AP Spanish Language and Culture
2015-2016
Shorewood High School
Jill Chelimer
Overview
The AP Spanish Language and Culture course is a rigorous course, demanding hard
work, self-motivation, and the desire to explore the world of ideas. It requires
students to improve their proficiency across the three modes of communication:
interpretive, interpersonal, and presentational. Students learn about culture through
the use of authentic materials that are representative of the Spanish-speaking world.
Materials include a variety of different media, e.g., journalistic and literary works,
podcasts, interviews, movies, charts, and graphs. AP Spanish Language and Culture
is a language acquisition course designed to provide students with the necessary
skills and intercultural understanding to enable them to communicate successfully
in an environment where Spanish is spoken. As such, it is an immersion experience
requiring exclusive use of Spanish, a requirement reflected in class participation
grades.
Organization
The course addresses six themes:
• Technology
• Public and Private Identities
• Beauty and Aesthetics
• Families and Communities
• Contemporary Life
• Global Challenges
Within these interconnected themes, units of study present essential questions and
organize a variety of materials and activities. This year, the units are:
• Educational Communities
• Superstition, Faith, and Personal Beliefs
• Living Between Cultures: Hispanic Immigrants to the U.S.
• Economic Inequality and Social Consciousness
• Technology and Its Effects
• Art: Window and Mirror
Each unit includes corresponding cultural elements, and activities are directed with
those cultural connections in mind. Discussion of the topics completely in Spanish
is a requirement for this course. It is assumed that students have previously been
exposed to advanced language structures in the courses leading up to the AP
Spanish Language and Culture course; however, review of the mechanics is done
within the contextual framework of each unit as needed.
Real-Life Language and Culture
Students are required to engage in real-life activities outside the classroom to
enrich their Spanish language and culture experiences.
•
•
Each quarter, students will complete a culture credit assignment. They will
choose activities that interest them – cooking an authentic meal, visiting
local restaurants, theater, or museums, researching a topic of their choosing,
participating in community service, watching a film, etc. For each activity,
they will write a formal essay which must explore the target culture(s) and
compare it with students’ own culture(s).
Students will identify a native speaker with whom they will do a series of
short interviews. The interviews can be done in person or through
Skype/Facetime, but not on the phone. For each unit of study, students will
identify a series of questions they would like to explore with their
interviewee. Students may be asked to record interviews, or portions of
them, so that they have the opportunity to practice their listening
comprehension. In addition to conducting the interview, students will
present their findings to the class. The goal of these interviews is three-fold:
to deepen and broaden cultural understanding, to practice the language in a
real-life context, and to foster relationships between students and the
community.
Ongoing activities
In addition to the interviews and the culture credits, students will participate in two
other ongoing assignments.
• ¡Buenos días! Students will work in pairs, presenting a talk show style
interview. One of them will be play the role of journalist and the other will
act as head of state of their assigned Spanish-speaking country. The
interview will include information about the culture, politics, and geography
of the country in a format that is interesting and engaging for their
classmates.
• Current events. Every two weeks, students will choose an article from “BBC
mundo.” In class, they will (orally) share a short summary and also their
reactions to what they learned.
Evaluation and Grading:
Tests & Quizzes
Students will be tested to assess progress toward our goals. Oral and written
assessment will focus on comprehension, fluency, grammar, and use of vocabulary.
Exams will assess students’ comprehension of the literature we study. Exams will
require critical thinking. Students need to be able to produce the language and
justify answers.
Participation & Cooperation
By actively participating and helping to create a classroom atmosphere where all
students feel safe to take risks with their language production, we will learn more
and have more fun. Students are expected to respect each other and the instructor.
They will be assigned points for cooperation and active participation in all class
activities. Preparation for class, including bringing materials and completing
assigned reading, factors into this score. All communication (teacher-student
communication and all student-student communication, regardless of topic) must be
conducted in Spanish for student to be eligible for full participatory credit. Only in
Spanish means only in Spanish – we will not inflect our speech with English
vocabulary. Unexcused absences and tardies will lower the participation grade.
Assignments
Daily Homework
Students should expect to have homework assignments daily. Homework will be
varied and will address the four language skills: listening, speaking, reading, and
writing. It will also help to build students’ vocabulary. Students are expected to
practice their Spanish daily and will need discipline and academic maturity in meeting
the requirements for assignments. Unlike in previous Spanish classes, grammar
activities will only be occasionally assigned and will require students to incorporate
and apply grammar in new and different contexts. Late work will not be accepted,
except in the case of an excused absence. Work does not need to be done perfectly, as
errors are a normal part of the learning process. Nevertheless, all written work should
be complete and done with care. Students are reminded that this is a college-level
course, and their work should be of college-level quality.
Vocabulary Practice
This year, students will be using the Memrise website to memorize vocabulary on an
ongoing basis. Because this is a website used by other learners, there is a risk of some
inappropriate content on the website. Students are expected to use good judgment and
select appropriate content for their own Memrise pages.
Presentations and Projects
Projects and presentations will afford students the opportunity to practice and refine the
grammatical points and vocabulary being studied, to delve into the target cultures, and
to express themselves creatively. Some projects will require students to present in front
of the class in a formal manner and some include group work. Two main projects will
be ¡Buenos días! and the culture credits mentioned above.
Post Exam Projects
After the exam in May, we will study Puerto Rican culture and Puerto Rican immigrants
to the mainland U.S. We will read the novel Cuando era puertorriqueña and enrich
our studies by cooking and eating Puerto Rican food, watching several films that relate
to the novel, and investigating other aspects of the culture, as well.
Spanish Production: Audio Recordings & Written Compositions
Being able to speak and write in Spanish is a key part of this course. Students will
be required to record two-minute presentations and simulated conversations. They
will also produce several formal essays. These elements are essential to our
preparation for the AP exam in May.
Spanish Journal
Students will build their repertoire of study skills by maintaining a small composition
notebook with vocabulary entries, homework exercises, journal reflections,
comprehension questions and reflections from short stories read and notes from class.
Students should have their notebooks open every day in class and should record
whatever is written on the board, as well as other information that may be useful.
Students should be responsible for their own notes without having to be reminded.
Good note taking and organization are important skills in any language!
Class materials
Students should come to class each day with our textbooks, pencil or pen,
notebook paper, a composition notebook, a section of a large three-ring binder
(including pockets) devoted to Spanish class, and their Ipads.
Textbooks and Materials
Temas (Vista Higher Learning, 2014) Our main text is written in the same format as
the AP exam and it will serve as a springboard for additional grammar review, as
well as excellent listening and reading comprehension practice and vocabulary
building. Students will also have access to the test prep booklet and the online site
that accompanies the text. School copies will be issued.
Exploraciones en literatura (NTC, 1995) and Sorpresas (Harcourt Brace, 1997)
These collections of readings are followed by activities which are intended to build
students’ vocabulary as well as their appreciation of literature and culture. A
school copy of each will be issued.
Cuando era puertorriqueña (Vintage Español, 1994). We will read this excellent
novel as part of our post-exam work. A school copy will be issued.
Grades
Grades will be figured on a point basis by the following scale:
A+ = 100%
B+ = 87-89%
C+ = 77-79%
D+ = 67-69%
A = 93-99%
B = 83-86%
C = 73-76%
D = 63-66%
A- = 90-92%
B- = 80-82%
C- = 70-72%
D- = 60-62%
Current grades are available through the data dashboard. I encourage students and
their families to stay up-to-date about grades, avoiding any surprises at the end of
the term.
Shorewood High School World Language Academic Honesty Policy
The World Language department expects students will abide by Shoreline District
policy #3202 regarding Ethics and Honesty and policy #3300 regarding Student
Conduct and Corrective Actions for Misconduct. Consequences for first, second,
and third offenses can be found in the student handbook. Academic dishonesty
includes forgery, plagiarism and cheating. The World Language department
reminds students that the use of translators (human or electronic) constitutes
plagiarism.
Shorewood High School Norms
The Shorewood High School dress code/ electronics / tardy policy included in the
Shorewood Student Handbook will be followed in this class.
To contact me
I am at Shorewood on B days. Another good way to reach me is by e-mail
(jill.chelimer@shorelineschools.org).
This class will frequently be extremely challenging, sometimes overwhelming,
consistently demanding of your self-discipline, occasionally frustrating, and not
always fun. However, the rewards will be well worth your effort. When something
is difficult for you or you don’t understand, please let me know! I am committed to
your success!
Economics and
justice
Economics and
justice
Technology
Technology
Technology
Fine art
Fine art
Exam Prep!
Power Standards
I can…
demonstrate understanding of current events in the Spanish speaking world
organize and write a formal letter
refine my oral expression in presentational and interpersonal modes
think critically about the ways we use technology
develop strong auditory comprehension
examine the ways that fine art mirrors and represents culture
analyze and describe works of fine art; express my opinions about them
understand the elements of the Advanced Placement exam and prepare myself for
it
read and understand this novel; participate in discussion about the novel
Cuando era
puertorriqueña
Curriculum/Textbooks:
• Triángulo Aprobado (workbook for purchase; approximate cost $45 with assistance available)
• Sorpresas (literature; provided by school)
• Exploraciones en literatura (literature; provided by school)
Additional Resources/Technology:
• i-pad (apps that may be used may include: Flashcards, Goodreader, Keynote, Questionpress)
• University of Texas listening activities
• online grammar practice
• supplemental readings, video, and audio from a variety of sources
Semester 2
Concepts/Themes
Semester 1
SHORELINE PUBLIC SCHOOLS COURSE SYLLABUS
Shorewood High School
2015-2016
Advanced Placement Spanish Language and Culture (year long course)
Concepts/Themes
Power Standards
I can…
Polishing my
accent and spell words correctly; refine my written Spanish by focusing on verb
writing
conjugation and agreement of articles, nouns, and adjectives
Education
demonstrate understanding of short works of literature
Education
organize a four- or five-paragraph persuasive essay
Education
express my opinions orally in conversation and in presentations
Superstitions and
organize a two-minute presentation comparing my culture to another
faith
Superstitions and
listen for understanding and answer questions about what I hear
faith
Hispanics in the US interpret charts, maps, and graphs
Hispanics in the US recognize my own culture(s) and compare it to others’
My personal
express my personal philosophy in a four- or five-paragraph essay
philosophy