AP Spanish Language and Culture

Transcription

1 AP Spanish Language and Culture World Language Dept. Señora Serrano Room M105 Dublin High School (925) ext (voic only) School Year Course Overview The AP Spanish Language and Culture course is designed to help students move from the intermediate level towards the advanced level of proficiency in interpersonal, presentational and interpretive communication modes in Spanish. Unit goals are stated in the form of Essential Questions relating to the AP themes. These essential questions drive instruction; students are regularly assessed and receive formative feedback to refine communication skills and develop deep understandings relating to the essential questions. This course is the equivalent of a third year college level. The Ap Spanish Language and Culture course is conducted EXCLUSIVELY IN SPANISH (see attached Palabra de honor contract). Class Materials 2 Composition Notebooks (one per semester and must be a composition type), pens, pencil and a highlighter Textbooks: - Abriendo paso, temas y lecturas - Abriendo paso, gramática - Preparing for the Language Examination, AP Spanish - Spanish novel (to be announced) Grading Policy Speaking and class participation (25%) Students will receive a grade based on their involvement in the classroom and their attempt and effort to communicate in the target language, both during class as well as before and after class time. Spanish will be exclusively spoken by the teacher and by the students, except in very RARE cases. Students will be expected to use circumlocution to convey their message exclusively in the target language. Oral presentations will be graded in this category as well. Follow La palabra de honor. See attached rubric for criteria. ****Attendance, tardiness, and coming prepared to class with all materials will also be graded in this category. Writing (15%): Students will be continually expected to write in the target language, including but not limited to analysis, reflection, research, etc. Students should expect to write at least one formal essay per theme. Every day, class will begin with la palabra del día.students will define the word and present to the class. On occasions, class will begin with a timed writing activity on varied themes. *Grammar Workshop Students are expected to enter the course with all the grammar knowledge necessary to succeed in the AP Spanish Language course. Nonetheless, students will have frequent review and practice of the basic grammar structures that they have learned in past years in the form of in-class activities and homework. Listening (15%) As research and theory on second language acquisition indicate that students linguistic growth is related to the amount of time spent with the language in meaningful exposure to it, students will receive a grade based on their active listening in the classroom and their attempt and effort to use the target language, at all times (Krashen,1982). This category includes all interactive listening activities, including but not limited to dialogues, narratives, short films, television shows, group presentations, etc. See attached rubric for the detailed criteria for this grading section. This section will also include quizzes to check for listening comprehension. Reading (15%): Students will be expected to read various types of literary works both in class and at home. Students should be able to summarize, synthesize, analyze and/or criticize all of the information for class discussions. Reading quizzes may be given to check for comprehension. Tests/Projects (30%): Quizzes and tests will be given once or twice a week and may be associated with any aspect of the class or homework. Some of these quizzes will be given without notice or for homework. Tests and projects are administered at the end of each chapter, semester or year-end. *Note: Unless stated differently, all tests and assignments are expected to be completed individually. Copying information or having your assignment translated by others or through the internet will not be considered acceptable will result in a zero and a parent-teacher-student conference.

2 Daily/Weekly/Monthly Activities to address Learning Objectives La palabra del día students explore a word a day, analyze its meaning, find root words, synonyms and antonyms, and make linguistic comparisons. Las noticias: weekly, students will be summarizing and synthesizing current event articles from various Spanish-speaking countries to present to the class.* See Resource List below. Las discusiones at various times during the year, students are responsible for posting a link to a news article, video, or podcast to the class blog, and creating a discussion question for all in class to participate in an online or class discussion. Language lab-students practice recording a simulated conversation and a cultural comparison. All samples are assessed using the AP scoring guidelines for this assignment. Sometimes the teacher scores the work and other times the students and their classmates score each other. This is an excellent way for students to internalize and understand the scoring guidelines. Writing: approximately every three weeks, a formal, well-organized, synthesized, analytical or persuasive essay on an appropriate topic in reaction to a text or information is discussed or viewed in class. The essay is evaluated for its content, organization, cultural relevancy, range and appropriateness of vocabulary, and grammatical accuracy. Blog postings (Edublogs.org)- letters, s, poems, abstract writing, creative writing, or writing reactions to articles and lectures through an interactive social network and/or blog on topics/themes. Edublogs.org- Every 2-3 weeks, a new theme is introduced; however, interconnectedness of themes is expected and encouraged. Within the basis theme, students work on all aspects of communication: Interpretive, Interpersonal, and Presentational. In lieu of a test for each theme, students are evaluated based on various assignments graded according to the AP World Language and Culture Scoring Guidelines available in the AP Spanish Language and Culture Course and Exam Description. The following is a list of themes that are cover in this course. Course Planner Theme 1: Las identidades personales y públicas Recommended Contexts: Personal Beliefs, Personal Interests, Self-Image, National and Ethnic Identities Alienation and Assimilation Theme 2: Las familias y las comunidades Recommended Contexts: Customs and Values, Family Structure, Childhood and Adolescence Theme 3: La vida contemporánea Recommended Contexts: Education and Careers, Travel and Leisure, Lifestyles Theme 4: Los desafíosmundiales Recommended Contexts: Economic Issues, Environmental Issues, Health Care and Medicine Theme 5: La ciencia y la tecnología Recommended Contexts: Access to Technology, Effects of Technology on Self and Society, Science and Ethics Theme 6: La belleza y la estética Recommended Contexts: Defining Beauty, Defining Creativity, Visual and Performing Arts General resources: BBC Radio: Estudio 834: BBC Mundo: Radio Naciones Unidas: and Radio Televisión Española: Univisión: TV Azteca: UNICEF: CNN en español: El País (Madrid): El Mundo: BBC News in Spanish: People en español: Zambombazo: Ver-taal: Practica Español: Veintemundos:

