Dr. Hester Vasconcelos Office Phone: 770-578-3225 Ext 276hester.vasconcelos@cobbk12.org website: www.waltonhigh.org

Language and communication are at the heart of the human experience.

Walton High School

AP® Spanish Language & Culture A & B: 2013 - 2014Course Syllabus and Policies

The Course: The Advanced Placement Spanish Language & Culture course at Walton High School adheres to the College Board AP Central course description, available at apcentral.collegeboard.com. “The three modes of communication (Interpersonal, Interpretive, and Presentational) defined in the Standards for Foreign Language Learning in the 21st Century are foundational to the AP® Spanish Language and Culture course. The AP course provides students with opportunities to demonstrate their proficiency in each of the three modes in the Intermediate to Pre-Advanced range as described in the ACTFL Performance Guidelines for K-12 Learners.”

Whether communicating in spoken or written form, students use the language in order to learn, develop, and understand it better, not the other way around. The course is taught entirely in Spanish and all students are required to use Spanish for all work in class. In order to improve spoken interpersonal communication, students work in cooperative table groups that rotate regularly in order to provide opportunities for everyone in the class to develop abilities to speak and work with a variety of different students, to recognize and respect different ideas, and to support and advance accuracy in language use. The table groups also encourage spontaneous conversations through journal discussions, group assessments, paired presentations, and critical reflections following reading or listening to selections in class. Additionally, students will use Audio DropBox to regularly provide oral recordings based on topics students listen to just prior to making their recordings, affording the opportunities to provide spontaneous responses.This syllabus is published in English for the benefit of our parents who may not have a command of the Spanish language.

The course encompasses the integration of listening and speaking skills, reading comprehension, and composition through the study of literature, current events, history, language structure and culture. This class provides students with varied opportunities to develop language proficiency by relating readings to historical, sociocultural, and geopolitical contexts. The course will adopt an historical perspective that will serve to connect foundations to development, the past to the future, and the concrete to the abstract. Readings and discussions about periods of history help to build foundation on which students become cognizant of roots and traditions and better understand the relationship of origin and direction. If students are aware of the context (historical, political, social, and cultural) they are better equipped to understand the readings, films, art and news stories of the course.

In order to prepare students to be educated, global citizens of the 21st century, AP® Spanish Language and Culture engages students in coursework that prepares them to read critically, communicate competently, and demonstrate knowledge of cultures other than their own. Composed of authentic and boundless opportunities to practice and learn, the course weaves discussions, readings, and projects together using the following themes from the Curriculum Framework for AP Spanish Language & Culture: families and communities, personal and public identities, contemporary life, beauty and aesthetics, science and technology, and global challenges. These themes overlap each other throughout the year and are not intended to be isolated units of study. Each concentration incorporates the three modes of communication (interpersonal, presentational and interpretive) by honing skills of reading, writing, listening and speaking.

An important component of the course is a review of Spanish in written and spoken form in order to gain control of the language. While not a central focus, grammar will be examined in context only, explained when necessary, and polished to present fluid, fluent, and correct usage. Students needing additional help to master advanced structures can make an appointment and receive individualized help.

The course incorporates an immersion language study option in Spain that includes classes at the Universidad Pontificia de Salamanca. Refer to the trip handouts regarding dates, cost, and guidelines. Participation in the trip is optional. See www.waltonhigh.org (Departments, World Languages, Dra. Vasconcelos’ Web Pages) website for details.

An International Spanish Academy

The titles listed in this guide are examples and not intended to be inclusive of all coursework. Students will receive a monthly work calendar detailing the activities and learning objectives for the class and for work done at home. Students will notice an expansion on each monthly concentration, never totally abandoning the previous focus, but adding to it and building on previous experience and prior knowledge.

Course Content Reading

All reading selections for this course are in Spanish and include: current newspaper articles, magazines, short stories, essays, a short novel, poetry and disconnected passages.

Critical reading skills are developed through a variety of strategies including jig-saw, pair and table group reading, and chunking reading assignments so that students read with greater ease, understand without translating, identify themes and purposes of the text, discuss, infer, predict, illustrate, analyze, synthesize or write about what they have read.

Learning how to dissect words helps students to understand better the meaning of prefixes, roots, suffixes and morphology. Assimilation will help expand the quality and quantity of essential vocabulary. Vocabulary study is a vital component of each lesson.

