AP Spanish LanguageSyllabus

Course OverviewStudents in this course will develop a strong command for the Spanish language. Students will improve their proficiency across the three modes of communication (Interpretive, Interpersonal, and Presentational) as defined in the Standards for Foreign language learning in the 21st Century. Students will increase understanding of the language through experiences with quality, authentic, and level-appropriate audio and video recordings, as well as through conversation and writing practice. The class is conducted almost entirely in Spanish to increase the students’ levels of fluency and accuracy. Class activities & practices include the following:- They will participate in casual conversations with the teacher and other classmates as well as

present formal arguments and presentations. - Emphasis will be put on the writing process through many informal and formal writings. - To facilitate student learning and increase understanding of the Spanish-speaking world,

students will be exposed often to literature and current events in Spanish including authentic written texts (newspaper and magazine articles), literary texts, and other non-technical writings.

- Students will increase their ability to synthesize and interpret written and aural selections and share with the class.

- A thorough review of grammatical structures will happen regularly in class with special emphasis placed on areas where the students have greater need of review.

Through all of this, students in their final years of secondary school training, who have a basic knowledge of the language and culture of Spanish-speaking peoples and have attained a reasonable proficiency in using the language, will refine and broaden their skills in the areas of reading, listening, writing, and speaking. A variety of texts and other resources (journalistic and literary works, podcasts, interviews, movies, charts, and graphs) are used to allow for a broader range of practice activities.

Organization All students broaden their knowledge of the various cultures that comprise the Spanish-speaking world through the thematic approach of the AP Spanish Language and Culture course. 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. Discussion of the topics completely in Spanish is a requirement for this course. It is assumed that students have previously been exposed to advanced language structures in the courses leading up to the AP Spanish Language and Culture course; however, review of the mechanics is done within the contextual framework of each unit as needed.

Teaching Strategies Participation: Students are expected to participate willingly in all class activities. Each class has a variety of students and as many different levels of ability at using Spanish. Whenever possible, advance preparation for classroom activities will be encouraged, but at all times mistakes are expected during class and are used as a time of class education and peer-tutoring. Only through trial and error which leads to personal insight will each student achieve improvement in this class. 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.

Pre-assessments: Preliminary assessments will take place the first 2 weeks of school. All students will complete three separate preliminary assessments based on the Interpersonal, Interpretive, and Presentational modes of communication. These assessments are graded as class work and form the basis of a portfolio of student work, so that both student and teacher may monitor learning throughout the year.

Grading Policy:Grade weights: Students will receive at least one grade for every week during a 6-week grading period. These assignments will be designated either major or minor grades. The weights of these categories have been set by the Weatherford ISD. Major grades will average together to account for 60% of each grading period, and minor grades will average together for the remaining 40% of the grading period average. There will be a minimum of 2 major grades for each 6-week grading period.

Reassessment: Students have the option of reassessing any major grade within a week of receiving the original grade. After the reassessment, the higher of the 2 grades will be entered into Skyward, and the other will be discarded. The reassessment procedure for Miss Briggs’s class is posted in her room on the bulletin board. Students who wish to reassess are required to complete a form and two activities to prepare for the reassessment as well as attend a tutoring session with Miss Briggs – all before the reassessment can be attempted. All reassessments will take place outside class time. Students who earn below a 70 on the original grade can earn up to a 70 on the reassessment. Students who earn a grade higher than 70 can earn a higher grade based on a percentage of the original grade.

Late work policy: No late work will be accepted after the due date. (Medical absence and school activities are exceptions). All assignments are due at the beginning of the class period. Any assignments turned in after class has started will be considered late and be eligible to receive no higher than a 70. Late assignments will be accepted through the end of the next school day.

Course Planner:On-going assignmentsLas Noticias: Every 2 weeks all students will present to the class a current event article they found on a Spanish-language web-site. They will receive a grade for providing bibliographic information, writing an English summary, creating a vocabulary list with translations, turning in the article, and presenting the information in Spanish to the class.

