SPANISH IV HONORS and V ADVANCED PLACEMENT (AP) HIGH SCHOOL CURRICULUM PROJECT WEST HEMPSTEAD UFSD 2011 Author: Natasha Mejia Core Curriculum Description
Topic: WEST HEMPSTEAD UFSD Curriculum Map (2011-2012) Spanish 4 H: Encuentros Maravillosos Gramática a través de la literatura. Grade September October November December 11 Repaso de español III Sueños o realidad? Lectura: El otro (fragmento de el libro de arena), Jorge Luis Borges Gramática: El presente del indicativo; el pretérito; la voz pasiva con se La perdida de un ser querido Lectura: Un perro ha muerto (de Jardín de invierno), Pablo Neruda Gramática: El imperfecto; el presente perfecto, el pluscuampe rfecto; los usos de ser y estar. Las idiosincrasias personales Lectura: Viajes (de historias de cronopios y de famas, Julio Cortazar Gramática: Los verbos reflexivos, los complementos directos e indirectos; los verbos faltar, gustar, molestar, y parecer. Las reacciones a las expectativas de los padres Lectura: Nada menos que todo un hombre (fragmento), Miguel de Unamuno Gramática: El presente del subjuntivo; uso del subjuntivo después de verbos o expresiones de voluntad, duda, negación y emoción; el presente perfecto del subjuntivo
January February March and April May and June Las experiencias que nos definen Lectura: El niño al que se le murió el amigo (de Los niños tontos), Ana Maria Matute Gramática: El futuro; el futuro perfecto; el uso de se y el complemento indirecto para hablar de eventos inesperados. Lo real, lo irreal y lo absurdo Lectura: La peste del insomnio (fragmento de Cien anos de soledad), Gabriel García Márquez Gramática: El imperfecto del subjuntivo; el pluscuamperfecto del subjuntivo Los conflictos entre las generaciones Lectura: Como agua para chocolate (fragmento), Laura Esquivel) Gramática: Los mandatos; otros usos del subjuntivo después de antecedentes negativos e indefinidos; el subjuntivo después de ciertos adverbios y conjunciones Película y Análisis de la obra literaria Las supersticiones Lectura: Romance de la luna, luna de obras completas), Federico García Lorca. Gramática: Los tiempos progresivos; el uso del infinitivo; por y para Repaso
Spanish 4 H Course Overview and Objectives Spanish 4H is a one- year course following the completion of the Spanish Regents course. It is aimed at providing students with a varied and in- depth exploration and practice of the four skills of listening, speaking, reading and writing in the target language. Through intensive and active use of language in all its aspects, it is expected that students will be able to effectively communicate in both written and spoken forms. To achieve this, Spanish 4 H includes the study of extensive vocabulary, mastery of specified grammatical structures, the process of formal writing, reading and listening comprehension and intensive conversation practice. Further, it is the purpose of this course, followed by Spanish 5 or Spanish 5 AP, to prepare students for the SAT II or the Spanish Language Advanced Placement Examinations, as well as for various college placement exams. To achieve this, Spanish 4 H includes the utilization of test- taking techniques and practice. A third objective is the deepening of knowledge of Hispanic culture through the materials used in the activities of all four skills. Spanish 4 H is designed in accordance with the scope and sequence of New York State Learning Standards for Languages Other then English, Checkpoint C. 1
Objectives of Listening Skills 1. Students will understand standard speech in authentic settings spoken at normal speed. 2. Students will gather the appropriate information and main ideas from oral reports, radio and television news programs, including soap operas. Students will take- notes. Objectives of Speaking Skills 1. Students will express facts, opinions and emotions in a manner comprehensible to a native speaker. 2. Students will tell stories based on verbal and visual prompts. 3. Students will use vocabulary and syntax appropriate to the situation. 4. Students will formulate questions about facts and options. 5. Students will speak with correct pronunciation, intonation and rhythm. Objectives of Writing Skills 1. Students will utilize appropriate vocabulary and syntax to write personal experiences, letters, essays, opinions and brief stories. 2. Students will complete timed writings on given prompts. 3. Students will detect errors in given pieces. Objectives of Reading Skills 1. Students will expand and deepen their vocabulary. 2. Students will comprehend the main ideas, themes and concepts in both expository and narrative selections from newspapers, magazines and literary selections. 3. Students will determine and distinguish cause and effect, fact and opinion and similarities and differences. 4. Students will use contextual clues and structural analysis to interpret meaning. 2
Assessments Listening Comprehension (including SAT II practice) Reading Comprehension (including SAT practice) Written quizzes and tests on vocabulary, grammar and reading selections Essays Letters Note- taking Paired and cooperative group work Formal and informal oral presentations Taped stories based on picture sequences Homework Homework is an integral part of the learning experience. It must be done consistently in conjunction with the classroom work to advance the skill level in the four areas. Homework includes listening comprehension practice, the study of vocabulary, grammar exercises, reading selections, the preparation of oral presentations and the writing of essays and letters based on aural and written materials. 3
