APSpanishLanguageandCultureSyllabus20162017

Lasexpectaciones

Pruebas30%
ExmenesyProyectos40%
Participacin30%

CourseOverview

TheAPSpanishLanguageandCulturecourseisarigorouslanguageacquisitioncoursedesignedtoprovidestudentswiththe
necessaryskillsandinterculturalunderstandingtoenablethemtocommunicatesuccessfullyinanenvironmentwhereSpanishis
spokenandassuch,isanimmersionexperiencerequiringalmostexclusiveuseofSpanish,arequirementwhichclassparticipation
gradesreflect.ThecoursefocusesondevelopingthestudentscommandoftheSpanishlanguagebyintegratingthethreemodesof
communication:Interpretive,Interpersonal,andPresentational.Anadditionalkeyfocusofthecourseistheintegrationofauthentic
resourcesincludingonlineprint,audio,andaudiovisualresources,aswellastraditionalprintresourcesthatincludenovels,short
stories,essays,andmagazineandnewspaperarticleswiththegoalofprovidingarich,diverselearningexperience.

Organization

Thecourseisdividedintosixthematicthemeswhicharefurtherbasedonrecommendedcontextsandguidedbyessentialquestions.
Correspondingculturalelementsareintegratedintothestudyoftheunits,andactivitiesaredirectedwiththoseculturalconnectionsin
mind.DiscussionofthetopicsexclusivelyinSpanishisarequirementforthiscourse.Atthispointinthestudentsexposureto
Spanish,theyalreadyhaveexperienceinadvancedlanguagestructureshowever,reviewofthemechanicsisdonewithinthe
contextualframeworkofeachunitasneeded.

APThemestobecoveredinclude:

Lasidentidadespersonalesypblicas
Lavidacontempornea
Lasfamiliasylascomunidades
Labellezaylaesttica
Lacienciaylatecnologa
Losdesafosmundiales

LearningToolswithineachUnitofStudy

Ladiscusindelasemana
Atvarioustimesthroughouttheyear(twiceperquarter),studentsareresponsibleforpostingalinktoa
newsarticle,video,orpodcasttotheclasswebsite,andcreatingadiscussionquestionforallstudentsintheclasstoparticipateinthe
onlinediscussion.

Losmartes
EachTuesdaythroughouttheyearonestudentwillgivea2minutepresentationonapreviouslyagreedupontopic.This
activitywillhelppreparestudentsfortheformalpresentationoftheAPSpanishLanguageandCultureExam.Topicsinclude,butare
notlimitedto:IfIcouldchangeonelawwhatwoulditbeandwhy?IfIcoulddonateamilliondollarstooneorganizationwhat
woulditbeandwhy?IfIcouldgivethankstoonlyonepersonwhowoulditbeandwhy?etc.

Losjueves
EveryThursdaystudentswillpracticerecordingasimulatedconversationandaculturalcomparison.Allsamplesare
assessedusingtheAPscoringguidelinesfortheseassignments.Boththeteacherandstudentswillhaveopportunitiestoassessand
evaluatetherecordings.Thisisextremelybeneficialforstudentstoconstructivelycritiquetheirpeersaswellasfamiliarize
themselveswiththescoringguidelines.

Writing
Duringeveryunitofstudy,studentswillhave24opportunitiestowriteaformal,wellorganized,synthesized,analyticalor
persuasiveessayonanappropriatetopicthatwillbeinreactiontoatextoraclassdiscussion.Theessayisevaluatedforitscontent,
organization,culturalrelevancy,rangeandappropriatenessofvocabulary,andgrammaticalaccuracy.

Freewriting
Atvarioustimesthroughouteachunitstudentswillwrite:emails(formalandinformal),poems,creativeentries,letters,
journalentries,responsestoarticlestheyhaveread,reviewsformoviesand/orsongs,andpersonalreflections.

Lasllamadastelefnicas
Onceamonth,theteacherwillcallherstudentsandholdadiscussioninSpanishononeofapossible50
topics.Thisphoneconversationwilllastnomorethan10minutesandwillresemblethesimulatedconversationoftheAPSpanish
LanguageandCultureexam.

Lacenadelsemestre
Onceeveryquarter4studentswillprepareanauthenticdinnerfortheirclassmatesandteacher.Thefoodwill
befromapredeterminedSpanishspeakingcountry.Thestudentsmustexplaintotheirclassmatesandteacherhowtheypreparedthe
meal,whatingredientstheyused,andtheculturalsignificanceofthefoodtheyhavechosen.AllconversationwillbeheldinSpanish.
Thiswillpreparestudentstousethetargetlanguageinreallifesettings.

Nochedepelcula
Onceeveryquarter,theclasswillwatchamoviefromaSpanishspeakingcountry.Themoviewillhavecultural,
thematicand/orhistoricalrelevancetothecurrentunitofstudy.AdiscussioninSpanishwillbeheldimmediatelyfollowingthefilm.
Possiblemoviesinclude,butarenotlimitedto:Diariosdemotocicleta(Lasidentidadespersonalesypblica),Lamismalunao
Machuca(Losdesafosmundiales),Mifamilia(Lasfamiliasylascomunidades),andComoAguaParaChocolate(Labellezayla
esttica).

Reading
Duringthefirsthalfoftheschoolyearstudentswillreadthefirstbookof
Lallavedeltiempo
seriescalled
Latorreylaisla
byAnaAlonsoyJavierPelegrn.Thisisanovelthatcorrelatestothefollowingglobalthemes:Losdesafosmundiales,lacienciayla
tecnologa,lavidacontempornea,lasidentidadespersonalesypblicas,lasfamiliasylascomunidadesylabellezaylaesttica.
Studentswilllearnnewvocabularyassociatedwitheachofthethemesmentioned,takeassessmentsonthecontent,andconductclass
discussionsbasedonthenovel.

CoursePlanner
Thefollowingareasampleofactivitiesthroughoutthecourseandmaybemodifiedbasedonstudentsinterestsandcurrentevents.
Theydonotdescribealinearprogressionofallactivitiesthataredoneundereachtheme.

Theme1:Lasidentidadespersonalesypblicas

Context(s):
Laenajenacinylaasimilacin,loshroesylospersonajeshistricos,laidentidadnacionalylaidentidadtnica,las
creenciaspersonales,losinteresespersonalesylaautoestima.
EssentialQuestion(s):
1. Howareaspectsofidentityexpressedinvarioussituations?
2. Howdolanguageandcultureinfluenceidentity?
3. Howdoesonesidentitydevelopovertime

ActivityforEachPrimaryLearningObjectiveLasidentidadespersonalesypblicas
SpokenInterpersonal
WrittenInterpersonal Audio,Visual,and
WrittenandPrint
Spoken
Written
Communication
&Spoken
Audiovisual
Interpretive
Presentational
Presentational,
Interpersonal
Interpretive&
Communication
Communication
WrittenandPrint
Communication
SpokenInterpersonal
Interpretive,
Communication
Audio,Visual,&
Audiovisual
Interpretive
Communication

Losheroesylos
personajeshistricos:
Studentsaretothinkof
twopeopletheyknow
(personally,on
television,inthenews
orontheInternet)that
areconsideredtobe
heroes(onemustbe
froma
Spanishspeaking
country).Theymust
talkaboutthesetwo
peopleanddiscuss
whatqualitiesthese
twopeoplehavein
common.Mention
whatrolethesetwo
heroesplayinregards
totheirnational
identity.This
discussionwilltake
placeonthephone.

Laidentidad
nacionalyla
identidadtnica:
Studentswillbe
communicatingvia
Skype/FaceTimeor
google
chat/email/Facebook
withstudentsfrom
Argentinathroughout
theschoolyear.An
assignmentthateach
groupofstudents
mustcompleteisan
emailtotheirepal.In
thisemailtheywill
askeachotherabout
theirrespective
government.What
typeofgovernment
exists,whoareyour
countriesleaders,
whataretherolesof
thegovernment
officials,whatarethe
politicalpartiesin
eachcountryand
whatisthegeneral
opinionofthepeople
ofeachcountrywith

Laautoestima:
Studentswillwatch
thetwovideos:
1.Campaacontra
elacosoescolar:

http://youtu.be/Gmd
YtbWnqFM

2.Forward:Paso
Corto:

http://zacharyjones.c
om/zambombazo/pas
ocortoforward/

Afterbothvideos,
studentswillbreakup
intogroupsof2or3
studentsanddiscuss
thefollowing
questions:

Haybullyingen
nuestraescuela?
Enquforma
manifesta?
QuhacenUstedes
paraeliminarel

Laenajenaciny
laasimilacin
:
Studentswill
researchonlinetwo
historical
monumentsor
UNESCOsites
(Patrimoniodela
Humanidad).They
willneedtofind
onemonument
whichpersonifies
thecharacterof
theirstateandone
monumentthat
personifiesthe
characterofa
Spanishspeaking
country/state.
Studentswillpost
twopicturesonmy
website,(onefor
themonumentin
theUSAandone
froma
Spanishspeaking
country)andwill
alsoincludeashort
paragraphunder
eachphoto

Lascreencias
personales:
Studentswillhaveto
makea2minute
formalpresentation
onthefollowing
question:Culesla
actituddelas
personasrespectoa
laresponsabilidad
delindividuoenla
proteccindelos
derechoshumanos?