Spanish in the Real World: Students are required to engage in real-life activities outside the classroom to enrich their Spanish language and culture experiences. They create a short video (1-5 minutes) once per grading period showing their involvement outside the class in a Spanish language or culture activity. Options include but are not limited to: attending an art exhibit, musical show, or play; preparing a meal while following recipes written in Spanish; regular correspondence through email, Skype or FaceTime with heritage speakers in a Spanish-speaking country; viewing of important events involving target language speakers, such as a president’s acceptance speech or a national celebration of a country’s independence; and visits to university campuses for special events, hosting a student from a Spanish-speaking country; visiting area businesses and learning about opportunities with Spanish; and more. This activity should not be neglected until the last minute. It requires planning and thoughtful involvement. The video can be a series of still photos put together into a

single file, or students can use any video program they are familiar with. Students may participate in groups but each must provide his/her own individual video evidence.

Cultural Interaction: As a class, students will have the opportunity, at least once a year, to tour a Spanish art museum, attend a live performance of ballet folklórico or other visual arts, or visit a Hispanic cultural festival. This will be advertised in advance so that students can prepare for the experience by doing background research or practicing proper etiquette.

Themes to be covered

Unit 1ThemeEssential Questions

Hispanic Influence & Impact on Our Lives (4 weeks)Theme: Personal & Public Identities; Families & CommunitiesContexts: National & Historical Figures, Personal Beliefs, Customs & Values, Global CitizenshipEssential Questions: Why is studying Spanish important? What parts of the world speak Spanish? How have Spanish-speakers impacted the world through science, literature, sports, the arts, etc? What are the similarities & differences between the heritage speakers in class, the native speakers in class, and the Spanish language learners in class?

SampleLearningActivities

Instructional Activity: Famous Hispanics - Students read several articles about famous Hispanics in Abriendo Paso and ¡A toda vela!, including one about the singer Shakira, who is a hero not only in the entertainment world but also as an advocate for UNICEF. They answer questions that accompany these materials about how famous people can use their fame to help others.

Instructional Activity: National Identity - Students prepare a small poster on paper or using Glogster, depicting elements that help define the identities of specific Spanish-speaking countries. Poster elements should represent both national identity and diverse regional, linguistic, or ethnic identities; examples might include an outline map, flag, iconic geographical features, animals, economic products, monuments, historical figures, national heroes, words in different languages, rural and urban scenes, and indications of poverty and wealth. Students make 2-minute oral presentations of their posters to the class, describing how the images relate to the peoples of the country.

SampleAssessments

Formative Assessment: Hispanos Famosos - In this “classroom museum” assessment students create an exhibition showcasing famous Hispanics and how they have contributed positively to society. Each student selects an image of the famous person and develops accompanying text on a small poster. These posters are then displayed in the classroom and classmates evaluate each project as part of a gallery walk. Half of the students act as the “curators” and explain their choices to their classmates, who act as visitors to the exhibit. Then students switch roles. The exhibit can be visited by other teachers and their students if they have time and interest.

Formative Assessment: National Identities Essay - Students write short in-class essays answering the question, What are some features of geography, language, ethnicity, and culture that help to define national, regional, and/or ethnic identity in your assigned country? Based on my feedback, they revise their work to create final versions of the essays.

Unit 2ThemeEssential Questions

Technological Progress and Education (4 weeks)Theme: Contemporary Life; Science & TechnologyContexts: Access to technology, Education & CareersEssential Questions: How important is technology to my life? What has changed and is changing because of technology? How can digital resources & other technology impact my education? How does the availability of internet & other digital resources across the globe impact the world’s job market and employment possibilities?

SampleLearningActivities

Instructional Activity: How Plugged-in Are We? Students work in small groups to prepare a list of all the ways we are connected to technology on a daily basis. Students are encouraged to discuss how they react when they lose their cell phones or their computers crash. Students present their findings to the rest of the class via discussion.

