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1 AP SPANISH LANGUAGE AND CULTURE TOOLS FOR IMPLEMENTING THE NEW CURRICULUM FRAMEWORK Esther Galo/ Katiusca Cirino.

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Presentation on theme: "1 AP SPANISH LANGUAGE AND CULTURE TOOLS FOR IMPLEMENTING THE NEW CURRICULUM FRAMEWORK Esther Galo/ Katiusca Cirino."— Presentation transcript:

1 1 AP SPANISH LANGUAGE AND CULTURE TOOLS FOR IMPLEMENTING THE NEW CURRICULUM FRAMEWORK Esther Galo/ Katiusca Cirino

2 2 INTRODUCTION Getting to know each other Agenda Overview

3 3 ESTHER GALO WESTBURY HIGH SCHOOL

4 4 KATIUSCA CIRINO HASTINGS HS ALIEF ISD

5 5 AGENDA Introduction What is AP? Prerequisites Course Objectives Achievement Levels Exam Format Themes/Lesson Plan Sample Syllabus and Course Planning Strategies and Activities Important Links and Resources Closure/Let’s network

6 6 WHAT IS AP? AP ® is the Advanced Placement Program ® Enables willing and academically prepared students to pursue college-level studies and the opportunity to earn college credit, advanced placement, or both — while still in high school

7 7 CONTINUATION AP ® Exams are given each year in Thursday, May 7 th at 8 am Students who earn a qualifying score on an AP Exam are typically eligible to receive college credit and/or placement into advanced courses in college

8 8 PREREQUISITE There are no prerequisites; however, students are typically in their fourth year of high school–level study. In the case of native or heritage speakers, there may be a different course of study leading to this course.

9 9 COURSE OBJECTIVES Engage in spoken interpersonal communication Engage in written interpersonal communication Synthesize information from a variety of authentic audio, visual, and audiovisual resources Synthesize information from a variety of authentic written and print resources Plan, produce, and present spoken presentational communications Plan and produce written presentational communications

10 10 ACHIEVEMENT LEVELS Achievement levels 1 through 5 (P. 7-29) AP teachers can use this information to develop better insight into individual student performance and adjust the curriculum and instruction throughout the course

11 EXAM FORMAT 11

12 12 THEMES (Pages 31-36) Beauty and Aesthetics Contemporary Life Families and Communities Global Challenges Personal and Public Identities Science and Technology

13 THEMES (P ) 13

14 14 PERSONAL AND PUBLIC IDENTITIES Alienation and Assimilation / La enajenación y la asimilación Heroes and Historical Figures / Los héroes y los personajes históricos National and Ethnic Identities / La identidad nacional y la identidad étnica Personal Interests / Los intereses personales Self-Image / La autoestima

15 15 ESSENTIAL QUESTIONS How are aspects of identity expressed in various situations? /¿Cómo se expresan los distintos aspectos de la identidad en diversas situaciones? How do language and culture influence identity? / ¿Cómo influyen la lengua y la cultura en la identidad de una persona? How does one’s identity develop over time? / ¿Cómo se desarrolla la identidad de una persona a lo largo del tiempo?

16 16 THEMES Pair Thinking Form groups of 3 or 4 Write at least 3 contexts to develop in class with each theme

17 17 THEMES CONTEXTS ESSENTIAL QUESTIONS (Pages 31-35)

18 18 LESSON PLAN: PERSONAL AND PUBLIC IDENTITIES Warm up : (Building prior knowledge) Define identity (Share pair). Guided practice : Explain the definition of identity and connect to the video “Latinoamérica”, Calle 13. Independent Practice : Groups will answer the following questions (essential questions) and explain to the class.

19 19 ¿Cómo se expresan los distintos aspectos de la identidad en diversas situaciones? ¿Cómo influyen la lengua y la cultura en la identidad de una persona? ¿Cómo se desarrolla la identidad de una persona a lo largo del tiempo?

20 20 Closure : Assign a vocabulary word to add to the word wall. H/W : Answer the following question: En tu opinión, ¿Qué factores son los que más influyen en tu sentido de identidad nacional?

21 21 SYLLABUS/COURSE PLANNING AND PACING GUIDE SYLLABUS/COURSE PLANNING AND PACING GUIDE Sample Syllabus 3 Sample Syllabus Course Planning and Pacing Guide

22 22 DO YOU KNOW……? How many sections are on the exam? How long is the exam? Do you know the Exam Date for 2015?

23 23 DO YOU KNOW……? How many sections are on the exam? 2 Sections How long is the exam? 180 minutes Do you know the Exam Date for 2015? Friday, May 7 th 2015.

24 24 IV STRATEGIES AND ACTIVITIES

25 25 Multiple-Choice Section Part A: Print texts Journalistic Texts Literary Texts Announcements Advertisements Letters Maps Tables

26 26 Multiple-Choice Section Part B: Print and Audio texts Interviews Podcasts Public Service Announcements Conversations Brief Presentations Audio texts Respond to questions based on audio texts

27 27 Free-response Section Interpersonal Writing: reply Read and respond to an message Group Activity (game): Letter format (notes) Groups (job titles) Assign/choose theme Create a letter Present orally Best letter wins a prize

28 28 Presentational Writing: Persuasive essay Students examine three authentic texts (article, table or graphic, audio text), then have 40 minutes to organize and write a persuasive essay in response to a prompt. In their essays they must present and defend their own viewpoint using information from all three sources.

29 Group Activity (Debate) PPT Persuasive writing and take notes State your position (favor or against topic) Group up and discuss reasons as to why you’re against or not Present orally by taking turns Re-think your position and switch if necessary Group with most valid reasons wins a prize 29

30 30 Interpersonal Speaking Simulated Conversation Students have one minute to preview a conversation, including an outline of each turn in the conversation, and then respond to five prompts.

31 Class Activity Explain the activity* to the class and emphasize: task oriented activity (aceptar, aconsejar, recomendar, quejarse, etc) Play the audio and model the activity Students must follow the format Play the audio again Choose randomly students to participate Give feedback to the entire class. 31

32 Pair Activity Pair up students Hand out the format, the transcript of the conversation*, and the rubric** Students will take turns, Student A will be the speaker and Student B will answer the questions Student B will only have 20 seconds to answer each question Student A will have a timer to time his partner Student A will give feedback to student B based on the rubric. 32

33 33 Presentational Speaking: Cultural Comparison (1 prompt) Students respond to a prompt by giving a presentation in which they compare cultural features of their own community to those found in an area of the Spanish- speaking world with which they are familiar. They have 2 minutes to read, 2 minutes to present.

34 Class Activity Class Activity Explain the format of a presentation: Introduction, Body, and Conclusion Explain the activity Make emphasis on: organization, content and timing Model the activity to the class: teacher make the presentation of one of the practice questions* 34

35 Pair Activity/Presentations Pair up students Give each pair a practice question Each group will analyze a question, break it into parts, highlight the clue words, prepare a presentation CLASS PRESENTATION Explain their analysis using visuals Make a presentation of 2 minutes answering the question 35

36 CONTINUATION AUDIENCE Students in the audience will: Score the presentations based on the rubric Write notes and feedback in writing to the presenters All work will be graded 36

37 37 College Board-Important Links Audit (syllabus samples and submitting audit form/syllabus) AP Teacher Community https://apcommunity.collegeboard.org AP Spanish Language and Culture Course Home Page Course and Exam Description ll_2013_lkd.pdf ll_2013_lkd.pdf Curriculum Framework pdf 30.pdf AP Spanish Language and Culture (2013 Sample Exam Questions) AP Spanish Language and Culture (Exam Information from spring 2013 and prior) Share AP (student scores and resources for AP coordinators, teachers, school counselors, and administrators)

38 38 Recommended Resources/Textbooks Temas (Textbook / Practice AP Spanish workbook) Abriendo Pasos (Gramatica / Temas y Lecturas) Cumbre Triángulo Aprobado AP Spanish 2015, José M. Díaz Type=asset&elementID=Authors Type=asset&elementID=Authors Cracking the AP Spanish Language & Culture Exam with Audio CD, 2014 Ed. Preparation/dp/ /ref=sr_1_2?ie=UTF8&qid= &sr=8- 2&keywords=ap+spanish+language+and+culture Preparation/dp/ /ref=sr_1_2?ie=UTF8&qid= &sr=8- 2&keywords=ap+spanish+language+and+culture

39 39 Resources and useful links El otro camino: e=All e=All Pinterest Zambombazo Profesor Cameron Stephen Profesora Brim Profesora Parthena Draggett, autora de “Temas” 39

40 40 Universidad de Salamanca Spain-details for Masters in Salamanca internacional/consejerias/e.e.u.u./cursosverano/sal2012.pdf?documentId=09 01e72b80ed344c internacional/consejerias/e.e.u.u./cursosverano/sal2012.pdf?documentId=09 01e72b80ed344c More info (Spain's Embassy - website) eeuu/cursos-verano.html#FAQ eeuu/cursos-verano.html#FAQ 40

41 LA UNIVERSIDAD DE SALAMANCA

42 PLAZA MAYOR DE SALAMANCA

43 LA CATEDRAL DE SALAMANCA

44 EL ACUEDUCTO DE SEGOVIA

45 LA MURALLA DE AVILA

46 46 Let’s exchange ideas and network Esther Galo Westbury High School School’s website: Katiusca Cirino Hastings High School Alief ISD School’s website: 46


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