Spanish AP/IB2013-2014 School Year

Stephanie Knight, M.A.L.A.S.http://hillsboroibdp.wordpress.com/

Temario: Identidad

Intercambio globalDerechos universales

Responsabilidad socialSolidaridad y comunidad

Overview of the AP/IB Spanish course: Students taking Spanish 5 at our school have taken a minimum of 3 previous years of Spanish. In those three years, the students are to have cultivated extensive grammar knowledge, a considerable vocabulary base, and reading, writing, speaking, and listening skills. The class meets every other day throughout the school year, and exclusive usage of the Spanish language is expected. While participation is not required, students are encouraged to engage in various service-learning opportunities, both in the local Hispanic community and abroad.

AP/IB Exam: As Hillsboro is an IB World School, our overwhelming focus will be on preparation for the IB exam. Thus, all students are required to take said exam if they participate in the course. Students may also take the AP exam if they wish to do so. Any students considering taking both exams need to notify me immediately.

Cultivating Competent Communicators

All four communication skills are practiced throughout the school year. However, special attention is paid to refining said skills in the second semester. The following explanations outline how each skill is presented and used throughout the course.

Listening: Students are given the opportunity to refine their listening skills through a variety of activities. In the classroom, students listen to United Nations Radio, El Mundo from the BBC, watch Spanish-language movies, and listen to various level-appropriate CDs prepared for listening comprehension. Students are asked to answer content questions, synthesize, summarize, and evaluate the pragmatic use of authentic language as is appropriate given a specific text. Listening activities are also used as prompts for in-depth speaking and writing activities. Furthermore, students are encouraged to take advantage of local sources (e.g. AM radio stations) to continue refine their skills.

Speaking: Students are expected to use Spanish in the classroom and in their daily lives. Not only are students encouraged to develop relationships with the various heritage learners throughout the school, but they are also directed to seek out service-learning opportunities that require the usage of Spanish. When speaking, students should be able to explain processes and situations in the past, present, and future tenses, talk about their plans, and narrate a story in a variety of moods with complex structures. In class, students are given the opportunity to speak either individually or in groups on a daily basis. Usually, these opportunities arise from a listening or reading prompt. However, the students are also expected to prepare debates or speeches from time to time. Self-evaluation and instructor-evaluation (both are rubric-based) occurs after all prepared speeches and after selected instances of spontaneous output.

Reading: Authentic texts including short stories, poetry, plays, blogs, and periodicals are the foundation of reading activities. Additionally, students are expected to conduct all outside research in the target language. The central aim of implementing such texts in the classroom is that students will learn how to understand vocabulary in context and build their own vocabulary for speaking and writing activities. Students demonstrate competency by answering content questions, writing, and discussing. Students are instructed to both understand facts and the inferred messages of each text. Furthermore, students are encouraged to expand the breadth of their respective vocabulary bases in each response. In this light, special attention is paid to developing each student’s knowledge of common words in Spanish and the less common synonyms of those words.

Writing: Students are expected to write both formally and informally. Informal opportunities generally serve as reflective activities that take place before listening to or reading the selected text for the day. Formal output may take place in or out of class in the form of informative, narrative, explanatory, creative, and comparative essays. In these essays, students are direct to include advanced grammatical structures. After the rough draft of each essay, students are given a rubric with which they make peer evaluations. The instructor uses a rubric to evaluate final drafts of work, and the students are required to turn in self-evaluations after they have received instructor in which they analyze their common errors and develop a plan for fixing those errors. Finally, quizzes over grammatical structures are oftentimes in a very open-ended format so that the students become more accustomed to writing. For example, instead of filling in a blank with the appropriate form of an adjective in a quiz covering subject-descriptor agreement, students are asked to describe a given quantity of pictures using a set number of adjectives.

