AP Spanish Language and Culture
Course Description: AP Spanish Language and Culture is a college-level course intended for students in their fifth year of study of Spanish. The three modes of communication (Interpersonal, Interpretative and Presentational) defined in the Standards for Foreign Language Learning in the 21st Century are foundational to the AP Spanish Language and Culture course. The course work provides students with opportunities to demonstrate their proficiency in each of the three modes in the intermediate to pre-advanced range as described in the ACTFL Performance Guidelines for K-12 Learners. Students who enroll in this course should already have a good foundation in grammar and considerable competence in listening, reading, speaking and writing. When communicating, students in the AP Spanish Language and Culture course demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (connections), make comparisons between the native language and the target language and between cultures (comparisons), and use the target language in real-life settings (communities). Exclusive use of Spanish by the teacher and students for active communication is the rigor in the classroom. Students use several primary textbooks and other authentic materials and resources that are in accordance with those suggested on the College Board website. Students are expected to take the AP Spanish Language and Culture exam at the end of this course.
Philosophy: I try to promote a student centered classroom where emphasis is on communication as we try to reach higher levels of proficiency. Activities vary from week to week, certain assignments and assessments are scheduled regularly, usually every week or two. These include thematic vocabulary quizzes and in-class “reaction / open conversation” activities that are evaluated using the AP Spanish Language and Culture rubric. As often as possible, every activity is designed to incorporate all four skills.
Learning Objectives: Students will be able to understand spoken Spanish in various contexts. Their Spanish vocabulary will be sufficiently ample for reading newspaper and magazine articles, literary texts, and other non-technical writings without dependence on a dictionary. Furthermore, students will have the ability to express oneself coherently, resourcefully, and with reasonable fluency and accuracy in both written and spoken Spanish.
To reach higher levels of proficiency in listening: Our class is completely conducted in Spanish and students use only Spanish with me within the classroom and in the halls. Every few weeks, I play a Spanish thematically based song and students complete cloze activities. Throughout the year, students complete a formal assignment that involves viewing the news on television or online and filling out a sheet on a news report. After the students have completed the speaking tasks during their lab sessions, they are expected to explore my website in which I have various sound files including a link to podcasts.
To reach higher levels of proficiency in speaking: Since Spanish is used in our classroom, I like to think that this skill is developed daily. Oral participation is expected in class discussions, games, in debates, joke telling, partner activities, etc. Students go into the language lab once a week where they digitally record speaking tasks based on thematic prompts created by the teacher. Their responses are evaluated using the AP Speaking rubric. Students get feedback within 24 hours on our Moodle site.
To reach higher levels of proficiency in reading: Texts are drawn from a variety of authentic sources including literary excerpts representing different genres, including newspapers and magazines off the Internet. Students also are assigned the short excerpts with multiple-choice questions from released AP exams. They are constantly and consistently expected to support and justify their answers by referencing the text. Depending on the type of reading involved, assessments vary. Sometimes follow-up exercises include dictations from the text, true/ false statements, discussion of theme, implications, relationships of ideas and the text to students’ own knowledge and experience. This discussion is often followed by a short writing assignment.
To reach higher levels of proficiency in writing: Formal assessment involves students writing both expository and persuasive compositions in Spanish that demonstrate both their control of Spanish grammar and vocabulary, as well as their competency in applying the techniques of literary analysis. Students are graded on various non-literature writing assignments that help them demonstrate the connections to the work and culture in the target language. Students also practice the AP exam format through multiple-choice reading and listening comprehension questions, speaking prompts and essay writing. AP exam practice also serves as formal assessment of student progress.
Essay (Interpretive, Presentational Assessment) In-class composition of at least 200 words once every 2 to 21/2 weeks. I try to find topics from former AP tests that align with the particular unit of study. In the first semester, students may use dictionaries during the last ten minutes of class. Toward mid-March, they do not use dictionaries. I include a “check list” to make them aware of particular structures, idiomatic expressions, and transition words. They receive two grades: the first one is based on the AP rubric and the second is based on their “rewrite”. Students will write a formal, well organized analytical or persuasive essay that is evaluated for its content, vocabulary and grammatical correctness.
Quizzes (Interpretive Assessment)
Chapter Review Exams (Interpretive Assessment) Based on grammar exercises, AP practices exercise and, performance of grammar and vocabulary.
