Advanced Placement Spanish Language Syllabus€¦ · Advanced Placement Spanish Language Syllabus Program Students have the opportunity to take PreAP and AP courses in Spanish language

Advanced Placement Spanish Language Syllabus

Program

Students have the opportunity to take PreAP and AP courses in Spanish language as well as regular level Spanish courses. Students are required to take the AP Examinations if enrolled in AP courses.

A traditional first year and second year is completed, students who have made more than adequate progress in levels one and two are invited and encouraged to continue on to PreAP and AP Spanish Language. Some students take the AP Spanish language course and exam during their junior year and some during their senior year.

AP Spanish Language Course Goals

The goal of the AP Spanish Language course is to prepare students for success on the AP Spanish Language Exam and also ensure that these students can function at a third year college level Spanish course. Students complete a thorough review of vocabulary and structures and continue to develop proficiency in the areas of speaking, listening, reading, and writing. Spanish is used in class by teacher and students one hundred percent of the time. Students are encouraged to use the acquired language and cultural awareness skills by volunteering in Hispanic community settings where the language is spoken. This helps to build a strong foundation for the AP Spanish Language course and for college courses of Spanish at the third year level of instruction. It is hoped that students will become lifelong learners of Spanish.

Listening

Students will listen to each other’s dialogues, to songs and listening activities from the textbook to develop listening comprehension skills and to provide topics for oral class discussions. Music videos will be used in class as well as ITunes podcasts (http://www.apple.com/itunes), such as, Podcasts de la mañana Cadena COPE, and a podcast from Cadena SER: Entrevistas. Also, the curriculum will include ITunes podcasts dealing with news items, the arts, history, fashion, etc. Students will be provided with these podcasts items in either a CD or flash drive type of format. The instructor will provide the students with “fresh” podcasts every two weeks, some will be short, about five to seven minutes, other will be about ten to fifteen minutes in length. Students will be trained on how to listen for specific information from the podcast, this information could sometimes be located at the beginning of the podcast, in the middle or at the end of the podcast. These listening activities will be done or a regular basis at home or in the language or computer laboratory, at least once a week, at the school. Students will also be exposed to live TV from www.rtve.es. The accompanying activities for this particular exercise will be different since both the instructor and the students will be watching life TV together without previous preparation. The students will also complete traditional activities from Triángulo, Abriendo Paso, AP Spanish Preparing for the Language Exam and movies such as; La historia oficial, Valentín, El abuelo, etc. Students will present oral

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http://www.rtve.es/

summaries to the class about certain scenes or themes found in the films. The purpose of these listening activities is for students to understand the spoken language, both formally and informally, in conversations or narrations.

To prepare for the fiveminute narration students will start practicing for this task at the beginning of the school year and continue doing it through the year. Students will be provided with questions/prompts recorded on either a cd or a flash drive so that they can record their answers right on the devise. These activities will take place in the school’s computer laboratory on a weekly basis and also at home for homework.

Speaking

Students participate in many oral activities such as showandtell, debates, speeches, demonstrations, etc. They also practice recording their answers and turning in their recordings for a grade. The instructor provides students with a CD or flash drive where he has recorded a set of questions that the students would need to answer orally on their own recording devises. Students also receive a recorded podcasts on these types of devises (a CD or flash drive) where they listen for specific details or items and then respond orally to oral questions, these answers are recorded on the devise right after the podcast. The previously mentioned activities are rotated on a weekly basis in so that students always have different types of speaking tasks, from informal to formal, in a computer laboratory at school (to insure that there is no outside help provided to the students) and sometimes these activities are assigned for homework. Students present their speaking task to either the entire class, facetoface with the instructor, or they record their presentation and turn it in to the instructor for a grade.