Studentswillneedto
comparewhatthey
observeintheirown
communitytothatof
the
Spanishspeaking
world.Theymay
makereferencesto
personal
experiences.

Losintereses
personales
:
Studentswill
readthe
followingnews
articleonthe
priceyouhaveto
payforgraffitiin
Spain:
http://elpais.com/
elpais/2010/02/1
0/actualidad/126
5793436_850215
.html
andtheywill
lookatagraph
(handout)
regardinghow
muchSpain
spendson
removinggraffiti
andwatcha
videoexplaining
theartofgraffiti.
http://www.rtve.e
s/alacarta/videos/
masgente/masg
entegraffitirom
anicoiglesiahos
pitalet/1392206/

respecttotheir
leaders.Onceeach
studentreceivesthe
emailtheyarethen
askedtoreplytoall
ofthequestions
mentionedinthe
email.

bullyingenla
escuela?
Existeel
cyberbullyingen
nuestraescuela?
Cmopodemos
combatirelacoso
escolar?

Afterstudentsanswer
thequestionswewill
meetasaclassand
discusstheanswers.
Eachstudentwilltry
tocomeupwithone
issueregarding
bullyinginour
schoolstoday.
Studentswillthen
needtocreate
antibullyingposter
fortheoneissuethey
cameupwithin
Spanishwhichwillbe
hungthroughoutthe
school.

explaininghow
eachmonument
representsits
respective
community.

Studentsneedto
writea
persuasiveessay
answeringthe
questionIs
graffitiartor
vandalism?


Theme2:Lavidacontempornea
Context(s):
Laeducacinylascarrerasprofesionales,Enentretenimientoyladiversin,Losviajesyelocio,Losestilosdevida,Las
relacionespersonales,LastradicionesylosvaloressocialesyEltrabajovoluntario.
EssentialQuestion(s):
1. Howdoindividualsandsocietydefinetheirownqualityoflife?
2. Howiscontemporarylifeinfluencedbyculturalproducts,practices,andperspectives?
3. Whatarethechallengesofcontemporarylife?

ActivityforEachPrimaryLearningObjectiveLavidacontempornea
Spoken
Written
Audio,Visual,and WrittenandPrint
SpokenPresentationaland
Written
Interpersonaland
Interpersonal
Audiovisual
Interpretive
WrittenandPrintInterpretive Presentational
Written
Communication
Interpretive
Communication
Communication
Communication
Interpersonal
Communication
Communication
Eltrabajo
Laeducacinylas Lastradicionesy
Losestilosdevida
Enentretenimientoyla
Losviajesyel
voluntario
Mi
carreras
losvalores
Studentswillvisit:
diversin
Insmallgroups
ocio
Lasiestaesel
trabajovoluntario
profesionales
sociales
Students
http://genteyhogaressoste studentsaregoingto
yogaibrico
idealStudentswill Studentswill
willinvestigatethe nibles.info/tagged/movili investigatewhoCantinflas
accordingto
choosea
pretendthatthey
importanceofyerba dad/page/5
andlookat
(MarioMoreno)wasand
CamiloJosCela.
Latinamericanor
areauniversity
mateinUruguay,
thefirstadontheleft,
what
cantinflear
means
Withthisphrasein
Carribeancountry
studentfrom
Argentinaand
enciudadFirstthey accordingtolaReal
mindstudentsare
inwhichthey
Boliviaandthat
Paraguay.Students mustcalculatehowmany AcademiadelaLengua
askedtothink
wouldliketo
theyhavejust
willwatch
La
miles30kisequalto.
Espaola.Theywillthen
whetherornotthe
volunteer.They
receivedanemail
leyendadelayerba Thentheywillneedto
havetochooseanAmerican
siestaismorethan
willinvestigatein
regardinga
mate
describewhattypeof
comedicactorthatthecountry justatimeofrest.
whichareasdoes
Fulbright
http://www.tubecho messagetheadistrying knowswell.Theywillneed
Studentswillvisit
thiscountryneed
scholarshiptostudy p.com/watch/14332 toportray.Dotheythink tokeepinmindthe
thefollowingsite
aidandtheymust
intheUnitedStates. 13
itseffective,why/why
similaritiesanddifferences
andlistentoa
chooseonearea
Studentswillread
not?Dowehavea
Cantinflashaswiththe
podcastaboutthe

wheretheywould
liketohelp.Once
theyhavechosena
specificareathey
willpairupwith
onestudentandin
frontoftheclass
eachstudentwill
interviewtheirpeer
onthecountrythey
havechosen.
Studentswillhave
tocreatetheirown
questionsfortheir
partners.The
audiencewillalso
haveanopportunity
toaskquestionsas
well.

