East Meadow Public Schools

East Meadow, NY

Grade 11 Curriculum Area Project

School Year 2012-2013

Mr. Louis R. DeAngelo

Superintendent

W.T. Clarke High School

Mr. Timothy Voels, Principal

East Meadow High School

Mr. Richard Howard, Principal

Department of Languages Other Than English

Spanish 4 Advanced Placement

Writers: Jennifer Mangino

Maria Miller

Project Facilitator: Maria Miller

CAP Coordinator: Kelly M. O’Brien

1

Board of Education

Joseph Parisi, President

Walter Skinner, Vice President
Joseph Danenza, Trustee
Corey Fanelli, Trustee
Brian O'Flaherty, Trustee
Jeffrey Rosenking, Trustee
Marcee Rubinstein, Trustee

Administration

Louis R. DeAngelo, Superintendent of schools

Robert P. Gorman, Asst. Superintendent for Business and Finance

Anthony Russo, Asst. Superintendent for Human Resources

Cindy Munter, Asst. Superintendent for Curriculum and Instruction

Patrick Pizzo, Director of School Facilities and Operations

Table of Contents

Abstractpage 4

Rationalepage 5

Understanding by Design lesson plans for selected units

I. La familia y las comunidadespages 6-8

Resourcespages 9-10

Appendix A - Scope and Sequence for Spanish 4APpage 11-15

Appendix B-New Exam Outlinepage 16-18

Appendix C-New Achievement Level Descriptions page 19-38

Abstract

This guide presents a curriculum for the Languages Other Than English instruction of Spanish students in the Level 4AP Spanish Language and Culture course. The course is designed for students who have completed Spanish Level 3 successfully and have opted to further their linguistic and cultural understanding of the Spanish-speaking world at the 11th grade level. It is the first year of a twoyear Advanced Placement course that will culminate with the Advanced Placement Spanish Language and Culture Exam in May 2014. This course incorporates the New York State Standards and the National Standardsin Foreign Language Education. These standards include “The Five C’s of Foreign Language Education:” Communication, Cultures, Connections, Comparisons and Communities.

The AP Spanish Language and Culture course provides students with opportunities to exhibit their proficiency in each of the three modes of communication (Interpersonal, Interpretive, and Presentational).

The new curriculum framework centers around six essential themes to integrate language, content, and culture into an interrelated series of lessons and activities. Each theme will be explored through essential questions intended to engage learners and to guide learning activities and performance assessments.

Every effort is made to provide the students with as many authentic materials/situations to familiarize them with the target language and culture. Literary and journalistic texts, advertisements, and authentic audio materials are used to further language acquisition and cultural understanding. The LOTE department has chosen to use various textbooks that we believe will best prepare the students to achieve the goals of the new AP exam and the state and national standards.

Rationale

It is the intent of this Curriculum Area Project to create a specific curriculum and scope and sequence for a Spanish4 AP Spanish Language and Culture course. This new curriculum is warranted due to the revision of the Spanish AP Language and CultureExam, commencing in May 2014. The new curriculum reflects the use of themes and essential questions that allow students to investigate and express different views on real world issues, make connections to other disciplines and compare aspects of the target culture(s) to their own. In addition there are key revisions to the exam:all exam tasks are contextualized and feature a greater variety of authentic print and audio materials which reflect the linguistic and cultural diversity of a Spanish-speaking world.The new curriculum is aligned with the standards set forth by the New York State Board of Regents and the National Standards in Foreign Language Education.

Selected Lesson Plans

I. Las familias y las comunidades

Stage 1—Desired Results

Content Standard(s):
COMMUNICATION:
(1.2) Students understand and interpret written and spoken language on a variety of topics.
(1.3) Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURAL UNDERSTANDING:
(2.2) Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
CONNECTIONS:
(3.1) Students reinforce and further their knowledge of other disciplines through the foreign language.
COMPARISONS:
(4.2) Students demonstrate understanding of the concept of culture through comparisons of the cultures studied on their own.
Understanding(s):

Students will understand…

  • The cultural differences in traditions and values.
  • The structure of the family.
  • Their global responsibility as citizens.
  • That there are consequences for a person’s actions.
  • That peer influence is sometimes stronger than family influence.
  • That there are some behaviors that cannot be forgiven.
  • The different roles of men and women in society and the family.
  • The different ways that men and women perceive each other.
/ Essential Question(s):
  • What constitutes a family in different societies?
  • How do individuals contribute to the well-being of communities?
  • How do the roles that families and communities assume differ in societies around the world?
  • What are the responsibilities of a parent to his/her child?
  • What are the responsibilities of a child to his/her parent?
  • How can peer influence affect a child’s life both positively and negatively?

Students will know…

  • The vocabulary necessary to discuss feelings, emotions, daily routines, physical and emotional descriptions and personal traits.
  • The cultural differences in the make up of nuclear and extended families.
  • The cultural differences in philosophy of parents in raising their children.
  • The definition of pride and the importance of pride in the Hispanic culture.
  • How to use the Subjunctive in adjective clauses.
  • How to use reflexive verbs.
  • The uses of por and para.
/

Students will be able to…

  • Understand what constitutes a family in different societies.
  • Give their opinions about how individuals can contribute to the well-being of global communities.
  • Discuss the different roles that men and women play in the family and in society.
  • Ask and advise about relationships with parents.
  • Discuss how to raise and educate responsible children.
  • Give advice to a friend in trouble.
  • Define what makes a juvenile delinquent.
  • Understand the complexity of family relationships.
  • Understand the concepts of machismo and marianismo.

Stage 2—Assessment Evidence

Performance Task(s):
  • Create a T-chart listing the bad actions of the opposite sex that can contribute to the failure of a marriage or a friendship.
  • Create a Venn diagramcomparing and contrasting a Hispanic society vs. a North American society using the Mimio.
  • Create a comic strip demonstrating the miscommunication between a parent and a child or a husband and a wife.
  • Read the story: “No oyes ladrar los perros” by Juan Rulfo. Use the story as a point of discussion for the topics of family relationships, love, feelings of anger and compassion, family values and ties and peer influence.
  • Perform a simulated conversation with a peer asking advice about a problem with their parents.
  • Summarize a reading source and a listening source and present a two minute oral presentation on how to raise and educate responsible children.
  • Write a note of apology to your parents for an inappropriate action.
  • Write a note to a friend giving advice about a personal problem.
/ Other Evidence:
  • Write a journal entry about how their life would change if they were a member of the opposite sex.
  • Take written vocabulary quizzes on related vocabulary.
  • Write a poem about someone they love or care about.
  • Listen to authenticaudio materials similar to thoseon the new AP Exam.
  • Assess their understanding of grammatical structures, vocabulary, and cultural points by means of written exams.
  • Write an essay of more than 200 words using authentic sources of both printed and audio materials on the topic: Is it possible to reform a juvenile delinquent?

Stage 3—Learning Plan

Learning Activities:
  • Vocabulary will be presented by using Smart board and Mimio.
  • Working in cooperative groups, students will read articles and short stories demonstrating family relationships and the dynamics of gender roles.
  • Students will fill out a graphic organizer stating what love means to them. They will be instructed that this could include parental love, love of a sibling, platonic love. Class will review as a whole their graphic organizers and “brainstorm” their beliefs about love and the importance of love in their everyday lives.
  • Present grammatical structures of the subjunctive mood in adjective clauses, reflexive verbs, and the uses of por and para.
Websites:



Resources

Armen, Judy. Abriendo Puertas: Lenguaje.Evanston, Illinois: Mc Dougal Littell, 2007.

Blanco, José A. and C. Cecilia Tocaimaza-Hatch. Imagina: español sin barreras.

Boston, Massachusetts: Vista Higher Learning, 2007.

