Español 4AP - St. Ignatius College Preparatory

Español 4AP - St. Ignatius College Preparatory

Español 4AP
Course-wide Enduring Understanding
s
Realize ability to navigate the Spanish-speaking world.
Discover the responsibilities of global citizenship.
Course-wide Essential Questions
Communication: How to sequence the tenses to convey meaning across
interpretive, interpersonal, presentational modes?
Cultures:
How do we react to differences in another culture?
Connections:
How do we connect with other cultures in a world wide arena?
Comparisons:
How do the traditions, including the products and practices of my
country compare with those of Latin American countries?
Communities: How can our class connect with the Hispanic community in our
area and elsewhere?
ST. IGNATIUS COLLEGE PREPARATORY
ADVANCED PLACEMENT SPANISH COURSE SYLLABUS
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I. COURSE DESCRIPTION AND OBJECTIVES
¡Bienvenidos a la clase de Español 4AP! Spanish 4AP is an advanced language course designed for those
students identified as having excelled during their previous years of language study. This advanced language
course covers the equivalent of a third-year college course in advanced Spanish composition and conversation
and is intended for students who wish to continue to develop proficiency and integrate their language skills
using authentic materials and sources. A wide range of integrated themes will be explored this year as you
improve and refine your Spanish skills in preparation for the Advanced Placement Exam in May. All students
enrolled in this course are required to take the AP Exam.
The AP student will be able to:
● Comprehend formal and informal spoken Spanish,
● Acquire vocabulary and a grasp of structure to allow the easy, accurate reading of newspaper and
magazine articles, as well as of modern literature in Spanish,
● Express ideas orally with accuracy and fluency across three communicative modes: interpersonal,
interpretive and presentational,
● Compose passages in a variety of modes i.e. expository, persuasive, descriptive, or narrative,
● Demonstrate knowledge of the cultural diversity of the Spanish-speaking world.
The class is conducted in Spanish and students are required to speak Spanish at all times - not only within the
context of the class but also among themselves upon walking into and out of class. It is imperative to take
advantage of every opportunity to use the spoken language.
Real-Life Language and Culture
Students are required to engage in real-life activities outside the classroom to enrich their Spanish language
and culture experiences. They complete entries that interest them throughout the year for their Language and
Culture Portfolio. Options include but are not limited to: attending an art exhibit, musical show or play;
preparing a meal while following recipes written in Spanish; regular correspondence through email, Skype or
Face Time with heritage speakers in a Spanish-speaking country; viewing of important events involving target
language speakers, such as a president’s acceptance speech or a national celebration of a country’s
independence; and visits to university campuses for special events, hosting a student from a Spanish-speaking
country; visiting area businesses and learning about opportunities with Spanish; teaching Spanish to area
EMS/firefighters as part of their service for the Sociedad Honoraria Hispánica, and more. Students must
provide acceptable evidence of their engagement as described in the Language and Culture Portfolio
Guidelines.
OUTCOMES AND SKILL SET
● Speaking Component –
○ Interpersonal Speaking: students will be able to speak with another student in a wide variety of
conversation role plays lasting a minimum of two minutes.
○ Presentational Speaking: students will be able to present for two minutes on a given topic
identifying the relationship among products, practices, and perspectives in the target culture(s)
and demonstrate understanding of most of the content of the interdisciplinary topics presented
in the resource material.
○ Students will use advanced vocabulary and appropriate intermediate/advanced grammar
● Interpretive Listening Component – Students will be able to comprehend spoken Spanish in short
dialogues, narratives, and authentic audio resources..
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● Writing Component –
○ Interpersonal Writing: students will be able to read and respond to formal and informal
correspondence on a wide variety of topics integrating a specific point of grammar and/or new
vocabulary or idiomatic expressions within a 15 minute period.
○ Presentational Writing: students will be able to incorporate three authentic sources as well as
their own opinion in a well organized essay with an introduction that includes a clear thesis, 2-3
body paragraphs and a conclusion. Students will be able to write 200 words with advanced
vocabulary and intermediate grammatical structures.
● Interpretive Reading Component – students will be able to read and understand a variety of journalistic
and literary selections.
● Cultural Component –students will be able to distinguish cultural differences and similarities between
their own culture and those present in Spain, Latin America and Latinos in the United States.
Course Plan:
Unit / Theme /
Essential
Questions
Unit 1: Que Vida Mojada
Theme: Global Challenges / Desafíos Globales
Context:
 Economic Issues / Los temas económicos
 Environmental Issues / Los temas del medio ambiente
 Population and Demographics / La población y la demografía
 Social Welfare / El bienestar social
 Social Conscience / La conciencia social
Essential questions:
● ¿Cuáles son los desafios sociales, políticos y del medio ambiente que
enfrentan las sociedades del mundo?
