The ap spanish Language and Culture course is conducted exclusively in Spanish



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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 Objectives

• La palabra del día—students explore a word a day, analyze its meaning, find root

words, synonyms and antonyms, and make linguistic comparisons.

• La noticia del día—once a week, students take turns giving a short presentation about a relevant news story, summarize it for the class, and ask questions to create opportunities for open-ended discussion.

• Las noticias—students keep a journal of the daily news presented in class

with new vocabulary and reactions.

• La discusión de la semana—at various times during the year, students are responsible for posting a link to a news article, video, or podcast to the class blog, and creating a discussion question for all in class to participate in an online discussion.

• Películas—once every quarter, the class students watch a movie from a Spanish-speaking country. Cultural and historical relevance will be considered when selecting these films. As an alternative, the class can host a Día de Cultural where students can show their projects and/or invite a guest speaker, either a member of a consulate or a member of the immigrant community.

• Every Wednesday, students practice recording a simulated conversation and a cultural comparison. All samples are assessed using the AP scoring guidelines for this assignment. Sometimes the teacher scores the work and other times the students and their classmates score each other. This is an excellent way for students to internalize and understand the scoring guidelines.

• Writing: approximately every three weeks, a formal, well-organized, synthesized, analytical or persuasive essay on an appropriate topic in reaction to a text or information is discussed or viewed in class. The essay is evaluated for its content,

organization, cultural relevancy, range and appropriateness of vocabulary, and grammatical accuracy.

• Writing journal entries, letters, e-mails, poems, abstract writing, creative writing, or writing reactions to articles and lectures through an interactive social network and/ or blog on topics/themes.

Every 2-3 weeks, a new theme is introduced; however, interconnectedness of themes is expected and encouraged. Within the basis theme, students work on all aspects of communication: Interpretive, Interpersonal, and Presentational. In lieu of a test for each theme, students are evaluated based on various assignments graded according to the AP World Language and Culture Scoring Guidelines available in the AP Spanish Language and Culture Course and Exam Description.

Course Planner

The following are a sample of activities throughout the course and may be modified based on students’ interests and current events. They do not describe a linear progression of all activities that are done under each theme.

Theme 1: Las identidades personales y públicas

Recommended Contexts: Personal Beliefs, Personal Interests, Self-Image, National

and Ethnic Identities Alienation and Assimilation

Essential Questions

1. How are aspects of identity expressed in various situations?

2. How do language and culture influence identity?

3. How does one’s identity develop over time

Introduction to the theme:

As an introduction to the topic, students respond in written form to one or all of the following questions in their journal for the week. After having read the journal entries, the teacher selects one as an example to share with the class. This forms the basis for an in-class discussion based on the journal entry. [CR3a] & [CR3b]

¿Cómo se identifica una persona?

¿Cómo influye la familia en la identidad de una persona? Un documento legal, ¿le identifica a una persona?

Vocabulary

• In order to activate prior knowledge, students brainstorm a list of vocabulary words relative to the topic/theme; adjectives of description, hobbies, interests, and terms related to national and ethnic identity. They discuss the meaning of the words, ask questions, ask for clarification if needed, and add them to the list. The instructor may add words not mentioned in the activity.

• Students will use words from the list as they work through the assignments in this

unit.


Audio and Audiovisual Interpretive Communication

Students listen to the song “Latinos en Estados Unidos” by Celia Cruz

• With a partner, students discuss the content and share their opinions as to whether they agree or disagree with how Latinos in the United States are described in Cruz’s song www.youtube.com/watch?v=jldJfUMfbJU

• Students view the video (1:11-2:14) “El reto de ser joven latino en Estados Unidos.”

www.youtube.com/watch?v=j6W_xXvRc2Y

• In a small group, students discuss the content of the video and ask questions that elicit opinions from others in the group. They then debate the following comment: “El tema de la identidad es esencial para el crecimiento.” An additional discussion question could be: Do young people in your community question their identity based on their experiences?

Written Interpersonal Communication

Students respond to the following questions in an online blog: ¿Cómo es la vida de los inmigrantes en tu comunidad? ¿Qué hace tu comunidad para ayudar a los inmigrantes? Students respond to the question and then minimally respond to two other student responses.

Print Interpretive Communication

Students search for authentic articles from Spanish-speaking newspapers that focus on the lives of immigrants in the United States. Formative Assessment: Students write a brief summary of the article. Then, in a written presentation, they compare the information in the article with their own community.

Spoken Interpersonal and Presentational Communication

At home, each student responds to the following question in writing: ¿Cómo se siente ser un estudiante joven en estos momentos en Arizona?

• The next day, students share their responses via oral presentations to small groups

They then watch the video “Ser latino en USA; los jóvenes.” (www.youtube.com/ watch?v=2phQLNtWGr4&safety_mode=true&persist_safety_mode=1/) As they watch the video, they take notes regarding the point of view, as they will use these for an oral presentation. This activity can be completed in one or two days as the video is 30 minutes in length. The teacher could stop at 10:46 and continue at 12:37 through to the end as well.

• At home, students use GoogleVoice to compare a point of view from the video interviews and their original writing. This work will be scored according to the scoring guidelines for presentational speaking: Cultural Comparison.

Print Interpretive Communication

Students are assigned the story by Francisco Jiménez: “Cajas de cartón,” focusing on the essential questions in the unit as a jumping off point for discussion. Students participate in a variety of activities and assessments, both formative and summative, related to Jimenez’s story and its connection to the theme. Examples of activities: directed comprehension questions, illustration of one of the chapters in the book, oral presentation-PPT highlighting one of the chapters.

Theme 2: Las familias y las comunidades

Recommended Contexts: Customs and Values, Family Structure, Childhood and

Adolescence

Essential Questions:

1. What constitutes a family in different societies?

2. How do individuals contribute to the well being of communities?

3. How do the roles that families and communities assume differ in societies around the world?

4. How does the notion of the “extended family” differ among cultures?

Vocabulary: Family, holidays and celebrations, and emotions

As an introduction to this unit, students complete the following activity at home:

The next day, one student writes down all of the words generated the night before on

the board. Students work in groups to find patterns in the words identified, and then one representative reports to the class on what patterns they find (e.g., En la lista de palabras sobre la familia, encontramos muchas palabras que describen quienes pertenecen a una familia. Sin embargo, también hay muchos adjetivos que describen como uno se siente dentro de la familia).

Following this, students write a list of characteristics that reflect the best characteristics of a family. We then analyze the answers and note which answers all groups share in common.

Una familia debe ser:

bondadosa unida generosa servicial

This forms the start of our discussion of Juan Rulfo’s “No oyes ladrar los perros.”

Print Interpretive Communication

• In class, the students will predict the content of the story based on the title. They will work in groups to complete this graphic organizer

In class and at home, the students will read the story, pausing to answer comprehension questions in writing, to discuss their own opinions, and to identify the theme of the story.

• Students then read Gabriel García Márquez’s “La siesta del martes” and compare the two works.

Spoken Interpersonal and Presentational Communication

Students interview a young native speaker from the community, via Skype with our

partner school, or talk to one of their own native speaker friends. Each student will interSpoview a student not in this class. They will ask them questions about family structure, how close they are, what their family is like, etc. The exact questions can be chosen by the student.

Students are then given the following assignment:

How is your family a reflection of your identify? After your interview, write a short summary of what you learned about him/her and compare his/her responses to those that describe your family.

In class the next day, share what you learned from your interview with a classmate via a short oral presentation

¿Cómo influye la familia en la identidad de una persona? Un documento legal, ¿le identifica a una persona?

Vocabulary

• In order to activate prior knowledge, students brainstorm a list of vocabulary words relative to the topic/theme; adjectives of description, hobbies, interests, and terms related to national and ethnic identity. They discuss the meaning of the words, ask questions, ask for clarification if needed, and add them to the list. The instructor may add words not mentioned in the activity.

• Students will use words from the list as they work through the assignments in this

unit.


Audio and Audiovisual Interpretive Communication

Students listen to the song “Latinos en Estados Unidos” by Celia Cruz

• With a partner, students discuss the content and share their opinions as to whether they agree or disagree with how Latinos in the United States are described in Cruz’s song www.youtube.com/watch?v=jldJfUMfbJU

• Students view the video (1:11-2:14) “El reto de ser joven latino en Estados Unidos.”

www.youtube.com/watch?v=j6W_xXvRc2Y

• In a small group, students discuss the content of the video and ask questions that elicit opinions from others in the group. They then debate the following comment: “El tema de la identidad es esencial para el crecimiento.” An additional discussion question could be: Do young people in your community question their identity based on their experiences?

