Central High School

306 S Bellevue Blvd

Memphis, TN 38104
901-416-4500

AP Spanish Language & Culture

Teacher: Dr. Brown (Profesora Brown is fine J)
Room: 216
Website: profesorabrown.weebly.com

Course: AP Spanish Language & Culture (2016 2017)

Email: browndb1@scsk12.org, profesorabrown@gmail.com
Planning: 11:00 11:50p (5th period)

Course Description
The AP Spanish Language and Culture course emphasizes 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 AP Spanish Language and Culture
course strives 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. We will explore, in depth, the Spanishspeaking world by linking all six themes: global challenges, science and technology, contemporary life, personal and
public identities, families and communities, and beauty and aesthetics. As the target for modern languages in high school
is the Intermediate-High level, the goal for this honors course is for students to attain Intermediate-High/Advanced-Low
proficiency (explained below).

ACTFL Proficiency Levels

(Superior and Distinguished levels omitted here)

ACTFL Proficiency Guidelines and Performance Descriptors

(ACTFL is the American Council on the Teaching of Foreign Languages. For more detailed information regarding
proficiency and performance, links are available within the Recursos section of the class website.)
Advanced-level speakers engage in conversation in a clearly participatory manner in order to communicate information
on autobiographical topics, as well as topics of community, national, or international interest. The topics are handled
concretely by means of narration and description in the major time frames of past, present, and future. These speakers can
also deal with a social situation with an unexpected complication. The language of Advanced-level speakers is abundant,
the oral paragraph being the measure of Advanced-level length and discourse. Advanced-level speakers have sufficient
control of basic structures and generic vocabulary to be understood by native speakers of the language, including those
unaccustomed to non-native speech.
Advanced-Low: Speakers at the Advanced Low sublevel are able to handle a variety of communicative tasks. They are
able to participate in most informal and some formal conversations on topics related to school, home, and leisure
activities. They can also speak about some topics related to employment, current events, and matters of public and
community interest. Advanced Low speakers demonstrate the ability to narrate and describe in the major time frames of
past, present, and future in paragraph-length discourse with some control of aspect. In these narrations and descriptions,
Advanced Low speakers combine and link sentences into connected discourse of paragraph length, although these
narrations and descriptions tend to be handled separately rather than interwoven. They can handle appropriately the
essential linguistic challenges presented by a complication or an unexpected turn of events.
Responses produced by Advanced Low speakers are typically not longer than a single paragraph. The speakers dominant
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Central High School

306 S Bellevue Blvd
Memphis, TN 38104
901-416-4500
language may be evident in the use of false cognates, literal translations, or the oral paragraph structure of that language.
At times their discourse may be minimal for the level, marked by an irregular flow, and containing noticeable selfcorrection. More generally, the performance of Advanced Low speakers tends to be uneven.
Advanced Low speech is typically marked by a certain grammatical roughness (e.g., inconsistent control of verb endings),
but the overall performance of the Advanced-level tasks is sustained, albeit minimally. The vocabulary of Advanced Low
speakers often lacks specificity. Nevertheless, Advanced Low speakers are able to use communicative strategies such as
rephrasing and circumlocution. Advanced Low speakers contribute to the conversation with sufficient accuracy, clarity,
and precision to convey their intended message without misrepresentation or confusion. Their speech can be understood
by native speakers unaccustomed to dealing with non-natives, even though this may require some repetition or
restatement.
Intermediate-level speakers are distinguished primarily by their ability to create with the language when talking about
familiar topics related to their daily life. They are able to recombine learned material in order to express personal
meaning. Intermediate-level speakers can ask simple questions and can handle a straightforward survival situation. They
produce sentence-level language, ranging from discrete sentences to strings of sentences, typically in present time.
Intermediate-level speakers are understood by interlocutors who are accustomed to dealing with non-native learners of the
language.
Intermediate-High: Speakers are able to handle successfully uncomplicated tasks and social situations requiring an
exchange of basic information related to their work, school, recreation, particular interests, and areas of competence.
They can handle a substantial number of tasks associated with the Advanced level, but they are unable to sustain
performance of all of these tasks all of the time. Intermediate-high speakers can narrate and describe in all major time
frames using connected discourse of paragraph length, but not all the time. However, they can generally be understood by
native speakers unaccustomed to dealing with non-natives, although interference from another language may be evident
(e.g., use of code-switching, false cognates, literal translations), and a pattern of gaps in communication may occur.
Intermediate-Mid: Speakers are able to handle successfully a variety of uncomplicated communicative tasks in
straightforward social situations. Conversation is generally limited to those predictable and concrete exchanges necessary
for survival in the target culture. These include personal information related to self, family, home, daily activities,
interests and personal preferences, as well as physical and social needs, such as food, shopping, travel, and lodging.
Speakers at this level may contain pauses, reformulations, and self-corrections as they search for adequate vocabulary and
appropriate language forms to express themselves. In spite of the limitations in their vocabulary and/or pronunciation
and/or grammar and/or syntax, Intermediate-Mid speakers are generally understood by sympathetic interlocutors
accustomed to dealing with non-natives.
Curriculum Overview: Below is a brief summary of topics to be learned this year. You will receive a quarterly
schedule of specific topics, dates, and deadlines at the beginning of each quarter. Dr. Brown may adjust the
syllabus/schedule as needed. For a detailed look at the entire curriculum, please visit the Recursos section of the class
website and select the link for the Shelby County Schools Department of World Languages.
1st Quarter
Pre-Unit: Welcome back to language class!
Unit 1: Beauty and Aesthetics/Personal Identity (Beauty
defined, fashion/design, architecture)
3rd Quarter
Unit 3: Contemporary Life (education, entertainment and
leisure, personal relationships,) Family and Communities
(traditions and values, family structure, global citizens)

2nd Quarter
Unit 2: Science and Technology (Access, effects on
individuals and society, natural phenomena, innovations)
4th Quarter
Unit 4: Global Challenges (economics, demographics,
environment, society)
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Central High School

306 S Bellevue Blvd
Memphis, TN 38104
901-416-4500
Materials/Supplies Needed
The following materials are required daily. You will not be successful if you are not prepared!
- AP Notebook (You were given in the Spring J) AND dividers
- Headphones/Earbuds
- Composition book (at least 70 sheets/140 pages)
- Google account
- 4-5 different colored pens (black or blue, green, red, and others of your choice - NOT YELLOW, please)
- Pencils
- Colored pencils/crayons/markers These are optional; however, we will frequently complete various in-class
activities that will require them; and, if you like using your own things (like I do :-), you may bring your own.
They are also beneficial for organizing notes, making graphic organizers, etc.
Required the first week of school (Class supply contribution)
- Please bring the following item the first week of school: ____________________________________________
Classroom Expectations
As previously mentioned, this is a language classroom and will be conducted as expected by the Shelby County Schools
Department of World Languages. 90 - 100% of the class will be done in Spanish; so when the Spanish only sign is
displayed on the board, all communication should be in Spanish. You are expected to participate fully, support your
peers, and be willing to learn. Students who consistently meet our classroom expectations will be able to select an item
from the box of goodies J.
1. Ser respetuoso - Respect others! Respect yourself! Respect property!
2. Levantar la mano - Please raise your hand for permission to speak or leave your seat.
3. Escuchar atentamente - Be an attentive listener and follow all instructions. Learning a new language requires
your focused attention.
4. Ser responsable - Be responsible with your work and all materials.
5. Participar con una actitud positiva - Participate and maintain a positive attitude.
Consequences (Consecuencias)
In addition to the disciplinary policies and procedures outlined by the principal and SCS Student-Parent Handbook, please
be aware of the discipline procedures for this classroom.
1. Warning
2. Behavior noted in record book (0 2 marks = E, 3 4 marks = S, 5 7 marks = N, More than 7 = U. Marks can
be removed by exhibiting consistent, appropriate behavior after being redirected.)
3. Conference with student (Separate student/Remove from activity)
4. Phone call to parent
5. Conference with parent
6. Guidance referral/Administrative referral
Ayudantes
Students that consistently follow classroom expectations and are supportive of our language-learning environment can be
selected to serve as the class Ayudante. Each Ayudante will serve for 3 weeks and will assist the teacher with various
tasks such as (but not limited to) the following:
- Distributing/collecting student notebooks
- Setting timers
- Conducting the daily class welcome
- Distributing/collecting student work
- Managing classroom supplies
Each Ayudante will be awarded (1) 15 points (that can be applied toward any grade in the current quarter), (2) a
Spanish class pen or pencil, and (3) an invitation to the cupcake party at the end of the quarter. Yummy J Other student
jobs include recepcionista (answers phone), and saludador (door greeter). (These two are based on seating chart.)
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Central High School

306 S Bellevue Blvd
Memphis, TN 38104
901-416-4500
Classroom Procedures
Starting procedures
1. Take care of personal business such as restroom, water, obtaining materials from locker, etc. before class. You
will be given 2 passes per quarter, so use carefully. Enter classroom quietly.
2. Sit in your assigned seat. Place all belongings beneath your desk.
3. Begin Do Now. Your Do Now assignment must be completed in your notebook before the timer sounds.
Work will be stamped daily. Late assignments are not accepted.
4. The Ayudante will welcome the class.
5. Quietly wait for Profa. Brown to begin the Do Now share out.
6. Classroom instruction will start.
7. Late students must have an admit from the office and must print and sign the tardy log upon entering.
Closing procedures
1. Approximately five minutes before class is over, Profa. Brown will officially close class by reviewing the daily
objectives, and checking for understanding.
2. All supplies/materials will be returned in an organized fashion.
3. Profa. Brown will dismiss the class.
Reminders
Communicate in the target language when designated to do so.
Store all backpacks, purses, lunchboxes, etc. beneath your desk.
Beware of online translators!
Ask for permission to speak or leave your seat.
Throw trash away at the end of the class.
Food, drinks, candy, and gum are not permitted.
Personal electronic devices are not permitted unless directed by Dr. Brown.
Offensive language of any kind is not permitted.
Tutoring: Thursdays, 2:15p 3:15p
Tutoring will be offered on Thursdays after school for those students seeking additional assistance. Students must arrive
by 2:20p unless a prior appointment as been scheduled.
Grading

10% Homework May include independent practice, readings, blog postings, etc. (Oral assignments: 308-5908).
Homework is generally assigned at the beginning of the week and is due by Friday (unless otherwise noted).

20% Participation May include bell-work, class readiness checks (notebooks, textbooks, etc.), supporting
peers, communicating in the designated language, and full participation in all class activities.
20% Classwork* May include partner, group, or independent activities/tasks completed in class.
50% Assessments May include quizzes, performance assessments, projects, presentations, portfolios, etc.
Quizzes may be re-taken once if you did not perform well on the original attempt. However, the re-take grade
will be reduced by 15 points (approx. one letter grade). Performance assessments are graded based on
performance ratings (ie. Proficiency scale see p. 1-2)
*Missed classwork and quizzes may be made-up with an approved, excused absence. Make-up work must be
completed within one week of the absence (unless a previous arrangement has been made with Dr. Brown).
While make-up work is available for approved absences, it is expected that students attend class regularly as
most of our classwork activities will require communicative tasks.
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