● ¿Cuáles son los orígenes de esos desafíos?
● ¿Cuáles son algunas posibles soluciones a esos desafíos?
Sample Learning
Activities /
Resources
 View the film También la lluvia
◆ Introductory questions:
● Is water a human right?
● Can water be owned or does it belong to everyone?
 Students will answer questions in target language that reinforce thematic aspects of
film and participate in class discussion that incorporates US role in water issues
across the Americas.
 Van a leer dos artículos de BBC Mundo
◆ “El Agua Debe Ser Un Derecho Humano Esencial” http://news.bbc.co.uk/hi/
spanish/specials/newsid_4813000/4813640.stm
◆ “Sin Agua, Cerca Del Palacio”
http://news.bbc.co.uk/hi/spanish/specials/newsid_4792000/4792556.stm
 The class will choose 5 vocabulary words from each article and define them in target
language. In addition, they will synthesize the essence of each article injecting their
own opinion using the subjunctive.
 Students will use the United Nations website to explore current programing and
education regarding the use of water as a resource.
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 Students will view 2 videos from the Website.
◆ Columbia: El Agua Más Preciada de Las Mujeres Wayuu
◆ Las Tierras Secas de Brazil: La Promesa de Agua
◆ http://www.un.org/es/multimedia/vcategory3.shtml
 Students will discuss programs currently in place to curb contamination and to aid
the conservation of water as a resource
Assessment
Speaking Presentational and Interpretive:
☆ Students present in front of the class to pitch the filming of a documentary similar
the one in the movie También la lluvia. The topic is water issues in the Spanish
speaking world. Students would research the following areas and make a
powerpoint presentation to the class.
o Guatemala mining
o Acuífero Guaraní
o El uso de agua en Baja California para crecer tomates para Trader Joe’s
o Privatización de agua en Argentina y el funcionamiento apropiado
At the end, based on the presentations, the class chooses the project which will be
filmed.
Interpersonal Writing:
☆ Students will write a letter to the Secretary General of the United Nations - Ban KiMoon. They will express their concern regarding two issues surrounding water
currently occurring in the Americas. They will also express why they view these
issues as dangerous and propose a possible solution. Students will have 12
minutes to complete letter.
Unit / Theme /
Essential
Questions
Unit 2: Lo feminino y lo masculino
Theme: Personal and Public Identities / Las identidades personales y públicas
Context:
 Customs and Values / Las tradiciones y los valores
 Personal Beliefs / Las creencias personales
 Self-Image / La autoestima
 Family Structure / La estructura de la familia
Essential questions:
● ¿Qué es el machismo/marianismo? ¿Cuáles son las tonalidades culturales?
● ¿Cómo apoya la cultura los comportamientos sociales “femenino” o
“masculinos”? ¿Cómo compara con la cultura latina?
● ¿Cómo se desarrolla la identidad de una persona a lo largo del tiempo?
Sample Learning
Activities /
Resources
 Read blog called “Más de la Mitad”:
◆ El Machismo Al Revés
◆ Discriminación de Mujeres en el Empleo
◆ Neuropsicología de Comportamiento Femenino
◆ Otros enlaces:
● Informativo de la comunidad de La Rioja, España. Sobre “conciliación
familiar” y otros esfuerzos para obtener igualdad de empleo para mujeres.
● rtve- 08 de m\rzo, 2013 (up to 04:33 min)
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 Students will discuss definitions for Marianismo and Machismo. Students will
discuss elements of the “Be a Man” box and the “Act like a Lady” box to place
prevalent stereotypes on the table.
 Read Article “El Dificil Arte De Ser Macho” por Pedro Juan Gutierrez (excerpt from
Fuentes) Students will complete vocabulary work prior to beginning the reading and
completing comprehension questions at the end.
 Students will read and discuss“Rosamunda” por Carmen Laforet. Students will
study vocabulary and learn about the consequences of marital abuse as well as the
examination of perceptions on mental illness.
 Students will read and discuss “Hombre Pequeñito” by Alfonsina Storni. Students
will use the metaphor of the “Cage” as a way to discuss other ways society puts
limits on what is considered “acceptable” behavior.
Assessment
Presentational Writing
☆ Students will view three videos on BBCmundo.com. The site put together a special
section dealing with the voices of various marginalized groups in society. http://
www.bbc.co.uk/mundo/noticias/cluster_especial_100_mujeres.shtml
☆ Students will view three videos and use two of the stories as support for explaining
the dangers of placing any gender in a cage. Students will also gauge the impact
of the the women portrayed explain the importance of having such examples.
