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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?
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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: Personal and Public Identities CONTEXT: Personal Interests This year I taught in a new district. I had students in Spanish I (a semester in 8th Grade), Spanish III, IV, and AP. Since students had already had two and a half years of Spanish, I assumed that they knew how to read in Spanish, and I gave them articles and assessments that I had used and created in my previous position. I was wrong. The articles and what I expected students to be able to do with them at the beginning of the year were way beyond what they could actually do. I unfortunately forged ahead and didn't stop to actually teach them how to read in Spanish like I should have. While teaching my 8th graders who were in Spanish for the first time, I gave them many strategies and started with more basic authentic articles and what my expectations for what they did with the readings were much different - I taught them how to read and in doing so, built their confidence as readers of a second language. For this year, I have developed a series of readings that I will do in the first unit "Getting to Know You" (Personal Identity) and review in which students will gradually build to the Interpretive Reading Guide (Paul Sandrock) - I created a template with each of the proficiency levels and the types of questions to write for each based on Paul Sandrock's model to help me when I am creating Interpretive Reading assessments. The articles are all from the same website and fit very well with the context of Personal Identity.
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: 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.
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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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