nombre_______________________________________________________________________________________clase_________
CONEXIONES – Spanish I
The objective of CONEXIONES is to apply what we study and practice in class to the real world. These will
enable you to IMPROVE your proficiency in Spanish and CONNECT you to the Hispanic World in Fort Wayne
and beyond. This activity should encourage you to be a life-long learner and practitioner of Spanish and the
Hispanic culture.
This semester, you’ll need to complete 100 points to successfully conclude this activity.
Due Date___THURSDAY April 14, 2016__ (Additional “status update” due dates may also be announced prior
to the final due date)
Submit:
1. CONEXIONES self-assessment rubric
2. Discussion Day Activities (poster presentation and discussion)
The goal is excellence. Activities that do not reflect effort or the desire to improve one’s communication in
Spanish may not be accepted. I encourage you to be as creative as possible with CONEXIONES. Listed below is
an array of ideas you can use to earn these points.
Choose activities that interest you ... music, reading, speaking, etc. Or, if none of these ideas sound interesting
enough, think of your own project. To be considered, a project must ENHANCE your ability to communicate in
Spanish or increase your understanding of the Spanish-speaking people and cultures. Any project not listed
should be pre-approved to guarantee proper credit. Don’t be afraid to be creative. Anything goes as long as it
is beneficial in the end!
Category I:
Direct communication: Speaking in Spanish
Earn up to 25 points/hour; 50 points maximum
¡OJO! All of the Category 1 activities
must be completed in Spanish!
1. Find a native or near-native speaker and practice simple conversation
2. Interview someone who has been to a Spanish-speaking country (in Spanish). Ask them about the country, people,
culture, geography, etc.
3. Find someone who is taking advanced Spanish classes at another high school or university. Speak with them.
4. Volunteer to help with local community efforts regarding Hispanics. There are several organizations which strive to
meet basic needs of Hispanics.
5. Find a student at school or another person who needs help with English. Practice in exchange for conversations in
Spanish (½hour of English tutoring in exchange for ½ hour of Spanish conversation.)
6. Go to a local Mexican restaurant and practice your Spanish with the staff (sorry, eating time does not count!)
7. Visit a Spanish-speaking country.
8. Attend a “language-fair,” where you can compete in different areas of language proficiency.
9. Speak with anyone who you hear speaking Spanish! Don’t be afraid; the native Spanish speakers love it when people
reach out to them in their own language!
10. Have a “Spanish-speaking week” at home, where you never say anything to anyone except for in Spanish. (Only
time spent speaking Spanish actually counts–dreaming is not quite enough. ☺)
11. Make arrangements with other Spanish students to practice conversing in Spanish. Just set up a date and time,
and we will try to find an instructor that can facilitate your meeting. It is permissible, even encouraged, to meet with
Spanish students in other classes or levels as long as you are willing and able to converse with them in Spanish.
Category II:
Secondary communication: Listening or viewing in Spanish
Earn up to 20 points/hour; 40 points maximum
1.
2.
3.
4.
5.
6.
7.
8.
Watch Spanish language TV (cable or local where available).
Listen to a Spanish radio station, podcast, or webcast.
Listen to Spanish music on the internet at such sites as Pandora.
Go to the library and look at Spanish materials. Check out a Spanish language video, audio book, etc.
Watch DVDs/videos that are dubbed in Spanish. (In the languages menu, many DVDs have a dubbed Spanish track.)
Try pushing the “SAP” button on your television. Many times, programs are broadcast in Spanish.
Listen to Spanish music (CDs, etc.)
Learn and sing Spanish songs.
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Category III: Reading or Writing in Spanish
Earn up to 20 points/hour; 40 points maximum
1. READ ANYTHING YOU CAN GET YOUR HANDS ON IN SPANISH!-Surf the Internet and read articles in
Spanish. Also, search for sites that are of particular interest: Spanish learning sites, vocabulary sites,
translating sites, country information sites, culture/tradition sites . . .
2. Borrow, rent, or write children’s books in Spanish (library, local bookstores)
3. Read a Spanish newspaper. (Fort Wayne’s El Mexicano is available online as a free download and is also
available in many area lobbies and waiting areas.)
4. Practice translating your favorite stories into Spanish.
5. Read pamphlets from national parks, etc. in Spanish (usually free).
6. Write letters to the embassies of Spanish-speaking countries asking for information about their country, as
you are thinking about visiting it. Write the letter in Spanish, requesting materials in Spanish.
7. Write letters to friends, relatives, etc. who may be living in a Spanish-speaking country.
8. Pay attention to warning labels and instructions on many of the appliances your parents buy. Most of
them are also printed in Spanish. Many government documents are also available in Spanish if you request
them. Look out for errors! You may find some instructions that are poorly translated.
9.Obtain catalogs from stores such as Wal-Mart, Sears, etc. in Spanish (ask at the customer service desk).
10. Make an idiom dictionary. Using different sources (interviews, dictionaries, etc.), find out how to say
some of the cool sayings from different regions.
11. Visit friends who have lived in Spanish-speaking countries for school, Peace Corps, missionary service,
etc. and ask if they have any material in Spanish that you could borrow.
12. Watch a movie with Spanish subtitles.
13. Play on the DUOLINGO app or duolingo.com
Category IV: Cultural aspects: Learning about the Spanish people and cultures
Earn 10 pts/hour; 30 points maximum
1. Go to a cultural event (concert, fair, party) where the focus is on the Hispanics.
2. Learn a Latin dance. (Tango, rhumba, cha-cha, salsa, samba, etc.)
3. Interview someone who has lived in a Spanish-speaking country. Ask them about differences in culture,
traditions, food, schedule, lifestyle, etc. Summarize your findings for your report.
4. Learn about a famous Spanish author, painter, musician, etc. Find copies of some of their work.
5. Research a holiday unique to Latin America (3 magos, día de la raza, etc.) Again, use more than one
source to find out your information. First hand is always the most exciting. Summarize your findings in
your report.
Category V: Cultural aspects: Learning about the Spanish people and cultures
25 points/hour; 25 points maximum
1. Prepare an authentic dish from a Spanish-speaking culture for your family. Tell them about why this is
authentic.
2. Make an authentic piñata or other Spanish craft.
3. Learn something about the history or geography of one of the Spanish-speaking countries. Talk with
someone who has been to the country for more firsthand information.
4. Read a translated story (in English, or in Spanish if you can) by a Hispanic author. Talk about the
differences between English and Spanish writing traditions.
5. Surf the Internet for information on Spanish culture, language, etc.
6. Watch a video or PBS special which deals with the culture or people of a Spanish speaking area.
7. Read magazines, books, etc. which deal with the geography, traditions, people or mysteries of Latin
America.
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CONEXIONES: self-assessment rubric – Spanish I
nombre: __________________________________________________________________clase_________Total Conexiones Points Earned: ________/100
A. Self-assessment rubric [50% of total CONEXIONES score]
I. Speaking activities (up to 25 points per hour for communicating with native/near-native speakers). MAX: 50 pts.
Activity
Date
Time Spent
Please calculate and fill in points
With whom did you speak? List details about the topic, new vocabulary,
etc.)
Total minutes speaking: _________
Fill in total of points earned in category here: (max: 50)
Total points earned: _________
II. Listening/Viewing activities (up to 20 points per hour for authentic listening.) MAX: 40 points
Activity
Date
Time Spent
Please calculate and fill in points
Name of CD, movie or other. Tell a little about the song/CD/artist/etc.
Fill in total of points earned in category here: (max: 40)
Total minutes listening: _________
Total points earned: _________
III. Reading/Writing activities: (20 points per hour for books, magazines, comics, Web sites, etc.) MAX: 40 points
Activity
Date
Time Spent
Please calculate and fill in points
List the name and author of the book, magazine, etc., or complete
Web site URL address
Fill in total of points earned in category here: (max: 40)
Total minutes reading: _________
Total points earned: _________
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IV. Cultural activities (10 points per activity.) MAX: 30 points.
Activity
Date
Time Spent
Please calculate and fill in points
Wednesday,
1.5 hours
15
Include as much information as you can fit!
Latin American Dances Field Trip
March 30, 2016
Fill in total of points earned in categories here: (max: 30 )
Total cultural minutes: _________
Total points earned: _________
V.Cultural activities (25 points per activity) MAX: 25 points
Activity
Date
Time Spent
Please calculate and fill in points
Include as much information as you can fit!
