my family.jpg¡Hola a todos! Hi everyone!



Hi everyone! I miss you all and think this was one my least favorite meetings! :( I like "seeing" everyone online! :) I typed several of my answers several times and each time I left out more details! :(

I am doing great, I'm having a fantastic year with a new principal and we have a great morale at school this year! I am also keeping busy planning my wedding for next August! :)





1. How has the Costa Rica GPA experience impacted your teaching?

I have incorporated more cultural activities and have more personal experiences to share with my students.



2. Have you been able to implement your curriculum module (yes or no)? Please provide details.

No, I plan to implement in the spring.



3. What support could the GPA leadership team provide to help you implement your curriculum?

None at this time.



4. How has the Costa Rica GPA experience impacted you personally?
It has re-inspired me to travel more and increased my desire to explore other cultures.





5. How has the Costa Rica GPA experience impacted you professionally?
It has bettered my Spanish ability and increased my understanding of the Costa Rican culture. I am able to explain topics such as coffee, no military, soccer, and family to my students from a first-hand perspective.
Our trip has impacted my professionally by bettering my Spanish-speaking abilities, being able to teach about the culture of Costa Rica by explaining first-hand experiences, and by being in the "students' shoes" again and realizing how important it is to not simply teach grammar and vocabulary. -Heidi



6. Have you given any presentations (formal or informal) since your return to the U.S.? Please include a presentation title, date, target audience, number of attendees, location (e.g. school departmental meeting)

No



7. You have a class of students (middle or high school) who have never heard of Costa Rica. In 250 words or less, please provide an overview of Costa Rica and its people.

Costa Rica is a Central American country bordered by Nicaragua and Panama. It is well-known for its eco-tourism. It has no military and many "Ticos" are proud of this fact. Tico is what Costa Ricans call themselves. Spanish is the native language. Coffee is a huge part of Costa Rican life. Gallo pinto is a staple for breakfast. It is make of black beans and rice. Costa Rica has a woman as president, but her term ends this year. Colones are the form of currency. Soccer is a huge part of life.





8. December 15 would work best for me.


This is a picture with my brothers and sister. (I'm wearing the Milwaukee shirt!) Both of my brothers are getting married this upcoming year! We are a really close family and get together often.

I am a Spanish teacher at Kewaskum High School in Southeast Wisconsin. I have been teaching for seven years. This year, I teach Spanish 2, 3, and 4. I live a half hour from school in Fond du Lac, Wisconsin. I grew up in Mayville on a small, family dairy farm. I am graduating from Marian University next month with a Master’s Degree in Administration. I will have my principal and curriculum director licenses. In order to help fund grad. school, I got a job at Kwik Trip, which is a busy gas station in town. I really enjoy working there part-time.

When I’m not working or studying, I enjoy running, working out, spending time with family and friends, gardening, traveling, watching and playing sports, reading, and shopping. Traveling is really important to me. When I was in my undergrad I studied abroad in Spain and while there, I traveled as much of Europe as possible. I also went to Mexico for a week with a college group and studied border issues. I traveled to Ecuador and volunteered for a month in Baños my sophomore year of college. Last summer I took a road trip to Mt. Rushmore, Yellowstone National Park, and the Badlands.

I am looking forward to meeting you all and traveling again this summer to Costa Rica!

Curriculum Project-Spanish 4-Al aire libre

Link to Vocablary List from Realidades website


The objectives for this unit are:
1. Students can explain the 7th MDG in their own words in Spanish.
2. Students can research and present an environmentally sustainable organization in Spanish. 3. Students can explain biodiversity and its importance.
4. Students can describe ways in which they can make changes in their daily lives in order to help maintain a more environmentally sustainable world.


ACTFL National Standardsexternal image lbDxN7tYjt7HDU_OAfbCsriCsFaQ-PZHdhW4QxF7_LRYSOojvMU-R-wW78VoCHrDFKmIlIradl1Mhu4J-FumwFnz19KAspqqE8Wm0bsRdXjlmtsVpsh-XD2LcA

STANDARDS FOR FOREIGN LANGUAGE LEARNING


COMMUNICATION: COMMUNICATE IN LANGUAGES OTHER THAN ENGLISH


  • Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
  • Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
  • Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURES: GAIN KNOWLEDGE AND UNDERSTANDING OF OTHER CULTURES


  • Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
  • Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

CONNECTIONS: CONNECT WITH OTHER DISCIPLINES AND ACQUIRE INFORMATION


  • Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
  • Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

COMPARISONS: DEVELOP INSIGHT INTO THE NATURE OF LANGUAGE AND CULTURE


  • Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
  • Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

COMMUNITIES: PARTICIPATE IN MULTILINGUAL COMMUNITIES AT HOME & AROUND THE WORLD


  • Standard 5.1: Students use the language both within and beyond the school setting
  • Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

http://www.actfl.org/publications/all/national-standards-foreign-language-education#sthash.TcrM59eT.dpuf


Link to Project Explanation
Alternative Link to Project Explanation
Link to Powerpoint
Link to Earth Charter Student Book
Link to Earth Charter Teacher Book
Link to Project Rubric

Resources


__http://www.actfl.org/publications/all/national-standards-foreign-language-education__

__http://www.earthcharterinaction.org/contenido/pages/Mision%2C-Vision-y-Metas.html__

__http://www.laclawrann.org/learning-center/quick-overview__

__http://www.tecnun.es/asignaturas/Ecologia/Hipertexto/09ProdQui/111ProbPest.htm__

__http://www.un.org/es/millenniumgoals/__

__http://www.un.org/millenniumgoals/environ.shtml__

__http://www.wsnportal.org/resources/search.aspx__