Syllabus: Spanish 5 IB/AP 2013-2014
OVERVIEW
This is a rigorous and challenging course taught exclusively in Spanish and offers students
the opportunity to improve their proficiency across three modes of communication:
interpersonal, interpretative, and presentational. The course focuses on the integration of a
variety of authentic resources with the goal of providing a rich, diverse learning
experience, and it encourages students to become active, compassionate and lifelong
learners of the Spanish language and cultures. Students communicate using rich, advanced
vocabulary and linguistic structures as they build proficiency in six modes of
communication: spoken interpersonal, written interpersonal, audio/ visual / audiovisual
interpretive, written / print interpretive, spoken presentational, and written
presentational.
The course is divided into units integrating the IB and AP core themes. The students will be
assessed on their ability to:
 communicate clearly and effectively in a range of situations, demonstrating
linguistic competence and intercultural understanding.
 use language appropriate to interpersonal and/or cultural contexts.
 understand and use language to express and respond to a variety of ideas and
situations with proficiency and fluency.
 organize ideas on diverse topics in a clear, coherent, and convincing manner.
 understand, analyze, and respond to an assortment of written and spoken texts.
 understand and use works of literature written in Spanish.
In lieu of a test for each theme, students are evaluated based on various assignments
graded according to IB and AP scoring guidelines as they pertain to each assignment.
**Examples of the rubrics can be found in the links on Mrs. Lynch’s Spanish 5 IB/AP page.
**Due to the contemporary focus and the needs of the class, the teacher reserves the right
to make changes in the sequence or content of the syllabus.
Marking Period 1:
CORE THEME:
Global Issues
OPTIONAL THEME(S): Environment
STRUCTURE:
Overview of indicative tenses, gerunds, past participles, passive
voice
LITERATURE:
Authentic articles; Las abejas de bronce, Marco Denevi
MOVIE:
El orfanato
WRITING TASKS:
Diary, article, blog, brochure, editorial
ORAL:
Interviews; voice recordings; presentations
Marking Period 2:
CORE THEME:
Global Issues
OPTIONAL THEME: Health (Traditional/alternative medicine; Euthanasia; Ethics in
medicine)
STRUCTURE:
The subjunctive mood; commands
LITERATURE:
Authentic articles (newspaper & magazines); Cita con la muerte,
Mónica de la Rosa; La tortuga gigante, Horacio Quiroga
WRITING TASKS:
Diary, movie review, formal/informal letters; newspaper opinion
column
MOVIE:
Mar Adentro
ORAL:
Debate; voice recordings; presentations
Marking Period 3:
CORE THEME:
OPTIONAL THEME:
STRUCTURE:
LITERATURE:
WRITING TASKS:
ORAL:
Communication and Media
Technology; Social Networking
Pronouns, Prepositions, Infinitives
Authentic articles (newspaper & magazines); Apocalipsis, Marco
Denevi; Baby H.P., Juan José Arreola; Rosa, Ángel Balzarino
email
Presentations; interviews
**IB Internal Oral and Written assessments will be completed and recorded during late
February-mid March.**
Marking Period 4:
Practice and review for AP/IB exams
End of the year project
CORE THEME:
Social Relationships
OPTIONAL THEME: Social Behaviors and stances
STRUCTURE:
Pronouns, Prepositions, Infinitives
LITERATURE:
Las mujeres en primer plano – poemas, lecturas, actividades
Como agua para chocolate; Cadena rota, Gary Soto; Naranjas, Gary
Soto; Lazarillo de Tormes, Anonymous; excerpts from El Ingenioso
Hidalgo Don Quijote de la Mancha, Miguel Saavedra de Cervantes
MOVIE(S):
La leyenda de espantapájaros; Machuca; L’auberge espagnole; excerpts
from Como agua para chocolate
WRITING TASKS: Diary, interview, movie critique, formal/informal letters
ORAL:
Presentations; recordings