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Advanced Placement ® Advanced Placement ®

SpanishSpanish Language and CultureLanguage and Culture Syllabus Syllabus 20120166--20120177 Loudoun County Public SchoolsLoudoun County Public Schools Park View High SchoolPark View High School Monica LeivaMonica Leiva--MooreMoore COURSE DESCRIPTION: Advanced Placement ® Spanish Language and Culture The Advanced PlacementÒ (AP) Spanish Language and Culture course is holistically designed to offer students a proficiency-based, rigorous college-level experience to maximize their potential in interpretive, interpersonal, and presentational skills in Spanish. The following graphic displays the six global, overlapping course themes of instruction and their related sub-themes:

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The Loudoun County Public Schools Advanced Placement ® Spanish Language and Culture course actually begins in the FLES program (Foreign Language Elementary School), where students gradually develop the essential listening, and speaking skills. The students then advance to the development of reading and writing skills in the SAMS program (Spanish at the Middle School, 6th grade). Embedded in culturally authentic, meaningful contexts the students continue developing their skills in the high school program beginning in 7th grade. This enables students to function at more advanced cognitive, analytical, and communicative levels as the pre-AP ® sequence begins in Level IV Honors. Students build confidence in Spanish by continually developing comprehension and comprehensibility, a rich breadth of vocabulary, language control, communication strategies, and cultural awareness throughout the curricula of study from the FLES program through AP. In order to connect the course with the ACTFL National Standards of Foreign Language of Learning for the 21st Century, students are expected to communicate entirely in the target language in AP ® Spanish Language and Culture as they compare and contrast Spanish-speaking cultures with their personal communities and connect their studies with other disciplines in their high school curricula. ¡Se habla español! Spanish is the dominant language of communication in this course among teachers and students. Students learn to use circumlocution techniques to interpret and convey vocabulary and structures when meaning is compromised in situations where specific terminology is not yet known. The goal is to develop a comfortable setting in which there is an appreciation and love for Spanish language learning where students feel free to take risks in order to maximize their level of proficiency. INSTRUCTIONAL PRACTICES and ASSESSMENT AP ® Spanish Language and Culture course instructors design their instructional techniques to set reasonable learning objectives for students. They also describe acceptable performance at distinct achievement levels as designated in the AP ® scoring rubrics, design thematic instruction supported by a variety of interesting, meaningful classroom activities, and then assess student progress towards the initial objectives per unit. Teachers are responsible for differentiating or redirecting instruction as needed to strengthen proficiency skills. A large majority of the summative assessments in Levels I-AP are designed to be similar in style to the AP ® Spanish Language and Culture exam. The following six groups of learning objectives are used to design activities throughout the scope and sequence of Spanish I –AP:

Spoken Interpersonal Communication Written Interpersonal Communication Audio, Visual, and Audiovisual Interpretive Communication Written and Print Interpretive Communication Spoken Presentational Communication Written Presentational Communication

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College Board Advanced PlacementÒ (AP) Spanish Language and Culture Course Design

• Align with national standards Course revisions integrate the instructional goals, Communications, Cultures, Connections, Comparisons, Communities, as outlined in Standards for Foreign Language Learning in the 21st Century.

• Focus on communication Students demonstrate proficiency in the three modes of communication: Interpersonal, Interpretive and Presentational.

• Encourage cultural awareness Students develop an awareness and appreciation of aspects of the target culture, including products (tools, books, music, laws, conventions, institutions); practices (patterns of social interactions); and perspectives (values, attitudes, assumptions).

• Incorporate a thematic approach A thematic structure enables students to study a variety of concepts in interesting, meaningful, and engaging contexts.

• Provide clear learning objectives The learning objectives describe the college-level knowledge and skills students need to succeed on the AP Exam.

• Provide achievement-level descriptions Performance indicators enable teachers to gain insight into students’ performance and adjust curriculum and instruction to meet their needs.

The following is a more specific language skill breakdown accompanied by activities which shall be completed by students:

LISTENING:

Students are exposed to new vocabulary, conversational patterns, and grammatical structures via constant target language use by the teacher. There are opportunities for students to hear a variety of accents to provide authentic models by which students effectively develop their aural/oral interpretive skills.