Couch, James H., Rebecca D. McCann, Carmel Rodríguez-Walter, and Angel Rubio-Maroto. Una Vez Más.Segunda ed. New York: Longman Publishing Group,

1993.

Díaz, José M. AP Spanish: Preparing for the Language Examination. Third ed.

Boston, Massachusetts: Pearson Prentice Hall, 2007.

Díaz. José M. and María F. NadelAbriendo Paso – Gramática. Boston, Massachusetts: Pearson Prentice Hall, 2012.

Díaz. José M. and María F. Nadel Abriendo Paso – Lectura. Boston, Massachusetts: Pearson Prentice Hall, 2012.

Díaz, José M.,María Nadel and Stephen J. Collins. Abriendo Paso – Lectura.

Boston, Massachusetts: Pearson Prentice Hall, 2007.

Duhl, Jay and Felipe Mercado. AP Test Prep: Mastering the Advanced Placement

Spanish Language Exam. St. Paul, Minnesota: EMC Publishing, 2008.

McVey Gill, Mary, Brenda Wegmann and Teresa Méndez-Faith. En Contacto –

Gramática en acción.Boston, Massachusetts: Thomson-Heinle, 2007.

McVey Gill, Mary, Brenda Wegmann and Teresa Méndez-Faith. En Contacto –

Lecturas intermedias. Boston, Massachusetts: Thomson-Heinle, 2007.

Renjilian-Burgy, Joy and Rebecca M. Valette. Album. Third ed. Boston Massachusetts: Houghton Mifflin Company, 2005.

Rusch, Debbie, Marcela Domínguez and Lucía Caycedo-Garner. Fuentes: Conversación y gramática. Third ed. Boston, Massachusetts: Houghton Mifflin Company, 2005.

Tuten, Donald N., Lucía Caycedo-Garner and Carmelo Esterrich. Fuentes: Lectura y redacción. Third ed. Boston, Massachusetts: Houghton Mifflin Company, 2005.

Zayas-Bazán, Eduardo, Susan M. Bacon and Dulce M. García.

Conexiones – Comunicación y Cultura. Fourth ed. New Jersey:

Prentice-Hall, Inc., 2010.

Videos

Diarios de motocicleta

Infórmate con CNN

La lengua de las mariposas

Cortometrajes from Imagina:

Momentos de estación

Adiós mamá

Encrucijada

Raíz

Espíritu deportivo

VideoRed from Conexiones:

Esas modas pasajeras

La química del amor

Nota sobre el clavado en la quebrada

APPENDIX A

Scope and Sequence for 4 AP Spanish Language and Culture

Spanish 4 AP Scope and Sequence

  1. Tema - La Vida Contemporánea

Essential Questions:

  1. How do societies and individuals define quality of life?
  2. How is contemporary life influenced by cultural products?
  3. What are the challenges of contemporary life?
  1. Las Relaciones Personales:
  • La amistad
  • El amor
  • Gramática: Ser vs. Estar; Present Tense (Regular/irregular/stem-changing)
  • Cortometraje: “Momentosde estación”
  • Lectura: “El Décimo” (Abriendo Paso: Lectura)

Resources:

Imagina - Chapter 1 “Sentir y Vivir”, pp. 3-39

Abriendo Paso Lectura- “El décimo” pp. 40-57

  1. La Educación:
  • La vida universitaria
  • Estilos de la vida estudiantil
  • El sistema escolar
  • Historia de la enseñanza hispánica
  • Gramática: The Present Subjunctive Formation and Uses
  • Film: “La lengua de la mariposa”

Resources:

En contacto gramática - “Vivir y aprender”, pp. 118-137

En contacto lectura- “Vivir y aprender”, pp. 78-95

Civilización y Cultura (Copeland) - “La educación en el mundo hispánico”, Unit 9 - pp. 135-137

  1. Las Carreras:
  • El mundo del trabajo y las finanzas
  • Las carreras
  • El internet y su influencia en el mundo actual
  • Gramática: The Present Perfect Tense (Indicative and Subjunctive)
  • Cortometraje - “El hombre que volaba un poquito”

Resources:

Imagina - Chapter 7 - “Perspectivas laborales”, pp. 132-266

  1. Entretenimiento y La Diversión:
  • Los medios de comunicación
  • La prensa y su influencia
  • La gente en los medios
  • Las diversiones (los deportes y el tiempo libre)
  • Gramática: commands, object pronouns, subjunctive in adverbial clauses (p. 210)
  • Cortometraje -“Espíritu deportivo”

Resources:

Imagina - Chapter 3 “La influencia de los medios”, pp. 79-117

Chapter 9 “Escapar y divertirse”, pp. 303-335

  1. Los Viajes y el Ocio
  • Las vacaciones
  • Actividades turísticas
  • Consejos para el viajero norteamericano
  • Lectura: “Vuelva usted mañana” (En Contacto)
  • Selected readings de la prensa
  • Film: “Los diarios de la motocicleta”

Resources:

En contacto gramática - Chapter 6 “De viaje”, p. 146

En contacto lectura - Chapter 6 “De viaje”, p. 96

Abriendo Paso Lectura - De la prensa, pp. 280 - 357 (Selected readings)

  1. Tema - Las familias y las comunidades

Essential Questions:

  1. What constitutes a family in different societies?
  2. How do individuals contribute to the well-being of communities?
  3. How do the roles that families and communities assume differ in societies around the world?
  1. La Familia
  • Las tradiciones y los valores de la familia
  • La relación entre el hombre y la mujer (machismo/marianismo) en el mundo actual
  • Una comparación de la familia hispana y la familia norteamericana
  • La brecha generacional
  • Cortometraje: “Raíz”
  • Film: “ La lengua de la mariposa”
  • Gramática: Reflexive verbs; por vs para;

Resources:

Imagina - Chapter 4 “Generaciones en movimiento”

En contacto lectura y gramática - Chapter 2 “Vejez y juventud”

Pasajes Lectura y Pasajes Cultura- Chapter 6 - “La relación entre el hombre y la mujer” (Selected Readings).

Fuentes: Literatura - Chapter 10 pp. 182-191

Abriendo Paso Lectura: “No oyes ladrar los perros”, pp. 117-133

  1. Tema - La Belleza y la estética

Essential Questions:

  1. How are perceptions of beauty and creativity established?
  2. How do ideals of beauty and aesthetics influence daily life?
  3. How do the arts both challenge and reflect cultural perspectives?
  1. La moda y el diseño
  • La ropa y el trabajo
  • La movida madrileña
  • La moda duradera
  • Definiciones de la creatividad
  • Definiciones de la belleza
  • Las artes visuales y escénicas
  • Gramática: Preterit; Imperfect; Preterit vs Imperfect
  • Lectura: “ Nosotros No”

Resources:

Conexiones - Chapter 1- “Esas modas que van y vienen”, pp. 3-37

Abriendo Paso Lectura – “Nosotros no”, pp. 97-115

AP Practice Activities

  1. Tema: La Educación

Listening Practice:

  • EMC AP Test Preparation p. 5, Exercise 7 (Short Dialogue)
  • p. 9, Exercise 2 (Short Dialogue)
  • CNN p. 31 “ El mundo estudiantil y el profesional”

Speaking Practice:

  • Preparing for the Spanish Language AP Exam (Diaz)

Section 7 and Section 13

  • Opiniones - Unidad 3 (3.1) – “ la Universidad”

Writing Practice:

  • Abriendo Paso Gramática (New Edition)

Interpersonal Writing #8

Interpersonal Writing #16

  • EMC AP Test Preparation p. 83, Exercise 12
  1. Tema: Las Relaciones Personales

Listening Practice:

  • EMC AP Test Preparation p. 6, Exercise 13 (Short Dialogue)

Writing Practice:

  • Abriendo Paso Gramática – p. 312, Exercise #1

p. 318, Exercise #19

  1. Tema: La Familia

Listening Practice:

  • Abriendo Paso Lectura – p. 133, Selection #1

Writing Practice:

  • Abriendo Paso Lectura – “No oyes ladrar los perros”
  1. Tema: La Belleza

Listening Practice:

  • Abriendo Paso Lectura – p. 115- “ Nosotros No “ , Selection 1, 2

Writing Practice:

  • Abriendo Paso Lectura – p. 114, Mensaje 1

APPENDIX B

New Exam Outline

AP Spanish Language and Culture Exam

Exam Information

The AP Spanish Language and Culture Exam assesses students’

proficiencies in the Interpersonal, Interpretive, and Presentational

modes of communication. The exam is 3 hours long and includes both

a 95-minute multiple-choice section and an 85-minute free-response

section. The multiple-choice section accounts for half of the student’s

exam grade, and the free-response section accounts for the other half.

Section I, the multiple-choice section, primarily assesses Interpretive

Communication by asking students to identify main points, significant

details, purpose, and intended audience of a variety of texts and to

make inferences and predictions based on them. Some questions

require students to show understanding of cultural or interdisciplinary

information contained in the text. Each selection is accompanied by a

preview that provides contextual information.

Section I, Part A, consists of a variety of authentic print materials (e.g.,

journalistic and literary texts, announcements, advertisements, letters,

maps, and tables). Section I, Part B, consists of a variety of authentic audio

materials, including interviews, podcasts, public service announcements,

conversations, and brief presentations. This section is divided into two

subsections. The first subsection includes audio texts that are paired with

print materials; the second consists solely of audio texts. Students will have

time to read the preview and skim the questions before listening to the

audio. All audio texts will be played twice.

Section II, the free-response section, assesses Interpersonal and

Presentational Communication by requiring students to produce written

and spoken responses.

In the writing portion, students demonstrate their ability to write in the

Interpersonal mode by reading and replying to an e-mail message. Then

using the Presentational mode, they write a persuasive essay based on

three sources that present different viewpoints on a topic. Students read

an article, study a table or graphic, and listen twice to a related audio.

Then they have 40 minutes to write an essay in response to a prompt using

the information from all three sources to present and defend their own

viewpoint. Students have access to the print sources and any notes they

may take on the audio during the entire 40-minute writing period.

The speaking portion assesses speaking in the Interpersonal mode

by asking students to respond to questions as part of a simulated

conversation. Students are provided a preview of the conversation,

including an outline of each exchange. This portion also assesses speaking

in the Presentational mode by requiring students to make a 2-minute

presentation in response to a prompt on a cultural topic. In their

presentation, students compare cultural features of their own community

to those found in an area of the Spanish-speaking world with which they

are familiar. Students are encouraged to cite examples from materials

they’ve read, viewed, and listened to, as well as from personal experiences

and observations.

You will hear the audio upon clicking on the audio icon ( ).

The sample exam questions in this curriculum framework include an

Answer Key and an indication of the learning objective(s) targeted by each

question.

Section Number of

Time

Section I: Multiple Choice Approx. 95 Minutes

Part A

Interpretive Communication: Print Texts 30 questions 50% Approx. 40 minutes

Part B

Interpretive Communication: Print and Audio Texts (combined) 35 questions Approx. 55 minutes

Interpretive Communication: Audio Texts

Section II: Free Response Approx. 85 Minutes

  1. Interpersonal Writing: E-mail Reply 1 prompt

50% 15 minutes

  1. Presentational Writing: Persuasive Essay 1 prompt Approx. 55minutes
  1. Interpersonal Speaking: Conversation 5 prompts 20 seconds for each response
  1. Presentational Speaking: Cultural Comparison 1 prompt 2 minutes to respond

© 2011 The College Board.