COURSE OF STUDY UNIT PLANNING GUIDE FOR:

AP SPANISH LANGUAGE AND CULTURE

ELECTIVE COURSE GRADE LEVEL 11-12 5 CREDITS ONE YEAR

PREPARED BY: JOCELYNE BULLER

MS. RYANNE HUTCHINSON ASST. PRINCIPAL/ SUPERVISOR OF WORLD LANGUAGE

JULY 2017

DUMONT HIGH SCHOOL DUMONT, NJ

ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 24, 2017

AP Spanish Language - Grade 11-12 - Full Year - 5 Credits (Weighted Course, AP Waiver/Acknowledgement form) This course is conducted entirely in Spanish, and offers a survey of Spanish culture through the reading of a wide variety of works of literature. Hispanic history, art, and music are included. While a practical vocabulary is developed, more time is spent on reading and writing. Students enrolled in AP Spanish may participate in the Fairleigh Dickinson University Middle College Program. Students enrolled in the AP class will be prepared for and given the opportunity to take the AP exam. COURSE REQUIREMENTS AND EXPECTATIONS A pupil will receive 5 credits for having successfully completed the course work. A grade of “D” or higher must be achieved in order to pass the course. The following criteria are used to determine the grade for the course:

A. Class Work – 30% of the grade Class work includes in class essays, oral presentations, listening activities, contribution to class discussions and AP workbook activities. On occasion, students will be required to use the computer in the computer lab to complete their assignments. Students will be required to keep a classroom journal. Students are encouraged to use the teacher’s wiki space for submission of assignments.

B. Quizzes/Tests: 50% of the grade Tests are announced in advance and may be written or oral. Quizzes may be given at any time without advance notice, and may be either written or oral. Essay writing assignments will be given throughout the school year and will be graded as either tests or quizzes. AP College Board’s Achievement Level Descriptions as will be used to determine grades for formal writing assignments. C. Cummulative AP Tests: 20% of the grade

Every marking period will have on cumulative AP style exam. The purpose of this exam is to assess the overall level of understanding of content in preparation for the end of year College Board AP Spanish Language and Culture exam.

D. Final Examination Full-Year Courses Weighting Quarter 1 22.5% of final grade Quarter 2 22.5% of final grade Quarter 3 22.5% of final grade Quarter 4 22.5% of final grade Final 10% of final grade

Any work missed when the student is absent is expected to be made up within a reasonable time. One or two days are allowed for each day absent unless there are unusual circumstances, in which case the student is to request special arrangements with the teacher. Extra help is available. Ask your teacher where he or she will be when you are planning to come in for extra help. The students in the National Honor Society provide additional tutoring. COURSE OVERVIEW

The objective of the AP Spanish Language and Culture course is to help prepare students to demonstrate their level of Spanish proficiency across three communicative modes (Interpersonal [interactive communication], Interpretive [receptive communication], and Presentational [productive communication], and the five goal areas outlined in the Standards for Foreign Language Learning in the 21st Century (Communication, Cultures, Connections, Comparisons, and Communities) are foundational to the AP Spanish and Culture course. The course is conducted almost exclusively in Spanish, a requirement which class participation grades reflect. 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).

All students broaden their knowledge of the various cultures that comprise the Spanish-speaking world through the thematic approach of the AP Spanish Language and Culture course.

COURSE DESCRIPTION/GENERAL OBJECTIVES: The Advanced Placement Program in Spanish Language and Culture is intended for those students who have chosen to develop their proficiency in all four language skills: listening, speaking, reading, and writing. The course is the equivalent of a third-year college course in advanced Spanish writing and conversation. It encompasses aural/oral skills, reading comprehension, grammar, and composition. The primary learning objectives will aid in the preparation for the College Board ® AP exam given in May. Listed below are the primary learning objectives that identify what students should know and be able to do across the three modes of communication. These objectives outline expectations of student abilities in the following areas: Spoken Interpersonal Communication Written Interpersonal Communication Audio, Visual, and Audiovisual Interpretive Communication Written and Print Interpretive Communication Spoken Presentational Communication Written Presentational Communication

This course emphasizes the use of Spanish for active communication, and has the following objectives:

1. All students will explain thoughts both orally and in writing with a very high degree of fluency. 2. All students will increase vocabulary. 3. All students will improve their writing ability in Spanish. 4. All students will acquire a deeper comprehension of Spanish culture in areas such as agriculture, tourism, sports, recreation, industry, transportation, fashion, news reporting, and women’s rights. 5. All students will read and analyze various types of Spanish literature, including Spanish newspapers and magazines. 6. All students will have an increased command of the Spanish language in practical situations. 7. All students will have a greater understanding of Spanish and Latin American culture and historical figures. 8. All students will speak and write with a greater command of grammatical structure. 9. All students will develop more awareness of the opportunities and requirements related to the use of Spanish in the job

market. 10. All students will use appropriate multi-media technology to complete/present assignments and projects

Course content will reflect intellectual interests shared by the students and teacher (the arts, history, current events, literature, culture, sports, technology, etc.). Materials might well include literary excerpts, music, films, newspapers, and websites on the Internet. The course seeks to develop language skills that are useful in themselves and that can be applied to various activities and disciplines rather than to the mastery of any specific subject matter. Extensive training in the organization and writing of compositions and oral presentation skills is an integral part of the Advanced Placement Spanish Language and Culture course.

I. Philosophy

Language skills and the ability to appreciate and participate in other cultures are needed to develop an informed citizenry able to function in our international and multicultural nation, as well as our increasingly interdependent world. The fundamental purpose of world language instruction is to enable students to communicate in another language and to better understand and appreciate another culture. Since language is a medium of instruction and learning, as well as a subject of study, the world language classroom naturally serves as the basis for a wide variety of interdisciplinary content-based activities - art. history, sociology, geography, literature, music, dance, technology. Some of the topics discussed in this course are family and home, poverty, politics, economy, environment, consumerism, tourism, education, music, science and technology, cultural heritage and health among others. The activities in the world language classroom can be the foundations for a truly bilingual and bicultural life and for full and satisfying participation in our multicultural society. The

In keeping with the State Core Curriculum Standard 7.1, this course will promote cultural understanding in various ways so students are sensitive to other cultures and will prepare to live more harmoniously in the target-language community. Students will be able to communicate in extended discourse with native speakers. They will be able to discuss relatively complex topics and ideas of interest to themselves and to their contemporaries, thus meeting routine social demands and satisfying most social requirements.

The AP Spanish Language and Culture course will provide those students who apply, and are invited to enroll in the course, the opportunity to meet the challenge of a world language experience that will better prepare them for college level work. In addition, this Advanced Placement experience will enhance their preparation for the College Board Advanced Placement Exam given in May every year.

