Spanish
3 A

2008 -
2009

Señora
Simmons

Text: En Español 3 with 2 workbooks Más Práctica and Actividades
para todos Cost: $56.31

The
Level 3 course focuses on the continued development of the communicative
competence in the target language and understands of the culture(s) of the
people who speak the language. It assumes that the students have completed a
Level 2 course and are at a Novice-Mid to Novice-High level of proficiency.

Georgia Performance Standards Modern Language 3

By
the end of Spanish 3, a student will be able to:

MLIII.IP1A
Express needs and desires.

MLIII.IP1B
Share feelings and emotions.

MLIII.IP1C
Exchange opinions and
preferences.

MLIII.IP1D
Give detailed descriptions.

MLIII.IP1E
Give and follow detailed
directions and instructions

MLIII.IP1F
Ask questions and provide
responses on topics and events found in a variety of print and non-print
sources.

MLIII.IP2A
Participate in extended oral
and written activities reflecting the present.

MLIII.IP2B
Begin to participate in oral
and written activities reflecting the future and past. MLIII.IP2C Exchange information through
conversations, notes, letters, or e-mail on familiar topics. MLIII.IP2D Use paraphrasing, some circumlocution,
and body language to convey and comprehend messages.

MLIII.IP2E
Begin to self-correct.

MLIII.IP2F
Demonstrate Novice-High to
Intermediate-Low proficiency in oral and written exchanges with respect to proper
pronunciation, intonation, and writing mechanics.

MLIII.INT1A
Identify main ideas and supporting
details from a variety of sources.

MLIII.INT1B
Understand culturally authentic
materials and information.

MLIII.INT1C
Demonstrate comprehension of
current events and issues presented through print and electronic media.

MLIII.INT1D
Follow instructions given in the
target language.

MLIII.INT1E
Understand simple connected
discourse. MLIII.INT1F Demonstrate Novice-High to Intermediate-Low
proficiency in listening, viewing, and reading comprehension. MLIII.P1A Summarize and communicate main ideas and
supporting details from a variety of authentic
language materials.

MLIII.P1B
Produce brief oral
presentations in the present with increasing proficiency, using visual and
technological support as appropriate.

MLIII.P1C
Write short, organized
compositions in the present with increasing accuracy, using visual and
technological support as appropriate.

MLIII.P1D
Begin to prepare presentations
in the past and future.

MLIII.P1E
Demonstrate Novice-High to
Intermediate-Low proficiency in oral and written presentations
with respect to proper pronunciation, intonation, and writing mechanics.
MLIII.P2A Prepare and present
culturally authentic poetry, skits, or stories.

MLIII.P2B
Prepare and present original
essays, poetry, skits, or stories in the target language. MLIII.CU1A Participate in real or simulated cultural
events.

MLIII.CU1B
Discuss patterns of behavior
typically associated with culture(s).

MLIII.CU1C
Investigate the role of geography
in the history and development of the culture(s) studied. MLIII.CCC1A Understand the role of major contemporary
and historical figures and events from the culture(s)
studied.

MLIII.CCC1B
Relate topics studied in other
subject areas to those studied in the target language class.

MLIII.CCC1C
Recognize how the viewpoints of
people in countries where the target language is spoken are reflected in their practices and
products, such as political systems, art, architecture, music, and literature.

MLIII.CCC2A
Discuss the influences of events and
issues on the relationships between countries where the target language is
spoken and the students’ own culture.

Tutoring: Tutoring is available on Mondays and Tuesdays, both before and after
school. You must make an appointment with me at
least one day in advance of your session to allow me time to prepare.

Cheating: If a
student is caught copying someone else’s work, then the discipline procedure
will follow
that found in the EPHS Student Handbook. A zero will be given on any graded activity
and parents will be contacted on the
first offense.

Grading Policy (per PCSS policy)

100-90 A 

89-80 B 

79-70 C

69- F

Grades will be determined as follows:

Formative - 25%

Summative - 60%

Semester Final Exam 15% 

Vocabulary: Vocabulary terms will be presented and
concepts and definitions developed as the material
is presented in class.

4Skills Acquisition: Each unit of study will contain reading, writing, speaking and
listening activities utilizing
both the grammar and vocabulary found within the unit as well as those of
previous units.

