breakdown: Grades will be based on a % of total points.
A= 100%-90% D= 69%-60%
B= 89%-80% F= 59%-50%
C= 79%-70% Assessments:
* there will be an exam for every lesson, as well as vocabulary quiz
* there will be a cumulative “midterm” and “final” at the end of each quarter
- the final assessment for the semester is the “skills” competency test (required to pass with 70% or higher in order to successfully pass the class)
* there will be one formal, thematic essay for each quarter Lessons to be covered
Quarter 1- Lesson 1 (unit 4) + Lesson 2 (unit 4), Lesson 3 (unit 4) + Lesson 1 (unit 5), Lesson 2 (unit 5) + Lesson 3 (unit 5), and Lesson 1 (unit 6) + Lesson 2 (unit 6) Quarter 2- Lesson 3 (unit 6) + lesson 1 (unit 7), lesson 3 (unit 7), Lesson 1 (unit 8), and Lesson 2 (unit 8) + Lesson 3 (unit 8)
Español 3 / 4 C- AP (NATIVOS)
3 C
CHAPTER
Nuestro Mundo
GRAMMAR
VOCABULARY
Paquete AP
CULTURE
Lecturas
Unidad 4 Lec 1 + Lec 2 p 162 y p 180-El participio pasado (-ado/-ido)
- La voz pasiva con “ser”
- Las formas del presente de subjuntivo y el uso del subjuntivo en las claáusulas principales -Mandatos formales y familiares - Frutas y frutos - Vegetales, hortalizas y legumbres pp 39-42 CUBA
-José Martí: héroe nacional de Cuba p170
- Cristóbal Colón y “las indias” p186 -Juan Luis Guerra: el poeta que canta al mundo p189-191 -No oyes ladrar los perros (Juan Rulfo) Unidad 4 Lec. 3 +
p 198 y p 214 * timed writing /competency (deseos, recomendaciones, sugerencias, y mandatos - Pronombes relativos
- Usos de “el cual”, “el que”, “lo cual”, y “lo que”
- Presente de subjuntivo en las cláusulas adjetivales
pp 43-46 - Isaías Mata: artista por la paz p 220 - Los Perros Mágicos de los volcanes pp 223-226 Unidad 5 Lec. 2 + Lec. 3 p 232 y p 252 - Presente de subjuntivo en las cláusulas adverbiales: primer paso - Presente de subjuntivo en las cláusulas adverbiaes: segundo paso - Muebles, peces y moluscos, profesiones y oficios pp 47-49 HONDURAS NICARAGUA COSTA RICA
- Mis primeros versos pp 243-245 Unidad 6 Lec. 1 + Lec. 2 p 268 y p 286 -Futuro: verbos regulares e irregulares -Condicional: verbos regulares e irregulares - Profesiones y oficios pp 50-52 COLOMBIAPANAMA - Un día de estos- Márquez pp 277-280 - La encrucijada de Rubén Blades pp 296-299
4C Nativos
CHAPTER
GRAMMAR
VOCABULARY CULTURE
Un. 6 Lec 3 + p 306 Un 7 Lec 1 P 322 -imperfecto del subjuntivo -profesiones y oficios -restaurante y café pp53-56 VENEZUELA PERU Un. 7 Lec. 3 p 358
-Presente perfecto -restaurante y café -ropa y artîculos
personales pp 57-59 Un. 8 Lec. 1 p 374 -Otros tiempos perfectos -ropa y artículos personales pp 60-62 ARGENTINA URUGUAY Un. 8 Lec. 2 + p 394 Un 8 Lec. 3 p 412 -secuencia de tiempos (indicativo y subjuntivo) -imperfecto de subjuntivo -el calendario y el tiempo -pp 63-65 PARAGUAY CHILE
