DeVry AP Spanish 2012 - DeVry Academy High School

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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.

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