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It is vital for students to take notes when listening to dialogues or exchanges for which they are being asked to seek information to provide assistance when answering questions. Students facilitate their own growth in listening comprehension by working in cooperative learning groups. They communicate with each other to express messages in response to prompts from their partners. A general list of activities follows, all designed for acquisition of stronger listening comprehension skills:

v Audio recordings from classroom text publications

v Authentic recordings/broadcasts from Spanish language media programs (i.e. radio, television, film, Podcasts)

v Classical and popular Spanish music, ranging from traditional compositions to modern top singles in

the Spanish speaking world

v Opportunities to speak with Spanish-speaking guests

v Communicative exercises and games

SPEAKING: Students continue to develop speaking proficiency in Spanish via a particular sequence. First, they orally reproduce models presented, focusing on style, intonation, and correct pronunciation. Students subsequently engage in interpersonal conversational exercises to gradually master newly introduced thematic vocabulary and supportive grammatical sequences. By maintaining Spanish as the essential language of communication, students improve their speaking ability since their thought patterns are focused on responding in the target language. Students gain greater confidence in presentational speaking by taking risks in communicative exercises, all in an enriched, supportive academic environment. They acquire a greater sense of both formal and informal forms of the Spanish language, often times acquiring vernacular expressions from their assigned exercises. A general list of activities follows, all designed for acquisition of stronger speaking skills:

v Spiraling vocabulary and structures v Interpersonal speaking activities v Dialogue performances / Mini-speeches / Readings / Picture Sequence Descriptions v Role-play / Dramatizations / Skits / Songs / Games v Interviews / Oral practice drills / Interviews / Debates / Socratic Seminars

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READING:

Students improve reading skills while refining the listening and speaking elements of newly acquired vocabulary and structures. Students learn additional vocabulary and grammar patterns from context-based readings in individual and collaborative group settings. Readings are derived from textbook selections and authentic resources. Students are formally exposed to samples of classic and modern Spanish literature as part of their studies. Students read silently and aloud to promote guided literacy skills, supporting the acquired listening/speaking skills. They learn to effectively read a text, summarize, and offer analysis of various literary elements which drive the theme, content, and style of the reading. Students also make connections and comparisons to their native cultures via the study of the Spanish-speaking culture in their readings. Students develop critical thinking skills in the target language in response to both closed and open-ended exercises based on their reading activities. Finally, students interpret texts to answer related questions, interact with the teacher and classmates orally on the theme(s) associated with the text, and create original presentational responses based upon their readings.

A general list of activities follows, all designed for acquisition of stronger reading skills:

v Spanish literary excerpts from a variety of sources v Spanish Plays v Novels v Poetry v Songs v Online Newspaper Articles and Advertisements v Journals/Magazines v Vignettes v Short stories v Essays v Textbook assigned readings v Comics v Peer compositions v Riddles v Proverbs / Idiomatic expressions v Subtitled films v Games

WRITING:

Students increase their written proficiency in Spanish by engaging in a variety of directed and open-ended activities, in support of the previously outlined skills of listening, speaking, and

reading. Students respond in informal and formal styles. They begin by writing new vocabulary, extend to patterned exercises of grammatical structure and style, respond to questions/exercises focused on acquisition of new structures and enrichment of previously introduced items, and finally graduate to direct application of learned structures in composition-based activities. Students spell Spanish words and use grammatical structures correctly to build language control and support their level of proficiency. They learn how to

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compose an introduction, supportive body, and conclusion to a thematic composition. Various creative writing styles shall be implemented, including descriptive, compare/contrast, persuasive, and critical response formats. Students make connections from the texts they read and use them as prompts to compose their own work. A general list of activities follows, all designed for acquisition of stronger writing skills:

v Responses to textbook-based and teacher-created exercises v Vocabulary strengthening exercises v Personal Journals v In-Class Timed Writings/Themes v Homework-assigned compositions / Themes v Skits / Dialogues v Creative writing essays v Poetry v Songs v Speeches v Debate responses v Games v Dictations v Pen-pal communicative activities v Calligrams/Concrete Poetry v Critiques v Descriptive / Persuasive / Compare-Contrast Essays

MAIN TEXTS / RESOURCES:

Students use a variety of textbook-based and authentic resources throughout the year in AP ® Spanish Language and Culture. The following is a basic list of the many resources which may be employed in the course: MAIN TEXT SERIES:

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Díaz, José M., Margarita Leicher-Prieto, and Gilda Nissenberg. AP* Spanish: Preparing for the Language Examination (Fourth Edition). Boston, Massachusetts: Pearson Prentice Hall, 2014. Frisancho, Jorge, María T. Redmond, and Marta Lucía Restrepo Bravo. AP* Spanish: Language and Culture Exam Preparation. Boston, Massachusetts: Vista Higher Learning, 2014. Sandstedt, Lynn and Ralph Kite. Cumbre: curso AP* de la lengua española. Boston, Massachusetts: Heinle Cengage Learning, 2014. Smith, Olga Gallego, Concepción B. Godev, Mary Jane Kelley, and Rosalba Esparragoza Scott. Más allá de las palabras: Intermediate Spanish. University of Michigan: Wiley, 2010.

