AP SPANISH CURRICULUM 2014 I- COURSE DESCRIPTION The AP Spanish Language and Culture Curriculum presents six primary learning objectives areas within the three modes of communication described by the Standards for Foreign Language Learning in the 21st Century: Interpersonal, Interpretive, and Presentational. These six primary learning objective areas identify what students should know and be able to do across the three modes. Below you can see the definitions for the three modes and the list of primary learning objective areas. Three Modes of Communication: • The Interpersonal Mode is characterized by the active negotiation of meaning among students. Students observe and monitor one another to see how their meanings and intentions are being communicated. Adjustments and clarifications can be accordingly. • The Interpretive Mode focuses on the appropriate cultural interpretation of meanings that occur in written and spoken form where there is no recourse to active negotiation of meaning with the writer or the speaker. • The Presentational Mode refers to the creation of oral and written messages in a manner that facilitates interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists. Six Primary Learning Objective Areas: • Spoken Interpersonal Communication • Written Interpersonal Communication • Audio, Visual, and Audiovisual Interpretive Communication • Written and Print Interpretive Communication • Spoken Presentational Communication • Written Presentational Communication II- OUTLINE OF COURSE PCTI Curriculum Unit Planner Content Area: Advanced Placement Spanish Grade (s) 10, 11, 12 Unit Plan Title: Tema 1/Theme 1: Las familias y la comunidades/ Family and communities ▪ Customs and Values ▪ Education Communities ▪ Family Structure ▪ Global Citizenship ▪ Social Networking NJSL Standard(s) Addressed Interpretive Mode/Proficiency Level: Advanced Low 7.1.AL.A.1 Analyze and critique the validity of culturally authentic materials using electronic information and other sources related to targeted themes. 7.1.AL.A.2 Demonstrate comprehension of spoken and written language and nuances of culture, as expressed by speakers of the target language, in informal and some formal settings. 7.1.AL.A.3 Analyze the use of verbal and non-verbal etiquette in the target culture(s) and in one’s own culture to develop an understanding of how cultural perspectives are reflected in cultural products and cultural practices. 7.1.AL.A.4 Evaluate, from multiple cultural perspectives, the historical, political, and present-day contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States. 7.1.AL.A.5 Evaluate information from oral and written discourse dealing with a variety of topics. 7.1.AL.A.7 Infer the meaning of some unfamiliar words and phrases in academic and formal contexts. 7.1.AL.A.8 Analyze elements of the target language that do not have a comparable linguistic element in English. Interpersonal Mode/Proficiency Level: Advanced Low 7.1.AL.B.1 Use digital tools to participate in extended conversations on topics of a personal, academic, or social nature using a variety of timeframes to exchange information. 7.1.AL.B.2 Give, respond to, and ask for clarification on detailed and complex oral and written directions, commands, and indirect requests. 7.1.AL.B.3 Interact in a variety of familiar and a few unfamiliar situations using culturally appropriate verbal and non- verbal communication strategies. 7.1.AL.B.4 Ask and respond to questions as part of a group discussion on topics of a personal, academic, or social nature in informal and some formal settings. 7.1 AL.B.5 Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest, topics studied in other content areas, and some unfamiliar topics. 7.1.AL.B.6 Use language in a variety of settings to further personal, academic, and career goals. Presentational Mode/Proficiency Level: Advanced Low 7.1.AL.C.1 Create a research-based multimedia-rich presentation to be shared virtually with a target language audience. 7.1.AL.C.2 Create a research-based analysis of a current global problem/issue showing cultural perspectives associated with the target culture(s) and another world culture. 7.1.AL.C.3 Use language creatively in writing for personal, career, or academic purposes. 7.1.AL.C.4 Compare and contrast the structural elements and/or cultural perspectives found in culturally authentic materials with those found in selections in English. 7.1.AL.C.5 Analyze how cultural perspectives about a specific cultural product or cultural practice associated with the target culture(s) change over time, and compare with changing perspectives in one’s own culture. Essential Questions (1-6) • What constitutes a family in different societies/¿Cómo se define la familia en distintas sociedades? • How do individuals contribute to the wellbeing of communities/ ¿Cómo contribuyen los individuos al bienestar de las comunidades? • How do the rolls that families and communities assume differ in society around the world/¿Cuáles son las diferencias en los papeles que asumen las comuniddes y las familias en las diferentes sociedades del mundo? Anchor Texts • Temas AP Spanish Language and Culture (textbook) – Vista Higher Learning, 2014 • Temas AP Spanish Language and Culture (workbook) – Vista Higher Learning, 2014 • AP Test Prep: Mastering the Advanced Placement Spanish Language Exam- Jay Duhl & Felipe Mercado • AP Spanish: Preparing for the Language and Culture Examination – José M. Díaz Informational Texts (1-6) Authentic Reading Selections -Temas: • “Education Communities”/“Las comunidades educativas”-El tiempo del juego (p.5) • “Social Networking”/“Las redes sociales” – Facebook, el monstruo de dos cabezas(p.17) • “Human Geography”/“La geografía humana”-La situación de los pueblos del Lago Atitlan (p.37) • “Customs and Values”/”Las tradiciones y los valores”-Homenaje a las madres de la tradición artesana (p.55) • “ Global Citizenship”/”La ciudadanía global”-Podcast: ONU celebrates the International family day-Article 2-ONU felicita a Costa Rica por reforma a la educación indigena. • “Family Structure”/”La estructua de la familia”- Las familias en América Latina. Authentic Audio Selections- Temas: • “To play and to fight”/“Tocar y luchar”- Dr. Jose Antonio Abreau-(Documentary-recorded in Venezuela) • “The youngest and the social media”/“Los menores de 13 años y las redes sociales” – Hoy por Hoy de Cadena (Sociedad Española de Radiodifusión-Madrid-Spain) • “Garbage a growing problem”/“Basura: Un problema en aumento”-Dos puntos cardinales(United Nations Podcast-New York- USA) • “The Garifuna culture”/“Cultura Garifuna”-Nuevos Horizontes-(Universidad de Illinois-USA) Authentic Film- Temas: • “She and I”/“Ella y Yo” –Shortfilm (Bernarda Pages) Short Texts (1-3) • A community protects the indigionous language in a Mexican town/“Una comunidad protege el idioma indígena en México”- AP Spanish-Preparing for the Language and Culture Examination.-Jose M Diaz (p.17-activity 7) • “The Lobizon”/“El lobizon” - AP Spanish-Preparing for the Language and Culture Examination.-Jose M. Doaz (p.85-activity 39) Suggested Reading/Writing/Speaking/ Assessments SECTION I: MULTIPLE CHOICE Interpretive Communication: Print Texts with chart and without chart ▪ “Traditions and family values”/”Las tradiciones y los valores”; “Mira por donde” –Fragment: Vista Higher Learning- AP Spanish and Culture Exam Preparation (p.6-activity 1) ▪ “The Lord of Sipan a great civilization before the Inca Empire/“El mayor Tesoro anterior al dominio inca” -Diario español: El Mundo-José M. Díaz-AP Spanish Preparing for the Language and Culture Examination (p.33-activity 14) ▪ “Family structure”/”La estructura de la familia”; “Antes del fin (fragment)”: Vista Higher Learning- AP Spanish Language and Culture Exam Preparation ( p.17-activity 6) ▪ “Access to technology”/ “El acceso a la tecnología” (Print text with chart)-: Vista Higher Learning -AP Spanish Language and Culture Exam Preparation (pgs. 19 and 20-activity 7) Interpretive Communication: Print and Audio Texts (Combined) ▪ “How to neutralize the impact of the lack of civil registration in schooling levels? “/ “¿Cómo neutralizar el impacto de la falta se registro civil en los niveles de escolaridad?”: Vista Higher Learning- AP Spanish Language and Culture Exam Preparation (pgs 130/140-activity 13) Interpretive Communication: Audio Texts ▪ “Human geography”/”La geografia humana”: Vista Higher Learning- AP Spanish Language and Culture Exam Preparation (p.137-activity -2) SECTION II: FREE RESPONSE Interpersonal Writing: E-mail Reply ▪ “Family and communities”/ “Las familias y las comunidades”: José M. Díaz -AP Spanish Preparing for the Language and Culture Examination (p.195-activity 4 and p.201-activity 10) ▪ “Family and communities”/”Las familias y las comunidades”: Textbook Temas- (p.27-activity 7) Presentational Writing: Persuasive Essay- (three sources) Print text, Chart and audio ▪ “Values and Traditions” /”Las tradiciones y los valores: Vista Higher Learning- AP Spanish Preparing for the Language and Culture Examination (p 175, and 176-activity 2) ▪ “Is it beneficial to live with the grandparents?”/ “¿Es beneficioso vivir con los abuelos?”: José M. Díaz-AP Spanish Preparing for the Language and Culture Examination (p. 240 and 241-activity 10) Interpersonal Speaking: Conversation ▪ “Dialogues-Family and Traditions”/Conversaciones: