Una carta y una lección para comenzar nuestra aventura…

Saludos queridos alumnos,

¡Bienvenidos a la clase de Español A.P.!  Espero que Uds. estén muy emocionados por tomar y participar en esta clase.  Uno de los motivos de la clase es ayudarles a desarrollar una pasión por el español y la gente que lo habla.  Un idioma no es sólo una materia en la escuela sino algo vivo. Es algo que nos ayuda en el trabajo, en los viajes, a descubrir nuevas ideas y de aprender de culturas distintas a las nuestras.  Ya sé que algunos de Uds. lo usan en su vida diaria y deseo que el resto de Uds. traten de encontrar maneras para hacerlo parte de su vida. 

La meta siempre, con un idioma, es aprender a entenderlo y a producirlo con fluidez.  En esta clase se necesita estudiar a diario, empleando muchas estrategias de estudio y adquisición de un lenguaje.  Para que no olviden lo que han aprendido, es necesario que practiquen.  Es bueno que escuchen música en español, y es buenísimo que lean periódicos, revistas, o lecturas breves que vean programas de televisión o reportajes de noticias u otros videos y que hablen con amigos (y no tan amigos) en español.

En esta clase no solo se prepararán para el examen de AP sino que mejorarán el uso del español escrito y hablado, de manera que al final del curso puedan comunicarse con fluidez con personas hispanohablantes.  Espero que lleguen al salón con mucho entusiasmo y ganas de participar activamente en clase para hacerla productiva y divertida.  Yo puedo guiarles en cómo se debe estudiar, explicarles la gramática y prepararlos para el examen A.P., pero la retención de información, la aplicación de las estrategias, y el nivel de fluidez que tendrán al final de la clase depende de cada uno de Uds. y la cantidad del tiempo y el esfuerzo que pongan en mejorar.

Ahora, una pequeña lección sobre el idioma, es decir la lengua…Un aspecto importante en este nivel de clase es entender que hay muchas maneras de expresar la misma idea.  El curso se llama “idioma y cultura.”  Igual que en los países de habla inglés, los países hispanohablantes tienen aspectos distintos en su cultura y en el idioma.  Por ejemplo, yo puedo decir “teléfono celular” y otra persona diría, “móvil” y aun otra preferiría decir, “dispositivo.”  En México, un “móvil” es un adorno en la cuna de un bebé y un dispositivo se trata de un anticonceptivo.  Otro ejemplo es referir al lugar en una casa que ocupa una persona para dormir, vestirse, pasar tiempo, etc.  Se dice, “cuarto, recámara, habitación, dormitorio, etc.”  Todo es correcto e incorrecto al mismo tiempo. 

¿Cómo se puede aprender todo?  Es imposible saber todo el idioma, ni es necesario.  Repito de otra manera (por que los maestros somos muy repetitivos) que el propósito de esta clase es prepararlos a Uds. para entender lecturas, grabaciones, publicaciones, gráficos informativos, acentos, y más que vienen de diferentes países hispanohablantes suficiente bien de responder lógicamente y exclusivamente en español.

¡Sí se puede!

¡Ojalá que disfruten del año y que practiquen mucho el español! Si tienen alguna pregunta no duden ponerse en contacto conmigo. Mi correo electrónico es jettclyne@gmail.com
Atentamente,
~Maestra Clyne (también conocida como Sra. Clyne, Profe, Profesora Clyne, Maestra, Ms. Clyne, etc.)

FOR PARENTS, students and other curious bystanders that don’t speak, read, write or easily apply translation applications...

The message above was a brief induction into AP Spanish for students enrolled in the class.  It was more a breaking the ice while attempting to make an important point than a presentation of what to expect in the course this year.  For those of you who feel emotionally driven to see a roadmap for this year’s class, here is what to expect:

Country year-long project:

Each student will select a Spanish-speaking country or region of focus and create a website to showcase learning about the country throughout the year.  Many of the postings to the student-created websites will be assigned over the course of the school year and we will have assignments for each of the 6 AP themes.  The student will have access to more complete directions and due dates, here is the LINK to their assignment. However, what follows is a general description of the AP Country website Project assignment in English…

Students will build the site during the course of the year and include:

• interdisciplinary content including background information on the area’s geography, history, demographics, and economy

• an overview of the current issues facing the country, and monthly news updates

• information on artistic and musical expressions from the country (crafts, musical genres, monuments/architecture, fine arts)

• at least one literary text from the country.

  • • The idea is to find and read a short story, poem or a segment from an iconic text from the country (e.g., a segment from Don Quijote from Spain or a poem by Rubén Darío from Nicaragua).

    • The entry should include the work or a link to the work, a description and/or summary of the theme, and a brief statement of why the work is an important cultural reference for the country.

    • one or more celebrations and/or traditions (carnaval, día de muertos, religious and/or civic celebrations)

More Individual Country Research which can be included on the website:

• Independently seek out sources from the chosen country to address the essential questions of each learning unit (6 total).

• Share the information with classmates focusing on different modes of communication

Examples include:  

• an oral presentation with visual support, a poster with a chart/graph/map and a short written explanation, record a 1-2 minute radio news item, etc., enhancing abilities to present orally.

• Thematic Vocabulary

• Develop a personal vocabulario temático list with academic vocabulary encountered in the anchor texts and the other sources.

• Students will share the insights they gain about their countries in class discussions in which they compare the cultural products, practices, and perspectives they have discovered with those found in their classmates’ countries.

•  Additionally, students will address comparisons with their own country/region/community during these discussions.

 The goal is to deepen each student’s knowledge about a particular country, to gain an understanding and appreciation for the diversity of the Spanish-speaking world and develop insights into how their own culture compares with the Spanish-speaking world. In addition to the in-class discussions, each 9 weeks students  will create a written reflection pointing out connections with other disciplines and with their own cultures to include in the website.

Project options:  México, España, Colombia y Venezuela (combo), Argentina, Uruguay, Paraguay y Bolivia (combo), Chile y Perú (combo), los países hispanohablantes de América Central (Guatemala, Costa Rica, Nicaragua, El Salvador, Honduras, Panamá), los países/territorios hispanohablantes del caribe (Puerto Rico, ¡Florida!, Cuba, La Republica Dominicana).

Here is a sample website (note to self-Tommy’s website) is from the first year  my friend assigned this project.  No one should see this as an exact template.  The assignment has evolved since my friend first assigned it and I adopted it. I have a page dedicated to my students' previous projects, please check the navigation bar for more information.

Summary:  This is (almost) straight from the College Board...

CR1:  The teacher will speak Spanish almost exclusively in class.  Students will be encouraged to use Spanish exclusively and verbal work submitted with English will receive significant grade deductions similar to the deductions in the actual AP test. 

CR2:  The course will provide opportunities for students to engage in interdisciplinary course content and develop skills through the six required themes: 1) Families and Communities, 2) Personal and Public Identities, 3) Beauty and Aesthetics, 4) Science and Technology, 5) Contemporary Life, and 6) Global Challenges (Environmental, Political, and Societal Challenges).

Course Content

Unit 1: Families in Different Societies

You’ll learn Spanish language skills in the context of studying family life and values in Spanish-speaking communities and explore contemporary beliefs and challenges that families face.

Unit 2: The Influence of Language and Culture on Identity

You'll build your vocabulary and learn about how language and culture shape and reflect evolving ideas about identity in Spanish-speaking societies.

Unit 3: Influences of Beauty and Art

You'll explore how ideas of beauty and art influence and reflect culture in Spanish-speaking communities.

Unit 4: How Science and Technology Affect Our Lives

You'll examine how developments in science and technology affect daily life in Spanish-speaking communities and use your growing language skills to help you interpret unfamiliar words and engage in more complicated texts.

Unit 5: Factors That Impact the Quality of Life

You'll learn more about contemporary life in Spanish-speaking communities and how social status, cultural perspectives, and access to jobs and resources can make an impact on the quality of life.

Unit 6: Environmental, Political, and Societal Challenges

You'll explore how complex global issues affect people's lives in Spanish-speaking communities and engage in deeper discussions to suggest possible solutions.

If you would like more DETAILLED course content… The unit headings are links to the College Board pages below

Unit 1: Families in Different Societies 

You’ll learn Spanish language skills in the context of studying family life and values in Spanish-speaking communities and explore contemporary beliefs and challenges that families face.

Skills you will practice may include:

• Interpreting promotional materials

• Understanding the elements of a formal letter

• Describing data from a table, chart, graph, map, or infographic

• Conducting an interview

• Crafting an email reply

• Participating in an informal conversation

• Giving a presentation related to family and society

Unit 2: The Influence of Language and Culture on Identity 

You'll build your vocabulary and learn about how language and culture shape and reflect evolving ideas about identity in Spanish-speaking societies.

Skills you will practice may include:

• Identifying the main idea and summarizing short stories

• Comprehending articles and infographics

• Interpreting audio and video reports

• Drawing connections between texts and their larger cultural context

• Justifying ideas and opinions in writing

• Giving a presentation comparing Spanish cultural concepts to familiar ones

Unit 3: Influences of Beauty and Art

You'll explore how ideas of beauty and art influence and reflect culture in Spanish-speaking communities.

Skills you will practice may include:

• Analyzing articles, advertisements, and promotional materials about art

• Interpreting literary texts

• Understanding what is included in the format of typical letters and interpreting their meaning

• Interpreting data represented in charts

• Crafting an email

• Practicing conversational skills through class discussion

• Giving a presentation comparing art across cultures

Unit 4: How Science and Technology Affect Our Lives

You'll examine how developments in science and technology affect daily life in Spanish-speaking communities and use your growing language skills to help you interpret unfamiliar words and engage in more complicated texts.

Skills you will practice may include:

• Interpreting charts, tables, infographics, and maps in context

• Understanding and responding to interviews

• Comprehending verbal instructions

• Interpreting a range of sources and perspectives around a topic

• Writing essays and citing sources

• Giving a presentation on the impacts of scientific and technological developments

Unit 5: Factors That Impact the Quality of Life

You'll learn more about contemporary life in Spanish-speaking communities and how social status, cultural perspectives, and access to jobs and resources can make an impact on the quality of life.

Skills you will practice may include:

• Connecting literary texts to larger cultural topics

• Interacting with online tools

• Interviewing community members

• Understanding video interviews

• Interpreting instructions

• Crafting an email reply using idioms and expressions

• Participating in conversations and debates

• Giving a presentation comparing cultures and quality of life

Unit 6: Environmental, Political, and Societal Challenges

You'll explore how complex global issues affect people's lives in Spanish-speaking communities and engage in deeper discussions to suggest possible solutions.

Skills you will practice may include:

• Analyzing articles and charts on environmental issues

• Listening for connections and meaning in video reports

• Making cultural connections among video presentations

• Writing essays to address global issues and suggest solutions

• Giving a presentation comparing reactions to global challenges across cultures

About the Exam

The AP Spanish Language and Culture Exam will test your ability to apply communication and language skills developed in the course and ask you to demonstrate your understanding of Spanish-speaking cultures.

Exam Duration
3hrs 03mins

Exam Date: ____________________________

This is the regularly scheduled date for the AP Spanish Language and Culture Exam.

AP Spanish Language and Culture Exam

Observaciones para la clase de la perspectiva de Maestra Clyne

• Consider your goal.  If you speak a lot of English in class, it will have a consequence.  The goal should be to reasonably conduct class in 90-95% Spanish by the time the test rolls around.  At the start of the year, you want 80-85%.  The English comes into play “around the edges.”  For example, during grammar explanations…

• Make sure your Spanish is “real.”  AP graders are trained to treat assessments as if they didn’t speak a word of English.  If you make up a word, for example “pictura” is often used instead of “foto” or “locación” instead of “ubicación.”  it will reduce your score. 

• The best way to prepare from a “broader knowledge viewpoint” is by reviewing vocabulary sources from multiple countries.  Knowing that “cell phone” can be “teléfono celular, móvil, despositivo” is potentially essential because you don’t know which of those words will be used on the test. I have a few stories of misunderstandings due to different words used in different regions!

• Avoid fundamental use of “English” in “Spanish.”  For example, “mi abuela’s casa, Yo juego la guitarra, or soy 18 años.”  Those would be considered fundamental mistakes.  Also, saying things like “correo negro” instead of “chantajear.”  This suggests word for word translation of the word “blackmail”.  If you don’t know the word, talk around it but always use SPANISH!

• False cognates are also something AP graders do not treat well.  If you say “realizar” when you should use “darse cuenta or “caer el veinte” it will reduce your score.  Realizar is a great word but it doesn’t mean what most native English speakers think.

• Remember, even using ONE word of English during the test will result in an immediate deduction. 

Exam Format

The AP Spanish Language and Culture Exam has consistent question types, weighting, and scoring guidelines every year, so you and your students know what to expect on exam day.

Section IA: Multiple Choice
30 Questions | 40 Minutes| 23% of Score

• Interpretive Communication: Print Texts. This section consists of a variety of authentic print materials (e.g., journalistic and literary texts, announcements, advertisements, letters, charts, maps, and tables). Students will be asked to:

1. Identify the main ideas and supporting details

2. Determine the meaning of vocabulary words in context

3. Identify the author’s point of view or the target audience

4. Demonstrate knowledge of the cultural or interdisciplinary information contained in the text

Section IB: Multiple Choice with Audio
35 Questions | 55 Minutes | 27% of Score

• This section consists of a variety of authentic audio materials, including interviews, podcasts, public service announcements, conversations, and brief presentations. It is divided into 2 subsections:

1. Interpretive Communication: Print and Audio Texts (combined). 2 sets of audio sources paired with print materials on the same topic with questions (article and audio report, chart and conversation).

2. Interpretive Communication: Audio Texts. 3 sets of audio sources with questions (interview, instructions, presentation).

• Students will respond to questions about main ideas and supporting details. Some questions will require students to demonstrate their understanding of cultural or interdisciplinary information.

• Students will have time to read a preview of each selection and skim the questions before listening to the audio. All audio texts will be played twice.

Section IIA: Free Response Written
2 Questions | 1 Hour 10 Minutes | 25% of Score

• Interpersonal Writing: Read and reply to an email message (15 minutes).

• Presentational Writing: Write an argumentative essay based on 3 sources, including an article, a table, graph, chart, or infographic, and a related audio source (played twice), that present different viewpoints on a topic (~55 minutes total: 15 minutes to review materials plus 40 minutes to write). Students will have access to the print sources and any notes they may take on the audio during the entire 40-minute writing period.

Section IIB: Free Response Spoken
2 Questions | 18 Minutes | 25% of Score

• Interpersonal Speaking: Participate in 5 exchanges in a simulated conversation (20 seconds for each response). For this conversation, students will be provided with a preview of the conversation, including an outline of each exchange. 

• Presentational Speaking: Deliver a 2-minute presentation in response to a prompt in which students compare a cultural feature of a Spanish-speaking community with which they are familiar to their own community or another community.