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WQ #10: Stop, Yield and Go!
Description
Today, your students went to visit the local city hall on a field trip. On your way back to school, you noticed that the traffic signs are in different geometric shapes and are somewhat different from those of the U.S. It will be helpful for your driving in the town if you recognize and understand the signs quickly and easily. You can also teach the shapes and their meanings to your students.
Task
You would like to start with the common shapes and the meanings. To remember them more easily, you will create rhymes about the traffic signs. You can teach the rhymes to your students, too. Then together with your students, you can make a comparison chart of common traffic signs in the area and those in the U.S.
Resources
A. Basic information and activity on shapes
Literacy Center™ - The Early Childhood Education Network™
http://www.literacycenter.net/lessonview_es.htmEnchantedLearning.com
http://www.enchantedlearning.com/languagebooks/spanish/shapes/Amnesia-El-Juego
http://amnesia.eljuego.free.fr/Vocabulario/geometria.htm
B. Traffic Signs
Las Señales de Transito de Colombia
http://www.pablus.net/didacticos/senales.htmDivisión Tránsito y Transporte / Intendecia Municipal de Montevideo (Uruguay)
Señale de advertencia
http://www.montevideo.gub.uy/transito/advertencia.htm
Señales reglamentarias
http://www.montevideo.gub.uy/transito/reglamentaria.htmSeñales de Transito (Argentina)
http://todo-patagonia.com/biblgen/transito/senales%20transito.htmSenales de Transito
http://www.imcanelones.com.uy/web/imcdirgenerales/imctransito/senales.htmSeñalizacion
http://www.todoreal.com/profesion/senales/senal.html
Process
1. First, visit the suggested sites (A) on basic geometric shapes in Spanish and refresh your knowledge on shapes in Spanish.
2. Second, visit the suggested sites (B) on traffic signs in Latin American countries, and choose one country.
3. Third, categorize the signs by shapes and see the general meanings embedded in the common shapes. For example, circle means….,"a triangle means….", etc
4.
Fourth, with the shapes and their meanings, make a rhyme on shapes and the
general meanings.
You may either use:
a. A mixture of Spanish and English. For example,
El triángulo means ‘peligro’ or
El círculo is for ‘reglamentarias’, etc. Orb. All in Spanish. For example,
Un cuadrado significa la información…
5. Fifth, make a comparison chart between the signs in the country and in
the U.S.
You may create the work together with your students, so that students can
learn the differences. If it is available, include graphics in the chart for
comparison.*
*Copyright
& Fair Use policy: You may use some of the graphics found on the Internet
for educational purposes pursuant to the Fair Use Policy (Section 107 of the
U.S. Copyright Act): Proper citation of the original sources is required and
limited number of graphics (no more than five from an artist, no more than
10% or 15 images from a collection) is allowed.
6. Keep a copy of your rhyme and comparison chart in your professional portfolio.
Conclusion
With your rhyme and comparison chart, remembering the signs and their meanings is easier than ever. Your students are not just passing by the signs outside bus windows, but are remembering the meanings. Your comparison chart also shows the differences between the countries to the partner (local) students. Thank you for great work!
National Standards (ACTFL)
Communication
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.
Connections
Standard 3.2: Students acquire information and recognize the distinctive viewpoints
that are only available through the foreign language and its cultures.
Comparisons
Standard 4.2: Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own.
Communities
Standard 5.1: Students use the language both within and beyond the school
setting.
Sunshine State Standards – Foreign Languages (9-12)
Communication
(FL.A.2.4, FL.A.3.4)
Standard 2: The student understands and interprets written and spoken language
on a variety of topics.
Standard 3: The student presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Connections
(FL.C.2.4)
Standard 2: The student acquires information and perspectives that are available
only through the foreign language and within the target culture.
Experiences
(FL.E.1.4)
Standard 1: The student uses the language within and beyond the school setting.
Evaluation
Your rhyme and comparison chart can be evaluated with following criteria.
| Excellent | Good | Weak | Note | |
| Number of Spanish terms used in the rhyme | More than 5 shapes | 3-4 shapes | Less than 3 shapes | |
| Name of the shapes | All the names in Spanish are correct | Several mistakes in Spanish | ||
| Meanings | All the meanings are correctly matched | Several mistakes in matching the shapes and the meanings. | ||
| Comparison of shapes in the chart | More than 5 shapes are compared | 3-4 shapes | Less than 3 shapes | |
| Number of signs compared | More than 10 signs are compared | 5-10 signs are compared | Less than 5 signs are compared | |
| Comparison with U.S. signs | All signs are compared | Some signs are missing | ||
| Graphics are included | All the signs are graphically represented | Some signs are graphically represented | No Attempt | * Optional |
Click here to view a printable (PDF) table
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