Gina's+Page

Gina Lidzbarski [] glidzbarski@hamden.org toc



Reading Response with Kim #1
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Final Project Statement
I am designing a unit for my first year Italian students. The unit introduces the verb "to be" in conjunction with descriptive adjectives. The vocabulary consists of colors, physical characteristics, and nationality and personality characteristics. The first couple lessons with introduce the usage, spelling and pronunciation of all the vocabulary words. The third and fourth lesson will focus on conjugating the verb to be along with recalling subject pronouns. The remaining lessons will combine both concepts through audio and visuals. These concepts allow me to go in many different directions and incorporate all learning styles. I can bring in a painting by Michelangelo and have students describe the scene taking place. I can show them a game show from Italy and have them guess the person by descriptions. The possibilities are endless to accommodate for each students own learning style and intelligence.

Reading for Gina

Demonstrating Professional Skill: Question #4
a. An introduction to a new concept – conjugating ere/ire verbs || a. LCD projectors b. presentation on step by step verb conjugations with graphics c. video / song clips using the verbs in context. || a. chemistry lab and step by step instruction to complete the lab. || a. LCD projector b. modeling correct steps and audio/video recording of the instructions for reference. c. video about potential safety concerns. || a. Students need to review and practice a concept – which helping verb do you use avere/essere? || a. language lab b. students can access online websites for practice c. paired activities with listening, flash cards, memory games. || a. one on one attention is needed using the learning style appropriate for the student to grasp the concept and be successful. || a. computer – learner software b. tutorials c. printed and audio instructions || a. Students are debating and answering questions on a specific topic. They can be discussing current events in Italy. || a. news audio / video clip of the current event b. read people reactions and opinions on blogs c. read and post opinions on forums || a. Researching, creating or comparing new content to demonstrate student learning. Creating a dialogue or creating questions for their peers based on a reading passage. || a. language lab <span style="font-family: Arial; font-size: 10pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">b. Students create a power point presentation on their trip to “x”. <span style="font-family: Arial; font-size: 10pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">c. paired activities with listening, flash cards, memory games. || a. Students need to review and practice new information learned such as new vocabulary. Games like ball toss, fly swatter and challenge one on one. || <span style="font-family: Arial; font-size: 10pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">a. book websites offer supplementary materials in games. <span style="font-family: Arial; font-size: 10pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">b. www.quia.com – flash cards, battleship, matching <span style="font-family: Arial; font-size: 10pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">c. word searches, crosswords <span style="font-family: Arial; font-size: 10pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">d. create paired board game with vocabulary - jeopardy || a. Students apply their knowledge of content to “real world” settings. In Italian I often have students role play, dialogue and ask each other questions. || <span style="font-family: Arial; font-size: 10pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">a. create the scene – students fill in the dialogue <span style="font-family: Arial; font-size: 10pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">b. news audio / video clip of current events <span style="font-family: Arial; font-size: 10pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">c. news anchors – advertisements on Italian products || a. Students test possibilities and determine cause and effect. || <span style="font-family: Arial; font-size: 10pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">a. Discovery videos in science – interdisciplinary for Italian and Galileo. <span style="font-family: Arial; font-size: 10pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">b. explore knowledge beyond textbook through audio and visual materials. <span style="font-family: Arial; font-size: 10pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">c. online images and memoirs. || a. What do they know or need to know about the topic to complete a task? || <span style="font-family: Arial; font-size: 10pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">a. create the scene – students fill in the dialogue <span style="font-family: Arial; font-size: 10pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">b. role play – situations and determine a way out <span style="font-family: Arial; font-size: 10pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">c. lost in Rome – ask for directions. ||
 * Instructional Strategies || Potential technology / media ||
 * 1. Presentation
 * 2. Demonstration
 * 3. Drill and Practice
 * 4. Tutorial
 * 5. Discussion
 * 6. Cooperative Learning
 * 7. Games
 * 8. Simulation
 * 9. Discovery
 * 10. Problem Solving

Classroom 2.0 Forum 1
I was searching for discussions in languages and I came across this forum which spoke about involving students in social networks among different countries. I thought what a great way to get the kids to think globally. Students are always so self involved in their own lives and friends to realize students in Italy have the same drama. Students are constantly on twitter or facebook so why not approach the situation in another language. What a great way for students to make connections and make friends with other students from Italy. You can’t find any of this in a text book. The other part of me is concerned with the risk a teacher takes when referring them to a social network. You don’t have control as to who the person is and any risky materials they may come across. If there was a solid proof way of monitoring who the others on the network are then the concept would be great. []

Classroom 2.0 Forum 2
This forum I came across focuses on a group called “School Beyond the Walls” What a great start in allowing students to learn each others language. Students in Italy grouped with my students here can interact and learn from each other. Move over old school pen pal letters this is 2010. You can use vokis, voicethreads, video and of course SKYPE. The downfall is that our school is not equipped with webcams and microphones. I also can’t rely on them participating at home because there are many students who don’t even own a computer let alone have webcams and microphones. It seems like when it comes to technology I hit a brick wall. There are so many great things out there to experience with them but not enough resources.[]

Classroom 2.0 Forum 3
A teacher found a website called audio-lingua and found audio files by native speakers on a variety of topics. I checked out the website and I felt like I hit the jackpot as well. There are topics on foods, cities, schools all the major areas of focus. You can do listening activities, start discussions or summarize and create opinions on the topics depending on the level of the student. This is technology that is doable in school with our language lab and I feel comfortable having students listen the native speakers. The audios are up to date with current events and colloquial expressions.[]

Wikipedia Assignment
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Original Wikipedia Article
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Final Project Unit Plan
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Final project Lessons 1-7
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Tutorial
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<span style="font-family: Arial,Helvetica,sans-serif;">Internet Scavenger Hunt Question #1
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Five Credible Site on the Cannoli Question #2
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Evaluating Internet Sites Question #3
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Student Internet Use Rules Question #6
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WebQuest Question # 7
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Kathy Schrock’s Guide for Educators Question # 9
What is great about this site is that you can find anything on it. Any tool or information needed by a teacher can be easily found on this site. I got great ideas on new rubrics for group projects; since I always have trouble creating them from scratch. There wasn’t anything specific for Italian but I clicked on the entertainment / travel tab and that feature I found to be most useful. There were so many things I could use and adapt for my students. I found a currency exchange rate for when I teach numbers and prices. I found a link for “How far is it?” Students really don’t realize how far Italy is with respect to the United States. The best link was “Foreign Languages for Travelers”. There you may find common phrases in many different languages. I will keep this guide in mind as topics come up in my classes.

Podcast Question #5
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