 

Unit 1: When
Cultures Collide

August
18 – September 19

GPS:
IP1 B&C, IP2 A&F, P1 B, CU1 B, CCC2 B

Classroom Activities:

Listening activities Reading
activities

Writing topics Small
group and pair discussions

Create a scrapbook

Language structures:
agreement, present tense, present progressive tense

Unit 2: Highlights
in History

September
22 – October 31

GPS:
IP2 B, P1 D, INT1 A, CCC1 A, CCC2 A&B, IP1 F

Classroom Activities:

Listening activities Reading
activities

Writing topics Small
group and pair discussions

Research project

Language structures: preterite vs. imperfect tenses,
past progressive tense, expressions with hacer

Unit 3: Future
Goals & Expectations

November
3 – December 19

GPS:
IP2 D&E, IP1 D, P2 B, INT1 D, CCC3 A

Classroom Activities:

Listening activities Reading
activities

Writing topics Small
group and pair discussions

Produce and present a skit

Language structures: future with ir, simple future tense, conditional tense

 

 

 

 

Spanish
4 A

2008-09

Señora
Simmons

Text: En Español 4 with 2 workbooks Más Práctica and Actividades
para todos Cost: $57.39

The
Level 4 course focuses on the continued development of the communicative
competence in the target language and understands of the culture(s) of the
people who speak the language. It assumes that the students have completed a
Level 3 course and are at a Novice-High to Intermediate-Low level of
proficiency.

Georgia Performance Standards Modern Language 4

By
the end of Spanish 4, a student will be able to:

MLIV.IP1A Express needs and desires.

MLIV.IP1B Share emotions and preferences.

MLIV.IP1C Elicit and express opinions and
information.

MLIV.IP1D Exchange personal reactions to spoken
and written information related to the target culture(s).

MLIV.IP2A Participate in extended oral and written activities reflecting the present, with some usage of past and
future tenses.

MLIV.IP2B Exchange ideas clearly using
level-appropriate material.

MLIV.IP2C Use paraphrasing, circumlocution,
body language, and other creative means to convey and comprehend messages.

MLIV.IP2D Use self-correction.

MLIV.IP2E Demonstrate Intermediate-Low to
Intermediate-Mid proficiency in oral and written exchanges with respect
to proper pronunciation, intonation, and writing mechanics.

MLIV.INT1A Identify main ideas, supporting details
and various elements, such as plot, theme, setting, and characters, from a variety of
texts.

MLIV.INT1B Understand some subtleties of meaning,
such as intent, humor, and tone, in a variety of level-appropriate works in the
target language that are culturally authentic, such as radio and
television segments or literary passages.

MLIV.INT1C Comprehend and react to current events
and issues presented through print and electronic media.

MLIV.INT1D Understand simple connected discourse.

MLIV.INT1E Demonstrate Intermediate-Low to
Intermediate-Mid proficiency in listening, viewing, and reading comprehension.

MLIV.P1A Summarize and communicate main ideas
and supporting details from a variety of authentic
language materials.

MLIV.P1B Produce brief oral presentations
(minimal errors in present tense, some errors with past and future tenses), using
visual and technological support as appropriate.

MLIV.P1C Write short, organized compositions
(minimal errors in present tense, some errors with past and future tenses), using visual and
technological support as appropriate.

MLIV.P1D Give prepared presentations (near
full control of present, past, and future tenses), using visual and
technological support as appropriate.

MLIV.P1E Demonstrate Intermediate-Low to
Intermediate-Mid proficiency in oral and written presentations with
respect to proper pronunciation, intonation, and writing mechanics.

MLIV.P2A Prepare and present organized
culturally authentic poetry, skits, or stories.

MLIV.P2B Prepare and present original
essays, poetry, skits, or stories in the target language.

MLIV.CU1A Participate in real or simulated
cultural events.

MLIV.CU1B Discuss cultural patterns of behavior.

MLIV.CU1C Research and report on some aspect of
the history and development of the target culture(s).

MLIV.CCC1A Report on the role of major contemporary
and historical figures and events from the culture(s)
studied.

MLIV.CCC1B Identify and discuss how topics studied
in other subject areas relate to those studied in the target language class.

MLIV.CCC1C Discuss how the viewpoints of people in
countries where the target language is spoken are
reflected in their practices and products, such as political systems, art,
architecture, music,
and literature

MLIV.CCC2A Discuss the influences of events and
issues on the relationships between countries where the target language is
spoken and the students’ own culture.

MLIV.CCC2B Discuss how members of the target
culture(s) view the United States

MLIV.CCC2C Recognize and discuss local, regional,
and national differences in the countries where the target language
is spoken.

MLIV.CCC3A Recognize basic differences between
target language pronunciation, vocabulary, and colloquial usage
in countries and regions.

MLIV.CCC3B Compare linguistic elements of the target
language and English, such as the different structures used to express time, tense,
and mood.

MLIV.CCC4A Discuss information acquired through the
use of media, entertainment, and technology in the target language.

MLIV.CCC4B Locate and use resources in the target
language, such as individuals and organizations accessible through
the community or the Internet, to reinforce cultural understanding.

Tutoring: Tutoring is available on Mondays and Tuesdays, both before and after
school. You must make an appointment with me at
least one day in advance of your session to allow me time to prepare.

Cheating: If a
student is caught copying someone else’s work, then the discipline procedure
will follow
that found in the EPHS Student Handbook. A zero will be given on any graded activity
and parents will be contacted on the
first offense.

Grading Policy PCSS Policy Class
percentages

100-90 A Formative
- 25%

89-80 B Summative
– 60%

79-70 C
Semester Final Exam – 15%

69- F

Vocabulary: Vocabulary
terms will be presented and concepts and definitions developed as the material
is presented in class.

Literary Works: As time allows
through the semester, short stories will be added in, especially between
units of study.

Unit 1: "El Arte en la vida" (a review unit
using a general study of Hispanic art)

GPS:
IP1 B-D, IP2 A-E, INT1E, P1 B-E, CCC1 B, CCC4 A

August
18 – September 12

Classroom
Activities:

Listening comprehension passages Reading
comprehension passages

Writing activities Partner
and small group work

Discussion of art genres Introduction of
Hispanic artists

Research and presentation of project on Hispanic
artists

Language structures: passive voice with ser, adjective placement and
agreement, present tense, irregular verbs such as ser, estar, hacer, and tener

Unit 2:
"Stay healthy!" (Personal health and fitness)

GPS IP1 A-D, IP2 B-E, INT1 D-E, P1 A-D,
CCC2 C, CCC4 A

September
15 - October 10

Classroom Activities:

Listening comprehension passages Reading
comprehension passages

Writing activities Partner
and small group work

Discussion of foods, dieting and lifestyles Skit on problems due to
poor diet/fitness Discussion of
organic foods and fertilizers

Research project on environmental and health issues
in other countries

Language
structures: future with probability,
imperfect subjunctive tense

Literary Work: "Una Carta a Díos" : a short story

GPS:
IP1
C-D, IP2 A-D, INT1 A-D, P1 A

October
13-16

Classroom
Activities:

Listening comprehension passages Reading
comprehension passages

Writing activities Partner
and small group work

Discussion of story by sections Formal
letter writing

Unit 3:
"In the Real World" (Traveling abroad)

GPS: IP1 A-D, IP2 A-E, INT 1 B-E, P1
B&D, P2 B, CU1 B, C1 B

October 20 –November 14

Classroom Activities:

Listening comprehension passages Reading
comprehension passages

Writing activities Partner
and small group work

Map reading Discussion
of travel hazards

Skit on traveling abroad

Language structures: conditional
tense, g>j verbs, i>y verbs

Literary Work: "Un Día de Estos" : a short
story

GPS: IP1 C-D, IP2 A-D, INT1 A-D, P1 A

November 17-21

Classroom Activities:

Listening comprehension passages Reading
comprehension passages

Writing activities Partner
and small group work

Discussion of story by sections Discussion
on the role of a soldier/civilian

Unit 4:
“Let’s take a look!” (Communities,
leisure, relationships and pop culture)

GPS:
IP1 A-D, IP2 A-E, INT1 A, P1 A-E, P2 B, CCC1 C, CCC2 A&B, CCC3 A&B,
CCC4 A&B

December
1 – January 9

Classroom
Activities:

Listening comprehension passages Reading
comprehension passages

Writing activities Partner
and small group work

Group discussion on related topics Research
project

Language
structures: gerunds as subjects of sentences, present/past perfect tenses

AP Spanish Language

2008-2009

Sra. Simmons

 

AP Spanish Language Exam will begin at 7:45 am on Tuesday, May 5^th.

 

Course Overview

 

In
this course, students will develop a strong command of the Spanish language
with focus on the four skills, listening, speaking, reading and writing. We
will work with written and aural materials, the formal writing process,
extensive interpersonal and presentational speaking and writing practice and
aural comprehensions skills through the use of quality, authentic and level-appropriate
materials in both audio and video recordings. Students will also be exposed to
world literature and current events taken from various forms of media which
will be used as prompts for various activities within the classroom.

