35 Matching Annotations
  1. Feb 2020
    1. van a presentar la información al resto de la clase.

      And what will the rest of the class do with the information that is being presented by the other groups?

    2. principales y secundarias

      Will students know what these are from before or do you think you will need to explain them?

    3. Antes de leer

      I am happy to see a pre-reading! Before you even do this, can you have some instructions before that contextualize all of the phases of the activity?

    1. .

      And explain why you like them. How long will the paragraph be? How many reasons do you want the students to include?

    2. la nacionalidad

      Maybe ask for the nationality and two details about them (something more than just one word).

    3. la actividad 11

      In Activity 11 they described the images from West Liberty. I think you mean Activity 12?

    4. .

      I would also put the modelo/ejemplo before the picture too. Also, I suggest adding a follow up step after this activity so that the students have to do something with the information they've learned about their classmates (i.e., hold them accountable for paying attention to each other's talk other than just for the purposes of a signature).

    5. los deportes más practicados en West Liberty

      Pre-viewing activity?

    6. siguientes imagenes

      Again, can we make these bigger? Maybe it's because I am using a Mac, but the pictures are really small in relation to the text size.

    7. ?

      Why? For the first two...

    8. (aprender)

      As I suggested earlier, I would move the verbs to a word bank so that it's not just about manipulating form, but also understanding meaning.

    9. :

      Maybe you could ask an open-ended question at the end like, "Would you want to work at this school? Why or why not?"

    10. 1.

      I like this activity and the graphic organizer a lot!

    1. César Chávez

      I would suggest a pre-viewing activity or more information to contextualize why you are showing a video of César Chávez.

    1. Escriban un diálogo

      Maybe a bit more instruction about how long you want the dialogue to be?

    2. cómo será tu vida en 10 años

      Can you relate this more to the content/theme of the chapter?

    3. Cómo podemos ayudar a los estudiantes inmigrantes

      Same as my comment above. Introduce the video and have a pre-listening activity to activate students' prior knowledge and help them anticipate the content.

    4. Mira

      I would suggest doing some pre-viewing activities before each of these activities. Like, "What do you think are some of the difficulties of immigrant students?" Then after viewing, you could even ask whether they identified the same difficulties as the experts in the videos.

    5. Ilegalmente:

      I don't think they'll need to look this up since it's a cognate...

    6. .

      Maybe include information about why you want them to look these up in the dictionary? For what purpose they'll use this information, for example?

    7. .

      I love this video and that you are using local Iowa people!

    8. I do not like this activity. Although I see what you are trying to do here, each of these terms are not mutually exclusive and may lead students to create a false dichotomy about their meanings. In other words, I can be bilingual and multicultural at the same time, but I can't be bilingual without being multicultural because of the intimate relationship between language/culture.

    1. a forma correcta de los verbos

      You could potentially have the verbs in a box for the students to choose too. That way it wouldn't only be an activity about form, but rather form AND meaning.

    2. ¿Por qué?

      Good follow up here! I would like to see this with all of your questions.

    3. Paso 2

      Another idea might be to have the students first write the verbs in the indicative on one side and the verbs on the other. Then in another paso, they could ask the students to form rules.

    4. Claire / Mike / Karla

      Maybe ask who they agree with and then why.

    5. ?

      Follow up: What languages? Who?

    1. la imagen

      Is there any way to make these pictures bigger? I had to choose "idioma extranjero" by process of elimination because I couldn't see the board.

    2. How are we supposed to know this based on the images above? Are we just supposed to guess? If so, maybe you should put that in the instructions?

    1. ¿Cuáles son las ventajas del tipo de escuela que eligieron? ¿Cuáles son los retos del tipo de escuela que eligieron?

      Again, for some of your questions, I think you could add follow up questions (like why, how, etc.) so that the elicit more extended discourse--and you will get more complex utterances that way too.

    2. una presentación

      A presentation about? Will you have a rubric that you will provide them ahead of time too?

    3. Paso 1

      I suggest you give a short descriptive title to each Paso to orient your students ahead of the actual instructions.

  2. pressbooks.uiowa.edu pressbooks.uiowa.edu
    1. INFOGRAFÍA.

      I love this infographic! If you wanted, I think you could do even more with this than just having the students answer the question. ACTFL has some great strategies for creating interpretive communication activities in the HLTP book and their IPA manual.

    2. ?

      I would add follow up questions to the first two questions so that they will elicit more extended discourse.

    3. Identify

      Students at this level (2002, right?) should be doing more than identifying as identifying is normally associated with Novice-level performance objectives. The ACTFL Can-Do Statements should help you with these: https://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements Also, ACTFL's Keys for Planning and Learning book has an excellent section on writing objectives and descriptive verbs: https://www.actfl.org/publications/books-and-brochures/the-keys-planning-learning