AP Spanish Language and Culture Sra. Roachroachd@deercreek.k12.ok.us

Home Phone: 341-1613 Mobile Phone: 642-4664

Best way to reach me: If you have questions about homework, etc., feel free to text my mobile phone or call. The best way for your parents to contact me is via my school e-mail address. Please do not leave voice mail messages for me at the school!!! I do not check them.

Follow me on Twitter for class announcements: @SraRoachTo receive Remind 101 text reminders: Text “@955c6” to (918) 615-8780

Course Overview This course follows the guidelines of the College Board® AP Spanish Language and Culture course and provides opportunities for students to demonstrate their proficiency in the modes of communication from the Intermediate to the Pre-Advanced range as defined in the learning objectives in the Curriculum Framework. The three modes of communication (Interpretive, Interpersonal, and Presentational) defined in the Standards for Foreign Language Learning in the 21st Century are foundational to the AP® Spanish Language and Culture course.

The AP Spanish Language and Culture course is conducted exclusively in Spanish. Central to the course is the overarching principle as stated in the Curriculum Framework:

When communicating, students in the AP Spanish Language and Culture course demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (connections), make comparisons between the native language and the target language and between cultures (comparisons), and use the target language in real-life settings (communities).

Daily/Weekly/Monthly Activities to address Learning ObjectivesGrades: Your daily average is 90% of your grade. This grade is determined by dividing the total number of points you earned by the total number of points possible. The remaining 10% of your grade is the semester test grade.

1. Daily homework grades: These typically will range from 10-50 points. Your grade is often based on whether or not you completed the homework. If it is complete, you will receive all the points. If it is not complete, you will receive a grade reflecting the percentage of the homework you did complete (half credit for at least half completed, zero points for less than half completed).

2. Bell Work & Diarios: You will complete bell work assignments or complete a journal entry most days at the beginning of class. These will be turned in each Friday. Please note that it is your responsibility to make up any bell work/journal entries if you are absent. Bell Work entries are worth 5 points each. Journal entries are worth 20 points each.

3. Weekly Quizzes: Each week you will be responsible for reviewing the gender of five nouns. (Once you recall the patterns, this will be a piece of cake!). You will be quizzed over these each Friday. Quizzes may cover nouns from any previous week as well as the current week’s list.

4. Presentational writing (200 points): You will write persuasive essays in which you give evidence supporting your opinion from two authentic written sources and one authentic audio source. Your grade on this is based on the AP grading rubric for presentational writing.

5. Interpersonal writing: These will be assigned frequently throughout the year. In addition to a variety of informal written formats (Twitter, Instagram, text messages, e-mails) to family and friends, you will also reply to more formal e-mail messages in which you respond to all questions and requests in the message, ask for more details about something mentioned in the message and use a formal form of address. Your grade on these is based on the AP grading rubric for interpersonal writing.

6. Oral assessments (50-100 points): Include, but not limited to, simulated conversations, role plays, debates, cultural comparisons and presentations (individual and group).

7. Las actualidades (current events): You will become familiar with what is happening in Spanish-speaking countries each week through an online newspaper or newscast. You will complete written activities for these and present a short summary in Spanish of what you learned to the class. Each Monday we will discuss hot topics from the Spanish-speaking world in class.

8. Tests, quizzes and projects will be assigned throughout the year. Grading rubrics will be provided for projects when they are assigned.

Make-up WorkIt is your responsibility to make up any missed assignments due to absence. You have one day per day absent to turn in missed work and to make up any tests/quizzes. If you are absent the day before a test or quiz, you are still expected to take the test/quiz the following day. If you will be absent because of a school-related activity, you must get your assignment before your absence, and it is due the day you return. Long-term assignments (compositions and projects) must be handed in on their due date, even if you are absent.

Cheating:If you are caught cheating on anything, you will receive a zero. If you allow someone else to copy off of your work, you will both receive a zero for that assignment. Use of any translation device, including (but not limited to) internet or electronic translators or students in other Spanish classes, is not allowed. It is obvious to me when someone at your level of Spanish consults one of these. Begin to practice integrity now! Copying Spanish directly from an authentic source is considered plagiarism. Consequences for cheating and plagiarism are outlined in the student handbook.

Class Expectations:1. Bring writing utensils, homework and binder to class every day.2. Be in your assigned seat before the bell rings.3. Follow instructions the first time they are given.4. Treat others as you would want them to treat you.5. Avoid doing anything that would interfere with teaching or learning in this classroom.6. Clean up area around your desk before leaving the classroom.

Technology Issues: Assignments due dates do not change, even when your printer is out of ink, you have no paper on which to print at home, or when the technology at home is not functioning properly. In the event that you have some technology issues at home, make a Plan B, such as:

Save document to a flash drive and arrive early the following day to print in the library E-mail document to a friend and ask friend to print assignment for you If the assignment is an internet-based assignment that does not allow you to save, you can copy and paste

the screen into a Word document, then do one of the above options.

Cell Phone/Technology Guidelines1. I expect you to put your cell phone away when the bell rings to begin class. This means that you need to put the

phone out of sight in your backpack or purse. It is NOT to be on your desk or in your pocket.2. There will be times that we will use cell phones to take a poll, to look up vocabulary on Word Reference or to add

vocabulary to Quizlet flash cards. If we are not using the phones for a class purpose, they are to be put away.3. The rationale for putting phones away is that research has shown that your generation can multi-task much better

than mine can; however, multi-tasking does not allow you to process information deeply. Acquiring a second language requires great concentration—checking text messages or Twitter and trying to follow along in class don’t mix well!

4. If you are not using your cell phone responsibly, I will take up your cell phone for remainder of the day, add my photo to your girlfriend’s contact, schedule some “interesting” appointments on your calendar, and some other fun surprise. The second time you choose not to use your cell phone responsibly in class, I will write a referral, and a parent will have to come to the school to get your phone. I do understand that your phone is basically a part of you now; however, we’ll work on learning appropriate use of phones in the classroom.

5. Laptops and tablets are allowed in same circumstances as cell phones, but also for note-taking. If you use yours an educational purpose in the classroom, let me know how you use it and help me to learn from YOU!

TextbooksIn addition to authentic online resources (newspapers, television, YouTube, radio, etc.) and Spanish-language movies, the following resources will be utilized in this course:Checked out to you:Temas: AP Spanish Language and Culture ISBN: 978-1-61857-565-4 Replacement cost: $85

Abriendo Paso: Temas y lecturas ISBN: 10: 0133238008 Replacement cost: $61.97ISBN: 13: 9780133238006

Abriendo paso: Gramática ISBN: 0-13-166098-5 Replacement cost: $40.97

Class sets:Imagina: español sin barrera ISBN: 978-1-60576-248-7AP* Spanish Language Culture and Exam ISBN: 978-1-61857-246-2PreparationAP Spanish Preparing for the Language ISBN: 10: 0133239004and Culture Examination ISBN: 13: 9780133239003Triángulo Aprobado ISBN: 978-1-938026-41-6

Useful resources:

Two free apps are a great resource that we will often use in this class:1. Word Reference (Spanish-English dictionary). If you do not own a smart phone, you may consult

www.wordreference.com to look up words.2. Quizlet (vocabulary flash cards). You may also use www.quizlet.com.

