COURSE TITLE AP SPANISH LANGUAGE AND CULTURE EHS WORLD LANGUAGE DEPARTMENT

INSTRUCTOR

Dr. Claudia Larrotta

EE 116 Email: Claudia Larrotta Google Voicemail: (770) 835-5392

SUBSCRIBING FOR SMS ALERTS

https://www.remind.com/join/temas2016 or send a text message to @temas2016

ADMINISTRATOR FOR WORLD LANGUAGES

Dr. Amanda Ruiz Amanda.ruiz@cherokee.k12.ga.us

SCHOOL LINKS EHS CCSD

WORLD LANGUAGES DEPARTMENT HEAD

Dr. Claudia Larrotta Claudia.larrotta@cherokee.k12.ga.us

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: Interpretive, Interpersonal, and Presentational. This course is designed to provide students with the necessary linguistic skills and intercultural understanding to enable them to communicate successfully in an environment where Spanish is spoken. Therefore, 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, magazine and newspaper articles; also, a combination of visual/print resources such as charts, tables, and graphs; all with the goal of providing a 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. Central to communication is the following premise from the Curriculum Framework: When communicating, students in the AP Spanish Language and Culture course demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (Connections), make comparisons between the native language and the target language and between cultures (Comparisons), and use the target language in real-life settings (Communities).

COURSE OBJECTIVES

After completing this course, students will be able to:

Listen, read, understand, and interpret a wide-variety of authentic Spanish-language materials and sources.

Demonstrate proficiency in interpersonal, interpretive, and presentational communication using Spanish.

Gain knowledge and understanding of the cultures of the Spanish-speaking world.

Use Spanish to connect with other disciplines and expand knowledge in a wide- variety of contexts.

Develop insight into the nature of the Spanish language and its culture.

Use Spanish to participate in communities at home and around the world. .

PRIMARY LEARNING OBJECTIVES

At the core of the AP Spanish Language and Culture course are six groups of learning objectives that identify what students should know and be able to do across the three modes of communication. These objectives outline expectations of student abilities in the following areas:

Spoken Interpersonal Communication

Written Interpersonal Communication

Audio, Visual, and Audiovisual Interpretive Communication

Written and Print Interpretive Communication

Spoken Presentational Communication

Written Presentational Communication

THEMES, CONTEXTS AND ESSENTIAL QUESTIONS

The AP Spanish Language and Culture course is structured around six interconnected themes. Each theme includes a number of recommended contexts for exploration. Each theme and context will be developed through essential questions that will capture students’ interest, engaging authentic materials, and learning activities that help students consider themes across time and across cultures.

COURSE PLANNER AND AREAS OF STUDY ACCORDING TO AP CURRICULUM FRAMEWORK

UNIT THEME/ UEQ CONTEXTS CONTENT

Aug. 1-5

Aug.8- Sept. 16

UNIT 1

FAMILIES AND

COMMUNITIES /

LAS FAMILIAS Y LAS

COMUNIDADES

• ¿Cómo se define la familia en distintas sociedades? • ¿Cómo contribuyen los individuos al bienestar de las comunidades?

Pre-assessments/SLO Test • Educational Communities / Las comunidades educativas • Social Networking / Las redes sociales • Human Geography / La geografía humana • Customs and Values / Las tradiciones y los valores • Global Citizenship / La ciudadanía global • Family Structure / La estructura de la familia

SLO test Lecturas auténticas: « Facebook, el monstruo de las dos cabezas» «Centroamérica y las redes sociales» «La situación de los pueblos del lago Atitlán» «30 años de cultura de mall» Selecciones auténticas de audio «Tocar y luchar» «Jóvenes y uso de las redes sociales» «Basura: un problema en aumento» Cinemateca auténtica: Ella y yo

• ¿Cuáles son las diferencias en los papeles que asumen las comunidades y las familias en las diferentes sociedades del mundo?

Léxico: Expresiones de tiempo Ortografía y puntuación: Signos de puntuación Integración del tema : Ensayo de comparación

Sept. 26 – Oct. 28

UNIT 2

SCIENCE AND

TECHNOLOGY / LA

CIENCIA Y LA

TECNOLOGÍA

•¿Qué impacto tiene el desarrollo científico y tecnológico en nuestras vidas? •¿Qué factores han impulsado el desarrollo y la innovación en la ciencia y la tecnología? •¿Qué papel cumple la ética en los avances científicos?

