Alamo Heights High School
San Antonio, Texas
AP Spanish Language and Culture
Syllabus
Ann Mar
amar@ahisd.net
College Board Audited
SYLLABUS
Day 1 Page
21
AP Spanish Language and Culture
The AP Spanish Language and Culture course is designed to help students move from the intermediate
level towards the advanced level of proficiency in interpersonal, presentational and interpretive
communication modes in Spanish. Unit goals are stated in the form of Essential Questions relating to the
AP themes. These essential questions drive instruction; students are regularly assessed and receive
formative feedback to refine communication skills and develop deep understandings relating to the
essential questions. Course goals, assessments, and the student portfolio are organized in three areas:
Spoken Communication, Written Communication and Facilitating Skills.
Spoken Communication Skills
To develop Spoken Interpersonal Communication Skills, classroom interaction in Spanish includes total
class discussion, pair and small group conversations, round table presentations, role play situations and
dramatizations. Students occasionally interview Spanish speakers outside the classroom, and interact
with invited guests. In addition, students may volunteer to work with dual language elementary
students. Students and teacher make Spanish the sole language of communication in the classroom, and
reject the use of electronic translators when reading and writing in Spanish for the class. This
commitment is summarized in a “Palabra de honor” signed by teacher, student and parents at the
beginning of the year.
To develop Spoken Presentational Communication Skills, students make prepared presentations on
unit topics, share their experiences outside the classroom with classmates in short presentations, create
recordings such as news podcasts and cultural presentations for use in lower level Spanish classes.
To develop Audio, Visual and Audiovisual Interpretive Communication skills, students regularly listen
to news and information videos and audio reports, movie clips, documentary reports from a variety of
sources, including BBCMundo, Radio y Televisión Española, Radio Caracol, Univisión, and other sources.
They take notes, summarize content, analyze, express opinions and comments on these sources, using
the information gained to address the essential questions of each unit.
Written Communication Skills
To develop Written Interpersonal Communication skills, students participate in online discussion
boards, post blog entries, use Spanish in email communications with the teacher and, when appropriate,
with outside experts and sources in communications on our unit topics.
To develop Written Presentational Communication skills, students write summaries of news and
information articles, write papers on aspects of unit topics, create stories and narratives and write
persuasive essays.
To develop Written and Print Interpretive Communication skills, students read a variety of
informational and literary texts relating to the unit themes, as well as books of the students’ own
selection for independent reading.
Day 1 Page
22
Facilitating skills
To support students’ communication skills, the course includes instruction and practice in areas such as
reading strategies, use of logical connectors to express relationships between ideas, practice of specific
language functions, development of vocabulary through word-attack skills and vocabulary building,
grammar review and practice of problem areas causing patterns of error. In addition, the course
includes the study of specific knowledge about some interdisciplinary aspects of the geography, history,
arts, politics, and literature of the Spanish speaking world, providing background knowledge to support
comprehension. For example, students learn and are tested over their knowledge of the physical and
political geography and the history of Latin America. This is done to support students’ comprehension of
information from other disciplines in texts, to better understand target culture perspectives, as well as
to encourage students to apply knowledge across the curriculum.
Cultural awareness
The goal of the LOTE program is to build in students the ability to communicate across cultures. When
introducing topics for exploration, we begin with activities to raise students’ awareness of the related
products, practices and perspectives in their own culture, providing them with the foundation concepts
needed to recognize similarities and differences between their own culture and that of the target
culture communities.
Organization
The course is organized into thematic units. Each unit topic is viewed through the lens of two or more
AP Themes (see course organization, below). In each unit, all communicative modes are implemented;
particular emphasis is made on the communicative mode in the summative assessment. Unit activities
provide opportunities for formative assessment of developing skills; the teacher uses the information to
provide feedback to students and to adjust instruction to ensure student progress. Activities are
designed to allow for differentiation based on readiness, interest and learning style, accommodating a
variety of learners.
Resources
Alamo Heights High School classrooms are equipped with an internet connected computer and projector
to share internet sources with the total class. Students visit the Language Lab on a 9 day rotation, and
one on one laptop computing is scheduled in the classroom as needed. Students have access to
technology in the school library before and after school. In addition, the library is open at scheduled
time during the weekend. Notebook computers are available for long term loan to students with no
computer in the home. Each student has a copy of a state-adopted textbook for Spanish 4, currently
José Díaz’ Abriendo Paso Lectura y Abriendo Paso Gramática.
Day 1 Page
23
AP Spanish Language and Culture
COURSE OUTLINE
UNIT 1
La tecnología en la clase y en el mundo
Contemporary life
Science and Technology
Global Challenges
Essential Questions
• How can technology impact learning and social values
today?
• How does access/lack of access to technology impact
people in your own community and in the Spanishspeaking world?
• What environmental challenges result from the use of
technology?
Overview: Students reflect on and compare the impact of technology on their own lives and in the
Spanish speaking world. They peer-teach ways to use technology as a learning tool, and read and
listen to news about the challenges presented by e-trash, the digital divide, and access to technology.
The unit summative assessment is in the form of an email (real or simulated) to ESL students giving
advice and offering help in using technology for learning. Resources include web-based news and
information sites, as well as two short stories, Rosa by Angel Balzarino and Nosotros, no by José
Bernardo Adolph.
UNIT 2
Identidades hispanas … un enfoque
regional
Essential Questions
• How do diverse geographies, languages, ethnicities, and
cultures interact to form local, national, and regional
Personal and public identities
identities in the Spanish-speaking world, and in your own
Global challenges
country?
• How have these identities changed over time?
• What challenges and opportunities are presented by the
economic and demographic situations in different parts of
the Spanish speaking world?
Overview: Students create a digital database to compare national and regional economies, linguistic
diversity, infant mortality, life expectancy, literacy and other factors. They review and deepen their
knowledge geographic features and climates, relating this to the countries’ economies, and read and
hear of some issues confronting indigenous communities. Student read literary pieces such as Visión
de los Vencidos, discussing and writing about indigenous perspectives. They prepare news podcasts
to share regional events relating to the unit topics; the summative assessment includes a round table
discussion of national, regional and ethnic identities in the US and the Spanish speaking world.
UNIT 3
La artesanía … expresiones de la
Essential Questions
comunidad
• How have traditional practices, arts, and crafts contributed
Families and communities
to indigenous culture and identity in the globalized world?
Beauty and aesthetics
• What role do ethics play in the study, preservation, and
Science and technology
display of cultural artifacts?
Overview: Students read in depth about the Kunas of Perú and compare their history and culture
with that of other indigenous groups in their own culture and throughout the Spanish speaking
world. Each student presents a different craft, explaining the product itself, describing the practices
surrounding the object, and the perspectives reflected. We read about important cultural artifacts
and their importance to cultural identity, and analyze issues regarding buying, selling and displaying
cultural artifacts. The summative assessment is an essay on the ethics regarding cultural artifacts.
Day 1 Page
24
UNIT 4
La salud y el bienestar
Contemporary life
Families and communities
Science and technology
Essential Questions
• What are the health challenges presented by
contemporary life?
• How can we lead healthy lives?
• How do cultural products, practices, and perspectives
impact the health of families and communities?
• How do science and technology impact health today?
Overview: Students brainstorm about health challenges and play the role of health care advisor and
client, giving advice about healthy living. They read about the nutritional impact of traditional food
products, and put on a heath fair, inviting Spanish two students to hear their presentations on a
variety of health-related topics, prepared to answer the unit’s essential questions. When possible,
Spanish speaking health care providers from the community are invited to speak about innovations
in health care, community health issues and the importance of Spanish language skills in healthrelated careers. Literary readings can include selections from Tomás Rivera’s … y no se lo tragó la
tierra highlighting health care challenges of the migrant community, or El hijo by Horacio Quiroga.
UNIT 5
La poesía… el arte en las palabras
Beauty and aesthetics
Contemporary life
Essential Questions
• What makes a collection of words a poem?
• What makes a poem particularly appealing?
• What does a poem reveal about the poet and the world?
• How do poets both reflect and challenge cultural
perspectives?
Overview: Students explore poetic language and their own reactions to poetry as they study works
by Nicolás Guillén and Alfonsina Storni. As a summative assessment, students chose a poem, record
their reading of the poem and post the poem and a PDF of the text on VoiceThreads. They also
record an analysis of the poem using the comment and doodling features of the program. Then,
students listen to and view their classmates’ recitation and analyses, adding their own comments,
including comparisons to their own poems. We organize an open-mike poetry session one evening,
with coffee, snacks and the opportunity to share original poems and songs.
UNIT 6
La música … el sonido en movimiento
Contemporary life
Personal and public identities
Essential Questions
• How is contemporary life influenced by music?
• How are aspects of identity expressed in music?
• How does music both reflect and challenge cultural
perspectives?
Overview: Students explore genres of music from the Spanish speaking world, and select a genre or
artist to research in depth. They prepare a multi-media presentation, tracing the roots and evolution
of the selected music. For the summative assessment, students write and discuss a curriculum for a
middle-school Spanish immersion unit relating Latin American history through music.
Day 1 Page
25
ONGOING ACTIVITIES
Independent reading
• What books are there that I can enjoy reading in Spanish, given my current level of reading
skill?
• How can independent reading improve my language proficiency?
• How has my independent reading deepened my understanding of the cultures of the
Spanish speaking world?
Once per semester, students select a book to read. I check for understanding by conversing
with groups of four students. As they read, they complete a log with evidence of
comprehension. Student-prepared book trailers, reviews and blog entries linked from the High
School library web page to guide future students’ independent reading choices.