Email / Letter writing (Presentational Assessment) This project works as both an extension of research and as a method for students to express themselves through various writing styles. Students gain confidence in their writing through the informal email or letter rather than the formal explanation.
To reach higher levels of “cultural” proficiency: The resources and visuals I place in my classroom are strategically selected to represent the Spanish-speaking world. Throughout the year, I select and incorporate video clips, articles and radio selections from all over the Spanish-speaking world to give students the broadest viewpoint possible. Upon completing our readings, analysis and discussion of texts, students view film adaptations, where available of the literary works in excerpts (or entirety for very short films). This encourages further cultural comparison and discussion. Additionally, students are required to identify point of view, audience and main ideas through oral and listening comprehension. Throughout the year we also watch news clips from the Spanish-speaking world that are culturally relevant.
AP Exam: Consistently practicing within the AP exam format to serves as a formal assessment of student progress.
Course Overview:
Unit 1: Las familias y las comunidades
Contexts: Las tradiciones y los valores, Las comunidades educativas, La estructura de la familia
Essential Questions:
• ¿Cómo se define la familia en distintas sociedades?
• ¿Cómo contribuyen los individuos al bienestar de las comunidades?
• ¿Cuáles son las diferencias en los papeles que asumen las comunidades y las familias en las diversas sociedades del mundo?
• Study vocabulary related to family traditions, values, and to the educational system.
• Read and discuss “El niño y la niebla” por Rodolfo Usigli • Read and discuss “Enamorarse de una loca” http://www.elmundo.es/elmundo/2013/10/07/cultura/1381102433.html
• Listen to the audio “Cultura: Garífuna” • Write a formal e-mail reply to a religious community leader about your personal religious beliefs.
• Write a persuasive essay to express if traditional celebrations should or shouldn’t be preserved.
• Give a presentation citing authentic resources to answer, ¿Qué efecto ha tenido la falta de la tradicional solidaridad familiar en la cultura de tu comunidad?
• Read and discuss “En esto creo: La educación” por Carlos Fuentes
• Read and discuss “¿Quiénes son los maestros que sitian Ciudad de México” http://www.bbc.co.uk/mundo/noticias/2013/08/130830_maestros_que_sitian_ciudad_mexico_cnte_reforma_educativa_pena_nie t o_an.shtml
• Listen to the audio “Tocar y lucha”
• Write a formal e-mail reply to a director of a school about your personal opinions about a good teacher.
• Write a persuasive essay to express if home education should or shouldn’t be the alternative to a public education.
• Give a presentation citing authentic resources to answer, ¿Qué impacto han tenido los asaltos violentos en otras instituciones educativas en comparación con el colegio de tu comunidad?
• Watch and discuss the video clip “Ella o Yo” • Read and discuss “Los mejores (y los peores) países para ser viejo” http://www.bbc.co.uk/mundo/noticias/2013/10/130726_salud_indice_paises_vejez_men.shtml
• Write a formal e-mail reply to a business representative who wants to know your opinion about household chores.
• Write a persuasive essay to express if a person should or shouldn’t get married at a young age.
• Give a presentation citing authentic resources to answer, ¿Qué efecto ha tenido la mudanza frecuente y fácil en la cohesión de la familia moderna? 2
• Grammar review: subject pronouns, present tense, ser and estar, gerund, present progressive, past participle, nouns (gender / plurality) and articles, interrogatives
• Weekly language lab activities will provide students the opportunity to demonstrate their proficiency across interpretative, interpersonal, and presentational modes using authentic resources.
Unit 2: La ciencia y la tecnología
Contexts: Los efectos de la tecnología en el individuo y en la sociedad, El cuidado de la salud y la medicina, El acceso a la tecnología
Essential Questions:
• ¿Qué impacto tiene el desarrollo científico y tecnológico en nuestras vidas?
• ¿Qué factores han impulsado el desarrollo y la innovación en la ciencia y la tecnología?
• ¿Qué papel cumple la ética en los avances científicos? • Study vocabulary related to technology and medicine.
• Read and discuss “Nosotros, no” por José Bernardo Adolph
• Read and discuss “Podremos construir un ser vivo pieza a pieza” http://www.elmundo.es/elmundo/2013/10/03/nanotecnologia/1380796052.html
• Listen to the audio “Proyecto Marta: El coche del futuro con tecnología española”
• Write a formal e-mail reply to an online business about your frequent online purchases.
• Write a persuasive essay to express if people should abandon or shouldn’t abandon hardcover books in exchange for books online.
• Give a presentation citing authentic resources to answer, ¿Qué efecto ha tenido la tecnología en las artesanías locales y tradicionales de tu comunidad?
• Read and discuss “La enfermedad como causa de marginación en la edad media” por Ana de Diego
• Watch and discuss the video clip “A bordo del ‘hospital volador’ que cura los ojos” http://www.bbc.co.uk/mundo/video_fotos/2013/10/131009_ojos_avion_hospital_salvador_irm.shtml
• Listen to the audio “Escepticismo y medicinas alternativas”
• Write a formal e-mail reply to a doctor’s assistant about your personal interest in taking care of children with a terminal illness.
• Write a persuasive essay to express if the government should control or shouldn’t control the quality of food in public schools.
• Give a presentation citing authentic resources to answer, ¿Cuál es la influencia de los médicos en tu comunidad?
• Watch and discuss the video clip “Un antojo, un camino”
• Read and discuss “La nave espacial que quiere revelar los secretos del sol” http://www.bbc.co.uk/mundo/noticias/2013/10/130920_ciencia_estados_unidos_nasa_sdo_tsb.shtml
• Write a formal e-mail reply to an internet survey organization about access to social networks online.
• Write a persuasive essay to express if there should be a worldwide plan to prevent or not to prevent the sale of firearms.
• Give a presentation citing authentic resources to answer, ¿Cuál es la actitud de la gente de tu comunidad respecto a la colocación y la construcción de torres de señal para teléfonos celulares?
• Grammar review: present perfect, preterite, imperfect, preterite and imperfect, pluperfect, negation
• Weekly language lab activities will provide students the opportunity to demonstrate their proficiency across interpretative, interpersonal, and presentational modes using authentic resources.
Unit 3: La belleza y la estética
Contexts: La moda y el diseño, El lenguaje y la literatura, La arquitectura
Essential Questions:
• ¿Cómo se establecen las percepciones de la belleza y la creatividad?
• ¿Cómo influyen los ideales de la belleza y la estética en la vida cotidiana?
• ¿Cómo las artes desafían y reflejan las perspectivas culturales?
• Study vocabulary related to architecture, fashion, and literature.
• Read and discuss “Hipsters, la moda de no estar a la moda”
• Read and discuss “Un ‘look’ de alquiler” http://www.elmundo.es/elmundo/2013/10/05/andalucia_sevilla/1380961101.html
• Listen to the audio “¿Ser diseñador es un privilegio?
• Write a formal e-mail reply to a travel agency to express interest in scholarships in order to learn more Spanish.
• Write a persuasive essay to express if the consumer should be considered or not considered when shopping for clothes.
• Give a presentation citing authentic resources to answer, ¿Qué importancia tiene el gusto personal del vestir para diferenciarse de los distintos grupos sociales de tu comunidad?
• Read and discuss “La literatura y la vida” por Mario Vargas Llosa
• Read and discuss “Quevedo, un teatro y un espíritu” http://www.elmundo.es/elmundo/2013/08/30/cultura/1377860685.html
• Listen to the audio “Isabel Allende: Escribir es igual que enamorarse”
• Write a formal e-mail reply to a public librarian to express your interest in working with children in a reading program.
• Write a persuasive essay to express if people should use or shouldn’t use other means of communication to express each other with more precision. • Give a presentation citing authentic resources to answer, ¿Cuál es la importancia de aprender otro idioma en tu comunidad?
• Watch and discuss the video clip “Arte precolombino”
• Read and discuss “La Alhambra, proyectos de otoño” http://www.ocholeguas.com/2013/08/27/espana/1377594767.html
• Write a formal e-mail reply to an agency about a summer job you applied to in order to express a residential canine hotel.
• Write a persuasive essay to express if a community should build or shouldn’t build a structure that is aesthetically pleasing that is in conflict with the tastes or necessities of the community.
• Give a presentation citing authentic resources to answer, ¿Cómo afecta la arquitectura moderna a un barrio histórico?
