Course Audit Information

AP Central : http://apcentral.collegeboard.com/article/0,3045,151-165-0-46361,00.html

AP Course Audit Information

The AP Program thanks the thousands of educators who provided detailed feedback on the draft requirements circulated last fall, which has resulted in significant changes to the original course criteria. In fact, every single one of the criteria has been revised based on your suggestions and recommendations. As a result, these criteria now reflect a powerful national consensus, across colleges, universities, and public and private secondary schools, regarding which elements are typically found in college-level curricula.

Please review the curricular and resource requirements for each of your AP courses, along with the guidelines for preparing your syllabus for review. For courses you plan to offer in the 2007-08 academic year you may submit your AP Course Audit materials any time between August 1, 2006, and June 1, 2007.

AUDIT RESOURCES

The following AP Course Audit resources are currently available on AP Central: http://apcentral.collegeboard.com/courseaudit/resources

Annotated Sample Syllabi. Multiple sample syllabi in each AP subject illustrate the variety of ways a course can meet the curricular requirements.

Syllabus Self-evaluation Checklist. The checklist enables teachers to evaluate their syllabi prior to submission to ensure all required elements are included.

Samples of Evidence that Satisfy the AP Curricular Requirements. Multiple samples of evidence in each AP subject illustrate the variety of ways curricular requirements can be met in a syllabus.

District-designed AP Course Audit Activities. These articles describe how to create district-wide professional development activities centered around the AP Course Audit, including details on organizing syllabi-creation and review sessions with teachers.

Free archived online presentations on the AP Course Audit process: 1) a presentation with a walk-through of the AP Course Audit Web site demonstration (the submission feature of the audit), and;  2) an event that offered an overview of the AP Course Audit process and the resources available to help teachers prepare materials for submission.  These events have been archived and are available to education professionals for viewing at any time.   http://apcentral.collegeboard.com/courseaudit/resources

AP Course Audit Manual. The AP Course Audit Manual provides an overview of the audit, the review process and instructions for submitting materials. The curricular and resource requirements are also available in this publication.

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AP Course Audit

 Timeline

 Instructions for Teachers

 Instructions for Principals

 Curricular and Resource Requirements

 Syllabus Preparation Guidelines

 Review Process

 Course Authorizations

 Frequently Asked Questions

 Textbook Review

 Online AP Course Providers

 Contact Us

AP Course Audit PowerPoint Presentation. This presentation, designed for both teachers and administrators, will help schools and districts inform their staffs about the purpose and processes of the course audit. This presentation includes notes that specifically target teacher and administrators audiences so that presenters will be equipped to respond to questions from either group.

       

The Submission & Review Process

The course audit review process is designed to ensure that teachers have multiple opportunities to demonstrate inclusion of the requirements in their syllabi. For instance, if, after the teacher submits his/her syllabus for review, a reviewer cannot determine that the syllabus explicitly fulfills or exceeds the course's requirements, that submission is routed to a Senior Reviewer for review. If the Senior Reviewer agrees that the syllabus does not clearly and explicitly demonstrate that each of the curricular requirements is addressed in the course, the Senior Reviewer will provide the AP Program with specific, objective rationale(s) explaining why. The rationale(s) will be included in an e-mail that is sent to the teacher, a copy of which is sent via mail to the principal. The teacher will then have the opportunity to revise and re-submit the syllabus based on the feedback received. If, after resubmitting a revised syllabus, the reviewers can still not make a determination about the course, a College Board representative will call the teacher to provide additional suggestions for how the syllabus could be revised. The teacher will have a third and final chance to revise and submit the syllabus. Only if after this third round of reviews the requirements are not clearly evidenced, will the course be considered not authorizable, and the teacher will be asked to consider submitting their course materials for the following school year. It is the College Board's intention to provide teacher with ample opportunity to demonstrate how their course meets the expectations college and universities have for AP courses. The AP Course Audit process is not designed to serve as a punitive experience, but rather a means to validate and confirm the remarkable job AP teachers are doing at providing rigorous, college-level coursework to their students.

The College Board is considering additional ways to communicate all of the important facets of the AP Course Audit to teachers in the field, and we will continue to inform consultants as new developments and communication venues are developed.  The CB hopes that this information serves to answer some of the questions about the audit.

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Student Selection: Equity and Access

The Advanced Placement Program developed the following policy statement to assist schools in developing an open enrollment policy that reflects the College Board's commitment to expanding access to AP for all students:

The College Board and the Advanced Placement Program encourage teachers, AP Coordinators, and school administrators to make equitable access a guiding principle for their AP programs. The College Board is committed to the principle that all students deserve an opportunity to participate in rigorous and academically challenging courses and programs. All students who are willing to accept the challenge of a rigorous academic curriculum should be given consideration for admission to AP courses. The Board encourages the elimination of barriers that restrict access to AP courses for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented in the AP Program. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population.

http://apcentral.collegeboard.com/repository/ap03_ap_equity_policy_22057.pdf

Achieving Equity

by Ayeola Boothe KinlawDirector, AP Equity and Access InitiativesThe College Board

More About Achieving Equity... AP Grants The Value of the AP Program: A Presentation for Parents National AP Equity Colloquium 2004 Small School Summit Minority Student Success: Role of Teachers (.pdf/376KB) Barriers to Equity and Access (.pdf/24KB) Growing an AP Program in a Small, Rural School District Recipe for Success: Calculus in an Urban Magnet School

"To improve educational opportunities for all students, we must incorporate access to AP® courses for all students, including those that are in underserved groups."William E. McHenry, Ph.D.Mississippi Institutions of Higher Learning

Financial Resources for Schools, Teachers, and StudentsPartnershipsSponsored EventsPublicationsElectronic Discussion Groups

RESOURCES

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Books

A toda vela. Advanced Spanish Program for AP and Upper-Level Students¡A toda vela! is a ground-breaking integrated skills Spanish textbook that uses authentic sources to help students develop skills in reading, writing, listening, and speaking. Each two-lesson chapter (eight chapters total) reinforces a multitude of tasks that incorporate the focal changes in the Advanced Spanish Language Examination and support innovative college-level courses that use the integrated skills approach to instruction.

EMC Publishingwww.emcp.com

Nuevas Vistas Advanced Placement Language Preparation Program gives your students the practice you’ve been looking for!

Targeted practice that reviews Nuevas vistas, Curso advanzado uno Two audio CDs with listening and speaking practice Comprehension and speaking practice Practice activities that follow AP Exam format

One practice exam

Advanced Placement Literature Preparation Book prepares your literature students for the difficult AP Literature Exam.

Targeted practice that compliments Nuevas vistas, Curso avanzado dos Composition, comprehension, analysis activities

Author biographies and literature relating to each literary time period on the AP Exam

Copyright© by Holt, Rinehart and Winston. http://www.hrw.com/world/spanish/snvapep.htm

Realidades: Pre-AP* Resource Book

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A roadmap for success—build pre-AP* skills starting with first year Spanish through REALIDADES 3! Includes teaching trips, a focus on selected REALIDADES articles per chapter, and picture sequences. Written by Marcia Wilbur.

Building AP Language Skills in Spanish I-III: Strategies that Work! Maria Hubbard, Rich Sayers. Prentice Hall

"Español en vivo" de Pilar Pinar. yalepress.yale.edu/yupbooks/book.asp?isbn=0300115385

ENCUENTROS MARAVILLOSOS http://www.phschool.com/foreign_languages/Prentice Hall

Conversacion y controversia (Prentice Hall, phschool.com / prenhall.com). Este texto de conversacion tiene articulos escritos sobre muchos temas cotidianos. Ademas, hay una pagina que ofrece algunas opiniones de varias personas a favor o en contra del tema. Este libro puede ser util para la parte de presentacion oral formal, donde los estudiantes tendran que comparar y contrastar lo que leen y escuchan.

Grammar ResourcesUna Vez Más (Longman Publishing Group, Couch, McCann 1993)Breaking the Spanish Barrier (Book Tech, (800-750-6229), Conner/Folts, 1997)Spanish Three Years (Amsco School Publications, Nassi/Levy)Repaso (McGraw Hill)Nueva gramática comunicativa: a communicative grammar worktext with written and oral practice. Turk, Phil, and Mike Zollo. Lincolnwood: National Textbook, 1995.

AP Language Practice for the exam AP Spanish: Preparing for the Language Examination (Díaz, Leicher-Prieto, Nadelbach,

Nueva edicion TRIANGULO New 4th Edition

by John McMullan (The Hotchkiss School) and Barbara Gatski (Millbrook School, NY) Prentice Hall Advanced Placement* Spanish: Preparing for the Language Examination

©2007 BARRON’s How to Prepare for the AP Spanish. Alice G. Spinger. Book & 3 CDROMS

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Books updated for the 2007 AP Spanish Language Exam

Prentice Hallhttp://www.phschool.com/foreign_languages/

AP* SPANISH: PREPARING FOR THE LANGUAGE EXAMINATION Coming August 2006! 

Advanced Placement• Spanish: Preparing for the Language ExaminationThird Edition

Prentice Hall is proud to announce the updated third edition of our highly praised test preparation book. The new book will provide complete preparation for the new Spanish AP* Language Examination being administered in May 2007.

Authors: José Díaz, Margaret Leicher-Prieto, Gilda Nissenberg

Table of ContentsIntroduction

Unit 1: Listening ComprehensionUnit 2: Reading ComprehensionUnit 3: Writing (Paragraph completion)Unit 4: Writing: (Integrated Skills)Unit 5: Speaking (Simulated Conversations and Integrated Skills)

 Program Components

Student Edition (softcover)   $26.97Teacher's Guide                  $16.47 Audio CDs                          $48.97

ABRIENDO PUERTAS – LENGUAJE

This concise and succinct handbook offers Spanish grammar and concepts translated into English, thematic-based exercises to reinforce learning, and essay questions to prepare students for the AP Spanish Language Exam. This book features open-ended pronunciation practice, systematic presentation of listening and reading comprehension strategies, tips on mastering difficult concepts and terms, a quick reference guide, and comprehensive tests that mimic the items on the AP Exam in Spanish. Abriendo puertas: Lenguaje is a workshop-centered text that refines students' linguistic proficiency by extending their understanding of the Spanish grammatical structure through writing and speaking activities. Comprehensive vocabulary notes, communicative activities, and writing instructions further aid in developing key fluency skills.

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ABRIENDO PASO

New for the AP* Spanish Language Examination

Updated editions of the highly praised titles AP* SPANISH: PREPARING FOR THE LANGUAGE EXAMINATION and ABRIENDO PASO. Learn more about these updates and to request samples.

In ABRIENDO PASO LECTURA ©2007:Stories in ©2001 and ©2005 will remain the same• Para conversar: New speaking tasks to include formal speaking and simulated conversations• Para escribir: New writing tasks to include short informal notes, essay-length assignments, and exercises that integrate listening and reading skills• Comprehensión auditiva will remain the same• Otra dimensión picture sequences will be replaced with speaking and writing activities that integrate reading and listening skills• New ABRIENDO PASO LECTURA Teacher's Guide• New ABRIENDO PASO LECTURA Audio CDs

In ABRIENDO PASO GRAMÁTICA ©2007: • Grammar will remain the same with some updated examples• Sin rodeos sections will be replaced with simulated conversations• En escena sections will be replaced with integrated skills practice for speaking and writing• AP* test practice activities at end of book will reflect new formats on 2007 examination• New ABRIENDO PASO GRAMÁTICA Testing Program• New ABRIENDO PASO GRAMÁTICA Audio CDs• New ABRIENDO PASO GRAMÁTICA Teacher's Guide

TRIANGULO: A Proposito New 4th Editionby John McMullan (The Hotchkiss School) and Barbara Gatski (Millbrook School, NY)This nationally recognized text has been revised to meet the requirements of the new task-based format for the 2007 AP Spanish Language Exam. The student text continues to emphasize vocabulary acquisition. As before, each of the ten chapters will treat a different theme and recycle vocabulary throughout. A major revision, 85% of the text has been rewritten in order to prepare students for success with the nine different evaluation types proposed for the new exam. The audio portion of the program has also been extensively revised and expanded. It now includes nearly 90 audio activities plus 100 articles of interest to high school students on a wide variety of authentic topics. Vocabulary building and testing activities for each chapter have been added as well. The anticipated publication date is June of 2006. The 3rd edition is still available at last year’s prices.

student text (ISBN 1-877653-89-6) School Price $18.95; teacher's manual (ISBN 1-877653-90-X) School Price $15.00;

CD's (ISBN 1-877653-91-8) School Price to be announced

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Internet Resources

The College Board provides a variety of professional development resources for teachers in middle school through college. These resources include the AP Central Web site, publications, workshops, and online events.

AP Central ® (http://apcentral.collegeboard.com/spanlang)

AP Centralhttp://apcentral.collegeboard.com/apc/Controller.jpfEste es el sitio oficial del College Board. Aquí ustedes podrán encontrar los recursos necesarios para el ejercicio docente del profesor de AP Español Lengua y Literatura. Así también descubrirán: el “Course Description”; información indispensable sobre los exámenes vigentes; Pre-AP e información acerca de la realización de talleres con duración de un día e institutos con una extensión de una semana. La Auditoria de APhttps://apcourseaudit.epiconline.org/Aquí encontrarán la información más actualizada con respeto a auditoria. Al entrar en AP Central hallarán el ícono. Esperamos logren matricularse sin dificultades, es relativamente fácil.

La Página Web del Listserve (EDG) de AP-Españolhttp://lyris.collegeboard.com/read/all_forums/La presente página persigue el propósito de apoyar a los profesores, tanto de AP Lengua como de Literatura. A continuación observarán una lista de posibles temas en la página web de la moderadora, Sra. Rita Goldberg.

Actividades para las clases de lengua y literatura Enlaces interesantes Ejemplos de los trabajos realizados por los alumnos Noticias de la actualidad política, económica, artística, etc. Avisos e información sobre conferencias, talleres, presentaciones, etc. Información cultural, sobre todo tipo de actividades como cine, teatro, exposiciones de

arte, conciertos, etc. Cualquier otro material o información que sea pensada en términos de utilidad para los

alumnos.

Radio Naciones Unidashttp://www.un.org/radio/es/En este sitio podremos encontrar un sinnúmero de noticias, relativas a los países hispanohablantes. Aquellos que hallemos, son espacios que tienen una duración media entre

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K-12 Professional Development

un minuto y medio y catorce minutos. Algunos de los temas pueden no ser apropiados para los alumnos de colegio, no obstante es un recurso excelente, el cual fue utilizado en el examen del 2007 para la sección de Presentational Speaking, con buena repercusión.

BBC Mundohttp://news.bbc.co.uk/hi/spanish/news/Este sitio contiene archivos auditivos y enlaces de artículos periodísticos de muchos países hispanohablantes. Nuevos Horizonteshttp://www.nuevoshorizontes.org/Un programa de extensión de la Universidad de Illinois, ofrece algunos recursos gratis aunque la mayoría se consiguen a través de la inscripción.

Notes in Spanishhttp://www.notesinspanish.com/blog/Este sitio ofrece una serie de podcasts para todos los niveles (beginner, intermediate y advanced). Los podcasts son gratis y también ofrecen trabajos monográficos y ejercicios; estos se tiene que adquirir por medio de compra.

Think Spanishhttp://www.readspanish.com/Esta es una revista útil para desarrollar la comprensión auditiva. Se adquiere por un precio de $100.00 al año; posee una tirada mensual. A la revista se le adiciona el CD que la acompaña.

Caminos Peligrososhttp://www.emcp.com/electronic_resource_centers/listonline.php?GroupID=5971Este es un cuento auditivo de 20 episodios. Tiene lugar entre Buenos Aires, Argentina y el Yucatán, en México. Cuenta la historia de unos ladrones de objetos mayas que intentan vender de contrabando, en Argentina. Es un ejercicio que utilizamos con los alumnos del High School para prepararlos en la realización de las narraciones largas en la sección de opción múltiple. En este archivo, a mano derecha, están los episodios (MP3) y a mano izquierda están los exámenes auditivos para cada episodio. Nosotros tenemos copias de los exámenes y nuestros alumnos los toman mientras escuchan los episodios. La meta para mí es desarrollar la destreza auditiva, interpretando, no memorizando toda la información del episodio.

Contamos también con una lista de vocabulario, la cual tienen que preparar de antemano, respondiendo la tarea esa noche después de haber escuchado el episodio en el laboratorio de lengua, luego de los primeros 10 episodios, para integrar la destreza escrita, damos un examen de vocabulario, y los alumnos escriben un resumen del cuento hasta ese momento.

También, para integrar la destreza oral, asignamos un episodio a cada alumno. El día después de haber escuchado el episodio, el alumno tiene que dar una breve presentación oral, resumiendo el trabajo para la clase. Esta actividad, es importante ya que es posible integrar y desarrollar todas las destrezas en un tiempo aproximado de cuatro a cinco semanas.

Authentikhttp://www.authentik.com/

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Es una revista que se publica cuatro veces al año y tiene un precio de aproximadamente $40.00. A la revista se le adiciona el CD que la acompaña.

Centro Virtual Cervanteshttp://www.authentik.com/El Centro Virtual Cervantes es un centro interactivo del Instituto Cervantes. La publicación contiene ejercicios didácticos para alumnos de todos los niveles e incluye también información para los profesores.  Biblioteca Virtual Miguel de Cervanteshttp://www.cervantesvirtual.com/Este sitio es un tesoro. Es una biblioteca virtual en lengua castellana. Contiene obras de ciencia, literatura, historia y otras materias. Es un excelente recurso para los profesores de AP Literatura.

National Spanish Examhttp://www.nationalspanishexam.org/Este es el sitio de Internet con ejercicios prácticos (estilo del examen). Encontramos ejemplos para todos los niveles (1-6). Es una buena manera de repasar el vocabulario y la gramática, e incluye asimismo ficheros auditivos.

DELE (Diploma de Español como Lengua Extrajera)http://www.dele.org/dele-eng/index.aspEste sitio ofrece los exámenes de diseño reciente. Hallaremos todo tipo de ejercicios. Es importante tenerlo en cuenta.

En una palabra, Sevilla, España/En una palabra, Córdoba, Argentinahttp://www.press.georgetown.edu/detail.html?id=9781589011861Estos son CD’s que contienen una serie de entrevistas con personas de Sevilla y Córdoba. Todos responden al mismo tema; (amor, amistad, libertad, éxito…). Es importante contar con ellos. Cada CD posee un precio de $30.00. Es una buena manera de practicar Presentational Speaking; comparando el modo de expresar el idioma entre hablantes de los dos países. Incluye un manual gratis para profesores, disponible el mismo en Internet.

Puerta del Solhttp://www.champs-elysees.com/products/spanish/default.aspxEs una revista ofrecida al público conjuntamente con un CD, cuya publicación es bimestral. La revista se halla íntegramente reproducida en un CD e incluye vocabulario y notas importantes que clarifican una gran variedad de temas culturales presentados. Cuesta aproximadamente $200.00 al año.

Films for the Humanitieshttp://ffh.films.com/Es una fuente que contiene una gran variedad de películas, cuyos temas están referidos a literatura, lengua, civilización y cultura general. El precio de las mismas es elevado, pero es conveniente su adquisición.

Las voces de las mujeres de Xelajúhttp://larc.sdsu.edu/voces/Es una fuente recomendable para practicar y desarrollar “Presentational Writing”. Establece comparaciones entre mujeres del mismo o de diferentes países. Aparecen artículos referidos a

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mujeres guatemaltecas, entrevistas con mujeres de Morelia, México. Anunciado entrevistas a mujeres del País Vasco y La República Dominicana.

Audiriahttp://larc.sdsu.edu/voces/Audiria es una nueva herramienta en línea, útil para el aprendizaje del español como lengua extranjera. Ofrece una gran variedad de actividades e incorpora la tecnología como medio de apoyo para la enseñanza del mismo. Diariamente se hallan disponibles los siguientes rubros o items:

Un fichero auditivo con su correspondiente trascripción. Capítulos organizados por nivel. Ejercicios relacionados con cada capítulo. Breves lecciones de gramática.

FL Teachhttp://www.cortland.edu/flteach/Este sitio forma parte de un grupo de discusión electrónica. Es un ámbito de encuentro entre profesores de diversos idiomas. Los mensajes se organizan por títulos específicos. Es un lugar apto para intercambiar ideas.

Spanish Proficiency Exerciseshttp://www.laits.utexas.edu/spe/index.htmlEsta fuente proviene de la Universidad de Texas. Hay actividades de comprensión auditiva para todos los niveles.

Videos de “El Mundo” de Españahttp://www.elmundo.es/videos/Contiene breves informes de las noticas del momento en España. Se ofrece en formato de video.

Pearson/Prentice Hallhttp://www.phschool.com/En este sitio se encuentra el libro de José Diaz, AP Spanish Preparing for the Language Exam. Un texto que contiene ejercicios que preparan al alumno para las distinas partes del examen. Haz click en Spanish: Test Prep y aparecerá el texto.

Wayside Publishinghttp://waysidepublishing.com/Aquí se encuentra el libro de John McMullan y Bárbara Gatski, Triángulo. Un texto que, a través del desarrollo de temas y ejercicios preparan al alumno para las distintas etapas del examen.También hallarás el texto de Ana Colbert, Azulejo, para un curso de AP Literatura.

