Oak Grove High School

Spanish AP Language
Mr. Leal

AP Spanish Language Course Overview

The AP Spanish Language course is designed to be comparable to university courses.  It 
encompasses aural/oral skills, reading comprehension, culture, grammar and composition 
The AP Spanish Language student can: 
• Identify and summarize the main points and significant details and make appropri
ate inferences and predictions from a spoken source, such as a broadcast news rep
ort or a lecture, on an academic or cultural topic related to the Spanish­speaking w
orld. 
• Identify and summarize the main points and significant details and predict 
outcomes from everyday conversation on a familiar topic, a dialogue from a film 
or other broadcast media, or an interview on a social or cultural topic 
related to the Spanish peaking world. 
• Recognize and encapsulate main points and important details and make 
appropriate inferences and predictions from a written text, such as a newspaper 
or magazine article or a contemporary literary excerpt. 
• Write a cohesive and coherent analytical or persuasive essay in reaction to a 
 text or on a personal, academic, cultural, or social issue with control of grammar 
and syntax. 
• Describe, narrate, and present information and/or persuasive arguments on
general topic with grammatical control and good pronunciation in an 
oral presentation of two or three minutes. 
• Use information from sources provided to present a synthesis and express an
opinion. 
• Recognize cultural elements implicit in oral and written texts. 
• Interpret linguistic cues to infer social relationships. 
• Communicate via formal and informal written correspondence. 
• Initiate, maintain, and close a conversation on a familiar topic. 
• Formulate questions to seek clarification or additional information. Use language 
that is semantically and grammatically accurate according to a given context.

Resources
The following resources may be used in class depending on the unit or lesson being
covered, social or national events and or maturity of the students. The textbooks are
employed as supplementary resources and do not guide the objectives of the course but
support it.
Textbooks
1. Nuevas Vistas (Holt, Rhinehart & Winston)
2. Triangulo (Wayside Publishing)
3. Sendas Literarias 2 (Prentice Hall)
4. Abriendo Puertas (Nextext)
5. AP* SPANISH: Preparing for the language Examination (Prentice Hall)
6. Abriendo Paso (Prentice Hall)

Authentic Sources
1. Biblioteca Virtual Miguel de Cervantes www.cervantesvirtual.com
2. Univision.com www.univision.com/noticias
3. La jornada www.lajornada.com
4. BBC Mundo www.bbcmundo.com
5. Radio Naciones Unidas www.un.org/radio/es
6. La nación www.nacion.com
7. El Mundo www.elmundo.es
8. Yabla www.yabla.com
9. CNN in Español www.cnn.com/espanol/

Films and Documentaries

1. Los olvidados
2. Un viejo con alas enormes
3. El mar adentro
4. La revolución mexicana
5. Macario

Music
1. Paulina Rubio – “Me Vale”
2. Shakira – “Estoy aquí”
3. Mercedes Sosa – “Alfonsina y el mar”
4. Mercedes Sosa – “La maza”
5. Manu Chao – “Clandestino”
6. Manu Chao – “Desaparecido”

Music
7. Silvio Rodríguez – “Playa Girón”
8. Silvio Rodríguez – “Canción de posguerra”
9. Mercedes Sosa – “Alfonsina y el mar”
10. Mercedes Sosa – “La maza”
11. Manu Chao – “Clandestino”
12. Manu Chao – “Desaparecido”
 13. Víctor Jara – “Amanda”
14. Ricardo Arjona – “Si el norte fuera el sur”

In the following outline an attempt to present students with authentic sources, formal and
informal writing, grammar, syntax, pragmatics, orthography, conversations, debates and
presentations is made through a pedagogical holistic approach. The main text to help
students prepare for the AP Language exam is Triangulo. Sendas Literarias 2 and
Abriendo puertas are employed to begin preparing students for AP Spanish Literature

Teaching Strategies
The following teaching strategies are designed to target the four language skills through
the use of authentic, formal and informal materials:

Listening
1. Students will listen to the teacher during model readings and instructions.
2. The students will hear riddles, Spanish sayings or quotes to jump-start the class.
3. Students will listen to radio news clips.
4. Students will listen to Spanish music.
5. Students will hear various Spanish dialects through films, yabla.com, recordings,
documentaries and poetry readings.

Speaking
1. Students will speak to each other in Spanish during projects and class activities.
2. Students will speak in Spanish during presentations and poetry readings.
3. Students will speak Spanish during formal debates.
4. Students will speak Spanish during informal conversations at the start of class.
5. Students will speak Spanish during interviews and other homework activities.

Reading
1. Students will read short stories, poems, essays, autobiographies and plays.
2. Students will read excerpts of literary criticism and other formal writing.
3. Students will read from newspapers and magazines and other authentic sources.
4. Students will read from Spanish internet websites.
5. Students will read letters from Spanish speaking pen pals in Latin America.
Writing
1. Students will write persuasive, comparative and expository essays.
2. Students will analyze literary texts beyond setting and plot to include themes,
symbols and tone.
3. Students will write informal documents such as letters, postcards, posters,
journals, reflections, etc.
4. Students will write formal documents such as letters (to politicians), literary
reviews and essays.
5. Students will write in response to prompts, short answer questions and AP test
practice.

Student Activities
The following is a list of student activities that serve as anticipatory settings to readings
or projects; reading or project activities and post-reading or post-project activities. All
conducted in Spanish.

Before During After

Anticipatory Chart Four Corners Collaborative Poster
Three Step Interview Jigsaw Projects Mind Mirror
Think-Pair-Share Jigsaw Reading Venn Diagram
Novel Ideas Only Round-Robin Storyboard
Guided Writing Multi-Voiced Reading Post Card
Quick-Write Role-Play Reflective Chart
Double Entry Journal Reading in Four Voices Compare & Contrast Matrix

Student Evaluations/Assessments
Students are given formal and informal assessments in oral and written formats in order
to obtain a full understanding of their development. Formative, Summative and
Impassive assessment is employed to see student learning as it is occurring, at the end of
the semester or year and as a comparison to him or herself at the end of the three year
Spanish program. The assessments may include essay, short answer, multiple-choice, fill
in the blank and or matching. The assessments will ask students to: synthesize, compare
and contrast, analyze, infer, evaluate, explain, induce and deduce.

Formative Assessment Summative Assessment Impassive Assessment

1. Show of hands
2. Jigsaws
3. Graphic Organizers
4. Praise Prompt Leave
5. Presentations
6. Discussions
7. Group Work
8. Journals
9. Socratic Seminars
1. Quizzes 1. Portfolios
2. End of chapter test 2. Pre/Post Assessments
3. End of unit exam 3. Video/Voice Recordings
4. Midterm final
5. End of the year final
6. AP style practice tests
7. Project presentations

Absence­ will affect your final grade. After 3 unexcused absences your grade will 
be deducted 3 percentage points for every following absences. For example, if you 
cut my class 4 times in a semester and your grade is a C at 72%, your final grade 
will now reflect a 69% bringing you to a D grade. It is your responsibility to 
ensure the attendance office reflects your absence as excused. No make ups will be 
allowed for missed quizzes and exams due to unexcused absences. It is the 
responsibility of the student to make arrangements to re­take any missed quizzes 
or tests due to excused absences. A zero score will be recorded for any test or quiz 
that is not retaken within 5 days of the students return to class and a 
correspondence to the parent will be sent advising of the zero grade.
Projects­ At least two projects will be given each quarter. Projects allow you and 
your study group (no more than 5) to creatively incorporate your learning of the 
Spanish language in an innovative manner. After the presentation, a discussion 
with the rest of the class will take place. The purpose of the section of the 
presentation is to give the instructor chance to hear the group members speak 
spontaneously, without a prepared text. There are many ways to structure the 
presentation. In the past students have done many creative things ranging from 
panel discussions/presentations to news/talk/game shows, dance, poetry, video, and 
computer applications such as PowerPoint, Imovie and Premiere. Keep in mind 
that you want to stimulate your audience to react and join in discussion at the end 
of the presentation.

Class Participations­ You will receive you participations grade based on the 
quality and quantity of your class participation. The participation grade includes 
you active contribution in Spanish in regular class sessions, projects, pair work and 
small group activities. It is primarily your instructor’s evaluations or your spoken 
Spanish. You will receive an accountability sheet  for oral participation in class. 
This sheet will keep track of your oral participation in class whether your working 
in guided or independent activities.

Grading scale

100­97 = A                                                76­74 = C
93­90   = A­                                              73­70 = C­
89­87  =  B+                                              69­67 = D+
86­84  =  B                                                66­ 64 = D
83­80 =  B­                                               63­60 = D­
79­77 = C+                                               59 or below = F

CATEGORY PERCENT

Class Participation(sellos) 10
Diccionario de Gramatica 5

Essays 10
Final Exam ( AP practice ) 15
Final Exam (Oral part) 10
Homework 10
Projects 20
Test 10
Class work 10

Grades will be available and can be accessed on­line through schoolloop.com 

Unexcused Tardy Policy

 1st – Verbal Warning
 2nd – 1% deduction from class participation grade & one stamp will       be 
deducted from your participation sheet.
 3rd – One hour detention and tardy notification mailed home. 5 stamps will be 
deducted  from your participation sheet

4th A complete policy and consequences for improper conduct may be viewed on 
Oak GroveÍs website:  http://og.esuhsd.org

WHEN  IT COMES TO CUTS OR UNV YOU WILL LOOSE 10 STAMPS FOR 
EACH CUT & SATURDAY SCHOOL.

Class Rules

1. Raise your hand when you have something to say and wait until it is your turn .
2. Refrain from using profanity.
3. Turn off cell phones and pagers in class.
4. No eating, drinking, chewing gum, personal grooming (combing hair, applying 
makeup, etc) wearing hats or dark glasses are not permitted.
5. Complete all assignments. Remember you only have five days to make it up and 
it has to be approved or cleared by the attendance office.
6. Participate in class. Spanish is a class where making a mistake is expected, in 
fact it’s a step toward improvement.

MATERIALS NEEDED FOR THIS COURSE

1. Technology Internet ‘Net Card’ Access- There will be current events-related

assignments in this course along with weekly computer lab assignments. Access
to newspapers, news magazines, radio, television, and/or Internet will be
necessary. These will be available on campus, although the internet card will be
required to access the internet.
2. E-mail address to receive homework and teacher communication updates. Daily
access to oghs.schoolloop.com – Registration required for every student/guardian
3. Loose Leaf Binder Paper-you will need minimum of 150 sheets
4. Scissors/Glue
5. Gallon Size Freezer Type Glad Baggie
6. Pencil and Pen
7. Pencil Sharpener/Large Eraser
8. Colored Pencils
NAME:__________________________ Period_______ Points ________/ 25

Contact Information

Parents and students are encouraged and welcome to call, arrange a conference, or email
me at anytime throughout the year. The best way to contact me is by email as I respond to
that much more quickly. You may email me lealm@esuhsd.org . When emailing please
put your students name in the subject heading. Within the email be sure to include the
student’s full name and period.

I would like both the student and parent/guardian to read, discuss, and sign this syllabus
so that I know we all understand the expectations of this class. Students should detach
this page of the syllabus and return this portion to Mr. Leal no later than Friday,
September 5th.

This is to certify that both student and parent/guardian have reviewed the green sheet and
are fully aware of the requirements, policies, consequences, and responsibilities of Mr.
Leal’s AP Spanish class.

Student Name:_________________________ Class Period for Mr. Leal________

Student E-mail:________________________ Student Cell:______________

Parent/Guardian Name:________________________________________________

Parent Guardian Email: _______________________________________________

Parent Guardian Phone:_______________- Cell __________________Home/Work

Best time to call: ____________________________________________

Will translation be needed for phone/mail/in-person conferences? ______________

If so, which language? _______________

An Oak Grove issued internet password and log-in is mandatory for this class. Failure to
obtain this or using another student password will result in a zero for the assignment.
Please initial here that you understand this policy____ Student ______ Parent/Guardian

Do you have any questions, comments, or concerns about Mr. Leal’s policies or is there
anything I should know about your son/daughter that can assist me in their success?