Advanced Placement Spanish Language and Culture Syllabus 2014

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Advanced Placement Spanish Language and Culture
Syllabus 2014-2015
Overview
The Advanced Placement Spanish Language and Culture class is a college level course designed and intended for
students in their fifth year of Spanish study. This class will present students with thematic vocabulary and grammar
concepts associated with six themes of study. These themes of study are: Beauty and Aesthetics, Families and
Communities, Contemporary Life, Personal and Public Identities, Science and Technology and Global Challenges.
Through these themes, students will develop their language skills in the areas of speaking, reading, listening and
writing through the three modes of communication: interpretive, interpersonal and presentational.
Textbooks:
Díaz, José M.; Nadel, María; Collins, Stephen J. Abriendo Paso: Gramática. Pearson Prentice Hall, 2007.
Díaz, José M.; Nadel, María; Collins, Stephen J. Abriendo Paso: Lectura. Pearson Prentice Hall, 2007.
Díaz,, José M.; Leicher-Prieto, Margarita; Nissenberg, Gilda. AP Spanish: Preparing for the Language
Examination. Third Edition. Pearson Prentice Hall, 2007.
Four Areas of Language Skill Development
Listening
Students will be required to practice and develop their listening skills in this class. First, they will immerse
themselves in a classroom where Spanish is the target language used. All interaction with the instructor will require
students to utilize their Spanish listening skills to decipher codes and messages. Second, they will be exposed to
interpretative narratives (short and long) and dialogues (short and long). These interpretive activities will come
from the literature textbook, Abriendo Paso: Lecture, and the supplemental workbook, AP Spanish: Preparing for
the Language Examination. Third, students will work individually, in-pairs and small groups to practice their
listening skills as part of literary and additional reading discussions, homework reviews, interpersonal simulated
conversations and formal presentational activities. Fourth, students will listen to each other reading out-loud all
literary pieces and a majority of the additional reading selections. Last, students will watch and listen to four
examples of classic Mexican cinema as a part of their final project.
Additional Sources for authentic listening activities available:
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CNN en español:
Univisión
Telemundo
BBC
Naciones Unidas:
AP Central
You Tube
www.cnn.com/espanol
www.bbcmundo.com
http://radio.un.org/es/
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/3499.html
Movies/Documentaries (End of year project):
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María Candelaria (1944) Emilio Fernández
Distinto amanecer (1943) Julio Bracho
Los olvidados (1950) Luis Buñuel
Macario (1959) Roberto Galvandón
Reading
Students will recognize that reading is a constant and daily activity. First, they will conduct their literary reading
through the textbook, Abriendo Paso: Lectura. They will engage in pre-reading strategies for preparation of the
literary selections. Strategies will include vocabulary building, oral discussions for framing the reading, and graphic
organizers. Second, additional reading will come from authentic sources and their supplemental workbook. All of
the readings from the literature text and supplemental workbook will include multiple-choice questions that model
the AP exam, true/false statements, open-ended questions, and interpersonal and presentational speaking and
writing exercises as forms to check for understanding and gauging language acquisition. Authentic readings pulled
from the sources below will allow for students to debate and discuss topics and themes related to the six themes of
study in pairs, small groups and as a class as a whole. Last, students will read as a part of their review of the daily
grammar homework to check for understanding and accuracy.
Additional sources for authentic reading texts available:
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Colby Grammar Site:
BBC:
Ecos Magazine:
El Hispanic News
El País
CNN Español
www.colby.edu/%7Ebknelson/exercises/index.html
www.bbcmundo.com
www.ecos-online.de/audio
www.elhispanicnews.com/
www.elpais.com/global/
http://cnnespanol.cnn.com
Writing
Students will write on a daily basis through a variety of activities. First, students will write in a journal every week
based on a given prompt and will keep of list of new vocabulary that is learned. Second, they will produce written
homework assignments in response to all grammar concepts taught and reviewed throughout the academic school
year. Third, in the beginning of the year, students will be introduced to the proper formatting and organization to
writing an interpersonal message and a presentational composition. Every month, students will create interpersonal
and presentational writing samples following the literature readings that link to the six themes of study. Additional
interpersonal and presentation writing activities that can be utilized throughout the year are located in the grammar
textbook, Abriendo Paso: Gramática, and the supplemental workbook. Finally, students will peer edit, apply AP
scoring rubrics and rewrite both interpersonal and presentational writing samples to improve skill.
Speaking
Students will learn quickly that Spanish is to be spoken at all times. First, they will learn to use circumlocution
through playing games, oral participation, reviewing written homework and in-class conversations with peers and
instructor. Second, each class will begin with student and/or teacher directed open-end questions and answer
forums. These forums will require students to express themselves through current topics and themes found in the
everyday world and how they relate to the six themes of study. Third, homework and all in-class written activities
will be reviewed orally daily. Fourth, students will conduct interpersonal simulated conversations and formal
presentational speaking activities following each literary reading that link to the six themes of study. Last, if
students are reluctant to speak during class meeting times, they will have the opportunity to speak/practice their
Spanish with the teacher before and/or after school.