WEST HEMPSTEAD UFSD Curriculum Map (2011-2012) Topic:_AP Spanish Language Grade September October November December January February March April May and June Unit 1: La Unit 2 La Unit 3 El Unit 4 La Unit 5 El Unit 6 Unit 7 El Unit 8 Class 12 politica inmigracion amor intriga humor Sabiduria futuro (Interspersed Un dia de Caja de El decimo Jaque Signos de Discusion Rosa among the Project estos Los desaparecidos Preso sin nombre, celda sin numero caron Muerte fria La pelicula, El Norte CNN en espanol- El abanico Bernardino Selecciones de los poemas de Pablo mate Dos cara El crimen de la calle de la perseguida puntuacion La hija unica Riete con ellos, no de ellos de refranes Los deseos Genesis El rey y el laberinto Nosotros, no Future Conditional Contrary to Fact previous 7 units) Practice testing AP scoring guidelines ETA from Current Neruda News Libro de Imperatives, Directions Puerta del Sol articles on Seleccion del stories on chistes Subjunctive Recording Reading of newspaper article on Basque attack immigration BBC Mundo- Current articles and programa Cristina Canciones de Juanes and crime: El diario-la prensa, People en Seleccion del programa Sabado devices Previous exams Triangulo in Madrid and listening Aventura espanol, gigante activities listening comprehension Subjunctive BBC Subjunctive AP Spanish: activity on the on Mundo Preparing Iraq war from immigration Subjunctive for the AP BBCMundo. Preterite and Exam Imperfect activities ** Please refer to Spanish Language Advanced Placement Syllabus for Sample Unit and its Activities.
Spanish Language Advanced Placement Syllabus Course Overview and Objectives Spanish Language Advanced Placement is a one year course, equivalent to a third year college course, which provides students with a varied and in- depth exploration of the four skills of listening, speaking, reading and writing. The overriding goal is to integrate the four skills. Through intensive and active use of the language in all its aspects, it is expected that students will be able to effectively gather information from written and spoken sources, synthesize the information and effectively communicate in written and spoken form in both form and informal situations. To this end, the class is conducted completely in Spanish, and students are required to use the target language in all activities. Authentic audio, video and written materials are used throughout the course, and add to the understanding of the culture and history of Spanish- speaking peoples. Clearly, the objectives listed below for each of the skills overlap and support one another. Objectives of Listening Skills 1. Students will understand standard speech in a variety of authentic settings spoken at normal speed. These settings may include, but are not limited to, lectures, everyday conversations, media interviews, radio and television news and programs. 2. Students will gather the appropriate information and main ideas, taking notes for further use in demonstrating speaking and writing skills. 3. Students will make appropriate inferences and predictions. 4. Students will expand and deepen their vocabulary. Objectives of Speaking Skills 1. Students will express facts, opinions and emotions in a manner comprehensible to a native speaker. 2. Students will compare and contrast ideas and data. 3. Students will formulate questions about facts and opinions. 4. Students will describe, present information and/or persuade on general topics in presentations of two to three minutes. 5. Students will conduct conversations on familiar topics. 6. Students will speak with correct syntax, pronunciation, intonation and rhythm. Objectives of Writing Skills 1. Students will write analytical and/or persuasive essays in reaction to a text and/or oral presentation, using data gather from these sources. 2. Students will communicate via formal and informal correspondence on daily living topics and social situations, giving and requesting information. 3. Students will utilize appropriate and high level vocabulary and syntax. 1
Objectives of Reading Skills 1. Students will comprehend the main ideas, themes and concepts in both expository and narrative selections from newspapers, magazines and literary selections. 2. Students will determine and distinguish cause and effect, fact and opinion and similarities and differences. 3. Students will use contextual clues and structural analysis to interpret meaning. 4. Students will make inferences and predictions from the text. 5. Students will expand and deepen their vocabulary. Course Outline The course is organized into topical units, varying in length from four to six weeks, which give the students the opportunity to practice all four skills. Each unit contains authentic readings, either literature or media based, films, note- taking, comprehension questions, summary of the facts presented, vocabulary expansion with an emphasis on palabras clave and targeted grammar points. In addition, each unit contains at least on of the following: role- playing of individuals in the piece, interviews of these individuals, a debate and/or a persuasive oral presentation based on the data. Finally, each unit incorporates a formal and/or informal written presentation such as a persuasive essay or an email to a friend. All work is evaluated; common errors are discussed and corrected. 2