Students will but together a well organized composition of at least 200 words
Integrated Assessment
“Public Service Announcement”
☆ Students will work in small groups to develop 3 different public service
announcements targeted at a variety of audiences and at least 30 seconds in
duration. All public service announcements must address young adults. 2 of the
videos will target issues of importance to Latin Americans and 1 video must be
target women specifically.
☆ Students will collaborate to write the storyboard and the script for each PSA. They
then will submit their completed work via a private youtube.com channel. We will
assess the quality of the of the writing as well as final edited PSA project.
Unit / Theme /
Essential
Questions
Unit 3: El Mundo de Negocios
Themes: Global Challenges / Contemporary Life / Desafíos Globales y la vida
contemporánea
Contexts:
 Economic Issues / Los temas económicos
 Social Welfare / El bienestar social
Social Conscience / La conciencia social
Essential Questions:
● ¿Cómo influyen los productos culturales, las prácticas y las perspectivas de la
gente en la vida contemporánea?
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●
●
●
Sample Learning
Activities /
Resources
¿Cómo contribuyen los acontecimientos e individuos históricos al bienestar de
las comunidades?
¿Cúal ha sido el impacto de la globalización en nuestro mundo?
¿Cómo aplicamos los temas de la justicia social al capitalismo?
 Videos de Consecuencias (https://www.youtube.com/watch?
v=DRYDZdwACFQ)
◆ Students view 4 videos of 10 minute each which focus on the effects of
Imperialism on Latin American politics and culture.
◆ Students discuss the effects of the Cold War on the U.S.’s rationale for
supporting one group versus another in Latin America.
 El Delantal Blanco
◆ Students read the story by Sergio Vogdanovic
◆ Students discuss themes related to the following themes:
● freedom and the sovereignty of self vs. the collective
● social and political critique of Latin America
 Poema de Neruda “United Fruit Co”
◆ Students draw connections to Imperialism videos.
Assessments
Spoken Presentational Communication:
☆ Students view “Imperialismo” videos. Then they break up into groups and
investigate details mentioned during the video. The groups then report back to the
class on what they have discovered. Finally, each group looks for a current event in
world politics which have had the same characteristics and report back to the class.
☆ Students record a 2 minute presentation using Audacity software. They will present
regarding the image of the USA in Latin America using a historical perspective and
gleaning examples from the information in the video and the poem by Pablo
Neruda.
Interpersonal Writing:
☆ Students will compose a letter to their parents explaining their interest in a program
taking place at their Jesuit University that deals with reconciling the imperial history
of USA the the tenets of social justice.
Unit / Theme /
Essential
Questions
Unit 4: La belleza de la patria
Themes: La belleza y la estética y La vida contemporánea
Contexts:
 El lenguaje y la literatura
 Las artes visuales y escénicas
 Las relaciones personales
Essential Questions:
●
●
¿Cómo las bellas artes desafían y reflejan las perspectivas culturales?
¿Cómo se establecen las percepciones de la belleza y la creatividad?
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●
●
Sample Learning
Activities /
Resources
¿En qué maneras diferentes se manifiesta el patriotismo? ¿Es diferente para
los inmigrantes?
¿Cómo definen los individuos y las sociedades su propia calidad de vida?
 Student-centered questions:
◆ ¿Cuáles experiencias has tenido con el arte que reflejan el patriotismo?
◆ ¿Conoces algunas obras de arte del mundo hispanohablante que reflejan este
patriotismo?
 Class discussion about a special place in the student’s country that is important to
each student and why, as well as how he or she would feel if never again able to
visit there.
 Students discuss the meaning and feelings about the concept of patria.
 Students read Versos Sencillos, Martí (can also be accessed at Albalearning.com to
focus on interpretive listening) and cite the importance of this literary product in
showing the perspective of José Martí and his contemporaries. They answer the
question, ¿Cómo refleja la belleza en la literatura el perspectivo propio,
especialmente en el caso del patriotismo?
 Students research internet sites (including articles, videos, interviews) about Cubans
who left their homeland to seek a better life and discuss with classmates the pros
and cons of their decisions.
 They follow this by listening to Mi Tierra by Gloria Estefan and discuss the
similarities and differences in writing to those of Guantanamera by Celia Cruz.
 Students prepare a VoiceThread presentation on one of the songs as compared to
an American song that they find patriotic in some way. They compare and contrast
how each product reflects patriotism and the imagery used.
 They read excerpts from Soñar en cubano by Cristina García and compare the way
the three generations view Cuba and why.
 Students compare cultural products in art that also reflect patriotism and discuss the
different perceptions of beauty in each. Possible examples: Washington Crossing
the Delaware, Diego Rivera’s Sueño de una tarde dominical en la alameda central,
Goya’s Dos de mayo and Tres de mayo.
 Students participate in a student-led class discussion focusing on patriotism and
current events.
Assessment
Interpersonal Communication:
☆ Students interview a Spanish speaker who left another country to move to the U.S.,
using questions developed by the students under the guidance of the teacher.
Topics may include the decision to move, difficulties and assimilation, preservation
of cultural roots, family issues, and the like. This interview is conducted in Spanish
and may be done with someone in their family, their community, or via Skype if
needed.
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Written Interpersonal Communication:
☆ In this assessment, students write an email to another student about their
interviews. Both emails should include questions searching for more information and
understanding.
Spoken Presentational Communication:
☆ Students present a cultural comparison based on the songs from Estefan/Cruz and
a “patriotic” American singer. They focus on the question, ¿Qué opinión tiene la
gente en tu comunidad
Unit / Theme /
Essential
Questions
Unit 5: La mexicanidad pasada y presente
Themes: Las familias y las comunidades / La vida contemporánea
Contexts:
 Las tradiciones y los valores
 La estructura de la familia
 La ciudadanía global
 La geografía humana
 Las relaciones personales
 Las tradiciones y los valores sociales
Essential Questions:
● ¿Cómo contribuyen los acontecimientos e individuos históricos al bienestar de
las comunidades?
● ¿Cómo cambian los papeles que asumen las comunidades y las familias como
resultado de los acontecimientos históricos?
● ¿Cómo definen los individuos y las sociedades su propia calidad de vida?
● ¿Cómo influyen los productos culturales, las prácticas y las perspectivas de la
gente en la vida contemporánea?
Sample Learning
Activities /
Resources
 Student-centered questions about students’ knowledge of historical events in their
own society and how they have affected community and family traditions and
values, helping to define contemporary society:
◆ ¿Por qué tuvo lugar la revolución americana?
◆ ¿Cómo era la vida de las familias antes de esa revolución?
◆ ¿Cuáles son unas prácticas y/o algunos productos de esa guerra en la vida
contemporánea?
 Class discussion about important events of the Mexican Revolution (pre- and postas well).
 Students read México excerpt from Nuevas Vistas Curso Dos text and discuss the
role of traditions and values in contemporary Mexican society.
 Students examine Diego Rivera’s art reflecting Mexico’s history and discuss
Rivera’s philosophy in painting them as a record of Mexican society.
 Interpretive listening: El Anillo del General Macías, Niggli. Discussion of how war
affects families, human emotions, and quality of life.
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 Students make comparisons to other Hispanic cultures or their own, found in
literature or art, that show similar influences of war.
 Students read excerpt from Máscaras mexicanas, Paz. Discuss why Paz chose this
title.
 Students discuss and analyze the following stanza by Alfonso Reyes and explain
how it applies to communities of the world:
Y es tanta la tiranía
de esta disimulación
que aunque de rarosanhelos
se me hincha el corazón,
tengo miradas de reto
y voz de resignación.
 Students present about current events and use the content of the presentations in a
discussion about Mexico asking,
¿Cómo contribuyen los individuos hoy en día al bienestar de las familias y
comunidades mexicanas?
Assessment
Written Interpersonal Communication:
☆ Students formulate short answer written responses to El Anillo del General Macías
focusing on cause and effect questions. Students consider the following essential
question as they formulate their responses:
¿Cómo definen los individuos y las sociedades su propia calidad de vida?
Spoken Presentational Communication:
☆ After reading Máscaras mexicanas and exploring Mexico’s pre and post revolution
history, students compare México’s past and that of another Hispanic culture (or our
own), citing similar past or current challenges as they consider and respond to the
essential questions: ¿Cómo contribuyen los acontecimientos e individuos históricos
al bienestar de las comunidades? ¿Cómo cambian los papeles que asumen las
comunidades y las familias como resultado de los acontecimientos históricos?
¿Cómo influyen los productos culturales, las prácticas y las perspectivas de la
gente en la vida contemporánea?
Spoken Interpersonal Communication:
☆ Students consider the essential question, ¿Cómo influyen los productos culturales,
las prácticas y las perspectivas de la gente en la vida contemporánea?
☆ Students discuss the question citing evidence from the unit as they comment, ask
questions, draw conclusions, make predictions, and the like.
