DeVry AP Spanish 2012 - DeVry Academy High School

Teacher: Y. Vazquez
Phone Number: 773.697.2216
Yvazquez5@cps.edu
Course Description:
DeVry Advantage Academy High School
AP Spanish Language
Class Syllabus
2012/13 Academic Year
The AP Spanish Language course is intended to provide students with a learning
experience equivalent to that of a third-year college course in Spanish Language which
includes Grammar and Writing. The class will be conducted completely in Spanish;
Students will communicate only in the Spanish language. By the end of the year, students
will reach language proficiency that is generally equivalent to that of college students
who have completed a fifth or sixth semester of Spanish in composition, conversation,
and grammar.
Course Objectives
� Understand in-class and out of class conversations, class lectures, oral
presentations, newspaper articles, letters, rubrics and instructions, Internet
articles, and short stories.
� Communicate orally by convincing, arguing, inquiring, and describing.
� Express themselves well in a variety of styles, using different strategies for
different audiences.
� Write well developed essays and research papers.
LISTENING:
On the AP exam students are expected to comprehend native speakers at a normal
conversation speed using a wide array of vocabulary. Students will be exposed to
exercises using tapes, television programs, movies, music, and dialogues in class, to
increase their ability and comfort level in understanding spoken Spanish. Students will
be expected to demonstrate their comprehension in spoken discussions in class as well as
in written assignments.
SPEAKING:
Students will be asked to speak frequently in this course, both in small and large group
discussions, as well as class presentations. Students will be required to participate in
discussions of current events, opinions, experiences, etc., and will be expected to utilize
advanced verb tenses and vocabulary when speaking. Students will also be practicing
1

speaking with prompts, and using voice recorders to train them for the exam
requirements.
READING:
Reading is essential for vocabulary recognition, cultural awareness, and recognizing
elements of good writing. Students will be reading poetry, short stories, news articles,
and books. As with listening comprehension, students will be required to demonstrate
reading comprehension in class discussions and written exercises. In preparation for the
AP exam, students will keep a vocabulary journal of words and their meanings that they
encounter.
WRITING:
A very important section on the AP exam is a writing sample. Students must demonstrate
the ability to compose a writing sample that incorporates advanced vocabulary, structural
accuracy, and that answers the posed question accurately. Throughout the course,
students will be required to submit essays based on topics we have discussed in class,
texts we have read, etc. Some essays will be written in class and timed to prepare for the
exam situation. Writing samples will be submitted for peer review and then compositions
will be submitted to the teacher. The papers will be edited, resubmitted to the student for
correction, and will be resubmitted for a grade.
Textbooks
Blanco, Jose A., Revisa. 3 rd ed, Vista Higher Learning, 2010
Blanco, Jose A., Tocaimaza-Hatch, C. Cecilia. Imagina. 2 nd ed. Vista Higher Learning,
2011
Díaz, José M., et al. AP Spanish: Preparing for the Language Examination. 3 rd ed. Upper
Saddle River, NJ: Pearson Prentice Hall, 2007.
Kanter, Abby. Encuentros maravillosos: Gramática a través de la literature. Boston,
Massachusetts: Pearson/Prentice Hall, 2011
Kristof, Barbara, et al. Advanced Spanish: Nuevas Vistas. Austin, TX: Holt, Rinehart and
Winston, 2003.
Nextext. Abriendo Puertas; Antología de literature en español. Illinois; McDougal
Litell, 2003
We will use released AP Spanish Language tests (ETS, The College Board),
newspapers, magazines, videos, and music as appropriate.
2

Rules and Policies:
1. Be on time.
2. Bring ALL your materials and be ready to PARTICIPATE.
3. Complete ALL your work and ON TIME: class work/homework (NO EXCUSES,
will not be made up unless you have a valid excuse)
4. RESPECT: to teacher, classmate, and school/class property
5. No talking without permission and profanity in NOT allowed.
6. No food, gum, drinks, or cell phones.
� Tutoring will be offered. Time and location will be determined based on need
and most likely be available during students personal time, lunch after school with
advance notice, with google calendar invitation. Tutoring is strongly
recommended. Extra credit will be offered for those who attend AP Language
tutoring. Location to be announced.
Required Materials (Class Supplies)
Notebook (for vocabulary)
Pencils/Pen
Book
Five folders
English/Spanish Dictionary
Composition notebook & folder with college paper (for essays)
Index Cards
Highlighters
Assessments/Grading Policy:
� Formative Assessments
Journals, weekly class work, writing assignments
� Summative Assessments
Weekly quizzes, units tests, semester finals
� Grades will be determined based on the following:
Tests 20%
Quizzes 20%
Homework 10%
Projects 15%
Participation 10%
Class work/Essays (Bellringers, 25%
Cornell Notes)
3

