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Radnor High School Course Syllabus Spanish 5 AP <0570>

I. Course Description

Cr: 1:00


L: year

Grades: 11, 12

B or above in Spanish Seminar 4 Honors (568) and teacher recommendation. A in Spanish 4 (564), Teacher Recommendation and extensive summer work This course is offered in a total immersion environment for academically outstanding students that are self-motivated and independent learners that enjoy studying the Spanish Language. The course is the equivalent of a university level course and therefore places rigorous demands on students and proceeds at an accelerated pace. The students will improve their language proficiency through a more in-depth study of Spanish Grammar and through the analysis of Hispanic Literature and various media forms. Students will be required to express their reactions in written and oral form displaying richness of vocabulary, use of idiomatic expressions and evidence of complex syntax. Students are expected to take the AP exam offered by the College Board`s Advanced Placement Program.

II. Materials & Equipment

1. 2. 3. 4. 5. 6. 7. Triángulo, Gatski & McMullan, Wayside Publishing,2006 Abriendo paso, gramática, Díaz, Nadel & Collins, Prentice Hall, 2000 Abriendo paso, lectura, Díaz & Collins, Prentice Hall, 2001 Destinos, The Annenberg/CPB Collection, 1992 A variety of short stories, plays, poems, magazine and newspaper articles A wide selection of materials taken from authentic sources El norte

Modified: November 5, 2008

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III. Course Goals & Objectives (related standards)


Through the study of Unamuno's poem " La Sangre del Espíritu", students will discuss the importance of the Spanish language in the world and in their lives. (1.2, 1.3) 2. Students will appreciate the importance of words and their various meanings in Hispanic riddles and they will create original riddles. (1.2, 1.3, 4.1) 3. Students will study punctuation marks in Spanish and discuss their importance in the short play "Signos de puntuación" by Toledo y Benito. (4.1) 4. Students will be able to write essays containing thesis statements, a well-supported development (including appropriate transitional words and phrases) and a logical conclusion. (1.1, 4.1) 5. Students will compare and contrast different family relationships, values and concepts in their own culture and in Hispanic cultures as seen in one or more short stories such as: "El amigo de Él y Ella" by Miguel Mihura; "Una carta a Dios" Gregorio López y Fuentes; "Un Stradivarius", Vicente Riva Palacio; "Pecado de omisión", Ana María Matute; "Rosa", Ángel Balzarino. (1.2, 1.3, 2.1, 4.1, 4.2) 6. Students will practice and further develop reading strategies to interpret new vocabulary in context. (4.1, 4.2) 7. Students will be able to use the past tenses to narrate the history of their families. (4.1, 5.2) 8. Students will practice descriptions and comparisons while discussing the benefits and risks of health related issues and in readings such as: "Cajas de cartón, Francisco Jiménez and "Proverbios y cantares XXIX", Antonio Machado. (3-1, 3-2, 4-1) 9. Students will use the present tense, reflexives, ser and estar with a variety of adjectives to discuss environmental issues. (1.2, 1.3, 3.1, 3.2) 10. Students will write fables in which they use vocabulary pertaining to nature. (3.1, 3-2) 11. In discussing travel plans students will learn how to persuade others and how to express obligations using the imperative and the present subjunctive. (2-2, 3-1, 3-2, 4-1, 5-2) 12. Students will practice expressing their own wishes and desires or those of characters in stories such as: "Jacinto Contreras recibe su paga extraordinaria", Camilo Losé Cela; "El animal más raro de la tierra", Alvaro Menen Desleal. (1-2,2-1, 4-1, 4-2) 13. Students will use relative pronouns to create complex sentences. (4.1) 14. Students will discuss current concerns pertaining to sports, school and the economy, using the appropriate vocabulary and verb tenses. (1-1, 1-2, 1-3,2-1, 2-2, 3-1, 3-2) 15. Students will be able to follow conversations by native speakers in a variety of subject areas. (1-1, 1-2, 1-3, 2-1, 2-2, 3-1, 3-2) 16. Students will discuss different leisure activities in their personal life and in other countries through readings such as: "Nosotros no", José Bernardo Adoph; "La tomatina", Alberto Ibáñez 17. Students will discuss the artistic creations and their reflections of cultures through the study of painters such as the, Orozco, Siqueiros, Diego Rivera, Frida Kahlo and Botero.(1-2, 1-3, 2-2, 3-1) 18. Students will be able to discuss current school issues, express regrets for things not yet accomplished, look forward to new experiences, as in the stories such as: "Al colegio", Carmenn Laforet; "El árbol de oro", Ana María Matute. 19. Students will discuss personal relationships in their cultures and in Hispanic cultures as seen in one or more poems or stories such as: "Jaque mate en dos jugadas, W I Eisen; La viuda Montiel", Gabriel García Márquez; "Canción de otoño en primavera:, Rubén Darío. (1-1, 1-2, 1-3, 2-1, 2-2, 3-1, 3-2, 4-1, 4-2) 20. Students will analyze current and past concerns in Hispanic society as seen in literary works such as: "A Julia de Burgos", Julia de Burgos; "La United Fruit Company", Pablo Neruda; "Selecciones de Versos sencillos", José Martí; "Rima LIII", Gustavo Adolfo Bécquer; "Un oso y un amor:, Sabine R. Ulibarrí. (1-1, 1-2, 1-3, 2-1, 2-2, 3-1, 3-2, 4-1, 4-2) 21. Through the analysis of the movie El norte, students will be able to evaluate different perspectives of the immigration issues. (1-1, 1-2, 1-3, 2-1, 2-2, 3-1, 3-2, 4-1, 4-2) 22. More advanced students will appreciate the richness of cultural themes and of García Lorca's language in La casa de Bernarda Alba. (1-1, 1-2, 1-3, 2-1, 2-2, 3-1, 3-2, 4-1, 4-2, 5-2)

