Spanish for Spanish Speakers I-II
M-T-W-Th-F 7:20 AM-2:50 PM
Teacher: Yahir Ordonez ALVIN HS
Spanish for Spanish Speakers I-II is a course designed for students who grow up with Spanish as a home language. This course is divided into six chapters; each chapter includes a variety of literature and presents authentic language in context, provides cultural perspectives, and addresses all four basic language skills: Reading, writing listening, and speaking. Also, contains a comprehensive practice to help prepare the students for the Advanced Placement Spanish Exam. In addition, Spanish for Spanish Speakers leads students to connect their learning to the community in which they live and helps them see the relationship between language, community, and career. The Spanish for Spanish Speaker I-II course is conducted completely in Spanish.
Lecture is limited to introductions to authors and/or background information. Students are expected to contribute to class discussions, and they participate willingly speaking in Spanish. Group activities, reading aloud, internet research, and presentations are also part of the class performance in the Spanish language.
Our district chooses to cover the entire AP Spanish reading list over the course of two years for completion, with students taking Spanish SS III the first year, one semester for each level and Spanish IV AP the second year, I present the works in a modified chronological order, using the thematic headings from the textbooks, Español Para Nosotros, Nuevas Vistas Curso de Introducion, Nuevas Vistas Curso Uno, and Nuevas Vistas Curso Dos to help shape the curriculum as well. The material covered in Spanish for Spanish Speakers II-III consists of works from the fourteenth through the nineteenth centuries and a few from the early 21st century from the texts Temas Spanish Language and Culture. Spanish IV AP covers 21st century literature of Latin-American authors from the texts Temas AP Spanish Language and Culture and the AP Spanish Language and Culture Exam Preparation.
The objectives of the courses are to foster an abiding appreciation of the Spanish language and of Hispanic literature and culture, as well as to prepare the students
to take the AP Spanish Exam at the end of the second year.
To improve listening skills, students will be constantly exposed to Spanish language recordings. This may include AP practice materials, television news broadcasts, songs, videos, in school district service internet, etc. Also, they are to be exposed to the many different accents of Spanish native speakers, from Spain to Latin America (Mexico, Central America, the Caribbean, and South America). Grammar lessons are often incorporated into these lessons.
To improve speaking skills, students will be given paired partner practices, interpersonal and presentational speaking presentations. Answering out loud in class will be consistently reinforced and rewarded. This is a major part of the participation grade.
To improve reading skills, students will be exposed on a regular basis to short stories (many from the AP Literature list), plays, poetry, AP reading practices, magazines, newspapers, etc. Grammar instruction through literature will often be applied.
Students will engage in interpersonal and presentational writing practices. Timed writings, letters, e-mails, essays on exams, etc., will be assigned. Timed writings will be graded for content as well as for grammar.
GENERAL COURSE REQUIREMENTS
1. Regular attendance is expected and vital in a student-centered classroom. Students are to take a pro-active stance concerning this issue.
2. Assignments are due on the date indicate on the grade book unless otherwise noted and will be accepted after-the-fact. But late assignments will be penalized following the district policy.
3. Students must be willing to speak Spanish in class.
4. Students are expected to do original work; including class assignments. Penalties include failure of the entire assignment and referral to the AP office for consideration of additional action.
1. Daily assignments: Includes quizzes, warm ups, notes, textbook activities, sheets of the practice textbook, reading aloud, group activities, professionalism, and participation.
2. Assessments: I give assessments as well, which may consist of a ten questions relating to the subject matter of the class textbook. This category also includes oral presentations, computer assignments, small groups activities, (partners, three, and four students), and essays. These are relating to the subject matter of the class textbooks.
3. Exams: These are relating to the subject matter of the class textbooks and are assigned once or two times in a period of six weeks, include one essay questions on literary analysis crafted in the format of the AP Spanish Exam, a listening part, and a multiple choice part. The examination consists of 50-60 questions. Semester final exams and TEKS exams follow the school district guidelines.
Daily assignments, quizzes, class participation, and professionalism: 45 percent
Exams/projects/Assessments 55 percent
Under the Americans with Disabilities Act, special arrangements can be made to meet student's needs. We will provide all the accommodations to students who require them.
(BYOD) Digital Device policy for the Spanish Class:
· You are NOT authorized to use any device during warm up and the instruction
· You will be authorized to use it after instruction.