Sample Unit and Its Activities Unit 1: La politica: 1. Brief oral presentation by the teacher of the history of dictatorship in Latin America and a biography of Gabriel Garcia Marquez. 2. Reading and listening of Un dia de estos by Gabriel Garcia Marquez. 3. Students list palabras clave needed to tell the story. a. Students summarize orally the plot of the story with appropriate sequence and detail. b. Students make inferences about the history of the two main characters. c. Students role- play a journalist interviewing each of the main characters. d. Students, as the alcalde, write an informal email to a friend detailing the events of the day and his plans for the dentist. 4. Listening activity of news program on Los desaparecidos a. Palabras clave b. Note taking c. Comprehension questions 5. Reading of a selection from Preso sin nombre, celda sin numero a. Palabras clave b. Note taking c. Comprehension questions d. Oral role- play of Jacobo Timmerman and his family as they are reunited. 6. Listening activity on ETA from Puerta del Sol on cease fire a. Palabras clave b. Note taking c. Comprehension questions d. Oral Summary of information 7. Reading of newspaper article on Basque attack in Madrid and listening activity on the Iraq war from BBCMundo. a. Palabras clave b. Note- taking c. Formal oral presentation recorded on flash drive, comparing the violence in Madrid and Iraq, using these sources. 8. Review and practice of preterite and imperfect, using Una vez mas and sample fill- ins. 9. Using Preso, ETA as your written sources, and the BBCMundo as your aural source, write an essay of 200 words on the following: La violencia parece predominante en el mundo de hoy.?crres que realiza sus metas y como reacciona el espiritu humano ante esta violencia? 3
Unit 2 La inmigracion Caja de caron Muerte fria La pelicula, El Norte CNN en espanol- Current articles on immigration BBC Mundo- Current articles and listening comprehension on immigration Preterite and Imperfect Unit 3 El amor El decimo El abanico Bernardino Selecciones de los poemas de Pablo Neruda Seleccion del programa Cristina Canciones de Juanes and Aventura Subjunctive Unit 4 La intriga Jaque mate Dos cara El crimen de la calle de la perseguida News stories on crime: El diario- la prensa, People en espanol, BBC Mundo Subjunctive Unit 5 El humor Signos de puntuacion La hija unica Riete con ellos, no de ellos Libro de chistes Seleccion del programa Sabado gigante Subjunctive Unit 6 Sabiduria Discusion de refranes Los deseos Genesis El rey y el laberinto Imperatives, Subjunctive Unit 7 El futuro Rosa Nosotros, no Future Conditional Contrary to Fact 4
Unit 8 (Interspersed among the previous 7 units) Practice testing AP scoring guidelines Directions Recording devices Previous exams Triangulo activities AP Spanish: Preparing for the AP Exam activities Classroom Strategies 1. Variety of sources and variety of activities are key to the success of the course. Materials come from texts, newspapers, magazines, the Internet, television and film. (listed below) Activities for each unit contain multiple opportunities for listening, note taking, discussion, role- playing, reading, and writing both formal and informal pieces. 2. Students have the opportunity for listening comprehension both in school and at home with the use of school provided tapes, as well as the Internet and television. At the beginning of the year for several weeks, students hear the auditory stimulus to build confidence and comprehension. 3. Reading comprehension is taken from both literature and the media. Key words and topic sentences are emphasized as a means to organize ideas for further use. Word attack skills and context clues are utilized. Pertinent grammar points are emphasized. 4. Speaking opportunities are provided both in the classroom through discussion, role- playing, structured testing situations and in the computer lab using the Audacity program. Each student records on a flash drive collected by the teacher and returned to the student with corrections, suggestions and a grade based on the rubric. Students are encouraged to note- take through graphic organizers and key words. 5. Writing is a part of each unit. To begin the year, students keep a daily journal. Each topic has both informal and formal pieces, which include comparisons, opinions and information giving and gathering. An outline format is provided which students use to design each paragraph with topic sentences and data supporting these sentences. Work is peer- reviewed, and always evaluated by the teacher according to rubrics. Common errors are reviewed and corrected, and appropriate exercises supplied. Assessment 1. As evident from the sample unit number 1, most assessments are based on a format similar to the AP examination. 2. Exams include multiple choice listening and reading comprehension, and formal and informal writing. 3. Speaking is assessed with in class participation and the use of flash drives to record students responses for both formal and informal situations. 5
4. To inspire study, vocabulary quizzes (words given in context) are administered. Homework Homework is an integral part of the learning experience. It must be done consistently in conjunction with the classroom work to advance the skill level in the four areas. Homework includes listening comprehension practice, the study of vocabulary, grammar exercises, reading selections, the preparation of oral presentations and the writing of essays and letters based on aural and written materials. To this end, students have been provided with a variety of materials listed below, including tapes for home use for listening comprehension. Materials BBC en espanol. (http://news.bbc.com.uk/hi/spanish/news) CNN en espanol. (http://www.cnn.com/espanol/) Couch et. Al. Una vez mas. New York: Longman, 1993. Diaz and Collins, Abriendo Paso Lectura. Boston: Heinle and Heinle, 2000. Diaz, Leicher- Prieto, Nissenberg. AP Spanish Preparing for the Language Examination. Boston: Pearson Prentice Hall, 2007. El Norte, la pelicula Gatski and McMullan. Triangulo. Tercera edicion. Sandwich, Mass.: Wayside Publishing, 2000. Jarvis, Lebredo, Mena- Ayllon, Aventura literarias. Sixth Edition. Boston: Houghton Mifflin Company, 2003. Puerta del Sol The Spanish Language Audio Magazine Nashville: Champs- Elysees, 2006-2007. Springer. Barron s AP Spanish. New York: Barron s, 1997. 6