• Course:  AP Spanish Language (Spanish VI)

     

    Instructor: Ms. Wright

    Advanced Placement ® 

    Spanish Language and Culture

    Syllabus

     

    COURSE DESCRIPTION:

     

     Advanced Placement ® Spanish Language and Culture

     

     

    The Advanced PlacementÒ (AP) Spanish Language and Culture course is holistically designed to offer students a proficiency-based, rigorous college-level experience to maximize their potential in interpretive, interpersonal, and presentational skills in Spanish. The following graphic displays the six global, overlapping course themes of instruction and their related sub-themes:

     

     

    I. Families and Communities 

     

    II. Science and Technology 
    III. Beauty and Aesthetics
    IV. Contemporary Life
    V. Global Challenges
    VI. Personal and Public Identities 

     

      

    The Loudoun County Public Schools Advanced Placement ® Spanish Language and Culture course actually begins where students develop their listening, speaking, reading and writing skills in the SAMS program (Spanish at the Middle School, 6th grade). Embedded in culturally authentic, meaningful contexts the students continue developing their skills in the high school program beginning in 7th grade. This enables students to function at more advanced cognitive, analytical, and communicative levels as the pre-AP ® sequence begins in Level IV Honors. Students build confidence in Spanish by continually developing comprehension and comprehensibility, a rich breadth of vocabulary, language control, communication strategies, and cultural awareness throughout the curricula of study from the FLES program through AP. In order to connect the course with the ACTFL National Standards of Foreign Language of Learning for the 21st Century, students are expected to communicate entirely in the target language in AP ® Spanish Language and Culture as they compare and contrast Spanish-speaking cultures with their personal communities and connect their studies with other disciplines in their high school curricula.

     

    ¡Se habla español! Spanish is the dominant language of communication in this course among teachers and students. Students learn to use circumlocution techniques to interpret and convey vocabulary and structures when meaning is compromised in situations where specific terminology is not yet known. The goal is to develop a comfortable setting in which there is an appreciation and love for Spanish language learning where students feel free to take risks in order to maximize their level of proficiency.

     

    INSTRUCTIONAL PRACTICES and ASSESSMENT

     

    AP ® Spanish Language and Culture course instructors design their instructional techniques to set reasonable learning objectives for students. They also describe acceptable performance at distinct achievement levels as designated in the AP ® scoring rubrics, design thematic instruction supported by a variety of interesting, meaningful classroom activities, and then assess student progress towards the initial objectives per unit. Teachers are responsible for differentiating or redirecting instruction as needed to strengthen proficiency skills. A large majority of the summative assessments in Levels I-AP are designed to be similar in style to the AP ® Spanish Language and Culture exam.

     

    The following six groups of learning objectives are used to design activities throughout the scope and sequence of Spanish I –AP:

    *      Spoken Interpersonal Communication

    *      Written Interpersonal Communication

    *      Audio, Visual, and Audiovisual Interpretive Communication

    *      Written and Print Interpretive Communication

    *      Spoken Presentational Communication

    *      Written Presentational Communication

    College Board Advanced PlacementÒ (AP) Spanish Language and Culture Course Design

     

    Align with national standards

    Course revisions integrate the instructional goals, Communications, Cultures, Connections, Comparisons, and Communities, as outlined in Standards for Foreign Language Learning in the 21st Century.

    Focus on communication

    Students demonstrate proficiency in the three modes of communication: Interpersonal, Interpretive and Presentational.

    Encourage cultural awareness

    Students develop an awareness and appreciation of aspects of the target culture, including products (tools, books, music, laws, conventions, institutions); practices (patterns of social interactions); and perspectives (values, attitudes, assumptions).

    Incorporate a thematic approach

    A thematic structure enables students to study a variety of concepts in interesting, meaningful, and engaging contexts.

    Provide clear learning objectives

    The learning objectives describe the college-level knowledge and skills students need to succeed on the AP Exam.

    Provide achievement-level descriptions

    Performance indicators enable teachers to gain insight into students’ performance and adjust curriculum and instruction to meet their needs.

    The following is a more specific language skill breakdown accompanied by activities which shall be completed by students:

     

    LISTENING:

    Students are exposed to new vocabulary, conversational patterns, and grammatical structures via constant target language use by the teacher. There are opportunities for students to hear a variety of accents to provide authentic models by which students effectively develop their aural/oral interpretive skills.

     

    It is vital for students to take notes when listening to dialogues or exchanges for which they are being asked to seek information to provide assistance when answering questions. Students facilitate their own growth in listening comprehension by working in cooperative learning groups. They communicate with each other to express messages in response to prompts from their partners. A general list of activities follows, all designed for acquisition of stronger listening comprehension skills:

    v  Audio recordings from classroom text publications

     

    v  Authentic recordings/broadcasts from Spanish language media programs (i.e. radio, television, film, Podcasts)

     

    v  Classical and popular Spanish music, ranging from traditional compositions to modern top singles in the Spanish speaking world

     

    v  Opportunities to speak with Spanish-speaking guests  

     

    v  Communicative exercises and games

     

     

    SPEAKING:

     

     

    Students continue to develop speaking proficiency in Spanish via a particular sequence. First, they orally reproduce models presented, focusing on style, intonation, and correct pronunciation. Students subsequently engage in interpersonal conversational exercises to gradually master newly introduced thematic vocabulary and supportive grammatical sequences. By maintaining Spanish as the essential language of communication, students improve their speaking ability since their thought patterns are focused on responding in the target language. Students gain greater confidence in presentational speaking by taking risks in communicative exercises, all in an enriched, supportive academic environment. They acquire a greater sense of both formal and informal forms of the Spanish language, often times acquiring vernacular expressions from their assigned exercises.

     

    A general list of activities follows, all designed for acquisition of stronger speaking skills:

     

    v  Spiraling vocabulary and structures

    v  Interpersonal speaking activities

    v  Dialogue performances / Mini-speeches / Readings / Picture Sequence Descriptions

    v  Role-play / Dramatizations / Skits / Songs / Games

    v  Interviews / Oral practice drills / Interviews / Debates / Socratic Seminars

     

     

    READING:

    Students improve reading skills while refining the listening and speaking elements of newly acquired vocabulary and structures. Students learn additional vocabulary and grammar patterns from context-based readings in individual and collaborative group settings. Readings are derived from textbook selections and authentic resources. Students are formally exposed to samples of classic and modern Spanish literature as part of their studies. Students read silently and aloud to promote guided literacy skills, supporting the acquired listening/speaking skills. They learn to effectively read a text, summarize, and offer analysis of various literary elements which drive the theme, content, and style of the reading. Students also make connections and comparisons to their native cultures via the study of the Spanish-speaking culture in their readings. Students develop critical thinking skills in the target language in response to both closed and open-ended exercises based on their reading activities. Finally, students interpret texts to answer related questions, interact with the teacher and classmates orally on the theme(s) associated with the text, and create original presentational responses based upon their readings.

    A general list of activities follows, all designed for acquisition of stronger reading skills:

     

    v  Spanish literary excerpts from a variety of sources

    v  Spanish Plays

    v  Novels

    v  Poetry

    v  Songs

    v  Online Newspaper Articles and Advertisements

    v  Journals/Magazines

    v  Vignettes

    v  Short stories

    v  Essays

    v  Textbook assigned readings

    v  Comics

    v  Peer compositions

    v  Riddles

    v  Proverbs / Idiomatic expressions

    v  Subtitled films

    v  Games

      

     

      

    WRITING:

    Students increase their written proficiency in Spanish by engaging in a variety of directed and open-ended activities, in support of the previously outlined skills of listening, speaking, and reading. Students respond in informal and formal styles. They begin by writing new vocabulary, extend to patterned exercises of grammatical structure and style, respond to questions/exercises focused on acquisition of new structures and enrichment of previously introduced items, and finally graduate to direct application of learned structures in composition-based activities. Students spell Spanish words and use grammatical structures correctly to build language control and support their level of proficiency. They learn how to compose an introduction, supportive body, and conclusion to a thematic composition. Various creative writing styles shall be implemented, including descriptive, compare/contrast, persuasive, and critical response formats. Students make connections from the texts they read and use them as prompts to compose their own work.

     

    A general list of activities follows, all designed for acquisition of stronger writing skills:

     

    v  Responses to textbook-based and teacher-created exercises

    v  Vocabulary strengthening exercises

    v  Personal Journals

    v  In-Class Timed Writings/Themes

    v  Homework-assigned compositions / Themes

    v  Skits / Dialogues

    v  Creative writing essays

    v  Poetry

    v  Songs

    v  Speeches

    v  Debate responses

    v  Games

    v  Dictations

    v  Pen-pal communicative activities

    v  Calligrams/Concrete Poetry

    v  Critiques

    v  Descriptive / Persuasive / Compare-Contrast Essays

     

     

    MAIN TEXTS / RESOURCES

    Students use a variety of textbook-based and authentic resources throughout the year in AP ® Spanish Language and Culture. The following is a basic list of the many resources which may be employed in the course:

     

     

     

     

    MAIN TEXT SERIES
     

    Díaz, José M., Margarita Leicher-Prieto, and Gilda Nissenberg. AP* Spanish: Preparing for the Language Examination (Fourth Edition). Boston, Massachusetts: Pearson Prentice Hall, 2014.

    Frisancho, Jorge, María T. Redmond, and Marta Lucía Restrepo Bravo. AP* Spanish: Language and Culture Exam Preparation. Boston, Massachusetts: Vista Higher Learning, 2014.

    Sandstedt, Lynn and Ralph Kite. Cumbre: curso AP* de la lengua española. Boston, Massachusetts: Heinle Cengage Learning, 2014.

    Smith, Olga Gallego, Concepción B. Godev, Mary Jane Kelley, and Rosalba Esparragoza Scott. Más allá de las palabras: Intermediate Spanish. University of Michigan: Wiley,

    2010.

     

     

    A variety of other textbooks are used such as Repaso, Continuemos, Aventuras Literarias, Album, 5 Steps to A 5, etc. 

     

                                                                    

     

    THE ADVANCED PLACEMENT® SPANISH LANGUAGE AND CULTURE EXAM

    Tuesday, May 3, 2015 AM Exam (8:00 a.m. start time)

     

    Students enrolled in the AP® Spanish Language and Culture course have the option to take the Advanced Placement® Spanish Language and Culture exam on Tuesday, May 6, 2014 during the morning session. Students are given every opportunity to be thoroughly prepared for the assessment via the activities completed in class. They are continually assessed in the same format and expectation level as on the AP exam.

     

     

     

    Students are afforded opportunities to practice for the AP Spanish Language and Culture exam in the following manners:

     

    v  Class time activities

    v  Practice AP tests scheduled regularly throughout the year

    v  Individual meetings upon request and also upon requirement

    v  Participation in Spanish Club, Spanish NHS, and travel opportunities

     

     

    IN-CLASS ASSESSMENTS: In order to adequately prepare students for the May AP Spanish Language and Culture exam, scoring rubrics matching those used for the AP exam are also used throughout the  year when assessing students on production skills. A percentage grade shall be assigned to the performance according to the following generalized tables.

     

     

    AP ® Spanish and Language Scoring Guidelines:

    Presentational and Interpersonal Speaking and Writing Assessments

     

    AP ® SPANISH LANGUAGE

    AND CULTURE SCORE GUIDELINES

    PERCENTAGE EQUIVALENT

    AP ® Spanish Language and Culture

    5 : Response demonstrates strong

    communicative skills.

    98% A+ (5+)

    95%A (5)

    92% A- (5-)

    4: Response demonstrates good communicative

     skills.

    88% B+ (4+)

    85% B (4)

    82% B- (4-)

    3: Response demonstrates fair

    communicative skills.

    78% C+ (3+)

    75% C (3)

    72% C- (3-)

    2: Response demonstrates weak

    communicative skills.

    68 % D+ (2+)

    65%D (2)

    62% D- (2-)

    1: Response demonstrates poor

    communicative skills.

    58% F (1)

     

    0: The response is totally incomprehensible or does

    Not address the question at all. / Unacceptable

    0% F (0)

                 

     

                    The specific rubrics for the AP ® Spanish Language and Culture Scoring Guidelines are located on the College Board website, specifying all of the details which show the characteristics of each performance factor listed in the charts above to the left.

    Advanced Placement®

    Spanish Language and Culture

    Thematic Program of Study

     

    First Grading Period (9-weeks):

                                                   

    I. Tema 1 : Familias y Comunidades

    A. ¿Qué es para ti ser un(a) buen(a) amigo(a)/ciudadano(a)? ¿Cuáles son las tradiciones y los valores de la familia/sociedad?

     

    AP Spanish: Language and Culture Exam Preparation (Vista Higher Learning):

    Interpretive Communication, Print Texts: Selección 1, 3, 5: p. 6, 11, 15 – Las tradiciones y los valores, La ciudadanía global, La tradición y los valores

    Interpretive Communication, Audio Texts: Selección 1, 2: p. 136, 137 – La estructura de la familia, La geografía humana

    Interpretive Communication, Print and Audio Texts: Selección 2, 3: P. 93, 95 – La estructura de la familia, Las tradiciones y los valores

    Interpersonal Writing: Selección 1: p. 158 – Las tradiciones familiares

    Presentational Writing, Persuasive Essay: Selección 2: p. 175 – Las tradiciones y los valores

    Interpersonal Speaking: Selección 1: p. 200 – Las tradiciones y los valores

    Presentational Speaking: Selección 1: p. 215 – La estructura de la familia

     

    RECURSOS ADICIONALES

     

    ENLACES ELECTRÓNICOS

     

    1. Audio (con lectura) “Amigas desde la huerta.” http://cuentosparadormir.com/audiocuentos/espanol-neutro/amigas-desde-la-huerta-audio-cuento-narrado-en-espanol-americano

     

    1. Lectura – “Poema a la Amistad” por Jorge Luis Borges http://lavidaencuatropalabras.blogspot.com/2008/01/poema-la-amistad-jorge-luis-borges.html

     

    1. Lectura – “El Árbol de los Amigos”

     

    1. http://www.deguate.com/infocentros/amor/carinio/arbol.htm

     

    1. Audio (video) – La importancia de la amistad en la juventud

    -          Parte 1. http://www.youtube.com/watch?v=57Qq5Iy1yA4&safety_mode=true&persist_safety_mode=1&safe=active

    -          Parte 2. http://www.youtube.com/watch?v=-XhBYLeM1j0&safety_mode=true&persist_safety_mode=1&safe=active

    -          Parte 3. http://www.youtube.com/watch?v=rJYTI8tkazQ&safety_mode=true&persist_safety_mode=1&safe=active

     

    6.      Lectura – “Arte y turismo” http://cultura.elpais.com/cultura/2012/02/17/actualidad/1329508043_846399.html

     

    7.      Lectura – “El patrimonio y su relación con el turismo”

    http://www.turismoruralbolivia.com/img/PatrimonioTur.pdf

     


    SUGGESTED UNIFIED THEMATIC PROJECT

     

    Interpretive Task

    Interpersonal Task

    Presentational Task

    Students will read situations dealing with friendships and will discuss the situations and their responses/viewpoints in pairs/groups.