501 Spanish Verbs (Costs less than $10 on Amazon): This resource has every conjugation for 501 verbs. It is a great resource to use in this class, as well as to take with you to college!

The AP Spanish wiki: www.sraroachapspanishlanguage.wikispaces.comThis source has vocabulary lists, a link to the Imagina Supersite (for online practice activities you will do), assignment templates, information about the AP Exam and college credit hours you receive, etc. Basically just about anything you’ll need for this course outside of your textbook will be on the wiki!

Course CurriculumThrough the study of the following AP topics, students build the necessary skills to reach the assessment objectives through the expansion of their receptive, productive, and interactive skills.

AP themes, contexts and essential questions to be covered include:

Unit 1: Los desafíos mundiales (Global Challenges)Specific context: Environmental issues (water scarcity throughout the world)Essential questions:

1. ¿Cuáles son las fuentes de agua en su comunidad y por el mundo?2. ¿Qué problemas existen en su comunidad y por el mundo con respecto a los recursos hídricos?3. ¿Qué se puede hacer para resolver estos problemas?

Grammar focus: Review present tense, impersonal “se”, subjunctive/infinitive with impersonal expressions

Instructional resources and activities:1. Spoken Interpersonal Communication: Lluvia de ideas: words related to water. Share ideas with two classmates

to see if there are possible categories to organize the vocabulary by themes. Create personal thematic vocabulary list and add to it as we continue through unit. Group vocabulary by logical categories.

2. www.quizlet.com : Create own flash cards of personal vocabulary list3. Spoken Interpersonal Communication: In small groups discuss how we use water in our families and in our

community. Make a list together of as many ideas for each category as possible, then share with entire class. 4. Spoken Presentational Communication: Group presentation: ¿Cómo utilizamos agua en nuestras familias y en

nuestra comunidad? (from College Board AP Curriculum Module: Agua, la fuente de vida)5. Audiovisual Interpretive Communication: While groups present, take notes on a graphic organizer with the 3

essential questions for the unit with columns for nuestra comunidad, el mundo, Sudamérica and Madrid.6. Written Presentational Communication: Write an essay answering the 3 essential questions regarding your

community. This information will be utilized for a cultural comparison at the end of the unit.7. Spoken Interpersonal Communication: Place two signs on either side of the room. One says Tendremos que

conservar agua en nuestra comunidad en el futuro and the other says No tendremos que conservar agua en el futuro en nuestra comunidad. Go to the sign that best represents your opinion. Form smaller groups under each sign, and on large sheets of butcher paper, explain why you hold that opinion. Share with the class.

8. Print Interpretive Communication: Read “La carta de Kofi Annan” (from College Board AP Curriculum Module: Agua, la fuente de vida) and answer the unit’s essential questions on your graphic organizer under the column “el mundo.”

9. Written Interpersonal Communication: Answer the question ¿Que harías si no tuvieras acceso al agua potable?” Exchange papers with a classmate and respond to what your classmate wrote, giving him or her advice where appropriate.

10. Audio Interpretive Communication: Listen to the report from Radio Naciones Unidas, “Mejora el acceso a agua potable” (http://www.unmultimedia.org/radio/spanish/print/9238.html). Complete comprehension activities, then compare what you understood with what a partner understood from the selection. Then answer the unit’s essential questions on your graphic organizer under the column “el mundo.”

11. Print Interpretive Communication. Read the article, “El presente y futuro(s) del agua potable” (http://economia.elpais.com/economia/2013/04/12/actualidad/1365789176_891025.html ). Look for statistics in the article, then note their significance. In small groups, compare statistics you found and their significance, then connect that information to answer the question, ¿Cuál es la situación de agua alrededor del mundo?

12. Print Interpretive Communication Read the article, “Reserva mayor de agua dulce desprotegida en Chile” (from College Board AP Curriculum Module: Agua, la fuente de vida). Complete comprehension questions over the article. In small groups, compare answers on the questions, then discuss how to answer the unit’s essential questions under the column for Sudamérica.

13. Print Interpretive Communication: Find an article from a Spanish language newspaper regarding the issue of mining and its impact on glaciars and the water supply. Write a short summary of the article. Share with the class anything new that you learned about this issue.

14. Audiovisual Interpretive Communication: Watch video over el Acuífero Guaraní (http://www.youtube.com/watch?v=iKHbf1qb8qY ). Respond to comprehension questions.

15. Spoken Interpersonal Communication: Pair up with another student, creating an Inner/Outer Circle. Discuss each comprehension question from the video for a set amount of time. The inner circle will then move 2 students to the left. Discuss the next question for a set amount of time. Continue until all the questions have been discussed. Then form small groups to answer the unit’s essential questions. Write answers on graphic organizers under Sudamérica.

16. Audio Interpretive Communication EMC Mastering the Advanced Placement Spanish Language Exam Short Narrative 2, Practice Test 1 (un plan en Madrid para reducir el consumo de agua). Answer comprehension questions over the selection, noting numbers the first time you listen, then what the significance of those numbers are the second time you listen. Discuss the selection as a class, then with a partner, answer the unit’s essential questions under the column Madrid on the graphic organizer.

17. Spoken Presentational Communication: Cultural comparison--Muchas comunidades por el mundo viven con una escasez de agua. ¿Qué problemas causan esta situación y qué hacen (o qué necesitan hacer) para resolver el problema? Compara tus observaciones acerca de las comunidades en las que has vivido con tus observaciones de una region del mundo hispanohablante que te sea familiar. En tu presentación, puedes referirte a lo que has estudiado, vivido, observado, etc.

Unit 2: La ciencia y la tecnología (Science and Technology)Specific context: Effects of technology on self and societyEssential questions:

1. ¿Qué impacto tiene el desarrollo tecnológico en nuestras vidas?2. ¿Cómo podemos encontrar y mantener un equilibrio saludable al usar la tecnología?3. ¿Cómo nos ayuda y cómo nos perjudica la tecnología?

Grammar focus: Review future tense, pret/imperfect tenses, present perfect tense, use of infinitives, subjunctive with verbs of influence

Instructional resources and activities:1. Spoken Interpersonal Communication: Lluvia de ideas: words related to technology. Share ideas with two

classmates to see if there are possible categories to organize the vocabulary by themes. Create personal thematic vocabulary list and add to it as we continue through unit. Group vocabulary by logical categories.

2. www.quizlet.com : Create own flash cards of personal vocabulary list3. Spoken Interpersonal Communication: Discuss what technologies we use, how often, how that has changed since

childhood.4. Spoken Interpersonal Communication: Interview your parents to find out what has been invented during their

lives that has impacted their lives. Talk to at least five other classmates to compare your lists. Review imperfect/preterit tenses in this context.

5. Written Presentational Communication: ¿Qué inventos habrá en el futuro? Draw and describe one invention that you think will be invented in the future in each area: health, transportation, technology and housing. Review future tense in this context.

6. Spoken Interpersonal Communication: Share your invention ideas in small groups and select the best invention for each area. Vote as an entire class on the best inventions.

7. Spoken Interpersonal Communication: With a partner, discuss what technology has most impacted your own life. Share these with the entire class. Review present perfect tense in this context.

8. Spoken Interpersonal Communication. In small groups, discuss p. 72, Activity 2 (Las formas de comunicación) from Temas: AP Spanish Language and Culture. Then rank how often you use each form of communication from the most to the least.

9. Spoken Interpersonal Communication. Discuss the questions on p. 73/Activity 1 from Temas: AP Spanish Language and Culture with a partner. Keep track of how many questions you answered in the same way. Discuss as a class to determine who is most attached to their cell phone.

10. Written Presentational Communication: With a partner, create a poster with the six worst cell phone habits to hang on the wall at school. Use of infinitives in this context.

11. Written Presentational Communication: Write a letter to the school newspaper over what the school cell phone policy should be. Include a description of why guidelines need to be established, an explanation of why certain cell phone habits are annoying in school, and the guidelines that everyone should follow in using their cell phones at school.

12. Print Interpretive Communication. Read the article No sin mi móvil on p 74-75 of Temas: AP Spanish Language and Culture. Answer vocabulary and comprehension questions on p. 75-76/Activities 1-4. Discuss answers to questions in small groups and whole class.

13. Spoken Presentational Communication: In a group of 3 students, create a public service announcement over “nomofobia” (based the article No sin mi móvil). The presentation should answer the questions on p. 76/Activity 5, and may be presented as a video, PowerPoint, Prezi, or song.

14. Audio Interpretive Communication. Listen to the interview Las nuevas tecnologías y la familia which discusses teenagers’ addiction to the Internet. Answer multiple choice questions over the selection.

15. Audiovisual Interpretive Communication: Watch the news report (http://www.elcomercio.es/videos/mas-noticias/ultima-hora/2376505727001-consejos-para-evitar-adiccion-tecnologica-ninos-adolescentes.html). Take notes over how to avoid technology addictions. Then with a partner, discuss if either of you follow any of these suggestions. Each person commit to NOT using one aspect of your cell phone for 24 hours. Keep track of how many times you start to use that aspect without even thinking.

16. Written Interpersonal Communication: Write an email to a friend, discussing the difficulties you have in NOT using one aspect of your cell phone for 24 hours. Exchange “e-mails” the next day, then give your friend advice on how to handle life without being able to use their cell phone. Review subjunctive with verb of influence in this context.

17. Spoken Presentational Communication: Group presentations over various aspects of technology use, such as average number of hours children, teens and adults utilize technology in the United States and in Spain, how these groups use technology, evidence that technology is beneficial or that it is harmful, and ways to avoid addictions to technology.

18. Written Presentational Communication: Persuasive essay: ¿Nos ayuda o nos perjudica la tecnología? Cite evidence from two written sources and one audio source to support your opinion to the essay question.Sources: No sin mi móvil, online newspaper article “¿La tecnología beneficia o perjudica el desarrollo de los niños?” (http://www.bbc.co.uk/mundo/noticias/2013/05/130422_salud_bebe_tecnologia_desarrollo_gtg.shtml) and one other source from group presentations.

Unit 3: La ciencia y la tecnología (Science and technology) / La belleza y la estética (Beauty and Aesthetics)Specific contexts: Science and Ethics, Definitions of BeautyBoth themes are based on the short story, Nosotros, no by José Bernardo Adolph

Essential questions, Parte 1:1. ¿Qué impacto tiene el desarrollo científico en nuestras vidas?2. ¿Qué papel cumple la ética en los avances científicos?3. ¿Cuál es la responsabilidad de los seres humanos con respecto a los avances científicos?

Grammar focus: Conditional tense, If clauses (Si + imperfect subjunctive, conditional)

Instructional resources and activities:1. Written Interpersonal Communication: Reflect on the question ¿Qué avance científico ha mejorado la vida de

alguien que conoces? and answer the question, sharing how someone’s life has been improved by a scientific discovery. Pass your paper to the person behind you. Comment on what your classmate wrote, indicating your personal response to what was written. Continue passing papers until you’ve seen and responded to five classmates. Share out the scientific advancement that you read that made the biggest impression on you.

2. Spoken Interpersonal Communication: With a partner, make a list of inventions that have improved human life in the areas listed on p. 77/Activity 1 from Temas: AP Spanish Language and Culture. Discuss as a class. Then make a list of scientific advances that would improve human life in those areas in the future (things that haven’t yet been invented).

3. Spoken Presentational Communication: Un invento nuevo. With your partner, decide on one invention from your list of things that haven’t yet been invented, and create a model of it to present to a potential investor. Share what it does and how it would improve human life in your presentation.

4. Spoken Interpersonal Communication. Pre-reading activities before Nostros, no include: Decide at what age each stage of life begins and discuss why in small groups. Discuss advantages and disadvantages of each stage of life.

Give small groups stereotypes for elderly people and share what they would say to someone who made that stereotypical comment to them.

Look at a set of drawings on pp 114-115 of Abriendo Paso, Lectura in which a bald man looks in the mirror, says he wants to feel younger, buys a wig, then indicates that he doesn’t feel any younger.

Predict what story will be about based on all the activities we’ve done in class.5. Print Interpretive Communication. Read the story Nosotros, no by José Bernardo Adolph. Complete selected

comprehension and vocabulary building activities over the story from Abriendo Paso, Lectura, Abriendo Paso, Temas y Lecturas, and Temas: AP Spanish Language and Culture.

6. Spoken Interpersonal Communication. With a partner, decide what you think the moral of the story is and write it on a sentence strip. Post the sentence strips on the wall. Discuss each as a whole class, and decide what you think is the most important moral of the story.

7. Written Presentational Communication. Write a paragraph about what you believe is the most important moral of the story and why you feel that way.

8. Spoken Interpersonal Communication: Discuss hypothetical questions related to the story, such as if they would take the injection, what ethical issues would be raised if there were an injection that would result in immortality and to what lengths they would go to remain looking young.

9. Spoken Interpersonal Communication. Post the statements from Temas: AP Spanish Language and Culture, p. 81/Activity 9 around the room. Go to the statement that you agree with the most. Form smaller groups within each group, and in smaller group, discuss why you agree with that statement the most. Share with rest of class.

10. Print Interpretive / Spoken Interpersonal Communication: Temas AP Spanish Language and Culture Exam Preparation, pp. 22-23. Read the article about using MRI’s to predetermine criminal tendencies. With a partner, discuss how this scientific advancement could be misused and write 3 hypothetical statements to reflect the potential ethical problems with MRI’s. Share with whole class. Discuss the historical use of measuring the diameter of someone’s head in Rwanda, which led to an arbitrary classification of someone as Hutu or Tutsi. This classification eventually led to genocide in 1994. Discuss the idea of unintended consequences as a class.

