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AP THEME: Families & Communities CONTEXT: Human Geography, Family Structure CONNECTIONS: Global Challenges/Contemporary Life This year we are transitioning to Target Based Learning & Grading at NHS. In order to assess "Interpretive Listening" in AP® after reading the short story Cajas de cartón, I created the following listening assessment based on an interview with the author, Francisco Jimenez. The audio (and video) of the interview can be found on YouTube here: https://www.youtube.com/watch?v=r-eUlXw5fQk In the assessment there are two parts; Part A is the first five minutes (00:00-5:00) and Part B is the second 5 minutes (5:00-10:00). I repeated each part twice for students. While students didn't have to have knowledge of the reading to be successful on this assessment it definitely would have helped them slightly to have that background knowledge. 
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AP THEME: Families & Communities CONTEXT: Human Geography, Family Structure CONNECTIONS: Global Challenges/Contemporary Life In AP® we were a little crunched on time for our Familias & Comunidades unit due to multiple snow days this winter. I also knew that I would be missing three days for professional development so I was working really carefully to choose my next steps. I landed on Cajas de cartón by Francisco Jimenez. I decided reading the short story (chapter 9 of the full book) would give my students and I a good bases to work with despite the lack of face to face time we would be having. On a side note, I purposefully leave Familias & Comunidades and Vida Contemporánea as my last two units before the end of the year and thus the AP® exam because they are the ones that come up the most often in our lower levels and the topics and themes that my students are most familiar with coming into AP®. The resources I created below all stemmed from this copy of the short story from Mike McVeigh. So when I reference "Page 3" for example, it is coming from page 3 of the copy linked above. The story can also be found in the textbook/workbook Albums with more footnoted vocabulary so in the future I'll probably use that format instead. While you'll see that some of the activities we completed are taken from Mike's guide, I have also included reading tasks for "Page 1" and "Page 3". The "Page 4" read-along photos are perhaps my favorite because the images provide students with so much more input than the text on its own. There are SEVERAL resources for this wonderful text (that's part of the reason that I chose it!). My plan is to show at least part of the documentary Cosecha and hopefully include at least one song study. What are your must-use accompanying resources to go along with Cajas de cartón?
AP THEME: Personal & Public Identities CONTEXT: Personal Interests, Self-Image/Self-Esteem This past fall in my AP® Spanish Language and Culture class I decided to include the short film Alike through the CI strategy known as Movie Talk. Click here for the Alike Google Slides. It tells a beautiful story about a young boy who's creativity is squashed by societal norms and parental expectations. This was the perfect addition to our Personal & Public Identities unit this past fall in the beginning of the school year. Although I loved including this directly in my unit it could also be very easily scaffolded for lower levels (like almost all short films!). They are gold minds for providing context and real communication with your students. Here are some examples of personal questions you could use with your students in various levels:
Not only did this movie talk allow me to get to know my students, but I was also able to talk about societal issues of conforming and the constant pressure there is to fit in and do what everyone else is doing. Furthermore, it was the first time that I had truly intentionally taken a CI strategy and implemented it into my AP® Spanish Language and Culture class. The outcome was a success. Students loved learning the story and making personal connections all while covering AP themes. What authentic resources would you use to accompany this Movie Talk? THEME: Families and Communities CONTEXT: Social Networks CONNECTIONS: Science and Technology This set of resources is something I started to develop last year. I initially found the article "Qué hacer para cuidar las relaciones personales" and built questions using the Interpretive Reading Guide for my students in Spanish four. One of the things that we are supposed to be working on and contributing to as a district/school is ACT style questions to help prepare our students for the ACT Aspire and ACT tests that they take in Wisconsin, but I also wanted to prepare them for AP style questions for when they move on to AP Spanish Language and Culture next year. So I wanted to write questions that were somewhat similar to each. I looked at the ACT Science questions to try to generate similar questions in Spanish (typically graph analysis), which I did for the graph entitled, "Cómo influye la tecnología en las relaciones interpersonales". I linked both of these resources with an infographic, "La comunicación en la era digital. El impacto de las 'redes sociales'." These three sources are related in their discussion of interpersonal relationships, but they approach them from different perspectives. I used all three of them together as an interpretive summative at the end of our unit on "Love and Interpersonal Relationships," but each resource could also stand alone.
THEME: Global Challenges CONTEXT: Environmental Issues I was profoundly affected when I read about the destruction that humanity has had on the biodiversity of our planet in the past forty years. How have we been so destructive to the planet we inhabit and what solutions exist to prevent more loss? I wanted my students to think about these questions as they read and then I wanted them to think creatively about solutions that they saw to the problem. I also wanted my AP students to practice the "correo electrónico" section of the exam after they read the article. I am considering reworking the questions in the correo to make them more effective and encourage students to come up with more thoughtful solutions.
