Final+Project

Description:
For this project you will
 * demonstrate your ability to design two learning activities (or assessments) in two different skill areas: listening, speaking, reading and writing. Both activities will be aligned to our new World Language Content Standards for California Schools
 * include technology as a component in at least one of the two activities
 * try both activities with your students
 * reflect on the success of the activities with your students
 * upload your activities and your reflections to this wiki.

Directions:
1. Decide which skill areas you would like to work on for this project. It is understood that many activities include multiple skills (such as requiring both listening and speaking skills). 2. Design your first activity. You may adapt activities we do during the program for use in your classes or you may create entirely new activities. 3. Align your activity to the standards. 4. Do the activity with your students. 5. Reflect on the successes and challenges of the activity as well as your next steps. 6. Complete the template below and upload it to this wiki (see directions below "Participant Responses" further down this page) in order to demonstrate completion of the activity. 7. Repeat steps 2-6 for your second activity.

Template to copy for each activity (paste the copied template in the "Participant Respones" section below)
Your name: Name of your activity: Primary stage for which activity is intended (1 or 2): Level and language in which students are enrolled: Directions provided to students, including any use of technology: Alignment to World Language Content Standards for California Schools Date(s) tried with students: Activity's strengths or successes: Activity's weaknesses or challenges What I would do differently next time: What next steps are indicated by the students' responses:
 * Content:
 * Communication and Functions:
 * Cultures:
 * Structures:
 * Settings:

Participant Responses

 * Sign in.
 * Copy the template above.
 * Paste it below these directions (and below any other responses already received) and complete it with your responses.
 * OR: paste it into Microsoft Word and do your typing there. When you're finished, copy all of the text from the Microsoft Word document on this page, below these directions).
 * When you are done, insert a horizontal line below your responses to separate your responses from the next person's. To insert a horizontal line, hit "return" or "enter" on your computer keyboard to give yourself a blank line. Then, in "editor" table that appears at the top of your sreen when you're editing a wiki, click the icon to the right of the "bullets" icon. It has a blue line in the middle of it.
 * Hit "Save Draft" periodically and the "Save" when you are finished. Good luck!

Your name: Carolina Díaz-Gastineau Name of your activity: Mini-menú Primary stage for which activity is intended (1 or 2):Mostly 1, some 2 Level and language in which students are enrolled: Second-year Spanish Directions provided to students, including any use of technology: I used a data projector to show them how to fold the mini-book. Directions for folding:

How to make a “foldy” book: provided by Nicole Naditz 1. Take a sheet of paper. Fold it hamburger. 2. Unfold it. 3. Fold it hot dog. 4. Unfold it. 5. Fold it hamburger again. The crease should be on the right. 6. Leave it folded and fold it one more time in the same direction. Now there is a crease on the left and a crease on the right. 7. Open it one time (so it looks like step five again, with the crease on the right). 8. With the scissors, carefully cut from the crease horizontally to the center of the folded paper, following the lines created by the fold. Your cut should stop where the horizontal and vertical crease lines intersect. This can also be accomplished without scissors, but you must tear very carefully. 9. Open the paper fully. 10. Fold hot dog. 11. Turn the paper so that the crease and the slit you cut are facing you. 12. Hold the left and right edges of the folded paper and push the two sides together. The crease should open up initially and then close around one side of the paper coming toward it. 13. Three of four sections should have automatically gone in the same direction

After students have folded their book: have them write in a piece on binder paper the following: page 1: Nombre del restaurante, teléfono y domicilio, page 2: Sopas y Ensaladas 9 escoge por lo menos 3 de la lista de vocabulario y incluye el precio, Pg.3 al otro lado: Especialidad, dibujo, 3 oraciones describiendo la especialidad, pg.4: Plato principal, escoge tres de la lista de vocabulario,, Pg.5 al otro lado: Plato del día, dibujo, 3 oraciones describiendo el plato, pg.6 Postres, escoge 3 postres de la lista de vocabulario y precio, pg.7 Especialidad, dibujo y 3 oraciones describiendo el postre, pg. 8 tu nombre, periodo, y la fecha.

