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Interest Session Offered
1. “Deutschvergnügen with Short Films”
2. “Putting the Puzzle Together: On the Cutting Edge with Framework-Aligned Instruction” Brandon Zaslow, Teacher/Supervisor-Granada Hills Charter High School TWO SESSIONS Learn how the pieces of the Foreign Language Framework for California Public Schools fit together. This workshop will present the “Language Learning Continuum” —the common metric to be used to measure student progress, “Domains for Activity”—areas for practice that move students toward Framework-Aligned outcomes, and an “Instructional Sequence”—a series of steps to deliver course content.
3. “A New Look at Ser and Estar” Tom Beeman, Teacher-Allied National High-Laguna Hills I have a different method of teaching the copular verbs ser and estar in Spanish. While most textbooks present this topic as “one is more permanent and one is temporary”, I feel this does not do this topic justice. I have a more in-depth look that this topic that will really give students a greater understanding of the two verbs. I will also talk about when the occasion arises in which a sentence can take either verb, how to decide which one to use, and what each one means (a topic which many textbooks fail to present).
4. “French for Spanish Speakers: Language Inter-comprehension Method” Anne-Margret Bellavoine, Teacher-North Orange County Community College-Continuing Education Native & heritage Spanish speakers can easily master French with the help of an old idea (cognates & Greco-Latin roots) updated with etymology and linguistic sound patterns. About a dozen each consonant and vowel patterns enable Spanish speakers to increase the speed and ease with which they acquire (versus learn!) French. The method also works for French speakers wanting to learn Spanish. An added bonus is that academic English is strengthened for standard test purposes in particular.
5. “Making Projects Worthwhile” Leah Boselli, Teacher -Rancho Cucamonga High School Ideas for student projects that integrate communication skills will be presented. Do you assign projects and your students find them “just one more thing to do”? Why not try integrating communication skills to help motivate your students to want to do more!
6. “European Diversity: Patterns and Predictions” Dr. Ruth Burke, Professor-CSU San Bernardino Globalization has special meaning for Central Europe and for its German-speaking countries in particular. This presentation looks at immigration patterns in these countries and what the future holds, not only for immigrants, but also for the indigenous populations and their languages and dialects. Presenter will share interesting anecdotal evidence from this summer’s trip to Europe.
7. “Viva España: Teaching Culture via Power Point” Gennan Carabajal, Teacher-Diamond Ranch High School Travel through Spain with your students, using a powerful Five-Step PowerPoint Lesson. Adaptable to any level or text.
8. “Activities Are Fun!” Amalia M. Carter, Teacher-Lakeside High School-Lake Elsinore Multiple activities to implement daily activities in teaching a foreign language will assure better results in learning the target language.
9. “Perfecting the Imperfect Past” Alicia Class, Professor-El Camino Community College One of the most challenging grammatical concepts for the French language learner is the use of and the distinction between the passé composé and the imparfait. This presentation focuses on fun and varied activities for the practice and perfection of these two verb tenses. Handouts will be provided.
10. “Graphic Organizers: Tools for Success for ALL Students” Cindy Coleman-Spanish Consultant for Prentice Hall This session explores unique ways to use graphic organizers in the language classroom to reach all students. In this interactive session, practical approaches will be shared for using organizers in grammar and culture activities, for reading and listening comprehension activities, as pre-writing and pre-speaking tasks, for differentiating instruction, scaffolding communicative tasks, and much more. Participants will leave with a packet of ideas and graphic organizers to use in class immediately.
11. “Three for the Price of One: Grammar, Culture and Vocabulary” Anne Cummings and Evelyne Berman, Professors-El Camino College In this presentation, we will provide some ideas as well as activities to demonstrate how to integrate grammar, culture, and vocabulary in the same lesson. Your students will easily absorb all three elements while having more fun than they have in ages. 12. “Accents, Accuracy and Achievement in Spanish for Heritage Learners” Araceli Espinosa, Teacher-Foshay High School-Los Angeles Correct spelling enhances any writing assignment. Accuracy is one of the Foreign Language Framework areas at each stage of the Language Learning Continuum. Participants will receive suggestions for teaching orthography in Heritage Learner courses as well as handouts to use on Monday. 13. “Interviews, Charts, and Graphs!” Cecilia Esquer, Teacher-Ruben Ayala High School-Chino Hills Add one more technique to your eclectic style of teaching with interviews, charts and graphs. Participants will use cooperative structures such as Roundrobin and Roundtable. The charts are student centered which make practicing the target language fun and relevant because students enjoy learning about one another.
