Nile C. Kinnick High School
AP* Spanish Language and Culture Syllabus
SY 2014-15
Course Summary/Overview:
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. Students learn
about culture through the use of authentic materials that are representative of
the Spanish-speaking world. Materials include a variety of different media ( e.g.,
journalistic and literary works, podcasts, interviews, movies, charts, and
graphs). AP Spanish Language and Culture is a language acquisition course
designed to provide students with the necessary skills and intercultural
understanding that will enable them to communicate successfully in a
Spanish-speaking environment. Consequently, participation grades will reflect
an immersion experience that requires students’ exclusive use of Spanish
during class.
Organization
A major requirement for this course is that all topics are discussed in Spanish;
therefore, this course will be taught exclusively in Spanish. It is also expected
that students have previously been exposed to advanced language structures
in prior Spanish courses; however, review of the mechanics is done within the
contextual framework of each unit as needed. The course is divided into
thematic units which are further based on recommended contexts and guided
by essential questions. Corresponding cultural elements are integrated into the
study of the units, and activities are directed with those cultural connections in
mind. The course is divided into thematic units which are further based on
recommended contexts and guided by essential questions. Corresponding
cultural elements are integrated into the study of the units, and activities are
directed with those cultural connections in mind. It is also expected that
students have previously been exposed to advanced language structures in
prior Spanish courses; however, review of the mechanics is done within the
contextual framework of each unit as needed.
Grading
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Each quarter grade is based on percentage points. Timeliness of assignments is
crucial. Grades are lowered one complete letter grade for each day an
assignment is submitted late.
Tests
Assessments include integration of the modes of communication. Unit
assessments are announced several days in advance; these scores may never
be dropped from the overall grade. It is imperative that students read and
reflect on the feedback provided by the teacher, as it is there to help improve
language proficiency and avoid similar errors on future assignments.
Oral Assessments
There is a minimum of one oral assessment per marking period. These
assessments are conducted individually or in groups, live or recorded.
Quizzes
Most quizzes are announced in advance; however, some are not. Quizzes are
frequent.
Writing Portfolio
Digital portfolios are ongoing products of students’ writing. Students examine
different types of texts, interpret them, and then use them as models with
which to write their own. Students’ written work is then maintained in a
portfolio where they are expected to chart their progress. Digital portfolios are
presented at the end of the year.
Class Participation
Class participation is based on two criteria: (1) students’ exclusive use of
Spanish and (2) the ease with which students use Spanish. Speaking the
language increases fluency and accuracy. Risk-taking is rewarded. The goal is
the communication, not the grammar. The use of English inhibits learning and
weakens the process; as a result, a student’s grade will be negatively affected if
he or she uses English in the classroom.
News Report
News reports are orally summaries of current events. Each student is
responsible for reading and briefly summarizing orally the content of two of the
following each marking period: news article, editorial, letter to the editor, and/
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or TV news broadcast. News reports must be obtained from an authentic
source (see listings in resources section), and they must be current.
Essays
Throughout the course students write a variety of essays (i.e. synthesis,
persuasive, expository) using authentic listening and reading sources, such as
documentaries, news reports, interviews, newspaper, and magazine articles;
each essay is worth 100 points and is scored using the AP scoring guidelines.
Homework
Homework is given nightly.
Notebook
Each student is responsible for maintaining a notebook in the form of a threering binder. This binder is used to organize homework, notes, corrected quizzes,
practice exams, vocabulary, rubrics, and writing.
Teaching Strategies/ Learning Objectives and Activities:
Participation
Activities may begin as teacher-led discussions but mostly end as student-led
discussions. Students are given the opportunity to offer opinions and support
them, ask questions, ask for clarification, and discuss the material with each
other in pairs, small groups, and as an entire class.
Integrated skills:
Most class activities are integrated. For example: A lesson may begin with a
reading activity in the interpretive mode, continue with discussion in the
interpersonal mode, add in a listening task in the interpretive mode, and then
culminate with a written presentational activity that integrates the reading,
listening, and discussion materials. Other times, the writing is a pre-reading
activity that prepares students for the reading and discussion. A variety of
strategies and integrated skills are present throughout the course.