Fill in total of points earned in categories here: (max: 25)
Total cultural minutes: _________
Total points earned: _________
Please attach an additional sheet of paper if needed. This sheet must be turned in on _THURSDAY
April 14, 2016_. I encourage you to look over the ideas and find some that are exciting to you and
help you progress in the language. Remember, CONEXIONES points are awarded for out-of-class
activities (i.e. not homework, projects, etc.). Also, please no “multi-tasking” (i.e. reading while
watching TV at the same time, etc.) I hope this activity serves as an introduction to the incredible
world of Spanish speakers. Choose something interesting!
I have honestly completed the CONEXIONES points activities listed above.
__________________________________________________________________________
_____________________________________________________
Student signature
Parent signature
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B. Poster Collage and Discussion Activities [50% of total CONEXIONES score]
Poster Collage
You will create an 8x11 poster that represents all of the activities that you completed for the CONEXIONES project. You
must represent each activity that you completed at least once, but you may have more than one visual representing a
particular activity. For example, if you listened to music in Spanish, you could have a photo of you with your iPod and
headphones, pictures of some of the covers of your favorite albums, and publicity photos of your favorite bands.
YOU MUST HAVE YOUR POSTER READY BY ___THURSDAY April 7, 2016___
Discussion Activities
The discussions will take place on __THURSDAY April 7, 2016_ . On the day of the discussion, you will be randomly
assigned to a small group. Each member of the group will take turns using his/her poster to talk about the activities that
he/she completed for the CONEXIONES project for at least full one minute. If you do not speak for at least one full
minute, you will be considered not prepared to fully participate. Your project will be considered late (*see penalties
below), and you will have to present privately to the teacher (**see description below).
NO NOTECARDS WILL BE ALLOWED DURING THE DISCUSSION.
During your turn to present your poster, you MUST
1) Provide a brief description of each activity completed, and
2) A detailed description of your favorite activity.
You may also choose to talk about
3) If this was a good learning experience for you, and
4) What you might do differently next semester.
After you present your poster to your small group, each member of the small group will ask you at least one question
about your CONEXIONES project. You must answer all of these questions to the best of your ability.
NOTE: This also means that you must pay attention to the presentation of the other members of your group so that you
are prepared to ask questions of your other group members. The questions that you ask of your group members and
the answers that they give will be recorded on a Discussion Day Activities worksheet.
After all members have presented their posters and responded to questions, your group will discuss the advantages and
disadvantages of at least two different activities. The list of advantages and disadvantages will also be recorded on the
Discussion Day Activities worksheet.
The Discussion Day Activities worksheet will be passed out the day of the discussion. This worksheet will be completed
in the groups unless you are absent or otherwise unable to fully participate on the day of the discussions.
**Students that are absent or otherwise unprepared to fully participate on the day of the discussions must present
privately to the teacher outside of normal classroom hours. In this case, the teacher will ask at least four questions
about the presentation, and the student will be required to respond. The student then must ask the teacher at least
four questions about activities that he/she does in Spanish. The student then must complete the advantages /
disadvantages table about two of the activities that he/she completed on his/her own.
***In order to receive credit for this portion of the project, you must present your poster for at least one full minute
AND turn in the completed Discussion Day Activities worksheet. Failure to complete any of these requirements will
result in a zero for this portion of the CONEXIONES grade.
*Late Work Policy:
C. Grade calculation.
CONEXIONES POINTS
50% of total grade
Divide points earned by points
required:
POSTER AND DISCUSSION ACTIVITIES
50% of total grade
Discussion Activities: ________
_______ /100 = ________
Multiply by 0.50 = ________
Multiply by 0.50 = ________
Add both columns = __________
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Español I
CONEXIONESActividades del Día de Discusiones
Nombre______________________________________Perido______Fecha__________
I. A. Did you bring your poster for discussion day?
B. Did you speak for at least one minute while presenting?
C. Did you respond to your group member’s questions?
[sí]
[no]
[sí]
[no]
[sí]
[no]
II. For each group member, write their name, describe an activity they did, write a question you asked them, and then write their answer to
your question.
Name:_______________________________
Question:_________________________________________________________________________
_________________________________________________________________________________
Answer: _______________________________________________________________________
_________________________________________________________________________________
==========================================================================================================================
III. Advantages and Disadvantages.
Work as a group to make a list of the good aspects and bad aspects of two different activities that were presented in your group.
Actividad 1 =
_____________________________________________________________________________________________________________________
+Advantages
-Disadvantages
Actividad 2 =
________________________________________________________________________________________________________________________
6
+Advantages
-Disadvantages
+Advantages
-Disadvantages
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