1 Overcoming student barriers to build an effective AP Spanish program Kim Gerlach Procter Hug High School Washoe County School District, Reno, Nevada AP Annual Conference: July, 2015

2 Goals of this presentation… Share ideas about how to build a Spanish program through Spanish Literature Identify barriers low income students face and discuss strategies to help them be successful Discuss scaffolding techniques for AP Spanish Literature that build student confidence and critical thinking skills Share instructional ideas and resources

3 Professional Experience Spanish teacher-19 years AP-7 years 7-12 All levels (1 st year –AP lit) Currently teaching Spanish for native speakers 2 nd year AP Spanish Language AP Spanish Literature

4 Procter Hug High School- Reno, NV Student population- 1,400 FRL- 100% IEP- 17.5% ELL- 15% Title 1 high school Graduation rate trend 2007- 34% 2015- 70% Demographics Hispanic- 70% Caucasian- 15% African American- 6% Other- 9% AP exams taken 2008- 190 2015- 730

5 Barriers to success low income students face Insufficient academic preparation Responsibilities outside of school Lack of stability Attendance Lack of motivation Lack of role models

6 AP Equity and Access All students deserve to have access to a rigorous curriculum regardless of the barriers they face. It is imperative that an AP curriculum challenges them and prepares them to be career and/or college ready. 13 78 114 335 Pass rate (Language and Literature)= +/- 70%

7 Building a Spanish Program through AP Literature Course offerings (Vertical alignment) Spanish (Native Speakers) Spanish 1 st year Spanish 2 nd year- honors AP Spanish Language AP Spanish Literature Student recruitment Pre-registration Benefits “Competition” for AP students Spanish (Second Language) Spanish 1 st year Spanish 2 nd year Spanish 3 rd year- honors AP Spanish Language AP Spanish Literature

8 Building a Spanish Program through AP Literature Placement mixed native/heritage speakers best placement Native speaker A native speaker considers the target language (Spanish) to be his or her first language. Students who use the language extensively outside the classroom are also considered native speakers. Heritage speaker A student who is exposed to a language other than English at home. Heritage speaker can be categorized based on the prominence and development of the heritage language in the student’s daily life. http://www.learner.org/libraries/tfl/key_terms.html

9 AP Vertical Alignment Spanish for Native Speakers- 1 st year 2 themes (1/semester) Practice AP skills Projects 2 readings La vida contemporánea Balada de los dos abuelos (Guillén) Las familias y las comunidades La siesta del martes (García Márquez) Grammar

10 AP Vertical Alignment Spanish for Native Speakers- 2 nd year 4 themes (1/quarter) Vocabulary Practice AP skills Projects 4 readings Las identidades personales y públicas La noche boca arriba (Cortázar) La belleza y la estética He andado muchos caminos (Machado) Los desafíos mundiales Prendimiento de Antoñito el Camborio en el camino a Sevilla (Lorca) La ciencia y la tecnología Los presagios funestos (voz colectiva- Aztecas) Grammar

11 La noche boca arriba (*Teaching resources included on website) Introductory PowerPoint Read aloud in class “Mientras lees” worksheet cause/effect comprehension vocabulary products/practices/perspectives Formal letter to author/student grading rubric Quiz multiple choice, matching

12 Sample questions- La noche boca arriba wksht Identifica, dibuja y nombra 3 sustantivos (nouns) uno se puede encontrar en la ciudad de Buenos Aires o cualquier ciudad grande. (líneas 1-15) Explica en tus propias palabras el accidente que tuvo el hombre. (16-22) ¿Cuáles heridas tiene el hombre a causa del accidente? (26-28, 41) “Mientras lo llevaban _______________________________________ hasta una farmacia próxima.”

13 AP Vertical Alignment AP Spanish Language 6 themes Vocabulary theme based Projects Focus= Practice AP skills 1 worksheet/theme Grammar no class time to teach openers/homework/tests 6 readings La vida contemporánea Como la vida misma (Montero) Las familias y las comunidades El hijo (Quiroga) Las identidades personales y públicas Dos palabras (Allende) La belleza y la estética A Julia de Burgos (Burgos) Los desafíos mundiales Las medias rojas (Bazán) La ciencia y la tecnología En una tempestad (Heredia)

14 En una tempestad (*Teaching resources included on website) Historical and social context Vocabulary Image/Description activity Poetry analysis process Worksheet (teach/review lit. devices) hyperbaton tone personification imagery

15 Sample questions- En una tempestad wksht Tono- Describe cómo un poema te hace sentir mientras lo lees. Tono depende de la estructura, sonido, imágenes y las palabras que escoge el poeta. Tono puede ser consistente de principio a fin o puede cambiar de forma inesperada durante todo el poema El tono de este poema cambia de pavor/terror en el principio a asombro/maravilla al final. Estudia el poema y encuentra 6 palabras diferentes que representen cada palabra de tono. Escribe por lo menos un verbo (V), un sustantivo (S), un adjetivo/adverbio (A). Escribe la letra apropiada (V, S, A) al lado de la palabra. ASOMBRO ___________________ ___________________ ___________________ PAVOR ___________________ ___________________ ___________________

