Ap spanish Language Fall, 2012 St. John Bosco High School Location: Room 205 Department: World Language Instructor



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AP Spanish Language

Fall, 2012

St. John Bosco High School

Location: Room 205
Department: World Language

Instructor: Ms. Cindy Rayas

Phone: 562-920-1734 Ext.584

E-mail: crayas@bosco.org (Best way to contact me)
St. John Bosco High School Mission Statement:

Our mission is to:



  • Provide a safe environment for learning and celebrating Christian life;

  • Embrace diversity as an advantage for our school community;

  • Encourage the highest standards of excellence in academic, athletic and community efforts;

  • Develop young men, parents, faculty and staff with the spirit to contribute to our school, our communities, and our country;

  • Maintain our commitment to the legacy of St. John Bosco through our faith, fellowship and funding;

  • Apply a positive moral work ethic to our environment;

  • Give assistance to all in need of our passion for living and learning in the ways of St. John Bosco.

Course Catalog Description:

0513 AP Spanish Language 11, 12 CSU, UC (e)

A college level course in advanced Spanish composition and conversation. It emphasizes aural/oral skills, reading comprehension, grammar and composition. Students in this course take the AP Spanish Language Exam in May with the possibility of receiving college credit and/or placement. (Prereq: Grade of "B" or better in Spanish III and department approval.)

Course Overview

AP Spanish Language is equivalent to a 3rd year Spanish language course in college. As such, the class will be taught exclusively in Spanish and students will be encouraged to communicate only in Spanish. Students will work frequently with authentic cultural materials and texts, and through contact with this material and with each other, they will work toward achieving very high proficiency levels in speaking, writing, reading, and comprehension of the Spanish language. The focus will be on developing higher-level analytical skills that will enable students to draw comparisons and make contrasts between a wide variety of authentic cultural resources presented in class.



Course Materials

We will use the advanced textbook series Abriendo Paso (Prentice Hall), which combines one textbook, Lectura dedicated to studying the literature of the Spanish speaking world, and a second text, Gramática which presents a thorough and intensive grammar review. The textbook will be supplemented by current event articles from Spanish-language newspapers and magazines both in print and on the Internet. There will also be frequent listening and viewing activities using recorded broadcasts from Spanish-language radio and television programming.

Grammar topics will be presented briefly in class and students will complete practice exercises at home. The majority of class time will be devoted to learning activities that provide frequent opportunities for students to interact with authentic cultural materials and with each other while using the target language as the principal means of communication. Semester exams will include multiple choice questions recycled from previous AP exams as well as open-ended, free-response questions that are similar in quality and difficulty to the ones the students will encounter on the AP exam.

AP* SPANISH PREPARING FOR THE LANGUAGE EXAMINATION THIRD EDITION

Students will each have a personal copy of this text. It has activities very similar in format and difficulty to real AP Spanish Language problems. These activities will be evenly distributed throughout the year to familiarize students with the test question formats. They increase in difficulty as student’s progress in grammar competence and knowledge throughout the year. This third edition of the text is the most up to date and has adopted its contents to the changes that have occurred to the exam from previous years.



Sample Classroom Activities

Listening Skills

I will present a topic in class (a current event for example) and then direct students to a Spanish-language news website where they will listen to a report related to the specific topic. Students will be required to take notes as they listen to the report. The task will be to identify the main theme of the report and then to note down the various details in the report that will support their assertions. Students will then work in pairs, sharing and organizing their ideas to develop a coherent argument that will prove that they understood the report and are able to synthesize their thoughts concerning the topic as it was presented in the report. Sources for authentic listening activities will include:

www.bbc.co.uk/hi/spanish/news/

www.cervantes.es/portada-b.htm

www.nacion.com

Noticiero Telemundo (television broadcast)

Noticiero Univision (television broadcast)

Reading Skills

The wide variety of short stories, poetry, and theater presented in Abriendo Paso, Lectura, will provide students with ample opportunity to expand their vocabulary, acquire deeper appreciation of the cultural realities of the Spanish-speaking world, and develop important critical skills as they relate to reading literature. As a supplement, current-event articles whose topics relate to those appearing in the literary texts will afford students the opportunity to synthesize, compare and contrast these topics as they appear across a wide array of authentic reading sources. Such additional reading sources will include: La opinion (Spanish-language daily newspapers).

www.prensaescrita.com

www.telemundo.yahoo.com

Each reading is preceded and followed by activities that will exercise students’ proficiency in the 4 skill areas: reading, writing, speaking, and listening. Below is a brief explanation of the different activities:

Antes de leer – This includes pre-reading exercises that range from group discussions of stimuli related to the reading, personal writing reflection on the theme of the reading, exposure to advanced vocabulary contained in the reading, and additional exercises that enhance student’s experience with the topic of the reading.

El autor/La autora – This gives students historical background of the author’s personal life and other works.

Lectura – This is the actual reading that is accompanied by vocabulary clues that encourage students to determine meaning of foreign vocabulary from contextual clues.

Comprensión This includes a variety of reading comprehension exercises that come from the reading. They range from true/false questions, sentence completion, fill in the blank, or regular question and answer.

Para conversar – Provides students with a variety of realistic contexts to encourage them to share observations, thoughts, and feelings with the class. These exercises promote speaking but may also be used as writing exercises.

Para escribir – Students do exercises that teach them to develop their ideas into a well organized essay as will be required of them in the AP Spanish Language Examination.

Informal Writing – This activity is similar to the Informal Writing section in the AP Spanish Language Exam having students write a short paragraph on a given topic in the form of an e-mail, short note, post card, etc.

Comprensión auditiva – This activity is also similar in format to the AP Spanish Language Exam where students will listen to an excerpt spoken by a native Spanish speaker on the subject of the reading and answer questions from the listening in a multiple choice format.

Stimulated Conversation – This task is also similar to the AP Spanish Language Exam format. It offers students practice doing simulated dialogues with 20-second intervals to respond to a role-play conversation.

Un poco más de práctica – This section also is in AP Spanish Language Exam format. It gives students practice in the Formal Writing and Formal Oral Presentation section. Providing two reading selections and an audio selection to write a formal essay and give a 2-minute oral presentation.

Writing Skills

In order to prepare students for the written parts of the AP Spanish language exam, there will be an essay assignment due every week. Students will then work to organize and synthesize their thoughts into a coherent, well-constructed argument using their own words. They will be required to make reference to specific details in the authentic reading and/or listening sources so as to support their argument. Students will then work together, peer-editing as they work towards a preliminary draft that they will hand in individually. Once they hand in the assignment I will make comments and suggestions on their essays and hand it back to them for final corrections and a final grade based on AP scoring guidelines.



Speaking Skills

Students will be expected to participate orally in class on a daily basis using correct grammar and appropriate vocabulary in Spanish. A bi-weekly participation grade will be assigned each student. In addition, students will be required to make several formal oral presentations. These will include participation in a debate team, leading a class discussion, and giving a PowerPoint presentation. Through these presentations, students will learn how to express themselves orally by persuading, arguing, describing and inquiring while using a variety of styles and registers that are appropriate for the audience and subject matter.



COMMUNICATION

Communicate in Languages Other Than English

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURES

Gain Knowledge and Understanding of Other Cultures

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied



CONNECTIONS

Connect with Other Disciplines and Acquire Information

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language

Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures



COMPARISONS

Develop Insight into the Nature of Language and Culture

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.



COMMUNITIES

Participate in Multilingual Communities at Home & Around the World

Standard 5.1: Students use the language both within and beyond the school setting

Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.



Assessment Criteria:

Grade Distribution

Homework and Classwork 15%

Exams 25%

Quizzes 20%

Participation 15%

Projects 10%

Final Exam 15%



Grades online- Grades are posted online and are updated regularly. Students and parents are expected to check the grades frequently to monitor progress in the class and to address any discrepancies if and when they occur. Students have 2 weeks from the date a grade is posted to challenge homework or test grades. Do not wait until the end of the grading period to go over returned work.

Letter grade by Percentiles

90-100% = A

80-89% = B

70-79% = C

60-69% = D

Percentages are based on the number of points a student earns on any given assignments, tests,

projects, dialogs, etc. The points are then average to reflect a letter grade.

Grades are determined by the percentage of points earned out of the total points possible. The semester grade is cumulative for the whole semester



Assignments, Quizzes and Test

NO ASSIGMENT IS ACCEPTED LATE. ONLY IF YOU WERE ABSENT.

• To obtain credit for make-up work (test and homework), it Must be complete within the same amount of days as absent. PLEASE DO NOT WAIT MORE THAN TWO DAYS TO DO A MAKE UP. IF YOU WAIT LONGER YOU WILL BE RECIBING AN “M” which is equals to a “0”

• Group work may Not be made up.

• Any make-up exams or quizzes make arrangements with the teacher.

• Each assignment need to have the following: name, date period, subject, and assignment.

• All notes are to be dept in a composition notebook---- one subject only. Notes will be collected and graded for completeness and neatness. All notes are to be dated and headed with the appropriate topic.

• If you have any questions Do Not hesitate. NO QUESTION IS WRONG OR SILLY!!!!



Main Texts:

Díaz, Jose; Collins, Stephen. Abriendo Paso: Lectura. Upper Saddle River, NJ:

Prentice Hall, 2005.

Díaz, Jose; Nadel, Maía; Collins, Stephen. Abriendo Paso: Gramática. Upper Saddle

River, NJ: Prentice Hall, 2005.

Books: Abriendo Paso-Gramática

Abriendo Paso-Lactura

Advanced Spanish AP Language Preparation Student Workbook

Dictionary: Spanish Dictionary

Class Syllabi For The School Year 2012-2013

August-September

Abriendo Paso-Gramática-Unidad 1

La narración y la descripción en el pasado



Abriendo Paso Lectura-Rosa, Angel Balzarino

Gramática

El pretérito

El imperfect

  • Uses of the imperfect

  • Common expressions with the imperfect

  • The verb Haber

  • El presente perfecto

  • El pluscuamperfecto

Lectura

  • Rosa

Extra curriculum

Projects:

Evaluations

Quiz

El pretérito

  • The uses of the preterite

  • Common expressions with the preterite

El imperfect

  • Uses of the imperfect

  • Common expressions with the imperfect

  • The verb Haber

  • El presente perfecto

  • El pluscuamperfecto

Chapter test

Gramática and Lectura



Oral presentations

Presentation using the Preterito and the imperfecto



September-October

Abriendo paso-Gramática

Unidad 2 La descripción de nuestros alrededores: diferencias y semejanzas

Abriendo paso-Lectura

Capitulo 2 El decimo

Gramática

Los adjetivos

  • Uses of adjectives

  • Special uses of adjecives

Los adjetivos demostrativos

  • Use of the demonstrative adjectives

Los adjetivos posesivos

  • Uses of possessive adjectives

Lectura

  • El décimo, Emilia Pardo Bazán

Extra curriculum

Projects:

Evaluations

Quiz –


Los adjetivos

  • Uses of adjectives

  • Special uses of adjecives

Los adjetivos demostrativos

  • Use of the demonstrative adjectives

Los adjetivos posesivos

  • Uses of possessive adjectives

Chapter test

Gramática and Lectura



Oral presentations

Presentations from the readings



October-November

Abriendo paso-Gramática

Unidad 3 La narración y la descripción en el presente

Abriendo paso-Lectura

Capitulo 3

Un oso y un amor




Gramática

El presente

  • Uses of the verb Ser

  • Uses of the verb Estar

  • Adjectives used with ser and estar

  • Present participle

Los verbos reflexives

Lectura

Un oso y un amor, Sabine R. Ulibarrí



Extra curriculum

Projects:

Dia de los muertos y La virgen de Guadalupe.



Evaluations

Quiz –

  • Uses of the verb Ser

  • Uses of the verb Estar

  • Adjectives used with ser and estar

  • Present participle

Los verbos reflexives

  • Used of reflexive verbs

  • Other uses of reflexeve pronoun se

Chapter test

Gramática and Lectura



Oral presentations

Presentation about El día de los muertos y la virgen de Guadalupe












November-December

Abriendo paso Gramática

Unidad 4 Cómo expresar deseos y obligaciones

Abriendo paso-Lectura

Capítulo 5 Cajas de cartón

Gramática

El imperfecto

  • Uses of the imperative (command)

  • The indirect command

  • Expressions to indicate oblication

The subjunctive

Lectura

Cajas de carton, Francisco Jiménez




Extra curriculum

Projects:

Navidiad en latinoamerica.



Evaluations

Quiz –

El imperfecto

  • Uses of the imperative (command)

  • The indirect command

  • Expressions to indicate oblication

The subjunctive

Chapter test

Gramática and Lectura



Oral presentations

Navidad en Latinoamerica

**MATERIAL IS SUBJECT TO CHANGE

**PLEASE NOTE: If you are involved in sports, activities, field trips,

Pre-planned absences, retreats, etc. It is your responsibility to inform me ahead of time (at least 48 hours) to make up a test or turn in an assignment. Not on the day of the event. Make arrangements with me in a timely manner so we can work things out.

Do not wait more than two days to do a makeup. If you wait more than that you will be receiving an “M”.

Otherwise, no late work will be accepted or test made up after the fact.

Remember, it is your responsibility to take care of the matter! Don’t wait until the last minute.


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