PROJ: Knowing Is Understanding Project: Exploring the Spanish

[Peter Milbury <pmilbury@CUSD.CHICO.K12.CA.US>]

Dear LM_NET Librarians,

I Have had the wonderful experience to be part of the support for two of
our very innovative teachers. They have designed a project which seeks to
work in the Spanish language, using e-mail. Here is the project
description. If you can help us to get this announcement in the hands of
the appropriate teachers in Spanish-speaking countries, we would be most
grateful!

Peter Milbury   pmilbury@cusd.chico.k12.ca.us
Project E-mail Coordinator

---------- Forwarded message ----------

Knowing is Understanding:
Exploring the Spanish Language and Various Cultures

Date:   Project starts January 22; ends march 21
Purpose:

* Students will learn, analyze and compare
  cultures in a dual language project.

* Students will sharpen English and Spanish
  writing, reading and translating skills.

* Students will use and increase their computer
  skills through use of e-mail.

Subjects:  English, Spanish, art, music, social science, technology.

Grade level: High school, 9-12

Summary: We have designed a curriculum unit which will enable our students
to be led through a series of preplanned activities with cooperating
schools. We will be exploring and exchanging culture and language in a
hands-on approach to our dual-language program (see timeline).  Ideally,
after initial contact between project coordinators, it is preferable that
each student have their own email account. If this is not possible, the
teacher can serve as the liaison using their e-mail. (See full
description and additional information below.)

Participants: Five cooperating classrooms are needed preferably from five
different countries.

Project Coordinators/Teachers:  Kevin Dolan, Cindy Triffo
        Chico Senior High School
        901 Esplanade
        Chico, CA. 95926
        USA
        916-891-3026

        email contact:  Peter Milbury, Librarian
        PMILBURY@CUSD.K12.CHICO.US


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                        Knowing Is Understanding

Outline

1.  Preliminary project announcement      November 27, 1996

2.  Application deadline                  January 6, 1997

3.  Final selection of schools            January 10,1997

4.  Preliminary contact between site
    project coordinators                  Jan. 13 - Jan. 20, 1997


Student Project Time Line

Week 1
      Initial contact (Jan. 22-Jan. 29, 1997)
      Students will exchange information about self, school and city
      in Spanish.

Week 2
      Second contact ( Feb. 10 - Feb. 16, 1997)
      Students choose five areas of cultural focus from a list provided
      by a project coordinator and dialogue via e-mail with partner
      in native language.

Week 3
      Third contact (Feb. 245 - Feb. 28, 1997)
      Students will share and discuss their top ten local social
      problems and possible solutions in language of their choice.

Week 4
      Fourth contact ( March 10 - March 14, 1997)
      Students will exchange a written comparative study of the two
      cultures as directed by the teachers.


After every contact there will be a class discussion, analysis and
comparisons of the five cultures.

The final project at the home school will include an exhibition of the
comparison of the cultures including music, visuals, maps, and other
information.  Students will be encouraged to do RextraS projects as well
to enhance their computer skills ( eg. scan photos and e-mail, research
music and art on the internet).

--------------------------------------

Introductions/Week I

1.    Name
2.    Height
3.    Age
4.    Place of Birth
5.    Date of Birth
6.    Hair color
7.    Eye color
8.    Education
9.    Work experience
10.   Best friend
11.   Friends in general
12.   Enemies:   Why?
13.   Parents/Family
14.   I see myself as...
15.   Others see me as...
16.   Ambitions
17.   Favorite colors
18.   Hobbies
19.   Description of home
20.   How are you different from other people?


Culture/Week Two

Music                     Ceremonies
Food                      Holidays and Celebrations
Poetry                    Literature
Theatre                   Clothing/Fashion
Art                       Television
Work                      Slang
Environment               Families


Local Problems/Week Three

1. What concerns are common between the schools and area?
2. How would possible solutions be similar?
3. What constraints make these more difficult to attack the problem
   in the same way?
4. Which concerns are unique to either school ar area?
5. What suggestions could the RcooperatingS school give for possible
   solutions based on given information?


Comparative Study/Week Four

Comparative study should begin with the exchange of a compare and contrast
"think sheet." Compare means how two things are alike and how two things
are different.  Contrast means the striking or big time differences
between two things. The "think sheet' therefore looks like this:

             CHW Student/School         Cooperating Student/School

                                 Alike
 1.
 2.
 3.
 4.
 5.
 6.
 7.
 8.
 9.
10.
                                 Differ
 1.
 2.
 3.
 4.
 5.
 6.
 7.
 8.
 9.
10.
                               Really Differ
 1.
 2.
 3.
 4.
 5.
 6.
 7.
 8.
 9.
10.

Note:  From this sheet, the basis, order and organization of the paper
will stem.

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E-mail contact:  pmilbury@cusd.chico.k12.ca.us

Peter Milbury, Librarian-Mentor Teacher   pmilbury@cusd.chico.k12.ca.us
Chico High School, Chico, CA 95926       http://www.chs.chico.k12.ca.us
A National Blue Ribbon School   and   A California Distinguished School
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