AP SPANISH LANGUAGESYLLABUS

COURSE OVERVIEW The AP Spanish language course will be conducted in Spanish. Students will be encouraged throughout the course to practice the target language consistently with their peers, with their teacher and through an online language exchange program called Lenguajero. They will use the Spanish language to have casual conversations with their classmates and also have formal discussions in class.The students will broaden their understanding of the Spanish language through conversations, newspaper, magazine, internet articles and short stories. They will be able to express themselves orally and in writing by convincing, arguing , inquiring and describing in a variety of styles, and use different strategies for different audiences. The students will make connections between their learning in the classroom and in other classes, as well as in the global community. They will increase their knowledge of the Spanish-speaking world through their studies. The ultimate goal is to communicate in a meaningful and appropriate way in the target language.

COURSE OUTLINE

Our school will use Espanñol En Vivo ,Triángulo (quinta edición),Nuevas Vistas Uno, Album, Repaso, and AP Practice (Prentice Hall) in the program. Repaso provides the students with a thorough grammar review and practice. Brief explanations will be offered when necessary. The students will work on these activities at home. The tests that accompany each chapter will be given as take-home assessments. A strong command of grammar is essential for communication, but class time will be used mostly for interactions of peers and for use of authentic materials. Triángulo will provide the students with great vocabulary building and a wide selection of materials from authentic sources. These are presented in the same format as the AP exam and will enhance the students’ practice. The essays provided in this text will help students to prepare for the exam also. During the first part of the course, the teacher will edit students’ work and in the second half of the course the studens will peer-edit each others’ work, make revisions and submit the final essay for a grade based upon the AP Scoring Guidelines. The multiple choice listening and reading comprehension sections will also be used as well as other free-response sample prompts. The use of Triángulo will allow

for increased interaction in the classroom, will encourage language building, usage and practice with similar items found on the AP Spanish Language Exam. The AP Practice book from Prentice Hall will be used during the second half of the course as this material has increasingly difficult readings.The short stories in the Album provide the students with authors from many different Spanish-speaking countries. The cd program has native speakers from the different countries who read segments of the stories. This will demonstrate differences in pronunciation. This text also has an online component for students to acquire additional information on each author, his/her works and country or region. There is an electronic flashcard program where students will practice thematically related vocabulary, literary terms and cinematographic expressions. Español En Vivo exposes students to real language use by native speakers to show the richness and variation that is found within the Spanish language. The book /dvd show students samples of national, regional and sociologically based varieties of Spanish from twenty three Spanish speakers from seven countries. Through personal accounts students are exposed to topics such as housing and family, the immigrant experience, and cultural traditions. It is shown in interview format.

For the semester exam, a shorter, mock AP Spanish Language Exam will be given using multiple-choice items from past released exams and free response questions created by the teacher that are similar in type and difficulty to those found on the AP exam. An oral presentation on free response speaking will also be a part of the semester exam. For example: you meet a friend at a local café after classes to discuss plans for college next year… Students will also write answers to essay questions about pieces of literature that they have read during the semester-for example: Pepita Jimenez will be read outside of class, and discussions will take place in class. Lazarillo de Tormes will be studied during the second semester.If the students meet the school criteria for exam exemptions, they will not be required to take a final exam in June; however, they will be given practice AP exams to prepare before taking the AP exam in May. All students who take Spanish AP are required to take the AP exam.At the end of the first semester students will be asked to create a mini lesson on their chosen Hispanic country to present to level 2 and level 3 Spanish classes. They may choose to tell a legend, or create a story about the chosen country. They will be required to prepare a 10 slide powerpoint/prezzi of information in the target language.

Also, towards the end of the second semester, they will be asked to write an original children’s story to present to the other Spanish classes. In this manner they will be able to practice both writing and speaking skills.

