09b 1278 AP CM SpanishLang indd AP® Spanish Language El agua es vida Curriculum Module Professional DeveloPMent The College Board The College Board is a not for profit membership association whose mis[.]
Professional Development AP® Spanish Language El agua es vida Curriculum Module The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity Founded in 1900, the College Board is composed of more than 5,700 schools, colleges, universities and other educational organizations Each year, the College Board serves seven million students and their parents, 23,000 high schools, and 3,800 colleges through major programs and services in college readiness, college admission, guidance, assessment, financial aid and enrollment Among its widely recognized programs are the SAT®, the PSAT/NMSQT®, the Advanced Placement Program® (AP®), SpringBoard® and ACCUPLACER® The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities and concerns For further information, visit www.collegeboard.com The College Board acknowledges all the third party content that has been included in these materials and respects the Intellectual Property rights of others If we have incorrectly attributed a source or overlooked a publisher, please contact us © 2010 The College Board College Board, ACCUPLACER, Advanced Placement Program, AP, AP Central, Pre-AP, SpringBoard and the acorn logo are registered trademarks of the College Board inspiring minds is a trademark owned by the College Board PSAT/ NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation Visit the College Board on the Web: www.collegeboard.com Contents Introduction Componente No 1: El agua en mi vida y en el mundo Ann Mar Componente No 2: La importancia del agua en diferentes culturas: el agua como protagonista en las leyendas 15 Robert Davis Componente No 3: El agua en las culturas: formación de las civilizaciones 25 Laura Zinke Appendixes 37 About the Contributors 55 Introduction Instructional Rationale The Curriculum Module El agua es vida provides a series of activities to engage students and teachers with a subject of vital importance—the role of water in our lives Because water is so central to our existence, any of the AP Spanish Language Themes (Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics) could become lenses through which to consider the topic This Curriculum Module focuses on Families and Communities, Global Challenges, and Science and Technology As teachers plan, teach, assess, reflect, and adjust, they will prune some stems in these materials and encourage offshoots that represent students’ interests and needs, creating a learning experience that is relevant and appropriate to the wide range of student (and teacher) interests, knowledge, and skills found in their own classrooms Module Goals and Organization The overarching goal of this Curriculum Module is to enable students to use Spanish to address essential questions1 relating to AP Themes in three components, as outlined in Cuadro No 1. Grant Wiggins and Jay McTighe, Understanding by Design (Alexandria, Virginia: Association for Supervision and Curriculum Development, 2005) A Curriculum Module for AP Spanish Language Cuadro No 1: Questions, Themes and Components Essential Questions How we use water? What impact does our water use have on the environment? What water issues face the world today and in the near future? How can we solve these water issues? How have different cultures recognized the essential nature of water through myth and legend? How did public works for the control and distribution of water contribute to the formation of ancient civilizations? What lessons these ancient cultures have for us today? Who has the right to water? Does it belong to everyone? AP Themes CM Components Families and Communities Componente No Global Challenges El agua en mi vida y en el mundo Families and Communities Componente No La importancia del agua en diferentes cultures: el agua como protagonista en las leyendas Science and Technology Componente No El agua en las culturas: formación de las civilizaciones Evidence of Understanding The module activities provide many opportunities for teachers to observe the students’ developing understandings regarding these questions, and their ability to express those understandings in Spanish Evidence of student understanding comes in many forms: • charts and other responses to written and audiovisual sources, demonstrating interpretation of the messages contained • oral presentations to classmates on unit topics • interactive classroom discussions about, and written responses to, essential questions • student-written original legend, exemplifying the personification of water • student-created graphic representation of an ancient water system • a comparative essay El agua es vida Through close observation and reflection, teachers can identify misunderstandings, pinpoint weaknesses in knowledge in areas such as vocabulary or listening skills, and make adjustments in teaching to order to ensure and optimize student success