PROFICIENCIES

Through the study of the following themes, students build the necessary skills to reach the assessment objectives through the expansion of their receptive, productive, and interactive skills. AP Spanish Language and Culture themes to be covered include:

● La belleza y la estética (Beauty and Aesthetics) ● La vida contemporánea (Contemporary Life) ● Las familias y las comunidades (Families and Communities) ● Los desafios mundiales (Global Challenges) ● Las identidades personales y públicas (Personal and Public Identities) ● La ciencia y la tecnología (Science and Technology)

Through various lessons students in the AP Spanish Language and Culture course, will be able to:

1. Identify and summarize the main points and significant details and make appropriate inferences and predictions from a spoken source, such as a broadcast news report or a lecture on an academic or cultural topic related to the Spanish- speaking world.

2. Identify and summarize the main points and significant details and predict outcomes from an everyday conversation on a familiar topic, a dialogue from a film or other broadcast media, or an interview on a social or cultural topic related to the Spanish-speaking world.

3. Identify and summarize main points and important details in order to make appropriate inferences and predictions from written text. These sources include newspapers, magazine articles and contemporary literary excerpt.

4. Write a cohesive and coherent analytical or persuasive essay in reaction to a text or on a personal, academic, cultural, or social issue, with control of grammar and syntax.

5. Describe, narrate, and present information or persuasive arguments on general topics with grammatical control and good pronunciation in an oral presentation of two or three minutes.

6. Use information from sources provided to present a synthesis and express an opinion. 7. Recognize cultural elements implicit in oral and written texts. 8. Interpret linguistic cues to infer social relationships. 9. Have a greater understanding of Spanish and Latin American culture and historical figures. 10. Communicate via Interpersonal and Presentational written correspondence. Initiate, maintain and close a conversation on a familiar topic. 12. Formulate questions to seek clarification or additional information. 13. Use language that is semantically and grammatically accurate according to a given context.

14. Use appropriate multi-media technology to complete/present assignments and projects

ESSENTIAL QUESTIONS FOR THE WORLD LANGUAGE CLASSROOM Standard 7 - All students will be able to use a world language in addition to English to engage in meaningful conversations, understand and interpret the spoken and written language, and present information, concepts, and ideas while gaining an understanding of the perspectives of other cultures. Through language study they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Listed in brackets after each essential question are the NJ state mandated Student Learning Standards [NJSLS] 1. How does the content of the world languages classroom help me understand who I am and the world in which I live? [7.1:AL.A1-8] 2. How do I know that I am getting better in using language in real-world situations? [7.1:AL.A3,8] 3. How do I develop communicative competence? [7.1.AL.B1-8] 4. When does accuracy matter? [7.1.AL.A.B.C] 5. What strategies do I need to communicate in linguistically and culturally appropriate ways? [7.1AL.A1-8] 6. How are cultural perspectives (attitudes, values and beliefs) reflected in a culture’s products and social practices? [7.1AL.A.1-8] 7. How does content help me respond to important questions that extend my learning beyond the classroom? [7.1.AL.B.1-6] 8. Why do people from different cultures sometimes say, write and do things differently from the way I do them? [7.1.AL.A2] 9. How is language a product of culture? [7.1.AL.A3, 4] 10. What role does stereotyping play in forming and sustaining prejudices about other cultures? [7.1.AL.C4, 5] 11. How is learning a different language able to lead to greater understanding of one’s own culture and language? [7.1AL.B5, 6] 12. How do I decide what I want to be and how do I prepare for my career? [7.1AL.C.1-6] 13. How can learning about a different culture, customs and languages help my career choices and ability to better prepare myself for the real world? [7.1.AL.C.1-6] 14. Why do I need a career plan? How do I communicate this information to post-secondary institutions and employers? [7.1.AL.B.6] 15. How can we best prepare for the workforce when we will likely change jobs multiple times and perhaps even careers? [7.1.AL.B.6] 16. How do family, school, community and workplace influence an individual’s character and ethics? [7.1.AL.A5] 17. How has studying Spanish art, history, culture and literature influenced our lives? [7.1.AL.A.4, 5] 18. How can observing and participating in studying dance, music, theater and visual arts from another culture lead to an understanding of the world we live in? [7.1.AL.C1-6]

Enduring Understandings 1. Students understand that learning a different language /culture leads to greater understanding of one’s own and other languages/cultures and why people think and act in different ways. 2. Students understand that language reflects and is influenced by the culture in which it is found. 3. Students understand that successful communication knows how, when and why to convey a message to different audiences. 4. Students understand that language learning involves acquiring strategies to fill communication gaps. 5. Students understand that cultural perspectives are gained by using the language and through experience with its products and practices. 6. Students understand that members of one culture may make assumptions about other cultures based on their own attitudes, values and beliefs. 7. Students understand that the content of the world languages classroom encompasses the entire learning experience. 8. Students understand that each job, career and profession has a set of preparation requirements, career exploration experiences and different opportunities for personal and professional growth and satisfaction. 9. Students understand that effective communication skills are necessary to convey meaning and understanding to others.

Course Planner Teaching Strategies: Participation: Activities may begin as teacher-led discussions but mostly end as students-led discussions. Students are given the opportunity to offer opinions and support them, ask questions, ask for clarifications, and discuss the material with each other in pairs, small groups, and as an entire class. Integrated skills: Class activities will be integrated. A lesson may begin with a reading activity in the Interpretive mode, continue with discussion in the Interpersonal mode, add in a listening task in the Interpretive mode, and then culminate with a Written Presentational activity the reading, listening, and discussion materials. Other times the writing is a pre-reading activity that prepares students for the reading and discussion. A variety of strategies and integrated skills are present throughout the course Daily/Weekly/Monthly Activities to address Learning Objectives:

▪ La palabra del día ▪ El refrán de la semana ▪ El video de la semana ▪ La canción del mes ▪ Noticias del dia ▪ El diario de noticias ▪ Debates en clase ▪ Discusiones semanales ▪ Grabaciones de conversaciones espontaneas usando Googlevoice, VoiceThread and/or Garageband. ▪ Weekly writing assignments to include journal entries, 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. ▪ Essay writing: Persuasive essays based on unit of study currently studying. Evaluation will be on the essay’s content,

organization, cultural relevancy, range and appropriateness of vocabulary and grammatical accuracy. AP achievement level descriptions based on 5 – 1 scale will be used as an assessment tool.

Approximately every 4-5 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. Students will be 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. In addition, announced formal test/quizzes will also be used as tools for assessment.

UNIT ONE – El valor de la familia y la comunidad

6 weeks NJSLS: [7.1.AL.A.1] [7.1.IH.A.1.2.3.4.7.8][7.1.AL.B1,2,3,4] [7.1.IH.C4] [7.1.AL.C.1.3]

Theme: Families and Communities / Las familias y las comunidades Contexts Included:

● Customs and Values / Las tradiciones y los valores ● Education Communities / Las comunidades educativas ● Family Structure / La estructura de la familia ● Global Citizenship / La ciudadanía global ● Human Geography / La geografía humana ● Social Networking / Las redes sociales

Essential Questions:

● What constitutes a family in different societies? / ¿Cómo se define la familia en distintas sociedades? ● How do individuals contribute to the well-being of communities? /

¿Cómo contribuyen los individuos al bienestar de las comunidades? ● How do the roles that families and communities assume differ

in societies around the world? / ¿Cuáles son las diferencias en los papeles que asumen las comunidades y las familias en las diferentes sociedades del mundo?

● How are social networks transforming society? ¿De quú manera las redes sociales están transformando el mundo?

● What connections exist between the use of social networks and the economic, social and political development of a country? ¿Qué´conexiones existen entre el uso de las redes sociales y el desarrollo económico, social y político de un país?

Lecturas auténticas :

❖ « Facebook, el monstruo de las dos cabezas» ❖ «Centroamérica y las redes sociales» ❖ «La situación de los pueblos del lago Atitlán» ❖ «30 años de cultura de mall»

Selecciones auténticas de audio: ❖ «Tocar y luchar» ❖ «Jóvenes y uso de las redes sociales» ❖ «Basura: un problema en aumento»

*Teacher may substitute authentic readings/audios

Vocabulary: Family, holidays and celebrations and emotions Social networking, Internet, technology The following are suggested activities and they are not the only activities that will cover the learning objectives. The teacher may modify the activities based on students’ interests and current events. They do not describe a linear progression of all activities that are done under each theme. Activate Prior Knowledge to Explore the Theme: Spoken Interpersonal Communication Whole class activity – Students think about the following questions and respond as fully as possible.

1. ¿Cómo se define una familia? 2. ¿Cómo adquiere una familia o una comunidad sus tradiciones y sus valores? 3. ¿Qué quiere decir la expression “ciudadania global”? 4. ¿Qué es una red social y para que sirve?

Written and Print Interpretive Communication

● Students predict the content of the story based on the title and work together to complete a graphic organizer ● Read the story “No oyes ladrar los perros” by Juan Rulfo and answer reading comprehension questions in writing, discuss their

own opinions and identify the theme of the story. ● Students will read Gabriel Garcia Marquez’s “La siesta del martes” and compare the two works. ● Answer questions based on readings from the authentic reading list. ● Interpretation of graphs about social networks in Central America

Spoken Interpersonal and Presentational Communication

● Interview a young native speaker about family structure, how close the family is, what their family is like, etc. and share the

information researched with the class in a short oral presentation ● Compare the common idea of a “typical” American family and one from a Spanish speaking country and describe how you

feel the concept of “extended family” differs or is similar to, your own.

Written Interpersonal Communication ● Blog discussions and e-mail responses based on opinions and facts about family rules, generation gaps, family relationships in

Spanish speaking culture, and in the student’s own culture, the significance of extended family. Audio, Visual, and Audiovisual Interpretive Communication (From Triángulo Aprobado 2013, Wayside Publishing / Las familias y las comunidades pages 250 and 251) After reading source #1, analyzing the data from the chart (source #2) and listening to an authentic audio source titled “Las redes sociales y los jóvenes” , students will write an essay about the following topic: ¿Hasta qué punto posibilitan las redes sociales en Internet la integración social entre los usuarios? UNIT TWO – Nosotros y nuestro mundo

6 weeks NJSLS: [7.1.AL.A.2] [7.1.IH.A4.5.6.7.8] [7.1AL.B1.2.3.4.5.6.] [7.1.IH.C.2] [7.1.AL.C2]

Theme: Global Challenges / Los desafíos mundiales Contexts Included: ● Economic Issues / Los temas económicos ● Environmental Issues / Los temas del medio ambiente ● Philosophical Thought and Religion / El pensamiento filosófico y la religión ● Population and Demographics / La población y la demografía ● Social Welfare / El bienestar social ● Social Conscience / La conciencia social

Essential Questions:

● What environmental, political, and social issues pose challenges to societies throughout the world? / ¿Cuáles son los desafíos

sociales, políticos y del medio ambiente que enfrentan las sociedades del mundo? ● What are the origins of those issues? / ¿Cuáles son los orígenes de esos desafíos? ● What are possible solutions to those challenges? / ¿Cuáles son algunas posibles soluciones a esos desafíos?

Lecturas auténticas : ❖ Manual del perfecto idiota latinoamericano ❖ «Micropréstamos» ❖ «La desglaciación de la cordillera andina» ❖ «Encuesta de consumo sustentable en Chile» ❖ «Arrugas», por Paco Roca ❖ «La población urbana mundial crecerá un 75% hasta los 6300 millones en 2050» ❖ «Déficit de espacio público ahoga a los bogotanos» ❖ «El país de la casualidad»

Selecciones auténticas de audio: ❖ «Clase media crece en América Latina y el Caribe» ❖ «Capacitación a los jóvenes sobre el medioambiente» ❖ «Para preservar los recuerdos y la historia» ❖ «Las ciudades son de los ciudadanos»

*Teacher may substitute authentic readings/audios The following are suggested activities and they are not the only activities that will cover the learning objectives. The teacher may modify the activities based on students’ interests and current events. They do not describe a linear progression of all activities that are done under each theme. Activate Prior Knowledge to Explore the Theme: Spoken Interpersonal Communication (Whole class activity) Story board of Vocabulary:

1. Teacher places the following contexts on the SmartBoard or white board and students go to the board to add vocabulary that

would be needed to tell a story about the state each category today: la economía, el medio ambiente, el pensamiento filosófico y la religión, la población y la demografía, el bienestar social, la conciencia social.

2. The teacher adds additional key vocabulary explaining their meaning in context.

3. The teacher follows with a daily discussion on each topic using vocabulary for the board asking student personalized questions about each topic.

Spoken Interpersonal Communication Students interview each other and give personal spoken responses using, map, chart, or other graphic as evidence of their opinion.

● ¿Cuál desafío social, político, o medioambiental es el más crítico para nuestro planeta? ● ¿Por qué piensas esto?