“Aduéñate de estas palabras” is a study of words and will illustrate word families, cognates, and nuances of meaning. Students will use a variety of strategies to become owners of the words thereby facilitating the use of a broader vocabulary.

Articles from newspapers, magazines and other media will be used to introduce current affairs and culture from around the world. Students will recognize cultural elements implicit in the various readings, compare perspectives, and connect content to other disciplines.

Out-of-class reading or research assignments will provide a foundation for Socratic seminars and conversation circles.

Writing Students will write a sequence of journals, “La pregunta del día”. Some will be written at home and some will be

produced in class within a determined amount of time. Topics utilize student opinion, memories, predictions and plans. The scope of topics provides opportunities to use different verb tenses and grammatical structures to amplify their abilities to write expository passages. Journals are graded for task completion, topic development, and language use including accuracy of grammar and syntax. After writing the daily journal, students spend about ten minutes sharing their responses with the members of their table group.

Students develop both formal and informal written correspondence, i.e. e-mails, letters of reference or introduction, letters requesting information, etc.

Students will correspond with a pen-pal student in Spain arranged through our program with the Universidad Pontificia de Salamanca. Students who attend the trip will have the opportunity to meet their pen-pals during our trip.

Students will maintain a section of their portfolio called “Aduéñate de estas palabras” in which they will explore a word a day, analyze its meaning, find root words, synonyms and antonyms, and make linguistic comparisons.

Essays: Students learn how to plan for and write cohesive and coherent analytical or persuasive essays in Spanish that demonstrate their ability to synthesize information from a variety of sources. The essay prompts are reading and/or listening selections. Students have one class period to write, one class period for peer review and corrections, and one evening to put on final touches. Outlines, peer reviewed notes and the final copy are turned in for grading.

Rubrics modeled after the ones used on the AP exam will be used for assessment of written work. Organization of thoughts, outline or notes, syntax, transition phrases and conclusions, summaries, inferences, and

predictions are topics covered as students refine their writing abilities.

Listening A wide variety of sources for spoken Spanish include: television shows, newscasts and radio broadcasts from Spanish-

speaking countries or broadcasts intended for a native audience, streaming video, films, academic, cultural, and musical presentations. Students draw inferences, make cultural connections, predictions, interpret and summarize the main points of oral presentations.

“Intern Interviews” will combine questioning and listening skills to conduct interviews of Spanish-speaking members of our community or businesses. At their table groups, students will discuss the interview process and compare experiences.

Lectures (ranging from 5 – 10 minutes) provide exercises in note-taking and listening comprehension. A series of questions following each oral presentation assess the ability to predict outcomes, analyze, summarize, categorize, and comprehend the selection.

Cloze passages and dialogues are used to help students build auditory comprehension and to sharpen their skills in understanding the nuances of the culture and language. Contemporary podcasts, current songs as well as oral literature will be used to hone listening skills.

Periodically students will watch a movie from a Spanish-speaking country during WEB

Speaking Through spontaneous, casual conversations and formal presentations students express ideas orally with accuracy and

fluency. Interactive dialogue prompts are practiced daily. Students describe, narrate, and present information or persuasive arguments on general topics with grammatical control

and good pronunciation in an oral presentation of two or three minutes. Students will use the Audio DropBox or the recording feature on Blackboard to demonstrate spontaneous conversation

and interviews with native Spanish speakers. Recordings and conversations in class provide a basis to demonstrate interpersonal communication skills. Students

practice with partners prior to recording. Recordings are graded on the flow of speech, grammatical accuracy and use of advanced language skills.

In News Seminars students take turns giving a short presentation about a relevant news story, show a clip if possible, and ask questions to create opportunities for open-ended discussion or debate.

In-class presentations, both planned and spontaneous, provide practice and expand the students’ abilities to communicate effectively in the presentational mode.

Table conversations are a daily component of this class. A topic is presented to the class as a whole, or different topics to each table. Students carry on spontaneous conversations about these topics and then share the direction of their conversations with the entire class.

Evidence of Progress will be compiled in a Portfolio: Throughout the course, students will be creating and building an AP Spanish Language & Culture Portfolio. They will begin by using the LinguaFolio “can-do” checklists for self-assessment. The portfolio will contain written items, oral samples, music, art, and response journal entries. Students will be required to engage in real-life activities outside the classroom to enrich their Spanish language and culture experiences. 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, Twitter, Skype, or Face Time etc. with students in a Spanish-speaking country; watching news regularly in Spanish, hosting a student from Spain for our Connecting Cultures Camp; visiting area businesses (like CNN and Coca-Cola) and learning about opportunities with Spanish; tutoring Spanish to elementary students and underclassmen as part of the required 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.

Components of this syllabus are from the College Board course description ©2009 The College Board, and from the Curriculum Framework http://media.collegeboard.com/digitalServices/pdf/ap/11b_3435_AP_SpanLang_CF_WEB_110930.pdf The primary textbook for this course is Abriendo Paso, Lectura and Abriendo Paso, Gramática, (©2007). Boston: Pearson Prentice Hall. Students will be issued a textbook during the first week of school. Because the AP Spanish Language & Culture course was redesigned for 2013, district-issued materials will be updated using the latest released versions and updated texts for in-class reference. Authentic readings from a wide variety of media including newspapers, magazines, on-line radio, magazine and television programming are used to amplify student exposure to vocabulary and culture. In addition, the following resources are regularly used in class to strengthen language acquisition skills:

AP Spanish Language: Preparing for the AP Spanish Exam, 3 rd Ed .(2007). Diaz, J.M., Leicher-Prieto, M. & Niessenbaum,G. Pearson Education. Boston. Una Vez Más, 3rd Edition (2009). Couch, McCann, Rodriguez-Walter, Rubio-Maroto. Prentice Hall. Boston, MA. Gramática básica del estudiante del español: (2007). Alonso Raya, R., Castañeda Castro, A., Martínez Gila, P., et al. Difusión: Barcelona, Spain. Manual de Gramática:Grammar Reference for Students of Spanish, 3rd Ed. (2003). Dozier, E., Iguina, Z.Thompson-Heinle, Boston, MA. Puerta del Sol audio magazine with activities, Champs-Elysées Inc., available through i-tunes app plango!

Authentik en español Dublin, Ireland ; interactive magazine. Veinte Mundos online interactive magazine. Audiria language listening podcasts Notes in Spanish Advanced podcasts A la carte selections from RTVE television in Spain. Essential Repaso, (1998). Krejcsi, C., Maples, M.J. & Millán, E. (Eds.). National Textbook Company: Chicago, Il. Graded Spanish Reader, 4th Ed . (2006). Ulloa, J.C. & Álvarez de Ulloa, L. Azulejo.(2012). Colbert, M., Kanter, A., Ryan, J. & Sugano, M. Wayside: USA Así lo veo. (2011). Leeser, VanPatten, Keeting. McGraw Hill: NYC. Literatura y arte. Sandstedt, L., Kite, R. Heinle: Boston.

Concentration: Current events; change over time; families and communitiesEnduring Understanding: Learning about different societies, cultures and peoples allows us to celebrate differences and build greater

harmony between people of different backgrounds and traditions.

Supporting Topics and Essential Questions: Discovering ancestors and homeland; Examining our roots and traditions; Understanding common unities and forming communities; Discussing roles of families around the world; Geography and Human Geography. How are families defined in different societies? What makes a community? How do we define global citizenship? How is social media impacting education? communities? families?

Sample Activities & Structure: Many present-day cultures are the result of a mixture of previous cultures. Students will begin by looking at present-day Spain through the perspective of Roman, Visigoth, and Arab cultures. Students will research and report on their findings to their table groups and to the class. A mosaic of their work will be pieced together using cards from all classes thereby allowing students in other sections the ability to see the influence and interconnectivity of cultures. This process will be applied to countries and cultures of the Americas throughout the year. As a follow-up activity, students will view parts of the PBS video Cities of Light: the rise and fall of Islamic Spain and discuss the value of learning about and understanding roots and heritage.Readings: short stories (El décimo, El Conde Lucanor: de lo que aconteció a un mancebo que se casó con una mujer muy fuerte y muy brava; Un oso y un amor, No oyes ladrar los perros; El ahogado más hermoso del mundo); poetry (Balada de los dos abuelos), news from around the world Listening: music; comprehension exercises Writing: journals; grammar exercises including a review of general grammar in context; vocabulary: dissecting words to understand origin and morphology for “Aduéñate de estas palabras” Speaking: table conversations; autobiographies Compare and contrast the Villa Romana de Olmeda with your house. Students will research the Roman occupation of the Iberian peninsula; the next day students will compare and contrast life-styles, homes and other information gleaned from their research.

Concentration: Geography; current events; families and communities; personal and public identitiesEnduring Understanding: Identities are complex compilations and reflections of thoughts, communities, societies, experiences and roles

each plays that grow, change, and continually redefine who we are.

Supporting Topics and Essential Questions: Assimilation; looking beyond undocumented immigrants to understand people and societies; how our private (or personal) and public identities differ and why; How does our society contribute to the formation of our personal identity? How do language, heritage, and culture shape our identity? Are we really who we say we are? Do the clothes make the people? When we post so much personal information online, how private are our private lives?

Activities & Structure: Reading: stories; poetry, newspapers, stepping into theater: El delantal blanco; El ahogado más hermoso del mundo; news articles: Dos caras. Socratic seminars following newspaper readings. Listening: music; Audiria selections; Newmakers then and now presentations; comprehension exercises Writing: journals, vocabulary dissection, prefixes and suffixes; Grammar review in context: expressions with ser, estar, haber, hacer, tener; review of commands; review of formation of subjunctive by exploring writings incorporating hypothetical situations, complex problem based learning and problem solving assignments assessed for quality of thought and for written expression (rubrics provided at beginning of the unit). Speaking: table conversations; questions of the day; what’s in the news that connects our readings about identity to the news of the day?

Concentration: Political and geographical contexts of current events; personal and public identities; contemporary lifeEnduring Understanding: Rapid innovations force schools to help students prepare to work in jobs that have not yet been created using

technologies that have not yet been invented to solve problems that have not yet been identified.

Supporting Topics and Essential Questions: Are the goals of our educational systems changing as fast as the technologies that propel contemporary lifestyles? How do innovations influence our decisions and perspectives? What are the challenges of a fast-paced global marketplace? How do societies define and determine their identities? What is quality of life? Who determines social values and the changes that communities experience? How is volunteerism seen in different cultures? What are some of the issues surrounding immigration that require attention and solutions?

Activities & Structure: Reading stories; poetry, newspapers, theater, social media and ; grammar review in context: subjunctive: formation and use; sequence of tenses Listening: music; comprehension exercises; films and television Writing: journals, grammar exercises Speaking: table conversations; questions of the day; what’s in the news; Socratic Circle

Concentration: Current events in artistic, geopolitical, and socio-cultural contexts; contemporary life; beauty and aesthetics

Enduring Understanding: Perceptions and definitions of beauty and beautiful are influenced by surroundings, communities, media, pop culture. Beauty

Supporting Topics and Essential Questions: Who defines what is beautiful? What is beauty and where is it born? How do the fine arts reflect culture? Does beauty get more beautiful with age? How do we see different aspects of beauty: in people, art, music, drama? Is there beauty in the poor and wretched, the weak and infirmed, and those who care for them throughout the world?

Activities & Structure: Reading: stories; poetry, newspapers, theater; Listening: music; comprehension exercises; films, television and documentaries Writing: journals, grammar exercises Speaking: table conversations; questions of the day; what’s in the news; Grammar in review: subjunctive: formation and use; sequence of tenses. Noun, adverb, adjective, & hypothetical “if” clauses: indicative & subjunctive.

Cumulative semester review and preparation for final exams. Assessments: FINAL EXAM: comprehensive.

January Immersion Trip to Salamanca: includes first four days of second semester.

Concentration: Current events; beauty and aesthetics; science and technologyEnduring Understanding: Technology’s continual innovations open doors to new explorations and expand opportunities to gather the

information necessary to solve problems.

Supporting Topics and Essential Questions: What impact do the sciences have on our daily life? What inventions have altered the course of history? Recent history? What would our daily be like if we could not have access to the latest technology now? How will the digital generation change the course of human history? What solutions to world dilemmas will be able to be solved with innovations based in science and technology? What impact have cell phones had in school? jobs? work place? What impact, complications, and new ethical dilemmas are tied to innovations of science and technology?

Activities and Structure: Listening & Speaking: Interpersonal practice and recordings. Reading: stories; poetry: Machado, Neruda, Bécquer, Espronceda, Martí, Darío, Mistral, Guillén; Machado, Márquez, Storni, Neruda, Sor Juana Inés de la Cruz, newspapers, theater; magic realism; Listening: music; comprehension exercises; films and television Writing: text messages and language development; journals, grammar exercises. Grammar review in context: prepositions and transitions Speaking: Compare and contrast your daily life today with when you were a small child / when your parents were children. Anticipate changes technologies will bring to school and the way we hold classes; table conversations; questions of the day; what’s in the news.

Concentration: Current events; communication as the heart of human experience; global challengesEnduring Understanding:

Supporting Topics and Essential Questions: Be the change you want to see in the world; What impact and influence does one person or a group of people have on solving the global issues of our times?.

Activities and Structure: Reading: stories; poetry, newspapers, magazine articles. Working in table groups of four students each, students read from a variety of sources (some provided as a guide), listen to interviews or watch news stories about topics dealing with global issues: famine, immigration, unemployment, global warming, education, etc. Then they will prepare presentations on their “issue” and synthesize information from their various sources. The class responds to the presentation with questions or comments and ideas of their own. and then Listening: music; comprehension exercises; films and television Writing: journals, grammar exercises. idioms, expressions; Speaking: table conversations; questions of the day; what’s in the news

Concentration: Connections

Enduring Understanding: Language bridges; Preparing for the AP exam and beyond.

Supporting Topics: Spanish is a tool for communication

Activities and Structure: Reading: stories; poetry, newspapers, theater; Drama: Pedro Calderón de la Barca, Federico García Lorca Listening: music; comprehension exercises; films and television Writing: journals, interpersonal writing prompts. Grammar in context: common errors and pitfalls; error corrections. Speaking: table conversations; questions of the day; what’s in the news Focus: Practice AP exam

Supporting Topics and Essential Questions: How does my study of the Spanish language and culture of Spanish-speaking countries help to acquire additional languages? How does the study of language help in the business world? How will knowledge of another language help in my career?

May

Concentration: The AP Exam

Supporting Topics: El próximo paso: getting ready for AP Spanish Literature or your college career.

This syllabus is a guide to inform students and parents of the general course description and content, and is subject to change in order to accommodate the needs of the classes and of individual students. Listed readings and/or activities are merely samples of the work we will do and are not meant to be a complete listing of all readings, films or genres. Students will receive assignment sheets at the beginning of each month.

What are grades and what exactly do they mean? Students are regularly assessed using the rubrics from the latest AP Exam Reading. The rubrics outline qualities of work from a

low of 1 to a high of 5. Students will be introduced to the rubrics for the writing tasks (essays, journals, letters, etc.) and speaking tasks (projects, presentations, conversations, reports, etc.) and will have a copy to refer to during the year.

The rubric score and the equivalent letter grade allow me to take a student where they begin in the fall and show their improvement as we progress through the year. For instance, if a student receives a score of 3 on an essay given in the early fall, that “3” represents a mid-range grade of B (85). A rubric score of “3” reflects basic to good competence, which is what the letter grade of “B” represents in the fall. If the grade is the only value a student seeks, then knowing the grade closes the assignment. If the same student earns a “3” later in the semester or later in the year, the student is not showing improvement because s/he is still producing basic to good competence. Consequently, the corresponding grade will be lower (80-85) reflecting the fact the student has not applied what has been learned through the course. I teach for growth and expanded knowledge that must be reflected in the students’ application of the language skills through the three modes of communication.

I believe in learning from mistakes. Because the focus is on continued improvement and mastery of skills, the following test correction policy is in place:

Test corrections are not optional unless a student scores 95% or above.

Corrections are done individually without teacher or other student input using a test correction sheet obtained from the teacher. Students may use their text, dictionaries, or class notes etc. while making corrections. Test corrections must be without errors to receive a grade change.

When the student has finished, the corrections will be reviewed by the teacher. First semester test corrections may earn one half the value of the missed points that, when added to the original

test grade, do not exceed a grade of 85%. Test corrections must be correct to earn a grade change. or First semester test corrections earn a ticket in the door for a re-test (different test, more complex but covering same material as the original test). If the re-test option is available, the grade recorded on the re-test is the student’s grade. No test corrections on a re-test.

Students will have one class period to write test corrections. If more time is needed, appointments are scheduled before or after school or during WEBs.

Differentiation makes this course a course for all students wishing to be successful!:

The curriculum and instructional strategies for this course are differentiated in content, process and product.

Not all students or classes will necessarily be doing the same thing at the same time.

If you are capable of more, more will be asked of you! Assignments may vary from student to student or class to class to ensure that students have the opportunity to explore, create,

maximize their potential, and apply themselves as they learn the complexities of the Spanish language and the diversity of Hispanic cultures.

Grading: Grades will be calculated using the percentage system in the following categories: 1st Semester 40% Course work in the four language domains, roughly divided by category:

10% listening: homework journals; in-class activities 10% reading: comprehension exercises reading journals

10% speaking: interviews, recordings, conversations presentations10% writing: journal topics; directed short answers; essays

15% Quizzes: vocabulary, reading comprehension quizzes, some in-context grammar quizzes25% Tests20% Final Exam

2nd Semester 40% Course work in the four language domains, roughly divided by category: 10% listening: homework journals; in-class activities10% reading: comprehension exercises reading journals10% speaking: interviews, oral recordings, table conversations10% writing: journal topics; book; essays

25% Quizzes35% Tests (attendance incentive will be added to the last test this semester)

This is a college-level course where responsibility for learning rests on the students’ shoulders. Only essential homework will be assigned for this course, therefore students should approach each homework assignment as

an extension of the class. Essential outside-of-class work will reinforce the concepts, patterns, and practices presented in class. Your work done each day while in class is the most important single component of the course. Show up prepared to learn.

Have your homework or written assignment well prepared before you arrive in class, or be honest with yourself about not having done it. Scribbling down sentences in the few minutes before the class starts is not accepted as having completed an assignment.

Homework is due as assigned. The class policy regarding late assignments is simple: No late work. If you do not turn in an assignment on the due date, a grade of “0” will be entered. End of conversation.

This course is a year-long course; therefore students will not be allowed to drop this course at the end of first semester except through teacher recommendation.

All students will take the final exam for the 1st semester and the A.P. exam given in May. Since all students take the AP exam, there is no final exam at the end of the second semester.

If a student does NOT take the AP exam, however, the student will take a final exam and the entire course will be listed as Honors (not AP) on the student transcript.

Oral Participation Grade: Every two weeks, an oral participation grade will be entered in the “Speaking” category (each day is worth 10 points, so on average, grades will be out of a total of 100 points). This subjective grade is based on teacher observation of the student’s participation in small group and class discussions, recorded oral exercises, and oral practice (formative assessment). Basically, you have to talk all the time in this class --- all the time in Spanish! Students should: participate in oral conversations, partner practices, dialogues, and drills in Spanish;

ask clarifying questions;

contribute ideas and comments in group or class discussions;

use Spanish all the time in class.

If you either choose not to speak in class, or choose to speak in a language other than Spanish while in Spanish class, your participation grade for that day will be a zero.

Daily oral participation in class will be emphasized to develop fluency. Students are expected to participate in class discussions to improve their speaking and listening skills.

Students are required to speak only in Spanish while inside the Spanish classroom . The teacher may choose to explain advanced grammar structures in English to allow students to have a more thorough understanding of concepts and to allow more time for application. But this does not predicate the Spanish-only policy; students must speak in Spanish at all times.

Absenteeism, while sometimes unavoidable, will slow your progress in this class. Class notes may be occasionally posted on our web site, but class explanations and discussions are unable to be repeated.

Ask someone in your class to see their notes from the day(s) you were absent to ensure you have all that you need to keep pace with the class.

Additionally, participation grades for absent days may only be “recuperated” through aggressive, extensive oral participation once you return to class.

Show your admit slip to your teacher at the beginning of class on the day you return. Make-up work will be accepted in accordance with the school handbook guidelines.

All unexcused absences will have (1) day for make-up work. For excused absences students will have the same number of days to make up the work as the number of days they were

absent. Talk with your teacher if you are having difficulty maintaining the pace and rigor of this course.

Students will be allowed to leave class only when presenting their own agenda!

Required Supplies and Materials used: Each student must have his/her own 3-ring notebook (1.5” – 2”) for use in AP Spanish Language & Culture. All written work is done in pen (blue or black ink only) or in pencil. Work will not be accepted if written in other colors. Written work must be neat and legible.

Class starts on time. If you are tardy for whatever reason, sign in on the tardy sheet. Be on time if you intend to keep your

incentive. If you are coming from another teacher, you must have your agenda signed by that teacher.

Respect each other. Many students use this classroom each day. Please be responsible while you are here and leave your work area clean at the end of class.

Office Hours: Students may make appointments with the instructor for help outside of class. Just come by the classroom before or after school any day, or make an appointment. Together we can work for successful mastery of this course.

In addition to WEBs, I keep two specific office hours. From 3:30 p.m. to 4:15 p.m. on Tuesdays, and from 7:30 a.m. – 8:15 a.m. on Fridays.

*Since this course is taught with the same rigor as comparable college courses, the best preparation for the A.P. Exam is continual practice, review and use of Spanish throughout the year.

“If you are ready you don’t have to get ready” is a statement that holds true in preparation for this AP Exam.

You must work at this course all year long, make corrections in areas you need help with, and become stronger a little bit at a time.

Cramming for exams in this course or for the AP Spanish Language & Culture Exam will not help you. Constant work is the surest pathway to success.

You can reach me by e-mail: hester.vasconcelos@cobbk12.org or at apspanish@gmail.com

Academic Integrity: Honesty is the governing principle in this class.

While doing ANY work, cheating will not be tolerated. Don’t do it! Do not compromise your integrity. For this course, cheating is defined as, but is not limited to, the following acts:

Copying anyone’s answers to questions, exercises, study guides, class work, or homework assignments; Plagiarism: Taking any information verbatim from any source, including the Internet, without giving

proper credit to the author; or rearranging the order of words and/or changing some words as written by the author and claiming the work as the student’s own;

Looking onto another student’s paper during a test or quiz; Having available any study notes or other test aids during a test or quiz without the teacher's permission; Collaborating on assignments, including daily homework, when independent work is expected. Using a phone, smart phone, tablet, computer or other technology device without expressed consent of the

teacher for any particular task.Consequences of any violation of this policy: a grade of “0” is entered for the activity; a “U” is given for the conduct

grade; parent is notified through a phone call. If you are a member of the National Spanish Honor Society, your membership will be revoked.

Placement in AP Spanish Language and Culture is a privilege that requires a superior sense of responsibility and performance.

Students in this course must agree to the following policy (please initial next to each statement):

__________ I will use only Spanish to communicate in this class unless given specific permission to use English.

__________ I will actively participate in this class, contributing orally in table conversations and classroom discussions.

__________ I recognize that the quality of my education depends on the quality of my effort. The quality of improvement in Spanish will depend on my personal efforts to attain excellence in my work.

__________ I understand this is a college-level course that requires that I dedicate myself to continued work and practice.

__________ I understand that incomplete homework or work not turned in by the announced date will receive a grade of “0” and that there will be no opportunity to improve a grade that received a “0” due to being turned in late.

__________ I will follow the handbook guidelines with regard to make-up work.

__________ I agree to all aspects of the academic integrity principle outlined above and commit myself to following this policy in this course.

__________ I agree to use technology appropriately.

__________ I will use my device only when given permission to do so.

__________ When using my own device in class, I agree to follow the teacher’s instructions implicitly and to use the web, text messaging or the phone only for my work related to this AP Spanish Language class.

__________ I understand that I am expected to register and take the AP Spanish Language & Culture Exam in May. If I choose not to take the exam, I will not receive the designation of “AP” on my transcript.

I have read and understand the syllabus and this contract. (Keep this copy in your Spanish notebook).

__________________________________________ __________________________________________

Student’s signature Parent / Guardian Signature, supporting your student

Why learn a foreign language?

It is no longer a high school graduation requirement in the state of Georgia, so why should I take a hard class when I don’t have to?

Why should I take a hard class when I can have an easy senior year?

The question of not having a foreign language requirement in high school in Georgia does not speak very highly of preparing students to be successful in their post-secondary ventures. This includes acknowledging the fact that competitive colleges and universities require two to three years for admission and most have a mandatory study of foreign languages in most major areas of study. When Georgia eliminated the mandatory study of a second language, the state closed some doors to thousands of students who will be under-prepared to confront a pluralistic society where communication in a second language is not only important, but also increasingly powerful.

Learning a language is all about communication. The ability to communicate is the heart and soul of foreign language learning. With the ability to speak another language, a person promotes understanding and respect for others while becoming a citizen of the global community.

There is no such thing as too much knowledge, too much learning. The brain is capable of much more than we can imagine. Foreign language learning immerses students in a personal understanding of how other people view the world and life on a daily basis. The more students learn, the more they develop an understanding that the actions of a people in one place can affect the lives of other people in another place. Adding the ability to speak in multiple languages connects a person not only to other people, but to other cultures. Language learning is about building an awareness and appreciation of other cultures.

These connections become the foundations that build communities. In these communities, people who understand and respect each other have the opportunity to shape the future and build a stronger, more peaceful world.

Students are encouraged to discover and celebrate differences, not just acknowledge them. Students are encouraged to commemorate the varied heritages and diversity as unique parts of the whole community. Students are encouraged to commit minds to inquiry and new horizons, to commit hearts to compassion and care, and to commit lives to the examination and service of humanity.

Do you really want an easy senior year? Colleges and universities want to see that your transcript contains the most rigorous courses of study at Walton… the school’s reputation is known for its outstanding academic offerings. Are you someone who does just what is required? Or do you go beyond for your own personal gain?

If you want to make a difference in your college career, one that will build a foundation of strength, do more than what is required. Almost anyone does what is required. How about you??

Do more. Learn more. Be more.

Come along on a journey into another world … study a foreign language.

Como profesora de Español creo que… el objetivo principal de aprender un idioma

extranjero es llegar a poder comunicarse en otra lengua, no importa que sea por vía oral, por escrito, o

a través de la literatura;

… la comunicación promueve comprensión, abertura de pensamientos y respeto para otras personas y culturas;

… el proceso de aprender a comunicarse en otro idioma penetra la estructura y la naturaleza de

lenguaje, la comprensión de los matices del idioma, y las conexiones a otras disciplinas;

… el aprendizaje de otros idiomas prepara al estudiante para ser un ciudadano de una comunidad

global, y desarrolla un conocimiento y aprecio de otras culturas;

… de la medida que el estudiante aprende y comprende otro idioma, aumenta su comprensión de

cómo otras personas ven el mundo;

… aprender otro idioma apoya al estudiante a dedicar la mente a la investigación, el corazón a compasión, y

las vidas al servicio de la humanidad.

Aquí se trabaja con el corazón.

Hessie Vasconcelos

One of the streets that leads to your university!

Salamanca 2014Walton High School Advanced Placement Spanish and the Universidad Pontificia de Salamanca invite you to enroll now

Information & Registration Meeting: August 14th 6:30 PM Theater

If you are planning to travel to Spain, now is the time to discuss this trip with your family and complete the registration paperwork. Seats are very limited this year, so please enroll now so we can secure your place on the trip this year!

Enrollment packets and more detailed information regarding this year’s trip are available in D-143.

We’ll keep accepting enrollment applications until all seats have sold out. After that, the trip will be closed.

11 total days of only Spanish immersion! Travel the Pilgrim Trail to Santiago de Compostela and Finisterre, where it was believed that the world “ended”.

All sorts of new beginnings are waiting for you right through this door …

come along … walk in the footsteps of Spanish

conquerors and mystics, novelists and musicians,

scholars and pilgrims. Come explore the hallways of one of Spain’s premiere universities.

Come, wander the Plaza Mayor and step in to City Hall.

Become a part of this enchanting city!

At a glance: Dates: Departure either December 31st

2013 or January 1st 2014 Return: Saturday January 11th 2014 University coursework in Salamanca

including final exam for university credit; plus culture readings during the trip

$3000 price includes: round-trip airfare; all bus transportation, all hotels and all meals, all entrance fees; tour guides; University tuition and books; room and board with Salamanca family, tours of: Santiago de Compostela, Finisterre, León, Segovia, La Alberca, Peña de Francia; City Hall reception with the Mayor of Salamanca; chocolate y churros; disco night, comprehensive travel and health insurance; all