Instructional Activity: Story About an iPhone - Students read the short literary text by Alicia Yánez Cossio, “La IWM mil.” This story highlights what happens when everyone becomes entirely dependent on an apparatus that we would recognize today as a smartphone. Students answer comprehension questions and then write a brief analysis to describe how this story parallels what is happening in their lives and the rest of society today

Instructional Activity: How Do We Unplug? After completing the story, students work in pairs to interview one another. They exchange opinions about the stress that technology can cause even though it is meant to make our lives easier. Then they discuss what they do in order to get a break from technology or “unplug.”

Instructional Activity: Texts on Access to Technology - Students, in groups of three, are assigned resources to read, view, listen to, and summarize. (Topics include recent reports on availability and cost of broadband access; efforts of governments to provide Internet access to poor neighborhoods; and the positive impact of technology in rural areas, such as access to customers and pricing information for small farmers.) Using Google Docs, students collaborate to write a summary of the assigned article, audio recording, or video and use evidence from the resource to answer the essential question, How does access/lack of access to technology impact people in the Spanish-speaking world? They collaborate in real time to write the summary as a group in a shared document for use in the next phase of the lesson.

SampleAssessments

Formative Assessment: Tech Help! Students respond to an email (of my own creation) as part of an ongoing problem with their Internet service provider. The problem could involve poor service, too much email, and/or spam. I encourage the students to work hard on their etiquette skills when writing this assessment, since this problem will most likely occur at some point in their lives.

Formative Assessment: Mini-Essay - Using their notes from the previous activities, students write a short essay answering the questions, How does access/lack of access to technology impact people in the Spanish-speaking world? and How can society address these impacts? They are required to include information from their own studies and their classmates’ reports.

Unit 3ThemeEssential Questions

Self Image (4 weeks)Theme: Personal & Public Identities; Families & CommunitiesContexts: Self Image, Personal Interests, Personal Beliefs, Customs & ValuesEssential Questions: Who am I? What influence on my self-image has my family, my friends, my community, and my school had? How is my self-image determined by the culture I was raised in?

SampleLearningActivities

Instructional Activity: Vocabulary Building - Using Jenga blocks labeled with adjectives or pastime activities, students describe themselves, their likes, and their dislikes. As a student pulls a block, he or she must describe how the word or phrase is or is not relative to him or her. If the term does not relate to the student, he or she must replace it with information that is pertinent to his or her likes and dislikes.

Instructional Activity: Borges vs. Borges - In order to better understand the link between identity and literature, students read short stories written by Borges called “Borges y Yo” and “El Otro” in which the author addresses his fictional self and ponders the meaning of the other. After an initial vocabulary building activity, students are divided into two groups — one group reads “Borges y Yo,” and the others read “El Otro.” Students present each story to partners, compare them, and then share their comments in a whole-class discussion.

SampleAssessments

Formative Assessment: “A Julia de Burgos” All students read the poem “A Julia de Burgos” and in groups discuss the similarities and differences between the authors’ personality traits as portrayed in Borges’s short stories as compared to Burgos’s poemSummative Assessment: Written Essay: “(Name) y Yo” Students write their own version of either “Borges y Yo” or “El Otro” in which they emphasize the inner self or a projection of themselves in the future. In addition to their version of the short story, they also write a reflection piece that focuses on the essential question that accompanies this assessment.

Unit 4ThemeEssential Questions

El Arte de Poesía (3 weeks)Theme: Beauty & Aesthetics; Personal & Public IdentitiesContexts: Heroes & Historical Figures, Personal Interests, Language & LiteratureEssential Questions: What makes poetry personal? How does a specific choice of words change a poem? Why is poetry different from prose?

