COURSE OVERVIEW

  • Course Overview

    In this course students develop a strong command of the Spanish language, with proficiency in integrating language skills and synthesizing written and aural materials, the formal writing process, extensive interpersonal and presentational speaking and writing practice, and aural comprehension skills through quality, authentic, and

    level-appropriate audio and video recordings. They are also further exposed to the world of literature and current events of Spanish-speaking countries through authentic written texts, including newspaper and magazine articles, literary texts, and other nontechnical writings [C3,C4] that develop students’ reading and comprehension abilities. Class [C1]

    is conducted completely in Spanish and includes frequent writing and integration of skills with a rigorous review of grammatical structures. Advanced organizational and analytical strategies are taught. An array of resources is used as necessary to facilitate the learning process. A diagnostic test or other means of determining students’ strengths and problem areas is done within the first two weeks of the school year in order to customize the instruction.

    Course objectives:

    I. Express ideas accurately and fluently in writing. Improve writing skills through

    1. Essay Writing. Every three weeks each student writes a formal, well

    organized analytical or persuasive essay of at least 200 words, on an appropriate topic, in reaction to a text or information discussed or viewed, which is evaluated for its content, organization, range and appropriateness of vocabulary, and grammatical accuracy.

    2. Other Writing Tasks. There are weekly writing activities related to topics covered, such as: writing journal entries, letters, e-mails, poems, and dialogues, abstract writing, creative writing, or writing reactions to articles and lectures. [C6]

    II. Synthesize vocabulary and structures to broaden understanding in reading newspapers, magazine articles, and literary pieces with increasing ease and accuracy. Improve reading skills through

    C3—Instructional materials include a variety of authentic audio and/or video recordings that develop students' listening abilities.

    C4—Instructional materials include authentic written texts that develop students’ reading abilities.

    C1—The teacher uses Spanish almost exclusively in class and encourages students to do likewise.

    C6—The course provides instruction and frequent opportunities to write a variety of compositions in Spanish.

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    1. Weekly reading focus and text analysis. Students read and interpret selected samples of authentic literary prose and poetry (as a vehicle of language study and expansion as well as emerging literary analysis), current topics (newspaper and magazine articles), and communications (letters and emails).

    2. Reading Strategies: The following (and others as appropriate) are employed regularly to help improve reading skills: SQ3R, thinking maps, word attack skills, effective use of context clues, Cornell notes, and interactive reading.

    3. Research projects. Students use reading strategies and vocabulary knowledge to improve reading skills when investigating various topics, and ultimately to create and to present a synthesis. [C4]

    III. Speak with fluency, accuracy in structure and syntax, using a rich vocabulary and appropriate pronunciation and intonation. Improve speaking skills through

    1. Interpersonal language focus. Respond to conversational prompts, such as interviews, voice mail, asking directions, advice, storytelling, and giving speeches, using rich vocabulary, accuracy in structure and syntax, and fluency. There is at least one major assessment per nine-week cycle that includes oral presentation. [C5]

    2. Participate daily in class discussions in the target language. Improve vocabulary, fluency, pronunciation, and intonation through directed or free class[[C1]] discussions. [C1]

    IV. Understand the spoken language both formally and informally in conversations or narrations. Improve listening skills through

    1. Interpreting spoken material. Interpret messages, lectures, and

    other materials spoken using a variety of regional dialects. Become familiar with pronunciation, dialects, and aural syntax.

    2. Listening to narratives and dialogues to make inferences, predictions, and interpret linguistic cues. [C3]

    V. Expand knowledge and understanding of the practices, perspectives, and products of Spanish and Hispanic cultures. Enrich knowledge of Hispanic and Spanish cultures through

    1. Discussing literary and cultural topics, current events, and personal experiences.

    C4—Instructional materials include authentic written texts that develop students’ reading abilities.

    C5—The course provides students with regular opportunities to develop their speaking skills in a variety of settings, types of discourse, topics, and registers.

    C1—The teacher uses Spanish almost exclusively in class and encourages students to do likewise.

    C3—Instructional materials include a variety of authentic audio and/or video recordings that develop students' listening abilities.

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    2. Incorporating culture in other skills learned. Culture is integrated throughout the year, connected meaningfully to reading, writing, listening and speaking skills. [C7]

    VI. Acquire and enrich vocabulary and grasp structures that enable the student to manipulate a variety of reading and aural materials. Improve vocabulary through

    1) Reviewing and broadening vocabulary. Students use methods such as reading, investigation, and listening to a wide range of topics, and apply it in speaking and writing. [C7]

    2) Using idiomatic expressions, cognates, synonyms and antonyms correctly. Learn and apply in aural and writing exercises the specific uses of idiomatic expressions, cognates, synonyms, and antonyms.

    3) Using transitions. Learn and correctly use transition words and expressions related to written and spoken Spanish. Use transitions to introduce an idea, add another idea, express a contrasting point of view, emphasize, give examples, draw a conclusion, etc.

    VII. Be able to implement a variety of grammatical structures using proper concordance (subject-verb; subject-adjective; gender-noun agreement, tense agreement, sequence of tenses), correct mechanics (punctuation, accentuation, syntax, orthography), and superior language control. Improve knowledge of grammar through:

    1. Applying grammatical and syntactic rules, focusing on problematic areas. Generally, the problematic areas include, but are not limited to tenses and moods (ser v. estar, preterit v. imperfect, sequence of tenses, commands, complex constructions using the subjunctive, irregular and spelling-change verbs, perfect tenses), nouns and their modifiers (direct and indirect object pronouns, relative pronouns, adjective placement) and other verbal and syntactic constructions (passive voice, reflexives, making comparisons, por v. para, prepositions, transitions, accentuation, etc.).

    2. Implementing / synthesizing a variety of grammatical and syntactic structures in speaking and writing.

    C7—The course provides frequent opportunities for students to integrate the four language skills through the use of authentic materials.

    C7—The course provides frequent opportunities for students to integrate the four language skills through the use of authentic materials.

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    AP Spanish 4 Weekly Course Planner

    Semester 1

    Week 1

    Introductions, classroom rules, expectations, syllabus, diagnostic evaluation

    Project: A View of Yourself Through Famous Writers: proverbs, biographies,

    descriptors

    Encuentros maravillosos: Gramática a través de la literatura Cap. 3

    www.terra.es/personal/maropabe/refranes.htm

    www.Espanole.org

    Week 2

    Project presentations; exam format, thinking maps; tense review

    apcentral.collegeboard.com/spanlang

    Week 3 (4-day week)

    Computer lab: research current events (crime story) read from

    authentic source: reporter stylewho, what, where, when, why

    news.bbc.co.uk/hi/spanish/news/default.stm

    www.all-links.com/newscentral/

    www.clarin.com/diario/2005/07/23/index_diario.html

    www.nacion.com/

    www.chron.com/content/chronicle/spanish/index.html [C4,C7]

    Week 4

    Discuss synthesis; Watch newscast in Spanish, read article [C3]

    from news; informal writing: email a friend, giving reactions

    if you know the criminal or the victim

    ¿No oyes ladrar los perros?(Juan Rulfo)

    Week 5

    Two-week project: create original story incorporating news story, and 2 AP stories Background infoRulfo

    Description: Write foto-novela about a criminal’s family.

    Week 6

    Quick review of AP essay scoring guidelines; reading strategies

    La siesta del martes (Garcia Marquez)

    Speaker from Colombia

    C4—Instructional materials include authentic written texts that develop students’ reading abilities.

    C7—The course provides frequent opportunities for students to integrate the four language skills through the use of authentic materials.

    C3—Instructional materials include a variety of authentic audio and/or video recordings that develop students' listening abilities.

    4

    Week 7

    Formal Essay: compare how the two stories demonstrate "La viuda de Montiel" Implementing the past, perfect, and conditional tenses, including imperfect

    Family love and family shame, citing class discussion as well as stories

    Week 8

    Theme: Herencia cultural

    Balada de los dos abuelos (Nicolás Guillén); analysis/interpretation

    Speaker from Peru

    Peso ancestral (Storni)

    www.incas.org/

    www.ccu.umich.mx/mmaya/recorrido/antiguos.html

    www.indians.org/welker/aztec.htm

    www.cibercentro.com/

    www.azteca.net/aztec/

    www.mexonline.com/precolum.htm

    Week 9

    Integration of history, culture and literature, imagery, indigenous cultures

    La noche boca arriba (Julio Cortázar)

    Week 10

    Día de los muertos/ begin research project in lab/library articles found on the Internet

    La Llorona

    www.azcentral.com/lavoz/dead/newindex_spanish.html

    www.diademuertos.com/

    Week 11

    La Llorona presentations for lower levels; student reports; formal writing: relationships

    Día de los muertos celebration

    Week 12

    Indigenous cultures, Background infoCarlos Fuentes

    Chac Mol (Carlos Fuentes)

