AP Spanish Literature and Culture - Unit 1 Las relaciones interpersonales

Sep 20, 2026

Uploaded by Stanford

Course and curriculum design tool for AP Spanish Literature and Culture, School Year 2017-2018, for student named Paula Whittaker. The document defines Unit 1 around the theme Las relaciones interpersonales, focusing on friendship/hostility, love/hate, communication, power relationships, and family dynamics, guided by the essential question about how individuals change through relationships. It specifies learning targets across communication (interpretive, interpersonal, presentational) and culture, plus supporting structures, priority vocabulary, and can-do proficiency levels aligned to ACTFL standards.

LanguageEnglish

CategoryLiterature

FormatPDF

Pages7

Reading Time11 min

AccessFree to download

Unit 1 Las relaciones interpersonales

Unit Outline

Unit Overview: theme, topic, and essential questions

Proficiency level and can-do statements

Language, grammar structures, and priority vocabulary

Learning Targets—Communication (Interpretive/Interpersonal/Presentational)

Learning Targets—Culture (Intercultural can-do statements)

Course and Curriculum Design Tool* *Teachers have control over course and curriculum methods of implementation, but this serves as both curriculum and pacing tool. SCHOOL YEAR: 2017-2018 Language / Level: AP Spanish Literature and Culture Name : Paula Whittaker | UNITS | | | --- | --- | | Theme: | Topics: | | 1. Las relaciones interpersonales | 1. Romanticismo, short stories, description, history | | 2. La construcción de género | 2. Medieval, Golden Age, Modern poetry and theatre, rhyme, meter, literary devices, Afro-cuban poetry, history | | 3. Las sociedades en contacto | 3. Colonial Mexico, Muslim culture within Medieval Spain and Medieval Poetry, Golden Age Narrative, Modernism, theatre, short story, Surrealist poetry, history | | 4. El tiempo y el espacio | 4. Golden Age sonnets, culteranismo, conceptismo, meter, rhyme, literary devices, 20th Century poetry, short story, Golden Age history and 20th Century history | | 5. La dualidad del ser | 5. 20th Century poetry, reality vs. fantasy short stories, Latin American Boom, 20th Century history Latin America | CRLS Spring 2016 – ACTFL Curriculum Alignment (Holmes & McConnell) | | | | --- | --- | | 6. La creación literaria | 6. Novels, 16th Century literature and 20th Century Literature | | Units | Supporting Structures/Patterns | Priority Vocabulary | | --- | --- | --- | | Las relaciones interpersonales | ● Samples of graded short-answer and essay questions
● Literature outline graphic organizer | ● AP Literature Themes and sub-themes
● Literary Figures and Meter
● Cómo escribir un buen ensayo sobre la literatura
● AP Literature Rubrics | | La construcción de género | | | | Las sociedades en contacto | | | | El tiempo y el espacio | | | CRLS Spring 2016 – ACTFL Curriculum Alignment (Holmes & McConnell) | | | | | --- | --- | --- | | La dualidad del ser | | | | La creación literaria | | | | Unit 1 Las relaciones interpersonales
Unit Outline:
Develop a general outline for what students will know and be able to do by the end of this unit. | | | --- | --- | | Unit Overview:
Theme, topic, essential question(s), etc. | Theme: Las relaciones interpersonales
Topic: Friendship/hostility, love/hate, communication/lack thereof, individual/community, relationships of power, family relationships
Essential Questions:
¿Cómo se transforma el individuo a través de su relación con los demás? | | Proficiency Level of Tasks in This Unit:
Standards Alignment Tools | Levels of Can-do statements used:
Novice Low Novice Mid Novice High
Intermediate Low Mid High
Advanced Low Mid High | CRLS Spring 2016 – ACTFL Curriculum Alignment (Holmes & McConnell) | 3/21
Language Grammar Structures & Vocabulary:
Overview of the content students will know by the end of this unit | ● Students will know incidental vocabulary that comes from the readings.
● Students can use a variety of vocabulary appropriate to literary analysis.
● Students can use a variety of grammatical and syntactic structures.
● Students can self-monitor and adjust language production in oral and written communications. | | --- | --- | | 3/30
Learning Targets—Communication:
Interpretive, interpersonal and presentational
Can-Do Statements | Interpretive:
● Students can analyze literary and related texts in Spanish.
● Students can identify points of view in Spanish language texts.
● Students can identify literary genres, periods, movements, and techniques and their characteristics in Spanish language texts.
● Students can identify sociocultural contexts in Spanish language texts.
● Students can relate Spanish language texts to sociocultural contexts.
● Students can use authorized reference tools for interpreting Spanish language texts. | | | Presentational:
● Students can organize information, concepts, and ideas in oral and written presentations in the target language.
● Students can present information in

FAQs

What is the central theme and topic for Unit 1?

The theme is Las relaciones interpersonales and the topic includes friendship/hostility, love/hate, communication/lack thereof, individual/community, relationships of power, and family relationships.

What essential question guides Unit 1 learning?

¿Cómo se transforma el individuo a través de su relación con los demás?.

What communication skills are targeted in this unit?

Students develop interpretive, interpersonal, and presentational abilities, including analyzing Spanish literary texts, identifying points of view and genres, organizing ideas for oral/written presentations, and writing analytical compositions in Spanish.

Sep 20, 2026

Uploaded by Stanford