Immersion Techniques for the Classroom

Concordia Language Village

Nancy Soma, Assistant Professor

UW-Colleges, Baraboo Sauk County

Special Thanks and Dedicated to Donna Clemente, Concordia Language Villages in Bemidji, MN and all of my classmates.

July 5-15, 2005

For more information on teacher seminars or student weekends, 2-week sessions and 4 week sessions please see ConcordiaLanguageVillage.org adjectives: assessment: content based or content related blank picture; make faces Is the end of your unit always a quiz? teaching something through language that may t/f statements with students break down quizzes into parts. or not be appropriate for age level. ______es viejo, gordo, etc. Group quizzes, take home quizzes, use real or imaginary class mascot for of a dictionary teach how to tell time. all about me, my negative adjectives test taking evaluation—early, what did neighborhood, my family, planets, weather in caricatures of teachers, personalities s do and what could be better other countries, culture issues.

activities: BRAIN: learning language is Communication need: instinctual. Good thing we weren’t should overwhelm the senses: born in France, eh? mind/body link, Class mascot: needs to travel, is lost, is back high input comprehension precedes from a trip, knows things or is confused by hearing, visual, doing, saying, language out put. Learn as a child: something from our culture, needs to know how tasting, music, smelling, create an easy relaxed playful immersion to get back, or how to do something in our atmosphere multimodal reality saturated: culture. props, songs, posters, maps, drama, singing,, art, crafts, music, magazines, newspapers, videos, (Paper lips: stuffed animal: finger puppet or writing, poetry, token exchanges, transparencies, puppets, costumes, imaginary “fly”) story telling, chanting, rhyming, scarves, hats, glasses, wigs, facial decorating walls, sheets, big paper, expressions, paints, balloons, crayons, require telephone calls, write 4 letters, emails bulletin boards new things constantly UN Summit: solve a problem Digital camera: conflict resolution: CRAFTS: braceletes, (manillos en Bolivia) decorar papel reciclado (make paper mache get one, take pictures of your class class song that is calming, reminds of masks) or decorate hardened paper. Origami, for the bulletin board community spirit, in this together, (glass, frog, game, lips) portfolios, story boards, student gifts channeled focused energy. decorate a lunch bag (make puppets) newspapers, publications, websites repagados: designs traced onto thick cooking foil & framed. Dry erase boards: GAMES: outburst: name category, GLOBAL: use a plastic blow-up globe: find a get points for naming the “right” pre- blue country, borders the Pacific, is near the Home depot & buy shower boards chosen answers. (See global book of equator, is at war, speaks French, begin at they may cut for free (or use plastic lists) Whose line is it anyway: Portugal and circle the world, is north/south of sheet protectors) socks to hold incorporate a word, body position, the equator, bigger than, smaller than, as big markers only use questions must keep using as, the word “x”. Pictionary, charades, prepositions, body parts, verb forms, taboo (students can make cards) class-school- community—nation—world numbers, any vocabulary, time, relay (bracelet—can’t use the words wrist, personal sense of responsibility to foster peace. games, hold up answers jewelry or arm), Bop or BAM, but use a noodle to point, snowball game (crumple up 12 questions, throw around, answer, throw, try to get 12)

Gustar: make collage at home House: Design dream house with MIXER: Class bingo: arrows on board Label w/name. Discuss: A Janet le magazine pictures, Book: Material (4 winners up, down, diagonal L and R) gusta, w/handout World (Peter Menzel) discuss fotos stand in front of arrow when complete, Nombre/ Gustos take notes from observers must go for different arrow) Find presentations of collages. A mi, A someone who _____ get name; please spell or nosotros, etc. get signature

