advanced placement spanish language and culture course ...€¦ · 10, 17" cr6b the course...

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Advanced Placement Spanish Language and Culture Course Syllabus, 2013

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Curricular Requirements Page(s)

CR1 The teacher uses the target language almost exclusively in class and encourages students to do likewise.

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CR2a Instructional materials include a variety of authentic audio and video recordings. 7, 9, 11, 12, 16, 18, 19

CR2b Instructional materials include a variety of authentic nonliterary texts such as newspaper and magazine articles.

6, 7, 9, 10, 11, 12, 15, 16,19

CR2c Instructional materials include a variety of authentic literary texts. 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20

CR3a 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

6, 8, 11, 13, 15, 18

CR3b 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.

6, 9, 11, 13, 16, 18

CR4a 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.

7, 9, 11, 14, 16, 18

CR4b 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.

6, 7, 9, 11, 13, 14, 15, 16, 18

CR5a The course provides opportunities for students to demonstrate their proficiency in Spoken Presentational Communication in the Intermediate to Pre-Advanced range.

7, 9, 12, 14, 16, 18

CR5b The course provides opportunities for students to demonstrate their proficiency in Written Presentational Communication in the Intermediate to Pre-Advanced range.

6, 9, 11, 14, 16, 19

CR6a The course explicitly addresses the Global Challenges theme. 10, 17

CR6b The course explicitly addresses the Science and Technology theme. 10, 17

CR6c The course explicitly addresses the Contemporary Life theme. 2, 3, 6, 8, 10, 12, 15, 17

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CR6d The course explicitly addresses the Personal and Public Identities theme. 8, 13, 15

CR6e The course explicitly addresses the Families and Communities theme. 8, 15

CR6f The course explicitly addresses the Beauty and Aesthetics theme. 12

CR7 The course provides opportunities for students to demonstrate an understanding of the products, practices, and perspectives of the target cultures.

7, 9, 11, 13, 14, 16, 18, 19

CR8 The course provides opportunities for students to make comparisons between and within languages and cultures.

8, 9, 11, 12, 14, 19

CR9 The course prepares students to use the target language in real-life settings. 9, 3, 6, 8, 9, 11, 13, 15, 18

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Course overview: The AP Spanish Language and Culture course is a rigorous course taught exclusively in Spanish [CR1] that requires students to improve their

proficiency across the three modes of communication. The course focuses on the integration of authentic resources with the goal of providing a vibrant, diverse learning experience. Students communicate using expressive, advanced vocabulary and linguistic structures as they build proficiency in all modes of communication toward the pre-advanced level. Students have the opportunity to take the AP Exam in May.

Organization: Two Major Components: 1. Content Structure: Themes/Temas (6, vocabulary) 2. Primary Learning Objectives Areas (6, performance) I. Content Structure: Themes/Temas:

■ Global Challenges/Los desafíos mundiales ■ Science and technology/La ciencia y la tecnología ■ Contemporary Life/La vida contemporánea ■ Personal and Public Identities/Las identidades personales y públicas ■ Families and Communities/Las familias y las comunidades ■ Beauty and Aesthetics/La belleza y la estética

II. Primary Learning Objectives:

The AP Spanish Language and Culture Curriculum Framework presents six primary learning objectives areas within the three modes of communication described by the Standards for Foreign Language Learning in the 21st Century: Interpersonal, Interpretive, and Presentational. These six primary learning objective areas identify what students should know and be able to do across the three modes.

Six Primary Learning Objective Areas:

■ Spoken Interpersonal Communication (Conversational activities) ■ Written Interpersonal Communication (Readings of an email, text message, letter, etc.) ■ Audio, Visual, and Audiovisual Interpretive Communication (Podcast, graphics, charts, YouTube, video, etc.) ■ Written and Print Interpretive Communication (Readings of an essay, article, story, play, newspaper articles, etc.) ■ Spoken Presentational Communication (Speech, formal presentation to group of any size) ■ Written Presentational Communication (Essay, persuasive essay, personal narrative, multimedia presentation, etc.)