DeVry’s Grading Scale
A 95-100
B 88-94
C 81-87
D 75-80
F � -75
TENTATIVE weekly grammatical units of instruction:
TEACHING STRATEGIES:
The first strategy used in this course is to show the students the wonderful world
of Spanish Literature. They will be reading some of the most beautiful,
interesting, and thought-provoking literature that have ever been written.
For better comprehension of the readings, there will be bell ringers in the
beginning of every class. The bell ringers will be written assignments, directed
questioning, and group discussions.
To aid reading comprehension, students complete graphic organizers as they read
each literary work. The organizer allows students to list information such as:
literary terms required to describe the devices found within the work, the theme(s)
in the readings, cultural content to frame the theme, etc.
Group work and peer editing are extremely excellent in understanding the
readings. Students do not learn the same, discussions about the literary works can
help the class better comprehend the works.
STUDENT ACTIVITIES
Students are required to complete four group projects (one per quarter) concerning
different themes from the readings.
Students will also write essays throughout the year. The essays have to be typed, 12 inch
font, and well developed. The essays need to have an introduction, body, and conclusion.
The must also contain quotes from the readings to support your thesis statement.
4

FIRST SEMESTER
Week Objectives Activities Grammar
1 Students will go over
classroom rules,
expectations, and the
syllabus.
2 Students will learn the
exam format.
RI.11-12.3. Analyze a
complex set of ideas or
sequence of events and
explain how specific
individuals, ideas, or
events interact and
develop over the course
of the text.
Realismo Mágico
3 W.11-12.3. Write
narratives to develop
real or imagined
experiences or events
using effective
technique, well-chosen
details, and wellstructured
event
sequences.
4 W.11-12.3. Write
narratives to develop
real or imagined
experiences or events
using effective
technique, well-chosen
details, and wellstructured
event
sequences.
5 SL.11-12.1d. Respond
thoughtfully to diverse
perspectives;
5
Communicative
icebreaker.
Begin journal
writing.
Capítulo 1:
¿Sueños o
realidad?
Read “El otro”
Jorge Luis
Borges
Begin vocabulary
log
Watch a newscast
in Spanish and
take notes on it.
Read article on
dreams.
Composición
dirigida
Capítulo 2: La
pérdida de un ser
querido
Read “Un perro ha
muerto” (Pablo
Neruda). Giving
reactions on
readings.
The class will take
sides on “animal
euthanasia .”
Evaluación
Partes de la
oración. Repaso
del presente.
El presente de
indicativo.
El pretérito.
la voz pasiva con
se
Verbos irregulars
del presente.
El imperfecto.
El presente
perfecto.
El
pluscuamperfecto
Los usos de ser y

synthesize comments,
claims, and evidence
made on all sides of an
issue; resolve
contradictions when
possible; and determine
what additional
information or research
is required to deepen
the investigation or
complete the task.
6 W.11-12.2a. Introduce
a topic; organize
complex ideas,
concepts, and
information so that
each new element
builds on that which
precedes it to create a
unified whole; include
formatting (e.g.,
headings), graphics
(e.g., figures, tables),
and multimedia when
useful to aiding
comprehension.
7 Students will review AP
essay scoring guidelines.
RI.11-12.9. Analyze
seventeenth-,
eighteenth-, and
nineteenth-century
foundational U.S.
documents of historical
and literary significance
(including The
Declaration of
Independence, the
Preamble to the
Constitution, the Bill of
They will watch
documentary on
animal fights (ex.
Dogs) take notes
and discuss the
legalities behind
these.
Capítulo 3: Las
idiosincrasias
personales
Write your own
biography.
Read “Viajes”
(Julio Cortázar).
Complete a Ven
Diagram on
cronopios y
famas.
6
estar.
Verbos irregulares
del preterito.
Los verbos
reflexivos
Los
complementos
directos e
indirectos
Los verbos faltar,
gustar, importar,
molestar y
parecer

Rights, and Lincoln’s
Second Inaugural
Address) for their
themes, purposes, and
rhetorical features.
8 W.11-12.2. Write
informative/explanator
y texts to examine and
convey complex ideas,
concepts, and
information clearly and
accurately through the
effective selection,
organization, and
analysis of content.
9 W.11-12.2b. Develop
the topic thoroughly by
selecting the most
significant and relevant
facts, extended
definitions, concrete
details, quotations, or
other information and
examples appropriate
to the audience’s
knowledge of the topic.
10 1 st Quarter Mid-term Exam
11 SL.11-12.4. Present
information, findings,
and supporting
evidence, conveying a
clear and distinct
perspective, such that
listeners can follow the
line of reasoning,
alternative or opposing
perspectives are
Read “Una Carta
a Dios” (Gregorio
López y Fuentes).
Make a chain of
cause and effect.
Capítulo 4: Las
reacciones a las
expectativas de los
padres
Read Los
mexicoamericans.
Read “Chac
Mool” (Carlos
Fuentes).
Review
Día de los
Muertos Project.
Read about myths
like “La
Llorona.” Write
you own myth.
Read “Nada
menos que todo
un hombre
(Miguel de
7
El Imperfecto y El
Pretérito
El presente del
subjuntivo
El uso del
subjuntivo
después de verbos
o expresiones de
voluntad, duda,
negación y
emoción
El presente
Perfecto del
subjuntivo

12
addressed, and the
organization,
development,
substance, and style
are appropriate to
purpose, audience, and
a range or formal and
informal tasks.
RI.11-12.4. Determine
the meaning of words
and phrases as they
are used in a text,
including figurative,
connotative, and
technical meanings;
analyze how an author
uses and refines the
meaning of a key term
or terms over the
course of a text.
13 W.11-12.3d Use precise
words and phrases,
telling details, and
sensory language to
convey a vivid picture
of the experiences,
events, setting, and/or
characters.
14 SL.11-12.3. Evaluate a
speaker’s point of view,
reasoning, and use of
evidence and rhetoric,
assessing the stance,
premises, links among
ideas, word choice,
points of emphasis, and
tone used.
15 W.11-12.2e. Establish
and maintain a formal
style and objective tone
Unamuno)
Capítulo 5: Las
experiencias que nos
definen
Choose a topic
(political issue,
world event,
ethical issue) to
record a 2 minute
presentation.
Read “ El niño al
que se le murió el
amigo” Ana
María Matute
Read “La fiesta
del árbol”
(Gabriela
Mistral).
Capítulo 6: Lo
real, lo irreal y lo
absurdo
8
El Futuro
El futuro perfecto
El futuro
condicional
El futuro
condicional
perfecto
Repaso de verbos
como gustar y
pronombres.
El uso de se y el
complemento
indirecto para
hablar de eventos
inesperados
El imperfecto del
subjuntivo

while attending to the
norms and conventions
of the discipline in
which they are writing.
16 SL.11-12.4.
Present
information,
findings, and
supporting
evidence,
conveying a clear
and distinct
perspective, such
that listeners can
follow the line of
reasoning,
alternative or
opposing
perspectives are
addressed, and
the organization,
development,
substance, and
style are
appropriate to
purpose,
audience, and a
range or formal
and informal
tasks.
17 W.11-12.10.
Write routinely
over extended
time frames (time
for research,
reflection, and
revision) and
Read “La peste
del insomnio”
(fragmento de
cien años de
soledad), Gabriel
García Márquez
Read “Problemas
medioambientales en
Chile” and “Las abejas de
bronce” (Marco Denevi).
Capítulo 7: Los
conflictos entre las
generaciones
Read fragment “Como
agua para chocolate”
(Laura Esquivel)
Video
9
El
pluscuamperfecto
del subjuntivo
Los mandatos
Usos del
subjuntivo

shorter time
frames (a single
sitting or a day or
two) for a range
of tasks,
purposes
18 2 nd Quarter Exam Review
SECOND SEMESTER
1 SL.11-12.6. Adapt
speech to a variety
of contexts and
tasks,
demonstrating a
command of
formal English
when indicated or
appropriate.
Students will practice
listening to a taped
recording and practice
taking notes.
2 W.11-12.10. Write
routinely over
extended time
frames (time for
research,
reflection, and
revision) and
shorter time
frames (a single
sitting or a day or
two) for a range of
“Como agua para
chocolate” (Laura
Esquivel)
Video
Capítulo 8: Las
supersticiones
Read: “romance de la
luna, luna, Federico
García Lorca
10
El subjuntivo
después de
antecedentes
negativos e
indefinidos
El subjuntivo
despué de
ciertos
adverbios y
conjunciones
Los tiempos
progresivos
El uso del
infinitivo
Por y para

tasks, purposes
3 SL.11-12.6. Adapt
speech to a variety
of contexts and
tasks,
demonstrating a
command of
formal English
when indicated or
appropriate.
Students will practice
their speaking skills
using the tape
recorder.
4 W.11-12.3e.
Provide a
conclusion that
follows from and
reflects on what is
experienced,
observed, or
resolved over the
course of the
narrative.
5 W.11-12.2e.
Establish and
maintain a formal
style and objective
tone while
attending to the
norms and
conventions of the
discipline in which
they are writing.
6 RI.11-12.3.
Analyze a complex
set of ideas or
sequence of
events and explain
Bring an article to class on
current events in México.
Read “Cajas de Cartón”
(Francisco Jiménez).
Write short paragraphs
giving your opinion on
problems and giving
solutions.
11
Las cláusulas
de relativo en
español e
inglés.
Letra y sonido:
Las letras m y
n.
Write a comparison paper. La acentuación:
El cambio de
acentuación por
medio de
sufijos.
Capítulo 9: Lo
extraordinario de las
características familiares
Uso del vocabulario: Las
palabras que confunden
Lo que, lo cual
Lo + adjetivo

how specific
individuals, ideas,
or events interact
and develop over
the course of the
text.
7 RI.11-12.4.
Determine the
meaning of words
and phrases as
they are used in a
text, including
figurative,
connotative, and
technical
meanings; analyze
how an author
uses and refines
the meaning of a
key term or terms
over the course of
a text (e.g., how
Madison defines
faction in
Federalist No. 10).
8 W.11-12.10. Write
routinely over
extended time
frames (time for
research,
reflection, and
revision) and
shorter time
frames (a single
sitting or a day or
two) for a range of
tasks, purposes
9 RI.11-12.7.
Integrate and
Read fragment “La casa
de los espíritus
(fragment), Isabel
Allende.
Chapter 10: La identidad
y el destino
Read “La poesía” (Pablo
Neruda).
Read “Caminante, son tus
huellas”, Antonio
12
Más usos del
subjuntivo:
el subjuntivo + lo
que + el
subjuntivo;
por + adjetivo o
adverbio + que +
el subjuntivo
Las
preposiciones
que se emplean
con ciertos
verbos
Los
pronombres

evaluate multiple
sources of
information
presented in
different media or
formats (e.g.,
visually,
quantitatively) as
well as in words in
order to address a
question or solve a
problem.
10 3 rd Quarter Exam Review
11 Students will begin to
prepare for the AP
exam.
With CCSS and AP
rubrics
12 Students will prepare
for the AP exam.
With CCSS and AP
rubrics
13 Students will prepare
for the AP exam.
With CCSS and AP
rubrics
14 Students will prepare
for the AP exam.
With CCSS and AP
rubrics
15 Students will take AP
Exam.
16 W.11-12.10. Write
routinely over
extended time
frames (time for
research,
reflection, and
Machado ; “Peso
ancestral”, Alfonsina
Storni
13
que se usan
después de una
preposición
El uso del
subjuntivo
después de
expresiones
indefinidas
como
dondequiera
Review informal writing. Repaso los
verbos
regulares.
Review formal writing. Repaso los
verbos
irregulares.
Review informal and
formal speaking.
Repaso el
verbo haber.
Review Repaso los
acentos.
Study and review.
Chapter 11: Los
estereotipos y las
expectativas sociales
Read: “Carta a un
desterrado, Claribel
Alegría; “Día de las
Los adjetivos y
pronombres
posesivos
Los
comparativos y
superlativos

evision) and
shorter time
frames (a single
sitting or a day or
two) for a range of
tasks, purposes
17 W.11-12.10. Write
routinely over
extended time
frames (time for
research,
reflection, and
revision) and
shorter time
frames (a single
sitting or a day or
two) for a range of
tasks, purposes
18 4 th Quarter Exam Review
madres”, Daisy Zamora;
“Soy un ser peligroso”,
Antonio Curis
Chapter 12: Ciclos
infinitos
Read: “Las ruinas
circulares”, Jorge Luis
Borges
14
Las palabras
interrogativas
Las palabras
exclamativas
Los adjetivos y
pronombres
demostrativos
I am looking forward to a great year! I have planned many wonderful lessons
and activities. These include group projects as well as individual projects, pair
work and a lot more. Feel free to contact me if you have any questions. My
contact information is at the top of this syllabus.
***Parent and Student***
Syllabus Acknowledgement
sheet up be
signed and returned.