Spanish I ap curriculum Guide World Languages and Cultures



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AP THEME : Contemporary Life


AP SUBTHEME : Rites of Passage

¿Por qué la sociedad y las distintas culturas necesitan establecer ritos de pasaje ?


Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

National Foreign Language Standards of Learning for Level AP:

COMMUNICATION: Communicate in Languages Other Than English

  • Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

  • Standard 1.2: Students understand and interpret written and spoken language on a variety of topics

  • Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURES: Gain Knowledge and Understanding of Other Cultures

  • Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

  • Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

CONNECTIONS: Connect with Other Disciplines and Acquire Information

  • Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language

  • Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

COMPARISONS: Develop Insight into the Nature of Language and Culture

  • Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own

  • Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

COMMUNITIES: Participate in Multilingual Communities at Home & Around the World

  • Standard 5.1: Students use the language both within and beyond the school setting

  • Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.



COMMUNICATION
-Interpersonal -Interpretive
-Presentational


CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)


INTERPERSONAL MODE:

• Maintain a discussion related to adulthood.

• Discuss and/or debate housing/shelter and independence.

• Express and explain customs related to adulthood.

Express opinions and react to different rites of passage.

INTERPRETIVE MODE:

• Demonstrate comprehension of content from authentic audio visual texts relating to becoming an adult.

• Evaluate and interpret written texts and materials on important life milestones.

PRESENTATIONAL MODE:

• Produce oral and written reports on the “coming of age”.

• Produce an activity showing your family’s rites of passage.

• Produce an oral or written presentation

reflecting current trends and/or attitudes in

society related to tradition .



CULTURES:

• Explore attitudes when reacting to different cultural rites of passage.




CONNECTIONS:

• Make connections between historical contexts and current attitudes towards the idea of adulthood.

.


COMPARISONS:

• Compare and contrast indigenous and non-indigenous rites of passage.




COMMUNITIES:

• Explore age identity

in your own community or your school and compare them to issues in Spanish speaking communities.
• Identify local Spanish speaking communities and cultural events.


See vocabulary and grammar topics for the unit. Additional resources are available on VISION.

USEFUL VOCABULARY



Refer to appropriate “Contemporary Life” vocabulary lists as provided by teacher.





RECYCLED/ONGOING TOPICS/STRUCTURES


Refer to Lección 7 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.



RESOURCES/ ACTIVITIES



Investigate how your own family celebrates different stages of life, and discuss in groups or pairs the similarities and differences.

Read an article about indigenous rite of passage and create your own list of principles for adulthood. http://www.desdeamerica.org.ar/pdf/texto10_ind.htm



Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange

ASSESSMENTS/ RUBRICS

NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.


Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Students listen to / read “¿A qué edad nos convertimos en adultos?” (A toda vela p. 79-80) or “Las medias rojas” by Emilia Pardo Bazáan and respond to content / application questions regarding the reading.


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



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



AP THEME : Global Challenges


AP SUBTHEME : Health Issues, Nutrition and Food Safety

¿Por qué debe prestar atención la sociedad a los problemas médicos ?


Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

National Foreign Language Standards of Learning for Level AP:

COMMUNICATION: Communicate in Languages Other Than English

  • Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

  • Standard 1.2: Students understand and interpret written and spoken language on a variety of topics

  • Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURES: Gain Knowledge and Understanding of Other Cultures

  • Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

  • Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

CONNECTIONS: Connect with Other Disciplines and Acquire Information

  • Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language

  • Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

COMPARISONS: Develop Insight into the Nature of Language and Culture

  • Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own

  • Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

COMMUNITIES: Participate in Multilingual Communities at Home & Around the World

  • Standard 5.1: Students use the language both within and beyond the school setting

  • Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.



COMMUNICATION
-Interpersonal -Interpretive
-Presentational


CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)


INTERPERSONAL MODE:

• Maintain a discussion related to nutrition.

• Discuss and/or debate different illnesses.

• Express and explain preventative medicine.

• Express opinions and react to home remedies.
INTERPRETIVE MODE:

• Demonstrate comprehension of content from authentic audio visual texts relating to health issues.

• Evaluate and interpret written texts and materials on current health trends.

