Syllabus/Expectations/Goals

  • Advanced Placement Spanish Language and Culture Course Syllabus 2016-2017

    Program: The AP Spanish Language and Culture class is a year-long course.  The class is taught in the fourth year of language studies.  Students in the Spanish Language and Culture AP course are expected to take the AP Language and Culture Examination as a primary goal of the course outcome.  Through the NAVIANCE student portfolio on-line system, students are advised to research the requirements and/or credits given by the institution(s) they are interested in attending after graduation.

    Course Overview

    Learning Objectives: The AP Spanish Language and Culture course is a rigorous course taught exclusively in Spanish. This course provides opportunities for students to develop and to demonstrate their language proficiency from the Intermediate to the Pre-Advanced range across the three modes of communication: Interpretive, Interpersonal, and Presentational. AP students will receive specific preparation for the kinds of tasks they will be required to perform on the AP examination.  A central component to the course is based on the five Cs as defined by the Standards for Foreign Language Learning, which describes what students should know and be able to do as stated in the Curriculum Framework: “When communicating, students 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).”  

    Organization and Course Description:  The AP Spanish Language and Culture 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, and magazine and newspaper articles.  The course is divided into six thematic units which are further based on recommended contexts and guided by essential questions.  The learning objectives come from the six modes of communication: Spoken Interpersonal Communication, Written/Printed Interpersonal Communication, Audio, Visual and Audiovisual Interpretive Communication, Written and Print Interpretive Communication, Spoken Presentational Communication, Written Presentational Communication and are implemented in the numerous learning activities throughout the course.

    Teaching Strategies to address Learning Objectives:

    Participation: With carefully selected “attention getters” and through the use of audio, visual and audiovisual, as well as printed resources that directly focus on one of the six thematic units as well as one of the six contexts within each unit, activities may begin as teacher-led discussions that implicitly pose several of the essential questions. Students are given the opportunity to offer opinions and support them, ask questions, ask for clarification, and discuss the material with each other in pairs, small groups, and as an entire class. A participation log will be completed by the teacher for each student. Each marking period students will receive feedback and be given an “active participation” grade. Feedback will include strategies to use to improve interpersonal and presentational skills. Reading skill and listening skill strategies as well as graphic organizers will be utilized to guide students in making progress toward pre-advanced skill levels in the interpretive mode. Students participate in the Palabra de Honor ceremony the first week of the course in which they stand and repeat after me, holding up their right hand, …Señor, le doy mi palabra de honor que en la clase hablaré español porque cuando la entro el inglés evapora…. The students sign off on a poster labeled «Mi Palabra de Honor» and this poster is placed in the front of the classroom.