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**BIENVENIDOS A NUESTRO WIKI PARA LA CLASE DE AP SPANISH**
=The Spanish V AP Language Course= //Prerequisite:// Spanish IV H
 * AP Spanish 5 Class Expectations**

The AP Spanish Language curriculum requirements largely determine the content of this course. The class is conducted almost exclusively in Spanish. The course integrates listening, reading, writing and speaking as well as an extensive study of advanced grammar.

Listening Component Class time provides regular exposure to authentic, level appropriate and current audio recordings. Students gain experience with the various accents and colloquialisms of Spanish. Songs, recorded podcasts, prepared listening activities from __Triangulo__, __AP Spanish__ and __Album__ as well as films in Spanish will be followed by activities to improve comprehension and help students monitor their progress. Additional authentic listening sources include: [|www.notesinspanish.com], [|www.laits.utexas.edu], [|www.batanga.com]. Several of these sources are available as links or audio files on our class website for students to continue practice outside of class time.

Speaking Component Storytelling in pairs or individually as well as weekly student lead “charlas” or “tertulias” based on various topics, including current events and student-centered issues, are an important component. Students have the opportunity to record various simulations with handheld audio recorders and then listen to themselves with headphones. We also utilize the downloadable software program Audacity to allow students to individually prepare for the speaking section of the AP exam. Students are expected to demonstrate good communicative skills characterized by ease of expression. They must be able to narrate a story, describe an event, initiate a conversation, and respond to questions while correctly using verb tenses and moods. The AP Speaking Rubric is the assessment tool that will measure students as they prepare for the exam.

Reading Component Students read a variety of authentic and prepared writings varying in theme, genre, style, length and degree of difficulty. Pre and post reading activities typically accompany writings offered in our text series. Students are offered reading comprehension selections tailored to the style of those that appear on the AP exam for maximum preparation for this rigorous assessment. Additional authentic reading sources include: [|www.elpais.com], [|www.thepaperboy.com] and [|__www.bbcmundo.com__]. Students are required to read and complete comprehension activities outside of class.

Writing Component In-class compositions are a weekly part of the AP Spanish course. Informal narratives and descriptive essays often take the form of a timed writing, requiring students to demonstrate facility of expression in 200 words or more in a time frame of approximately 8 minutes. Formal informative or persuasive essays follow the organizational process that students have learned in English class and are done in class over an extended time frame (40 minutes). Students have the opportunity to rewrite any composition assignment in order to improve their performance grade based on the AP Written Essay Rubric and more importantly to help them to gain experience in the writing and language development process. There is additionally a weekly blog in place where students share thoughts on a variety of class related topics. We are currently working on developing relationships/projects with schools in Spanish speaking countries that would involve international communication through our blogs and podcasts.

Assessment Students are periodically evaluated in class to guarantee that individuals are showing progress as they approach the final test date. There are both informal and formal assessments, some designed in the style of the AP exam and others given in a more traditional style. Students are also assessed on their ability to create an AP style assessment, particularly in the area of reading comprehension. All speaking, listening, reading and writing activities done in class are part of the assessment process and the majority of these activities will count towards a grade for the course. Rubrics modeled on the AP style of assessment are in place for all presentations, mid-quarter and quarterly assessments.

=Currently Used and Proposed Texts=

The following texts are currently used or have been requested for the AP Spanish Language course. Some texts may occasionally be introduced earlier in the Level 4 Pre-AP course.

//AP Spanish: A Guide for the Language Course// (Longman, 2007) This text comes very highly recommended by many current AP teachers and we look forward to continuing to implement it with students for comprehensive review of language and structure as well as a simulation exam tool.

//Tri////ángulo// (Wayside Publishing, 200,2006) This text provides an in depth emphasis on vocabulary like no other source that I have found. It can easily be a resource for both the Pre-AP level 4 and the AP level 5 course. The structure of the text as well prepares students for the types of exercises that they will encounter on the 2007 version of the AP exam. We are currently using the 2000 edition as a classroom text but I have requested the 2006 edition for the 2007/2008 school year. We currently have one copy of the 2006 version to compare changes.

//Album// D.C. (Heath and Company, 1993) A trustworthy and classic selection of authentic literature, this text provides both reading and listening practice for short stories. This text is useful in both the Pre AP and the AP course.

M//írame, Puedo Hablar Muchísimo// (Blaine Ray Workshops, 2005) This text is the highest-level text in the Look I Can Talk series and is the most useful source that I have found to increase both spoken and written fluency. Based on the Total Physical Response Storytelling method, developed by Blaine Ray, this workbook provides vocabulary in context and both short and long situations for use in both speaking and for informal narrative writing. In my pre AP courses we become quite familiar with storytelling to improve overall fluency. This workbook is a continuation of the process that I start in the earliest level possible.

//Abriendo Paso Lectura// (Pierce Prentice Hall, 2005) This text has been requested for the spring 2008 AP Spanish course. It comes highly recommended as a source of authentic reading selections that are both high interest and of the appropriate level for the AP Spanish course.

//Repaso: A Complete Review Workbook for Grammar, Communication and Culture// (National Textbook Company, 1997) This is a comprehensive grammar text used as a resource for particular grammar concepts that are in need of review.

//Holt Advanced Spanish Span AP Language Preparation Student Workbook and Teacher Resources 2007 Exam Edition// (Holt, Rinehart and Winston, 2007) This is the AP Exam workbook that follows our districts chosen Spanish series. I have requested a sample and plan to review and perhaps request a class set for AP preparation.

//¡Ven Conmigo! Nuevas Vistas// (Holt, Rinehart and Winston, 2003) This text series is currently being phased into our program. During the 2007/2008 school year we will begin the level III series. The teacher resources binder and advanced Spanish resources are currently available for use with Spanish IV and V and heritage speakers.

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 * Recursos Para el Examen: [[http://it.stlawu.edu/%7Ergol/AP-Spanish/recursoslengua.htm|http://it.stlawu.edu/~rgol/AP-Spanish/recursoslengua.htm

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