THE ADVANCED PLACEMENT® SPANISH LANGUAGE AND CULTURE EXAM : Tuesday, May 6, 2014 AM Exam (8:00 a.m. start time) Students enrolled in the AP® Spanish Language and Culture course have the option to take the

Advanced Placement® Spanish Language and Culture exam on Tuesday, May 6, 2014 during the morning session. Students are given every opportunity to be thoroughly prepared for the assessment via the activities completed in class. They are continually assessed in the same format and expectation level as on the AP exam. Students are afforded opportunities to practice for the AP Spanish Language and Culture exam in the following manners:

v Class time activities v Practice AP tests scheduled regularly throughout the year

v Individual meetings upon request and also upon requirement v Participation in Spanish Club, Spanish NHS, and travel opportunities

IN-CLASS ASSESSMENTS: In order to adequately prepare students for the May 2014 AP Spanish Language and Culture exam, scoring rubrics matching those used for the AP exam are also used throughout the year when assessing students on production skills. A percentage grade shall be assigned to the performance according to the following generalized tables.

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AP ® Spanish and Language 2013-2014 Scoring Guidelines: Presentational and Interpersonal Speaking and Writing Assessments

AP ® SPANISH LANGUAGE AND CULTURE SCORE GUIDELINES

PERCENTAGE EQUIVALENT AP ® Spanish Language and Culture

5 : Response demonstrates strong communicative skills.

98% A+ (5+) 95%A (5) 92% A- (5-)

4: Response demonstrates good communicative skills.

88% B+ (4+) 85% B (4) 82% B- (4-)

3: Response demonstrates fair communicative skills.

78% C+ (3+) 75% C (3) 72% C- (3-)

2: Response demonstrates weak communicative skills.

68 % D+ (2+) 65%D (2) 62% D- (2-)

1: Response demonstrates poor communicative skills.

58% F (1)

0: The response is totally incomprehensible or does not address the question at all. / Unacceptable

0% F (0)

The specific rubrics for the AP ® Spanish Language and Culture 2014 Scoring Guidelines are attached at the back of this syllabus, specifying all of the details which show the characteristics of each performance factor listed in the charts above to the left.

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Advanced Placement® Spanish Language and Culture

Thematic Program of Study SEMESTER I: I. Tema 1 : Familias y Comunidades **During the first unit, administer a practice AP exam from the College Board archives to the student to determine where each student needs extra support and practice.** **Also, due to the late release of the Pearson Prentice Hall AP Spanish textbook (Díaz), the current information reflects the Third Edition. This syllabus will be updated to reflect the changes upon receipt of the new edition. A. ¿Qué es para ti ser un(a) buen(a) amigo(a)? ¿Cuáles son las tradiciones y los valores de la familia?

• LECTURA 1 : La familia en el mundo hispánico : Los lazos familiares (Cumbre, p. 127)

• LECTURA 2: Savater, Fernando. « Mira por dónde. Autobiografía razonada (fragmento ») (AP Spanish, Vista Higher Learning, p. 6)

AP Spanish: Preparing for the Spanish Language and Culture Exam: Interpretive Communication, Print Text: Sección 5: p. 47 – Familias y Comunidades Interpretive Communication, Print Text: Sección 5: p. 76 – Familias y Comunidades ENLACES ELECTRÓNICOS

1. Audio (con lectura) “Amigas desde la huerta.” http://cuentosparadormir.com/audiocuentos/espanol-neutro/amigas-desde-la-huerta-audio-cuento-narrado-en-espanol-americano

2. Lectura – “Poema a la Amistad” por Jorge Luis Borges http://lavidaencuatropalabras.blogspot.com/2008/01/poema-la-amistad-jorge-luis-borges.html

3. Lectura – “El Árbol de los Amigos” http://www.deguate.com/infocentros/amor/carinio/arbol.htm

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ENLACES ELECTRÓNICOS (Continua)

4. Audio (video) – La importancia de la amistad en la juventud - Parte 1.

http://www.youtube.com/watch?v=57Qq5Iy1yA4&safety_mode=true&persist_safety_mode=1&safe=active

- Parte 2. http://www.youtube.com/watch?v=-XhBYLeM1j0&safety_mode=true&persist_safety_mode=1&safe=active

- Parte 3. http://www.youtube.com/watch?v=rJYTI8tkazQ&safety_mode=true&persist_safety_mode=1&safe=active

PELÍCULA Rosa de Guadalupe: “La amistad no tiene nombre” http://www.youtube.com/watch?v=bUnYqv1xUcs&safety_mode=true&persist_safety_mode=1&safe=active SUGGESTED UNIFIED THEMATIC PROJECT Interpretive Task Interpersonal Task Presentational Task Students will read situations dealing with friendships and will discuss the situations and their responses/viewpoints in pairs/groups.