 

This
class will be conducted completely in Spanish and will include frequent writing
and integration of skills with a rigorous review of grammatical structures.
Organizational and analytical strategies will be taught. A diagnostic test will
be used to determine each student’s strengths and weaknesses prior to beginning
the year in order to determine the areas of focus within the course.

 

Course objectives:

I.                  
Express
ideas accurately and fluently in writing. Improve writing skills through:

A.     
Essay writing
– Every unit, each student will write formal essay that reflect the content of
that unit. The essay will consist of a minimum of 200 words, on an appropriate
topic and will require synthesis of both written and aural resources. Each
student will be evaluated using the AP rubrics given to them at the beginning
of the school year.

B.      
Other Writing Tasks – There are weekly writing assignments related to topics covered:
letters, e-mails, abstract writing, dialogues, or writing reactions to articles
and literature.

 

II.               
Synthesize
vocabulary and structures to broaden understanding in reading newspapers,
magazine articles, and literary pieces with increasing ease and accuracy.
Improve reading skills through:

A.     
Weekly reading focus and text analysis – Students will read and interpret selected samples
of authentic literary prose and poetry, current topics, and communications.

B.      
Reading strategies – The following are examples of the reading strategies that will be
regularly used to improve reading skills: thinking maps, word attack skills,
contextual clues, and interactive reading.

C.      Research
projects – Students use reading
strategies and vocabulary knowledge to improve reading skills while
investigating various topics, and ultimately to create and to present a
synthesis.

 

III.            
Speak with
fluency, accuracy in structure and syntax, using a rich vocabulary and
appropriate pronunciation and intonation. Improve speaking skills through:

A.     
Interpersonal language focus – Respond to conversational prompts, such as
interviews, asking directions, advice, and story telling. Students will have at
least one major project per nine week cycle that includes an oral presentation.

B.     Participate
daily in class discussions in the target language – Improve vocabulary, fluency, pronunciation and
intonation through directed or free class discussion.

 

IV.             
Understand
the spoken language both formally and informally in conversations or
narrations. Improve listening skills through:

A.     
Interpreting spoken material – Interpret messages, lectures and other materials
spoken using a variety of regional dialects. Become familiar with
pronunciation, dialects and aural syntax.

B.      
Listening to narratives and dialogues to make
inferences, predictions, and interpret linguistic cues.

 

V.                
Expand
knowledge and understanding of the practices, perspectives and products of
Spanish and Hispanic cultures. Enrich knowledge of Hispanic and Spanish
cultures through:

A.      Discussing
literary and cultural topics, current events, and personal experiences.

B.     Incorporating
culture in other skills learned –
Culture is integrated throughout the year, connected meaningfully to reading,
writing, listening and speaking skills.

 

VI.             
Acquire and
enrich vocabulary and grasp structures that enable the student to manipulate a
variety of reading and aural materials. Improve vocabulary through:

A.     
Reviewing and broadening vocabulary – Students use methods such as reading, investigation,
and listening to a wide range of topics, and apply it in speaking and writing.

B.      Using
idiomatic expressions, cognates, synonyms, and antonyms correctly – Lean and apply in aural and writing exercises the
specific uses of idiomatic expressions, cognates, synonyms, antonyms.

C.    
Using transitions – Learn and correctly use transition words and expressions related to
written and spoken Spanish. Use transitions to introduce an idea, add another
idea, express a contrasting point of view, emphasize, give examples, draw a
conclusion, etc.

 

VII.          
Be able to
implement a variety of grammatical structures using proper concordance
(subject-verb, subject-adjective, gender-noun agreement, tense agreement,
sequence of tenses), correct mechanics (punctuation, accentuation, syntax,
orthography), and superior language control. Improve knowledge of grammar
through:

A.     
Applying grammatical and syntactic rules, focusing on
problematic areas – Generally, the
problematic areas include, but are not limited to tenses and moods (ser vs.
estar, preterit vs. imperfect, sequence of tenses, commands, complex
constructions using the subjunctive, irregular and spelling-change verbs), nouns and their modifiers (direct and
indirect object pronouns, relative pronouns, adjective placement) and other verbal and syntactic constructions (passive
voice, reflexives, making comparisons, por vs. para, prepositions, transitions,
accentuation, etc.).