SampleLearningActivities

Instructional Activity: Activating Prior Knowledge - In groups of four, students discuss questions about poetry. Sample questions include: ¿Tienes un poema favorito en español o inglés? ¿Qué te gusta del poema? ¿Has memorizado un poema? ¿Cuándo y dónde escuchamos y recitamos poesía hoy en día? ¿Cuáles son las letras de tus canciones favoritas? ¿Las letras de las canciones son poesía? ¿Por qué o por qué no? Habla con tus padres y tus abuelos. ¿Tienen ellos poemas favoritos que han memorizado? ¿Qué ventajas hay de memorizar?

Instructional Activity: Analyzing Poetry 1: Guillén Based on the title and the poet’s nationality, students make predictions about the themes they may find in a balada. We discuss the literal and figurative meanings of abuelo. Before we listen to an audio recording of Guillén reading “Balada de los dos abuelos,” small groups are each assigned a segment of the poem to analyze. They prepare small drawings to represent the imagery in their segment and create a class collage contrasting the two abuelos. As groups create their drawings, they describe the images orally, relating them to the words in the poem. Students then use their glossary of literary terms to identify elements such as metáfora, anaphora, rima, and aliteración, highlighting examples on their papers. We discuss the effect of using these elements in the poem.

Instructional Activity: Analyzing Poetry 2: Guillén (Continued) We read the poem “La muralla,” listing elements that are welcomed (abre la muralla) and elements that are rejected (cierra la muralla). Then the class divides into two parts: Half the class works on a visualization similar to that in the first Guillén activity, above, and the other half practices and presents a choral reading of the poem. Finally we discuss the metaphor of the wall in this poem as something that unites and protects, rather than divides us.

Instructional Activity: Analyzing Poetry 3: Storni We begin by reading the poem’s title and attempt to answer the following questions: ¿La voz poética le pertenece a un hombre o a una mujer? ¿Cómo sabes? ¿A quién se dirije el poema? ¿Qué palabras e ideas asocias con la palabra “blanca” en el título? I then read the entire poem aloud to the students, and in pairs they list elements associated with the poetic voice and those associated with the interlocutor. We then paraphrase the commands in the latter part of the poem (“Huye hacia los bosques …”), identify poetic devices (especially hyperbole and anaphora), and discuss how they contribute to the tone of the poem.

Instructional Activity: Analyzing Poetry 4: Storni (Continued) Students read a second poem by Storni and then compare the two poems, answering the questions, ¿Qué perspectivas culturales son reflejadas y desafiadas en estos poemas? and ¿Cómo se comparan estas perspectivas a las perspectivas hoy en día en tu propia cultura? Students use a class blog to discuss in writing how the two poems relate to their knowledge and/ or experiences of the evolution of gender roles and the “double standard” for boys and girls in academics, sports, and social activities as well as how these have changed over time. They share their own opinions, react to others’ comments, and engage in a written dialogue about the poems.

SampleAssessments

Summative Assessment: VoiceThread - Un poema Students choose one of the poems we have read in class, or read and choose another poem. They prepare a PDF of the poem to upload onto VoiceThread; prepare and record answers to at least two of the essential questions, using VoiceThread’s doodling feature to point out lines or words in the poem; and record their comments about the poem. To ensure that all students’ work is viewed, each student must read and comment on six of their classmates’ projects (three assigned and three of their choice).

Formative Assessment: La Oda – After reading Neruda’s “Oda al Tomate” and “Oda a la Alcachofa,” students write their own “Oda a…” They must create a visual representation of the mundane object they choose to describe. They must present their original poem to the class orally.

Unit 5ThemeEssential Questions

Citizenship & Immigration (3 weeks)Theme: Families & Communities; Global Challenges; Personal & Public IdentitiesContexts: Philosophical Thought & Religion, Population & Demographics, National & Ethnic Identities, Heroes & Historical Figures, Alienation & Assimilation, Global Citizenship, Human GeographyEssential Questions: Is immigration just an issue for the US? What are the problems & advantages of immigration to any country? How is the issue of immigration different from the issue of illegal immigration? How has immigration historically affected cultures and populations of different locations (Jewish emigration from Europe, Middle Eastern immigration into Spain, Asian immigration to the United States, etc)?