PRESENTATIONAL MODE:

• Produce oral and written reports on traditional medicine.

• Produce an activity showing solutions to a health issue.

• Produce an oral or written presentation

reflecting current trends and/or attitudes in

society related to body image.



CULTURES:

• Explore attitudes when reacting to how health issues impact society.




CONNECTIONS:

• Make connections between historical contexts and current attitudes towards medical treatments.

.


COMPARISONS:

• Compare and contrast traditional and current medicine.




COMMUNITIES:

• Explore home remedies in your own community or your school and compare them to issues in Spanish speaking communities.


• Identify local Spanish speaking communities and cultural events.

See vocabulary and grammar topics for the unit. Additional resources are available on VISION.

USEFUL VOCABULARY



Refer to appropriate “Global Challenges” vocabulary lists as provided by teacher.





RECYCLED/ONGOING TOPICS/STRUCTURES


Refer to Lección 8 and Lección 9 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.



RESOURCES/ ACTIVITIES



Students find a reading on a current health issue in a Spanish-speaking country and discuss it with the class.

Listen to either song “el yerberito” by Celia Cruz or “El Yerbatero” by Juanes and list and discuss homemade remedies used in Spanish-speaking countries.



Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange

ASSESSMENTS/ RUBRICS

NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.


Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Students read “Inglaterra prohíbe la comida basura en los colegios” (A toda vela p. 162) and create a five item interactive / question-and-answer quiz for a classmate based on the article.



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

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




AP THEME : Personal and Public Identities


AP SUBTHEME : Gender and Sexuality, Multiculturalism, Beliefs and Values

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



Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

National Foreign Language Standards of Learning for Level AP:

COMMUNICATION: Communicate in Languages Other Than English

  • Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

  • Standard 1.2: Students understand and interpret written and spoken language on a variety of topics

  • Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURES: Gain Knowledge and Understanding of Other Cultures

  • Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

  • Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

CONNECTIONS: Connect with Other Disciplines and Acquire Information

  • Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language

  • Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

COMPARISONS: Develop Insight into the Nature of Language and Culture

  • Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own

  • Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

COMMUNITIES: Participate in Multilingual Communities at Home & Around the World

  • Standard 5.1: Students use the language both within and beyond the school setting

  • Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.



COMMUNICATION
-Interpersonal -Interpretive
-Presentational


CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)


INTERPERSONAL MODE:

• Maintain a discussion related to feminism.

• Discuss and/or debate machismo.

• Express and explain stereotypes.

• Express opinions and react to gender roles.
INTERPRETIVE MODE:

• Demonstrate comprehension of content from authentic audio visual texts relating to gender in the media.

• Evaluate and interpret written texts and materials on multiculturalism.

PRESENTATIONAL MODE:

• Produce oral and written reports on beliefs and values.

• Produce an activity showing the reversal of gender roles.

• Produce an oral or written presentation

reflecting current trends and/or attitudes in

society related to results of gender reversal.



CULTURES:

• Explore attitudes when reacting to gender discrimination.




CONNECTIONS:

• Make connections between historical contexts and current attitudes towards gender identity.

.


COMPARISONS:

• Compare and contrast social values on gender.




COMMUNITIES:

• Explore gender expectations

in your own community or your school and compare them to issues in Spanish speaking communities.
• Identify local Spanish speaking communities and cultural events.


See vocabulary and grammar topics for the unit. Additional resources are available on VISION.

USEFUL VOCABULARY



Refer to appropriate “Personal and Public Identities” vocabulary lists as provided by teacher.





RECYCLED/ONGOING TOPICS/STRUCTURES


Refer to Lección 10 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.



RESOURCES/ ACTIVITIES



Read the literature on VISION.

Listen to the poem “Superwoman” on Vision and discuss feminism.

Students write and present a poem of their own defending your own gender role.

Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


ASSESSMENTS/ RUBRICS

NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.


Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Students read a selection and cite comparisons / contrasts with the origins of their native countries.
Examples:

Sor Juana: “Los hombres necios”

Las de barranco

“Superwoman” by Gloria Velasquez

“Me quieres blanca” by Alfonsina Storni

Other similar literature (i.e., articles found on VISION)




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

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




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