Students will find one student who agrees with their responses/viewpoints in the class and one student who disagrees and will discuss why they agree/disagree.

Students present their viewpoints to the class in a dialogue/debate setting.

B. ¿Cómo mejoramos la vida familiar en nuestro país? AP Spanish: Preparing for the Spanish Language and Culture Exam: Interpretive Communication, Audio Text: p. 3-5 – Familias y Comunidades Interpretive Communication, Print Text: p. 47 – Familias y Comunidades Presentational Communication, Print Text: p. 146-148 – Familias y Comunidades Presentational Communication, Print Text: p. 156-157, 160-161, 192-194 – Familias y Comunidades Interpersonal Communication, Print Text: p. 203-205, 217 – Familias y Comunidades Presentational Communication, Print Text: p. 262-264 – Familias y Comunidades

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ENLACES ELECTRÓNICOS

1. Lectura – “Arte y turismo” http://cultura.elpais.com/cultura/2012/02/17/actualidad/1329508043_846399.html

2. Lectura – “El patrimonio y su relación con el turismo” http://www.turismoruralbolivia.com/img/PatrimonioTur.pdf

SUGGESTED UNIFIED THEMATIC PROJECT Interpretive Task Interpersonal Task Presentational Task Students listen to and/or read a selection from and respond to content / analysis questions based on the reading. Suggested readings/options: La Casa en Mango Street (VISION) Los gallinazos sin plumas (cuento) Esperanza renace (http://edsitement.neh.gov/lesson-plan/esperanza-rising-learning-not-be-afraid-start-over)

Students imagine they are one of the characters from the reading selection they have done (see “Interpretive Task”) and write to one of their classmates describing their situation at the end of the story. The classmate should respond suggesting solutions as to how they can improve their situation (focusing on the family).

Students write an alternate ending to the story they have read.

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II. TEMA 2: La Belleza y la Estética

A. El turismo: ¿Qué considera el turista un atractivo cultural? • LECTURA 1 : La arquitectura (AP Spanish, Vista Higher Learning, p. 37) • LECTURA 2 : Las artes visuales y escénicas : « Becas para Artistas » (AP

Spanish, Vista Higher Learning, p. 42)

AP Spanish: Language and Culture Exam Preparation (Vista Higher Learning): Interpretive Communication, Print text: Selección 14: p. 35 – El lenguaje y la literatura Interpretive Communication, Print and Audio, Selección 6 p. 103 - El lenguaje y la literatura Interpretive Communication, Audio Selección 9 p. 144 - Las Artes Visuales y Escénicas Presentational Speaking: Selección 7 p. 217 – Definiciones de Creatividad Presentational Speaking: Selección 8 p. 217 – Definiciones de la Belleza Presentational Speaking: Selección 9 p.217 – Las Artes Visuales y Escénicas Interpersonal Speaking: Selección 5 p. 204 – La Arquitectura Presentational Writing: Selección 6 p. 183 – Definiciones de la Belleza Interpersonal Writing: Selección 3 p. 160 – La moda y el Diseño ENLACES ELECTRÓNICOS

1. Lugares atractivos para el turismo en Tigre http://www.youtube.com/watch?v=OtNhBu6sJ0E&safety_mode=true&persist_safety_mode=1&safe=active

2. En fotos: Juventud y arte despedirán las Olimpiadas Culturales http://www.bbc.co.uk/mundo/noticias/2012/06/120621_galeria_juegos_olimpicos_londres_world_artist_youth.shtml

3. La obra de Miró más cara jamás vendida http://www.bbc.co.uk/mundo/ultimas_noticias/2012/06/120620_ultnot_miro_subasta_record_pea.shtml

4. Visite el nuevo centro comunitario de arte y tecnología en el Valle http://univisionfresno.univision.com/videos/video/2012-06-21/-visite-el-nuevo-centro

5. Turismo y arte, el combo ideal http://www.lanacion.com.ar/1442917-turismo-y-arte-el-combo-ideal

6. Turismo y Arte: Fusión perfecta para el Desarrollo de Producto Turístico http://turespacio.com/blogs/turismo-y-arte-fusion-perfecta-para-el-desarrollo-de-producto-turistico/

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SUGGESTED UNIFIED THEMATIC PROJECT Interpretive Task Interpersonal Task Presentational Task Students listen to / read « La Patum de Berga », declarada Patrimonio Oral e Inmaterial de la Humanidad » (AP Spanish: Preparing for the Language Examination p. 177) and answer questions related to the activity.

