BIENVENIDO A LA CLASE DE AP-BI(NM) LENGUA
Sra. Llanos-Gremillion
Course Description:
The Advanced Placement/International Bacculaureate-Standard Level Spanish Language class is
intended for students who wish to develop their proficiency in all four language skills: listening,
speaking, reading, and writing, and who wish to further explore the beauty and varied cultures of
the Spanish-speaking world. This class is conducted exclusively in Spanish; all students are
strongly encouraged to use the target language consistently with teachers and peers.
The AP Spanish Language and Culture course is designed to help students move from the
intermediate level towards the advanced level of proficiency in interpersonal, presentational and interpretive communication modes in Spanish. Unit goals are
stated in the form of Essential Questions relating to the AP themes. These essential questions drive instruction; students are regularly assessed and receive
formative feedback to refine communication skills and develop deep understandings relating to the essential questions. Course goals, assessments, and the
student portfolio are organized in three areas: Spoken Communication, Written Communication and Facilitating Skills.
Spoken Communication Skills
To develop Spoken Interpersonal Communication Skills, classroom interaction in Spanish includes total class discussion, pair and small group conversations,
round table presentations, role play situations and dramatizations. Students occasionally interview Spanish speakers outside the classroom, and interact with
invited guests. In addition, students may volunteer to work with dual language elementary students. Students and teacher make Spanish the sole language of
communication in the classroom, and reject the use of electronic translators when reading and writing in Spanish for the class. This commitment is summarized
in a “Palabra de honor” signed by the student at the beginning of the year. Class participation in graded regularly using a rubric indicating frequency of
participation, strategies, organization and elaboration of responses, richness of vocabulary and language precision.
To develop Spoken Presentational Communication Skills, students make prepared presentations on unit topics, share their experiences outside the classroom
with classmates in short presentations, create recordings such as news podcasts and cultural presentations for use in lower level Spanish classes.
To develop Audio, Visual and Audiovisual Interpretive Communication skills, students regularly listen to news and information videos and audio reports, movie
clips, documentary reports from a variety of sources, including BBCMundo, Radio y Televisión Española, Radio Caracol, ONU, and other sources. They take notes,
summarize content, analyze, express opinions and comments on these sources, using the information gained to address the essential questions of each unit.
Written Communication Skills
To develop Written Interpersonal Communication skills, students participate in online discussion boards, post blog entries, use Spanish in email
communications with the teacher and, when appropriate, with outside experts and sources in communications on our unit topics.
To develop Written Presentational Communication skills, students write summaries of news and information articles, write papers on aspects of unit topics,
create stories and narratives and write persuasive essays.
To develop Written and Print Interpretive Communication skills, students read a variety of informational and literary texts relating to the unit themes, including
information in the form of charts, graphs and other visual representations. Students select books for independent reading as well.
Facilitating skills
To support students’ communication skills, the course includes instruction and practice in areas such as reading strategies, use of logical connectors to express
relationships between ideas, practice of specific language functions, development of vocabulary through word-attack skills and vocabulary building, grammar
review and practice of problem areas causing patterns of error. Facilitating skills lessons carry over into thematic instruction, as students read and find cognates,
roots, prefixes and suffixes, find examples of usage of grammar in the context of communication. In addition, the course includes the study of specific
knowledge about some interdisciplinary aspects of the geography, history, arts, politics, and literature of the Spanish speaking world, providing background
knowledge to support comprehension. For example, students learn and are tested over their knowledge of the physical and political geography and the history
of Latin America. This is done to support students’ comprehension of information from other disciplines in texts, to better understand target culture
perspectives, as well as to encourage students to apply knowledge and support learning across the curriculum.
Cultural awareness
The goal of the World Languages program is to build in students the ability to communicate across cultures. When introducing topics for exploration, we begin
with activities to raise students’ awareness of the related products, practices and perspectives in their own culture, providing them with the foundation
concepts needed to recognize similarities and differences between their own culture and that of the target culture communities. Frequent comparisons
between different regional varieties of Spanish are made as, and students compare culturally appropriate idiomatic expressions to usage in their own language.
Organization
The course is organized into thematic units. Each unit topic is viewed through the lens of two or more AP Themes (see course organization, below). In each unit,
all communicative modes are implemented; particular emphasis is made on the communicative mode in the summative assessment. Unit activities provide
opportunities for formative assessment of developing skills; the teacher uses the information to provide feedback to students and to adjust instruction to ensure
student progress. Peer editing, teacher coding of errors, use of positive student models, teacher-student conference and informal conversations are some of the
methods for providing formative feedback. Activities are designed to allow for differentiation based on readiness, interest and learning style, accommodating a
variety of learners.
In addition to being an AP Spanish Language and Culture course, students enrolled in the International Baccalaureate Program will work to fulfill their Group 2,
Language B language requirement at the Standard Level (SL).
The aims of IB Group 2 are to:
1. develop students’ intercultural understanding
2. enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes
3. encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other
cultures
4. develop students’ awareness of the role of language in relation to other areas of knowledge
5. develop students’ awareness of the relationship between the languages and cultures with which they are familiar
6. provide students with a basis for further study, work and leisure through the use of an additional language
7. provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language.
There are five Standard Level assessment objectives for the IB Language B course. Students will be assessed on their ability to:
1. communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding
2. use language appropriate to a range of interpersonal and/or cultural contexts
3. understand and use language to express and respond to a range of ideas with accuracy and fluency
4. organize ideas on a range of topics, in a clear, coherent and convincing manner
5. understand, analyze and respond to a range of written and spoken texts
The accomplishment of all of these aims and objectives will be measured throughout the school year and ultimately by the AP Spanish Language Exam and/or
the IB Internal and External Evaluations. The AP Spanish Language Exam and IB External Assessment (written examination) are taken in May and the IB Internal
Assessment (oral examination) is administered in March. In addition, an IB Written Task process will begin in early November and conclude in late February.
Universities and colleges differ in the amount of credit they assign for scores earned on the AP and IB exam. Universities and colleges differ in the amount of
credit they give the student for passing the AP and/or the IB-SL exam. Students are encouraged to contact the university or college they plan to attend and find
out their specific policy in relation to the AP and the IB credit. They can also obtain information about AP credit by visiting the following website:
http://collegesearch.collegeboard.com/apcreditpolicy/index.jsp
Main textbook:
Díaz J. & Nadel M. (2014). Abriendo Paso, Temas y Lecturas. Upper Saddle River, New Jersey: Pearson Prentice Hall. (Pick up text from bookroom).
Couch, J., McCann, R. & Rodríguez, C. (2014) Una Vez Más, Boston: Pearson Prentice Hall, Third Edition. (Pick up text from bookroom).
José M. Díaz (2014) AP Spanish: Preparing for the Language Examination, Boston: Pearson Prentice Hall, Fouth Edition. (Class set provided and kept in class).
Required Materials:
1. 1 ½ in. binder w/ 5 dividers
1.) Lecturas y vocabulario
2.) Comprensión auditiva
3.) Expresión escrita (ensayos, correo electrónico, tipos de texto BI, etc.)
4.) Expresión oral (conversaciones simuladas, comparaciones culturales, etc.)
5.) Sugerencias para los exámenes AP y BI (evaluaciones)
2. Writing instruments- blue or black ink pens for assessments
3. 6 different colored highlighters for AP/IB reading practice
4. Good Spanish/English dictionary is required! (Here are three suggestions: Simon & Schuster’s International Spanish Dictionary,
Larousse Spanish/English Dictionary or better yet, access to www.wordreference.com ... which there is an app for that.
5. Verb book (Suggestion: Barron’s Spanish 501 verbs.)
6. Class textbooks (reading and grammar)
7. Earbuds for use with Chromebooks in class (More information regarding Chromebooks will be forthcoming.)
Organization of notebook:
1. Syllabus
2. 5 dividers as outlined above
3. Spiral notebook for homework exercises (any color 70 pages college-ruled, perforated)
4. Paper folder w/brackets (please wait to find out which color you will need)
Grading:
Many different types of evaluations are used and will be weighted as follows:
Formative Assessments
Summative Assessments
Performance
Quizzes (vocabulary or grammar) and AP-IB practice
Projects (written or oral)
Participation / Homework/ ‘Herramienta’
x60
x 25
x 15
Examples of an AP Practice include:
- Listening Comprehension (multiple choice or open-ended)
- Reading Comprehension (multiple choice or open-ended)
- Interpersonal Speaking - Simulated Conversation
- Presentational Speaking – Compare and Contrast
- Interpersonal Writing- Email Reply
- Presentational Writing – Persuasive Essay
Examples of an IB Practice include:
- Interactive Oral Activity
- Multiple Choice Activities (based on readings)
- Writing based on a reading
- Writing based on given prompts
When objectives overlap, all students, AP and IB, will be required to complete the practice. This is the case more often than not.
The following percentage weight will be used to calculate your final semester grade:
Marking Period 1 -- 28%
Marking Period 4 -- 28%
Marking Period 2 -- 28%
Marking Period 5 -- 28%
Marking Period 3 -- 28%
Marking Period 6 -- 28%
First Semester Exam -- 16%
Second Semester Exam -- 16%
Class Participation:
The participation grade is determined by actively participating in the different class discussions/activities, etc. We will be using a program called Class Dojo for
which you will receive a code so that you may keep up with your progress.
Homework Policy:
In comparison to the previous Spanish classes, homework in the AP/IB course homework is not always taken for a grade. Some of the homework assignments
will be a review of lower and upper level grammar and vocabulary while others are based on reading or listening comprehension. If the student has a question
about a particular assignment, he or she is encouraged to come in for help before the assignment is due. Homework is due at the beginning of each class
period. If the assignment is not turned in at the beginning of the class period, students will lose 20 points per calendar day (weekends included). Turning in the
assignment after it has been requested, anytime during the school day, or afterschool, still constitutes a late assignment. An emailed picture or scan of the
homework will NOT be accepted as a complete on time homework. Please keep in mind that copying a friend’s homework is considered cheating, and if this
happens, both students will receive a zero.
At times homework may be preparation work for the next class period. These homework assignments will not necessarily be for a grade, but as AP/IB students
it is expected you will complete the assignment as you will not always know when I decide to collect it for a grade.
Projects:
Failure to turn in an essay/project will result in a 10-point deduction per class (including Saturday and Sunday). In case of an excused absence, the student will
be given an extra day to turn in the assignment that was given on the day of the absence. If a student misses more than one day and the absences are excused,
she/he will be given the same amount of days she/he missed to make up the work. If an assignment was given before the student’s absence occurred and was
due on the day of the absence, it needs to be turned in on the day the student returns to school.
If a student has been absent, it is her/his responsibility to find out what was covered in class BEFORE or AFTER school, not during class time, to pick up any
additional material given by the teacher (from the file folder located in the classroom) and to turn in missing assignments. Students should also refer to
TeacherWeb.com for information on class content.
Quizzes:
There will be short quizzes. For missed quizzes, an appointment should be made with the teacher on the day the student returns, or better yet, via email. If
circumstances should prevent the student from keeping the appointment, she/he should call the teacher or send her an e-mail at least 30 minutes prior, as
failure to keep the appointment will result in a 10-point deduction. If there is an assessment on the day of the student’s return, she/he must take the
assessment, provided that the student was informed about it before her/his absence and no new information has been covered. Students that have been truant
are not allowed a make-up and will automatically receive a grade of zero.
Department Retake/Redo Policy
A student who receives a grade lower than a 70% on an formative or summative assessment may elect to redo the material covered on the original assignment
or examination. *= Homework falls under a different category, please see aforementioned policies.
Students will be allowed to retake 1 failed assessment a six weeks not 1 per category. The assessments may be retaken for a maximum grade up of a 70.
Student must come in to discuss the options with the teacher at least 24 hrs. prior to the retake/redo, and as agreed upon by student and teacher before the
redo/retake. The process of tutorials and retake must be completed within one week of receiving notice of the failing grade. Extra credit points are not applied
to retakes.
Academic Integrity
Academic integrity is an important value in the LOTE department and in our school. Cheating takes many forms. Any attempt to receive credit for work that the
student has not done, or has not done with an honest attempt to understand the concepts involved, is cheating. This applies to individual work as well as group
assignments. *Any student caught cheating will receive a referral and parents will be contacted. *All students involved will receive a zero on the
assignment/assessment that the student(s) cheated on; both the student copying the work and the student giving assistance (if complicit).
*Also note that using an online translator or a native speaker is considered plagiarism and is a form of cheating.
BYOD
The school district has a policy where students are allowed to bring their own electronic device to campus/ the classroom. Please note that it also states: “Each
teacher has the discretion to allow and regulate the use of personal devices in the classroom on a daily basis and on specific projects. Students are not to use
their devices unless directed by the teacher.”
Students who have electronic devices in use, visible, and/or audible during instructional time without permission will have the device confiscated. The device
will be brought to the main office at the end of the school day to be picked up after paying the $15 fee. If you have not been directed to do so by Sra. LlanosGremillion, do not have your personal device out for any reason.
Absences and Tardies:
To receive credit in a class, a student must attend at least 90% of the days the class is offered. A student who misses 10 minutes at the beginning of the class is
to be counted absent. Three tardies count as an absence. For more details on absences, please refer to the student’s handbook.
Classroom Rules:
During Spanish class students are expected to:
1. show respect to your peers, the teacher, and the classroom (this includes respecting turns, requesting permission to talk, not
working on work from other classes, and not damaging items in my classroom).
2. be prepared with the required materials and assignments.
3. not eat in the classroom. A water bottle, or any type of drink with a cap, may be brought to class.
4. have a positive attitude!
MY JOB IS TO…
* teach
* involve
* make sure we have fun learning more about the language and culture
* to create a schedule and stick to it
YOUR JOB IS TO…
* relax
* learn
* get involved
* have fun
* respect the schedule
Behavior Policy:
Disruptive behavior will not be tolerated at any time in the classroom. The consequences are:
1st offense:
conference between the student and teacher
2nd offense:
quality time with Sra. LL-G and parent contact
rd
3 offense:
referral to AP (Assistant Principal)
Contact information:
Room number: E1311 Phone: 512-428-3918
Email: m i l y b e t t _ l l a n o s – g r e m i l l i o n @ r o u n d r o c k i s d . o r g (no spaces, of course) OR
m a e s t r a l l g @ g m a i l . c o m (no spaces, of course) Feel free to email me at either one.
**PLEASE SEND ME AN
EMAIL SO THAT I HAVE YOURS, AS I WILL HAVE TO COMMUNICATE WITH YOU THROUGHOUT THE SEMESTER.
Teacher Web: http://TeacherWeb.com/TX/WestwoodHighSchool/Llanosgremillion,MilyBett/
Tutoring and make-up/retakes are available by appointment Monday-Friday. Please refer to the Tutoring Schedule Calendar on TW and email me at my
gmail account.
*****Also, please have your parents fill out the Parent Contact Information Sheet. You must also sign up for my NewsFlash. This will count as one of your
HW grades, so please encourage your parents to fill it out at their earliest convenience. *****