AP¨ Spanish Language and Culture 
Sample Syllabus 2

Syllabus 1029718v1

Curricular Requirements

Page(s)

CR1

The teacher uses the target language almost exclusively in class and encourages students to do 
likewise.

1

CR2a

Instructional materials include a variety of authentic audio and video recordings.

3, 4, 12

CR2b

Instructional materials include a variety of authentic nonliterary texts such as newspaper and 
magazine articles.

3, 12

CR2c

Instructional materials include a variety of authentic literary texts. 

4, 5, 6, 10

CR3a

The course provides opportunities for students to demonstrate their proficiency in Spoken 
Interpersonal Communication in a variety of situations in the Intermediate to Pre-Advanced range.

1, 2, 3, 5, 6, 7, 
8, 9, 11, 12

CR3b

The course provides opportunities for students to demonstrate their proficiency in Written 
Interpersonal Communication in a variety of situations in the Intermediate to Pre-Advanced range.

1, 2, 3, 6, 7, 
10, 11

CR4a

The course provides opportunities for students to demonstrate their ability in Interpretive 
Communication to understand and synthesize information from a variety of authentic audio, visual, 
and audiovisual materials.

11

CR4b

The course provides opportunities for students to demonstrate their ability in Interpretive 
Communication to understand and synthesize information from a variety of authentic written and 
print resources.

4, 5, 6, 7, 8, 
9, 10

CR5a

The course provides opportunities for students to demonstrate their proficiency in Spoken 
Presentational Communication in the Intermediate to Pre-Advanced range.

1, 3, 5, 6, 7, 9, 
10, 11, 12

CR5b

The course provides opportunities for students to demonstrate their proficiency in Written 
Presentational Communication in the Intermediate to Pre-Advanced range.

1, 2,3, 7, 9, 10, 
12

CR6a

The course explicitly addresses the Global Challenges theme.

8

CR6b

The course explicitly addresses the Science and Technology theme.

9

CR6c

The course explicitly addresses the Contemporary Life theme.

6

CR6d

The course explicitly addresses the Personal and Public Identities theme.

2

CR6e

The course explicitly addresses the Families and Communities theme.

4

CR6f

The course explicitly addresses the Beauty and Aesthetics theme.

10

CR7

The course provides opportunities for students to demonstrate an understanding of the products, 
practices, and perspectives of the target cultures.

7, 11

CR8

The course provides opportunities for students to make comparisons between and within languages 
and cultures.

1, 3, 4, 6

CR9

The course prepares students to use the target language in real-life settings.

1, 6, 12







AP¨ Spanish Language and Culture Sample Syllabus 2 Syllabus 1029718v1


1

CR1ÑThe teacher uses 
the target language almost 
exclusively in class and 
encourages students to do 
likewise.

Course Overview

This course follows the guidelines of the College Board¨ AP Spanish Language and 
Culture course and provides opportunities for students to demonstrate their proficiency 
in the modes of communication from the Intermediate to the Pre-Advanced range 
as defined in the learning objectives in the Curriculum Framework. The three modes 
of communication (Interpretive, Interpersonal, and Presentational) defined in the 
Standards for Foreign Language Learning in the 21st Century are foundational to the AP¨ 
Spanish Language and Culture course. 

The AP Spanish Language and Culture course is conducted exclusively in Spanish. [CR1] 
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). 

Daily/Weekly/Monthly Activities to address Learning Objectives

¥ La palabra del d’aÑstudents explore a word a day, analyze its meaning, find root 
words, synonyms and antonyms, and make linguistic comparisons. [CR8]
¥ La noticia del d’aÑonce 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 noticiasÑstudents keep a journal of the daily news presented in class 
with new vocabulary and reactions. [CR5b]
¥ La discusi—n de la semanaÑat 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]
¥ Noche de pel’culaÑonce every quarter, the class hosts a night where students watch 
a movie from a Spanish-speaking country. Cultural and historical relevance will be 
considered when selecting these films. As an alternative to Noche de Pel’cula, the 
class can host a Noche 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]
¥ Every Wednesday in the language lab, students practice recording a simulated 
conversation and a cultural comparison. [CR8] All samples are assessed using the AP 
scoring guidelines for this assignment. Sometimes the teacher scores the work and 
other times the students and their classmates score each other. This is an excellent 
way for students to internalize and understand the scoring guidelines.
¥ Writing: approximately every three weeks, a formal, well-organized, synthesized, 
analytical or persuasive essay on an appropriate topic in reaction to a text or 
information is discussed or viewed in class. The essay is evaluated for its content, 


CR8ÑThe course provides 
opportunities for students 
to make comparisons 
between and within 
languages and cultures.

CR3aÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Spoken Interpersonal 
Communication in a 
variety of situations in 
the Intermediate to Pre-
Advanced range.

CR5aÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Spoken Presentational 
Communication in the 
Intermediate to Pre-
Advanced range.

CR5bÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Written Presentational 
Communication in the 
Intermediate to Pre-
Advanced range.

CR3bÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Written Interpersonal 
Communication in a 
variety of situations in 
the Intermediate to Pre-
Advanced range.

CR9ÑThe course prepares 
students to use the target 
language in real-life 
settings.



AP¨ Spanish Language and Culture Sample Syllabus 2 Syllabus 1029718v1


organization, cultural relevancy, range and appropriateness of vocabulary, and 
grammatical accuracy. [CR5b]
¥ Writing journal entries, letters, 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. [CR3b]


Every 2-3 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: Interpretive, Interpersonal, and Presentational. In lieu of a test for each 
theme, students are 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.

Course Planner

The following are a sample of activities throughout the course and may be modified based 
on studentsÕ interests and current events. They do not describe a linear progression of all 
activities that are done under each theme. 

Theme 1: Las identidades personales y pœblicas [CR6d]

Recommended Contexts: Personal Beliefs, Personal Interests, Self-Image, National 
and Ethnic Identities Alienation and Assimilation

Essential Questions

1. How are aspects of identity expressed in various situations? 
2. How do language and culture influence identity?
3. How does oneÕs identity develop over time?


Introduction to the theme:

As an introduction to the topic, students respond in written form to one or all of the 
following questions in their journal for the week. After having read the journal entries, 
the teacher selects one as an example to share with the class. This forms the basis for an 
in-class discussion based on the journal entry. [CR3a] & [CR3b] 

ÀC—mo se identifica una persona? 

ÀC—mo influye la familia en la identidad de una persona?

Un documento legal, Àle identifica a una persona?

CR5bÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Written Presentational 
Communication in the 
Intermediate to Pre-
Advanced range.

CR3bÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Written Interpersonal 
Communication in a 
variety of situations in 
the Intermediate to Pre-
Advanced range.

CR6dÑThe course 
explicitly addresses 
the Personal and Public 
Identities theme.

CR3aÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Spoken Interpersonal 
Communication in a 
variety of situations in 
the Intermediate to Pre-
Advanced range.



AP¨ Spanish Language and Culture Sample Syllabus 2 Syllabus 1029718v1


Vocabulary 

¥ In order to activate prior knowledge, students brainstorm a list of vocabulary words 
relative to the topic/theme; adjectives of description, hobbies, interests, and terms 
related to national and ethnic identity. They discuss the meaning of the words, ask 
questions, ask for clarification if needed, and add them to the list. The instructor 
may add words not mentioned in the activity. [CR3a] 
¥ Students will use words from the list as they work through the assignments in this 
unit.


Audio and Audiovisual Interpretive Communication 

Students listen to the song ÒLatinos en Estados UnidosÓ 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 CruzÕs 
song www.youtube.com/watch?v=jldJfUMfbJU 
¥ Students view the video (1:11-2:14) ÒEl reto de ser joven latino en Estados Unidos.Ó 
www.youtube.com/watch?v=j6W_xXvRc2Y [CR2a]
¥ In a 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: 
ÒEl tema de la identidad es esencial para el crecimiento.Ó An additional discussion 
question could be: Do young people in your community question their identity based 
on their experiences? 
[CR3a]


Written Interpersonal Communication 

Students respond to the following questions in an online blog: ÀC—mo es la vida de los 
inmigrantes en tu comunidad? ÀQuŽ hace tu comunidad para ayudar a los inmigrantes? 
Students respond to the question and then minimally respond to two other student 
responses. [CR3b]

Print Interpretive Communication 

Students search for authentic articles from Spanish-speaking newspapers that focus on 
the lives of immigrants in the United States. [CR2b] 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. [CR5b] & [CR8]

 

Spoken Interpersonal and Presentational Communication

At home, each student responds to the following question in writing: ÀC—mo se siente ser 
un estudiante joven en estos momentos en Arizona? 

¥ The next day, students share their responses via oral presentations to small groups. 
[CR5a] 


CR3aÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Spoken Interpersonal 
Communication in a 
variety of situations in 
the Intermediate to Pre-
Advanced range.

CR2aÑInstructional 
materials include a variety 
of authentic audio and 
video recordings.

CR3bÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Written Interpersonal 
Communication in a 
variety of situations in 
the Intermediate to Pre-
Advanced range.

CR2bÑInstructional 
materials include a variety 
of authentic nonliterary 
texts such as newspaper 
and magazine articles.

CR5bÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Written Presentational 
Communication in the 
Intermediate to Pre-
Advanced range.

CR8ÑThe course provides 
opportunities for students 
to make comparisons 
between and within 
languages and cultures.

CR5aÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Spoken Presentational 
Communication in the 
Intermediate to Pre-
Advanced range.



AP¨ Spanish Language and Culture Sample Syllabus 2 Syllabus 1029718v1


¥ They then watch the video ÒSer latino en USA; los j—venes.Ó (www.youtube.com/
watch?v=2phQLNtWGr4&safety_mode=true&persist_safety_mode=1/) As they watch 
the video, they take notes regarding the point of view, as they will use these for an 
oral presentation. This activity can be completed in one or two days as the video is 30 
minutes in length. The teacher could stop at 10:46 and continue at 12:37 through to 
the end as well. [CR2a]
¥ At home, students use GoogleVoice to compare a point of view from the video 
interviews and their original writing. This work will be scored according to the 
scoring guidelines for presentational speaking: Cultural Comparison. [CR8]


Print Interpretive Communication 

Students are assigned the story by Francisco JimŽnez: ÒCajas de cart—n,Ó focusing on 
the essential questions in the unit as a jumping off point for discussion. Students 
participate in a variety of activities and assessments, both formative and summative, 
related to JimenezÕs story and its connection to the theme. Examples of activities: 
directed comprehension questions, illustration of one of the chapters in the book, oral 
presentation-PPT highlighting one of the chapters. [CR2c] & [CR4b]

Theme 2: Las familias y las comunidades [CR6e]

Recommended Contexts: Customs and Values, Family Structure, Childhood and 
Adolescence 

Essential Questions:

 1. What constitutes a family in different societies? 

 2. How do individuals contribute to the well being of communities?

 3. How do the roles that families and communities assume differ in societies 
around the world?

 4. How does the notion of the Òextended familyÓ differ among cultures?

Vocabulary: Family, holidays and celebrations, and emotions

As an introduction to this unit, students complete the following activity at home: 

Activity: Las familias y las comunidades 

A continuaci—n necesitas escribir todas las palabras de vocabulario que te vengan a la 
mente. No te olvides de incluir el art’culo definido con cada sustantivo.

CR2aÑInstructional 
materials include a variety 
of authentic audio and 
video recordings.

CR8ÑThe course provides 
opportunities for students 
to make comparisons 
between and within 
languages and cultures.

CR2cÑInstructional 
materials include a variety 
of authentic literary texts.

CR4bÑThe course 
provides opportunities for 
students to demonstrate 
their ability in Interpretive 
Communication to 
understand and synthesize 
information from a variety 
of authentic written and 
print resources.

CR6eÑThe course 
explicitly addresses the 
Families and Communities 
theme.



AP¨ Spanish Language and Culture Sample Syllabus 2 Syllabus 1029718v1


La familia

Las celebraciones y las 
tradiciones

La adolescencia





The next day, one student writes down all of the words generated the night before on 
the board. Students work in groups to find patterns in the words identified, and then one 
representative reports to the class on what patterns they find (e.g., En la lista de palabras 
sobre la familia, encontramos muchas palabras que describen quienes pertenecen a una 
familia. Sin embargo, tambiŽn hay muchos adjetivos que describen como uno se siente 
dentro de la familia). [CR3a] & [CR5a] 

Following this, students write a list of characteristics that reflect the best characteristics 
of a family. We then analyze the answers and note which answers all groups share in 
common. [CR3a]

Un ejemplo:

Una familia debe ser:

bondadosa
unida
generosa
servicial





 This forms the start of our discussion of Juan RulfoÕs ÒNo oyes ladrar los perros.Ó [CR2c]

Print Interpretive Communication [CR4b]

¥ In class, the students will predict the content of the story based on the title. They 
will work in groups to complete this graphic organizer.