16 En una tempestad Huracán, huracán, venir te siento, (1) Y en tu soplo abrasado Respiro entusiasmado Del señor de los aires el aliento. En las alas del viento suspendido (5) Vedle rodar por el espacio inmenso, Silencioso, tremendo, irresistible En su curso veloz. La tierra en calma Siniestra; misteriosa, Contempla con pavor su faz terrible. (10) ¿Al toro no miráis? El suelo escarban, De insoportable ardor sus pies heridos: La frente poderosa levantando, Y en la hinchada nariz fuego aspirando, Llama la tempestad con sus bramidos.

17 Questions? I’ve talked about… Barriers to success Building a program through AP Vertical alignment Now… AP Spanish Literature Scaffolding techniques (build confidence and skills)

18 Supporting students for success in AP Spanish Literature Course design- engage students from start Thematic Order of readings higher interest, less difficult readings Maximize classroom instruction time, minimize outside of class work time 85/15 Homework- multiple days

19 Supporting students for success in AP Spanish Literature Scaffold instruction to build student confidence Design materials that reinforce ideas already taught recycle vocabulary, lit terms, themes All class -> small groups -> partners ->individual in-class grading (sharing) Simplify materials- most important information only Create resource materials for class symbols, movements, tone, theme, genre, archetype Internet as a resource

20 Supporting students for success in AP Spanish Literature Class organization Binder theme dividers, papers in order of works Color coded materials (notes, worksheets, tests, etc.) pink (época moderna), blue (Barroco, Renacimiento), orange (medioevo) Teach students about test Classroom activities Student knowledge of AP scoring Practice with past essays and rubrics

21 Class reading list (1 theme) Las relaciones interpersonales y sociales Género narrativo Sabine Ulibarrí: “Mi caballo mago” Emilia Pardo Bazán: “Las medias rojas” Isabel Allende: “Dos palabras” Juan Rulfo: “No oyes ladrar los perros” Género dramático Federico García Lorca: La casa de Bernarda Alba Género lírico Luis de Góngora y Argote: “Soneto CLXVI” (Mientras por competir con tu cabello) Gustavo Adolfo Bécquer: “Rima LIII” (Volverán las oscuras golondrinas…) Francisco de Quevedo y Villegas: “Miré los muros de la patria mía”

22 Supporting students for success in AP Spanish Literature Class Focus= most important information and skills Close read (text analysis) Literary devices Academic vocabulary Lit movements Establish routines Introduce lit devices/ academic vocabulary Step-by-step poetry analysis Binder Pattern of instruction Essay content, organization Audio comprehension Poetry analysis

23 Supporting students for success in AP Spanish Literature Pattern of instruction (prose, plays) Introduction to work Close read (aloud in class) Worksheet Summary worksheet (homework- min. 2 days) Basic info, tone, themes, narrator, symbol, lit movement & characteristics, characters, summary, vocabulary, favorite quotes, lit devices Assessment

24 Supporting students for success in AP Spanish Literature 1 st semester Teach lit devices (1 daily, 3/week) +/- 35 total recycle 10 = quiz Read and analyze everything in class teach close reading/text analysis Complete work in class all class -> small groups -> partners ->individual Assessment after every work multiple choice (teacher created) essay organizer (compare/add ideas as class) Previously tested works = teaching tool (organizer, rubric)

25 Supporting students for success in AP Spanish Literature 2 nd semester Teach academic vocabulary (1 daily, 3/week), Review lit devices 10 = quiz (vocab and lit devices) Read and analyze in class Complete most work in class, some outside work all class -> small groups -> partners ->individual Assessment after every work multiple choice (textbooks, college board) essay Previously tested works = teaching tool (rubric) Focus on AP scoring

26 Nuestra América (*Teaching resources included on website) Intro video, multiple choice questions Notes Audio (youtube) “Mientras lees”- summarize main ideas/paragraph Enrichment activities close read worksheet group work (themes simil visual Assessment multiple choice essays- 2 different

27 Website- PowerPoint and teaching resources Teaching resources Lit works (lesson plans) La noche boca arriba En una tempestad Nuestra América http://hug21stcentury.weebly.com/ap-conference-2015- -overcoming-student-obstacles.html Resource materials (Span lit) reading list lit devices/academic voc step-by-step poetry analysis poetry analysis student wksht prose summary wsht essay organizers (4) rubrics (4)

28 Thanks! Hand out- goals, resources, website, contact info Please evaluate this session: http://apac.collegeboard.orghttp://apac.collegeboard.org CEU certificates (CEU tracking system) Good luck next year creating and/or refining your Spanish program and/or classes Enjoy the rest of your conference!