Timeline:
September
Unit 1 – Beauty and Aesthetics
 Study and learn vocabulary related to “las bellas artes” or art, literature, music and cinema.
 Group conversations: Compare and contrast styles, genres and devices to “las bellas artes”, identify and
discuss common themes found in “las bellas artes”, and naming and identifying important artists.
 Literary reading: Continuidad de los parques – Julio Cortázar, p. 59-61. (Literature Text)
 Additional reading: El traje flamenco – Luisa Moreno, p. 58, Section 14 (Supplementary Wookbook);
Todos a bailar merenque – Aralís Rodríguez, p. 48, Section 6 (Supplementary Wookbook)
 Interpersonal writing: How to write a personal letter and email. Informal Writing, Messages 1, p. 68.
(Literature Text)
 Presentational writings: How to write a formal essay. “Las técnicas de algunos escritores”. Activity E, p.
68. (Literature Text)
 Interpersonal speaking: Introduction to simulated conversation, Simulated Conversation 1, p. 344.
(Grammar Text)
 Presentational speaking: Introduction to formal oral presentation, Formal Oral Presentation 4, p. 409-410.
(Literature Text)
 Interpretive listening: Comprensión auditiva, Selections 1 & 2, p. 69-70. (Literature Text)
 Additional interpretive listening: Short Dialogues 1-3, p. 3. Short Narratives 1-2, p. 12. Long Dialogue 1,
p. 19. Long Narrative 1, p. 29. (Supplementary Workbook)
 Grammar: Present Indicative, Present Progressive and Direct/Indirect Object Pronouns. (Grammar Text)
October
Unit 2 – Science and Technology:
 Study and learn vocabulary related to technological innovation and its effects, and social networking.
 Group conversations: Discuss and debate the merits of technology, identify technological advancement in
education and express impact of social networking on current student generation.
 Literary reading: Rosa – Ángel Balzarino, p. 25-28. (Literature Text)
 Additional reading: Efecto Mozart – p. 79-80 (Supplementary Wookbook),
 Interpersonal writing: Informal Writing Message #2, p. 37 (Literature Text)
 Presentational writing: Formal Writing 1, p. 389-390. “Por qué es importante hacer accesible el uso de los
ordenadores o computadoras en todos los rincones del mundo?” (Literature Text)
 Interpersonal speaking: Simulated Conversation, p. 38-39. (Literature Text)
 Presentational speaking: Formal Oral Presentation 1, p. 403-404. (Literature Text)
 Interpretive listening: Comprensión auditiva, Selections 1 & 2, p. 37-38. (Literature Text)
 Additional interpretive listening: Short Dialogues 15-19, p. 7-9. Short Narratives 9-11, p. 15-16. Long
Dialogue 8, p. 26, Long Narrative 8, p. 36. (Supplementary Workbook)
 Grammar: Preterit Indicative, Imperfect Indicative, and Preterit versus Imperfect Usage. (Grammar Text)
November/December
Unit 3 – Contemporary Life: Education and Future
 Study and learn vocabulary related to schools, workplace and daily life.
 Group conversations: Compare and contrast current educational topics and school life, express employment
requirements and benefits, explanation and describe daily rituals.
 Literary reading: Jacinto Contreras recibe su paga extraordinaria – Camilo José Cela, p. 98-103.
(Literature Text)
 Additional reading: Talleres de Fotografía Social – Luisa Moreno, p. 44, Section 2 (Supplementary Text),
La gentileza de los desconocidos – Antonio Muñoz, P. 89, Section 39 (Supplementary Text).
 Interpersonal writing: Informal Writing, Message #1, p. 111. (Literature Text)
 Presentational writing: “La sociedad”, Activity D, p. 110. (Literature Text)
 Interpersonal speaking: Simulated Conversation, p. 112-113. (Literature Text)
 Presentational speaking: Formal Oral Presentation 1, p. 360-361. (Grammar Text)
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Interpretive listening: Comprensión auditiva, Section 1 & 2, p. 111-112. (Literature Text)
Additional interpretive listening: Short Dialogues 7-9, p. 4-5. Short Narratives 5-6, p. 13-14. Long
Dialogues 4-5, p. 22-23. Long Narratives 4-5, p. 32-33. (Supplementary Workbook)
Grammar: Reflexive Verbs, Past Participles, Present Perfect, Pluperfect, Future, Conditional, “si” Clause
with Present and Future Indicative. (Grammar Text)
December/January
Unit 4 – Personal and Public Identities: Multiculturalism
 Study and learn vocabulary related to immigration and cultural diversity,
 Group conversations: Express and debate impact of immigration, express and identify cultural diversity in
community and school, and how
 Literary reading: Cajas de cartón – Francisco Jiménez, p. 74-80. (Literature Text)
 Additional reading: Aprenda a hablar argentino – Leslie M. Mira, p. 74, Section 28 (Supplementary
Wookbook); Nuevas identidades de mujeres mexicanas – Elizabeth Coonrod Martínez, p. 77, Section 31
(Supplementary Wookbook)
 Interpersonal writing: Informal Writing, Message #1, p. 91. (Literature Text)
 Presentational writing: Formal Writing 3, p. 393. “Cuál es la importancia de luchar por la tolerancia entre
diferentes grupos y culturas?” (Literature Text)
 Interpersonal speaking: Simulated conversation, p. 93. (Literature Text)
 Presentational speaking: Formal Oral Presentation Section 11, p. 245-246. (Supplementary Workbook)
 Interpretive listening: Comprensión auditiva, Selections 1 & 2, p. 91-92. (Literature Text)
 Additional interpretive listening: Short Dialogues 10-14, p. 5-7. Short Narratives 7-8, p. 14-15. Long
Dialogues 6-7, p. 24-25, Long Narratives 6-7, p. 34-35. (Supplementary Workbook)
 Grammar: Commands, Present Subjunctive, and Present Subjunctive with Adverbial Clauses. (Grammar
Text)
January/February
Unit 5 – Family and Communities: Interpersonal Relationships
 Study and learn vocabulary related to family, relationships, travel and celebrations.