Unit / Theme /
Essential
Questions
Unit 6: La vida en un mundo de tecnología
Theme: La ciencia y la tecnología
Contexts:
 El acceso a la tecnología
 Los efectos de la tecnología en el individuo y en la sociedad
 El cuidado de la salud y la medicina
 Las innovaciones tecnológicas
 La ciencia y la ética
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Essential Questions:
● ¿Qué impacto tiene el desarrollo científico y tecnológico en nuestras vidas?
● ¿Qué factores han impulsado el desarrollo y la innovación en la ciencia y la
tecnología?
● ¿Qué papel cumple la ética en los avances científicos?
Sample Learning
Activities /
Resources
Student-centered questions:
 ¿Qué aparatos tecnológicos empleas todos los días? ¿Si tuvieras que escoger
sólo un útil tecnológico y rendir todos los otros, cuál sería y por qué lo escogerías?
¿Cómo afectaría esta decisión tu vida y qué desafíos tendrías sin los otros
aparatos tecnológicos?
 Class discussion of the most important technological tool that is part of the
students’ lives or that of family members.
 Students read the latest news in technological advancement at NCYT: http://
noticiasdelaciencia.com
 Assign students articles and Podcasts by topics (ciencia, tecnología, medio
ambiente, salud, psicología) and share their learning with the class in short oral
presentations with a visual stimulus and VoiceThread.
 Students listen to and read news about stem cell research and come prepared for a
class debate on the pros and cons of stem cell research. They bring evidence from
www.bionetonline.org/castellano/content/scintro.htm and www.rtve.es/noticias/
celulas-madre/ or other sources to back up their opinion.
Assessment
Integrated Assessment:
☆ Step One: Audio, Visual, and Audiovisual Interpretive Communication
o Written and Print Interpretive Communication: Students research a health,
educational, emergency, or societal issueor tool that has been improved by
technology. They plan a presentation of their findings by considering the
essential questions and comparing how the issue or tool has changed life
compared to 25 years ago. Students must include graphs, tables, statistics,
etc. as visuals for the class. In planning their presentations, students
address:
● ¿Qué impacto tiene el desarrollo científico y tecnológico en nuestras
vidas?
● ¿Qué factores han impulsado el desarrollo y la innovación en la
ciencia y la tecnología?
● ¿Qué papel cumple la ética en los avances científicos?
☆ Step Two: Spoken Presentational Communication, Written Presentational
Communication, Spoken Interpersonal Communication: Students present findings
to the class through a multimedia presentation using Prezi or other tool. Students
take notes on an advanced organizer to be used in step three. Peers ask student
presenters questions for clarification or where information for the organizer is
missing.
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☆ Step Three: Written Interpersonal Communication: Students choose the two
scientific and/or technological advancements presented that they believe are the
most important and explain why in a class Blog or journal. They must read previous
entries first, react to them, and add their choices with rationale as they consider
these essential questions:
● ¿Qué impacto tiene el desarrollo científico y tecnológico en nuestras
vidas?
● ¿Qué factores han impulsado el desarrollo y la innovación en la
ciencia y la tecnología?
● ¿Qué papel cumple la ética en los avances científicos?
Resources:
➡ Draggett, Parthena, Temas AP Spanish Language and Culture, Vista Higher Learning, 2014.
➡ Bretz, et al, Pasajes, Sexta Edición: Lengua, Literatura and Cuaderno de Práctica
➡ Diaz, et al, AP Spanish: Preparing for the Language Examination, Third Edition
Written, Print and Web Resources:
➡ www.elmundo.es
➡ www.ver-taal.com/
➡ www.bowdoin.edu/~eyepes/latam/index.html
➡ www.laits.utexas.edu/spe/
➡ http://cvc.cervantes.es/ensenanza/actividades_ave/aveteca.htm
➡ www.20minutos.es/
➡ Centro de Noticias ONU: www.un.org/spanish/News/
➡ La Crónica de Hoy: www.cronica.com.mx/
➡ El Mercurio (Chile): www.emol.com/
➡ El Mundo (Colombia): www.elmundo.com/
➡ El País (España): www.elpais.com/
➡ Reforma (México): www.reforma.com/
➡ La Tercera (Chile): www.latercera.com/
Audio, Visual and Audiovisual Resources:
➡ BBC Mundo: www.bbcmundo.com/
➡ CNN en español: http://cnnespanol.cnn.com/
➡ Nuevos Horizontes: www.nuevoshorizontes.org/
➡ Radio de las Naciones Unidas: www.unmultimedia.org/radio/spanish/
➡ Radio Nederland: www.rnw.nl/espanol
➡ Youtube: www.youtube.com/