14. “Buena Vista Language Club” Donna Factor, Professor-El Camino College An experiential hands-on introduction to Cuban music. Learn the rhythms, instruments and history of Cuban son while getting a pronunciation workout. A song from the Buena Vista Social Club album will be featured.
15. “Celebraciones: A Thematic Unit for the New AP Spanish Exam” Deborah Forster, Teacher/Supervisor/AP Consultant-Reader-Redondo Beach Union High School and Shari Kaulig, Teacher/University Student Teacher Supervisor-Los Alamitos High School/UC Irvine “Celebraciones” is a thematic unit to prepare students for the new AP Spanish format. In addition to literature and contemporary readings, presenters will show how to give students practice in the informal and formal speaking and writing sections of the exam within a thematic context.
16. “Ecos Del Fandango”
17. “Buscando el centro en ‘La muerte y la brújula’ de Borges” Alberto Gieco, Teacher-John C. Fremont High School-San Pedro Estableciendo algunas pautas para orientarnos mejor en el análisis de “La muerte y la brújula”, haciédolo más comprensible a los alumnos de la Clase Avanzada de español.
18. “Making Spanish for Native Speakers Comprehensible and Interesting through History and Literature” Maribel Herrera, Teacher-Tustin High School and Krista Whyte, Teacher-Foothill High School-Tustin Learn how to create your own units using the California State Standards, “Sendas literarias”, “Tu mundo”, “Nuestro mundo” and various supplementary materials so that your teaching becomes even more cohesive, meaningful, and enjoyable for you and your students alike. A unique unit created for Spanish for Native Speakers 3 will be modeled and explained giving attendees insight into how it works on a day-to-day basis as well as how it fits into the overall curriculum. Other topics will be addressed based on individual questions. This interactive workshop is ideal for language department chairpersons, those who currently teach Native/Heritage Speakers, and for those thinking about taking the plunge.
19. “Chile: A Historical Unit Dealing with Human Rights Violations” María Leinenweber, Teacher-Crescenta Valley High School and Paula Hirsch, Teacher/Supervisor-Windward School-Los Angeles This content-based unit deals with human rights violations during the dictatorship of Augusto Pinochet. Activities for the unit are best suited for students at the created or planned (intermediate) language level and who can speak and write in sentences and short paragraphs. There will be hands-on participation in a variety of speaking, writing and reading activities. Note that the information in this unit will allow teachers to go back and discuss ways to connect with their history colleagues.
20. “Calendar Girls: An Update on Language, Culture and Management Applications for the "Homework Calendar" 21. “Stories to Increase Student Interest” Melinda Jones, Teacher-Diamond Bar High School Stories increase student interest in language learning. Participants will get hints as to how to make stories using the vocabulary, functions, and grammar taken from textbook chapters. These stories become the comprehensible input to help students acquire the chapter language. Participants will see a sample input and receive a handout with stories that have been written to go with the Allez, viens! French I and II textbooks.
22. “To Test or to Assess” Sylvia Jones, Presenter-LA STARS, California Foreign Language Project and Darrell Nickolaisen, Teacher-Sultana High School-Hesperia THREE SESSIONS Session 1-This session will include an overview of the three assessment instruments developed by the California Foreign Language project and recommended in the California Foreign Language Framework: The Classroom Oral Competency Interview (COCI); the Classroom Writing Competency Assessment (CWCA) and the Classroom Receptive Competency Matrix (CRCM). Session 2-This session will provide an introduction to the Classroom Oral Competency Interview (COCI). The process will be explored and participants will have the opportunity to listen to some interviews by students in French, German, ELD, and Spanish. Session 3-this session will provide an introduction to the Classroom Writing Competency Assessment (CWCA) and the Classroom Receptive Competency Matrix (CRCM). Participants will have the opportunity to examine students’ expository writing and discuss strategies to improve the students’ writing skills.
23. “No Culture Left Behind?” Jean-Jacques Jura, Coordinator Single Subject Credential-CSU Long Beach After 200 years of monolingual focus in U.S. education, can we promote simultaneously and successfully both strategic, lesser-taught world languages (Mandarin, Hindi, Arabic) and maintain heritage languages as well? What are the most positive trends in Foreign Language studies today, and what are the greatest obstacles facing Foreign Language in the 21st century to be able to promote strategic world languages and heritage languages?
24. “Use música en sus clases avanzadas” Rebecca Anderson, Professor-Santa Monica College This hands-on workshop gives teachers ideas on how to use music to enhance thematic units and to develop writing activities. Presentation in Spanish. 26. “SKYPE Video-Conferencing for Professional and Personal Purposes” Norman Léonard, Project Director/Director of Outreach San Diego State University, Dr. Kimloan Hill, Professor-UC San Diego, and Mireille Denise Van Etten, Teacher-Retired Video-conferencing provides a new and free, for now, source of authentic language that teachers and students can use using the Internet, a Webcam, and a headset. Why pay for expensive telephone calls abroad? Getting started is easy with a free downloadable program. Your students can begin engaging in research projects, conversational practice, and small group discussion in minutes addressing all five of the National Standards.
27. “February Follies: THE DATING GAME” Flo Martin Saint-Clair, Teacher /Supervisor of student teachers-CSU Fullerton Imagine, several weeks in your February curriculum devoted to young love! Learn about a variety of activities and projects designed to enliven your February curriculum—surveys, “Looking for…” newspaper ads, oral presentations, authentic reading materials, culminating with your own version of television’s famous THE DATING GAME.
28. “Fotonovelas” Tina Matić, Teacher-Oxford Academy-Cypress A fun and creative group project for intermediate/advanced students to write and “perform” their own mini-dramas using authentic Spanish language input and PowerPoint! Based on the UCI Foreign Language Project COACH’s book, Lenguaje para la vida, Vol. II (appropriate for any language, though geared toward Spanish).
29. “Mind Mapping: As an Exercise or As a Test” Mary Ann McGuire, Professor-CSU San Bernardino Mind mapping is an excellent method to start students researching background information and connecting events, innovations, people, changes in government, religion, education, etc. It starts as an individual assignment and morphs into a group activity, where students are having an intellectual conversation and pooling their newfound knowledge. They create a group mind map from the process where they have had to take charge of their own learning.
30. “Using Dance in the Foreign Language Classroom” Joseph Micaletti, Teacher-Burbank Adult School Basic steps along with several variations will be taught to show how any dance can be used in any foreign language classroom.
31. “Awesome Games and Reading Exercises” Myrna Nocelo, Teacher-Cesar Chavez Middle School-San Bernardino and Elsie Solis, Teacher-Temecula Valley High School We have activities that will make it fun to stay in the target language! This presentation will concentrate on fun activities and games that will increase vocabulary use and reading skills for all class levels. We will demonstrate activities geared to many different learning styles that will improve independent student learning.
32. "OK, I Know About Critical Pedagogy, So What?" Rene Palafox, Teacher, San Jacinto High School Teachers who work with students from diverse cultures should understand the obstacles and problems that these students face when it comes to receiving an equal and quality education. This presentation will provide teachers with an overview about critical pedagogy and ideas to use in the classroom that promote liberating education.
33. “The Place of Pronouns (La place des pronoms)” Fatima Pazargadi, Teacher-Villa Park High School Come let me share my easy method to teach French pronouns. This enlightening workshop will explore how to recognize and teach varying pronouns and their proper places within sentences in a new and easy method for students to learn. Come and clear up any mystery. I will use handouts to facilitate this workshop
34. “Variations in Spanish Word Order and How to Teach Them” Bernie Rang, Professor-El Camino College An overview of Spanish word order in conversation and written stylistics. How do we teach them? The personal “a” and its role. Participants will share their own successful techniques. Handouts with classroom ready exercises will be provided.
35. “Four Season Fashion Show” Gail Saucedo, Teacher-Coronado Middle School and Jill Norris, Teacher-Montgomery High School-Chula Vista Cooperative Project: Students incorporate technology and practice presentational skills of writing/speaking as they perform a four season fashion show (seasons, weather, activities, clothing, colors). Strategies for comprehensible input included.
36. “Total Physical Response (TPR): Engaging Multiple Intelligences in Introductory Foreign Language Classes” Berty Segal Cook, ESL/Foreign Language Teacher Trainer TWO SESSIONS In this interactive workshop you will gain an insight into the foundation of Oral Language Proficiency. I will model TPR, with the participants becoming students in a new language. I'll then show how to make the transition form Listening Comprehension to Speaking, Reading, and Writing.
37. “Marinero de luces: la metáforo y otras veintitantas figuras literarias” Bruce Serrão, Teacher/Supervisor-Arroyo Valley High School-San Bernardino I use “Marinero de Luces,” a song by José Luis Perales, to teach the use of metaphors in poetry. Sung by Isabel Pantoja, The song is about the death of her bullfighter husband, Paqurri, in the bullring. A list of additional literary/rhetorical figures will be provided and discussed.
38. “Using LARCStar to Measure Oral Proficiency” Dr. Trevor Shanklin, Language Lab Director-LARC/San Diego State University At LARC we have developed an open-source software, free to all, for easily assessing oral skills. The prompt can be a sound file, a text or a video clip. The student then records an mp3 file that is saved to the server. By accessing the class folder, the teacher can easily listen to the recording and provide feedback. The student can then read the teacher’s feedback while listening to his recording and the original prompt. I will present samples of tests and provide student and teacher feedback.
39. “Come Join the Teachers in Orange County and Beyond or Learn How to Host a Very Successful Weekend Immersion Language (French, German, and Spanish) Camp” Elisabeth Strauss, Teacher-Villa Park High School Come learn how to get involved in or how to host a weekend language immersion camp for you and your students. Step by step instructions on how to make the experience rewarding and successful…but not stressful!
40. “Not Quite 101 Activities to Do With Cards” Bethany Thompson, Teacher-Apple Valley High School Get (nearly) 101 activities that you can do with cards for all levels, all languages and all points during the unit. Activities for into, through, and beyond that require no prep!
41. Games!!! AKA “Vocabulary Building Activities” Carlota D. Vargas-Lara, Teacher-Victor Valley High School Do you have a hard time finding or are running out of ideas to teach and practice vocabulary? To provide comprehensible input and guided practice? In this session I’ll share with you the activities I have recently used with my students with tremendous success. They work and they are fun!!
42. “Flying with Honors: La Sociedad Honoraria Hispánica” Connie Vargas, Teacher/Supervisor-Granite Hills High School-Apple Valley The Spanish Honor Society (La Sociedad Honoraria Hispánica) rewards academic excellence. Come meet current sponsors and swap ideas for activities. Don’t have a chapter in your school? We’ll help you get started.
43. “The Evolution of Standard versus ¨Sub-standard¨ Spanish in California and in our Classrooms” Teresa Bargetto-Andrés and Carlos Andrés, University Professors-CSU Stanislaus This interactive presentation explores the variety of California Spanish and the validity of standard Spanish. Likewise, it offers an understanding of how “classroom Spanish” may not incorporate our native speakers and suggests pedagogy that encompasses “sub-standard” Spanish, a term traditionally deemed non-academic.
44. “Reviewing the Perfect Tense with Birthdays” Rick Schuelke, Teacher-Sunny Hills High School-Fullerton This presentation will be centered around the COACH “Alles Über Mich” Birthday Project. It is designed to help students talk about an important event using the perfect tense. The lesson, extensions, and rubric will be included.
45. “The Middle Ages: Teaching One’s Passion” Robert Harrell, Teacher-Pacifica High School-Garden Grove Knights! Castles! Action! Most students enjoy learning about “days of old when knights were bold.” This unit is designed to introduce them to various aspects of the Middle Ages: chivalry and knighthood, daily life, art and architecture, literature, politics, and heraldry. Materials were designed for the German classroom, but the ideas can be adapted for other languages as well!
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