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?
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: Contemporary Life
CONTEXT: Love and Relationships
I love using short videos in class (cortometrajes). They are really engaging for students and there is so much you can do with them to get students using the target language. MovieTalk is a teaching strategy that was developed by Dr. Ashley Hastings as part of the FOCAL Skills approach to language instruction. Martina Bex describes the MovieTalk process on her website, but essentially you find a short movie (5 minutes or less) with simple language (or no language), and play the movie in class, pausing frequently to talk with students about what is happening, ask questions, and make predictions. Use your targeted vocabulary and grammar as you talk about the video.
I used the video El Cerebro Dividido in my Love and Relationships unit. The MovieTalk took the entire 45 minute class. My students weren't quite ready to just answer in Spanish, so I gave them a little time after each question to write their thoughts down before calling on them in order to give them increased processing time. I asked the questions, and then based on the students' answers I circled and discussed what was happening on the screen. They were really engaged and hooked on the video.
To prep for the MovieTalk, I used www.videonot.es/ to take notes and write the questions I wanted to ask students in class. In VideoNot.es as you watch the video, it records the time that you start writing a question. It really helped me while I was doing the MovieTalk to know when to pause the video and ask a question. I created a Google Slides document with screen shots of the video with the questions I used to guide the discussion in class.
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.
Find activities based on Authentic Resources. These activities are written for all proficiency levels, spiraling the AP themes throughout all levels of curriculum..