11. Print Interpretive Communication / Written Presentational Communication: Find and summarize an article from a Spanish language newspaper related to one scientific advancement that has created ethical dilemmas. What can you glean from this source over this particular country’s perspective on this issue? Write 5 hypothetical statements about what ethical problems could result in the future if this scientific advancement were misused. Spoken Presentational Communication: Report back to the class. Take notes on others’ presentations, as you may use this information for a cultural comparison.

12. Spoken Interpersonal Communication. Keep a running list of what student articles are about on the board. With a partner, rank the issues from the one that creates the most serious ethical dilemmas to the least serious. Compare your rankings with another pair of students, explaining why you ranked what you did as most or least serious.

13. Spoken Presentational Communication: Cultural comparison: ¿Qué problemas éticos enfrentan los investigadores científicos en su trabajo? Compara tus observaciones acerca de las comunidades en las que has vivido con tus observaciones de una region del mundo hispanohablante que te sea familiar. En tu presentación, puedes referirte a lo que has estudiado, vivido, observado, etc.

Essential questions: Parte 21. ¿Cuál es tu definición de belleza con respecto a la gente joven y con respecto a la vejez? 2. ¿Qué influye en nuestras definiciones de belleza?3. ¿Cuál es la importancia de los factores culturales en la percepción de la belleza?

Instructional resources and activities:1. Spoken Interpersonal Communication. With a partner, discuss qualities that you find attractive (from Temas: AP

Spanish Language and Culture, p. 147). Then form small groups with mixed gender and discuss how social pressure affects people of different ages and gender to be what is considered to be attractive.

2. Print Interpretive Communication. Read “Encuesta sobre la belleza” (Temas: AP Spanish Language and Culture, p. 148-149) and complete comprehension activities over the survey. Discuss if the concept of beauty changes according to location, age or gender.

3. Spoken Interpersonal Communication. Bring a photo of two different people you believe are beautiful/handsome: one young and one that you consider to be old. In small groups, share your photos and explain why you feel that each person is beautiful/handsome. As a group, select the most beautiful young person and the most beautiful old person. Share with the rest of the class why your group selected those people. Then, as a class, vote on most beautiful for each age group.

4. Written Interpersonal Communication. Write a definition of what is beautiful about the younger person and what is beautiful about the older person in the photos the class selected. Exchange definitions with someone else and comment on whether or not you agree with each other’s definitions and why.

5. Spoken Interpersonal Communication. Discuss as a class whether we have different definitions of beauty for different stages of life, and if so, why that might be. Then list as a class what physical beauty we lose as we age. Create a vocabulary list related to this theme and add to personal vocabulary list on www.quizlet.com.

6. Audio Interpretive Communication / Interpersonal spoken communication. Listening comprehension activity #1 from Abriendo Paso Lectura. First is about how for the first time in Europe and Latin America, there are more older people than younger people and its economic implications on social services. Write what you would do to resolve this issue in the United States if you were President, then interview five classmates about what each would do and write down their responses. As a class, choose the best resolution to the issue.

7. Show the demographic chart showing life expectancy worldwide. (http://es.wikipedia.org/wiki/Esperanza_de_vida ). Discuss with a partner where the economic impact of aging populations will strain social services the most, then connect this information back to the theme from the story, Nosotros, no. Discuss what attitudes towards the elderly population we see from the story in society with questions such as: Does our society view the older generation as the jóvenes did in Nosotros, no? Were those who were unable to get the injection for immortality considered to be beautiful? How were they viewed? Are there similarities in our own society? Where do we see this?

8. Print Interpretive Communication. Read the article “A Europa la salen canas” and answer multiple choice questions over the article (from College Board’s AP Spanish Language and Culture Workshop Handbook and Resources 2013-2014, p. 201-202).

9. Audio Interpretive Communication / Spoken Interpersonal Communication. Listening comprehension activity #2 from Abriendo Paso Lectura about plastic surgery. Discuss with a partner the things that people do in order to prolong looking young.

10. Audiovisual Interpretive Communication. Watch the two-part video Por siempre joven:Parte 1: http://www.youtube.com/watch?v=QYgbCzfwcjUParte 2: http://www.youtube.com/watch?v=toPkMmncN3EAs you watch, list the different methods people use to prolong youth. Spoken Interpersonal Communication. Compare this list with the list you previously made and discuss with a partner if there were any things in the video that you hadn’t thought of previously. Put the different methods of looking young in order from most or least effective in prolonging youth. Share with the class your top method and explain your rationale. Then discuss why people want to continue to look young. Discuss questions such as: Why do people go to these lengths to prolong their youth? Does society consider youth more beautiful than old age? Where do we see evidence of this?

11. Audiovisual Interpretive Communication. Watch the video “Cirujías plásticas son las más buscadas por los jóvenes” (http://www.youtube.com/watch?v=HEaL3W5F1cU ) and list what perspectives the people interviewed have about what is considered beautiful. Watch a second time and listen for what has influenced these perspectives. Compare these ideals of beauty and influences on what is considered beautiful with your own culture. Make a T-chart, comparing definitions of beauty in your culture and what influences those definitions of beauty with those interviewed in Mexico.

12. Print Interpretive Communication. Read p. 154 in Temas: AP Spanish Language and Culture and identify the various ways that beauty is perceived in different places in Latin America.

14. Spoken Presentational Communication. Cultural comparison: ¿Cuál es la importancia de los factores culturales en la percepción de la belleza? Compara tus observaciones acerca de las comunidades en las que has vivido con tus observaciones de una region del mundo hispanohablante que te sea familiar. En tu presentación, puedes referirte a lo que has estudiado, vivido, observado, etc.

15. Written Presentational Communication. Persuasive Essay. ¿Se debe definir el ideal de belleza feminina por la apariencia y el peso? (Triángulo Aprobado, p. 266) Cite evidence from two written sources and one audio source to support your opinion to the essay question.

Unit 4: La inmigraciónThemes: Los desafíos mundiales (Global Challenges), Las familias y comunidades (Families and Communities), La vida contemporánea (Contemporary Life), Las identidades personales y públicas (Personal and Private Identities)

Parte 1: Essential questions:

1. ¿Cuáles son las tendencias geográficas actuales de la población hispana en los Estados Unidos?2. ¿Qué retos se enfrentan los inmigrantes y los obreros migratorios (legales e ilegales)?3. ¿Cómo afecta la legislación migratoria a las comunidades latinas en los Estados Unidos?

Instructional resources and activities:1. Spoken Interpersonal Communication. Write the first thing that comes to mind when you hear the word

inmigración. Discuss your responses in small groups, explaining why that word popped into your mind.2. Spoken Interpersonal Communication. Lluvia de ideas: With a partner, brainstorm words related to immigration.

Create personal thematic vocabulary list and add to it as we continue through unit. Group vocabulary by logical categories.