Grammar: Ostensibly, all students should have been exposed to all grammatical structures and tenses before entering Spanish 5. These structures are reviewed rapidly throughout the first semester, while those which are more complicated are revisited and refined during the second semester. Accuracy and using Spanish structures that are both correct and pragmatic given the social constructs of the situation in which the student is in is emphasized. Grammar is presented in the context of listening and reading texts and is practiced in both written and oral forms of output.

Vocabulary: Vocabulary is context-based and is largely derived from reading and listening prompts. Supplemental vocabulary is presented by the instructor. Students study vocabulary in thematic families and are expected to learn the antonyms and synonyms for target words. The correct usage of advanced vocabulary is expected in both written and oral output.

Evaluation: As is appropriate, both instructor and student evaluation is done via the use of rubrics. Peer evaluation is carried out for both speaking and written activities, while self evaluation is ubiquitous and

can also be done with short answer opportunities in reaction to vocabulary acquisition, reading comprehension activities, or listening comprehension activities.

Syllabus

Text: There is no text assigned to this course. However, it is supplemented by Spanish B, Triángulo: A propósito, and Pasajes: Lengua, Pasajes: Literatura, and Pasajes:Cultura. Additional texts are assigned

on a temporary basis throughout the school year. The sources of these texts are listed under each unit.

Unidad 1: La economía globalUnit question: Who is to blame?

Significant concepts and focus: This unit draws students to consider the interconnectedness of the global economy and that manipulations of an economy have both positive and negative results.

Structures: Hay + que, preterit and imperfect, future, and conditional (especially for giving personal advice) with impersonal se.

Vocabulary: Había una vez, words associated with world trade and economics, word families (Triángulo Capítulo VIII, Spanish B p. 111-117, 135-141)

Listening: BBC El Mundo United Nations Radio

Anuncios acerca de Walmart y Coca Cola

Reading: “Los estados unidos en Hispanoamérica: Metas y motivos” (Pasajes:Cultura) “El café de comercio justo” (Pasajes: Cultura). “Vender café, comprar comercio justo” (Spanish B) “La tierra para quien la paga” (Spanish B) “Las macaas latinas, a la conquista de Europa” (Spanish B) “Transnacionales españolas en América Latina” (Spanish B) “Mr. Taylor” by Augusto Monterroso (http://www.ciudadseva.com/textos/cuentos/esp/monte/mister.htm)

Writing: Students write news articles to narrate the various laws and outcomes of “Mr. Taylor” Practice Written Task

Speaking: Wal-Mart in Panama Debate Libro de problemas: Problema II, Problema V y Problema VII

Practice photo description

IB Assessment: Paper 1, Written Task, Interactive Oral (1/3)

Unidad 2: Los medios de comunicación y los anuncios (Media and Advertising)

Unit question: To what extend are we in control?

Focus and significant concepts: This unit draws students to consider ads in general and ads directed to Latinos in the United States. They will play special attention to analyzing the messages embedded within said advertisements and will justify whether or not censorship should be permitted.

Structures: Present-tense irregular verbs, commans and pronouns ,se with unplanned events

Vocabulary: Vocabulary in context, Capítulo 9 (Triángulo) p. 201, Oxford Spanish B Course Companion (191-214)

Listening: http://www.youtube.com/watch?v=YvstCie35DM “Coke Commercial 2012” http://www.youtube.com/watch?v=S2nBBMbjS8w

“Coca Cola para Todos” http://www.youtube.com/watch?v=MaTjCil8SxU&feature=fvst “Coca Cola: Destapa la felicidad” http://www.youtube.com/watch?v=FGCtNmpxQcw&feature=related“ State Farm-Sofia” http://www.youtube.com/watch?v=2c2MUvT7AuM“ State Farm-Estado de Conveniencia” http://www.youtube.com/watch?v=iSO3l1s7M80“State Farm Hot Guy Commercial” http://www.youtube.com/watch?v=s7LkeBFH7xU“ State Farm Magic Jingle Anniversary” http://www.youtube.com/watch?v=yWuiguLBLbc

Reading: Para los latinos, la publicidad es “divertida y entretenida” http://www.revistapym.com.co/destacados/latinos-publicidad-divertida-entretenida Various selections from revistas farándulas http://news.bbc.co.uk/hi/spanish/science/newsid_7782000/7782990.stm“Modelos flacas” Dos puntos de vistashttp://news.bbc.co.uk/hi/spanish/science/newsid_5343000/5343434.stmBenavideshttp://www.benavides.com.mx/Sitio/Default.asp?strPageName=HomeBelleza&intSiteLanguageId=1Simifarmaciahttp://www.farmaciasdesimilares.com.mx/\“ Televisión genera estereotipos de los latinos” http://www.avancehispano.com/index.php?option=com_content&view=article&id=126

Writing: Publicity campaign print, photo description, letter to a friend suffering from an eating disorder

Speaking: Group presentation regarding the stereotypes revealed through tabloids Practice photo description

Commercials for Latinos role plays

IB International Assessment: Paper 1, Written Work, Interactive Oral (1/3)

Unidad 3: La familia ideal

Unit question: How can relationships be saved when change threatens them?

Significant concepts and unit focus: This unit draws students to consider the dichotomy between machismo, marianismo, and the generation gap.

Structures: Structures: Present subjunctive, imperfect subjunctive, and sequence of tenses

Vocabulary: Family relationship vocabulary (Pasajes Capítulo 6, Triángulo Capítulo 1, 3, Spanish B Course Companion p.31-37, 47-54)

Listening: “A ojos cerrados” BBC el Mundo Radio naciones unidas, archivas “Mr. Cuba” http://www.bbc.co.uk/mundo/noticias/2011/08/110804_video_matrimonio_cuba_mr.shtml “Bajo Juárez”

Reading: “Me gustas cuando callas”-Pablo Neruda (Pasajes Literatura p. 101) “Hombre pequeñito”-Alfonsonia Storni Pasajes Literatura p. 99) “La mujer”-Juan Bosch

http://www.bbc.co.uk/mundo/cultura_sociedad/2010/08/100824_miss_universo_mexico_triunfo_gtg.shtml”http://news.bbc.co.uk/hi/spanish/misc/newsid_7826000/7826508.stm

www.mujeresdejuarez.org

Speaking: Thematic group presentation on one written work Case study debate Libro de Problemas: Problema IV, Problema XIX, Problema XXIII

Writing: Review of the literature and movie poster Case analysis

IB Assessment: IB Assessment: Paper 1, Written Work, Interactive Oral (1/3)

Unidad 4: La salud global

Unit question: What is deserved?

Focus and significant concepts: In this unit, students will be empowered to discuss health in general terms and consider health as it relates to leisure activities. After said consideration, students will be lead to analyze social mobility as it relates to human rights in Latin America. Health care (specifically “Oportunidades” and “Bolsa Familia” and global illnesses will be used to highlight the aforementioned issues.

Structures: Compound tenses and tenses in combination

Vocabulary: Health and human services vocabulary (Triángulo, Capítulo II y VII), possible connection to the course companion.

Listening: BBC El Mundo Radio naciones unidas, archivas

Mar adentro Reading: “Es que somos muy pobres” by Juan Rulfo http://www.literatura.us/rulfo/somos.html http://www.oportunidades.gob.mx Selected readings from Spanish B “El almohadón de plumas” by Horacio Quiroga

Speaking: Commissioner report regarding the use of performance-enhancing drugs in sports Role play of a jury debating whether or not a Spanish cyclist should have had her medal revoked in the 1996 olympics

Writing: RAFTS for the articles read in class, journal entry regarding favorite pastimes

Unidad 5: Repaso con la tecnología y escuela

This unit will cover technological phrases and schooling and will also cover what students need to review from the past two years. It will be developed given student feedback that will be solicited in late February.

Grades

Keeping in mind the IB principles of assessment, grades in Spanish V at Hillsboro High School will be broken down in the following manner:

Category ValueVocabulary and Grammar 10%

Portfolio work 10%Text handling 20%

Expository writing and text-based writing 30%Listening/Speaking 30%

Formative assessments will be given on a daily basis and will be in the format of grammar and vocabulary exercises (which may be in-class learning checks) text-handling exercises, online video analysis and listening practice, and various cultural readings. Expect to have one grammar or vocabulary assignment at www.conjuguemos.com daily.

In addition, a classroom journal will be used. Only some students will be graded every day. At the end of the nine weeks, each student will receive a grade for his or her average of the journal grades taken.

Portfolios and Skill Assessments:

Text handling (reading) assessments will take place every f our weeks and will be adapted after the International Baccalaureate format. These assessments will allow students to prepare for Paper 1 of the IB Exam. A copy should be included in the student’s portfolio.

Speaking and listening assessments will take place every two to four weeks and will be adapted to the IB format. These will count towards a student’s internal assessment grade for Spanish. A copy of a reflection should be included in the student’s portfolio.

Expository and text-based writing assessments will take place in class every two to four weeks. These assessments will allow students to prepare for the Written Task (to be executed in January) and Paper 2. All assessments will be included in the portfolio. A final copy of two of the assessments should also be included.

Spanish in my life: In each four-six week unit, the students are expected to write reflections regarding three outside reading tasks, three listening tasks, and three vocabulary reflections. These three grades will be averaged as one grade in the gradebook.

An overview of the IB Spanish ExamComponent Topic(s) Covered Value Assessor Date assessedInternal assessment:The Interactive Oral Presentation

Communication (Units 1, 2, 5)Global issues (Units 1, 2, 4)Social relationships (Unit 3,4, 5)

10 points Stephanie Knight Throughout the school year; Highest score counts

Internal assessment:The Photo Description and Interview

Health (Unit 2, 3, 4)Customs and traditions (Spanish IV units covering La Tomatina and Carnaval and celebrations )

20 points Stephanie Knight Late February

Paper 1: Reading and Text Handling

Communication (Units 1, 2, and 5)Global issues (Units 1, 2, 4)Social relationships (Unit 3, 4, 5)

25 points IB Assessor May

Paper 2: Writing Health (Unit 2, 3, 4)Customs and traditions (Spanish IV units covering La Toatina, carnaval, and celebrations)

20 points IB Assessor May

Written task Communication (Unit 1, 2, 5)Global issues (Units 1, 2, 4)Social relationships (Units 3, 4, 5)

25 points IB Assessor Early December; Done in class over the course of a week

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IB Conversion Scale for Hillsboro IB Diploma Program

7 6 5 4 3 2 196-100 92-95 85-91 77-84 74-76 70-73 0-69A+ A/B+ B C C-/D+ D F_____________________________________________________________________________

I am extremely excited to get started down the fascinating path of language acquisition! My door is always open if you need me. I know that this school year will be fascinating and exciting!

Sincerely,Stephanie KnightM.A. Latin American Studies

The following are used in class as a text or temporary text or as a reference.

Adey, Margaret, and Louis Albini. Galería de arte y vida. New York: Glencoe/McGraw-Hill, 1997.

Armen, Judy. Abriendo puertas: Lenguaje. Evanston, Illinois: McDougal Littell, 2007.

Bretz, Mary Lee, Trisha Dvorak, and Carl Kirschner. Pasajes:Cultura. 7th ed. New York: McGraw-Hill, 2010.

Bretz, Mary Lee, Trisha Dvorak, and Carl Kirschner. Pasajes:Lengua. 7th ed. New York: McGraw-Hill, 2010.

Bretz, Mary Lee, Trisha Dvorak, and Carl Kirschner. Pasajes:Literatura. 7th ed. New York: McGraw-Hill, 2010.

Cerna-Bazán, José Antonio, et. al. Nuevas Vistas, Curso Avanzada Uno. Atlanta: Holt,Rinehart and Winston, 2003.

Cerna-Bazán, José Antonio, et. al. Nuevas Vistas, Curso Avanzada Dos. Atlanta: Holt,Rinehart and Winston, 2003.

Díaz, José. AP Spanish: Preparing for the Language Exam: 3rd edition. Upper SaddleRiver, NJ: Prentice Hall, 2007.

Díaz, José and Stephen J. Collins, Abriendo paso: Lectura. Upper Saddle River, NewJersey: Prentice Hall, 2001.

Díaz, José, María F. Nadel and Stephen J. Collins, Abriendo paso: Gramática. Upper

Saddle River, New Jersey: Prentice Hall, 2000.

Friedman, Edward, L. Taeresa Valdivieso, and Carmelo Virgillo, Aproximaciones al estudio de la literatura hispánica. 5th ed. New York: McGraw-Hill, 2004.

Gatski, Barbara and John McMullan, Triángulo: A Propósito. 4th edition. Sandwich,Massachusetts: Wayside Publishing, 2006.

Menton, Seymour, El cuento hispanoamericano. 9th Edition. México, D.F: Fonda de cultura económica, 2007.

National Spanish Examinations (AATSP). 2051 Mount Zion Road, Golden, CO. 80401.

Nuevos Horizontes. Urbana, Illinois: University of Illinois Extension, 2006-2007.

Repaso: A complete Review Workbook for Grammar, Communication, and Culture. Lincolnwood, Ill.: National Textbook Company, 1995.

Samaniego, Fabián, Nelson Rojas, Maricarmen Ohara, and Fransico Alarcón. El mundo 21 hispano. Boston, MA: Houghton Mifflin Company, 2005.

Springer, Alice. G. How to Prepare for the Advanced Placement Examination: Spanish.Hauppauge, N.Y.: Barron’s Educational Series, 2006.

Valette, Rebecca M. and Joy Renjilian-Burgy. Album. 2nd edition. Lexington: Massachusetts, 1993.

Zayas-Bazán, Eduardo, Susan M. Bacon and Dulce. M. García. Conexiones: Comunicación y Cultura, 2nd ed. Upper Saddle River, New Jersey: Prentice Hall,2002.

MoviesA ojos cerrados. Dir. María, Llena eres de gracia. Dir. Hernan Jimenez. Perf. Carlo Sanabria, Paulo A. Soto, Anabel Ulloa, 2010. DVD.

Web sites

Recommended and/or required listening, reading, and research resources:Spanish periodicals on the internet at http://libraries.mit.edu/guides/types/flnews or www.paperboy.com

Local Spanish newspapers, radio and television

The Fact Book about all world countries on the internet at www.cia.gov/publications/factbook/

Spanish museums on the internet such as www.spanisharts.com and www.museoprado.es

Chat rooms for language learners such as www.livemocha.com

Famous literature at http://www.literatura.us/ and http://www.los-poetas.com

Other internet sites included but not limited to: www.abc.eswww.bbc.co.uk/languages.orgwww.conjuguemos.comwww.elcorteingles.eswww.elnuevohearld.comwww.espanole.orgwww.jornada.unam.mxwww.lonelyplanet.com/destinationshttp://radio.un.org/es/www.rtve.es/reewww.sgci.mes.es/uk/pub/tecla.htmlwww.sgci.mec.es/usa/publicacions.htmlwww.sispain.comwww.univision.comwww. bbc .co.uk/spanish/ www.un.org/spanish/news/audiovis/ radio / radio arc.htm www.colby.edu/~ bknelson /SLC/

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Please sign and return the bottom portion only. The rest of this syllabus is for your benefit!

I have read and understood the Spanish IB Syllabus. I know that my student will need to register for the IB Spanish test and may also register for the AP Spanish test.

_______________________________________ ______________________________________Student name Student signature

_______________________________________ ______________________________________Parent name Parent signature