El agua es vida: A Curriculum Module for AP® Spanish Language These materials are to be used for the limited purpose of responding to a nonpublic, closed College Board survey, and will be collected at the conclusion of your participation. Participants are restricted from retaining, using, or further distributing these materials after the survey. 2009 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 association is composed of more than 5,600 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 admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. 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Contents Acknowlegments .................................................................................1 Introduction ...........................................................................................3 Componente No. 1: el agua en mi vida y en el mundo .............7 Componente No. 2: La importancia del agua en diferentes culturas: el agua como protagonista en las leyendas .........................................................17 Componente No. 3: El agua en las culturas: formación de las civilizaciones ..........................................................................27 Appendix A: Embedded Classroom Assessments ...................38 Appendix B: Teachers’ Notes ..........................................................49 Appendix C: Resources .....................................................................72 This page intentionally left blank © 2008 The College Board. Intended for College Board internal research purposes only. Further distribution is prohibited. El agua es vida: A Curriculum Module for AP Spanish Language Acknowlegments The College Board gratefully acknowledges the following educators for their invaluable participation in the development of this curriculum module: Robert L. Davis is associate professor of Spanish and the director of language instruction for Romance languages at the University of Oregon. He teaches courses in Spanish language, historical linguistics, and teaching methodology. He has co-authored two introductory textbooks on the language and cultures of the Spanish-speaking world— Entrevistas (McGraw–Hill, 2004) and Portafolio (McGraw–Hill, 2008), an advanced oral skills textbook (Tertulia, Cengage, 2001), and articles on language pedagogy, materials development, and language program direction. Ann Mar teaches Spanish at Alamo Heights High School in San Antonio, Texas, working in the AP and Spanish Immersion programs there. She holds an M.A. in Applied Linguistics from the Universidad Nacional Autónoma de México. A College Board consultant, she conducts AP workshops and Summer Institutes, serves as a Table Leader at the AP Spanish Language Exam Reading, and has served as a member of the AP Spanish Language Curriculum Development and Assessment Committee since 2008. Laura Zinke is a gifted-endorsed teacher in her native Arizona, and has been an AP Spanish teacher since 1987. With a bachelor’s degree from Northern Arizona University and a master’s from Middlebury College, she has served as an AP Spanish Language Exam Reader since 1993, has been a Table Leader, and currently serves as a Question Leader. Zinke is a former member of the AP Spanish Test Development Committee and currently serves on the AP Spanish Language Curriculum Development and Assessment Committee. Since 1994, she has been a College Board Consultant, presenting both weekend workshops and Summer Institutes, as well as making presentations at various regional and national foreign-language and AP conferences. Zinke was a Fulbright Teacher Exchange participant in Cordoba, Argentina. 1 © 2008 The College Board. Intended for College Board internal research purposes only. Further distribution is prohibited. This page intentionally left blank © 2008 The College Board. Intended for College Board internal research purposes only. Further distribution is prohibited. El agua es vida: A Curriculum Module for AP Spanish Language 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. 1. Grant Wiggins and Jay McTighe, Understanding by Design (Alexandria, Virginia: Association for Supervision and Curriculum Development, 2005). 3 © 2008 The College Board. Intended for College Board internal research purposes only. Further distribution is prohibited. El agua es vida: A Curriculum Module for AP Spanish Language Cuadro No. 1: Questions, Themes and Components Essential Questions AP Themes CM Components How do we use water? Families and Communities Componente No. 1 What impact does our Global Challenges El agua en mi vida y en el mundo 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 Families and Communities Componente No. 2 recognized the essential La importancia del agua en diferentes nature of water through cultures: el agua como protagonista en myth and legend? las leyendas How did public works for Science and Technology Componente No. 3 the control and distribution El agua en las culturas: of water contribute to formación de las civilizaciones the formation of ancient civilizations? What lessons do these ancient cultures have for us today? Who has the right to water? Does it belong to everyone? 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: (cid:116)(cid:1) (cid:68)(cid:73)(cid:66)(cid:83)(cid:85)(cid:84)(cid:1)(cid:66)(cid:79)(cid:69)(cid:1)(cid:80)(cid:85)(cid:73)(cid:70)(cid:83)(cid:1)(cid:83)(cid:70)(cid:84)(cid:81)(cid:80)(cid:79)(cid:84)(cid:70)(cid:84)(cid:1)(cid:85)(cid:80)(cid:1)(cid:88)(cid:83)(cid:74)(cid:85)(cid:85)(cid:70)(cid:79)(cid:1)(cid:66)(cid:79)(cid:69)(cid:1)(cid:66)(cid:86)(cid:69)(cid:74)(cid:80)(cid:87)(cid:74)(cid:84)(cid:86)(cid:66)(cid:77)(cid:1)(cid:84)(cid:80)(cid:86)(cid:83)(cid:68)(cid:70)(cid:84)(cid:13)(cid:1)(cid:69)(cid:70)(cid:78)(cid:80)(cid:79)(cid:84)(cid:85)(cid:83)(cid:66)(cid:85)(cid:74)(cid:79)(cid:72)(cid:1) interpretation of the messages contained (cid:116)(cid:1) (cid:80)(cid:83)(cid:66)(cid:77)(cid:1)(cid:81)(cid:83)(cid:70)(cid:84)(cid:70)(cid:79)(cid:85)(cid:66)(cid:85)(cid:74)(cid:80)(cid:79)(cid:84)(cid:1)(cid:85)(cid:80)(cid:1)(cid:68)(cid:77)(cid:66)(cid:84)(cid:84)(cid:78)(cid:66)(cid:85)(cid:70)(cid:84)(cid:1)(cid:80)(cid:79)(cid:1)(cid:86)(cid:79)(cid:74)(cid:85)(cid:1)(cid:85)(cid:80)(cid:81)(cid:74)(cid:68)(cid:84) (cid:116)(cid:1) (cid:74)(cid:79)(cid:85)(cid:70)(cid:83)(cid:66)(cid:68)(cid:85)(cid:74)(cid:87)(cid:70)(cid:1)(cid:68)(cid:77)(cid:66)(cid:84)(cid:84)(cid:83)(cid:80)(cid:80)(cid:78)(cid:1)(cid:69)(cid:74)(cid:84)(cid:68)(cid:86)(cid:84)(cid:84)(cid:74)(cid:80)(cid:79)(cid:84)(cid:1)(cid:66)(cid:67)(cid:80)(cid:86)(cid:85)(cid:13)(cid:1)(cid:66)(cid:79)(cid:69)(cid:1)(cid:88)(cid:83)(cid:74)(cid:85)(cid:85)(cid:70)(cid:79)(cid:1)(cid:83)(cid:70)(cid:84)(cid:81)(cid:80)(cid:79)(cid:84)(cid:70)(cid:84)(cid:1)(cid:85)(cid:80)(cid:13)(cid:1)(cid:70)(cid:84)(cid:84)(cid:70)(cid:79)(cid:85)(cid:74)(cid:66)(cid:77)(cid:1) questions (cid:116)(cid:1) (cid:84)(cid:85)(cid:86)(cid:69)(cid:70)(cid:79)(cid:85)(cid:14)(cid:88)(cid:83)(cid:74)(cid:85)(cid:85)(cid:70)(cid:79)(cid:1)(cid:80)(cid:83)(cid:74)(cid:72)(cid:74)(cid:79)(cid:66)(cid:77)(cid:1)(cid:77)(cid:70)(cid:72)(cid:70)(cid:79)(cid:69)(cid:13)(cid:1)(cid:70)(cid:89)(cid:70)(cid:78)(cid:81)(cid:77)(cid:74)(cid:71)(cid:90)(cid:74)(cid:79)(cid:72)(cid:1)(cid:85)(cid:73)(cid:70)(cid:1)(cid:81)(cid:70)(cid:83)(cid:84)(cid:80)(cid:79)(cid:74)(cid:277)(cid:68)(cid:66)(cid:85)(cid:74)(cid:80)(cid:79)(cid:1)(cid:80)(cid:71)(cid:1)(cid:88)(cid:66)(cid:85)(cid:70)(cid:83)(cid:1) (cid:116)(cid:1) (cid:84)(cid:85)(cid:86)(cid:69)(cid:70)(cid:79)(cid:85)(cid:14)(cid:68)(cid:83)(cid:70)(cid:66)(cid:85)(cid:70)(cid:69)(cid:1)(cid:72)(cid:83)(cid:66)(cid:81)(cid:73)(cid:74)(cid:68)(cid:1)(cid:83)(cid:70)(cid:81)(cid:83)(cid:70)(cid:84)(cid:70)(cid:79)(cid:85)(cid:66)(cid:85)(cid:74)(cid:80)(cid:79)(cid:1)(cid:80)(cid:71)(cid:1)(cid:66)(cid:79)(cid:1)(cid:66)(cid:79)(cid:68)(cid:74)(cid:70)(cid:79)(cid:85)(cid:1)(cid:88)(cid:66)(cid:85)(cid:70)(cid:83)(cid:1)(cid:84)(cid:90)(cid:84)(cid:85)(cid:70)(cid:78)(cid:1) (cid:116)(cid:1) (cid:66)(cid:1)(cid:68)(cid:80)(cid:78)(cid:81)(cid:66)(cid:83)(cid:66)(cid:85)(cid:74)(cid:87)(cid:70)(cid:1)(cid:70)(cid:84)(cid:84)(cid:66)(cid:90)(cid:1) 4 © 2008 The College Board. Intended for College Board internal research purposes only. Further distribution is prohibited. © 2008 The College Board. Intended for College Board internal research purposes only. Further distribution is prohibited. El agua es vida: A Curriculum Module for AP Spanish Language 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 Embedded Classroom 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 con 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 do 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. 5 © 2008 The College Board. Intended for College Board internal research purposes only. Further distribution is prohibited. © 2008 The College Board. Intended for College Board internal research purposes only. Further distribution is prohibited. This page intentionally left blank © 2008 The College Board. Intended for College Board internal research purposes only. Further distribution is prohibited.