theemailand
respondtoit,
makingsureto
provideanswersto
allofthequestions
asked.(Gatski,
Tringulo
Aprobado104)

andreada
magazinearticle,
http://www.veintem
undos.com/magazin
es/52en/
Oncetheyhave
listenedtothefirst
sourceandreadthe
secondsource,
studentswillthen
makeacomparison
toaproductinthe
UnitedStatesthat
hasasmuch
significanceas
yerbamatedoesin
theabove
aforementioned
countries.

similarad/signinour
community?Woulditbe
wisetopromotethisad
inourcommunity?Ifwe
didfollowthisadinour
community,whateffect
wouldithaveonour
lifestyles?Studentswill
pairupandaskeach
otherthesequestions.
Theclasswillthen
discussasawholethis
topicandwhattheyfeel
arethepositiveand
negativeeffectsof
havingasignlikethis.

comedicactorfromtheUSA.
Studentswillthenneedto
givea2minuteStorybird
presentation
http://storybird.com/teachers/
comparingandcontrasting
thesetwoactors.Theywill
needtoincludeasmallvideo
clipofeachactorshowing
thattheyarebothcomedic
and/orthattheirrespective
countriesdeemthemassuch.

possibleextinction
ofthesiesta:
http://www.notesins
panish.com/2007/0
9/07/advancedpodc
ast77lamuertede
lasiesta/

Studentswill
researchonline
aboutthe
beginningsofthe
siesta,whyit
exists,wouldthe
UnitedStates
benefitfromthe
siestaif
incorporatedinto
theirwork
day/schoolday,
whatishappening
todaywiththe
siestaandwhat
seemstobethe
futureofthesiesta.
Ifpossible,students
mustinterviewa
native
Spanishspeaker
abouttheirviews

onthesiesta.The
finalproductisto
incorporatethis
informationintoan
essaythatsupports
theiropinionofthe
siestawith
informationthey
havecollected.

Theme3:Lasfamiliasylascomunidades
Context(s):
Lastradicionesylosvalores,lascomunidadeseducativas,laestructuradelafamilia,laciudadanaglobal,lageografa
humanaylasredessociales.
EssentialQuestion(s):
1. Howdoindividualscontributetothewellbeingofcommunities?
2. Howdoesonedefinefamilyindifferentsocieties?
3. Howdotherolesthatfamiliesandcommunitiesassumedifferinsocietiesaroundtheworld?

ActivityforEachPrimaryLearningObjectiveLastradicionesylosvalores
Spoken
Written
Audio,Visual,and
WrittenandPrint
SpokenPresentational,
Written
Interpersonal
Interpersonal
AudiovisualInterpretiveand Interpretiveand
WrittenandPrint
Presentational
Communication Communication WrittenandPrint
SpokenInterpersonal
InterpretiveandAudio,
Communication
Interpretive
Communication
Visual,andAudiovisual
Communication
Interpretive
Communication
Las
Laciudadana Lasredessociales

Laestructuradela
Lastradicionesylos
Lageografa
comunidades
global
Students Studentswillreadthe
familia
Studentswill valores
humana
Students
educativas
The willwritean
followingnewsarticle:
viewandinterpretthe Studentswillwatchthe
willwatchthe
classwillbe
emailtotheir
http://www.pagina12.com.ar/ twoimages.Image1
openingscenefromthe
following
dividedinto4
epalin
diario/sociedad/319041620 hasalinkbelow(with film
Volver
andwatch
documentary,

smallgroups
andwillbe
giventhe
followingtopic
todiscuss:Who
isresponsible
forthefutureof
ouryouth?
(parents,
schools,the
community,etc.)
Oncestudents
havediscussed
theiranswer
theywillthenbe
splitupintotwo
largergroupsto
preparefora
debate
onthis
theme:
Should
thefutureofour
youthbethe
responsibilityof
allofthepeople
ofacommunity
orfromone
institutionin
particular?
Theywillneed

Argentina
regardingsome
ofthefree
religious,
politicaland/or
economic
organizations
thattheyhavein
theircommunity
andaskwhat
humanitarian
purpose/sthey
eachhave.
Oncetheirepal
hasresponded,
mystudentswill
thenemailtheir
epalsin
Argentina
answerstothe
newquestions.

