Advanced Placement Spanish Language and Culture Syllabus
OVERVIEW
The 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 CONTEXT
This 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 ; RubioMaroto, Angel. Independent School Press. 1982.
COURSE ORGANIZATION
This 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 midterm
c. 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)
Preliminary Unit
Essential
Questions
¿ 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
Knowledge
Review of summer packet
Introduction 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
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 Communication
Students also will analyze the similarities and differences between products, practices and
perspectives of studied video as they present to their friends.
Spoken Interpersonal Communication
After 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 Communication
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 from each culture.
Unit 1
(4 weeks)
Las raíces en tierras diferentes
Theme
Las identidades personales y públicas
La vida cotidiana
Los desafíos mundiales
Contexts:
Enajenación y la asimilación
Héroes y personajes históricos
Creencias personales
Los intereses personales
Los estilos de vida
La conciencia social
Essential
Questions
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?
1. Think/Pair/Share activity: Students think about their family origin and the identity of their
Introduction to
families.
the Unit/ Active
Prior Personal
2. Students ask a few questions to the social studies department about legal, illegal status,
or
dream act, American dream (in order to have background information)
Interdisciplinary
Knowledge
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 Communication
1. 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 Communication
1. 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 Communication
1. 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 Communication
1. 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_generaci
on_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-identificancomo-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 Communication
1. 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_music
a_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 Communication
1. 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)
La tecnología como extensión artificial de la sociedad humana
Theme(s)
La ciencia y la tecnología
Vida contemporánea
Contexts
Los efectos de la tecnología en el individuo y en la sociedad
Ciencia y ética
El acceso a la tecnología
La educación
Essential
Questions
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
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.
or
Interdisciplinary
Knowledge
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
Spoken Interpersonal Communication
1. Socratic circle to discuss and reflect on the following questions (students will add
Learning
additional questions to the conversations).
Objectives areas/
¿Conoces a alguien que no use la tecnología o a quien no le importe los avances
Sample
tecnológicos? Explica las circunstancias.
Learning
¿Cuáles han sido los avances tecnológicos en el campo de la medicina o educación?
Activities/
¿Cómo ha afectado la tecnología los resultados y los efectos de los desastres naturales en
resources
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 Communication
1. 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 Communication
1. 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 Communication
1. 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 Communication
1. 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 Communication
1. 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)
Derecho a vivir o morir con dignidad y libertad
Theme
Los desafios mundiales
Ciencia y tecnología
Contexts
El bienestar social
La conciencia social
La población y la demografía
Las innovaciones tecnológicas
Essential
Questions
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
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.
or
2. Students analyze a picture from a magazine advertising a cream. Students analyze the ad
and its messages.
Interdisciplinary
Knowledge
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
Spoken Interpersonal Communication
1. Students watch the video “Por Siempre joven” part II
Learning
http://www.youtube.com/watch?v=toPkMmncN3E&feature=relmfu Working in pairs,
Objectives areas/
students generate a list of different methods that people use to prolong youth. Then they
Sample
put them in order from most effective to least effective. They share out the rationale for
Learning
their order choices. Finally, students prepare a conversation with the clinic’s secretary
Activities/resour
about different treatments and prices. They prepare possible vocabulary in advance.
ces
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 Communication
1. 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 Communication
1. 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 Assessment
1. 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/temorenvejecer-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 Communication
1. 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 prereading, 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 Communication
1. 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)
Tradición y evolución, retos en las comunidades familiares
Theme
Las familias y las comunidades
Los desafíos mundiales
Context
Tradiciones y valores
La estructura de la familia
Las redes sociales
El bienestar social
La población
Essential
Questions
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
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?
or
Interdisciplinary
Knowledge
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/
1. Students will be asked to write the new words they learned “La familia”, “Las
grammar
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
Spoken Interpersonal Communication
1. Students organize their ideas around the following questions. Students share their opinions
Learning
in small groups and then students and teacher will have a debate.
Objectives areas/
La gente dice que es más fácil socializer en línea que en persona. ¿Es esto una ventaja o
Sample
una desventaja? ¿Qué forma crees tú que es mejor para un joven? Explica. ¿Has visto
Learning
alguna consecuencia de tus actividades en línea que te ayude a tomar tu posición? ¿Te
Activities/resour
siente incomodo(a) (awkward) cuando conoces a alguien en persona en comparación a
ces
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 Communication
1. 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 Communication
1. 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 Communication
1. 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 Communication
1. Students read the following article “Nueva estrucutra familiar crea dificultades “ by Sarah
2.
3.
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.
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.
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 Communication
1. 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)
Las mujeres visibles e invisibles
Theme
La vida contemporánea
Los desafíos mundiales
Context
Los estilos de vida
La educación y las carreras profesionales
Intereses personales
La población y la demografía
Los temas económicos
Essential
Questions
1.
¿Qué intereses personas y circunstancias hacen decidir a algunas personas a emigrar a
otro país y por qué?
¿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?
2.
5.
Introduction to
the Unit/ Active
Prior Personal
or
Interdisciplinary
Knowledge
Vocabulary/
grammar
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.
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
Spoken Interpersonal Communication
1. Based on their experience and histories from other friends, Students decide in small groups
Learning
and then in class on whether or not schools with just one gender are more beneficial for the
Objectives areas/
development of girls.
Sample
2. Students discuss pictures of missing girls “Desaparecidas: Perfil Físico similar, alertan by
Learning
El Universal” in the border of México and graphics with data about missing girls “Lejos
Activities/resour
de Casa” by Secretaría de Desarrollo Social del DF from México. Students will discuss
ces
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 Communication
1. 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 Communication
1. 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-desafiosde-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 Communication
1. 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 Communication
1. 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 Communication
1. 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
El arte como motor de la cultura y dimensión de la belleza
Theme
La belleza y la estética
Context
Arquitectura
Definición de belleza
Definición de creatividad
Essential
Questions
Introduction to
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?
the Unit/ Active
Prior Personal
or
Interdisciplinary
Knowledge
Vocabulary/
grammar
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
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
Spoken Interpersonal Communication
1. Students write a few ideas about the following question: ¿En qué aspectos de la vida
Learning
observamos la belleza? Students share their ideas with classmates. Students look for
Objectives areas/
friends with similar concepts of beauty in their lives and they expand the reasons behind.
Sample
2. Students practice an AP Spoken Interpersonal Communication activity from the textbook
Learning
related to the theme and the AP Test at the end of the unit.
Activities/resour
ces
Written Interpersonal Communication
1. 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 Communication
1. 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 Communication
1. 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 Communication
1. 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-19092285
from 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)
La preparación lingüística y cultural del examen: Resumen y organización de ideas
Theme
AP Test
Essential
Questions
1.
2.
¿Qué has aprendido en los últimos cinco años?
¿Cómo puedo aplicar lo que he aprendido para comunicar ideas sobre el lenguaje y la
cultura hispana/latina?
Vocabulary/
grammar
1.
2.
Students review specific vocabulary for connecting ideas. Students will review cultural
and linguistic expressions in order to create more sophisticated and elaborate ideas.
Students review basic subjunctive, past, future and present tenses.
1.
Primary
Learning
Objectives areas/ 2.
Sample
3.
Learning
Activities/resour
ces
Students practice tests for AP Spanish: Preparing for the Language and Culture
Examination by José Díaz (Pearson 2013)
Students review daily vocabulary by categories, relating it to practices, products and
perspectives of the Hispanic/Latino countries.
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
Examen o projecto final
Context
Students decision
Al least one of the six themes
Essential
Questions
Assessments
Questions will be generated by students and supervised by teacher
1.
2.
3.
Three to four weeks (June)
Students will summit an outline to the teacher for approval.
Individual or team research or community project, compositions and presentation
a. 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.