To see example:[|mini-menu sample intructions.doc] To see student completed project click here: [|Mini-menu project.doc] Alignment to World Language Content Standards for California Schools Date(s) tried with students: March 10,11th on a block day they made book and took it home to draw, due date the following Monday. Activity's strengths or successes: students review key restaurant vocabulary and write sentences to reflect on grammar taught. Activity's weaknesses or challenges: limited vocabulary and grammar uses What I would do differently next time: have students add more foods from the country we studied in chapter. What next steps are indicated by the students' responses: Students shared their menu in class. I think they enjoyed this activity and it helped their test scores! Research new restaurants in the San Juan, Puerto Rico ( culture for this chapter.)
 * Content:1.I food, meals, restaurants
 * Communication and Functions: 1.3,2.0,1.4
 * Cultures:1.0,1.1
 * Structures:2.0
 * Settings:1.0

Your Name: Sophie Warin Name of your activity: Jeux de Société Primary stage for which activity is intended (1 or 2): Mostly stage 1, some stage 2 Level and language in which students are enrolled: Second year French Directions provided to students, including any use of technology:

Students will work in groups of 3 or 4. Each group will create a board game to review the material and themes presented this year. They will choose a theme (travel, food, sports, health, school, family life) and design their games with grammar and/or vocabulary review.

They will give a title to their games, they will write directions in French and they will have the answers to the questions on a separate sheet. I will provide small poster boards, markers and index cards. Students will play their own games, and will play the games of the different groups in the class. After playing, students will fill out an evaluation for each game.

The evaluation will have the following categories: clarity of instructions, creativity, presentation, fun, educational. Each category will be graded on a scale from 1 to 4.

Students will also assess their group work by answering the following questions: 1. Overall, how effectively did your group work together on this assignment? (Scale 1-4) 2. How many of your group members participated actively most of the time? 3. Give one specific example of something you learned from the group that you probably wouldn’t have learned on your own? 4. Give one specific example of something the other group members learned from you that they probably wouldn’t have learned without you. 5. Suggest one specific, practical change that would make this project better.

Alignment to World Language Content Standards for California Schools


 * Content: 1.1.a, 1.1.b, 1.1.f, 1.1.g, 1.1.h, 1.1.l, 1.1.n
 * Communication and Functions: 1.0 and 2.0, 1.1, 2.1, 1.2, 2.2
 * Cultures:
 * Structures: 1.0, 2.0, 1.1, 1.2
 * Settings:

Date(s) tried with students: April 12-16

Activity's strengths or successes: Students were excited by the project. It was something new and they liked the freedom of creating their own games. In doing this project, they reviewed the material learned so far this year, and they re-taught each other. We did a brainstorming session as a whole class to discuss what the rules of a game usually entail, and we worked together to write examples of rules in French. Students liked playing the games of the other groups; they were curious to see what the other groups had done. They also liked filling an evaluation for the games and the group assessment. They liked being able to give their opinions.

Activity's weaknesses or challenges: Sometimes group work can be tricky when all members do not participate and contribute at the same level. Although students could draw upon background knowledge to write the rules of the game, they still found it difficult to write clear directions. I asked each group to turn in their directions before playing the games so I could review and give feedback.

What I would do differently next time: I would ask to each member of the group to be responsible for a specific task. For example, one person would draw/design, another would be responsible for working on the directions, one person would report to me as to their plan/progress when I check on the groups. Students would decide with their groups what role they want based on their abilities and comfort level. I would give students more examples of rules of French board games, and I would ask them to play their games and review their rules to make sure that the game is played the way they want it to be played. This extra step would give them the opportunity to make corrections to the rules if necessary.

What next steps are indicated by the students' responses: Offer more guidance in writing the directions for the games. Overall, it was a successful project, they had fun, and they reviewed the vocabulary and the grammar they have learned this year.

