AP Spanish Language and Culture Audit for 2014 revised exam

Transcription

1 AP Spanish Language and Culture Audit for 2014 revised exam Submitted by Lucia Di Leo, BA Secondary Education, NJ Certified French and Spanish Teacher at Manchester Township High School, Manchester, NJ COURSE OVERVIEW The AP Spanish Language and Culture course is called Spanish 5/AP at Manchester Township High School. It is intended for students who have completed one year of Spanish in 8 th grade, pursued their journey to continue their study of Spanish as freshmen in a level 2 main stream course at the High School, where they advanced until their senior year. These students, who persisted in the study of Spanish, are not only intrigued by the Latin American and Spanish cultures but who also wish to take the AP Spanish Language exam their Senior year. The course offers analytical views in objective ways into the inner workings of Hispanic cultures. This study is available for Manchester Township students beginning their study with the textbook and online source of Realidades starting in 8 th grade and ending in 12 th grade as Spanish 5/AP students. Spanish Students are mainstreamed at our high school and have no additional reading until the end of their Junior year, with summer work assigned to them by the AP Spanish teacher. (See June and attachment for Summer Work) The basis of the AP Spanish course is a comprehensive grammar review, frequent readings from a variety of Spanish and Latin American sources, continuous vocabulary acquisition and daily auditory and oral practice. Spanish is the official language of the course and will be spoken exclusively. The students are encouraged to practice Spanish throughout the year with their teacher(s) and peers. The students should be able to: express themselves orally in a variety of settings on a variety of themes; read and understand selected materials from a variety of sources including short stories, periodicals, the Internet and poetry; initiate, maintain and close a conversation on a familiar topic; hear and understand conversations from a variety of sources in a variety of settings; express themselves formally and informally in writing on class work, homework, journal entries, quizzes and tests using open ended questions; correctly use word derivation strategies such as circumlocution, cognates, false cognates to broaden their use of the language; understand conversations, lectures, oral presentations, songs, short stories, newspapers, magazines, Internet articles and other authentic materials; express themselves orally by persuading, convincing, inquiring and describing in authentic situations; express themselves in a variety of styles, formal and informal, dependent on the type of project and audience. Throughout the 5 year span, we encourage the development of a well rounded student by emphasizing the development of all language skills: listening, speaking, reading and writing. pg. 1

2 COURSE OUTLINE The AP Spanish Language course will be taught using a multitude of resources to cover all aspects of the Spanish language. The primary texts are: Continuemos, Aventuras Literarias, Abriendo Paso Lectura, Una Vez, Triangulo, Album and Avanzando: Gramática española y lectura, Temas, AP Spanish (Diaz) are, but some of the texts, used to teach AP. The components provide the students with a wealth of resources, text, workbook, CD, video, and online resources which are incorporated to improve and complete the student s communication skills. Continuemos provides a very thorough review and practice of grammar. The text provides thematic vocabulary and scenarios through which to practice the target structures. The use of all of the ancillaries assures the integration of listening, speaking, reading and writing activities in each chapter. The wealth of sources is based on realistic situations and authentic reading materials. Choice of material is made by a thematic correlation of the texts. Una Vez Mas is used to expand student practice of grammar structures. The activities are done at home; however, any questions or challenges are addressed in class. The text materials are always supported by teacher made activities and the use of online sources, CDs, DVDs and other available sources. Triangulo has been used as a supplementary text for additional practice of grammar, readings, audios and speaking. Aventuras Literarias is a literary component to enhance the program. The literary selections are consistent with the Continuemos themes and allow the students to expand their vocabulary, their knowledge of authors and literary genre in these selections. Concurrently with each Continuemos chapter, the students read at least one selection and discuss the literary aspects. They write exploratory and critical essays in continued development of their writing skills. There are other literary topics, short stories, mystery novels, novel adaptations and authentic literary excerpts that are incorporated from a multitude of additional sources. Temas AP Spanish Digital edition by Jose Diaz (first year used), is a text with s supersite given to students are are certain to take the exam and are given additional exam format practice with immediate feedback. Album and Avanzando: Gramática española y lectura. Album is a basic anthology by Spanish and Latin American writers, for reading, prediction, vocabulary enhancement, storytelling and analysis. Students will be exposed to a variety of literary genres and practice reading at a level comparable to the AP exam. This textbook provides a supplementary audio CD with listening exercises to accompany each story, as well as a website containing additional activities and information on authors and cultural issues addressed in the readings. Avanzando: Gramática española y lectura offers an extensive grammar review and practice at a third year college level, vocabulary enrichment, and supplemental historical, geographical, and biographical information. The grammatical explanations are provided in Spanish alongside grammar and vocabulary exercises. These 2 resources are used mainly as the summer work in June provided to seniors enlisted in the Spanish 5/AP course for the upcoming year. Other materials used in the course include Spanish language websites that provide a variety of articles, videos, podcasts with recorded voice fragments and assorted materials selected from other textbooks. pg. 2

3 TEACHING STRATEGIES The varied and diverse strategies used throughout the course are all based upon the course themes. Listening, reading, writing and speaking are the main components to the class. (See below for each of these strategies) Once the topics are introduced the essential questions are answered the all of the above mentioned strategies. Course Themes As stated on pages in the AP Spanish Language and Culture Curriculum Framework Designing the AP Spanish Language and Culture course around themes creates an interesting, meaningful context in which to explore a variety of language concepts. Themes help teachers integrate language, content, and culture into an interrelated series of lessons and activities that promote the use of the language in a variety of contexts. A theme may be used to plan a brief unit of study, a comprehensive unit spanning a greater period of time, or to connect with courses in other disciplines. The AP Spanish Language and Culture course is structured around six themes and Overarching Essential Questions. Listed below are the six themes, context and questions list directly from the Framework. Theme #1: Global Challenges Recommended Contexts: Economic Issues Environmental Issues Philosophical Thought and Religion Population and Demographics Social Welfare Social Conscience Overarching Essential Questions: What environmental, political, and social issues pose challenges to societies throughout the world? What are the origins of those issues? What are possible solutions to those challenges? Theme #2: Science and Technology Recommended Contexts: Access to Technology Effects of Technology on Self and Society Health Care and Medicine Innovations Natural Phenomena Science and Ethics Overarching Essential Questions: How do developments in science and technology affecty affect our lives? What factors have driven innovation and discovery in the fields of science and technology? What role does ethics play in scientific advancement? pg. 3