• Grammar review: future, future perfect, conditional, conditional perfect, adjectives, adverbs, comparatives, superlatives, prepositions, conjunctions
• Weekly language lab activities will provide students the opportunity to demonstrate their proficiency across interpretative, interpersonal, and presentational modes using authentic resources.
Unit 4: La vida contemporánea
Contexts: La educación y las carreras profesionales, El entretenimiento y el ocio, Los estilos de vida
Essential Questions:
• ¿Cómo definen los individuos y las sociedades su propia calidad de vida?
• ¿Cómo influyen los productos culturales, las prácticas y las perspectivas de la gente en la vida contemporánea?
• ¿Cuáles son los desafíos de la vida contemporánea?
• Study vocabulary related to education, professions, entertainment, and leisure activities.
• Read and discuss “Las escuelas que siguen a los chicos” por Ana Laura Abramowski
• Read and discuss “El acoso también vuelve al ‘cole’” http://www.elmundo.es/elmundo/2013/08/30/espana/1377856442.html
• Listen to the audio “Prepárese: En el futuro, todos autónomos”
• Pretend you are a university student in Bolivia. Write a formal e-mail reply to a university in the United States that is willing to give you a college scholarship.
• Write a persuasive essay to express if a person should select or shouldn’t select a career according to social demand.
• Give a presentation citing authentic resources to answer, ¿Cuál es la importancia de los programas atléticos en tu colegio para la preparación profesional?
• Read and discuss “Entrevista con Marta Hazas”
• Read and discuss “El turismo de los españoles baja frente al récord de los visitantes extranjeros” http://www.elmundo.es/elmundo/2013/08/28/economia/1377681058.html
• Listen to the audio “Qué difícil es hablar el español”
• Write a formal e-mail reply to the director of a dance school to express interest in a volunteer program.
• Write a persuasive essay to express if online chat should be considered or shouldn’t be considered entertainment or a serious means of communication.
• Give a presentation citing authentic resources to answer, ¿Cuál es la actitud de las personas de tu comunidad respecto a la música clásica?
• Watch and discuss the video clip “Huevos fritos con chorizo y con patatas”
• Read and discuss “Estadísticas revelan que las mujeres cada vez trabajan más en la Argentina” http://cadena3.com/contenido/2012/08/05/101209.asp
• Write a formal e-mail reply to the director of a travel agency to express your interest in traveling abroad to improve your Spanish.
• Write a persuasive essay to express if people should or shouldn’t adhere to a strict behavioral regiment in order to live a healthy life.
• Give a presentation citing authentic resources to answer, ¿Cuál es la actitud de la gente de tu comunidad respecto a los estilos de vida alternativos? • Grammar review: commands, present subjunctive, present perfect subjunctive, imperfect subjunctive, pluperfect subjunctive, passive voice, si clauses, special cases with the subjunctive
• Weekly language lab activities will provide students the opportunity to demonstrate their proficiency across interpretative, interpersonal, and presentational modes using authentic resources.
Unit 5: Los desafíos mundiales
Contexts: Los temas del medioambiente, El bienestar social, El pensamiento filosófico y la religión
Essential Questions:
• ¿Cuáles son los desafíos sociales, políticos y del medioambiente que enfrentan las sociedades del mundo?
• ¿Cuáles son los orígenes de esos desafíos?
• ¿Cuáles son algunas posibles soluciones a esos desafíos?
• Study vocabulary related to the environment, philosophy, and religion.
• Read and discuss “La desglaciación de la cordillera Andina” por Simeon Tegel
• Read and discuss “Cambio climático golpea primer a los trópicos” http://www.elnuevodia.com/cambioclimaticogolpeaprimeroalostropicos-1615593.html
• Listen to the audio “Capacitación a los jóvenes sobre el medioambiente”
• Write a formal e-mail reply to one of your teacher’s friends about your interest in helping preserve the environment.
• Write a persuasive essay to express if countries should or shouldn’t enforce recycling electronics in order to preserve the environment.
• Give a presentation citing authentic resources to answer, ¿Cómo han impactado la calidad del medio ambiente varias iniciativas ambientalistas donde vives o donde está tu colegio?
• Read and discuss “Déficit de espacio público ahoga a los Bogotanos”
• Listen to the audio “Del infierno a la esperanza”
• Read and discuss “Capturan al hombre más buscado de Guatemala” http://www.bbc.co.uk/mundo/ultimas_noticias/2013/10/131004_ultnot_guatemala_mexico_captura_villatoro_jrg.shtml
• Write a formal e-mail reply to your school’s principal about your interest in writing a declaration of student rights at school.
• Write a persuasive essay to express if a country should or shouldn’t measure its social well-being.
• Give a presentation citing authentic resources to answer, ¿Debemos preocuparnos por la pérdida del derecho a la privacidad a consecuencia de toda la información y los datos personales que demandan los avances tecnológicos, sobre todo en las redes sociales y sitios de compras?
• Watch and discuss the video clip “Percera: Un cortometraje del océano”
• Read and discuss “El misionero que alerta sobre los pueblos ocultos del Yasuní” http://www.bbc.co.uk/mundo/ultimas_noticias/2013/10/131004_yasuni_petroleo_misionero_mz.shtml
• Pretend you are writing to your uncle. Write a formal e-mail reply to your uncle about your opinion to his question in your personal belief in life in other planets.
• Write a persuasive essay to express if schools should or shouldn’t allow Muslim girls wear a burka.
• Give a presentation citing authentic resources to answer, ¿Cuál es el papel de la religión en tu comunidad?
• Grammar review: object pronouns, indirect / direct objects, double objects, reflexives, adjectives, possessive pronouns, demonstratives, relative pronouns
• Weekly language lab activities will provide students the opportunity to demonstrate their proficiency across interpretative, interpersonal, and presentational modes using authentic resources.
Unit 6: Las identidades personales y públicas
Contexts: La enajenación y la asimilación, La autoestima, Los héroes y las figuras históricas
Essential Questions:
• ¿Cómo se expresan los distintos aspectos de la identidad en diversas situaciones?
• ¿Cómo influyen la lengua y la cultura en la identidad de una persona?
• ¿Cómo se desarrolla la identidad de una persona a lo largo del tiempo?
• Study vocabulary related to national identities and historical figures.
• Read and discuss “Borges y yo” por Jorge Luis Borges
• Read and discuss “¿Qué saben los gobiernos a partir de nuestros metadatos” http://www.elmundo.es/elmundo/2013/07/20/navegante/1374308419.html
• Listen to the audio “Una ley para fortalecer el Guaraní en Paraguay” • Write a formal e-mail reply to the sub-director of a newspaper agency about your interest in writing a column on immigration.
• Write a persuasive essay to express if a country should or shouldn’t protect its borders from immigrants.
• Give a presentation citing authentic resources to answer, ¿Cuál ha sido la actitud de la gente de tu comunidad hacia los extranjeros que no hablan bien el idioma dominante?
• Read and discuss “Las redes sociales pueden cambiar la autoestima de los jóvenes”
• Read and discuss “E.E.U.U. es el país que más información pide a Twitter sobre sus usuarios” http://www.elmundo.es/elmundo/2013/08/01/navegante/1375323146.html
• Listen to the audio “Jóvenes discapacitados se reúnen a disfrutar de poesías” • Write a formal e-mail reply to a local youth group about your interest in being a “big brother”.
• Write a persuasive essay to express if a person should or shouldn’t face life’s challenges if it affects his or her self-esteem.
• Give a presentation citing authentic resources to answer, ¿Cómo han afectado los sucesos históricos internacionales la confianza en la estabilidad social y económica de tu comunidad?
• Watch and discuss the video clip “El espía”
• Read and discuss “Cinco autores latinos hablan de la Premio Nobel Alice Munro” http://www.bbc.co.uk/mundo/noticias/2013/10/131008_literatura_premio_nobel_reacciones_munro_cch.shtml
• Write a formal e-mail reply to your town’s librarian about your participation in a local competition.
• Write a persuasive essay to express the definition of a “real” hero.
• Give a presentation citing authentic resources to answer, ¿Cuál ha sido la influencia de algunos héroes ficticios en representar los valores de tu comunidad?
• Grammar review: verbs like gustar, defective verbs, the verb soler, the use of infinitives as nouns, adjectives and nouns derived from the infinitive, verbs with prefixes sobre / sub / subs, expressions of time and duration with the verb hacer, idiomatic expressions with verbs
• Weekly language lab activities will provide students the opportunity to demonstrate their proficiency across interpretative, interpersonal, and presentational modes using authentic resources.