FIRST SEMESTER

UNIT CHAPTERS FROM CHAPTERS FROM REPASO TRIANGULO

1. 1,2,3,7,9,10 1. EL HOGAR: El verbo (presente de indicativo, aparatos, comida, ser, estar,gerundio, voz pasiva herramientas, muebles, reflexivos quehaceres, ropa_____________________________________________________________2. 4, 5,8 ll. LA SALUD: Los tiempos del pasado (presente accidentes, cuerpo perfecto, pretérito, imperfecto emergencias, pluscuamperfecto, medecina, medicos

3. 6 lll. EL MEDIO AMBIENTE: Los tiempos del futuro al aire libre, animales, y el condicional tiempo, topografía4. 11,12,13,14 lV. EL TURISMO: el subjuntivo aeropuerto, caminos, los mandatos culturas extranjeras, medios de transporte_____________________________________________________________5. 16 V. EL OCIO: Los substantivos y arte, ciencia ficción, los artículos espectáculos, fiestas, música sueños, teléfono, television

SECOND SEMESTER

UNIT CHAPTERS FROM CHAPTERS FROM REPASO TRIANGULO

6 19 Vl. EL DEPORTE:

Los pronombres actividades, ejercicio equipo, lugares7. 18, 23 Vll. LA EDUCACION Los posesivos, actividades, estudios, los demostrativos, muebles, personas las palabras interrogativas y exclamativas_____________________________________________________________8. 20, 24 Vlll. EL COMERCIO: Los pronombres relativos finanazs, profesiones Los indefinidos y los negativos tiendas, trabajos9. 17, 21 lX. EL PROJIMO: Los adjetivos, los adverbios características físicas Los comparativos y los emociones, familia superlativos personalidad10. 15, 22 X. DE TODO UN POCO: Las preposiciones y avances tecnológicos las conjunciones derecho, policía, política, infinitivos el futuro

Nuevas Vistas Uno : Cápitulos that enhance activities from Triángulo:Leyendas is used with El OcioHabla Con Animales ---El Medio AmbienteLa Juventud—El Projimo ( from the Español en Vivo, units on La Familia, el Trabajo y la Rutina y la Education will be included )

SAMPLE CLASSROOM ACTIVITIES

At the beginning of the year students listen to thematic songs from Andrea Boccelli, Josh Groban, Il Divo, Shakira, David de Maria , José Felliciano and Alejandro Sanz. They are given a copy of the lyrics with missing words. They listen to the songs twice, and during the second time they are asked to fill in the missing words. Later, they will be asked to listen to the music and list verbs. After, they will be asked to name tenses used, and why do they think the artists’ chose the vocabulary used. This may be in the form of a short discussion or journal entry.

Students will watch the daily four minute news program called Telediario from a Spanish news program. After watching the program, students will write a short summary of the information acquired and this information will be shared with their classmates. This will be included in their daily journal .At the end of the week, students will be asked to become the news reporter and share with others in class. They will also be asked to watch news programs from the BBC mundo website, or another of their choice at least once a week outside of class and write a short summary on a Google blog that will be available to the students. Students will also watch segments from Bablingua (short programs on life in Spain purchased by teacher) and listen to podcasts from Voices en Español on cultural events. They will be asked to summarize information learned and complete listening and reading comprehension activities. Nearer the end of the first quarter, they will be asked to compare and contrast information learned. For example: on Voices en Español there are three podcasts on differences in pronunciation in three regions of Spain. Students will be asked to discuss regional differences/similarities.Students will also listen to the Español En Vivo program and answer questions on the comparison/contrasting cultures of Spain, South America and Mexico. This program is done in an interview format. There are discussions on architecture, family, education, etc. The questions from the text are prepared at home and then discussed with peers after watching the segments. There are open ended questions which require students to research information before returning to class for discussions. When needed, the segments will be shown several times. After several segments have been shown, the students will be asked to draw comparisons among the speakers’ experiences, cultural background, pronunciation and general use of the language. They will also be asked to summarize the segments in a short paragraph and return to class to share their summaries in a short oral presentation. Classmates will be asked to add any other pertinent information, and to ask questions about each others’ summaries. The students will also play the role of the interviewer and ask a few additional questions. This will prepare them for their interview of a Native Spanish speaker (during El Projimo unit)The students will be given an opportunity to join the Lenguajero online exchange program with people from around the world. This will allow them to practice their language skills through a skype type program. People from Mexico, Spain and Colombia are only a few examples of countries offered for practice.