Reading

Students read passages from Abriendo paso Lectura, to enhance their reading skills. They will use a highlighter to indicate words in the text that they do not know. Students will be asked to guess at the meaning of the highlighted vocabulary items by relying on the context of the passage. Newspapers, such as, www.elpais.es and www.lanacion.com.ar will be used to expose the students to nonliterary texts. Web sites such as www.elcorteingles.es, where a different type of vocabulary is needed, will also be used to reinforce vocabulary for specific needs, such as, going camping, traveling to a ski resort or a beach resort, purchasing the correct utensil to cook a Paella or make Churros, etc. Students will visit www.renfe.es to become familiar with train schedules, types of services provided, and prices. Students will read from these web sites in real time/real life in order to make the language pertinent in the 21st century. Vocabulary is reviewed on an everyday basis in context through traditional textbooks used for the course and also through the above mentioned sources.

Writing

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http://www.renfe.es/

http://www.elcorteingles.es/

http://www.lanacion.com.ar/

http://www.elpais.es/

At the beginning of the schoolyear, using the essay prompts in the Abriendo Paso text, students work collectively to brainstorm and organize ideas to prepare for writing an essay. Then, prompts are used to practice writing introductory paragraphs. Students write them on transparencies and the class critiques them. The same process is used to teach students to write concluding paragraphs.

As skills are developed, students begin their first essay assignment. Since prompts are used from Abriendo Paso, students generally have all the vocabulary resources they need. Students complete the first essay in class. The next step is peer editing, checking for organization, flow, comprehensibility, and use of guidelines for introductions and conclusions practiced in class. A set of guidelines is written with the students. The students then use these guidelines when editing their peer’s essays and their own essays. Students discuss concerns in each other’s essays in Spanish, but never mark anyone’s paper except for their own.

After students have critiqued each other’s writing, they make the necessary revisions and turn in the peer revised essay to the instructor for further evaluation. It is then graded and returned to the students. The students revise it and turn it in to the instructor for a final grade. After continuing this process four to five weeks, students start to turn in their completed product to be graded directly by the instructor. Specific grammarpoints are reviewed with the whole class as the instructor assesses the students essays.

During the first and second semesters, students write an in class essay for 45 minutes every other week. A prompt is provided by the instructor. Students begin to write approximately one hundred and fifty words. The assignments are gradually increased to about two hundred and fifty words as the schoolyear progresses. These essays are graded using the AP essay rubrics.

Other writing tasks are assigned on a weekly basis. These tasks include: journal entries, emails, letters, dialogues, or reflections to articles and lectures.

Exercises from Abriendo Paso are completed for homework. These exercises are corrected in class. Grammar will also be reviewed in context as the students read from different sources. Specific grammar points are reviewed independently with students when their essays are returned to them. Some sources used are: www.elpais.es, www.elmundo.es, www.lanacion.com.ar, www.abc.es, and many other newspapers on line.

Technology

Technology is an integral part of second language acquisition. Spanish students are encouraged to take advantage of instructional websites, such as, www.studyspanish.com, www.drlemon.net, and others. We will use podcasts from ITunes, news online from www.rtve.es, newspapers from Spain and Latin America, etc.

Many of the assignments I have described take advantage of technology. The internet is used as a source of current topics, research, and presentation. Our school does not have a language lab, but we do make use of the computer lab at least once a week for recording podcasts onto digital storage, listening to podcasts, giving project presentations, and occasionally for in class writing.

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http://www.rtve.es/

http://www.drlemon.net/

http://www.studyspanish.com/

http://www.abc.es/


http://www.elmundo.es/

http://www.elpais.es/

Projects

Two major projects are assigned during the school year in order for students to put all the skills together in one product; one project is due by the end of November and another project is due by the end of March.

The first project is of a cultural/historical nature. Students either investigate a region on the Spanish speaking world or a famous person. Students do a power point presentation that includes pictures, maps, music etc. They also write a five hundred word essay (in Spanish) including all pertinent information about the topic. The students will have to document all sources used for the project and these sources will include: newspaper/magazine articles, travel brochures, a live news item (if available), a podcast on the subject (if available) or books on tape (CD), a film, maps, etc. The students will put together the power point presentation and the essay and present both to the class orally and visually.