4 Theme #3: Contemporary Life Recommended Contexts: Education and Careers Entertainment Travel and Leisure Lifestyles Relationships Social Customs and Values Volunteerism Overarching Essential Questions: How do societies and individuals define quality of life? How is contemporary life influenced by cultural products, practices, and perspectives What are the challenges of contemporary life? Theme #4: Personal and Public Identities Recommended Contexts: Alienation and Assimilation Heroes and Historical Figures National and Ethnic Identities Personal Beliefs Personal Interests Self Image Overarching Essential Questions: How are aspects of identity expressed in various situations? How do language and culture influence identity? How does one s identity develop over time? Theme #5: Families and Communities Recommended Contexts: Customs and Values Education Communities Family Structure Global Citizenship Human Geography Social Networking Overarching Essential Questions: What constitutes a family in different societies? How do individuals contribute to the well being of communities? How do the roles that families and communities assume differ in societies around the world? Theme #6: Beauty and Aesthetics Recommended Contexts: Architecture Defining Beauty Defining Creativity Fashion and Design Language and Literature Visual and Performing Arts pg. 4

5 Overarching Essential Questions: How are perceptions of beauty and creativity established? How do ideals of beauty and aesthetics influence daily life? How do the arts both challenge and reflect cultural perspectives? Listening Skills The communication in the classroom is always in Spanish. The students listen to lectures, language and grammar presentations in the target language. All of the ancillaries provided by the basic texts are used on a regular/daily basis. The students listen to the dialogues, take notes and check their comprehension through true/false statements, questions and answers and fill in activities. Students are asked to listen for pronunciation and dialects as well so that they become familiar with regional differences. The students also listen to the narratives and dialogues (AP preparation materials) so that they practice making inferences, predictions and interpretations. Students are provided opportunities to listen to music lyrics, television programs and literary selections. The goal is always to listen for information, take notes and check for understanding and synthesize the points presented. Speaking Skills All formal and informal class communication takes place in Spanish to build listening and speaking skills. The students participate daily in class discussions in the target language to foster interpersonal communication. Through a variety of techniques: surveys, interviews, question and answer prompts, informal topic suggestions, (from student and teacher), teacher directed thematic questions and picture prompts. Students are often put into groups of four or five to create role play situations or construct thematic scenarios. Working together and discussing an article, a reading or problem solving activities works well to support the interpersonal communication in the target language. Outside the classroom, the students work together to create video presentations such as a cooking show, commercials, news reports, fashion shows or other skits. Throughout the year, students are also required to select topics; (important people, current events, authors, painters, country, food, historical character and contemporary influential Hispanics) research the topic, and write a paper citing their sources. Then, the student will create a visual, prepare an oral presentation and present to the class. Depending on the assigned topic, follow up activities are conducted to include all in a discussion or debate. Students regularly give reports on current events or topics of their interest called a Charla (Talk). Through presentations, the presentational speech is practiced, as well the listening/synthesizing skills of those in the audience. Reading Skills Students read the dialogues and materials in the text on a daily basis. Because they are thematic in nature, the students are able to see vocabulary and grammar in a context and the reading is used to check comprehension and also as a springboard for listening and speaking activities. Weekly reading also includes current or thematic topics from newspaper and magazine articles or online sources. Using the literary selections, the students develop additional vocabulary and are able to learn vocabulary and linguistic features through reading. Writing essays or interpretations of the literary excerpt develops their insight into literature and culture and enables the students to compare and contrast cultures and literary selections. Graphic pg. 5

6 organizers and other organizational tools are used to help students read, write and discuss in the target language. Students have many opportunities to read current magazines (Hola, People en español, El Sol) and other sources, such as news items from or The information is used for the students to practice reading, writing and speaking in the target language. Through the afore mentioned projects (writing) students learn to use all types of print materials to ultimately create and deliver their presentation (synthesis of information). Writing Skills Students write very often in an informal fashion. They are asked to write postcards, s, notes, letters or journal entries. The topics assigned will reflect themes of the current vocabulary or concerns and interests of the students. Other assigned writings include a response to a picture prompt, a series of questions or a problem proposed in the text. To address formal writing, about every three weeks, the students write a one to two page essay. The writing assignment often follows a selected reading (a magazine article or a piece of literature). The students may be asked to write a persuasive essay on a controversial topic or may be asked to write a critical analysis of a literary work. They are required to cite examples from the readings to support their view. When writing the shorter compositions, the students have the opportunity to exchange their work with a classmate for purpose of peer editing. This year, I incorporated a few examples and practices of the new exam format, listen, read, write and cite some part of the audio and reading as evidence. I use Temas and AP Spanish sources for this. Every effort is made to integrate all of the language learning skills, culture and perspectives of the Spanish speaking world in each and every facet of the language learning program and design of activities and assignments. STUDENT ASSESSMENT Student mastery of the course is determined by the completion of required homework assignments, evaluation on the basis of compositions, quizzes, tests, cooperative learning activities, optimum class participation, midterm and final exams. Grading emphasis will also encompass oral production activities such as presentations, debates and interviews as assigned in support of curricular objectives. TEXTS Main Texts Jarvis, Ana. icontinuemos! 7 th e. Boston:Houghton Mifflin Student CD,Teacher CD, Video, online sites, workbook and all other ancillaries. Jarvis, Ana Aventuras Literarias Boston:Houghton Mifflin.2003 Student/teacher CD. Couch,James H., McCann,Rebecca Una Vez Más 1993, Longman Publishing Group, N.Y. pg. 6

7 De la Vega, Sara L., Salazar, Carmen. (2007). Avanzando: Gramática española y lectura (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc. Renjilian Burgy, Joy, Valette, Rebecca M. (2005). Album (3rd ed.). Boston, MA: Houghton Mifflin Company. SUPPLEMENTAL TEXTS Diaz, Jose M. Gilda Nissenberg. AP Spanish: A guide for the Language Course Longman. Diaz, Jose M. Gilda Nissenberg. AP Spanish Preparing for the Language Examination 3 rd ed. White Plains, NY Prentice Hall, Diaz, Jose M. Gilda Nissenberg. AP Spanish Preparing for the Language Examination 4 th ed. White Plains, NY Prentice Hall, Diaz, Jose et all. Abriendo paso: Lectura. Boston, Massachusetts, Prentice Hall, Gatski, Barbara and John McMullan. Triangulo, 4 th ed. Sandwich, Massachusetts, Wayside Publishing 2006 and CDs. Hierling, Birgit En el Mundo Hispano, EMC Paradigm, Kupeferschmid, Gene S. Y tu, que dices?, 3 rd ed. Lexington,Mass (a resource). Rejnjilian Burgy, Rebecca Valette Album 3 rd.ed. Boston: Houghton Mifflin, Stewart, Ken, AP Spanish Language UNC/Duke a resource of vocabulary, practice tests, suggested activities. Valette, Rebecca, Spanish for Mastery DC Heath Zayas Bazan,Eduardo. Conexiones Comunicación y cultura. Needham Massachusetts: Pearson/Prentice Hall Blanco, J.A., Tocaimaza Hatch, C. C. & García, P. N. (2011). Imagina: Español sin barreras (2nd ed.). Boston, MA: Vista Higher Learning. Cabat, L. & Cabat, R. (1999). Momentos Hispanos (2nd ed.). New York, NY: Amsco School Publications, Inc. Jiménez, F. (2000). Cajas de cartón. Boston, MA: Houghton Mifflin Company. Kanter, A. (2011). Encuentros Maravillosos: Gramática a través de la literatura (2nd ed.). Boston, MA: Pearson Prentice Hall. Lavoie, D. (2010). 5 Steps To A 5: AP Spanish Language New York, NY: McGraw Hill. MAGAZINES Hola (Families of International Level) and People en espanol El Sol Mary Glasgow/ Scholastic Publishing WEBSITES Teacher sites pg. 7

8 Grammar Practice Spanish Royal Academy of Language Periodicals La Conexión Usa CNN en español Guía del mundo El Mundo National Public Radio latino/ Notes in Spanish Paperboy Nuevos horizontes Radio Naciones Unidas Radio Nederland Univision Notes in Spanish audios audio Audiria mania.org/#!las noticias en 60 segundos/c1jb3 Websites with Podcasts in Spanish: Radio Naciones Unidas, Radio Nederland, etin; BBC Mundo Radio, mes/default.stm Radio Univisión, chid=10383&schid=10596 Noticias de Voz de America, ftp://8475.ftp.storage.akadns.net/mp3/voa/latam/ span/informativo.mp3 Advanced excercises Notas en español, Telediario, taal.com/telediario.htm Websites with Articles in Spanish: Human Rights Watch, pg. 8

9 Jorge Ramos, Prensa Escrita, (This covers most newspapers from Spanish speaking countries.) Tele Sur, Hoy, Univisión, South American News, newspapers.htm Spanish Reader, Listening Profiency Audiobooks...«Podcasts» of poem, short stories and major literature pieces from the Hispanic speaking world La literatura entos Continuemos textbook site vis/continuemos/7e/students/index.html News 12 en español spanish.news12.com/ El pais (perioico newspaper) AP College Board To explore site for teachers and students spanish_lang/exam.html?spanlang Practice for test How to prepare for AP Spanish Test prep_lang.html Barbara Neslon grammar site Bowdoin grammar x.htm Learn language grammar AP grammar practice hs.k12.il.us/davmal/clases/ap/ap.htm pg. 9

10 UNIT COMPONENTS AND FORMATS Each unit includes work on the following skills and strategies: Grammar This course requires students to update and broaden their awareness of Spanish grammatical structures. There is a strong focus on the appropriate use of verb tenses and moods, as well as in depth review of grammatical topics covered in previous years of Spanish study. Students are encouraged to correct themselves and each other to increase their understanding of grammar, in English as well as Spanish. Reading Each unit includes at least two reading selections. Many reading assignments are taken directly from our Aventuras or Album or Avanzando texts, and others come from a variety of authentic resources, whether from the teacher s personal collection or items found currently on the Internet. Students are encouraged to read each selection on their own, and respond to prepared written or spoken questions. They will learn to use context clues and other techniques to garner meaning without the use of a language dictionary. Writing Students will write in a variety of formats in order to demonstrate proficiency with grammar, vocabulary and facts, and to articulate their opinions. Writing exercises are completed in class and each unit contains several graded writing samples. Written assignments will often be read aloud, discussed in class, and used for peerediting exercises. Students will regularly write interpersonal entries such as s, letters and postcards in their journals. They will also write formal compositions based on the material covered in each unit to serve as practice for the presentational writing portion of the AP Spanish Language exam. Students will be able to track their progress and growth in said writing activities. Computer lab/ Classroom~ All listening and speaking will be completed in the computer lab and classroom. From September to May, Spanish 5 students practice speaking, listening and recording on various means (computers, cell phones, tape recorders). Listening The teacher will conduct almost all instruction, explanation, and exercises in Spanish. Students will become accustomed to listening to a variety of Spanish accents and dialects as they listen to each other, other teachers at the school and any guest speakers. They will have many opportunities to listen to a variety of samples by native speakers from audio CDs provided by the textbooks, the Internet, and the teacher s diverse collection. Students will learn techniques to grasp important information when listening to rapidly spoken Spanish, and pg. 10

11 they will be tested on listening comprehension using multiple choice and open ended question formats. To further hone their auditory skills, the teacher will give weekly dictations. Speaking Spanish is the official language of the course; students are expected to speak Spanish exclusively while in class and to practice Spanish consistently with the teacher, as well as with other adults and peers outside the classroom if presented the opportunity. Students receive a class participation grade, based in part, on the appropriate use of the language during class time. Students will practice regularly on a variety of topics, and will learn techniques such as circumlocution to successfully express themselves. Students will often be asked to orally summarize writing assignments and listening samples in order to improve vocabulary retention and practice, and will practice speaking out loud simultaneously in preparation for the oral component of the AP exam. Students will be encouraged to use a wide range of vocabulary and sentence structures in order to be creative and more expressive. The students will also have a weekly assignment of a newscast session. They will begin each week with a different country. Throughout the week, they will find a current event from both print and audio sources. They will then have two minutes to compare the two sources in a newscast each Friday. These weekly presentations will better prepare the students for the presentational speaking portion of the AP Spanish Language exam. Assessments Unit Exams The unit exams will mostly follow the AP Spanish Language exam model in a condensed format, including multiple choice components, listening, reading and speaking components, and writing samples. As the formal exam approaches, the unit exams will be replaced with practice AP Spanish Language exams to familiarize the students with the formal exam format and content. Midterm Assessment The time allotted for the midterm exams is similar to that of the actual AP Exam. We will therefore take our first full practice AP Spanish Language exam during our given midterm day, with only slight modifications. Final Assessment For our midterm exam, a performance assessment is given. Students will be asked to research a well known person from Spain or Latin America. They will familiarize themselves with the life and works of that person so as to become him/her for our exam. On the day of our final, we will hold a tertulia where they must dress and speak as that person. I will then speak to all of the characters and retrieve information about their research during our conversations. They must also interact with one another as that person. pg. 11

12 COURSE PLANNER Preliminary Unit~ June through August~ Summer work Spanish 4 students will meet with present Spanish 5 students and teacher. The Spanish 5/ AP course will be analyze, discussed and summer work will be distributed via packets and online via edmodo.com. Course outline, contracts, deadlines, requirements and summer work will be individually handed out. Summer work will consist of literature, short stories, s, podcasts, news articles and informal as well as formal essays. (See attachment at the end) Unit 1 ~ September: Las identidades personales y públicas Cómo se expresan los distintos aspectos de la identidad en diversas situaciones? September Overview of exam format.samples provided for the student to become familiar with the various types of tasks. Structure: Review of Present Tense/Estar + gerund(seguir,ir, with gerund) Direct/Indirect Object Pronouns and other basic structures Continuemos Chapter 1 Una vez mas Primera,quinta/sexta lecciones Vocabulary: Relaciones humanas Family and friends relationships Continuemos Chapter 1 Triangulo Chapter IX supplementary vocabulary and activities Readings: Journalistic reading provided by text/integrated in chapter Un papa de medio tiempo? Aventuras literarias: Fables Haz de leña Esopo Cuento del loro y de la mujer picara Génesis/Apocalipsis Marco Denevi Culture: España (text Lessons are always supplemented and integrated with related thematic authentic readings taken from the websites of the Spanish speaking world. Activities: students are always actively engaged in the learning process Oral: Speaking task prompt cards, pair activities, interviews, role play, simulated conversations, surveys, student opinion presentations. Rubrics are used to evaluate the student. Lab: Weekly trips to the writing lab are incorporated to use online text sites, grammar practice sites, newspapers/magazines and other authentic sources. Student text CDs Writing: Students have thematic essay: I admire student selects family member/describes and assesses why the person is admired. Informal: weekly journal Grammar (ongoing practice) Major review of the basics Accents Punctuation Sentence structure pg. 12

13 Verb practice in the indicative: regular and irregular Reflexive verbs Spelling particulars: Cognates Writing Creating vivid, accurate descriptions using dynamic vocabulary and sentence structure Interpersonal writing: Journal entries Presentational writing: composition on identities, comparing and contrasting based on a variety of sources Listening (supplemental) Dictations Music: Listen to various accents: Mexican in Me vale, Argentinean in Milonga de Marfil Negro, Caribbean in Latinos, Spanish in Olé Internet: Various clips from Univision Speaking Recounting and summarizing information previously listened to or written in an informal setting Question/answer exercises with other students Imitating the accents of peninsular v. Caribbean v. South American Spanish Initiating and maintaining a conversation on a familiar topic Presentational speaking: Current events Newscasts Culture/History Review of geography of Spain and Latin America Independence Days in Latin America (September 15 th, 16 th and 18 th ) Beginning of Hispanic Heritage month Olympics Unit Exam ~end of September Suplemental Reading Cajas de Cartón Various readings from Avanzando: Sor Juana Inés de la Cruz:voz feminista de Hispanoamérica, and Dos poetas chilenos: Mistral y Neruda Corriente latina in Imagina Selected newspaper and/or magazine articles pertaining to public identities including: Marlen Esparza, haciendo historia Marcha: Barrondo le da la primera medalla olímpica a Guatemala pg. 13

14 Corredor de EE.UU. gana medalla de plata y se la dedica a México October Unit 2 ~ October: Los desafíos mundiales Cuáles son los desafíos sociales, políticos y del medio ambiente que enfrentan las sociedades del mundo? Structure: Review of Ser/Estar + other uses/ Adjectives, placement and Shortened forms(meanings) possessives. The past tenses forms and uses of Preterit and Imperfect Continuemos Chapter 2 Una vez mas Segunda/septima/once lecciones Vocabulary: Sistema educativo educational system. Choice of classes, grades Career options Continuemos Chapter 2 Triangulo Chapter VII Education supplementary Readings: Journalistic reading provided by text/integrated in chapter La red en la educacion En el mundo hispánico What is Spanish? Where spoken,dialects Importance of teaching/learning. Culture: Mexico(text) Activities Oral: Speaking task prompt cards, pair activities, Interviews, role play, simulated conversations, surveys, student opinion presentations. Lab: incorporate online text ancillaries and web sites, grammar practice sites,authentic sources. Student text CDs Writing: Students have a formal writing essay: Lo que quiero estudiar y ser en el futuro con sus preparativos. Informal writing: student completes a weekly journal entry. Grammar (ongoing practice) Verb practice in the past tenses Verbs that change meaning with verb tense (preterit vs imperfect) Irregular forms in the preterit and imperfect tenses Review of the articles (definite vs indefinite) Impersonal verbs Pronouns and Adjectives (possessive, demonstrative) Nouns and adjectives Words with the prefixes: des, in, re Spelling particulars: b, v, sc Reading supplemental Sala de espera in Album El eclipse in Avanzando La selva amazónica: biodiversidad curativa and/or Recursos naturales: una salida al mundo in Imagina Selected online articles including: pg. 14

15 Iceberg más grande que Manhattan se desprende de un glaciar and Aparente imagen de la Virgen de Guadalupe en un árbol Writing English to Spanish translations using covered verb tenses Creation of appropriate Spanish past tense verbs without English hints Interpersonal writing: Journal entries Presentational writing: composition on global challenges, comparing and contrasting based on a variety of sources Listening Discuss themes, various podcasts and audio clips from Internet Dictations Music: Qué hacen aquí? Illapu and Dónde jugarán los niños? Maná Speaking Small group discussions on assigned themes Initiating and maintaining conversations on familiar topics Re telling stories that have been previously read or heard Spanish tongue twisters (trabalenguas) Presentational speaking: Current events Newscasts Culture/History Hispanic Heritage Month Día de la Raza vs Columbus Day and Spanish conquest of Latin America Election year Unit Exam beginning of November pg. 15

16 Unit 3 November: La vida contemporánea Cómo influyen los productos culturales, las prácticas y las perspectivas de la gente en la vida? November Structure: Continue and complete the review/practice of Preterit and Imperfect Review of the future and the conditional tenses. Continuemos Chapter 3 Una vez mas tercera/novena lecciones Vocabulary: Los deportes y actividades al aire libre; student pastimes and Leisure time activities Continuemos Chapter 3 Triangulo Chapter VI Los deportes supplementary Readings: Journalistic reading provided by text/integrated in chapter Caminando hasta el fin del mundo Trekking Integration of authentic articles taken from the Spanish newspaper and magazine sites ( Etc.) Culture: Vivan Chile, Peru y Ecuador(text) En el mundo hispánico Historia collection of brief history readings. Activities Oral: Debate The importance and role of sport in the high school pair activities, interviews, role play, simulated conversations, and question/answer practice. Lab: writing lab incorporate online text sites, grammar practice sites, available authentic sources. Student text CDs Writing: Students have a formal thematic writing essay. Los beneficios de praticar deportes y hacer ejercicio. Formal project; Research in library. Write paper and cite sources. Compliment with visual and oral presentation.(rubric grade) A Famous Hispanic Historical Person Informal writing: weekly journal entry. Grammar ongoing practice Verb practice of future and conditional Verbs of being (ser vs estar) Present and past participles Infinitive uses Expressions with verb tener Confusing words Perfect tenses in the indicative The verb haber Passive voice and expressions with se Verbs like gustar Spelling particulars: que, qui, cue, cui, h Reading supplemental El tango, baile universal in Avanzando La herencia de los mayas in Imagina Balada de los abuelos, Caminante, son tus huellas and Peso ancestral in Encuentros maravillosos Selected newspaper and/or magazine articles, in print and/or online including: pg. 16

17 Writing Comparing and contrasting stories, Constructing comprehensive paragraphs using a wide range of vocabulary, transitions, and appropriate sentence structure Interpersonal writing: Journal entries Presentational writing: composition on contemporary life, comparing and contrasting based on a variety of sources including the quote Un pueblo sin tradición es un pueblo sin porvenir Listening supplemental Connecting the sound of a word to its spelling and accentuation El renacimento de Snoop Dog Dictations Music: Various songs from latino Speaking Small group discussions on assigned themes Informal presentations to the class Initiating, maintaining, and close conversation on familiar topics Presentational speaking: Current events Newscasts Culture/History Día de los muertos, religion in Spain and Latin America, synthesis of indigenous and Catholic practices, Aztec & Mayan cosmos Novel: La Catrina: El ultimo secreto Unit Exam ~beginning of December pg. 17

18 Unit 4 December: La familia y las comunidades Cuáles son las diferencias en los papeles que asumen las comunidades y las familias en las diferentes sociedades del mundo? December Structure: Usos de Por/para/ Subjunctive Mode: forms + uses of Present and Present Perfect of the subjunctive Continuemos Chapter 4 and other selected activities Una vez mas Cuarta leccion(seccion I + II) Vocabulary: Costumbres y Tradiciones relating cultural and personal Celebrations student beliefs and superstitions like horoscope Continuemos Chapter 4 Readings: Journalistic reading text/ El Corpus de Cuzco Integration of authentic articles newspaper and magazine sites ( Etc.) Culture: Paraguay y Bolivia(text) Activities: Oral: pair activities, interviews, role play, simulated conversations, surveys, picture prompts Lab: incorporate online text sites, grammar practice sites, newspapers/magazines and authentic sources. Student text CD. Writing: formal writing essay: Como se celebra.en Los Estados Unidos Students write composition then create an oral with visual to explain to a Spanish speaking audience how a given holiday is celebrated in the US. Informal writing: weekly journal entry. Grammar ongoing practice Review of pronouns (subject, direct object, indirect object, personal, reflexive, etc.) Verb Hacer with time frames ( hace + tiempo + que ) Spelling particulars: gue, gui, güe, güi Reading supplemental El huésped de la maestra in Prosa Juchitán: La ciudad de las mujeres in Imagina Como agua para chocoloate (fragmento) and/or La casa de los espíritus (fragmento) in Encuentros maravillosos Writing Responding to written and spoken prompts Composing orderly paragraphs Using transition words and a wide range of vocabulary Interpersonal writing: Journal entries Presentational writing: composition on identities, comparing and contrasting based on a variety of sources Listening Continued practice with audio and video materials from Internet, television, and radio, critiquing other students spoken Spanish. pg. 18

19 Dictations Movies: Excerpts from Como agua para chocolate and/or La casa de los espíritus Speaking Continued practice with voice recording equipment Informal spoken presentations with written and audio prompts Practicing caroling in Spanish with Parranda style songs and performances Presentational speaking: Current events Newscasts Culture/History Family life in Spain and Latin America, relationships, diversions, holiday season in Spain and Latin America: parrandas/asaltos, posadas, Tres Reyes Magos Unit Exam Middle of December pg. 19

20 Unit 5 ~ January: Las comunidades mundiales: Cuáles son las diferencias en los papeles que asumen las comunidades y las familias en las diferentes sociedades del mundo? January Structure: Review the Imperfect(Past) subjunctive: form and use /Sequence of Tenses/ If Clauses/como si and other uses of form Conjunctions all and sequence of tenses Continuemos Chapter 8 Una vez mas cuarta leccion(seccion II =IV) doce leccion (seccion II) Vocabulary: Nuestras grandes ciudades: problemas y situaciones Continuemos Chapter 8 Triangulo Chapter X section on technology supplementary Readings: Journalistic reading text/integrated in chapter En el supermercado productos verdes Integration of authentic articles from the Spanish sites ( Etc.) Activities: Oral: Persuasion speech: Student develops an invention to help improve a situation/circumstance. Must speak to market and convince el Corte Ingles (Spain) to select his/her product. Pair activities, interviews, role play, simulated conversations. Lab: incorporate online text sites, grammar practice sites, newspapers/magazines and authentic sources. Student text CDs Writing: Students have a formal writing essay Create invention Informal writing: weekly journal entry. Unit Exam Middle of January MIDTERM~ end of January pg. 20

21 Unit 6 ~ February: La belleza y la estética Cómo se establecen las percepciones de la belleza y la creatividad? February Structure: An overlap from January, continue conjunctions and sequence of tenses with subjunctive and If clauses. Imperatives: Let s, tu and vosotros. Present and Pluperfect Tenses. Continuemos Chapter 6 Una vez mas Segunda leccion/section I and IV. Vocabulary: Un estudiante americano en Costa Rica exchange programs and vocabulary relevant to car and car travel. Continuemos Chapter 6 Triangulo Chapter IV supplemental selections/travel Readings: Journalistic reading provided by text/integrated in chapter Costa Rica, la Suiza de America Integration of authentic articles taken from the Spanish newspaper and magazine sites ( etc.) Student will use book and internet sources to investigate key Spanish and Spanish American authors, read and interpret a selection and create an oral presentation. AP Sample Readings from various sources. Culture: Costa Rica (text) Oral: pair activities, interviews, role play, simulated conversations, and question/answer practice. Present Author project. Lab: writing lab incorporate online text sites, grammar practice sites, available authentic sources. Student text CDs AP Listening Samples various CDs Writing: Si pudiera ser estudiante de intercambio considerations of an exchange student. Formal project; Research in library. Write paper and cite sources. Compliment with visual and oral presentation.(rubric grade) A Spanish/Spanish American Author Informal writing: weekly journal entry. Grammar ongoing practice Affirmatives and negatives Commands Indicative and subjunctive moods Subjunctive review, expressions that require it, use with various tenses (imperfect, present perfect, pluperfect) Clauses with si Spelling particulars: g, j, ll, y, ío, ía, illo, illa Reading supplemental Una puerta a la historia in Avanzando Almodovar genio español que conquistó Hollywood Writing Responding to written and spoken prompts Interpersonal writing: Journal entries pg. 21

22 Presentational writing: composition on concepts of beauty and creativity, comparing and contrasting based on a variety of sources Listening Practice with rapidly spoken Spanish Dictations Music: Talento en la TV Listening to television/radio/internet audio/video programming including: Trucos Movies: Various excerpts from Almodovar movies Mujeres al borde de un ataque de nervios, Todo sobre mi madre, and Volver Speaking Voice over of clips from above mentioned Almodovar movies Presentational speaking: Current events Newscasts Culture/History Stereotypes of Spanish and Latin American concepts of beauty as portrayed in songs Miss Universe/Miss World in Latin America (cnn clip) Movie excerpts Unit Exam end of February pg. 22

23 Unit 6 March: La ciencia y la tecnología Qué impacto tiene el desarollo científico y tecnológico en nuestras vidas? March Structure: Future and Conditional Perfect Tenses, Changes in meaning of nouns(masculine/feminine), Continued inclusion of subjunctive. Continuemos Chapter 7 Una vez mas Tercera lección/section II and IV. Teacher made materials. Sample AP released exams/selecting with root words,without root words and tenses. Vocabulary: Buen Provecho Foods,diet,food prep and Mente sana en cuerpo sano. getting and staying in shape. Continuemos Chapter 7 and 5 Readings: Journalistic reading provided by text/integrated in chapter La cocina guatemalteca and Táctica y estrategias de la perdida del peso. Integration of authentic articles taken from the Spanish newspaper and magazine sites ( etc.) Student will use teacher made unit to study the biography and works of Poets : Jose Marti, Antonio Machado, Federico Garcia Lorca, Pablo Neruda and Gabriela Mistral. Read and interpret a selection. Aventuras Literarias: El adversario Olga Ramires de Arellano AP Sample Readings from various sources. Culture: Países de Centroamérica y Venezuela y Colombia (text) En el mundo hispánico Hoy en dia selection of readings family life,role of men,women,children,food and drink, past time activities, holidays, sports Oral: pair activities, interviews, role play, simulated conversations, and question/answer practice. Create and present a public awareness message about good health practices/going to gym. Present Author project. Lab: writing lab incorporate online text sites, grammar practice sites, available authentic sources. Student text CDs AP Listening Samples various CDs Writing: Mis platos favoritos discuss favorite foods. Consejo a un amigo que quiere perder peso y ponerse en forma write a letter of advice to a friend whose goal is to lose weight and get in shape. Informal writing: weekly journal entry. Grammar ongoing practice Adverbs Comparatives, superlatives and relative pronouns Expressions that indicate obligation Expressions with the verb hacer Prepositions, those with a or de followed by an infinitive Spelling particulars: r, rr, cognates with slight differences (ph vs f, ch vs qu etc.) Uses of pero vs sino Uses of por vs para Reading supplemental La intrusa and La desapareción de las letras in Imagina Apócalipsis in Avanzando pg. 23

24 Selected newspaper and/or magazine articles, in print and/or online including: 5 razones para cerrar tu cuenta de Facebook Writing Writing in response to written prompts Constructing multi paragraph essays Writing from a variety of sources (extrapolating meaning, tone, theme) Interpersonal writing: Journal entries Presentational writing: composition on science and technology, comparing and contrasting based on a variety of sources Listening Television and/or Internet and/or radio audio/video programming More strategies for garnering meaning from rapidly spoken Spanish Dictations Movie: Casi, Casi Speaking Debates on researched issues of immigration and exile Practice with voice recording equipment using AP exam format Presentational speaking: Current events Newscasts Culture/History Facebook & Twitter Olympic viewing Unit Exam Middle of March pg. 24

25 April: AP Specific training The month of April is dedicated to doing rigorous practice work to prepare for the AP Spanish Language exam. This includes practice and previous years tests, speaking at the same time, timed writing and presentational speaking. FORMAL AP EXAM (May 7, 2013) April May Structure: Passive Voice (ser +past participle/se + ) Special uses of se / Idiomatic Expressions Continuemos Chapter 10 Teacher made exercises. Sample AP released exams/selecting with root words, without root words and tenses. Vocabulary: El trabajo y la technologia technology and the World of work. Continuemos Chapter 10 Triangulo Chapter VIII supplemental selections/el comericio Readings: Journalistic reading provided by text/integrated in chapter El acceso al Internet Integration of authentic articles taken from the Spanish newspaper and magazine sites ( etc.) Aventuras Literarias El arrepentido Ana Maria Matute AP Sample Readings from various sources. Culture: Las Antillas hispanicas (text) En el mundo hispánico Cultura readings of various monuments,architecture, painters,musicians, theatre and movies Oral: pair activities,interviews, role play, simulated conversations, and question/answer practice. Oral presentation painter/ analyze painting Lab: writing lab incorporate online text sites, grammar practice sites, available authentic sources. Student text CDs AP Listening Samples various CDs Writing: Como los cambios tecnológicos han afectado y afectaran mi vida considerations of how technology has changed and will impact future. Formal project; Research in library. Write paper and cite sources. Compliment with visual and oral presentation.(rubric grade) A Spanish/Spanish American Painter Informal writing: weekly journal entry. May & June Post AP Exam Activities After completion of the AP Spanish Language exam, students will have the opportunity to further examine cultural and historical topics, literary genres, and writers discussed previously throughout the year. With the teacher s guidance, they will complete a film research project, using Spanish sources, which will include a written component and a formal presentation comprised of a presentation of the material researched followed by a question and answer/discussion session with the teacher and classmates. Students will also brainstorm on activities for future alumni. pg. 25

26 May June Structure: After the test, the students continue to work on mastery of all structure points through speaking, reading and writing. The students continue to prepare for placement tests and continued language study in college. Vocabulary: La prensa vocabulary dealing with journalism and television Readings: Integration of authentic articles taken from the Spanish newspaper and magazine sites ( etc.) Use Hola and People en español and Selecciones for articles and short stories. Culture: En el mundo hispánico Economía y sociedad Medios de comunicación. Oral: pair activities, interviews, role play, simulated conversations, and question/answer practice. Video presentation: Un programa de television. Students will work in groups to create a video presentation after designing and writing a script for program. Writing: Television script Informal writing: weekly journal entry. pg. 26

27 AP Spanish Language Summer Assignments 2014 Congratulations! You have chosen to study a college level course for the school year. The work is not difficult but it does demand your best effort to succeed and some time. For that reason, you have summer assignments geared towards time on task and are designed to maintain your skills in Spanish. Remember, learning a language is like learning to play a sport or to play an instrument you must practice all the skills if you want to play well. Building skills only occurs through practice! I understand that summers can be busy. I do not expect you to spend hours on these assignments every week. I do expect you to practice your Spanish regularly and to improve your skills over the summer. In order to facilitate this, you will receive an e mail alert from me with a reminder to complete your assignments. The assignments are designed to provide continual use of the language all summer long which, in turn, will directly impact your success in the course. You will have a couple of weeks to complete the 3 Paquetes de Tareas. The assignments of the Tareas are required to submit a summary, written work and print outs. The first 2 must be submitted by the due dates in the main office. You will receive a receipt from the secretaries in the main office. Since summer vacation is twelve weeks long, you will receive updates on the assignments. In order to receive full credit for your summer assignments, you must complete and submit on time a total of 3 Paquetes de Tareas. You will receive extra credit for any additional assignments you complete and submit on time. In order to receive updates on your summer assignments #2 and #3, you must use the Summer Work section of my webpage on the Manchester Township High School page. On the top the homepage in the yellow margin please register. If you have issues, please send me an to [email protected] from your home . In the subject area please place your first, last name and español 5/AP. Once registered, I will then ask the web page master to load you in as a group. The assignment #1 will be given to you on Monday, June 10th The Paquetes de Tareas will be detailed on the following page. Each Paquetes de Tareas consists of a Listening, Reading an Article and Book work, Writing a summary on a Article and Book work, and Grammar assignment. Due dates: 1 st June 27 11am 2 nd July 22 3 rd August 29 I am truly looking forward to seeing many of you again next year and to meeting some of you for the first time. If you have any questions, please me. Enjoy your summer and Disfrutan del español! Atentamente, Profesora DiLeo pg. 27

28 Las tres tareas Listening Assignment You will listen to one video, a song and a movie. You may listen to them as many times as you like. Give yourself time. It will take your ear a while to adjust. You will not understand everything but you are not expected to. The goal is to understand enough to know what is going on. You will write summary, create questions and list new vocabulary word in Spanish of each podcast. The summary will consist of 4 or more paragraphs: 1. Introduction 2. Summary 3. Reflection/opinion 4. Conclusion The reflection can be about the difficulty of listening to and/ your interest in the specific listening activity. Reading/Writing Assignment Article (Reading Assignment A) You will read one article in Spanish from a Spanish language newspaper or magazine. You will prepare a short summary in Spanish of each article. You will make a list of ten or more new vocabulary words (10) and their English equivalents. These words should not have been taught in Spanish I, II or III nor should they be cognates. They should be words that YOU can use in writing and/or conversation. By the end of the summer, you should have a list of thirty (30) new vocabulary words that you have learned. Your first vocabulary quiz of the year will be on these words. Reading/Writing Assignment Book (Reading Assignment B) You will read one authentic literature piece from the book Abriendo Paso: Lectura. I will make copies of the 3 stories that we will be reading over the summer. You will complete the tasks in each story. The Antes de leer section prepares us for the story before we read it. The Lectura section is the authentic story to read. The Comprensión section is the understanding of the story. The Un paso más is divided into 2 parts: Para converser y Para escribir. All written work/ answers will be submitted on the due date and handed in at the main office of the school. You will receive a receipt to indicate that you submitted the work. Grammar Practice This assignment will help you brush up on tenses and concepts that may still be causing you trouble. I have provided the topics and the websites for you to practice and submit. Speaking Practice There is no specific assignment here, but I do ask you to download the software AUDACITY on your computers. You will need a headset with a microphone. If interested, I have one to lend to you if you like. It is a free software program that the AP College Board uses for the AP exam. You may use the following site for additional information pg. 28

29 It would be in your best interest to attempt to speak some Spanish with someone over the summer. Once audacity is downloaded, practice using it by repeating the dialogue I included. Just add in your information. You may save it and me the file or wait until September when I give you a cruiser. Get into the community and meet people at restaurants, churches, Latino markets. Get together with your AP Spanish classmates every couple of weeks for lunch or coffee just to talk in Spanish. I can also meet you and we can have lunch. Look at the webpage for time, and location. Technology Usage/ Above and beyond (optional) Try changing your Facebook settings to Spanish, as well as your cell phone and ipods. Pre-set various Spanishspeaking stations on your radio (97.9 is my favorite). Watch your favorite movie dubbed over in Spanish. Look up some new artists online, buy their CD and memorize their songs. Watch news and/or sports on Spanish-speaking channels. Go to your public library and read the magazines People en Español or Selecciones (Reader s Digest). Basically, follow your interests and find their Spanish-speaking equivalent! If you decide to go above and beyond, please write a summary as per the guidelines in the tareas and with appropriate heading. These assignments are based upon prior student approval and most common amongst high schools in the USA and I encourage you to go above and beyond pg. 29

30 La primera tarea Tiene que ser entregada jueves el 27 de junio Listening Assignment #1 You will listen/watch one video at hola.com. festival de cannes un pequeno pedazo de hollywood en la costaazul/ Listen to it as many times as you like. Give yourself time. It will take your ear a while to adjust. You will not understand everything but you are not expected to. The goal is to understand enough to know what is going on. You will write summary, create 5 questions and list 5-10 new vocabulary words in Spanish of the video. The summary will consist of 4 or more paragraphs: 1. Introduction 2. Summary 3. Reflection/opinion 4. Conclusion The reflection can be about the difficulty of listening to and/ your interest in the specific listening activity. Above and beyond (optional) Explore hola.com. List 3 things that you liked and 3 things you did not (if you have any dislikes.) Print out the 3-6 items. Reading/Writing Assignment Article #1 (Reading Assignment A1) You will read the following news article located on do_ch.shtml Prepare a short summary in Spanish of the article. Make a list of 10 or more new vocabulary words and their English equivalents. These words should not be cognates. They should be words that YOU can use in writing and/or conversation. By the end of the summer, you should have a list of thirty (30) new vocabulary words that you have learned. Above and beyond (optional): Explore List 3 things that you liked and 3 things you did not (if you have any dislikes.) Print out the 3-6 items. Reading/Writing Assignment Book #1 (Reading Assignment B1) Please read the authentic literature piece from the book Abriendo Paso: Lectura. Rosa de Ángel Balzarino, capítulo 2 pages pg. 30

31 Complete the tasks in each story. The Antes de leer section prepares us for the story before we read it. The Lectura section is the authenthic story to read. The Comprensión section is the understanding of the story. The Un paso más is divided into 2 parts: Para converser y Para escribir. Grammar Practice #1 This assignment will help you brush up on tenses and concepts that may still be causing you trouble. I have provided the topics and the websites for you to practice and submit. You may practice the following activities as many times as you want. Go to and enter the web code for the following grammar points: Grammar Point Web Code 1. Present Tense jkd Preterite Tense jkd Imperfect Tense jkd-0006 For further explanations and more grammar and vocabulary practice, go to Above and beyond (optional): 10. Commands jkd Other Uses of the Subjunctive jkd-0025 & jkd-0033 Please print out the results page of each activity. All written work/ answers will be submitted on the due date and handed in at the main office of the school. You will receive a receipt to indicate that you submitted the work. HEADING All work submitted must have the following: Tu nombre y apellido L. DiLeo La fecha El 7 de junio, 2013 El titulo de la tarea La primera tarea El tema de la tarea Actividad auditiva #1 El video de hola.com El autor (si hay) Maria Martinez pg. 31

32 La segunda tarea Tiene que ser entregada lunes el 22 de julio Listening Assignment #2 Listen to a song by Enrique Iglesias. You may listen to it as many times as you like. Give yourself time. It will take your ear a while to adjust. You will not understand everything but you are not expected to. I have included abiography of Enrique Iglesias iglesias/ Here are the lyrics and you can hear/ see a video of the song. iglesias lyrics/tres palabras lyrics.html The goal is to understand enough to know what is going on. You will print out the lyrics to the song. You will write summary, create 5 questions and list 5-10 new vocabulary words in Spanish of the song. The summary will consist of 4 or more paragraphs: 1. Introduction 2. Summary 3. Reflection/opinion 4. Conclusion The reflection can be about the difficulty of listening to and/ your interest in the specific listening activity. Reading/Writing Assignment Article #2 (Reading Assignment A2) You will read the following news article located on Prepare a short summary in Spanish of the article. Make a list of 10 or more new vocabulary words and their English equivalents. These words should not be cognates. They should be words that YOU can use in writing and/or conversation. By the end of the summer, you should have a list of thirty (30) new vocabulary words that you have learned. Above and beyond: Explore List 3 things that you liked and 3 things you did not (if you have any dislikes.) Print out the 3-6 items. Reading/Writing Assignment Book #2 (Reading Assignment B2) Read the authentic literature piece from the book Abriendo Paso: Lectura. : Un oso y un amor de Sanine Reyes Ulibarrí capítulo 3 pages Please complete the tasks in each story. The Antes de leer section prepares us for the story before we read it. The Lectura section is the authenthic story to read. The Comprensión section is the understanding of the story. The Un paso más is divided into 2 parts: Para converser y Para escribir. pg. 32

33 Grammar Practice #2 This assignment will help you brush up on tenses and concepts that may still be causing you trouble. I have provided the topics and the websites for you to practice and submit. You may practice the following activities as many times as you want. Go to and enter the web code for the following grammar points: Grammar Point URL 4. Present Perfect / Pluperperfect 5. Ser vs. Estar 6.Progressive Tenses 264&y= 393 For further explanations and more grammar and vocabulary practice, go to Above and beyond (optional): 12. Future, Future Perfect Conditional, Conditional Perfect Please print out the results page of each activity. All written work/ answers will be submitted on the due date and handed in at the main office of the school. You will receive a receipt to indicate that you submitted the work. HEADING All work submitted must have the following: Tu nombre y apellido L. DiLeo La fecha El 7 de junio, 2013 El titulo de la tarea La primera tarea El tema de la tarea Actividad auditiva #1 El video de hola.com El autor (si hay) Maria Martinez pg. 33

34 Listening Assignment #3 La tercera tarea Tiene que ser entregada jueves el 29 de agosto You will watch a movie. You may watch your favorite movie, BUT you must change the language to Spanish. You may watch/ listen to it as many times as you like. Give yourself time. It will take your ear a while to adjust. You will not understand everything but you are not expected to. You can put subtitles in Spanish and note if the spoken word is different from the written subtitles. List 5-10 new vocabulary words in Spanish from the movie. The goal is to understand enough to know what is going on. You will write summary, create 5 questions. The summary will consist of 4 or more paragraphs: 1. Introduction 2. Summary 3. Reflection/opinion 4. Conclusion The reflection can be about the difficulty of listening to and/ your interest in the specific listening activity. Reading/Writing Assignment Article #3 (Reading Assignment A3) You will read one article in Spanish from a Spanish language newspaper or magazine. You will prepare a short summary in Spanish of each article. You will make a list of ten or more new vocabulary words and their English equivalents. These words should not be cognates. They should be words that YOU can use in writing and/or conversation. By the end of the summer, you should have a list of thirty (30) new vocabulary words that you have learned. Your first vocabulary quiz of the year will be on these words. Above and beyond: List 3 advantages and 3 disadvantages about being an American citizen from immigrant parents. Write a brief summary about your opinion and how learning a foreign language can help in the international world. Reading/Writing Assignment Book # 3 (Reading Assignment B3) Read the authentic literature piece from the book Abriendo Paso: Lectura.Continuidad de los parques De Julio Cortázar capítulo 4 pages Please complete the tasks in each story. The Antes de leer section prepares us for the story before we read it. The Lectura section is the authenthic story to read. The Comprensión section is the understanding of the story. The Un paso más is divided into 2 parts: Para converser y Para escribir. pg. 34

35 Grammar Practice #3 This assignment will help you brush up on tenses and concepts that may still be causing you trouble. I have provided the topics and the websites for you to practice and submit. You may practice the following activities as many times as you want. Go to and enter the web code for the following grammar points: Grammar Point URL 7. Saber vs Conocer\ 8. Direct Object Pronouns For further explanations and more grammar and vocabulary practice, go to Above and beyond (optional): 14. Por vs. Para Words that Confuse jkd-0031 Please print out the results page of each activity. All written work/ answers will be submitted on the due date and handed in at the main office of the school. You will receive a receipt to indicate that you submitted the work. HEADING All work submitted must have the following: Tu nombre y apellido L. DiLeo La fecha El 7 de junio, 2013 El titulo de la tarea La primera tarea El tema de la tarea Actividad auditiva #1 El video de hola.com El autor (si hay) Maria Martinez pg. 35