· You are authorized to use an electronic device ONLY :
· If you do not have missing assignments
· Have finished your daily work.
· Any unauthorized use of electronics devices will result in CONFISCATION or TWO days in SS.
· 1st confiscation device, I will return it after school.
· 2nd confiscation device will be delivered to the AP office and you will pay $15 to check it out.
(2014). Temas AP Spanish Language and Culture. Parthena Dragget, ColeConlin, Max Ehrsam and ElizabetMillán Vista Higher Learning, Boston, MA
(2014). Temas AP Spanish Language and Culture Exam preparation. Parthena Dragget, ColeConlin, Max Ehrsam and ElizabetMillán Vista Higher Learning, Boston, MA
Listening classroom activities
I select an audio source and give students the theme. After listening, students work in pairs to share what they believe is the overarching theme, and they are required to provide five to ten specific details from the listening exercise that support their answers. Later, students apply this strategy individually when using audio sources as inputs for both the presentational and interpersonal speaking sections of the AP Exam. Also, the listening activities of the textbooks Temas AP Spanish language and Culture are used constantly as part of the lessons.
Sources for authentic listening activities:
Alejando Zans, Corazón partio 2003, DRO East West SA
Enrique Iglesias, Quizás 2002, Universal Music Latino
Si3te, Yo tengo tu love 2011, Sony International
Ricardo Arjona, El mojado 2003, Sony International
Vicente Fernandez, Ojala que te vaya bonito Sony International
Juanes, Nada valgo sin tu amor 2002, Universal Music Latino
Prince Royce, El amor que perdimos 2012, Sony International
Laura Pausini, La Soledad 2004, Sony Music Entertainment
Maná, Vivir sin aire 2003, Warner Music México SA
Maná, Donde jugaran los niños 2006. Warner Music México SA
Joan Manuel Serrat, Cantares 1969 dedicado a Antonio Camacho, RMM Records.
Shakira, Donde estás corazón 2000. Sony International
Luis Miguel, México en la piel 2000 Warner Music México SA
El Gran Combo No hago más na 25 aniversarios Puerto Rico SA
Price Royce El Amor que Perdimos, 2012
Inspiration video clips. http://www.wingclips.com/
Selena Astrodome last concert. Qproductions, AB Quintanilla.
Grammar videos. www.unitedstreaming.com/ discovery
Death penalty. www.unitedstreaming.com/ discovery
Televisión Española SA International Network Group, 1988.
"Univisión Videos” - Spanish language newscast.
Telemundo Noticias en español
CNN en español
Black in Latin America. 2011 PBS. Henry Louis Gates Jr.
Bbclanguages “Mi Vida Loca”
We read and discuss in Spanish the texts listed below. Students begin to develop a familiarity with literary analysis vocabulary, to compare and contrast overarching themes, and to write critically about literature—beyond a plot summary. This preview of AP Spanish Literature serves several purposes: Students gain confidence in their ability to engage in the next level of study at our school, they learn vocabulary and other linguistic features through reading aloud and class discussions, and they continue to improve their writing skills by answering the reading and comprehension questionnaires and writing an essay comparing the works of each author after reading.
Textbook – (2014). Temas AP Spanish Language and Culture. Parthena Dragget, ColeConlin, Max Ehrsam and ElizabetMillán Vista Higher Learning, Boston, MA
Textbook – (2014). Temas AP Spanish Language and Culture Exam preparation. Parthena Dragget, ColeConlin, Max Ehrsam and ElizabetMillán Vista Higher Learning, Boston, MA
People en Español www.people.com- magazine en Lengua Española, Tampa FL.
SC Latina Magazine- en Lengua Española, Houston TX.
