Gr. 12 Spanish 5 Advanced Placement



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East Meadow U.F.S.D.

East Meadow, NY

Curriculum Area Project

2013-2014

Gr. 12 Spanish 5 Advanced Placement


Mr. Louis R. DeAngelo

Superintendent
W.T. Clarke High School

Mr. Timothy Voels, Principal
East Meadow High School

Mr. Richard Howard, Principal

Department of Languages Other Than English



Writers: Jennifer Mangino


Maria Miller

Project Coordinator: Maria Miller

CAP Coordinator: Kelly M. O’Brien



Table of Contents

Abstract page 4


Rationale page 5
Understanding by Design lesson plans for selected units
I. Las identidades personales y públicas pages 6-8

Resources pages 9-10

Appendix A - Scope and Sequence for Spanish 5AP page 11-17
Appendix B - New Exam Outline page 18-20
Appendix C - New Achievement Level Descriptions page 21-40

Abstract
This guide presents a curriculum for the Languages Other Than English instruction of Spanish students in the Level 5 AP Spanish Language and Culture course. The course is designed for students who have completed Spanish Level 4 AP successfully and have opted to further their linguistic and cultural understanding of the Spanish-speaking world at the 12th grade level. It is the second year of a two year Advanced Placement course that will culminate with the new Advanced Placement Spanish Language and Culture Exam in May 2014. This course incorporates the New York State Standards and the National Standards in Foreign Language Education. These standards include “The Five C’s of Foreign Language Education:” Communication, Cultures, Connections, Comparisons and Communities.

The AP Spanish Language and Culture course provides students with opportunities to exhibit their proficiency in each of the three modes of communication (Interpersonal, Interpretive, and Presentational).

The new curriculum framework centers around six essential themes to integrate language, content, and culture into an interrelated series of lessons and activities. Each theme will be explored through essential questions intended to engage learners and to guide learning activities and performance assessments.

Every effort is made to provide the students with as many authentic materials/situations to familiarize them with the target language and culture. Literary and journalistic texts, advertisements, and authentic audio materials are used to further language acquisition and cultural understanding. The LOTE department has chosen to use various textbooks that we believe will best prepare the students to achieve the goals of the new AP exam and the state and national standards.


Rationale
It is the intent of this Curriculum Area Project to create a specific curriculum and scope and sequence for a Spanish 5 AP Spanish Language and Culture course. This new curriculum is warranted due to the revision of the Spanish AP Language and Culture Exam, commence

ng in May 2014. The new curriculum reflects the use of themes and essential questions that allow students to investigate and express different views on real world issues, make connections to other disciplines and compare aspects of the target culture(s) to their own. In addition there are key revisions to the exam: all exam tasks are contextualized and feature a greater variety of authentic print and audio materials which reflect the linguistic and cultural diversity of a Spanish-speaking world. The new curriculum is aligned with the standards set forth by the New York State Board of Regents and the National Standards in Foreign Language Education.

In order to facilitate the preparation of our students for the new curriculum and exam, the district has chosen new textbooks that are aligned to this new curriculum. The purpose of this Curriculum Area Project is to create a scope and sequence for the course utilizing these new textbooks.

Selected Lesson Plans

I. Las identidades personales y públicas



Stage 1—Desired Results

Content Standard(s):
COMMUNICATION:

(1.2) Students understand and interpret written and spoken language on a variety of topics.

(1.3) Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURAL UNDERSTANDING:

(2.2) Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.


CONNECTIONS:

(3.1) Students reinforce and further their knowledge of other disciplines through the foreign language.


COMPARISONS:

(4.2) Students demonstrate understanding of the concept of culture through comparisons of the cultures studied on their own.







Understanding(s):

Students will understand …


  • The impact that social conditions have on assimilation.

  • How alienation affects not only individuals, but rather society in general.

  • The role that heroes and historic figures play in one’s national identity.

  • How do personal interests influence the identity of a person?

  • How the language a person speaks affects their identity.

  • The effect that social conditions have on social relationships and self-esteem.


Essential Question(s):



  • How are aspects of identity expressed in various situations?

  • How do language and culture influence identity?

  • How does one’s identity develop over time?



Student will know…


  • Vocabulary relating to alienation, assimilation, self-esteem, national identity, personal interests and personal beliefs.

  • Who were some heroes and historic figures of the Hispanic world.

  • How the history of a country contributes to the establishment of national identity.

  • What constitutes the definition of success.

  • Verbs and expressions to indicate change.

  • The imperfect subjunctive and sequence of tenses

  • If clauses using subjunctive or the indicative.

Students will be able to…


  • Discuss what historic events have been decisive in the formation of our national identity.