     

    OR

     

    Students listen to and/or read a selection from and respond to content / analysis questions based on the reading.

     

    Suggested readings/options:

    La Casa en Mango Street (VISION)

    Los gallinazos sin plumas (cuento)

    Esperanza renace (http://edsitement.neh.gov/lesson-plan/esperanza-rising-learning-not-be-afraid-start-over)

    Students will find one student who agrees with their responses/viewpoints in the class and one student who disagrees and will discuss why they agree/disagree.

     

    OR

     

    Students imagine they are one of the characters from the reading selection they have done (see “Interpretive Task”) and write to one of their classmates describing their situation at the end of the story. The classmate should respond suggesting solutions as to how they can improve their situation (focusing on the family and accepted societal values).

    Students present their viewpoints to the class in a dialogue/debate setting.

     

    OR

     

    Students write an alternate ending to the story they have read.

     

    Second Grading Period (9-weeks):

     

    II. TEMA 2: La Belleza y la Estética

     

    A.    El turismo: ¿Qué considera el turista un atractivo cultural?

     

    AP Spanish: Language and Culture Exam Preparation (Vista Higher Learning):

     

    Interpretive Communication, Print text: Selección 14: p. 35 – El lenguaje y la literatura

    Interpretive Communication, Audio Only: Selección 9: p. 144 - Las Artes Visuales y Escénicas

    Interpretive Communication, Print and Audio: Selección 6: p. 103 - El lenguaje y la literatura

    Interpersonal Writing: Selección 3:  p. 160 – La moda y el Diseño Presentational Writing: Selección 6: p. 183 – Definiciones de la Belleza

    Interpersonal Speaking: Selección 5: p. 204 – La Arquitectura

    Presentational Speaking: Selección 7, 8, 9:  p. 217 – Definiciones de Creatividad,  Definiciones de la Belleza, Las Artes Visuales y Escénicas

     

    RECURSOS ADICIONALES

    • LECTURA 1 : La arquitectura (AP Spanish, Vista Higher Learning, p. 37)
    • LECTURA 2 : Las artes visuales y escénicas : « Becas para Artistas » (AP Spanish, Vista Higher Learning, p. 42)

     

    ENLACES ELECTRÓNICOS

     

    1. Lugares atractivos para el turismo en Tigre

    http://www.youtube.com/watch?v=OtNhBu6sJ0E&safety_mode=true&persist_safety_mode=1&safe=active

    2.       En fotos: Juventud y arte despedirán las Olimpiadas Culturales

    http://www.bbc.co.uk/mundo/noticias/2012/06/120621_galeria_juegos_olimpicos_londres_world_artist_youth.shtml

    3.      La obra de Miró más cara jamás vendida

    http://www.bbc.co.uk/mundo/ultimas_noticias/2012/06/120620_ultnot_miro_subasta_record_pea.shtml

    1. Visite el nuevo centro comunitario de arte y tecnología en el Valle 

    http://univisionfresno.univision.com/videos/video/2012-06-21/-visite-el-nuevo-centro

    5.      Turismo y arte, el combo ideal

    http://www.lanacion.com.ar/1442917-turismo-y-arte-el-combo-ideal

    6.      Turismo y Arte: Fusión perfecta para el Desarrollo de Producto Turístico

    http://turespacio.com/blogs/turismo-y-arte-fusion-perfecta-para-el-desarrollo-de-producto-turistico/

     
    SUGGESTED UNIFIED THEMATIC PROJECT

     

    Interpretive Task

    Interpersonal Task

    Presentational Task

    Students listen to / read « La Patum de Berga », declarada Patrimonio Oral e Inmaterial de la Humanidad » (AP Spanish: Preparing for the Language Examination p. 177) and answer questions related to the activity.

    Students compose a dialogue between a travel agent and a tourist asking and answering questions about the cultural elements of a Spanish-speaking country.

    Students plan and present a travel plan/itinerary based on the conversation they had with the “travel agent” being sure to explain the cultural offerings of the country. The student will elaborate on the cultural activities included in their plan/itinerary.

     
    III. TEMA 3: Ciencia y Tecnología

     

    A. ¿Cómo afecta la tecnología la vida cotidiana?

     

    AP Spanish: Language and Culture Exam Preparation (Vista Higher Learning):

     

    Interpretive Communication, Print Texts: Selección 7: p. 19 - El acceso a la tecnología

    Interpretive Communication, Audio: Selección 4: p.139 - Los fenómenos naturales

    Interpretive Communication, Print and Audio: Selección 4: p. 98 - El cuidado de la salud y la medicina

    Interpersonal Writing, E-mail Reply: Selección 8:  p.165 – La experimentación con      animales (ciencia y ética

    Presentational Writing: Persuasive Essay.  Selección 4: p. 179Los efectos de la tecnología en el individuo y en la sociedad

    Interpersonal Speaking, Selección 3,4: p. 202, 203 – El acceso a la tecnología, El cuidado de la salud y la medicina

    Presentational Speaking: Selección 4, 5, 6: p.216 – La ciencia y tecnología

     



     

    ENLACES ELECTRÓNICOS

     

    1. Las redes sociales y los jóvenes

    http://www.youtube.com/watch?v=yHs14YSSAm0&feature=related&safety_mode=true&persist_safety_mode=1&safe=active

    2. Tecnología en El País

    http://tecnologia.elpais.com/

    3. La Tecnología en Nuestra Vida

    http://www.universia.tv/ES/video/182447_TECNOLOGIA-NUESTRA-VIDA-FLV

    4. Conversación – “Cumbre de las Américas” http://svc.summit-americas.org/es/forums/di%C3%A1logo-virtual-ideas-de-impacto-las-innovaciones-y-contribuciones-de-los-j%C3%B3venes-en-la-vi--0

    5. Lectura – “El Uso Desmedido de la Tecnología Daña la Salud” http://www.eluniversal.com.mx/sociedad/4430.html

    6. Podcast AudioVideo – “Ética en las Nuevas Tecnologías” http://www.youtube.com/watch?v=U99xHC1H_14&feature=related&safety_mode=true&persist_safety_mode=1&safe=active

    7. Video Las Redes Sociales en España y en el Mundo” http://www.youtube.com/watch?v=hc7TllPBbW0&safety_mode=true&persist_safety_mode=1&safe=active

    8. Audio – “Una Noche sin Tecnología” http://www.preguntaleamonica.com/594-una-noche-sin-tecnologia.html

     

    SUGGESTED UNIFIED THEMATIC PROJECT

     

    Interpretive Task

    Interpersonal Task

    Presentational Task

    Students listen to / read a recent news publication about the effect of social media in current affairs. They write structured and organized summarization notes regarding the main points discussed in the article.

    Example:

    Los indignados en España

    La primavera árabe

    El rol de la blogger Yoani Sanchez

    Students use a graphic organizer that outlines in what ways different types of technology (i.e. social media) can affect daily life.

    Students work in pairs/groups to choose what the most effective technology would be to spread news according to their student body. They should describe and give reasons as to why it would be the most effective in a 3-5-minute oral presentation.

    Third Grading Period (9-weeks):

     

    IV. TEMA 4 : La Vida Contemporánea

     

    1. Placeres y desafíos de la vida diaria y ritos culturales
      1.  ¿Por qué la sociedad y las distintas culturas necesitan establecer ritos culturales?
      2. ¿Qué hacemos como individuos para llenar nuestras vidas y alcanzar nuestras metas?

     

    AP Spanish: Language and Culture Exam Preparation (Vista Higher Learning):

    Interpretive Communication, Print Texts: Selección 22, 24: p. 53, 58 – Las tradiciones y los valores sociales, Los viajes y el ocio

    Interpretive Communication, Audio Texts, Selección 10: p. 145– El entretenimiento y la diversión

    Interpretive Communication, Print and Audio Texts, Selección 11: p. 116 – La vida contemporánea

    Interpersonal Writing, E-mail Reply: Selección 4: p. 161 – El entretenimiento y la diversión

    Presentational Writing, Selección 7: p. 185 – La educación y las carreras profesionales

    Interpersonal Speaking : Selección 7: p. 206 -  Los viajes y el ocio

    Presentational Speaking: Selección 11: p. 218 – Los estilos de vida

     

     

    ENLACES ELECTRÓNICOS

     

    1. Podcast - Pregúntale a Mónica No. 175 – Ritos de pasaje -  http://www.podcast.com.es/episodios/preg%C3%BAntale-a-m%C3%B3nica-no-175-ritos-de-pasaje-17768209.html
    2. Lectura – Warachikuy: http://cienciasprimaria.galeon.com/wara.htm
    3. Lectura - “Ritos de iniciación” http://www.diariosigloxxi.com/texto-diario/mostrar/41144/ritos-de-iniciacion

     

     

     

     

     

    SUGGESTED UNIFIED THEMATIC PROJECT

     

    Interpretive Task

    Interpersonal Task

    Presentational Task

    Students listen to / read “¿A qué edad nos convertimos en adultos?” (A toda vela p. 79-80) and respond to content / application questions based on the reading.

    Students write an interview to someone from another culture in their class about what their “Rites of Passage” are and then interview a Spanish-speaker in their school or community. (The interview should be recorded if resources are available. If not, they should record in writing the answers in Spanish and ask the Spanish-speaker to sign off on the interview.)

    Students write a persuasive essay citing previously researched resources answering the question, ¿Cree que los niños dejan de ser niños demasiado temprano?

     

    V. TEMA 5: Desafíos globales: ¿Por qué debe prestar atención la sociedad a los problemas médicos y ambientales ?

     

    AP Spanish: Language and Culture Exam Preparation (Vista Higher Learning):

    Interpretive Communication, Print Texts: Selección 30, 31: p. 71, 73 – Los temas económicos,  La identidad nacional y la identidad étnica

    Interpretive Communication, Audio Texts: Selección 15: p.150– Los temas Del Medio Ambiente

    Interpretive Communication, Print and Audio Texts: Selección 15, 17: p. 126, 130 – El medio ambiente y la salud, La población y la    demografía

                Interpersonal Writing, Selección 11: p. 168 – La conciencia social

    Presentational Writing, Persuasive Essay: Selección 11: p. 193 – La identidad nacional y la identidad étnica

    Interpersonal Speaking: Selección 9, 10: p. 208, 209 –El bienestar social, La conciencia social

    Presentational Speaking: Selección 13, 14, 15: p. 219 –El bienestar social, Los temas del medio ambiente, Los temas económicos

     

    ENLACES ELECTRÓNICOS

     

    1. Francys Dugarte. Video UFT.mp4  

    http://www.youtube.com/watch?v=FY7HwaxHros

    1.  CRECER - Noah mc

    http://www.youtube.com/watch?v=LnBRv_aYR3A&safety_mode=true&persist_safety_mode=1&safe=active

    1. Video  – “Ley de talles” http://www.youtube.com/watch?v=OThjZlmzwO8&safety_mode=true&persist_safety_mode=1&safe=active
    2. Video – “Afecta obesidad salud mental de niños” http://www.youtube.com/watch?v=fC0lw9VyD90&feature=fvsr&safety_mode=true&persist_safety_mode=1&safe=active
    3. Lectura – “La importancia de los estilos de vida en el binomio salud-enfermedad” http://sociedad.elpais.com/sociedad/2012/04/09/actualidad/1333977547_181458.html
    4. Lectura/Actividades – “Salud para Aprender” http://www.nl.gob.mx/?P=educacion_spa

    SUGGESTED UNIFIED THEMATIC PROJECT

     

    Interpretive Task

    Interpersonal Task

    Presentational Task

    Students read “Inglaterra prohíbe la comida basura en los colegios” (A toda vela p. 162) or “Las medias rojasand create a five item interactive / question-and-answer quiz for a classmate based on the article.

     

    After completing the interpretive task, students orally give and take the quizzes of their classmates after the teacher has assessed the content of their creations.

    Students choose a health issue that they deem to be important and develop a persuasive speech convincing their classmates to take action against the problem. They should describe the problem and specify preventative steps.

     
    Forth Grading Period (9-weeks):

     

    VI. TEMA 6: Identidades: ¿Cómo se distingue la diferencia entre lo masculino y lo femenino en la cultura de los EE.UU. versus otras culturas hispanohablantes?

     

    AP Spanish: Language and Culture Exam Preparation (Vista Higher Learning):

     

    Interpretive Communication, Print Texts: Selección 31: p. 73 – La identidad nacional y la identidad étnica

    Interpretive Communication, Audio Texts: Selección 17: p.152 – La enajenación y la asimilación

    Interpretive Communication, Print and Audio Texts: Selección 18: p.133 – Los héroes y los personajes históricos

    Interpersonal Writing: Selección 11: p. 169 – Los intereses personales

    Presentational Writing, Persuasive Essay: Selección 12: p. 195 – Los intereses personales

    Interpersonal Speaking: Selección 11, 12: p. 210, 211 – Los héroes y los personajes históricos, La identidad nacional y la identidad étnica

    Presentational Speaking: Selección 16, 17, 18: p. 220 – La autoestima, Las creencias personales,  Los héroes y los personajes históricos

     

     

    ENLACES ELECTRÓNICOS

    1. Video – “Malo” por Bebe http://www.youtube.com/watch?v=uXhIcTZ_JkM&safety_mode=true&persist_safety_mode=1&safe=active
    2. Lectura - El feminismo defiende los derechos de la mujer. ¿Todos?… http://www.elmanifiesto.com/articulos.asp?idarticulo=4028
    3. Lectura/Presentación – “Formulas para la igualdad” http://www.fundacionmujeres.es/maletincoeducacion/pdf/CUAD1horiz.pdf 

    SUGGESTED UNIFIED THEMATIC PROJECT

     

    Interpretive Task

    Interpersonal Task

    Presentational Task

    Students read a selection and compare / contrast the theme with their native culture.