CR3aÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Spoken Interpersonal 
Communication in a 
variety of situations in 
the Intermediate to Pre-
Advanced range.

CR5aÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Spoken Presentational 
Communication in the 
Intermediate to Pre-
Advanced range.

CR2cÑInstructional 
materials include a variety 
of authentic literary texts.

CR4bÑThe course 
provides opportunities for 
students to demonstrate 
their ability in Interpretive 
Communication to 
understand and synthesize 
information from a variety 
of authentic written and 
print resources.

No oyes ladrar los perros



AP¨ Spanish Language and Culture Sample Syllabus 2 Syllabus 1029718v1


¥ In class and at home, the students will read the story, pausing to answer 
comprehension questions in writing, to discuss their own opinions, and to identify 
the theme of the story. [CR4b]
¥ Students then read Gabriel Garc’a M‡rquezÕs ÒLa siesta del martesÓ and compare the 
two works. [CR2c] & [CR8]



Spoken Interpersonal and Presentational Communication 

Students interview a young native speaker from the community, via Skype with our 
partner school, or talk to one of their own native speaker friends. Each student will 
interview a student not in this class. They will ask them questions about family structure, 
how close they are, what their family is like, etc. The exact questions can be chosen by 
the student. 

Students are then given the following assignment:

How is your family a reflection of your identify? After your interview, write a short 
summary of what you learned about him/her and compare his/her responses to those 
that describe your family. 

In class the next day, share what you learned from your interview with a classmate via a 
short oral presentation. [CR3a], [CR5a] & [CR9]

Further activities to conclude this unit:

Presentation: Compare the common idea of a ÒtypicalÓ American family and one from a 
Spanish- speaking country and describe how you feel the concept of Òextended familyÓ 
differs from, or is similar to, your own. [CR8]

Written Interpersonal Communication

¥ Blog discussion on family rules, generation gap, family relationships in Spanish 
speaking culture, and in the studentÕs own culture, the significance of Òextended 
family.Ó [CR3b]


 Theme 3: La vida contempor‡nea [CR6c]

Recommended Contexts: Education and Careers, Travel and Leisure, Lifestyles

Essential Questions:

 1. How is contemporary life influenced by cultural products, practices, and 
perspectives?

 2. What are the challenges of contemporary life?

CR4bÑThe course 
provides opportunities for 
students to demonstrate 
their ability in Interpretive 
Communication to 
understand and synthesize 
information from a variety 
of authentic written and 
print resources.

CR2cÑInstructional 
materials include a variety 
of authentic literary texts.

CR8ÑThe course provides 
opportunities for students 
to make comparisons 
between and within 
languages and cultures.

CR3aÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Spoken Interpersonal 
Communication in a 
variety of situations in 
the Intermediate to Pre-
Advanced range.

CR5aÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Spoken Presentational 
Communication in the 
Intermediate to Pre-
Advanced range.

CR9ÑThe course prepares 
students to use the target 
language in real-life 
settings.

CR3bÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Written Interpersonal 
Communication in a 
variety of situations in 
the Intermediate to Pre-
Advanced range.

CR6cÑThe course 
explicitly addresses the 
Contemporary Life theme.



Introduction to the theme:

After reading the article, ÒLos desaf’os de la mujer actual: Conciliar trabajo y familiaÓ 
(www.lasegunda.com/Noticias/Buena-Vida/2012/03/728305/Los-desafios-de-la-mujer-
actual-Conciliar-trabajo-y-familia), students comment about the role of women in the 
community as described in the article by creating an entry on the class blog, focusing on 
the question: [CR5b] & [CR7] 

ÀSe parecen ambas situaciones, por quŽ s’ o por quŽ no? 

Vocabulary: School, professions, traveling, and leisure activities

As a variation, the teacher will prepare a list of vocabulary words for this unit. Students 
will be asked to first write a synonym or definition for each word on the list. Students 
are encouraged to use the words in their blogs, summaries, or any assignment during 
the course of this unit. In this way, students will contextualize the words and not just 
memorize them for an exam. 

