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Powerpoint Language Exchange Group 4.pptx

 

video clip and article on a community exchange 

http://www.ilsecoloxix.it/p/cultura/2013/07/15/APOR5fyF-crescono_piccoli_spielberg.shtml

 

a song dove abito io

http://youtu.be/MjCDywP6CP4

 

 

Language Exchange - Learning about our Communities - Where am I?

 

Authors:

Rosanne Perla, East Syracuse Minoa Central School District, Pine Grove Middle School and East Syracuse Minoa Central High School, East Syracuse, NY  teachitalian@me.com  

 

Cathy Ritter, Educational Technology Specialist, Fort Worth ISD, Fort Worth, TX, Cathy.Ritter@fwisd.org

 

Subject Area and Grade Level:  Italian 2 (9th grade)

 

Description:

Where am I? What is my community like? Describe your community in Italian.   

 

Learner Outcomes:  

• Students will practice the target language using the community vocabulary in listening, speaking and writing activities.

• Students will develop their vocabulary, speaking, writing and listening skills.

 

National LOTE Standards:

 

• Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

• 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.

• Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

• Standard 5.1: Students use the language both within and beyond the school setting

 

ISTE Student Technology Standards

Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c. Develop cultural understanding and global awareness by engaging with learners of other cultures.

d. Contribute to project teams to produce original works or solve problems.

 

Time:

• Teachers review vocabulary in previous 2-3 class period.

• Students create pictures and writing.

• Students videoconference for 40-60 minutes.  Students present vocabulary on community and ask    questions in the target language.

Preparation:

 

• Teachers should exchange vocabulary lists, classlists (first name) prior to videoconferencing.

• Students will use vocabulary words to write sentences.  

• Students will draw or find pictures/clipart that describe the sentence/vocabulary/community.

• Prepare questions using the vocabulary on community in the target language.

 

Materials:  Paper, pencil, crayons or computer lab and printer

 

Videoconference Agenda:

 

5 minutes:  Welcome and introductions.

• Students will be given vocabulary on the topic of community.

• Prior instruction will be given as well on vocabulary.

 

40 minutes (20 minutes each class): Presentations

 

• Students will make presentations in the target language using pictures and vocabulary words about their community.

• Post vocabulary list and use target vocabulary often.

 

10 minutes:

• Students will ask questions of each class to clarify understanding.

 

5 minutes:  Wrap Up

 

• Debrief - each classroom tells one trivia fact about their community (it could be a famous person, a monument or any other unique detail.)

 

Post Activities:

 

• Students compare and contrast their community to participating classes community and do a Venn Diagram.

• Students will write thank you to participating class.

 

Assessment & Evaluation:

 

• Vocabulary fill in sentences quiz

• Prior - writing sentences using vocabulary

 

Implementation Plans:

Pre-Conference plans:

1. Teachers from both classrooms collaborate on one common list of vocabulary words.

2. Teachers share the vocabulary words with their classes.

3. Teachers assign the entire class the whole vocabulary list and introduce/teach the vocabulary with a variety of     activities.

4. Teachers assign students groups to work with and 5 different words each.

5. Students work with clip art or draw a picture of the vocabulary word they are assigned.

6. Students write a sentence for each vocabulary word in the target language.

7. Students write questions to ask about the community.

8. Student collaborate as a class on a trivia fact that they would like to tell about their community.

 

Video conference:

 

1.  Students present pictures with words.

2.  Students ask questions about each other’s community.

3.  Students say the words in English.

4.  Students present a community trivia fact.

 

Post Video Conference:

 

1.  Students create a Venn Diagram comparing and contrasting their community with the target language community.

2.  Students write thank-you notes.

3.  Teacher sends thank-you notes.

 

 

Vocabulary list is not complete yet,but almost complete.

 

Vocabolario - La mia quartiere

 

1. andare

2. essere

3. avere

4. fare la passeggiate

5. il parco

6. la piscina

7. lo stadio

8. la biblioteca

9. il negozio di (abbigliamento, scarpe, …)

10. la palestra

11. la stazione di treni / di autobus/ di pullman

12. la fermata

13. la scuola

14. l’università

15. il centro commerciale

16. l’aeroporto

17. la chiesa

18. la tabaccheria

19. la banca

20. il ristorante

21. il bar

22. la trattoria

23. la gelateria

24. l’edicola

25. la cartoleria

26. il mercato

27. il grande magazzino

28. il supermercato

29. la piazza

30. la fontana

31. in centro

32. in periferia

33. il teatro

34. il cinema

35. in città

36. lo zoo

37. il campo sportivo

38. il campo da tennis

39. il mensa

40. la libreria

41. il palazzo

42. una casa

43. una villa

44. l’appartamento

45. la fontana