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Description (email from the previous winner of the grant)
Hola!
Congratulations on your selection! I’m so glad you have been selected
for the Project Fieldtrip to Latin American Countries this year.
My students and I participated the project last year, and it was such a
great experience for my students and me. I’m sure it will be an exciting
one for you all.
Yes, I had some ideas last year and it was very helpful. Among those ideas, two were very helpful at the arrival: a greeting booklet and a greeting song. The “greeting booklet” is a small booklet for your students with common greetings and expressions in it, and the “greeting song” was a chant-like song with greetings in Spanish. We sang the song as a group at the welcome party and it was a big hit! Can you believe my students are still singing their song even after a year?
I’m sure you already have found many good ideas for the project and I hope mine can add some more on your list. I would be glad to give you more detail, if you would like. So please feel free to contact me.
Buena
suerte!
Task
Hello
again!
I’m so glad you like my ideas. Here is what we did last year:
For the booklet, you are to make a kind of “survival guide” for your student.The booklet includes greetings for different people, and for possible situations (e.g. students at the exchange school, host families, local community, etc.) This booklet should be small enough (abut the size of postcard, and a few pages with pictures) for your students to carry with them.
For the greeting song, you may pick a familiar song or nursery rhyme and have the Spanish greetings put on the melody so that students can easily remember the song and remember the greetings. When the students are used to it, they will have no difficulty to say it out. Accompanying gestures can also be added as you and your students agree on. In fact, these two works can effectively done as collaborative work between you and your students.
I’m
sure you already have a good number of useful ideas, so please feel free
to add them on your work.
Resources
A.
Greetings
David Reilly’s Spanish Made Easy – Spanish Lessons – List
of basic greetings
http://www.davidreilly.com/spanish/phrases/introduction/greetings.html
Weekly Spanish Lesson by Tyler Jones – this site will give you the
basic vocabulary of pronouns and greetings, in addition to a short introduction
to Spanish grammar and pronunciation.
http://www.june29.com/Spanish/lesson1.html
Introductions
– In this site, find the expressions to introduce yourself to the
audience. For example, expressions to tell your name and to say “Nice
to meet you!”,etc.
http://spanish.allinfo-about.com/vocabulary/vo-intros.html
Greetings – Now with this site, you can practice your knowledge of
greetings in Spanish interactively.
http://www.spanishprograms.com/img/greeting.swf
B. Songs
Sample songs
http://www.hevanet.com/dshivers/juegos/pulgar2.html
http://www.hevanet.com/dshivers/juegos/manitos.html
Sample
songs for children’s Spanish
http://www.geocities.com/Athens/Delphi/1794/childrensspanish.html
Familiar
songs and midi links
http://www.niehs.nih.gov/kds/music/htm
Process
Greetings Booklet
1.
First, get yourself familiar with greeting expressions by navigating the
resource web sites.
2. Choose most useful expressions for your students. You may discuss in
class, what your students want to or need to say during their trip.
3. Make a list of the expressions and put it into a booklet form. You may
add pictures, graphics, or tips along with the expressions.
4. Complete the booklet and encourage your students to use the expressions
from the booklet before and during the trip.
Greeting songs
1.
Choose a number of greeting expressions from the sites.
2. Choose a familiar tune for melody from the sample site, or from students’
suggestions.
3. Make lyrics to your song by integrating the expressions into the melody.
You may have all-Spanish lyrics (Hola, Hola Buenos dias…) or English-and-Spanish
lyrics. (e.g. When I see my friend, I say “Hola!”, When I go
home, I say “Adios”….. etc)
4. Create appropriate gesture with your students, if possible.
5. Practice the song for the welcome party presentation as well as everyday
use during the trip.
Conclusion
What
a great job!
Your greetings booklet is so helpful. All the expressions are “hand-picked”
and are so useful for the trip. Through your song, the greetings became
so familiar and all of you can really say the greetings with ease. The exchange
schools are waiting for you all!
National Standards (ACTFL)
Communication
Standard 1.1: Students engage in conversations, provide and obtain information,
express feelings and emotions, and exchange opinions.
Culture
Standard 2.1: Students demonstrate an understanding of the relationship
between the practices and perspectives of the culture studied.
Comparisons
Standard 4.1: Students demonstrate understanding of the nature of language
through comparisons of the language studied and their own.
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.1.4)
The student engages in conversation, express feelings and emotions, and
exchange opinions.
Culture (FL.B.1.4)
The student demonstrates an understanding of the relationship between the
perspectives and products of culture studied and uses this knowledge to
recognize cultural practices.
Comparisons
(FL.D.1.4)
The student recognizes that languages have different patterns of communication
and applies this knowledge to his or her own culture.
Experiences
(FL.E.1.4)
The student uses the language within and beyond the school setting.
Evaluation
Please check your booklet for its usefulness and easiness to find information. You may refer to the criteria provided below for formative ideas.
When you create, develop, and completing your greeting song, please refer to the points described below. Your goal is to create an easy and useful song to remember greetings in Spanish.
Excellent
|
Good |
Weak |
Note |
|
| Number of expressions included | More than 5 expressions | 3-5 Expressions | Less than 3 expressions | |
| Clarity of the use of expressions | Very clear and appropriate | Somewhat clear and appropriate | Not clear when to use the expressions | |
| Use of familiar tune | The tune is familiar to all the students | The tune is familiar to most of the students | The tune is familiar to few of the students | |
| Creativity | Unique contents | Somewhat unique contents | Simple list of expressions | |
| Lyrics | Easy to remember | Somewhat easy to remember | Difficult to use |
Evaluation Hints
• Please keep a copy of your booklet
and the song lyrics in your professional portfolio.
• You may present your booklet as a student-teacher collaborative
work or of your own (depending on how you selected the contents and built
the booklet).
• You may perform your songs with your students toward your school
as a part of FLES/FLEX program
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