Written and Print Interpretive Communication and Spoken Interpersonal and 
Presentational 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? [CR3b] & 
[CR4b]
¥ During the course of this unit, two students per day share their information in a two 
minute oral presentation to the class. Students are encouraged to ask additional 
questions and give their own opinions in response to the presentations. [CR3a] & 
[CR5a]


Written Presentational Communication 

¥ First, the teacher prepares a list of questions that students will respond to using Poll 
Everywhere (www.polleverywhere.com/) For example: ÀEs dif’cil encontrar un empleo? 
ÀTienes un empleo en la actualidad? ÀD—nde trabajas? ÀCobras un buen sueldo? Si 
pudieras elegir el trabajo perfecto, Àcu‡l ser’a y por quŽ? The responses to these 
questions form the basis for an in-class discussion. [CR3a]
¥ For homework, students write a cover letter as part of an application for a job that 
they researched in the classified section of an authentic newspaper online, explaining 
why they would be an ideal candidate for the job. [CR5b]


Tip: There is an excellent site for students where they can search online newspapers 
from all over the Spanish-speaking world; www.prensaescrita.com. 

CR5bÑThe course provides 
opportunities for students to 
demonstrate their proficiency 
in Written Presentational 
Communication in the 
Intermediate to Pre-Advanced 
range.

CR7ÑThe course 
provides opportunities for 
students to demonstrate 
an understanding of the 
products, practices, and 
perspectives of the target 
cultures.

CR3bÑThe course provides 
opportunities for students to 
demonstrate their proficiency 
in Written Interpersonal 
Communication in a variety of 
situations in the Intermediate 
to Pre-Advanced range.

CR4bÑThe course provides 
opportunities for students to 
demonstrate their ability in 
Interpretive Communication 
to understand and 
synthesize information from 
a variety of authentic written 
and print resources.

CR3aÑThe course provides 
opportunities for students to 
demonstrate their proficiency 
in Spoken Interpersonal 
Communication in a variety of 
situations in the Intermediate 
to Pre-Advanced range.

CR5aÑThe course provides 
opportunities for students to 
demonstrate their proficiency 
in Spoken Presentational 
Communication in the 
Intermediate to Pre-Advanced 
range.



Theme 4: Los desaf’os mundiales [CR6a] 

Recommended Contexts: Economic Issues, Environmental Issues, Health Care and 
Medicine

Essential Questions:

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

 2. What are the origins of those issues?

 3. What are possible solutions to those challenges? 

Introduction to the theme: 

The teacher begins this unit by having students participate in a discussion/debate about 
this topic. [CR3a]

ÀCu‡les son los beneficios de dormir una siesta? 

ÀPiensas que ayudar’a esta pr‡ctica en el mundo laboral?

Vocabulary: Government, politics, environment, and health 

¥ Students are presented with a graphic organizer. Based on the vocabulary topic: el 
bienestar mental, they generate a list of ÒclusterÓ words that relate to the topic.


Students will participate in a ÒjigsawÓ activity.

Day 1:

¥ The teacher will divide the class 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 ÒexpertÓ for that particular article. Examples have been provided below.
¥ www.bbc.co.uk/mundo/noticias/2012/10/121002_curiosidades_almohada_
ostrich_pillow_rg.shtml
¥ http://archivo.univision.com/content/content.jhtml?cid=824769*
¥ www.20minutos.es/noticia/1112577/0/siesta/alemania/trabajo/
[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 


CR6aÑThe course 
explicitly addresses the 
Global Challenges theme.

CR3aÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Spoken Interpersonal 
Communication in a 
variety of situations in 
the Intermediate to Pre-
Advanced range.

CR4bÑThe course 
provides opportunities for 
students to demonstrate 
their ability in Interpretive 
Communication to 
understand and synthesize 
information from a variety 
of authentic written and 
print resources.



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]


 Spoken Interpersonal and Presentational Communication

¥ Students select Spanish language resources about how American healthcare reform 
affects Latinos. Each group researches the topic and comes prepared to defend their 
viewpoint in a debate the following day. [CR3a] & [CR4b]
¥ Extension activities:
¥ Socratic Circle on issues such as healthcare reform.
¥ Presentation on recommendations that students would pose to school board 
to transform our school into a more Earth-friendly environment.








Theme 5: La ciencia y la tecnolog’a [CR6b]

Recommended Contexts: Access to Technology, Effects of Technology on Self and 
Society, Science and Ethics

Essential Questions:

 1. How do developments in science and technology affect our lives? 

 2. What factors have driven innovation and discovery in the fields of science and 
technology? 

 3. What role do ethics play in scientific advancement? 

 4. What are the ethical consequences of cloning and stem cell research?

Introduction to the theme: 

The teacher leads a class discussion about how technology impacts the studentsÕ personal 
lives.

ÀC—mo impacta la tecnolog’a en tu vida personal? 

ÀCrees que son una ventaja o una desventaja los avances tecnol—gicos del 
mundo actual?

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.


CR5aÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Spoken Presentational 
Communication in the 
Intermediate to Pre-
Advanced range.

CR5bÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Written Presentational 
Communication in the 
Intermediate to Pre-
Advanced range.

CR3aÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Spoken Interpersonal 
Communication in a 
variety of situations in 
the Intermediate to Pre-
Advanced range.

CR4bÑThe course provides 
opportunities for students 
to demonstrate their 
ability in Interpretive 
Communication to 
understand and synthesize 
information from a variety 
of authentic written and 
print resources.

CR6bÑThe course 
explicitly addresses the 
Science and Technology 
theme.



AP¨ Spanish Language and Culture Sample Syllabus 2 Syllabus 1029718v1


Sustantivos

Infinitivos

Adjetivos





Written and Print Interpretive Communication

¥ Students read the following article at home. El 82 por ciento de las empresas vascas 
usa las redes sociales como herramienta de marketing e imagen (www.20minutos.es/
noticia/1599250/0/), and analyze the role of technology in marketing and image 
creation. [CR4b] 
¥ For homework, students react to the article and a partnerÕs comments, creating a 
written discussion thread. [CR3b]
¥ Extension activity: Students read ÒRosaÓ by Angel Balzarino and write a review 
based on the story. [CR2c]





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. ItÕs been said that television, computer, and video games have led to a lack of 
imagination in todayÕs 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 ÒsellÓ it to the rest of the class. Classmates 
will vote on the best product. [CR5a] & [CR5b]

Theme 6: La belleza y la estŽtica [CR6f]

Recommended Contexts: Defining Beauty, Defining Creativity, Visual and Performing 
Arts

CR4bÑThe course provides 
opportunities for students to 
demonstrate their ability in 
Interpretive Communication 
to understand and 
synthesize information from 
a variety of authentic written 
and print resources.

CR3bÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Written Interpersonal 
Communication in a 
variety of situations in 
the Intermediate to Pre-
Advanced range.

CR2cÑInstructional 
materials include a variety 
of authentic literary texts.

CR5aÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Spoken Presentational 
Communication in the 
Intermediate to Pre-
Advanced range.

CR5bÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Written Presentational 
Communication in the 
Intermediate to Pre-
Advanced range.

CR6fÑThe course explicitly 
addresses the Beauty and 
Aesthetics theme.



AP¨ Spanish Language and Culture Sample Syllabus 2 Syllabus 1029718v1


Essential Questions:

 1. How are perceptions of beauty and creativity established?

 2. How do ideals of beauty and aesthetics influence daily life?

 3. How do the arts both challenge and reflect cultural perspectives?

Introduction to the theme:

In small groups, students make a list of what they consider to be beautiful. This could be 
a painting, a person, etc. The teacher then selects different images of what other cultures 
consider to be ÒbeautifulÓ and asks students to react to the images and the question from 
their own perspectives. [CR3a]

ÀSon estas im‡gines hermosas?

Vocabulary: Analyzing fine art, talking about music, and descriptions

¥ The teacher introduces the students to vocabulary that they will need to use during 
the course of this unit. The list will include words that help students to discuss and 
analyze works of art.


Visual Interpretive Communication and Spoken Interpersonal Communication 

Teacher shows images of Fernando BoteroÕs works of art; paintings and sculptures. Using 
the vocabulary words that they have for this unit, students, in small groups, analyze the 
art.