• Effects of Technology on Self and Society / Los efectos de la tecnología en el individuo y en la sociedad • Health Care and Medicine / El cuidado de la salud y la medicina • Science and Ethics / La ciencia y la ética • Natural Phenomena / Los fenómenos naturales • Access to Technology / El acceso a la tecnología • Innovations / Las innovaciones tecnológicas

Lecturas auténticas: «No sin mi móvil» «Nosotros, no», por José Bernardo Adolph «Google, un médico virtual no aconsejable» La enfermedad como causa de marginación en la Edad Media «Neander Park» «Sustentabilidad» «El desarrollo sostenible debe basarse en la ciencia» «La gran extinción que casi acabó con la vida en la Tierra» «Cazadores de tornados» Selecciones auténticas de audio: «Proyecto MARTA: el coche del futuro con tecnología española» «Escepticismo y medicinas alternativas» «Las sequías: el peligro natural más destructivo del planeta» Cinemateca auténtica «Un atajo, un camino» LÉXICO : Verbos comunes; Expresiones de tiempo ORTOGRAFÍA Y PUNTUACIÓN : Acentuación: Casos

especiales; Signos de puntuación INTEGRACIÓN DEL TEMA El informe de investigación

Nov. 1 – Dec. 16

UNIT 3

BEAUTY AND

AESTHETICS /

LA BELLEZA Y LA

ESTÉTICA •¿Cómo se establecen las percepciones de la belleza y la creatividad? •¿Cómo influyen los ideales de la belleza y la estética en la vida cotidiana? •¿Cómo las artes desafían y reflejan las perspectivas culturales?

Defining Beauty / Definiciones de la belleza • Fashion and Design / La moda y el diseño • Language and Literature/ El lenguaje y la literatura • Visual and Performing Arts / Las artes visuales y escénicas • Architecture / La arquitectura • Defining Creativity / Definiciones de la creatividad

Lecturas auténticas: «El concepto de lo estético a través de la historia» «Encuesta sobre la belleza» «Hipsters, la moda de no estar a la moda» «Resultados de la encuesta: ¿qué opinas de las marcas de moda?» «La literatura y la vida», por Mario Vargas Llosa Cien años de soledad, por Gabriel García Márquez «Lo mágico, enigmático y místico en el arte de Remedios Varo» «Museo Nacional de Bellas Artes» Selecciones auténticas de audio: «Belleza y autoestima» «¿Ser diseñador es un privilegio?» «Isabel Allende: “Escribir es igual que enamorarse”» «30 años del Guernica» Cinemateca auténtica «Arte precolombino» LÉXICO Las conjunciones gentilicios y topónimos ORTOGRAFÍA Y PUNTUACIÓN Las citas INTEGRACIÓN DEL TEMA Ensayo narrativos

AP SEMESTER EXAM

Jan. 3- Feb. 17 UNIT 4

CONTEMPORARY

LIFE /

LA VIDA

CONTEMPORÁNEA •¿Cómo definen los individuos y las sociedades su propia calidad de vida? •¿Cómo influyen los productos culturales, las prácticas y las perspectivas de la gente en la vida contemporánea? •¿Cuáles son los desafíos de la vida contemporánea?

• Education and Careers / La educación y las carreras profesionales • Entertainment / El entretenimiento y la diversión • Travel and Leisure / Los viajes y el ocio • Relationships / Las relaciones personales • Lifestyles / Los estilos de vida • Social Customs and Values/ Las tradiciones y los valores sociales

Lecturas auténticas: «Las escuelas que siguen a los chicos» «Prepárese: en el futuro, todos autónomos» «Receta de mole colorado tlaxcalteca» «Marta Hazas: “Tenemos un producto distinto, no temo a las comparaciones”» «Un mensaje de María José» Mundo del fin del mundo, por Luis Sepúlveda «La evolución de la amistad» «Cartas de mamá», por Julio Cortázar «El arte de comunicar Selecciones auténticas de audio: «La equidad de género en la docencia» «Qué difícil es hablar el español» «Medioambiente: viajes naturalistas» «El arte de comunicar» Cinemateca auténtica «Huevos fritos con chorizo y con patatas» LÉXICO Expresiones de transición Los sufijos ORTOGRAFÍA Y PUNTUACIÓN Los números INTEGRACIÓN DEL TEMA Ensayo argumentativo

Feb. 27 – Apr. 14

• Economic Issues /

Lecturas auténticas:

UNIT 5

GLOBAL

CHALLENGES/

DESAFÍOS GLOBALES

•¿Cuáles son los desafíos sociales, políticos y del medio ambiente que enfrentan las sociedades del mundo? •¿Cuáles son los orígenes de esos desafíos? •¿Cuáles son algunas posibles soluciones a esos desafíos?

Los temas económicos • Environmental Issues / Los temas del medioambiente • Population and Demographics / La población y la demografía • Social Welfare / El bienestar social • Philosophical Thought and Religion / El pensamiento filosófico y la religión • Social Conscience / La conciencia social

Manual del perfecto idiota latinoamericano «Micropréstamos» «La desglaciación de la cordillera andina» «Encuesta de consumo sustentable en Chile» «Arrugas», por Paco Roca «La población urbana mundial crecerá un 75% hasta los 6300 millones en 2050» «Déficit de espacio público ahoga a los bogotanos» «El país de la casualidad» Selecciones auténticas de audio: «Clase media crece en América Latina y el Caribe» «Capacitación a los jóvenes sobre el medioambiente» «Para preservar los recuerdos y la historia» «Las ciudades son de los ciudadanos» Cinemateca auténtica «Pecera: Un cortometraje del océano» LÉXICO Cognados falsos Los prefijos Verbos seguidos de preposición ORTOGRAFÍA Y PUNTUACIÓN Palabras compuestas INTEGRACIÓN DEL TEMA Ensayo de opinión

Apr. 17 – May 19

• Alienation and Assimilation/ La enajenación y la asimilación

Lecturas auténticas:

UNIT 6

PERSONAL AND

PUBLIC IDENTITIES /

LAS IDENTIDADES

PERSONALES Y

PÚBLICAS • ¿Cómo se expresan los distintos aspectos de la identidad en diversas situaciones? • ¿Cómo se desarrolla la identidad de una persona a lo largo del tiempo? • ¿Cómo influyen la lengua y la cultura en la identidad de la persona?

• Self-Image / La autoestima • National and Ethnic Identities / La identidad nacional y la identidad étnica • Personal Interests / Los intereses personales • Personal Beliefs / Las creencias personales • Heroes and Historical Figures / Los héroes y los personajes históricos

«Borges y yo», por Jorge Luis Borges «Expulsados», por Francisco Jiménez «Clases de autoestima» «Las redes sociales pueden cambiar la autoestima de los jóvenes» Historia verdadera de la conquista de la Nueva España, por Bernal Díaz del Castillo «Ruina y reconstrucción», por Lucía M. Suárez «Restauradores de autos con aires de estrella» «Jogging», por Juan Antonio Ramos Selecciones auténticas de audio: «Una ley para fortalecer el guaraní en Paraguay» «Jóvenes discapacitados se reúnen a disfrutar de poesías» «Visita al Salto Ángel de la mano de un guía indígena» «XV Festival de Jazz en Toledo» Cinemateca auténtica «El espía» LÉXICO Verbos y expresiones para indicar cambios El lenguaje académico Los anglicismos ORTOGRAFÍA Y PUNTUACIÓN Notas y referencias bibliográficas INTEGRACIÓN DEL TEMA La crítica cinematográfica

May AP Exam AP Exam Preparation

Final Exam/Projects

GRADES & SCORING: * No extra credit will be given for this class.

Grades should reflect what students know and are able to do. Therefore, in this class, grades will be derived from assessments of the following activities and skills:

Extended and Refining Homework Practice: 5%. Given nightly. Timeliness of assignments is crucial. Homework is assigned mostly in the Supersite 1and consist of writing entries, contextualized vocab practice, reading and comprehension tasks based on authentic resources, recorded oral discussions and chats as well as AP exam extended practice in the workbook and Supersite.

