Integrated Skill Tasks for First and Second Year Spanish

1. Integrated Skill Tasks for First and Second Year Spanish Thomas Soth Northwest Guilford High School, Greensboro, NC Currently teaching Spanish 2,4, AP Language and AP Lit NBCT / AP Reader sotht@gcsnc.com spanishisfun.0catch.com

2. 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!

3. Overview of the presentation • 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

4. Objectives • 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

5. AP presentational Writing and Speaking summary • 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?

6. AP presentational Writing and Speaking summary continued • 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.

7. AP presentational Writing and Speaking summary continued • 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.

8. What is an authentic task? • 2010 AP Test • EssayQuestion: ¿Qué impacto tiene la música en la vida de los jóvenes?

9. Sources • A newspaper article. • A digital news article. • An online recording

10. How do students complete this task? • 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?

11. How do we assess this? • We follow the AP Rubric’s 3 categories • task completion • Refers to and integrates all sources into the task • task development • Development is thorough • Is organized (intro, body, etc.) • Is accurate • Synthesis outweighs citations • use of language • Control of structures and conventions. • Rubric

12. Can we do this at the lower levels? • Yes, but somewhat modified.

13. And whataboutthemusicquestion? • ¿Qué impacto tiene la música en la vida de los jóvenes? • Source ideas • Powerpointabouttheimpact of musiconchildrenhttp://www.slideshare.net/CECADHI/el-impacto-de-la-msica-en-el-aprendizaje-de-los-nios • WEB article: Influencia de la música en las personas http://html.rincondelvago.com/influencia-de-la-musica-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

14. How to create tasks for Spanish 1 and 2? • What you do not need to do. • You do need to keep in mind. • You do need to develop integrated skill assessmentsand find sources and the perhaps modify them a little.

15. Let’s look at an example • Who? Spanish 2 • When? At the end of the introductory unit that had the cultural component of Latinos Famosos.

16. Spanish 2: First Assessment • La tarea: Compara estos tres cantantes. • Fuentes: Thefirst page of Wikipedia biographiesonRubenBlades, Shakira, and Enrique Iglesias. • Threeshort clips of music videos toilustratewhothey are as well (cuidado!)

17. Task time line • 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).

18. How do we assess this • 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.

19. In what type of units might you do this type of exercise? • Any unit  • Most text book series have common unit themes such as food, education, jobs, clothing, family, etc. • Let’s look at food.

20. Group activity • Do you work better top down or bottom up?

21. Group Activity • 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

22. La Comida: Espanol2 • Use the text: Realidades 2. • Possible sources in the text book • Chapter video about making paella (or youtube video: http://www.youtube.com/watch?v=xf2Dff2XEdQ) • 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.

23. La Comida: Español 1 • 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, tellwhichresautantyouprefer and why, and which restaurant wouldbethebestforyourhealth and why. • Sources: Onemenu in Spanishfrom a local fish restaurant, onefrom a McDonalds and a youtube video describingthefood at a mexican restaurant (lots of images). http://www.youtube.com/watch?v=g_sVkPD5gpQ

24. Problemas • Direct use of source material • Lack of good introductions • Lack of good conclusions • Lack of synthesis of information

25. Solutions • Remove the original sources. • Practice introductions and conclusions. • Create graphic organizers and outlines.

26. What else might we do? • 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.

27. Great activityfor a sub day! • A unitoneducationwith a grammarfocusoncomparisons. • Thechapterprovides… • I provide… • Thebadpart…

28. A final Thought • 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).

29. Thank you