Written Interpersonal Communication

Students respond to the following questions in an online blog: ¿Cómo es la vida de los inmigrantes en tu comunidad? ¿Qué hace tu comunidad para ayudar a los inmigrantes? Students respond to the question and then minimally respond to two other student responses.

Print Interpretive Communication

Students search for authentic articles from Spanish-speaking newspapers that focus on the lives of immigrants in the United States. Formative Assessment: Students write a brief summary of the article. Then, in a written presentation, they compare the information in the article with their own community.

Spoken Interpersonal and Presentational Communication

At home, each student responds to the following question in writing: ¿Cómo se siente ser un estudiante joven en estos momentos en Arizona?

• The next day, students share their responses via oral presentations to small groups

They then watch the video “Ser latino en USA; los jóvenes.” (www.youtube.com/ watch?v=2phQLNtWGr4&safety_mode=true&persist_safety_mode=1/) As they watch the video, they take notes regarding the point of view, as they will use these for an oral presentation. This activity can be completed in one or two days as the video is 30 minutes in length. The teacher could stop at 10:46 and continue at 12:37 through to the end as well.

• At home, students use GoogleVoice to compare a point of view from the video interviews and their original writing. This work will be scored according to the scoring guidelines for presentational speaking: Cultural Comparison.

Print Interpretive Communication

Students are assigned the story by Francisco Jiménez: “Cajas de cartón,” focusing on the essential questions in the unit as a jumping off point for discussion. Students participate in a variety of activities and assessments, both formative and summative, related to Jimenez’s story and its connection to the theme. Examples of activities: directed comprehension questions, illustration of one of the chapters in the book, oral presentation-PPT highlighting one of the chapters.

Theme 2: Las familias y las comunidades

Recommended Contexts: Customs and Values, Family Structure, Childhood and

Adolescence

Essential Questions:

1. What constitutes a family in different societies?

2. How do individuals contribute to the well being of communities?

3. How do the roles that families and communities assume differ in societies around the world?

4. How does the notion of the “extended family” differ among cultures?

Vocabulary: Family, holidays and celebrations, and emotions

As an introduction to this unit, students complete the following activity at home:

The next day, one student writes down all of the words generated the night before on

the board. Students work in groups to find patterns in the words identified, and then one representative reports to the class on what patterns they find (e.g., En la lista de palabras sobre la familia, encontramos muchas palabras que describen quienes pertenecen a una familia. Sin embargo, también hay muchos adjetivos que describen como uno se siente dentro de la familia).

Following this, students write a list of characteristics that reflect the best characteristics of a family. We then analyze the answers and note which answers all groups share in common.

Una familia debe ser:

bondadosa unida generosa servicial

This forms the start of our discussion of Juan Rulfo’s “No oyes ladrar los perros.”

Print Interpretive Communication

• In class, the students will predict the content of the story based on the title. They will work in groups to complete this graphic organizer

In class and at home, the students will read the story, pausing to answer comprehension questions in writing, to discuss their own opinions, and to identify the theme of the story.

• Students then read Gabriel García Márquez’s “La siesta del martes” and compare the two works.

Spoken Interpersonal and Presentational Communication

Students interview a young native speaker from the community, via Skype with our

partner school, or talk to one of their own native speaker friends. Each student will interSpoview a student not in this class. They will ask them questions about family structure, how close they are, what their family is like, etc. The exact questions can be chosen by the student.

Students are then given the following assignment:

How is your family a reflection of your identify? After your interview, write a short summary of what you learned about him/her and compare his/her responses to those that describe your family.

In class the next day, share what you learned from your interview with a classmate via a short oral presentation Essential Questions:

1. How do developments in science and technology affect our lives?

2. What factors have driven innovation and discovery in the fields of science and

technology?

3. What role do ethics play in scientific advancement?

4. What are the ethical consequences of cloning and stem cell research?

Introduction to the theme:

The teacher leads a class discussion about how technology impacts the students’ personal lives.

¿Cómo impacta la tecnología en tu vida personal?

¿Crees que son una ventaja o una desventaja los avances tecnológicos del

mundo actual?

Vocabulary: Technology and science

• Students brainstorm a banco de vocabulario to activate prior knowledge; what words have they learned that will help them with this topic. The teacher will also decide which new words to include after the students have had an opportunity to generate the word bank.

