• Curricular Requirements Page Number
  • Course Overview
  • Organization
  • Real-Life Language and Culture {CR9}
  • Language and Culture Portfolio
  • Ongoing assignments

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    Ap spanish Language and Culture Syllabus & Pacing Guide Effective: 2014-2015 School Year // Instructor: Jay Huller


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    AP Spanish Language and Culture Syllabus & Pacing Guide
    Effective: 2014-2015 School Year // Instructor: Jay Huller //
    www.JayHuller.com // Cherokee High School





    Curricular Requirements

    Page Number

    CR1

    The teacher uses the target language almost exclusively in class and encourages students to do likewise.

    EVERY PAGE

    CR2a

    Instructional materials include a variety of authentic audio and video recordings.

    11, 21, 24, 25, 30

    CR2b

    Instructional materials include a variety of authentic nonliterary texts such as newspaper and magazine articles.

    7, 20

    CR2c

    Instructional materials include a variety of authentic literary texts.

    7, 15, 18

    CR3a

    The course provides opportunities for students to demonstrate their proficiency in Spoken Interpersonal Communication in a variety of situations in the Intermediate to Pre-Advanced range.

    4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 17, 18, 19, 20, 23, 24, 25, 28, 29, 30

    CR3b

    The course provides opportunities for students to demonstrate their proficiency in Written Interpersonal Communication in a variety of situations in the Intermediate to Pre-Advanced range.

    5, 10, 13, 17, 23, 27, 28, 30

    CR4a

    The course provides opportunities for students to demonstrate their ability in Interpretive Communication to understand and synthesize information from a variety of authentic audio, visual, and audiovisual materials.

    5, 7, 8, 10, 11, 12, 14, 15, 19, 20, 21, 23, 24, 25, 26, 28, 29, 31

    CR4b

    The course provides opportunities for students to demonstrate their ability in Interpretive Communication to understand and synthesize information from a variety of authentic written and print resources.

    5, 6, 8, 10, 12, 14, 15, 19, 21, 24, 28, 30, 31

    CR5a

    The course provides opportunities for students to demonstrate their proficiency in Spoken Presentational Communication in the Intermediate to Pre-Advanced range.

    5, 7, 11, 12, 16, 20, 21, 23, 24, 25, 26, 29

    CR5b

    The course provides opportunities for students to demonstrate their proficiency in Written Presentational Communication in the Intermediate to Pre-Advanced range.

    6, 8, 12, 15, 29, 30, 31

    CR6a

    The course explicitly addresses the Global Challenges theme.

    21

    CR6b

    The course explicitly addresses the Science and Technology theme.

    9

    CR6c

    The course explicitly addresses the Contemporary Life theme.

    27

    CR6d

    The course explicitly addresses the Personal and Public Identities theme.

    4

    CR6e

    The course explicitly addresses the Families and Communities theme.

    13

    CR6f

    The course explicitly addresses the Beauty and Aesthetics theme.

    17

    CR7

    The course provides opportunities for students to demonstrate an understanding of the products, practices, and perspectives of the target cultures.

    6, 7, 19, 26, 28

    CR8

    The course provides opportunities for students to make comparisons between and within languages and cultures.

    7, 8, 21

    CR9

    The course prepares students to use the target language in real-life settings.

    2, 12



    Course Overview

    The AP Spanish Language and Culture course is a rigorous course taught exclusively in Spanish that requires students to improve their proficiency across the three modes of communication {CR1}. The course is equivalent to level VI Spanish and a 3rd year college course. The course focuses on the integration of authentic resources including online print, audio, and audiovisual resources, as well as traditional print resources that include literature, essays, and magazine and newspaper articles with the goal of providing a rich, diverse learning experience. Students communicate using rich, advanced vocabulary and linguistic structures as they build proficiency in all modes of communication toward the pre-advanced level.

    CR1
    The teacher uses the target language almost exclusively in class and encourages students to do likewise.





    Organization

    The course is divided into thematic units which are further based on recommended contexts and guided by essential questions. Corresponding cultural elements are integrated into the study of the units, and activities are directed with those cultural connections in mind. Discussion of the topics completely in Spanish is a requirement for this course. It is assumed that students have previously been exposed to advanced language structures in the courses leading up to the AP Spanish Language and Culture course; however, review of the mechanics is done within the contextual framework of each unit as needed.






    Real-Life Language and Culture {CR9}

    CR9
    The course prepares students to use the target language in real-life settings.




    Language and Culture Portfolio

    A portfolio will be kept for the entire school year which will allow students to document their use of Spanish beyond the classroom. Students will be required to document 30 hours of engagement in Spanish for the school year, divided up in increments as they choose. The 30 hours (hopefully more!) should include at least 5 distinct activities.



    Ongoing assignments

    1): 16 entries turned in bi-monthly to support all units all the time: “Diarios” – students will write 60 words on specific topics each school day. Documents will be checked every two weeks and marked for revisions. A final version, compiled, is due at the end of the school year. The purpose is for students to continually practice writing in Spanish with consistent feedback from the instructor.

    2): Students will read, “Para Selena, Con Amor” by Chris Perez – vocabulary, content, and connections to thematic units will be featured throughout the first semester as the novel is read and discussed. The first portion of each class period (during the first semester) will be devoted to reviewing several pages of the novel. (20 minutes)

    3): Students will read and discuss “Mi Mundo, Adorado” by Justice Sonia Sotomayor -- – vocabulary, content, and connections to thematic units will be featured throughout the first semester as the novel is read and discussed. The first portion of each class period (during the second semester) will be devoted to reviewing several pages of the novel. (15 minutes)

    4): Virtually each week (1 time/wk), students will use Audacity and a provided audio prompt to record a “grabación,” either Interpersonal or Presentational in nature. Recordings will be assessed by the instructor using official AP Exam rubrics. Recordings will be uploaded to JayHuller.com.

    5): 5 times during the school year students will take a “verb quiz” on a segment of the 501 verbs book. Students are asked to learn all 501 verbs (their meanings), in batches of 100.

    6): “Las Charlas” – each week students will be given random conversation topics and approximately 1 minute to engage their partner in the topic before time is called and the partners change and the topic changes.

    7): 2 major projects, in addition to the on-going country projects will be: “Fictional Crime” project (students create their own fictional crime and run an investigation in the classroom where we have “sospechosos” – For a period of 3 days or so, students take turns presenting their own crime scenario. The other members of the class are either testigos, sospechosos, or policía. We work through the crime and see if we can determine who did it. Students will debate and argue their points of view. Also, students will write their own children’s story via Powerpoint. The products will be compiled onto a DVD and the stories will be shared with elementary students who go to Canton Elementary School, next door to our school.

    8): 2-week long differentiated unit on the history of Latin America and how politics of the time are reflected in art, literature, music, and drama. Students will complete a follow-up project in which they become experts on the history, politics, climate, geography, religion(s), and more of one Spanish-speaking country.

    10): Students will take 2 full practice exams to better understand how the exam is formatted. One will be spread out over several school days; the other will take place on a Saturday at the school.







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    Ap spanish Language and Culture Syllabus & Pacing Guide Effective: 2014-2015 School Year // Instructor: Jay Huller

    Descargar 0.51 Mb.