120326.html
andasaclass
willanswerquestionsbased
onthereadingfoundonp.
214inAbriendoPasoTemas
yLecturas2014.Thearticle
talksonlyofthepersonal
implicationsofsocialmedia
andthereforestudentsneed
todiscusswitheachother
theadvantageandpositive
possibilitiesthatsocial
mediacanhaveonourworld
today.Theyneedtoselect
anareathatwehavent
discussedwithmuchdetail
andmentionhowitcan
benefitoursociety.For
homeworktheywillwriteon
mywebsite2paragraphs
expressingthereasonswhy
socialmediaisimportant
personallyandwhatbenefits
itbringstoallofus.Each
studentwillthenneedto
make3commentsintotalto
theirclassmatesposts.

2figures)andImage2,
aMafaldacomicstrip,
isbelowthischart.
Theywilltalkwitha
partneraboutwhich
familialstructurethey
wouldprefer,thatof
Image1orImage2and
why.
Image1:
http://s3.amazonaws.c
om/lcp/nykaa/myfiles/
igualdadmujerhombr
e3.jpg

Thesepictureswill
openupaclass
discussiononhowthe
structureoffamilyhas
changedinthepast50
years.Studentswillbe
askedtointerviewtheir
parentsonwhatfamily
lifewaslikewhenthey
werechildren.The
studentswillthenmake
comparisonstotheir
parentschildhoodto
theirownanddiscuss

theshortclipfoundon
thefollowingwebsiteas
wellasreadthearticle
foundonthispage:
eldisfraz
Whilewatching
thetwovideosand
readingthearticle
studentswillhaveto
considerthefollowing
questionandgivea2
minutepresentation:
Howistheperspectiveof
deathhumanizedor
demystifiedinthesethree
sources?

Nosotrosyla
basura
athomeand
takenoteswhile
theywatchit:
http://vimeo.com/27
705800
andwatchthe
following
The
LandfillHarmonic
http://vimeo.com/52
711779
Studentswillwritea
persuasiveessayon
thetopicoftrashin
LatinAmericaand
whatshouldbedone
tobettertheir
communities
supportingtheir
argumentwith
evidencefromthe
twosources.

tousespecific
examples
andtakenotesin
ordertoprepare
fortheclass
debate.Each
studentneedsto
participateinthe
debate.

Image2:

whichmodelisbetter
andwhy.

(p.197TringuloAprobado,2013)

Theme4:Labellezaylaesttica
Context(s):
Laarquitectura,definicionesdelabelleza,definicionesdelacreatividad,lamodayeldiseo,ellenguajeylaliteratura
andlasartesvisualesyescnicas.
EssentialQuestion(s):
1. Howaretheperceptionsofbeautyandcreativityestablished?
2. Howdotheidealsofbeautyandaestheticsinfluenceeverydaylife?
3. Howdotheartschallengeandreflectculturalperspectives?
ActivityforEachPrimaryLearningObjectiveLabellezaylaesttica
Spoken
Written
Audio,Visual,and WrittenandPrint
Spoken
WrittenPresentational
Interpersonal
Interpersonal
Audiovisualand
Interpretive
Presentational
Communication
Communication Communication WrittenandPrint
Communication
Communication
Interpretive
Communication
Ellenguajeyla
literatura
Debat
eStudentswill
beplacedona
certainsideofthe
followingdebate
regardlessof
theirown
positionThe
digitalinvasion
willdestroy
papercopyof
books.One
groupwillbein
favorofthisand

Labellezayla
esttica
Lacalle
caminitois
situatedinthe
heartofLaBoca
neighborhoodin
BuenosAires,
Argentina.Itis
thisstreetthat
inspiredthe
musicofthe
famoustango
Caminitoby
CarlosGardel.
Studentswill

Lamodayel
diseo
Students
willlistentothe
followingsongby
Sheepy:
http://zacharyjones
.com/zambombazo/
cancionsheepydue
ndecito/

Afterlisteningto
thesongoncethey
willreceivethe
followinghandout

Definicionesdela
belleza
Students
willbeworkingin
pairsforthe
followingproject.
Foreachindividual,
socialgroup,race
andgeneration,the
perceptionof
beautyisunique
anddifferent.
Beauty,whether
feminineor
masculine,hasbeen
commercialized

Definicionesde
lacreatividad
Studentswillread
thefollowing
educational
article:
http://www.educa
ydisfruta.com/ma
gazine/educacion/
educacioncreativ
a/
Andthinkabout
whattheauthoris
tryingtosay
abouttheartsand

Laarquitectura
Studentswillresearch
AntonioGaudand
searchforphotosofthe
architecturehe
designed.Theywill
startonthispage:
http://www.arteespana.c
om/antoniogaudi.htm
Aftertheyhaveread
abouthislifetheywill
thenneedtosearchfor
photosofwhathe
created.Nexttheywill
havetoresearcha

oneagainst.A
fewquestions
studentscan
considerwhile
planningtheir
sidecouldbe:
Doyoubelieve
thatthesenew
meansaregoing
tofinallyreplace
hardcopiesof
books?Doyou
readebooks?
Doyouprefer
readingebooks
andwhy?Do
youthinkyour
parents/grandpare
ntsfeelthesame
asyou?Whatdo
youthinkof
virtuallibraries?
Doesourschool
haveoneanddo
thestudents
utilizeit?What
arethe
advantages/disad
vantagesofa
virtuallibrary?

needtoresearch
furtherwhythis
streetisso
important.
Studentswill
writeapoemin
whichthey
comparethisfoto
ofLaCalle
Caminito
http://i200.photo
bucket.com/albu
ms/aa108/kuzam
ama/Imagen119.j
pg
withastreetin
theUnitedStates
thatisjustas
important.They
willneedto
includeaphoto
ofthestreetfrom
theUnitedStates
aswell.The
poemcanbein
anystylethey
chooseaslongas
theymentionthe
importanceof
bothstreetsand

tofirstanswerthe
setofquestions:
http://zacharyjones
.com/zambombazo/
videoaudio/20120
7/sheepy__duende
cito_comic.pdf

Aftertheclass
discussesthe
questions,theywill
thenhavetocreate
acomicstripbased
onthesongusing
thetemplateonthe
secondpageofthis
link:
http://zacharyjones
.com/zambombazo/
videoaudio/20120
7/sheepy__duende
cito_comic.pdf

almosttothepoint
ofacommercial
explosion.Students
needtolookfor
imagesinlocal
magazines,
newspapers,or
onlineandmust
write5factorsthat
publicityusesasa
prototypeof
Americanbeauty.
Next,theywill
searchonline
Hispanicmagazines
andcomparewhat
theyhavewritten
abouttheperception
ofAmericanbeauty
withthatof
Hispanicbeauty.

Studentscanvisit
theusethe
followingmagazine
sites:
http://www.peoplee
nespanol.com/revist
a

wheretheystand
inimportancein
relationtomath,
language,and
literature.They
willneedto
answerthe
following
questionswhile
givinganoral
presentationCre
esquealautorle
parecequeestoes
unerrordel
sistema
educativo?
Creesque,segn
elautor,nose
puedepotenciar
lacreatividaden
matemticas,
literaturao
humanidades?
Creesquese
puedepotenciar
lacreatividaden
esasasignaturas?
Cmo?They
willneedto
mentionafew

modernarchitectthat
designedabuildingin
theBostonarea.They
willhavetowritea
persuasiveessaywith
regardstothefollowing
statement:Modern
architectureaffectsa
historicneighborhood.


includethetwo
Studentswillbe pictures.
givenclasstime
topooltheir
ideastogetherto
createastrong
casefortheir
side.Allstudents
mustparticipate
inthedebate.

http://www.cosmoe
nespanol.com/

http://www.hola.co
m.ar/

http://www.pronto.c
om.ar/

http://www.revistap
erfil.com/

concrete
examplesforat
leasttwoareasof
study.

Theme5:Lacienciaylatecnologa
Context(s):
Elaccesoalatecnologa,losefectosdelatecnologaenelindividuoyenlasociedad,elcuidadodelasaludyla
medicina,lasinnovacionestecnolgicas,losfenmenosnaturalesylacienciaylatica.
EssentialQuestion(s):
1. Whatimpactdoesscientificandtechnologicaldevelopmenthaveinourlives?
2. Whatfactorshavedriventhedevelopmentandinnovationinscienceandtechnology?
3. Whatroledoethicsplayinthesescientificadvances?

ActivityforEachPrimaryLearningObjectiveLacienciaylatecnologa
Spoken
WrittenandSpoken
Audio,Visual,and
WrittenandPrint
Spoken
Written
Interpersonal
Interpersonal
AudiovisualInterpretive Interpretive
Presentational
Presentational
Communication Communication
Communication
Communication
andWrittenand Communication
Print
Interpretive
Communication
Elcuidadode
Elaccesoala
Lasinnovaciones
Losefectosdela
Lacienciayla Losfenmenos
lasaludyla
tecnologa
Students
tecnolgicas
Students
tecnologaenel
tica
After
naturales
Stude
medicina
Stude andtheirepalswill
willlistentothe
individuoyenla
reading
ntsaretowrite
ntswilldiscuss watchthefollowing
followingpodcast
sociedad
Thequestion Nosotros,No
anessayonhow
theirviewson
videoaboutConectar regardingtelemedicina:
studentswillbe
(
http://hispanice animalsintheir
communicating Igualdad:
http://www.rtve.es/alacar contemplatingwhile
xplorer.tripod.co communityhave
withtheir
http://youtu.be/6Mor
ta/audios/asusalud/salu lookingatthe
m/nosotros_no.h influenced
doctorsvia
OeW3XpQ
dtelemedina300712/1 following2comic
tm
)
folklore.They
emailortwitter. andreadthe
494228/
stripsis:Istechnology byJos
needtocompare
Theywillshare followingreportfrom
todayaffectingour
Bernardo
thephysical
theirthoughts
theNational
Theywillanswer
personalrelationships? Adolphstudents characteristics
onwhichmean Education
questionsthattheywill
Studentswillanalyze
willimagine
andthefolkloric
of
Association:
postontheir
these2comics:
thattheyare
legendsofthe
communication http://neatoday.org/20 Successnetplus.com
1.

