3. Engaged!
› Relevant to their lives
› Using Technology
› Meaningful, real-life context
› Working together to achieve
concrete goals
› Interpersonal Connections
› Building Cultural Competence
5. Goals:
› Hands-on, interactive program
› Material is relevant to students lives
› Cross-curricula; making connections
› Differentiated instruction
› Geared towards Multiple-learners
› Instill a love for the language and for
learning
6. The Project: TV News Show
› Describing Self, People and Places and it
is intended for Upper-Elementary school
(4th and 5th grades).
› Interpretative/informative group project.
› Anchors and Global reporters for a
Spanish TV show.
› Fashion trends, weather & cultural aspects
of the visited countries.
7. Previously Learned information:
› Recognize places in Latin America and Spain
› Produce basic vocabulary on describing people
and things (ser, estar, tener, descriptive
adjectives)
› Produce introductory/greeting sentences
describing of who they are, where they are,
talking about a place
› Recognize vocabulary on colors, numbers, and
differentiate word gender/plurality.
8. The Learning process:
› Review of previously learned vocabulary
› Learn more about Spain and Latin American
countries
› Introduce vocabulary on clothing & weather
› Use of Technology for reinforcing and building
vocabulary, and listening activities.
› Reading & Writing for understanding: Writing
pieces to reinforce the learned material.
› Production pieces
› Writing –sentence building, short scripts
› Video: interpretative/repetition, confidence building
9. Technology, Listening Games & Activities:
› School policy
› White board game, Flyswatter, Eggspert, Quizlet,
BuenSoft, KidSpeak ~ team building, writing,
reading & listening comprehension skills.
› Songs ~ “Cabezas, hombros, piernas y pies”;
“tengo un color escondido”, etc.
› Listening & Writing activities ~ ¡Escúchame!
› Technology ~ Popplet (web), Puppet Pal (movie
with voice recording), Explain Everything
(speaking, voice recording & writing), Kidspiration
15. Ready for the Next Level
› Reading Comprehension (beginner level)
› Cultural differentiation/comparison/appreciation
› Grammar is imbedded as part of learning
› Basic sentence structure writing, describing things that
are familiar and/or they can see/feels
› Hoy el día está soleado
› ¡El Amazonas es un lugar fantástico, con muchos animales
como la anaconda!
› Produce basic presentational phrases
› Me llamo María y soy de Los Estados Unidos
› Tengo 11 años, soy estudiante. Mi pelo es castaño, largo y
tengo ojos azules.
› Hoy es jueves, es otoño y hace frío. Mi hermano lleva
puestos pantalones grises, botas negras y un suéter
amarillo.
› Instill a love and enthusiasm for learning languages
18. Keeps Students Engaged:
› Creates meaningful personal connections
with similarly aged students in the target-
language country.
› Can utilize social networking and picture/
video sharing.
› The back-and-forth nature of interpersonal
communication sustains interest over time.
› Fosters empathy and cultural awareness
› Puts grammar and vocabulary into action in a
fun, purposeful way.
19. Project Ideas:
› Traditional pen and paper ‘snail-mail’
correspondence. Pro - good for
communities without access to
computers. Con – takes time to receive
return letters.
› ‘Key pals’ through email exchanges.
› Educational social networking sites such
as Edmodo make communicating and
sharing fun and easy.
20. Preparation/Front loading
› Use technology to research the
demographics, cultural dynamics and
historical context of the population of
target students
› Practice cultural competency and
sensitivity (know your audience!)
› Practice the local vernacular
21. Educational Objectives:
› Writing – can be tailored to be a formal or informal
register.
› Reading – when letters/posts are received
› Speaking – students can record messages, Skype,
conduct interviews with classmates about their
pen pals, play immersion games (¿Quién es?) or
use formal speaking to present their letters to the
class.
› Grammar and vocabulary – review previously
learned material and also put new content into
practice in a relevant context.
› ACTFL 5 C’s – all covered!
28. Relevance
› Relevant to students’ lives, interests,
passions
› Connection to the community
› Comparable to culture product, practice
and perspective
29. Technology
› Film skills ~ phone/camera
› Record
› Edit
› Google Drive
› Collaboration
› Share
› Edmodo~ platform for writing
30.
31. Sample project ~ Campus Tour
Chinese 2 Advanced Video Project
› Video Project: Campus Tour Guide
› Description: You are a campus tour guide of PRS.
You want to show the prospective students where
are the library, music classrooms, art classrooms,
middle school classrooms, high school classroom,
athletic center and teacher's offices. You should
give verbal directions how to get to those places.
You may start from any point on PRS campus. Be
as elaborated and creative as you can!
› Requirements: (1) Type a script on Google Doc,
share with Mrs. Chu; (2) Use all nine grammar
points from Lesson 13 in the textbook; (3) Your
video has to be more than 5 minutes long.
32.
33.
34. Sample Project – Sports Anchor
Chinese 3 Honors
› Description: You are a TV sports anchor. Choose
three different college sport matches to write a
report. You will present the power point file in class
as a sports anchor.
› Requirements:
› Use all Lesson 18 grammar points in the textbook.
› Use 15 phrases from vocabulary list
› Make a presentation file: Two slides for each game
› Type a script of your report on Google Doc., share
with Mrs. Chu.
› Your report has to be six minutes long.
› You will be video recorded in class
38. The activity was front loaded with….
› Newspaper articles
› Video clips
› Textbook excerpts
› Listening & Comprehension
› Reading Comprehension
activities
› Harkness discussions
39. › Students use the formal register
› Students wrote from the perspective of a young
Senegalese student
› Students demonstrated knowledge of the
Diambars Institute
41. › Students wrote rejection letters
› Conveyed rationale for decision
› Offered advice and suggestions
› Used the formal register
La Lettre de refus
