1.MASTERING THE INTERPRETIVE MODE Presented by Lou Baskinger & Ed Weiss APAC 2014

2. TODAYS AGENDA DEFINITION THE INTERPRETIVE MODE MATERIALS FOR INTERPRETIVE MODE INTERPRETIVE MODE ON THE AP EXAM DEMONSTRATION OF TEACHING STRATEGIES audio and written examples TEACHER RESOURCES / STUDENT ACCESS 3. What ACTFL tells us about the Interpretive Mode 4. AP EXAM OVERVIEW Section I (Interpretive Communication) Multiple-choice (50% of total score): 65 items in 9 sets 4 reading 2 listening and reading combined 3 listening Section 2 (Interpersonal and Presentational Communication) Free-Response (50% of total score): 4 items Interpersonal Writing Presentational Writing Interpersonal Speaking Presentational Speaking 5. COLLEGE BOARD TELLS US... 6. AUTHENTIC MATERIALS MUST BE USED THROUGHOUT YOUR PROGRAM Exposure to authentic materials begins day one of year one! Scaffolding these materials through the various levels of your program builds proficiency The rich diversity of these materials will energize your lessons and engage students 7. AUTHENTIC MATERIALS ARE... those designed for native speakers. They are real text designed not for language students, but for the speakers of the language in question. (Nunan) stretches of real language, produced by a real speaker or writer for a real audience and designed to carry a real message. (Harmer) appropriate and quality in terms of goals, objectives, learner needs and interest and natural in terms of real life and meaningful communication. (Rogers) 8. A PARTIAL LIST... online articles charts / graphs / maps videos magazines / newspapers films music advertisements 9. AUDIO SOURCES Radio interviews General interest podcasts PSAs Brief lectures Audio guides - museums, travel comprehensibility & relevance are #1 10. WRITTEN SOURCES Literary texts Journalistic articles Letters Ads Instructions The above may be combined with maps, charts, or table 11. DONT FORGET THESE Maps Graphs Charts Stats 12. ALL MATERIALS FIT UNDER THE SIX THEMES 13. THE AP LANGUAGE AND CULTURE EXAM - Strategies for success with interpretive questions - Student responsibilities - Types of questions 14. STRATEGIES Each audio piece is played two times Note taking is permitted and encouraged Scanning questions in advance Having a knowledge of the question types is key Key terms that guide listening: comprehension, tone, audience, meaning, purpose 15. IMPACT OF INTERPRETIVE MODE A minimum 75% of the exam (objective and free respons e) requires interpretation of a variety of materials Audio, Visual,Audiovisual & Print Interpretive Communication Comprehension of content Critical viewing, reading & listening Vocabulary Cultures, Connections & Comparisons 16. EXAMPLES OF INTERPRETIVE MATERIALS You will see a demonstration of two different interpretive pieces typical of those found on the AP exam Lou will model a letter in Spanish Ed will model an interview in French 17. BEST PRACTICES WHEN USING MATERIALS FOR THE INTERPRETIVE MODE Advanced Organizer - a pre-reading or pre-listening teaching aide that prepares the students for what is to come 18. Tema curricular: La belleza y la esttica Introduccin Este texto trata de una obra de teatro para nios. El anuncio original fue publicado en marzo de 2011 en Nueva York, Estados Unidos. 19. TRAIGA A SUS NINOS A REPERTORIO ESPAOL! MI BEB ES UN HROE ESCRITA Y DIRIGIDA POR EDUARDO NAVAS UNA PRODUCCIN DEL TEATRO RODANTE INFANTIL SCARAMOUChES PRESENTADA POR REPERTORIO ESPAOL UN ESPECTCULO BILINGE (INGLS Y ESPAOL) Teatro Scaramouches, una excepcional compaa venezolana de teatro infantil, presenta una original y divertida obra teatral con marionetas. El malvado y travieso Cuchifln intenta llevarse al beb del Prncipe Azulito y la Princesa Perlita. Con la ayuda de los nios el beb impide que Cuchifln se salga con la suya, convirtiendo al beb y a los nios en hroes. Repleta de colorido, risas y diversin, la obra capta la atencin de los nios de principio a fin. sbado 5 de febrero 12 p.m. sbado 5 de marzo 12 p.m. sbado 2 de abril 12 p.m. sbado 7 de mayo 12 p.m. sbado 4 de junio 12 p.m. RESERVACIONES INTERNET: WWW.REPERTORIO.ORG TELFONO: 1.212.225.9999 20. INTERPRETIVE TEACHING How to implement Interpretive Teaching into your class A lesson plan 21. INTERPRETIVE TEACHING Ways to incorporate the interpretive mode into your lessons A typical story from your curriculum that is not from the AP level Remember Scaffold into lower levels Third year honors class Fourth year class 22. GREGORIO LPEZ Y FUENTES 1940 A SUMMARY OF THE STORY UNA CARTA A DIOS 23. SUMMARY OF THE STORY 24. GRAMMATICALLY NEWSWORTHY HOLIDAY TIMING IS EVERYTNG! 