Course Planner
Through the study of the following AP topics, students will build the necessary
skills to reach the assessment objectives through the expansion of their
receptive, productive, and interactive skills.
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AP themes to be covered include:






Las identidades personales y
públicas
La belleza y la estética
Las familias y las
comunidades
Unit One: El
individuo y su
identidad
Essential
Questions:
La ciencia y la tecnología
Los desafíos mundiales
La vida contemporánea
Theme: Las identidades personales y públicas
Context(s):
La enajenación y la asimilación
Los héroes y los personajes históricos
La identidad nacional y la identidad étnica
Las creencias personales
La autoestima




¿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 desarrollas tu identidad propia si vives entre
una culture diferente a la tuya?
¿Cómo influyen la lengua y la cultura en la identidad
de la persona? ¿Identidad publica?
Activate Prior
Knowledge to
Explore the
Theme: Spoken
Interpersonal
and
Presentational
Communication
Class discussion: ¿Qué es un héroe?
¿Cómo describirían su identidad nacional?
¿Es la identidad étnica tan importante como la identidad
nacional?
¿Cuáles son sus creencias personales? ¿Cómo se formaron?
¿Quiénes contribuyen al desarrollo del autoestime de un
niño of un adolecente? ¿Cómo varían estas personas en
diferentes etapas de nuestras vidas?
Explore
Personal Beliefs
About Selfimage: Written
Think/Pair/Share Activity: Students think of a Hispanic
hero in the U.S. and identify the contributions s/he has
made for the well-being of our society. After discussing in
pairs, students share with the class as a whole.
Students write in a blog on the teacher’s website to answer
the following questions: ¿Por qué es importante la
autoestima de una persona? ¿Cómo afecta el destino de la
persona?
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Interpersonal
Formative
Assessment
Connecting to
Authentic
Resources:
Audio, Visual,
and Audiovisual
Interpretive
Communication
, Written and
Print
Interpretive
Communication
As a homework assignment, students access the following
audio visual/written resource from BBCmundo.com
(“EE.UU. y la educación: la batalla de una familia de
inmigrantes”) to learn about problems that immigrant
parents face helping their children with schoolwork and
what this family defines as a new form of racism:
www.bbc.co.uk/mundo/noticias/2011/09/110916_video_n
uevo_mexico_cristian. shtml. To help guide the students,
they first read over the following questions:
¿Cómo te ayudaban tus padres con las tareas cuando
estabas en la escuela primaria?
¿Cómo han participado tus padres en tus actividades
escolares por los años?
¿Es esta participación importante para tus padres y para ti?
Explica tu respuesta.
After viewing the news report, students will present their
thoughts and opinions in a recording using Audacity. This
is then assessed using the AP World Language and Culture
scoring guidelines for Spoken Interpersonal
Communication. During class discussion the next day, they
present reactions to these questions:
¿Cómo es la autoestima de estos padres en este video con
respecto a su habilidad de ayudar a su hijo a tener éxito en
sus estudios?
Si fueras capaz de realizar cambios como oficial de la
escuela, ¿qué harías para mejorar la situación de las
familias que se encuentran en esta situación?
Students read and view the following news article and
photos from el Nuevo Herald:
http://www.elnuevoherald.com/2012/10/04/1314880/10
0-latinos-miami-recoge-historias.%20html, titled “100
Latinos Miami” recoge historias de superación y logros de
cien hispanos. After reading the article, students write a
reflective essay in which they draw conclusions as to how
these immigrant Latinos have overcome diversity to reach
success and how they can serve as role models for others
facing problems such as alienation. As part of this
assignment, students are asked to consider—what are the
practices and perspectives that are highlighted in this
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piece? What do these successful Hispanics have in
common?
Speaking
Assessment
Speaking Assessment: Students use the Internet to find
authentic texts that explore challenges faced by immigrants
to Spain. They use a T chart to document comparison of
issues facing immigrants in the U.S. and should document
sources so that they have them as evidence for Spoken
Presentational communication: Desafíos en los EE.UU.
Desafíos en España.