    Understanding and using transitions

    Abriendo puertas: Lenguaje vocabulary

    Week 13

    Aztec calendar, Aztec, Mayan legends and culture

    Using idiomatic expressions, cognates, synonyms and antonyms correctly

    Introduce Calendar project

    www.ccu.umich.mx/mmaya/recorrido/antiguos.html

    5

    www.indians.org/welker/aztec.htm

    www.azteca.net/aztec/

    www.mexonline.com/precolum.htm

    www.mayalords.org/

    Speaker from Mexico

    Week 14

    Legends; service project

    Writing a legend

    Sendas literarias dos, Unidad 1

    Week 15

    El ambiente: Discussing issues related to the environment—student-selected articles Implementing / synthesizing a variety of grammatical and syntactic structures in speaking and writing

    Theme: technology and progress; Conexiones unit ¿Donde jugarán los niños? (Mana)

    http://www.nshp.org/

    Abriendo puertas: Lenguaje vocabulary

    Formal speaking: What can we do to help the environment? Synthesis of audio source reading source

    Week 16

    Theme: technology and progress; Conexiones unit

    Formal writing

    Week 17

    Semester review

    Week 18

    Midterm exams

    Semester 2

    Week 1

    Review semester goals, upcoming tasks and objectives; add what-if’s to pass it ons, respond to what-if’s of goal; list benefits and sacrifices about the goal.

    Reading/making predictions

    Incorporate ideas into an essay

    Week 2

    Entertainment industry: read "El español que conquisto Hollywood"

    subjunctive vs indictive; director wants actors, cameramen, etc to do

    http://www.univision.com/portal.jhtml

    6

    (about Antonio Banderas, p. 179 Conexiones);

    Writing task: Explain directing process: what

    www.locoporelcine.com/preview5.php?article=240

    Week 3

    Career exploration involving target language: Film industry, Use skills acquired to explore the careers related to film production.

    Introduce voice-over/cineproject options

    Week 4

    Cinematography industry. Write a concept for a new TV series.

    http://www.nlcc.com/#

    p. 182 Conexiones: Una serie nueva

    Week 5

    Project presentations; movie reviews.

    Week 6

    Ojala que llueve café poem/song; related activities;

    Poetry recitation,writing poetry, exploring themes, poems from AP lit list

    Oda a la alcochofa, Lo fatal, other

    http://www.poesia-inter.net/index.html

    Week 7

    Connecting ideas, synthesis of info from different sources

    Article: La Tomatina; (Abriendo paso)

    http://www.creighton.edu/langlab/classes/spn311fs00/arnold/arnold.htm

    http://www.escuelai.com/spanish_culture/fiestas_espanolas/latomatina.html

    http://www.uweb.ucsb.edu/~mlc/La_tomatina_de_bunol.html

    http://www.lapalmainteractivo.com/vida/content/vida/090205_la_tomatina.html

    http://www.lukor.com/viajes/noticias/04082442.htm

    Week 8

    Discussing topics of interest: stereotypes and impressions

    Prereading: El delantal blanco (Vodanovic)

    Write the ways clothing affects attitude

    Week 9

    Role-play; asking comparisons

    El delantal blanco (Vodanovic)

    Quick write: Otra personalidad

    Encuentros maravillosos: Gramática a través de la literatura

    Cap. 11 "Los estereotipos y las espectativas sociales"

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    Week 10

    Lazarillo overview, Lazarillo prologue

    literary terminology; informal writing practice

    Week 11

    El píaro: characterization, reading strategies

    Lazarillo

    Week 12

    AP Exam practice, role-play

    Lazarillo oral presentations

    Week 13

    AP Exam practice based on Lazarillo, (fill-in, etc)

    Unit Exam; critique related to Lazarillo,

    synthesis for formal writing [C6]

    Week 14

    AP Exam strategies and practice: analyze reasons for answers

    Write an informal essay about making life choices

    Practice exercises in Conexiones to review selection of tenses, prepositions, etc.

    Week 15

    Fotonovela project

    Independent review of stories read summarization and synthesis

    Simulated AP Exam

    Abriendo puertas: Lenguaje

    Week 16

    AP Exam strategies and practice (activity selection based on student needs)

    Abriendo puertas: Lenguaje

    Week 17

    AP Exam strategies and practice (activity selection based on student needs)

    Week 18

    AP Exam week

    Week 19

    Service project: tutor Spanish 1–3 students

    Final Exam

    C6—The course provides instruction and frequent opportunities to write a variety of compositions in Spanish.

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    Teaching Strategies

    Use of technology

    Many of the projects I have described take advantage of technology.