Modified: November 5, 2008

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IV. Course Topics (Summary Outline)

1 UNIDAD VOCABULARIO Introducción La importancia al curso del lenguaje


Paso 5 (297302)


exclamativos Paso 6 (303309) números 1 El hogar, 1, pp. 1-26 Unidad 1 (1-50) Paso 10, Por/para (321-323)

LECTURAS 3 Adivinazas, "La puntuación", "La sangre del espíritu", de Unamuno. "El desarrollo de la tesis" "Una carta a Dios" "Rosa" (1-20) "Rima LIII" 9 (269-274)



EVALUCIÓN Ensayo de 5 párrafos (introducción, desarrollo y conclusión) con buenos enlaces. Pruebas. Conversación dirigida. Presentación escrita y oral "Una breve historia de mi familia" Pruebas Composición formal, basada en diferentes fuentes Pruebas Fábula original Pruebas Presentación oral, comparación de diferentes fuentes. Examen semestral

FECHA septiembre

27 28 29



La salud, 2, pp. 27-50

Unidad 2 (51-98)


El medio ambiente, 3, pp. 51-76 El turismo, 4, pp. 77-101

Unidad 3 (99-138) Unidad 4 (139-181)



El ocio, 5, pp. 101-126

Unidad 5 (182-216)

"Cajas de 30 cartón" (7131 93) 32 "Proverbios y cantares XXIX" (283286) "Fábulas" "Un oso y un amor" (283286) "El animal más raro de la tierra" "Jacinto Contreras recibe su paga extraordinaria" (94-113) "Jaque mate en dos jugadas"(174198)





"Botero" (327335)

Modified: November 5, 2008

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6 7 8

Los deportes, 6, pp. 127-150 La educación, 7, pp. 151-174 El comercio, 8, 175-199

Unidad 6 (217-248) Paso 4 (286-296) Paso 7 (310-313) Paso 8 (314-316) Paso 1 (249-269)

Artículos de periódicos

33 34 35


El prójimo, 9, 199-222

"Al colegio" "El árbol de oro" (156-173) "La Tomatina" 37 (336-346) 38 "La Viuda 39 Montiel" (199210) "El norte" "La United Fruit Co." "El delantal blanco" (358388) Individuales, basado en los proyectos 40, 41, 42, 43, 44, 45,46, 47 y 52


De todo un poco, 10, 223-248

Paso 2 (270-274) Paso 3 (275-285) Individuales, basada en los proyectos


Pruebas Composición corta. Pruebas Conversación dirigida. Pruebas Composición formal basada en diferentes fuentes. Poema en que se demuestra indignación ante un aspecto social. Pruebas Presentación oral, basada en diferentes fuentes Proyectos finales

febrero febrero marzo




1. 2. 3. 4.

Triángulo, Gatski & McMullan, Wayside Publishing,2006 Abriendo paso, gramática, Díaz, Nadel & Collins, Prentice Hall, 2000 Abriendo paso, lectura, Díaz & Collins, Prentice Hall, 2001 Destinos, The Annenberg/CPB Collection, 1992

Modified: November 5, 2008

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V. Assignments & Grading

A. Formative Assessments 1. Performance assessments that ask the students to use the language in a meaningful way, such as open-ended or extended response exercise, projects and/or portfolios such as: · Oral and written reports, "La historia de mi familia", "Reseña de un pintor", · Creative writing, an original fable, an original poem expressing indignation towards a social problem, · Essays analyzing a variety of subject matter · Informal writing, such as an email message, a letter or a post card · Formal Writing, integrating listening, reading, and writing · Informal Speaking, role playing · Formal Oral Presentations integrating reading, listening and speaking 2. Behavioral assessments, participation in discussions, interactions during group work, dialogues, skits, etc. 3. Written quizzes and tests. B. Summative Assessments 1. Semester and final exams 2. Departmental final stage assessment E Create a presentation in which you demonstrate how a product (tangible or intangible) from art, literature, politics, or economics reflects the culture of the target language and how it compares to your own culture. The presentation must include the use of the following elements: Research Oral Written Visual Technological

Modified: November 5, 2008

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Radnor High School

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