Written Interpersonal Communication Students will write an e-mail message with the following directions: Imagina que eres una persona mayor y que has vuelto atu ciudad después de una ausencia de más de cincuenta años. Escríbeles un mensaje electrónico a tus nietos en el que describas los cambios que has observado en el medioambiente y cómo estos han afectado a tu ciudad natal. Students will write a letter to a public official after listening to «Las ciudades son de los ciudadanos») Escribe una carta para publicarla en un periódico de una ciudad capital hispanoamericana. La carta debe ir dirigida a un funcionario de la ciudad que se enfrenta a graves problemas de seguridad y orden público en su ciudad. Incluye estos aspectos en tu carta y otros que consideres necesarios:

● Expresa tu preocupación por los graves problemas que enfrenta la ciudad. ● Preséntale algunas sugerencias que, en tu opinión, podrían mejorar la situación. ● Señala algunos ejemplos de ciudades que han atravesado por situaciones similares y la manera como han salido adelante. ● Felicítalo por la importante labor que ha venido desempeñando. ● Despídete muy cordialmente.

Spoken Interpersonal Communication:

(After reading the excerpt from the novela gráfica Arrugas, por Paco Roca) En pequeños grupos, piensen en algunas soluciones sociales para mejorar la calidad de vida de los ancianos. Analicen estas preguntas y después compartan sus ideas con toda la clase: ¿cómo podemos contribuir individual y colectivamente para proporcionar bienestar a los ancianos? ¿Qué acciones debe adelantar el gobierno local y nacional para garantizar una buena calidad de vida para todos los ancianos?

Written Presentational Communication: En el periódico (Después de leer «La desglaciación de la cordillera andina») Basándote en la información del texto y la que encuentras en línea sobre la religión andina, escribe un artículo periodístico sobre la importancia cultural y religiosa de la pérdida de glaciares en Perú.

● Primero, describe lo que pasa y la manera como afecta a la gente de Perú. ● Di por qué los glaciares se derriten e incluye datos sobre la rapidez con la que este fenómeno ocurre. ● Explica las implicaciones religiosas de la pérdida de los glaciares. ● Repasa lo que has escrito y corrige los posibles errores que hayas cometido

UNIT THREE - Los efectos de la tecnología

6 weeks NJSLS: [7.1.AL.A.2] [7.1.IH.A4.5.6.7.8] [7.1AL.B1.2.3.4.5.6.] [7.1.IH.C.2] [7.1.AL.C2.3]

Theme: Science and Technology / La ciencia y la tecnología Contexts included:

● Access to Technology / El acceso a la tecnología ● Effects of Technology on Self and Society / Los efectos de la

tecnología en el individuo y en la sociedad ● Health Care and Medicine / El cuidado de la salud y la medicina ● Innovations / Las innovaciones tecnológicas ● Natural Phenomena / Los fenómenos naturales ● Science and Ethics / La ciencia y la ética

Essential Questions: ● How do developments in science and technology affect our lives? / ● ¿Qué impacto tiene el desarrollo científico y tecnológico en nuestras vidas? ● What factors have driven innovation and discovery in the fields of science and technology? / ¿Qué factores han impulsado el

desarrollo y la innovación en la ciencia y la tecnología? ● What role does ethics play in scientific advancement? / ¿Qué papel cumple la ética en los avances científicos?

Lecturas auténticas :

❖ «No sin mi móvil» ❖ «Nosotros, no», por José Bernardo Adolph NTEXTO 2 ❖ «Google, un médico virtual no aconsejable» ❖ La enfermedad como causa de marginación en la Edad Media ❖ «Neander Park» «Sustentabilidad» ❖ «El desarrollo sostenible debe basarse en la ciencia ❖ «La gran extinción que casi acabó con la vida en la Tierra» «Cazadores de tornados»

Selecciones auténticas de audio:

❖ «Proyecto MARTA: el coche del futuro con tecnología española» ❖ «Escepticismo y medicinas alternativas» ❖ «Las sequías: el peligro natural más destructivo del planeta»

*Teacher may substitute authentic readings/audios

The following are suggested activities and they are not the only activities that will cover the learning objectives. The teacher may modify the activities based on students’ interests and current events. They do not describe a linear progression of all activities that are done under each theme. Vocabulary: Thematic vocabulary associated with science and technology. Students create a Wordle using all of the new vocabulary words. Written and Print Interpretive Communication Students will access El genio que humanizó la tecnología which discusses Steve Jobs from El País: http://tecnologia.elpais.com/tecnologia/2012/10/04/actualidad/1349377628_741832.html

They will read the article and discuss:

1. ¿Cómo humanizó Steve Jobs la tecnología? 2. ¿Cómo te ha afectado la tecnología de Steve Jobs?

Teacher will vary the authentic resources available for students. They will read and answer reading comprehension short questions based on the readings. These articles will come from various textbooks such as Triángulo Aprobado, Abriendo Paso Temas y Lecturas y Temas. The articles chosen will focus on the theme currently being studied. Spoken Interpersonal and Presentational Communication WHAT WOULD YOU DO: In small groups, discuss the following questions before reading Nosotros, no by Jose Bernardo Adolph ¿Qué harías? (Antes de leer Nosotros, no por José Bernardo Adolph) En parejas, túrnense para contestar estas preguntas: ¿Qué harías diferente si supieras que... 1. ...nunca morirás? 2. ...vas a morir en un año? 3. ...vivirás hasta tener cien años de edad? 4. ...tu éxito en el futuro no tendrá nada que ver con tu éxito en la escuela? 5. ...tienes la oportunidad de cambiar el mundo para mejorarlo Written Interpersonal Communication JOURNAL ENTRY: (After reading «No sin mi móvil») Unas metas personales (Después de leer «No sin mi móvil») Reflexiona sobre tus propios hábitos y escribe una carta, dirigida a ti mismo/a, que podrás releer en dos años. Incluye estos elementos: ❖ Describe tu filosofía sobre el uso apropiado de la tecnología. ❖ Adviértete sobre tus propias tendencias a usar excesivamente algún aparato. ❖ Escribe una lista de tus metas personales para mantener hábitos saludables. E-MAIL MESSAGE: (After reading Nosotros, no por José Bernardo Adolph) Un mensaje electrónico (Después de leer Nosotros, no por José Bernardo Adolph) ¿Cuál sería tu reacción si en este momento inventaran la inyección para la inmortalidad? Acabas de recibir un correo electrónico de tu mejor amigo/a en el que te pide tu opinión acerca de si debe ponerse la inyección o no. Respóndele planteando sinceramente tu posición al respecto. Explica en tu mensaje las ventajas y desventajas de ser inmortal, y las consecuencias que ello podría implicar para la humanidad. Cita ejemplos del cuento para sustentar tu respuesta.

Written Presentational Communication Write a persuasive essay (after reading Nosotros, no) Ensayo persuasivo (Después de leer Nosotros, no) Escribe un análisis del cuento en el que discutas uno o dos de los temas de esta lista. Explica la perspectiva presentada en el cuento acerca del tema elegido. Luego, presenta un argumento sólido para mostrar tus propias opiniones sobre los mismos temas. ❖ la crítica de la sociedad actual ❖ las posibles referencias a la Alemania nazi ❖ el tratamiento de los grupos marginados ❖ el uso de figuras literarias ❖ las paradojas de algunos inventos humanos ❖ la marginación social ❖ las paradojas de la felicidad humana UNIT FOUR - ¿Quiénes somos y cómo es nuestra vida? 6 weeks NJSLS: [7.1.AL.A.1] [7.1.IH.A.1.2.3.4.7.8][7.1.AL.B1,2,3,4] [7.1.AL.C.1.3] [7.1.IH.C6]

Theme: Contemporary Life / La vida contemporánea Contexts Included:

● Education and Careers / La educación y las carreras profesionales ● Entertainment / El entretenimiento y la diversión ● Travel and Leisure / Los viajes y el ocio ● Lifestyles / Los estilos de vida ● Relationships / Las relaciones personales ● Social Customs and Values / Las tradiciones y los valores sociales ● Volunteerism / El trabajo voluntario

Essential Questions:

● How do societies and individuals define quality of life? / ¿Cómo definen los individuos y las sociedades su propia calidad de vida?

● How is contemporary life influenced by cultural products, practices, and perspectives? / ¿Cómo influyen los productos culturales, las prácticas y las perspectivas de la gente en la vida contemporánea?

● What are the challenges of contemporary life? / ¿Cuáles son los desafíos de la vida contemporánea?

Lecturas auténticas :

❖ «Las escuelas que siguen a los chicos» ❖ «Prepárese: en el futuro, todos autónomos» ❖ «Receta de mole colorado tlaxcalteca» ❖ «Marta Hazas: “Tenemos un producto distinto, no temo a las comparaciones”» ❖ «Un mensaje de María José» ❖ Mundo del fin del mundo, por Luis Sepúlveda ❖ «La evolución de la amistad» ❖ «Cartas de mamá», por Julio Cortázar ❖ «El arte de comunicar

Selecciones auténticas de audio:

❖ «La equidad de género en la docencia» ❖ «Qué difícil es hablar el español» ❖ «Medioambiente: viajes naturalistas» ❖ «El arte de comunicar»

*Teacher may substitute authentic readings/audios Vocabulary: School, professions, traveling, and leisure activities The following are suggested activities and they are not the only activities that will cover the learning objectives. The teacher may modify the activities based on students’ interests and current events using a variety of sources and texts. They do not describe a linear progression of all activities that are done under each theme. Written and Print Interpretive Communication

● Students find a Spanish language article from an online magazine, newspaper or blog that identifies a challenge they also face in their own lives. The article could focus on the use of technology in the classroom or the challenges of finding scholarships to help defray the cost of tuition at the university. This must be a topic of interest to them and a challenge with which they will be faced or are facing now. The students will write about the topic in their journal, include a summary of the content of the

article and compare what they have learned from the article and their own lives. What effect does the content of the article have on their opinion, if any?

● During the course of this unit, students will share their information in a two minute oral presentation to the class. ● Reading comprehension activities after readings from the above mentioned texts

Spoken Interpersonal and Presentational Communication

● Culture and celebrations – In small groups, students will compare the different holidays and celebrations and how they are celebrated in their community and in Spanish-speaking countries.

1. Halloween ➢ What will a Halloween celebration look like to a person from another country that is experiencing it for

the first time? ➢ How is Halloween a representation of the American culture? ➢ What celebrations in Spanish speaking countries have common elements with Halloween?

2. Columbus Day ➢ What is celebrated during this celebration? ➢ What are the similarities and differences of El dia de la raza in other countries?

3. Independence Day (4th of July in the US) ➢ Why is it important to celebrate this date? ➢ How is it celebrated in the U.S. and how do other countries celebrate their independence?

Written Interpersonal Communication Write an e-mail with the following guidelines after reading «Prepárese: en el futuro, todos autónomos») Mensaje electrónico (Después de leer «Prepárese: en el futuro, todos autónomos») De la profesiones incluidas en la lectura, elige la que más te interese. Escríbele un mensaje electrónico a un potencial empleador para solicitarle trabajo (recuerda dirigirte a él/ella de manera formal y respetuosa). Tu mensaje debe incluir un saludo y una despedida y contestar estas preguntas: ❖ ¿Cuál es el trabajo que quieres? ❖ ¿Por qué te interesa el trabajo? ❖ ¿Cuáles habilidades te cualifican para el trabajo? ❖ ¿Cuál es una idea novedosa que podrías aportar al trabajo?

Written Presentational Communication Students prepare a persuasive essay to answer the following prompt: ¿Hasta qué punto se puede decir que la mujer y el hombre son iguales en nuestro mundo? Students read an article about advances women have made in recent times, hear an audio about the inequalities they still face, and look at a chart that compares earning by gender. In their essay, they should address at least one of the following essential questions, citing evidence from the unit.

● ¿Cómo definen los individuos y las sociedades su propia calidad de vida? ● ¿Cómo influyen los productos culturales, las prácticas y las perspectivas de la gente en la vida contemporánea? ● ¿Cuáles son los desafios de la vida contemporánea?

Audio, Visual, and Audiovisual Interpretive Communication (From Triángulo Aprobado 2013, Wayside Publishing pages 116 and 117) After reading source #1, analyzing the data from the chart (source #2) and listening to an authentic audio source titled “Familia Cibercafé en Detroit”, students will write an essay about the following topic: ¿Se debe considerar el chat cibernético como forma de entretenimiento y se debe rechazar como medio de comunicación seria y

juiciosa? UNIT FIVE – El individuo y su identidad 5 weeks NJSLS: [7.1.IH.A.1-8] [7.1AL.A.1] [7.1.AL.B.1-6] [7.1.IH.C.3] [7.1AL.C3] Theme: Personal and Public Identities / Las identidades personales y públicas Contexts Included:

● Alienation and Assimilation / La enajenación y la asimilación ● Heroes and Historical Figures / Los héroes y los personajes históricos ● National and Ethnic Identities / La identidad nacional y la identidad étnica ● Personal Beliefs / Las creencias personales ● Personal Interests / Los intereses personales

● Self-Image / La autoestima

Essential Questions:

● How are aspects of identity expressed in various situations? / ● ¿Cómo se expresan los distintos aspectos de la identidad en diversas situaciones?

How do language and culture influence identity? / ¿Cómo influyen la lengua y la cultura en la identidad de una persona? How does one’s identity develop over time? / ¿Cómo se desarrolla la identidad de una persona a lo largo del tiempo? Lecturas auténticas :

❖ ▪«Borges y yo», por Jorge Luis Borges ❖ ▪«Expulsados», por Francisco Jiménez ❖ ▪«Clases de autoestima» ❖ ▪«Las redes sociales pueden cambiar la autoestima de los jóvenes» ❖ ▪Historia verdadera de la conquista de la Nueva España , por Bernal Díaz del

Castillo ❖ ▪«Ruina y reconstrucción», por Lucía M. Suárez ❖ ▪«Restauradores de autos con aires de estrella» ❖ ▪«Jogging», por Juan Antonio Ramos

Selecciones auténticas de audio: ❖ «Una ley para fortalecer el guaraní en Paraguay» ❖ «Jóvenes discapacitados se reúnen a disfrutar de poesías ❖ «Visita al Salto Ángel de la mano de un guía indígena» ❖ «XV Festival de Jazz en Toledo» *Teacher may substitute authentic readings/audios Vocabulary: Adjectives of description, hobbies, interests and terms related to national and ethnic identities. The following are suggested activities and they are not the only activities that will cover the learning objectives. The teacher may modify the activities based on students’ interests and current events using a variety of sources and texts. They do not describe a linear progression of all activities that are done under each theme. Written Interpersonal Communication Write an email with the following guidelines after reading «Borges y yo», by Jorge Luis Borges

1. Correo electrónico (Después de leer y analizar la lectura «Borges y yo», por Jorge Luis Borges) ¿Alguna vez te has sentido arrinconado por tus amigos? Responde a este correo electrónico de un amigo, intentando aliviar sus preocupaciones. En tu respuesta, debes hacer referencia al tema de la identidad personal y la identidad pública; es decir, cómo uno se percibe a sí mismo/a y cómo lo perciben los demás. Hola, María José: ¡Necesito tu ayuda! ¡Estoy deprimido! Te cuento... Esta tarde estaba en una práctica de fútbol cuando me ocurrió algo muy raro. Sé que no soy el mejor jugador del equipo, pero me defiendo, ¿verdad? Pues, corría tras la pelota cuando y de repente: ¡plaf!, me atropelló otro miembro del equipo (no quiero decirte quién). Estoy seguro que lo hizo a propósito. Es más, te juro que los otros miembros del equipo se reían de mí. ¿Puede ser mi imaginación? Siento como que no me quieren en el equipo. ¿Qué te parece? Pedro 2. HELP! Write a response after reading «Clases de autoestima». Ayuda (Después de leer «Clases de autoestima») Acabas de leer este comentario de un usuario de una red social que frecuentas. Escribe una respuesta para ayudar a esta persona. Hola. Tengo 17 años y me encuentro muy deprimido porque no logro sentirme bien conmigo mismo. Soy muy tímido y me da temor tener amigos. Si me invitan a salir, usualmente me niego porque pienso que soy aburrido y que me invitan solo por compasión. Por favor ayúdenme.

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 Who would you give the following advice to? In small groups, discuss the circumstances in which you would offer the following advice. Explain how this would help the person transform their self-image in a positive manner. (Temas page 364)

1. Don’t compare yourself to others. 2. Think about everything you have accomplished. 3. Try or learn new things. 4. Try to change only what you can.

5. Establish reasonable goals. 6. Value your ideas and opinions 7. Reinforce your values and qualities 8. Maintain or add to your social relationships 9. Enjoy your life

Audio, Visual, and Audiovisual Interpretive Communication Students will:

● Read the article “Los videojuegos pueden ser peligrosos”(Triángulo pg.191) ● Interpret the chart also found on page 191 (visual) ● Listen to audio “Sueños:Vidajuego” ● Write a persuasive essay answering the following question: ¿Deben los padres restringuir el uso de videojuegos a sus hijos?

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?vjldJfUMfbJU

● Students view the video (1:11-2:14) “El reto de ser joven latino en Estados Unidos.”www.youtube.come/watch?v=j6W_xXvRc2Y

● In 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 questions could be: Do you people in your community questions their identity based on their experiences?

UNIT 6 - ¿Cómo se define la belleza?

5 weeks NJSLS: [7.1.AL.A.2] [7.1.IH.A4.5.6.7.8] [7.1AL.B1.2.3.4.5.6.] [7.1.IH.C.2] [7.1.AL.C2]

Theme: Beauty and Aesthetics / La belleza y la estética Contexts Included: ● Architecture / La arquitectura

● Defining Beauty / Definiciones de la belleza ● Defining Creativity / Definiciones de la creatividad ● Fashion and Design / La moda y el diseño ● Language and Literature / El lenguaje y la literatura ● Visual and Performing Arts / Las artes visuales y escénicas

Essential Questions: ● How are perceptions of beauty and creativity established? / ¿Cómo se establecen las percepciones de la belleza y la

creatividad? ● How do ideals of beauty and aesthetics influence daily life? / ¿Cómo influyen los ideales de la belleza y la estética en la vida

cotidiana? ● How do the arts both challenge and reflect cultural perspectives? /

¿Cómo las artes desafían y reflejan las perspectivas culturales? Lecturas auténticas : «El concepto de lo estético a través de la historia» «Encuesta sobre la belleza» «Hipsters, la moda de no estar a la moda» «Resultados de la encuesta: ¿qué opinas de las marcas de moda?» «La literatura y la vida», por Mario Vargas Llosa Cien años de soledad , por Gabriel García Márquez «Lo mágico, enigmático y místico en el arte de Remedios Varo» «Museo Nacional de Bellas Artes» Selecciones auténticas de audio: «Belleza y autoestima» «¿Ser diseñador es un privilegio?» «Isabel Allende: “Escribir es igual que enamorarse”»O «30 años del Guernica»N *Teacher may substitute authentic readings/audios VOCABULARY: Physical and emotional characteristics, analyzing fine art, visual arts, fashion Spoken Interpersonal and Communication Social circles/ cliques – (Before reading Hipsters, la moda de no estar a la moda»)

Los círculos sociales (Antes de leer « Hipsters, la moda de no estar a la moda») Students will answer the following questions: Contesta estas preguntas con toda la clase para discutir acerca de los círculos sociales de tu escuela:. 1. ¿En tu escuela hay tribus urbanas (subculturas como la hipster o la gótica)? 2. ¿Cuáles son los distintos grupos sociales? 3. ¿Cómo se distinguen esos grupos? 4. ¿Cómo se pueden identificar los miembros de un grupo social según su vestimenta, sus intereses o los lugares donde pasan su tiempo libre? 5. ¿Cuáles modas son populares en cada grupo? 6. ¿Cuáles marcas de ropa son populares en cada grupo? Spoken Interpersonal and Presentational Communication A Survey: (Before reading «Encuesta: ¿qué opinas de las marcas de moda?) Una encuesta (Antes de leer «Encuesta: ¿qué opinas de las marcas de moda?) In small groups, create a survey to determine if students in your Spanish class like to wear designer clothing and why. What are their favorite brands / labels and what do you think of people that don’t choose clothing based on the label. Students will then organize the data they collected and present a visual to the class in a short presentation of the information gathered. En pequeños grupos, elaboren una encuesta para averiguar si a los estudiantes de español les gusta llevar ropa de marca y por qué; qué marcas son sus favoritas y qué opinan de las personas que no eligen ropa en función de la marca. Después de obtener sus respuestas, organicen los resultados visualmente en un cuadro o con barras estadísticas. ( Esta estrategia sirve bien para ayudar a los estudiantes con el desarrollo e interpretación de tablas y gráficas. )

Written Presentational Communication (After reading «Hipsters, la moda de no estar a la moda») Students will look for information on an urban tribe from the Spanish-speaking world. Find an image that represents said tribe and describe it in a short paragraph. Include the following aspects in your description: (list in Spanish below) Tribus urbanas (Después de leer « Hipsters, la moda de no estar a la moda») Busca información sobre una tribu urbana del mundo hispanohablante. Encuentra la imagen de una persona que represente dicha tribu y descríbela en un pequeño párrafo. Incluye estos aspectos en tu descripción:

❖ su apariencia general ❖ su ropa (marca, estado) ❖ sus accesorios ❖ su peinado ❖ sus intereses ❖ sus valores

Spoken Presentational Communication

Investigación preliminar (Antes de escuchar «¿Ser diseñador es un privilegio?») Use the Internet and find basic information about one of the designers listed below (or one that you may be interested in finding information about) Prepare a 2 minute oral presentation giving information about their origin, the area of fashion they focus on and their importance in the world of fashion.

Usa Internet para buscar información básica sobre alguno de estos diseñadores (u otro que te interese). Luego, infórmale a tu clase sobre sus orígenes, su área de desempeño y su importancia en el mundo del diseño.

❖ Cristóbal Balenciaga ❖ Manolo Blahnik ❖ Rubén Fontana ❖ Oscar de la Renta ❖ Carolina Herrera ❖ Ágatha Ruiz de la Prada ❖ Ángel Sánchez

Print Interpretive Communication Students will answer reading comprehension questions based on selected readings from this unit. Spoken Presentational Communication Students select a new painter from the Spanish-speaking world. They select a painting from his/her collection. Students will pair up and compare their artists. They will prepare a multimedia presentation discussing the similarities and differences and comment on which painting they prefer and why. Visual Interpretive Communication and Spoken Interpersonal Communication Teacher shows images of some of the most renowned Spanish and Latin American artists. Using the vocabulary words from this unit, students, in small groups, analyze the art and say as much as they can about the art and artist.

TEXTBOOKS / ADDITIONAL TEACHER AND STUDENT RESOURCES

TEMAS AP® Spanish Language and Culture (Vista Higher Learning 2013) TEMAS AP® Spanish Language and Culture Exam Preparation (Vista Higher Learning 2013)

Triángulo Aprobado (Wayside Publishing 2013) Gatski, Barbara and McMullan, John AP Spanish: Preparing for the Language Examination Third Edition (Pearson Prentice Hall Publishers, 2007) by José Díaz, Margarita Leicher-Prieto, and Gilda Nissenberg. Breaking the Spanish Barrier (Advanced) Conner, John ., Folts, Cathy. (Cindy Beams Publisher 2013)

Abriendo Paso Temas y lecturas, . (Pearson Education, 2014 )by José M. Diaz, Maria F. Nadel

Abriendo Paso, Gramática. (Prentice Hall, 2013 )by José M. Diaz, Maria F. Nadel Graded Spanish Reader – Primera Etapa, Alternate. Third Edition (D.C. Heath and

Company 1996) by Justo Ulloa and Leonor Alvarez de Ulloa.

Barron’s – The leader in Test Preparation AP Spanish. Sixth Edition. 2008 (Barron’s Educational Series) by Alice G. Springer, Ph.D.

La casa en mango street. (Vintage Books, 1984) Sandra Cisneros

Nuevas Vistas – Curso Avanzado uno y Curso Avanzado dos (Holt, Rinehart and Winston 2004)

Additional Literary Selections

These selections have been chosen for the AP Spanish Language and Culture course. They may be included as additional reading selections to complement the 6 themes as they will be studied in the new AP Spanish Language and Culture course. Note that other authentic literary material will be presented during the year.

● Una carta a Dios - Gregorio López y Fuentes (Mexico) ● Sala de espera - Enrique Anderson Imbert (Argentina) ● El tiempo borra - Javier de Viana (Uruguay) ● Leyenda - Jorge Luis Borges (Argentina) ● Un oso y un amor - Sabine R. Ulibarri (U.S.: Chicano) ● El nacimiento de la col - Ruben DarÌo (Nicaragua) ● Seis estrellas de España: El Greco, Velázquez, Murillo, Goya, Picasso, Dalí ● Cajas de cartón - Francisco Jiménez (U.S.: Chicano) ● Una sortija para una novia - Humberto Padró (Puerto Rico) ● La camisa de Margarita - Ricardo Palma (Perú) ● El general Rueda - Nellie Campobello (Mexico) ● Apocalipsis - Marco Denevi (Argentina) ● El décimo - Emilia Pardo Baz·n (Spain) ● Bernardino - Ana MarÌa Matute (Spain) ● El beso de la Patria - Sonia Rivera-Valdés (Cuba) ● La casa en Mango street – Sandra Cisneros (US: Chicano) ● La pared - Vicente Blasco Ibañez (Spain) ● Un dÌa de estos - Gabriel GarcÌa M·rquez (Colombia) ● Un viejo con unas alas enormes – Gabriel Garcia Marquez (Colombia) ● Paula – Isabel Allende (Chile) ● Como agua para chocolate – Laura Esquivel (Mexico) ● Versos Sencillos – Jose Martí (Cuba) ● La vieja casona - Julieta Pinto (Costa Rica) ● La conciencia - Ana MarÌa Matute (Spain) ● Casa tomada - Julio Cort·zar (Argentina) ● Un perro, un niño, la noche - Amalia Rendic (Chile) ● En el fondo del caño hay un negrito -José Luis González (Puerto Rico) ● A la deriva - Horacio Quiroga (Uruguay) ● La gallina de los huevos de oro - Félix María Samaniego (Spain) ● De lo que aconteció a un mancebo que se casó con una mujer muy

fuerte y muy brava - Don Juan Manuel (Spain)

Internet sources: www.apcentral.collegeboard.com http://www.colby.edu/~bknelson/exercises www.yabla.com www.tobreak.com www.info@tobreak.com www.quizlet.com www.ciberoteca.com/valenciano/search/lstobrasautor.asp www.educa.madrid.org/web/cp.garcialorca.alcala www.themodernword.com/gabo/gabo/_biography.html www.veintemundos.com/en www.mla.org/style www.lanic.utexas.edu/la/region/literature www.20minuto.es www.studyspanish.com www.mvargasllosa.com www.brown.edu/Departments/LRC/pluma/links.shtml www.wfu.edu/users/hughtd4/resources.htm www.personal.psu.edu/users/m/x/mxy159/res.htm www.sispain.com www.elmundo.es/index.html www.msxml.webcrawler.com www.ver-taal.com/ http://cvc.cervantes.es/aula/lecturas/ www.teachspanish.net/enlaces www.peopleenespanol.com www.puerta-del-sol.com http://news.bbc.co.uk/hi/spanish/news/ http://www.elmundo.es/ http://www.cnn.com/español/ www.elpais.es/multimedia.html - Videos www.tierramerica.net/radio/audio.shtml www.nuevoshorizontes.org - Radio en Español www.univision.com -

www.elpais.es www.rtve.es/rne/ree - Radio de España www.unicef.org/spanish/videoaudio/video_radio.html www.un.org/radio/es - Radio Naciones Unidas www.elmundo.es www.rae.es - Real Academia Española www.bowdoin.ede/eyepes/latam/index.html ADDITIONAL AUTHENTIC MATERIAL Movies - (may be used as supplemental material) ● Valentín - (2002) Argentina Directed by: Alejandro Agresti ● Diarios de Motocicleta. (2004) Ernesto 'Che' Guevara, film. FilmFour, ● Casi Casi – (2006) Puerto Rico Directed by Jaime and Tony Vallés ● Il Postino – (1994) by Michael Radford (part of film about metaphors discussing the life of Pablo Neruda) ● Machuca – (2004) Claudio Carvalho, Rio de Janeiro, Brazil ● El norte – (1983) Directed by Gregory Nava ● Como agua para chocolate (1992) Directed by Alfonso Arau Films and DVDs ● La Cuba Mia. Hosted by Celia cruz and Miliki, music documentary film. Osos entertainment, ● El diario de Juanes. DVD. Universal Music and Video Distribution, 2003. ● Ricardo Arjona - solo. DVD. Sony Music Distribution, 2004. ● Roberto Clemente – PBS Broadcasting ● Salvador Dalí – una entrevista ● Pablo Picasso Music Music from a variety of Spanish and Latin American artists will be introduced and used as a form of authentic material to be included in the study of culture. Some of these artists are Julio and Enrique Iglesias, Juanes, Shakira, Ricky Martin, Selena, Ricardo Arjona, Alejandro Sanz, Carlos Vives, El Gran Combo, Juan Luis Guerra, Marc Anthony, Celia Cruz, Luis Miguel, and many others.

Modifications/Strategies for Student Populations

*Interdisciplinary **21st Century Themes and Skills

21st Century Themes &

Skills**

Special Education/Gifted

ELL

At Risk of School

Failure

Benchmarking

Career Skills

1. Guest Speakers* 2. Multimedia/Videos 3. Interviews* 4. Resumes* 5. Letters 6. Public Speaking 7. Naviance

Communication: Information Media Technology

Skills 1. Presentations w/Visuals 2. Authentic Audio 3. Debates* 4. Socratic Seminar 5. Think-Pair-Share 6. Email responses

Collaboration 1. Cooperative Projects 2. Group Collaboration using TL 3. Jig Saw 4. Reading Groups

Special Education 1. Providing

Notes/Modified Notes a. PowerPoints b. Text with

Annotations 2. Providing Anchor

Copies with Rubrics 3. Guided Reading

a. Highlighting b. Underlining c. Providing

Definitions d. Outlining

4. Audio Books 5. Enhanced Digital

Texts 6. Modeling 7. Chunking 8. Scaffolding 9. Repeat/Rephrase 10. Manipulatives/Visuals 11. Realia 12. Graphic Organizers

1. Word to Word Dictionaries

2. Bilingual Dictionaries

3. Total Physical Response

4. Native/Non-Native Speaker Groupings

5. Providing Notes/Modified Notes

a. PowerPoints b. Text with

Annotations 6. Providing Anchor

Copies with Rubrics 7. Guided Reading

a. Highlighting b. Underlining c. Providing

Definitions d. Outlining

8. Audio Books

1. Providing Notes/ Modified Notes

a. PowerPoints

b. Text with Annotations

2. Providing Anchor Copies with Rubrics

3. Guided Reading a. Highligh

ting b. Underlin

ing c. Providin

g Definitions

d. Outlining

4. Audio Books

1. Pre and Post SGO Assessments

5. Socratic Seminar

Creativity 1. Visual Interpretations 2. Creative Writing

a. Modernized Versions of Text

b. Narratives c. Poems d. Drama

Critical Thinking

1. Text Analysis 2. Peer Review 3. Reading & Writing

a. Evaluate b. Compare c. Contrast d. Analyze e. Synthesize f. Create

Technology 1. SMART Board 2. iPads 3. Text to Speech 4. Podcasts 5. Virtual Field Trips 6. Quizlet 7. Socrative 8. Kahoot 9. Wikis 10. Google Drive

13. Study Guides 14. Portfolios 15. Modified Texts 16. Conferencing

a. Student b. Parent c. Guidance d. Administration e. CST

17. Tutoring/Extra Help Gifted

1. Self-Directed Learning Independent Research*

2. Individualized Pacing 3. Supplemental Texts

(Higher Lexile Levels)*

4. Virtual High School

9. Enhanced Digital Texts

10. Modeling 11. Scaffolding 12. Repeat/Rephrase 13. Manipulatives/

Visuals 14. Realia 15. Graphic Organizers 16. Study Guides 17. Portfolios 18. Modified Texts 19. Conferencing

a. Student b. Parent c. Guidance d. Administrati

on e. CST

20. Tutoring/Extra Help

5. Enhanced Digital Texts

6. Modeling 7. Chunking 8. Scaffolding 9. Repeat/Rephras

e 10. Manipulatives/

Visuals 11. Realia 12. Graphic

Organizers 13. Study Guides 14. Portfolios 15. Modified Texts 16. Priority Seating 17. Checking

Assignments Pads

18. Conferencing a. Student b. Parent c. Guidanc

e d. Adminis

tration e. CST

19. Tutoring/Extra Help