EMC Paradigmhttp://www.emcp.com/product_catalog/index.phpAquí se encuentran los dos textos nuevos de esta editorial; ¡A Toda Vela! y AP Test Prep: Mastering the AP Spanish Language Exam.

McDougall Littellhttp://www.mcdougallittell.com/ml/Aquí hallarás varios textos que pueden incorporarse en la clase de AP Español Lenguaje.

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Formespahttp://formespa.rediris.es/canciones/Es un sitio que contiene una selección de canciones con ejercicios para las clases y algunas con videos de YouTube.

Power Point Presentationshttp://www.tpduggan.tripod.com/powerp.htmlEste es un sitio excelente que tiene ejemplos de Power Point para las clases de Español I y II.

Españoléhttp://www.espanole.org/Este sitio ofrece un sinnúmero de recursos para profesores de AP Lenguaje y Literatura.

Consejería Español de Educaciónhttp://www.mepsyd.es/educa/index.htmlUn sitio para profesores de AP Español Lenguaje desarrollados por el Ministerio de Educación y Ciencia de España. Aquí se encuentra la revista “Materiales”.

La Real Academia Españolahttp://www.rae.es/rae.htmlEs el sitio oficial de la Real Academia de la Lengua. Es un lugar donde puedes disipar todo tipo de dudas o realizar consultas en general, por cierto, en relación al uso de la lengua.

A media voz: los poetashttp://amediavoz.com/poetas.htmAquí es posible escuchar la propia voz de los poetas. Un sitio excelente tanto para AP Lenguaje como para AP Literatura.

AATSPhttp://www.aatsp.org/scriptcontent/index.cfmEl sitio oficial de la asociación profesional de profesores de español y portugués. Cuesta $65.00 al año la suscripción. Es importante pertenecer a esta organización; nos brinda una manera interesante de vincularnos y conectarnos profesionalmente. Cada año la AATSP ofrece una conferencia; este año tendrá lugar en Costa Rica. Los profesores que sean miembros de la asociación pueden permitir a sus alumnos que participen en el concurso del Examen de Español Nacional.

ACTFLhttp://www.actfl.org/i4a/pages/index.cfm?pageid=1La participación en esta asociación nacional es ventajosa y los profesores de español deben afiliarse a ella. Es la fuente de las normas del español como segundo idioma: “National Standards for Foreign Language Education”. Este año la conferencia tendrá lugar en Walt Disney World, Orlando, Florida el 21-23 de noviembre de 2008.

Nextexthttp://www.nextext.com/Es una antología que contiene todos los textos de la lista de lecturas del curso de AP Español Literatura. Los guías para profesores son excelentes.

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El castellanohttp://www.elcastellano.org/Este sitio ofrece una buena diversidad de temas para profesores. Desde la “Palabra del día” hasta la historia de la lengua.

Lingolex (vocab lists)http://www.lingolex.com/spanish.htmAquí se encuentran listas de vocabulario por temas. Es un excelente recurso para la clase de AP Español Lenguaje.

Colby Collegehttp://www.colby.edu/~bknelson/exercises/Este sitio ofrece muchos ejercicios culturales y gramaticales, ofrecidos sobre una base musical. Es excelente.

Lawrence Universitywww.lawrence.edu/fast/faresgEste es el sitio de web de Gustavo Fares, profesor de Español en Lawrence University. El profesor Fares es el jefe del Comité de Desarrollo de AP Español. Aquí se encuentran un sinnúmero de recursos útiles para el ejercicio de la docencia en lengua y literatura.

Columbia Universitywww.columbia.edu/cu/lrc/spanish/stor/index.htmlEste es el sitio de Web de los profesores del departamento de español y portugués de la Universidad de Columbia. Es una manera de organizar los materiales que generan los profesores. Hay ejercicios de gramática, lectura, escritura, comprensión auditiva y vocabulario.

Graphic organizershttp://www.region15.org/curriculum/graphicorg.htmlAquí hallarás ejemplos de mapas mentales, cuyo uso he experimentado con alumnos para organizar la información de las presentaciones de “Presentational Speaking y Writing”. Estimamos su recomendación.

Prensa Escritahttp://prensaescrita.com/He aquí una lista de todos los países del mundo hispanoparlante. Pulsando sobre el nombre del país aparece una lista de todos los periódicos en línea.

Internet Activities for Foreign Language Classeshttp://11.www.clta.net/lessons/He aquí un sitio que comparte una gran cantidad de recursos para profesores de lengua.

El Mundo-diccionariohttp://elmundo.es/diccionarios/Este es un diccionario en línea patrocinado por el periódico español “El Mundo”.

Word Reference.comhttp://www.wordreference.comUn diccionario virtual que no solamente da la palabra, sino que la busca en “Google” para exhibirla en una gran variedad de contextos.

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La Universidad de Torontohttp://lab.chass.utoronto.ca/rescentre/spanish/Punto de partida para abundantes unidades culturales.

Learn a Languagehttp://www.learnalanguage.org/apspanish/He aquí una lista de preguntas dirigidas de varios temas. Reflejan el formato del antiguo examen AP Lenguaje; la parte de “Directed Response Questions”. No obstante es buena práctica para los alumnos de Español III.

Intercambios culturales de Radio Exterior de España (REE)http://www.rtve.es/programas/intercambiosRadio Exterior de España ofrece grabaciones de sus programas a los profesores interesados en el tratamiento de este material para el aula de español. Las grabaciones son gratuitas y deben solicitarse directamente a Radio Exterior de España. Los programas están organizados en tres áreas temáticas:

1. HISPANORAMA, que se produce con carácter semanal, incluye reportajes sobre la actualidad sociopolítica y cultural de ámbito hispanohablante, con especial atención a acontecimientos relacionados con Hispanoamérica.

2. DOCUMENTOS, de periodicidad mensual, incluye una monografía de 30 minutos sobre temas de interés general y 4 programas divulgativos de 10 minutos, denominados PRONTUARIO, que abarcan aspectos científicos y culturales del mundo actual.

3. NUESTRO SELLO se edita mensualmente y recoge música de todos los géneros con grabaciones exclusivas del Sello Discográfico de la corporación Radiotelevisión Española (RTVE-Música). Los programas están grabados en discos compactos y se distribuyen con resúmenes escritos

Sample Syllabi

How to design a syllabus for your AP Spanish Language Course

Review the Claims and Evidence; in this way all of your activities can be tied to both.

Review the activities/assessments that you currently have designed for your course and tie them to the Claims and Evidence. You will find that many of your activities will continue to be useful and may not have to be modified at all.

Decide how you will incorporate authentic sources into your curriculum and what those sources will be. There are lots of great resources available to you on the Internet, take some time to review what’s available.

Ensure that your curriculum reflects an integration of the skills; remember that we will no longer be learning nor assessing skills in isolation.

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Understand the modes of communication and design a curriculum that reflects and applies all three.

Familiarize yourself with the course description and the requirements.

Include a variety of instructional resources and activities that not only reflect the new curriculum but also differentiate for learning styles and incorporate critical thinking skills.

Decide on: “What will you teach throughout the year and how you will approach these tasks?

Make a plan. Try and map out at least one quarter at a time and at least decide on how you will divide your semesters.

Stay organized and be flexible, revise the syllabus or make changes as necessary, this is a work in progress.

RationaleThe AP Spanish Language course is designed to be comparable to advanced level (fifth- and sixth- semester or the equivalent) college/university Spanish language courses. In order to maintain this equivalence, the course and exam are periodically revised to reflect evolving college/university curricula. The AP Spanish Development Committee, which is comprised of AP Spanish teachers and college/university faculty who teach corresponding courses, has adopted a plan to implement changes to the AP Spanish Language course and exam over the coming years in order to ensure the continued equivalence of the AP course with college/university courses. In addition, the committee seeks to appropriately incorporate best practices from evolving philosophies of language instruction and language testing within the profession by considering documents such as the ACTFL Proficiency Guidelines and the Standards for Foreign Language Learning.

regarding necessary changes to the exam

FIELD TESTField test design: I

items grouped into sets by sections or related sections (listening and speaking) item grouping was also constraint by practicality comparable-group design for paragraph completion with root words and without

root words sample representative of a regular AP Spanish test-taking population in terms of

learner groups (heritage, non-heritage, and study-abroad) but their level was lower

Qualitative data collection design: students' learning and use background item-level feedback from both instructors and students semi-structured interviews on critical prototype tasks based on specific feedback

from a student (to be collected)

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Prototypes of Potential New TasksNEW EXAM Key Aspects of New Possible Tasks

Integrated skills (Listening, Reading, Writing, Speaking)

Cultural interpretation Text synthesis Conversational speaking Presentational speaking

Contextualized writing accuracy Informal writing Authentic recorded language Visual contextualization for

Listening

Task Feedback

Did you find the task too difficult or too easy? Why? Did you understand the instructions? Did you understand what you were expected to do?

Were the preparation time and response time appropriate or not? Please explain.

How similar was this task to activities and exercises you do in your Spanish class? Please explain.

AP Spanish Course Description

The official 2007, 2008 AP Spanish Course Description is available since May 2006 both in print and as a downloadable file on AP Central. In addition, information about the changes and professional support for AP Spanish Language teachers is provided in a number of ways:

Presentations at professional conferences, such as the AP Annual Conference, and those of the American Association of Teachers of Spanish and Portuguese (AATSP), the American Council on the Teaching of Foreign Languages (ACTFL), and the Northeast Conference on the Teaching of Foreign Languages (NECTFL)

Training for College Board AP Spanish consultants Professional development workshops for AP Spanish teachers Publication of the AP Spanish Language Teacher's Guide Announcements on AP Central and the AP Spanish Electronic Discussion Group

Spanish Language Course and Exam Claims and Evidence

Claims*The student who receives an AP grade of 3, 4, or 5 on the AP Spanish Language Exam has mastered-to a degree commensurate with the AP grade-the skills and knowledge required to receive credit for an advanced level (fifth- and sixth-semester or the equivalent) college/university Spanish language course.

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The student has strong communicative ability in Spanish in interpersonal, presentational, and interpretive modes.

The student has a strong command of Spanish linguistic skills (including accuracy and fluency) that support communicative ability.

The student comprehends Spanish intended for native speakers in a variety of settings, types of discourse, topics, styles, registers, and broad regional variations.

The student produces Spanish comprehensible to native speakers in a variety of settings, types of discourse, topics, and registers.

The student acquires information from authentic sources in Spanish. The student is aware of some cultural perspectives of Spanish-speaking peoples.

*Claims "are statements we'd like to make about what students know, can do, or have accomplished" (Mislevy, Steinberg, and Almond, 2002).

Evidence**The AP Spanish Language student can:

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.

Identify and summarize the main points and significant details and predict outcomes from an everyday conversation on a familiar topic, a dialogue from a film or other broadcast media, or an interview on a social or cultural topic related to the Spanish-speaking world.

Identify and summarize main points and important details and make appropriate inferences and predictions from a written text, such as a newspaper or magazine article or a contemporary literary excerpt.

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.

Describe, narrate, and present information and/or persuasive arguments on general topics with grammatical control and good pronunciation in an oral presentation of two or three minutes.

Use information from sources provided to present a synthesis and express an opinion. Recognize cultural elements implicit in oral and written texts. Interpret linguistic cues to infer social relationships. Communicate via formal and informal written correspondence. Initiate, maintain, and close a conversation on a familiar topic. Formulate questions to seek clarification or additional information. Use language that is semantically and grammatically accurate according to a given context.

**Evidence comprises observable work products, which can be evaluated to substantiate intended claims (Mislevy, Almond, and Lukas, 2003).

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Standards for Foreign Language Learning

CommunicationCommunicate in Languages Other Than English

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CulturesGain Knowledge and Understanding of Other Cultures

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

ConnectionsConnect with Other Disciplines and Acquire Information

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.

Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

ComparisonsDevelop Insight into the Nature of Language and Culture

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

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CommunitiesParticipate in Multilingual Communities at Home & Around the World

Standard 5.1: Students use the language both within and beyond the school setting.

Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.”

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AP Spanish Language Course and ExamClaims*

The student who receives an AP grade of 3, 4, or 5 on the AP Spanish Language Exam has mastered—to a degree commensurate with the AP grade—the skills and knowledge required to receive credit for an advanced level (fifth and sixth semester or the equivalent) college or university Spanish language course.

The student has strong communicative ability in Spanish in the interpersonal, presentational, and interpretive modes.

The student has a strong command of Spanish linguistic skills (including accuracy and fluency) that support communicative ability.

The student comprehends Spanish intended for native speakers in a variety of settings, types of discourse, topics, styles, registers, and broad regional variations.

The student produces Spanish comprehensible to native speakers in a variety of settings, types of discourse, topics, and registers.

The student acquires information from authentic sources in Spanish.

The student is aware of some cultural perspectives of Spanish-speaking peoples.

*Claims “are statements we’d like to make about what students know, can do, or have accomplished” (Mislevy, Steinberg, and Almond, 2002).Evidence*The successful AP Spanish Language student can:

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;

identify and summarize the main points and significant details and predict outcomes from an everyday conversation on a familiar topic, a dialogue from a film or other broadcast media, or an interview on a social or cultural topic related to the Spanish-speaking world;

identify and summarize main points and important details and make appropriate inferences and predictions from a written text such as a newspaper or magazine article or contemporary literary excerpt;

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

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;

use information from sources provided to present a synthesis and express an opinion;

recognize cultural elements implicit in oral and written texts;

interpret linguistic cues to infer social relationships;

communicate via formal and informal written correspondence;

initiate, maintain, and close a conversation on a familiar topic;

formulate questions to seek clarification or additional information, and

use language that is semantically and grammatically accurate according to a given context.

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Overview of Sections and Skills

HOW TO INTEGRATE LISTENING IN THE SPANISH CLASSROOM

ResourcesListening Activities

1. Encuentro inesperado $55.00 (Spanish 2), El concierto siniestro, El novio robado $59.00 each (Spanish 3), Caminos Peligrosos $89.00 (AP). http://www.emcp.com/product_catalog/index.php?GroupID=1027

Recorded stories on tape.

2. La Catrina y La Catrina: El último secreto ($299.97 on Video or DVD (Spanish 3)http://phcatalog.pearson.com/co_home.cfm?site_id=6

3. *Puerta del sol (authentic source for AP)http://www.champs-elysees.com/products/spanish/default.aspx

1-yr subscription $167.00 that is published every two months. The subscription includes a CD & magazine, a study supplement sold separately. Puerta del sol is a radio show on CD with full transcription of the broadcast. It is suitable for advanced classes and contains all authentic language from Spain.

4. Amsco-Spanish Comprehension Practice and Testinghttp://www.amscopub.com/frameset.htmA program that has both oral and audio exercises as well as lots of informal writing activities. The cost of the workbooks is $7.00 and the audio program is $95.00. ISBN: 97720-128-5.

5. Films for the Humanitieshttp://www.films.com/An amazing collection of videos including culture and literature. The average price of a video is $189.00

6. Film Arobics, Inc.http://www.filmarobics.comAn excellent source for videos. The cost for the Video or DVD is $29.95. Lessons may be purchased separately or in combination with the video/DVD.

7. Nuevos Destinos http://www.learner.org/resources/series151.htmlThese are 15 new episodes that also include information from the original series. $129.95

includes three videos and an interactive CD.

8. ¿Eres tú, María? $199.97, (Spanish 1); En busca de la verdad $249.97, (Spanish 2)

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http://www.phschool.com/foreign_languages/¿Eres tú, María? is 10 episodes long and takes place in Madrid. It is the story of Lola Lago, a private detective who is on the case of stolen jewels. En busca de la verdad is 10 episodes long and is tells the story of Roberto Toledo, a teenager living in Guanajuato, México, and the disappearance of his grandfather.

9. Nuevos Horizontes (authentic source)www.nuevoshorizontes.org2 CDs; $17 each; one on Herencia latina (36 tracks), one on Salud para todos (42 tracks). Each program is 14:30 in length and are about current events. The web site also contains two Spanish language radio shows that are free of charge. Nuevos horizontes is not a Spanish language adaptation of a radio program designed for an English speaking audience. Nuevos Horizontes provides information that is relevant to the current needs of the Hispanic population living in the U.S. and Latin America and meets their social, cultural and educational expectations.

10. Scola (authentic source)www.scola.orgEach SCOLA Insta-Lesson consists of a video and audio clip of a segment of native language news broadcasts that have been transcribed and translated. Our new on-line lesson format allows you to watch the video playback while viewing a transcript, translation, quiz or vocabulary window. Additionally, the lesson text is available in a convenient PDF format for viewing online or downloading for later study. SCOLA Videostream Service requires affiliation agreement with SCOLA. 350 hours of programming for $438.00 or unlimited hours of programming for $998. Rolling 7-day archive of programming from 80 countries.

11. Español en vivo (authentic source)www.delta-systems.comDVD & text $39.15 ISBN 10427-8 (book ISBN 10444-8)Español en Vivo emphasizes the richness of Hispanic culture and the variations of authentic spoken Spanish through unrehearsed interviews with more than twenty native Spanish speakers. Topics include housing, family, immigration, politics and cultural traditions.

12. Think Spanishwww.thinkspanish.com1-800-741-0773 1-year subscription $99.95An audio language magazine including diverse topics of authentic language samples. Includes glossaries, inegration of reading and vocabulary building.

13. Las voces de las mujeres de Xelajú (authentic source)www.nflrc.hawaii.edu/voces$25.00 20 interviews of Guatemalan women answering a series of questions. Comes with a script of activities and can be used at all levels as the repetition serves to reinforce vocabulary and structures.

14. Authentik en español (authentic source)www.authentic.comhttp://delta-systems.com/proddetail.cfm?

cat=6&toc=85&stoc=0&pronum=3373$34.95 Order code 0791-671C. Published 5 times per year.A 40-page magazine packed with up-to-date news and information from the Spanish speaking world + 60-minute cassette or CD containing radio news, reports and interviews with native speakers+ reading and listening comprehension, vocabulary building, grammar, tips and strategies for learning.

15. Yabla (authentic source)

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www.yabla.com Yabla.com is a fun, interactive, subscription website with up-to-date video clips of native speakers suitable for integrating listening on the new AP Spanish exam.

16. Música en españolManá Ricky MartínCafé Tacuba RaúlEnrique Iglesias Azúcar MorenoMecano La oreja de Van GoghNek La MafiaLaura Pausini ShakiraCarlos Ponce Mónica Naranjo

Authentic sound files and texts of current global events. Free of charge. BBC en españolhttp://news.bbc.co.uk/hi/spanish/news/

Radio Nederlandhttp://www.informarn.nl/news/international/

Radio Naciones Unidashttp://www.un.org/radio/es/

Elmundo.es

http://www.elmundo.es/

Skills: Listening Comprehension Activities

Good listening skills are best built from the beginning years. Teachers should use as much L2 as possible in the classroom and encourage, active listening habits. Consider incorporating some of the following strategies into your routines:• Dialogs are a staple of the beginning language student's diet. Yet, while students are performing a dialog in front of the class, we often require nothing of the audience. Teachers might want to consider rewarding students for offering a summary sentepce following each dialog. Or, the teacher could prepare true/false statements about each dialogue and follow-up with a dialog quiz. The students at their seats might even be allowed to jot notes about each dialog for such a quiz.• Prepare a different situation or "scenario" on separate cards. Allow each pair of students to draw a scenario card and prepare a dialogue based on the suggested scene. The teacher prepares a list with a very brief descriptor of each situation on a transparency or printed sheet. As the dialogs

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are presented, students need to number the written descriptors in the order that the dialogs are presented.• Use textbook prepared listening activities wisely. Some are too confusing. Others are too simple. Choose activities that provide an appropriate challenge, remembering to change what students are doing (listening) after no longer than 8-10 minutes.

• Use videos wisely. Unless a video has great cultural value, the greatest reason to watch a movie in the target language is to enhance listening skills. Since we know that students need a change in activity every 10 minutes or so in order to maximize their attention span, showing a movie for an entire class period can be an ineffective use of time. 20 minutes per class should be the maximum video viewing time. While the students are watching, require that they do something to validate that they are Indeed listening. They might:

list vocabulary words that they recognizeprepare a list of questions to ask their peers regarding main events in the plot list the characters in the order that they appearlist 2 traits of each of the main characters.prepare true/false sentences about the plot or the characters.

• A "Dictation Quiz" over a reading helps to build sound/symbol recognition. (See the Reading Comprehension section for details.)• Use National French/German/Spanish Exams (from AATF, AATG, & AATSP respectively) for listening comprehension practice items at all levels, since most AP practice materials only exist at the highest end of the spectrum. I like to use past test selections from one level lower than where students are enrolled; just to boost their confidence!• One of my students' favorite listening activities !s a Telephone Race. Place students in rows of 4-5 students facing the board. Each row is a team. Write a sentence in the target language that emphasizes grammar or vocabulary from your current lesson. Give the same sentence to the last person in each row. Students need to whisper the sentence to the person seated in front of them until the sentence reaches the person at the front of the row. The person in the front must correctly write the sentence on the board. Students may only communicate with the students seated in front of and behind them. They must not shout corrections to the person writing on the board. That student may only communicate with the student seated directly behind him/her. Only the front person from each team (board writer) may leave his/her seat. The team who gets the sentence on the board correctly first wins a point. Play is repeated with a new sentence. All students move forward and the front person moves to the back of the row with each new sentence. If one team has fewer students, just delay their initial start time a bit. (This activity is much like the old "gossip" game!)• Use reading passages from your textbook and the following "Dictogloss" activity to help students prepare to comprehend longer passages of listening such as the type that appear on the AP exam.