MIXER: Talent Search MIXER: Numbers Mingle-- Way to MIXER: “Touch Blue” Set up sheet like bingo. form groups Name ______Can use any tense: Rules: touch something not on you, not on What did you do (last weekend, last Call out topic: favorite movie(s) & another person: summer), What will you do, discover why 3 hobbies, I’m good at, sports, etc. then call out number—form groups of Touch something duro, suave, rayado, azul, Instruct to speak with as many that number—quickly say one thing. todos los clores, caro, barato, de plástico de people as possible for 2 minutes. New topic: favorite vacation spot – madera, brillante, de algodón, have students Then, go through names. Who spoke after a minute call out a new number think of categories with Terry? and form groups of “3”—quickly say while walking everyone snaps finders one to three people may have one thing. “chasquear los dedos” comments. Simplify by putting a choice of options. then play bingo (listening) Names: learning names: group juggle (ball, globe stuffed Name tags: decorated, in target Origami: animals) I’ll start: throw taco dog, language, on strings, wear during good morning Barbara, Good class, exchange of tokens for display. frog, talking lips, drinking glass, game. morning Nancy. They choose another Giving instructions in target language. person, practice a few times. skits on first impressions: good Must observe carefully! Remember who you threw to! Throw manners, bad manners, what http://www.fortunecity.com/meltingpot/alabama out more balls, animals, very fun!! determines whether we will be /179/lhsfold.htm **cheerleading train, greet, cheer, friends? continue) Duck duck goose: greet, walk around circle, first back stays, second place greets another Presentations: Participation grading: Honor’s Society, other classes Seating arrangements seating chart in a plastic sleeve visitors, cine club, conversation club Homework, yes or no? “free hours”, parents, publication in (resolve to keep chairs in a circle) English? newspaper, online, public posting in or attendance? school, community, taping, video (seats in a “U”) participation? taping, preserving & viewing, books, illustrated & with covers wipe clean each week, could copy Looking forward to  long term for records, re-use. project

Resources: NEW look at grammar: SKITS: soap operas: one episode John Norris: Fl & edu assessment Diane Larson-Freeman each week, each month different www2.hawaii.edu/~jorris/ (Thomson-Heinle Publisher) groups write or present, collaborate articles Language , Testing 2002 with previous group Communicative Testing: New way to look at grammar get wigs, clothes, props for school Barb Snyder Content based education website: CARLA (technology and sample units COBALT: resource articles, strategies, Venn diagrams graphic organizers, less able learner strategies actfl.org: language facts, news, Decade of languages READING: A few minutes of free REVIEW: preguntas de color: 6 time? questions X 6 colors of balls x 5 (30 Simulation card game: Rules similar to Euchre, magnetic poetry, put in a public balls.) Teacher example had six but 4 different versions. 5 mins to learn how to place: identical questions, catch is, can only play, NO TALKING! authentic materials in a “wall file”: “win” one ball of each color by Leave time for processing feelings! brochures, maps, newspapers, answering a question correctly. Cycle Super interesting reactions when rules are children’s books, internet articles, through questions, at the end, different, communication barriers, and different magaznes,poetry, messages from/to students throw the balls into boxes for personalities collide! others points. This identical question method short authentic readings means, the correct answer will be **CAUTION** newspaper articles in Spanish and heard six times. Could vary and have English compared as many as thirty questions. (I bought 12 balls, four colors, too heavy, looks dangerous!) SONGS body parts SONGS: Un BALDE (Argentino) with gestures SONGS: See Concordia Language un, dos, tres cabeza boca for each object website: y un dos tres mano codo Hay un balde en el fondo de la mar Gracias por el pan, pecho espalda Eres tú pie redilla Hay un piojo en el pelo en el peine, en el el alfabeto song medio paso bolsillo, en el saco, en el gancho, en el clavo, en paso entero el valde en el fondo de la mar. get maracas, shakers, güiros, medio salto tambourines, egg shakers, anything salto entero hay un balde, hay un balde, hay un balde en el to help beat out the rhythm if you media vuelta fondo de la mar. don’t play the guitar vuelta entera, APLAUSO (If you’re happy and you know it tune)