In class, students give an oral presentation in which they
address the following prompt: Compara los desafíos
enfrentados por los inmigrantes a los EE.UU. con los
inmigrantes a España. They are evaluated using AP scoring
guidelines.
Unit Extension
Unit extension: Film: La misma luna (Discussion questions:
How is the family unit affected when a parent goes to
another country to find work to make a better life for the
family? What are the risks? What unforeseen circumstances
may arise to delay a family reunion?)
Written
Presentational
Assessment
Written Presentational Assessment: At the end of the unit,
students write a culminating persuasive essay to answer
the following prompt: ¿Debe uno asimilar la cultura o
guardar su identidad cultural al inmigrar a un país nuevo?
Students listen to an audio about the identity of the new
generation of Hispanics in the U.S.:
https://www.google.com/search?q=www.bbc.+co.uk%2Fmu
ndo%2Fcultura_sociedad%2F2010%2F06%2F100607_video
_hispanos_generacion_la_+np.shtml&ie=utf-8&oe=utf8&aq=t&rls=org.mozilla:en-US:official&client=firefoxa&channel=fflb and read an article explaining how more
than 60% of immigrant children living in Spain do not feel
Spanish: www.eluniverso.com/2010/11/04/1/1360/mas60-hijos-inmigrantes-identifican-comoespanoles.html?p=1360&m=1860. They also are given a
map showing immigration patterns in various parts of
Europe. The essay is evaluated using the new exam scoring
guidelines. Students consider the unit essential questions
as they develop the persuasive essay:
¿Cómo se expresan los distintos aspectos de la identidad en
diversas situaciones?
¿Cómo se desarrolla la identidad de una persona a lo largo
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del tiempo?
¿Cómo influyen la lengua y la cultura en la identidad de la
persona?
Unit two: La
belleza de la
patria
Essential
Questions:
Theme: La belleza y la estética/ La vida contemporánea
Context(s): El lenguaje y la literatura Las artes visuales y
escénicas Las relaciones personales


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Activate Prior
Knowledge to
Explore the
Theme:
¿Cómo las bellas artes reflejan las perspectivas
culturales?
¿Cómo se establecen las percepciones de la belleza y
la creatividad?
¿En qué maneras se manifiesta el patriotismo
atreves de las artes?
¿Cómo contribuyen los inmigrantes al desarrollo de
las artes en tu comunidad?
¿Cómo definen los individuos y las sociedades su
propia calidad de vida?
Activate prior knowledge to Explore the Theme: ¿Cuáles
experiencias has tenido con el arte que reflejan el
patriotismo? ¿Conoces algunas obras de arte del mundo
hispanohablante que reflejan este patriotismo?
Class discussion about a special place in the student’s
country that is important to each student and why, as well
as how he or she would feel if never again able to visit
there.
Students discuss the meaning and feelings about the
concept of patria. Students also describe images that
represent Patria and discuss how those symbols mean to
them and people around the world.
Written and
Print
Interpretive
Communication:
Students read Versos Sencillos, Martí (can also be
accessed at Albalearning.com to focus on interpretive
listening) and cite the importance of this literary product in
showing the perspective of José Martí and his
contemporaries. They answer the question, ¿Cómo refleja
la belleza en la literatua el perspectivo propio,
especialmente en el caso del patriotismo?
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Students research internet sites (including articles, videos,
interviews) about Cubans who left their homeland to seek a
better life and discuss with classmates the pros and cons
of their decisions.
They follow this by listening to Mi Tierra by Gloria Estefan
and discuss the similarities and differences in writing to
those of Guantanamera by Celia Cruz.
Assessments
[Spoken
Interpersonal,
Written
Interpersonal
Communication;
Spoken
Presentational,
Written
Presentational
Communication]:
Students prepare a Audacity presentation on one of the
songs as compared to an American song that they find
patriotic in some way. They compare and contrast how
each product reflects patriotism and the imagery used.
They read excerpts from Soñar en cubano by Cristina
García and compare the way the three generations view
Cuba and why.
Unit Three: El
valor de la
familia y la
comunidad
Theme: Las familias y las Comunidades
Essential
Questions:
Students compare cultural products in art that also reflect
patriotism and discuss the different perceptions of beauty
in each. Possible examples: Washington Crossing the
Delaware, Diego Rivera’s Sueño de una tarde dominical en
la alameda central, Goya’s Dos de mayo and Tres de mayo.
Students create and explain art that reflects their idea of
patriotism based on the works of Diego Rivera, Goya or
another Hispanic or Spanish artist of their choice.
Students participate in a student-led class discussion
focusing on patriotism and how the idea of patriotism is
represented in their artwork.
Contexts Included:
Las tradiciones y los valores
Las comunidades educativas
La estructura de la familia
La ciudadanía global
La geografía humana
Las redes sociales



¿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
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asumen las comunidades y las familias en las
diferentes sociedades del mundo?
Connections also to the themes of: Los desafíos mundiales,
La vida contemporánea, La belleza y la estética, Las
identidades personales y públicas, La ciencia y la tecnología
Activate Prior
Knowledge to
Explore the
Theme: Spoken
Interpersonal
Communication
Students think about the following questions and respond
as fully as possible:
¿Cómo se define una familia?
¿Cómo adquiere una familia o una comunidad sus
tradiciones y sus valores?
¿Qué quiere decir la expresión “ciudadanía global”?
¿Qué es una red social y para qué sirve?
Connecting to
Authentic
Resources:
Audio, Visual,
and Audiovisual
Interpretive
Communication,
Written and
Print
Interpretive
Communication
Read online at La Nación: Las redes sociales cambiaron
para siempre a América Latina www.nacion.com/2012-1013/AldeaGlobal/las-redes-sociales-cambiaron-parasiempre-a-america-latina.aspx and be prepared to answer
in class: ¿Cómo han cambiado las redes sociales para
siempre a Latinoamérica? Da ejemplos.
Compara el impacto de las redes sociales en los EE.UU. y
en la América Latina, dando ejemplos específicos.
Assign this listening to give students another idea of
community and the sharing of common goals:
www.masvoces.org/Radio-logias-de-Economia-Socialy,4860 Using DropBox from CLEAR audio technologies,
have students describe Can Cases (about a cooperative
living community in a rural area of Catalunya) using a
Who? What? Where? When? Why? format.
Cortometraje: La leyenda del espantapájaros Before
viewing:
1. Ask students to define the word leyenda and share
legends that they know.
2. Have students discuss why it is important to be part of a
community, to have a feeling of belonging, and to have
friends.
C. Explore vocabulary (defined in Spanish) that students
may not know while viewing, such as cobrar vida, malvado,
and tiritear.
3. View the YouTube video: www.youtube.com/watch?v=dnIU1Ip5Vs
4. Follow up with Ricardo Arjona’s song, El
http://www.youtube.com/watch?v=FKgLU7udU0M, which
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deals with a similar theme.
To show understanding of the themes of both the song and
video, students engage in a Written Presentational
communication task in which they develop an essay based
on the following questions:
¿Por qué existe el prejuicio?
¿Cuál es el mensaje de los dos productos?
¿Cómo puede la sociedad evitar actitudes similares y
cambiar las prácticas y perspectivas que dirigen al
prejuicio?
Summative
Assessment:
Interpretive
Print, Written
and Spoken
Presentational
Communication
1. Students read about UNESCO and its goals and world
initiatives in Spanish-speaking cultures, by accessing their
Web site: http://www.unesco.org/new/es/unesco/aboutus/%20who-we-are/introducing-unesco/
Asstudents explore the projects, organizations, and
initiatives of UNESCO, they identify evidence that
addresses these essential questions:
¿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?
2. Either individually or in pairs (decide year by year
according to the make-up of the class), students create a
multimedia presentation (Prezi, PowerPoint, Google
presentation, or other) based on this resource to answer the
following question:
¿Qué quiere decir ser ciudadano del mundo?
¿Qué parte formas tú en nuestra sociedad global?
Unit Four: La
vida en un
mundo de
tecnología
Theme: La ciencia y la tecnología
Contexts:
El acceso a la tecnología
Los efectos de la tecnología en el individuo y en la sociedad
El cuidado de la salud y la medicina
Las innovaciones tecnológicas
La ciencia y la ética
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Essential
Questions:



Activate Prior
Knowledge to
Explore the
Theme:
¿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?
¿Qué aparatos tecnológicos empleas todos los días?
¿Si tuvieras que escoger sólo un útil tecnológico y rendir
todos los otros, cuál sería y por qué lo escogerías?
¿Cómo afectaría esta decisión tu vida y qué desafíos
tendrías sin los otros aparatos tecnológicos?
Class discussion of the most important technological tool
that is part of the students’ lives or that of family members.
Students read the latest news in technological advancement
at
NCYT: http://noticiasdelaciencia.com
Assign students articles and Podcasts by topics (ciencia,
tecnología, medio ambiente, salud, psicología) and share
their learning with the class in short oral presentations
with a visual stimulus and VoiceThread or Audacity.
Students listen to and read news about stem cell research
and come prepared for a class debate on the pros and cons
of stem cell research.
They bring evidence from:
www.bionetonline.org/castellano/content/scintro.htm and
www.rtve.es/noticias/celulas-madre/ or other sources to
back their opinion.
Integrated
AssessmentAudio, Visual,
and Audiovisual
Interpretive
Communication
Written and
Print
Interpretive
Communication:
1. Students research a health, educational, emergency, or
societal issue or tool that has been improved by technology.
They plan a
presentation of their findings by considering the essential
questions and comparing how the issue or tool has changed
life compared to 25 years ago.
2. Students must include graphs, tables, statistics, etc. as
visuals for the class. In planning their presentations,
students address:
¿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?
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3. Spoken Presentational Communication, Written
Presentational Communication, Spoken Interpersonal
Communication: Students present findings to the class
through a multimedia presentation using PowerPoint, Prezi
or other tools. Students take notes on an advanced
organizer to be used in step three. Peers ask student
presenters questions for clarification or where information
for the organizer is missing.
4. Written Interpersonal Communication: Students choose
the two scientific and/or technological advancements
presented that they believe are the most important and
explain why in a class Blog or journal. They must read
previous entries first, react to them, and add their choices
with rationale as they consider these 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?
Unit Five: El
futuro de
nuestro mundo
Essential
Questions:
Theme: Los desafíos mundiales
Contexts:
Los temas económicos
Los temas del medio ambiente
El bienestar social
La conciencia social



Connecting to
Authentic
Resources:
¿Cuáles son los desafíos económicos y
medioambientales de Latinoamérica que presentan
desafíos mundiales?
¿Cuáles son los orígenes de esos desafíos?
¿Cuáles son algunas posibles soluciones a esos
desafíos?
Students research and bring in an article about a current
environmental issue in a Spanish-speaking country that
affects the world as a whole (show the diversity and
importance of environmental issues in Latin America).
Students read El oro negro and discuss the current situation
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of Spanish-speaking countries’ nationalization of their oil
and its global impact.
Students read La fiesta del árbol, Mistral, and discuss the
message in her essay with another student.
Students listen to: Banco Mundial: enfoques exitosos en
América Latina para proteger la biodiversidad at radio ONU:
www.unmultimedia.org/radio/spanish/2012/10/bancomun
dialenfoques-exitosos-en-america-latina-para-protegerlabiodiversidad/ They take notes on the state of the
environment in the Latin American countries or zones
presented and discuss their findings in class with other
classmates, making comparisons among the environmental
issues, efforts to protect biodiversity, and how it affects the
entire world.
Students listen to songs from Maná’s CD Amazonía, and also
to their song ¿Dónde jugarán los niños? After listening to the
song, students watch the video and compare their thoughts
with the visuals presented in the video.
Students write their reactions to the messages of the songs
in a blog, and then they respond to at least one classmate’s
responses, asking more questions and requesting
clarification, if needed.
Students research other Hispanic celebrities who contribute
to initiatives for the protection of the Earth. In class
discussion is held comparing these celebrities to those of the
U.S. and their social conscience and influence in working
toward saving our planet.
Audio, Visual,
and
Audiovisual
Interpretive
and Written
and
Print
Interpretive
Communicatio
n Spoken
Presentational:
Students read, listen to, and interpret various authentic
texts about the environment, then present them to the class
as a formative assessment.
Spoken Interpersonal Communication: Students participate
in a Socratic discussion about environmental issues. Each
student must formulate three well-thought questions that
prompt peers to evaluate, predict, and propose solutions to
current environmental issues which may or may not also be
tied to economic concerns.
Students respond to each other’s questions. This is a
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student led discussion. The teacher evaluates students and
gives constructive feedback.
Written
Presentation
Communicatio
n:
Unit Six:
¿Quiénes
somos y
cómo es
nuestra vida?
Essential
Questions:
Using AP Exam format based on authentic readings and
audio dealing with three different cultures of the Spanishspeaking world (not already used during the unit), students
will interpret and synthesize information about the
environment, then present in writing an analysis presenting
a cultural and grammatical comparison in which they
address the essential questions:
¿Cuáles son los desafíos económicos y medioambientales de
Latinoamérica que presentan desafíos mundiales?
¿Cuáles son los orígenes de esos desafíos?
¿Cuáles son algunas posibles soluciones a esos desafíos?
Theme: La vida contemporánea
Contexts:
La educación y las carreras profesionales
Los estilos de vida
Las relaciones personales
 ¿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?
Connections also to the themes of: Los desafíos globales, Las
identidades personales y públicas, La ciencia y la tecnología,
Las familias y las comunidades, La belleza y la estética.
Activate
Prior
Knowledge to
Explore the
Theme:
Creative
Written
Presentation
al Task
Homework Blog - Students reflect on the following situation
and associated questions and write a short paragraph to
respond:
Imagina que tienes que crear una caja conteniendo tres
tesoros para enviar a un pueblo extraterrestre para describir
quiénes somos en el año 2015. ¿Cuáles tres productos
incluirías? ¿Cómo describirías el producto y la función que
desempeña? ¿Cómo describirías la perspectiva que representa
cada uno? ¿Cómo reflejan estos productos nuestra sociedad
actual?
Piensa cuidadosamente en los productos, prácticas y
perspectivas que definen nuestra vida contemporánea. After
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reading the blog entries, the teacher enables the “view by all”
function so that students can read each other’s comments as
another homework assignment. A Spoken Interpersonal
discussion follows the next day.
Connecting
to Authentic
Resources:
Audio,
Visual, and
Audiovisual
Interpretive
Communicati
on, Written
and Print
Interpretive
Communicati
on
Homework: Students listen to the following audio from Más
voces: http://www.masvoces.org/Reportaje-Dia-de-laHispanidad-y%20nuevos%20colonialismos
In class the next day, they answer the following questions:
¿Cómo influyen las
perspectivas de la gente en la celebración contemporánea de la
fiesta el Día de la
raza? ¿Debe España pedir perdón a los pueblos?¿Cuáles son
unos ejemplos de neocolonialismo en la actualidad?
Students give their own opinions and cite examples.
Examinando algunas prácticas de la vida contemporánea:
In Abriendo paso: lectura, students read La Tomatina,
complete the comprehension activities, prepare to answer and
defend their opinions to the question, ¿Es diversion o tontería?
By accessing www.vertaal.com/cultura_20080704_sanfermines.htm, students view
and listen to: Los Sanfermines de Pamplona and complete the
interactive activities that accompany the audiovisual
presentation. Once again, they prepare to answer and defend
their opinion: ¿Es diversion o tontería?
In class, students individually read the following news articles
to learn about best careers for students in México, the U.S.,
and Argentina: www.informador.com.mx/
economia/2010/252791/6/las-10-profesiones-mejor-pagadasde-mexico.htm
www.lagaceta.com.ar/nota/480857/Tucumanos/Conoce-lasprofesiones-masrentables-del-futuro.html
For homework, students research (in Spanish) the same
information about the U.S.
In class the next day, they compare and contrast tendencies
and predict why there may be differences.
Homework: Watch the following video about Carlos Slim Domit
http://contenido.com.mx/seccion/videos/
Research his work and answer the following question for class
in paragraph form:
¿Por qué merece o no merece Domit ser otorgado el Premio
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Nacional de la Imagen Pública?
