Inés Wishart/Chatham High School /AP Spanish Language and Culture

Inés Wishart/Chatham High School /AP Spanish Language and Culture Unit 2: Challenges of the Modern World “La realidad y el deseo”*

Environment

Medicine, Health and Beauty Work/Study /Hobbies UnitUnit 2 2 ChallengesChallenges ofof the the ModernModern WorldWorld

Science and Technology Migratory movements

*(Unit 2 encompasses the theme that in every person’s life there is the stress between their reality and its challenges (whether personal, social, etc) and their dreams of a better reality. The idea is reflected in Luis Cernuda’s book, “La realidad y el deseo.” Variations of this common theme will become reflection points through the unit)

1 Essential questions:

 What are the challenges of contemporary life?  What environmental, technological and scientific issues pose challenges to societies throughout the world?  How do developments in medicine and technology affect our lives?  What role do ethics play in scientific advancement?  Do ethics have a cultural point of view?  How do society and individuals define quality of life?  How is contemporary life influenced by cultural products, practices, and perspectives?  How does language help us understand the culture?  How does the culture help us to learn the language?

Contexts

 Environment  Work/Study/Hobbies  Migratory movements: immigration and citizenship  Science and Technology  Medicine, Health and Beauty

Thematic Vocabulary

 Nature  Health  Technology  Work/Hobbies Text books

 Imagina Lesson 2 (Vivir en la ciudad), Lesson 3 (La influencia de los medios), Lesson 5 (Las riquezas naturales), Lesson 7 (Perspectivas laborales), Lesson 8 (Ciencia y tecnología) and Lesson 9 (Escapar y divertirse) and activities from "Imagina Supersite"  Pasajes Literatura  Triángulo  Triángulo Aprobado

2 Other Sources and Resources  Literature o “Dos palabras” (Isabel Allende) o “Imágenes photoshop” (Edmundo Paz Soldán) o “La IWM mil” (Alicia Yáñez Cossio)

 Movies and Shorts o “El dia menos pensado” o “De aventura por Mindo” o “Trabajo en Quito” o “El hombre que volaba un poquito”

 Radio, video and newspaper articles via Radio Naciones Unidas, rtve.es, bbcmundo.com, cvc.cervantes.es

 Blogs: Edmodo.com

 Language Lab activities: interactive diálogos, videos , Imagina website

 Music o “¿Dónde jugarán los niños? (Maná) o “El vendedor” (Mocedades) o “Visa para un sueño”(Juan Luis Guerra) o “La bilirrubina” ( Juan Luis Guerra)

Grammar  Past subjunctive  The future  The conditional  Relative pronouns  The present perfect indicative and subjunctive  Uses of “SE”  Colloquial expressions (“refranes”)

3 Assessments Formative assessments:  Review answers to questions from Listening activities with class as a measure of checking for understanding.  Review answers to questions from Reading activities with class as a measure of checking for understanding.  Group class discussions and debates.  Practice e-mails/blogs and essays  “Personal Homework” assignments  Group discussion of end of the unit “Essential questions.”  Compare and Contrast activities.

Summative Assessments:

 “AP-like” tests: reading, writing ,speaking and listening comprehension  Formal monthly essay that uses authentic listening and reading sources.  Grammar tests  Weekly vocabulary tests  Music and conscience project  Environment electronic poster (“Glogster”) project

Note:

 Please see the AP Audit for detailed and specific examples of the type and level of activities for this unit. You will also find examples of assessments.  Refer to the AP Audit also for a more detailed and complete book and resources reference.  This unit is aligned with the NJCCStandards- Level Advanced Low, as well as with College Board requirements.