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AP Spanish Language and Culture Syllabus 2016-2017
Central Dauphin East High School, Rm. 219
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Course Objectives
The AP Spanish Language and Culture course provides students with opportunities to develop language proficiency across the three modes of communication: Interpretive, Interpersonal, and Presentational. A variety of text, audio, visual and audio/visual authentic materials are used in class to give students significant exposure to many facets of the Spanish-speaking world. AP Spanish Language and Culture is a language acquisition class in which the instructor exclusively uses Spanish to create an immersion experience. Students are also expected to almost exclusively use the Spanish language also, a requirement that is reflected in the class participation component of the course grade.
Grading
Each quarter grade is divided into three separate categories: Tests/Assessments, Quizzes and Classwork. Classwork is worth twenty five percent of the quarter grade; Quizzes or small Performance Tasks worth twenty five percent of the quarter grade; and Exam or large Performance Tasks worth fifty percent of the quarter grade.
Homework/Participation: Homework is given regularly that requires students to practice their language skills or interact with authentic Spanish-language materials. Written presentational, written interpersonal and written presentational assignments are given for homework on a regular basis, as well as assignments to give explicit practice with grammar concepts covered in class.
Another component of this grade is participation, which is summed up in two cumulative participation grades given per marking period, one given in the middle of the marking period and one given at the end. These participation grades take into account the diligence of the student and the dedication of the student to only express him/herself in Spanish.
Quizzes: Quizzes will be given on a regular basis to assess a student’s constant progress in class. Quizzes frequently cover weekly subtheme vocabulary and may be an extension of subtheme activities. These may appear in the form of a small Performance Task in which a student is required to perform a real world task with the subtheme.
In addition to vocabulary quizzes, there will be a biweekly grammar quiz which focuses on essential grammar topics that are taught at the biweekly grammar lesson.
Exam: Each Unit will conclude with a unit exam or major Performance Task that gives each student an opportunity to show what they’ve learned and the improvements they’ve made to their language skills. These typically consist of a grammar section as well as short and long essay questions that provide evidence of growth in the target language. The number of Unit Exams and Major Performance Tasks will total a minimum of three per marking period.
Performance Tasks are regularly given and cover a wide breadth of topics, proficiencies and rigor. Performance Tasks are considered Quiz or Exam based upon amount of work involved. During the course of the quarter students will be required to analyze and summarize articles/news reports, respond to interpersonal prompts, give oral presentations, present skits and engage in class debate.
Additionally, students are required to keep Spanish-language journals, to be turned in every two weeks for review and feedback. These journals are an opportunity for students to give an account of their daily lives in Spanish, as well as compose poetry and short stories. Each journal must have a minimum of six entries per submission.
Course Planner
Through the study of the following AP topics, students will build the skills to reach the assessment objectives through the expansion of their interpretive, interpersonal, and presentational skills. The primary text used in class is Triángulo Aprobado 5a edición by Barbara Gatski and John McMullan. The course will follow the themes covered in the book in order.
AP units to be covered include:
· Los desafíos mundiales
· La ciencia y la tecnología
· La vida contemporánea
· Las identidades personales y públicas
· Las familias y las comunidades
· La belleza y la estética
Unit 1: Los desafíos mundiales
Contexts Covered / · Economic Issues / Los temas económicos· Environmental Issues / Los temas del medio ambiente
· Philosophical Thought and Religion / El pensamiento filosófico y la religión
· Social Welfare / El bienestar social
Essential Questions / · ¿Cuáles son los desafíos sociales, políticos y del medio ambiente que enfrentan las sociedades del mundo?
· ¿Cuáles son los orígenes de esos desafíos?
· ¿Cuáles son algunas posibles soluciones a esos desafíos?
Sample Resources / · Article--Lectura Corta – Desafíos de la economía mundial http://www.gurusblog.com/archives/desafios-economia-
mundial/10/02/2012/
· Tablas --Tablas Relacionadas a los Desafíos mundiales http://globedia.com/cuba-economia-hunde-remesas-crecen
· Triángulo Aprobado
Sample Activities
Interpersonal Spoken / Interpersonal Written / Audio, Visual, and Audiovisual Interpretive / Written and Print Interpretive / Presentational Spoken / Presentational Written
Simulated phone call: “Una asunto de importancia filosófica” / E-mail: “Su ayuda” / Radio broadcast with comprehension questions: “Los glaciares del sur argentino están desaparciendo” / Students will read a poster and answer comprehension questions: “Levantate: alzá la voz” / Short speech: “La privacidad” / Persuasive essay using authentic sources: “Desechos electrónicos son reutilizables”; “Desechos electrónicos”
Learning Objectives
The students elicit
information and clarify meaning by using a variety of
strategies. / The students write a formal email correspondence using appropriate formats and conventions. / The students demonstrate comprehension of content from authentic audio-visual resources. / The students examine, compare, and reflect on products, practices, and/or perspectives of the target culture. / The students recount personal information in the public sphere, demonstrating a consideration of audience and cultural context. / The students create a cultural comparison, basing opinions on data found by students.