*Note: Late work policy: Assignments will be accepted up to 3 days past the due date. (This

does not apply to assignments that are late due to excused absences.)

Classwork: 15% Based on exclusive use of Spanish and ease of use. Speaking the language increases fluidity and accuracy. Risk-taking is rewarded. The goal is communication, not grammar. Use of English inhibits learning, weakens the process, and loses points. Students are responsible for using class time wisely and effectively in order to improve their communicative skills. During class, students will participate in a variety of activities such as group discussions, individual oral reports, skits, writing essays, working in cultural projects, etc.

Unit comprehensive assessments………..25% (Unit tests and projects used to assess student progress throughout the unit.) Assessments include integration of the modes of communication. Unit assessments are announced several days in advance. Students should visit with their teacher prior to an exam if they need extra help. It is imperative that students read and reflect on the feedback provided by the teacher, as it is there to help improve language proficiency and avoid the same errors on future assignments. Some other types of assessments will include: - Contextual vocabulary assessments - Contextual grammatical assessments - Selected response (Multiple choice, true/false, matching and short answer fill-in items). - Writing assessment (essays, letters, journals). - Oral assessments (interviews, conferences, direct response questions, situations). - Student created projects, performance and presentations. - National Spanish Exams (listening and reading assessment).

1 The Temas Supersite is the integrated text-technology program designed to build and assess skills critical for the success in class and on the new exam.

Pre-assessments/ SLO test …… 10% SLO (Student Learning Objective) Exams will be given once each semester. The first semester SLO will be taken as a pre-assessment. (Grade does not count toward semester average.) This assessment will be used to monitor student learning throughout the year. The second semester SLO will be counted as a formative assessment.

Interpersonal Speaking Assessments……....10% These assessments correspond to practice Spanish Language Advanced Placement Exams in the skill area of interpersonal speaking. They will follow the AP Exam format of situated conversations and will be graded according to the scoring rubric provided by College Board.

Interpersonal Writing Assessments……10% These assessments correspond to practice Spanish Language Advanced Placement Exams in the skill area of interpersonal speaking. They will follow the AP Exam format of e-mail replies and will be graded according to the scoring rubric provided by College Board.

Presentational Speaking Assessments……10% These assessments correspond to practice Spanish Language Advanced Placement Exams in the skill area of presentational speaking. They will follow the AP Exam format of cultural comparison presentations and will be graded according to the scoring rubric provided by College Board.

Presentational Writing Assessments….. 15% These assessments correspond to practice Spanish Language Advanced Placement Exams in the skill area of presentational writing. They will follow the AP Exam format of persuasive essays based on three different sources and will be graded according to the scoring rubric provided by College Board.

ACADEMIC CODE

PLAGIARISM/CHEATING: The student handbook defines plagiarism as, "deliberately or unintentionally using unoriginal content without giving credit to its sources. Plagiarism can be, but is not limited to: copying and pasting; paraphrasing; and patch-work writing. Patch-work writing is defined as a selection of words and information from several sources without providing the origin of the presented works and without proper, unique context. Plagiarism is not limited to professional or established works, but is also defined as work obtained from fellow students or past students if the assignment is designed for individual credit." Plagiarism will not be tolerated and will result in no credit for the plagiarized assignment. In addition, the student's parent and administrator will be notified. The following instances are also considered cheating and are subject to disciplinary action: i. giving to or taking information from another student during a quiz or test ii. copying independent homework assignments iii. allowing a parent, relative, or friend to do your work for you

In the World Language classroom, cheating includes the use of online translation websites and/or apps, and dictionaries, without the teacher’s direction.

SKILL INTEGRATED AND CULTURAL PROJECTS

Students are required to engage in real-life activities outside the classroom to enrich their Spanish language and culture experiences. They complete entries that interest them throughout the year for their Language and Culture Portfolio. Options include, but are not limited to: attending an art exhibit, musical show or play; preparing a meal while following recipes written in Spanish; regular correspondence through email, Skype or Face Time with heritage speakers in a Spanish-speaking country; viewing of important events involving target language speakers, such as a president's acceptance speech or a national celebration of a country's independence; visits to university campuses for special events; hosting a student from a Spanish-speaking country; visiting area businesses and learning about opportunities with Spanish; participating in the community outreach as part of their service for the Sociedad Honoraria Hispánica, and more. Students must provide acceptable evidence of their engagement as described in the Language and Culture Portfolio Guidelines.

Some projects will be done in small groups, others will be done individually. When working in groups, students will earn grades individually. At the time the assignment is distributed, the size of the group applicable to the project and a rubric for how it will be graded will be given. Project –based learning, flexible grouping and cooperative learning strategies will be encouraged throughout.

ATTENDANCE & TARDINESS POLICY

Follow rules as per CCSD Student Handbook County policy will be observed.

GENERAL EXPECTATIONS 1. Come to class on time prepared to learn. School policy on attendance and tardiness will be enforced. 2. Speak exclusively in Spanish! Participation is a means of assessment and therefore it is a grade. 3. Turn in your work on the assigned deadline. 4. If you need extra help talk to your teacher to schedule a tutoring session. 5. Be respectfully cooperative of the teaching and learning environment. 6. Clean up after yourself. 7. Keep cell phones and electronic devices turned off unless directed otherwise. 8. Check your teacher’s website on a regular basis for assignments, resources, and pertinent information.

9. Take ownership of your academic journey!

GRADE RECOVERY We believe that ALL students can learn, just not always at the same rate. Students who do not demonstrate proficiency will be given opportunities to learn the material and re-assess. Students must schedule an appointment outside of class with the teacher to determine an individualized student plan for recovering the assignment. In order to participate, the student must show proof of further, additional preparation that will lead to a significant grade improvement. This may involve spending additional time with the teacher for remediation or attending a peer tutoring session.

ACADEMIC CODE PLAGIARISM/CHEATING: The student handbook defines plagiarism as, "deliberately or unintentionally using unoriginal content without giving credit to its sources. Plagiarism can be, but is not limited to: copying and pasting; paraphrasing; and patch-work writing. Patch-work writing is defined as a selection of words and information from several sources without providing the origin of the presented works and without proper, unique context. Plagiarism is not limited to professional or established works, but is also defined as work obtained from fellow students or past students if the assignment is designed for individual credit." Plagiarism will not be tolerated and will result in no credit for the plagiarized assignment. In addition, the student's parent and administrator will be notified. The following instances are also considered cheating and are subject to disciplinary action:

i. giving to or taking information from another student during a quiz or test ii. copying independent homework assignments

iii. allowing a parent, relative, or friend to do your work for you

In the World Language classroom, cheating includes the use of online translation websites and/or apps, and dictionaries, without the teacher’s direction.

LISTENING:

Spanish only is the rule in the classroom. Both students and teacher will address each other entirely in Spanish. New vocabulary is acted out, drawn or defined in Spanish.

News as appropriate and interesting is presented in audio and visual formats. Students will view videos that relate to the themes selected. Listening comprehension activities.

READING:

Selections from a variety of media will build on the students’ preparation for using context clues to decipher vocabulary, tone, bias and theme.

Selections for literary criticism will be made from a variety of genre based on the themes chosen for the class.

Students will predict endings, answer multiple choice questions, and write critical analyses and personal opinions about the readings.

SPEAKING:

Students will address each other and the teacher in Spanish during the class period.

Activities to develop skills will be practiced on the language laboratory equipment. Students will participate in activities to illustrate mastery of vocabulary or

grammar as suggested by their needs and the themes of the class. Students will make visual presentations to share information with the class. Debates and discussions on issues and themes presented by movies, news articles

and current events will be held. WRITING:

Students will write formal, well-organized essays of at least 200 words, on an appropriate topic, in reaction to a text or information discussed or viewed, which is evaluated for its content, organization, range and appropriateness of vocabulary, and grammatical accuracy.

Students will write short informal essays on an appropriate topic to be evaluated based on organization, range and appropriateness of vocabulary, and grammatical accuracy.

Students will regularly write informally based on topics discussed in class.