COURSE SYLLABUS SUBMITTED: AP Spanish Language IV

COURSE SYLLABUS SUBMITTED: AP Spanish Language IV

SUBMITTED FOR SCHOOL YEAR: 2013-2014

COURSE OVERVIEW

The AP Spanish Language and Culture class is a rigorous class taught exclusively in Spanish that requires students to improve their proficiency across three modes of communication. The course focuses on the integration of authentic resources such as online print, audio, and audiovisual resources, as well as traditional print resources that includes literature, essays, and magazine and newspaper articles with the goal of providing a rich, diverse learning experience. Students use higher level of grammatical structures in working toward the goal of second language proficiency.

ORGANIZATION

Each six weeks students learn within thematic units which are guided by essential questions. Cultural components are integrated into each unit. Class discussion of each unit theme is strictly in the second language. Although students have a strong background in language structures and vocabulary, language mechanics are reviewed with the curricular components during the first unit.

INSTRUCTIONAL SETTING
SCHOOL
Student population
Instructional Time
Student preparation / I teach at a public high school. with 2,100 students. The student ethnicity statistics are as follows:
Caucasian - 55%
Hispanic - 30%
African-American - 7%
Asian - 5%
Native American - 0.5%
Multi-ethnic-3%
The AP/IB Spanish IV class meets for 93 minutes every other day. Four days are designated both for first and second semester exams. School begins in late August and ends the first week of June.
Students in the AP/IB Spanish IV have a wide background of Spanish experience. Most students are juniors. The sophomores are generally heritage speakers who have placed out of Spanish I and II. Some students are taking the class to take the IB SL exam and satisfy IB requirements. Others are preparing for the AP Test. Some are taking the class to improve their Spanish oral skills or because they love the language.
COURSE PLANNING AND PACING BY UNIT
UNIT 1 LA IDENTIDAD PUBLICA Y PERSONAL
UNIT 2 LA FAMILIA, LA COMUNIDAD Y LA INMIGRACION
UNIT 3 LA VIDA CONTEMPORANEA
UNIT 4 LA CIENCIA Y LA TECNOLOGIA
UNIT 5 ASUNTOS GLOBALES
UNIT 6 LA BELLEZA Y LA ESTETICA
ONGOING ACTIVITY A
EL ORAL DIARIO
ONGOING ACTIVITY B
EL ENSAYO
ONGOING ACTIVITY C
EL PROYECTO / pp. 2-3
pp. 4-5
pp. 5-6
pp. 6-8
pp. 8-9
pp. 9-10
Students are assessed a “Daily Oral” grade which is 10% of their six-weeks grade. This grade is based on how much Spanish students attempt to speak in the classroom. Students also make presentations in small groups which also affects their oral grade. Since the class is conducted in Spanish, this is a significant component of their daily oral grade.
Every six-weeks, students write an essay based on the AP Formal Writing Format.
Every six weeks, students compose a report and make an oral presentation on a topic from each six-week theme.
UNIT 1 PERSONAL AND PUBLIC IDENTITY / Themes:
Public Identity
Private Identity
Cultural Identity / Estimated Time: Six Weeks
Essential Questions / How do you identity yourself?
What are you proud of?
How does your language and culture influence your identity?
How can you avoid and combat stereotypes?
Learning Objectives/Topics
1.  Students interview each other to formulate an individual identity
2.Students compare friendships in the U.S. with the theme of compadrazco in Mexico
3.La Identidad Puertorriqueña: students discuss the identity crisis facing Puerto Ricans
4.Los Gitanos: The Social Position of Gypsies in France and Spain.
5.Cuba seen through the eyes of dissident blogger Yoanni Sanchez
6.Festival of San Fermín in Pamplona
7.Festival of Fallas in Valencia
8.Festival of San Jordi in Barcelona
SIX WEEK PROJECT:
Students answer essential UNIT 1 questions in a 300-word essay and make a formal presentation to class. / Materials
1.Interview questions
2.Nuevos Horizontes audio with transcript
3.Internet Article: Puerto Rico:Cuestión de Identidad
4.Autentik Audio Magazine articles about French and Spanish policies toward Gypsies
5.Blog posts from Yoanni Sanchez website
6.Audio transcription from Puerta del Sol
