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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: 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.
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
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/.
AP THEME: Science and Technology CONTEXT: Effects of Technology on Self and Society This is one of my favorite contexts/themes to teach because it is so relevant to students; everyone can relate. In the interpretive reading assessments below we've copied the information from this article called Así afectan las redes sociales a tu autoestima según tu edad. If you are 1:1 you could definitely have your students visit the website to complete this assessment. If your technology fails, the website changes, or you're not 1:1, we've included a printer-friendly, easy-to-read version of this article. We're not taking any credit for the information in this article, simply copying it for our classroom needs. This is one of the first Interpretive Reading assessments that we give our AP Spanish Language and Culture students at the beginning of the year. It's relatable, current and touches on two themes- Science and Technology and Personal and Public Identities. In my AP training my instructor discussed the "two-finger" reading technique. Go ahead, picture it...students reading while using their two index fingers to scan the text for the right answer. Well that is not the way AP questions are written. Students have to really, truly, understand the text. The questions in this brief multiple choice assessment are not necessarily easy but that is okay. We use these with our students to teach them about AP Interpretive Reading activities. We've included a "where to find the answers" copy of the article that can be used with students as well. It is important for them to understand the questions aren't always "two-finger" questions. They have to actually read and comprehend. Lastly, our original assessment for this was in a Google Form. Don't forget that using technology is a great way to save you/us time!
AP THEME: Global Challenges CONTEXT: Social Context When looking for a reading based on current events, Newsela provides really wonderful readings in both Spanish and English. It is an easily searchable database. Each article has at least four different reading levels, which makes differentiation way easier. Newsela has also created a quiz appropriate for each level. Once you have created an account, you are able to download and print articles. This reading activity is designed for upper level students and focuses on the changes to the term used by the Library of Congress from "illegal aliens" to "undocumented immigrants". After reading the article, the topic could lend itself to a good discussion on the reasons for the change.
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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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