The goal of the above activities is to listen for controlled information, take notes to help with remembering pertinent information and then to share the overall important details with their classmates and with the teacher. Later, students will apply these strategies individually when using the audio sources for both the formal speaking section and the essay on their AP Exam.

Sources for authentic listening activities:Telediarios Rtve.esp Bablingua Bablingua.com (purchased programs)BBC www.bbcmundo.comCNN en español www.cnn.com/español/Español En Vivo DVD program Yale University PressYou Tube www.youtube.com Nuevas Vistas Uno -listening program /ancillariesLenguajero www.lenguajero.com/language exchangeBBC Mundo www.bbcmundo.com This class will read and discuss the novels Pepita Jiménez and El Libro de Sigüenza during the first semester. The reading of the novels will be completed during the course. In class, as well as at home, students will also read short stories from the reader Album, Cuentos del Mundo Hispanico, Heinle 2005. There is a cd program to accompany the texts and students will have the opportunity to listen to people from around the Hispanic world. Students will begin to develop a familiarity with literary analysis vocabulary, compare and contrast themes and write critically about literature. They will learn more advanced vocabulary and discuss themes found in the texts and write essays comparing works of the authors studied. Students will analyze the texts by identifying two or three main concrete details, then paraphrase in writing, in their own words, these details. They will summarize these orally in small groups to compare with other students, and help each other assess their comprehension of the texts. This will help improve their preparation for the essays that will be written every three weeks.Up to date articles from the People En Español magazine and from EL Pais are offered to the students to use as resources, as well as the articles from CNN en español , from BBC Mundo and from Rtve.esp. They will be asked to write short summaries on the news articles and present these summaries to the class.

Lesson Sample: Unit: Las Familias y las ComunidadesContext: La Estructura de la Famila y Las Tradiciones y los ValoresEssential Questions: ¿ Cómo se desfine la familia en distintas sociedades?. ¿Cuáles son las diferencias en los papeles que asumen las communidades y las familias en las diferentes sociedades del mundo?

Students create a vocabulario list from chapters in these three texts : Triangulo (El Projimo ) and Nuevas Vistas (La Juventud) and Español En Vivo( La familia ) . This will be used in their daily journals.

Students will interview a native speaker, and answer the following, as well as add several questions that they will create based on the theme of the family.

What constitutes a family in different societies? How do the roles that families and communities assume differ in societies around the world? What is the notion of an extended family?

¿Qué hacen para mantener vivas sus raíces y su lengua. ¿Qué es lo más difícil de ser hispanohablante en una sociedad angloparlante? ¿Cómo definan los individuos y las sociedades su propia calidad de vida?

Students would then discuss in the online blog family rules, family relationships. They could compare and contrast their life with the life of the native speaker interviewed. They may also be asked to discuss the meaning of the extended family for Hispanics. They will compare this to their own family. How is their family a reflection of their identity? The students will return to class and do a short oral presentation of their interview. These may be recorded on our Audacity program.As a continuation to the study of La Vida Contemporánea (Education, Careers, Travel, Leisure and Lifestyles), these essential questions will be addressed: How is Contemporary Life influenced by cultural products, practices and perspectives? What are the Challenges of Contemporary Life?

The following activity will be assigned: Students will find a Spanish language article from an online magazine, newspaper or blog that identifies a challenge they face in their own life. This must be a topic of interest to them and a challenge they will be faced with, or one that they are now facing. They will write about this in their journals, including a summary of the content, comparing what they have learned with their own life and what effect does the content of the article have on them? Students will present their information to their classmates in a two minute presentation. Other

students must ask two or three questions and express their own opinions on the subject. The movie El Silencio de Neto will be shown to the class to show the students the struggles of a young boy in times of political and economic struggles in his native country. Before the film, they will be given a vocabulary list to review and a map of Central America to review. During the film the students will be given comprehension questions to answer and after the completion of the film, the students will be asked to write a letter to Neto called Tu Mensaje a Neto—Escríbele una carta a Neto donde te presentas y le dice qué cosas tienes en común con él y qué cosas haces de manera diferente. Cuéntale sobre tus mejores amigos y sobre las cosas que te gusta hacer con ellos. As a blog assignment, they will be asked to compare and contrast Neto’s life with their own.A short oral/essay activity to close this study would be to write /discuss what Neto’s future life would be. Students could also make a cartoon summary of the movie, including conversations among the most important movie characters, including Ani, Ernesto, and Elena.Using the essential question ¿Cómo influye el sistema de creencias o la forma de pensar la persona y la imaginación y la interpretación de la realidad? ¿Cómo influyen la lengua y la cultura la identidad? Students will be asked to respond to this by describing dreams they have had and give an interpretation of their dreams in an online blog discussion with classmates. They will be asked to discuss the meaning of dreams in general and answer questions about what dreams represent to people of different cultures. Discuss premonitions, and feelings of déjà vu. This will lead to a discussion of taking a siesta –pro/con. ¿Cuáles son los beneficios de dormiruna siesta? ¿Piensas que ayudaría esta práctica en el mundo laboral?Students will write an opinion column for a newspaper, present to class—others will ask questions, and give their opinions also.

Every three weeks students will write a formal analytical or persuasive essay of at least 200 words on a topic of discussion from the text or information discussed or viewed. The topic will be unannounced and no outside resources will be used. They will be written in class. These essays will be evaluated for their content, organization, range and appropriateness of vocabulary and grammatical accuracy. These essays will be peer-reviewed and revised according to feedback, and then graded according to the AP

scoring guidelines, which will have been given to the students at the beginning of the course of study.

For the theme of La Belleza y la Estética the following essential questions will be used: Perceptions of Beauty /Creativity: How are these established? How do they influence daily life? How do the arts challenge and reflect cultural perspectives? El Ocio chapter in Triangulo ,La Leyenda chapter in Nuevas Vistas Uno and the chapters on Música and Arte y cultura from Espanol en Vivo will provide vocabulario for this unit’s journals and blogs. Students will answer questions such as what is beautiful to them in their online blog and they willbe asked to show each other images of what beauty is to them and explain why they chose the images they did. They will discuss and write reactions to each others’ images of beauty. This will lead to the teacher showing the class images of Velazquez’ work. Students will analyze work in a discussion of how the images reflect the practices of every day life. Students may blog the discussion of how Velazquez’ vision of beauty may be different from their own concept of beauty. Next, students will choose any other artist from a Spanish speaking country. They will compare their chosen artist’s work with that of Velazquez. They will discuss similarities and differences and comment on which they prefer and why. The students will then take a virtual trip to Museo del Prado in class. After this they will be asked to write an essay on their favorite works of art and why they like this type of art. In their daily journals, they will be asked to write about the following: How does publicity influence their idea of beauty? What danger does it pose to adolescents? Are dangers different in Spanish speaking countries? They may also use their online blog to discuss this, as well as ¿Hace el hábito al monje? Students would discuss el uniforme,¿ debe ser obligatorio o no?—what effects would this have on their idea of beauty? Are clothes a symbol of beauty or of wealth? Students may also choose to write a letter to our local school board, or to the newspaper discussing the need for uniformity of dress or not for students/and or for the faculty. They would present the letters to a peer editor, who would then pose questions and share his/her own opinion. They may also research where uniforms are worn in Spain, and in the USA and write a short comparison essay. For a final activity in this unit students may create an ad for a product that they use and present this three dimensional ad to the class. They must convince other students how this product is an enhancement to their life.

Other students will ask questions and express their opinions in this short oral presentation.Possible formal writing assignment: Using two poets, musicians, actors or writers, use three different internet articles/blogs to discuss their sources of inspiration./ What is their definition of beauty? If a musician is chosen, a piece of music may be brought to the class to play for others to see how this influences daily life, or shows their cultural perspective to the world. The student would give a short explanation of this to the class, and others would ask questions, and give their own opinions of the musical sample.

Sample:Unit: La Ciencia y la TecnologíaEssential Questions: ¿Qué impacto tiene el desarollo científico y tecnológico en nuestras vidas?¿Qué factores han impulsado el desarrollo y la inovación en la ciencia y la tecnología?¿Qué papel cumple la ética en los avances científicos?

Vocabulario from La Salud unit in Triángulo and Habla con los Animales unit in Nuevas Vistas Uno will be used by students for the following activities:Answers to the following will be done in a blog/journal entry:

¿Cuáles son los desafios sociales, politicos y del medio ambiente que enfrentan las sociedades del mundo? ¿Cuáles son los origenes de esos desafíos? ¿Cuáles son algunas posibles soluciones a esos desafíos?

Students will choose one global challenge that interests them. They will research and prepare a prezzi /or other multi-media presentation to depict the problem from at least one Spanish-speaking country and must address the Essential questions. Students may also research a health, educational, or societal issue that has been improved by technology. They would present their findings to the class using the essential questions as their guide. They will compare how this has changed life compared to ten years ago. Students may include graphs, charts, tables, etc to present to the class.

After presentations, students will choose one of the issues and express their opinion about the subject on the blog. They will provide reasons for

their choice and ask questions about the issue they have chosen. The person to whom this issue has been addressed will then answer in the blog.

All student work will be scored on word choices, control of grammar and improvement in these areas as the semester progresses. All work will be hand-written and must be legible, which will help the students to prepare for the written portion of the AP Exam.All discussions will be done in the target language. Every day the students will participate in discussions of readings done in and out of class. Every week, they will also present summaries of current events about Hispanic countries. Students will research information in newspapers, magazines and on the internet. At the end of the semester, each student will present a summary of information and compare that with the USA. They will present orally first and provide a written summary at the close of the presentation. The information may come from the Internet, newspapers, or magazines. This will help to expand and enrich their knowledge and understanding of the practices, perspectives and products of the Spanish and Hispanic cultures.

Students will also participate in small group discussions, conversations and debates on class-related topics. They will create short conversations with their peers and participate in online discussion on the lenguajero website, as well as on their Google blog website. The lenguajero site will help with the informal speaking. They will use the target language to communicate with the teacher and with peers. These activities will provide an opportunity for students to integrate their skills and to practice leading both formal and informal presentations. The oral activities in Triángulo will also be recorded on the Audacity program and reviewed by the students and the teacher.

The movie, Silencio de Neto will be shown to students during the second semester. It will be used during the study of Triángulo (política/policía). This also deals with family and personality (El Projimo)Segments from the movie Lazarillo de Tormes will also be shown to the class.

Resources:Piñar, Pilar, Español en Vivo. New Haven,London, Ct: Yale University Press, 2005

Gatski, Barbara , McMullan, John. Triángulo: 5 th edition. Sandwich, Massachusetts: Wayside Publishing, 2013.

Gordon,Ronnie L, Stillman, David M. Repaso, Columbus, OH. Glencoe, McGraw-Hill (no date provided).

Renjilian-Burgy, Joy, Valette, Rebecca M. Album.Cuentos del Mundo Hispánico. Tercera Edicción. Boston, Ma. Heinle 2005.

Díaz, José M., Leicher-Priets, Margarita, Nissenburg, Gilda AP Spanish: Preparing for the Language Examination. Boston, Ma. Pearson 2007.

Centeno,Augusto. Corazón de España. New York. Holt, Rinehart and Winston 1968.

Nuevas Vistas, Uno (and ancillaries) Austin: Holt,Rinehart and Winston. 2006

Materiales (Ministerio de Educación y Ciencea de España)http://www. sgci.mec.es/usa/materiales

EuroNews http://www.euronews.net

Radio Exterior de España http://www.rtve.es/reewww.rtve.esp www.lenguajero.comBBC MundoVoices en español.comhttp://spanish.college.cenage.com/students