Dunia Hassan
About me...
I relocated from Spain few years ago, and I am excited about my new adventure at Wilcox High School. I was born and raised in Granada, a multicultural and historic city in the South of Spain. I began my career as a journalist, though my interest in intercultural communication led me to the field of education and helped me to realize that I wanted to become a teacher.
In 2006 and 2013, the Departments of Education of Spain and California selected me to be a Visiting Teacher and it was one of the most enriching experiences of my life. I worked in Sacramento, Los Altos, and San Jose where I taught students of very different backgrounds. Now, I have the chance to share with my students at Wilcox my passion for foreign languages as a creative experience that nurtures compassion, appreciation of cultural diversity and collaborative work. During my free time, I enjoy watching movies and plays, reading, traveling and hiking.
Spanish 1 Syllabus
You are going to learn how to communicate in Spanish through listening, reading, speaking, and writing in various aspects of time (present, present progressive, and preterite). The goal is to give students a working knowledge of Spanish. Contemporary topics, vocabulary, and culture are stressed.
- Introducing yourself, expressing likes and dislikes and saying how you feel.
- Talking about school life, classes, and schedules.
- Talking about your family and friends, describing people, and professions and occupations.
- Grammar and vocabulary: nouns, articles, numbers, time, present form of –ar, -er, and –ir verbs. Use and conjugation of ser, estar, tener, and venir.
Students will participate in individual, paired, and group activities as well as complete written and oral exercises to practice new vocabulary and grammar concepts.
Homework policy:
- Homework is due at the beginning of the period the day after it is assigned. Homework should be placed on your desk where it is easily visible when you arrive to class. Homework that is not ready at the beginning of class will be considered late work. Punctuality in my class is highly recommended.
- Homework will be graded in class, and you will be responsible for correcting your own homework (in a different color of your choice). Occasionally, homework will be collected and checked for accuracy.
Late work policy:
Homework and class work is expected to be turned in on time. Late assignments may not receive full credit.
1 day late up to 1 week late: work will receive up to 80% of its credit.
More than 1 week late until two weeks before the end of the semester in which the work was assigned: work will receive up to 20% of its credit.
- If you are absent, check SchoolLoop for missed assignments and for test/quiz dates. Check the class folders for missing handouts. Ask a friend. Any work you missed for an absence will show up as a zero in SchoolLoop until you turn it in.
You may make up the assignment without penalty if you are absent. You have 2 days to turn in any missed work upon your return. After that, the late work policy applies.
- If you are absent on the day of a test, you will have 2 school days to make it up. After that, the late work policy applies. It is your responsibility to schedule a make up test, which must be taken during SSR (or during office hours by appointment).
How you earn your grade
Listening: 15%
Speaking: 20%
Writing: 20%
Reading: 20%
Vocabulary and Grammar: 15%
Life skills: 10% (*)
(*)Life skills: homework completion, participation in class and effort. Using a language means learning to communicate. A positive attitude, a willingness to learn, collaboration and being prepared for class play an important role in communication.
Academic dishonesty policy
Academic dishonesty includes copying work done by another student or author on the internet, or using online translators (i.e. google Translate). Additionally, asking anyone else to feed your sentences in Spanish is dishonest.
The school policy on cheating will be strictly enforced. Students caught cheating or helping another student to cheat will receive a zero grade on the assignment or test as well as the consequences set forth in the Wilcox Handbook.
Student Learner Outcomes (SLOs)
BE academically excellent by…
- Reading, comprehending, and producing a variety of materials in a variety of fields of study.
- Being self-directed and determined in your educational endeavors.
- Maximizing the development of your intellectual capacities.
Be a CHARGER citizen who...
- Actively participates in the community and acts as a caretaker of the environment.
- Respects diversity.
- Demonstrates integrity, responsibility, and perseverance.
Be a STRONG critical thinker and communicator who...
- Demonstrates critical thought.
- Clearly conveys information and ideas in written and visual form.
- Speaks with clarity and listens to understand.
AP Spanish Language Syllabus
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. The AP Spanish Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts. The course develops students’ awareness and appreciation of cultural products (e.g., tools, books, music, laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions).
World Languages and Cultures Learning Objectives
The AP Spanish 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 ACTFL Performance Descriptors for Language Learners.
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.
Contents/ Overview:
Unit 1. Las identidades personales y públicas. / Personal and Public Identities.
Alienation and Assimilation - Self-Image - National and Ethnic Identities - Personal Interests - Personal Belief.
Essential Questions:
- ¿Cómo se expresan los distintos aspectos de la identidad?
- ¿Cómo influyen la lengua y la cultura en la identidad de una persona?
- ¿Cómo se desarrolla la identidad de una persona a lo largo del tiempo?
Unit 2. La vida contemporánea/ Contemporary Life
Education and Professional Careers- Entertainment and Amusement - Trips and Free-Time - Personal Relationships - Lifestyles - Traditions and Social Values
Essential Questions:
- ¿Cómo definen los individuos y las sociedades su propia calidad de vida?
- ¿Cómo influyen los productos culturales, las prácticas y las perspectivas de la gente en la vida contemporánea?
- ¿Cuáles son los desafíos de la vida contemporánea?
.
Unit 3. Las familias y las comunidades/ Families and communities
Education Communities - Social Networking - Human Geography - Customs and Values - Global Citizenship - Family Structure.
Essential Questions:
- ¿Cómo se define la familia en distintas sociedades?
- ¿Cómo contribuyen los individuos al bienestar de las comunidades?
- ¿Cuáles son las diferencias en los papeles que asumen las comunidades y las familias en las diferentes sociedades del mundo?
Unit 4. La belleza y la estética/ Beauty and Aesthetics.
Defining Beauty - Fashion and Design - Language and Literature - Visual and Performing Arts – Architecture - Defining Creativity.
Essential Questions:
- ¿Cómo se establecen las percepciones de la belleza y la creatividad?
- ¿Cómo influyen los ideales de la belleza y la estética en la vida cotidiana?
- ¿Cómo las artes desafían y reflejan las perspectivas culturales?
Unit 5. La ciencia y la tecnología/ Science and Technology.
Effects of Technology on Self and Society - Health Care and Medicine - Science and Ethics - Natural Phenomena - Access to Technology – Innovations.
Essential Questions:
- ¿Qué impacto tiene el desarrollo científico y tecnológico en nuestras vidas?
- ¿Qué factores han impulsado el desarrollo y la innovación en la ciencia y la tecnología?
- ¿Qué papel cumple la ética en los avances científicos?
Unit 6. Los desafíos mundiales/ World Challenges.
Economic Issues - Environmental Issues - Population and Demographics - Social Welfare - Philosophical Thought and Religion - Social Conscience
Learning Goals:
Essential Questions:
- ¿Cuáles son los desafíos sociales, políticos y del medio ambiente que enfrentan las sociedades del mundo?
- ¿Cuáles son los orígenes de esos desafíos?
- ¿Cuáles son algunas posibles soluciones a esos desafíos?
Grading:
- Listening (interpretive communication): 15%
- Speaking (interpersonal and presentational communication): 20%
- Writing (interpersonal and presentational communication): 20%
- Reading (interpretative communication): 20%
- Vocabulary and Grammar (interpretive, interpersonal and presentational communication): 15%
- Life skills: 10% (*)
(*)Life skills: homework completion, participation in class and effort. Using a language means learning to communicate. A positive attitude, a willingness to learn, collaboration and being prepared for class play an important role in communication.
Homework policy:
- Homework is due at the beginning of the period the day after it is assigned. Homework should be placed on your desk where it is easily visible when you arrive to class. Homework that is not ready at the beginning of class will be considered late work. Punctuality in my class is highly recommended.
- Homework will be graded in class, and you will be responsible for correcting your own homework (in a different color of your choice). Occasionally, homework will be collected and checked for accuracy.
Late work policy:
Homework and class work is expected to be turned in on time. Late assignments may not receive full credit.
1 day late up to 1 week late: work will receive up to 80% of its credit.
More than 1 week late until two weeks before the end of the semester in which the work was assigned: work will receive up to 20% of its credit.
- If you are absent, check SchoolLoop for missed assignments and for test/quiz dates. Check the class folders for missing handouts. Ask a friend. Any work you missed for an absence will show up as a zero in SchoolLoop until you turn it in.
You may make up the assignment without penalty if you are absent. You have 2 days to turn in any missed work upon your return. After that, the late work policy applies.
- If you are absent on the day of a test, you will have 2 school days to make it up. After that, the late work policy applies. It is your responsibility to schedule a make up test, which must be taken during SSR (or during office hours by appointment).
Academic integrity/ cheating policy:
Academic dishonesty includes copying work done by another student or author on the internet, or using online translators (i.e. google Translate). Additionally, asking anyone else to feed your sentences in Spanish is dishonest.
The school policy on cheating will be strictly enforced. Students caught cheating or helping another student to cheat will receive a zero grade on the assignment or test as well as the consequences set forth in the Wilcox Handbook.
Student Learner Outcomes (SLOs)
BE academically excellent by…
- Reading, comprehending, and producing a variety of materials in a variety of fields of study.
- Being self-directed and determined in your educational endeavors.
- Maximizing the development of your intellectual capacities.
Be a CHARGER citizen who...
- Actively participates in the community and acts as a caretaker of the environment.
- Respects diversity.
- Demonstrates integrity, responsibility, and perseverance.
Be a STRONG critical thinker and communicator who...
- Demonstrates critical thought.
- Clearly conveys information and ideas in written and visual form.
- Speaks with clarity and listens to understand.
AP Spanish Literature 1 Syllabus
Course Description
The AP Spanish Literature and Culture course covers the six AP Spanish Literature themes and the entire reading list outlined within the AP Spanish Literature Curriculum Framework. The course is conducted entirely in Spanish and covers Spanish and Latin American authors, and their works, from the medieval period to the present day. The works are presented in chronological order with the aim of integrating the historical themes and literary movements of the different time periods, and highlighting the schools of literature to which each piece belongs as well as the author’s style and the characteristics of each selection. The two main texts, Abriendo Puertas volumes I and II, provide students with the socio-cultural context necessary to fully comprehend each piece. The two-semester course and its activities are intended to teach and enhance a student’s ability to acquire, identify, understand, discuss, interpret and analyze the form and content of literary works of prose, poetry and drama along with the literary terms and conceptual aspects of art and history of the time. The lessons are designed to help students interpret the figures of speech, tone, genre, style, characters, themes and literary symbols in an effort to develop their analytical and interpretative skills.
Learning Objectives
The objectives of this course are to (1) foster students’ appreciation for the richness of the Spanish language and Hispanic literature and culture, (2) provide opportunities for students to use the three modes of communication in the process of learning how to analyze a literary text, and (3) provide opportunities for student reflection on the relationship of a reading selection to its artistic, historical, social, and cultural contexts. As a result, the students will be prepared to take the AP Spanish Literature and Culture Exam at the end of the year. The following procedures have been set in order to attain these objectives.
- After establishing the essential questions and readings, the students are presented with activities, projects quizzes, and tests that link the literary works and the six AP themes and a variety of the sub-themes.
- In addition to timed essays written in class, students are assigned essay prompts similar to those of the AP Spanish Literature Exam. These essays and the take-home essays consist of: Poetry Analysis, Thematic Analysis (analysis, compare and contrast) and Text Analysis (short answers to open ended questions, analysis of critical commentary). Student responses are weighted for organization, content, historical connections, analysis and language usage, following the AP scoring guidelines.
- Students need to master not only the literary terms and rhetorical devices, but also make explicit connections between the devices and the overall themes represented. Emphasis will be placed on the integration of the author’s use of devices and the overarching message he/she intends to convey through the rich vocabulary in the texts and its context.
- Students will be presented with the six overarching themes and sub-themes presented in the AP Spanish Literature Framework and will make several levels of connections in order to develop a deeper understanding.
- Readings will continuously be compared and contrasted by theme, historical context and artistic representations to help students develop an analytical understanding.
Course Themes
|
Las sociedades en contacto |
La construcción del género |
El tiempo y el espacio |
|
Las relaciones interpersonales |
La dualidad del ser |
La creación literaria |
Essential Questions
- ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un período determinado?
- ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época?
- ¿Qué preguntas y dilemas presentes en obras literarias de diferentes autores y en diferentes épocas y culturas, son relevantes aún en la actualidad?
- ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma?
- ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes?
Textbooks
(2002). Abriendo Puertas: Antología de literatura en español, Tomo I & II. McDougal Littell.
(2012). Azulejo: Anthology & Guide to the AP Spanish Literature Course. Wayside Press.
*Textbook are property of Adrian Wilcox High School, please protect your book at all times, as you will be charged for all damages. A removable book cover is highly recommended.
Grading:
- Listening (interpretive communication): 15%
- Speaking (interpersonal and presentational communication): 20%
- Writing (interpersonal and presentational communication): 20%
- Reading (interpretative communication): 20%
- Vocabulary and Grammar (interpretive, interpersonal and presentational communication): 15%
- Life skills: 10% (*)
(*)Life skills: homework completion, participation in class and effort. Using a language means learning to communicate. A positive attitude, a willingness to learn, collaboration and being prepared for class play an important role in communication.
Homework policy:
- Homework is due at the beginning of the period the day after it is assigned. Homework should be placed on your desk where it is easily visible when you arrive to class. Homework that is not ready at the beginning of class will be considered late work. Punctuality in my class is highly recommended.
- Homework will be graded in class, and you will be responsible for correcting your own homework (in a different color of your choice). Occasionally, homework will be collected and checked for accuracy.
Late work policy:
Homework and class work is expected to be turned in on time. Late assignments may not receive full credit.
1 day late up to 1 week late: work will receive up to 80% of its credit.
More than 1 week late until two weeks before the end of the semester in which the work was assigned: work will receive up to 20% of its credit.
- If you are absent, check SchoolLoop for missed assignments and for test/quiz dates. Check the class folders for missing handouts. Ask a friend. Any work you missed for an absence will show up as a zero in SchoolLoop until you turn it in.
You may make up the assignment without penalty if you are absent. You have 2 days to turn in any missed work upon your return. After that, the late work policy applies.
- If you are absent on the day of a test, you will have 2 school days to make it up. After that, the late work policy applies. It is your responsibility to schedule a make up test, which must be taken during SSR (or during office hours by appointment).
Academic integrity/ cheating policy:
Academic dishonesty includes copying work done by another student or author on the internet, or using online translators (i.e. google Translate). Additionally, asking anyone else to feed your sentences in Spanish is dishonest.
The school policy on cheating will be strictly enforced. Students caught cheating or helping another student to cheat will receive a zero grade on the assignment or test as well as the consequences set forth in the Wilcox Handbook.
Student Learner Outcomes (SLOs)
BE academically excellent by…
- Reading, comprehending, and producing a variety of materials in a variety of fields of study.
- Being self-directed and determined in your educational endeavors.
- Maximizing the development of your intellectual capacities.
Be a CHARGER citizen who...
- Actively participates in the community and acts as a caretaker of the environment.
- Respects diversity.
- Demonstrates integrity, responsibility, and perseverance.
Be a STRONG critical thinker and communicator who...
- Demonstrates critical thought.
- Clearly conveys information and ideas in written and visual form.
- Speaks with clarity and listens to understand.