THEME: Science and Technology CONTEXT: Effects of Technology on Self and Society This is a reading I developed this year after my students told me that they wouldn't know what to do without their phones - their phones are like an extension of themselves, which worried me. The article students read is entitled "Cómo la tecnología está distrayendo a los adolescentes" and delves into problems that can arise with over-dependence on technology. I used this with my Spanish III and Spanish IV students; the questions are written in Spanish and English because when I initially gave it to my students with questions only in Spanish, they were overwhelmed and their affective filters went up (they had not done a lot of reading in their previous Spanish classes). I rewrote the assessment for the next day giving the questions in English, which helped, but next year I will scaffold it better.
El Ministerio del Tiempo is a fantastic telenovela that mixes past and present. I am considering using this show in AP Spanish but need to spend more time developing resources and collaborating with others. Anyone? Anyone? :) I love this show for a variety of reasons. It provides listeners/viewers with a very distinct pattern and rhythm of Spanish...including the 'vos' form that used to be used in Spain, back in the day. Check out this article that I found very intriguing on that topic. Thematically and culturally this show is a goldmine for Spanish teachers. The three patrol members go back in time to prevent history from changing...and along the way meet very influential historical figures. It hits on several AP Themes, especially across the episodes. Personal & Public Identities are addressed often throughout the show as the patrol members learn to cope with their new realities and as they work to preserve the rich Spanish patrimony. Beauty & Aesthetics comes up in many episodes as very famous artists play very significant roles, including Miguel Cervantes, Lope de Vega, Pablo Picasso and reoccurring Velazquez. Science & Technology and Contemporary Life are definitely touched upon as the patrol members go back and forth through time- obviously noting technological advancements in present day. I hope to find more teachers willing to collaborate and spend time developing resources for this awesome program. For now, I bring you a synopsis, character profiles, a little bit of vocabulary and some beautiful screenshots and images mostly taken from www.rtve.es/television/ministerio-del-tiempo/. Google Slides: El ministerio del tiempo; a conocer los personajes
THEME: Contemporary Life CONTEXT: Lifestyles I created this assessment for the end of our first unit using a video that was created by native speakers for learners of Spanish. There are lots of videos by SGEL ELE Español para extranjeros on their Youtube Channel that have a lot of value in the classroom that can be used in different units. The narrator, Eva, interviews her family and friends about where they are from, how old they are, where they currently live, what their name is, etc. This video works as preparation for students to do interpersonal interviews with similar questions as well.
This is a new resource that I just discovered this summer and plan to use with my AP Spanish Language & Culture class. I wish I had known about this one sooner though... this web-series/movie is the first of its kind in a few ways! It can be found at: http://www.rtve.es/playz/sifuerastu There are 8 total episodes, each ranging in length, that in the end have been combined to create a seamless movie. When it first streamed, it was interactive. After each episode/segment viewers could vote for what happened next in the story with a "what would you do" question being posed to the audience every time. It would have been very cool to be a part of that voting process! Why does this appeal to me for AP Spanish? For a variety of reasons! First, like I said, the episodes vary in length, 9-20ish minutes if I remember correctly. That makes it so doable to show in class and develop meaningful resources. Second, the title itself and the "what would you do" scenarios offer a lot of repetition of this valuable phrase. Thematically I think this series will fit great in my Personal & Public Identities unit (Personal Beliefs & Values, Personal Interests, Self-Image/Self-Esteem) but it also ties into several other themes: Families & Communities (Educational Communities, Family Structure, Friendship & Love), Contemporary Life (Lifestyles, Personal Relationships), Global Challenges (Philosophical Thought & Religion). Maybe most importantly the episodes are highly engaging and with a little bit of prep work can be very comprehensible to students. Attached are the resources I've created so far for Chapter 1. Let us know if you have used this web-series before! Google Slides Link: Picture Talk (No text) Google Slides Link: Graphic Novel Chapter 1 Pre-viewing Questions for each chapter All photos were taken as screenshots from http://www.rtve.es/playz/sifuerastu/.
THEME: Contemporary Life CONTEXT: Travel & Leisure (Sports) With the Winter Olympics that took place last year we had a unit on the Olympic Games and Olympic athletes. This was a great lead into our CI/Novel unit on Felipe Alou: Desde los valles a las montañas. It will be interesting to see how this unit is reworked for next year seeing that the Olympics won't be currently taking place. One thing for certain is that one can always talk about past Olympic games! Attached is an infographic assessment we used in Level 2 this past year about the Olympic Games of Río in 2016. In class students used this infographic to converse in the past tense before truly knowing they were using the past tense. Including grammar in your lessons and assessments can be as simple as pointing it out, highlighting it and making students notice the forms that are repeatedly being used.
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AboutFind activities based on Authentic Resources. These activities are written for all proficiency levels, spiraling the AP themes throughout all levels of curriculum.. Archives
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