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This source helped us learn more about the ways to incorporate translanguaging in our lesson!

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Need a Distraction? : Here Comes Fractions!!

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Need a Distraction? : Here Comes Fractions!!

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In this lesson we wanted to create a visual image for our students when it comes to fractions! We used a pizza as a visual and posed a couple of questions to our students. For example, we asked how many slices will be left if one student takes 2 slices of the pizza. Throughout this lesson, we made sure to tell our students that if they need help to ask questions, or to call one of us over! We also included a Jamboard in this lesson! We gave students the opportunity to make their own fractions (adding them/ subtracting them).

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In this lesson, we got to learn more about Jamboard! It is so awesome that we can have student visualize the examples we give them by drawing out examples and taking notes! We will definitely use Jamboard in more lessons! We also started off the activity with a YouTube video. We hoped this introduction would make the lesson seem less scary and intimidating.

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In our lesson, we wanted to compare hobbies across the US as well as Spain. Even though we researched differences between the hobbies, we wanted to hear from our virtual exchange partner about the hobbies he enjoys to do in Spain and how they differ from hobbies we love to do. Throughout our lesson, we defined hobbies, in both English and Spanish, and we shared what our favorite hobbies are. Then we went on to listen to his favorite hobbies as well as did an activity ranking his favorites! This allowed us to compare the hobbies between Spain and the US along with "Translanguing".

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This allowed us to find ways to add translanguaging into our lesson! We also used Google Translate in order to translate words he was trying to say.

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We had our virtual exchange partner use Google Slides to answer questions about his favorite hobbies as well as rank what his favorites were! This allowed us to compare hobbies between the US and Spain.

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We learned about a fair that they have in Spain, Fechas Semana Santa de 2022 (Seville Fair) , which takes place two weeks after Easter. Within this fair, they practice their favorite hobbies that include dancing (flamenco) and eating Spains best food!

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For our lesson, we wanted to create an activity that would expose classmates to other cultures and practices with something everyone loves: music. Each student will be responsible for bringing in a song that they feel represents their culture or language. Allowing the students to pick it themselves lets the activity become personal and doesn't force the kids to simply learn information and then reproduce it. The students will then be paired with someone else(preferably someone who has a different culture/language) and the students will compare songs. Analyzing the language, meaning, background, etc.

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While there are many resources that can be used for this activity, YouTube is the easiest and most practical. The desired songs can be found here and most likely the students will even be able to find a video with lyrics so their partner can listen to it and read the words at the same time.

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It is interesting to see how many other countries listen to a lot of English music while in America not many people listen to music in languages other than English. It is also interesting to see how it can be difficult to find just one song that could represent a whole culture enough to share with someone unfamiliar with it.

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Our lesson focused on storytelling. We went about this by asking our virtual partners to set the scene of their most ideal spot in the world. We first went over what kind of descriptions and details to include and then each provided our own example of our ideal places. We then asked our partners to write their response on a Jamboard, focusing on adding the necessary details to sell their location, with provided sentence starters. After, we went into a discussion of the different parts of speech and how they add to a story. It was addressed how sentence structure varies across languages.

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En Comunidad helped us incorporate translanguaging by having phrases written in both English and Spanish and providing sentence starters for our partners to model

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Jamboard was a great way for our partners to write their own response like it was a journal entry. There are so many options for how to create and it is a great tool for collaboration. It can also give students a sense of privacy to their work as they do not necessarily have to share out loud what they are thinking, but create comfortably.

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Our lesson was a great way to use Jamboard and Google slides. We were able to provide a form of interactive learning as well as an informative way of learning. It gave the students a way to interact, be creative, and to share their own ideas.

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For our lesson we thought it would be fun to make a Quizlet to review the vocab words and based on those words, we proceeded to make a Kahoot and review these terms. We also have a fun recipe to follow!

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We used to google translate a lot because of our students are more familiar with French so we needed google to help us translate some of the vocabulary words.

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Our lesson was all about Desserts! We wanted to have our students/partners to learn about the different parts of baking. We included a recipe/ the ingredients/ common foods around the world and so much more! We had a few activites for the students do to ensure that they understood the words we were teaching them. We also reassured them that if they didn't remember a word they could ask for help and we can assist them. We had a quizlet and Kahoot to help them to see desserts in different games. We also showed the students sentence structure to help them understand the instructions of the recipe.

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In our lesson, we wanted to educate our students on literary devices and help them be able to become comfortable enough to identify and create the devices on their own. We first gave them a general definition and example filled power point on some of the different literary devices. We then have an activity where the students look at the lyrics of the provided songs and identify the highlighted devices as a class. They then will go on to do their own and create one of each of the literary devices we covered. They will add these to our literary device pallet. Finally they will play a fun kahoot to test what they have learned. This allowed the students to have 3 levels of practice. First, learn. Second, identify. Third, create. Fourth, review. By the end the students should feel more familiar with defining and identifying the various literary devices.

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We used various resources. On our slides, we have provided a work cited page to see the different sources where we retained our information. We also use plenty of google translate and google searches. We also took advantage of YouTube, padlet and kahoot to incorporate or enhance the activities in our lesson.

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We have a lot of things that we have learned through the creation of this lesson plan. One, we learned how to incorporate some of the technology we have been using through our own course such as padlet. We found that it was a great resource to allow students to compile and share their ideas to the class while also keeping a record of it in our own files as teachers. Another thing we learned is how easy it can be to implant multilingualism in our activities. Simply by adding a song in a another language and translating directions can be an easy way to ensure that all students are able to understand and retain the information.

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After working with our virtual partners and encountering some struggles, we found that Flipgrid would have been very helpful. Now, we have incorporated Flipgrid into our lesson as a result of trial and error. We learned that Flipgrid is a very helpful collaborative tool in the classroom as it gives students a safe space to share their ideas in any way they see fit.

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Using Zoom was very helpful to facilitate meetings for our group but we also found that using the reaction buttons on Zoom could be a great resource for translanguaging as a thumbs up per say is a universal sign of "good", "yes", or "OK" depending on the context in which it is administered. This can help students who do not feel comfortable sharing their ideas out loud still participate in a meaningful and comprehendible way.

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Fun and easy video that will get the students invlvolved. Covers the basis of three ancient civilizations that are consistently studied together.

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The legendary origin of the Aztec people has them migrating from a homeland called Aztlan to what would become modern-day Mexico. While it is not clear where Aztlan was, a number of scholars believe that the Mexica-as the Aztec referred to themselves-migrated south to central Mexico in the 13th century.

The Mexica founding of Tenochtitlan was under direction from their patron god Huitzilopochtli, according to legend. The legend recounts that Huitzilopochtli told them to found their settlement in the place where a giant eagle eating a snake was perched on a cactus. This settlement, in the region of Mesoamerica called Anáhuac located on a group of five connected lakes, became Tenochtitlan. Archaeologists date the founding of Tenochtitlan to 1325 C.E.

At first, the Mexica in Tenochtitlan were one of a number of small city-states in the region. They were subject to the Tepanec, whose capital was Azcapotzalco, and had to pay tribute to them. In 1428, the Mexica allied with two other cities-Texcoco and Tlacopan. They formed the Aztec Triple Alliance and were able to win the battle for regional control, collecting tribute from conquered states.

Key to the rise of Tenochtitlan was the agricultural system that made it possible to feed the population. Chinampas, small, artificial islands created above the waterline, were one feature of the system. Recordkeeping was important to tracking tributes. Two pictographic texts that survived Spanish destruction-the Matricula de tributos and Codex Mendoza- record the tributes paid to the Aztecs. The codices also recorded religious practices.