25. SETTING THE STAGE Essential Questions 26. POSSIBLE QUESTIONS What images come to mind when I say Mexico? What do you think life is like in a farming village of Mexico? Do you think your life is different for your great grandparents life? Explain the differences? What was the last letter not e-mail you wrote? To whom did you write? Why did you write? 27. PRE-READING ACTIVITIES Write a letter to Santa Claus Write a letter to Los Reyes Magos Share with class Laugh and enjoy! Collect and put aside 28. VOCABULARYEMPTY LIST Write the story based on the words of the list 29. READ AND DISCUSS Create questions for comprehension (Formative assessment) Create questions for discussion (Summative assessment) Connect to Essential questions (Interpretive mode) 30. STOP! Lenchos second letter. You write it! 31. COMPARISON Students letters to Lenchos lette r 32. WRITING ASSIGNMENT INTERPRETIVE MODE Is Lencho a good man or a bad man or is he like most of us a combination of good and bad qualities? 33. THE WRITING ASSIGNMENT Una Carta A Dios Muchas veces cuando leemos una novela o un cuento, el personaje principal tiene caractersticas buenas o malas... o este personaje es una combinacin de lo bueno y lo malo. En el cuento es Lencho, en su opinin, una buena o una mala persona o es l una combinacin de lo bueno y lo malo. En una composicin bien desarrollada y con prueba del texto del cuento, expliquen Uds. por qu es bueno o malo Lencho. OJO! Una composicin bien desarrollada es una que tiene una introduccin, tres argumentos (por mnimo) y una conclusin. Una composicin bien desarrollada tambin tiene una extensin mnima de unas doscientas palabras. 34. GRAPHIC ORGANIZER Missing : The organizer 35. LETS LOOK AT AN EXAMPLE OF A LISTENING PIECE This example will be an interview in Frenc h Many of the following strategies can be applied to reading interpretation as well 36. Introduction Thme du cours : Les dfis mondiaux Dans cette slection il sagit du statut de la langue franaise dans le monde. Lmission originale intitule Invit Afrique : Abdou Diouf a t publie le 18 octobre 2010 en France par Radio France Internationale. La slection dure peu prs deux minutes. Christophe Boisbouvier, journaliste pour RFI, interviewe Abdou Diouf, secrtaire gnral de lOrganisation internationale de la Francophonie. SAMPLE ADVANCE ORGANIZER (AUDIO SOURCE) 37. EDS AUDIO PIECE Theme: Personal and Public Identities Introduction: This article concerns the French language and its evolution throughout time. The effect of new technology on language is discussed. An audio interview - length: 2 minutes, 10 seconds Title: The importance of written language Accent: France Year: 2012 38. ESSENTIAL QUESTIONS What role does texting play in your life? What are the positives and negatives of texting? What effect would a better knowledge and control of your native language have on your life? What effect is the increasing use of technology based communication having on language? 39. PRE-LISTENING ACTIVITIES Wordle with key vocabulary 40. PRE-LISTENING ACTIVITIES Exemples des textos franais: TDS DQP ALP EDR CHUI CPG C pa 5pa kestuf 41. LA LANGUE MODERNE? 42. TYPES OF QUESTIONS Fact based - What value does M. Orsenna place on texts? Language - What does tout passe par les crans mean? Overall comprehension - What do these two men think about the language of today? Summarize - What is the main lesson in this article? Predictive - What is the future for young people who do not master their language? 43. BEST PRACTICES PART 2 ONGOING ASSESSMENT Formative Assessment on Eds site 44. FORMATIVE ASSESSMENT After first listening, students provide two facts Students react to a list of five true / false statements Students use targeted vocabulary in sentences or circumlocute 45. SCAFFOLDING SELECTIONS 46. SCAFFOLDED ACTIVITIES Novice - identify the participants and main point of interview Intermediate - describe the attitude of M. Orsenna Advanced - provide cultural comparison of how language has changed where you live 47. A WEB PAGE OF INTERPRETIVE SELECTIONS 48. INTERACTIVE TECHNOLOGY SUPPORTING STUDENT ACCESS TO MATERIALS Lingtlanguage Audioboo podcaster Voicethread 49. WEB RESOURCES Eds listening links Eds reading links Eds Spanish links 50. CONTACT INFORMATION Lou Baskinger lgbaskin@aol.com Ed Weiss edweiss@comcast.net The entire presentation can be viewed at Eds site: Simply Google Ed Weiss The last link on Eds site is titled APAC Link to Eds listening piece: http://www.canalacademie.com/apprendre/fiche.php?id= 61