Your name: Sophie Warin Name of your activity: Ma famille Primary stage for which activity is intended (1 or 2): 1 Level and language in which students are enrolled: First year French Directions provided to students, including any use of technology: A PowerPoint presentation is used to guide students in making their Family Books. How to make a secret book: provided by Nicole Naditz Materials: Two pieces of construction paper (2 different colors) Scissors Markers, gel pens, color pencils or crayons Directions: 1. Take one of the pieces of construction paper and fold it in half the short way. 2. Open it up again and fold each side to the middle. 3. Open paper again and refold along the original center fold. 4. Cut from the center fold to the quarter folds for as many sections as needed (greater than or equal to three sections). You may do more cuts than shown here, but there will be more sections to fill with content. 5. Fold the second piece of construction paper in the same manner as steps one and two. This piece will be cut differently. 6. Cut the piece into four strips along the folded lines. You will need 2. You can share or save the other two. 7. Open the first paper (that you cut in step 4.) 8. Weave each strip alternately through the cuts in the open paper. 9. With the book closed, and looking at the back cover, reach between the weaves (along the middle fold) from bottom to top to open the secret compartment from right to left. 10. Students may now fill each section with the content.

Alignment to World Language Content Standards for California Schools
 * Content: 1.1.b, 1.1.c, 1.1.f, 1.1.g, 1,1.h
 * Communication and Functions: 1.0, 1.6
 * Cultures:
 * Structures: 1.0, 1.1, 1.2
 * Settings:

Date(s) tried with students: April 27-29

Activity's strengths or successes: Students liked designing their books, using photos, and colors. They really liked finding the secret compartments in their books, and sharing with a few classmates. This activity required students to not only describe their family members, but also to talk about favorite activities, seasons and weather, and likes and dislikes.

Activity's weaknesses or challenges: Cutting the paper and folding to make the books was challenging for some students although I made a book at the same as the students to demonstrate how to do it. It took more time than I planned, students could not write in their books right away, they had to do a draft first, and needed guidance.

What I would do differently next time: I would have an example of a book to show them. It is the first time I do this activity and did not have a sample book to show them, except for a blank one. I would give more time in class to work on the activity.

What next steps are indicated by the students' responses: They really enjoyed making the books; they had fun. It was a good way to review the grammar and the vocabulary.

Your name: Carolina Diaz Name of your activity: AP Informal Speaking Primary stage for which activity is intended (1 or 2): Stage 2,3 Level and language in which students are enrolled: Ap Spanish Directions provided to students, including any use of technology: Have student go to [|lingt/diaz] Alignment to World Language Content Standards for California Schools Date(s) tried with students: I have not had time to assign this oral activity and allow enough time for students to finish. Activity's strengths or successes: This activity has the potential of allowing students to easily access their recordings and improve their speaking ability in target language. It will allow teacher to listen and provide feedback electronically to students. Activity's weaknesses or challenges: Allowing enough time for students to complete this activity at home or use computers provided at school. What I would do differently next time: I don't yet What next steps are indicated by the students' responses: Create more informal speaking and formal speaking practices to prepare students for AP exam. We only have access to a language lab once a week. Having activities online will allow for more individualize practice.
 * Content: 2.1
 * Communication and Functions:2.0,2.2,2.3,2.4,3.0
 * Cultures:
 * Structures:2.0
 * Settings:2.0

Your name: Kim Hawkins Name of your activity: Class Pet Survey Primary stage for which activity is intended (1 or 2):1 Level and language in which students are enrolled: Middle School Beginning Spanish Directions provided to students, including any use of technology: (Teacher should rehearse pet vocabulary using TPR and/or flashcards prior to distributing survey sheets. Teacher should also model asking and answering questions about pets by asking a few students about their pets and talking about her own pets.) Survey form is document attached here: (2 per page) [|SP animal survey.docx] Directions for Class Pet Survey: In Spanish, ask your classmates one by one if they have a pet. Record their names in the appropriate column(s) starting at the bottom in space number one. Write each person’s name only once in each column, regardless of how many of each pet they have. Try to talk to every person in the class. If you finish before time is called, return to your seat and review vocabulary or work on a wordsearch. Be prepared to discuss in Spanish which pets are the most popular.