livinginthe
condorwiththe
theywould
12/12/06/digitaltechn
year2168and
nationalanimal

preferandwhy?
Whatwouldthe
advantages/disa
dvantagesbefor
eachmeanfor
youandforyour
doctor?

ologypickingupmo
mentuminpublicsch
ools/
Studentswillthenbe
askedtoemailtheir
epalsandaskeach
otheraboutthe
accessibilityto
technologyintheir
communities,what
similarities/difference
sdotheyhave,do
theyfeelthathaving
technologyinthe
classroominmore
effective,etc.They
willneedtoanswer
eachothersemailand
thentheywillshare
theinformationwith
therestoftheclass.

accounttosharetheir
answerswithme.

http://zacharyjones.co
m/zambombazo/docum
ents/tirate_a_escribir/tir
ate_a_escribir_coomic
elciclodelamuerte.p
df

2.
http://zacharyjones.co
m/zambombazo/docum
ents/tirate_a_escribir/tir
ate_a_escribir_sephko_
las_plazas_publicas_vs
_el_internet.pdf

Aftertheyhaveviewed
thetwocomicsthey
willhavetocreatetheir
owncomicusing:
http://www.makebelief
scomix.com/Comix/

Theymusthaveatleast
6tilesandtheymust
answerthequestion
statedaboveintheir
comicstrip.

thattheinjection
isavailablefor
thoselessthan
20yearsofage.
Theywill
imaginethat
theyhavebeen
giventhe
opportunityto
choose5adults
thatcanreceive
theinjectionand
liveforever.
Thestudentisto
telltheclass
whotheywould
chooseandwhy.

oftheUSA.
Studentscan
begintheir
researchonthe
baldeaglewith:

http://www.bald
eagleinfo.com/e
agle/eaglemyth
s.html
andaboutthe
Condor:
http://www.clem
etzoo.com/rttw/e
condor/ehistory.
htm

Theme6:Losdesafosmundiales
Context(s):
Lostemaseconmicos,lostemasdelmedioambiente,elpensamientofilosficoylareligin,lapoblacinyla
demografa,elbienestarsocialylaconcienciasocial.
EssentialQuestion(s):
1. Whataresomeofthesocial,political,andenvironmentalchallengesthatsocietiesfromaroundtheworldareconfrontedwith?
2. Whataresomeoftheoriginsofthesechallenges?
3. Whataresomepossiblesolutionstothesechallenges?

ActivityforEachPrimaryLearningObjectiveLosdesafosmundiales
Spoken
Written
Audio,Visual,
WrittenandPrint Spoken
WrittenPresentational
Interpersonal
Interpersonal
andAudiovisual Interpretive
Presentational
andAudio,Visual,and
Communication Communication
Interpretive
Communication Communication
AudiovisualInterpretive
Communication
Communication
Lapoblacinyla Elpensamiento
Elbienestar
Lostemasdel
Laconciencia
Lostemas
demografa
Stud filosficoyla
social
Arewea
medio
social
Students
econmicos
Studentswill
entswillworkin religion
Students happyplanet?
ambiente
To
willworkinsmall writeanessaybasedon
pairsinvestigating aregoingtoshare Thefollowing
beginouruniton groupscreatinga thefollowingquestion:
thehistoricaland theirideaswith
linkshowsa
theenvironment, projectinwhich
Shouldwealthinfluence
geographical
eachotheronthe graphbasedon
studentswilllook theywilltryto
thewayinwhichwe
reasonsastowhy themeofreligious theperceptionof attheMafalda
identifyalocal
perceivepeople?They
Mexicans,Puerto freedom.They
wellbeing,the
comicposted
organizationthat willneedtolistentothe
Ricans,and
needtofindout
environmental
belowthischart
needshelporaid. followingthreesongsand
Cubansarethe
whattheyknow
impactofeach
andanswerthese Theywillneedto incorporatethesongs
largestHispanic
aboutreligious
countryandlife
questions:
brainstormthe
messagesintotheiressay.
groupsinthe
freedominthe
expectancy.
1.Quocurreen socialproblem

UnitedStates.
USA.Whatdoes Studentswilllook latira?
thattheywould
Studentswilllistento
Thentheyneedto theconstitution
atthegraphand
2.Qu
wanttodiminish Cansado
byShelDixon
figureoutthe
sayabout
answerthe
sentimientos
andafew
andcompletethe
Hispanic
religion?Dothey following
expresalacarade concreteactions
worksheet(belowthis
populationin
knowofsomeone questions:
thattheywould
chart)

theirtownorstate
whicheveris
available.Lastly,
theywillneedto
researchhow
theircommunity
haschangeddue
tothe
demographic
changes.This
willbepresented
insmallgroups.

thathasabused
thisreligious
freedomrecently
intheir
community,what
didtheydo?
Oncetheyhave
sharedtheir
answerstheywill
thenemailtheir
epalsinArgentina
andaskthemthe
samequestions
aboutreligious
freedomintheir
country.

http://www.explor
ed.com.ec/noticia
secuador/ecuador
vigesimotercerp
aismasfelizdel
mundo551493.ht
ml

1.Enqu
continentehay
mspasescuyas
poblaciones
tienenuna
esperanzadevida
superioralos70
aos?
2.Culessonlos
cuatropasescuya
poblacindice
disfrutardeun
bienestarms
alto?
3.Qupastiene
elmenorimpacto
ambiental?
Cuntospases
hispanosaparecen
entrelosprimeros
37pasesdel
ndice?Te

laniaalolargo
delatira
3.Dequ
problemadel
medioambiente
trataestatira?
4.Culesel
mensaje?Te
parecequelatira
locomunicade
unamanera
efectiva?Qu
elementosayudan
acomunicarlo?
Explicatu
respuesta.

taketohelpthe
grouptheyhave
chosen.They
willthensendan
emailtotheir
epalinArgentina
andaskthesame
questionstothem.
Mystudentswill
presenttheir
projecttothe
classandthe
students
observingwill
havetoask
questionsatthe
endofeach
presentation.

http://zacharyjones.com/
zambombazo/videoshel
dixoncansado/

Nexttheywilllistento
Plstico
byRubn
Blades:
http://youtu.be/rmDkOEP
2YxI

Finallytheywilllistento
AmorProhibido
by
Selena:
http://youtu.be/dvfZ95ue
OcQ

sorprendeel
nmero?Explica
porqu.
4.EstadosUnidos
noapareceenla
lista.Quedenel
nmero105.
Porqucrees
queser?
5.Somosun
planetafeliz?

TextandPublishedResources:

Alonso,Ana,Pelegrn,Javier.
LaLlavedelTiempo:LibroPrimeroLatorreylaisla
,Anaya,2011.

Daz,Jos,LeicherPrieto,Margarita,Nissenberg,Gilda.
APSpanishPreparingfortheLanguageExaminationThirdEdition
,Pearson
Education,2007.

Daz,Jos,M.Nadel,MaraF.
AbriendoPasoGramtica
,PearsonEducation,2012.

Daz,Jos,M.,Nadel,MaraF.
AbriendoPasoTemasyLecturas,
PearsonEducation,2014.

Frisancho,Jorge,Redman,MaraT.,RestrepoBravo,MartaLuca.
APSpanishLanguageandCultureExamPreparation
,Vista
HigherLearning,2014.

Gatski,Barbara,McMullan,John.
TringuloAprobadoCambiosAnunciadosPara2014
,WaysidePublishing,2013.

Audio,VisualandAudiovisualResources:

ComoAguaParaChocolate.Miramax.1992.
LaMismaLuna.20thCenturyFox.2008.
Machuca.MenemshaFilms.2004.
Diariosdemotocicleta.FocusFeatures.2004.
Mifamilia.NewLineCinema.1994.

http://zacharyjones.com/
http://www.audiria.com/
http://www.bbc.co.uk/mundo/
http://cnnespanol.cnn.com/
http://zacharyjones.com/zambombazo/clozeline/

http://www.notesinspanish.com/
http://www.unmultimedia.org/radio/spanish/
http://www.blogdeespanol.com/
http://noticias.univision.com/
http://youtube.com
www.rtve.es/
http://www.practicaespanol.com/
http://elpais.com

WrittenandPrintSources
:

http://www.veintemundos.com/en/
http://www.vertaal.com/
http://www.bbc.co.uk/mundo/
http://cnnespanol.cnn.com/
http://www.unmultimedia.org/radio/spanish/
http://noticias.univision.com/
http://www.20minutos.es/