The Dictogloss Activity (Listening Comprehension)

The following activity is very useful for building listening comprehension - especially in the area of listening to a longer narration. The added benefit is that it also serves a a wonderful pre-reading activity by making the text more familiar and less scary to students as they embark upon reading

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for meaning (and not translation l).Steps 1 - 6 are the most important to the building of listening skills. How you proceed after is up to you.

1. Choose a passage from your current lesson the the textbook. The length may vary depending on the students' level. '/z to 1 page long is sufficient.

2. Read the passage aloud to the students asking them to just listen and concentrate, trying to select the most salient points. The reading should be done a natural pace, without long pauses.

3. Read the passage aloud to students a second time and ask them to jot down (in the target language) the most important details or main points of the Qding. Students should not try to capture every word as in a dictation exercise.

4. With a partner, ask students to write a paragraph that summarizes the main points of the passage.

5. After the summaries have been written, any or all of the following activities can follow, and should be done in the target language but may be done in English with very beginning level classes:a. Teacher asks questions about the main ideas/actions in the passage. b. Students generate general questions to ask the class about main ideas/actions in the passage.c. Two or three sets of partners share their summaries aloud for the class and the class notes any details that the summary might be missing. Or, classmates may wish to add details to their own summaries based on additional details gleaned from the shared summaries.d. Teacher asks each partnership to share one main idea from their summary. Continue until all of the pertinent details have surfaced.

6. After the summarizing and sharing of details has taken place, allow students to open their texts and read the passage aloud with a partner. -

7. Continue the lesson as desired with additional follow-up questions or other types of reading comprehension activities.8. As a possible homework assignment, teachers might wish to ask students to polish the summary at home with attention to details that might have been omitted and to any

Listening-integrated skills

EvidenceThe AP Spanish Language student can:

Identify and summarize the main points and significant details and predict outcomes from an everyday conversation on a familiar topic, a dialogue from a film or other broadcast media, or an interview on a social or cultural topic related to the Spanish-speaking world.

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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.

Recognize cultural elements implicit in oral texts. Interpret linguistic cues to infer social relationships.

Listening Strategies: How to listen and take notes. Separating main ideas from details. Filter out extraneous information.

1. Categorizing:

Personas famosas Origin Logros/aportesSammy Sosa República Dominicana

Colombia CantanteSalma Hayek Actriz

2. Diagrama/Mapping/Venn Los bailes

Flamenco/España/Andrés Segovia/Castañuelas Tango/Argentina/Gardel/Bandoneón Salsa/New York/Celia Cruz/güiro

3. Bosquejo-OutliningLas comidas

I. Méxicoa. Mole poblano

Chile Cacao

b. Tamales Maíz Hoja de plátano

II. El Caribea. Ceviche

Pescado Limón

b. Ropa vieja Carne de res Salsa de tomate

III. Los Andes

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a. Empanadas Tapas Relleno de carne

b. Llapingachos Puré de papa Plato típico ecuatoriano

Actividades: Listening to radio broadcasts. Listening to television programs. Using DVD’s (audio and video). Conduct live interviews with Spanish-speakers. Information gap activities. (pair-work) Making phone calls and soliciting information.

January 29, 2006SECCIÓN CULTURA/ CULTURE SECTIONLas sociedades celebran eventos que han marcado su historia y honran a los personajes que forman parte de ella con un espacio latente en el transcurso del tiempo. Algunos festejos son solo para alimentar el espíritu.

Febrero es el mes en el cual se celebra la historia afro americana en los Estados Unidos. Historia que, gracias al idealismo y a la férrea decisión de sus líderes, ha visto el avance social y cultural de sus miembros en un grado impensable cincuenta o sesenta años atrás.

Martín Luther King, es, indudablemente, el máximo exponente de la lucha por la igualdad del afro americano. El legado de King dio esperanza e inspiración a muchos jóvenes afro americanos en este país, algunos de los cuales hoy desempeñan papeles importantes en los diversos campos del quehacer diario de esta nación.

Fue 1976 cuando nació el mes de la herencia afro americana y se eligió febrero porque muchas personas que formaron una parte importante en la historia negra nacieron este mes como Abraham Lincoln y Frederick Douglass, dos hombres que juntos acabaron con la esclavitud en Estados Unidos.

En este mes también nació. Rosa Parks, quien valientemente se negó a ceder a la injusticia en un autobús en Montgomery, Alabama. Además fue en febrero de 1870 cuando comenzó a servir el primer senador afro americano: Hiram Revels.

Haciendo un poco de historia vemos que los afro americanos fueron forzados a venir a esta parte del mundo, en condiciones infrahumanas con el exclusivo objetivo de ser explotados como mano de obra gratuita para los trabajos del campo, minería y posteriormente la construcción de caminos y vías de tren. Esta situación degradante subsistió hasta casi fines del siglo diecinueve.

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Los africanos traídos a América pertenecían a diferentes grupos culturales, que frente al infortunio, supieron mantener aspectos de su cultura que hoy se manifiestan en el continente americano.

El área en donde la influencia afro americana se nota mas es en el arte, principalmente en la música y la danza. Aquí, en los Estados Unidos, la música de influencia africana tiene a su portaestandarte en el jazz y el blues; Uruguay tiene el candombe, Bolivia la saya, Perú el festejo, Colombia la Cumbia, Panamá el Tamborito, Puerto Rico la bomba, por citar algunos ejemplos.

Como podemos ver la herencia africana en el continente americano es parte esencial de nuestra cultura.

Copyright: ©©2006 by the Board of Trustees at the University of Illinois

520 Bevier Hall, 905 South Goodwin Ave., IL 61801 www.nuevoshorizontes.orgPH: (217) 244 2463/ (217) 244 6043 Ben Mueller

FAX: (217) 244 2861 bmueller@uiuc.edu

“La historia afro americana”Un bosquejo

I. ________________________________________________________

a.________________________________________________________

b.________________________________________________________

II. ________________________________________________________

a. ________________________________________________________

b. ________________________________________________________

III. ________________________________________________________

a. ________________________________________________________

b. ________________________________________________________

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January 29, 2006-SECCIÓN CULTURA/ CULTURE SECTION

“la historia afro americana”

Categorías

Persona Famosa Aporte/Logro Impacto

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HOW TO INTEGRATE READING IN THE SPANISH CLASSROOM

ResourcesReading Activities

1. Materialeswww.spainembedu.org

2. La dama del alba, La barca sin pescador, En la ardiente oscuridad, Bodas de sangre, Marianela, Don Juan Tenorio, Lazarrillo de Tormes, La casa de Bernarda Alba, El Cid, Don Quixote, La cruz del diablo, Las lágrimas del sol, El señor presidente, Los pasos de Ulloa

Continental Book Company Prentice HallWestern Division 1 Lake Street

625 E. 70th Avenue #5 Upper Saddle River, NJ 07458Denver, CO 80229

EMC McDougal Littell300 York Avenue www.nextext.comSt. Paul, MN 551011-800-328-1452

3. Encuentros Holt, Rinehart and Winston

4. Guía para el estudio de literatura españolaDr. Alice Springer1609 Ash Valley DriveNashville, Tennessee 37215

5. Guía para los estudios de españolEdiciones UniversalP.O. Box 450353 (Shenandoah Station)Miami, FL 33245-0353(305) 642-3234

6. Cronica de una muerte anunciada (García Márquez)/Obras escogidas (Ana María Matute)

7. Iniciación a los estudios literarios: METODO Y PRACTICAIdeal Foreign Books, Inc.132-10 Hillside AvenueRichmond Hill, NY 11418

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8. Como se comenta un texto literarioIdeal Foreign Books, Inc.132-10 Hillside AvenueRichmond Hill, NY 11418(718) 297-7477

9. Aproximaciones a la literatura españolaMcGraw Hill

10. Azulejo: Study Guide for the New AP Spanish Literature CourseColbert, Colbert, Kanter, Maura, & SuganoWayside PublishingSuite #5Sandwich, MA 02563(888) 302-2519

11. Lecturas Avanzadas: Spanish AP ReaderElisabeth GiulianelliAmsco School Publications, Inc.315 Hudson StreetNew York, NY 10013-1085(212) 886-6565 www.amscopub.com

12. Abriendo Puertas: Antología de literatura en español Tomo I y Tomo II

Nextext by McDougal Little1-800-323-5435 www.nextext.com

13. Centro Literario Análisis de: El coronel no tiene quien le escriba, Rayuela, María, El Quixote, El Lazarillo de Tormes, El señor presidente; El túnel, La familia de Pascual Duarte, Marianela, Bodas de sangre, Cien años de soledad, Los de abajo, La casa de Bernarda Alba.

16. Convocación de Palabras. Angela LaBarca, Raquel Halty Pfaff. McGraw Hill.17. El Cuento Hispánico (McGraw Hill, Mullen/Garganigo, 1994)18. El Coronel no tiene quién le escriba (Kendall/Hunt Publishing (Dubuque, IA), Curtis, 1992)19. Album: Cuentos del mundo hispánico : Text with Student Cassette. Rebecca Valette (Author), Joy Renjilian-Burgy (Author) May 1993.

Reading Comprehension

Skills: Reading Comprehension Activities

I do not wish to describe, brothers, what other horrible veshches I was like forced to viddy that afternoon. - The like minds. of this Dr Brodsky and Dr Branom and the others in white coats, and remember there was this devotchka twiddling with

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the knobs and watching the meters, they must have been more cally and filthy.than any prestoopnick in the Staja itself. Because I did not think it was possible for any veck to even think of making films of what I was forced to viddy, all tied to this chair and my glazzies made to be wide open. All I could do was to creech very gromky for them to turn it off, turn it off, and that like part drowned the noise of dratsing and fillying and also the music that went with it all. You can imagine it. was like a terrible relief when I'd viddied the last bit of film and this Dr Brodsky said, in a very yawny and bored like goloss: `I think that should be enough for Day One, don't you, Branom?' And there I was with the lights switched on, my gulliver throbbing like a bolshy big engine that makes pain, and my rot all dry and cally inside, and feeling I could like sick up every bit of pishcha I had ever eaten, 0 my brothers, since the day I was like weaned.

2002 - Gladys WisnefskiReading Strategies

READ A SELECTION MORE THAN ONCE

1) The first reading usually sets the tone and gives you a general Idea of the selection's theme. Your second and third readings will supply more details and insight into the piece. These additional readings are A MUST in order to arrive at a complete understanding of the selection.

2) During the FIRST reading, the reader must be able to answer basic questions -WHO, WHAT, WHEN, WHERE,' HOW and WHY- should be answered upon completion of the FIRST reading.

3) Start by SCANNING the paragraph and then looking at the questions. See how many you can answer BUT GOING BACK TO THE TEXT. Reread the paragraph until you can answer all of the questions. Read EACH paragraph and jot down all the information you can remember ("recall pattern").

4) Do NOT translate as you read. Try to think in Spanish rather than translating every word into English. This may take extra time AT FIRST, but it will make reading easier and much more enjoyable later.

5) Decide what is important and what is unimportant. Focus on nouns and verbs rather than on descriptions.

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Try to determine the MAIN ideas of a selection FIRST. Later on you can go back to details.

6) Anticipate; try to guess the upcoming events and the responses and actions of characters. This can help you become more involved in the reading.

7) SUMMARIZEAfter a reading a paragraph, summarize it on one line, or place a title above it. You will have a general outline!

ORGANIZING A READING LESSON

Pre-reading Basic concepts:• Reading involves forming hypotheses about text content and then conforming, rejecting or modifying these hypotheses.• Students will read with greater ease and interest if important/difficult vocabulary is presented before reading.

Activities Types & Strategies: A. Vocabulary preparation

Using cognates Slapping non-essential vocabulary Guessing meaning through context Building Vocabulary

B. Strategy Development/ PracticeFocus on an appropriate skill (one that students will probably need to do the reading): Using cognates, Using the Dictionary, Interpreting Diminutive Suffixes, Using Syntax to Guess Meaning, etc.

C. Advance organizersActivating Background Knowledge AnticipatingPredicting (Skimming, Scanning)

Examples:1. Students glance over reading to find specific vocabulary from a mixed list of words selected from the reading 2. Students study idioms that will appear in reading and then complete a paragraph using these idioms3. Students study a short text with highlighted vocabulary from the trading, using context to guess meaning

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4. Key vocabulary finch the text is given for students to try to guess the topic or details of the plot5. Before reading, students listen to a Mai text on a similar topic and discuss 6. A diagram summarizing the text is studied and discussed7. Students look at title / subtitle / drawings and make predictions 8. How much do you know? Students try to answer questions about info on the reading before reading text9. Students are given topic and subtopics and brainstorm vocabulary, which can also be organized into a mind map. 10. Remove a section of dialog and have students guess about its context

ORGANIZING A READING LESSON # 2

Active Reading Basic concepts:• Students should read entire texts 'naturally' (smooth and uninterrupted).• Students need to focus their reading by keeping in mind a specific purpose.

Activities & Strategies:• Students read to determine topic sentence/main idea of each • Students read to confirm/reject predictions• Students read to answer a specific question:

Is author for or against...?To whom is this text directed? What is the tone of this text?

Post-Reading Basic Concepts:• To check and deepen understanding of the text (often as a prelude to a second reading) • To encourage students to consider implications of the text

Activity Types & Strategies: A. Checking Facts and Details

Skimming/Scanning

B. Decoding: Analyzing and checking comprehension of text structure Transition ExpressionsSyntax Referencing Clauses and PhrasesFalse Cognates and Idioms

C. Checking broad comprehension Distinguishing Main Ideas from Supporting Details

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Interpreting Symbols and MetaphorsMaking Inferences Distinguishing Fact from Opinion Analyzing Text Organization Reacting to reading

Examples1. Questioning: True/False, Multiple Choice, Wh- Questions (these parallel in difficulty the different types of question: yes/no, either/a, info questions)2. Recognizing: Topic, type of text; intended audience, tone of text, relationship between writer and reader, specific functions in text (obligation, gratitude, boredom, etc.). coherence (ordering jumbled text, make a chart with information, etc.), quotes3. Ordering: Sentences to make a paragraph, mixed paragraphs, series of pictures about the text, and two different texts mixed together4. Marching: Topic sentence with corresponding paragraph, tides with short news clips, pictures with texts or paragraphs5. Responding with Actions; tracing on a map, preparing a recipe, assembling6. Completing: Sentences or paragraphs, expanding a headline or title, filling in a questionnaire7. Comparing: Two texts on the same subject, a text and a series of pictures to decide on the accuracy of representation.8. Reacting/Expressing views/opinions Short sentences, two columns: one with important ideas from text, the other with corresponding comments and reactions9. Outlining: To get main ideas and show graphically their relationship with details; mind mapping useful for texts filled with examples10. Summarizing: Gapped paragraph. Original paragraphs11. Paraphrasing: Rephrasing difficult sentences or idioms in everyday vocabulary12 Correcting wrong info/contradictions: give a text with wrong info that forces students to correct by referring to original13. Strip stories with jumbled sentences of a story are pieced together 14. Recreating text/Summarizing using key words (e.g., verbs)15. Relating Topic to Personal Experience 16. Role-Play/ Mini-skits17. Changing Frames (telling story from another point of view)18. Changing text format (from interview to article, from article/story to dialogue)19. Using text as starting point for intensive language study (e.g., find synonyms, related words) 20. Writing: summary, letter, a character's diary, a news report

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INTEGRATING READING AND WRITING IN THE FOREIGN LANGUAGE CLASSROOM

Reading-writing activity ideas

Teacher-student journal writing on texts(Walworth, Margaret. "Interactive Teaching of Reading: A Model." Students and Teachers Writing Tog ether. Ed. Joy Kreeft Peyton. Alexandria, VA: TESOL, 1990. 36-47.)

Teacher-student letter writing or dialogue journals(Staton, Jana. "Thinking together: The role of language interaction in children's reasoning." Speaking and Writing. K-12. Ed. C. Thaiss and C. Suhor. Urbana, IL: NCTE, 1984.)

Independent reading (out of class), with summary written in L1Have students indicate the text they chose, why they chose it, a summary (in English) of the text, their personal reaction (what they learned and what they think of it), and (optionally) what language they acquired in the process.

Peer-editing of compositions

Penpals via e-mail

Letter writing with L2 members of the local community

Making a class magazine: involving writing, editing, revising

Unscrambling a textHedge, Tricia. Writing. Oxford: Oxford University Press, 1988, p. 113.

To help students understand how cohesive devices work in a text, take a short newspaper story in the target language, type out the sentences on separate lines, and cut them up in strips. Tell your students that they will read a story about X, but that they fast need to put the story together. Give one envelope of scrambled sentences to each pair of students (cohesive devices underlined). Once done, students explain how cohesive devices give clues to the organization of the passage.

ReformulatingHedge, Tricia. Writing. Oxford: Oxford University Press, 1988, p. 159.

Gives students a chance to analyze and discuss the organization of meaning in their own writing and that of fellow students. After marking essays, teacher rewrites one student essay, being careful to follow the ideas closely, but improving accuracy and appropriateness (style). Photocopy original and reformulation and distribute to the class. Class compares them, looking for changes and discussing the reasons for them. students then go through their own draft essays and revise them to produce a final draft.

InterChange (synchronous written discussion via networked computers)

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HOW TO USE AUTHENTIC READING SOURCES &INTEGRATE THEM WITH SPEAKING AND WRITING

TASKS that require the students to READ gather information and INTEGRATE SKILLS

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.

Describe, narrate, and present information and/or persuasive arguments on general topics with grammatical control and good pronunciation in an oral presentation of two or three minutes.

Use information from sources provided to present a synthesis and express an opinion. Recognize cultural elements implicit in oral and written texts. Interpret linguistic cues to infer social relationships. Communicate via formal and informal written correspondence. Formulate questions to seek clarification or additional information. Use language that is semantically and grammatically accurate according to a given

context.

SOURCESWebsites

http://portal.unesco.org/culture/es/http://news.bbc.co.uk/hi/spanish/news/http://noti-israel.blogcindario.com/categorias/4-colaboradores.htmlhttp://www.un.org/spanish/http://www.cnca.gob.mx/index_content.htmlhttp://www.colegionacional.org.mx/http://www.clubcultura.com/http://es.wikipedia.org/wiki/Portadahttp://periodicos.ws/http://apps.apcentral.collegeboard.com/ResourceSearchParams.jsphttp://www.sgci.mec.es/usa/enlaces/http://www.terra.com/

Literaturehttp://www.sololiteratura.com/www.elquijote.org

Other http://buscabiografias.com/http://caminantes.metropoliglobal.com/web/biografias.htmhttp://ww.iespana.es/legislaciones/arquitectura.htm

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How to select and adapt authentic sources

A. Use content-based materials

Theme related content and suggestions

Environment Problems vs. Solution Animals, People, Other Legislation and Education Geographical Areas of the Hispanic World, Weather, etc.

Cultural Diversity in the Hispanic World Hispanic Groups: Contributions (Food, traditions, crafts, etc.) Figures: Contributions, ideas, philosophies, etc.

Art Music Literature Painting Theater Cinematography Other forms of Art

Heroes Public Figures in the Hispanic World Connections to other cultures

Entertainment Current Events Other themes

B. Consider benefits of content-based materials and level of difficulty of text

• Amount of content-based print exposures is a potent predictor of vocabulary growth, knowledge acquisition, and a host of other verbal skills. (Stanovich, 1993-94, p. 282)

• Grammar, structures, spelling and punctuation models• Written language places far greater demands on people’s vocabulary than does casual

spoken language. Indeed, more advanced texts depend so heavily on precise wording to build meaning and message that comprehension can be closely estimated by measure of their vocabulary. (California Department of Education, 1996, p. 9)1

1 Eisele, b. Teaching reading to low-achieving students in the upper elementary and middle school grades. Conference 1996

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How to reinforce comprehension

• Make sure the background knowledge is activated; if the student has no clue what it’s about, he/she will be lost.

• Break up words: prefixes, suffices, etc. • Teach them how to actively monitor their comprehension by stopping every paragraph or

so to summarize what was understood.• Have him/her make connections to his reading. What does it remind you of? • Identify cultural inferences, connect to first language or other languages (5 C’s)• Encourage students to make predictions then to read on to determine if he/she was

correct.• The more a person connects to the text the more interested he will be in it. • Also the more background knowledge he/she has the easier it will be for him/her to

understand.• Looking up words in the dictionary is not a very effective way of learning words; teach

them how to derive meaning from context or from word parts (prefix, root word, and suffix)

• Draw inferences or conclusions from the reading.• Determine the author’s purpose in writing.

B. Gradual Steps to Integration of Skills

“… there are many activities and steps we can incorporate at any level that will prove to be very useful to the students learning Spanish. The key is to make sure we do not leave these skills building activities solely for the Advanced Placement course, but that we begin incorporating them at level one. Let us not forget that although the test is at the end of the tunnel, what we do in class is what counts in developing the students' proficiency, and that should be our main objective. ” 2

Reading/Writing Connection: Integrating Skills

• Students’ writing is strongly influenced by their reading. Better readers tend to be better writers and better writers read more than those who don’t write well.

• People who interact daily with print in reading and writing tend to be stronger, more confident students.

• Students should get daily practice in both reading and writing in the classroom.

