Advanced Placement Spanish Language and Culture Syllabus

OVERVIEWThe Spanish Advanced Placement Course at our school is designed to challenge students to come to understand concepts in context using the Spanish language and their knowledge of Latino and Hispanic cultures. The coursework is designed to provide students with opportunities to demonstrate proficiency in the Intermediate to Pre-advanced range as defined in the Performance Guidelines for K-12 Learners. It helps students develop proficiency in the three modes of communication: interpretational, interpersonal and presentational. Through the use of authentic print, audio and audiovisual materials, students address the six course themes: Los desafios mundiales, La ciencia y la tecnología, La vida contenporanea, Las identidades personales y públicas, Las familias y las comunidades y La belleza y la estética.

CLASSROOM CONTEXTThis is the students’ fifth level of Spanish (they began studying it in the Middle School in our district). As such, they are capable of participating in this class in the Spanish language. All communication in this course is carried out in Spanish, and class participation grades reflect the requirement that students use Spanish exclusively in the classroom. The school operates on a modified block schedule, so this class meets four times a week, for two classes of 45 minutes and two classes of 65 minutes.

RESOURCES Abriendo paso. Temas y Lectura. Díaz, José; Nadel, María F. Pearson 2013  Abriendo paso. Lectura. Díaz, José; Nadel, María F ; Collins, Stephen. Pearson 2007 AP* Spanish: Preparing for the Language and Culture Examination. Díaz, Pearson 2013. Abriendo paso. Gramática. Díaz, José; Collins, Stephen; Nadel, María. Pearson 2007. Una vez más. Couch, James; McCann, Rebecca; Rodriguez-Walter, Carmel; Rubio-Maroto, Angel.

Independent School Press. 1982.

Web sites:o www.elmundo.es o www.polleverywhere.com o www.eluniverso.com o www.nacion.com o www.univision.com o www.rtve.es o www.rnw.nl/espanol o www.marca.es o www.elpaís.es o http://cnnespanol.cnn.com/ o www.youtube.com (cultural videos)o www.muyinteresante.es o www.eluniverso.com o www.nicenet.org o google voice o www.lino.com o http://news.bbc.co.uk/hi/spanish o US print newspapers/magazines (in Spanish) : National Geographic.o http://www.wordreference.com

Reference materials :o Spanish-English Dictionary, Merriam-Webster, 1998.o Una vez más. Couch, James ; McCann, Rebecca ; Rodriguez-Walter, Carmel ; Rubio-

Maroto, Angel. Independent School Press. 1982.

COURSE ORGANIZATIONThis course is equivalent to an intermediate college-level Spanish course. It is therefore conducted in a seminar fashion, whereby the students are expected to participate and help organize the course. Participation often depends on preparation by students at home, in the form of one of the three forms of communication (interpretational, interpersonal, presentational). It incorporates writing, listening and reading. Vocabulary and grammar are embedded into each unit as a review and culture contextualizes the learning.

Each unit has a cultural focus related to the six AP themes, language review, vocabulary, cultural expressions and all of the six primary Learning Objectives areas.  During the first semester, depending on the strengths and weakness of the students, the teacher organizes the course by differentiating some activities related to linguistic readiness of the students; choices are based on the complexity of some learning activities.Once we go over the summer packet and the introduction of all the components of the curriculum, in general, at the beginning of the year, the whole focus is listening and speaking (considering that they didn’t have much practice speaking over the summer). As the year progresses, when the listening and speaking skills improve, the focus moves to reading and writing, but all six primary learning objectives areas are present each unit at least twice. Students have a listening packet for authentic listening or visuals time at home (radio in Spanish, Latinos TV channels, Hispanic movies, vodcast, podcast, graphs, commercials…). They take notes on graphic organizers. Parents write comments based upon completion.  Students take notes about different aspects of the listening and culture.  The next day, students present the information to their classmates. They also exchange information in a more interpersonal way.  As they improve, they work on comparing and contrasting their new learning with something that they read or seen and present it to the class.  In class, students are exposed to long and short narrative from radio or podcast and dialogues accompanied with another source.  After each unit we watch an authentic movie related to the themes of the unit. Students work on synthesizing and evaluating ideas and information throughout the year.  Each unit incorporates grammar in order to review all the modes (indicativo, subjuntivo and imperativo).  There are a series of specific writing and speaking interpersonal activities using the studied grammar embedded in the units (such as interviews, readings of pieces of literature, letters, articles, etc.).  As the unit progresses, students develop more confidence and work on the real interpersonal speaking and writing communication part of the text. Each unit has cultural expressions, specific vocabulary related to the units, and themes in order to increase the vocabulary for writing in a blog or in the form of e-mails.  Students are asked to look for new vocabulary in all the articles and graphs that they read or work on in class or for homework.

Students read pieces of literature from the beginning of the year.  In each unit, readings from the Internet or magazines are incorporated in the studies unit. This helps them make cultural connections outside the books and the classroom.  At the beginning of the second semester, there is a workshop of specific strategies for the reading skills.  For a month, students bring the AP practice book home in order to practice some strategies 3 times a week for the AP test readings.

As the reading skills improve, students learn how to incorporate the different sources into a presentational writing. Previously, students have been using two to three sources in text composition and analyzing them.  Once the new skills are learned, students are required to write persuasive essays with information from different sources.From the beginning of the year students have been informally stating opinions and presenting (not quite as formal as on the AP test).  Students compare and contrast different ideas and contexts studied in previous units and years. About two months before the AP test, students learn how to plan, produce, and present a more formal cultural presentation in new contexts.

Students are also required to accomplish a work packet during the summer before the course begins. This packet includes the following: authentic articles (reading, identifying main ideas, summarizing); personal journal entries; grammar exercises; listening/viewing of authentic recordings (identifying main ideas; evaluating). The summer packet has a different purpose: to practice some Spanish over the summer, to review the grammar for past tense, to review some skills related to the six learning primary learning objective areas of the AP Exam.

The course is divided into eight pre-exam units and one post-exam unit. Each unit includes the following:a. The three modes of communication

1. Interpretational: Listening and reading of a variety of authentic Spanish-language materials accessed through print, radio, movies and internet sources. This includes both non-literary (examples: magazine/newspaper articles, editorial pieces, advertisements, interviews) and literary (examples: short stories, literary excerpts, poetry)

2. Interpersonal: spoken and written, in various registers and settings (examples: student-led discussions, unrehearsed role-plays, debates, informal correspondences such as email, blogs and other electronic media; collaborative group work). In order to build understanding about authentic sources, students interpret and relate the sources to products, practices and perspectives of a Hispanic and/or Latino culture.

3. Presentational: spoken and written, in various registers and settings (examples: weekly informal oral presentations to class on authentic article read on theme studied; role-played oral formal presentations; formal written essays relating cultural perspectives to products and practices with and without the comparison of their own culture)

b. Performance assessments (Conceptual thematic units) or AP practice test for midtermc. Examination of culture through its products, practices and perspectives through the related cultural

units and unexpected cultural events of daily life thorough the Hispanic and Latino world and the impact in the North American culture

The units and time frames are as follows:

Unit(2-3 weeks)

Essential Questions

Preliminary Unit

¿ Cómo fue y qué hicimos este verano?¿ Qué nos hace falta saber antes de empezar el curso sobre AP?¿Cómo identificamos los elementos culturales de una persona, familia, comunidad, país…?

Introduction to the Unit/ Active Prior Personal or Interdisciplinary

Review of summer packetIntroduction of elements of a cultural analysis, including identification of products, practices and perspectives and their relationship to each other. Students will watch a YouTube video about two locations with the same name “Perú and Peru, Nebraska” and they will identify the products, practices and perspectives. Students also will analyze the similarities and

Knowledge differences between them.Introduction of the AP test by sections and how the sections and skills are going to be embedded in each unit.

Introduction of the curriculum by thematic units and grammar.

Primary Learning Objectives areas/ Sample Learning Activities/resources

Spoken Presentational CommunicationStudents also will analyze the similarities and differences between products, practices and perspectives of studied video as they present to their friends.

Spoken Interpersonal CommunicationAfter students have presented, they will talk in groups of two, four and whole class about their learning and misunderstandings of culture.

Audio, Visual, and Audiovisual Interpretive CommunicationStudents will watch a YouTube video about two locations with the same name “Perú and Peru, Nebraska” and they will identify the products, practices and perspectives from each culture.

Unit 1(4 weeks)

Theme

Contexts:

Essential Questions

Las raíces en tierras diferentes

Las identidades personales y públicasLa vida cotidianaLos desafíos mundiales

Enajenación y la asimilaciónHéroes y personajes históricosCreencias personalesLos intereses personalesLos estilos de vidaLa conciencia social

1. ¿Cómo se expresan los distintos aspectos de la identidad en diversas situaciones?2. ¿Cómo se desarrolla la identidad de una persona a lo largo del tiempo?3. ¿Cómo influyen la lengua y la cultura en la identidad de la persona?

Introduction to the Unit/ Active Prior Personal or Interdisciplinary Knowledge

1. Think/Pair/Share activity: Students think about their family origin and the identity of their families.

2. Students ask a few questions to the social studies department about legal, illegal status, dream act, American dream (in order to have background information)

Vocabulary/ Grammar

1. In order to activate knowledge, students brainstorm a list of vocabulary words relative to the topic/ themes: adjectives of descriptions, hobbies, interest, and terms related to national and ethnic identity. They discuss the meaning of the words, ask questions, and ask for clarification if needed. The teacher may add words not mentioned in the activity.

2. Students use a list of vocabulary and cultural expressions from a list generated by teacher as the work through the readings and graphics.

3. Students review the past tense embedded in the unit with a variety of activities melted in the learning objectives at intermediated to pre-advance levels.

Primary Learning Objectives areas/ Sample Learning Activities/resources

Spoken Interpersonal Communication1. Students at home respond to the following question in writing: ¿Cómo se siente ser un estudiante joven en tu

comunidad y en Connecticut? The next day, students share their responses via oral presentations to small groups and whole class.

2. Students practice an AP Spoken Interpersonal Communication activity from the textbook related to the theme and the AP Test at the end of the unit.

3. There are various opportunities during the unit to share, talk and work with peers in the target language.

Written Interpersonal Communication1. Students respond in the teacher blog on NICENET. Org. They address the following question: ¿Cómo es la

vida de los inmigrantes en tu comunidad? ¿Qué hace tu comunidad para ayudar a los inmigrantes? Students respond to the questions and then minimally respond to two

other students’ responses.2. Students practice at the end of the unit an AP Written Interpersonal Communication activity

from the textbook related with the theme and the AP Test.

Spoken Presentational Communication1. In groups of 3-4, students are going to present what they see about products, practices and

perspectives of different images from Carmen Lomas Garza every two minutes.2. Students practice an AP Spoken Presentational Communication activity from the textbook

related with the theme and the AP Test at the end of the unit.3. At home with GoogleVoice, students make a cultural comparison relating a celebrating in their family or

their community and compare it to the Spanish-speaking world, focusing on the essential question, ¿Cómo es tu identidad un reflejo de tu familia y tu cultura? It will be graded with the new AP rubric.

Written Presentational Communication1. Students write a summary of the article about on the lives of immigrants in the United

States in the teacher’s blog on NICENET.org.2. At the end of the unit, students write a culmination persuasive essay to answer the following question: ¿Debe

uno asimilar la cultura o guarder su identidad cultural al inmigrar a un país Nuevo? Students listen to an audio about the identity of the new generation of Hispanics in the U.S.: http://www.bbc.co.uk/mundo/cultura_sociedad/2010/06/100607_video_hispanos_generacion_la_np.shtml. They read an article explaining how more than 60% of immigrant’s children living in Spain do not feel Spanish: http://www.eluniverso.com/2010/11/04/1/1360/mas-60-hijos-inmigrantes-identifican-como-espanoles. They also are given a map showing immigration patterns in various parts of Europe. The essay is graded using the new exam scoring guideline. Students consider the unit essential questions as they develop the persuasive essay.

Audio, Visual, and Audiovisual Interpretive Communication1. In small groups students discuss the content on the map and data about immigration around the world and by

countries: “Países por población inmigrante” http://es.wikipedia.org/wiki/Anexo:Lista_de_pa%C3%ADses_por_población_inmigrante. Students create new questions using the data from the graph.

2. Students view a video “ Musica para integrar inmigrantes” http://www.bbc.co.uk/mundo/cultura_sociedad/2009/10/091028_video_inmigracion_musica_dc.shtml. Students take notes with a graphic organizer discuss the cultural content and share their opinions about the situation of the immigrants. They also answer questions about the video.

3. Students analyze images by Carmen Loma Garza.4. Teacher introduces the picture ‘La Tamalada” by the same artist. The class brainstorms ideas about the

importance of the celebration and follows with a cultural study of products, practices and perspectives.5. Students listen and analyze different songs related to different context of the unit: “Pal Norte” by Calle 13,

“Latinos en Estados Unidos” by Celia Cruz and “Mi Tierra” by Gloria Estefan and “Clandestino” by Many Chao

Written and Print Interpretative Communication1. Students read the following story “Naranjas by Angela McEwan-Alvarado” and discuss their distinguishing

features. Students are provided with advance organizers that promote critical thinking about the context. The story is a guided lesson with pre-reading, with reading and post reading strategies, as well as vocabulary activities.

2. Students search for authentic articles in a Spanish –speaking newspaper that focus on the lives of immigrants in the United States.

3. Students practice an AP Reading activity from the textbook related with the theme and the AP Test at the end of the unit.

Unit 2(3-4 weeks)

Theme(s)

Contexts

Essential Questions

La tecnología como extensión artificial de la sociedad humana

La ciencia y la tecnología Vida contemporánea

Los efectos de la tecnología en el individuo y en la sociedad Ciencia y ética El acceso a la tecnología La educación

1. ¿Qué impacto tienen el desarrollo científico y tecnológico en nuestras vidas?2. ¿Qué factores han impulsado el desarrollo u la innovación en la ciencia y la tecnología?3. ¿Qué papel cumple la ética en los avances científicos?

Introduction to the Unit/ Active Prior Personal

or

Interdisciplinary Knowledge

1. Think/Pair/Share activity. Students think and organize ideas in a graphic organizer about the following question: ¿De qué forma te impacta a ti, tu familia, tu colegio, tu comunidad, estado y país la tecnología y los avances científicos? Students share information with friends and teachers.

Vocabulary/ grammar

1. Students brainstorm a banco de vocabulario to activate prior knowledge; what words have they learned that will help with this topic. The teacher will also decide which words to include after the students have had an opportunity to generate the word bank.

2. Students use a list of vocabulary and cultural expressions from a list generated by the teacher as the work through the readings and graphics of the unit.

3. Students review the future tense embedded in the unit with a variety of activities melted in the learning objectives at intermediate to pre-advance levels. Students will reuse the present perfect for this unit.

Primary Learning Objectives areas/ Sample

Spoken Interpersonal Communication1. Socratic circle to discuss and reflect on the following questions (students will add

additional questions to the conversations).¿Conoces a alguien que no use la tecnología o a quien no le importe los avances

Learning Activities/resources

tecnológicos? Explica las circunstancias.¿Cuáles han sido los avances tecnológicos en el campo de la medicina o educación?¿Cómo ha afectado la tecnología los resultados y los efectos de los desastres naturales en los años recientes?¿Cuál es la importancia de ética con el uso de la tecnología para la investigación biomédica?

2. Students discuss the pictures from the books about children from other countries using technology. They use questions already generated by the book in order to guide them through different aspects of the impact of technology in education in other countries in the world.

3. Students practice an AP Spoken Interpersonal Communication activity from the textbook related with the theme and the AP Test at the end of the unit.

4. There are different opportunities during the unit to share, talk and work with peers in the target language.

Written Interpersonal Communication1. Students write in the teacher blog on NICENET.org ¿Cómo crees que será el impacto de la tecnología en el

futuro de la educación? ¿Crees que habrán robots en vez de profesores?2. Students practice an AP Written Interpersonal Communication activity from the textbook

related to the theme and the AP Test at the end of the unit.

Spoken Presentational Communication1. Students present their futuristic vision of education to classmates in no more than two

minutes. Students will also ask spontaneous questions to each others .2. Students present the differences and similarities between “la familia digital” and their own families. Students

record a presentation in the teacher Google voice account using their cellphones. The presentation is graded with the new AP rubric for Spoken Presentational Communication.

Written Presentational Communication1. Students write a 200-word essay about the next question: ¿Deben los países asegurar el acceso a la

tecnología para todos sus ciudadanos?

Audio, Visual, and Audiovisual Interpretive Communication1. We discussed how technology has impacted our lives, community, school etc. Students work in pairs to

discuss the pros and cons of online dating. Then students will listening the song “Atrapados en la red by Tam Tam Go” which discusses online dating and watch the video online. Students analyze the singer’s point of view, intended audience, and way he appeals to the listener through the study of the lyrics.

2. Students watch the following video: “La familia digital” http://www.youtube.com/watch?v=pbx2ZkFhnYc “ Students take notes of the new products, practices and perspectives that technology is bringing to the dynamic of the family. In small groups students share the techno-cultural content of the video.

3. Students practice an AP Test activity from the textbook related with the theme at the end of the unit.

Written and Print Interpretative Communication1. Students read the following article “Aulas con alma digital by Karina Garay R.” and discuss their

understanding. Students are provided an advanced organizer that promotes critical thinking about the role of technology in education. The article is a guided lesson with pre-reading, while reading and post reading strategies, as well as vocabulary activities.

2. Students read and discuss the short story. Which relates to themes of humans and machines and obsolescence. Students also answer comprehension questions. It would be follow by a debate of science and ethics.

3. Students practice an AP Reading activity from the textbook related with the theme and the AP Test at the end of the unit.

Unit 3(4-5 weeks)

Theme

Contexts

EssentialQuestions

Derecho a vivir o morir con dignidad y libertad

Los desafios mundiales Ciencia y tecnología

El bienestar social La conciencia social La población y la demografía Las innovaciones tecnológicas

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

2. ¿Cuáles son las responsabilidades de los seres humanos con respecto a los avances científicos?

3. ¿Cómo las sociedades y los individuos definen el derecho a vivir o morir según las circunstancias?

4. ¿cuáles son los desafíos y posibles soluciones de envejecer?

Introduction to the Unit/ Active Prior Personal

or

Interdisciplinary Knowledge

1. Students describe or draw their grandparents or someone who is older than they. They share with some classmates. In groups of four, students decide three/four positives or negatives aspects of aging.

2. Students analyze a picture from a magazine advertising a cream. Students analyze the ad and its messages.

Vocabulary/ grammar 1. Students use a list of vocabulary and cultural expressions generated by teacher as the work

through the readings and graphics of the unit.2. Students review the conditional tense and “si” conditional for hypothetical situations

embedded in the unit with a variety of activities blended into in the learning objectives at intermediate to pre-advance levels. Students reuse the present perfect for this unit.

Primary Learning Objectives areas/ Sample Learning Activities/resources

Spoken Interpersonal Communication1. Students watch the video “Por Siempre joven” part II http://www.youtube.com/watch?

v=toPkMmncN3E&feature=relmfu Working in pairs, students generate a list of different methods that people use to prolong youth. Then they put them in order from most effective to least effective. They share out the rationale for their order choices. Finally, students prepare a conversation with the clinic’s secretary about different treatments and prices. They prepare possible vocabulary in advance.

2. Students practice an AP Spoken Interpersonal Communication activity from the textbook related to the theme and the AP Test at the end of the unit.

Written Interpersonal Communication1. At home in a discussion forum (NICENET.org), students address the question: ¿Si pudieras, que mejoras

elegirías para ayudar a la calidad de tu vida? It may take a couple of days to get a rich range of answers and for students to respond to each other. Students not only answer the question but also write a few ideas from friends for further discussion at school.

2. After watching the video“Por Siempre joven” part I http://www.youtube.com/watch?v=QYgbCzfwcjU students write an e-mail to María, telling their opinion about the information in the show. Students ask a few

questions on how to feel young not only inside but also outside.3. Students practice an AP Written Interpersonal Communication activity from the textbook

related to the theme and the AP Test at the end of the unit.

Spoken Presentational Communication1. Students research how the Spanish people use old and historical buildings and students compare their

observations about their community with the ones from Spain. Students present using Google Voice. ¿Cómo se manifiestan los esfuerzos de los miembros de tu comunidad para mantener edificios antiguos coloniales?

2. Students practice an AP Spoken Presentational Communication activity from the textbook related to the theme and the AP Test at the end of the unit.

Integrated Assessment1. Step one: Audio, Visual, and Audiovisual Interpretative Communication. Students will analyze and discuss

the next map http://upload.wikimedia.org/wikipedia/commons/9/96/Life_Expectancy_2007_Estimates_CIA_World_Factbook.PNG . Students generate four questions (two true and two false) in order to talk with friends about the graph information.

2. Step two: Written and print Interpretative Communication. Students read one article “El temor a envejecer, la realidad más rechazad por la humnaidad” http://noticias.universia.net.mx/vida-universitaria/noticia/2005/02/22/109160/temor-envejecer-realidad-mas-rechazadahumanidad.html Using a graphic organizer from the teacher, students discuss possible similarities and differences with their lives, families, communities and previous resources. Students share with classmates and teacher.

3. Step three: Written Presentational Communication: Students write a persuasive essay using three sources: “Nosotros, no”, the map, and the article ”El temor a envejecer, la realidad más rechazada por la humanidad”. Students answer the question: ¿Cómo las sociedades y los individuos definen el derecho a vivir o morir según las circunstancias?

4. Step Four: Spoken Presentational Communication: Students will present to the class the major points of their essays with imagines form Internet in a Prezy or Power Point presentation.

Written and Print Interpretative Communication1. Students read the following story “Nosotros, No” by José Bernardo Adolph and discuss their understanding.

Students are provided with an organizer that promoted critical thinking about the right to day or live in certain conditions. The story is a guided lesson with pre-reading, reading and post reading strategies, as well as vocabulary activities

2. Students read the following article “Vivir para siempre” by Brendan O’Neill (article on “trans humanists” who believe biological boundaries can be pushed to let people live 1,000 years or more) http://news.bbc.co.uk/hi/spanish/science/newsid_5316000/5316006.stm Students answer questions following an interpretative task comprehension guide: Template pre-advanced level (2003 ACTFL Integrated Performance Assessment ) for deep understanding.

Audio, Visual, and Audiovisual Interpretive Communication1. Students will watch two videos (Por siempre joven I y II)2. Students will watch the movie “Mar, Adentro”. After surveying the class for knowing who is in favor or

against with Socratic debate, students will answer the following questions: ¿Debería ser legal? ¿Cuáles son los problemas éticos de tal acción? ¿Existen casos en que la euthanasia sería/es razonable?

Unit 4(4 weeks)

Theme

Tradición y evolución, retos en las comunidades familiares

Las familias y las comunidadesLos desafíos mundiales

Context

Essential Questions

Tradiciones y valoresLa estructura de la familiaLas redes socialesEl bienestar socialLa población

1. ¿Cómo ha cambiado el role de la familia y las tradiciones familiares con el tiempo?2. ¿Cómo se define la familia en distintas sociedades?3. ¿Cuáles son las diferencias en los papeles que asumen las comunidades y las familias en las diferentes

sociedades del mundo?4. En la evolución y cambios del mundo, ¿qué desafíos sociales, políticos, tecnológicos y del medio ambiente

impactan los valores y tradiciones de las familias?

Introduction to the Unit/ Active Prior Personal

or

Interdisciplinary Knowledge

1. Whole class – Students think about the following questions and respond as fully as possible: ¿Cómo se define una familia? ¿Cómo adquiere una familia o una comunidad sus tradiciones y sus valores? ¿Qué papel desempeña la familia en nuestra comunidad? ¿Qué es una red social y para qué sirve?

2. Students ask the health teacher about the role of the family in the American society and ask questions about some social, political, technological and environmental challenges that the American family is facing.

Vocabulary/ grammar

1. Students will be asked to write the new words they learned “La familia”, “Las celebraciones y las tradiciones” and “La adolescencia” in a graphic organizer for homework. The next day, one student writes down all of the words generated the night before on the board. Students work in groups to find patterns in the words identified. Following this activity, students write a list of characteristics that reflect the best characteristics of a family. Students will present the childhood with some of the vocabulary and compare with teenager life.

2. Students use a list of vocabulary and cultural expressions from a list generated by the teacher as they work through the readings and graphics of the unit.

3. Students review briefly when to use preterit/imperfect and the use of direct object and indirect object pronoun. Situations are embedded in the unit with a variety of activities in to the learning objectives at intermediate to pre-advanced levels.

Primary Learning Objectives areas/ Sample Learning Activities/resources

Spoken Interpersonal Communication1. Students organize their ideas around the following questions. Students share their opinions

in small groups and then students and teacher will have a debate. La gente dice que es más fácil socializer en línea que en persona. ¿Es esto una ventaja o una desventaja?

¿Qué forma crees tú que es mejor para un joven? Explica. ¿Has visto alguna consecuencia de tus actividades en línea que te ayude a tomar tu posición? ¿Te siente incomodo(a) (awkward) cuando conoces a alguien en persona en comparación a conocer a una persona en línea?

2. Students talk about the content of different photos about the structure of the family from a famous artist displayed by the teacher.

3. Students practice an AP Spoken Interpersonal Communication activity from the textbook related with the theme and the AP Test at the end of the unit.

Written Interpersonal Communication1. On teacher blog on NICENET.org, students comment on the importance of family and community and the

role that both play in their lives. They respond to at least two classmates’ comments and they also offer one idea for change in their community. ¿Cómo impactan nuestras familias y comunidades nuestras relaciones personales y públicas? The different ideas for change are then discussed the next day in class.

2. Students practice an AP Written Interpersonal Communication activity from the textbook related to the theme and the AP Test at the end of the unit.

Spoken Presentational Communication1. Students then look at an online slideshow about how the family unit has changed in the last 50 years. This

begins a discussion, ¿Cómo ha cambiado el role de la familia y las tradiciones familiares con el tiempo? Once at home and for homework, students present using Google Voice ¿Cómo ha cambiado el role de tu familia y las tradiciones familiares con el tiempo?

2. Students practice an AP Spoken Presentational Communication activity from the textbook related with the theme and the AP Test at the end of the unit.

Written Presentational Communication1. Students make comparisons between their family and a Hispanic family, focusing on the

cultural and linguistic differences, referring to the essential question, Written and Interpersonal Communication ¿Cómo se define la familia en distintas sociedades?

Written and Print Interpretative Communication1. Students read the following article “Nueva estrucutra familiar crea dificultades “ by Sarah Morales Ortiz.

The article is a guided lesson with pre-reading, during reading and post reading strategies, as well as vocabulary activities that help students understand the changes in the family structure in Dominican Republic in recent years.

2. Students read and discuss the short story “Jacinto Contreras recibe su paga extraordinario” by Camilo Jose Cela (relates to themes of family traditions in an old fashion style). It will be followed by activities that require students to compare and contrast with students’ families and what is happening is the Dominican Republic.

3. Students practice an AP Reading activity from the textbook related to the theme and the AP Test at the end of the unit.

Audio, Visual, and Audiovisual Interpretive Communication1. Students watch a video clip on the history of the institution of family, answer online questions about it, and

complete online activities. This is followed by a class discussion on changes in the concept of family over the course of history. Students then look at an online slideshow about how the family unit has changed in the last 50 years, this will begin a discussion on ¿Cómo ha cambiado el role de la familia y las tradiciones familiares con el tiempo?

2. In small groups, students discuss the content on the graph and data about “Familias monoparentales encabezadas por mujer según estado civil” by Instituto de la mujer. In addition to discussing questions for deep understanding, students will compare them with American families.

3. Students watch the movie “ La Misma Luna” by Patricia Riggen and with a packet from the teacher. They will look for as many indicators to address the question: En la evolución y cambios del mundo, ¿qué desafíos sociales, políticos, tecnológicos y del medio ambiente impactan los valores y tradiciones de las familias?

4. Students view the following art images, “La familia de Carlos IV,” by Goya and “En familia” by Botero and make a written comparison between the two works or art. ¿Qué tienen de diferente? ¿ Qué tienen en común?

5. Students listen “Mujeres en el mundo 10-2012” from Radio ONU. Students analyze the content with guiding questions.

6. Students watch a short movie “La leyenda del espantapajaros” by Marco Besas. After briefly discussing of the concept of “leyenda” and brainstorming vocabulary, students watch and discuss why it is important to be part of a community, to have a feeling of belonging, and to have friends. Students will discuss how social media could help people like “el espantapajaros”.

Unit 5(4 weeks)

Theme

Las mujeres visibles e invisibles

La vida contemporánea

Context

Essential Questions

Los desafíos mundiales

Los estilos de vidaLa educación y las carreras profesionalesIntereses personalesLa población y la demografíaLos temas económicos

1. ¿Qué intereses personas y circunstancias hacen decidir a algunas personas a emigrar a otro país y por qué?

2. ¿Cuáles son los desafíos de la vida contemporánea a los que las mujeres se han de enfrentar?

3. ¿Cómo definen los individuos y las sociedades su propia calidad de vida?4. ¿Cómo es la identidad femenina un reflejo de su familia y su cultura?5.

Introduction to the Unit/ Active Prior PersonalorInterdisciplinary Knowledge

1. Teacher surveys students about different professional jobs in order to see if they believe they are more male or female dominant using their phone: www.polleverywhere.com

2. Teacher asks students about the benefits and problems of school with only one sex.

Vocabulary/ grammar 1. Students will use a list of vocabulary and cultural expressions from a list generated by the

teacher as they work through the readings and graphics of the unit.2. Students will review briefly the present subjunctive and they use it in a few situations

embedded in the unit. This includes a variety of activities blended into in the learning objectives at intermediate to pre-advanced levels.

Primary Learning Objectives areas/ Sample Learning Activities/resources

Spoken Interpersonal Communication1. Based on their experience and histories from other friends, Students decide in small groups

and then in class on whether or not schools with just one gender are more beneficial for the development of girls.

2. Students discuss pictures of missing girls “Desaparecidas: Perfil Físico similar, alertan by El Universal” in the border of México and graphics with data about missing girls “Lejos de Casa” by Secretaría de Desarrollo Social del DF from México. Students will discuss the question: ¿Cómo definen los individuos y las sociedades su propia calidad de vida?

3. Students practice an AP Spoken Interpersonal Communication activity from the textbook related with the theme and the AP Test at the end of the unit.

Written Interpersonal Communication1. Students comment about the role of woman on the community as described in the article by creating an entry

on the teacher blog, focusing on the next question: ¿Se parecen ambas situaciones, por qué sí o por qué no?2. Students write a list of reasons to girls from México using commands on why not to cross

the border.3. Students practice an AP Written Interpersonal Communication activity from the textbook

related to the theme and the AP Test at the end of the unit.

Written and Print Interpretative Communication1. Students read the following article “Las mujeres jóvenes eligen estudios y trabajos estereotipados “ by

Amalia Rodríguez. The article is a guided lesson with pre-reading, during reading and post reading strategies, as well as vocabulary activities to help students understand that young woman decide some courses and

professions that are considered stereotypical because of their gender.2. Students read the following article “Los desafios de la mujer actual: Conciliar trabajo y familia”

http://www.lasegunda.com/Noticias/Buena-Vida/2012/03/728305/Los-desafios-de-la-mujer-actual-Conciliar-trabajo-y-familia.

3. Students read and discuss the poem “Esperanza muere en Los Ángeles” by Jorge Argueta which relates to themes of Contemporary life and personal interests. It would be followed by activities that will require analysis and sysnthesis.

Spoken Presentational Communication1. Students research about one famous Latina/Hispanic woman in the 21st from any Spanish speaking country

for homework. Students will make a cultural comparison in class between that woman and her favorite female celebrity from USA. Students will focus on the essential question, ¿Cómo es la identidad femenina un reflejo de su familia y su cultura?

2. Students practice an AP Spoken Presentational Communication activity from the textbook related to the theme and the AP Test at the end of the unit.

Written Presentational Communication1. Students write a persuasive composition answering one of the following questions, ¿Debe uno ser fiel a sus

intereses personales o estudiar una Carrera en la cual gane más aunque no le interese tanto? o ¿debe uno ser fiel a sus intereses personales o trabajar en un lugar en el cual gane más lejos de su familia?

2. Students practice an AP Written Presentational Communication activity from the textbook related to the theme and the AP Test at the end of the unit.

Audio, Visual, and Audiovisual Interpretive Communication1. Students watch the movie “ María llena de gracia” by Joshua Marston and with a small packet of activities

look for as many indicators to address the question: ¿Qué intereses personas y circunstancias hacen decidir a algunas personas a emigrar a otro país y por qué?

2. Students discuss pictures of missing girls “Desaparecidas: Perfil Físico similar, alertan by El Universal” in the border of México and graphic with data about missing girls “Lejos de Casa” by Secretaría de Desarrollo Social del DF from México.

3. Students watch and analyze the video “Famosas todoterreno en el Día de la mujer”: www.dalealplay.com/informaciondecontenido.php?con=472634

4. Students look at images from some online female celebrity-focused magazines, as well from the traditional press. They comment on the types of stories that appear about these famous female people. Students will analyze the perspective of the person who is writing the story or the head of the story. Some websites: people en Español, Esmas, Hola, Fama…

5. Students watch and study a video with the same AP protocol: http://www.citytv.com.co/videos/707976/la-belleza-fisica-podria-atraer-el-exito-laboral. Students will answer a few questions for understanding.

Unit 6

Theme

Context

Essential Questions

El arte como motor de la cultura y dimensión de la belleza

La belleza y la estética

ArquitecturaDefinición de bellezaDefinición de creatividad

1. ¿Cómo se establecen las perspectivas de la belleza y la creatividad?2. ¿Cómo influyen los ideales de la belleza y la estética en la vida cotidiana?3. ¿Cómo las artes desafían y reflejan las perspectivas culturales?

Introduction to the Unit/ Active Prior Personal

or

Interdisciplinary Knowledge

1. The night before of the beginning of the new unit, students think at home about three things that they believe are beautiful; in other word, they come prepare to present 3 examples of beauty: ¿Qué es bello? Teacher will present a few things of other cultures that are also considered beautiful.

2. Students ask the visual art teachers for as many words and expressions possible to use in discussing these contexts:- La belleza humana- La arquitectura- Arte y creatividad- El diseño- Las artes visuales y estéticas

Vocabulary/ grammar

1. Students learn vocabulary about art generated by them and from teacher lists embedded in different readings and activities.

2. Students review briefly the present subjunctive and they use in a few situations embedded in the unit. A variety of activities are integrated into the learning objectives at intermediate to pre-advance levels.

Primary Learning Objectives areas/ Sample Learning Activities/resources

Spoken Interpersonal Communication1. Students write a few ideas about the following question: ¿En qué aspectos de la vida observamos la belleza?

Students share their ideas with classmates. Students look for friends with similar concepts of beauty in their lives and they expand the reasons behind.

2. Students practice an AP Spoken Interpersonal Communication activity from the textbook related to the theme and the AP Test at the end of the unit.

Written Interpersonal Communication1. Students practice an AP Written Interpersonal Communication activity from the textbook

related to the theme and the AP Test at the end of the unit. Students answer an email from the director of an institution that has a program for working practices in companies.

Spoken Presentational Communication1. After analyzing the song “ Mi tierra” from Gloria Estefan, students present a cultural comparison with

“patriotic” American singer. They will focus on the question, ¿Por qué si o no es el arte un buen medio para manifestar el patriotismo? Students will leave a voice message in Google voice and it will be graded it with the AP new rubric.

2. Students practice an AP Spoken Presentational Communication activity from the textbook related to the theme and the AP Test at the end of the unit.

Written Presentational Communication1. Students write an essay answering the following questions: ¿Cómo la publicidad y/o el marketing influye

nuestra idea de belleza? ¿Cuáles son los peligros con los adolescentes? ¿Son estos peligros diferentes en otros países latinos/hispanos?

2. Students practice an AP Written Presentational Communication activity from the textbook related to the theme and the AP Test at the end of the unit.

Written and Print Interpretative Communication1. Students read the following article “Arq. Santiago Calatrava: Genio de una nueva arquitectura” by Lucrecia

Alfaro. The article is a guided lesson with pre-reading, while reading and post reading strategies. It also includes vocabulary activities for students understand the vision, philosophy of this artist, characteristic of his projects, and the author’s opinion about his work.

Audio, Visual, and Audiovisual Interpretive Communication

1. Using Poll Everywhere (www.polleverywhere.com/)create, students view examples of art, titles of literature with which they are familiar, architecture, photos of people, clothing, etc. to find out their perceptions of beauty. Students will answer the question: ¿Es bello?

2. Students visit Santiago’s Calatraba website to describe with previous vocabulary his new architecture http://www.calatrava.com

3. Students observe the differences and similarities between the arquitecture of “Sagrada Familia” by Gaudí, “Catedral de Santiago” and “Palau de las artes” in Valencia. Students focus on the perspectives of the artists.

4. Students analyze the products, practices and perspectives of several murals: http://www.slideshare.net/monsala/el-muralismo-mexicano-19092285from José Clemente Orozco, Diego Rivera and José Clemente Orozco. Students discuss how patriotism is an important perspective.

5. Students listen and analyze the song “Latinoamerica” by Calle 13 or “Mi tierra” by Gloria Esteban.6. Students watch an interview to an architect from Chile:

http://www.plataformaarquitectura.cl/2012/12/13/entrevistas-cristian-undurraga-eje-bulnes/ It will be followed by guided questions. The whole activity will follow the same protocol

as the AP test.

Unit 7(3 weeks)

Theme

Essential Questions

La preparación lingüística y cultural del examen: Resumen y organización de ideas

AP Test

1. ¿Qué has aprendido en los últimos cinco años?2. ¿Cómo puedo aplicar lo que he aprendido para comunicar ideas sobre el lenguaje y la

cultura hispana/latina?

Vocabulary/ grammar

1. Students review specific vocabulary for connecting ideas. Students will review cultural and linguistic expressions in order to create more sophisticated and elaborate ideas.

2. Students review basic subjunctive, past, future and present tenses.

Primary Learning Objectives areas/ Sample Learning Activities/resources

1. Students practice tests for AP Spanish: Preparing for the Language and Culture Examination by José Díaz (Pearson 2013)

2. Students review daily vocabulary by categories, relating it to practices, products and perspectives of the Hispanic/Latino countries.

3. Students listen daily to radio, TV, podcast…as they keep reading different authentic sources related to six themes. They summarize and synthesize their opinions orally and written.

Unit 8(3 weeks)Theme

Context

Essential Questions

Examen o projecto final

Al least one of the six themes

Students decision

Questions will be generated by students and supervised by teacher

Assessments 1. Three to four weeks (June)2. Students will summit an outline to the teacher for approval.

3. Individual or team research or community project, compositions and presentationa. Student(s) will select a topic relevant area of study in College related to any theme of

the Spanish Curricula, something that interested them connected with the AP Themes or something for the community and with an strong cultural content (vodcast lessons online for other future students, etc.…)

b. Students will summit different drafts for feedback to keep improving.c. Students will do research (interpretative) and discuss ideas with classmates and the

teacher (Interpersonal during the process) during class and lunchtime orally. Students will send questions using the teacher blog.

d. Students will write a 4-5 paper and they will present it to classmates (presentational) in a way that engages the audience who will participate in an activity.