Certain activities, identified as Formative Assessments in Appendix A, are extensions of the three primary components of this curriculum module; they model this process of “plan-teach-assess-reflect-adjust” that guides effective instruction Curricular Connections The topic of water will connect with students’ prior study and knowledge of the environment and geography from previous Spanish classes, as well as studies in other subjects such as science and social studies In this Curriculum Module, legends are included primarily as a window into the symbolic importance of water for different cultures From there, connections to water in literature (AP Theme of Beauty and Aesthetics) could be explored with short stories such as “A la deriva” by Horacio Quiroga,2 “Mi vida la ola” de Octavio Paz3 o “La luz es como el agua” by Gabriel García Márquez.4 Linguistically, the language functions, grammatical structures, and lexical resources used in narration (legends, Component 2), description of processes (ancient water works, Component 3), as well as comparing and contrasting (water sources, Component 1) will be essential Based on ongoing assessment of students’ work products, teachers will adjust instruction to introduce and or review elements as students require AP teachers are also encouraged to reflect on this Curriculum Module and consider how the local AP Spanish Language Vertical Team can prepare students over time to address both the thematic content and the linguistic functions inherent in the rigor of the AP curriculum Internet Sources Many activities in this Curriculum Module are based on Internet sources The activities based on these audiovisual and written texts are designed to work with alternate sources with minimal modification For example, students fill in charts with categories of information, rather than answering specific content questions To keep the materials current, teachers are encouraged to explore the source Web sites (see Resources) and to keyword searches to uncover current news items and recent projects to complement or substitute for the some of the sources referenced in the module 2. Quiroga, Horacio, in Cuentos de amor, de locura y de muerte Penguin, 1997 First published in 1917 3. Paz, Octavio, in Aguila o Sol Fondo de Cultura Económica, México 2005 4. García Márquez, in Doce cuentos peregrinos Vintage Español, 2006 Originally published in 1992 by Oveja Negra, Bogotá Componente No 1: El agua en mi vida y en el mundo Ann Mar Alamo Heights High School San Antonio, Texas Materiales para los estudiantes Exploración: Lluvia de ideas sobre el agua En esta exploración, vamos a recordar y ampliar nuestro vocabulario para hablar del agua, iniciando una lista de vocabulario personal para la unidad, y definiendo vocabulario esencial para la clase 1.1 Introspección ¿Qué palabras te vienen a la mente cuando piensas en EL AGUA? Anota libremente tus asociaciones la palabra EL AGUA 1.2 Cooperación Comparte tus ideas la clase, y crea una colección de asociaciones de todo el grupo en el pizarrón o en la computadora 1.3 Vocabulario temático Paso Con ó comperos, observen las palabras y busquen CATEGORÍAS posibles para organizarlas por tema A Curriculum Module for AP Spanish Language Posibles categorías de palabras Paso Como clase, compartan sus ideas para categorías, y formen su vocabulario temático para el agua EL AGUA: Vocabulario organizado 1.4 Vocabulario personal En tu cuaderno, anota las categorías y el vocabulario Durante la unidad, anota el vocabulario útil que vas aprendiendo de las lecturas y otras actividades 1.5 Palabras escenciales Como clase su profesor o profesora, señalen las palabras útiles que necesitan estudiar para ampliar el vocabulario activo Prepárense para usar las palabras al comunicar Para aprender mejor conversa la clase sobre ideas para aprender el vocabulario Investigación: ¿Cómo utilizamos el agua en nustras familias y en nuestra comunidad? PREPARACIÓN: Investiga cuánta agua usas para lavarte los dientes Escribe un párrafo para explicar el método que usaste Expresa el resultado en GALONES y en LITROS (1 galón = 3,8 litros) 2.1 Investigación En grupos de ó 4, van a investigar un tema, y presentar los resulatados oralmente, apoyo visual en una presentación de galería Tema 1: El uso personal del agua Preparen un formato para observar y anotar el uso personal de agua de los miembros del grupo en un día típico, desde la mañana ... estudiantes de otros niveles a aprender sobre el agua Al escuchar las presentaciones de los comperos, tomen apuntes para usar en la conversación 2.3 Apuntes sobre el aprendizaje En tu cuaderno,... contact us © 2010 The College Board College Board, ACCUPLACER, Advanced Placement Program, AP, AP Central, Pre -AP, SpringBoard and the acorn logo are registered trademarks of the College Board inspiring... introduce and or review elements as students require AP teachers are also encouraged to reflect on this Curriculum Module and consider how the local AP Spanish Language Vertical Team can prepare students