Reading/Speaking Connection: Integrating Skills

Power Point Presentations

2 José M. Díaz, Developing and Integrating Skills at Different Levels

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• Power point presentations are very versatile and allow the student to be creative.• It is versatile in the way students can import text, images, video and sound using a

scanner or the Internet.• It is user friendly and can be easily taught in one or two sessions.• It facilitates active learning because students need to obtain the information, organize it

and present it.

Process Reading and Power Point Presentations help train the student for the AP Language Exam

Set time limits as students advance in Reading comprehension and formal presentations in class.

Help students understand that the AP exam tasks mirror the first, “rough” draft of a power point presentation.

Consider your schedule and the length of your class periods

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ACTIVITY READING: INTERPRETIVE MODEIntegrate with Speaking and Writing

Group Work: 1. Compare/contrast Old Reading Comprehension Passage and New Interpretive Reading Task2. What is different now? 3. How would you use Process Reading and integrate the skills?

Cuando llegué a Estados Unidos por primera vez (tenía ya treinta años), yo no le dije a nadie que ya había estado allí otras veces y bastantes años antes. Me limité a mirar los diferentes lugares que me enseñaban, reconociendo en cada ciudad cada esquina y cada calle—y, en cada estado que atravesábamos, cada rincón del paisaje--, pero ya digo, yo no le dije nada a nadie que ya había estado allí otras veces y bastantes años antes. De haberlo hecho, seguramente me habrían tomado por loco o por un farsante.

Pero el asunto no tenía en realidad nada de extraño. Como tampoco lo tenía el hecho, para ellos misterioso, de que supiese algunas veces los nombres de montañas y de ríos que mis propios acompañantes, nacidos en el país o afincados en él desde hacía años, ignoraban. Desde que tenía memoria, y sin haber salido nunca de Olleros –ni, por supuesto, de España-, yo había recorrido aquel país camino por camino y palmo a palmo.

Había empezado a hacerlo en el Minero, en aquella butacas destartaladas que acababan convertidas en mucha tardes, a la luz crepuscular de la pantalla, en los bamboleantes asientos de una carreta o de una diligencia que cruzaba, acechada por mil peligros, las polvorientas praderas del Oeste americano, y había seguido haciéndolo al hilo de los relatos de aquellas viejas novelas arrugadas y sobadas por mil manos que compraba en el quiosco de Chamusca y que cambiaba por otras, después de haberlas leído, por otras aun más sobadas. Novelas que devoraba en las largas tardes muertas y amarillas del verano, o, a la luz de una linterna, en el invierno, cuando me iba a la cama.

El proceso era el mismo en los dos casos. Cuando, en la oscuridad del cine, se encendía el proyector o, en la de mi habitación la linterna se abría paso entre las sábanas, otra luz diferente se encendía ante mis ojos y me trasportaba lejos del lugar en el que estaba. A partir de ese instante, y hasta que me despertaba, yo cabalgaba con el protagonista, dormía a su lado bajo una manta o me subía en el coche en el que viajaba, compartiendo con él sus aventuras y afrontando a su lado los múltiples peligros que le acechaban. Y, cuando de repente, la luz del cine se encendía porque la película ya se había acabado o la de la linterna languidecía porque el sueño me vencía o porque la novela o la pila ya se habían agotado, a veces yo seguía cabalgando o viajando en solitario sin darme cuenta siquiera de que los protagonistas de aquéllas ya me habían abandonado. De esa forma, película a película y novela tras novela, recorrí los Estados Unidos y dormí al menos una noche en cada una de sus ciudades. Lo que explica que, cuando al fin tuve ocasión de visitarlas, pudiese andar por ellas con los ojos cerrados.

From Escenas del cine mudo. © Julio Llamazares, 1994. © 1994: Editorial Seix Barral, S.A. Barcelona.

2003 Spanish Language Released Exam Excerpt

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1. ¿Que les extrañó a los acompañantes del protagonista?

(A) Que supiera identificar tantos sitios de interés (B) Que hubiera explorado tantos ríos y montañas(C) Que hubiera nacido en los Estados Unidos(D) Que hubiera vivido en varias ciudades norteamericanas 2. Para el narrador, ¿cuál fue su primera fuente de información sobre la geografía norteamericana?

(A) El cine(B) Un viaje turístico(C) Las novelas(D) Sus amigos norteamericanos

3. ¿Qué era el Minero?

(A) Un filme del oeste(B) Un cine de provincias(C) Un libro de aventuras(D) Un buque de pasajeros

4. Según el pasaje, ¿qué compraba el protagonista en el quiosco de Chamusca?(A) Revistas(B) Videos(C) Libros(D) Pilas

5. ¿Qué hacía el narrador para que las aventuras continuaran aun cuando la pila se acababa?(A) Sacaba otra linterna.(B) Las seguían. (C) Ponía una pila nueva. (D) Se las contaba a los amigos

6. ¿Qué indica la frase “me habían abandonado”?(A) El narrador había dejado de leer o de ver la obra. (B) El narrador ya no tenía compatriotas.(C) El narrador se había dejado dominar.(D) El narrador se sentía solo.

7. ¿Cuál es el tema principal del pasaje?(A) La importancia de estudiar la geografía(B) La influencia del arte en la vida del individuo(C) Las ventajas de viajar al extranjero(D) La estrechez de a vida provinciana

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READING and WRITING TASKS

ACTIVIDAD COMPLEMENTARIAReading and WritingGabriel García Márquez“Un señor muy Viejo con unas alas enormes”

Un señor muy viejo con unas alas enormesGabriel García Márquez Al tercer día de lluvia habían matado tantos cangrejos dentro de la casa, que Pelayo tuvo que atravesar su patio anegado para tirarlos al mar, pues el niño recién nacido había pasado la noche con calenturas y se pensaba que era causa de la pestilencia. El mundo estaba triste desde el martes. El cielo y el mar eran una misma cosa de ceniza, y las arenas de la playa, que en marzo fulguraban como polvo de lumbre, se habían convertido en un caldo de lodo y mariscos podridos. La luz era tan mansa al mediodía, que cuando Pelayo regresaba a la casa después de haber tirado los cangrejos, le costó trabajo ver qué era lo que se movía y se quejaba en el fondo del patio. Tuvo que acercarse mucho para descubrir que era un hombre viejo, que estaba tumbado boca abajo en el lodazal, y a pesar de sus grandes esfuerzos no podía levantarse, porque se lo impedían sus enormes alas.

Asustado por aquella pesadilla, Pelayo corrió en busca de Elisenda, su mujer, que estaba poniéndole compresas al niño enfermo, y la llevó hasta el fondo del patio. Ambos observaron el cuerpo caído con un callado estupor. Estaba vestido como un trapero. Le quedaban apenas unas hilachas descoloridas en el cráneo pelado y muy pocos dientes en la boca, y su lastimosa condición de bisabuelo ensopado lo había desprovisto de toda grandeza. Sus alas de gallinazo grande, sucias y medio desplumadas, estaban encalladas para siempre en el lodazal. Tanto lo observaron, y con tanta atención, que Pelayo y Elisenda se sobrepusieron muy pronto del asombro y acabaron por encontrarlo familiar. Entonces se atrevieron a hablarle, y él les contestó en un dialecto incomprensible pero con una buena voz de navegante. Fue así como pasaron por alto el inconveniente de las alas, y concluyeron con muy buen juicio que era un náufrago solitario de alguna nave extranjera abatida por el temporal. Sin embargo, llamaron para que lo viera a una vecina que sabía todas las cosas de la vida y la muerte, y a ella le bastó con una mirada para sacarlos del error.

- Es un ángel –les dijo-. Seguro que venía por el niño, pero el pobre está tan viejo que lo ha tumbado la lluvia.

Al día siguiente todo el mundo sabía que en casa de Pelayo tenían cautivo un ángel de carne y hueso. Contra el criterio de la vecina sabia, para quien los ángeles de estos tiempos eran sobrevivientes fugitivos de una conspiración celestial, no habían tenido corazón para matarlo a palos. Pelayo estuvo vigilándolo toda la tarde desde la cocina, armado con un garrote de alguacil, y antes de acostarse lo sacó a rastras del lodazal y lo encerró con las gallinas en el gallinero alumbrado. A media noche, cuando terminó la lluvia, Pelayo y Elisenda seguían matando cangrejos. Poco después el niño despertó sin fiebre y con deseos de comer. Entonces se sintieron magnánimos y decidieron poner al ángel en una balsa con agua dulce y provisiones para tres días, y abandonarlo a su suerte en altamar. Pero cuando salieron al patio con las primeras luces,

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encontraron a todo el vecindario frente al gallinero, retozando con el ángel sin la menor devoción y echándole cosas de comer por los huecos de las alambradas, como si no fuera una criatura sobrenatural sino un animal de circo.

El padre Gonzaga llegó antes de las siete alarmado por la desproporción de la noticia. A esa hora ya habían acudido curiosos menos frívolos que los del amanecer, y habían hecho toda clase de conjeturas sobre el porvenir del cautivo. Los más simples pensaban que sería nombrado alcalde del mundo. Otros, de espíritu más áspero, suponían que sería ascendido a general de cinco estrellas para que ganara todas las guerras. Algunos visionarios esperaban que fuera conservado como semental para implantar en la tierra una estirpe de hombres alados y sabios que se hicieran cargo del Universo. Pero el padre Gonzaga, antes de ser cura, había sido leñador macizo. Asomado a las alambradas repasó un instante su catecismo, y todavía pidió que le abrieran la puerta para examinar de cerca de aquel varón de lástima que más parecía una enorme gallina decrépita entre las gallinas absortas. Estaba echado en un rincón, secándose al sol las alas extendidas, entre las cáscaras de fruta y las sobras de desayunos que le habían tirado los madrugadores. Ajeno a las impertinencias del mundo, apenas si levantó sus ojos de anticuario y murmuró algo en su dialecto cuando el padre Gonzaga entró en el gallinero y le dio los buenos días en latín. El párroco tuvo la primera sospecha de impostura al comprobar que no entendía la lengua de Dios ni sabía saludar a sus ministros. Luego observó que visto de cerca resultaba demasiado humano: tenía un insoportable olor de intemperie, el revés de las alas sembrado de algas parasitarias y las plumas mayores maltratadas por vientos terrestres, y nada de su naturaleza miserable estaba de acuerdo con la egregia dignidad de los ángeles. Entonces abandonó el gallinero, y con un breve sermón previno a los curiosos contra los riesgos de la ingenuidad. Les recordó que el demonio tenía la mala costumbre de recurrir a artificios de carnaval para confundir a los incautos. Argumentó que si las alas no eran el elemento esencial para determinar las diferencias entre un gavilán y un aeroplano, mucho menos podían serlo para reconocer a los ángeles. Sin embargo, prometió escribir una carta a su obispo, para que éste escribiera otra al Sumo Pontífice, de modo que el veredicto final viniera de los tribunales más altos.

Su prudencia cayó en corazones estériles. La noticia del ángel cautivo se divulgó con tanta rapidez, que al cabo de pocas horas había en el patio un alboroto de mercado, y tuvieron que llevar la tropa con bayonetas para espantar el tumulto que ya estaba a punto de tumbar la casa. Elisenda, con el espinazo torcido de tanto barrer basura de feria, tuvo entonces la buena idea de tapiar el patio y cobrar cinco centavos por la entrada para ver al ángel.

Vinieron curiosos hasta de la Martinica. Vino una feria ambulante con un acróbata volador, que pasó zumbando varias veces por encima de la muchedumbre, pero nadie le hizo caso porque sus alas no eran de ángel sino de murciélago sideral. Vinieron en busca de salud los enfermos más desdichados del Caribe: una pobre mujer que desde niña estaba contando los latidos de su corazón y ya no le alcanzaban los números, un jamaicano que no podía dormir porque lo atormentaba el ruido de las estrellas, un sonámbulo que se levantaba de noche a deshacer dormido las cosas que había hecho despierto, y muchos otros de menor gravedad. En medio de aquel desorden de naufragio que hacía temblar la tierra, Pelayo y Elisenda estaban felices de cansancio, porque en menos de una semana atiborraron de plata los dormitorios, y todavía la fila de peregrinos que esperaban su turno para entrar llegaba hasta el otro lado del horizonte.

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El ángel era el único que no participaba de su propio acontecimiento. El tiempo se le iba buscando acomodo en su nido prestado, aturdido por el calor de infierno de las lámparas de aceite y las velas de sacrificio que le arrimaban a las alambradas. Al principio trataron de que comiera cristales de alcanfor, que, de acuerdo con la sabiduría de la vecina sabia, era el alimento específico de los ángeles. Pero él los despreciaba, como despreció sin probarlos los almuerzos papales que le llevaban los penitentes, y nunca se supo si fue por ángel o por viejo que terminó comiendo nada más que papillas de berenjena. Su única virtud sobrenatural parecía ser la paciencia. Sobre todo en los primeros tiempos, cuando le picoteaban las gallinas en busca de los parásitos estelares que proliferaban en sus alas, y los baldados le arrancaban plumas para tocarse con ellas sus defectos, y hasta los más piadosos le tiraban piedras tratando de que se levantara para verlo de cuerpo entero. La única vez que consiguieron alterarlo fue cuando le abrasaron el costado con un hierro de marcar novillos, porque llevaba tantas horas de estar inmóvil que lo creyeron muerto. Despertó sobresaltado, despotricando en lengua hermética y con los ojos en lágrimas, y dio un par de aletazos que provocaron un remolino de estiércol de gallinero y polvo lunar, y un ventarrón de pánico que no parecía de este mundo. Aunque muchos creyeron que su reacción no había sido de rabia sino de dolor, desde entonces se cuidaron de no molestarlo, porque la mayoría entendió que su pasividad no era la de un héroe en uso de buen retiro sino la de un cataclismo en reposo.

El padre Gonzaga se enfrentó a la frivolidad de la muchedumbre con fórmulas de inspiración doméstica, mientras le llegaba un juicio terminante sobre la naturaleza del cautivo. Pero el correo de Roma había perdido la noción de la urgencia. El tiempo se les iba en averiguar si el convicto tenía ombligo, si su dialecto tenía algo que ver con el arameo, si podía caber muchas veces en la punta de un alfiler, o si no sería simplemente un noruego con alas. Aquellas cartas de parsimonia habrían ido y venido hasta el fin de los siglos, si un acontecimiento providencial no hubiera puesto término a las tribulaciones del párroco.

Sucedió que por esos días, entre muchas otras atracciones de las ferias errantes del Caribe, llevaron al pueblo el espectáculo triste de la mujer que se había convertido en araña por desobedecer a sus padres. La entrada para verla no sólo costaba menos que la entrada para ver al ángel, sino que permitían hacerle toda clase de preguntas sobre su absurda condición, y examinarla al derecho y al revés, de modo que nadie pusiera en duda la verdad del horror. Era una tarántula espantosa del tamaño de un carnero y con la cabeza de una doncella triste. Pero lo más desgarrador no era su figura de disparate, sino la sincera aflicción con que contaba los pormenores de su desgracia: siendo casi una niña se había escapado de la casa de sus padres para ir a un baile, y cuando regresaba por el bosque después de haber bailado toda la noche sin permiso, un trueno pavoroso abrió el cielo en dos mitades, y por aquella grieta salió el relámpago de azufre que la convirtió en araña. Su único alimento eran las bolitas de carne molida que las almas caritativas quisieran echarle en la boca. Semejante espectáculo, cargado de tanta verdad humana y de tan temible escarmiento, tenía que derrotar sin proponérselo al de un ángel despectivo que apenas si se dignaba mirar a los mortales. Además los escasos milagros que se le atribuían al ángel revelaban un cierto desorden mental, como el del ciego que no recobró la visión pero le salieron tres dientes nuevos, y el del paralítico que no pudo andar pero estuvo a punto de ganarse la lotería, y el del leproso a quien le nacieron girasoles en las heridas. Aquellos milagros de consolación que más bien parecían entretenimientos de burla, habían quebrantado ya

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la reputación del ángel cuando la mujer convertida en araña terminó de aniquilarla. Fue así como el padre Gonzaga se curó para siempre del insomnio, y el patio de Pelayo volvió a quedar tan solitario como en los tiempos en que llovió tres días y los cangrejos caminaban por los dormitorios.

Los dueños de la casa no tuvieron nada que lamentar. Con el dinero recaudado construyeron una mansión de dos plantas, con balcones y jardines, y con sardineles muy altos para que no se metieran los cangrejos del invierno, y con barras de hierro en las ventanas para que no se metieran los ángeles. Pelayo estableció además un criadero de conejos muy cerca del pueblo y renunció para siempre a su mal empleo de alguacil, y Elisenda se compró unas zapatillas satinadas de tacones altos y muchos vestidos de seda tornasol, de los que usaban las señoras más codiciadas en los domingos de aquellos tiempos. El gallinero fue lo único que no mereció atención. Si alguna vez lo lavaron con creolina y quemaron las lágrimas de mirra en su interior, no fue por hacerle honor al ángel, sino por conjurar la pestilencia de muladar que ya andaba como un fantasma por todas partes y estaba volviendo vieja la casa nueva. Al principio, cuando el niño aprendió a caminar, se cuidaron de que no estuviera cerca del gallinero. Pero luego se fueron olvidando del temor y acostumbrándose a la peste, y antes de que el niño mudara los dientes se había metido a jugar dentro del gallinero, cuyas alambradas podridas se caían a pedazos. El ángel no fue menos displicente con él que con el resto de los mortales, pero soportaba las infamias más ingeniosas con una mansedumbre de perro sin ilusiones. Ambos contrajeron la varicela al mismo tiempo. El médico que atendió al niño no resistió la tentación de auscultar al ángel, y encontró tantos soplos en el corazón y tantos ruidos en los riñones, que no le pareció posible que estuviera vivo. Lo que más le asombró, sin embargo, fue la lógica de sus alas. Resultaban tan naturales en aquel organismo completamente humano, que no podía entender por qué no las tenían también los otros hombres.

Cuando el niño fue a la escuela, hacía mucho tiempo que el sol y la lluvia habían desbaratado el gallinero. El ángel andaba arrastrándose por acá y por allá como un moribundo sin dueño. Lo sacaban a escobazos de un dormitorio y un momento después lo encontraban en la cocina. Parecía estar en tantos lugares al mismo tiempo, que llegaron a pensar que se desdoblaba, que se repetía a sí mismo por toda la casa, y la exasperada Elisenda gritaba fuera de quicio que era una desgracia vivir en aquel infierno lleno de ángeles. Apenas si podía comer, sus ojos de anticuario se le habían vuelto tan turbios que andaba tropezando con los horcones, y ya no le quedaban sino las cánulas peladas de las últimas plumas. Pelayo le echó encima una manta y le hizo la caridad de dejarlo dormir en el cobertizo, y sólo entonces advirtieron que pasaba la noche con calenturas delirantes en trabalenguas de noruego viejo. Fue esa una de las pocas veces en que se alarmaron, porque pensaban que se iba a morir, y ni siquiera la vecina sabia había podido decirles qué se hacía con los ángeles muertos.

Sin embargo, no sólo sobrevivió a su peor invierno, sino que pareció mejor con los primeros soles. Se quedó inmóvil muchos días en el rincón más apartado del patio, donde nadie lo viera, y a principios de diciembre empezaron a nacerle en las alas unas plumas grandes y duras, plumas de pajarraco viejo, que más bien parecían un nuevo percance de la decrepitud. Pero él debía conocer la razón de estos cambios, porque se cuidaba muy bien de que nadie los notara, y de que nadie oyera las canciones de navegantes que a veces cantaba bajo las estrellas. Una mañana, Elisenda estaba cortando rebanadas de cebolla para el almuerzo, cuando un viento que parecía de

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alta mar se metió en la cocina. Entonces se asomó por la ventana, y sorprendió al ángel en las primeras tentativas del vuelo. Eran tan torpes, que abrió con las uñas un surco de arado en las hortalizas y estuvo a punto de desbaratar el cobertizo con aquellos aletazos indignos que resbalaban en la luz y no encontraban asidero en el aire. Pero logró ganar altura. Elisenda exhaló un suspiro de descanso, por ella y por él, cuando lo vio pasar por encima de las últimas casas, sustentándose de cualquier modo con un azaroso aleteo de buitre senil. Siguió viéndolo hasta cuando acabó de cortar la cebolla, y siguió viéndolo hasta cuando ya no era posible que lo pudiera ver, porque entonces ya no era un estorbo en su vida, sino un punto imaginario en el horizonte del mar.

Gabriel García Márquez“Un señor muy viejo con unas alas enormes”

Actividad #1 Para activar el texto. ¿Conocen Uds. a una persona a quien no entienden bien? ¿Que les cae mal? O que simplemente les despierta curiosidad? ¿Han tratado de decirle algo a esa persona? ¿Cómo les respondió el/a? ¿Conocen a personas que son diferentes del resto? ¿Cómo las tratan? (Si nadie quiere ofrecer esta información al principio, puedo compartir una experiencia personal). (La conexión que tienen estas preguntas con el texto es que el ángel es diferente del resto de la gente, que no parece saber cómo relacionarse con él.)

Gabriel García Márquez“Un señor muy viejo con unas alas enormes”

Actividad #2 de prelectura. Les doy a los alumnos una hoja con varias frases sacadas del cuento. Cada frase describe

el personaje principal, el ángel. Después de leerlas, los alumnos dan sus impresiones de él. Se podrían usar las siguientes

frases:

Tuvo que acercarse mucho para descubrir que era un hombre viejo, que estaba tumbado boca abajo en el lodazal, y a pesar de sus grandes esfuerzos no podía levantarse, porque se lo impedían sus enormes alas

Estaba vestido como un trapero.

Le quedaban apenas unas hilachas descoloridas en el cráneo pelado y muy pocos dientes en la boca, y su lastimosa condición de bisabuelo ensopado lo había desprovisto de toda grandeza.

Sus alas de gallinazo grande, sucias y medio desplumadas, estaban encalladas para siempre en el lodazal.

Los más simples pensaban que sería nombrado alcalde del mundo.

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Otros, de espíritu más áspero, suponían que sería ascendido a general de cinco estrellas para que ganara todas las guerras.

Algunos visionarios esperaban que fuera conservado como semental para implantar en la tierra una estirpe de hombres alados y sabios que se hicieran cargo del Universo.

Ajeno a las impertinencias del mundo, apenas si levantó sus ojos de anticuario y murmuró algo en su dialecto…

… tenía un insoportable olor de intemperie, el revés de las alas sembrado de algas parasitarias y las plumas mayores maltratadas por vientos terrestres, y nada de su naturaleza miserable estaba de acuerdo con la egregia dignidad de los ángeles.

Su única virtud sobrenatural parecía ser la paciencia.

Gabriel García Márquez“Un señor muy viejo con unas alas enormes”

Actividad #3

Para practicar hacer preguntas sobre un texto y para repasar el contenido del cuento.

Pedir a los estudiantes que inventen 10 preguntas de contenido basado en el cuento que leyeron para la tarea y una pregunta de discusión (las preguntas serían parte de la tarea también).

10 preguntas que le harian al angel si pudieran entrevistarlo.

En clase, tienen que cambiar su hoja de preguntas con otra persona en la clase. Cada estudiante contesta las preguntas de su compañero. De esta manera los estudiantes muestran lo que entendieron con las preguntas que inventan y practican el arte de hacer preguntas. El ejercicio también sirve para repasar el contenido.

Después de contestar las preguntas de contenido y de repasar las respuestas con sus compañeros, se puede dividir a los estudiantes en grupos de tres para que discutan las respuestas de las preguntas que hicieron.

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Gabriel García Márquez“Un señor muy viejo con unas alas enormes”

Actividad #4 Para asegurar que todos los estudiantes entendieron el texto. Van a jugar a tic-tac-to con la clase.

Antes de clase, la profesora/el profesor inventa varias preguntas sobre el contenido del cuento (también pueden usar las preguntas de la actividad anterior, si cabe).

La clase se divide en dos grupos grandes. Un grupo es el equipo “X” y el otro es el equipo “O”. Se decide cuál equipo jugará primero (se puede tirar una moneda al aire, escoger un número de 1 a 10, etc. para decidir esto).

El instructor dibuja el juego en la pizarra, con un número escrito en cada espacio para que los alumnos puedan señalar fácilmente donde quieren poner su “X” o “O”. El tablero será así:

La profesora/profesor también escribe todos los números que representan las preguntas que ha inventado para la actividad. Por ejemplo, si hay 30 preguntas, la profesora escribirá los números 1 a 30 en la pizarra también. De esta manera los estudiantes pueden escoger el número de la pregunta que quieren contestar.

La profesora entonces tachará el número de la pizarra después de usar esta pregunta. (No es necesario hacer esto, pero así los estudiantes no los culparán si les parece que el otro equipo siempre tiene las preguntas “fáciles”).

Una persona del primer equipo escoge una pregunta y trata de contestarla. Si la contesta correctamente, puede decir dónde quiere poner su “X” o “O”. Si contesta incorrectamente, el otro equipo puede conferir para dar la respuesta correcta. Si contestan correctamente, reciben cualquier espacio que quieran.

Le toca ahora a este mismo equipo. Un individuo del equipo escoge y contesta otra pregunta. Se continua así hasta terminar el juego.

Se puede seguir jugando varios juegos hasta terminar con todas las preguntas.

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Las preguntas que podría usar con “Un señor muy viejo con unas alas enormes”son:

1. ¿Cómo se sentía el pueblo cuando se enteró de la presencia del ángel?2. ¿Cómo se sentía el matrimonio? ¿Y la vecina?3. ¿Qué pasaba con los cangrejos? ¿Por qué?4. ¿Cómo se describe el ángel?5. ¿Por qué el pueblo podía creer que había en verdad un ángel?6. ¿Cómo reaccionó el Padre Gonzaga?7. ¿Hay una crítica a las instituciones en su reacción?8. ¿Quiénes asistieron a verlo?9. ¿Qúe sucedió con la feria?10. ¿Quién era la mujer araña?11. ¿Por qué estaba aflijida?12. ¿Cuál era su secreto?13. ¿Qué hacía en la feria?14. ¿Cómo se relacionan el ángel y el niño?15. ¿Qué hizo la dueña de casa con el dinero recaudado?16. ¿Qué hizo el ángel al acabar el cuento?17. ¿Cómo reacciona la señora?

Mientras repasamos el contenido, podemos tener unas discusiones sobre el cuento.

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Gabriel García Márquez“Un señor muy viejo con unas alas enormes”

Actividad #5 Para trabajar con el vocabulario del cuento. El arte de adivinar vocabulario. Les pueden dar esta tabla para ir llenado en grupos. Después la comparten con el resto de la clase.

Palabras de vocabulario

V, S, A ¿Significado?

cangrejos

pestilencia

ceniza

lodazal

pesadilla

estupor

cráneo

abatida

se sobrepusieron

encerró

altamar

alarmado

porvenir

repasó

Pontífice

argumentó

berenjena

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Gabriel García Márquez“Un señor muy viejo con unas alas enormes”

Actividad #6 Para estudiar la gramática del cuento. Noten en este cuento que García Márquez usa mucho el imperfecto y el pretérito. Este es un concepto que se puede repasar ahora. Se podría repasar el concepto, uso y diferencias básicas entre ambos tiempos verbales, así como las formas. Podríamos practicar con la formación un poco antes de buscar los usos en el cuento. En grupos pueden buscar y escribir los ejemplos. Deben traducir la frase y explicar por qué usa la frase el imperfecto o el pretérito. Unos ejemplos del imperfecto/pretérito en este cuento son:

Su única virtud sobrenatural parecía ser la paciencia.

Sobre todo en los primeros tiempos, cuando le picoteaban las gallinas en busca de los parásitos estelares que proliferaban en sus alas, y los baldados le arrancaban plumas para tocarse con ellas sus defectos, y hasta los más piadosos le tiraban piedras tratando de que se levantara para verlo de cuerpo entero.

La única vez que consiguieron alterarlo fue cuando le abrasaron el costado con un hierro de marcar novillos, porque llevaba tantas horas de estar inmóvil que lo creyeron muerto.

Despertó sobresaltado, despotricando en lengua hermética y con los ojos en lágrimas, y dio un par de aletazos que provocaron un remolino de estiércol de gallinero y polvo lunar, y un ventarrón de pánico que no parecía de este mundo.

Aunque muchos creyeron que su reacción no había sido de rabia sino de dolor, desde entonces se cuidaron de no molestarlo, porque la mayoría entendió que su pasividad no era la de un héroe en uso de buen retiro sino la de un cataclismo en reposo.

El padre Gonzaga se enfrentó a la frivolidad de la muchedumbre con fórmulas de inspiración doméstica, mientras le llegaba un juicio terminante sobre la naturaleza del cautivo.

El tiempo se les iba en averiguar si el convicto tenía ombligo, si su dialecto tenía algo que ver con el arameo, si podía caber muchas veces en la punta de un alfiler, o si no sería simplemente un noruego con alas.

Sucedió que por esos días, entre muchas otras atracciones de las ferias errantes del Caribe, llevaron al pueblo el espectáculo triste de la mujer que se había convertido en araña por desobedecer a sus padres.

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Gabriel García Márquez“Un señor muy viejo con unas alas enormes”

Actividad #7 Para crear.

Aunque el ángel no habla, puede ver todo lo que está pasando en la vida de la familia.

Escribe / crea oralmente, un monólogo del ángel comentando lo que está pensando y observando.

También debes reflexionar sobre su vida. ¿Estará con rabia por la manera en que lo tratan o es paciente como se cree?

En clase, los estudiantes pueden leer y actuar sus monólogos para la clase.

Gabriel García Márquez“Un señor muy viejo con unas alas enormes”

Actividad #8Ejercicio escrito

En “Un señor muy viejo con unas alas enormes”la esposa parece no ser muy paciente ni con su esposo ni con el Ángel, a pesar que éste le trae prosperidad. ¿Por qué piensas que se portaba así?

CARTA¿Qué le dirías si pudieras escribirle una carta?

COMPOSICION¿En qué ocasiones la gente se porta de manera desagradecida o mala hacia sus semejantes? ¿Qué se puede hacer para que nos llevemos mejor con nuestros prójimos?

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HOW TO INTEGRATE WRITING IN THE SPANISH CLASSROOM

ResourcesWriting Activities

1. AMSCO Spanish IIIAMSCO315 Hudson StreetNew York, New York 10013

2. Una vez másAddison-Wesley1Jacob WayReading, PA

3. Aprendizaje: Técnicas de composiciónD.C. Heath

4. AP topics from previous examswww.collegeboard.org

5. 88 Quick and Fun Vocab Enrichment ExercisesTeacher’s Discovery

6. Reflexiones by Paula Camardella TwomeyTeacher’s Discovery

7. Fotocuento Español: Story Telling Activities by Tom AlsopTeacher’s Discovery

8. Mi Diario: Español 2 y 3Teacher’s Discovery

9. 50 Minibook Ideas in Spanish and English to celebrate creative writing. (Pre-AP) Caroline Fernandez

Teacher’s Discovery

10. E-Mail Writing Assignemnts for Spanish Class Tom Alsop(Pre-AP)

Teacher’s Discovery

Other helpful resources

1. How to Prepare for College Board Achievement Tests SpanishBarron’s Educational Series

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2. AP Spanish a Guide for the Language CourseLongman/Addison-Wesley

3. TriánguloWayside PublishingSuite #5Sandwich, MA 02563(888) 302-2519

4. Abriendo Paso: Gramática Heinle and Heinlewww.thompsonright.com

5. Curso de perfeccionamiento: Hablar, escribir y pensar en españolIdeal Foreign Books, Inc.132-10 Hillside AvenueRichmond Hill, NY 11418(718) 297-7477

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Skills: Writing ActivitiesSUGGESTED WRITING EXERCISESStudents may write

1. A letter from one character to another in a story, novel, poem, etc. We got some great letters from the monster to Dr. Frankenstein after reading the illustrated classics version!

2. A journal entry in first person, from the point of view of a political figure, local celebrity, or from one or more contrasting characters in a story, play, novel, etc.

3) A new ending to a news report, newspaper or magazine article, or a new ending to a scene or story read in class.

4) A scene or internal dialogue from a new or opposing view, perhaps from the opposing character, or from the opposing person in a personal conflict in their own lives.

5) Plays or short stories in small groups or alone. They may do especially well with fables that end with a moral.

6) Using a journal "character" and then be that character everything journal writing is done for class. The "character" recounts continuing episodes in the adventures of his life. Some amazing insights and creativity surface with this activity. Students, once they are "into" their characters, strive to use vocabulary and grammar just to get the next episode of the story down. No need to restrict time, place, planet, or ideas, as long as they are appropriate for the classroom.

7) Students can assume characters who journal back and forth, or whose characters wrote about continuing adventures together (separately).

100 ESSAY AND JOURNAL TOPICS

The journal is a more informal approach to developing the students' writing skills. The grade is primarily based upon meeting a minimum number of pages by the deadline and on improvement. Comments should focus more in interaction with the student as opposed to correcting grammar and syntax. Use of vocabulary and ease of expression should be taken into account.

It is often beneficial to start a class with one of the topics on the board as the students are entering. After a 6-7 minute writing exercise, have the students turn to the person seated next to them and converse about

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what they have just written. Next, solicit opinions from the class to launch a debate entirely in the target language.

Teachers should respect the confidential nature of the journal, as some students will share personal anecdotes in their writing. Interactive journals are therefore a good means of gd to know the students you teach.

Primarily, students should plan to write in their journal during time outside of class. Refer to thc benchmarks in the yearly syllabus for pacing. Ideally, the class will finish 70 pages (skipping lines) by spring vacation. Students will see the benefit of keeping a journal in Spanish as it allows them to write more in less time as the year progresses.

Los adolescentes1. el estrés y sus efectos sobre los jóvenes2. cómo ingresar en la universidad3. las soluciones para prevenir que se vayan del colegio4. se debe aumentar el currículo en la escuela segundaria5. deben estar disponibles los anticonceptivos en las escuelas secundariasLa publicidad6. la "publicidad falsificada"7. la publicidad política8. el sexismo en la prensa9. el control o limite que debe de imponer el gobierno sobre la publicidad10. los anuncios para el alcoholLas minorías11. Debe de haber cuotas de admisión en las universidades12. cómo ha cambiado el papel del Afro-Americano en los últimos años13. el racismo en la corte / las prisiones14. el veredicto de Elián González15. la influencia afro-americana en la música / los deportesLa escena americana16. el alto costo de un funeral / la tensión social lo mantiene alto17. quien se beneficia de la lotería18. debe haber un seguro médico nacional19. la clase media va desapareciendo en este paísLos problemas sociales20. la censura en el arte / la prensa21. deben recibir recompensa las víctimas de crimen22. las pruebas obligatorias para el SIDA23. la pobreza causa el crimen, ¿de acuerdo o no?24. la caza es necesaria en algunos casosEl transporte25. deben ser nacionalizadas las líneas aéreas26. el automóvil como símbolo de estatus en los EEUU27. la edad ideal para sacar la licencia28. el efecto del túnel (chunnel) entre Francia e Inglaterra29. los efectos de subir el límite de velocidad en las autopistasLa ética30. Debe estar disponible la pastilla RU468 (para el aborto) en los EEUU31. Debe identificarse la gente seropositiva (HIV + )32. El negar a los hispanos ilegales servicios médicos

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33. La homosexualidad en el servicio militar34. El tratamiento de los nativos norteamericanos en las reservacionesLos niños35. Los posibles efectos de los juguetes/juegos violentos en los niños36. por qué hay cada vez menos bebés para ser adoptados37. lo que los niños pueden aprender de sus abuelos38. cómo entrenar a un(a) niñero (-a)39. la peor pesadilla de su niñezLa comunidad40. por qué o por qué no deben registrarse las armas de fuego41. los efectos de las pandillas se extienden más allá de la urbe42. las ventajas de legalizar la prostitución43. un editorial al ayuntamiento quejándose de los problemas principales de tu ciudad44. lo que puede hacer el individuo para ayudar el medio ambienteEl consumerismo45. los efectos de la comida rápida46. ¿son lujos o necesidades?: la electricidad, el teléfono, la televisión47. deben ser prohibidas las encuestas telefónicas48. si valen la pena los productos de marca (Gap, Abercrombie, Polo)49. las ventajas y las desventajas de las tarjetas de créditoLos asuntos actuales50. la importancia de la capa del ozono51. la escasez de profesores hoy y en el futuro52. cómo mejorar la seguridad de aviones53. debe ser Puerto Rico colonia, estado o país independiente54. los héroes e ídolos modernos y qué significan para la juventud de hoyLas costumbres55. cómo planear una fiesta de sorpresa56. los efectos de la brujería57. el fumar en los lugares públicos58. por qué están de moda los tatuajes59. la importancia del matrimonio en la sociedad moderna

Part III: Writing SkillsEl medio ambiente y la contaminación60. el efecto de la lluvia ácida61. el problema de ruido excesivo62. debe ser obligatorio el reciclaje63. por qué ser vegetariano es preferido64. la importancia de la región amazónicaLa familia65. lo que todo padre/madre debe saber para criar a sus hijos66. el impacto del divorcio67. cómo ha cambiado la estructura de la familia en los últimos años68. el concepto de la familia latina vs. la familia norteamericana69. la edad ideal para casarse / para tener hijosLa moda70. por qué (no) se debe comprar abrigos de piel71. por qué se debe requerir el uniforme en los colegios72. describe la moda típica de los años 70 / 80 / 9073. la explotación de niños y mujeres en las fábricas americanas en la América Latina

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74. la influencia europea en la moda de los EEUULa comida75. cómo la religión ha cambiado la dieta76. cómo preparar su plato favorito77. los mitos y mal entendimientos sobre ciertos alimentos78. la mecanización ha afectado la calidad de la comida (vs. la orgánica)79. los beneficios de ser vegetarianoEl porvenir80. los EEUU debe continuar a explorar el espacio y otros planetas81. los OVNIs: ¿realidad o fantasía?82. los beneficios de energía solar83. cómo será la casa del futuro / el auto84. los efectos de la sobrepoblaciónEl gobierno85. la mejor primera dama de los EEUU86. por qué los americanos no saben el juramento a la bandera / citar la declaración de la independencia

y/o la constitución87. los estados merecen más poder88. favor de o en contra de programas de beneficio social (welfare)89. el déficit nacionalLa salud90. Analiza los beneficios de un transplante de órganos.91. el hambre al nivel mundial / en los países del Tercer Mundo92. las operaciones innecesarias por cirujanos y médicos corruptas93. los efectos de la cafeína en al dieta94. el culturismo (bodybuilding): sólo para el ego o para la salud

La filosofía95. cuál es el sueño americano?96. cómo se define el amor / el honor / la verdad97. está bien mentir a veces98. ¿es revolucionario el terrorismo?99. las actitudes modernas sobre lo bueno y lo malo100. "ojo por ojo, diente por diente," Discute.

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Journal Writing

Students learn to write by writing! I encourage (require) journal writing once per week in every course at every level. First-year students can effectively write a 5-sentence paragraph. Fourth and fifth-year students should be able to hand write a full page of text'.

Why do teachers shy away from journal writing?

-Lack of ideas for students to write about.

-Lack of time to correct weekly journal entries.

Ideas/Prompts for Journal Writing

-Most textbook series give ideas for writing in each lesson. In the earlier levels, encourage students to write very closely within the parameters of what they have learned, on the given topic in the chapter.-During intermediate level courses, students may enjoy:

a. Creating a new identity and writing a bit more of the saga each week, developing their new persona and their new life.

b. Writing to a pen pal in a different section of the same course or a course with like-ability students is fun. Be sure to keep identities secret. Students should only write in their own ournals and respond to what they have read in their own journals.

-For AP students, use essay prompts from previous AP exams for . writing ideas. Check prompts from released exams for other languages as well.

-See Ken Stewart's Duke Tip AP Teacher Manual (1-919-683-1742 - for order information) for 100 Journal Writing Topics. -

-Check with your school's English department for journal writing ideas. -Teachers Discovery (1-800-teacher) has some nice products for journal writing that can be used as actual journals for students to write in or at least to glean ideas from!

Mon Journal Frangais #JB829Mi Diario Espanol #JB122

Correction of Journal Entries

It's really our own fault. We are compelled to correct every error that our students make. Again, students learn to write by writing!!!! If teachers feel compelled to fix every mistake, not only will students be very discouraged, but also they will likely not take the time to attend to each and every stroke of the colored pen that you the teacher so carefully orchestrated.First, 'encourage students to write in simple sentences and to stick closely to their realm of abilities in Spanish, as described above. Students have the most difficulty writing when they try to transfer their every thought from English. By reassuring students that simple is best teachers are less likely to get nonsense phrases, and if they can't figure out how to say something, they should say something else!

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So, what about those errors?! I would recommend choosing the one u mistake and correct it, and let the rest go. I know, it's difficult!

However, if you can draw their attention to improve just one thing per week, think about how many improvements they will make Without being intimidated by the act of writing.

Some other ways to let students know you have seen their writing without correcting each page are:-Quickly skim each entry and place a sticker or rubber stamp on the page. (This takes less than 10 minutes per class!)-Use a yellow highlighter to highlight something that a student expressed very well in their writing. That phrase is "good as gold." Students find this very encouraging!-Write a comment back to students about the content of their writing, and encourage them to write back to you if you posed a question about something.-Vary how you respond to their entries, sometimes personal, sometimes not.-If you notice common errors, bring those errors to the whole class's attention.

Journal Grading

I would encourage the journal to be some type of credit, such as a daily assignment or class activity. I would not recommend letter grades for journal entries. Students will get very perfectionistic if you assign grades to their writing. Writing should only be graded if you are providing students an opportunity to rewrite work that has been reviewed and edited. The purpose of journal writing is to write. The value in this exercise is the practice, not the grading.

Beginning students might do their journal writing directly into a section of their notebook that has been sectioned off for this purpose, or in a small spiral-bound notebook to be kept in the classroom. Since the journal entries are fairly short, this writing makes a great starteractivity or a post-quiz/test time filler until the remainder of the class has finished. Journal writing could thus be part of the class participation grade.

Older, advanced students are likely to be responsible enough to write weekly in their journals and hand them in on an assigned day. Keeping the day of the week the same will help students remember the routine. It is important to check (as described above) all journals and return them to students in a timely manner so that they can begin on the following week's entry. In this type of system, the journal Can be a homework credit. My AP students turn in a one-page journal entry each Friday in addition to their regularly scheduled homework. I do my best to return the journals on Monday or Tuesday for future writing.

For students who persist in writing poorly in their journals, a private conference with that student is generally all that is necessary. The teacher may wish to ask a student to re-work a journal entry if it is clearly done without thought or care.

Lastly, journal entries are the only assignment that I never accept late unless a student has been out of school. It is imperative to receive them on time in order to return them in a timely manner for the following week. I don't personally like to only collect journals monthly, etc. I believe that students are human and they will likely procrastinate on getting their writing done until just before it is due. By keeping them coming in every week, students benefit from the routine.

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The Writing Process and the AP Exam

In order to help your students be better writers, it is important that they become familiar with the WRITING PROCESS as it applies to foreign languages.

The WRITING PROCESS has five steps:BrainstormingDraftingRevising Editing Publishing

Brainstorming

Brainstorming is the gathering of ideas, and a much ignored step when students are writing under the pressure of time. Encourage students to use 3-4 minutes to organize their thinking. Some of the easiest and most appropriate ways to brainstorm are:1. Write an outline.2. Make a jot list of ideas as you think of them, and then number them in the order in which the ideas will take shape in the writing.3. Make a diagram if there is a "compare and contrast" topic.

Why should students write down their ideas instead of jumping right into the essay? First, this provides them with a way to organize their thoughts instead of writing an essay with a poor flow of ideas. Also, students might write productively for the first couple of paragraphs and then run into a writer's block.

Teachers can help students to brainstorm by giving them a prompt, and modeling one of the above techniques as a whole class. The exercise should be repeated by pairs of students on transparencies which they can share with the class for critique. Finally, students can practice brainstorming with a new prompt as a homework assignment.

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different some different

Drafting

D r a f t i n g i s the act of putting the words together on paper to construct meaning. The most important thing for encouraging good FL writing Is to start SIMPLE. Teach students to use "subject + verb + rest of sentence." Trying to translate thoughts from English to the target language is fatal!! Remind students that if they can't say it in the target language, they should say s o m e t h i n g e l s e ! ! !

I like to begin by practicing opening paragraphs. Give the students a prompt bnd then use an overhead to group draft an introduction. A good introduction should do two things: state the topic and present the direction of the essay. Again, give students transparencies and have them do practice opening paragraphs. Allow the class to critique them based on the above components. Does the paragraph introduce the theme? Does it give a "road map" of where the essay will go? Does it say too much? Often students try to spill all of their ideas in the first paragraph. As you group critique the opening paragraphs, the class will likely want to look at grammar errors. Try to insist that they focus on the content and the message only.

Next, practice writing appropriate conclusions. A good conclusion does not restate what has already been said. It draws conclusions and presents opinions, solutions, or recommendations. Use some of the same techniques as for modeling introductory paragraphs. It is a bit more difficult to write a conclusion when the students have not yet written the essay. It is helpful to go ahead and brainstorm, then assume what has been presented in the (non-existent) body of the essay, and then attempt to write a conclusion.

For the purposes of an AP Exam, students should write a minimum of five paragraphs which include the introduction, the body, and the conclusion. As they practice this writing, it is best to limit their trips to the dictionary to a maximum of three expressions.

Revision

The third step of the Writing Process is R e v i s i o n . Hold off on that red pen just a bit longer. This lens looks at the content, organization, and flow of the essay. While revising, one should NOT make corrections to grammar and orthography problems. It is essential here for students to realize that their essays must make sense and they need some type of logical flow.

Peer revision is often a helpful tool. Students can read each other's essays to see if they are comprehensible. If students have to translate word for word from the target language to English in order to understand the thoughts, that is a sort of "red flag" to the author: Simplify, simplify, simplify!! Most of the time, if the essay is well written, the language used will be understood by the peer reader' because the students in the same class generally fall into a similar ability group. The teacher can be most helpful here directing students to suitable ways to express their thoughts in a manner that fits the students' ability level.

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Editing

Now, and only after revision, should the process of error correction begin. In pairs, have students scan each other's essays for agreement errors. They should check each subject/verb combination and each article/noun/adjective combination. If students can learn to manage this one aspect, their writing will be much improved. Based on the AP scoring rubrics, "control of simple structures" is a must in order for students to receive scores at the higher end of the range. Students who continue to have agreement difficulties (I call these my "disagreeable" students!) might benefit from actually putting -one Index finger on the noun and another on the adjective, etc.

Publishing

For the purposes of the AP exam, the publishing step is non-existent since the audience is the AP reader. It is important that students observe an appropriate degree of formality and avoid the use of the familiar "you" etc.

Other Tips for Improved Writing DO NOT assign a grade to any formal essay that has not had the benefit of revision,

editing, and the rewriting of an improved draft. If students know that they are allowed to learn from the process, they will be less likely to get outside help on their work for the sole purpose of making the best grade.

Once the essay. has reached the teacher after revisions and editing, whether the teacher wants to go ahead and make all

corrections or use common correction symbols to assist students in the discovering of the errors is really an individual choice. If students will be required to make rewrites, either way, the corrections will be processed by them. Colored highlighters are also an excellent way to draw students' attention to different types of errors.

Teachers who spend more.time encouraging multiple revisions of an AP practice essay rather than encouraging students to mass produce AP essays on a regular basis will find that students will learn from their mistakes and their writing will improve.

As students submit a new and improved version of the same essay, ask for the previous version attached. This allows the teacher to merely check to see if the recommended improvements have taken place rather than to have to read the entire essay again.

During any peer editing work, students should mark ONLY on their own papers based on recommendations from a classmate. Having someone else write on your paper is no different from having the teacher make the correction marks. The value is -in drawing an individual's attention to the problem and having him/her mentally process the change.

It is vital to teach students a basic list of common connecting words in the target language.

Provide students with several opportunities to write an essay within the required AP time frame. Encourage them to spend 34 initial minutes to brainstorm, to re-read what they have already written at least twice during the process, and to save 5 minutes at the end to carefully proof-read.

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Give students copies of the AP scoring rubrics. Attach a copy to each graded essay, indicating to students areas of success as well as areas of needed improvement.

Help students be comfortable with the correct use of at least one or two complex structures such as an "if clause" or a subjunctive sentence and ways that they can be worked into an essay.

Make multiple copies of some of your students' essays (with the individuals' permission) and score them based on the AP rubrics in order to help familiarize them with what the graders are looking for.

TIPS FOR PREPARING FOR THE ESSAY

Writing

1. First semester: Work on cleaning up student writing. Write shorter compositions more frequently. Have students keep a journal, on simple topics (daily events, etc.) When you read it, only mark particular types of errors with a correction code. After students make the same correction over and over, they tend to remember it!

2. Second semester: Have students write on more difficult topics; opinion papers. Still they do not have to be more than 200 words. These topics could relate to a debate or discussion topic of that week.

3. If you have access to computers, word-processing during class can be very helpful and fun. Students can write a paragraph or a page, and then they can go back and improve the text by adding certain expressions that the teacher gives them. (For example, a vocabulary word, idiomatic expression, or grammatical structure.) They can move from computer to computer and edit their classmates' writing.

4. Students can select and prepare particular structures and expressions that they will use in their essay. They can give the list to the teacher, and use them on a practice essay.

TIPS FOR TAKING THE EXAM

For the essay:1. Prepare expressions that you plan to use in advance. This might include some specific transition words, expressions that require the use of the subjunctive, etc.2. Make an outline before you write.3. Leave yourself time during the 40 minutes to make corrections after writing. 4. Use circumlocution, not English, in a pinch where you can't find the exact word that you need.5. Remember that it doesn't have to be truthful. You are providing a writing sample! Show what you can do!6. It is better to write a shorter, but well prepared essay than a longer, hastily written essay.

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RubricsWriting

AP SPANISH LANGUAGE 2003 SCORING GUIDELINES for Essay/Composition

A (9-10) DEMONSTRATES EXCELLENCE IN WRITTEN EXPRESSION• Relevant, thorough, and very well-developed treatment of the topic• Very well organized• Control of a variety of structures and idioms. Occasional errors may occur, but there is no

pattern• Rich, precise, idiomatic vocabulary; ease of expression• Excellent command of conventions of the written language (orthography, sentence

structure, paragraphing and punctuation)

B (7-8) DEMONSTRATES GOOD TO VERY GOOD COMMAND IN WRITTEN EXPRESSION• Relevant and well-developed treatment of the topic • Well organized• Evidence of control of a variety of structures and idioms, although a few grammatical

errors may occur; good to very good control of elementary structures• Considerable breadth of vocabulary• Conventions of the written language generally correct

C (5-6) DEMONSTRATES BASIC TO GOOD COMPETENCE IN WRITTEN EXPRESSION• Relevant treatment of the topic• Adequate organization• Errors may occur in a variety of structures• Appropriate vocabulary; occasional second language interference may occur• May have errors in conventions of the written language

D (3-4) SUGGESTS LACK OF COMPETENCE IN WRITTEN EXPRESSION• Relevant to the topic• May have inadequate organization• Frequent grammatical errors may occur even in elementary structures; there may be some

redeeming features, such as correct advanced structures• Limited vocabulary; frequent second language interference may occur• Frequent errors in conventions of the written language may be present

F (1-2) DEMONSTRATES LACK OF COMPETENCE IN WRITTEN EXPRESSION• Minimal relevance to the topic• Disorganized• Numerous grammatical errors impede communication• Insufficient vocabulary; constant second language interference• Pervasive errors in conventions may interfere with written communication

(0) CONTAINS NOTHING THAT EARNS POINTS Blank of off-task; or mere restatement of the question; or completely irrelevant to the topic

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OTHER POSSIBLE RUBRICS

"RUBRICAS" (simples)DE LA COMPOSCION

5 Excellent development and organization Almost perfect grammar and syntax Very good spelling and punctuation Addresses both aspects of the topic fully

4 Very good development and organization Minor errors in grammar and syntax Very few spelling and punctuation errors Addresses both aspects of the topic

3 Good development and organization Some errors in grammar and syntax Some spelling and punctuation errors Addresses one aspect well while is weak on the other

2 Weak development and organization Many errors in grammar and syntax Many spelling and punctuation errors Addresses only one aspect or both in a weak fashion

1 Poor development, no organization Errors in grammar and syntax make essay

incomprehensible Total disregard for spelling and punctuationIs off topic

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OTHER POSSIBLE RUBRICS

Excellent /Very good

Good Fair Poor Needs a lot of work

1. Preparation 10 9 8 7 6 5 4 3 2 1 02. Content 10 9 8 7 6 5 4 3 2 1 03. Organization 10 9 8 7 6 5 4 3 2 1 04. Coherence and intelligibility 10 9 8 7 6 5 4 3 2 1 05. Communicative strategies 10 9 8 7 6 5 4 3 2 1 06. Grammatical accuracy and variety 10 9 8 7 6 5 4 3 2 1 07. Lexical appropriateness and variety

10 9 8 7 6 5 4 3 2 1 0

1. Preparation: Includes any work that was required in advance (research, outline, rehearsals). The instructor evaluates the comprehensiveness of this effort and its reflection on the actual presentation.2. Content: This category applies to the relevancy and completeness of the material presented by the student.3. Organization: Alludes to the actual order in the presentation of facts and arguments. The desired goals are clarity and logic, as well as a communicatively effective organization.4. Coherence and intelligibility: This criterion evaluates the degree of articulacy, comprehensibility and overall communicative effectiveness of the presentation. 5. Communicative strategies: Includes both verbal and non verbal techniques that are meant to maintain the audience’s attention for the sake of communicative effectiveness (eye contact, gestures, changes in pace and volume, general awareness of the audience’s reactions and needs).6. Grammatical accuracy and variety: Evaluates syntactic and morphological correctness in Spanish, as well as the range and complexity of the grammatical structures used in the presentation.7. Lexical appropriateness and variety: Applies to the semantic and idiomatic accuracy and range of the Spanish vocabulary used in the presentation.

COMMENTS AND SUGGESTIONS

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WRITINGEVALUATION SHEET FOR SUBMITTED PAPERS

1. THESIS STATEMENT/STATEMENT OF PURPOSE.

•           contains s a sharply focused and clearly identifiable statement of purpose•           contains a discernible and focused statement of purpose•           contains an un engaging or poorly focused statement•           fails to present a thesis or statement of purpose that is clearly identified or developed•           contains no thesis statement/statement of purpose 2. ORGANIZATION•           sound organizational strategy with clearly developed paragraphs•           good organization, logical and coherent•           adequate organization, though may he unclear in places•           disorganized uncertain of direction or outcome•           totally lacks organization 3. STYLE•           writing is clear, inspiring, and done with a flair•           writing clean, clear, and has a hint of inspiration•           writing is ok, but few surprises, unclear in places •           writing is too self-reflective, lacks energy, pedantic •          writing is dull/weak 4. IDEAS•           Ideas are engaging and insightful; shows illuminating insights into the subject.•           some good ideas developed here; a spark of light•           good insight, but obscured by unclear writing•           insight does not go beyond the obvious•           random, undeveloped ideas 5. ASSERTIONS•           major points are supported by strung examples•           points are nut always supported by strong examples•           major points arc given thin support roil)•           major points are given superficial support only•           major points are unsupported 6. MECHANICS (diction, grammar, spelling)•           no errors•           few distracting errors•           some minor difficulties here

•           riddled with major mechanical errors•           problems of coherence at sentence or paragraph level

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Resources

Basic elements of writing 3

Writing is an act of communication in every language. In order for your writing to be effective, you need to consider the following questions before you begin:

1. Purpose: Why am I writing? To communicate with a friend? To request something in a business situation? To complain? To inform?

2. Means of communication: What channel am I using to communicate? Is it a letter, a postcard, an essay? Am I filling out a form, writing a report?

3. Reader: Who will be the recipient of my message? Someone I know or someone unknown to me? If it is someone I know, is it an acquaintance, a friend, a relative? Is the reader my age, younger or older? Is this person someone who holds authority over me?

4. Topic: What is the content of my writing? Am I writing about my personal experience or about a broader, more general topic? Am I reporting a scientific experiment I conducted or read about, or am I recounting telling? a funny story?

5. Language: What vocabulary and structures will I potentially need to develop my topic? When writing in a language other than your own, you’ll find it helpful to list these before you begin. For example, if you are interviewing a classmate about his or her background, you’ll find it useful to make a list of the questions for requesting personal information: ¿Dónde vives? ¿Qué estudias?, etc.

6. Goals: Has my participation satisfy the goals of the exercise or the activity?

The Writing Process 4

The writing process-the series of steps you follow to produce a clear and effective piece of writing-is the same in any language. First you organize your thoughts, perhaps by writing an outline. Then you write a first draft. As you write, or once you finish, you may revise to find better ways of expressing your ideas. For example you may change the organization, rewrite sentences or choose better words. Finally, you correct any inaccuracies such as errors in spelling, punctuation, accent marks, etc.

3 ? Olivella de Castells, Matilde, Elizabeth Guzmán, Paloma Lapuerta, Carmen García. Mosaicos. Spanish as a World Language. Third Edition. Prentice Hall: New Jersey, 2002. 51.

4 Olivella de Castells, Matilde, Elizabeth Guzmán, Paloma Lapuerta, Carmen García. Mosaicos. Spanish as a World Language. Third Edition. Prentice Hall: New Jersey, 2002. 116.

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Skills DevelopmentHow to synthesize sources to write a good essay

1. What is a synthesis?A synthesis allows the students to support a point of view with information from different sources, by examining them and identifying how they are related to a thesis statement. In the AP 2007 examination, the different sources are three readings and an aural sample related by topic. The synthesis allows the students to develop, compare, classify, and order the idea that connects the set of sources. One way to synthesize source is to Observe, Cite, Interpret, and Evaluate the sources.

2. Examples of synthesis:o Similarity: shows how sources support the same idea.o Contrast: shows how sources support different sides of an issue.o Accumulation: shows how sources build on one another.

The Synthesis EssayIn the Formal Writing section of the AP Spanish Language Examination, the students need to synthesize several sources related by a thesis statement, by drawing together particular themes or traits that observed in those sources and organizing the material from each text according to the theme provided by the prompt.  The essay students should write will:

(1) Accurately report information from the sources;(2) Organized it so that readers can perceive where the information from the sources overlap;(3) Makes sense of the sources so that the reader can relate them to the thesis statement.

Tips for effective synthesis.o The students should

o read carefully the prompt (thesis statement), o use the time allowed to become familiar with the sources given, o discuss them in relation to the thesis, o use all the sources by relating them to what they have in common (the thesis

statement). The more sources students can use to back up a particular point, the more likely readers will agree with the argument,

o after quoting sources, students need to explain how the quotes not only relate to the main ideas but also how the quotes relate to each other.

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Writing the essayStudents’ preparation for the synthesis may involve summaries, comparison and analysis, along with a solid organization.  The assignment’s prompt will direct students to the theme they should look for in the essay. 

Introduction (one paragraph)    1.    It contains a one-sentence statement that summarizes the focus of the essay.     2.    It introduces the sources to be discussed

Body of the essay: Organized by theme, point, similarity, or aspect of the topic, the body of the essay should contain the following information, organized according to the prompt and the patterns discerned in the sources. 

Summary. In order to effectively compare sources, the students may need to briefly summarize the main points the sources have in common as they relate to the thesis. The student may want to use summary notes, by taking notes in two columns. In one, let’s say the right hand one, students write the main points they take from the sources.  In the other column, students summarize those main points in a few sentences. This will help them develop an overall picture of the argument the sources have in common in order to compare them more effectively. The summary should be organized so that readers can understand the sources and evaluate the students’ comprehension of it. 

The Summary may consist of a one-sentence statement summing up the main point of each of the sources. This statement is not the essay’s main point, but that of the source. It is better to write this statement rather than quote it directly from the source, but the source needs to be identified, be it by its title, by its author(s). The summary statement does not need to offer the students’ opinions or evaluation of the sources being summarized.  Once students have summarized the source, they can compare them.

Tips for the Summary: Begin with a sentence that informs readers of the topic of the paragraph;

Include information from at least one source;

Indicate which material comes from which source.  Please, beware of plagiarism, which may occur if students synthesize sources but do not indicate where the synthesis end and their own ideas begin;

Represent the sources fairly, accurately reflecting the information they provide;

ComparisonA comparison of the sources’ main ideas just summarized is very helpful so that the reader can understand the ways in which the sources are related to the thesis statement. The Comparison shows similarities and/or differences between the different sources.

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AnalysisAfter summarizing and comparing the sources, students are ready to analyze them as they relate to the thesis statement; this is the time for the students to offer their interpretations and personal opinions on the issue being discussed.

Conclusion After summarizing the sources, compare their ideas as related to the thesis statement, and offering their personal insights, students are ready to write a conclusion reminding readers of the most significant themes found in the sources and of the ways in which the essay connected them to the overall topic from the prompt.  It is always possible to attract the reader’s attention to further research on the matter.

Self and Peer AssessmentThe following questions may be helpful in assessing the quality of the students’ essay, and to work with those produce by their peers.

What do you like best about the essay synthesis? Why? Are the ideas being synthesized clear? Is it always possible to discern which source is being discussed at any given moment?Are the ideas of the sources clear in the synthesis? Did you identify the same theses as your peer? (If not, how do they differ?)Where there times when you were lost?Was the organizational structure clear? Could you draw a diagram if asked?Where there mechanical, grammatical, or spelling errors? What advice would you give the writer of the paper?

EXAM TIPS FOR WRITING THE ESSAY There is more to an exam than sitting down and writing everything you know can think of before you forget it. Following these simple steps will make you a better test taker.   1. Read the entire exercise directions and prompts before you begin Although this may seem obvious, many students begin writing before they have read what is expected of them. 2. Underline important words, and note where there is a choice of questions.While reading text sources you can underline key words and take quick notes. 3. Make an outline of your essay By making a quick outline of the main ideas to write about would allow students to better organize the essay. 4. Plan your timeOne of the biggest problems students have is running out of time. Practice writing within a set time and stick to it.  Budget the time so that you are able to revise and edit the essay or to work more on a part of the essay that may have given you problems

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Sample Activity

Formal Writing / Integrated Skills: Essay

After reading the written texts and listening to the audio selection, write a prompt for the formal writing exercise

Fuente Número 1

Fuente: Este artículo, "La telefonía celular debe ser económica", por María Clara Ospina, apareció en The Miami Herald / Herald.com el martes, 14 de marzo del 2006.

--... Aló... ¿Hablo con Miguel, el de los caballos? Llamo para confirmar los diez caballos para lacabalgata de mañana.Así, desde Bogotá, me comuniqué con el teléfono celular de un campesino, en una lejana montaña de la zona cafetera de Colombia, cercana a Salento, un pueblito localizado a pocos kilómetros del Valle de Cocora. Hasta hace poco Miguel recogía el café de su parcela y lo transportaba en sus dos caballos para venderlo en el pueblo. El dinero que obtenía escasamente le alcanzaban para algo de comida y una que otra cosa urgente, tal vez un par de botas de caucho o unos cuadernos para sus hijos. Ocasionalmente alquilaba sus caballos a algún turista para recorrer el hermoso valle colmado de estilizadas y centenarias "palmas de cera" y un denso bosque tropical cubierto de bruma. Esto le aportaba unos pesos extras, pero no era fácil. Los turistas tenían que dejarle un mensaje en una tienda en donde él lo recogía cuando bajaba al pueblo.