Written and Print Interpretive Communication

• Students read the following article at home. El 82 por ciento de las empresas vascas usa las redes sociales como herramienta de marketing e imagen (www.20minutos.es/ noticia/1599250/0/), and analyze the role of technology in marketing and image creation.

• For homework, students react to the article and a partner’s comments, creating a written discussion thread.

• Extension activity: Students read “Rosa” by Angel Balzarino and write a review based on the story.

Written Interpersonal Communication: Other ideas for blog discussions

1. Since the invention of the Internet there has been a sort of media revolution.

Technology transforms methods of communication. What do you think of the technological revolution? Where is it taking us?

2. It’s been said that television, computer, and video games have led to a lack of imagination in today’s youth. Do you agree?

3. It is said that the computer will replace print media. Do you agree? What does the

future hold for print media?

Further activities to conclude this unit:

Students will design/create a new product. They will present a rationale for the creation of the product, design a marketing campaign using media and both print and tech-rich ads (e.g., posters, tv/internet ads), and will “sell” it to the rest of the class. Classmates will vote on the best product.

Theme 6: La belleza y la estética

Recommended Contexts: Defining Beauty, Defining Creativity, Visual and Performing

Arts Essential Questions:

1. How are perceptions of beauty and creativity established?

2. How do ideals of beauty and aesthetics influence daily life?

3. How do the arts both challenge and reflect cultural perspectives?

Introduction to the theme:

In small groups, students make a list of what they consider to be beautiful. This could be

a painting, a person, etc. The teacher then selects different images of what other cultures consider to be “beautiful” and asks students to react to the images and the question from their own perspectives.

¿Son estas imágines hermosas?

Vocabulary: Analyzing fine art, talking about music, and descriptions

• The teacher introduces the students to vocabulary that they will need to use during the course of this unit. The list will include words that help students to discuss and analyze works of art.

Visual Interpretive Communication and Spoken Interpersonal Communication

Teacher shows images of Fernando Botero’s works of art; paintings and sculptures. Using the vocabulary words that they have for this unit, students, in small groups, analyze the art.

Together with the class, the teacher reviews the group work, ensuring that the students are using the vocabulary appropriately to describe and analyze the works of art and discuss how the images reflect practices of every day life. Part of the discussion includes the products, practices, and perspectives that are addressed by Botero’s work.

Written Interpersonal Communication

In their class blog, students discuss how Botero’s vision of what it means to be beautiful may be different from their own concept of beauty.

Spoken Presentational Communication

Students select a new painter from the Spanish-speaking world. They select a painting from his/her collection and via a GoogleVoice presentation, they compare the work of art that they have chosen to a painting by Fernando Botero. They discuss similarities and differences and comment on which painting they prefer and why.

Further activities to conclude this unit:

• Participate in a Socratic Circle on aspects of art such as violence in movies, or

censorship of art.

• Present a song or piece of art to the class and explain their interpretation and why they like it.

• In a small group, discuss likes and dislikes of the artistic view of the world of the

paintings of Salvador Dalí.

Written Presentational Communication

• Students take a virtual trip to Museo Soumaya and describe in writing their favorite works of art and why.

• Write an essay answering the following questions: How does publicity influence our idea of beauty? What danger does this pose to adolescents? Are these dangers any different in Spanish speaking countries? Explain.

Course materials

General resources taken from among the following:

BBC Radio: Estudio 834: http://news.bbc.co.uk/hi/spanish/programmes/estudio_834/ BBC Mundo: www.bbcmundo.com

Radio Naciones Unidas: http://radio.un.org/es/ and http://news.bbc.co.uk/hi/spanish/

news/


Radio Televisión Española: www.rtve.es/ Univisión: www.univision.com

TV Azteca: www.tvazteca.com/

UNICEF: www.unicef.org/spanish/videoaudio/video_radio.html

CNN en español: www.cnn.com/espanol

El País (Madrid): www.elpais.es

El Mundo: www.elmundo.es

BBC News in Spanish: http://news.bbc.co.uk/hi/spanish/news/ People en español: www.peopleenespanol.com/pespanol/ Zambombazo: http://zachary-jones.com/zambombazo

Ver-taal: www.ver-taal.com/

Practica Español: www.practicaespanol.com/ Veintemundos: www.veintemundos.com/en/ www.20minutos.es

Real Academia Española: www.rae.es
Yahoo Noticias: es.noticias.yahoo.com

LECTURAS


Unidad I: Esfuerzos heroicos


  • Lecturas:

  • Autobiografía de un esclavo-Juan Manzano

  • En la noche- Horacio Quiroga

  • Trabajo de campo-Guilbault

  • Soneto 149-Sor Juana

  • Unidad 1 de Álbum-Una carta a Dios

  • Periódico electrónico/leer/ discutir/presentar

  • Estrategias para leer: Como utilizar las pistas de contexto

  • Elementos de la literatura: Biografías, ensayos y artículos

  • Enlaces: Prosa didáctica medieval

  • Cultura: Cultura y lengua de Cuba

  • Panorama cultural

  • Comunidad y oficio

  • Comunicación: Comunicación: Así se dice: el pasado

  • Causa y efecto

  • Descripción en el pasado

  • Expresa tu punto de vista

  • Como evaluar un trabajo escrito

  • Reflexión de trabajo escrito (diario)

  • Vocabulario: Cognados/Sinónimos;/ tono y registro/

  • Gramática: Pronombres personales/demostrativos/comparativos

  • Video-Quiroga

  • Canción de la semana

  • Escritura: Comparación y contraste

  • Acentuación: acento diacrítico/la diéresis

  • Investigación y exposición oral

  • Unidad I de Álbum: resumen/ensayo

  • Unidad I de AP: Auditivos cortos y largos

  • Canciones para practicar

Unidad II: Lazos de amistad




  • Cadena rota y Naranjas – Gary Soto

  • La muralla-Nicolás Guillén

  • Estrategias para leer: hacer conclusiones

  • Elementos de la Literatura: argumento, trama, marco

  • Cultura y lengua: Los México-americanos

  • Panorama cultural: ¿Conoces al alguien sumamente generoso?

  • Comunidad y Oficio: El español en los servicios de emergencia

  • Enlaces: El soneto del Siglo de Oro

  • Comunicación: Así se dice, causa y efecto, presenta y defiende tu

  • opinión

  • Escritura: escribir una carta de apología, evaluación del trabajo escrito,

reflexión.

  • Vocabulario: Anglicismos, palabras prestadas, calcos del idioma,




  • falsos cognados.

  • Gramática: Adjetivos, adverbios, comparativos.

  • Comparación y contraste: Diminutivos y aumentativos en español.

  • Escritura: Problema/solución, escritura creativa,

  • Ortografía: r, rr, acentos

  • Taller: Biografía/entrevista para presentar a la clase.

  • AP unidad 2-lecturas con tiempo (a diario)

  • Lecturas auditivas de Álbum-La mala Racha

  • Escuchar los poemas de Guillen

  • Video de Guillen/clip

  • Periódico/revista para presentar

  • Canciones de la amistad/ del amor

Unidad III: El frágil medio ambiente




  • La fiesta del árbol-Gabriela Mistral

  • Árbol adentro-Octavio Paz

  • Paisaje-Federico García Lorca

  • Meciendo-Gabriela Mistral

  • Abejas de bronce-Marco Denevi

  • Dicen que no hablan las plantas-Rosalía de Castro

  • Articulo acerca del medio ambiente de periódico electrónico

  • Estrategias para leer-Distinguir entre hechos y opiniones

  • Elementos de literatura: Poesía, sonido, imágenes, retórica y estilo

  • Enlaces: La poesía del siglo XX

  • Cultura y lengua: Chile

  • Panorama cultural: ¿De dónde eres? ¿Qué piensas de tu ciudad?

  • ¿Es un lugar ideal para vivir y trabajar?

  • Comunidad y oficio: oportunidades de negocios en el mercado

  • nacional e internacional

  • Así se dice: Explica tu punto de vista al hablar usando comparaciones

  • Contrastar dos ideas

  • Reflexión del trabajo escrito

  • Vocabulario: Lenguaje figurativo

  • Gramática: voz pasiva

  • Comparación y contraste: voz pasiva en español y en inglés

  • Escritura: Presentación y publicación de poesía

  • Dramatización en clase

  • Ortografía: hiatos y diptongos

  • Taller: Reporte informativo/las noticias

  • Diario de reflexión

  • Unidad 2 de AP-sigue adelante

  • Escuchar lectura de Álbum/ Tareas

  • Canciones para aprender(cloze)

  • Repaso para el examen de semestre

  • Exámenes del primer semestre

Unidad IV: Pruebas




  • El anillo del General Macías- Josefina Niggli

  • Cajas de cartón-Francisco Jiménez

  • Diario de reflexión

  • Video clip de Borges/en su propia voz

  • Los dos reyes y los dos laberintos-Borges

  • Estrategia de lectura- Resumir

  • Elementos de literatura: Drama

  • Enlaces: Poesía latinoamericana del siglo XX

  • Cultura y lengua: México

  • Panorama cultural: ¿Te haz enfrentado alguna vez a un dilema en el cual tuviste que hacer una decisión difícil?

  • Así se dice: Hablar de cómo son las cosas verdaderamente, hablar de las consecuencias de un evento histórico

  • Hablar de las posibilidades hipotéticas, reflexión

  • Vocabulario: regionalismos

  • Gramática: Cláusulas relativas, pronombres relativos, uso.

  • Comparación y contraste: Cláusulas relativas en español y en inglés

  • Escritura: periodismo, la literatura y la historia

  • Ortografía: acentos y sufíes

  • Taller: Ensayo de problemática y resolución

  • Unidad 3 de AP,

  • Lectura de Álbum

  • Canción para alegrar el alma




  • Unidad V: Mitos




  • El Popol Vuh versión de Jorge Arriola

  • Tres mitos latinoamericanos

  • Corrido de Gregorio Cortez-versión de Américo Pare

  • Escuchar el corrido

  • Película/clip

  • Estrategia de lectura: Evaluación

  • Elementos de literatura: Mitos, leyendas, folclor

  • La nueva narrativa del siglo XX

  • Cultura y lengua: Los Mayas/video clip

  • Panorama Cultural: Si pudieras poner algo en una capsula de tiempo para

dar a conocer el progreso de nuestra civilización ¿Qué sería?(reflexión)

  • Comunidad y oficio: Preservar la tradición oral

  • Así se dice: Evaluar un texto literario, hacer conjeturas, hacer comparaciones,

  • evaluar y

  • Diario de reflexión

  • Vocabulario: Palabras prestadas de lenguaje indígena

  • Gramática: Repaso de cláusulas relativas, modo, subjuntivo con cláusulas verbales.

  • Comparación y contraste: Cláusulas relativas con antecedentes indefinidos en español

  • y en inglés.

  • Arte: arte Maya

  • Ortografía: Verbos, sus formas y acentos

  • Taller: Evaluación

  • Unidad 4 de AP

  • Lecturas de Álbum

  • Canción para el alma

  • Unidad VI: Perspectivas humorísticas

  • Don Quijote de la Mancha-Miguel de Cervantes

  • Video/ audio de Don quijote

  • El libro talonario-Pedro Antonio de Alarcón

  • El soneto-Lope de Vega

  • Estrategia para leer: Causa y efecto

  • Elementos literarios: La Novela

  • Enlaces: El teatro latinoamericano del siglo XX

  • Cultura y lengua: España

  • Panorama cultural: ¿Has hecho algo vergonzoso en tu vida que ahora te hace reír?

  • Comunidad y oficio: El bilingüismo y la ley.

  • Así se dice: Hablar de situaciones hipotéticas en el pasado,

  • Hablar de las artes, hacer conjeturas, evaluar trabajo escrito.

  • Vocabulario: Académico/dichos y refranes/ expresiones idiomáticas

  • Gramática; Aspecto, perfectivo, aspecto imperfectivo, aspecto progresivo

  • Comparación y contraste: El pretérito y el imperfecto progresivo en español

  • Escritura: Escritura creativa y el arte

  • Ortografía: verbos que terminan en –ear y pares mínimos

  • Taller: Ensayo de especulación acerca de causa y efecto.

  • Unidad 5 de AP

  • Lecturas de Álbum auditivas

  • Escoger autor preferido para la presentación de fin de curso

  • Examen final del segundo semestre

  • Lectura largas después del examen de AP en mayo:

  • Yerma-Federico García Lorca/video/dramatización en clase

  • La Casa de Bernarda Alba-Federico García Lorca/video/posible dramatización

  • El Chac-mool-fuentes, El almohadón de plumas-Quiroga/Clip

  • Dos Palabras-Allende, Las medias Rojas de Pardo Bazán, No oyes ladrar los perros-Rulfo, La continuidad de los

Parques-Cortázar,

  • Mi caballo mago-Ulibarrí, El hijo-Quiroga y Un día estos-Márquez.



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