B.      
Implementing/synthesizing a variety of grammatical and
syntactic structures in speaking and writing.

 

 

Grade Calculation:                                                     Grade Values:

Formative         25%                                                    
A        90-100

Summative        60%                                                    
B         89-80

Informal              0%                                                     C        79-70

Final Exam       15%                                                      F         69
or below

 

           

                                                                       

 

AP Spanish Language Weekly Course Planner

 

Each week will contain the following:

~speaking activities, both in
pairs and in small group

~listening comprehension
activities

~writing assignments, either
take-home or a timed in-class writing

~reading comprehension
activities, sources vary from magazine articles to short stories

~vocabulary quiz

~comprehensive verb
conjugation quiz

~cultural discussions as
applies to the theme of each unit

 

Note: This
class will place a heavy emphasis on speaking and listening abilities. Grammar
exercises, writing passages, reading passages are to be completed outside of
class and will be discussed the day that the material is due. Students will be
expected to audiotape themselves at least once per unit for evaluation.

 

Week 1-2 – August  18-29

Unidad 1 “Sobre las relaciones familiares”

                Present indicative (regular, stem
changing and reflexive verbs)

Present progressive

                Personal
a

Direct object pronouns

Indirect object pronouns

Albúm; “La
Sala de espera”

Unit
1 test

 

Week 3-5 – September 2-19

Unidad 2 “Sistemas educativos”

Ser vs. Estar

Adjectives

Possessive
Adjectives

Double object pronouns

Omission
of articles

Gender
rules

Preterite tense

Imperfect tense

Albúm: “El
tiempo borra”

                                Unit 2 test

 

Week 6-8 – September 22 – Ocotber 10

Unidad 3 “Los deportes y las actividades
al aire libre”

Verbs like gustar

Preterite vs. Imperfect

Verbs that change meaning in the preterite

Relative pronouns

Expressions with hacer

Albúm:
“Leyenda”

Unit 3 test

 

 

 

 

 

 

 

Week 9-11  –
October 13-31

                Unidad
4 “Costumbres y tradiciones”

Comparisons of equality/inequality

Por vs. Para

Present Subjunctive (emotion, doubt, impersonal and
desire)

Albúm: “Un
oso y un amor”

Unit 4 test

 

Week 12-14 – November 3-21

                Unidad
5 “Mente sana en cuerpo
sano”

Formal commands

Nosotros
commands

Special
uses of the subjunctive

Special uses of the subjunctive

Subjunctive
or Indicative?

Albúm: “El
nacimiento del col”

Unit 5 test

 

Week 15-16– December 1-12

                Unidad
6 “Una estudiante americana en Costa Rica”

Informal commands

Participles

Present and Past perfect tenses

Position of Adjectives

Albúm: “Una
sortija para mi novia”

Unit 6 test

 

Week 17-19 – December 15 – Januar 9

                Unidad
7 “¡Buen provecho!

                                Future tense                                                                         

Conditional tenses

Future perfect tense

Conditional perfect tense                                                 

Irregular Gender of Nouns                                                 

Albúm:
“Cajas de carton”

                                Unit 7 test**

                **This test might be waived in lieu of the first
semester mid-term if time runs short.

 

Week  20-22–
January 20 –February 6

                Unidad
8 “Nuestras grandes ciudades: problemas y soluciones”

                                Imperfect Subjunctive        

Preterite perfect Subjunctive

                                Pluperfect Subjunctive       

Imperfect Subjunctive in conditional sentences

Albúm:  “La camisa de Margarita”

                                Unit 8 test

 

Week 23-24 - February 9-27

                Unidad
9 “El mundo del
espectáculo”

                                Review of Subjunctive       

Subjunctive or Indicative?

                                Prepositions                                         

Verbs that take prepositions

                                Use of Infinitives

                                Albúm: “El general Rueda”

                                Unit 9 test

 

Week 25-26 - March 1-13

                Unidad
10 “El mundo del trabajo y
la tecnología”

                                Constructions with se                                        

Special uses of se

                                Common Idiomatic expressions

                                Albúm: “Apocalipsis”

                                Unit 10 test

 

Weeks 27-33

                Comprehensive review of grammar and topics in levels
1-5 in preparation for the AP test on Tuesday, May 6^th.
We will also be focusing on the practice sections in Baron’s AP Spanish,  AP Spanish: Preparing for the exam and
the remaining reading selections in Albúm. There will be practice
sections for the test and speaking activities every day.

 

April 21-22 – Mock AP Exam – This counts
as 80% of your final exam grade!

 

Weeks 35-36 – May 10 -22

                Cultural projects focusing on international relations
and the concept of discrimination.

 

Week 37 – Second Semester Final Exam