7.Internet accounts of Fallas as well as my personal pictures of Fallas
8. Article from Think Spanish audio magazine about tradition of San Jordi / Instructional Activities/Assessments
1.Students introduce partner to class by stressing identity and writes 150 words on the assigned topic “How do you identify yourself?”
2.Students write en e-mail to a friend explaining the meaning of compadres.
3.Students write 150-word letter to an American friend describing their status as a resident of Puerto Rico.
4. Students write a letter to the editor in support of either the French or Spanish policy.
5.Students choose and read a blog post from Yoanni Sanchez and identify problems in Cuban society and compare them to our society.
6. Students role play visitors to the Festival of San Fermín and describe the three parts of the festival to class; students are quizzed over vocab from tape
7. Students relate their experiences at Fallas in an e-mail to a friend.
8.Role play about preference of book or rose as gift and write a 150 word article comparing it to American traditions involving gift-giving.
UNIT 2 FAMILY, COMMUNITY, AND IMMIGRATION / THEMES:
-The family unit and changing roles of family members
-Family customs and traditions
-The importance of community
-Reasons for migration of people / Estimated Time: Six Weeks
Essential Questions / What constitutes the family unit?
What changes family roles?
Is it important to maintain customs of your heritage?
Does your family belong to a community?
Describe your ideal community
Why do people immigrate?
What dangers accompany immigration?
1.The importance of language in a culture.
2.Social behaviors in society-el botellón
3.Education: Entrance requirements for college in Spain, China, and the U.S.
4.Women in Society
5.Los Mariachis en Mexico
6.Comparative attitudes toward animals
7.Education: Students Who Repeat Grade Levels
8.Immigration / 1.Puerta del Sol audio transcription of “La Palabra mas bella del mundo” and “Orale” from Nuevos Horizontes audio transcript.
2. Autentik audio magazine articles about el botellón and police efforts to control them.
3. Autentik audio transcription: “El examen de selectividad” y “El gaokao de China”
4. Poems by Julio de Burgos-“A Julia de Burgos” and Alfonsina Storni-“Tú me quieres blanca”
5.Nuevos Horizontes audio transcript
6. Brochures for new procedures for caring for dogs in Málaga, Spain, as well as a brochure for Animal Trustees of Austin
7.Autentik article Estudiantes Repetidores
8.Newspaper op-ed column by Mexican immigrant Montserrat Garibay / 1.Students choose the 5 most beautiful words in English and discuss the importance of sound and meaning in their choices.
2. Students role play young revelers, police, and neighbors in a panel discussion about societal responsibilities vs. individual freedoms.
3.Students discuss merits of university admission procedures for China, U.S., and Spain and write a letter to the editor stating why they support one of these systems.
4. Students read and discuss poems and then write a letter to one of the authors describing how conditions for women have changed since they lived.
5.Students discuss origins of word “mariachi” as well as the role of the music in Mexican culture.
6. Students discuss differences in societal vs. individual responsibilities toward animals.
7.Students create brochure discussing non-college options for high school students.
8. Discussion of rights granted to citizens and which rights we prioritize as U.S. citizens.
SIX –WEEK PROJECT
Students write a 300-word report and make a formal oral presentation integrating essential questions on one of these topics:
The Family Unit
The Community
Migration of Peoples
UNIT 3 CONTEMPORARY LIFE / THEMES:
-Celebrations
-Leisure
-Consumers and Consumption / Estimated Time: Six-Weeks
Essential Questions / What is the purpose of celebrations?
What do celebrations teach us about individual cultures?
What is the importance of leisure time?
Discuss the benefits and problems of being a consumer
1.Essential Questions
2.Leisure Time
3.Dormir la Siesta
4.Responsible Consumption
5. Celebrations
6. Individual Culture Traits / 1.List of essential questions and expansion of each question.
2. Internet article La Importancia del Ocio