  • Discuss the similarities and differences concerning educational beliefs in the United States and Argentina.

  • Resolve personal problems between couples and friends.

  • Identify the characteristics of having good self-esteem and low self-esteem.

  • How their personality has developed and changed over time.

  • Discuss reasons why immigrants come into this country and the obstacles they must overcome.



Stage 2—Assessment Evidence

Performance Task(s):

  • Research a prominent figure of the Hispanic world and write a paragraph in which they describe this person’s self-esteem, obstacles and successes.

  • Interview an immigrant and find their motives for leaving their country of origin and how their experience was. Present your findings orally to the class.

  • Read “Naranjas” by AngelaMcEwan-Alvarado and reflect on how an education can allow immigrant children to have a better life with more opportunities than their parents.

  • Analyze “La Guernica” by Pablo Picasso and discuss how the painting portrayed the horrors of war.



Other Evidence:

  • Take written vocabulary quizzes on related vocabulary.

  • Listen to authentic audio materials similar to those on the new AP Exam.

  • Assess their understanding of grammatical structures, vocabulary, and cultural points by means of written exams.

  • Write an essay of more than 200 words using authentic sources of both printed and audio materials on the topic: Does plastic surgery help to improve self-esteem?

  • Oral presentation: What relevance have historical figures had on the identity or well being of your community?

  • Read authentic passages related to the topic that are similar to those on the new AP exam.

  • Simulated conversations related to the topic that are similar to those found of the new AP exam.

  • Write responses to emails related to topic.




Stage 3—Learning Plan

Learning Activities:



  • Vocabulary will be presented by using transparencies and flashcards.

  • Working in cooperative groups, students will perform activities that will reinforce vocabulary.

  • Present grammatical structures of verbs and expressions to indicate change; the imperfect subjunctive and sequence of tenses; if clauses using subjunctive or the indicative.

  • Present popular Hispanic icons of today and then have students compare and contrast them.






Resources

Blanco, José A. and C. Cecilia Tocaimaza-Hatch. Imagina: español sin barreras.

Boston, Massachusetts: Vista Higher Learning, 2007.
Díaz, José M. AP Spanish: Preparing for the Language and Culture Examination. Boston, Massachusetts: Pearson Education Inc., 2014.
Díaz. José M. and María F. Nadel. Abriendo Paso - Gramática. Boston, Massachusetts: Pearson Education Inc., 2012.
Díaz. José M. and María F. Nadel Abriendo Paso – Lectura. Boston, Massachusetts: Pearson Education, Inc., 2012.

Díaz. José M. and María F. Nadel. Abriendo Paso - Temas y Lecturas. Boston, Massachusetts: Pearson Education, Inc., 2014.
Draggett, Parthena, Cole Conlin, Max Ehrsam, and Elizabeth Millán. Temas - AP Spanish Language and Culture. Boston, Massachusetts: Vista Higher Learning, 2014.

Frisancho, Jorge, María T. Redmon, and Marta Lucía Restrepo Bravo. AP Spanish Language and Culture Exam Preparation. Boston, Massachusetts: Vista Higher Learning, 2014.
Gatski, Barbara and John McMullan. Triángulo Aprobado. Fifth ed. Yartmouth, Maine: Wayside publishing, 2013.
McVey Gill, Mary, Brenda Wegmann and Teresa Méndez-Faith. En Contacto -

Gramática en acción. Boston, Massachusetts: Thomson-Heinle, 2007.
McVey Gill, Mary, Brenda Wegmann and Teresa Méndez-Faith. En Contacto –

Lecturas intermedias. Boston, Massachusetts: Thomson-Heinle, 2007.
Rusch, Debbie, Marcela Domínguez and Lucía Caycedo-Garner. Fuentes: Conversación y gramática. Third ed. Boston, Massachusetts: Houghton Mifflin Company, 2005.
Tuten, Donald N., Lucía Caycedo-Garner and Carmelo Esterrich. Fuentes: Lectura y redacción. Third ed. Boston, Massachusetts: Houghton Mifflin Company, 2005.
Zayas-Bazán, Eduardo, Susan M. Bacon and Dulce M. García. Conexiones -

Comunicación y Cultura. Fourth ed. New Jersey: Prentice-Hall, Inc., 2010.
Zayas-Bazán, Eduardo, Susan M. Bacon and Dulce M. García. Conexiones -

Comunicación y Cultura. Fifth ed. Boston, Massachusetts: Pearson Education, Inc., 2014.


Videos

Mar Adentro
Voces Inocentes
La fiesta del chivo
Cortometrajes from Temas AP Spanish Language and Culture:
Un atajo, un camino
Pecera: Un cortometraje del océano
El espía

APPENDIX A

Scope and Sequence for 5 AP Spanish Language and Culture


Spanish 5 AP Scope and Sequence (REVISED)


  1. Tema – La ciencia y la tecnología


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: Class discussion about how technology impacts the students’ personal lives.

1. ¿Cómo impacta la tecnología en tu vida personal?

2. ¿ Crees que son una ventaja o una desventaja los avances tecnológicos del mundo actual?


  1. Los efectos de la tecnología en el individuo y en la sociedad

  • Conexiones ,5th ed. pp. 362 -367; pp. 369-374; pp. 376-380; pp. 385-388.

  • Temas, p. 72-84 (Selected).

  • Abriendo Paso Temas y Lecturas, pp.296-306.

  • Lectura: “Nosotros No” por José Bernardo Adolf


Closing analysis questions of the chapter:
1. ¿Cuáles han sido algunos impactos tanto positivos como negativos de la tecnología en la sociedad?

2. ¿Qué factores afectan la reacción a favor o en contra del uso de la tecnología en la vida diaria?

3. ¿Cómo se ve afectada por la tecnología la información que recibe la gente?


B. El cuidado de la salud y la medicina


  • Temas, pp. 85-97

  • Abriendo Paso Temas y Lecturas, pp. 307-317


Closing analysis questions of the chapter:


  1. ¿Cómo se ven impactadas la salud y la medicina por las nuevas tecnologías?

  2. ¿Con qué desafíos sociales se enfrentan las comunidades debido al uso de la tecnología en la medicina?

  3. ¿Qué se puede esperar en el futuro con respeto al cuidado de la salud y la medicina?


C. La ciencia y la ética

Movie: El mar adentro


Closing analysis questions of the chapter:
1. ¿ Cuáles son algunas de las áreas que tenemos que tener en cuenta con respeto a los avances

tecnológicas y científicos y sus consecuencias?

2. ¿Cuál es la responsabilidad de los seres humanos con respeto a los avances tecnológicos?

3. ¿Se debe tener en consideración la ética cuando un avance tecnológico parece beneficiar a los seres humanos?




D. Los fenómenos naturales


  • Conexiones 4th ed., p. 63 , "Los manglares"; p. 66, "Juanito la laguna" por Antonio Berni and workbook activities.

  • Abriendo Paso Temas y Lecturas, pp. 327-337

  • Temas, pp. 115-127


Closing analysis questions of the chapter:
1. ¿Cuál es el papel de la tecnología en la prevención de los fenómenos naturales?

2. ¿Qué se sabe sobre los animales y los fenómenos naturales?

3. ¿Cómo se enfrentan los sres humanos a los fenómenos naturales desastrosos?

E. El acceso a la tecnología


  • Temas, p. 133

  • Abriendo Paso Temas y Lecturas, pp. 284-295


Closing analysis questions of the chapter:

1. ¿Qué se está haciendo para que más personas tengan acceso a la computadoras?

2. ¿ Cuáles son algunos de los beneficios que se pueden ver ya?

3. ¿Cuáles don algunos de los retos que han surgido?




F. Las innovaciones tecnológicas


  • Temas, pp. 134-139

  • Abriendo Paso Temas y Lecturas, pp. 318-326


Closing analysis questions of the chapter:
1. ¿Cómo se ha visto afectada nuestra vida por las innovaciones tecnológicas?

2. ¿Han logrado los innovadores lo que se prponían al desarrollar los avances tecnológicos?

3. ¿Cuáles son algunos efectos no esperados de las innovaciones tecnológicas?


Grammar topics for Tema 1:

Abriendo Paso Gramática: Review Present Subjunctive; Subjunctive vs Indicative; Future Tense;

Conditional Tense;



  1. Tema - Los desafíos mundiales


Essential Questions:



  1. What environmental, political and social issues pose challenges to societies throughout the world?

  2. What are the origins of those issues?

  3. What are the possible solutions to those issues?




  1. Los temas del medio ambiente




  • Conexiones 5th ed., pp. 70-97

  • Temas, pp. 293-305

  • Abriendo Paso Temas y Lecturas, pp. 360-371

  • Cuento: "El pez y el pescador", En contacto lectura

  • Song: ¿Dónde jugarán los niños? por Maná


Closing analysis questions of the chapter:
1. ¿Cuáles son los principales problemas del medio ambiente que afectan a las comunidades y localidades del mundo?

2. ¿Cuáles son los orígenes y las consecuencias del problema ambiental?

3. ¿Cuáles son algunas de las estrategias posibles para que todos puedan disfrutar de un medio ambiente sano en el futuro?

B. Los temas económicos


  • Temas, pp. 280-292

  • Abriendo Paso Temas y Lecturas, pp. 350-359

  • Poem: "United Fruit Company" por

  • Power point presentation: "Los voces inocentes"

  • Movie: " Los voces inocentes"


Closing analysis questions of the chapter:

1. ¿Cuáles son algunos de los desafíos económicos con que se enfrentan las sociedades hoy día?

2. ¿Qué impacto tienen los inmigrantes en la situación económica de diferentes comunidades por todo el mundo?

3. ¿Cuáles son algunos pasos que se pueden tomar individualmente para desarrollar responsabilidad económica en el futuro?



C. La población y la demografía


  • Temas, pp. 313-325

  • Abriendo Paso Temas y Lecturas, pp. 383-385

Closing analysis questions of the chapter:
1. ¿Cuáles son algunos de los hechos o las circunstancias que afectan la demografía de una sociedad?

2. ¿Cómo ha cambiado a través de los años la población mundial y qué resultados ha tenido este cambio?

3. ¿ Qué pueden hacer los individuos y los gobiernos para asegurar una población educada, saludable y bien alimentada?
D. El bien estar social:


  • Conexiones 5th ed., pp 208-240 (Selected)

  • Conexiones 4th ed., pp. 220-221; p.235

  • Temas, pp. 326-338

  • Abriendo Paso Temas y Lecturas, pp. 394-404

Closing analysis questions of the chapter:


1. ¿Cómo definen las sociedades y los individuos el bien estar social?

2. ¿ De qué manera afectan la economía, el medio ambiente, la religión, la demografía y otros aspectos colectivos el bien estar social de las comunidades?

3. ¿Qué pueden hacer los individuos y los gobiernos para mejorar el bienestar social de sus comunidades y las de otros?
E. El pensamiento filosófico y la religión:


  • Abriendo Paso Temas y Lecturas, pp. 372-382

  • Temas, p.341

Closing analysis questions of the chapter:


1. ¿De qué manera afectan la religión y la filosofía a las comunidades tanto locales como nacionales y mundiales?

2. ¿Cómo afectan las perspectivas y prácticas religiosas a la vida diaria?

3. ¿Cómo ha cambiado y cómo cambiará en el futuro el panorama de las religiones?

F. La conciencia social:


  • Abriendo Paso Temas y Lecturas, pp. 405-415

  • Temas, pp. 341-347

Closing analysis questions of the chapter:

1. ¿Cuáles son algunos de los problemas sociales que requieren atención en todo el mundo hoy día?

2. ¿Qué se puede hacer para que los individuos y las sociedades tengan conciencia de los problemas existentes sientan empatía y contribuyan a remediarlos?

3. ¿Cuáles son algunos de los mecanismos que existen para remediar los problemas?

Grammar topics for Tema 2:
Abriendo Paso Gramática: Imperfect Subjunctive; Sequence of tenses in the subunctive; Subjunctive in adverbial clauses; If clauses.


III. Tema - Las identidades personales y públicas
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?



  1. La autoestima:

  • Conexiones 4th ed., p. 118 - VideoRed: "Mejora tu autoestima!"

p. 119 - " Yo puedo: un programa para elevar el estatus de la mujer en Honduras"

p. 133- " las dos Fridas"

p. 136- " A julia de Burgos"


  • Temas, pp. 363-375 (Selected)

  • Abriendo Paso Temas y Lecturas, pp.58-68

Closing analysis questions of the chapter:


1. ¿Cómo se desarrolla la autoestima de una persona?

2. ¿Cómo contribuyen el hogar, la escuela y el trabajo a la autoestima?

3. ¿Qué efecto tienen las condiciones sociales (por ejemplo: el desempleo, la pobreza) en las relaciones sociales y la autoestima?

B. Las creencias personales:


  • Temas, p. 412

  • Abriendo Paso Temas y Lecturas, pp. 34-45

Closing analysis questions of the chapter:


1. ¿Qué papel tienen la familia, la escuela, y otros agentes sociales en el desarrollo de las creencias personales?

2. ¿Qué función e importancia tiene el lenguaje en el desarrollo de la identidad personal y las creencias personales?

3. ¿Cómo se benefician las comunidades de los aportes de una población ética e instruida?

C. Los intereses personales:


  • Temas, pp. 397-409 (Selected)

  • Abriendo Paso Temas y Lecturas, pp. 46-57

Closing analysis questions of the chapter:


1. ¿Cómo influyen los intereses personales en la identidad de las personas?

2. ¿Qué conflictos se presentan entre los intereses personales y los intereses ajenas?

3. ¿Qué papel tiene la madurez en diversas situaciones?
D. La enajenación y la asimilación:


  • Temas, pp. 350-362;

  • Cuento: "Expulsados" por Francisco Jimenez

  • Abriendo Paso Temas y Lecturas, pp.2-12

  • Cuento: " Naranjas" por Angela McEvan-Alvarado

  • *Movie: " Los voces inocentes"

  • *Power point presentation: Los voces inocentes.

  • Conexiones 4th ed. p. 218; VideoRed : "Spot contra la discriminación"

  • Conexiones 5th ed., p. 234: " Causas y metas" and Preguntas



* If not previously shown.
Closing analysis questions of the chapter:
1. ¿Cuáles son algunas cosas que pueden causar sentimientos de enajenación en las personas?

2. ¿Qué impacto tienen las condiciones sociales (por ejemplo: la familia, la educación, el trabajo) en la asimilación?

3. ¿ Qué pueden hacer los individuos, las comunidades y los gobiernos para facilitar la asimilación cultural?

E. Los héroes y los personajes históricos:


  • Temas, p.413

  • Abriendo Paso Temas y Lecturas, pp. 13-23

Closing analysis questions of the chapter:


1. ¿Qué cualidades tienen en común los héroes?

2. ¿Cuál es la relación entre los héroes y los personajes históricos? ¿Son todos los personajes históricos héroes o viceversa?

3. ¿Qué papel tienen los héroes y los personajes históricos en la identidad nacional?

F. La identidad nacional y la identidad étnica:


  • Temas, pp. 384-396

  • Abriendo Paso Temas y Lecturas, pp. 24-33

Closing analysis questions of the chapter:


1. ¿Cómo contribuye la historia de un país a establecer la identidad nacional?

2. ¿Qué factores influyen en los cambios de la identidad nacional a través del tiempo?

3. ¿Cómo se expresa la identidad nacional y ética en momentos de crisis?
Grammar topics for Tema 3:
Review all essential grammar points for writing on the AP exam.


APPENDIX B


New Exam Outline

AP Spanish Language and Culture Exam
Exam Information

The AP Spanish Language and Culture Exam assesses students’

proficiencies in the Interpersonal, Interpretive, and Presentational

modes of communication. The exam is 3 hours long and includes both

a 95-minute multiple-choice section and an 85-minute free-response

section. The multiple-choice section accounts for half of the student’s

exam grade, and the free-response section accounts for the other half.

Section I, the multiple-choice section, primarily assesses Interpretive

Communication by asking students to identify main points, significant

details, purpose, and intended audience of a variety of texts and to

make inferences and predictions based on them. Some questions

require students to show understanding of cultural or interdisciplinary

information contained in the text. Each selection is accompanied by a

preview that provides contextual information.

Section I, Part A, consists of a variety of authentic print materials (e.g.,

journalistic and literary texts, announcements, advertisements, letters,

maps, and tables). Section I, Part B, consists of a variety of authentic audio

materials, including interviews, podcasts, public service announcements,

conversations, and brief presentations. This section is divided into two

subsections. The first subsection includes audio texts that are paired with

print materials; the second consists solely of audio texts. Students will have

time to read the preview and skim the questions before listening to the

audio. All audio texts will be played twice.

Section II, the free-response section, assesses Interpersonal and

Presentational Communication by requiring students to produce written

and spoken responses.

In the writing portion, students demonstrate their ability to write in the

Interpersonal mode by reading and replying to an e-mail message. Then

using the Presentational mode, they write a persuasive essay based on

three sources that present different viewpoints on a topic. Students read

an article, study a table or graphic, and listen twice to a related audio.

Then they have 40 minutes to write an essay in response to a prompt using

the information from all three sources to present and defend their own

viewpoint. Students have access to the print sources and any notes they

may take on the audio during the entire 40-minute writing period.

The speaking portion assesses speaking in the Interpersonal mode

by asking students to respond to questions as part of a simulated

conversation. Students are provided a preview of the conversation,

including an outline of each exchange. This portion also assesses speaking

in the Presentational mode by requiring students to make a 2-minute

presentation in response to a prompt on a cultural topic. In their

presentation, students compare cultural features of their own community

to those found in an area of the Spanish-speaking world with which they

are familiar. Students are encouraged to cite examples from materials

they’ve read, viewed, and listened to, as well as from personal experiences

and observations.

You will hear the audio upon clicking on the audio icon ( ).

The sample exam questions in this curriculum framework include an

Answer Key and an indication of the learning objective(s) targeted by each

question.



Section Number of

Time

Section I: Multiple Choice Approx. 95 Minutes
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