Honors Spanish V & AP Spanish

  Honors Spanish V/AP® SPANISH LANGUAGE AND CULTURE

Syllabus  2016-2017

 

COURSE OVERVIEW

The Honors Spanish V course is intended for students who have demonstrated excellence in Spanish and wish to continue with language acquisition but who are seeking an alternative to a rigorous AP course and who elect to not take the AP exam yet or at all.  The basis of the course is similar to the AP course with an intensive grammar review, frequent readings from a variety of sources, including collections of Spanish and Latin American short stories and periodicals. This course however will focus more on conversational Spanish with a variety of auditory and oral assessments.  Spanish will be the official language of the course, and will be spoken exclusively.  

The AP® Spanish Language and Culture course is intended for students who have demonstrated excellence in Spanish, who are intrigued by the Latin American and Spanish cultures and who wish to take the AP® Spanish Language and Culture exam. The course offers glimpses into the inner workings of said cultures that are available through this intense study of Spanish. As defined by the College Board, students taking this course should “demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (Connections), make comparisons between the native language and the target language and between cultures (Comparisons), and use the target language in real-life settings (Communities).”  Spanish is the official language of the course and will be spoken exclusively.  The students are encouraged to practice Spanish throughout the year with their teacher(s) and peers.  In the AP® Spanish Language and Culture course, students will use Spanish to:

 

  • Express themselves orally in a variety of settings on a variety of themes
  • Read and understand selected materials from a variety of authentic sources including, but not limited to, short stories, periodicals, essays and poetry
  • Initiate, maintain and close a conversation on a familiar topic
  • Hear and understand conversations from a variety of sources in a variety of settings
  • Express themselves formally and informally in writing on class-work, homework, e-mails, essays, journal entries, quizzes and tests using open-ended questions
  • Correctly use word derivation strategies such as circumlocution and cognates to broaden their use of the language

 

RESOURCES

 

The AP® Spanish Language and Culture course will be taught using a multitude of resources to cover all aspects of the Spanish language. The primary text is Temas: AP® Spanish Language and Culture.  The authors of this text have the following to say about their creation:

         “Temas incorporates the requirements of the AP® Spanish Language and Culture Curriculum and Exam, focusing on six overarching themes that are the heart of real-world communication. [It ]lets [the students] experience authentic language and culture through engaging texts and multimedia materials from all over the Spanish-speaking world.  Activities are designed to help [the students] understand challenging language and concepts and to communicate using a rich, varied vocabulary.”

The textbook Temas is accompanied by an online Temas supersite.  With daily practice using the digital activities, the students will improve their writing, listening and speaking skills.

Main Texts

 

Draggett, P., Bianco, J., Conlin, C., Ehrsam, M. and Millán, E. (2014) Temas: AP Spanish Language and Culture. Boston, MA: Vista Higher Learning.

 

Frisancho, Jorge. (2014) AP Spanish Language and Culture Exam Preparation. Boston, MA: Vista Higher Learning.

 

Websites


 


Audiria

http://www.audiria.com

 

BBC Mundo

http://www.bbc.co.uk/mundo

 

CNN en español

http://www.cnnespanol.com

 

Más voces

www.masvoces.org

 

El Mundo

http://www.elmundo.es

 

 

La Nación

www.nacion.com

 

National Public Radio

www.npr.org/series/alt-latino/

 

Notes in Spanish

http://www.notesinspanish.com

 

El Nuevo Herald

www.elnuevoherald.com

 

Paperboy

http://www.thepaperboy.com

 

Prensa Escrita

http://www.prensaescrita.com

 

Radio Naciones Unidas

http://www.un.org/radio/es/

 

Radioteca

www.radioteca.net

 

Unesco

www.unesco.org

 

Univision

http://www.univision.com




Websites for Grammar Practice



 

 

Supplemental Texts

 

Blanco, J.A., Tocaimaza-Hatch, C. C. & García, P. N.  (2011).  Imagina: Español sin

barreras (2nd ed.).  Boston, MA: Vista Higher Learning.

Cabat, L. & Cabat, R. (1999). Momentos Hispanos (2nd ed.). New York, NY: Amsco

School Publications, Inc.

De la Vega, Sara L., Salazar, Carmen. (2007). Avanzando: Gramática española y

lectura (6th ed.).  Hoboken, NJ: John Wiley & Sons, Inc.

Jiménez, F. (2000).  Cajas de cartónBoston, MA: Houghton Mifflin Company.

Kanter, A. (2011). Encuentros Maravillosos: Gramática a través de la literatura

(2nd ed.). Boston, MA: Pearson Prentice Hall.

Lavoie, D. (2010). 5 Steps To A 5: AP Spanish Language 2010-2011.  New York,

NY: McGraw Hill.

Leech, M. (2010). The Princeton Review Cracking the AP® Spanish Exam With Audio

CD (2011 ed.). New York, NY: Random House, Inc.

Renjilian-Burgy, Joy,  Valette, Rebecca M. (2005). Album (3rd ed.). Boston, MA:

Houghton Mifflin Company.

Walqui Van-Lier, A., Barraza, R.A., Dellinger, M.A.  (2005). Sendas literarias 1:

Español completo para hispanohablantes.  Needham, MA: Pearson Prentice

Hall.

Wasserman, C. & Wasserman, M. (1997).  Prosa moderna del mundo

hispánico (2nd ed.). New York, NY: Amsco School Publications, Inc.

 

UNIT COMPONENTS

 

Each unit includes work on the following skills and strategies:

 

Grammar

This course requires students to update and broaden their awareness of Spanish grammatical structures.  There is a strong focus on the appropriate use of verb tenses and moods, as well as in-depth review of grammatical topics covered in previous years of Spanish study.  Students are encouraged to correct themselves and each other to increase their understanding of grammar, in English as well as Spanish.  

 

Reading

Each unit includes multiple reading selections.  Many reading assignments are taken directly from our texts. Others come from a variety of authentic resources, whether from the teacher’s personal collection or current events and articles in newspapers and magazines, both in print and online.  Students are encouraged to read each selection on their own, and respond to prepared written or spoken questions.  They will learn to use context clues and other techniques to garner meaning without the use of a language dictionary. To increase vocabulary acquisition, students will maintain a self-created dictionary to which they will add new words or expressions as they encounter them.

 

Writing

Students will write in a variety of formats in order to demonstrate proficiency with grammar, vocabulary and facts, and to articulate their opinions.  Writing exercises are completed in class and each unit contains several graded writing samples.  Written assignments will often be discussed in class, and used for peer-editing exercises.  Students will regularly write interpersonal entries such as e-mails, journals, blogs, letters and postcards.  They will also write formal compositions and essays, based on the material covered in each unit to serve as practice for the presentational writing portion of the AP® Spanish Language and Culture exam. Students will be able to track their progress and growth in said writing activities by the accompaniment of the same rubrics used on the exam.

 

Listening

The teacher will conduct almost all instruction, explanation, and exercises in Spanish.  Students will become accustomed to listening to a variety of Spanish accents and dialects as they listen to each other, other teachers at the school and any guest speakers.  They will have many opportunities to listen to a variety of samples by native speakers from the Temas supersite, audio CDs provided by supplemental textbooks, podcasts, other online sources and the teacher’s diverse music and film collection.  Students will learn techniques to grasp important information when listening to rapidly spoken Spanish, and they will be tested on listening comprehension using multiple-choice and open-ended question formats.  To further hone their auditory skills, the teacher will give weekly dictations. 

 

Speaking

Spanish is the official language of the course; students are expected to speak Spanish exclusively while in class and to practice Spanish consistently with the teacher, as well as with other adults and peers outside the classroom if presented the opportunity. Students will practice regularly on a variety of topics, and will learn techniques such as circumlocution to successfully express themselves.  Students will often be asked to orally summarize writing assignments and listening samples in order to improve vocabulary retention and practice, and will practice speaking out loud simultaneously in preparation for the oral component of the AP® Spanish Language and Culture exam.  Students will be encouraged to use a wide range of vocabulary and sentence structures in order to be creative and more expressive.

The students will also have a weekly assignment of a newscast-type session.  They will begin each week with a different country. Throughout the week, they will use a variety of Spanish language websites to find a current event of personal interest that they then will report upon in the form of a newscast with a personal opinion component.

 

Culture

Understanding the cultural differences between the target language of study and one’s native tongue is a vital component of language acquisition. The students will gain a deeper understanding of cultural and historical experiences that are a part of everyday life to those in Spanish-speaking world.  Based on the calendar year, there will be monthly cultural activities for the students to immerse themselves in, including but not limited to: movie nights, modismos and refranes, “Tomatinas,” and Parrandas and tertulias. 

 

 

 

Assessments

Unit Exams

The unit exams will mostly follow the AP® Spanish Language and Culture exam model in a condensed format, including multiple-choice components, listening, reading and speaking components, and writing samples.  Full attendance is expected on the days of these exams.

 

Midterm Exam

The time allotted for the midterm exams is similar to that of the actual AP® Spanish Language and Culture Exam. We will therefore take our first full practice AP® Spanish Language and Culture exam during our given midterm day, with only slight modifications.

 

Final Exam/Project

 

 After completion of the AP® Spanish Language and Culture exam, students will have the opportunity to further examine cultural and historical topics, literary genres, and writers discussed previously throughout the year.  With the teacher’s guidance, they will complete a performance research project, using Spanish sources, which will include a written component and a formal presentation comprised of a presentation of the material researched followed by a question- and-answer/discussion session with the teacher and classmates.

 

 

Unidad 1 » Las identidades personales y públicas

 

Preguntas esenciales:

§ ¿Cómo se expresan los distintos aspectos de la identidad en diversas situaciones?

§ ¿Cómo influyen la lengua y la cultura en la identidad de una persona?

§ ¿Cómo se desarrolla la identidad de una persona a lo largo del tiempo?

 

Grammar


Verbos y expresiones para indicar cambios

El lenguaje académico

Los anglicismos


 

Reading

Avanzando: “Sor Juana Inés de la Cruz: Voz feminista de Hispanoamérica,” “Dos poetas chilenos: Mistral y Neruda, ” “Inmigraciones hispanas en los Estados Unidos”

Variety of selection from Temas: “Borges y yo,” “Expulsados”

 

Writing

Creating vivid, descriptions using dynamic vocabulary and sentence structure

Interpersonal writing: Journal entries, emails, etc.

Presentational writing: composition on identities, comparing and contrasting based on a variety of sources

 

Listening

Dictations

Temas: “Una ley para fortalecer el guaraní,”  “XV Festival de Jazz en Toledo”

Music: Listen to various accents: Mexican in “Pobre Juan” by Maná, Argentinean in “Milonga de Marfil Negro” by Haydee Alba, Spanish in “Papeles mojados” by Chambao

 

Speaking

Question/answer exercises with other students

Imitating the accents of peninsular v. Caribbean v. South American Spanish

Initiating and maintaining a conversation on a familiar topic

Presentational speaking: Current events “Newscasts”

 

Culture/History

Geography of Spain and Latin America

Independence Days in Latin America

Hispanic Heritage month

La Tomatina

Current events in Spain and Latin America pertaining to the theme

Film: Diarios de motocicletas

 

Unit 1 Exam » Week of  September 26, 2016

 

Unidad 2 » Los desafíos mundiales

 

Preguntas esenciales:

§ ¿Cuáles son los desafíos sociales, políticos y del medio ambiente que enfrentan las sociedades del mundo?

§ ¿Cuáles son los orígenes de esos desafíos?

§ ¿Cuáles son algunas posibles soluciones a esos desafíos?

 

Grammar


Cognados falsos

Los prefijos

Verbos seguidos de preposción

Palabras compuestas


 

Reading

Album: “Sala de espera”

Temas: “La desglaciación de la cordillera andina” and/or “Clase media crece en América Latina y el Caribe”

Imagina: “Recursos naturales”

Writing

English-to-Spanish translations using covered verb tenses

Creation of appropriate Spanish past-tense verbs without English hints

Interpersonal writing: Journal entries

Presentational writing: composition on global challenges, comparing and contrasting based on a variety of sources

 

Listening

Discuss themes, various podcasts and audio clips from Internet

Dictations

Music: “¿Qué hacen aquí? Illapu, “¿Dónde jugarán los niños?” Maná and “The Movement” Las cafeteras

 

Speaking

Small-group discussions on assigned themes

Initiating and maintaining conversations on familiar topics

Re-telling stories that have been previously read or heard

Spanish tongue-twisters (trabalenguas)

Presentational speaking: Current events “Newscasts”  

 

Culture/History

Hispanic Heritage Month 

Día de la Raza vs Columbus Day and Spanish conquest of Latin America

Día de los Muertos

Current events in Spain and Latin America pertaining to the theme

“Landfill Harmonic” in Paraguay

Film: The Book of Life and/or El laberinto del fauno

 

Unit 2 Exam » Week of November 7, 2016

 

 

Unidad 3 » La familia y las comunidades

 

Preguntas esenciales:

§ ¿Cuáles son las diferencias en los papeles que asumen las comunidades y las familias en las diferentes sociedades del mundo?

§ ¿Cómo se define la familia en distintas sociedades?

§ ¿Cómo contribuyen los individuos al bienestar de las comunidades?

 

Grammar


Vocabulario para descubrir

Expresiones de percepción sensorial

Acentuación

Signos de puntuación


 

Reading

Imagina: “Juchitán: La ciudad de las mujeres”

Temas: “En esto creo” , “Luces para creer”

Album: “No oyes ladrar los perros” and/or “El nieto”

 

Writing

Responding to written and spoken prompts

Composing orderly paragraphs

Using transition words and a wide range of vocabulary

Interpersonal writing: Journal entries

Presentational writing: composition on family and community, comparing and contrasting based on a variety of sources

 

Listening

Continued practice with audio and video materials from Internet, television, and radio, critiquing other students’ spoken Spanish.

Dictations

 

Speaking

Continued practice with voice-recording equipment

Informal spoken presentations with written and audio prompts

Presentational speaking: Current events “Newscasts”

 

Culture/History

Family life in Spain and Latin America,

Selected articles, in print and/or online including but not limited to:

-DOMA

-Adoption, infertility, definitions of family

Current events in Spain and Latin America pertaining to the theme

Parrandas, Posadas

 

Unit 3 Exam » Week of midterms, December 12, 2016

 

Unidad 4 » La belleza y la estética

 

Preguntas esenciales:

§ ¿Cómo se establecen las percepciones de la belleza y la creatividad?

§ ¿Cómo influyen los ideales de la belleza y de la estética en la vida cotidiana?

§ ¿Cómo las artes desafían y reflejan las perspectivas culturales?

 

Grammar


Las conjunciones

Gentilicios y topónimos

Las citas


 

Reading

Avanzando:“Una puerta a la historia”

 “Almodovar genio español que conquistó Hollywood” www.latinol.com

Temas: “El concepto de lo estético a través de la historia,” “La literatura y la vida”

 

Writing

Responding to written and spoken prompts

Interpersonal writing: Journal entries

Presentational writing: composition on concepts of beauty and esthetics, comparing and contrasting based on a variety of sources

 

Listening

Dictations

Music: “Talento en la TV”

Temas: “30 años del Guernica

 

Speaking

Voice-over of clips from Almodovar movies

Presentational speaking: Current events “Newscasts”

 

Culture/History

Stereotypes of Spanish and Latin American concepts of beauty as portrayed in songs

Miss Universe/Miss World in Latin America

Current events in Spain and Latin America pertaining to the theme

Film: Mujeres al borde de un ataque de nervios

 

Unit 4 Exam » Week of February 6, 2017

 

 

Unidad 5 » La vida contemporánea

 

Preguntas esenciales:

§ ¿Cómo influyen los productos culturales, las prácticas y las perspectivas de la gente en la vida?

§ ¿Cómo definen los individuos y las sociedades su propia calidad de vida?

§ ¿Cuáles son los desafíos de la vida contemporánea?

 

 

Grammar


Expresiones de transición

Los sufijos

Los números


 

Reading

Avanzando : “El tango, baile universal” and/or “La América Central”

Imagina : “La herencia de los mayas”  and/or “La Mirada

Temas: “La evolución de la Amistad”

 

Writing

Constructing comprehensive paragraphs using a wide range of vocabulary, transitions, and appropriate sentence structure

Interpersonal writing: Journal entries

Presentational writing: composition on contemporary life, comparing and contrasting based on a variety of sources including the quote “Un pueblo sin tradición es un pueblo sin porvenir”

 

Listening

Connecting the sound of a word to its spelling and accentuation

Dictations

 

Speaking

Small-group discussions on assigned themes

Informal presentations to the class

Initiating, maintaining, and close conversation on familiar topics

Presentational speaking: Current events “Newscasts”

 

Culture/History

Current events in Spain and Latin America pertaining to the theme

Semana Santa

Carnaval

 

Unit 5 Exam » Week of March 13, 2017

 

 

 

Unidad 6 »  La ciencia y la tecnología

 

Preguntas esenciales:

§ ¿Qué impacto tiene el desarrollo científico y tecnológico en nuestras vidas?

§ ¿Qué factores han impulsado el desarrollo y la innovación en la ciencia y la tecnología?

§ ¿Qué papel cumple la ética  en los avances científicos?

 

Grammar


Verbos comunes

Expresiones de tiempo

Acentuación: Casos especiales

Signos de puntuación


 

Reading

Imagina: “La intrusa” and /or “La desespereción de las letras”

Temas: “Facebook, el monstruo de las dos cabezas” and/or “Centroamérica y las redes sociales”

Album: “Apocalipsis”

 

Writing

Writing in response to written prompts

Constructing multi-paragraph essays

Writing from a variety of sources (extrapolating meaning, tone, theme)

Interpersonal writing: Journal entries

Presentational writing: composition on science and technology, comparing and contrasting based on a variety of sources

 

Listening

Television and/or Internet and/or radio audio/video programming

More strategies for garnering meaning from rapidly spoken Spanish

Dictations

 

Speaking

Debates on researched issues

Practice with voice-recording equipment using AP® exam format

Presentational speaking: Current events “Newscasts”

 

Culture/History

Current events in Spain and Latin America pertaining to the theme

Film: Happy Cool

 

Unit 6 Exam » Week of April 10, 2017

 

AP Specific training

 

The last two week of April are dedicated to rigorous practice for the AP® Spanish Language and Culture exam.  This includes analyzing previous years’ sample student work, practice tests, speaking simultaneously, timed writing and speaking.

 

 

FORMAL AP EXAM = Tuesday, May 2, 2017 8 AM