3. www.quizlet.com : Create own flash cards of personal vocabulary list4. Print Interpretive and Spoken Interpersonal Communication. Identify what myths you believe about immigration

by completing the “¿Qué sabes de la inmigración?” questionnaire translated and adapted from: www.pbs.org/independentlens/newamericans/quiz.html. Discuss why we believe incorrect information about immigration.

5. Print Interpretive communication: Identify immigration population and geographical trends from 2010 U.S. Census Data on immigration: http://www.census.gov/prod/cen2010/briefs/c2010br-04.pdf

6. Audiovisual Interpretive Communication: Discuss role of coyotes in immigration. Show clip from two different films: El Norte where the two main characters arrive in Tijuana and are met at bus by coyotes, then are taken advantage of by another coyote. Then share clips from La misma luna, where the main characters cross the border via the Rio Grande or hidden in a seat in a van. Spoken Interpersonal Communication. Write one word describing how you’d feel in each of the characters’ shoes. In small groups, share your word, then discuss why coyotes are able to take advantage of illegal immigrants. Maintain a list of challenges immigrants face.

7. Print and Audio Interpretive Communication. Print: “Menos mexicanos indocumentados van por ‘sueño americano’” ; Audio: “Un día sin inmigrantes.” (Triángulo Aprobado, p. 28-29)

8. Audio Interpretive Communication. “Arboles sin raíces” (Triángulo Aprobado, p. 30) deals with challenges faced by immigrants.

9. Print Interpretive Communication. Who is really indocumentado? Read the article “Inmigración illegal en Estados Unidos” ( http://inmigracion.terra.com/articulos/a2_inmigracion_ilegal.html) and answer comprehension questions over the article. Discuss any misconceptions you may have had with a partner.

10. Audiovisual Interpretive Communication. In two separate videos, identify difficulties faced by immigrants (legal or illegal) upon arriving to the United States:

Abriendo Paso: Temas y lecturas : p. 29, video over indigenous immigrants from Mexico and difficulties they face when they immigrate to the States.

Film “La misma luna.” Show pertinent clips (scene where main character isn’t paid by boss, but has no recourse because she’s illegal; day laborers trying to find work, families that are separated, sending remesas, which delays ability to get ahead in the United States, etc.).

11. Print Interpretive Communication: Identify the living, working and health conditions of migrant workers in article De sol a sol sin descanso. Jigsaw the article, assigning a section of the article and specific comprehension questions to small groups. Small groups summarize their section of the article in three sentences on butcher paper. Spoken Interpersonal Communication activities related to the article include inner/outer circle to share summaries of assigned section of article as well as directed questions to discuss in small groups.

12. Print Interpretive, Audio Interpretive, Spoken and Written Interpersonal Communication activities related to Cajas de carton by Francisco Jimenez from Abriendo Paso, Lectura. Activities include comprehension questions over the story, paired activities comparing their lives to the narrator’s life in the story, completing sentences starters from the narrator’s brother’s point of view, illustrating sections of the story, listening comprehension activities and simulated conversations. Focus on identifying challenges faced by the narrator, as well as the living and working conditions of his family.

13. Audiovisual Interpretive Communication: Documentary La Cosecha (bilingual). Follows the lives of teenage migrant workers. Show clips from the documentary in which the teenagers discuss the challenges they face and their living and working conditions.

14. Spoken Presentational Communication: Video project—In small groups role play an investigative news report about a ficticious migrant workers’ camp, incorporating information from the article De sol a sol sin descanso, the short story Cajas de carton, and the documentary La Cosecha.

15. Print Interpretive Communication. Assign one of the following articles to one half of the class, and the other article to the other half of the class. Read your assigned article, answering comprehension questions and noting the impact of strict immigration laws on the economy or on education in Alabama. http://www.laprensasa.com/25_hispanos/1295168_asociaciones-denuncian-el-exodo-de-escolares-hispanos-por-la-ley-de-alabama.htmlhttp://www.ntn24.com/noticias/defensores-y-adversarios-de-la-ley-de-alabama-claman-por-una-reforma-m-026924

16. Spoken Interpersonal Communication. Use the “speed dating” idea to do an inner/outer circle activity. The person who read the article over how the laws in Alabama impacted the economy has one minute to share the summary of the article, while his “date” writes down the information. Then they switch, and the person who read the article over how the laws in Alabama impacted education has one minute to share summary of article. Inner circle moves one person to the right, and repeat the process, reducing time to 45 seconds. Continue doing this until students seem to grasp the main ideas of the article they did not read.

17. Written Interpersonal Communication. Write one paragraph to summarize the article you did NOT read. Exchange summaries with someone who read the other article, and comment on how well he or she understand the article you read.

18. Written Presentational Communication. Based on what happened in Alabama, what would happen to our economy if all illegal immigrants were deported? Write a paragraph to explain your opinion to this question, citing what happened in Alabama in 2011 as a basis for your opinion.

19. Print Interpretive Communication: Find an article in Spanish over the Dream Act and summarize in Spanish what you learned.

20. Spoken Interpersonal Communication: Discuss the requirements for participating in the Dream Act. Then discuss in small groups if you think the Dream Act is a good idea or not. Group up by opinion, discuss how to defend your opinion, then share out. Then look at written source for essay.

21. Written Presentational Writing: Persuasive essay, ¿A los jóvenes indocumentados les sirve verdaderamente el Dream Act? Temas AP Spanish Language and Culture Exam Preparation, pp. 191-192. Cite evidence from two written sources and one audio source to support your opinion to the essay question. Fuente 2: 5 C/F statements in Spanish using comparisons (más/menos que/tan(tos) como). Discuss how to use data to support both sides of the question. Same with audio source. In class essay.

Parte 2 Essential questions:1. ¿Cómo contribuye la historia de un país a la formación de su identidad?2. ¿Como influye la identidad étnica a una persona?3. ¿Qué factores tienen más influencia a la hora de determinar tu identidad? ¿Por qué?

Instructional Resources and Activities:

1. As an introduction to the topic, students respond in written form to the following questions:¿Cómo se identifica una persona?Un documento legal, ¿le identifica a una persona?

2. Spoken Interpersonal Communication: Discuss responses to the three questions in small groups, then share out to the class. Identify any common themes in responses.

3. Audio Interpretive Communication: Listen to song by Los Tigres del Norte, “Mis dos patrias.” Students discuss the content of the song and identify in the song which lyrics symbolize the part of the singer that he considers to be Mexican, and the part that he considers American.

4. Audiovisual Interpretive Communication: Watch the video: “El reto de ser joven latino en Estados Unidos.” http://www.youtube.com/watch?v=tbwrgtddZ6QDiscuss the content of the video, focusing on the question ¿Como influye la identidad étnica a una persona?

5. Written interpersonal communication: Students respond to the questions: ¿Cómo es la vida de los inmigrantes en tu comunidad? ¿Que hace tu comunidad para ayudar a los inmigrantes? Trade responses and comment on at least two other student responses.

6. Spoken Interpersonal Communication: Question and answer session with Spanish-speaking ELL students in our school who have immigrated recently to the United States. Discuss how they see themselves: more from their home country or as American. Discuss why they feel that way. Also discuss what has helped them as they’ve adjusted to living here. Add more information to the previous questions, based on these students’ experiences in our community as an immigrant.

7. Print Interpretive Communication: Students search for authentic articles from Spanish language newspapers that focus on the lives of immigrants in the United States. Write a brief summary of the article, then compare the information in the article with their own community.

8. Audiovisual Interpretive Communication. Watch the video “Ser latino en USA; los jóvenes.” http://www.youtube.com/watch?v=2phQLNtWGr4Take notes over the perspectives in the video, as they will be used for an oral presentation.

9. Presentational speaking: Cultural comparison. ¿Cómo es la vida de los inmigrantes? Compara tus observaciones acerca de las comunidades en las que has vivido con tus observaciones de una región hispanohablante en los Estados Unidos que te sea familiar. En tu presentación, puedes referirte a lo que has estudiado, vivido, observado, etc.

10. Written Presentational Communication. Persuasive essay: ¿Representa una oportunidad perdida la Princesa Sofía? Temas AP Spanish Language and Culture Exam Preparation, pp. 193-194. Synthesize two written and one audio source over whether or not the physical features of Disney’s new Latina princess should have been more stereotypically Latina in order to represent the Hispanic community. Cite evidence from two written sources and one audio source to support your opinion to the essay question.

Unit 5: Las familias y las comunidades (Families and communities) / La vida contemporánea (Contemporary Life)

Parte 1: Essential questions:1. ¿Cuáles son las características fundamentales de una familia?2. ¿Qué cambios se han visto en la estructura de la familia en las últimas décadas?3. ¿Cómo han afectado los cambios en la estructura familiar a las comunidades?

Instructional resources and activities:1. Written Interpersonal Communication. Write a paragraph responding to the question: ¿Cuáles son las

características fundamentales de una familia? Exchange paragraphs with at least three other students, commenting on what you agree or disagree with in your classmates’ descriptions.

2. Vocabulario: On SB, have the following terms written: familia nuclear tradicional, familia nuclear con doble ingreso, familia extendida, familia compuesta, hogar unipersonal, familia nuclear monoparental. Give one term to each group to describe to rest of class in Spanish.

3. Print Interpretive Communication. Look at the pie chart on p. 65 of Temas: AP Spanish Language and Culture which represents the percentages of nuclear families, blended families, etc. in urban zones in Latin America. Answer the analysis questions on your own, then discuss your thoughts in small groups to determine if there is a consensus of ideas. Be sure to do a little research to find the information about family structure in the United States for the question over how the graph compares with families in the United States.

4. Print Interpretive / Spoken Interpersonal Communication. Read the article about La familia hispana from http://cwx.prenhall.com/bookbind/pubbooks/mosaicos2/medialib/ch4.pdf. With a partner, complete a Venn Diagram comparing a “traditional” Hispanic family to a “traditional” North American family.

5. Spoken Presentational Communication. Assign a Spanish-speaking country (including the United States) to pairs of students. Research the statistics of your assigned Spanish-speaking country related to family structure (percentage of traditional nuclear families, double income nuclear families, blended families, single-parent, one-income families (and what percentage of these are single mothers). Present your information to the class in the form of a pie chart.Audiovisual Interpretive/Spoken Interpersonal Communication. While students present, take notes on which countries seem to have a greater percentage of traditional nuclear families/double income nuclear families and which have a larger percentage of single mothers responsible for supporting the family. Work in small groups to determine if there are any trends in Latin America or Spain and compare the data with that of the United States. Discuss these trends and speculate on what impact these changes in the family structure have had on children.

6. Spoken Interpersonal Communication. Look at the two photos on p. 173 of Abriendo Paso: Temas y lecturas. With a partner discuss what differences there are in the two photos and if an ideal family structure exists.

7. Print Interpretive Text. Read the article, “Nueva estructura familiar crea dificultades” on p. 175-178 of Abriendo Paso: Temas y lectura over how Dominican family structure has changed in recent years. Complete comprehension and vocabulary building activities on pp. 179-181.

8. Print Interpretive Communication Assessment. Triángulo Aprobado, pp. 127-128. Synthesize information from the article La familia contemporánea with census information from Chile to answer multiple choice questions.

9. Audio Interpretive Communication Assessment. Triángulo Aprobado, p. 223. Answer multiple choice questions over the changes in the structure of the Cuban family.

11. Presentational speaking: Cultural comparison. ¿Cómo han afectado los cambios en la estructura familiar a las comunidades? Compara tus observaciones acerca de las comunidades en las que has vivido con tus observaciones de una región hispanohablante en los Estados Unidos que te sea familiar. En tu presentación, puedes referirte a lo que has estudiado, vivido, observado, etc.

Parte 2: Essential Questions1. ¿Cómo se definen las relaciones personales familiares?2. ¿Cómo pueden las reglas de una familia reflejar sus valores?3. ¿Cuál es el papel de la familia en la formación de los valores de los jóvenes?

1. Spoken Interpersonal Communication. Lluvia de ideas. Brainstorm vocabulary related to family and family relationships. Use vocabulary from p. 120 of Imagina: español sin barrera as a starting point. Share ideas with two classmates to see if there are possible categories to organize the vocabulary by themes. Create personal thematic vocabulary list and add to it as we continue through unit. Group vocabulary by logical categories.

2. www.quizlet.com : Create own flash cards of personal vocabulary list.3. Spoken Interpersonal Communication: Discuss rules in your home, which rules you would also have for your

own children someday, common complaints teenagers have about parents, how teens try to become more independent and how parents typically react to that, and if your parents’ rules for you reflect your family’s values. (all from Temas: AP Spanish Language and Culture, pp. 48-49).

4. Written Interpersonal Communication: Write an e-mail to a friend in which you share a recent fight you’ve had with your parents. Include what the issue was, how you reacted and how your parents reacted. Exchange e-mails with a classmate and respond to an e-mail, giving your friend advice on how to best handle the situation with his/her parents.

5. Print Interpretive Communication. Read fragment of El niño y la niebla by Rodolfo Usigli in which parents aren’t on the same page about with whom their teenage son spends time. His dad feels that an older friend is a bad influence on him and tells his son that he cannot spend time with the older friend any longer. Complete comprehension questions from Temas: AP Spanish Language and Culture on p 52 and identify two complaints each character has.

6. Spoken Presentational Communication. With a partner, role play a similar scene from your own family. 7. Written Presentational Communication. Write a paragraph about how your family’s values are reflected in the

rules your parents have for you by responding to the essential question: ¿Cómo pueden las reglas de una familia reflejar sus valores?

8. Audio Interpretive Coummunication. Answer multiple choice questions over Charla: educación y valores sociales, a recorded interview over the role parents play in instilling values in their children’s lives. (Triángulo Aprobado, p. 138)

9. Written Presentational Communication. Persuasive Essay. ¿Se les debe dar a los niños la oportunidad de tener voz en cuanto a las reglas de la casa? (Triágulo Aprobado, p. 132) Cite evidence from two written sources and one audio source to support your opinion to the essay question.

10. Audiovisual Interpretive Communication. Watch the short film, El Rincón de Venezuela from p. 122-127 of Imagina: español sin barrera about a Venezuelan family that immigrated to New York City and opened a restaurant. Prior to watching the film:Complete pre-viewing vocabulary building activities on p. 122Predict what the cortometraje will be about based on photos from the film. Find an article about why Hugo Chávez was a controversial political figure and write a paragraph summarizing the article. After viewing the film: Answer comprehension and analysis questions over the cortometraje on p. 126.

11. Spoken Interpersonal Communication. In small groups, discuss a set of guided questions over developing independence from parents. Discuss specific scenes from the film where Gloria asserts her independence from her mom, the conflict that created, how that was resolved in the film, and how the parents’ values are reflected in how they’re trying to raise their daughter. Then discuss personalized questions over areas in which you want

more independence from your parents and what conflict that may create. Discuss possible resolutions as well as what values your parents are trying to instill in you by giving you those boundaries.

12. Written Presentational Communication. Write a review of the film for the school newspaper, focusing on the theme of parent/child relationships.

13. Spoken Interpersonal Communication. Post sentence starters around the classroom. Give pairs post-it notes. With a partner, complete each statement and attach post-it to appropriate sentence starter. Sentence starters include: Los buenos padres son…, Los buenos padres no son…, Los buenos padres nunca…, Los buenos padres siempre…Los buenos hijos son…, Los buenos hijos no son…, Los buenos hijos nunca…, Los buenos hijos siempre…Discuss class’ ideas over what a good parent and a good child should be like and what they should always/never do.

14. Print Interpretive Communication. Read the short story No oyes ladrar los perros by Juan Rulfo. Pre-reading activities:Complete vocabulary building activities from Abriendo Paso Lectura on pages 134-136.Answer personal questions over your relationship with your parents, such as ¿Cuándo se enojan más tus padres contigo? ¿Cómo te castigan cuando eres desobediente? ¿Cómo se sentirían tus padres si te convirtieras en un delicuente? ¿Cambiaria su actitud hacia ti?Post-reading activities:Answer comprehension and vocabulary building questions from Abriendo Paso Lectura on pp. 142-145.Spoken Interpersonal Communication: With a partner and in small groups discuss various themes from the story, using discussion starters on p. 146/A (what would you have done if you were Ignacio’s father?), p. 146/B (Why does Ignacio’s dad alternate between using tú and Ud.?), p. 147/D (If doctor cured Ignacio, what would Ignacio’s future be like?), p. 147/F (How does the last line of the story reflect the father’s feelings?), p. 147/G (Should a parent’s love always be unconditional?).Written Presentational Communication: With a partner, write a summary of the story from Ignacio’s point of view. Exchange stories with another group and illustrate the other group’s story from the son’s point of view. Present alternate summaries to the class with illustrations.

15. Spoken Interpersonal Communication: Simulated Conversation on p. 151 with a friend who doesn’t get along with his parents.

16. Written Interpersonal Communication. Reply to an email from a social research company regarding the importance of parents in guiding children in forming values. (Triángulo Aprobado, p. 224).

17. Spoken Presentational Communication. Cultural comparison. ¿Cuál es el papel de la familia en la formación de loa valores de los jóvenes? Compara tus observaciones acerca de las comunidades en las que has vivido con tus observaciones de una región hispanohablante en los Estados Unidos que te sea familiar. En tu presentación, puedes referirte a lo que has estudiado, vivido, observado, etc.

Unit 6: La belleza y la estética (Beauty and aesthetics), La vida contemporánea (Contemporary Life), Las identidades públicas y privadas (Public and Private Identities)Specific context: Visual arts

Essential Questions:1. ¿Cómo se expresan los distintos aspectos de la identidad personal en el arte?2. ¿Cómo refleja el arte las tradiciones, costumbres y perspectivas culturales de las personas?

Follow the lesson outline for Lesson 1 of AP Spanish Language and Culture: El arte—ventana y espejo Curriculum Module.

1. Spoken Interpersonal Communication. Show students three paintings that represent typical American culture: Nighthawks by Edward Hopper: http://shadeone.com/nighthawks/Edward_Hopper-Nighthawks-1942.jpgAmerican Gothic by Grant Wood: http://www.artic.edu/aic/collections/artwork/6565Snap the Whip by Winslow Homer: http://www.metmuseum.org/toah/works-of-art/50.41Using Handout 1 from the curriculum module, answer the following questions with a partner, then share out ideas:¿Qué miras en el cuadro? Describe las personas y la escena en detalle.¿Qué sentimientos y emociones evoca el artista?¿Qué productos y prácticas culturales hay en el cuadro? ¿Qué puede inferior sobre las perspectivas del artista?

2. In an online forum discussion, respond to the following questions, as well as comment on at least two other student responses:

¿Qué elementos o productos de tu cultura y de tu comunidad reflejan tu identidad cultural? Describe una obra de arte o un mural en nuestra comunidad que represente nuestra identidad cultural.

(Trae una reproducción de esta obra a la coase para comentarla con los demás estudiantes.) ¿Por qué consideras que esta obra representa nuestra identidad?

3. Spoken Interpersonal Communication. In small groups, look at the photos of local art that students brought and answer the forum questions in your small group, then share out to the rest of the class.

4. Audiovisual and Print Interpretive Communication: Assign small groups one of two artists to research: Carmen Lomas Garza or Joaquán Sorolla y Bastida. Include the following resources on the class website for students to use in their research:Carmen Lomas Garza:Textos:http://americanart.si.edu/education/corazon/artistas_01.cfmhttp://www.chicano.ucla.edu/publications/book/carmen-lomax-garzaVideos:http://www.youtube.com/watch?v=PtTDGMck3Nshttp://www.youtube.com/watch?v=xupwcskQ3hc%feature=relatedImágenes:http://carmenlomasgarza.com/?page_id=24http://mati.eas.asu.edu/ChicanArte/html_pages/garza17.html

Joaquín Sorolla y Bastida:Textos:http://museosorolla.mcu.es/historia.htmhttp://www.artehistoria.jcyl.es/genios/pintores/3355.htmVideos:http://www.youtube.com/watch?v=pGfVOZYlQuEhttp://www.youtube.com/watch?v=lsxsuGB8R3U (careful, as there is image of nude woman between 3:00-4:00)Imágenes:http://www.joaquin-sorolla-y-bastida.org/http://museosorolla.mcu.es/colec_pintura.html

Students will answer the following questions in their research: ¿Qué aprendieron sobre la vida y la educación artística del artista? ¿Cómo son sus obras? Describan dos o tres, y compartan sus reacciones personales. ¿Qué representa este artista en sus obras? ¿Qué lo ha motivado a pintar? ¿Para quién y por qué ha creado su arte?

5. Spoken Presentational Communication. Each group will join with a group that researched the other artist and share their conclusions. Together they will prepare a Venn diagram and note the similarities and differences between the two artists.