SONG: El mamut chiquitito SONG: Queremos Paz TPR: overwhelm with exposure to new words, Eah, use gestures, animals, objects, point to the x, El mamut chiquitito quería volar Queremos paz y no la guerra focus on a few words. Movía las orejas pero no podía Hay muchas armas en la tierra Model story, retell stry, write stry as homework, Queremos paz, queremos...... avanzar Cuando el amor write a related stry, read stry, act out, make Del pájaro mestro quiso aprender Lo aplasta el mas fuerte pictures, tell stry (no reading) EG: dog. Who Y entonce las orejas conenzó a Llega el dolor has a dog? Does x have a dog? X, do you have a mover La sangre y la muerte dog? Volar El mamut pudo volar Una guerra viene verbs: hop, dance, run, stand, sit, raise your Como las aves volar Y otra que se va !oh no! hand, write, point to the, read, fast & slow Arriba, arriba del mar (Maná) Blaine Ray, Joe Nielson, Valerie Marsh Sing in a round Touching Base: at end of VERBS: (any, stem changers, subj) VERBS: (any forms) day/week/unit pass the ball. La Batalla de los Barcos 1.) Summarize x Yo pienso que ___ (see handout) 2.) Is anything unclear? Yo (no) pienso que ____ vocab is cute: hundido, blanco, sin novedad, 3.) Suggestions? nombres de los barcos. 4.) What did you learn today? es divertido (Can put barcos de una unidad to increase 5.) Write three things you can say es justo difficulty!) Excellent practice of grammatical 6.) How is it going? es aburrido verb forms. es guapo es XXXX Vocab: Body: This is my nose. COLORS/food (elementary) mixing VOCAB: ANY BUT, you are pointing to your elbow! white frosting with food coloring (2 Pass it on: Silencio total! Each s receives a Partner must say, this is my elbow, drops/small mound) to make 3 vocab word or object. Stapler, then give to next but point to another body part. primary colors. Then mix to make person. Person says that word, stapler, and orange, purple and green. Then frost their word, eraser. Next person says, stapler, Variation? ?Any vocabulary? cookies and eat! eraser, and their word. Start over next day. Drawings of a house? Of clothes? Variation: redistribute words, start over. Magazine pix? More food ideas: bingo with fruit Fill the basket: Use objects or just a set of loops pictures or vocab cards. Form a line, pass the People to people: snap fingers Jar of m&ms or skittles: guess how objects around. This is a toothbrush, --thanks! (Chasquear x 3) dedos con dedos many—everyone guesses and Pass it along, This is ruler, thanks! everyone counts. Then eat em!

Vocab: Body (monsters) Vocab: Body (monsters) Vocab: “animales” (but could be any S draw a monster. Choose 5 and put vocabulary) DOP Write your name in the corner of the them on the board. Which have three page. Instruct: “draw the head” eyes? Which are the most ugly? Which Each student receives an “animal” (or other exchange papers. “draw the mouth” has green hair? Which has a big nose? object, vocab card) and puts it behind their exchange papers. Eventually you’ll Which has two ears on the right, to back. get your original back.  Label the the left, on top of, in the center, round One person in the middle has to find “el gato”. body parts. Place on fridge. square, etc. Felipe, tienes el gato? No, no lo tengo. Tengo la Students write a P that describes their rana. Sara, tienes el gato? No, no lo tengo, picture, or another picture. tengo la vaca. Choose one picture. As you describe Variation: ¿Te gusta x? ¿Sabes X? it, S draw it, then show to see how vas al cine? quieres X? close they were! Vocab: #’s, any series, months, Vocab: Table settings: plastic bags Writing: School Newspaper: assign sections: days of the week, #s up to a million! contain bowl, spoon, knife, etc. grounds/settings, location, cafeteria, library, flash cards with each word on on side Take out, put in the bag, put the knife commons, spanish room, gimnasio, computer of the card are placed face down on in the bowl, to the left of the plate, put lab. Choose another school off the internet, each student desk. Form teams with the spoon on your head, students compare. numbers of vocab words (7 for days could give commands. post on internet site. publish for school of week) Students place themselves in the e-amigo eg: correct order. Time this process. Say http://www.isabelperez.com/penpal.htm each word. Next team goes. If anyone talks, add 10 seconds to their google: penpal en español time. Variation: sentences in correct word order. Hace expressions: hace 10 años que no lo veo. (Use paper plates instead of flash cards for QUE, NO) Das Telephonbuch: Directory used to Fiebre Cerebral/Tormenta de ideas Books: alphabet book of animals, my life, my locate addresses for each student to write for 120 secs then 60 secs. family, my favorite things. see if they get a response: Variation: Share ideas. Pre-writing brainstorm email pal, other classes for ideas: Graded on: draft, content topics, Continuemos, banking? regalos, 101 mechanics of language, creativity, things o do contries, films, causes of effort. war, polite things to say/impolite, solutions to racism. Draw your world. No other Journals: prompts: respond to Talent shows: skits: dramatic or comical, explanation. After 4 minutes, drawings, culture, answer questions, original stories, fairy tales, tv shows, foreign instruct you will look at everyone’s open, describe experiences, personal, scenes, famous movie, famous moments, book a for 10 seconds. Model. emotional minute. dances: classical, folk, salsa, bamba. Amazing to see how different format? separate notebook? private or Mimes, puppet show, magic act, everyone’s is. Writing activity. public? don’t read unless marked— demonstrations. Describe your world, why did you write daily? weekly? in or out of class Television show ideas: tv nes, sports, game draw it that way, what do you show, cartoon, medical show, weather, remember about others’ drawings? intervies, exercise class, commercials, music video, cadid camera, fashion show, star search, cooking lesson, soap opera, westen, people’s court, situation comedy, children’s show, variety show, police show, funniest home video. Ice Breaker: One of us: Stress reducer: marshmallow wars Each s gets 2-5 slips of paper. They Students are given handful of write 2-5 somethings about marshmallows. Don’t eat them yet!! themselves on the slip. Collect & mix Each s writes 3 things that they stress in a hat. S pick and read the or worry about. “I’m sick.” I have a response aloud. S may “fess up” or quiz next week.” I don’t have gas not. S may say whether the same money. thing is true about themselves, Students sit or stand in a circle. One whether they wrote it or not. “One of person begins, and reads their us has played high school football.” stressor. If you also are stressed about the same thing, throw one marshmallow at the person. Rules: aim below the neck, don’t throw hard, or you will take their marshmallows. Get to eat the leftovers.

BARCO DE BATALLA

costar pedir volver dormir decir conseguir recordar poder servir seguir recordar yo tú Roberta Sancho Emilio y yo Uds. el niño Jorge y Paco Las chicas Ernesto Yolanda y yo

submarino destructor portaaviones

barco de batalla miss – agua, sin novedad sunk – hundido hit – golpe, blanco BARCO DE BATALLA

costar pedir volver dormir decir conseguir recordar poder servir seguir recordar yo tú Roberta Sancho Emilio y yo Uds. el niño Jorge y Paco Las chicas Ernesto Yolanda y yo

submarino destructor portaaviones

barco de batalla miss – agua, sin novedad sunk – hundido hit – golpe, blanco Queremos Paz (Mana) UN BALDE El alfabeto

Al comenzar Hay un balde en el fondo de la mar. a b c ch de e efe- repeat El mundo era otro Hay un balde, hay un balde, hay un g h i jota ka—repeat Sin límites balde en el fondo de la mar. clap X 3 De muros y fronteras Todo para todos l – l ll –ll m n ñ (hold nose) Nadie pretendía más Hay un palo en el balde en el fondo de o p !!! (todos) Por pánico la mar. Hay un palo, hay un palo, hay Se armaron hasta el diente un palo en el balde en el fondo de la q r rr s t -- repeat Y una invasión mar. clap X 3 u v doble u equis –repeat Tenían en la mente Una guerra viene Y otra que se va !oh no! Hay un clavo en el palo en el balde en y griega –repeat ceta – repeat Eah, el fondo de la mar. Hay un clavo, hay Queremos paz y no la guerra un clavo, hay un clavo en el palo en el yo sé el alfabeto, ¡¡OLE!! Hay muchas armas en la tierra balde en el fondo de la mar. Clap X 3. Queremos paz, queremos...... UN DOS TRES Cuando el amor Hay un piojo en el pelo en el peine en Lo aplasta el mas fuerte el bolsillo en el saco en el gancho en Un, dos, tres cabeza boca y Llega el dolor La sangre y la muerte el clavo en el palo en el balde en el un dos tres mano codo y Una guerra viene fondo de la mar. ¡Aplauso! Y otra que se va !oh no! Un dos tres cabeza boca mano codo y motions: El Mamut Chiquitito balde –bucket motion un dos tres pecho espalda fondo- point down El mamut chiquitito quería volar mar-hands flat y un dos tres cabeza boca mano codo Movía las orejas pero no podía palo, long motion pecho espalda y avanzar clavo-hammer gancho-triangular un dos tres pie rodilla Del pájaro maestro quiso saco-dressing motion aprender bolsillo-put in pocket medio paso Y entonces las orejas comenzó a peine-comb hair paso entero mover pelo-touch hair medio salto piojo-act/look like a bug salto entero VOLAR, el mamut pudo volar media vuelta Como las aves volar “If you’re happy and you know it clap y vuelta entera Arriba, arriba del mar your hands” APLAUSO