A 260-day ritual calendar was used by Aztec priests for divination, alongside a 365-day solar calendar. At their central temple in Tenochtitlan, Templo Mayor, the Aztecs practiced both bloodletting (offering one's own blood) and human sacrifice as part of their religious practices. The Spanish reaction to Aztec religious practices is believed to be partially responsible for the violence of the Spanish conquest.

The Spanish, led by conquistador Hernando Cortés, arrived in what is now Mexico in 1519. They were looking for gold, and the gifts from the Mexica ruler, Motecuhzoma, proved that gold was present. Upon arriving in Tenochtitlan, Cortés took Motecuhzoma prisoner and attempted to rule on his behalf, but this did not go well, and Cortés fled the city in June of 1520.

This was not the end of the interactions, however. The Spanish conquistadors laid siege to the Aztec capital from the middle of May of 1521 until they surrendered on August 13, 1521. They were aided by Texcoco, a former Triple Alliance member.A great deal of Tenochtitlan was destroyed in the fighting, or was looted, burned, or destroyed after the surrender. Cortés began to build what is now known as Mexico City, the capital of a Spanish colony of which he was named governor, atop the ruins.

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In just a century, the Aztec built an empire in the area now called central Mexico. The arrival of the Spanish conquistadors brought it to a sudden end.

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Throughout our time with our virtual partners, we all realized how much we had in common with them although we are about 5 years apart in age and an ocean away from one another. Our partners shared how they have similar music tastes, sports interests, etc. which was nice to learn even though we were not specifically asking for those topics. At the end of the day, being a teacher is not just about teaching history or math, but also getting to know your students as people and make them feel comfortable. Finding things in common with your students is an awesome way to facilitate learning by creating a space where students feel comfortable. The best way to live is to realize that we are all more alike than different in this world while also celebrating our differences.

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Source for the Mayan peoples way of life. As well as Strengths and weaknesses of their time. This also includes how many different dialects they spoke of their language along with Spanish.

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Maya, Mesoamerican Indians occupying a nearly continuous territory in southern Mexico, Guatemala, and northern Belize. In the early 21st century some 30 Mayan languages were spoken by more than five million people, most of whom were bilingual in Spanish. Before the Spanish conquest of Mexico and Central America, the Maya possessed one of the greatest civilizations of the Western Hemisphere ( see pre-Columbian civilizations: The earliest Maya civilization of the lowlands). They practiced agriculture, built great stone buildings and pyramid temples, worked gold and copper, and used a form of hieroglyphic writing that has now largely been deciphered.

As early as 1500 bce the Maya had settled in villages and had developed an agriculture based on the cultivation of corn (maize), beans, and squash; by 600 ce cassava (sweet manioc) was also grown. ( See also origins of agriculture: Early development: The Americas.) They began to build ceremonial centres, and by 200 ce these had developed into cities containing temples, pyramids, palaces, courts for playing ball, and plazas. The ancient Maya quarried immense quantities of building stone (usually limestone), which they cut by using harder stones such as chert. They practiced mainly slash-and-burn agriculture, but they used advanced techniques of irrigation and terracing. They also developed a system of hieroglyphic writing and highly sophisticated calendrical and astronomical systems. The Maya made paper from the inner bark of wild fig trees and wrote their hieroglyphs on books made from this paper. Those books are called codices. The Maya also developed an elaborate and beautiful tradition of sculpture and relief carving. Architectural works and stone inscriptions and reliefs are the chief sources of knowledge about the early Maya. Early Mayan culture showed the influence of the earlier Olmec civilization.

