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|AP SPANISH LANGUAGE|
Profesora Paterson Room 111
754-8281, ext.2111 Available P. 2,5,8
This AP Spanish Language course is conducted completely in Spanish. Students are expected to converse completely in the target language with each other, myself, and the other Spanish teachers. A participation grade is given as incentive to maintain conversation in Spanish while in class. This course seeks to develop language skills that are useful in themselves and that can be applied to various activities and disciplines. Integration of the four skill areas (speaking, reading, writing, and listening) will be essential to preparation for the Spanish Language Exam. Course content will reflect a wide variety of academic and cultural topics (the arts, history, current events, literature, culture, sports, etc.). Students will develop cultural awareness through authentic resources in the form of recordings, films, videos, newspapers, and magazines. Activities include conversations, compositions, games, interviews, oral presentations and skits.
-A Toda Vela
-Triángulo: A propósito
-Una vez más
Additional resources include, but are not limited to:
AP Spanish – How to Prepare for the Advanced Placement Examination by Barron’s
AP Spanish: Preparing for the Language Exam by José Diaz
Notes in Spanish - Thematic Podcasts at www.notesinspanish.com
Nuevas vistas – by Holt, Rinehart and Winston
Prensa Escrita. Links to newspapers in all Spanish-speaking countries.
1. Respect EVERYONE in the classroom at all times.
2. Come on time to class and be prepared with all necessary materials.
3. Participate in what we are doing at all times. Spanish work only!
4. Speak in Spanish only during class time. Try your best!
5. Use class time wisely! Every minute is valuable and should be used for practice.
6. Complete all assignments with effort in a timely manner.
7. In addition to assignments, you MUST study 20-30 minutes each day.
8. Log into Website daily.
Student grades will be determined using the following percentage categories:
Homework/Daily Grades 30%
Homework assignments include workbook pages, written assignments, worksheets, and online activities. Daily grades are assignments done in class, such as warm-ups, worksheets, group presentations, participation activities, communicative activities, etc.
Projects are individual or group project-based assessments done partially in class and primarily at home. You can expect at least one major project every quarter. Quizzes can be announced or unannounced at various times throughout the year.
Assessments include tests, oral exams, individual oral presentations, writing assessments,
etc. Tests/Exams will be announced at least a week in advance.
According to Lew-Port policy, the Final Exam is to count 20% of your overall average for the course.
Make-up/Late work: It is the responsibility of the student to get any work missed due to an absence or a field trip. Due to the intensive nature of the AP Spanish Language course, attendance is not only recommended, but essential for success.
Make-up work procedures:
- Check AP folder for any worksheets or handouts for missed class.
- Ask classmate for any written notes (either copy by hand or by copy machine).
- Check Website and/or HW board for upcoming due dates and test.
- Ask teacher for any clarification or assistance!
***According to Lew-Port policy, students have up to 3 days to make up work for an excused absence, including exams/tests/quizzes. NOTE: If a test or quiz is announced and the student misses the day prior due to a field trip, the student is responsible for taking the test/quiz upon return with the other students. If the absence is due to illness, arrangements can be made with the teacher. Makeup tests will be scheduled by appointment with the teacher.
2” 3-ring binder
2- 1-subject Spiral notebooks (different colors)
5 index tab dividers
Black Sharpie marker
100 blank index cards
Notebook Requirements: Organizing and maintaining your notebook is of extreme importance in foreign language. During the first days of school you will receive a detailed description of how your notebook should be organized. We will have a time to organize our folders as a class. Notebooks will be graded!!!
9/7-9/9 Introduction- syllabus, exam format, NB setup, Web resources, survey, dictionaries
9/12-9/16 Spanish-speaking countries, geography, dialectal variation
Midterm- AP Practice Exam
AP Exam- Tuesday, May 8th
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, and/or props in a two- to four-minute presentation. This is a major grade. This helps everyone to get acquainted, and also requires integration of skills—they are reading, writing (their draft) using synthesis, speaking, and listening (to classmates’ presentations).
In October each student will receive a name of a person and some information about that person. For four weeks students will write diary entries as that character. Occasionally students will be asked to orally share information from their diaries. At the end of October we will hold a fiesta to meet and greet each other in character. Diaries will be collected at random. Entries will also be used as examples in class for writing critiques.
CURRENT NEWS PRESENTATIONS
Each student will research the current events of a Spanish-speaking country throughout the year. They must paraphrase the information in the news article into a 2-minute presentation, by which they will be able to practice presenting orally the most important and relevant information on a given subject that will be required of them in the AP Spanish Language Exam formal oral presentation section. They must also prepare a 5-question quiz in Spanish for the rest of the class to complete as they listen to the 2-minute presentation. Students will be able to practice their listening comprehension as they listen to the presentation on authentic material. The student giving the presentation may not use notes and must present their presentation to me the day before class as to work on any aspects of their grammar, syntax and pronunciation. Below is a list of websites students can choose an article from:
Debates are an engaging activity to get AP students to use Spanish in the classroom. Students enjoy discussing issues related to world events, politics, social problems, and teen culture. To begin, students work in pairs and discuss different facets related to a more global debate topic. After 10 minutes, each group reports the members’ opinions to the entire class and invites others to share their ideas by agreeing, disagreeing, or asking questions. Each student has two index cards with his or her name on them. When a student contributes significantly to the debate, I collect a card discreetly as the conversation continues. In general, students earn an A on the debate if I collect both cards, a B for one, and a C for passive listening or no cards. This strategy encourages students to speak. Additionally, it is clear at the end of the debate who has contributed. Debate topics may include sports, the environment, healthcare, immigration and societal norms.
Every quarter students will watch a Hispanic movie in class while taking notes on the movie. The period after having viewed the movie students will be given 45 minutes to write a 200-word response to a question posed to them about the film. This activity is similar in format to the Formal Writing 7 section of the AP Spanish Language Examination. The films I have selected are also from different Hispanic countries as to expose students to the different Spanish dialects with their unique pronunciation. Following is a list of the 4 films that will be shown through out the course:
1. María, llena eres de gracía (Colombia)
2. Casi Casi (Puerto Rico)
3. La Misma Luna (Mexico)
4. El laberinto de fauna (Spain)
The last week of Q1, Q2, and Q3 will be dedicated to AP format testing. Students will be given past years AP test questions that they will take in sections over the last week of the quarter. They will be in a simulated AP test environment with the same time allocations for each section, and the same testing expectations as if taking a real AP examination. Student will also be graded according to the same grading rubrics used by AP Spanish Language proctors. By simulating an AP examination for these quarterly finals students will be better prepared to succeed on the 2012 AP Spanish Language Examination. They will become familiar with the testing format, they will be able to better judge their time available for each section, and they will be able to know which areas of the exam they need to work on by having taken 3 legitimate AP Spanish Language examinations over the year and reviewing their proficiency on those exams before they sit the real examination. Therefore when students go to take the real examination they will be more comfortable with the test environment and the test format and expectations.
test format and expectations. ón)as) countries variation
s, survey, dictionaries