3 SPEAKING AND CLASS PARTICIPATION RUBRIC Excellent Satisfactory Below average Unsatisfactory Preparation for Class I always brought all my materials and assignments to class. I am always ready to work without being reminded by the I usually brought all materials and assignments to class. I am usually ready to work and when the bell rings. I frequently forget to bring required materials to class. (and/or) I am often not ready to begin when the bell rings. I frequently have to ask to borrow materials. I am rarely ready to begin when the bell rings. Frequency of Participation I actively participated in all activities and discussions with a positive attitude. I took risks. My presence made a positive impact on getting tasks done. I showed interest in activities and participated, though sometimes passively rather than actively. I sometimes took risks. My presence generally made a positive impact on getting tasks done. My participation during class activities was usually minimal. I showed little interest during class activities. I took few risks. My contribution to the class was minimal. I seldom put forth any effort during activities. My presence in class had little or no impact on accomplishing tasks. Focused/ on-task during activities I am always on task during pair and group activities the entire time. I complete most group and pair activities in allotted time. I sometimes need to be reminded to stay on task during group activities or I carelessly rush through activities. I give minimum effort during pair and group activities and I am often off task. Listening I actively listen when the teacher and fellow students speak in the target language (TL). I showed respect for my classmates and my I actively listen when the teacher speaks in the target language. I was rarely distracted when others spoke. I was never disrespectful of my classmates or I sometimes listen when the teacher speaks. I was often distracted when my classmates or teacher spoke (and/or) I was disrespectful at times. I tune out when the teacher begins speaking in the TL. I rely on other students to tell me what to do in English (and/or) I was disrespectful and distracting to others. Speaking (Use of the target language) I stayed in the target language (TL) the entire class period. I volunteered to speak and regularly answered questions in the TL. I respond in the TL to everyone. I occasionally used English without attempting to express myself in the TL first. I volunteered to speak and answer questions in TL. I generally used more English than the TL and needed to be reminded to speak TL (and/or) I did not volunteer or answer questions much. I almost exclusively use English when talking with the teacher and classmates or I speak as little of the TL as possible during class, pair (and/or) group activities or I don t speak at all. Attendance/ Tardies I always arrive on time and have no unexcused I have arrived tardy to class 1 to 3 times and have no unexcused I have arrived tardy to class 3 to 5 times and have no unexcused I have 1 or more unexcused

4 AP Spanish Language and Culture Student Contract I have read and agreed that: -Daily practice, including listening to the radio/pod-casts from various parts of the world, the news, music, movies, etc., speaking with as many people as possible, speaking only Spanish in-class, reading magazines, newspapers, articles, subtitles with videos/movies in Spanish, and writing as much in Spanish as possible, is very important in order to be prepared and comfortable in the class and on the day of the test. -I must take responsibility for my own learning and success. -We will also have weekly presentations of news stories from around the Spanish-speaking world. Each student will present to the class, on a rotating basis of weekly to every few weeks. -Since we take responsibility for our own learning, we will take the time to get our own practice outside of class with speaking, listening (post on Edublogs.org in Spanish), reading, and writing. -All of my work will be my own; I will not copy from others or from the Internet without citing properly and prior teacher authorization. My work will be shared in class and might be used as a learning tool. -I have read ALL the information presented in the AP Spanish and Culture syllabus course and I understand my responsibilities as outlined above and agree to make an honest and complete effort to become more able to communicate effectively in Spanish and succeed on the AP Spanish Language and Culture course. * Student signature * Today s date * Parent/Guardian signature AP Spanish Language and Culture LA PALABRA DE HONOR Because practice is required to learn a second language, and because I wish to make as much progress a possible during class, I pledge to only use Spanish when I speak to the teacher; to only use Spanish when I speak to my classmates; to use Spanish exclusively from the time I enter the classroom until I leave it for the end of the period. Furthermore, I understand that I may speak to the teacher in English before or after school when I have questions or doubts that I am unable to express in Spanish. Lastly, I understand that If I choose to break the pledge, it will result in a lowered participation grade (3 points off each time you break the pledge) and if necessary a conference with the Student signature Parent Signature Date: *REQUIRED: TURN IN CONTRACTS SIGNED TO AP SPANISH TEACHER

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