For an oral presentation: Compara a Carlos Slim Domit con
Warren Buffett o Bill Gates por investigar información similar
de sus carerras y empresas y por investigar sus actividades
caritativas.
Students record presentations using Audio Dropbox from
CLEAR or Audacity.
Homework for three evenings during which students must
take notes to use as evidence in class, also citing statistics and
information provided in graphic form.
Listen to the following audio about mothers working in
Argentina:
http://cadena3.com/contenido/2012/08/05/101209.asp
Read this article from Spain:
http://elpais.com/diario/2010/11/14/sociedad/1289689201
_850215.html
Read this report about the U.S.:
http://imow.org/economica/stories/viewStory?language=es&s
toryId=4744
In class discussion to answer the following questions,
providing evidence from the
three authentic resources above:
¿Cómo ha cambiado el papel de la mujer en las tres
sociedades?
¿Cuáles son las diferencias y semejanzas entre las estadísticas
de las mujeres/
madres que trabajan fuera de la casa?
Como resultado, ¿cómo afectan estos cambios la vida
contemporánea de la sociedad?
¿Es posible que haya en el futuro una mujer tan exitosa como
Carlos Slim Domit,
Warren Buffett, o Bill Gates? Explica por qué.
Redefining My Views: Written Presentational Communication
Students prepare a persuasive essay to answer the following
prompt:
¿Hasta qué punto se puede decir que la mujer y el hombre son
iguales en nuestro mundo? Students read an article about
advances women have made in recent times, hear an audio
about the inequalities they still face, and look at a chart which
compares earning by gender. In
their essay, they should address at least one of the following
essential questions, citing evidence from the unit:
¿Cómo definen los individuos y las sociedades su propia
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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?
Díaz, José, M.AP Spanish Preparing for the Language and Culture Examination,
Fourth Edition Pearson Prentice Hall, 2014
Díaz, José, M., Nadel, María F. Abriendo Paso Temas y lecturas Pearson
Education, 2014
Díaz, José, M., Nadel , María F. Abriendo Paso Gramática Pearson Education,
2014
Nuevas Vistas, Curso de Introducción, Advanced Spanish, Holt, Rinehart and
Winston, 2006.
Resources:
Draggett, Parthena, Temas AP Spanish Language and Culture, Vista Higher
Learning,
2014.
Frisancho, Jorge, AP Spanish Language and Culture Exam Preparation, Vista
Higher
Learning, 2014
McMullen, John, Joseph Moore, and Et. Al . Bravo 3. Evanston: McDougal
Littell Inc.,
1996.
Nuevas Vistas Curso Dos. 2006th ed. Austin: Holt, Rinehart, Winston, 2006.
Repaso. New York: Glencoe McGraw-Hill.
Written and Print Resources:
www.elmundo.es
www.ver-taal.com/
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www.bowdoin.edu/~eyepes/latam/index.html
www.laits.utexas.edu/spe/
http://cvc.cervantes.es/ensenanza/actividades_ave/aveteca.htm
www.20minutos.es/
Centro de Noticias ONU www.un.org/spanish/News/
La Crónica de Hoy www.cronica.com.mx/
El Mercurio www.emol.com/
El Mundo www.elmundo.com/
El País www.elpais.com/
Reforma www.reforma.com/
La Tercera www.latercera.com/
Audio, Visual and Audiovisual Resources:
BBC Mundo www.bbcmundo.com/
CNN en español http://cnnespanol.cnn.com/
Nuevos Horizontes www.nuevoshorizontes.org/
Radio de las Naciones Unidas www.unmultimedia.org/radio/spanish/
Radio Nederland www.rnw.nl/espanol
Albalearning.com
Soñar en cubano by Cristina García
El espantapájaros www.youtube.com/
www.bionetonline.org/castellano/content/scintro.htm and
www.rtve.es/noticias/celulas-madre/
El oro negro
La fiesta del árbol by Mistral
Poemas-del-alma.com
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Music:
Cruz, Celia. Guantanamera
Estefan, Gloria. Mi Tierra
Maná CD Amazonía and individual song Dónde jugarán los niños
Juan Luis Guerra, Ojala que llueva café
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