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Syllabus for AP Spanish 5

"Saber qué decir, cómo decirlo, cuándo decirlo, a quién decirlo en el momento apropiado, es la      meta del curso de Español AP Lengua y Cultura”                                 Amalia Gensman


Instructor: Sheila Willette. MEd


South High School 3131 19th Avenue South Minneapolis, MN 55407



Syllabus: Advanced Placement Spanish Language and Culture Course (Spanish V) 2019-2020


Program: The AP Spanish Language and Culture course is taught in the 5th year of language studies. Spanish IV  is  the prerequisite for this course. The curriculum for this course is supported by the text Temas (Vista Higher Learning). Students in the Spanish Language and Culture course are required to take the AP Language Examination. Students are advised to research the requirements and/or credits given by the institution(s) they are interested in attending after graduation.


Course Overview


Learning Objectives: The AP Language and Culture course provides students with opportunities to demonstrate their proficiency at the Intermediate to Pre-Advanced range in each of the three modes of communication described in the American Council on the Teaching of Foreign Languages (ACTFL) Performance Descriptors for Language Learners.  The three modes of communication are: interpretive, interpersonal and presentational. Students are expected to:

  • Engage in spoken interpersonal communication;
  • Engage in written interpersonal communication;
  • Synthesize information from a variety of authentic audio, visual and audiovisual resources;
  • Synthesize information from a variety of authentic written and print resources;
  • Plan, produce and present spoken presentational communications; and
  • Plan and produce written presentational communications. (College Board January 2015)


Course Description: The AP Language and Culture course encourages communication (understanding and being understood by others) by applying interpersonal, interpretive and presentational skills in real-life situations. This includes vocabulary usage, language control, communication strategies and cultural awareness. The course is divided into six curricular themes which are further supported by recommended contexts and guided by essential questions (See chart on p.3, Temas Curriculares). The AP Spanish Language and Culture course enables students to connect Hispanic culture in both modern and historical contexts and helps students’ understanding of cultural products, both tangible and intangible, cultural practices and cultural perspectives. The course presents and develops the interrelatedness of comprehension and comprehensibility, vocabulary usage, language control and communication strategies. As we study each of the six curricular themes, part of the introductory lesson will be how the previously studied material will interconnect with the new theme. The course aims not to overemphasize grammatical accuracy at the expense of communication. To best facilitate the study of language and culture, the course is taught almost exclusively in Spanish and students are expected to communicate primarily in Spanish.


Organization: The text used for this course is Temas. The text consists of 6 themes, or temas, and mirrors the six curricular themes presented on the Spanish Language and Culture AP Exam. Review of the mechanics of the language is done within the contextual framework of each theme as needed. Students will develop a “Vocabulary Bank” to brainstorm as we start each theme of study. The use of themes will insure that students become aware of Hispanic culture. The interdisciplinary nature of the units will help students understand events in today’s Hispanic world and its relation to contemporary life and student experiences.


Interaction and Strategies: Every week, students will give an oral report on different aspects of the theme’s context as they connect to real-life situations. Each report will follow a specific category such as national news, pastimes, politics, economy, art, culture, sports, etc. The report will be a formal report given orally. The one minute length of the presentation will increase by 5 seconds per week to achieve the 2 minutes goal for the AP Exam. To insure that each student will practice writing skills, students will write a synopsis of their reports. Students will take notes from their classmates’ reports and answer questions in a later session.


Besides the classmate reports, authentic news broadcasts and television programs will be heard to practice listening skills. Reading activities include newspaper/magazine articles, charts and tables, book readings, as well as literature passages. For every reading activity students will present either a written or oral analytical reaction, a series of critical thinking questions to be asked of classmates or a table or chart that will help them understand the content of the reading. Some of the interpersonal writing will be an electronic message of reaction to the readings; either to the author or to one of the characters in the story. Some of the readings will be used to create an oral presentation comparing the experiences of the characters with the personal experiences of the student. With the use of cultural expressions or sayings as points of departure, students will initiate and sustain conversations. Students will also create their own conversation scripts.


Integrated persuasive essays will also be required. The first essay will be written in groups. After students have practiced writing several essays, they will write one weekly. Some will be take home essays, some will be time limited, in class essays. In take home essays, the main theme will be presented in class and students will have to provide the sources. For some in class essays, students will find the sources from their readings or will research the subject. At the end of a unit, the essay will be a combination of sources related to that unit and the next unit of study so it will be a connecting bridge between units.


Plan of Action/Pacing: Activities will be emulating the Exam format with integrated skills. The Curricular Themes will be presented in the following order (See Chart): Family and Community (Las Familias y Las Comunidades), Science and Technology (La Ciencia y La Tecnología), Beauty and Esthetics (La Belleza y La Estética), Contemporary Life (La Vida Contemporánea), Global Challenges (Los Desafíos Mundiales) and Personal Identity (Las Identidades Personales y Públicas), with an average of four/five weeks per unit allowing one extra week for bridging. The two weeks prior to the AP Exam there will be intense review and practice of test taking strategies.

















A)¿ Cómo se define la familia en distintas sociedades?


B)¿Cómo contribuyen los individuos al bienestar de las comunidades?


C) ¿Cuáles son las diferencias en los papeles que asumen las diferentes sociedades del mundo?


  • Las tradiciones y los valores
  • Las comunidades educativas
  • La estructura de la familia
  • La ciudadanía global
  • La geografía humana
  • Las redes sociales




A) ¿Qué impacto tiene el desarrollo científico y tecnológico en nuestras vidas?


B) ¿Qué factores han impulsado el desarrollo y la innovación de la ciencia y tecnología?


C) ¿Qué papel cumple la ética en los avances científicos?


  • El acceso a la tecnología
  • Los efectos de la tecnología en el individuo y en la sociedad
  • El cuidado de la salud y la medicina
  • Las innovaciones tecnológicas
  • Los fenómenos naturales
  • La ciencia y la ética




A) ¿Cómo se establecen las percepciones de la belleza y la creatividad?


B) ¿Cómo influyen los ideales de la belleza y la estética en la vida cotidiana?


C) ¿Cómo las artes desafían y reflejan las perspectivas culturales?


  • La arquitectura
  • Definiciones de la belleza
  • Definiciones de la creatividad
  • La moda y el diseño
  • El lenguaje y la literatura
  • Las artes visuales y escénicas



A) ¿Cómo definen los individuos y las sociedades su propia calidad de vida?


B) ¿Cómo influyen los productos culturales, las prácticas y las perspectivas de la gente en la vida contemporanea?


C) ¿Cuáles son los desafíos de la vida contemporánea?


  • La educación y las carreras profesionales
  • El entretenimiento y la diversión
  • Los viajes y el ocio
  • Los estilos de vida
  • Las relaciones personales
  • Las tradiciones y los valores sociales




A) ¿Cuáles son los desafíos sociales, políticos y del medio ambiente que enfrentan las sociedades del mundo?


B) ¿Cuáles son los orígenes de esto desafíos?


C) ¿Cuáles son algunas posibles soluciones a esos desafíos?


  • Los temas económicos
  • Los temas del medio ambiente
  • El pensamiento filosófico y la religión
  • La población y la demografía
  • El bienestar social
  • La conciencia social


A) ¿Cómo se expresan los distintos

Aspectos de la identidad en diversas situaciones?


B) ¿Cómo influyen la lengua y la cultura en la identidad de una persona?


C) ¿Cómo se desarrolla la identidad de una persona a lo largo del tiempo?


  •  La enajenación y la asimilación
  • Los héroes y los personajes históricos
  • La identidad nacional y la identidad ética
  • Las creencias personales
  • La autoestima


Books: Temas  (and a book cover) & Spanish-English dictionary

Spiral notebook for weekly reports

Three ring binder (portfolio) for handouts, activities and assessments for the entire academic year


Course Requirements:

  1. You are expected to attend class everyday and do all of the oral and written assignments, including homework.  Successful progress demands active and consistent participation.
  2. If you have an excused absence, you may make up the work you missed for full credit.  The work missed, including tests and quizzes, must be made up before school within ONE day plus the number of excused absences.  NO WORK, TESTS, QUIZZES MAY BE MADE UP IF THE ABSENCE IS UNEXCUSED.

       3 .   Late work will receive half credit and will not be accepted after three days.

       4.    All work must have a proper heading (name, date, hour) to receive credit.

       5.    All work should be produced by you, including daily assignments, projects, quizzes                  

            and exams.  Any work copied will result in no credit.



 Attendance and Tardies:

Attendance is one of the most important factors for your success in a language class.  Attending class, participating in class activities and making a real effort to speak Spanish will enable you to improve your language skills.  It is your responsibility to attend class and take advantage of these opportunities.


  1. Attendance policy:  If you have two or more unexcused absences in this class you will be in danger of failing.
  2. Tardy policy:  For each unexcused tardy, you will earn half credit for that day’s assignment.




Grade Distribution:

94%-100%      A                                             72%-77%        C

90%-93%        A-                                            70%-71%        C-

88%-89%        B+                                           68%-69%        D+

82%-87%        B                                             62%-67%        D

80%-81%        B-                                            60%-61%        D-

78%-79%        C+                                           0%-59%          F





Grading Policy:

Each quarter’s grade is based on 4 categories:

  • Weekly oral presentations                                          25%
  • Daily homework                                                         25%
  • Projects                                                                       25%
  • Assessments                                                               25%



Class Expectations:

1. Come to class on-time, prepared and ready to learn (this includes bringing the     appropriate materials daily and remember, se habla español.

2.  Put forth your best effort

3 .Bring only water into the classroom – no food, beverages or gum

4.  Passes will be issued on a need only basis

5.  Be respectful of yourself and others


Academic Honesty:

High school is a time for students to develop independent skills and in Spanish V you will be expected to develop your reading, writing, listening and speaking skills.  In order to achieve these goals, it is imperative that all work produced for this class is completed by you.  The South High policy defines cheating as including but not limited to


·      copying someone else's work

·      allowing your work to be copied

·      talking during a quiz or a test

·      working with unauthorized assistance

·      representing the work of others as your own

·      turning in work generated from the Internet as your own


Students who participate in any of these activities will receive a "0" for the assignment and will not be allowed to make up that work.  Repeated offenses may lead to failing the course and/or an administrative referral.  In order to avoid these problems you need to behave honestly.








Students and Parents/Guardians,


Please read all of the above information and sign below.  Return this portion to Profe Willette by Friday, September 6.  Please save the rest of the syllabus for reference.


We have read the above syllabus for AP Spanish V and understand the information and guidelines included.

Student: I, _______________________________________(print name) agree to the terms included in this syllabus.





Parent/Guardian Signature:__________________________________________________