6. As a class, look at the painting La fiesta de pan by Joaquín Sorolla y Bastida (http://museumsyndicate.com/item.php?item=513254). Work together to answer the questions from Handout 2 in the curriculum module over the painting, using the Think-Share-Pair format.

7. Discuss the cultural products and practices represented in the painting with guided questions, such as ¿Por qué celebra la gente? ¿Qué celebra la gente y por qué tiene importancia este producto? ¿Cómo se presenta el pan y por qué? Next, discuss the cultural perspectives: ¿Por qué valora la gente el pan y la fiesta? ¿Cuál es el papel de la religion? ¿Cuál es la importancia de la comunidad y del hecho de que todos participen en la fiesta? ¿Qué impacto tienen las celebraciones públicas en la comunidad? ¿Qué celebraciones públicas hay en nuestra comunidad? ¿Qué impacto tienen en los individuos y en la ciudad o el pueblo?

8. Written Presentational Communication. Answer the two essential questions for this unit from the perspective of La fiesta de pan.

9. Audivisual Interpretive Communication: Familiarize yourself with Holy Week in Andalucía, and specifically Sevilla by watching videos. Complete guided notes about the traditions, which include: en el primer enlace, la vestimenta de las hermandades y la fabricación de los cirios, en el segundo enlace, el trabajo de los costaleros que cargan el santo; y, en el tercer enlace, las preparaciones para una procession de nazarenos y la procession.

http://www.youtube.com/watch?v=k93bxWc2flM&feature=player_detailpagehttp://www.youtube.com/watch?feature=player_detailpage&v=FtBSLpfVsVohttp://www.tyoute.com/watch?v=oo-WKEY_l7Qhttp://www.youtube.com/watch?v=4vOdoSrx598&feature=channel&list=UL

10. Spoken Interpersonal Communication. Look at the image Sevilla, Los nazarenos by Joaquín Sorolla y Bastida and analyze the painting using Handouts 1 (do as a class) and Handout 2 (complete with a partner) from the curriculum module, including the cultural products, practices and perspectives in the painting.

11. Spoken Interpersonal Communication. With a partner, discuss the following questions: ¿Han mantenido los sevillanos sus tradiciones? ¿Qué indica esto sobre la importancia de las tradiciones? ¿Qué diferencias hay entre lo que represent Sorolla y lo que vimos en los videos? ¿Qué no ha cambiado? ¿Qué contribuyen estas celebraciones públicas a la identidad cultural?Compara Los nazarenos con La fiesta del pan. ¿En qué se parecen? ¿En qué son diferentes? ¿Qué rasgos caracterizan la obra de Joaquín Sorolla y Bastida?

12. Spoken Presentational Communication. ¿Cómo refleja Sevilla: Los nazarenos de Joaquín Sorolla las tradiciones, costumbres y perspectivas culturales de Andalucía? Haz una descripción oral del cuadro (incluye información artística de Handout 1), comentando los productos, las prácticas y las perspectivas reflejadas en el cuadro. Record presentations on language lab. Give students feedback on how to improve their description or analysis. Students have opportunity record a second time after receiving feedback.

13. Spoken Interpersonal Communication. Review the notes about the life and art of both artists. Discuss the importance of Carmen Lomas Goza’s motives: allowing the Mexican-American community to see itself in art and to value their cultural identity. Then discuss the relationship between food and traditional family and community celebrations or en other cultures that you are aware of. With a partner, make a list and answer the following questions: ¿Qué se come?¿Dónde se prepara la comida? ¿Toma mucho tiempo? ¿Cómo se aprende a hacer esta comida? ¿Quiénes participan en la preparación? ¿Qué hace cada persona? ¿Es solo trabajo o es divertido? ¿Qué importancia o signifcado tiene la comida en la celebración?

14. Spoken Interpersonal Communication. With a partner, study the painting Tamalada Tamalada by Carmen Lomas Garza. (http://americanart.si.edu/collections/search/artwork/?id=35507) Answer the same questions over the painting that you answered about your own culture.

15. Spoken Interpersonal Communication. As a class, identify the products reflected in the painting: las hojas de maíz, las ollas, los tamales, la familia, el calendario, el cuadro de la última cena y los colores. Then discuss the practices reflected in the painting: ¿Cuándo se suelen preparar los tamales? ¿Por qué participant todos? ¿Qué importancia tiene para la comunidad la participación de todos en la preparación de la comida? ¿Cuál es el tono de este cuadro?Finally, make inferences about the perspectives: ¿Qué podemos inferior sobre las perspectivas de Lomas Garza al observar esta pintura? ¿Por qué valora la gente la comida? ¿Qué relación hay entre el cuadro de la última cena y la actividad de la familia?

16. Written Presentation Communication. Answer the unit’s essential questions from the perspective of La Tamalada and complete Handout 2 over the painting on your own.

17. Written Presentational Communication. Essay: Cultural comparison. Compara los productos, prácticas y perspectivas culturales de una tradición de tu comunidad con una tradición mostrada en una de las obras de arte que hemos estudiado.

18. Spoken Presentational Communication. Cultural comparison. Compare a work of local art with one of Joaquín Sorolla y Bastida or Carmen Lomas Garza’s paintings, answering the questions: ¿Como representa cada obra la identidad cultural de la comunidad? ¿Qué tienen en común y en qué se diferencian las obras? Local art may be a public work of art, such as mural, statue, monument or a painting by a local artist. Create an oral presentation in VoiceThread with both a digital image of the local art and the art you chose by either Joaquín Sorolla y Bastida or Carmen Lomas Garza.

Unit 7: La vida contemporáneaSpecific context: Las tradiciones y los valores sociales

Essential Questions:1. ¿Cómo se define una sociedad a través de sus hábitos alimenticios?2. ¿Qué efectos tienen los retos del mundo moderno en los hábitos alimenticios?

Instructional Resources and Activities:1. Spoken Interpersonal Communication. As a class discuss the question: “What do the decisions you make about

food say about you as a person?” Give my own personal answer: “I have quick food options in my house for busy days, but overall try to eat healthy.” In small groups, discuss the essential question: ¿Qué efectos tienen los retos del mundo moderno en los hábitos alimenticios? As homework, write your personal response to the question.

2. Audiovisual Interpretive Communication. Show the video Tapear en Granada twice. During the first viewing, list the products associated with tapas (such as small dishes and bars). During the second viewing, list the practices associated with tapas. That is, what do people do regarding tapas? Students will share information with a partner, then partners share out.

3. Spoken Interpersonal Communication. In whole group discussion, address the question: “What would you list as the products and practices of American teenagers’ eating habits?” Then work in pairs to answer the following question: “What do your two lists of products and practices (for American teenagers and for Spanish people regarding tapas) say about each group’s values?

4. Spoken Presentational Communication: Cultural Comparison. Compare your eating habits what you’ve learned about eating habits on Spain in a two-minute oral presentation (recorded on language lab).

Please print and sign this page and return to Sra. Roach:

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