     

    Examples:

    Sor Juana: “Los hombres necios”

    Las de barranco

    Superwoman” by Gloria Velasquez

    “Me quieres blanca” by Alfonsina Storni

    Other similar literature (i.e. articles found on VISION)

     

    Students have a roundtable debate/discussion about the roles of men and women in society. The student will also discuss the historical advantages and disadvantages of the different gender roles in society.

    Students write a short skit to perform with puppets based on the class roundtable (they can  reverse gender roles, exaggerate gender roles, etc.)

     

    ELECTRONIC AUTHENTIC MEDIA / SAMPLE WEBSITES

    There is a wealth of realia to be discovered at the following websites that are updated from time to time. Teachers are advised to consult them to further enrich their AP Spanish Language and Culture course in order to keep students up-to-date with current events, trends, and issues related to the six global themes of the curriculum.

     

          

     

     

     

     

     

     

     

     

    Authentic Listening / Video Internet Resources

    ·         Ver Taal

    http://www.ver-taal.com

    ·         Audiria.com  – A Listening Based Learning

    http://www.audiria.com/

    ·         Radio de las Naciones Unidas

    http://www.unmultimedia.org/radio/Spanish

    ·         BBC Estudio 834

    http://news.bbc.co.uk/hi/Spanish/programmes/studio_834/default.stm

    ·         BBC Mundo Video

    http://www.bbc.co.uk/mundo/video/

    ·         Podcast BBC Mundo Radio

    http://www.bbc.co.uk/hi/spanish/programmes/default.stm

    ·         Radio Televisión Española

    http://www.rtve.es/

    ·         EuroNews

    http://www.es.euronews.net

    ·         Boletín Radiofónico de Tierramerica

    http://www.tierramerica.net/radio/audio.shtml

    ·         Notes in Spanish

    http://www.notesinspanish.com

    ·         Para papas

    http://www.frecuenciacero.com.mx/parapapas/

    ·         Noticias culturales iberoamericanas

    http://www.atei.es/nci/pages/inicio.asp

    ·         VideoEle (on Youtube)

    http://es.youtube.com/user/papitus/

    ·         Spanish Proficiency Exercises

    http://www.laits.utexas.edu/spe/index.html

    ·         Cine con Clase

    http://hitchcock.itc.virginia.edu/SpanishFilm/principal.html

    ·         Podsonoro

    http://www.podsonoro.com

    Authentic Online Print Resources

    ·         Actualidades: Learning Spanish through Pop Culture

    http://zachary-jones.com/spanish/archivo

    ·         BBC News in Spanish

    http://www.bbc.co.uk/mundo

    ·         World Newspapers Online

    http://www.actualidad.com

    ·         Diario El Mundo (Madrid)

    http://www.elpais.com

    ·         La Nación (Costa Rica)

    http://www.nacion.com

    ·         La Opinión Digital (Los Ángeles, CA)

    http://www.laopinion.com

    ·         Ecos Magazine

    http://www.ecos-online.de

    ·         Embajada de España: Consejería de Educación: Publicaciones y Materiales

    http://www.sgcimec.es/usa/publicaciones.shtml.

    ·         Jorge Ramos’ Website

    http://www.jorgeramos.com

    ·         Yahoo en español

    http://telemundo.yahoo.com

    ·         Univision.com: Entretenimiento, música, deportes, noticias y comunidad

    http://www. Univision.com/portal.jhtml

    Online Practice Exercises for Students

    ·         Veinte Mundos

    http://www.veintemundos.com

    ·         AP Spanish Language Course Home Page

    http:/ /apcentral.collegeboard.com/apc/public/courses/teachers_corner/3499.html

    ·         Google Voice

    https://accounts.google.com/ServiceLogin?service=grandcentral&passive=1209600&continue=https://www.google.com/voice&followup=https://www.google.com/voice&ltmpl=open

    ·         AP Spanish Language Course Description

    http:// apcentral.collegeboard.com/apc/public/repository/ap08_spanish_coursedesc.pdf

    ·         Verbix

    http://www.verbix.com/languages/spanish.shtml

    ·         National Spanish Exam – Online Practice Exercises

    http://www.2nse.org

    ·         Prof. Barbara Nelson’s Spanish Grammar Exercises

    http://www.colby.edu/-bknelson/SLC/index.php

    ·         Audiria.com – A Listening Based Learning

    http://www. audiria.com/

    ·         Ejercicios de Gramática (Juan Manuel Soto Arrivi)

    http://www. Indiana.edu/-call/ejercicios.html

    ·         AulaDiez: Español Online

    http://www. auladiez.com/ejercicios/index.html

     

    Online Grammar Aides

    ·         Online grammar: http://www.languageguide.org/espanol/grammar/

    ·         Grammar exercises organized by concept: http://www.ver-taal.com/gramatica.htm

    ·         Spanish language and culture site w/ practice exercises: http://www.colby.edu/~bknelson/SLC/index.php

    ·         Study Spanish – online grammar practice and explanations: http://www.studyspanish.com/

    ·         Archive of activities in Spanish: http://formespa.rediris.es/actividades.htm

     

    Twenty Great Websites for Teachers / Students of Spanish

    All Learners

    1-      http://lingtlanguage.com/home/

    2-      http://zachary-jones.com/spanish/archivo

    3-      www.notesinspanish.com

    4-      http://www.laits.utexas.edu/spe/

    5-      http://www.everyoneweb.es/videole/

    6-      http://conjuguemos.com/com/home/index.html

    Novice Learners

    7-      http://www.bbc.co.uk/languages/spanish/mividaloca/

    8-      http://ww.spanishspanish.com

    9-      http://shopperselnuevodia.com/FSI/Advertisers.aspx

    10-  http://langmedia.fivecolleges.edu/common languages.html

    11-  www.evoki.com

    Intermediate / Pre-advanced

    12-  http://www.colby.edu/bknelson/SLC/

    13-  http://www.auladiez.com/ejercicios/index.html

    14-  www.audiria.com

    15-  www.euronews.net

    16-  http://www.rtve.es/television/espanoles-en-el-mundo/

    17-  http://news.bbc.couk/hi/spanish/programmes/estudio 834/

    18-  www.actualidad.com

    19-  http://www.worldmapper.org/

    20-  http://www.newseum.org/todayfrontpages/flash/default.asp

     

    Bilingual / Spanish Chat Rooms & Discussions Forums

    ·         Livemocha : http://www.livemocha.com/

    ·         Epals: http://www.epals.com/

    ·         Mundo Hispano: http://www.umsl.edu/~moosproj/start.html

    ·         Espanglish: http://www.lingolex.com/espanglish.htm

    ·         Univisión chat: http://www.univision.com/content/channel.jhtml?schid=13 

    ·         Univisión foros: http://www.univision.com/content/channel.jhtml?schid=16

    ·         CLEAR Michigan: http://clear.msu.edu/clear/index.php

    Online Spanish Radio, Video, News and Podcasts

    ·         Biblioteca Cervantes Fonoteca Virtual (audio recordings of literary classics from Spain): http://www.cervantesvirtual.com/bib_voces/index.shtml

    ·         Biblioteca Cervantes Videoteca Virtual (video recordings of literary classics from Spain): http://www.cervantesvirtual.com/videoteca/

    ·         Canal Once VideoGallery: http://oncetv-ipn.net/noticias/index.php?modulo=buscar&tipo=video

    ·         University of Toronto: http://lab.chass.utoronto.ca/rescentre/spanish/

    ·         Portal: http://wwitv.com/portal.htm

    ·         Caracol Radio (Colombia): http://www.caracol.com.co

    ·         Radio Internacional Feminista: http://www.fire.or.cr/audios.htm

    ·         Unión de Radios Libres de y Comunitarias de Madrid – different radios programs available via podcast: http://audio.urcm.net/

    ·         UNICEF:http://www.unicef.org/spanish/videoaudio/video_radio.html

    ·         La Dialectoteca: http://www.uiowa.edu/~acadtech/dialects/#

    ·         AM 590 Continental (Argentina): http://www.continental.com.ar

    ·         (list of links to Spanish language radio stations worldwide) http://www.elcastellano.org/radios.html

    ·         Hispanic Radio Network, Inc. (U.S.) http://www.hrn.org/index_sp.html

    ·         Radio Prague in Spanish: http://www.radio.cz/es/

    ·         Radio y Televisión de Andalucía (Southern Spain): http://www.canalsur.es/

    ·         Radio UNAM (México): http://www.radiounam.unam.mx/

    ·         Radio Universidad, Puerto Rico: http://www.radiouniversidad.org

    ·         Spanish Internet Radio: http://www.multilingualbooks.com/online-radio-spanish.html#about

    ·         Telemundo: http://msnlatino.telemundo.com/

    ·         Univision: http://www.univision.com/portal.jhtml

    ·         Stations throughout the Americas: http://www.zonalatina.com/Radio.htm

    ·         CNN en español: http://www.cnn.com/espanol/

    ·         Elmundo: http://www.elmundo.es/

    ·         Univision: http://www.univision.com/portal.jhtml

    ·         Voice of America News: http://www.voanews.com/spanish

    ·         Grupo Fórmula: http://www.radioformula.com

    ·         Radio Naciones Unidas: http://www.unmultimedia.org/radio/spanish/

    ·         Más Voces – independent radio project: http://www.masvoces.org/

    ·         Centro de Medios Independientes de Colombia: http://colombia.indymedia.org/process/about.php

    El 6 de mayo de 2014 – Advanced Placement® Spanish Language and Culture Exam

     

    ¡Buena suerte! ¡Éxitos!   

                                                                                                                         

     

     

     

     

     

Last Modified on November 4, 2019