SampleLearningActivities

Instructional Activity: Immigration - I lead the class in a discussion about immigration, examining the experiences of several groups in different countries. We make a list of all the countries from which the students’ ancestors emigrated. Those who know some of their family’s history are encouraged to share reasons for its emigration. Next, in small groups, students are asked to list other reasons that people emigrate. We then discuss these lists as a class. Students watch two videos about immigrants to Spain, “Torre de Babel” and “Chinos en España,” and complete the site’s online comprehension exercises that accompany the videos. Finally, we discuss how immigration is not just an issue in the U.S. I ask students

to give examples of other waves of immigration they may have learned about.

Instructional Activity: The Romani People - In preparation for this activity, students do basic research about the Romani people, using information from the Unión Romaní website. In class, we also watch a video of a public service ad campaign in Spain about prejudice toward “los gitanos” and a video of the campaign song, “El alma no tiene color” (both found on the Fundación Secretariado Gitano website). In pairs, students complete a Venn diagram, which they then use to discuss parallels and differences in racial/ethnic prejudice in Spain and the U.S.

Instructional Activity: “Los alambradores” I introduce students to the work of Ana María Matute via a lecture. Students then read “Los alambradores.” The story details a group of gypsies’ visit to a small town in early 20th-century Spain and the prejudice they encounter there. The class discusses the time period in which the story was written and how things may or may not have ended differently if the story were set in the present.

SampleAssessments

Formative Assessment: Issues in American Immigration - Students answer the following questions in preparation for a written research project: 1. In order of population figures, from what countries do Hispanic immigrants to the U.S. come from? 2. For what reasons do these groups come? Give examples. What are your reactions to those reasons? 3. What do you imagine the experience of the Hispanic immigrant is like before, during, and after his or her arrival to the U.S.? 4. What effects does immigration have on the U.S.? 5. What are some suggestions people have made about dealing with illegal immigration? Which of these do you agree with? Which do you disagree with? Students begin their research projects, using their answers to the questions as a guide. Finished projects are handed in to me upon completion.

Summative Assessment: Reflection Essay - Students write a reflection essay based on “Los alambradores,” discussing the themes and characters. They are required to discuss the issues of alienation and discrimination and the difficulty of settling in a new community. Students also comment on the ways in which the characters in the story represent different points of view about outsiders (in this case, gypsies) coming into a community.

Unit 6ThemeEssential Questions

El Arte de Música y movimiento (3 weeks)Theme: Beauty & Aesthetics, Contemporary LifeContexts: Social Customs & Values, Visual & Performing ArtsEssential Questions: How does dance express one’s self-image? How is dance and rhythmical movement affected by different types of music? Is dance or music cross-culturally relevant?

SampleLearningActivities

Instructional Activity: Music Moves Us - Students listen to teacher- and student-provided music from a variety of artists and musical styles (e.g., classical guitar, flamenco, mambo, Andean folk music, mariachi, Latin pop), conversing with partners and then as a whole class to answer the following questions: • ¿Cómo te hace sentir esta música? • ¿Conoces el estilo musical o el artista? • ¿En qué piensas cuando escuchas la música?

Instructional Activity: Researching Music and Style - Each student picks a musical artist or group to research. I provide students with a table in Google Docs with a series of topics to research on the Web, instructing them to take notes in Spanish on their online document. Students research the artist’s biography, genre, and musical evolution including influences, early hits, two representative songs, impact of the music on the public and on other artists, and the artist’s impact on the community through causes they support. In their written documents, students describe ways in which the artist’s life and/or work show connections to history or geography.

SampleAssessments

Formative Assessment: Peer Exchange — Read and Comment I establish groups of two to four members, made up of students who researched artists with related musical styles. They share their Google Docs, read one another’s reports, and use the “comments” function to note similarities and differences among the artists’ lives and music, including answers to questions such as the following: • ¿Qué estilos de música representan los artistas en este grupo, y cómo han evolucionado? • ¿Qué revela la música de estos artistas sobre su vida y sobre la historia de sus pueblos? • ¿Qué impacto tiene la música en estas personas y en sus comunidades? After reading their classmates’ comments, students complete any missing information and write reports on their artists.

