School Year: 2021-2022
Click here to access the Syllabus Contract Form
AP_Spanish_Syllabus
Course Description
In this course students develop a strong command of the Spanish language, with proficiency in integrating language skills and synthesizing written and aural materials, the formal writing process, extensive interpersonal and presentational speaking and writing practice, and aural comprehension skills through quality, authentic, and level-appropriate audio and video recordings. They are also further exposed to the world of literature and current events of Spanish-speaking countries through authentic written texts, including newspaper and magazine articles, literary texts, and other nontechnical writings that develop students’ reading and comprehension abilities.
This course is aimed to highly motivated students willing to take the challenge of learning Spanish at an advanced level; and who aware that this advanced course will help to increase their command of the Spanish language, as well as their chances of a successful scoring in the AP Spanish Language Exam. Emphasis is placed in the use of Spanish for active communication, and in the development of the aural/oral skills, reading comprehension, grammar, and composition. Class is conducted completely in Spanish and includes frequent writing and integration of skills with a rigorous review of grammatical structures.
Curriculum Overview
The following academic concepts will be covered. THIS IS ONLY A GUIDE AND IS SUBJECT TO CHANGE.
El Curso consiste de 6 temas y sub-temas.
CURRICULUM OVERVIEW |
UNIT 1: Families in Different Societies: - explore how families shape values and traditions, as well as personal beliefs and personal interests.
- examine the challenges faced by families, such as access to education and jobs.
- consider the evolving concept and role of families in contemporary societies.
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UNIT 2: The Influence of Language and Culture on Identity: = explore how developments in science and technology impact language and the ways we communicate and, ultimately, how we see ourselves. = examine how social media affects personal image and identity. = consider the role of advertising in shaping personal and public identity. = explore how a community’s identity is reflected in its art. |
UNIT 3: Influences of Beauty and Art: = explore how art influences the quality of life and values in a community. = consider the role/importance of art in Spanish-speaking communities. = discover how the arts capture and reflect the history of a community. = investigate how the concept of beauty is defined within a culture. = explore how art challenges and reflects cultural perspectives. |
UNIT 4: How Science and Technology Affect Our Lives: = explore how developments in science can both create and resolve challenges in contemporary society. = investigate how technology creates new ways for us to connect with others and how it impacts and shapes our personal and public identities. = consider ways access to technology affects society and the quality of life. = examine how science and technology affect the values and ethics of a community |
UNIT 5: Factors That Impact the Quality of Life: = explore how one’s social status influences one’s quality of life. = investigate how cultural perspectives and traditions relate to the quality of life. = consider how access to education, health care, justice, food, and water impact the quality of life. = explore how geography influences the quality of life. |
UNIT 6: Environmental, Political, and Societal Challenges: = investigate how economic developments and environmental challenges often impact society and politics on a larger scale, which in turn affects individual families and communities. = explore how individuals can positively or negatively influence the world around them. = suggest possible solutions that address contemporary global challenges. |
INSTRUCTIONAL MATERIALS
Texts: Temas, AP* Spanish Language and Culture, Parthena Draggett, Cole Conlon, Max Ehrsam, Elizabeth Millán, Vista Higher Learning, 2014.
AP Spanish Language and Culture Exam Preparation, Jorge Frisancho, María T. Redmon, Marta Lucía Restrpo Bravo, Vista Higher Learning, 2014.
(Other books: Triangulo Aprobado, John McMullan and Barbara Gatski. Abriendo Paso, AP* Spanish Preparing for the Language Examination, José Diaz)
GRADING SYSTEM: The DeKalb County School District believes that the most important assessment of student learning shall be conducted by the teachers as they observe and evaluate students in the context of ongoing classroom instruction. A variety of approaches, methodologies, and resources shall be used to deliver educational services and to maximize each student’s opportunity to succeed. Teachers shall evaluate student progress, report grades that represent the student’s academic achievement, and communicate official academic progress to students and parents in a timely manner through the electronic grading portal. See Board Policy IHA.