Unit 2: La ciencia y la tecnología
Contexts Covered / · Access to Technology / El acceso a la tecnología· Health Care and Medicine / El cuidado de la salud y la medicina
· Science and Ethics / La ciencia y la ética
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 étnica en los avances científicos?
Sample Resources / · Triángulo Aprobado
Sample Activities
Interpersonal Spoken / Interpersonal Written / Audio, Visual, and Audiovisual Interpretive / Written and Print Interpretive / Presentational Spoken / Presentational Written
Simulated phone call: “Estresada” / E-mail: “Los niños con cáncer” / Reading with audio: “Polémica por la eutanasia, una confesión real sobre una vida de película”; “La eutanasia” / Reading with comprehension questions: “Carta al Dr. Lázaro Pérez” / Short speech: “Decisiones sobre la donación de órganos” / Essay with sources: “Crimen y violencia en Centro América: un desafío para el desarrollo”; “Derecho a poseer y portar arma NO es una concesión del estado”
Learning Objectives
The students elicit
information and clarify meaning by using a variety of
strategies. / The students write a formal email correspondence using appropriate formats and conventions. / The students demonstrate comprehension of content from authentic audio-visual resources. / The students examine, compare, and reflect on products, practices, and/or perspectives of the target culture. / The students recount personal information in the public sphere, demonstrating a consideration of audience and cultural context. / The students create a cultural comparison, basing opinions on data found by students.
Unit 3: La vida contemporánea
Contexts Covered / · Education and Careers / La educación y las carreras profesionales· Relationships / Las relaciones personales
· Social Customs and Values / Las tradiciones y los valores sociales
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?
Sample Resources / · http://www.portafolio.co/portafolio-plus/paises-mas-dias-vacaciones- el-mundo - Online article “Colombia, en ‘top 10’ de países con más
días de vacaciones”
· http://www.antena3.com/noticias/economia/espana-paises-mas- vacaciones-mundo_2012080900059.html - Video España comparado con mundo días de vacaciones
· Triángulo Aprobado
Sample Activities
Interpersonal Spoken / Interpersonal Written / Audio, Visual, and Audiovisual Interpretive / Written and Print Interpretive / Presentational Spoken / Presentational Written
Simulated conversation: “Jueza Judy” / E-mail response: “La desigualdad” / Illustration with audio: “Honduras, estadísticas”; “Educación primaria en Centroamérica” / Reading: “La familia contemporánea: la familia chilena en el tiempo” / Short speech: “La velocidad de la vida contemporánea” / Essay: “Diez carreras que son más rentables y diez no tan rentables”; “Comunicaciones en el siglo XXI: puerta de entrada al mundo profesional”
Learning Objectives
The students elicit
information and clarify meaning by using a variety of
strategies. / The students write a formal email correspondence using appropriate formats and conventions. / The students demonstrate comprehension of content from authentic audio-visual resources. / The students examine, compare, and reflect on products, practices, and/or perspectives of the target culture. / The students recount personal information in the public sphere, demonstrating a consideration of audience and cultural context. / The students create a cultural comparison, basing opinions on data found by students.
Unit 4: Las identidades personales y públicas
Contexts Covered / · National and Ethnic Identies / La identidad nacional y la identidad étnica· Personal Beliefs / Las creencias personales
· Self-Image / La autoestima
Essential Questions / · ¿Cómo se expresan los distintos aspectos de la identidad en diversas situaciones?
· ¿Cómo se desarrolla la identidad de una persona a lo largo del tiempo?
· ¿Cómo influyen la lengua y la cultura en la identidad de la persona?
