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
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: Beauty & Aesthetics
CONTEXT: Fashion & Design
If you haven't seen Velvet yet you need to stop reading this, binge-watch it, and come back to this later. SERIOUSLY. It is to die for. Love. Love. Looooove. And yes, it's on Netflix!
Okay- so I used this show as a carrot and as a reward for my Spanish 2 students this year at the end of our Fashion & Design Unit. See this post about how I've used Class Dojo in my class to establish community and create a healthy competition in my classes. The "reward" during the Fashion & Design unit was watching Velvet. I knew that I wanted them to watch it anyways but this way they thought they were earning something... :)
Velvet takes place in 1950's Spain, in a prestigious fashion house. While the main characters are so easy to love, the supporting characters are even more enchanting. While this year I only showed one episode- hoping they would continue to watch more of it on their own outside of class- I am considering showing several episodes next year during the duration of the unit...or throughout the semester? The good news is that for die-hard Velvet fans, they are still in the process of making/airing season 2 of the spin-off show Velvet Colección. Don't miss that one either!
Attached are the pre-viewing synopsis and character development work my students completed before viewing episode 1 this year. Here is the Google Slides that I used to show the trailer and accompany the worksheets. Stay tuned for chapter resources this year! Do you have any resources for Velvet you'd like to share? Let's collaborate!
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!
AP THEME: Beauty and Aesthetics
CONTEXT: Defining Beauty
Sometimes I think that we make more work for ourselves by searching for multiple resources to use in different levels. Instead, we can use the same resource and change the task to fit the level of out students. This helps us manage our time and once we have a great resource, why use it only once? Change the activity and reuse the same resource for the same class - the same resource could be the basis for in-class interpersonal conversation, and interpersonal writing activity using a backchat like TodaysMeet while watching a video. Create an interpretive listening task for the video.
I used Videonot.es to write comments and questions as I watched the video. I was thinking about multiple proficiency levels as I took notes because I wanted to maximize my time. Writing prompts and questions for the Novice level should be in English. Once students reach Intermediate levels, prompts and questions may be written in the target language, but we must specify the language of response for the assessment.
Angélica Dass, a Brazilian born photographer, has done several TEDx talks about her project, Humanae. Humanea is a project that addresses skin tone, art, personal identity, self-esteem, and perceptions of beauty. It is truly an amazing project. Using one of her TEDx talks, I developed two tasks - one for Novice learners and one for Intermediate learners. The theme of this video is more challenging, but with questions at a different level, I believe it is also accessible to lower level students as well. While viewing with students the teacher may need to pause at different times throughout the viewing to give students a chance to answer and ask questions.
AP THEME: Global Challenges
CONTEXT: Political Conflicts (Social Welfare)
Canal Encuentro, the first TV channel created by Argentina's Ministry of Education, creates and publishes a lot of really incredible videos on YouTube with the purpose of social education for educational use and general society. They had an illustrated documentary series about different Revolutions throughout the world, but it is no longer accessible through their channel (they have a new series about Dictatorships in Latin America as well as a new of for the Day of Respect for Cultural Diversity that look really amazing).
Using videos to create listening/viewing is essential for finding authentic resources, but also challenging when the video you find and develop resources for is removed or no longer accessible where you initially found it. To help alleviate this frustration, there is an extension called savefrom.net that will help you save videos that you are using to create interpretive listening or viewing assessments.
The Revoluciones videos are amazing, but challenging because they are truly authentic (created by Canal Encuentro). We created a formative assessment in EDpuzzle using the Revolución Boliviana 1952 video. Using Edpuzzle as the formative was great because the narrator in all of the videos is the same, so they are able to get used to his voice and the format of the videos before the summative. Students are able able to rewatch any part of the video as many times as they need to hear an answer. The summative uses the video for La Revolución de Guatemala. When we gave this assessment, we allowed students to view the video three times (the first time without the questions in front of them so they were actually viewing the video and the second/third time viewing with the questions). This is more of a listening assessment however, and on a couple questions students used what they saw in the video to answer a question, which does not correspond directly with what is said, nor what is asked (specifically question #4).
AP THEME: Families & Communities, Contemporary Life
CONTEXT: Family Structure, Personal Relationships
Time to talk about LAITS-Liberal Arts ITS, The University of Texas at Austin. If you haven't yet seen, they have some amazing authentic Spanish videos/audios for students to practice their proficiency/performance- all organized by level and content. If you visit their site index they have vocabulary, grammar, transcripts and downloadable podcasts for each language task. These resources are so real, unscripted and original- aka AUTHENTIC. Although they are resources designed to help students studying Spanish, they are what I consider #authres gold. So valuable...formatively or sumatively.
To show you how we use these resources in class we've developed two different sets of activities/questions to accompany various videos related to Families and Communities. Both of these activities are from the 'Beginning' level on the LAITS website- #6 Parents' or Relatives' Work and #7 People's Physical Characteristics. These videos are great to complete with the entire class, in small groups or individually. I often do not show them the video of the speaker until the last time or until I'm through with the assessment. I want them to purely focus on what they're hearing not what they're seeing. The videos typically don't give anything away - and it's great because they use speakers from all around the world - but by waiting until the end it adds a little suspense to the task as well. It is teacher's discretion how many times to repeat the video - as a rule of thumb I usually repeat them three times, but sometimes my kids need less and sometimes they need more. Really what hurt is there by playing it one more time for them?
We'll definitely be developing more activities for this amazing website, but for now we hope you can use and enjoy these Novice Level, Families and Communities activities.
AP THEME: Science and Technology
CONTEXT: Effects of Technology on Self and Society
This resource is designed for the thematic unit of Technology in an upper level course. We utilized the amazing website, Audio-lingua.eu to find native-speakers talking about their opinions on personal technology. What a great way to get students listening to various native-speakers in one assessment! When using this activity, which could be used formatively or summatively, we recommend giving students the opportunity to listen to the audio source three times with time to respond in between. The link to the website can be found at the top of the assessment and is also linked to each speakers' name.
Find activities based on Authentic Resources. These activities are written for all proficiency levels, spiraling the AP themes throughout all levels of curriculum..