In order to provide an opportunity for students to integrate their skills and to
Practice leading a presentational and interpersonal speaking presentation, each Friday they work in a project individually or in pairs. After finish the project the student give an oral presentation to the rest of the class. This activity is repeated every nine weeks during the whole school year. At the beginning of the year, I provide a sample list of topics such as notables Hispanics migrant workers (Cesar Chavez, Jose Hernandez, Sandra Cisneros, etc.), a Hispanic author or work, a cultural topic from a target country, etc. Also, students may propose topics of their own choosing for consideration. Then, they are required to provide one hard copy (essay, poster, crossword puzzle, etc.) or one visual or audio stimulus in response to the project (Digital Storytelling, PowerPoint, Prezi, Slide Rocket, Windows movie maker, etc.) to accompany their oral presentation. In addition to the oral presentations students participate in discussions of readings (textbooks, magazines, newspapers, etc.) debates, and small-group activities based on current events on a regular basis. Also, they are required to write a sketch about the person who most admire and deliver a two minutes presentational speaking covering all the information about that person. Every reading, audio, video or documentary film shown in class end up in a discussions about farmers rights, voting rights, healthcare, world wars, immigration, death penalty, science technology, family, community, Beauty and aesthetics, contemporary life, global challenges, and personal and public identities .
During the first semester we practice writing using the textbooks. In addition to the readings, listening, and speaking, the Spanish Native Speakers I-II IV AP course requires several essays. In the first semester students write a short story based on a personal experience, a biographical sketch, a persuasive essay, analyze a poem, sign up in google classroom to participate in blogs group discussions, and reflect on current events read it in magazines. During the spring semester other writings are interpersonal and presentational sample question types based on the AP Spanish Exam. As students work to prepare two essays every week, their ability to synthesize the audio and textual input sources improves. I provide them with the written sources and the audio source for every essay, simulating the real AP Spanish text. Since writing is a significant portion of the final grade, students are assigned both presentational writings based on authentic sources every week and interpersonal writings regularly in and outside of class. Students must demonstrate proper usage of literary terms in their writings. All papers undergo revisions, and the final version is graded using the AP Spanish guidelines. The score on the revision is a quiz grade.
Curricular Requirements Page(s)
CR1 The teacher uses the target language almost exclusively in class and encourages students to do likewise. 1
CR2a Instructional materials include a variety of authentic audio and video recordings. 10, 12
CR2b Instructional materials include a variety of authentic nonliterary texts such as newspaper and magazine articles. 2, 8, 12
CR2c Instructional materials include a variety of authentic literary texts. 2, 4, 6, 7, 10
CR3a The course provides opportunities for students to demonstrate their proficiency in Spoken Interpersonal Communication in a variety of situations in the Intermediate to Pre-Advanced range. 2, 4, 5, 6, 7, 8, 9, 10, 11
CR3b The course provides opportunities for students to demonstrate their proficiency in Written Interpersonal Communication in a variety of situations in the Intermediate to Pre-Advanced range. 3, 5, 9, 10
CR4a The course provides opportunities for students to demonstrate their ability in Interpretive Communication to understand and synthesize information from a variety of authentic audio, visual, and audiovisual materials. 4, 6, 9, 11
CR4b The course provides opportunities for students to demonstrate their ability in Interpretive Communication to understand and synthesize information from a variety of authentic written and print resources. 2, 4, 6, 7, 9, 10, 11
CR5a The course provides opportunities for students to demonstrate their proficiency in Spoken Presentational Communication in the Intermediate to Pre-Advanced range. 2, 3, 4, 5, 6, 7, 8, 9, 11
CR5b The course provides opportunities for students to demonstrate their proficiency in Written Presentational Communication in the Intermediate to Pre-Advanced range. 3, 4, 11
CR6a The course explicitly addresses the Global Challenges theme. 10
CR6b The course explicitly addresses the Science and Technology theme. 7
CR6c The course explicitly addresses the Contemporary Life theme. 5
CR6d The course explicitly addresses the Personal and Public Identities theme. 2
CR6e The course explicitly addresses the Families and Communities theme. 5
CR6f The course explicitly addresses the Beauty and Aesthetics theme. 3
CR7 The course provides opportunities for students to demonstrate an understanding of the products, practices, and perspectives of the target cultures. 4, 7
CR8 The course provides opportunities for students to make comparisons between and within languages and cultures. 4, 10, 11
CR9 The course prepares students to use the target language in real-life settings. 1
WEEKS RESOURCES / TEKS / TOPICS COVERED
IDENTIDADES PERSONALES Y PUBLICAS / FUNCTIONS/additional information / strategy / GRAMMAR / SKILLS COVERED
Español Para Nosotros
Youtube / 114.23.a.2A
114.23.a.2H / 1. Introduction
2. Rules and procedures
3. Ice breaker activities