Sample Resources / · Triángulo Aprobado
· Video: Autoestima en los jóvenes https://www.youtube.com/watch?v=
9y2PvZYTOxw&feature=youtube_gdata_player
· Video: La autoestima en la adolescencia. www.youtube.com/watch?v=
oW2TsdVeBBY
Sample Activities
Interpersonal Spoken / Interpersonal Written / Audio, Visual, and Audiovisual Interpretive / Written and Print Interpretive / Presentational Spoken / Presentational Written
Simulated conversations: “Una invitación” / E-mail response: “La autoestima y el fracaso”; “Para triunfar debes fracasar” / Illustration with audio: “Escala de autoestima”; “Sube tu autoestima estando de tu parte” / Poetry reading and interpretive questions: “La balada de los dos abuelos”—Nicolás Guillén / Short speech: “La religión y las relaciones sociales” / Essay: “Los 5 de mayo”; “El 5 de mayo”
Learning Objectives
The students elicit
information and clarify meaning by using a variety of
strategies. / The students write a formal email correspondence using appropriate formats and conventions. / The students demonstrate comprehension of content from authentic audio-visual resources. / The students examine, compare, and reflect on products, practices, and/or perspectives of the target culture. / The students recount personal information in the public sphere, demonstrating a consideration of audience and cultural context. / The students create a cultural comparison, basing opinions on data found by students.
Unit 5: Las familias y las comunidades
ContextsCovered / · Family Structure / La estructura de la familia
· Global Citizenship / La ciudadanía global
· Social Networking / Las redes sociales
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 diferentes sociedades del mundo?
Sample
Resources / · Video: Madres de la Plaza de Mayo http://www.youtube.com/watch?v=LAP5wlHNPZA
· Video: Continúa la lucha de "Las Madres de la Plaza de Mayo" en Argentina http://www.youtube.com/watch?v=nqjGE2HQG_ghttp://youtu.be/nqjGE2HQ G_g
· Triángulo Aprobado
Sample Activities
Interpersonal Spoken / Interpersonal Written / Audio, Visual, and Audiovisual Interpretive / Written and Print Interpretive / Presentational Spoken / Presentational Written
Simulated conversation: “Los lugares desconocidos” / E-mail response: “Los quehaceres y la ética laboral” / Illustration with audio: “Estado de las Redes Sociales en América Latina”; “Activagers, la nueva red social para mayores de 40 en español!” / Reading: “Carta del Teniente Roberto Estévez a su padre” / Short speech: “Problemas económicos a nivel internacional” / Essay: “Las redes sociales comunican pero integran poco a la gente”; “Las redes sociales y los jóvenes”
Learning Objectives
The students elicit
information and clarify meaning by using a variety of
strategies. / The students write a formal email correspondence using appropriate formats and conventions. / The students demonstrate comprehension of content from authentic audio-visual resources. / The students examine, compare, and reflect on products, practices, and/or perspectives of the target culture. / The students recount personal information in the public sphere, demonstrating a consideration of audience and cultural context. / The students create a cultural comparison, basing opinions on data found by students.
Unit 6: La belleza y la estética
Contexts Covered / · Defining Beauty / Definiciones de la belleza· Defining Creativity / Definiciones de la creatividad
· Language and Literature / El lenguaje y la literature
· Visual and Performing Arts / Las artes visuales y escénicas
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?
Sample Resources / · Triángulo Aprobado
· Las ventajas e inconvenientes principales de vivir y trabajar en el extranjero.: http://lang-8.com/268565/journals/1158892-las-ventajas-e- inconvenientes-principales-de-vivir-y-trabajar-en-el-extranjero
Sample Activities
Interpersonal Spoken / Interpersonal Written / Audio, Visual, and Audiovisual Interpretive / Written and Print Interpretive / Presentational Spoken / Presentational Written
Simulated conversation: “Los ídolos” / Simulated e-mail response: “Donar tiempo” / Reading with audio: “La actriz y modelo venezolana Patricia Velásquez, saca una línea de productos de belleza”; “Cien por ciento wayúu” / Reading: “Hay un país en el mundo”—Pedro Mir / Short speech: “La generación corriente y la creatividad” / Essay: “El lenguaje, concepto y definición”; “El silbo de la Gomera”
Learning Objectives
The students elicit
information and clarify meaning by using a variety of
strategies. / The students write a formal email correspondence using appropriate formats and conventions. / The students demonstrate comprehension of content from authentic audio-visual resources. / The students examine, compare, and reflect on products, practices, and/or perspectives of the target culture. / The students recount personal information in the public sphere, demonstrating a consideration of audience and cultural context. / The students create a cultural comparison, basing opinions on data found by students.
Resources: