Transcript FLANC 2011 - Spanish is fun .org

Thomas Soth
Northwest Guilford High School, Greensboro, NC
Currently teaching Spanish 2,4, AP Language and AP Lit
NBCT / AP Reader
[email protected]
spanishisfun.0catch.com
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Using authentic sources for writing and
speaking tasks at the lower levels is a
challenge. However, current technology
connects us to a lot of authentic material that
we can use at the beginner level. Come to this
session to learn about and create ideas for
integrating authentic materials into
assessments!
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Objectives
Background information from AP
Example from an AP
How to do this at the 1 and 2 levels
How might you do this?
Two examples
Audience participation
Closing thoughts
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Answer some questions.
What is an integrated authentic language source
task?
 How can I do this in my class?
 Why should I do this?
 When should I do this?
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Get you thinking.
Get you working (a little)
Get you asking questions
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The College Board states that the AP
Spanish Language is intended for students
who wish to
develop proficiency
 integrate their language skills
 acquire information from authentic materials and
sources.
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What about your non-AP students? What
do you wish for them to develop?
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On the AP test, students have to
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“identify and summarize the main points and
significant details and make appropriate inferences
and predictions from a spoken source, such as a
broadcast news report or a lecture on an academic or
cultural topic related to the Spanish speaking world”
And they must also do the same from written
sources such as a newspaper or magazine
article or contemporary literary excerpt.
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Students will write a cohesive and coherent
analytical or persuasive essay in reaction to a
text or on a personal, academic, cultural, or
social issue, with control of grammar and
syntax.
And describe, narrate, and present information
or persuasive arguments on general topics with
grammatical control and good pronunciation in
an oral presentation of two or three minutes.
 2010
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AP Test
Essay Question: ¿Qué impacto tiene la música
en la vida de los jóvenes?
1.
2.
3.
A newspaper article.
A digital news article.
An online recording
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If writing, students would read the written
sources, listen to the audio, have some
preparation time, and then write an essay
following the prompt.
If speaking, students would read one written
source, listen to the audio source, have some
preparation time, and then give their
presentation.
Pretty much the same, right?
We follow the AP Rubric’s 3 categories
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task completion
1.
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task development
2.
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Development is thorough
Is organized (intro, body, etc.)
Is accurate
Synthesis outweighs citations
use of language
3.
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Refers to and integrates all sources into the task
Control of structures and conventions.
Rubric
1.
Yes, but somewhat modified.
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¿Qué impacto tiene la música en la vida de los
jóvenes?
Source ideas
Powerpoint about the impact of music on children
http://www.slideshare.net/CECADHI/el-impacto-dela-msica-en-el-aprendizaje-de-los-nios
 WEB article: Influencia de la música en las personas
http://html.rincondelvago.com/influencia-de-lamusica-en-las-personas.html
 Video: Influencia de la música y los videoclips en la
conducta de los adolescentes
http://www.youtube.com/watch?v=8Iy5flwCTnk
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What you do not need to do.
You do need to keep in mind.
You do need to develop integrated skill
assessments and find sources and the perhaps
modify them a little.
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Who? Spanish 2
When? At the end of the introductory unit that
had the cultural component of Latinos
Famosos.
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La tarea: Compara estos tres cantantes.
Fuentes: The first page of Wikipedia biographies
on Ruben Blades, Shakira, and Enrique Iglesias.
Three short clips of music videos to ilustrate
who they are as well (cuidado!)
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Day 1: Day of unit 1 test review. Provide the task
prompt, the graphic organizer, and some
vocabulary to help them with transitions.
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After the test review, the writing process is reviewed
with the students and the graphic organizer is filled out.
Day Two: After the test. Students have this time
to write their short essays (4 students out of 70
needed to finish at home.)
Test/essay review day: patterned errors are
projected on the overhead and reviewed for
students. Some essays are reviewed with names
review (celebration of excellence).
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We make a similar rubric to the AP and we
train our students with this rubric.
How do we make these tasks level
appropriate?
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Level appropriate sources?
Preparation time?
Extended writing time?
The use of notes for presentational speaking
 The AP exam allows students to use the notes and the
sources when they record their presentations.
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Any unit 
Most text book series have common unit
themes such as food, education, jobs, clothing,
family, etc.
Let’s look at food.
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Do you work better top down or bottom up?
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Brainstorming food
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What can the students do at the one or two level?
What’s in the text?
What can we find online?
 Menus in Spanish
 Videos on making food
 Recipes
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Use the text: Realidades 2.
Possible sources in the text book
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1.
Chapter video about making paella (or youtube video:
http://www.youtube.com/watch?v=xf2Dff2XEdQ)
2.
3.
4.
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A description about paella (Fondo Cultural)
A recipe for tostones and a fondo cultural about
plantains.
A recipe for and a fondo cultural about Arepas / and a
youtube video where someone makes arepas
Prompt: Describe y da una opinión sobre estas tres
comidas del mundo hispano.
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Students have a lower level of fluency so I
came up with a question first
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Compare the 2 different menus and the food
from a youtube video. Also, tell which
resautant you prefer and why, and which
restaurant would be the best for your health
and why.
Sources: One menu in Spanish from a
local fish restaurant, one from a
McDonalds and a youtube video describing
the food at a mexican restaurant (lots of
images). http://www.youtube.com/watch?v=g_sVkPD5gpQ
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Direct use of source material
Lack of good introductions
Lack of good conclusions
Lack of synthesis of information
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Remove the original sources.
Practice introductions and conclusions.
Create graphic organizers and outlines.
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In your groups, pick a level, then pick a topic,
come up with a prompt and some possible
sources you might use.
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Education, holidays, clothing, childhood, etc.
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A unit on education with a grammar focus on
comparisons.
The chapter provides…
I provide…
The bad part…
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By integrating skills and through cultural
integration, we will prepare students not only
for higher level of instruction (small goal), but
also for the practical use of the language in our
current, diverse society (our overreaching
goal).