CRUCE ESCOLAR:ESTUDIANTES, LITERATURA Y TECNOLOGÍA

ENZA ANTENOS-CONFORTI, PH.D.PROFESSOR, DEPT. SPANISH & ITALIANCHAIR, ACADEMIC TECHNOLOGY COMMITTEEMONTCLAIR STATE UNIVERSITYhttp://www.slideshare.net/iVenus

LITERARY WORKS

What are the titles do you introduce in each level?

Elementary Intermediate Advanced

BLOOM’S TAXONOMYLearning objective What?

Can the student…How? Students will be able to…

Remembering recall or remember the information?

define, duplicate, list, memorize, recall, repeat, reproduce state

Understanding explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

Applying use the information in a new way?

choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write

Analyzing distinguish between the different parts ?

appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test

Evaluating justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate

MEASURABLE OUTCOMES

What are the objectives for including literature?

Elementary Intermediate Advanced

DIGITAL STORYTELLING

Zooburst is just one of many digital storytelling tools. The 3D environment makes it cool for kids who like to be creative.

Replace the traditional book report with something more imaginative.

Let’s visit Zooburst.com together

LA PRINCESA VESTIDA CON UNA BOLSA DE PAPEL

Objectives

Students will be able to:

• remember characters and roles

• paraphrase the fairy tales and create alternate endings

• illustrate their interpretation of the story

GABRIEL GARCÍA MÁRQUEZ EL AHOGADO MAS HERMOSO DEL MUNDO

Emulating a Twitter feed for Romeo and Juliet (https://twitter.com/#!/iVenus/romeojuliet/members) one can tweet a similar story with a very specific focus to help build remembering and understanding of characters, themes, settings, etc.

TAKE A THEME: Myth vs. Reality

Different perspectives of this dichotomy

In the story, we have:

• three distinct groups within the community – children, men and women

• the mythological figure of the drowned man

GABRIEL GARCÍA MÁRQUEZ EL AHOGADO MAS HERMOSO DEL MUNDO

On Twitter

1. Each student opens a Twitter account

2. Have students tweet you first, so you can collect them in your following.

3. Create a list of students involved in the project and share list with the entire class on Twitter. (see last slide for visuals)

4. Student moniker is name+role (e.g., EnzaMujer, RobertHombre, JoeyNiño). If you wish, students can also take on the role of Esteban!

GABRIEL GARCÍA MÁRQUEZ EL AHOGADO MAS HERMOSO DEL MUNDOOn Twitter

Each student tweets for a period predetermined by instructor on theme.

Example: After reading the first half of the story, write (# of) tweets to explain what you thought Esteban was like. Read other and comment on there thoughts too.(mito)

EnzaMujer tweets: Esteban era un hombre hermoso y dotado físicamente. Debería haberlas hecho muy feliz.EnzaMujer replies to a classmate:@RobertHombre tienes razón. Yo también pienso que el era un buen marido y padre.

Now that you have read the second half of the story, write what you now think about him. Reply to another’s comments too.(realidad)

EnzaMujer tweets: Tenía una vida difícil. ¿Cómo iba a dormir en un cama regular?EnzaMujer replies to a classmate:@JoeyNiño si, tuve pies muy grandes! Es probable que no pudo encontrar la ropa fácilmente.

GABRIEL GARCÍA MÁRQUEZ EL AHOGADO MAS HERMOSO DEL MUNDO

Objectives

Students will be able to:

• paraphrase concepts and ideas

• interpret the beliefs of the villagers

• compare mythological beliefs to reality

• examine the society of the villagers

CRUCE ESCOLAR: ESTUDIANTES, LITERATURA Y TECNOLOGÍA

Literary studies and technology? An unlikely intersection? Too precarious a crossroads for our elementary and high schools students? NJ Core Curriculum Content Standard 7.2 states our students will demonstrate and understanding of the interrelationship between language and culture, with literature as one of the products of that culture. Technology is no longer a frill in teaching, learning and assessing world languages, so it must also become one of the vehicles for literature.

In this hands-on workshop, we will brainstorm to develop lessons and assessments on integrating technology in the teaching of literature. We will focus on different technologies that can best accommodate your objectives in reaching standard 7.2, developing the perspectives, practices of products of the target culture.

Participants are invited to bring wireless-ready laptop computers to the sessions.

Enza Antenos-Conforti, Ph.D.antenosconfe@mail.montclair.eduProfessor, Dept. Spanish & ItalianChair, Academic Technology CommitteeMontclair State Universityhttp://www.slideshare.net/iVenus

MAKING TWITTER LISTS

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