AP & SPANISH V LANGUAGE COURSE SYLLABUS
TEACHER: Camilo Moreno
North Reading High School
Phone: (978) 664-7800 ext. 5341
Email: [email protected]
Course Overview
Welcome to the Advanced Placement and level V Spanish Language class! ¡Bienvenidos! The AP and Spanish V Language and Culture course is a rigorous course taught exclusively in Spanish that requires students to improve their proficiency across the three modes of Communication (Interpersonal, Interpretive, and Presentational) defined in the Standards for Foreign Language Learning in the 21st Century and described in more detail in the ACTFL Performance Descriptors for Language Learners. [CR1]
This language course will focus on the themes for the Spanish Language and Culture Curriculum (Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Esthetics). AP Spanish Language and Culture is a language acquisition course designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where Spanish is spoken.
Course Objectives
At the core of the AP and Spanish V Language and Culture course are six groups of learning objectives identifying 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:
Text-books- Abriendo paso (Temas y lecturas and Gramática) AP Spanish (José M. Díaz) Tejidos and Triángulo Aprobado.
Daily/Weekly/Monthly Activities to address Learning Objectives
La palabra del día—students explore a word a day, analyze its meaning, find root words, synonyms and antonyms, and make linguistic comparisons. [CR8]
La noticia del día—once a week, students take turns giving a short presentation about a relevant news story, summarize it for the class, and ask questions to create opportunities for open-ended discussion. [CR3a] & [CR5a]
El diario de las noticias—students keep a journal of the daily news presented in class with new vocabulary and reactions. [CR5b]
La discusión de la semana—at various times during the year, students are responsible for posting a link to a news article, video, or podcast to the class blog, and creating a discussion question for all in class to participate in an online discussion. [CR3b]
Día de película—once every quarter, the students watch a movie from a Spanish-speaking country. Cultural and historical relevance will be considered when selecting these films. As an alternative to día de Película, the class can host a día de Cultura where students can show their projects and/or invite a guest speaker, either a member of a consulate or a member of the immigrant community. [CR9]
Escritura-once every quarter the students Write coherent analytical or persuasive essays of synthesis in reaction to various sources on cultural, social, environmental, or academic issues, with control of Spanish grammar and syntax. [CR3b]
Presentaciones- Students express themselves orally by describing ideas and points of view, and supporting their opinions. Students analyze, interpret, and present information orally using various presentational techniques. [CR3a]
Grading
Grades reflect performance on the following weighted categories throughout the semester:
Expectations
Course Planner
The following are a sample of activities throughout the course and may be modified based on students’ interests and current events. They do not describe a linear progression of all activities that are done under each theme.
Theme 1: Los desafíos mundiales [CR6a]
Recommended Contexts: Economic Issues, Environmental Issues, Health-Care and Medicine.
Essential Questions:
1. ¿Cuáles son los desafíos sociales, políticos y del medio ambiente que enfrentan las sociedades del mundo?
2. ¿Cuales son los orígenes de esos desafíos?
Introduction to the theme: Students will have a discussion/debate about this topic. [CR3a]
Vocabulary: Government, politics, environment, and health
Students are presented with a graphic organizer. Based on the vocabulary topic: el medioambiente, they generate a list of “cluster” words that relate to the topic.
Students will participate in a “jigsaw” activity.
Day 1: Students will be divided into groups of three or four students. Each group will have a different article that they will read. Each student in each group will become the “expert” for that particular article.
http://www.ambientum.com/revista/articulos.htm/ [CR4b]
http://cnnespanol.cnn.com/tag/medio-ambiente [CR4b]
Day 2: • Students form new groups so that each group has an expert on each of the different articles. Each student summarizes the information regarding the article that his/her group worked on the day before. Other students listen attentively, take notes, ask questions, etc. [CR3a]
Finally, the group chooses the article that they find the most interesting. Based on the content, they write an opinion column for a newspaper, using evidence from the article they have read. [CR5a]
As an extension activity, one student from each group shares the editorial with the class. [CR5b]
Theme 2: La ciencia y la tecnología [CR6b]
Recommended Contexts: Access to Technology, Effects of Technology on Self and Society, Science and Ethics.
Essential Questions:
1. ¿Cómo impacta la tecnología en tu vida personal?
2. ¿Crees que son una ventaja o una desventaja los avances tecnológicos del mundo actual?
Introduction to the theme: Students have a class discussion about how technology impacts the students’ personal lives. [CR3a]
Vocabulary: Technology and science
Students brainstorm a banco de vocabulario to activate prior knowledge; what words have they learned that will help them with this topic. The teacher will also decide which new words to include after the students have had an opportunity to generate the word bank.
Sustantivos
Infinitivos
Adjetivos
Written and Print Interpretive Communication
Students will read the article from the following website at home. http://www.monografias.com/trabajos15/nvas-tecnologias/nvas-tecnologias.shtml and analyze the role of technology in marketing and image creation. [CR4b]
For homework, students react to the article and a partner’s comments, creating a written discussion thread. [CR3b]
Written Interpersonal Communication: Other ideas for blog discussions
1. Since the invention of the Internet there has been a sort of media revolution. Technology transforms methods of communication. What do you think of the technological revolution? Where is it taking us?
2. It’s been said that television, computer, and video games have led to a lack of imagination in today’s youth. Do you agree?
3. It is said that the computer will replace print media. Do you agree? What does the future hold for print media? [CR3b]
Further activities to conclude this unit: Students will design/create a new product. They will present a rationale for the creation of the product, design a marketing campaign using media and both print and tech-rich ads (e.g., posters, tv/internet ads), and will “sell” it to the rest of the class. Classmates will vote on the best product. [CR5a] & [CR5b]
Theme 3: La vida contemporánea [CR6c]
Essential Questions:
Interpretive Communication, Presentational Communication, Interpersonal Communication
Activity #1:
In class, students discuss these questions in small groups: ¿Existe la diversidad cultural en tu comunidad, por qué sí o por qué no? ¿Por qué decide alguna gente mudarse a tu comunidad? [CR3a] & [CR7]
Students make a list of possible reasons why people emigrate to the United States and how this impacts, both positively and negatively, their communities. They discuss these with classmates and share their opinions. [CR3a]
Students watch the video segments from the PBS Series; “THE CITY, LA CIUDAD”. After each segment, students are asked to reflect on each situation via in-class discussion. See resources.
Students watch the movie “Al Otro Lado” Univision Communications, Inc. 2007.
After students view the movie they:
Critique the treatment of immigration in the three countries mentioned; Mexico, Cuba, and Morocco, via discussion/Socratic Seminar with others in class. [CR3a]
Compare and contrast immigration issues in their own state with the issues facing the children in the movie, and larger issues regarding immigration in the Spanish-speaking world. [CR8]
Give an oral presentation that provides a solution for immigration issues facing their own community. [CR5a]
Write a movie critic for the local newspaper. [CR5b]
Ideas for Summative Assessments:
While considering the essential questions: ¿Cuáles son los desafíos de la vida contemporánea? ¿Por qué decide alguna gente emigrar a otro país?, students research and analyze trends and problems within the movement of human populations, citing specific data. They use this information to:
Compare and contrast migration in the U.S. and in Hispanic countries. [CR8]
Offer solutions in a written format. [CR5b]
Theme 4: Las identidades personales y públicas [CR6d]
Essential Questions:
Connections also to the themes of: Los desafíos mundiales, La vida contemporánea, Las familias y las comunidades.
Activate Prior Knowledge to Explore the Theme: Spoken Interpersonal and Presentational Communication
1. Whole class: Discussion to explore this unit’s theme and recommended contexts based on questions such as:
¿Qué es un héroe?
¿Cómo describirían su identidad nacional?
¿Es la identidad étnica tan importante como la identidad nacional?
¿Cuáles son sus creencias personales?
¿Cómo se formaron? [CR3a]
2. Think/Pair/Share Activity: Students think of an Hispanic hero in the U.S. and identify the contributions s/he has made for the well being of our society. After discussing in pairs, students share with the class as a whole. [CR3a] & [CR5a]
Explore Personal Beliefs About Self-image: Written Interpersonal communication; formative assessment Students write in a blog on the teacher’s website to answer the following questions: ¿Por qué es importante la autoestima de una persona? ¿Cómo afecta el destino de la persona?
Connecting to Authentic Resources: Audio, Visual, and Audiovisual Interpretive Communication, Written and Print Interpretive Communication
1. As a homework assignment, students access the following audio visual/written resource from BBCmundo.com (“EE.UU. y la educación: la batalla de una familia de inmigrantes”) to learn about problems that immigrant parents face helping their children with schoolwork and what this family defines as a new form of racism: www.bbc.co.uk/mundo/noticias/2011/09/110916_video_nuevo_mexico_cristian. shtml. [CR4b]
To help guide the students, they first read over the following questions:
Students share out their responses to these questions in think-pair-share groups and are also encouraged to add their own opinions. [CR3a]
After viewing the news report, students participate in an interactive conversation recording using Interactive Conversations through CLEAR, from Michigan State University: http://clear.msu.edu/teaching/online/ria/. This is then assessed using the AP World Language and Culture scoring guidelines for Spoken Interpersonal Communication. During class discussion the next day, they present reactions to these questions:
¿Cómo es la autoestima de estos padres en este video con respecto a su habilidad de ayudar a su hijo a tener éxito en sus estudios?
Si fueras capaz de realizar cambios como oficial de la escuela,
¿qué harías para mejorar la situación de las familias que se encuentran en esta situación?
Theme 5: Las familias y las comunidades [CR6e]
Essential Questions:
Interpretive Communication, Interpersonal Communication
Activity #1:
In an online discussion forum, students respond/comment on the essential questions. Students also comment on two of their classmates’ responses. [CR3b]
In class, the teacher asks students, using adjectives, to identify the characteristics of “good parents.”Los buenos padres son…
For homework that evening, students respond to the following questions in written format:
¿Cómo se sentirían tus padres si te convirtieras en un delincuente? ¿Cambiaría su actitud hacia ti,por qué?
In class the next day, one half of the class reads “No oyes ladrar los perros” by Juan Rulfo, and the other half of the class reads “La siesta del martes” by García Márquez. [CR2c]
Presentational Communication
In class, students break out into groups; they compare the relationships of these two families and write a comparative group essay. [CR4b] & [CR5b]
Interpretive Communication, Presentational Communication, Interpersonal Communication
Activity #2:
Students respond to the essential question, ¿Cómo es tu familia y qué papel desempeña en tu vida? In the online discussion forum, students comment on other responses from classmates. [CR3b]
In class, students make a list of the characteristics of a family in their community with a partner. They then discuss the ways in which a family has changed over the last 20 years. [CR3a]
Students share with another pair of students their ideas/responses to the question. [CR3a]
Students view the following art images, “La familia de Carlos IV,” by Goya and“En familia” by Botero and make a written comparison between the two works of art. How are they different; what do they have in common? [CR5b]
Theme 6: La belleza y la estética [CR6f]
Esssential Question:
Interpretive Communication, Presentational Communication, Interpersonal Communication
Activity #1:
Students respond to the following quote: “La belleza que atrae rara vez coincide con la belleza que enamora” from José Ortega y Gasset in written format, justify their answer, and submit an image of what they define as beautiful. [CR5b]
In class the next day, students view several images (i.e. The Mona Lisa, El Niño Azul, as well as those submitted by the students) and they vote for their favorite image. The teacher takes the data and creates a chart to be the basis for class discussion. The next day in class, students analyze the data and share their opinions based on the information provided. [CR4a]
Activity #2:
In the online discussion forum, students interpret the following idiomatic expression, writing a response as to what they think the expression means: ¿Hace el hábito al monje? [CR3b]
In class the next day, the teacher selects two or three of the most provocative comments to share with the class. These are presented to the class for consideration. Students then discuss the following two questions in small groups: ¿Cómo impacta positiva o negativamente el uso del uniforme en el ambiente académico?
¿Cómo te sentirías si el año próximo fuera obligatorio llevar uniforme a nuestro colegio? [CR3a]
Students then listen to the one act play by Sergio Vodanovic: “El delantal blanco.” [CR2c] & [CR4a] As students read along, they consider how clothes reflect our identity and our behavior. As they listen, students complete the following grid:
¿Cómo se comportaba la empleada antes de cambiar de ropa con la señora?
¿Cómo se comportaba la empleada después de cambiar de ropa con la señora?
When they finish listening, students discuss the behavior of the maid before and after she switches clothes with the “Señora,” and their interpretation of the story. [CR3a]
TEACHER: Camilo Moreno
North Reading High School
Phone: (978) 664-7800 ext. 5341
Email: [email protected]
Course Overview
Welcome to the Advanced Placement and level V Spanish Language class! ¡Bienvenidos! The AP and Spanish V Language and Culture course is a rigorous course taught exclusively in Spanish that requires students to improve their proficiency across the three modes of Communication (Interpersonal, Interpretive, and Presentational) defined in the Standards for Foreign Language Learning in the 21st Century and described in more detail in the ACTFL Performance Descriptors for Language Learners. [CR1]
This language course will focus on the themes for the Spanish Language and Culture Curriculum (Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Esthetics). AP Spanish Language and Culture is a language acquisition course designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where Spanish is spoken.
Course Objectives
At the core of the AP and Spanish V Language and Culture course are six groups of learning objectives identifying 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
Text-books- Abriendo paso (Temas y lecturas and Gramática) AP Spanish (José M. Díaz) Tejidos and Triángulo Aprobado.
Daily/Weekly/Monthly Activities to address Learning Objectives
La palabra del día—students explore a word a day, analyze its meaning, find root words, synonyms and antonyms, and make linguistic comparisons. [CR8]
La noticia del día—once a week, students take turns giving a short presentation about a relevant news story, summarize it for the class, and ask questions to create opportunities for open-ended discussion. [CR3a] & [CR5a]
El diario de las noticias—students keep a journal of the daily news presented in class with new vocabulary and reactions. [CR5b]
La discusión de la semana—at various times during the year, students are responsible for posting a link to a news article, video, or podcast to the class blog, and creating a discussion question for all in class to participate in an online discussion. [CR3b]
Día de película—once every quarter, the students watch a movie from a Spanish-speaking country. Cultural and historical relevance will be considered when selecting these films. As an alternative to día de Película, the class can host a día de Cultura where students can show their projects and/or invite a guest speaker, either a member of a consulate or a member of the immigrant community. [CR9]
Escritura-once every quarter the students Write coherent analytical or persuasive essays of synthesis in reaction to various sources on cultural, social, environmental, or academic issues, with control of Spanish grammar and syntax. [CR3b]
Presentaciones- Students express themselves orally by describing ideas and points of view, and supporting their opinions. Students analyze, interpret, and present information orally using various presentational techniques. [CR3a]
Grading
Grades reflect performance on the following weighted categories throughout the semester:
- Class participation (oral and written) 15%
- Homework & AP Tutorials 15%
- Projects/Essays/Presentations 30%
- Final Exam 10%
- Tests/Quizzes 30%
Expectations
- 1. Daily participation in class activities ¡en español! is crucial and expected.
- 2. Keep a 3-ring binder for notes, homework, and handouts.
- 3. keep binder organized in 3 sections: 1)weekly calendar, assignments; 2) vocabulary lists, grammar handouts; 3) essays, and resources.
- 4. Bring your book, binder, writing instruments, and a positive attitude to class daily.
- 5. Check calendar, and turn in work even if absent. It is your responsibility, and the purpose of the calendar!
- 6. Meet deadlines, be responsible for make-ups, and manage time effectively.
- 8. Attend every class and be punctual. Poor attendance as well as tardiness will result in loss of participation points.
Course Planner
The following are a sample of activities throughout the course and may be modified based on students’ interests and current events. They do not describe a linear progression of all activities that are done under each theme.
Theme 1: Los desafíos mundiales [CR6a]
Recommended Contexts: Economic Issues, Environmental Issues, Health-Care and Medicine.
Essential Questions:
1. ¿Cuáles son los desafíos sociales, políticos y del medio ambiente que enfrentan las sociedades del mundo?
2. ¿Cuales son los orígenes de esos desafíos?
Introduction to the theme: Students will have a discussion/debate about this topic. [CR3a]
Vocabulary: Government, politics, environment, and health
Students are presented with a graphic organizer. Based on the vocabulary topic: el medioambiente, they generate a list of “cluster” words that relate to the topic.
Students will participate in a “jigsaw” activity.
Day 1: Students will be divided into groups of three or four students. Each group will have a different article that they will read. Each student in each group will become the “expert” for that particular article.
http://www.ambientum.com/revista/articulos.htm/ [CR4b]
http://cnnespanol.cnn.com/tag/medio-ambiente [CR4b]
Day 2: • Students form new groups so that each group has an expert on each of the different articles. Each student summarizes the information regarding the article that his/her group worked on the day before. Other students listen attentively, take notes, ask questions, etc. [CR3a]
Finally, the group chooses the article that they find the most interesting. Based on the content, they write an opinion column for a newspaper, using evidence from the article they have read. [CR5a]
As an extension activity, one student from each group shares the editorial with the class. [CR5b]
Theme 2: La ciencia y la tecnología [CR6b]
Recommended Contexts: Access to Technology, Effects of Technology on Self and Society, Science and Ethics.
Essential Questions:
1. ¿Cómo impacta la tecnología en tu vida personal?
2. ¿Crees que son una ventaja o una desventaja los avances tecnológicos del mundo actual?
Introduction to the theme: Students have a class discussion about how technology impacts the students’ personal lives. [CR3a]
Vocabulary: Technology and science
Students brainstorm a banco de vocabulario to activate prior knowledge; what words have they learned that will help them with this topic. The teacher will also decide which new words to include after the students have had an opportunity to generate the word bank.
Sustantivos
Infinitivos
Adjetivos
Written and Print Interpretive Communication
Students will read the article from the following website at home. http://www.monografias.com/trabajos15/nvas-tecnologias/nvas-tecnologias.shtml and analyze the role of technology in marketing and image creation. [CR4b]
For homework, students react to the article and a partner’s comments, creating a written discussion thread. [CR3b]
Written Interpersonal Communication: Other ideas for blog discussions
1. Since the invention of the Internet there has been a sort of media revolution. Technology transforms methods of communication. What do you think of the technological revolution? Where is it taking us?
2. It’s been said that television, computer, and video games have led to a lack of imagination in today’s youth. Do you agree?
3. It is said that the computer will replace print media. Do you agree? What does the future hold for print media? [CR3b]
Further activities to conclude this unit: Students will design/create a new product. They will present a rationale for the creation of the product, design a marketing campaign using media and both print and tech-rich ads (e.g., posters, tv/internet ads), and will “sell” it to the rest of the class. Classmates will vote on the best product. [CR5a] & [CR5b]
Theme 3: La vida contemporánea [CR6c]
Essential Questions:
- ¿Cuáles son los desafíos de la vida contemporánea?
- ¿Por qué decide alguna gente emigrar a otro país?
Interpretive Communication, Presentational Communication, Interpersonal Communication
Activity #1:
In class, students discuss these questions in small groups: ¿Existe la diversidad cultural en tu comunidad, por qué sí o por qué no? ¿Por qué decide alguna gente mudarse a tu comunidad? [CR3a] & [CR7]
Students make a list of possible reasons why people emigrate to the United States and how this impacts, both positively and negatively, their communities. They discuss these with classmates and share their opinions. [CR3a]
Students watch the video segments from the PBS Series; “THE CITY, LA CIUDAD”. After each segment, students are asked to reflect on each situation via in-class discussion. See resources.
Students watch the movie “Al Otro Lado” Univision Communications, Inc. 2007.
After students view the movie they:
Critique the treatment of immigration in the three countries mentioned; Mexico, Cuba, and Morocco, via discussion/Socratic Seminar with others in class. [CR3a]
Compare and contrast immigration issues in their own state with the issues facing the children in the movie, and larger issues regarding immigration in the Spanish-speaking world. [CR8]
Give an oral presentation that provides a solution for immigration issues facing their own community. [CR5a]
Write a movie critic for the local newspaper. [CR5b]
Ideas for Summative Assessments:
While considering the essential questions: ¿Cuáles son los desafíos de la vida contemporánea? ¿Por qué decide alguna gente emigrar a otro país?, students research and analyze trends and problems within the movement of human populations, citing specific data. They use this information to:
Compare and contrast migration in the U.S. and in Hispanic countries. [CR8]
Offer solutions in a written format. [CR5b]
Theme 4: Las identidades personales y públicas [CR6d]
Essential Questions:
- ¿Cómo se expresan los distintos aspectos de la identidad en diversas situaciones?
- ¿Cómo se desarrolla la identidad de una persona a lo largo del tiempo?
- ¿Cómo influyen la lengua y la cultura en la identidad de la persona?
Connections also to the themes of: Los desafíos mundiales, La vida contemporánea, Las familias y las comunidades.
Activate Prior Knowledge to Explore the Theme: Spoken Interpersonal and Presentational Communication
1. Whole class: Discussion to explore this unit’s theme and recommended contexts based on questions such as:
¿Qué es un héroe?
¿Cómo describirían su identidad nacional?
¿Es la identidad étnica tan importante como la identidad nacional?
¿Cuáles son sus creencias personales?
¿Cómo se formaron? [CR3a]
2. Think/Pair/Share Activity: Students think of an Hispanic hero in the U.S. and identify the contributions s/he has made for the well being of our society. After discussing in pairs, students share with the class as a whole. [CR3a] & [CR5a]
Explore Personal Beliefs About Self-image: Written Interpersonal communication; formative assessment Students write in a blog on the teacher’s website to answer the following questions: ¿Por qué es importante la autoestima de una persona? ¿Cómo afecta el destino de la persona?
Connecting to Authentic Resources: Audio, Visual, and Audiovisual Interpretive Communication, Written and Print Interpretive Communication
1. As a homework assignment, students access the following audio visual/written resource from BBCmundo.com (“EE.UU. y la educación: la batalla de una familia de inmigrantes”) to learn about problems that immigrant parents face helping their children with schoolwork and what this family defines as a new form of racism: www.bbc.co.uk/mundo/noticias/2011/09/110916_video_nuevo_mexico_cristian. shtml. [CR4b]
To help guide the students, they first read over the following questions:
- ¿Cómo te ayudaban tus padres con las tareas cuando estabas en la escuela primaria?
- ¿Cómo han participado tus padres en tus actividades escolares por los años?
- ,¿Es esta participación importante para tus padres y para ti? Explica tu respuesta.
Students share out their responses to these questions in think-pair-share groups and are also encouraged to add their own opinions. [CR3a]
After viewing the news report, students participate in an interactive conversation recording using Interactive Conversations through CLEAR, from Michigan State University: http://clear.msu.edu/teaching/online/ria/. This is then assessed using the AP World Language and Culture scoring guidelines for Spoken Interpersonal Communication. During class discussion the next day, they present reactions to these questions:
¿Cómo es la autoestima de estos padres en este video con respecto a su habilidad de ayudar a su hijo a tener éxito en sus estudios?
Si fueras capaz de realizar cambios como oficial de la escuela,
¿qué harías para mejorar la situación de las familias que se encuentran en esta situación?
Theme 5: Las familias y las comunidades [CR6e]
Essential Questions:
- ¿Cómo se definen las relaciones personales?
- ¿Cómo se define la familia en distintas sociedades?
- ¿Cómo impactan nuestras familias y comunidades nuestras relaciones personales y públicas? [CR3a]
Interpretive Communication, Interpersonal Communication
Activity #1:
In an online discussion forum, students respond/comment on the essential questions. Students also comment on two of their classmates’ responses. [CR3b]
In class, the teacher asks students, using adjectives, to identify the characteristics of “good parents.”Los buenos padres son…
For homework that evening, students respond to the following questions in written format:
¿Cómo se sentirían tus padres si te convirtieras en un delincuente? ¿Cambiaría su actitud hacia ti,por qué?
In class the next day, one half of the class reads “No oyes ladrar los perros” by Juan Rulfo, and the other half of the class reads “La siesta del martes” by García Márquez. [CR2c]
Presentational Communication
In class, students break out into groups; they compare the relationships of these two families and write a comparative group essay. [CR4b] & [CR5b]
Interpretive Communication, Presentational Communication, Interpersonal Communication
Activity #2:
Students respond to the essential question, ¿Cómo es tu familia y qué papel desempeña en tu vida? In the online discussion forum, students comment on other responses from classmates. [CR3b]
In class, students make a list of the characteristics of a family in their community with a partner. They then discuss the ways in which a family has changed over the last 20 years. [CR3a]
Students share with another pair of students their ideas/responses to the question. [CR3a]
Students view the following art images, “La familia de Carlos IV,” by Goya and“En familia” by Botero and make a written comparison between the two works of art. How are they different; what do they have in common? [CR5b]
Theme 6: La belleza y la estética [CR6f]
Esssential Question:
- ¿Cómo se definen las percepciones de la belleza?
Interpretive Communication, Presentational Communication, Interpersonal Communication
Activity #1:
Students respond to the following quote: “La belleza que atrae rara vez coincide con la belleza que enamora” from José Ortega y Gasset in written format, justify their answer, and submit an image of what they define as beautiful. [CR5b]
In class the next day, students view several images (i.e. The Mona Lisa, El Niño Azul, as well as those submitted by the students) and they vote for their favorite image. The teacher takes the data and creates a chart to be the basis for class discussion. The next day in class, students analyze the data and share their opinions based on the information provided. [CR4a]
Activity #2:
In the online discussion forum, students interpret the following idiomatic expression, writing a response as to what they think the expression means: ¿Hace el hábito al monje? [CR3b]
In class the next day, the teacher selects two or three of the most provocative comments to share with the class. These are presented to the class for consideration. Students then discuss the following two questions in small groups: ¿Cómo impacta positiva o negativamente el uso del uniforme en el ambiente académico?
¿Cómo te sentirías si el año próximo fuera obligatorio llevar uniforme a nuestro colegio? [CR3a]
Students then listen to the one act play by Sergio Vodanovic: “El delantal blanco.” [CR2c] & [CR4a] As students read along, they consider how clothes reflect our identity and our behavior. As they listen, students complete the following grid:
¿Cómo se comportaba la empleada antes de cambiar de ropa con la señora?
¿Cómo se comportaba la empleada después de cambiar de ropa con la señora?
When they finish listening, students discuss the behavior of the maid before and after she switches clothes with the “Señora,” and their interpretation of the story. [CR3a]