AP Spanish 5 HoodRiverValley High
2012-13
Profesora Mudry F206, per 2
Prep: per 1
386-4500 ext. 4618 A days only
AP Spanish Language Course and Exam Claims
Claims “are statements we’d like to make about what students know, can do, or have accomplished” (Mislevy, Steinberg, and Almond, 2002)
The student who receives an AP score of 3, 4 or 5 on the AP Spanish Language Exam has mastered — to a degree commensurate with the AP score — the skills andknowledge required to receive credit for an advanced level (fifth and sixth semesteror the equivalent) college or university Spanish language course.
• The student has strong communicative ability in Spanish in the Interpersonal, Interpretive and Presentational modes.
• The student has a strong command of Spanish linguistic skills (including accuracy and fluency) that support communicative ability.
• The student comprehends Spanish intended for native speakers in a variety
of settings, types of discourse, topics, styles, registers and broad regional variations.
• The student produces Spanish comprehensible to native speakers in a variety of settings, types of discourse, topics and registers.
• The student acquires information from authentic sources in Spanish.
• The student is aware of some cultural perspectives of Spanish-speaking peoples.
Evidence
Evidence comprises observable work products, which can be evaluated to substantiate intended claims (Mislevy, Almond, and Lukas, 2003).3
The successful AP Spanish Language student can:
• Identify and summarize the main points and significant details and make appropriate inferences and predictions from a spoken source, such as a broadcastnews report or a lecture on an academic or cultural topic related to the Spanishspeakingworld.
• Identify and summarize the main points and significant details and predict outcomes from an everyday conversation on a familiar topic, a dialogue from afilm or other broadcast media or an interview on a social or cultural topic relatedto the Spanish-speaking world.
• Identify and summarize main points and important details and make appropriate inferences and predictions from a written text such as a newspaper or magazinearticle or contemporary literary excerpt.
• Write a cohesive and coherent analytical or persuasive essay in reaction to a text or on a personal, academic, cultural or social issue, with control of grammarand syntax.
• Describe, narrate and present information or persuasive arguments on general topics with grammatical control and good pronunciation in an oral presentationof two or three minutes.
• Use information from sources provided to present a synthesis and expressan opinion.
• Recognize cultural elements implicit in oral and written texts.
• Interpret linguistic cues to infer social relationships.
• Communicate via Interpersonal and Presentational written correspondence.
• Initiate, maintain and close a conversation on a familiar topic.
• Formulate questions to seek clarification or additional information.
• Use language that is semantically and grammatically accurate according to a given context.
The AP Spanish Language Course will utilize the following resources as the core materials.
- Abriendo Paso Gramática (Prentice Hall) This text provides students with a very thorough grammar review and practice. I offer brief explanations in class when needed, and students work regularly to complete activities at home. Small quizzes will be given at the beginning of class on a regular basis to check learning. Answer key for the entire book is available on my website.
This text is available for individual purchase in paperback from Amazon. Highly recommended!
- Abriendo Paso Lectura (PH) This text provides students with extensive vocabulary building and recycling through literature, and provides practice presented in the same format as the AP Spanish Language Exam.