The second project will follow the same format but it will be a project dealing with current events, such as ETA in today’s Spain, or Chávez in Venezuela, etc. Projects are graded as follows:

Grading :10% Research/documentation20% PPT presentation (adequate pictures, captions, background sound, maps, etc.)40% written essay to go along with the presentation minimum 300 words.30% oral delivery, presentation

Semester 1 Cycle 1Themes:

• Technology • Feelings and emotions

Prereading activities (all activities are conducted in Spanish) :

• The students collaborate to describe the picture at the beginning of the chapter to tell a story. Students tell the story to the class in pairs incorporating the new vocabulary into their narration. This type of prereading activity will be used throughout the course. (Rosa and El décimo)

• The students bring in pictures of the latest computer models. Students identify and describe the pictures, making references to changes in technology. Students should incorporate the new vocabulary list into their picture descriptions. (Rosa)

• Teacher brings in pictures of objects and settings of poverty and elegance. Students identify, classify, and describe the pictures and then comment on their own reactions to them. What would they do to obtain certain material things? What would they not do? What are their values and how do they influence how they act in certain situations? (El décimo)

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Activities (all activities are conducted in Spanish) :

• The students read the story in a group and then reread it at home. Parts of the story are also read aloud in class. Students take turns roleplaying the various characters in the story. Students are encouraged to pantomime the actions of the characters as they read they story aloud. (Rosa and El décimo)

• Students jot down ideas about their understanding of the story and share their ideas with the class. Students are given ample class time for discussion about the unexpected ending. (Rosa and El décimo)

• Students explain new vocabulary to each other orally using circumlocution. (Rosa and El décimo)

• Students create questions about the story at home and bring them to class to conduct a round table discussion about the story. (Rosa and El décimo)

• Debate: Students brainstorm the possible human qualities of computers, point out some things that computers can do that resemble human actions, for example, taking messages, recognizing human voices, or keeping track of important dates. Students will then debate on whether a computer will ever be able to replace a person. (Rosa)

• Debate: Students work with a more traditional format. The teacher selects two pairs or small groups to debate for and against the lottery; the rest of the class is the audience. The teacher provides clear guidelines for the number of argument points to be made, examples to back up their opinions, and time limits for each side’s members to present their points. The rest of the class should note which side’s arguments were best presented and supported. After separating a debate format from the expressions of personal opinion, class discussions can then follow based on students’ feelings about the issues presented. (El décimo)

• Students will write a formal essay on the topic of Después de la era de las máquinas. Students will be taught how to write an outline before starting their essay. Students will describe how different their lives would be without the use of technology (150 words).

• Use accompanying Abriendo Paso CD’s as a listening activity (Capítulos 1 y 2, Selecciones 1 y 2) and complete the Comprensión auditiva. For additional student practice: Go Online and visit www.phschool.com with the web code: jjd0001(Rosa) or jjd0002 (El décimo)

• Students listen to several podcasts and do oral presentations every other week based on material from podcasts.

• Have students find newspaper articles online dealing with technology from www.elpais.com, www.lanacion.com.ar, www.abc.es summarize them, and present them to the class orally. (Rosa)

• Have students find newspaper articles online dealing with feelings and emotions from www.elpais.com, www.lanacion.com.ar, www.abc.es summarize them, and present them to the class orally. (El décimo)

• Students review and practice how to narrate in the past using the reading selection and Abriendo Paso: Gramática. Students complete grammar exercises at home. The instructor then picks a sampling of the completed exercises to go over in class. (Rosa and El décimo)

• For each selection, students will use a highlighter to indicate words in the text that they do not

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http://www.elpais.com/

http://www.elpais.com/

http://www.phschool.com/

know. Students will be asked to guess at the meaning of the highlighted vocabulary items by relying on the context of the passage.

• Students will work in groups to create skits using the reading selections as a source to write and present their skits to the class.

• Students complete a journal entry about the first computer they have ever had or used (100 words).