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Real-Life Language and Culture: Within the AP Spanish course we will utilize material produced by native speakers for a native-speaking audience that reflect the linguistic and cultural diversity of native speakers. Authentic materials will allow students to develop their proficiency expectations to those of an intermediate college-level course.

Through authentic materials students will be able to: ● Identify the theme and purpose of the material as well as the point of view of the writer or speaker; ● Identify main ideas and some supporting details in the material; ● Demonstrate understanding of cultural products, practices, and perspectives in the material; ● Use contextual clues to deduce the meaning of unfamiliar words; ● Make inferences of implied meanings and draw conclusions; ● Connect the content of the message to existing knowledge.

Student Evaluation: Grading Philosophy: The grading categories below, weighted 12% each, reflect the primary learning objectives of the course and ultimately the Advanced Placement exam components as designed by the College Board. Throughout the course, various assessments will be graded and placed in the corresponding categories. By doing so, the student and teacher can easily track the student’s progress as he or she develops their skills in a particular area. This will provide valuable information as to the strengths and weaknesses of the student’s abilities and allow for a plan for improvement. The “Grammar Structures” category, weighted 8%, will hold students accountable for the conjugating, spelling, and conceptual use of various Spanish Language constructions that ultimately will be used in the other aforementioned categories. Trimester A and B will both conclude with a holistic exam, valued 20 percent each, in which the student will use all of the skills the student has practiced at that point in the course. Students can expect two summative assessments per unit valued at 100 points a piece stemming from one of the six primary learning objective areas (see above). Additionally students can expect four formally graded formative assessments valued at 10 points each stemming from the same summative assessment categories. These assessments are crucial to tracking student progress and receiving necessary feedback for improvement prior to higher point-valued summative assessments. .

Assessment Categories: ■ Spoken Interpersonal Communication - 12% ■ Written Interpersonal Communication - 12% ■ Audio, Visual, and Audiovisual Interpretive Communication - 12% ■ Written and Print Interpretive Communication - 12% ■ Spoken Presentational Communication - 12% ■ Written Presentational Communication - 12% ■ Grammar Structures - 8% ■ Midterm Exam (trimester A)/ Final Exam (trimester B) - 20%

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Course Plan Unidad 1: Mi personalidad y el futuro

Los temas: ● La vida contemporánea [CR6c]

Los contextos: ● La educación ● La trayectoria ● La personalidad

Duración: 2-3 Semanas

Las preguntas esenciales: ♦ ¿Cómo afecta la educación a la vida de una persona? ♦ ¿Qué impacto tiene la personalidad en las decisiones que toma un individuo?

Learning Objectives Instructional Resources Instructional Activities and Evaluations

Interpersonal Spoken Communication

Instructional activity: ● Students will present (in some format) their LinkedIn

Poster project to the class or in small groups and field questions. [CR3a] [CR9]

Written and Print Interpretive Communication

http://orientacion.educaweb.com/es/presentacion

Instructional activity: ● El GR - Personality and Future Survey/Quiz

[CR2b][CR4b]

Written Interpersonal Communication

Instructional activity: ● Write a cover letter to accompany the LinkedIn project.

The letter will address their qualifications for a university or career. [CR3b] [CR9]

Written Presentational Communication

Summative assessment: ● LinkedIn Poster Project [CR5b]

Self Assessment: ● Students read article about Mexican jobs. After reading,

students write about which job they would choose, given

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the choice.

Audio, Visual, and Audiovisual Interpretive Communication

http://noticias.univision.com/noticiero-univision/videos/video/2013-02-20/la-proxima-semana-se-podria?refPath=/univision14 http://univision65.univision.com/videos/video/2012-11-12/sonadores-continuan-su-lucha-en

Instructional activity: ● Students will watch a video and read an article about The

Dreamers and complete a graphic organizer with the information they gather. [CR2a] [CR4a] [CR4b] [CR7]

Spoken Presentational Communication

Formative assessment: ● Students will present (in some format) their LinkedIn

Poster project to the class or in small groups. [CR5a]

Unit 1 Teaching Resources

Audiovisual ● http://noticias.univision.com/noticiero-univision/videos/video/2013-02-20/la-proxima-semana-se-podria?refPath=/univision14 [CR2a]

● http://univision65.univision.com/videos/video/2012-11-12/sonadores-continuan-su-lucha-en [CR2a][CR4a]

Visual ● http://vidayfamilia.univision.com/es-el-momento/fotos/slideshow/2012-11-08/las-universidades-mas-dificiles-de-ingresar-estados-unidos [CR2a][CR4a]

Escrito ● http://www.spanishclassonline.com/vocabulary/school3.htm (high school subjects) ● https://docs.google.com/a/ahapps.anoka.k12.mn.us/document/d/1CXTjxvf_uJRDpY51Fw3_p_L2sIJ

Z8WjJE6v0V8ns95E/edit (career titles) ● http://www.lingolex.com/wom-education.htm (general words and expressions for k-12 and university

education)http://www.informador.com.mx/economia/2010/252791/6/las-10-profesiones-mejor-pagadas-de-mexico.htm [CR2b]

● http://www.educaweb.com/contenidos/educativos/selectividad/nota-admision-parame tros-ponderacion/ [CR2b]

● http://www.observatoriuniversitari.org/es/2012/05/28/cuanto-paga-el-estudiante/ [CR2b] ● http://orientacion.educaweb.com/es/presentacion [CR2b]

Libros de texto ● Triángulo, cuarta edición

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○ p. 200: Personality Vocabulary ○ p. 151, 152: Subjects, degrees, verbal phrases

Herramientas tecnológicas de la clase

● Voicethread ● lingtlanguage.com ● Google Voice ● Flip Snack ● Weebly ● Moodle

Unidad 2:

La inmigración y el cuidado de los niños

Los temas: o Las familias y las comunidades [CR6e] o Las identidades personales u públicas [CR6d] o La vida contemporánea [CR6c]

Los contextos: o Los papeles familiares o La inmigración o El cuidado de los niños o Los costumbres y tradiciones

Duración: 4 semanas, 2 días

Las preguntas esenciales: ¿Cuáles son las diferencias entre las familias tradicionales y las familias modernas? ♦ ¿Qué problemas enfrentan las familias hispanas en relación a la pobreza? ♦ ¿Qué papel tiene la inmigración en los EEUU? ♦ ¿Cuáles son las diferencias y simituldes entre ‘la familia’ latinoamerica y ‘la familia’ estadounidense? Learning Objectives Instructional Resources Instructional Activities and Evaluations


Instructional activity: ● With pre-made index cards, students will share and discuss

how childcare was incorporated into their lives. Examples: Did both of your parents work when you were young? Is childcare valued as a work force in the United States? [CR3a] [CR9] [CR8]

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Cajas de carton, cuento de Francisco Jiménez

Instructional activity: ● Students will read the story and answer comprehension and

context questions about the story. As an extension of the story the students will write a letter to a friend describing their life as an immigrant. [CR2c] [CR4b] [CR7]


http://panorama.laverdad.es/sociedad/1751-los-inmigrantes-al-cuidado-de-los-ninos-y-enfermos-espanoles

Instructional activity: [CR2b] ● Students will read the article and write a brief personal

response. We will have a group discussion on the topic of “care” in Spain. After the students will write a email response to the editor stating opinions and comparisons. [CR3b][CR9] [CR7]


Summative assessment: ● Students work in pairs to create a comparison between two

Spanish-speaking countries. They will conduct their own research in the classroom. The essay will compare the two cultures on childcare practices and how immigration affects these practices. [CR5b] [CR7]


http://www.audiria.com/capitulos-detalle.php?id=806 (España) http://www.youtube.com/watch?v=tLj4YXKoMN4 (Ecuador) http://www.youtube.com/watch?v=9NmwxEa1b_Q (Costa Rica) http://vegadelguadalix.es/area-de-igualdad/conciliacion/datos-de-usos-del-tiempo-del-trabajo-domestico/

Instructional activity: ● Students will watch, listen, read and view all materials for

this exercise. They will then answer comprehension questions about each source. After we go over the questions as a group we will discuss the similarities and differences of the sources. [CR2a] [CR4b] [CR4a] [CR7]


Formative assessment: ● Prompt: ¿Cuáles son las diferencias entre el cuidado de los

niños en países hispanohablantes y de los EEUU? ¿Es una gran importancia en las dos culturas? Explica. [CR5a] [CR8] [CR7]

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Audiovisual http://www.youtube.com/watch?v=ukkD4s2O2Hw(anticipatory use) [CR2a ] http://www.youtube.com/watch?v=tLj4YXKoMN4 [CR2a] http://www.youtube.com/watch?v=9NmwxEa1b_Q [CR2a]

Audio http://www.audiria.com/capitulos-detalle.php?id=806 [CR2a]

Visual http://vegadelguadalix.es/area-de-igualdad/conciliacion/datos-de-usos-del-tiempo-del-trabajo-domestico/ (tablas)

Escrito http://vegadelguadalix.es/area-de-igualdad/conciliacion/datos-de-usos-del-tiempo-del-trabajo-domestico/ (artículo) [CR2b]

http://tradicionesmexicanas.blogspot.com/ [CR2b] http://panorama.laverdad.es/sociedad/1751-los-inmigrantes-al-cuidado-de-los-ninos-y-enfermos-

espanoles [CR2b]

Libros de texto Triángulo, cuarta edición o Capítulo 1, El hogar o Capítulo 7, El prójimo

Abriendo paso lectura o Capítulo 5, Cajas de cartón [CR2c] o Capítulo 8, No Oyes ladrar los perros [CR2c] o Capítulo 16, Adolescencia [CR2c]


VoiceThread lingtlanguage.com GoogleVoice Flipsnack Weebly Moodle

Unidad 3: Los temas: Duración:

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El agua dulce: cada gota cuenta

o Los desafíos mundiales [CR6a] o La ciencia y tecnología [CR6b] o La vida contemporánea [CR6c]

Los contextos:

o El agua en mi comunidad y el mundo o El cambio climático y los fenómenos

meteorológicos o Los usos de la ciencia y la tecnología en resolver los desafíos

mundiales o El aceso a la educación y la tecnología

4 semanas, 2 días

Las preguntas esenciales: ♦ ¿Cómo usamos el agua? ♦ ¿Qué problemas enfrenta el mundo en relación al agua? ♦ ¿Qué papel cumplen la tecnología y la ciencia en resolver los asuntos ambientales? ♦ ¿Cómo el acceso a la educación y la tecnología afecta el bienestar de la sociedad? Learning Objectives Instructional Resources Instructional Activities and Evaluations


http://www.consumodeagua.com Instructional activity ● After completing the survey, students converse, comparing

and contrasting how they use water with that of their partner, also offering each other advice as to how to reduce consumption. [CR2b][CR3a] [CR9]


La abeja haragana, cuento de Horacio Quiroga

Instructional activity ● Students read the story of Quiroga, La abeja haragana.

After, they answer questions modeled after the type of questions on the AP test. Extension: Students write a paragraph in which they explain the morale of the story. Answer: Is this story similar to a story from your childhood? [CR2c] [CR4b] [CR7]


http://brenda-agua.blogspot.com/2013/03/cuidemos

Formative assessment ● After reading the the blog by Brenda Jimenez, students will

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-el-agua.html#comment-form write an email to Brenda in response to her blog using information that are most useful and interesting while explaining what they can do in the future according to what they read. [CR2b] [CR3b] [CR9] [CR7]


Summative Assessment ● The class works together and with Weebly to create a

publication to inform the readers about water: the sources and uses and the necessity for conservation. Each student chooses a region of the Americas or of Spain. [CR5b]


http://cervantestv.es/2012/11/21/reservas-de-agua/

Formative Assessment ● The students watch minutes 7:00-15:59 of Reservas de

agua. While watching, they take notes. After watching, students write a comparison of the customs of water use in Mexico and in their own homes in the US. [CR2a] [CR4b][CR4a] [CR7] [CR8]


Summative Assessment ● Students individually prepare a public service

announcement about the impending water crisis, outlining the the interconnectedness of the water cycle, its fragility, the threats it faces, and how people’s uses of water will impact the availability. They suggestions to use less. They have 2 minutes to record the message and may only have a graphic organizer with a limited number of key words. [CR5a] [CR8]


Audiovisual ▪ http://www.youtube.com/watch?v=QhRT7NTbZFE (anticipatory use) [CR2a] ▪ http://www.youtube.com/watch?v=FV66tJcWtto (anticipatory use) [CR2a] ▪ http://cervantestv.es/2012/11/07/gestion-sostenible-del-agua/ [CR2a] ▪ http://cervantestv.es/2011/11/15/cuando-se-elevan-los-oceanos/ [CR2a] ▪ http://cervantestv.es/2012/12/07/agua-y-vida/ [CR2a] ▪ http://cervantestv.es/2012/09/07/gestion-correcta-del-agua/ [CR2a]

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▪ http://cervantestv.es/2012/11/21/reservas-de-agua/ [CR2a]

Escrito ▪ http://www.monografias.com/trabajos93/uso-y-manejo-inadecuado-del-agua-vida-diaria/uso-y-manejo-inadecuado-del-agua-vida-diaria.shtml [CR2b]

▪ http://brenda-agua.blogspot.com/2013/03/cuidemos-el-agua.html#comment-form [CR2b]

Libros de texto ▪ Triángulo, cuarta edición o Capítulo 3, El medio ambiente o Capítulo 7, La educación

▪ Abriendo paso lectura o Capítulo 3, Un oso y un amor [CR2c]


▪ VoiceThread ▪ lingtlanguage.com ▪ GoogleVoice ▪ Flipsnack ▪ Weebly ▪ Moodle

Unidad 4: La belleza y el arte

Los temas: ● La belleza y estética [CR6f] ● Las identidades personales y públicas [CR6d]

Los contextos: ● El arte visual ● El teatro ● El cine ● La clase social y clasismo

Duración: 3 Semanas

Las preguntas esenciales: ¿El arte, el teatro y el cine tienen un mensaje o solamente son para divertirse? ♦ ¿Existe el clasismo en el mundo hispano? ♦ ¿Existe el clasismo en los EE.UU.? Si el clasismo existe en una sociedad, ¿qué hace la gente para cambiar la práctica?

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Instructional activity: ● To open the unit: After a brief discussion on classism,

students debate informally: Does classism exist in the United States? They must defend their opinions with examples from real life. [CR3a] [CR9]


El delantal blanco, Abriendo paso, p. 359

Instructional activity: ● Students will read the play and complete accompanying

activities from the text. [CR2c] [CR4b] [CR7]


Paintings from Botero and Diego Rivera

Formative assessment: ● Using computers, students will view a series of works from

both Rivera and Botero. Students will then respond to an initial question posted on a class blog, and will continue to respond to a minimum of 5 questions/comments coming from their classmates. [CR3b] [CR9] [CR7]


Summative assessment: ● Students will compare and contrast the works of Diego

Rivera and Fernando Botero through the lens of message and/or art for enjoyment. Students should be presented with the first essential question as a guide for their written work. [CR5b] [CR7]


“Machuca”, 2004 Chilean film written and directed by Andrés Wood

Instructional activity: ● Students respond to comprehension questions about the

movie. [CR4b] [CR4a] [CR7]

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Summative assessment: ● Students present a 2 minute persuasive speech that will

answer one or more of the unit’s essential questions. Students must cite the resources presented in the unit in their persuasive spoken argument. [CR5a] [CR8] [CR7]


Audiovisual ● Machuca (una película chilena) 2004 Chilean film written and directed by Andrés Wood

Visual ● Works of art by Fernando Botero ● Works of art by Diego Rivera

Libros de texto Abriendo Paso, Lectura ● Capítulo 24: Fernando Botero, El espejo convexo [CR2c] ● Capítulo 27: El delantal blanco [CR2c]

Tríangulo ● Capítulo 5, El ocio

Unidad 5: La familia, los costumbres

Los temas: o Las familias y las comunidades [CR6e] o Las identidades personales u públicas [CR6d] o La vida contemporánea [CR6c]

Los contextos: o Las celebraciones o La familia o Las comunidades o Los costumbres y las tradiciones o La religion y la historia


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Las preguntas esenciales: ¿Qué significa ‘los costumbres y las tradiciones’? ♦ ¿Cuáles son las diferencias entre las tradiciones de latinoamérica y España? ♦ ¿Cuál papel tiene la familia en las tradiciones de EEUU y las de países hispanohablantes? Learning Objectives Instructional Resources Instructional Activities and Evaluations


Instructional activity: ● With a review on extended family and physical and

characteristic traits vocabulary, students will discuss and share with one another what their family is like. [CR3a]

● In groups of three they will ask and answer questions on pre-made index cards about their family and a family gathering/tradition in the past. Through this activity students will review preterite, imperfect and present perfect tenses. [CR3a] [CR9]


La fiesta de San Fermín por Carmen Roman

Instructional activity: ● Students will read the article and answer comprehension

and context questions about the article. As an extension of the article, the students will create a vocabulary list of new keywords from the article. Using the key words they will write a paragraph in their own words summarizing the article. [CR2b] [CR2c] [CR4b]


La fiesta de San Fermín por Carmen Roman http://www.ver-taal.com/cultura_20080704_sanfermines.htm

Formative assessment: ● “Una carta a mis padres” - Students will write a letter

imagining they attended La fiesta de San Fermín explaining to them what happened at the festival. They will explain what they liked and did not like and compare it to a previous experience they have had. They will persuade their parents to attend or not attend the following year with them based on their experiences. [CR2c] [CR3b] [CR9] [CR7]


http://tradicionesmexicanas.blogspot.com/

Summative Assessment: ● Students will read about all of the major traditions of Mexico

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from the blog and choose 2 to write about. They will share the interesting components that they have found and compare these two traditions to similar traditions that they have in their heritage and families. [CR2b] [CR5b] [CR7]


https://www.youtube.com/watch?v=asOd3b0u45w (video – historia con fotogrfías) http://latomatina.info/en/ (información) http://www.fluencyprof.com/la-tomatina-comic.html (actividad) http://www.bbc.co.uk/mundo/cultura_sociedad/2010/ 08/100825_galeria_tomatina_2010_rg.shtml

Instructional activity: ● After looking through the sources of La Tomatina the

students will answer a few comprehension and discussion questions. After the students will write a story in the comic in groups of 2 from fluencyproof.com and share as a large group at the end of the class period. [CR2a] [CR4b][CR4a] [CR7]


Formative assessment: ● Prompt: Elija una tradición de un país

hispanohablante. Explícala y compárala con una tradición tuya. ¿Cuáles son las diferencias y los similtudes ente las dos? [CR5a] [CR8] [CR7]

Unit 5 Instructional Resources

Audiovisual https://www.youtube.com/watch?v=asOd3b0u45w [CR2a] http://www.ver-taal.com/cultura_20080704_sanfermines.htm [CR2a]

Audio http://www.youtube.com/watch?v=exTAEXKsnJI (anticipated use) [CR2a]

Visual http://www.fluencyprof.com/la-tomatina-comic.html [CR2a] http://www.bbc.co.uk/mundo/cultura_sociedad/2010/08/100825_galeria_tomatina_2010_rg.shtml

[CR2a]

Escrito http://tradicionesmexicanas.blogspot.com/ [CR2b] http://www.bbc.co.uk/mundo/ultimas_noticias/2013/07/130713_ultnot_sanfermines_heridos_yv.sh

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tml

Libros de texto Triángulo, cuarta edición o Capítulo 5, El Ocio

Abriendo paso lectura o Capítulo 23, La fiesta de San Fermín [CR2c] o Capítulo 25, La Tomatina [CR2c] o Capítulo 26, Los indios kunas [CR2c]


VoiceThread lingtlanguage.com GoogleVoice Flipsnack Weebly Moodle

Unidad 6: Los desafíos sociales y

políticos del mundo hispánico en el siglo XXI

Los temas: o Los desafíos mundiales [CR6a] o La ciencia y tecnología [CR6b] o La vida contemporánea [CR6c]

Los contextos:

o Los derechos humanos o El ético o La medicina y el seguro o La economía y la inmigración o El acceso a la educación y la tecnología


Las preguntas esenciales: ♦ ¿Cuáles son los desafíos sociales y políticos del mundo hispánico que presentan desafíos mundiales? ♦ ¿Cuáles son los orígenes de esos desafíos? ♦ ¿Cuáles son algunas posibles soluciones a esos desafíos? ♦ ¿Cómo se comparan los desafíos y las posibles soluciones con los de los EE.UU.?

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http://cervantestv.es/2012/12/10/derechos-humanos/

Instructional Activity ● While watching the Cervantes tv presentation students

take notes. After, they participate in an informal debate about the most and least crucial issues presented. [CR2a] [CR3a] [CR9]


Nosotros, no Instructional Activity ● After reading the story, Nosotros, no, students answer AP-

modeled comprehension questions. Writing extension: write 3 paragraphs - if you could live forever after taking an injection, would you take it? Why or why not? Interpersonal speaking extension: debate [CR2c] [CR4b]


http://www.notesinspanish.com/2007/09/28/advanced-spanish-podcast-80-el-sistema-educativo/

Formative Assessment ● While watching, students take notes. After, they write a

comparison of the Spanish educational system and the educational system in the United States. [CR2a] [CR4b][CR4a] [CR7]


Fuentes escritas variadas de más abajo

Instructional Activity ● Using the blog section on Moodle and a question written

by the teacher, the students share reactions and opinions of various readings. This blog will last the whole unit. [CR3b] [CR9]


Summative Assessment ● Students select a social or political challenge that face the

latino world as a topic and conduct significant research. After preparing a research paper where several perspectives of the issue are explored, students present an oral presentation to a group where the issues and possible solutions are explored. The presentation must solicit vigorous debate on the part of the audience. [CR7]


Summative Assessment ● Students select a social or political challenge that face the

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latino world as a topic and conduct significant research and write a 4 page paper in which they answer the essential question: How does the challenge and possible solution(s) compare with those of the United States? After preparing a research paper where several perspectives of the issue are explored, students present an oral presentation to a group where the issues and possible solutions are explored. The presentation must solicit vigorous debate on the part of the audience. [CR5a] [CR5b] [CR8] [CR7]

Unit 6 Instructional Resources

Audiovisual ▪ http://cervantestv.es/2012/12/10/derechos-humanos/ [CR2a] ▪ http://www.bbc.co.uk/mundo/ciencia_tecnologia/2010/01/100125_video_finlandia_internet_np.shtml

[CR2a]

Audio ▪ http://archivo.masvoces.org/2007/200705094.mp3 (los efectos de la globalización en las economias del mundo) [CR2a]

● “Intermediate Spanish Podcast 28: Comida rápida” [CR2a] ● http://www.notesinspanish.com/2008/03/13/advanced-spanish-podcast-91-el-movil/ (las ventajas y

desventajas y los usos) [CR2a] ▪ http://www.notesinspanish.com/2007/09/07/advanced-podcast-77-la-muerte-de-la-siesta/ [CR2a] ▪ http://www.notesinspanish.com/2008/02/27/intermediate-spanish-podcast-46-la-nueva-inmigracion/

[CR2a] ▪ http://www.notesinspanish.com/2007/09/28/advanced-spanish-podcast-80-el-sistema-educativo/

[CR2a] ▪ http://www.rtve.es/alacarta/audios/alimento-y-salud/alimento-salud-aumento-obesidad-espana-18-

02-12/1327207/ [CR2a]

Escrito ▪ http://www.informador.com.mx/economia/2010/252791/6/las-10-profesiones-mejor-pagadas-de-mexico.htm [CR2b]

▪ http://sociedad.elpais.com/sociedad/2013/04/06/actualidad/1365206859_484782.html (la obesidad se triplicará) [CR2b]

▪ http://www.bbc.co.uk/mundo/noticias/2012/05/120504_tecnologia_basura_electronica_china_il.sht

21

ml [CR2b] ▪ http://www.bbc.co.uk/mundo/ciencia_tecnologia/2010/02/100216_2233_economia_america_latina_

celulares_barcelona_jaw.shtml [CR2b] ▪ http://www.bbc.co.uk/mundo/noticias/2013/07/130712_nanotubos_carbono_mexico_finde_am.shtm

l [CR2b] ▪ http://www.bbc.co.uk/mundo/noticias/2013/07/130720_guatemala_ninos_seis_libras_de_peso_des

nutricion_infantil_hambruna_an.shtml [CR2b] ▪ http://www.bbc.co.uk/mundo/ultimas_noticias/2013/07/130729_ultnot_aumenta_pobreza_en_mexic

o_an.shtml [CR2b] ▪ http://www.bbc.co.uk/mundo/ultimas_noticias/2011/07/110729_ultnot_mexico_pobreza_informe_fp.

shtml [CR2b] ▪ http://www.bbc.co.uk/mundo/ultimas_noticias/2013/07/130711_ultnot_violencia_guatemala_vp.sht

ml [CR2b] ▪ http://www.bbc.co.uk/mundo/noticias/2013/07/130724_escribir_futuro_tecnologia_finde.shtml

[CR2b] ▪ http://www.bbc.co.uk/mundo/ultimas_noticias/2013/07/130719_ultnot_celulas_japon_mr.shtml

[CR2b] ▪ http://www.bbc.co.uk/mundo/noticias/2013/07/130722_salud_ceguera_celulas_madre_gtg.shtml

[CR2b] ▪ http://www.bbc.co.uk/mundo/noticias/2013/07/130711_argentina_gaseosas_vs.shtml [CR2b] ▪ http://www.bbc.co.uk/mundo/noticias/2011/03/110321_argentina_mate_coca_cola_vh.shtml

[CR2b] ▪ http://www.bbc.co.uk/mundo/noticias/2013/07/130711_salud_vejez_90_anos_mente_gtg.shtml

[CR2b] ▪ http://www.bbc.co.uk/mundo/noticias/2013/07/130709_mexico_mas_obeso_que_eeuu_no_jcps.sht

ml [CR2b] ▪ http://www.jornada.unam.mx/2011/06/16/sociedad/045n2soc [CR2b]

Libros de texto ▪ Triángulo, cuarta edición o Capítulo 2: Salud o Capítulo 8, El comercio

▪ Abriendo paso lectura o Capítulo 7: Nosotros, no [CR2c]


▪ VoiceThread ▪ lingtlanguage.com ▪ GoogleVoice

22

▪ Flipsnack ▪ Weebly ▪ Moodle

Course Text Bibliography Couch, James H. and Rebecca D. McCann. Una Vez Más 2nd ed. New York: Longman Publishing, 1993. Díaz, José M. and Stephen Collins. Abriendo paso: Lectura (and ancillaries). Needham, Massachusetts: Peasron/Prentice Hall, 2005. Díaz, José M, Margarita Leicher-Prieto and Gilda Nissenberg. AP Spanish: Preparing for the Language Examination. 3rd ed. White Plains, New

York: Prentice Hall, 2007. Gatski, Barbara and John McMullan. Tríangulo, 4th ed. Sándwich, Massachusetts: Wayside Publishing, 2006.

advanced placement spanish language and culture course ...€¦ · 10, 17" cr6b the course...

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