GRADING CATEGORIES | *GRADE PROTOCOL |
Pre-Assessment - 0% Assessment During Learning – 25% Guided, Independent, or Group Practice – 45% Summative Assessment or Assessment of Learning– 30% | A 90 – 100 B 80 – 89 C 71 – 79 D 70 F Below 70 |
Notes:
*El AP examen consiste en > 3 Modos de Comunicación:
Interpretación: Lectura, Lectura con Audio y Audio
Interpersonal: Un correo electrónico, Conversación simulada
Presentación: Ensayo persuasive, Comparación Cultural
http://apcentral.collegeboard.com/apc/public/exam/exam_information/4554.html
DISTRICT EXPECTATIONS FOR SUCCESS |
STUDENT PROGRESS | Semester progress reports shall be issued four and a half, nine and thirteen and a half weeks into each semester. The progress of students shall be evaluated frequently and plans shall be generated to remediate deficiencies as they are discovered. Plans shall include appropriate interventions designed to meet the needs of the students. See Board Policy IH. |
ACADEMIC INTEGRITY | Students will not engage in an act of academic dishonesty including, but not limited to, cheating, providing false information, falsifying school records, forging signatures, or using an unauthorized computer user ID or password. See the Code of Student Conduct - Student Rights and Responsibilities and Character Development Handbook. |
HOMEWORK | Homework assignments should be meaningful and should be an application or adaptation of a classroom experience. Homework is at all times an extension of the teaching/learning experience. It should be considered the possession of the student and should be collected, evaluated and returned to the students. See Board Policy IHB. |
MAKE-UP WORK DUE TO ABSENCES | When a student is absent because of a legal reason as defined by Georgia law or when the absence is apparently beyond the control of the student, the student shall be given an opportunity to earn grade(s) for those days absent. Make-up work must be completed within the designated time allotted. See Board Policy IHEA. |
SCHOOL EXPECTATIONS FOR SUCCESS |
CLASSROOM EXPECTATIONS | Attendance, promptness and active class participation are mandatory for success in this course. Unexcused absences and tardies will be handled in accordance with the school discipline plan. Missed work due to absences (excused and unexcused) must be made up within 3 days of the assignment due date. Missed work that is not made up will be subject to the make-up work policy outlined by the school. Students are expected to come to class on time with proper materials and be prepared to actively participate in ALL classroom activities. Students will receive a daily class participation grade based on their oral participation, individual and group work efforts, and their effort to communicate predominantly in the target language. In this World Language class, students are expected to speak nearly exclusively Spanish to both the teacher and to fellow classmates. There may be specific circumstances, determined by the teacher, in which English will be allowed; however, speaking English during teaching presentations, class, individual and group activities will result in a deduction from the student’s grade. |
ACADEMIC INTEGRITY | Students will not engage in an act of academic dishonesty including, but not limited to, cheating, providing false information, falsifying school records, forging signatures, or using an unauthorized computer user ID or password. Cheating/Plagiarism Cheating on a test, quiz, or assignment is considered to be a serious breach of conduct. The use of unauthorized assistance of material or giving/receiving of unauthorized assistance or material in the carrying out of an academic assignment is a violation of academic honor code. An academic assignment includes but is not limited to all classwork, homework, tests, and projects assigned by the instructor. Plagiarism is a piece of writing that has been copied from someone else, the teacher, a classmate/fellow student, a website or other resource that is presented as being ones’ own work. The student should check with the instructor if in doubt.?? Cheating or plagiarism will result in receiving an office referral for disciplinary action and consequence. The teacher may provide the student with the opportunity to replace the cheating grade by completing an alternate assignment or task. |
In Person Protocol | In order to acclimate students to existing enforced standardized testing protocols and to protect the integrity of each testing environment, cell phones and smart watches are STRICTLY PROHIBITED from visibility during ANY assessment/examination. Actions considered to constitute cheating include, but are not limited to: using unauthorized materials (including cell phones and smart watches) in a test situation, receiving or knowingly giving information regarding a test before and during the test, turning in work for credit which is not one’s own, and plagiarism. Cheating during an assessment/examination will constitute a breach of testing security and the offending student will receive an administrative referral and parents will be notified. Students will be required to retake the assessment/examination or may be given an alternative assessment/examination in order to replace the cheating grade. Upon acquiring three administrative referrals, a referral will be made to the Academic Committee which may lead to dismissal from Arabia Mountain High School. |
Late Work | It is the expectation that students submit assignments in a timely manner. All assignments will have a predetermined deadline. Students who fail to submit their assignment(s) by the deadline have three days to complete the assignment with a grade deduction as follows: Late Day 1: -11% of maximum possible score Late Day 2: -20% of maximum possible score Late Day 3: -25% of maximum possible score The late day penalties are based on school days. If there are extenuating circumstances that can be verified, the point deductions may not apply, but the request must be shared with the teacher within one week of the original deadline. If a student does not submit an assignment by the deadline or within the 3-day late window, a “Missing” will be recorded with a score of zero. The late policy applies to homework and projects only. |
Grade Recovery: | Students will have the opportunity to replace one missing or failed assignment, quiz or test in the gradebook at the end of the 4.5, 9, and 13.5 weeks grading periods. It is the responsibility of the student to determine which assignment, quiz or test to replace. The student shall request a replacement assignment, quiz or test from the teacher at the end of 4.5, 9, and 13.5 weeks grading periods. Any other recovery assignment, quiz or test at the end of the semester shall be at the discretion of the teacher. |
MATERIALS AND SUPPLIES | Internet access to the course. |
EXTRA HELP | Tutorial is available Thursdays, 3:30-4:30PM. Please come prepared with specific questions about what you do not understand or with which you need extra help. Please check Infinite Campus as much as possible to stay up to date with your child’s progress in my class. Please reinforce all of our school’s policies and rules. Please contact me via e-mail; this is the quickest way of communicating with me. Please return Remediation Reports in a timely manner. |
PARENTS AS PARTNERS | Students whose parents are actively engaged in their school lives are more likely to demonstrate higher levels of achievement. Your support is fundamentally important to work together to create strategies for your child’s success. |
2021-2022 STUDENT, PARENT, AND TEACHER CONTRACT
Complete the electronic contract through the webpage NO LATER THAN AUGUST 27, 2021 (this counts as a grade). Filling out the online contract will allow Ms. Kim to collect parent and guardian contact information in a more organized manner that will make communication easier and more efficient. If you are unable to access the form, please submit a note with the following information:
· Parent or guardian name or names
· Phone number(s)
· Email address(es)
· What is the best way to contact you or who is the best person to contact?
· Please state that you have reviewed the syllabus with your student and understand the course expectations and how to best contact
Click here to access the Syllabus Contract Form
The use of Google Translate or other online translators is PROHIBITED and considered a form of plagiarism. This will result in a zero and be referred to the Assistant Principal for disciplinary action.