Students compose a dialogue between a travel agent and a tourist asking questions about the cultural components of a country that the travel agent answers.

Students plan and present a travel plan/itinerary based on the conversation they have with the “travel agent” being sure to explain the cultural offerings of the country.

III. TEMA 3: Ciencia y Tecnología A. ¿Cómo afecta la tecnología la vida cotidiana?

AP Spanish: Language and Culture Exam Preparation (Vista Higher Learning):

Interpretive Communication, Print Texts: Selección 7 p. 19 - El acceso a la tecnología Interpretive Communication, Print and Audio: Selección 4 p. 98 - El cuidado de la salud y la medicina Interpretive Communication, Audio: Selección 4 p.139 - Los fenómenos naturales Interpersonal Speaking, Selección 3: p. 202 – El acceso a la tecnología Interpersonal Speaking, Selección 4: p. 203 – El cuidado de la salud y la medicina Presentational Speaking: Selección 4, 5, 6: p.216 – La ciencia y tecnología Interpersonal Writing, E-mail Reply: Selección 8: p.165 – La experimentación con animales (ciencia y ética Presentational Writing: Persuasive Essay. S. 4 p. 179 – Los efectos de la tecnología en el individuo y en la sociedad

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ENLACES ELECTRÓNICOS

1. Las redes sociales y los jóvenes http://www.youtube.com/watch?v=yHs14YSSAm0&feature=related&safety_mode=true&persist_safety_mode=1&safe=active

2. Tecnología en El País http://tecnologia.elpais.com/

3. La Tecnología en Nuestra Vida http://www.universia.tv/ES/video/182447_TECNOLOGIA-NUESTRA-VIDA-FLV

4. Conversación – “Cumbre de las Américas” http://svc.summit-americas.org/es/forums/di%C3%A1logo-virtual-ideas-de-impacto-las-innovaciones-y-contribuciones-de-los-j%C3%B3venes-en-la-vi--0

5. Lectura – “El Uso Desmedido de la Tecnología Daña la Salud” http://www.eluniversal.com.mx/sociedad/4430.html

6. Podcast AudioVideo – “Ética en las Nuevas Tecnologías” http://www.youtube.com/watch?v=U99xHC1H_14&feature=related&safety_mode=true&persist_safety_mode=1&safe=active

7. Video – “Las Redes Sociales en España y en el Mundo” http://www.youtube.com/watch?v=hc7TllPBbW0&safety_mode=true&persist_safety_mode=1&safe=active

8. Audio – “Una Noche sin Tecnología” http://www.preguntaleamonica.com/594-una-noche-sin-tecnologia.html

SUGGESTED UNIFIED THEMATIC PROJECT Interpretive Task Interpersonal Task Presentational Task Students listen to / read a recent news publication about the effect of social media in current affairs. They write structured and organized summarization notes regarding the main points discussed in the article. Example: Los indignados en España La primavera árabe El rol de la blogger Yoani Sanchez

Students use a graphic organizer that outlines in what ways different types of technology (i.e. social media) can affect daily life.

Students work in pairs/groups to choose what the most effective technology would be to spread news according to their student body. They should describe and give reasons as to why it would be the most effective in a 3-5-minute oral presentation.

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SEMESTER II IV. TEMA 4: La Vida Contemporánea

A. Placeres y desafíos de la vida diaria y ritos culturales a. ¿Por qué la sociedad y las distintas culturas necesitan establecer ritos

culturales? b. ¿Qué hacemos como individuos para llenar nuestras vidas y alcanzar

nuestras metas?

AP Spanish: Language and Culture Exam Preparation (Vista Higher Learning): Interpretive Communication, Print Texts: Selección 24: p. 58 – Los viajes y el ocio Interpretive Communication, Print Texts: Selección 22: p. 53 – Las tradiciones y los valores sociales Interpretive Communication, Print and Audio Texts, Selección 11, p. 116 – La vida contemporánea Interpretive Communication, Audio Texts, Selección 10, p. 145– El entretenimiento y la diversión Interpersonal Writing, E-mail Reply: Selección 4: p. 161 – El entretenimiento y la diversión Presentational Writing, Selección 7 p. 185 – La educación y las carreras profesionales Presentational Speaking: Selección 11 p. 218 – Los estilos de vida Interpersonal Speaking : Selección 7 p. 206 - Los viajes y el ocio

ENLACES ELECTRÓNICOS

1. Podcast - Pregúntale a Mónica No. 175 – Ritos de pasaje http://www.podcast.com.es/episodios/preg%C3%BAntale-a-m%C3%B3nica-no-175-ritos-de-pasaje-17768209.html

2. Lectura – Warachikuy: http://cienciasprimaria.galeon.com/wara.htm

3. Lectura - “Ritos de iniciación” http://www.diariosigloxxi.com/texto-diario/mostrar/41144/ritos-de-iniciacion

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SUGGESTED UNIFIED THEMATIC PROJECT Interpretive Task Interpersonal Task Presentational Task Students listen to / read “¿A qué edad nos convertimos en adultos?” (A toda vela p. 79-80) and respond to content / application questions regarding the reading.