• Students write a letter informing their best friend or family member that they have won the lottery, how much they have won, and what they are going to do with the money (100 words).

The Spanish club hosts a movie each semester. Students in AP Spanish Language have an opportunity to get together outside of class to use their language skills. Valentín is watched in the Fall and La historia oficial is used in the Spring. As an extracredit assignment, a student in AP Spanish can write a movie review. They find a section of a newspaper on the internet where movies are reviewed in order to follow a model on how to write their own.

Resources:

Rosa by Angel Balzarino

El décimo by Emilia Pardo Bazán

Abriendo Paso Lectura CDs

Abriendo Paso Lectura Capítulo 1, páginas 120.


Abriendo Paso: Gramática Unidad 1, páginas 131.

Abriendo Paso: Gramática Etapa 1, páginas 3250.

Newspaper articles from:

1. http://www.elmundo.es

2. http://www.lanacion.com.ar

3. http://www.abc.es

4. http://www.phschool.com

5. http://www.drlemon.net

6. http://news.bbc.co.uk/hi/spanish/news/default.stm

7. http://www.rae.es

Podcasts from itunes.

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http://www.rae.es/

http://news.bbc.co.uk/hi/spanish/news/default.stm



http://www.abc.es/



Semester 1 Cycle 2Theme: Similarities and differences Prereading activities (all activities are conducted in Spanish) :

• The students collaborate to describe the picture at the beginning of the chapter to tell a story. Students tell the story to the class in pairs incorporating the new vocabulary into their narration. This type of prereading activity will be used throughout the course. (Un oso y un amor and Continuidad de los parques).

• A group of students analyzes reactions to dangerous situations and report to the class. (Un oso y un amor).

• Students share with a partner their stories of separation from a loved one (Un oso y un amor). If students do not have personal stories to share, then they may brainstorm the theme of “Impossible Love” using plots from literature, movies, etc.

• Students work in pairs to share similar experiences they might have had after reading a book, watching a movie, or listening to a song. Have students share these experiences with the class. (Continuidad de los parques)

• Using a graphic organizer, students discuss possible meanings for the title of the story. (Continuidad de los parques)


• The students read the story in a group and then reread it at home. Parts of the story are also read aloud in class. Students take turns roleplaying the various characters in the story. Students are encouraged to pantomime the actions of the characters as they read they story aloud. (Un oso y un amor and Continuidad de los parques)

• Students jot down ideas about their understanding of the story and share their ideas with the class. Students are given ample class time for discussion about the unexpected ending. (Un oso y un amor and Continuidad de los parques)

• Students explain new vocabulary to each other orally using circumlocution. (Un oso y un amor and Continuidad de los parques)

• Students create questions about the story at home and bring them to class to conduct a round table discussion about the story. (Un oso y un amor and Continuidad de los parques)

• Students will write a formal essay on the topic of una sola sociedad. Prior to starting this writing activity there will be a class discussion on the topic The United States is a Melting Pot. Students may bring in ideas from their Social Studies class. Students will review how to write an outline before starting their essay. (150 words).

• Use accompanying Abriendo Paso CD’s as a listening activity (Capítulos 3 y 4, Selecciones 1 y 2) and complete the Comprensión auditiva. For additional student practice: Go Online and visit www.phschool.com with the web code: jjd0003 (Un oso y un amor) or jjd0004 (Continuidad de los parques)

• Students listen to several podcasts and do oral presentations every other week based on material

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from podcasts.

• Have students find newspaper articles online dealing with similarities and differences from www.elmundo.es, www.lanacion.com.ar, www.abc.es summarize them, and present them to the class orally. (Un oso y un amor and Continuidad de los parques)

• Students record orally a summary of the story and provide an alternative ending to it. (Un oso y un amor)

• Provide students with possible choices for asking questions. Making guidelines very specific and be sure that you are prepared to answer all questions. Complete each activity by simulating a talk show called “Ask the Author,” and videotape for future use. Encourage students to use the Internet to get information non Julio Cortázar. Students can expand this activity by roleplaying the author. (Continuidad de los parques)

• For each selection, students will use a highlighter to indicate words in the text that they do not know. Students will be asked to guess at the meaning of the highlighted vocabulary items by relying on the context of the passage.


• Students complete a journal entry describing Shirley’s life as an adult (100 words).

• Students write a book review on a book they have read. As students prepare to write their reviews, the class will find the section of a newspaper on the internet where books are reviewed in order to follow a model on how to write their own (100 words). (Continuidad de los parques)

• Students review and practice adjectives (all forms), pronouns (demonstrative, possessive) and the comparative and superlative using the reading selection and Abriendo Paso: Gramática. Students complete grammar exercises at home. The instructor then picks a sampling of the completed exercises to go over in class. (Continuidad de los parques and Un oso y un amor)

Resources:

Un oso y un amor by Sabine Reyes Ulibarrí

Continuidad de los parques by Julio Cortázar










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http://www.abc.es/








Semester 1 Cycle 3Theme:The familyPrereading activities (all activities are conducted in Spanish) :

• The students collaborate to describe the picture at the beginning of the chapter to tell a story. Students tell the story to the class in pairs incorporating the new vocabulary into their narration. This type of prereading activity will be used throughout the course. (Cajas de cartón and Jacinto Contreras recibe su paga extraordinaria)

• A group of students analyzes reactions to dangerous situations and report to the class. (Cajas de carton and Jacinto Contreras recibe su paga extraordinaria)

• Students research lifestyles of migrant workers. Students report their findings to the class discussing how they would feel if they had to endure such living conditions and accommodations. (Cajas de cartón)

• Students prepare a skit that tells the story about giving a gift and the response of the recipient. (Jacinto Contreras recibe su paga extraordinaria)


• The students read the story in a group and then reread it at home. Parts of the story are also read aloud in class. Students take turns roleplaying the various characters in the story. Students are encouraged to pantomime the actions of the characters as they read they story aloud. (Cajas de cartón and Jacinto Contreras recibe su paga extraordinaria)

• Students jot down ideas about their understanding of the story and share their ideas with the class. Students are given ample class time for discussion about the unexpected ending. (Cajas de cartón and Jacinto Contreras recibe su paga extraordinaria)

• Students explain new vocabulary to each other orally using circumlocution. (Cajas de cartón and

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http://www.rae.es/




Jacinto Contreras recibe su paga extraordinaria)

• Students create questions about the story at home and bring them to class to conduct a round table discussion about the story. (Cajas de cartón and Jacinto Contreras recibe su paga extraordinaria)

• Students will write a formal essay on the topic of Cómo adaptarse a una nueva cultura. The students will be required to attach an outline to their essay. (200 words)

• Use accompanying Abriendo Paso CD’s as a listening activity (Capítulos 5 y 6, Selecciones 1 y 2) and complete the Comprensión auditiva. For additional student practice: Go Online and visit www.phschool.com with the web code: jjd0005 (Cajas de cartón) or jjd0006 (Jacinto Contreras recibe su paga extraordinaria)


• Have students find newspaper articles online dealing with family issues from www.elmundo.es, www.lanacion.com.ar, www.abc.es summarize them, and present them to the class orally. (Cajas de cartón and Jacinto Contreras recibe su paga extraordinaria)

• Students record orally a summary of the story and provide an alternative ending to it. (Jacinto Contreras recibe su paga extraordinaria)



• Students write a reflection in their journals about help they have received from a teacher when they were having problems. (100 words).

• Students write a letter informing their family members that they will not be getting any gifts for the holidays due to a theft that occurred in their house. (100 words).

• Students will write a skit based on the story Jacinto Contreras recibe su paga extraordinaria (100 words).

• Students review and practice structures that will allow students to talk about themselves and others, and about the activities in which they participate. La narración y la descripción en el presente. Abriendo Paso: Gramática. Students complete grammar exercises at home. The instructor then picks a sampling of the completed exercises to go over in class. (Cajas de cartón and Jacinto Contreras recibe su paga extraordinaria)

First Semester Project:

The first project is of a cultural/historical nature. Students either investigate a region on the Spanish speaking world or a famous person. Students do a power point presentation that includes pictures, maps, music etc. They also write a five hundred word essay (in Spanish) including all pertinent information about the topic. The students will have to document all sources used for the project and these sources will include: newspaper/magazine articles, travel brochures, a live news item (if available), a podcast on the

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subject (if available) or books on tape (CD), a film, maps, etc. The students will put together the power point presentation and the essay and present both to the class orally and visually.

Final Exam: Semester 1The final exam follows the format of an AP exam, but of course, it is shortened so that students can finish in the allotted time given (120 min).

Resources:

Cajas de cartón by Francisco Jiménez

Jacinto Contreras recibe su paga extraordinaria by Camilo José Cela















Semester 2 Cycle 4ThemeThe nature of humanity and societyPrereading activities (all activities are conducted in Spanish) :

• The students collaborate to describe the picture at the beginning of the chapter to tell a story. Students tell the story to the class in pairs incorporating the new vocabulary into their narration. This type of prereading activity will be used throughout the course. (Nosotros, no and No oyes ladrar los perros)

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http://www.rae.es/




http://www.abc.es/



• A group of students analyzes reactions to dangerous situations and report to the class. (Nosotros, no and No oyes ladrar los perros)

• Students participate in a class discussion under the topic of society’s attitude toward the elderly. (Nosotros, no)

• Students participate in a class discussion about the different factors that influence the lives of today’s youth, not only in school but also in their personal lives. (No oyes ladrar los perros)


• The students read the story in a group and then reread it at home. Parts of the story are also read aloud in class. Students take turns roleplaying the various characters in the story. Students are encouraged to pantomime the actions of the characters as they read they story aloud. (Nosotros, no and No oyes ladrar los perros)

• Students jot down ideas about their understanding of the story and share their ideas with the class. Students are given ample class time for discussion about the unexpected ending. (Nosotros, no and No oyes ladrar los perros)

• Students explain new vocabulary to each other orally using circumlocution. (Nosotros, no and No oyes ladrar los perros)

• Students create questions about the story at home and bring them to class to conduct a round table discussion about the story. (Nosotros, no and No oyes ladrar los perros)

• Students discuss scenarios that show institutionalized disrespect for elderly people. Students bring in ads from newspapers/magazines that might promote this. (Nosotros, no)

• Students assume the identity of an elderly person and explore the situation of their new identities in the form of skits. (Nosotros, no)

• Students participate in a class discussion about parents’ responsibilities and obligations and limits to parents’ responsibilities and obligations. (No oyes ladrar los perros)

• Students will write a formal essay on the topic of ¿Cómo seré yo y la sociedad dónde vivo en cincuenta años? The students will be required to attach an outline to their essay. (200 words)

• Use accompanying Abriendo Paso CD’s as a listening activity (Capítulos 7 y 8, Selecciones 1 y 2) and complete the Comprensión auditiva. For additional student practice: Go Online and visit www.phschool.com with the web code: jjd0007 (Nosotros, no) or jjd0008 (No oyes ladrar los perros)


• Have students find newspaper articles online dealing with the nature of humanity and society from www.elmundo.es, www.lanacion.com.ar, www.abc.es summarize them, and present them to the class orally.

• Students record orally a summary of the story and provide an alternative ending to it. (No oyes ladrar los perros)

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• Students write a reflection in their journals about students’ rights and responsibilities. (100 words).

• Students write an email to a family member who you haven’t seen in a while. (100 words)

• Students review and practice how to tell someone to do something and how to persuade and influence others to take a certain course of action. Students will also review how to express their own obligations and those of others. Abriendo Paso: Gramática, Cómo expresar deseos y obligaciones. Students complete grammar exercises at home. The instructor then picks a sampling of the completed exercises to go over in class. (Nosotros, no and No oyes ladrar los perros)

• Students will begin reviewing for the AP Spanish Exam using Triángulo.

Resources:

Nosotros, no by José Bernardo Adolf

No oyes ladrar los perros by Juan Rulfo

Triángulo (Wayside Publishing)















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http://www.rae.es/




http://www.abc.es/



Semester 2 Cycle 5ThemeFantasy and reality Prereading activities (all activities are conducted in Spanish) :

• The students collaborate to describe the picture at the beginning of the chapter to tell a story. Students tell the story to the class in pairs incorporating the new vocabulary into their narration. This type of prereading activity will be used throughout the course. (El árbol de oro and Jaque mate en dos jugadas)

• A group of students analyzes reactions to dangerous situations and report to the class. (El árbol de oro and Jaque mate en dos jugadas)

• Students create an illustration of a fairy tale or legend with elements of magic or mystery. (El árbol de oro and Jaque mate en dos jugadas)

• Students discuss the game of chess. (Jaque mate en dos jugadas)

• Students create pictures based on crime stories they have read in novels or heard about in real life. (El árbol de oro and Jaque mate en dos jugadas)


• The students read the story in a group and then reread it at home. Parts of the story are also read aloud in class. Students take turns roleplaying the various characters in the story. Students are encouraged to pantomime the actions of the characters as they read they story aloud. (El árbol de oro and Jaque mate en dos jugadas)

• Students jot down ideas about their understanding of the story and share their ideas with the class. Students are given ample class time for discussion about the unexpected ending. (El árbol de oro and Jaque mate en dos jugadas)

• Students explain new vocabulary to each other orally using circumlocution. (El árbol de oro and Jaque mate en dos jugadas)

• Students create questions about the story at home and bring them to class to conduct a round table discussion about the story. (El árbol de oro and Jaque mate en dos jugadas)

• Students have a discussion on the topic of ¡No veo nada! Students write possible dialogues and present them to the class as skits or a video format. (El árbol de oro)

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• In pairs, students prepare a possible dialogue between Guillermo and Matilde. Students present their dialogues to the class in the form of skits. (Jaque mate en dos jugadas)

• Students participate in a debate on the question of ¿Debe existir la pena de muerte?

• Students will write a formal essay on the topic of El amor de los padres. ¿Debe ser el amor de un padre o una madre incondicional? The students will be required to attach an outline to their essay. (200 words)

• Use accompanying Abriendo Paso CD’s as a listening activity (Capítulos 9 y 10, Selecciones 1 y 2) and complete the Comprensión auditiva. For additional student practice: Go Online and visit www.phschool.com with the web code: jjd0009 (El árbol de oro) or jjd0010 (Jaque mate en dos jugadas)


• Have students find newspaper articles online dealing with fantasy and reality from www.elmundo.es, www.lanacion.com.ar, www.abc.es summarize them, and present them to the class orally.

• Students record orally a summary of the story and provide an alternative ending to it. (Jaque mate en dos jugadas)



• Students write a reflection in their journals about a secret place, object or game that they consider to be a secret. (100 words).

• Students will pretend that they are a reporter for a local news channel and write a set of questions that they will ask each of the persons involved in a crime that was committed. (100 words)

• Students review and practice how to tell someone to do something and how to persuade and influence others to take a certain course of action. Students will also review how to express their own obligations and those of others. Abriendo Paso: Gramática, La narración y descripción en el futuro: cómo expresar emoción, duda, negación, probabilidad o conjetura. Students complete grammar exercises at home. The instructor then picks a sampling of the completed exercises to go over in class. (El árbol de oro and Jaque mate en dos jugadas)

• Continue practicing using Triángulo for the AP Exam.

