Walton High School

Language and communication are at the heart of the human experience.

Walton High School

AP Spanish Language & Culture A & B:2011 - 2012

Course Syllabusand Policies

Dr. Hester Vasconcelos Karen Webb

Office Phone: 770-578-3225 Ext. 276Office Phone: 770-578-3225 Ext. 514

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Welcome to AP Spanish Language and Culture: Integrating Spanish language proficiency, cultural knowledge, and critical thinking in Spanish

Communication, Cultures, Connections, Comparisons, and Communities

The Course: The Advanced Placement Spanish Language & Culture course at Walton High School adheres to the College Board AP Central® course description and is comparable tofifth and sixth semester college and universitycourses that focus on speaking and writing in the target language at an advanced level. The course encompasses the integration of listening and speaking skills, reading comprehension, comprehensive grammar review, and composition.The course integrates Spanish language, literature and cultural studies. In order to prepare students to be educated, global citizens of the 21st century, AP Spanish Language studies engages students in coursework that prepares them to read critically, communicate competently, and demonstrate knowledge of cultures other than their own.

This course is a year-long course; therefore students will not be allowed to drop this course at the end of first semester except through teacher recommendation.
All students will take the final exam for the 1st semester and the A.P. exam given in May. Since all students take the AP exam, there is no final exam at the end of the second semester.
If a student does NOT take the AP exam, however, the student will take a final exam and the entire course will be listed as Honors (not AP) on the student transcript.

Course Content

Reading

Students will read from a variety of sources including: the textbook, newspapers, magazines, short stories, essays, a short novel, poetry and disconnected passages.
Identification of the purpose, theme, or subject of a text is incorporated into initial reading strategies taught to students.Students will identify and summarize main points and important details, and make inferences and predictions.
Critical reading skills will be developed through a variety of strategies so that students are able to read with greater ease, understand without translating, identify themes or purposes of the text, discuss, infer, illustrate, analyze, synthesize or write about what they have read.
Articles from newspapers, magazines and other media will be used to introduce current affairs and culture from around the world.Students will recognize cultural elements implicit in the various readings, compare perspectives, and connect content to other disciplines.

Writing

Students will write a sequence of journals. Some will be written at home and some will be produced in class within a determined amount of time. Topics utilize student opinion, memories, predictions and plans.
The scope of topics will lead students through use of different verb tenses and grammatical structures to amplify the students’ abilities to write expository passages. Journals are graded for on-topic writing, accuracy of grammar and syntax.
Students will develop both formal and informal written correspondence, i.e. e-mails, letters of reference or introduction, letters requesting information, etc.
Essays: Students will learn how to plan for and write cohesive and coherent analytical or persuasive essays in Spanish that demonstrate their ability to synthesize information from a variety of sources. The essays will be prompted by a reading section and a listening selection.
Organization of thoughts, outline or notes, syntax, transition phrases and conclusions, summaries, inferences, and predictions are topics covered in this unit.

Listening

Students will be exposed to a wide variety of sources for spoken Spanish, for example: television shows, newscasts and radio broadcasts, streaming video, films, academic, cultural, and musical presentations. Students will draw inferences, make cultural connections, predictions, and be able to summarize the main points of oral presentations.
Lectures (ranging from 5 – 10 minutes) will be given in Spanish as exercises in note-taking and listening comprehension. Students will answer a series of questions following each oral presentation that will be graded to assess their ability to predict outcomes, analyze, summarize, categorize, and comprehend the selection
Cloze passages and dialogues are used to help students build auditory comprehension and to hone their skills in understanding the nuances of the culture and language.
Pay attention, follow directions, and listen carefully. Listening is an essential component in language learning. Listen carefully to others so you will not repeat previously-corrected errors.

Speaking

Students will describe, narrate, and present information or persuasive arguments on generaltopics with grammatical control and good pronunciation in an oral presentationof two or three minutes.
Through spontaneous, casual conversations and formal presentations students will express ideas orally with accuracy and fluency. Interactive dialogue prompts will be practiced.
Two-minute student recordings will be based on readings, oral prompts, class discussions or situations. Students will often be graded for paired conversational practice prior to a recording.Recordings are graded on the flow of speech, grammatical accuracy and use of advanced language skills.
In-class presentations both planned and spontaneous will be a regular part of the weekly work. Spontaneous presentations based on teacher prompts and role-plays will be assessed using teacher-generated oral rubrics.
Table conversations are a daily component of this class. A topic will be presented to the class as a whole, or different topics to each table. Students will carry on spontaneous conversations about these topics (all in Spanish, of course) and then share the direction of their conversations with the entire class. Table conversations will often be graded for participation, so it is important to speak in Spanish and contribute your ideas regularly.
Daily oral participation in class will be emphasized to develop fluency. Students are expected to participate in class discussions to improve their speaking and listening skills.
Students are required to speak only in Spanish while inside the Spanish classroom. The teacher may choose to explain advanced grammar structures in English to allow students to have a more thorough understanding of concepts and to allow more time for application. But this does not predicate the Spanish-only policy; students must speak in Spanish at all times.

Meeting the learning needs of all students

The curriculum and instructional strategies for this course are differentiated in content, process and product.
Not all students or classes will necessarily be doing the same thing at the same time. If you are capable of more, more will be asked of you.
Assignments may vary from student to student or class to class to ensure that students have the opportunity to explore, create, maximize their potential, and apply themselves as they learn the complexities of the Spanish language and the diversity of Hispanic cultures.

Grading:Grades will be calculated using the percentage system in the following categories:

1stSemester

60% Course work in the four language domains:

15%listening: homework journals;  in-class activities  quizzes

15%reading: comprehension exercises  reading journals  quizzes

15%speaking: interviews,  recordings,  table conversations  presentations

15%writing: journal topics; directed short answers;  essays

20%Tests

20%Final Exam

2nd Semester

80%Coursework in the four language domains:

20%listening:homework journals; in-class activities  quizzes

20%reading:comprehension exercises reading journals  quizzes

20%speaking:interviews, oral recordings, table conversations

20%writing:journal topics; book; essays

20%Tests (incentive will be added to the last test this semester)

Homework is due as assigned.This is a college-level course where responsibility for learning rests on the students’ shoulders.

Only essential homework will be assigned for this course, therefore students should approach each homework assignment as an extension of the class. Essential work will reinforce the concepts, patterns, and practices presented in class.
Have your homework or written assignment well prepared before you arrive in class, or be honest with yourself about not having done it. Scribbling down sentences in the few minutes before the class starts is not accepted as having completed an assignment.

The class policy regarding late assignments is simple: No late work.
If you do not turn in an assignment on the due date, a grade of “0” will be entered.
All written work must be prepared in blue or black ink.You must have a colored pen or pencil to make corrections in class.

Oral Participation Grade: Every two weeks, an oral participation grade will be entered in the “Speaking” category. This subjective grade is based on teacher observation of the student’s participation in small group and class discussions, taped oral exercises, and oral practice.Basically, you have to talk all the time in this class --- all the time in Spanish! Students should:

participatein oral conversations, partner practices, dialogues, and drills in Spanish;
ask clarifying questions;
contribute ideas and comments in group or class discussions;
use Spanish all the time in class.
If you either choose not to speak in class, or choose to speak in a language other than Spanish while in Spanish class, your participation grade for that day will be a zero.

Test Correction Policy:

Tests will include all four language domains, sometimes in the same test. Assessments of this complex nature are in place to evaluate the student’s ability to communicate accurately in Spanish.
Test corrections are not optional unless a student scores 90% or above.
Corrections are done individually without teacher or other student input using a test correction sheet obtained from the teacher. Students may use their text, dictionaries, or class notes etc. while making corrections.
These corrections will be reviewed by the teacher.
Teachers will announce the time allotted for test corrections and retake administrations.
Appointments are scheduled before or after school or during WEBs.
Test corrections may earn one half the value of the missed points that when added to the original test grade do not exceed 85%.

Absenteeism, while sometimes unavoidable, will slow your progress in this class.

Class notes may be occasionally posted on our web site, but class explanations and discussions are unable to be repeated.Ask someone in your class to see their notes from the day(s) you were absent to ensure you have all that you need to keep pace with the class.
Additionally, participation grades for absent days may only be “recuperated” through aggressive, extensive oral participation once you return to class.
Show your admit slip to your teacher at the beginning of class on the day you return.Make-up work will be accepted in accordance with the school handbook guidelines.
All unexcused absences will have (1) day for make-up work.
For excused absences students will have the same number of days to make up the work as the number of days they were absent.
Talk with your teacher if you are having difficulty maintaining the pace and rigor of this course.

Students will be allowed to leave class only when presenting their own agenda to be signed by the teacher.

Required Supplies and Materials used:

Each student must have his/her own 3-ring notebook (1.5” – 2”) for use in AP Spanish Language.

All written work is done in pen (blue or black ink only).

Authentic readings from a wide variety of media including newspapers, magazines, on-line radio, magazine and television programming are used to amplify student exposure to vocabulary and culture. In addition, the following resources are regularly used in class:

AP Spanish Language: Preparing for the AP Spanish Exam, 3rd Ed.(2007).Diaz, J.M., Leicher-Prieto, M. & Niessenbaum,G. Pearson Education. Boston, MA.
Una Vez Más, 3rdEdition(2009). Couch, McCann, Rodriguez-Walter, Rubio-Maroto. Prentice Hall. Boston, MA.
Gramática básica del estudiante del español: (2007). Alonso Raya, R., Castañeda Castro, A., Martínez Gila, P., et al. Difusión: Barcelona, Spain
Manual de Gramática:Grammar Reference for Students of Spanish, 3rd Ed. (2003). Dozier, E., Iguina, Z.Thompson-Heinle, Boston, MA.
Puerta del Solaudio magazine with activities, Champs-Elysées Inc., Nashville, TN.
Authentiken españolDublin, Ireland.
VeinteMundos online interactive magazine.
Essential Repaso, (1998). Krejcsi, C., Maples, M.J. & Millán, E. (Eds.). National Textbook Company: Chicago, Il.
GradedSpanish Reader, 4th Ed. (2006). Ulloa, J.C. & Álvarez de Ulloa, L.