Alignment to World Language Content Standards for California Schools Date(s) tried with students: March 18, 2010 Activity's strengths or successes: Students are interested in each other’s pets. The form turns into a cool bar graph as students fill it out. Results are obvious, even looking at them from a distance.
 * Content: 1.1.c
 * Communication and Functions: Comm. 1.0, Funct. 1.4
 * Cultures:
 * Structures: 1.0
 * Settings:

Activity's weaknesses or challenges: It is up to the teacher to circulate and keep students in the target language. Some students will just copy other students’ papers instead of practicing the questions and answers.

What I would do differently next time: Have students do a variety of surveys instead of all doing the same one. There was too little to talk about at the end. I would announce a rubric for the activity, including that it be neatly done with names on it, and that they lose points if they are caught speaking English or copying other papers.

What next steps are indicated by the students' responses: Students like finding out more about each other. I might find out from them the questions they would like to ask and help them design their own surveys in Spanish that include high frequency expressions that are worth learning and practicing.

Your name:Kim Hawkins Name of your activity: El problema de Blancanieves Primary stage for which activity is intended (1 or 2):1 Level and language in which students are enrolled: Grades 4-5 beginning Spanish Directions provided to students, including any use of technology: Type the following address into your browser: lingtlanguage.com/maestrakim (link provided below) [|Sra. Hawkins' Lingt page] Find your class--click on Grado 4-5 Bill. Select "El problema de Blancanieves." Follow the instructions given in the assignment. Be sure to submit your responses at the end. You will receive feedback on your content and pronunciation from MaestraKim via email. If you finish early, try the other assignment about the weather, or you may choose to watch other Spanish videos by Mr. Tejeda.

(Because the video I selected is not embeddable, I gave instructions for opening another tab to watch the video, then return to the assignment to answer the questions.) Here is a link to the video: [|Mr. Tejeda's You Tube Channel]

Alignment to World Language Content Standards for California Schools Date(s) tried with students: May 14, 2010 Activity's strengths or successes: I chose to have the whole class watch the video together, which was a good choice. Most students could easily understand the video. I also set up all the laptops and had them set to the Lingt page, which saved a lot of time. The one student response gave me a chance to see just how bad it was...not really, I actually could hear the student and others chiming in. Because my feedback went to my email, I got to see exactly how a student would see it, and it's very neat how specific feedback is set into the original assignment, so students can get maximum benefit from it. Here is a link to the feedback I sent: [|Blancanieves student feedback]
 * Content:1.1.a,b
 * Communication and Functions:1.0, 1.1, 1.2, 1.3
 * Cultures:
 * Structures:1.0, 1.1
 * Settings:

Activity's weaknesses or challenges: I should have preset all the mic's; some children lost the page somehow just by clicking on the wrong thing instead of closing the pop-up and clicking on done. Lingt listening and recording activities cannot be done with 21 students in the same room unless they all have headsets with mic booms or headphones and separate directional mics. In the short time we had, only one student was successful in recording replies and submitting them. Background noise was significant.

What I would do differently next time: Unless I can get headphones and mics, I'll assign this kind of work as homework so each student can listen and answer the questions in a quiet place at home. If I try it again, I will negotiate a longer class period if possible--half an hour isn't long enough. I might try the activity with middle schoolers who do have a longer class period and a bigger room. Also, they are more adept with the computers.

What next steps are indicated by the students' responses: Students like videos and they like using computers. They were very excited to be using computers in class. They were also very frustrated when they couldn't get the page back or the mic set or couldn't hear the audio. My next step will be to see if I can get funds for mics or combo headphone/mics. In the meantime, I'll stick with typed responses if I try it again in a classroom. I will use this application for listen and repeat practice at home for students who need it. It could also be great for students who miss classes. I could create assignments specifically for them.