2012-2013 Curriculum Map
Timeline / Abriendo Paso Lectura / Abriendo Paso GramáticaSept. 6-
Oct. 22 / CUENTOS:
-El décimo, Emilia Pardo Bazán
-Continuidad de los parques,
Julio Cortázar
POESÍA:
-Rima III, Gustavo Adolfo Bécquer
DE LA PRENSA:
-Fernando Botero, El espejo convexo, Patricia Venti / Unidad 1: La narración y la descripción en el pasado
- el pretérito
- el imperfecto
- el perfecto de indicativo
- el pluscuamperfecto
- los adjetivos
- los adjetivos demostrativos
- los pronombres demostrativos
- comparaciones
Paso 2: Subject pronouns and prepositional pronouns
Oct. 24-
Dec. 20 / CUENTOS:
-No oyes ladrar los perros, Juan Rulfo
-El árbol de oro, Ana María Matute
POESÍA:
-Proverbios y cantares, XXIX, Antonio Machado
DE LA PRENSA:
-Los indios kunas, César A. Yunsán M. / Unidad 3: La narración y descripción en el presente
- el presente
- el progresivo
- el imperativo
- el presente de subjuntivo
- el perfecto de subjuntivo
Paso 5: Interrogatives and exclamations
Paso 6: Numbers
Jan. 7-
March 7 / CUENTOS:
-Jaque mate en dos jugadas, Isaac Aisemberg
-Cartas de amor traicionado, Isabel Allende
POESÍA:
-Adolescencia, Vicente Aleixandre
TEATRO:
-El delantal blanco, Sergio Vodanovic / Unidad 5: La narración y la descripción en el futuro – cómo expresar emoción, duda, negación, probabilidad o conjetura
- el futuro
- el futuro perfecto
- el imperfecto de subjuntivo
- el pluscuamperfecto de subjuntivo
- el condicional
- el condicional perfecto
Paso 8: Gustar and similar verbs
Paso 9: Adverbs
March 11- May 6
Tuesday, May 7
8am / CUENTOS:
-Jacinto Contreras recibe su paga extraordinaria, Camilo José Cela
DE LA PRENSA:
-La fiesta de San Fermín, Carmen Roman
-La tomatina, Alberto Ibáñez
AP Spanish Language Exam
Location: Computer Lab, HRVHS / Paso 10: por and para
Un poco más de práctica:
Part C: Informal Writing
Part D: Informal Speaking-Simulated Conversation
Part E: Formal Oral Presentation (Integrated Skills)
After the AP Exam / Country Portfolio and Presentation
History of Latin America Unit
Student Evaluation
Grade will be calculated using the following breakdown:
60% Major Assessments (long-term, in-class and out-of-class projects, tests, essays, graded AP Exam portions)
40% Minor Assessments (written, spoken, and listening quizzes, grammar quizzes, homework assignments, daily class work, skits, conversations, etc.)
AP Spanish Make-Up Policy
Late work is half credit.
If you are absent the day before a quiz or test and return to class the day of the test or quiz, you will be expected to take the test with the class unless you have talked to your teacher in advance for an extension.
If you are absent the day of a presentation or composition, you will be allowed to turn it in or do it the day you return without a grade penalty only if you have talked with your teacher and given an acceptable explanation. Otherwise there will be a 10% grade penalty per class for any late work.
If you are absent on a test or quiz day that test or quiz must be made up by making arrangements with your teacher, and it must be within a week. Tests not made up within a week will be recorded as a 0 (zero).
El Examen
It is recommended to check out the AP Central site in order to learn about the test.
Students with school related conflicts will be eligible for late testing with approval of classroom teacher, athletic director, and AP Coordinator
Questions? Tammy Hosaka: 541-386-2770
Regular registration deadline is March 4th by 3:30 pm ($88)
Late registration deadline is March 15th by 3:30 pm ($138)
Expectativas, Asistencia, Tardes, etc.
Your attendance and timeliness is something I take seriously.
1. Unexcused absences are unacceptable and you will not be able to make up any quizzes given or homework due on that day.
2. I find it very distracting to have students coming into class after the tardy bell rings. I make a point to always be here on time and expect the same respect from all of you. If you do come in late, please do not explain. Hand me whatever note you might be carrying, sit down, and as unobtrusively as possible ask your partner to help you catch up with the current activity.
3. Tardy policy:
-3 unexcused tardies result in parent contact.
-4 unexcused tardies result in community service in the classroom
-The 5th tardy will result in a disciplinary referral.
-I adore you all, and I’m serious!
Resources
Abriendo Paso Gramática. Díaz, José; Nadel, María; Collins, Stephen J. 2007, Pearson Education, Inc., publishing as Pearson Prentice Hall, BostonMassachusetts02116.
Abriendo Paso Lectura. Díaz, José; Nadel, María; Collins, Stephen J. 2007, Pearson Education, Inc., publishing as Pearson Prentice Hall, BostonMassachusetts02116.
Students will also use a variety of online resources to listen to and read authentic materials from the Spanish-speaking world. The computer lab will be set up with recording software so that students have the opportunity to practice listening exercises and answering questions similar to the AP test.