    We use the internet as a source of current topics, research, [C4]

    and presentation (both teacher and student) through Powerpoint, publishing software, and multimedia. Our school does not have a language lab, but we do make use of the computer lab once or twice a month for research, preparing for project presentations, or occasionally for in-class writing.

    Outside of class

    I involve student in competitive events which include extemporan- [C5]

    eous speaking, role-play, and cultural projects, so that they are at ease in front of others outside of the classroom environment. This year several students will be participating in the Pan American Student Forum for the first time. We also continue to participate in the district and school international/diversity festivals, and Houston World Affairs Council events. Spanish Honor Society will be hosting monthly Spanish [C3]

    movie nights beginning this year to provide another opportunity

    for students to get together outside of class to use their language

    skills. Many AP students are Sociedad Honoraria Hispánica members, and will be earning service hours by providing Spanish lessons for school administrators and other staff, and occasionally serving as interpreters.

    Student Activities

    First Project of the Year

    A View of Yourself Through Famous Writers: Students each select up

    to three quotes (at Proverbia.net or elsewhere, but must be in Spanish) that help to reflect his or her personality, interests, way of thinking, and/or philosophy of life. They then prepare an explanation in Spanish that helps the rest of the class understand how they are appropriate. They may use illustrations, costumes, props in a two- to four-minute presentation. This is a major grade. This helps everyone to get acquainted, and also requires integration of skillsthey are reading, writing (their draft) using synthesis, speaking, and listening (to classmates’ presentations). [C2,C7]

    Student Evaluation

    Exams generally contain a variety of components, including reading, writing, listening, and culture. These assessments contain both free-response and multiple choice questions about readings, presentations,

    C4—Instructional materials include authentic written texts that develop students’ reading abilities.

    C5—The course provides students with regular opportunities to develop their speaking skills in a variety of settings, types of discourse, topics, and registers.

    C3—Instructional materials include a variety of authentic audio and/or video recordings that develop students' listening abilities.

    C2—The course provides students with a learning experience equivalent to that of a third-year college course in Spanish language. Instructional materials, activities, assignments, and assessments are appropriate to this level.

    C7—The course provides frequent opportunities for students to integrate the four language skills through the use of authentic materials.

    9

    and language use. Multiple choice sections usually are analytical-type questions, and free-response questions often require making comparisons, or synthesizing information in some way. Speaking

    is usually done as a separate evaluation, and depending upon the requirements, might be classified either as a quiz or a major grade. Formal writing is scored using both content and language rubrics.

    They are given the score from the rubric, and a converted percentage score. There is ongoing assessment through spontaneous interviews, interactive reading, in-class essay (or other formal) writing every

    other week, and formal oral presentations approximately every three weeks. [C2]

    Texts

    Judy. Abriendo puertas: Lenguaje. Illinois: McDougal Littell, 2007

    Nextext. Abriendo puertas; Antología de literatura en español. Illinois: McDougal Littell, 2003.

    Jarvis, Ana. ¡Continuemos! 7th ed. Boston: Houghton Mifflin. 2003

    Díaz, José M and Stephen Collins. Abriendo paso Lectura (and ancillaries) Needham,Massachusetts: Pearson/ Prentice Hall 2005.

    Díaz, José M., Gilda Nissenberg. AP Spanish: Preparing for the Language Examination. 3rd ed. White Plains, New York: Prentice Hall, 2006.

    Gatski, Barbara and John McMullan. Triángulo, 4th ed. Sándwich, Massachusetts: Wayside Publishing, 2006.

    E-mail: wayside@sprintmail.com toll-free (888) 302-2519

    Kanter, Abby. Encuentros maravillosos: Gramática a través de la literatura. Needham,Massachusetts: Pearson/ Prentice Hall, 2005.

    Nuevas vistas uno (and ancillaries), Nuevas vistas dos and ancillaries: Austin: Holt, Rinehart and Winston. 2003

    Rodríguez, Rodney . Momentos cumbres de las literaturas hispánicas. Introducción al análisis literario: Prentice Hall, 2003.

    Walqui-VanLier, Aida. Sendas literarias dos Pearson/Prentice Hall.

    Zayas-Bazán, Eduardo. Conexiones Comunicación y cultura. Needham, Massachussetts: Pearson/ Prentice Hall,

    C2—The course provides students with a learning experience equivalent to that of a third-year college course in Spanish language. Instructional materials, activities, assignments, and assessments are appropriate to this level.

    C2—The course provides students with a learning experience equivalent to that of a third-year college course in Spanish language. Instructional materials, activities, assignments, and assessments are appropriate to this level.