 Group conversations: Personal introductions, presentation and description of family members, discussion of
family vacations and travel experiences, and celebrations (birthdays, weddings, holidays, etc.).
 Literary reading: Cartas de amor traiciondo – Isabel Allende, p. 224-233. (Literature Text)
 Additional reading: La casa de azúcar – Silvina Ocampo, p. 46, Section 4 (Supplementary Text); Dos
cartas fragment – José Donoso, p. 59, Section 15 (Supplementary Text).
 Interpersonal writing: Informal Writing, Message 2, p. 243. (Literature Text)
 Presentational writing: Formal Writing 6, p. 400-402. “¿Qué podemos apreciar de la cultura hispana en las
diferentes maneras en que el pueblo celebra las Navidades?” (Literature Text)
 Interpersonal speaking: Simulated Conversation, p. 244-245. (Literature Text)
 Presentational speaking: Formal Oral Presentation Section 6, p. 235-236. (Supplementary Workbook)
 Interpretive listening: Comprensión auditiva, Selections 1 & 2, p. 243-244. (Literature Text)
 Additional interpretive listening: Short Dialogues 4-6, p. 4. Short Narratives 3-4, p. 13. Long Dialogues
2-3, p. 20-21. Long Narratives 2-3, p. 30-31. (Supplementary Workbook)
 Grammar: Imperfect of the Subjunctive, Pluperfect of the Subjunctive, and “si” Clauses with Imperfect of
the Subjunctive and Conditional. (Grammar Text)
February/March
Unit 6 – Global Challenges: Environment
 Study and learn vocabulary related to nature, environment and global challenges.
 Group conversations: Discuss and debate challenges found in today’s world related to nature, environment
and globe. Identify and express our own personal global footprints and how they affect the world around
us.
 Literary reading: Un oso y un amor – Sabine R. Ulibarrí, p. 43-46. (Literature Text)
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Additional reading: Los 15 desafíos globales – Millenium Project, Los 15 desafíos Globales que enfrenta
la humanidad – Universidad Externado de Colombia.
Interpersonal writing: Informal Writing, Message #1, p. 54. (Literature Text)
Presentational writing: Formal Writing #2, p. 391-392. “Como seres humanos, ¿qué podemos aprender
sobre los animales que nos rodean?” (Literature Text)
Interpersonal speaking: Simulated Conversation, p. 55-56. (Literature Text)
Presentational speaking: Formal Oral Presentation Section 8, p. 239-240. (Supplementary Workbook)
Interpretive listening: Comprensión auditiva, Selections 1 & 2, p. 54-55. (Literature Text)
Additional interpretive listening: Short Dialogues 20-23, p. 9-11, Short Narratives 12-14, p. 17-18. Long
Dialogues 9-10, p. 27-28, Long Narratives 9-10, p. 37-38. (Supplementary Workbook)
Grammar: Future Perfect, Conditional Perfect, and “si” Clauses with Pluperfect of the Subjunctive and
Conditional Perfect. (Grammar Text)
April/May/June
AP Test Review/AP Test
Final Project
 Formal and detailed presentation of exam content for each AP exam section of assessment.
 Forma and detailed familiarization of students with assessment formats and scoring guides.
 Review and study of Free-Response Questions and samples from previous exam years.
 Review, study and practice of AP activities through textbooks and other supplements.
 Take AP Spanish Language Exam.
 Introduce and present themes, genres, movements, actors and directors of the Golden Age of Mexican
Cinema.
 Review and learn vocabulary related to Mexican cinema and cinematic devices.
 Study, learn and discuss main events of late nineteenth and early twentieth century Mexican history as
related to Mexican cinema.
 View films: Distinto amanecer, María Candelaria, Los olvidados and Macario.
 Discuss, identify and debate contents of each film.
 Final Project: Students will write a comparison and contrast composition of two of the four films. The
composition will compare and contrast the themes and genres, the cinematic devices and historical
relevance of the two films.
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