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.
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/.
THEME: Beauty & Aesthetics
Context: Fashion & Design
Okay, I did it! I took an AP Context and made it my unit of study...and I loved it! This past year in Level 2 I taught a unit called Fashion & Design. I knew that students already had a base knowledge of clothing vocabulary but I wanted them to take their language further and actually make it communicative and cultural for them.
Included below are a few different authentic resources I used throughout the unit:
1. ZARA- TIENDAS DE MODA ESPAÑOLA:
To make this resource more comprehensible to students I broke it up into 4 sections and we completed one section each day. This helped scaffold the reading, build anticipation for some, and provided an opportunity to not focus solely on this reading for an entire class period or more. I love completing several activities within one hour, and keeping my students guessing at what is coming next. Plus, several students had never heard of Zara before- what a cultural giant!
2. Diferencias del español. Ropa. #smart
I love this video! I love hearing the differences in the language across countries. I'm not convinced I love the activity I created to go along with it but we live and we learn! This wasn't a super TL filled-conversation with my students but it was engaging and culturally interesting nontheless. If you have an idea of how to use this video in class, please let me know!
3. Fashion & Design: Interpretive Listening (Audio-lingua)
These audio clips have been compiled as an interpretive listening assessment, mostly related to clothing vocabulary. We simply used these as in-class listening practice.
Lastly, I loved using the Zachary Jones LookBook activities as a way to engage my students with more relevant vocabulary during the unit: músculosa, crop top, joggers, zapatillas, botines, etc. Check out these Google Slides to see how I took screenshots of the worksheet, added them to the slides and made it viewable for the whole class. One thing about all of these resources to keep in mind is that it isn't just about passing out a worksheet to the students, it is about using the resources as a vehicle for communication in your class.
Also included in these Google Slides are many more resources, slides, infographics, photos and videos that could be used in this unit, depending on the level and background knowledge of your students. You can see examples of how I use Newspaper headlines to open class, "Who wore it better?" photos as communicative-attention grabbing photo-talk activities, and screenshots of authentic websites to engage students in reading/talking. These slides are a bit disorganized but maybe they will serve someone!
THEME: Global Challenges
CONTEXT: Environmental Issues
This year in Spanish 2, to accompany our CI unit on Mira Canion's Capibara con Botas, we studied Animals and Habitats of the World...and in particular animal extinction.
The article 5 especies en peligro de extinción was used as a formative interpretive reading assessment towards the beginning of the unit to introduce the issue, address new vocabulary words, and build background knowledge.
The second resource, Día mundial de los animales, is and infographic that was part of the summative assessment for the unit. To ensure this image was clear I also projected it onto my SmartBoard and students also had access to the image via their Chromebooks so they could magnify information if needed.
I love combining CI resources with Authentic Resources to really build student proficiency!
AP THEME: Beauty & Aesthetics/Contemporary Life
CONTEXT: Visual & Performing Arts/Lifestyles
This past year I needed a fun, engaging unit to wrap up the year with my Spanish 2 students. I was inspired by the Creative Language Classroom to teach a unit on Street/Urban art. Here are some resources that accompanied this unit at the end of the school year:
1. ¿Qué es el arte urbano?- This was a formative interpretive reading assessment we read in class to get students comfortable with some new vocabulary and introduce the new unit to them. This article came from a significantly larger article but it was modified for length to be more manageable for my Spanish 2 students.
2. ¿Cómo elegir mi nombre artístico?- After introducing the unit, working with vocabulary a little bit and looking at several examples of street art, I wanted students to have the opportunity to get a little creative. We used this article to discuss graffiti 'tags' and artistic names. I modified this article so that it would print cleaner. Sometimes formatting can mean the world of difference when it comes to being comprehensible to students! I didn't want to spend a lot of time on this article so the accompanying questions were used as a quick whole-class comprehension check and then we spent the rest of the class seeing who could come up with the most artistic tag!
3. Arte Urbano- This was the summative interpretive reading assessment that I used with my students after about two weeks of thoroughly diving into street art around the world. Although long, this assessment left students feeling successful at the end of the year because vocabulary and content were scaffolded along the way to help them comprehend. It is pivotal that the language we provide students throughout our units be comprehensible to prepare them for the tasks/assessments we want them to complete- or that they 'have to' complete.
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: Contemporary Life
CONTEXT: Travel and Leisure/Lifestyles
When traveling abroad, knowing what modes of transportation are available to you and which ones are the best to use is super helpful in getting from one place to another. During our unit on transportation, students have a summative interpretive reading. To help prepare for it, they first do formative reading practice with this activity. The article is from a travel website for Buenos Aires. The website has been updated since I initially made the activity in 2015 - this is one of the reasons we have opted to copy and paste the articles/readings into documents with the questions rather than having the students go to the websites to read. The current website has changed where the information is located (you have to open a different page) or has updated the information.
The format for the questions is based on Toni Theisen's Interpretive Reading Assessment Template.
AP THEME: Personal and Public Identities
CONTEXT: Alienation and Assimilation
Martina Bex and Elizabeth Dentlinger get the credit for the idea behind the Smash Doodle. A Smash Doodle is a series of illustrations and words related to a theme. We love Smash Doodles because students are able to be creative, but they also have to synthesize and apply information from the unit into one cohesive thought/presentation. Our students have created Smash Doodles after reading and viewing activities relating to the theme (i.e. read an article/book and watch a movie/documentary) as a way for them to integrate their learning from a variety of sources. We are sharing an example from a unit on Alienation and Assimilation during which students read a segment of "Cajas de Cartón" by Francisco Jiménez and viewed the documentary, Living on One Dollar.
AP THEME: Beauty and Aesthetics
CONTEXT: Visual and Performing Arts
During a unit on Entertainment and Media in Level 2, I was striving to make vocabulary assessment more meaningful (I didn't want to just give them a rote memorization quiz). I thought about how they would use the vocabulary, adjectives to describe movies, in real life, and decided the most authentic use of this set of vocabulary would be done when looking at movies and which movies you would like to see/not see after reading about the movie. I developed an Interpretive Reading activity for students using movie synopses. The vocabulary is given to them, but they have to use a variety of the vocabulary correctly in context to talk about their thoughts on the movies. After students completed the activity we watched the trailers to each of the movies - we did this after and not before because I wanted students to base their vocabulary use on what they were reading, not viewing.
Find activities based on Authentic Resources. These activities are written for all proficiency levels, spiraling the AP themes throughout all levels of curriculum..