Students write an interview to someone from another culture in their class about what their “Rites of Passage” are and then find a Spanish-speaker in their school or community who they can interview. (Students should verbally record their interview if resources are available. If not, they should record in writing the answers in Spanish and ask the Spanish-speaker to sign off that the conversation took place in Spanish.)

Students write a persuasive essay citing previously researched resources answering the question, “¿Cree que los niños dejan de ser niños demasiado pronto?”

V. TEMA 5 : Desafíos globales ¿Por qué debe prestar atención la sociedad a los problemas médicos y ambientales ? AP Spanish: Language and Culture Exam Preparation (Vista Higher Learning):

Interpretive Communication, Print Texts: Selección 30: p. 71 – Los temas económicos Interpretive Communication, Print Texts: Selección 31: p. 73 – La identidad nacional y la identidad étnica Interpretive Communication, Print and Audio Texts: Selección 17: p.130 – La población y la demografía Interpretive Communication, Print and Audio Texts: Selección 15: p.126– El medio ambiente y la salud Interpretive Communication, Audio Texts: Selección 15: p.150– Los temas del Medio Ambiente

Interpersonal Writing: Selección 11: p. 168 – La conciencia social Presentational Writing, Persuasive Essay: Selección 11: p. 193 – La identidad nacional y la identidad étnica

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Interpersonal Speaking: Selección 9, 10: p. 208, 209 –El bienestar social, La conciencia social Presentational Speaking: Selección 13, 14, 15: p. 219 –El bienestar social, Los temas del medio ambiente, Los temas económicos

Enlaces Electrónicos

1. Francys Dugarte. Video UFT.mp4 http://www.youtube.com/watch?v=FY7HwaxHros

2. 2. CRECER - Noah mc http://www.youtube.com/watch?v=LnBRv_aYR3A&safety_mode=true&persist_safety_mode=1&safe=active

3. Video – “Ley de talles” http://www.youtube.com/watch?v=OThjZlmzwO8&safety_mode=true&persist_safety_mode=1&safe=active

4. Video – “Afecta obesidad salud mental de niños” http://www.youtube.com/watch?v=fC0lw9VyD90&feature=fvsr&safety_mode=true&persist_safety_mode=1&safe=active

5. Lectura – “La importancia de los estilos de vida en el binomio salud-enfermedad” http://sociedad.elpais.com/sociedad/2012/04/09/actualidad/1333977547_181458.html

6. Lectura/Actividades – “Salud para Aprender” http://www.nl.gob.mx/?P=educacion_spa

SUGGESTED UNIFIED THEMATIC PROJECT Interpretive Task Interpersonal Task Presentational Task Students read “Inglaterra prohíbe la comida basura en los colegios” (A toda vela p. 162) or “Las medias rojas” and create a five item interactive / question-and-answer quiz for a classmate based on the article.

Students then orally give and take the quizzes of their classmates after the teacher has assessed the content of their creations.

Students choose a health issue that they deem to be important and develop a 2-3 minute persuasive speech convincing their classmates to take action against the problem. They should describe the problem and specify preventative steps.

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VI. TEMA 6 : Identidades : ¿Cómo se distingue la diferencia entre lo masculino y lo femenino en la cultura de los EE.UU. versus otras culturas hispanohablantes ?

AP Spanish: Language and Culture Exam Preparation (Vista Higher Learning):

Interpretive Communication, Print Texts: Selección 31: p. 73 – La identidad nacional y la identidad étnica Interpretive Communication, Audio Texts: Selección 17: p.152 – La enajenación y la asimilación Interpretive Communication, Print and Audio Texts: Selección 18. P.133 – Los héroes y los personajes históricos Interpersonal Writing: Selección 11: p. 169 – Los intereses personales Presentational Writing, Persuasive Essay: Selección 12: p. 195 – Los intereses personales Interpersonal Speaking: Selección 11, 12, p. 210, 211 – Los héroes y los personajes históricos, La identidad nacional y la identidad étnica Presentational Speaking: Selección 16, 17, 18: p. 220 – La autoestima, Las creencias personales, Los héroes y los personajes históricos

ENLACES ELECTRÓNICOS

1. Video – “Malo” por Bebe http://www.youtube.com/watch?v=uXhIcTZ_JkM&safety_mode=true&persist_safety_mode=1&safe=active

2. Lectura - El feminismo defiende los derechos de la mujer. ¿Todos?… http://www.elmanifiesto.com/articulos.asp?idarticulo=4028

3. Lectura/Presentación – “Formulas para la igualdad” http://www.fundacionmujeres.es/maletincoeducacion/pdf/CUAD1horiz.pdf

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SUGGESTED UNIFIED THEMATIC PROJECT Interpretive Task Interpersonal Task Presentational Task Students read a selection and cite comparisons / contrasts with the origins of their native countries. Examples: Sor Juana: “Los hombres necios” Las de barranco “Superwoman” by Gloria Velasquez “Me quieres blanca” by Alfonsina Storni Other similar literature (i.e. articles found on VISION)

Students have a roundtable debate/discussion about the roles of men and women in society and which gender is favored.

Students write a short skit to perform with puppets based on class roundtable (can reverse gender roles, exaggerate gender roles, etc.)

ELECTRONIC AUTHENTIC MEDIA / SAMPLE WEBSITES

There is a wealth of realia to be discovered at the following websites that are updated from time to time. Teachers are advised to consult them to further enrich their AP Spanish Language and Culture course in order to keep students up-to-date with current events, trends, and issues related to the six global themes of the curriculum.

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Authentic Listening / Video Internet Resources

• Audiria.com – A Listening Based Learning http://www.audiria.com/

• Radio de las Naciones Unidas http://www.unmultimedia.org/radio/Spanish

• BBC Estudio 834 http://news.bbc.co.uk/hi/Spanish/programmes/studio_834/default.stm

• BBC Mundo Video http://www.bbc.co.uk/mundo/video/

• Podcast BBC Mundo Radio http://www.bbc.co.uk/hi/spanish/programmes/default.stm

• Radio Televisión Española http://www.rtve.es/

• EuroNews http://www.es.euronews.net

• Boletín Radiofónico de Tierramerica http://www.tierramerica.net/radio/audio.shtml

• Notes in Spanish http://www.notesinspanish.com

• Para papas http://www.frecuenciacero.com.mx/parapapas/

• Noticias culturales iberoamericanas http://www.atei.es/nci/pages/inicio.asp

• VideoEle (on Youtube) http://es.youtube.com/user/papitus/

• Spanish Proficiency Exercises http://www.laits.utexas.edu/spe/index.html

• Cine con Clase http://hitchcock.itc.virginia.edu/SpanishFilm/principal.html

• Podsonoro http://www.podsonoro.com

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Authentic Online Print Resources

• Actualidades: Learning Spanish through Pop Culture http://zachary-jones.com/spanish/archivo

• BBC News in Spanish http://www.bbc.co.uk/mundo

• World Newspapers Online http://www.actualidad.com

• Diario El Mundo (Madrid) http://www.elpais.com

• La Nación (Costa Rica) http://www.nacion.com

• La Opinión Digital (Los Ángeles, CA) http://www.laopinion.com

• Ecos Magazine http://www.ecos-online.de

• Embajada de España: Consejería de Educación: Publicaciones y Materiales http://www.sgcimec.es/usa/publicaciones.shtml.

• Jorge Ramos’ Website http://www.jorgeramos.com

• Yahoo en español http://telemundo.yahoo.com

• Univision.com: Entretenimiento, música, deportes, noticias y comunidad http://www. Univision.com/portal.jhtml

Online Practice Exercises for Students

• AP Spanish Language Course Home Page http:/ /apcentral.collegeboard.com/apc/public/courses/teachers_corner/3499.html

• Google Voice https://accounts.google.com/ServiceLogin?service=grandcentral&passive=1209600&continue=https://www.google.com/voice&followup=https://www.google.com/voice&ltmpl=open

• AP Spanish Language Course Description http:// apcentral.collegeboard.com/apc/public/repository/ap08_spanish_coursedesc.pdf

• Verbix http://www.verbix.com/languages/spanish.shtml

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• National Spanish Exam – Online Practice Exercises http://www.2nse.org

• Prof. Barbara Nelson’s Spanish Grammar Exercises http://www.colby.edu/-bknelson/SLC/index.php

• Audiria.com – A Listening Based Learning http://www. audiria.com/

• Ejercicios de Gramática (Juan Manuel Soto Arrivi) http://www. Indiana.edu/-call/ejercicios.html

• AulaDiez: Español Online http://www. auladiez.com/ejercicios/index.html

Online Grammar Aides

• Online grammar: http://www.languageguide.org/espanol/grammar/ • Grammar exercises organized by concept: http://www.ver-taal.com/gramatica.htm • Spanish language and culture site w/ practice exercises:

http://www.colby.edu/~bknelson/SLC/index.php • Study Spanish – online grammar practice and explanations:

http://www.studyspanish.com/ • Archive of activities in Spanish: http://formespa.rediris.es/actividades.htm

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TWENTY GREAT WEBSITES FOR TEACHERS / STUDENTS OF SPANISH

All Learners

1- http://lingtlanguage.com/home/ 2- http://zachary-jones.com/spanish/archivo 3- www.notesinspanish.com 4- http://www.laits.utexas.edu/spe/ 5- http://www.everyoneweb.es/videole/ 6- http://conjuguemos.com/com/home/index.html

Novice Learners

7- http://www.bbc.co.uk/languages/spanish/mividaloca/ 8- http://ww.spanishspanish.com 9- http://shopperselnuevodia.com/FSI/Advertisers.aspx 10- http://langmedia.fivecolleges.edu/common languages.html 11- www.evoki.com

Intermediate / Pre-advanced

12- http://www.colby.edu/bknelson/SLC/ 13- http://www.auladiez.com/ejercicios/index.html 14- www.audiria.com 15- www.euronews.net 16- http://www.rtve.es/television/espanoles-en-el-mundo/ 17- http://news.bbc.couk/hi/spanish/programmes/estudio 834/ 18- www.actualidad.com 19- http://www.worldmapper.org/ 20- http://www.newseum.org/todayfrontpages/flash/default.asp

BILINGUAL/SPANISH CHAT ROOMS & DISCUSSION FORUMS

• Livemocha : http://www.livemocha.com/ • Epals: http://www.epals.com/ • Mundo Hispano: http://www.umsl.edu/~moosproj/start.html • Espanglish: http://www.lingolex.com/espanglish.htm • Univisión chat: http://www.univision.com/content/channel.jhtml?schid=13 • Univisión foros: http://www.univision.com/content/channel.jhtml?schid=16 • CLEAR Michigan: http://clear.msu.edu/clear/index.php

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ONLINE SPANISH RADIO, VIDEO, NEWS AND PODCASTS

• Biblioteca Cervantes Fonoteca Virtual (audio recordings of literary classics from Spain): http://www.cervantesvirtual.com/bib_voces/index.shtml

• Biblioteca Cervantes Videoteca Virtual (video recordings of literary classics from Spain): http://www.cervantesvirtual.com/videoteca/

• Canal Once VideoGallery: http://oncetv-ipn.net/noticias/index.php?modulo=buscar&tipo=video

• University of Toronto: http://lab.chass.utoronto.ca/rescentre/spanish/ • Portal: http://wwitv.com/portal.htm • Caracol Radio (Colombia): http://www.caracol.com.co • Radio Internacional Feminista: http://www.fire.or.cr/audios.htm • Unión de Radios Libres de y Comunitarias de Madrid – different radios programs

available via podcast: http://audio.urcm.net/ • Radio UNICEF: http://www.unicef.org/spanish/videoaudio/video_radio.html • La Dialectoteca: http://www.uiowa.edu/~acadtech/dialects/# • AM 590 Continental (Argentina): http://www.continental.com.ar • (list of links to Spanish language radio stations worldwide)

http://www.elcastellano.org/radios.html • Hispanic Radio Network, Inc. (U.S.) http://www.hrn.org/index_sp.html • Radio Prague in Spanish: http://www.radio.cz/es/ • Radio y Televisión de Andalucía (Southern Spain): http://www.canalsur.es/ • Radio UNAM (México): http://www.radiounam.unam.mx/ • Radio Universidad, Puerto Rico: http://www.radiouniversidad.org • Spanish Internet Radio: http://www.multilingualbooks.com/online-radio-

spanish.html#about • Telemundo: http://msnlatino.telemundo.com/ • Univision: http://www.univision.com/portal.jhtml • Links to stations throughout the Americas: http://www.zonalatina.com/Radio.htm • CNN en español: http://www.cnn.com/espanol/ • Elmundo: http://www.elmundo.es/ • Univision: http://www.univision.com/portal.jhtml • Voice of America News: http://www.voanews.com/spanish • Grupo Fórmula: http://www.radioformula.com • Radio Naciones Unidas: http://www.unmultimedia.org/radio/spanish/ • Más Voces – independent radio project: http://www.masvoces.org/ • Centro de Medios Independientes de Colombia:

http://colombia.indymedia.org/process/about.php

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El 6 de mayo de 2014 – Advanced Placement® Spanish Language and Culture Exam

¡Buena suerte! ¡Éxitos!