Summative Assessment: Teenagers and Music - Students read the articles and listen to the audio in order to address the topic of music in the lives of teenagers. It is well documented that music has its benefits, but can too much or certain types of music have negative influences? Students synthesize the information provided and address this issue by writing persuasive essays about the effects of music on teenagers. The AP World Language and Culture Exams Scoring Guidelines for Presentational Writing are used to grade this assessment and give feedback to the students.

Unit 7ThemeEssential Questions

Tecnología y éticas (3 weeks)Theme: Science & Technology; Global ChallengesContexts: Philosophical Thought & Religion, Social Conscience, Innovations, Science & EthicsEssential Questions: Science & technology constantly make changes to the world around us. What changes have occurred in the last generation? Why is there debate on the advantages and disadvantages of scientific advancements? Why are ethics a part of the discussion about technology? How does a discussion about technology and ethics affect my school life?

SampleLearningActivities

Instructional Activity: Technological Advances - I ask students to list what they think are the 10 greatest technological advances of the past 100 years. Once students have completed their lists, they form pairs and compare their lists with those of their partners. Over the next few days, students engage in a discussion via our wiki page. They read an online encyclopedia article that lists important advances of the 20th century by decade, then argue their choices for the top five inventions as well as those inventions’ positive and negative effects on modern society. The first part of this activity is a written assignment, but students then present their evaluations to others in a follow-up verbal discussion.

Instructional Activity: Technology in Spanish-Speaking Countries I show students a table detailing use of cell phones in Spain. Then we read an article about cellular and Internet access in Costa Rica. In pairs, students discuss the differences between access to technology in these two countries.

Instructional Activity: Modern Technology - In pairs, students research the AVE high-speed train, use of the emergency number 112 (comparable to 911), numbers and percentages of Internet users, presence of online courses, new medical technology, various social media, online dating, environmental technology (e.g., wind power, desalination), and their uses in Spain. The focus on one country (especially one with economic issues) provides an interesting discussion on what technology a “modern” society needs. Each pair then develops a presentation on any personal technology interests they may have. They research a subject and must refer to information from three websites in Spanish. The pair produces a 3- to 4-minute oral presentation with props. Other students are expected to ask questions.

Instructional Activity: Online Dating - To prepare for this activity, we discuss how technology has impacted personal and private areas of our lives, using online dating as an example. Students work in pairs to discuss the pros and cons of online dating. Then we listen to the song “Atrapados en la red,” which discusses online dating, and watch the video (available online). I also give them the lyrics. Based on the lyrics of the song, we analyze the singer’s point of view, intended audience, and ways he appeals to the listener.

Instructional Activity: The Future of Books - In preparation for class, students read an article from an online newspaper regarding the future of books and whether they will disappear due to advances in technology. Then, in class, they interview and note the opinions of four of their classmates on this same subject. Students share some of their more interesting comments in a class discussion.

Instructional Activity: “Nosotros, no” - For homework, students read “Nosotros, no,” a futuristic story about the invention of an injection that guarantees eternal life, and fill out a story map graphic organizer based on the events of the story. In class, small groups discuss and compare their story maps to see what they may have missed in their individual readings.

SampleAssessments

Formative Assessment: Conversation - Students have a discussion with a classmate on the following topic: If you could, would you take the injection that would give you eternal life? Students prepare the questions that they will ask their partners in advance, so I can offer feedback before the conversations take place.

Summative Assessment: Essay - Students write a 200-word essay comparing the futuristic world in “Nosotros, no” with some of the inventions of the last 50 years and current technology in the U.S. and other countries. They must refer specifically to some of the ideas raised in the story as well as real-world technological advances, and address hypothetical technology-related issues.