Current Events
• What environmental, political, and social issues pose challenges to societies in the Spanishspeaking world?
• What scientific and technological innovations are affecting the lives of people in the
Spanish-speaking world?
• What are the challenges of contemporary life?
• What are some aspects of cultural identity that are expressed through the news media?
• What can we learn through the local news media about the roles that families and
communities assume in the Spanish-speaking world?
• What do newspapers reveal about the role of the arts in the Spanish-speaking world?
Overview: Students read and view news stories from the Spanish speaking world in Spanish.
Each week we focus on a news topic relating to one or more of the AP Themes. They discuss
news in class and in online discussion forums, and make short presentations to the class on
news topics.
El español en mi vida
• What opportunities are there to pursue entertainment, volunteerism, and personal interests
in Spanish in our community?
• How can students use technology to safely participate in Spanish-language communities
outside the classroom?
• How can the student, as a bilingual or multilingual person, engage in lifelong language
learning in an interconnected world?
Overview: Students spend two weeks per month pursuing a personal interest outside of
the classroom in Spanish. They do volunteer work in the Spanish speaking community,
watch a Spanish movie, TV or sports program, interview a native speaker, visit a museum or
cultural center, etc. They communicate about the experience orally and in writing on a
monthly basis.
El portafolio
• What does the work in your portfolio reveal about your developing proficiency in the
Spanish language?
• What do the individual and collected items in your portfolio reveal about your
understanding of the essential questions addressed in the unit/course?
Overview: Using a school – hosted Google Site, students create a Standards-based
electronic portfolio organized by communicative mode and theme. As students select work
to include in the portfolio, they include reflections on their developing communication skills
Day 1 Page
26
and understanding of the essential questions and course themes.
General Resources
Audacity. Accessed May 3, 2012. http://audacity.sourceforge.net/.
BBC Mundo. British Broadcasting Corporation. Accessed May 3, 2012.
http://www.bbc.co.uk/mundo/.
Capzles. Accessed May 3, 2012. http://www.capzles.com/.
Caracol Radio. Accessed May 3, 2012. http://www.caracol.com.co/.
CVC: Centro Virtual Cervantes. Accessed May 3, 2012. http://cvc.cervantes.es/portada.htm
Díaz, José M., Stephen J. Collins, and María Nadel. Abriendo paso: Lectura. Upper Saddle River, NJ: Pearson Prentice Hall,
2007.
Glogster EDU. Accessed May 1, 2012. http://edu.glogster.com/.
Mar, Ann. “Spanish Language and Culture Resources.” Accessed May 15, 2012.
http://www.quia.com/pages/amar10/page18.
El País. Accessed May 15, 2012. http://elpais.com/.
Prezi. Accessed May 3, 2012. http://prezi.com/.
Radio Naciones Unidas. Accessed May 3, 2012. http://www.cinu.org.mx/radio/index.htm.
RTVE. Corporación de Radio y Televisión Española. Accessed May 3, 2012. http://www.rtve.es/.
“Today’s Front Pages.” Newseum. Accessed May 1, 2012. http://www.newseum.org/todaysfrontpages/.
VoiceThread. Accessed May 3, 2012. http://voicethread.com/.
Unit 1 Resources
Balzarino, Angel. “Rosa.” In Abriendo paso: Lectura, by José M. Díaz, Stephen J. Collins, and María Nadel. Upper Saddle
River, NJ: Pearson Prentice Hall, 2007.
“La banda ancha es la nueva división entre naciones.” BBC Mundo. September 16, 2011.
http://www.bbc.co.uk/mundo/noticias/2011/09/110915_banda_ancha_brecha_cch.shtml.
“Europa sigue exportando basura electrónica.” BBC Mundo. August 4, 2010.
http://www.bbc.co.uk/mundo/ciencia_tecnologia/2010/08/100804_europa_exporta_basura_electronica_lh.shtm.
“Finlandia, donde internet es un derecho.” BBC Mundo. Video, 2:37. January 26, 2010.
http://www.bbc.co.uk/mundo/ciencia_tecnologia/2010/01/100125_video_finlandiainternet_np.shtml.
“Palomas mensajeras le ganan a la banda ancha.” BBC Mundo. September 18, 2010.
http://www.bbc.co.uk/mundo/ciencia_tecnologia/2010/09/100917_banda_ancha_palomas_mensajeras_reino_unido_exp
erimento.shtml.
“¿Se ahoga México en basura electrónica?” BBC Mundo. Video, 3:07. June 21, 2010.
http://www.bbc.co.uk/mundo/america_latina/2010/06/100610_video_ewaste_mr.shtml.
Torres, Gabriela. “Telefonía celular verde, negocio rentable.” BBC Mundo. February 18, 2010.
http://www.bbc.co.uk/mundo/economia/2010/02/100217_0109_mobile_world_congress_celular_ecologico_barcelona_i
rm.shtml.
Unit 2 Resources
CIA: The World Factbook. Central Intelligence Agency. Accessed May 1, 2012.
https://www.cia.gov/library/publications/the-world-factbook/.
“Pueblos indígenas.” Temas mundiales. Organización de las Naciones Unidas. Accessed May 1, 2012.
http://www.un.org/es/globalissues/indigenous/index.shtml.
Day 1 Page
27
Supplemental Resources
“Mapas interactivos de Enrique Alonso.” Accessed May 15, 2012. http://www.xtec.cat/~ealonso/flash/mapasflash.htm.
Mar, Ann. “Flashcards: Geografía del mundo hispanohablante.” Quizlet. Created October
4, 2011. http://quizlet.com/7001951/geografia-del-mundo-hispanohablante-flash-cards/.
Unit 3 Resources
“Artesano de Ayacucho Perú.” Comunidad Andina. YouTube video, 3:38. Uploaded September 2, 2010.
http://www.youtube.com/watch?v=EYmZVbOMSf0&feature=related.
Cabitza, Mattia. “Perú lucha contra el saqueo de su riqueza cultural.” BBC Mundo.
December 15, 2011. http://www.bbc.co.uk/mundo/noticias/2011/12/111214_regreso_tesoros_peru_jgc.shtml
.
“Papel amate.” Instituto Nacional de Antropolgía e Historia. YouTube video, 3:00.
Uploaded August 30, 2011.
http://www.youtube.com/watch?v=lcw2tpEWULI&feature=relmfu
.
“Perú: Exponen las piezas de Machu Picchu llegadas de Yale.” BBC Mundo. Video, 1:46.
April 6, 2011.
http://www.bbc.co.uk/mundo/noticias/2011/04/110405_video_peru_machu_picchu_artefactos_regreso_jg.shtml.
“El rebozo de Bolita.” Instituto Nacional de Antropología e Historia. YouTube video, 5:31.
Uploaded August 25, 2010. http://www.youtube.com/watch?v=MLK2JyoVSFw&list=P.
Rojas Urrutia, Carlos. “La disputa por el penacho de Moctezuma.” El Universal.
November 19, 2008. http://www.eluniversal.com.mx/notas/556636.html.
“Ruraq Maki — hecho a mano.” Instituto Nacional de Cultura. YouTube video, 6:40.
Uploaded January 19, 2010.
http://www.youtube.com/watch?v=7iMv16-3gB0&feature=related.
“Una microempresa ejemplar.” Radio Naciones Unidas. Audio recording, 15:00.
November 11, 2011. http://www.unmultimedia.org/radio/spanish/2011/11/unamicroempresa-ejemplar/index.html.
Yunsán, César A. “Los indios Kuna.” In Abriendo paso: Lectura, by José M. Díaz,
Stephen J. Collins, and María Nadel. Upper Saddle River, NJ: Pearson Prentice Hall, 2007.
Unit 4 Resources
“Recetas coloridas contra la desnutrición en los Andes.” BBC Mundo. November 17,
2010.
http://www.bbc.co.uk/mundo/noticias/2010/11/101116_recetas_andinas_am.shtml.
Unit 5 Resources
Guillén, Nicolás. “Balada de los dos abuelos.” Biblioteca Virtual Miguel de Cervantes.
Audio recording, 2:32. Accessed May 3, 2012.
http://bib.cervantesvirtual.com/bib_autor/Guillen/voces.shtml.
Guillén, Nicolás. “Balada de los dos abuelos.” Fundación Nicolás Guillen. Accessed May
3, 2012. http://www.fguillen.cult.cu/guigale/072.htm.
Guillén, Nicolás. “La muralla.” Cantada por Ana Belén. Fundación Nicolás Guillén. Audio
recording, 3:53. Accessed May 3, 2012. http://www.fguillen.cult.cu/sonidos/muralla.mp3.
Guillén, Nicolás. “La muralla.” Centro Virtual Cervantes. Accessed May 3, 2012.
http://cvc.cervantes.es/literatura/escritores/guillen/poemas/poema_05.htm.
Storni, Alfonsina. “Peso ancestral.” Centro Virtual Cervantes. Accessed May 3, 2012.
http://cvc.cervantes.es/actcult/storni/antologia/antologia05.htm.
Day 1 Page
28
Storni, Alfonsina. “Tú me quieres blanca.” Centro Virtual Cervantes. Accessed May 3,
2012. http://cvc.cervantes.es/actcult/storni/antologia/antologia03.htm.
Unit 6 Resources
Biografías y vidas. Accessed May 2, 2012. http://www.biografiasyvidas.com/.
Day 1 Page
29