Class starts on time. If you are tardy for whatever reason, sign in on the tardy sheet. Be on time if you intend to keep your incentive. If you are coming from another teacher, you must have your agenda signed by that teacher.

Respect each other.Many students use this classroom each day. Please be responsible while you are here and leave your work area clean at the end of class.

*Since this course is taught with the same rigor as comparable college courses, the best preparation for the A.P. Exam is continual practice, review and use of Spanish throughout the year.

“If you are ready you don’t have to get ready” is a statement that holds true in preparation for this AP Exam.

You must work at this course all year long, make corrections in areas you need help with, and become stronger a little bit at a time.

Cramming for exams in this course or for the AP Spanish Language Exam will not help you. Constant work is the surest pathway to success.

This syllabus is a guide to inform students and parents of the general course description and content, and is subject to change in order to accommodate the needs of the classes and of individual students.

Content Calendar:

Specific assignments are posted on the boards in each class and are adjusted daily. Be careful to make sure you are doing the work assignments for your particular class. Daily and weekly assignments may vary from class to class. The following is a tentative schedule of general areas of study. The work covered in this class provides students with varied opportunities to develop language proficiency. Opportunities are provided to relate readings to historical, sociocultural, and geopolitical contexts.

AugustGrammar in context: Review of all verb tenses: formation and use. Reading: cuentos; poesía, de la prensa, teatro; Listening: música; comprehensionexercises; Writing: journals, grammarexercises. Speaking: table conversations, preguntasdeldía.

Focus: Current events; families and communities.

SeptemberGrammar review in context: expressions with ser, estar, haber, hacer, tener; review of commands; review of formation of subjunctive; Reading: cuentos; poesía, de la prensa, teatro; Listening:música; comprehension exercises; Writing: journals, grammar exercises. Speaking: table conversations, preguntasdeldía.

Focus: Geography; current events; families and communities; personal and public identities.

OctoberGrammar review in context: subjunctive: formation and use; sequence of tenses. Reading: cuentos; poesía,

de la prensa, teatro; Listening:música; comprehension exercises; Writing: journals, grammar exercises. Speaking: table conversations, preguntasdeldía.

Focus: Political and geographical contexts of current events; personal and public identities; contemporary life.

NovemberClasshandouts: cuentos, Lazarillo; Márquez, Unamuno. Grammar in review: subjunctive: formation and use; sequence of tenses. Noun, adverb, adjective, & hypothetical “if” clauses: indicative & subjunctive.

Reading: cuentos; poesía, de la prensa, teatro; Listening: música; comprehensionexercises; Writing: journals, grammarexercises. Speaking: table conversations, preguntasdeldía.

Focus: Current events in atistic, geopolitical, and socio-cultural contexts; contemporary life; beauty and aesthetics.

DecemberClass handouts: cuentos; oral presentations and Assessments: FINAL EXAM: comprehensive.

JanuaryConcentration: poetry: Machado, Neruda, Bécquer, Espronceda, Martí, Darío, Mistral, Guillén;Machado, Márquez, Storni, Neruda, Sor Juana Inés de la Cruz

Grammar review in context:prepositions and transitions. Listening & Speaking: Interpersonal practice and recordings.Reading: cuentos; poesía, de la prensa, magic realism; Listening:música; comprehension exercises; Writing: journals, grammar exercises. Speaking: table conversations, preguntasdeldía.

Focus: Current events; beauty and aesthetics; science and technology.

Februaryidioms, expressions; Reading: cuentos; poesía, de la prensa, teatro; Listening: música; comprehension

exercises; Writing: journals, grammar exercises. Speaking: table conversations, preguntasdeldía.

Focus: Current events; communication as the heart of human experience; global challenges.

MarchDrama: Pedro Calderón de la Barca, Federico García Lorca

Grammar in context: common errors and pitfalls; error corrections. Reading: cuentos; poesía, de la prensa, teatro; Listening: música; comprehensionexercises; Writing: journals, grammarexercises. Speaking: table conversations, preguntasdeldía. Focus: Connections

AprilCumulative exam; Assessments: Grammar: error corrections. Reading: cuentos; poesía, de la prensa, teatro; Listening: música; comprehensionexercises; Writing: journals, grammarexercises. Speaking: tableconversations, preguntas del día. Focus: El próximo paso.

MayAP Exam; Don Quixote passages and analysis; Poetry recitations

Academic Integrity: Honestyis the governing principle in this class.

While doing ANY work, cheating will not be tolerated. Don’t do it! Do not compromise your integrity.

For this course, cheating is defined as, but is not limited to, the following acts:

Copying anyone’s answers to questions, exercises, study guides, class work, or homework assignments;
Plagiarism: Taking any information verbatim from any source, including the Internet, without giving proper credit to the author; or rearranging the order of words and/or changing some words as written by the author and claiming the work as the student’s own;
Looking onto another student’s paper during a test or quiz;
Having available any study notes or other test aids during a test or quiz without the teacher's permission;
Collaborating on assignments, including daily homework, when independent work is expected.

You can reach either of us by e-mail at the following addresses: