Warwick School District

Curriculum❯AP Spanish

AP Spanish

Grade Levels: 11 | 12 |

Course Description

"The AP Spanish Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts. The course develops students’ awareness and appreciation of products, both tangible (e.g., tools, books) and intangible (e.g., laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions that underlie both practices and products)." - AP Spanish Language and Culture, 2013-14 Curricular Framework Guide

Core Curriculum Content Standards

World Languages (2002)

  • COMMUNICATION in a Target Language (CONTENT STANDARDS)

    • STAGE 3

      • Know details of the sound system and spelling patterns of the target language.(12.1.S3.A)
      • Know advanced vocabulary and idiomatic expressions used in speaking and writing.(12.1.S3.B)
      • Recognize advanced vocabulary through listening and reading selections.(12.1.S3.C)
      • Know simple, compound and complex sentence and question structures in order to communicate and comprehend.(12.1.S3.D)
      • Analyze and compare the origins and meanings of common target language words used frequently in the English language.(12.1.S3.E)
      • Analyze how the target language has influenced the school curriculum.(12.1.S3.F)

    • STAGE 4

      • Know and compare distinct regional accents of the sound system of the target language.(12.1.S4.A)
      • Know enhanced vocabulary and idiomatic expressions used in complex oral and written communications.(12.1.S4.B)
      • Recognize enhanced vocabulary used in complex listening and reading selections.(12.1.S4.C)
      • Know and analyze simple, compound and complex sentence structures in order to communicate and comprehend current, past and upcoming events.(12.1.S4.D)
      • Describe the influence of historical events in the target culture/language that have an impact on the English language and culture.(12.1.S4.E)
      • Research, analyze and describe the target language’s influence in different areas of the school curriculum.(12.1.S4.F)

  • The Role of CULTURE in World Language Acquisition (CONTENT STANDARDS)

    • STAGE 3

      • Explain a variety of services, products and customs of the target culture.(12.3.S3.A)
      • Assess cultural patterns in a variety of social settings.(12.3.S3.B)
      • Compare and contrast the similarities and differences in social institutions between cultures.(12.3.S3.C)
      • Apply cultural information from a variety of sources in the target language about a topic being studied in other school subjects(12.3.S3.D)

    • STAGE 4

      • Analyze unfamiliar products, customs and institutions of the target culture.(12.3.S4.A)
      • Analyze the misconceptions that occur in cross-cultural situations.(12.3.S4.B)
      • Analyze perspectives, beliefs and assumptions evident in the target culture and other cultures.(12.3.S4.C)
      • Synthesize cultural information acquired in the target language for use in other subject areas.(12.3.S4.D)

  • World Languages in the COMMUNITY (CONTENT STANDARDS)

    • STAGE 3

      • Identify employment areas in the local community where the target language is used and how and why the target language is necessary.(12.5.S3.A)
      • Know national employment opportunities where the target language is used and how and why the target language is necessary.(12.5.S3.B)
      • Know global employment opportunities where the target language is used and how and why the target language is necessary.(12.5.S3.C)
      • Explain comparisons and connections for employment opportunities that can be made in the local, national and global English-speaking communities with those who speak a target language.(12.5.S3.D)

    • STAGE 4

      • Assess available opportunities in the local community to continue involvement with the target culture for lifelong learning and personal enjoyment.(12.5.S4.A)
      • Assess available opportunities at the national level to continue involvement with the target culture for lifelong learning and personal enjoyment.(12.5.S4.B)
      • Assess available opportunities at the global level to continue involvement with the target culture for lifelong learning and personal enjoyment.(12.5.S4.C)
      • Assess comparisons and connections of available opportunities in the local, national and global English-speaking communities to continue involvement with the target language for lifelong learning and personal enjoyment.(12.5.S4.D)

Standards for Foreign Language Learning (1996)

  • Grades K-12

    • Communication - Communicate in languages other than English(FOR_LANG.K-12.1)
    • Cultures - Gain knowledge and understanding of other cultures(FOR_LANG.K-12.2)
    • Connections - Connect with other disciplines and acquire information(FOR_LANG.K-12.3)
    • Comparisons - Develop insight into the nature of language and culture(FOR_LANG.K-12.4)
    • Communities - Participate in multilingual communities at home & around the world(FOR_LANG.K-12.5)

Units

Unit #1 - Los desafíos mundiales (Global Challenges)

Unit #2 - La ciencia y la tecnología (Science and Technology)

Unit #3 - La vida contemporánea (Contemporary Life)

Unit #4 - Identidades personales y públicas (Personal and Public ID)

Unit #5 - Buscando la justicia (Argentina siglo XX)

Unit #6 - La belleza y estética (Beauty and Esthetics)

Unit #7 - Intereses Independientes y Repaso de Gramática

Course Resources

PASAJES Lengua, 7a edición, 2010, McGraw-Hill. Bretz, Mary Lee. Dvorak, Trisha, Kirschner, Carl. Bransdorfer, Rodney. Morris, Michael. MacLaird, Misha
Triángulo Aprobado, Wayside Publishing Online version (updated annually). Gatski, Bárbara. McMullan, John.  
AP Spanish Language and Culture Exam Preparation, 2014. Vista Higher Learning. Frisancho, Jorge. Redman, María T. Restrepo Bravo, Marta Lucía.