Resources:

El árbol de oro by Ana María Matute

Jaque mate en dos jugadas by Isaac Aisemberg


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Semester 2 Cycle 6Themes:DeathHonor and dishonorPersonal dignity Prereading activities (all activities are conducted in Spanish) :

• The students collaborate to describe the picture at the beginning of the chapter to tell a story. Students tell the story to the class in pairs incorporating the new vocabulary into their narration. This type of prereading activity will be used throughout the course. (La viuda de Montiel and Emma Zunz)

• A group of students analyzes reactions to dangerous situations and report to the class. (La viuda de Montiel and Emma Zunz)

• Students create illustrations of mourning which they narrate. The student artist may also show their pictures to the class and ask other students to reconstruct the story as accurately as possible. (La viuda de Montiel)

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http://www.rae.es/




http://www.abc.es/



• Students create pictures or put together a collage of their own that show one or more of the following themes: injustice, dishonor, revenge, slander, struggles for respect or proper treatment. A discussion should follow on the need for all people for justice and dignity and what happens to people, emotionally and physically, when they lose or give up those important aspects of their lives. (La viuda de Montiel and Emma Zunz)


• The students read the story in a group and then reread it at home. Parts of the story are also read aloud in class. Students take turns roleplaying the various characters in the story. Students are encouraged to pantomime the actions of the characters as they read they story aloud. (La viuda de Montiel and Emma Zunz)

• Students jot down ideas about their understanding of the story and share their ideas with the class. Students are given ample class time for discussion about the unexpected ending. (La viuda de Montiel and Emma Zunz)

• Students explain new vocabulary to each other orally using circumlocution. (La viuda de Montiel and Emma Zunz)

• Students create questions about the story at home and bring them to class to conduct a round table discussion about the story. (La viuda de Montiel and Emma Zunz)

• Students do an internet research on the socioeconomic situation of Colombia at the time of the story. Using information obtained from their research, students roleplay the parts of the children in the story. (La viuda de Montiel and Emma Zunz)

• Students discuss the following question: Did Emma “solve” her problem through her pursuit of revenge? Why or why not?

• Students will write a formal essay on the topic of ¿Crees que las acciones de Emma son justificadas? Explica tu respuesta. The students will be required to attach an outline to their essay. (200 words)

• Use accompanying Abriendo Paso CD’s as a listening activity (Capítulos 11 y 13, Selecciones 1 y 2) and complete the Comprensión auditiva. For additional student practice: Go Online and visit www.phschool.com with the web code: jjd0011 (La viuda de Montiel) or jjd0013 (Emma Zunz)


• Have students find newspaper articles online dealing with murder and revenge from www.elmundo.es, www.lanacion.com.ar, www.abc.es, summarize them, and present them to the class orally.

• Students record orally a summary of the story and provide an alternative ending to it. (Jaque mate en dos jugadas)


• Students will work in groups to create skits using the reading selections as a source to write and

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present their skits to the class.

• Students write a reflection in their journals about the manner in which crime is reported on the evening news. (100 words).

• Students will write an email to a friend about a story they read titled Emma Zunz and provide a summary of the story. (100 words)

• Students review and practice how to express past desires, plans, and ideas, as well as past emotions, feelings and doubts. Students will also review how to describe hypothetical events, people, and things in the past, how to speculate about the past, and how to talk about what you would do or would have done in various situations. Abriendo Paso: Gramática, La narración y la descripción en el pasado (II). Students complete grammar exercises at home. The instructor then picks a sampling of the completed exercises to go over in class. (La viuda de Montiel and Emma Zunz)

• Continue practicing using Triángulo for the AP Exam.

Second Semester Project:The second semester project will follow the same format as the first semester project but it will be a project dealing with current events, such as ETA in today’s Spain, or Chávez in Venezuela, etc.

Final Exam: Semester 2The final exam follows the format of an AP exam, but of course, it is shortened so that students can finish in the allotted time given (120 min). Resources:

La viuda de Montiel by Gabriel García Márquez

Emma Zunz by Jorge Luis Borges














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http://www.abc.es/






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http://www.rae.es/


Documents

Advanced Placement Spanish Language Syllabus€¦ · Advanced Placement Spanish Language Syllabus Program Students have the opportunity to take PreAP and AP courses in Spanish language