Together with the class, the teacher reviews the group work, ensuring that the students 
are using the vocabulary appropriately to describe and analyze the works of art and 
discuss how the images reflect practices of every day life. Part of the discussion includes 
the products, practices, and perspectives that are addressed by BoteroÕs work. [CR4a] & 
[CR7]

Written Interpersonal Communication

In their class blog, students discuss how BoteroÕs vision of what it means to be beautiful 
may be different from their own concept of beauty. [CR3b]

Spoken Presentational Communication

Students select a new painter from the Spanish-speaking world. They select a painting 
from his/her collection and via a GoogleVoice presentation, they compare the work of art 
that they have chosen to a painting by Fernando Botero. They discuss similarities and 
differences and comment on which painting they prefer and why. [CR5a]

CR3aÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Spoken Interpersonal 
Communication in a 
variety of situations in 
the Intermediate to Pre-
Advanced range.

CR4aÑThe course provides 
opportunities for students 
to demonstrate their 
ability in Interpretive 
Communication to 
understand and synthesize 
information from a variety 
of authentic audio, visual, 
and audiovisual materials.

CR7ÑThe course 
provides opportunities for 
students to demonstrate 
an understanding of the 
products, practices, and 
perspectives of the target 
cultures.

CR3bÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Written Interpersonal 
Communication in a 
variety of situations in 
the Intermediate to Pre-
Advanced range.

CR5aÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Spoken Presentational 
Communication in the 
Intermediate to Pre-
Advanced range.



AP¨ Spanish Language and Culture Sample Syllabus 2 Syllabus 1029718v1


Further activities to conclude this unit:

¥ Participate in a Socratic Circle on aspects of art such as violence in movies, or 
censorship of art. [CR3a]
¥ Present a song or piece of art to the class and explain their interpretation and why 
they like it. [CR5a]
¥ In a small group, discuss likes and dislikes of the artistic view of the world of the 
paintings of Salvador Dal’. [CR3a]


Written Presentational Communication

¥ Students take a virtual trip to Museo Soumaya [CR9] and describe in writing their 
favorite works of art and why. 
¥ Write an essay answering the following questions: How does publicity influence 
our idea of beauty? What danger does this pose to adolescents? Are these 
dangers any different in Spanish speaking countries? Explain. [CR5b]





Course materials [CR2a] & [CR2b]

General resources taken from among the following:

BBC Radio: Estudio 834: http://news.bbc.co.uk/hi/spanish/programmes/estudio_834/

BBC Mundo: www.bbcmundo.com 

Radio Naciones Unidas: http://radio.un.org/es/ and http://news.bbc.co.uk/hi/spanish/
news/

Radio Televisi—n Espa–ola: www.rtve.es/ 

Univisi—n: www.univision.com 

TV Azteca: www.tvazteca.com/ 

UNICEF: www.unicef.org/spanish/videoaudio/video_radio.html 

CNN en espa–ol: www.cnn.com/espanol 

El Pa’s (Madrid): www.elpais.es 

El Mundo: www.elmundo.es 

BBC News in Spanish: http://news.bbc.co.uk/hi/spanish/news/ 

People en espa–ol: www.peopleenespanol.com/pespanol/ 

Zambombazo: http://zachary-jones.com/zambombazo 

Ver-taal: www.ver-taal.com/ 

Practica Espa–ol: www.practicaespanol.com/ 

Veintemundos: www.veintemundos.com/en/ 

www.20minutos.es

CR3aÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Spoken Interpersonal 
Communication in a 
variety of situations in 
the Intermediate to Pre-
Advanced range.

CR5aÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Spoken Presentational 
Communication in the 
Intermediate to Pre-
Advanced range.

CR9ÑThe course prepares 
students to use the target 
language in real-life 
settings.

CR5bÑThe course 
provides opportunities for 
students to demonstrate 
their proficiency in 
Written Presentational 
Communication in the 
Intermediate to Pre-
Advanced range.

CR2aÑInstructional 
materials include a variety 
of authentic audio and 
video recordings.

CR2bÑInstructional 
materials include a variety 
of authentic nonliterary 
texts such as newspaper 
and magazine articles.



AP¨ Spanish Language and Culture Sample Syllabus 2 Syllabus 1029718v1


Real Academia Espa–ola: www.rae.es 

Yahoo Noticias: es.noticias.yahoo.com