AP Spanish Language and Culture

Course Summary and objective:

This class is the conclusion of the sequence of Spanish courses in high school.  Completion of levels 1 through 4 is required prior to this course.  The course offers the opportunity to the students to demonstrate proficiency in the Intermediate to Pre-Advance range by integrating the three modes of communication: Interpretive, Interpersonal, and Presentational. The course has been designed to provide an advance study of the language and culture of the Spanish-speaking world.  This course is conducted entirely in Spanish. [CR1]

Program:

Most students in our district begin their study of Spanish in middle school, completing the equivalent of Spanish I over three years.  They then continue their studies in high school taking Spanish 2, 3 and 4 Honors.  AP Spanish Language and Culture is the fifth year of Spanish studies for Honors students.  We operate on a block schedule consisting of five 80-minute classes for a semester.

Materials:

Student material and resources:

Integration of Technology/Standards:

8.1.12.A.3  Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

8.1.12.A.5  Create a report from a relational database consisting of at least two tables and describe the process, and explain the report results.

8.1.12.C.1  Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

8.1.12.E.2  Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

8.1.12.F.1  Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Career Readiness Practices

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence

Written and Print Resources: [CR2b]

Audio, Visual and Audiovisual Resources: [CR2a]

Integration of Technology:

Differentiation / Adaptation Modifications

The curriculum has a strong foundation of differentiated instruction.  Differentiate instruction of modifications for all students, special education, ELL and gifted and talented students include but not limited to learning environment, scheduling of learning task, materials and procedures.  These modifications are often made by the classroom teacher as appropriated to each child’s development and academic needs and or directed by a child’s IEP or 504 plans.  Gifted and talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.

Organization

The course is divided into thematic units guide by essential questions. Students are expected to lead discussions of the topics in Spanish.

Participation: Activities may begin as teacher-led discussions but mostly end as student- led discussions. Students are given the opportunity to offer opinions and support them, ask questions, ask for clarification, and discuss the material with each other in pairs, small groups, and as an entire class.

Integrated skills: Most class activities are integrated. Example: A lesson may begin with a reading activity in the Interpretive mode, continue with discussion in the Interpersonal mode, add in a listening task in the Interpretive mode, and then culminate with a Written Presentational activity that integrates the reading, listening, and discussion materials. Other times the writing is a pre-reading activity that prepares students for the reading and discussion. A variety of strategies and integrated skills are present throughout the course.

Course Plan

Unit 1: ¿La imaginación o la realidad? Theme: [CR6d]  Las identidades personales y públicas

Contexts:  Las creencias personales/Los intereses personales/La autoestima

Essential Questions:

• ¿Cómo influye el sistema de creencias o la forma de pensar de la persona en la imaginación y la interpretación de la realidad?¿Cómo influyen la lengua y la cultura la identidad?

21st Century themes: Global awareness, Critical thinking, Communication Collaboration, Creativity, Information, Media and technology Skills, Life and Career skills, Civic Literacy.

Sample Learning Activities/Resources:

Student-centered questions: ¿Cuáles son algunas leyendas o cuentos que has leído o escuchado que usan la imaginación para desafiar a la realidad? ¿Cómo te afectan personalmente? ¿Conoces leyendas o cuentos parecidos del mundo hispanohablante?

Students read the following stories and discuss their distinguishing features. Students are provided with advance organizers that provoke critical thinking about the contexts. Each story is a guided lesson with pre-reading, while reading, and post reading strategies, as well as vocabulary activities and interpersonal writing and speaking. There is considerable classroom discussion to clarify meaning before moving on to the next story: [CR4b] Continuidad de los parques, Cortázar Casa Tomada, Cortázar La noche boca arriba, Cortázar [CR2c]

After the first reading, students research information and readings on magical realism and contemporary Latin American writers (Borges, Cortázar, and García Márquez). Students identify elements of magical realism and its importance in Latin American literature.

Students complete a Venn diagram comparing two of the three Cortázar readings and identifying elements of magical realism.

Research and discussion: Students research authentic articles that discuss dreams, what provokes them, and what they mean. They present findings during a class discussion and provide evidence through citing sources. Web site examples: www.uakix.com/articulos/la-importancia-de-sonar.html www.bellomagazine.com/psicologia/interpretacion-suenos [CR2b], [CR3a]

Assessment:

Written Interpersonal Communication:

Students write a journal entry about a dream they’ve had, which they then share with a classmate who interviews them and asks clarifying questions via the journal, then interprets the dream and provides feedback in his/her journal, focusing on the essential question, ¿Cómo influye tu sistema de creencias o tu forma de pensar en la imaginación y la interpretación de la realidad? [CR3b]

Spoken Presentational Communication:

Using Audacity or Voicethread, voice recording software, students give a presentation about the meaning of dreams, citing information from authentic texts and classroom discussion to address the questions, ¿Por qué es necesario soñar y qué representan los sueños? [CR5a]

Written Presentational Communication:

As a final assessment to the unit, students complete a written assessment in which they compare dreams and magical realism, while citing evidence from the unit, both from researching magical realism and dreams, as well as from the Cortázar readings. Focus should be on answering the essential question, ¿Cómo influye el sistema de creencias o la forma de pensar de

la persona en la imaginación y la interpretación de la realidad?

[CR5b]

Unit 2: La belleza de la patria

Themes: [CR6f]

La belleza y la estética/ La vida contemporánea

Contexts: El lenguaje y la literatura . Las artes visuales y escénicas. Las relaciones personales

Essential Questions:

21st Century themes: Global awareness, Critical thinking, Communication Collaboration, Creativity, Information, Media and technology Skills, Life and Career skills, Civic Literacy.

Sample Learning Activities/Resources

Student-centered questions: ¿Cuáles experiencias has tenido con el arte que reflejan el patriotismo? ¿Conoces algunas obras de arte del mundo hispanohablante que reflejan este patriotismo?

Class discussion about a special place in the student’s country that is important to each student and why, as well as how he or she would feel if never again able to visit there. [CR3a]

Students discuss the meaning and feelings about the concept of patria. [CR3a]

Students read Versos Sencillos, Martí [CR4b] (can also be accessed at Albalearning.com to focus on interpretive listening) and cite the importance of this literary product in showing the perspective of José Martí and his contemporaries. They answer the question, ¿Cómo refleja la belleza en la literature el perspectivo propio, especialmente en el caso del patriotismo?

Students research internet sites (including articles, videos, interviews) about Cubans who left their homeland to seek a better life and discuss with classmates the pros and cons of their decisions. [CR3a], [CR4a] & [CR4b]

They follow this by listening to Mi Tierra by Gloria Estefan and discuss the similarities and differences in writing to those of Guantanamera by Celia Cruz. [CR4a] & [CR5b]

Students prepare a VoiceThread presentation on one of the songs as compared to an American song that they find patriotic in some way. They compare and contrast how each product reflects patriotism and the imagery used. [CR5a], [CR7] & [CR8]

They read excerpts from Soñar en cubano by Cristina García and compare the way the three generations view Cuba and why. [CR2c] & [CR4b]

Students compare cultural products in art that also reflect patriotism and discuss the different perceptions of beauty in each. [CR7] Possible examples: Washington Crossing the Delaware, Diego Rivera’s Sueño de una tarde dominical en la alameda central, Goya’s Dos de mayo and Tres de mayo. [CR8]

Students participate in a student-led class discussion focusing on patriotism and current events. [CR3a]

Assessments:

Spoken Interpersonal Communication:

Students interview a Spanish speaker who left another country to move to the U.S., using questions developed by the students under the guidance of the teacher. Topics may include the decision to move, difficulties and assimilation, preservation of cultural roots, family issues, and the like. This interview is conducted in Spanish and may be done with someone in their family, their community, or via Skype if needed. [CR3a]

Written Interpersonal Communication:

In this assessment, students write an email to another student about their interviews. Both emails should include questions searching for more information and understanding. [CR3b]

Spoken Presentational Communication:

Students present a cultural comparison based on the songs from Estefan/Cruz and a “patriotic” American singer. They focus on the question, ¿Qué opinión tiene la gente en tu comunidad sobre la conexión entre el arte y el patriotismo? [CR5a]

Unit 3: La mexicanidad pasada y presente

Theme: [CR6e] & [CR6c]

Las familias y las comunidades La vida contemporánea

Contexts: Las tradiciones y los valores/ La estructura de la familia/ La ciudadanía global/ La geografía humana/ Las relaciones personales/ Las tradiciones y los valores sociales

Essential Questions:

21st Century themes: Global awareness, Critical thinking, Communication Collaboration, Creativity, Information, Media and technology Skills, Life and Career skills.

Sample Learning Activities/Resources:

Student-centered questions about students’ knowledge of historical events in their own society and how they have affected community and family traditions and values, helping to define contemporary society: ¿Por qué tuvo lugar la revolución americana? ¿Cómo era la vida de las familias antes de esa revolución? ¿Cuáles son unas prácticas y/o algunos productos de esa guerra en la vida contemporánea?

Class discussion about important events of the Mexican Revolution (pre- and post- as well).

Students read México excerpt from Nuevas Vistas Curso Dos text and discuss the role of traditions and values in contemporary Mexican society. [CR3a] & [CR4a]

Students examine Diego Rivera’s art reflecting Mexico’s history and discuss Rivera’s philosophy in painting them as a record of Mexican society. [CR3a] & [CR4a]

Interpretive listening: El Anillo del General Macías, Niggli. Discussion of how war affects families, human emotions, and quality of life. [CR4a]

Students make comparisons to other Hispanic cultures or their own, found in literature or art, that show similar influences of war.

Students read excerpt from Máscaras mexicanas, Paz. Discuss why Paz chose this title. [CR2c] & [CR4b]

Students discuss and analyze the following stanza by Alfonso Reyes and explain how it applies to communities of the world:

Y es tanta la tiranía de esta disimulación que aunque de rarosanhelos se me hincha el corazón, tengo miradas de reto y voz de resignación. [CR4b]

Students present about current events and use the content of the presentations in a discussion about Mexico asking, ¿Cómo contribuyen los individuos hoy en día al bienestar de las familias y comunidades mexicanas? [CR5a]

Assessments:

Written and Print Interpretive Communication:

Students formulate short answer written responses to El Anillo del General Macías focusing on cause and effect questions. Students consider the following essential question as they formulate their responses:

¿Cómo definen los individuos y las sociedades su propia calidad de vida? [CR2c] & [CR4b]

Spoken Presentational Communication:

After reading Máscaras mexicanas and exploring Mexico’s pre and post revolution history, students compare México’s past and that of another Hispanic culture (or our own), citing similar past or current challenges as they consider and respond to the essential questions: ¿Cómo contribuyen los acontecimientos e individuos históricos al bienestar de las comunidades? ¿Cómo cambian los papeles que asumen las comunidades y las familias como resultado de los acontecimientos históricos? ¿Cómo influyen los productos culturales, las prácticas y las perspectivas de la gente en la vida contemporánea? [CR5a]

Spoken Interpersonal Communication:

Students consider the essential question, ¿Cómo influyen los productos culturales, las prácticas y las perspectivas de la gente en la vida contemporánea?

Students discuss the question citing evidence from the unit as they comment, ask questions, draw conclusions, make predictions, and the like. [CR3a] & [CR7]

Unit 4: La vida en un mundo de tecnología Theme: [CR6b]

La ciencia y la tecnología

Contexts: El acceso a la tecnología/ Los efectos de la tecnología en el individuo y en la sociedad/ El cuidado de la salud y la medicina/ Las innovaciones tecnológicas/ La ciencia y la ética

Essential Questions:

21st Century themes: Global awareness, Critical thinking, Communication Collaboration, Creativity, Information, Media and technology Skills, Life and Career skills, Health Literacy.

Sample Learning Activities/Resources:

Student-centered questions:

¿Qué aparatos tecnológicos empleas todos los días? ¿Si tuvieras que escoger sólo un útil tecnológico y rendir todos los otros, cuál sería y por qué lo escogerías? ¿Cómo afectaría esta decisión tu vida y qué desafíos tendrías sin los otros aparatos tecnológicos?

Class discussion of the most important technological tool that is part of the students’ lives or that of family members. [CR3a]

Students read the latest news in technological advancement at NCYT: http://noticiasdelaciencia.com

Assign students articles and Podcasts by topics (ciencia, tecnología, medio ambiente, salud, psicología) and share their learning with the class in short oral presentations with a visual stimulus and VoiceThread. [CR2b] & [CR5a]

Students listen to and read news about stem cell research and come prepared for a class debate on the pros and cons of stem cell research. They bring evidence from www.bionetonline.org/castellano/content/scintro.htm and www.rtve.es/noticias/celulas-madre/ or other sources to back up their opinion. [CR2b]

Assessments:

Integrated Assessment: Step One: Audio, Visual, and Audiovisual Interpretive Communication

Written and Print Interpretive Communication: Students research a health, educational, emergency, or societal issue or tool that has been improved by technology. They plan a presentation of their findings by considering the essential questions and comparing how the issue or tool has changed life compared to 25 years ago. Students must include graphs, tables, statistics, etc. as visuals for the class. In planning their presentations, students address: ¿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? [CR4a] & [CR4b]

Step Two: Spoken Presentational Communication, Written Presentational Communication, Spoken Interpersonal Communication: Students present findings to the class through a multimedia presentation using Prezi or other tool. Students take notes on an advanced organizer to be used in step three. Peers ask student presenters questions for clarification or where information for the organizer is missing. [CR3a] & [CR5a]

Step Three: Written Interpersonal Communication: Students choose the two scientific and/or technological advancements presented that they believe are the most important and explain why in a class Blog or journal. They must read previous entries first, react to them, and add their choices with rationale as they consider these 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? [CR3b]

Unit 5: El futuro de nuestro mundo Theme: [CR6a]

Los desafíos mundiales

Contexts: Los temas económicos/ Los temas del medio ambiente/ El bienestar social/ La conciencia social

Essential Questions:

• ¿Cuáles son los desafíos económicos y medioambientales de Latinoamérica que presentan desafíos mundiales? ¿Cuáles son los orígenes de esos desafíos? • ¿Cuáles son algunas posibles soluciones a esos desafíos?

21st Century themes: Global awareness, Critical thinking, Communication Collaboration, Creativity, Information, Media and technology Skills, Life and Career skills, Health Literacy, Financial, Economic, Business and Entrepreneurial Literacy.

Sample Learning Activities/Resources:

Students research and bring in an article about a current environmental issue in a Spanish-speaking country that affects the world as a whole (show the diversity and importance of environmental issues in Latin America). [CR4b]

Students read El oro negro and discuss the current situation of Spanish-speaking countries’ nationalization of their oil and its global impact. [CR2c] & [CR3a]

Students read La fiesta del árbol, Mistral, and discuss the message in her essay with another student. [CR2c] & [CR3a]

Students listen to: Banco Mundial: enfoques exitosos en América Latina para proteger la biodiversidad at radio ONU: www.unmultimedia.org/radio/spanish/2012/10/banco- mundial-enfoques-exitosos-en-america-latina-para-proteger- la-biodiversidad/ [CR2a] They take notes on the state of the environment in the Latin American countries or zones presented and discuss their findings in class with other classmates, making comparisons among the environmental issues, efforts to protect biodiversity, and how it affects the entire world. [CR3a]

Students listen to songs from Maná’s CD Amazonía, and also to their song ¿Dónde jugarán los niños? [CR2a] Students write their reactions to the messages of the songs in a blog, and then they respond to at least one classmates’ responses, asking more questions and requesting clarification, if needed. [CR3b]

Students research other Hispanic celebrities who contribute to initiatives for the protection of the Earth. In class discussion is held comparing these celebrities to those of the U.S. and their social conscience and influence in working toward saving our planet. [CR8]

Assessments:

Audio, Visual, and Audiovisual Interpretive and Written and Print Interpretive Communication Spoken Presentational: Students read, listen to, and interpret various authentic texts about the environment, then present them to the class as a formative assessment. [CR4a], [CR4b] & [CR5a]

Spoken Interpersonal Communication:

Students participate in a Socratic discussion about environmental issues. Each student must formulate three well-thought questions that prompt peers to evaluate, predict, and propose solutions to current environmental issues, which may or may not also be tied to economic concerns. Students respond to each other’s questions. This is a student- led discussion. The teacher evaluates students and gives constructive feedback. [CR3a]

Written Presentation Communication:

Using AP Exam format based on authentic readings and audio dealing with three different cultures of the Spanish-speaking world (not already used during the unit), students will interpret and synthesize information about the environment, then present in writing an analysis presenting a cultural and grammatical comparison in which they address the essential questions:

¿Cuáles son los desafíos económicos y medioambientales de Latinoamérica que presentan desafíos mundiales? ¿Cuáles son los orígenes de esos desafíos? ¿Cuáles son algunas posibles soluciones a esos desafíos? [CR5b] & [CR8]

BOE approved 9/10/14