AP Spanish Language and Culture
Revised Syllabus for 2014
COURSE OVERVIEW
This is a rigorous course designed to help the advanced Spanish student achieve greater fluency in all aspects of the language and to prepare them to take the AP Spanish exam. Students are required to use the target language in all daily interactions. The complete immersion experience is an essential element of the class, and all students must sign a pledge to use Spanish only in the classroom. (CR1) A strong emphasis is placed on listening and reading comprehension of authentic resources from a wide variety of sources. (CR2) Speaking and writing skills are also developed and refined in conjunction with the study of these resources. (CR3,4) Students will practice formal and informal speaking skills every day
through classroom discussions, interviews, presentations and debates centered around relevant and engaging thematic and cultural themes. (CR 6) Our school operates on a block schedule, and the course is offered in the spring, so typically we have 12 weeks to prepare for the test. Two weeks will be allotted for each theme according to the six themes as outlined in the curricular requirements . Students will also review grammatical structures with rigor, acquire an extensive vocabulary based on the themes that integrate the four language skills, and immerse themselves in and outside of class in a variety of authentic resources . Students will also integrate the three modes of communication (Interpretive, Interpersonal and Presentational) as they make linguistic, personal and cultural
connections to the materials and the Spanish-speaking community. [CR8]ESSENTIAL TEACHING STRATEGIES STUDENT-CENTERED EXCHANGE OF IDEAS/INFORMATION
Students that are actively engaged in the target language are students who are learning. Much of our class time is spent talking, asking questions, debating, telling jokes, analyzing stereotypes, etc . I have a plan that I follow, but if a discussion is healthy and a debate, topic or idea has captured the interest of my class, I go with wherever it may take us. Some of the greatest learning moments in my class have come from a random discussion of current events or a serendipitous occurrence that sparks an interest. I like to say I have a “focused ADD” approach to class discussion, and I feel that this has helped me connect to my students and has helped them to gain confidence and a sense of ownership of the class and the Spanish language. It seems as though what I have been doing has worked (or at least not hurt!); in my first year teaching AP Spanish, we had more students’ get 5’s than in the previous four years combined , and have averaged a “4” with most students taking the test!
INTEGRATION OF AUTHENTIC RESOURCES As a teacher I am also an avid learner and collector of resources. I spend a lot of time looking for authentic resources that I feel would be of interest to my students. From a Univision segment on a woman addicted to Facebook, a recipe for iguana culled from an old Guatemalan cookbook, a video of Beyonce singing “Si Fuera Chico.” A cortometraje from Spain called “10 minutos” that had them all cheering at the end- these are all resources that I have used in my AP class last year. These are
invaluable tools for the AP teacher and again they are vital not only for engaging students, but also for exposing them to the many different aspects of the Spanish language and its speakers. [CR2]AP SPANISH LANGUAGE COURSE TEXTS AND RESOURCES
To teach the AP Spanish Language Course, our school uses a variety of collegiate-level instructional materials, including:
TEMAS AP SPANISH LANGUAGE AND CULTURE (Vista Higher Learning),
ABRIENDO PUERTAS: LENGUAGE (McDougal Littell)
AP SPANISH: PREPARING FOR THE LANGUAGE EXAMINATION (Prentice Hall)
IMAGINA: ESPAÑOL SIN BARRERAS (VISTA)
SORPRESAS (Heinle & Heinle)
CORRECT YOUR SPANISH BLUNDERS (Macgraw Hill).
Students use ABRIENDO PUERTAS: LENGUAGE at home to review and practice verbs and grammar. Review activities are assigned and checked on a weekly basis and we use class time only to clarify or go over some of the more difficult grammar points. Students are tested on the corresponding grammar (Abriendo Puertas) and vocabulary list weekly. Students must have a strong Spanish grammar background and be able to utilize verbs in all of the appropriate tenses and persons. Students will also be responsible for listening comprehension activities, from the AP SPANISH: PREPARING FOR THE LANGUAGE EXAMINATION (Prentice Hall) at home. We have created a link that will allow them to do this and also send us back their corrected responses which we can then chart to assess their progress and work on the skills that they need. My goal as an AP teacher is to increase
their listening comprehension skills as much as possible through a variety of resources as I feel that this is the key to success.
CURRICULAR REQUIREMENTS
Curricular Requirement 1
The teacher uses Spanish almost exclusively in class and encourages students to do likewise.
Curricular Requirement 2
Instructional materials include a variety of authentic audio and video recordings and authentic written texts such as newspaper and magazine articles, as well as literary texts.
Scoring Component 2a
Instructional materials include a variety of authentic audio and video recordings.
Scoring Component 2b
Instructional materials include a variety of authentic nonliterary texts such as newspaper and
magazine articles.
Scoring Component 2c
Instructional materials include a variety of authentic literary texts.
Curricular Requirement 3
The course provides opportunities for students to demonstrate their proficiency in Spoken and Written Interpersonal Communication in a variety of situations in the Intermediate to Pre-Advanced* range.Scoring Component 3a The course provides opportunities for students to demonstrate their proficiency in Spoken Interpersonal Communication in a variety of situations in the Intermediate to Pre-Advanced* range. Scoring Component 3b The course provides opportunities for students to demonstrate their proficiency in Written Interpersonal Communication in a variety of situations in the Intermediate to
Pre-Advanced* range.Curricular Requirement 4 The course provides opportunities for students to demonstrate their ability in Interpretive Communication tounderstand and synthesize information from a variety of authentic audio, visual, audiovisual, written, and print resources.
Scoring Component 4a
The course provides opportunities for students to demonstrate their ability in Interpretive
Communication to understand and synthesize information from a variety of authentic audio, visual, and audiovisual materials.
Scoring Component 4b
The course provides opportunities for students to demonstrate their ability in Interpretive Communication to understand and synthesize information from a variety of authentic written and print resources.
Curricular Requirement 5
The course provides opportunities for students to demonstrate their proficiency in Spoken and Written Presentational Communication in the Intermediate to Pre-Advanced* range.
Scoring Component 5a
The course provides opportunities for students to demonstrate their proficiency in Spoken
Presentational Communication in the Intermediate to Pre-Advanced* range.
Scoring Component 5b
The course provides opportunities for students to demonstrate their proficiency in Written
Presentational Communication in the Intermediate to Pre-Advanced* range.
Curricular Requirement 6
The course incorporates interdisciplinary topics and explicitly addresses all six course themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics.
Scoring Component 6a – 6f
The course explicitly addresses the six AP themes
Curricular Requirement 7
The course provides opportunities for students to demonstrate an understanding of the products, practices, and perspectives of the target cultures.
Curricular Requirement 8
The course provides opportunities for students to make comparisons between and within languages and cultures.
Curricular Requirement 9
The course prepares students to use the target language in real-life settings.
Unit Information Each unit is two weeks long and contains a variety of formal and informal writing and speaking assignments that relate to the unit theme and vocabulary. A variety of texts will be utilized, including Temas, which serves as a thematic touchstone for the course and provides many resources for the student. Abriendo Puertas: Lenguaje, is another important text that the class will reference to review and reinforce upper level grammar and usage concepts. Also the text AP Spanish: Preparing for the Language Examination, will serve as an important supplemental resource that will be used online for additional listening and reading comprehension practices, as well as writing and speaking assignments in and outside of the classroom. Unit assignments, assessments and resources As the primary focus of this class is to increase fluency in all domains and to prepare students for the AP Spanish Language and Culture Exam, much focus will be placed on comprehension. Oral
comprehension, specifically, is tantamount to just about all aspects of the exam, from the writing to the speaking, and students will hear a variety of accents from a variety of recorded and video sources. As mentioned before, practice listening comprehension will be assigned as homework and in class, with instant correction and feedback. I often utilize BBC Mundo, Univision, CNN español and other news and television resources online to present to students. The University of Texas has a wonderful site that has native Spanish speakers from all over sharing stories and anecdotes from their lives. I also have selected one or two cortometrajes to show the class that have been selected to go with each theme.
After viewing/ listening students will be asked to discuss, evaluate, write a synopsis or give an opinion about what have understood. I have found that debates are a wonderful stage for students to present and to engage with their peers in a meaningful, stimulating but non-threatening way. I also use a lot of music and music videos to highlight not only comprehension and grammar, but also to provide cultural insights. Students will examine the language differences among Spanish-speaking countries, as well as their unique cultural and historical aspects. Class participation is vital and is not optional! As mentioned, this is an immersion class and all students are expected to be active participants functioning
solely in the target language.
12 WEEKS
Each week will include the following:
LISTENING COMPREHENSION: The ability to comprehend native speakers from a variety of countries and in a variety of settings cannot be overstated and is paramount to language acquisition and success in this class. Students MUST work diligently in and outside of class to improve their listening comprehension. To that end, I have set up audio selections with written and spoken questions from “AP…” that the students are required to complete on a weekly basis either in the language lab at school or at home. They will be required to listen to long and short dialogues and narratives that have been selected to correspond to the theme being studied that week. Students will be able to listen to the recordings more than once and will email their answers to the questions to a teacher Quia account. Every student will be held accountable and will receive feedback for all work submitted.
DEBATE: I have found that with many of my AP students, a lively debate is an enjoyable and effective tool for developing speaking skills and lowering the inhibitions and “filter” that can interfere with communication. Focus is on participation and grammar correction is minimal (at most a restating of the point made correcting the error). ALL students are required to share their point of view, and steps must be taken to ensure that everyone gets a turn. We will do a debate every week which will also make a connection to the thematic unit being studied.
GRAMMAR: A weekly homework assignment from the text ABRIENDO PUERTAS will focus on an intensive review and analysis of Spanish grammar. Students will turn in their assignment notebooks every week and after we practice and review in context we have a weekly grammar quiz that highlights student learning. I also like to occasionally highlight a tricky verb or idiomatic expression that we do in five minute segments. “Para que sepan” is what I call it and it has been a good bellringer activity and is a useful tool to address problem areas; the nuances of “to become” in Spanish, or when to use “tiempo” and “vez.” While the implicit teaching of grammar is a constant, I have found that this purposeful review really provides my AP students with a solid base upon which all good writing and speaking can be
built.
SHORT STORIES: I enjoy teaching Spanish literature and the inclusion of short stories, poems and novel excerpts provide an excellent insight into the language and culture. It also can be a wonderful springboard into a meaningful discussion, speaking assignment or a chance for students to “rewrite” an ending or to create their own poems and stories. My students have enjoy acting out scenes from “un día de estos” and “el circo” I try to have students work at analyzing and finding their own personal take on these works by synthesizing two different works that encompass a similar theme.
SHORT FILMS: Cortometrajes are a fantastic way to incorporate a variety of accents, cultures and idioms in an authentic context that is meaningful and entertaining at the same time. My students enjoy watching these and watch with an intensity and desire not to miss a thing.
SONGS: From old-school salseros like Willie Colon and Hector Lavoe to the latest from Shakira, Café Tacuba or Pit Bull, music is a great way to teach the language. I will sometimes use cloze activities, but more often try to find a cultural connection with the music/ singer. Calle 13’s “Latinoamérica” is a perfect example of a song that tells a story. Within the song are references to Maradona (dos goles contra Inglaterra), Garcia Marquez (Amor en los tiempos de colera), Pablo Neruda and “Operación Condor invadiendo mi nido.” It is a fantastic video that shows “Las caras más bonitas” and all the wonderful diversity and culture that is comprised in Latin America.
STUDENT BLOGS/AUDACITY FILE SHARE: Students need to have time outside of class to develop their writing and speaking skills. In the past, I have created a Gmail account that students have sent their written and audio responses to prompts. I got the idea for using Audacity from Parthena Dragget’s web site and it has worked out well with a few glitches. We had been using personal recorders, so we would have to transfer 25 tapes, now that I had them install audacity on our lab computers, they can save to our server (we have a separate file just for AP) or to my Gmail account. This past year’s AP exam was much easier with Audacity, and they were accustomed to using it in class and at home. I am also setting
up a blog to prepare for debates and get student reactions to the authentic reading and videos we do. I feel that this will “prime” them for sharing in class and give them more confidence as they share their thoughts in a safer context.
VOCABULARY: The Temas text has a brief vocabulary section at the end of each unit, however, I feel that much more vocabulary is needed at this level, so to that end I cobbled together a master list of vocabulary for the curriculum using various lists and sources. I tried to select what I considered to be essential AP Spanish vocabulary as well as vocabulary that would directly relate to and enhance student understanding and expression with regards to the new thematic organization. It was a difficult process at times, and it may need to be revised, but I feel that it adequately addresses the needs and abilities of my students within this framework. The vocabulary that I have chosen is posted on my Quia site: Students are encouraged to practice online in and outside of class and I have found this to be an
invaluable tool (there is even a free phone app that students can use to review wherever they want). Although the lists are extensive, my students have done well with them. We do very little in class to directly learn the vocabulary- My students understand that this is another important part of the work they do OUTSIDE of class to prepare for what we do INSIDE class. Students are assessed on a weekly basis with a simple 50/60 point definition quiz.Additional Activities/ After the AP Exam
PERSONAL INTERVIEW WITH A NATIVE SPEAKER : {CR 1,3,7,8,9}
We are fortunate in our district to have a number of students and people in the community who are native speakers and have a unique understanding and experience of another culture. I have worked in conjunction with the ESL teacher to establish connections with Latino students and my AP students. Every student in my AP class must conduct an interview completely in Spanish with a native speaker. The requirements are that the person must have either been born in a Spanish-speaking country or have equivalent experience living in the country. Students are provided a list of questions designed to explore cultural differences as they apply to all aspects of life with a direct correlation to the themes studied throughout this course. The interview must be at least 30 minutes in duration and must be recorded and turned in along with a reflection on what they have learned and how it connects to all that
they have learned about the many cultures studied. Many students have been able to find subjects on their own; co-workers, extended family members, etc. If they can’t find anyone, I am able to pair them with one of our ESL or exchange students. This has been a wonderful opportunity to connect classroom to community and I have gotten such wonderful feedback from students who were reticent at first but found that after they conducted the interviews, they made formed relationships with the people they interviewed. As a culminating activity, it has been invaluable to see my AP students “spread their wings and fly” so to speak. {CR 1,3,7,8,9}
STUDENT ASSESSMENT
Students are assessed often and in a variety of formats. They are told up front that they will be expected from the beginning to listen to and comprehend, synthesize and respond to many different resources covering a myriad of topics. Most have not experienced this to the degree they will receive in my class, and while I do scaffold and try to help them break down and listen/read certain texts more than once, they all realize that it is “sink or swim” immersion and they WILL be graded at least in part to what they are able to glean from these authentic sources. To this end, I have established the following weights criteria for assessing my AP students:
PARTICIPATION/ USE OF TARGET LANGUAGE: 20%
COMPREHENSION: (Listening and Reading): 20%
SPEAKING (Presentational/Interpersonal): 20%
WRITING: 10%
GRAMMAR TESTS: 20%
VOCABULARY TESTS: 20%
Not all assignments will be assessed but FEEDBACK will be provided.
Unit One: Global Challenges
Theme: Desafíos Mundiales
Contexts Covered:
Economic Issues / Los temas económicos
Environmental Issues / Los temas del medio ambiente
Philosophical Thought and Religion / El pensamiento filosófico y la religión
Population and Demographics / La población y la demografía
Social Welfare / El bienestar social
Social Conscience / La conciencia social
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?
Connections also to the themes of: La vida contemporánea, Las identidades personales y
públicas, La ciencia y la tecnología, Las familias y las comunidades
SAMPLE ACTIVITIES, ASSIGNMENTS, AUTHENTIC RESOURCES
Students will read “Un Hombre Muy Viejo con Unas Alas Enormes” a short story by Gabriel
Garcia Marquez, in which a poor farmer discovers what appears to be an angel fallen from the sky near his house. The angel, however, is a battered old soul whose miracles inspire laughter rather than reverence. Marquez use of Magic-Realism opens up a debate about Christianity and religion and provokes interesting questions about what is mundane and what is devine. As a pre-reading, students will discuss what role religion has in society, how it shapes our perceptions individually and a as a society.
Post-reading, students will write a short synopsis of the story, paying particular attention to the symbolism and underlying message; Was GGM’s story in a way sac-religious? What parallels can we find between the story and religions practiced in our culture? How do the protagonists in the story react to the “miracle” they witness? Discuss in groups and have a secretary write down highlights for a group discussion.
Students will try their hand at writing. Using the story as inspiration, they will write their own
short story using the concept of “Magic Realism” to guide them. Have them share their stories in class. Have the class vote for the one they like best to perhaps act out in class.
Students will watch the cortometraje “Encrucijada.” This short from Mexico details a poor man who literally sells his soul the Devil- a sharp dressed man in a white sedan who orchestrates a bank robbery. The man is at first elated, when he sees the bag of money, but then is horrified when he learns in an unexpected twist, the price of what he has done. I like to have the students look for symbolism within the video and discuss/interpret the meaning; crosses, pentagrams, the “666” on the license plate of the car, a framed portrait of the virgin of Guadalupe.
Students will watch the cortometraje “El Día Menos Pensado” is a short film from Mexico that deals with a post apocalyptic scenario in which survivors struggle in their daily lives to find and keep a dwindling supply of something we generally take for granted; water. Neighbors turn against neighbors in a city and we follow the stories of a few people who decide to finally leave their homes in search of more water. Follow up question for writing or spoken response.”Cuál de nuestros recursos naturales es el más importante? ¿Por qué es preciso que lo conservemos?”
WRITTEN/ SPOKEN / INTERPRETIVE ASSESSMENTS
Interpersonal Writing: E-mail Reply: “Un diario ecologista de tu ciudad está preparando un
informe sobre lo que los ciudadanos piensan acerca de la importancia de proteger el
medioambiente y les envió una encuesta virtual a los suscritores. Tú decides responderla.”
(Temas; 162) {CR3b, CR6, CR9}
Students will write an email as the new director of ecotourism for Costa Rica directed to travel agencies within the US touting the importance of Ecotourism within your country and the benefits it will bring to both economies.
Presentational Writing: Persuasive Essay: “ ¿A los jóvenes indocumentados les sirve
verdaderamente el Dream Act?“ (Temas, 191) {CR4, CR5b, CR6, CR8,}
After researching United Fruit and reading “Manual del perfecto idiota latinoamericano”
students will discuss the past, present and future affects of transnational corporations on the
economies and resources of Latin countries.
BLOG prompt; ¿Tiene una empresa la responsabilidad de proteger y mantener los intereses de los países en los cuales tiene negocios? ¿Es el capitalismo malo para los paises del tercero
mundo? ¿Qué pueden hacer para corregir la desigualdad?
Interpersonal Speaking: Conversation: “Esta es una conversación que tú tienes con la señora Barbosa, la directora de un centro comunitario donde quieres trabajar como voluntario.”
(Temas, 209) {CR3a, CR6, CR9}
Presentational Speaking: Cultural Comparison: “¿Cuál es el papel del gobierno en el bienestar social de una sociedad?” (Temas, 219) {CR4, CR5a, CR6, CR7, CR8, CR9}
After viewing “ El Dia Menos Pensado” and reading the article “La Desglaciación de la Cordillera
Andina,” students will present a spoken essay answering the question “¿Qué responsabilidad
tenemos para proteger el medio ambiente y cuáles serán los resultados de nuestras acciones
para las futuras generaciones?”
GRAMMAR: Abriendo Puertas: Lenguaje
WEEK 1
Present Tense Verbs, p. 192- 218: Ejercicios p.202- F,G,H / p.209- A, C, D / p.231- B, C, D (all)
WEEK 2
Preterite and Imperfect, 221-242 Examencito sobre la gramática
VOCABULARIO: I have assembled lists of vocabulary taken from various resources that I feel
best mesh with the 6 units. Although there are many words, I feel that the students are up to the challenge and will benefit by increasing their word banks. I give them the words at the
beginning of each unit, but they are encouraged to go online and practice- ALL of the
vocabulary is on both Quia and Quizlet and they are able to practice and review whenever.
They are quizzed on the vocabulary for each chapter. I have put the titles here as well as a link to the Quizlet where the lists can be easily accessed.
AP Unidad 1: El banco y la economía: http://quizlet.com/24471796/apunidad-1-el-banco-y-la-economia-flash-cards/
AP Unidad 1: Idiomas, nacionalidades y religiones:
http://quizlet.com/24471838/ap-unidad-1-idiomas-nacionalidades-yreligiones-flash-cards/
AP Unidad 1: La naturaleza y el medio ambiente:
http://quizlet.com/24471847/ap-unidad-1-la-naturaleza-y-el-medioambiente-flash-cards/ Unit Quiz
Unit Two: Science and Technology
Theme: La ciencia y la tecnología
Contexts Included:
Access to Technology / El acceso a la tecnología
Effects of Technology on Self and Society / Los efectos de la tecnología en el
individuo y en la sociedad
Health Care and Medicine / El cuidado de la salud y la medicina
Innovations / Las innovaciones tecnológicas
Natural Phenomena / Los fenómenos naturales
Science and Ethics / La ciencia y la ética
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?
Connections also to the themes of: Los desafíos mundiales, La vida contemporánea, Las
familias y las comunidades, La belleza y la estética, Las identidades personales y públicas
SAMPLE ACTIVITIES, ASSIGNMENTS, AUTHENTIC RESOURCES
Students will watch the Univision news report “¿Eres adicto al teléfono celular? ”about a
woman who is addicted to her cellphone. Students laugh as she is interrupted during the
interview by a call and actually stops to check her phone. A good starting point for a
conversation about the use and abuse of technology in society.
“Programa de celulares gratis” Students will read an article from “Al Día,’ a weekly
Philadelphia newspaper, about a government program designed to provide cellphones to
Latinos who cannot afford them. Pregunta para BLOG: ¿Tiene el gobierno una
obligación pagar por ciertas cosas? ¿Es un cellular un a necesidad básica dentro ded
nuestra sociedad? ¿Por qué sí o no?
Cortometraje: “10 minutos.” In today’s fast-paced consumer society, are we all just
faces in the crowd? Can we be so automated that we forget to be human? When we
show our vulnerability we become human. In this wonderful video, a worker for a cell
phone help line is confronted by a client with a very human problem who forces her to
deviate from her “script.” She finds it in her heart to bend the rules so that he may find
love. Students will discuss the “twist” in this story and try to come up with a time where
they have bent the rules in order to serve a higher good.
“Happy Cool” a cortometraje about a surreal future that is funny and scary at the same
time. BLOG: Student response to the following prompt; “¿Si existiera en el futuro la
posibilidad de “congelarse” y despertarse en 100 años, lo harías?
WRITTEN/ SPOKEN / INTERPRETIVE ASSESSMENTS
Interpersonal Writing: E-mail Reply: “La enfermera de tu escuela es activista de los derechos de los animals y debe preparer una exposición sobre el tema de los experimentos con animals vivos. Ella necesita recoger opinions para preparer su charla y quiere que contestes las preguntas para sus entrevistados.” (Temas; 165) {CR3b, CR6, CR9}
Presentational Writing: Persuasive Essay: “¿Nos conectan o desconectan las tecnologías de
comunicación?” (Temas, 179) {CR4, CR5b, CR6, CR8,}
Interpersonal Speaking: Conversation: “Esta es una conversación que tú tienes con tu prima Elena, quien vive en la ciudad de México. Ella te llama por teléfono.” (Temas, 202) {CR3a, CR6,
CR9}
Presentational Speaking: Cultural Comparison: “¿Qué hechos y acontecimientos son
considerados manifestaciones del impacto humano sobre el medio ambiente?” (Temas, 216)
{CR4, CR5a, CR6, CR7, CR8, CR9}
GRAMMAR: Abriendo Puertas: Lenguaje
WEEK 3
Future, conditional and progressive, p. 245-266
WEEK 4
Perfect, present subjunctive, uses of subjunctive mood, p.270-300
VOCABULARIO: 2 La salud; 5 La Comida; 13 El tiempo;
AP Unidad 2: El tiempo y los desastres naturales:
http://quizlet.com/24471757/ap-unidad-2-el-tiempo-y-los-desastresnaturales-flash-cards/
AP Unidad 2: Los Materiales: http://quizlet.com/24471722/ap-unidad-2-losmateriales-flash-cards/
AP Unidad 2: La salud y la medicina: http://quizlet.com/24471705/apunidad-2-la-salud-y-la-medicina-flash-cards/
Unit Three: Contemporary Life
Theme: La vida contemporánea
Contexts Covered:
Education and Careers / La educación y las carreras profesionales
Lifestyles / Los estilos de vida
Relationships / Las relaciones personales
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?
Connections also to the themes of: Los desafíos globales, Las identidades personales y
públicas, La ciencia y la tecnología, Las familias y las comunidades, La belleza y la estética
SAMPLE ACTIVITIES, ASSIGNMENTS, AUTHENTIC RESOURCES
Students will read and answer questions about “El Circo,” a short story about a poor
family who gets a gift in a unique way. Told from the POV of a child going to the circus
with his father.
Students will watch the cortometraje: “Espíritu Deportivo” about a group of old futbolistas
who have yet to let go of that big game. Para pensar: ¿Tiene los deportes demasiado
importancia en nuestra sociedad? ¿Para que sirven y porque nos fascinan tanto?
BLOG prompt: ¿Conoces a un “fanatico” de los deportes? Describe a esta persona.
Students will read “Marioneta de trapo” this was a letter that went viral a few years back
and was mistakenly attributed to Gabriel García Marquez. It was later revealed that the
author was a Mexican puppeteer and the letter was written from the POV of the
“marioneta.” “Si yo tuviera un trozo más de vida…hablaría menos; escucharía más..y
cuánto me gustaría un buen helado de chocolate!” Excellent reading to teach si
clauses. Students then write their own personal essays “Si tuviera un trozo más de
vida…” written as though they were 95 years old and reflecting on the lives that they
have lived.
CORTOMETRAJE: “Momentos de Estación” Este video se trata de un joven profesional que un día decide desahogarse y confiesa su amor a una empleada joven. This video deals with the theme of romantic love and the “road less travelled.” Do we dare to risk and be hurt?
What do we reveal and what do we keep hidden?
WRITTEN/ SPOKEN / INTERPRETIVE ASSESSMENTS
Interpersonal Writing: E-mail Reply: “La escuela en la que estudias quiere hacer una
investigación sobre los hábitos de lectura de los estudiantes, y la coordinadora académica te
pide que respondas a unas preguntas.” (Temas; 161) {CR3b, CR6, CR9}
Presentational Writing: Persuasive Essay: “¿Es el ecoturismo la mejor forma de apoyar las areas rurales?” (temas, 187) “{CR4, CR5b, CR6, CR8,}
Students will comprehend and synthesize information pertaining to how educational programs, or lack thereof, affect children in various latino countries. They will read the following excerpts taken from AP Spanish (Diaz); “Guatemala- el nivel más alto de desnutrición,” “América Latinabajísima gasto educativo,” and listen to listen to a report based on two articles in the Spanish magazine “Ecos” about children who work. They will then have time to write an essay citing information from these sources entitled, “Por qué es importante mejorar las condiciones sociales de los niños en todos los rincones del muundo?
Interpersonal Speaking: Conversation: “Esta es una conversación que tú tienes con Vicente, tu compañero de clase, para hablar de sus planes después de graduarse.” (Temas, 207) {CR3a,
CR6, CR9}
Presentational Speaking: Cultural Comparison: “¿Cuáles son los acontecimientos y actividades que se consideran manisfestaciones de un peligroso fanatismo deportivo y por qué les debe prestar atención?” (Temas, 218) {CR4, CR5a, CR6, CR7, CR8, CR9}
VOCABULARIO:
AP Unidad 3: Los medios de transporte y los viajes:
http://quizlet.com/24471619/ap-unidad-3-los-medios-de-transporte-y-losviajes-flash-cards/
AP Unidad 3: Deportes y diversiones: http://quizlet.com/24471633/ap-unidad3-deportes-y-diversiones-flash-cards/
AP Unidad 3, La Comida y Los Restaurantes: http://quizlet.com/24471657/apunidad-3-la-comida-y-los-restaurantes-flash-cards/
8 Deportes y diversion; 10 Medios de trans / viaje
GRAMMAR: Abriendo Puertas: Lenguaje
WEEK 5
Subjunctive, additional uses of the subjunctive mood, 303-333
WEEK 6
Commands, reflexive verbs, additional uses of “se,” 351-385
Unit Four: Personal and Public Identities
Theme: Las identidades personales y públicas
Contexts Covered:
Alienation and Assimilation / La enajenación y la asimilación
Heroes and Historical Figures / Los héroes y los personajes históricos
National and Ethnic Identities / La identidad nacional y la identidad étnica
Personal Beliefs / Las creencias personales
Self-Image / La autoestima
Essential Questions:
¿Cómo se expresan los distintos aspectos de la identidad en diversas situaciones?
¿Cómo se desarrolla la identidad de una persona a lo largo del tiempo?
¿Cómo influyen la lengua y la cultura en la identidad de la persona?
Los desafíos mundiales, La vida contemporánea, Las familias y las comunidades.
SAMPLE ACTIVITIES, ASSIGNMENTS, AUTHENTIC RESOURCES
Students will read the tira cómica “Una Carta a Mi Yo de Niño…” de antemano;
preguntas para pensar: ¿Jamas has deseado cambiar tu pasado o has lamentado haber
hecho una cosa? ¿Qué harias si pudiese aconsejar tu “yo” del pasado? ¿Si fuera possible
tener una conversation, que te dirías a tu “yo” de cinco años, por ejemplo, habiendo
tenido la ventaja de haberlo experimentado ya? In this wonderful comic strip, the
author contemplates a conversation with himself as a child. He gives us details of all the
things he would tell him (and a few things that he would not) and why. It is a moving
short illustrated text that is a great starting point for debate ( and great practice for si
clauses!). After reading the strip, students will discuss their reactions in group and then
share with the rest of the class. Some questions to consider, What would be a possible
negative consequence of meeting your future self at such a young age? Can knowing
what is going to happen somehow protect us against the hardships we will confront?
Think about a time in your life that you would have MOST benefitted from such an
encounter-how would this have changed things for you?
Creative Writing. Students will create their own comic strips patterned after the “una carta” they must include their age, as well as a list of the things that they would and would not tell their younger self. Would you tell your younger self who you were? Why or why not?
Students will listen to “El Gran Varón” a song by Willy Colon, deals with the delicate subject of a man from Puerto Rico who leaves his hometown. One day, his severe father visits him and finds
him wearing wearing a skirt and makeup. A thoughtful and sensitive portrait of what is means to be a homosexual male in a traditional “machista” culture. Quote:
“Cuenta la gente que un día el papá Fue a visitarlo sin avisar, vaya que error,
Una mujer le habló al pasar Le dijo hola que tal papá como te va
¿No me conoces? yo soy Simón, Simón tu hijo, el gran varón.
No se puede corregir a la naturaleza palo que nace doblado, jamás su tronco endereza.”
Preguntas para pensar: ¿Qué estereotipos existen en nuestra cultural con respecto a los papeles del hombre y la mujer? ¿Hay más tolerancia entre las sociedades hoy en día y en cuáles aspectos necesitamos progresar aún más? ¿Nace o se hace? ¿Hay cosas de nuestra persona que no nos podemos cambiar?
Students will view the cortometraje “Adiós Mamá.” They will watch as an older women breaks down at a supermarket because the man in line in front of her reminds her of her own son, who she tells us between sobs, has died in a car accident. The man is a bit rude at first, but then takes pity on the woman and agrees to say “Adiós Mamá” to her as she is leaving the market.
What happens next nobody sees coming! (La viejita played a trick!)
Students will consider the following dicho “Caras vemos, corazones no sabemos.” In light of the cortometraje, how does the physical appearance affect how we treat others. Audacity/Blog:
“Give an example of a time when you were judged by someone or that you judged someone
else unfairly just because of your/their appearance.”
Students will listen to the song “Un Lobo Domesticado.” How does the singer feel that he is
judged by others and how is that affecting his relationships? “Te han dicho de mí, que soy
frivolo y vacío…que es trampa mi amor, y anzuelo mis rosas…pero es tan sencillo lo que quiero ser…un lobo domesticado, un loco enamorado, tu mascota fiel.”
Students will read excerpts from Unamuno’s “Nada menos que todo un hombre.” ¿Qué es el machismo? ¿Por Qué es el honor y el orgullo del hombre tan importante en el mundo latino?
Debate : ¿Qué characteristicas debe tener un hombre? ¿Son realisticas las expectativas del hombre que tiene la sociedad? ¿Cómo son diferentes de la mujer? ¿Tienen más en común o son sumamente diferentes el hombre y la mujer?
WRITTEN/ SPOKEN / INTERPRETIVE ASSESSMENTS
Interpersonal Writing: E-mail Reply: “Eres estudiante de periodismo y debes participar en un debate que sera presentado por el canal de television de tu Universidad. El tema del debate es la relación entre la autoestima y el éxito social. Para prepararte para el programa debes responder a unas preguntas que te sugiere el profesor.” (Temas; 16) {CR3b, CR6, CR9}
Presentational Writing: Persuasive Essay: “Es el graffiti arte o vandalism? (Temas, 195) {CR4,
CR5b, CR6, CR8,}
Interpersonal Speaking: Conversation: “Esta es una conversación que tú tienes con tu amiga Montserrat, de Cataluña. Tú quieres saber más sobre la lengua y la identidad de los catalanes.”
(Temas, 211) {CR3a, CR6, CR9}
Presentational Speaking: Cultural Comparison: “¿Cuál es el papel de los medios de
comunicación en promover o impedir la autoestima de los adolescentes?” (Temas, 220) {CR4,
CR5a, CR6, CR7, CR8, CR9}
VOCABULARIO:
AP Unidad 4: El Cuerpo y Las Características:
http://quizlet.com/24471598/ap-unidad-4-el-cuerpo-y-lascaracteristicas-flash-cards/
AP Unidad 4: Las Cuestiones Sociales: http://quizlet.com/24471585/apunidad-4-las-cuestiones-sociales-flash-cards/
AP Unidad 4: Profesiones y Negocios: http://quizlet.com/24471553/apunidad-4-profesiones-y-negocios-flash-cards/
GRAMMAR: Abriendo Puertas: Lenguaje
WEEK 7
Gender, plurals, rules for stress and accents, 394-412
WEEK 8
Definite and Indefinite articles, 415-440
Unit Five: Families and Community
Theme: Las familias y las Comunidades
Contexts Included:
Customs and Values / Las tradiciones y los valores
Education Communities / Las comunidades educativas
Family Structure / La estructura de la familia
Global Citizenship / La ciudadanía global
Human Geography / La geografía humana
Social Networking / Las redes sociales
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?
Connections also to the themes of: Los desafíos mundiales, La vida contemporánea, La belleza
y la estética, Las identidades personales y públicas, La ciencia y la tecnología
SAMPLE ACTIVITIES, ASSIGNMENTS, AUTHENTIC RESOURCES
Para Empezar: Students will be presented with these questions ahead of time, bring their
written ideas to class and then discuss in small groups before presenting them to the class.
Writing main ideas, areas of consensus/discord on board. [CR2]
1. ¿Cuáles son las relaciones más importantes en su vida?
2. ¿Cómo cambian los papeles de sus familias y amigos atraves del tiempo? ¿Es natural para los jóvenes alejarse u n poco de sus familiars cuando se crecen?
3. ¿Cómo han cambiado las formas de comunicarse entre personas y que problemas se enfrentan hoy en día que sus padres nunca experimentaban?
4. ¿Cuáles son algunas diferencias entre las creencias y valores con respecto a las relaciones entre familia y amigos en otros países/culturas? [CR2, 3, 6 8]
Student will watch the cortometraje ”Raiz” about an elderly couple anticipating the arrival of their prodigal son. The short is centered around the father who cuts down a tree in front of the family home so that the son will be able to park his fancy car. When the inevitable phone call arrives and the son says that he is way too busy to visit, you can see the sadness in their eyes, but no surprise; they have been down this road before. An interesting portrait of a selfish son who has no room for his parents in his life. “Raices” and the cutting of the tree is a great symbol
to launch a discussion of parent/sibling ralationships and how they change throughout time.
Students will watch scenes from the movie “Cómo agua Para Chocolate” as they relate to the main character, who is the youngest daughter in a traditional Mexican family who is expected to remain a “jamona” and take care of the matriarch as she approaches old age. She is, of course, in love, but is forbidden to marry. Student will write an essay about the very different expectations of the parents and siblings in the two cortometrajes.
Students will read :“ Me cansé de ti, Facebook” by Constanza Hola Chamy (BBC Mundo
Sábado, 16 de febrero de 2013) and “Lo que le gusta de Facebook puede revelar bastante de su personalidad”
BBC Mundo Martes, 12 de marzo de 2013.
Students will watch a Univision report about a woman “addicted” to her cell phone
AP Formal Writing Prompt:
“Hoy día, las redes sociales son cada vez más una parte importante de nuestras vidas. ¿Qué efectos tienen en la sociedad y en las personas que las utilizan?”
WRITTEN/ SPOKEN / INTERPRETIVE ASSESSMENTS
Interpersonal Writing: E-mail Reply: “Este mensaje te lo envió la junts directiva de la empresa donde trabajas, que es una compoñía de publicidad.” (Temas; 164) {CR3b, CR6, CR9}
Presentational Writing: Persuasive Essay: “¿Deben prohibirse las corridas de toros?” (Temas,
175) {CR4, CR5b, CR6, CR8}
Interpersonal Speaking: Conversation: “Es una conversación que tú tienes con tu amiga María josé, una estudiante de intercambio de España. Ustedes están de compras en el centro
commercial. Es el 23 de diciembre.” (Temas, 201) {CR3a, CR6, CR9}
Presentational Speaking: Cultural Comparison: “¿Cuál es el papel de la familia en la formación de los valores de los jóvenes?” (Temas, 215) {CR4, CR5a, CR6, CR7, CR8, CR9}
VOCABULARIO:
AP Unidad 5: La Casa: http://quizlet.com/24471428/ap-unidad-5-lacasa-flash-cards/
AP Unidad 5: Medios de Comunicación:
http://quizlet.com/24471448/ap-unidad-5-medios-de-comunicacionflash-cards/
AP Unidad 5: La educación: http://quizlet.com/24471502/ap-unidad-5-
la-educacion-flash-cards/
GRAMMAR: Abriendo Puertas: Lenguaje
WEEK 9
Subject pronouns, direct and indirect object pronouns, 443-467
WEEK 10
Prepositional pronouns, adjective agreement, position, 471-502
Unit Six: Beauty and Aesthetics
Theme: La belleza y la estética
Contexts Covered:
Architecture / La arquitectura
Defining Beauty / Definiciones de la belleza
Defining Creativity / Definiciones de la creatividad
Fashion and Design / La moda y el diseño
Language and Literature / El lenguaje y la literatura
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?
Connections also to the themes of: La vida contemporánea, Las identidades personales y
públicas
SAMPLE ACTIVITIES, ASSIGNMENTS, AUTHENTIC RESOURCES
Students will read the article, “De cómo los jeans conquistaron el mundo” Stephanie Hegarty
BBC about the origins of what has become an iconic article of clothing within our cultura
and beyond. Students will discuss the following questions “¿Qu´importancia tiene la
ropa dentro de nuestra sociedad? ¿Hay demasiado enfoque en lo que llevamos o es
una parte esential de lo que somos o lo que queremos ser?
Hipsters” y ¿qué opinas sobre las marcas de moda? How it relate to school uniforms.
“EL MONO, AUNQUE SE VISTE DE SEDA, MONO SE QUEDA” es un dicho muy conocido
en el mundo latino. ¿Qué mensaje lleva para nosotros y que dichos tenemos de la ropa
en inglés? (the clothing makes the man, can’t judge a book..) ¿Es posible NO juzgar a los
demás según lo que llevan? Listening; “La belleza y el autoestima” (Temas)
DEBATE ¿Es mejor ser rico, guapo o inteligente? When my first AP class suggested this debate topic, I
was less than thrilled-Could we come up with something a bit more nuanced and less juvenile? They protested and i caved in and let them do it. WOW! I was blown away with the discussion that ensued and we took the better part of 2 hours sharing brilliant insights ideas and theories-it was well worth it and had everyone participated and the discussion was animated.
Students will research and present selected works of art that have had an enormous
impact on society. ¿Es el arte necesario/ relevant? ¿Qué responsabilidad tiene el artista
a su público?” ¿Hay circunstancias cuando están de acuerdo con la censura del arte?
Students will listen to “30 años de Guernica” (temas) and discuss the content. Is there
any work of art within our cultura that has had such an impact? Would it even be
possible for a work of art to carry such weight in today’s society?
WRITTEN/ SPOKEN / INTERPRETIVE ASSESSMENTS
Interpersonal Writing: E-mail Reply: “Eres usuario de una marca de ropa que stá consultando los gustos de sus consumidores para diseñar la próxima colección.” (Temas; 160) {CR3b, CR6,
CR9}
Presentational Writing: Persuasive Essay: “¿Es la cirugía plastic una solución para el problema de la baja autoestima?” (Temas, 183) {CR4, CR5b, CR6, CR8,}
Interpersonal Speaking: Conversation: “Esta es una conversación que tú tienes con Rosa, una amiga de la escuela con quien te encontraste en el museo, en una exposición de arte
latinoamericano.” (Temas, 205) {CR3a, CR6, CR9}
Presentational Speaking: Cultural Comparison: “¿Cuál es el papel del cine, los programas de televisión y el teatro al reflejar y comentar los valores de la sociedad?” (Temas, 217). {CR4,
CR5a, CR6, CR7, CR8, CR9}
VOCABULARIO: 4 La ropa; Arte y literatura !!!
AP Unidad 6: La ropa y la moda: http://quizlet.com/24392569/ap-unidad-6-la-ropa-y-lamoda-flash-cards/
AP Unidad 6: La Belleza y la Estética: http://quizlet.com/24385273/apunidad-6-la-belleza-y-la-estetica-flash-cards/
AP Unidad 6: El arte y la literatura: http://quizlet.com/24392007/apunidad-6-el-arte-y-la-literatura-flash-cards/
GRAMMAR: Abriendo Puertas: Lenguaje
WEEK 11
Limiting adjectives, “por” and “para,” 505-528
WEEK 12
Possessive and demonstrative adjectives, additional grammar, 535-577
Textbooks
Title: AP SPANISH: PREPARING FOR THE LANGUAGE EXAMINATION
Publisher: Pearson Prentice Hall Published Date: 2007 Author: José M. Diaz Second Author: Margarita
Leicher-Prieto
Description: This book addresses the changes made to the AP Spanish Language Examination, which are
effective as of May 2007. Activities are grouped into the four skills of listening, reading, writing and
speaking, incorporating a variety of authentic sources.
Title: ABRIENDO PUERTAS: LENGUAGE
Publisher: McDougal Littell Published Date: 2007 Author: Judy Armen
Description:Cited as an AP Spanish Language handbook, this textbook provides students with grammar and vocabulary reviews, as well as helpful hints and practice exercises that reflect the changes made to the 2007 AP Spanish Language Examination.
Title: SORPRESAS, 3rd ed.
Publisher: Heinle and Heinle, Thomson Learning Published Date: 2002 Author: Elena Olazagasti-Segovia
Description: This literary reader offers 14 short stories, written by contemporary Hispanic authors, that always present the reader with a surprise twist. This text is accompanied by an audio CD.
Title: AP LANGUAGE PREPARATION STUDENT WORKBOOK
Publisher: Holt, Rinehart and Winston Published Date: 2007 Author: Stefanie Bakken Second Author:
Marilyn Barrueta
Description: This Holt advanced Spanish workbook contains test-taking strategies, practice activities, sample exams and a grammar review.
Other Course Materials
Material Type:Audiovisual Materials
Description: The audio program that accompanies AP SPANISH: PREPARING FOR THE LANGUAGE
EXAMINATION, 3rd ed.(Prentice Hall)is laden with listening activities from authentic sources.
Material Type:Audiovisual Materials
Description: The audio program that accompanies HOLT AP LANGUAGE PREPARATION STUDENT
Workbook is filled with listening activities from authentic sources.
Material Type:Audiovisual Materials
Description: The audio program that accompanies ABRIENDO PUERTAS: LENGUAGE provided
students with numerous listening activities from authentic sources.
Websites
URL:http ://www.antena3tv.coml
Description: This site offers streaming television, featuring general news from Spain.
URL:http://www.media.islagrande.cul
Description: This site offers streaming television, featuring general news from Cuba.
URL:http://www.comfm.com
Description: This is a guide to streaming television and radio sites throughout the world. We access many of these sites for current events.
URL:http://www.rtve.es/rne/index.htm
Description: This is an example of streaming radio that features general news from Spain. We use similar sites from throughout the Spanish-speaking world!
URL:http://www.onlinenewspapers.com
Description: This is a guide to available online newspapers.
URL:http://www.el-nacionaLcom
Description: This site offers “El Nacional” from Venezuela. We access similar sites from throughout the Spanish-speaking world!
URL:http://www.colby.edu/bknelsonJexercises
Description: Barbara Nelson’s grammar review site is a favorite of my students as it provides them with immediate feedback as they tackle every irregular that they encounter.
URL:http://www.indianaedul—call/
Description: Grammar practice from Juan Manuel Soto Arrivi is available at this site.
URL:http://cvc.cervantes.es/
Description: Offered by the Instituto Cervantes, this site is lauded as a virtual classroom for students and teachers of Spanish.
URL: http://www.laits.utexas.edu/spe/
Description: Spanish proficiency exercises offered by the University of Texas provide students excellent opportunities to hear a variety of speakers from Spain and Latin America discuss a wide range of topics.
"I'm sorry to inform you that after taking the ECA, your child has not attained a passing grade for Spanish 4h. A notification of failure for the course has been submitted to guidance. If you have any further questions, please let me know.
Sincerely,
Mr. Padilla"
____________________________________________________________________________________________________________________________________________________Español AP Profesor Padilla
Brief Course Description
AP Spanish Language and Culture is rigorous course conducted completely in Spanish. Students must sign a pledge to speak Spanish in all daily interactions, both casual and formal, with their teacher and peers. Students who do not comply with this requirement will be asked to leave. This intensive course is designed to help students who desire to improve their overall Spanish skills and to prepare them for the AP Spanish exam given in May. A variety of methods will be utilized to improve student reading, writing, listening, and speaking skills. An emphasis will be on listening comprehension and a variety of authentic resources will be employed to support this learning experience.
In order to develop a strong command of the target language students will practice interpersonal and presentational speaking, using the appropriate registers. They will read authentic written materials, including newspaper and magazine articles, Internet sources and short stories. They will listen to authentic audio and video recordings to improve aural comprehension skills. They will write formal essays in which they must interpret, form opinions and synthesize information gleaned from both spoken and written sources. They will continue to review grammatical structures and acquire an extensive vocabulary, based on weekly themes that integrate the four language skills.
What to Expect:
• You will use Spanish as your primary means of communication.
• You will be presented with a variety of authentic audio and visual resources designed for native speakers. The pace will be quicker than the “book” Spanish you may be used to and you will hear a variety of accents and expressions.
• You WILL be tested on vocabulary lists from 400-500 words per unit. Each unit last 2 weeks.
• You WILL know basic grammar and be tested on finer grammar points taught in each unit.
• You WILL be responsible for completing all homework assignments which include up to four listening and four writing comprehension sections each week
• Complete all assignments to the best of your ability.
Assessment Procedures:
Grading Policy:
Assessments (tests, quizzes, projects) – 80%
Homework/classwork – 20%
Homework Policy:
Homework is a very important way to practice and reinforce new ideas. In this class, homework is a graded assignment and will be given full credit if turned in on the required day.
Make up and Extra Help Opportunities:
In this class, students have one week from their return to class to complete all missed assignments. Work not turned in within this time will not be accepted. Extra help opportunities are available during office hours.
Teacher Information:
Teacher’s Name: Mr. Harry Padilla
Phone number: (215) 949-6780 ext. 73120
e-mail: hpadilla@pennsburysd.org
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