Unit 8ThemeEssential Questions

Artesanía (5 weeks)Theme: Beauty & Aesthetics; Families & Communities; Contemporary LifeContexts: Social Customs & Values, Customs & Values, Defining Beauty, Defining CreativityEssential Questions: What kind of work can be described as “artesanía?” How is artisan work relevant to a community’s identity and history? What about as related to an individual’s identity? What artisan work has stood the test of time and continues to tell the story of its maker culture? What items in my own culture could be described as artisan work? What does it say about my identity?

SampleLearningActivities

Instructional Activity: Social Customs and Values of the Kuna We search for short online videos about “Los indios Kuna” to familiarize students with images of the Kuna Indians of Panama, their homeland Kuna Yala, and their material culture. Next, students read an article in their textbook about the Kuna, seeking answers to the questions, How have the Kuna Indians maintained their traditions and social values while participating in the national and global societies? and What role do the production and sale of molas play in this process? Students complete a series of activities that guide comprehension, including organizing their notes and completing graphic organizers. We discuss the questions as a class in a think-pair-share format.

Instructional Activity: Crafts: Products, Practices, and Perspectives Students find real or virtual examples of craftwork from other cultures to bring to class. They give a 2-minute presentation describing the object (the product); how it is made, used, and sold (practices); and what it tells us about the points of view and culture of the makers (perspectives). Examples include Guatemalan textiles, metal work from Toledo, a mate

gourd from Argentina, a song by Shakira or Manu Chao. Students who have traveled abroad are encouraged to share objects or photographs from their trips and to research and report on how the products relate to practices and reflect identity. Students listen and take brief notes on the presentations as evidence of listening comprehension, focusing their notes on how traditions shape identity.

SampleAssessments

Formative Assessment: We listen to audio recordings of radio reports and watch short online videos about traditional crafts in the Spanish-speaking world (e.g., Oaxaca wood carvings, pottery). Students take notes as they listen, form pairs, then read their notes to their partners and take additional notes based on what their partners heard, using the two-pen strategy described in Unit 2. We discuss the advantages and disadvantages of the cottage industries that produce crafts.

Summative Assessment: Persuasive Essay Students write persuasive essays addressing the question, Should cultural artifacts always remain in their country of origin? Students should present arguments for and against the issue, and should also express and defend their own opinions.

Resources:

Written & Print Resources:● Online “Papel de la música en los jóvenes” ● Online “MONITOR MPI — Monitor de Imagen y Posicionamiento de Marcas: Segmento Jóvenes

Montevideo”● Online “Influencia de la música en la conducta de los adolescentes”● Ortiz, “Los libros no van a desaparecer, pero nosotros pertenecemos a la última generación

que va a poder tener una relación sensual con ellos”● Online articles “Un 40% de los usuarios de teléfono móvil en España lo usa para conectarse a

internet” ● Oviedo, “El Gobierno de Costa Rica planea aumentar masivamente el acceso a telefonía móvil

e internet”● Online article “Avances tecnológicos del siglo XX”● Short story Matute, “Los alambradores”● Borges, “Borges y Yo” ● Borges, “El Otro”● Burgos, “A Julia de Burgos”● Díaz, José M., María Nadel, and Stephen J. Collins. Abriendo Paso: Lectura. Upper Saddle

River, NJ: Pearson Prentice Hall, 2007.● Díaz, José M., Margarita Leicher-Prieto, and Gilda Nissenberg. AP Spanish: Preparing for the

Language Examination. Upper Saddle River, NJ: Pearson Prentice Hall, 2007.

Audio, Visual, & Audiovisual Resources: ● Audio “La música mejora el rendimiento académico”● “Una microempresa ejemplar” ● “Papel amate” ● “El rebozo de Bolita”

● “Artesano de Ayacucho Perú” ● “Artesanía Perú, ruraq maki arte en cerámica”● Assorted videos about the Kuna Indians ● Online video “Libros electrónicos: Pros y contras”

Music: ● Song Tam Tam Go, “Atrapados en la red”