3. Autentik article over cultural phenomenon-the “nap”.
4.Internet article ¿Qué es el Consumo Responsable?
5. Internet blog postings about favorite celebrations
6. Puerta del Sol article ¿Qué es ser argentino? / 1.Students make group presentations about randomly-assigned essential questions.
2.Students write 150 words about question “Must leisure time be either creative, educational, or artistic?”
3.Students discuss whether naps are useful in their lives and whether all leisure time should be productive time.
4. Students discuss implications of ethical, environmental, and social consumption; students design their own brochure on being a responsible consumer.
5. Students interview classmates about their favorite celebrations and how this is part of their cultural heritage. Students create a new Day of Celebration and describe it in a short report.
6.Students discuss cultural differences between Americans and Argentines.
SIX-WEEKS PROJECT
Students write a 300-word report and make a formal presentation integrating essential questions from one of the following topics
Celebrations
Leisure
Consumers and Consumption
UNIT 4 SCIENCE AND TECHNOLOGY / Themes:
-Technology and its Effects on Society
-Evolution of Communicative Devices and Media
-Discoveries and Inventions / Estimated Time: Six Weeks
Essential Questions / How has electronic communication both connected and separated the world?
How has social media affected our perception of private and public communication?
How do you determine the reliability of information on the Internet?
What discoveries and inventions have improved the quality of life?
Learning Objectives/ Topics
1.Computers or Books?
2.El Internet y la Adicción
3.Illegal Downloading of Movies and Music
4.Inventions
5. Myths of Science
6.Biocombustible Fuel
7.The disappearance of indigenous languages / Materials
1.Autentik audio magazine article ¿Sustituirá el Ordenador al Libro de Texto?
2.Nuevos Horizontes audio magazine article El Internet y la Adicción and Investigación sobre los hábitos de estudio
3.Autentik audio magazine transcription of La Ley Sinde
4. Autentik article Los Diez Mejores Inventos del Mundo
5.Internet article 40 Mentiras de Ciencia
6.Nuevos Horizontes audio transcription Biocombustibles
7.Autentik audio magazine article Mas de 2.500 lenguas indígenas están en peligro de desaparición a causa de la globalización / Instructional Activities/ Assessments
1.Students debate the relative advantages/disadvantages of using either on-line computer resources or textbooks; students write a letter to the School Board promoting either the use of computer resources or textbooks in the school district.
3.Students role play addicted Internet users in a “Help Group”.
Addictions include compulsive shopping, Facebook, surfing the web, checking e-mail, and checking gradespeed. Written assignment is to write 150 word blog entitled “My Day Without Internet”.
3.Students role play individuals affected by pirating of movies and music: young consumers, record store owner, musician, actor. Students write letter to Congress supporting an American version of the “Ley Sinde”.
4. In groups, students read and rate top ten inventions based on the following criteria: user, durability, and importance to society.
5. Students read and discuss facts and fiction about each science topic. Students are assigned to look for five different fact and fiction topics.
6. Students discuss alternative fuels and compare them to fossil fuels relating to their impact on the Earth; questions over the nature of biocombustible.
7. Students discuss reasons for disappearance of indigenous languages; assignment is to find five indigenous languages in danger of extinction not included in article.
SIX-WEEKS PROJECT
Students write a 300-word report and make a formal oral presentation on an original invention using these criteria:
-Need
-Intended User
Affordability and Availability
-Utility
-Long-Term Durability
UNIT 5 GLOBAL ISSUES / Themes:
- Health and Nutrition
-The Environment
-Human Rights / Estimated Time : Six Weeks
Essential Questions / How do geography and culture affect our health?
What social, political, and environmental problems do societies around the world confront?
1.Anti-tobacco legislation in Spain
2.Artificial Sweeteners and Sugar
3.Water
4. Three Major Problems in Latin America
5. Water Use for Efficient Agriculture in Mexico
6. Sustainability
7.Free trade
8.Endangered Species
9.Satellite monitoring of deforestation.
10.La muerte de Presidente Hugo Chavez / 1.Article Mil Trabajadores Mueren… and Un Mundo sin Tabaco from Autentik audio magazine.
2. Endulzantes Artificiales from Nuevos Horizontes audio magazine and El peligro acechante from Internet.
3. El Agua from Puerta del Sol audio magazine. Students also listen to audio El Curso de un Rio and identify insects, birds, and sounds of nature which they hear.
4.Internet article América Latina, los mayores problemas.
5.Visionario-article from newsletter of Casa Marianella, an immigrant shelter
6. Internet article ¿Qué es la sustentabilidad?
Article describing sustainability projects initiated by students at IB schools around the world.
7.Article from Autentik audio magazine Comercio Justo
8.Article from Autentik magazine Especies en Peligro
9.Article from America magazine Guardián espacial del bosque tropical
10. BBC Mundo interview with Pres. Chavez; press conference with presidential opponent Jorge Capriles / 1.Students role play people whose lives’ have been impacted by the new law: owner of a tobacco store, a tobacco grower, a waiter, and a non-smoker. Students also write a letter to the editor for or against the tobacco ban.
2.Students discuss the benefits/hazards of artificial sweeteners vs. sugar.
3.Students write 150-word blog on the topic “Mi Día Sin Agua”. Students also discuss what jobs depend on water.
4. Students choose one of the three major problems-poverty, crime, and environment- and compare them with the U.S. in discussion and then in a written report.
5. Students answer questions about hydroponic agriculture
and discuss the importance of self-sustainable agriculture.
6.In small groups, students examine each project, decide if that project could be implemented at our school, and then created a sustainability project to be implemented here.
7.Students discuss the benefits of free trade and how they can support free trade initiatives.
8.Students discuss 5 levels of a threatened species and the importance of a species’ survival.
9.Students write a letter to the editor warning of the dangers of overharvesting rain forests.
10.Students discuss the legacy of Chavez within a polarized Venezuelan society.
Six Weeks Project
Students write a 300-word report and make a formal presentation over a global problem from one of the following categories: political, social, environmental.
UNIT 6 ART AND BEAUTY / Themes:
-music
-beauty
-visual arts
-performing arts / Estimated Time: Six Weeks
Essential Questions / What is the difference between beauty and aesthetics?
Is the concept of beauty universal?
How do cultures define beauty?
How do beauty and aesthetics affect our daily lives?
1.Beauty and aesthetics
2.Pablo Picasso and Guernica
3.Antiono Gades, bailarín y director de baile.
4. Las Motos y El Museo
5. Poetry of Federico Garcia Lorca
6. The short stories of Jorge Luis Borges
7.Spanish film director Luis
Bunuel / 1.Internet blog about concepts of beauty and aesthetics.
2.Article from Autentik audio magazine on Picasso and audio Internet commentary on Guernica.
3.Film Carmen and article from Tecla Gades vuelve al escenario
4.La moto esa obra de arte from Tecla
5. Selected poems from Poeta en Nueva York.
6.Short story El Sur
7.Luis Bunuel, Iconoclasta del Cine Espanol; article from Tecla / 1. Students present panel discussions about the essential questions.
2.Students examine Picasso paintings and categorize them according to five stages of Picasso’s work. We also discuss the symbolism in Guernica.
3. Students discuss differences between public and private personality of Gades. Activity involves using text vocabulary in personal sentences.
4.Students organize a debate over artistic value of motorcycle exhibit in an art museum.
5.Students discuss themes and imagery in Lorca’s poetry.
6. Students discuss themes of Borges in El Sur.
7.Students watch Bunuel film La Gran Calavera and discuss implications of social class and how it affects film characters.

General Resources