Thomas Soth Northwest Guilford High School, Greensboro, NC Currently teaching Spanish 2,4, AP Language and AP Lit NBCT / AP Reader spanishisfun.0catch.com

 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!

 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

 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?  Get you thinking.  Get you working (a little)  Get you asking questions

 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.  What about your non-AP students? What do you wish for them to develop?

 On the AP test, students have to  “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.

 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 AP Test  Essay Question: ¿Qué impacto tiene la música en la vida de los jóvenes?

1. A newspaper article. 2. A digital news article. 3. An online recording

 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 1. task completion  Refers to and integrates all sources into the task 2. task development  Development is thorough  Is organized (intro, body, etc.)  Is accurate  Synthesis outweighs citations 3. use of language  Control of structures and conventions.  Rubric Rubric

1. Yes, but somewhat modified.

 ¿Qué impacto tiene la música en la vida de los jóvenes?  Source ideas  Powerpoint about the impact of music on children la-msica-en-el-aprendizaje-de-los-nios la-msica-en-el-aprendizaje-de-los-nios  WEB article: Influencia de la música en las personas musica-en-las-personas.html musica-en-las-personas.html  Video: Influencia de la música y los videoclips en la conducta de los adolescentes

 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.

 Who? Spanish 2  When? At the end of the introductory unit that had the cultural component of Latinos Famosos.

 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!)

 Day 1: Day of unit 1 test review. Provide the task prompt, the graphic organizer, and some vocabulary to help them with transitions.  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).

 We make a similar rubric to the AP and we train our students with this rubric.  How do we make these tasks level appropriate?  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.

 Any unit  Most text book series have common unit themes such as food, education, jobs, clothing, family, etc.  Let’s look at food.

 Do you work better top down or bottom up?

 Brainstorming food  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 

 Use the text: Realidades 2.  Possible sources in the text book 1. Chapter video about making paella (or youtube video: 2. A description about paella (Fondo Cultural) 3. A recipe for tostones and a fondo cultural about plantains. 4. 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.

 Students have a lower level of fluency so I came up with a question first  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).

 Direct use of source material  Lack of good introductions  Lack of good conclusions  Lack of synthesis of information

 Remove the original sources.  Practice introductions and conclusions.  Create graphic organizers and outlines.

 In your groups, pick a level, then pick a topic, come up with a prompt and some possible sources you might use.  Education, holidays, clothing, childhood, etc.

 A unit on education with a grammar focus on comparisons.  The chapter provides…  I provide…  The bad part…

 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).