Miguel, como casi todos en los pueblos, el campo, inclusive en las ciudades colombianas, no tenía teléfono, ni posibilidades de obtener uno. No había líneas suficientes y las pocas existentes eran costosas y en muchos casos había que "conocer a alguien" o "pasar una plata" adicional para que le adjudicaran una. Esto después de años de espera. La vida de Miguel cambió desde la llegada de la telefonía celular. Ahora tiene 20 caballos y dos empleados que le ayudan a organizar cabalgatas. Maneja su pequeño negocio por celular, ha mejorado su nivel de vida y el de sus empleados, además del de la cocinera, adonde lleva a los turistas a comer trucha, la viejita de las artesanías, el vendedor de concentrado para los caballos, en fin, la de todos los que comparten su pequeño progreso.

Es lo mismo en todas partes. Miles de pequeños fabricantes o los que prestan algún servicio, en fin ¿quién no se ha beneficiado? No sólo en Colombia, sino en toda Latinoamérica. En Guatemala, en el lago Atitlán vi a los indios de una de las comunidades indígenas, antes completamente aislada, ordenar insumos y recibir órdenes para sus mochilas y tapetes con la mayor propiedad. En Chile oí la conversación de un vinicultor quien desde su viñedo conferenciaba con un agrónomo sobre el estado de sus plantas con la participación en una tercera línea del enólogo, quien daba su opinión desde la cava. En Cartagena, las mujeres que hacen arepas de huevo y las de los tamales ahora los hacen por pedido y no tienen desperdicio.

La telefonía celular ha sido sin lugar a duda un milagro para nuestros pueblos. Está causando una revolución pacífica, abre oportunidades a personas que las tenían cerradas, sin distinción de clase ni etnias ni educación. Y es sólo el comienzo. Muy pronto el teléfono celular servirá no sólo como medio de

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comunicación, sino como medio de educación y placer. Por un costo inferiorísimo a un computador, el teléfono celular traerá música, clases y comunicación con un mundo que, hasta ahora, era desconocido, inaccesible e indiferente a una gran mayoría de nuestra población.

Es por eso que yo abogo porque sea un servicio económico. La telefonía celular no se puede convertir en simple negocio para unos pocos. Es indispensable que se mantenga a niveles accesibles a todos. No se puede cerrar esta puerta tan valiosa que apenas se acaba de abrir.

Fuente Número 2

Fuente: El siguiente texto proviene de un anuncio publicitario en www.ebooksm.net. que apareció en el Internet en marzo del 2006.

En la era de la información y el conocimiento, en la cual nos estamos moviendo desde la última década del siglo pasado, se espera de nosotros los seres humanos una serie de habilidades y destrezas que la tecnología nos impone con su ritmo acelerado de influencia en nuestras vidas. La misma cantidad de conocimiento que se generó en la humanidad desde la invención de la escritura hasta 1980, fue duplicada entre 1980 y 2000. En los últimos veinte años sabemos mas de nuestro cerebro, del genoma humano y muchísimas otras cosas, gracias a que las tecnologías de información y comunicación social, permiten a través de los cibermedios de comunicación social, la difusión instantánea de estos conocimientos que se están generando alrededor del mundo. Se espera que para el año 2015 el conocimiento se duplique cada dos meses. Inevitablemente vamos a un mundo de cuatro ceros. Cero Errores, Cero Fallas, Cero Tiempos de Espera y Cero Papel. Sí, como lo acabas de leer, vamos a un mundo Cero Papel. Es decir todo lo que vamos a leer irá en formato electrónico. Algunos se resisten al cambio, pero la generación que viene y la actual está siendo presionada por esta nueva forma de hacer las cosas. Imaginémonos hoy día sin un teléfono celular, sin un microondas o una cuenta de correo electrónico. Sin estas sencillas invenciones tecnológicas hoy día estaríamos fuera de un mundo que se mueve en la nueva era de la información y el conocimiento. En la era Agrícola antes de 1880, se era rico o pobre si se poseía la tierra que generaba la materia prima, En la era Industrial entre 1880 y 1985, se era rico o pobre si se poseía la maquinaria y la capacidad de transformar la materia prima en producto terminado. En la era de la Información entre 1985 y 2000, se era rico o pobre si se poseía la tecnología informática. Hoy día nos movemos en la era de la información y el conocimiento donde se es rico o pobre si se producen contenidos y se distribuyen esos contenidos a un mundo que está cambiando aceleradamente a un medio digital. Por eso amigo afiliado te felicitamos, por que acabas de dar el gran paso de ir adelante con tu decisión de formar parte de los pioneros en producción y comercialización de contenidos en formato electrónico Ebook.

Información de contacto: Teléfonos: 58 243 269 5153 58 243

269 50 75 Fax: 58 243 269 50 75

Ubicación Física: Avenida Intercomunal Maracay Turmero C.C. Coche Aragua. 2do Nivel, Locales E-006/E/011

Maracay. Estado Aragua. Venezuela

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Fuente Número 3Fuente: Este informe, que se titula "Los celulares y la evolución del comportamiento social” se emitió por la emisora Radio Naciones Unidas el miércoles 22 de marzo del 2006.

Reportaje de Rosa Rivera, Radio Naciones Unidas.

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Integration of Reading and WritingACTIVIDAD SUPLEMENTARIA“Una carta a Dios”

Una carta a Dios

Gregorio López y Fuentes

I.La casa —única en todo el valle— estaba en lo alto de un cerro bajo. Desde allí se veían el río y, junto al corral, el campo de maíz maduro con las flores del frijol que siempre prometían una buena cosecha.

Lo único que necesitaba la tierra era una lluvia, o a lo menos un fuerte aguacero. Durante la mañana, Lencho —que conocía muy bien el campo— no había hecho más que examinar el cielo hacia el noreste.

—Ahora sí que viene el agua, vieja.Y la vieja, que preparaba la comida, le respondió:—Dios lo quiera.Los muchachos más grandes trabajaban en el campo, mientras que los más

pequeños jugaban cerca de la casa, hasta que la mujer les gritó a todos:—Vengan a comer...Fue durante la comida cuando, como lo había dicho Lencho, comenzaron a caer

grandes gotas de lluvia. Por el noreste se veía avanzar grandes montañas de nubes. El aire estaba fresco y dulce.

El hombre salió a buscar algo en el corral solamente para darse el gusto de sentir la lluvia en el cuerpo, y al entrar exclamó:

—Estas no son gotas de agua que caen del cielo; son monedas nuevas; las gotas grandes son monedas de diez centavos y la gotas chicas son de cinco...

II.Y miraba con ojos satisfechos el campo de maíz maduro con las flores del frijol, todo cubierto por la transparente cortina de la lluvia. Pero, de pronto, comenzó a soplar un fuerte viento y con las gotas de agua comenzaron a caer granizos muy grandes. Esos sí que parecían monedas de plata nueva. Los muchachos, exponiéndose a la lluvia, corrían a recoger las perlas heladas.

—Esto sí que está muy malo —exclamaba mortificado el hombre —ojalá que pase pronto...

No pasó pronto. Durante una hora cayó el granizo sobre la casa, la huerta, el monte, el maíz y todo el valle. El campo estaba blanco, como cubierto de sal. Los árboles, sin una hoja. El maíz, destruido. El frijol, sin una flor. Lencho, con el alma llena de tristeza. Pasada la tempestad, en medio del campo, dijo a sus hijos:

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—Una nube de langostas habría dejado más que esto... El granizo no ha dejado nada: no tendremos ni maíz ni frijoles este año...

La noche fue de lamentaciones:—¡Todo nuestro trabajo, perdido!—¡Y nadie que pueda ayudarnos!—Este año pasaremos hambre...Pero en el corazón de todos los que vivían en aquella casa solitaria en medio del

valle, había una experanza: la ayuda de Dios.

III. —No te aflijas tanto, aunque el mal es muy grande. ¡Recuerda que nadie se

muere de hambre!—Eso dicen: nadie se muere de hambre...Y durante la noche, Lencho pensó mucho en su sola esperanza: la ayuda de

Dios, cuyos ojos, según le habían explicado, lo miran todo, hasta lo que está en el fondo de las conciencias.

Lencho era un hombre rudo, trabajando como una bestia en los campos, pero sin embargo sabía escribir. El domingo siguiente, con la luz del día, después de haberse fortificado en su idea de que hay alguien que nos protege, empezó a escribir una carta que él mismo llevaría al pueblo para echarla al correo.

No era nada menos que una carta a Dios.“Dios —escribió— si no me ayudas, pasaré hambre con toda mi familia durante

este año. Necesito cien pesos para volver a sembrar y vivir mientras viene la nueva cosecha, porque el granizo...”

Escribió “A Dios” en el sobre, metió la carta y, todavía preocupado, fue al pueblo. En la oficina de correos, le puso un sello a la carta y echó ésta en el buzón.

IV.Un empleado, que era cartero y también ayudaba en la oficina de correos, llegó

riéndose mucho ante su jefe, y le mostró la carta dirigida a Dios. Nunca en su existencia de cartero había conocido esa casa. El jefe de la oficina —gordo y amable— también empezó a reír, pero muy pronto se puso serio, y mientras daba golpecitos en la mesa con la carta, comentaba:

—¡La fe! ¡Ojalá que yo tuviera la fe del hombre que escribió esta carta! ¡Creer como él cree! ¡Esperar con la confianza con que él sabe esperar! ¡Empezar correspondencia con Dios!

Y, para no desilusionar aquel tesoro de fe, descubierto por una carta que no podía ser entregada, el jefe de la oficina tuvo una idea: contestar la carta. Pero cuando la abrió, era evidente que para contestarla necesitaba algo más que buena voluntad, tinta y papel. Pero siguió con su determinación: pidió dinero a su empleado, él mismo dio parte de su sueldo, y varios amigos suyos tuvieron que darle algo “para una obra de caridad.”

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Fue imposible para él reunir los cien pesos pedidos por Lencho, y sólo pudo enviar al campesino un poco más de la mitad. Puso los billetes en un sobre dirigido a Lencho y con ellos una carta que tenía sólo una palabra como firma: DIOS.

V.

Al siguiente domingo, Lencho llegó a preguntar, más temprano que de costumbre, si había alguna carta para él. Fue el mismo cartero quien le entregó la carta, mientras que el jefe, con la alegría de un hombre que ha hecho una buena acción, miraba por la puerta desde su oficina.

Lencho no mostró la menor sorpresa al ver los billetes —tanta era su seguridad— pero se enfadó al contar el dinero... ¡Dios no podía haberse equivocado, ni negar lo que Lencho le había pedido!

Inmediatamente, Lencho se acercó a la ventanilla para pedir papel y tinta. En la mesa para el público, empezó a escribir, arrugando mucho la frente a causa del trabajo que le daba expresar sus ideas. Al terminar, fue a pedir un sello, que mojó con la lengua y luego aseguró con un puñetazo.

Tan pronto como la carta cayó al buzón, el jefe de correos fue a abrirla. Decía:“Dios: del dinero que te pedí, sólo llegaron a mis manos sesenta pesos.

Mándame el resto, como lo necesito mucho; pero no me lo mandes por la oficina de correos, porque los empleados son muy ladrones. —Lencho.”

Una carta a Dios (2-3 sessions)

ACTIVIDADES ACTIVITIES

Pasos Steps

A) Antes de escribir Pre-writing activities1. Formación de equipos Formation of teams 2. Lluvia de ideas Brainstorming

a) Ejercicios de vocabulario Vocabulary building exercisesb) Temas Themesc) Estructura Structure

B) ¡A escribir! Let’s write!Escribe una carta a Dios, como si fueras LenchoWrite a letterto God, as if you were Lencho

C) Después de escribir Post-writing activities1 Compartir con el equipo Share with the team2. Compartir con la clase Share with the class3. Reflexión Reflection4. Revisión Review5. Evaluación Assessment

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1. Formación de equiposFormation of teams (see Appendix section of the Participants’ Manual)

2. Lluvia de ideas Brainstorming

a) Ejercicios de vocabulario Vocabulary building exercisesUsa lo que sabes Use what you already know

i. Palabras y/o expresiones útiles para dirigirse a alguienUseful words and/or expressions to address a personMODELO: Estimada _______________ _______________ _______________

_______________ _______________ _______________

Organizador gráfico Graphic organizer to help students structure the letter

Piensa y escribe palabras o expresiones útiles para las siguientes partes de la carta.Think of and write words or expressions that will be useful when you write the letter.

Encabezamiento Heading

Saludos Salutations

Cuerpo Body of letter

Despedida Conclusion or closing phrases

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C) Después de escribir Post-writing activities

1. Compartir con el equipo Share with the teamShare with the team the letter you have just written.

Students from the team share their letters. The team selects a letter. The team corrects the letter selected. The Reporters take note of the definitive version.

2. Compartir con la clase Share with the classAny of the previous versions of the letter can be shared with the class as the teacher thinks it is appropriate and conducive to learning.

The students read some of the letter to the whole class. While they listen, the students take note of the main ideas they hear. The teacher can ask students to give her/him the letters, and have them copied on

transparencies in order to continue working during the next class period. The whole class talks about the letters. They discuss the organization of the letter, the

grammatical structures and the ways in which they were used, and they offer insights as to what are the best ideas and elements of the letters.

3. Reflexión ReflectionFollow up oral and written discussions and activities can be undertaken. - ¿Qué palabras nuevas has aprendido al escribir cartas? - ¿Cómo has organizado el material? - ¿Qué aspectos gramaticales has mejorado o aprendido?

Formas de “tú”, “usted”, “yo”, etc. - ¿Has entendido las características de los diferentes registros (Formal / Informal), contextos (cartas a amigos, familiares, padres, profesores, patrones o jefes) y funciones (describa, compare, persuada, corrobore, critique) en español?

- What new words have you learned?- How did you organize the material?- What grammatical aspects have you improved?- Did you understand the characteristics of the different registers (formal / informal), contexts (letters to friends, relatives, parents, professors, employers), and functions (persuade, compare, corroborate, critique) used in Spanish?

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4. Revisión RevisingRevising using a rubric and/or corrections are basic to any writing activity. In order to help students write better students should revise their work.

For the teacher there are many ways to revise the work, some can be student-centered (and we have mentioned the peer-editing and sharing with teams and with the rest of the class), some can be guided by the teacher.

After the initial peer revision, it is worth considering a second round of revisions, in which, with the guidance of the instructor, the class as a whole reflects on what makes a good letter.

Topics to be considered also can be, for instance, what are some of the most common mistakes they have encountered while sharing their work and working in teams and as a class, and what are the most effective ways to correct those mistakes (for instance, if there were a lot of mistakes in noun-adjective agreement, the class will realize that they need to do some more drills on this topic).

5. Evaluación AssessmentInformal assessment has been going on in class during the writing activity, as students in teams share their work and offer suggestions. Follow-up reflection offers another opportunity to assess the work. For instance:- ¿En qué forma te ayudaron los métodos enseñados para evaluar tu carta?- How did the methods discussed help you to assess your letter?

Distribute the rubrics that can be applied to grade writing exercises in general and that can bare useful to assess the letter. Discuss the rubrics with the students. Samples of rubrics that can be used are included in the Appendix.

With students' permission, select a few letters to be shown with the help of an overhead projector. Have the class discuss the letters, focusing on what is correct and what can be improved. After sufficient time is allowed for the reviewing process, then the class as a whole can try to grade some of the letters using the rubrics.

You can highlight any problem areas that can be discussed. This may help improve future writing assignments.

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HOW TO INTEGRATE SPEAKING IN THE SPANISH CLASSROOM

ResourcesSpeaking Activities

1. Conversational Cards: Let’s TalkScott Forseman, $39.95 ISBN: 0673215539http://www.scottforesmancatalog.com/search_results_ISBN.cfm?site_id=18&searchterm=0673215539There are 96 different situation cards divided into three levels; Beginning, Intermediate and Advanced. All of the situations are listed in English on the front of the cards and on the reverse side there are several key words given in 8 different languages; English, Spanish, French, German, Italian, Russian, Chinese and Japanese. This is an excellent resource that can be incorporated into any curriculum as early as the first year of language study.

2. Spanish Q-Cards (Level 1 – Set 1) 40 sheets on card stock http://www.madamefifi.com/pages/main.htm These cards are designed for proficiency practice for Level I students or at the beginning of Level II as a review. Students are required to answer questions working in pairs. Some topics include; greetings,

names, seasons, months, colors, and nationalities. They can be used as a warm-up activity with the entire class or in pairs. $14.95

3. Español en parejahttp://www.langenscheidt.com/catalog/browse.php?root_id=23&cat_id=23ISBN: 3-468-49998-1. $43.95.There are 60 reproducible pair work activities that can be worked in the classroom or in a language laboratory.

4. Español en pareja; Júniorhttp://www.langenscheidt.com/catalog/browse.php?root_id=23&cat_id=23ISBN # 3-468-96704-7 $36.50.These are reproducible pair work activity workbooks. They provide the teacher with many, excellent activities that can be worked in the classroom or in a language laboratory. Several of these activities can be worked in class as early as the first year.

5. Jugando en españolhttp://www.langenscheidt.com/catalog/browse.php?root_id=23&cat_id=23ISBN # 3-468-45558-5. $36.50This is a collection of 30 reproducible activities in game format for beginning through intermediate Spanish students. Written entirely in Spanish.

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6. Over 1000 Conversation Starters Sue FentonIhttp://www.madamefifi.com/pages/main.htmThis book is an excellent resource that can be used at all levels of language learning. It is written in English and can easily be adapted to any language course. The activities include surveys; panel discussions, skit ideas, story chains and role-play situations. There is also an excellent section on “Creating a Communicative Classroom”. ISBN 0-9667418-1-1.

7. Situations and Guided Conversations for Language Proficiencywww.audioforum.comThese are role-play guided conversations that are based on the ACTFL proficiency guidelines. Each is identified by a category and is followed by the level of proficiency. For example; Section 1 – Greetings and Meetings. NL (novice low). These cards require more preparation time for both the teacher and the students but will be an excellent resource to help prepare students for the interactive speaking item.

8. Language Development Transparencies/Everyday Situations in Spanishwww.teachersdiscovery.com

These transparencies are an excellent way of obligating the student to be creative and generating a conversation and or role-play situation based on the characters in the transparency. Each transparency takes place somewhere specific. For example; at the airport, supermarket, on vacation. These are color transparencies will provide many hours of excellent interaction in Spanish. The cost is $99.00 each set.

9. Conversar sin pararISBN: 0838434746. (may be ordered through Amazon.com)Conversar sin parar is a Spanish workbook designed for intermediate and advanced high school and college students. Conversar sin parar has 28 different activities; each takes the form of problem-solving or decision-making tasks. Each activity promotes discussion within the context of the situation. These activities are geared for small group discussion and can be worked in class or in a language laboratory.

10. Spanish Oral Communication Activities Bookwww.teachersdiscovery.comWade Peterson - ISBN 1-884473-01-6. $29.95.This is a notebook with 50 activities that can be easily used at all levels of language learning. Topics are of interest to the students and can be completed in a very short period of time.

11. Rubrics Cubedwww.teachersdiscovery.comWade Peterson - $29.95.This notebook is filled with activities both aural and written. The activities include prepared rubrics. Topics are of interest to the students and can be completed in a very short period of time.

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12. 30 Projects on Communicating in Spanishwww.teachersdiscovery.comWade Peterson - $27.95.These projects include both aural and written activities. The projects, however, take some time in preparing. They also come prepared with rubrics.

13. 25 Guided Dialogueswww.teachersdiscovery.comPaula Twomey - $29.95.Students create their own dialogues based on the topic for each chapter. All dialogues are in English and students must then create the dialogue in Spanish. Very useful for Spanish 2 and 3.

14. Millonarios Tom Alsopwww.teachersdiscovery.comTom Alsop - $23.95.Based on the game “Who wants to be a millionaire? This is an excellent and fun way to answer questions about culture, grammar and vocabulary.

15. 125 Easy to use Oral Activities for first year Spanish/130 Easy to use Oral Activities for Intermediate and Advanced Spanishwww.teachersdiscovery.comTom Alsop - $25.95.These reproducible workbooks provide students with an array of activities that develop oral speaking skills. Most of the activities can be accomplished within a very short period of time.

16. A picture is worth a 1000 words (books 1 and 2) Gessler Publishing

These books contain a series of 60 pictures that can be used at any level to stimulate oral conversation activities. A teacher’s guide may be purchased separately. It provides ideas for activities and questions for each picture.

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Skills: Speaking ActivitiesSUGGESTED SPEAKING EXERCISES

1) Las Vecinas Chismosas--students in pairs or small groups can discuss a-d gossip bout current events, school scandals, or about characters within a work they are reading--as though they were the somewhat "knowledgeable" neighbors.

2) Students each invite a guest to class to be interviewed as the rest of the class listens and then joins in to ask questions of the guest.

3) Encourage debates on current, controversial topics-these can be formal, researched and presented debates, or informal Friday afternoon discussions around the topic. Inviting members of another Spanish class in for the discussions or panel discussions can also be interesting.

4) Impromptu, 2 minute speeches in Spanish on a random topic selected on a slip of paper from a hat. box. etc.

5) Design posters promoting something local and important to the students, in Spanish, and then the students explain their posters in Spanish to the class.

6) Similar posters, but autobiographical about each student, where he shows his poster and explains about self in Spanish.

7) Role - playing in cultural or travel settings.

8) After researching Spanish-speaking countries, students each pretend to have been an exchange student to one of the countries and present their “year abroad” talking about the host family, customs, holidays, school, etc. - away from home, and in Spanish.

9) Parejas Famosas: tape the name of one of a famous pair on the back of each student in the class. Then students mill around, conversing in Spanish, trying to discover who they are with an exchange of questions and answers with the other students. Eventually, they guess their identities and find the other half of heir “pareja.”

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VOCABULARY GAMES

ABC: Each student thinks of a word. As one begins to spell his word, the others try to guess it before he finishes.

Actionaries: Given a noun, teams list as many verbs as possible associated with it (or vice-versa).

Active Verb Relay: Divide into teams at one end of the room. At the other end, place one box per team containing different verb cards. Players run to the boxes, pick up the top card, and perform the specified movement as they return and hand the card to the judge or verification. If wrong, player must repeat his turn. The first team to finish wins.

Add to the Word: Players make another word by adding to a given word.

Adjective Dice Roll: List six numbered columns on the board (#1-color, #2-size, #3-nationality, #4--emotion, #5-beauty, #6-personality). Player rolls the dice and writes an appropriate adjective in each column indicated (if doubles, write only one word; rolling a seven or an eleven exempts the player from writing).

Adverbs: Players take turns forming adverbs; eliminate those who cannot continue. To increase the difficulty, specify a certain letter or require that each word begin with a different letter Variation: Use other parts of - speech.

Air Drawing: Players draw objects in the air for partners or the whole class to guess. Variation: Use a finger or a capped pen to draw or spell on another player's back

Alliterative Adjectives: For each noun given, players must supply an adjective beginning with the same letter

Alphabet Race: Players compile a list of words from A to Z -

Alphabet Soup: Players take turns drawing a letter and having thirty seconds to say words beginning with that letter, award one point per correct answer. Variations: (1) Choose one letter per team; play continues until one team member cannot answer. (2) Use a roulette wheel to determine the letters; a question mark allows player to substitute the letter of his choice.

Alphabetical Order. Given a set of pictures of objects, teams name them and put them in alphabetical order Antonyms: A player on one team says an adjective (or noun or verb); a player on the opposing team says an antonym.

Bingo Tic Tac Toe: Put up a grid divided into squares, with each square containing a different word. Divide into teams (assign each team a number) and supply players with paper strips. Teams are to write one sentence at a time using one word from anywhere on the grid and give the strip to the teacher. Write the number of the team with the first correct sentence on the grid;

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other teams may not use the word in that square. The team whose number appears the most often is the winner.

Botticelli: One player selects a letter of the alphabet and thinks of a word beginning with that letter. Other players take turns asking questions to determine the word.

Categories: Teams take turns randomly selecting categories and listing as many members of each category possible within a specified time limit. Variation: Teams alternate naming items; the last team to give a correct answer scores three points instead of one.

Categorized Lists: Given a category, teams list a selected number of components. Award one point per co--component; award three points for an answer that no other team has.

Category Cube: Cover a cube-shaped box with felt. Cut 54 felt squares per cube. Print words from six categories (nine per category) on squares and stick them randomly on the cube. Teams rearrange the squad by category.

Category Pockets: Write words on index cards. Players place the cards in the correct pockets of a board; the first team to finish wins.

Choose a Category: Write the names of categories in circles on the board (include point value). A player selects a category and is told the number of items he needs to name.

Climbing the Ladder: Draw a ladder for each team on the board. The first team to fill in the rungs wins (e-words that begin with a certain letter or belong to a designated category).

Clue Cards: Write clues (definitions) on cards, each player draws a card and forms a sentence using the defined.

Common Features: Draw two circles surrounded by six numbered adjectives on the board. Each team rolls the dice to determine which two adjectives they must consider, after getting the adjectives, they must think of a person or thing that embodies those two adjectives. As each team tells its example, the other teams then decide which adjectives were chosen.

Containers: Make a list of containers; teams compile lists of objects that could be found in each container

Contextual Guessing: Given a sentence with an underlined unfamiliar word, players guess meaning frog contextual clues.

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SPEAKING/LISTENING GAMES

Alphabet Lottery: Distribute cards with a different word written on each one; students cross out letters as they are called out, the first person to cross out all the letters wins.

Anachronisms: Players describe anachronisms in a visual.

Art of Conversation and Composition: Players draw until time is called; pass picture to another group member, continue until picture reaches the last person, who must then describe the picture.

Back to Back: Two players stand back to back; each must describe the other without turning around. Because: Given a statement, students tell why (ex. "I like fruit").

Biographical Bingo: Students receive a bingo sheet which contains personal attributes or biographical facts in each of the squares (ex. has a brother studying French, has seen a French film, etc.). Players circulate to question others, when they find someone with a particular attribute; they must get sortie follow-up information and add that to the square before writing the person's name. The first person to get five squares in a row wins.

Bring Me: Divide into teams and number players. Call out a request (ex. "Bring me three French books, number eight"). The first player to comply scores a point for his team.

Bull's Eye: Draw a bull's eye target on either side of the board and have the two teams stand on opposite sides at the back of the room. Give one player from each team a piece of chalk, blindfold each one, and spin them around. At the signal, players' teammates direct them verbally to the front of the room and continue shouting directions until one of the players hits the bull's eye of his target.

Catalogue Shopping: Prepare money cards and situation cards (ex. a present for Grandma, furniture for the dining room, etc.). Each team selects one card from each pile and consults a catalogue to make appropriate selections.

Celebrities: Name a celebrity. Each player has to tell one thing about him.

Chain Game: Each player in turn forms a sentence incorporating the last word in the previous,sentence.

Checkerboard: Each partner has a 3x3 nine-square checkerboard and a set of unfamiliar objects. One partner chooses nine objects and places them on his board, one to a square, and tries to get his partner to duplicate the pattern.

Connections: Given two unrelated items or pictures of objects, groups find as many plausible connections between them as possible. Variation: Teacher supplies one word and a student supplies another; pairs tell how the two things are similar.

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Conversely: Upon hearing a sentence, players supply the converse (ex. John is taller than Mike ... Mike is shorter than John).

Creative Roll Call: As the roll is called, each student must say something different about himself. Deprivation: Divide into groups and give each player five cards. Each person tells something that he has never done; every player who has done this before gives him a card; winner is the player with the most cards.

Detective Inquiry: Distribute a set of four pictures of stolen objects or wanted persons. The fifth student holds a duplicate of one of the pictures and questions the others to discover who has the identical picture.

Dictionary Fun: A player from each team tries to be the first to locate an unfamiliar word that is called out.

Did I or Didn't I: Players write five things that they did yesterday; at least one of the statements must be false. Partners must decide which ones are the bogus activities.

Ear for Grammar. Read a paragraph for students to list all the present-tense verbs, adjectives, etc.

Desert Island: Place pictures of objects upside down in a pile. One player selects an object and asks anothe player what he would do with it on a desert island.

Discovery: Given a topic, students list five answers (ex. things to do in the summer). In pairs, students qui each other to find matches.

Draw What You Hear: In pairs, one student turns his back to the front of the room. Post a picture for the other partner to describe; the first player then draws what he hears.

Executions: Give a command. The leader of each group calls out a name; the first person to complete the action scores a point.

Famous Couples: Make cards with the names of famous couples (one name per card). Distribute to studer for them to find their partner by asking, "What's your name?"

Finders Keepers: Take an object from a student. To get it back, he must describe it in detail.

Get Frankenstein: Write "Frankenstein" on the'board. Players have a predetermined length of time to ask questions requiring answers that begin with a letter in. the name(in any order). Erase the corresponding letter for each correct response.

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Strategies for Success on the Speaking Portion of the AP Exam

No gum! Speak loudly and clearly please!

Avoid repeating the question if possible. This slows the 3-sentence response. However, weaker students may need to repeat in order to buy some think time.

If unsure about the question, pick something from it and speak. Never leave an answer blank!

Practice often in pairs in the classroom. The teacher asks the question and keeps the time. One student responds to another and then uses the AP rubrics to help determine the potential score for the response given.

Have students write sets of DR questions so that they can become familiar with the type of format for these questions. Use their edited questions for classroom practice.

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Rubrics that can be used in class

SpeakingPRESENTACIÓN ORAL

Nombre

I. Contenido (claridad, investigación, materiales)Score

Excelente conocimiento. Muy bien investigado. Claridad en lapresentación. Uso de materiales adecuados..................................................40Buen conocimiento. Buena investigación. Bastante claridad en lapresentación...................................................................................................35Conocimiento suficiente. Investigación correcta. Presentación nodemasiado clara.............................................................................................30Conocimiento insuficiente. No muy investigado. Presentaciónimprecisa y con bastantes errores.................................................................20

II. FluidezScore

Discurso natural y continuo sin grandes pausas...........................................25Discurso más o menos natural y continuo, algunas pausas..........................20Discurso con bastantes pausas......................................................................15Presentación leída ....................................................................... ...............10Discurso muy lento y con abundantes pausas.............................................. 5

III. Estructura (gramática)Score

Presentación con muy pocos errores gramaticales.......................................15Presentación con algunos errores gramaticales............................................10Errores gramaticales sistemáticos................................................................. 5

IV. Comprensión (entonación, pronunciación)Score

Presentación comprensible para hablantes nativos......................................20Algunos errores, pero todavía comprensible para los nativos.....................15Bastantes errores, algunos dificultan la comprensión..................................10Muchos errores; prácticamente incomprensible........................................... 5

TOTAL /100 Weighting of scalesContent..........................40%Fluency.........................25%Structure........................15%Comprehensibility 20% Comentarios adicionales (ver detrás)

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ORAL EXAM RUBRICS

The overall evaluation will identify the SUSTAINED level of performance with regard to command of language structures, vocabulary usage, fluency, and pronunciation

9-10 Demonstrates Excellent Oral Expression• Use and control of complex structures; very few errors with no patterns.• Rich vocabulary used with precision.• High level of fluency.• Narration is thorough, detailed, and rich.• Excellent pronunciation.

7-8 Demonstrates Very Good Oral Expression• Use of complex structures but may contain more than a few errors.• Very good vocabulary.• Very good fluency.• Narration tells the story very well.• Very good pronunciation.

5-6 Demonstrates Good Oral Expression• Control of simple structures, with few errors; may use complex structures with little or no control.• Good range of vocabulary; anglicisms possible.• Good fluency with occasional hesitance; some successful self-correction.• Narration tells the story well.• Good pronunciation.

3-4 Demonstrates Poor to Fair Oral Expression• Limited control of simple structures; with errors.• Narrow range of vocabulary with some anglicisms.• Labored expression; minimal fluency.• Narration tells the story but may force interpretation.• Fair pronunciation; may affect comprehension.• Some redeeming features.

1-2 Demonstrates Lack of Competence in Oral Expression• Frequent errors in use of structures.• Few vocabulary resources with frequent anglicisms.• Little to no fluency.• Fragmented speech sample relevant to story, which forces interpretation of meaning.• Poor pronunciation impedes comprehension.• Few redeeming features.

0 Irrelevant Speech Sample• Off task (e.g., obscenities, nonsense words, singing, sighs).• Narrative irrelevant.• No answer (although microphone is open and recording).• "No se"; "No entendi la pregunta"; or mere sighs or nonsense utterances.

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Instructor Evaluation of Group Presentation

Group

Topic

Scoring:1= Poor2=Adequate3=Well Done

1. The central topic was clearly stated, and the group stuck to it. _______

2. Group members spoke enthusiastically. _______

3. There was a suitable balance of participation among group members. _______

4. Points were developed with interesting and relevant supporting materials. _______

5. Group evaluated information rather than merely presenting facts. _______

6. Visual aids used where appropriate. _______

7. The presentation was organized and easy to follow. _______

8. The panel reached a conclusion that was communicated during the presentation. _______

Comments:

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Informal speaking-integrated skillsEvidence:The AP Spanish Language student can:

Initiate, maintain, and close a conversation on a familiar topic. Formulate questions to seek clarification or additional information. Recognize cultural elements implicit in oral texts. Interpret linguistic cues to infer social relationships. Use language that is semantically and grammatically accurate according to a

given context.

Strategies:

Read and understand the shaded conversation and figure out how to fill in the gaps.

Step 1: Define the task (what are they asking you to do?)Step 2: Listen for key informationStep 3: Re-read and address the task. Write a couple of key phrases.

Address all parts of the prompt.

Don’t spend time on a word that you are unfamiliar with.

Focus on what you know

Use all of the response time allocated.

Pay attention to register.

Recursos léxicos para la conversación informal

Iniciar la conversación

Reacciones Extensiones Despedidas

Dígame ¡Qué sorpresa ¿Qué opinas? Hasta prontoOiga No me digas ¿Te parece? Hasta luegoBueno Vaya pues ¿Tienes ganas de? Hasta ahoraMande Enhorabuena ¿Qué te parece? Nos Vemos

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Acompáñame Felicidades Es decir Que gusto oír de tiVamos juntos Menos mal ¿Pudieras

aclararelaborar?

Gracias por llamar

¿Te parece? Me alegro¿Te gustaría? ¡Qué sorpresa!Hola ¡Qué bárbaro!

¡Qué chévere!¡Qué padre!Buena idea¡Qué lástima!De acuerdoPor supuesto¡Cómo no!

Activities: Role-play Situations Pair-work activities Impromptu speaking Impromptu topics/pictures

Formal speaking-integrated skills

EvidenceThe AP Spanish Language student can:

Describe, narrate, and present information and/or persuasive arguments on general topics with grammatical control and good pronunciation in an oral presentation of two or three minutes.

Use information from sources provided to present a synthesis and express an opinion.

Recognize cultural elements implicit in oral and written texts. Interpret linguistic cues to infer social relationships. Identify and summarize main points and important details and make

appropriate inferences and predictions from a written text, such as a newspaper or magazine article or a contemporary literary excerpt.

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.

Use language that is semantically and grammatically accurate according to a given context.

Strategies: Taking notes on the text. Taking notes during the audio portion. Making connections.

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Activities: Listen/summarize orally with a partner, individually (lab) Read and summarize orally with a partner, individually. Use journal topics/find an article that agrees or disagrees with your opinion

and report to another student or to the class

Audio notes/identify & summarize

Text notes/ identify & summarize

Synthesis of sources

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Point 1____________________________________________________________

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________________________________________________________________________

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Point 2____________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Point 3____________________________________________________________

________________________________________________________________________

________________________________________________________________________

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Point 4____________________________________________________________

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¿Cómo se preparaban las novias sefardíes para sus bodas?

Música y tradiciones sefardíesSusana Weich

Salamanca: Diputación Provincial de Salamanca, 1999(1)

http://www.cervantesvirtual.com/historia/CarlosV/musica/8_4_musica_trad.shtml

El casamiento     Los quidusin o ceremonia religiosa de la boda se celebran generalmente en la sinagoga, pero pueden también celebrarse en casa de los novios. La fecha de la boda se ha fijado para después de la menstruación de la novia, de acuerdo con los preceptos que estipulan los períodos de impureza de la mujer. En Marruecos la ceremonia del casamiento solía celebrarse en un miércoles, para que, si hubiera algún problema, se pudiera recurrir al tribunal rabínico que se reunía los jueves.     La noche anterior (llamada la noche de la novia) dormía la novia en casa de los padres del novio y su madre con ella para cuidarla. En la fiesta y acompañando con velas y faroles al cortejo de la novia hacia la casa del novio, participaba la Hevrá, entonando las correspondientes canciones litúrgicas. La novia, guiada por sus familiares y por los del novio, iba todo el tiempo con los ojos cerrados, para ver, al abrirlos, a su futuro esposo.

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     La novia se sienta en el tálamo, especie de trono adornado con flores artificiales y, por detrás, en el respaldo, la parohet'. A los costados de la novia se sientan su madre y su suegra, sosteniendo velas encendidas, y a su lado, de pie, el novio con su manto ritual (talit) y el oficiante o rabino con su ayudante. Así reciben los saludos y bendiciones de los invitados.     Se erige la hupá o palio nupcial, con una tela extendida sobre cuatro postes que se llevan en mano. El rabino lee la ketubá o contrato matrimonial, bendice el vino con las siete bendiciones tradicionales (seva berahot), ambos novios beben y el novio, tras asegurar que lo ha comprado él mismo, pone el anillo en el dedo índice de la novia, pronunciando la fórmula preceptual de matrimonio. Luego el novio quiebra un vaso, pisándolo, como conmemoración simbólica del eterno recuerdo de la destrucción del Templo de Jerusalén.     En todas las ceremonias, y en especial luego de la hupá les saludan los invitados, deseando a los recién casados «¡Años de vida!», «¡Pasadía buena que tengan!», «¡Que sean horosos!», «¡Mazal bueno!», «¡Mazal claro!».     Es interesante que en ambas ramas de las comunidades sefardíes se liga, en el texto de las canciones, esta ceremonia de los quidusin con una escalera de oro, como podrá observarse en los dos ejemplos siguientes, uno de Tetuán y el otro de Jerusalén:

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Course and Exam AdviseTIPS TO HIGHER AP SCORES

Adapted from: Mchael Ferger, Merritt Island. Florida

LISTENING SECTION:1. You may take notes in your test booklet as you wish, but be careful not to write so much that you miss

what is being said.2. If you hear a work that you do not know, don't panic. Listen to everything and t r y to work around

what you do not recognize.3. In the "conferencias," note names, dates, and places as you listen. They may be helpful in answering the

questions.

READING SECTION:1. Watch for distractors. They will look attractive to you; if they do not, they would not serve their purpose.

Read everything carefully and avoid "jumping" at an "obvious" choice. It will likely be wrong.2. The spelling of a word will not be wrong. The test will have not misspelled words in its choices.3. There will be no "nonsensical" words in the choices. The test will not offer you made-up words that do

not exist. 4. You will not be asked to make a value judgment as to whether something is good or bad, nor will you be

responsible for current events. Your questions and choices will deal with a cultural, historical, literary topic, etc., in Spanish.

WRITING SECTION:1. Accent marks ARE important! Misused accent marks make your total response incorrect-if you spell an

irregular subjunctive verb correctly but miss the accent, you receive no credit. (This is for the fill-in section only)

2. GUESS'. In THIS section there is no added penalty for an incorrect answer. There is no reason to leave a fill-in blank.3. Read the directions! (Preferably well in advance of the exam)- i.e. students should know the format and

what is expected before they go in to take the exam.4. If they call for a one word answer, do not answer with two words! Watch for items like -car, -gar, -zar

verbs.5. Keep in mind that the 200 word composition represents about 25% of your total score. It is the single

most important item on the test.6. Study the rubric and be familiar with what readers w i l l be looking for.

SPEAKING SECTION:1. In the directed responses, be sure that your speak to the question / t o p i c .2. Avoid a response like "no si," or "tal vez."3. If you do not completely understand the question, speak to what you think you understood. Silence is

worse than an answer that may not fit.4. During your 2 minutes of "thinking time," jot down notes, verbs, idioms and key words that you will use.

If you do not know a key word, you should plan to talk your way around it. Focus on what you can say, not on what you can not.

5. Study the rubrics and know how your speech will be evaluated.

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Suggestions for an AP yearLectura

Analizan la metáfora, las analogías y las símiles para inferir los significados figurativos y literales de las frases.

Conocen los puntos mas importantes en la historia de la lengua española y usan los orígenes de palabras comunes para determinar las influencias hist6ricas en el significado de las palabras en español.

Usan los significados de la palabra en su contexto apropiado y demuestran habilidad para verificar estos significados a trabes de definiciones, paráfrasis, ejemplos, comparaciones y contraste.

Los estudiantes leen y comprenden material apropiado para el grado. (Describen, unen ideas, argumentos y perspectivas esenciales en el texto).

Identifican y analizan los temas que se repiten. Identifican las técnicas literarias que definen el estilo de un escritor.

Escritura Los estudiantes escriben ensayos claros, coherentes y con un enfoque preciso Los ensayos

demuestran que los estudiantes toman en cuenta la audiencia y el propósito. Los ensayos contienen introducciones formales, evidencia de apoyo y conclusiones.

Planean y conducen búsquedas de informaci6n de pasos múltiples utilizando la red de computadoras y módems.

Revisan los ensayos para mejorar la selecci6n de palabras, la organizaci6n, etc. Escriben biografías, autobiografías, cuentos cortos o narrativas. Escriben respuestas a la literatura. Escriben reportes de investigaci6n. Escriben ensayos persuasivos.

Gramática Revisan manuscritos para asegurar el use correcto de la lengua. Identifican y utilizan las funciones de las preposiciones subordinadas sustantivas (el problema es

que respeta a su hermano (Es necesario que respete a su hermano). Identificar y usar el adverbio y la subordinación adverbial. Identificar y utilizar los tiempos de los verbos correctamente. Exhibir un use correcto de la ortografía, puntuación y mayúsculas, etc.

Audición y Habla Los estudiantes hacen presentaciones enfocadas que transmiten las ideas claramente y se

relacionan a los intereses y antecedentes de la audiencia. Evalúan el contenido de una presentación oral. Analizan las interpretaciones orales de la literatura. Parafrasean el propósito de un orador y hacen preguntas relevantes sobre el contenido. Preparan un bosquejo de presentación basado en un procedió de organización. Usan lenguaje preciso, verbos de acci6n, detalles sensorios, modificadores apropiados y coloridos

y la voz activa en lugar de la pasiva de manera que aviven la presentación oral. Producen notas concisas de narrativas escuchadas.

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