The rise of the Maya began about 250 ce, and what is known to archaeologists as the Classic Period of Mayan culture lasted until about 900 ce. At its height, Mayan civilization consisted of more than 40 cities, each with a population between 5,000 and 50,000. Among the principal cities were Tikal, Uaxactún, Copán, Bonampak, Dos Pilas, Calakmul, Palenque, and Río Bec. The peak Mayan population may have reached two million people, most of whom were settled in the lowlands of what is now Guatemala. After 900 ce, however, the Classic Maya civilization declined precipitously, leaving the great cities and ceremonial centres vacant and overgrown with jungle vegetation. Some scholars have suggested that armed conflicts and the exhaustion of agricultural land were responsible for the sudden decline. Discoveries in the 21st century led scholars to posit a number of additional reasons for the destruction of Mayan civilization. One cause was probably the war-related disruption of river and land trade routes. Other contributors may have been deforestation and drought. During the Post-Classic Period (900-1519), cities such as Chichén Itzá, Uxmal, and Mayapán in the Yucatán Peninsula continued to flourish for several centuries after the great lowland cities had become depopulated. By the time the Spaniards conquered the area in the early 16th century, most of the Maya had become village-dwelling agriculturists who practiced the religious rites of their forebears.

The major extant Mayan cities and ceremonial centres feature a variety of pyramidal temples or palaces overlain with limestone blocks and richly ornamented with narrative, ceremonial, and astronomical reliefs and inscriptions that have ensured the stature of Mayan art as premier among Native American cultures. But the true nature of Mayan society, the meaning of its hieroglyphics, and the chronicle of its history remained unknown to scholars for centuries after the Spaniards discovered the ancient Mayan building sites.

Systematic explorations of Mayan sites were first undertaken in the 1830s, and a small portion of the writing system was deciphered in the early and mid-20th century. Those discoveries shed some light on Mayan religion, which was based on a pantheon of nature gods, including those of the Sun, the Moon, rain, and corn. A priestly class was responsible for an elaborate cycle of rituals and ceremonies. Closely related to Mayan religion-indeed, inextricable from it-was the impressive development of mathematics and astronomy. In mathematics, positional notation and the use of the zero represented a pinnacle of intellectual achievement. Mayan astronomy underlay a complex calendrical system involving an accurately determined solar year (18 months of 20 days each, plus a 5-day period considered unlucky by the Mayans), a sacred calendar of 260 days (13 cycles of 20 named days), and a variety of longer cycles culminating in the Long Count, a continuous marking of time, based on a zero date in 3113 bce. Mayan astronomers compiled precise tables of positions for the Moon and Venus and were able to accurately predict solar eclipses.

On the basis of these discoveries, scholars in the mid-20th century mistakenly thought that Mayan society was composed of a priestly class of peaceful stargazers and calendar keepers supported by a devout peasantry. The Maya were thought to be utterly absorbed in their religious and cultural pursuits, in favourable contrast to the more warlike and sanguinary indigenous empires of central Mexico. But the progressive decipherment of nearly all of the Mayan hieroglyphic writing has provided a truer if less-elevating picture of Mayan society and culture. Many of the hieroglyphs depict the histories of the Mayan dynastic rulers, who waged war on rival Mayan cities and took their aristocrats captive. Those captives were then tortured, mutilated, and sacrificed to the gods. Indeed, torture and human sacrifice were fundamental religious rituals of Mayan society; they were thought to guarantee fertility, demonstrate piety, and propitiate the gods, and, if such practices were neglected, cosmic disorder and chaos were thought to result. The drawing of human blood was thought to nourish the gods and was thus necessary for achieving contact with them; hence, the Mayan rulers, as the intermediaries between the Mayan people and the gods, had to undergo ritual bloodletting and self-torture.

The present-day Mayan peoples can be divided on linguistic and geographic grounds into the following groups: the Yucatec Maya, inhabiting Mexico's Yucatán Peninsula and extending into northern Belize and northeastern Guatemala; the Lacandón, very few in number, occupying a territory in southern Mexico between the Usumacinta River and the Guatemalan border, with small numbers in Guatemala and Belize; the K'ichean-speaking peoples of the eastern and central highlands of Guatemala (Q'eqchi', Poqomchi', Poqomam, Uspanteko, K'iche', Kaqchikel, Tz'utujil, Sakapulteko [Sacapultec], and Sipacapa [Sipacapeño]); the Mamean peoples of the western Guatemalan highlands (Mam, Teco [Tektiteko], Awakateko, and Ixil); the Q'anjobalan peoples of Huehuetenango and adjacent parts of Mexico (Motocintlec [Mocho'], Tuzantec, Jakalteko, Akateko, Tojolabal, and Chuj); the Tzotzil and Tzeltal peoples of Chiapas in southern Mexico; the Cholan peoples, including the Chontal and Chol speakers in northern Chiapas and Tabasco and the linguistically related Chortí of the extreme eastern part of Guatemala; and the Huastec of northern Veracruz and adjoining San Luís Potosí in east-central Mexico. The chief division in Mayan cultural types is between highland and lowland cultures. Yucatec, Lacandón, and Chontal-Chol are lowland groups. The Huastec, a linguistically and geographically separated group living in Veracruz and San Luis Potosí, who never were Mayan culturally, and the other Mayan peoples live in highlands across Guatemala.

Contemporary Maya are basically agricultural, raising crops of corn, beans, and squash. They live in communities organized around central villages, which may be permanently occupied but more commonly are community centres with public buildings and houses that generally stand vacant; the people of the community live on farm homesteads except during fiestas and markets. Dress is largely traditional, particularly for women; men are more likely to wear modern ready-made clothing. Domestic spinning and weaving, once common, are becoming rare, and most clothing is made of factory-woven cloth. Cultivation is with the hoe and, where the soil is tough, the digging stick. The Yucatec usually keep pigs and chickens and, rarely, oxen that are used for farming. Industries are few, and crafts are oriented toward domestic needs. Usually some cash crop or item of local manufacture is produced for sale outside the region in order to provide cash for items not otherwise obtainable.

Most Maya are nominal Roman Catholics-though, beginning in the late 20th century, many converted to Evangelical Protestantism. Their Christianity, however, is generally overlaid upon the native religion. Its cosmology is typically Mayan, and Christian figures are commonly identified with Mayan deities. Public religion is basically Christian, with masses and saint's day celebrations. The native pre-Columbian religion is observed in domestic rites.

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Maya, the Mesoamerican Indians occupying a nearly continuous territory in southern Mexico, Guatemala, and northern Belize. Before the Spanish conquest of Mexico and Central America, the Maya possessed one of the greatest civilizations of the Western Hemisphere. Learn more about the Maya here.

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In our lesson, we wanted to do something history related, but we also wanted to do something that would allow students to translanguage freely and without creating too many issues with language barriers. We chose to talk about Latin American Civilizations, creating a very basic framework so that our virtual partners could pick one and then do some more research on their own. They would present their findings in a flip grid to us or let us know that they are finished and would like to show us what they learned. We chose Latin America in order for them to be able to relate to the location due to language similarities to make them feel more comfortable in discussing something. We really were leaving it up for interpretation and are allowing the virtual exchange partners to present their knowledge of the topic on their own time.

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Teal Beige Photo Building History Book Review Worksheet

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We used Britannica because it is a reliable source, especially in the history we studied for our powerpoint. It helped us to organize and put together (coherently) what the three of us knew going in to this.

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As history majors, we decided to make our lesson of the Franco Prussian war. We chose this as a result of our virtual partners going to a French school. We figured that if we gave this lesson to them they would have an idea of the somewhat far back history of the culture behind their language. Then, we put some of it into Spanish due to our students’ residency in Spain. This allows them to use their multilingual skills freely in the lesson. It includes English, Spanish, and French to an extent. For an activity, we would do a KWL chart. This is a chart with three sections: what I know, what I want to know, and what I learned. This allows the students to put down the knowledge they have going in. Whether or not it is correct, they will end up learning the correct information to add on to or correct what they knew. After that, in the what they learned section they can put the final facts of the lesson after connecting what they knew and what they know now. It keeps them engaged throughout the whole class.

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A pearl of wisdom we discovered was that applications such as WhatsApp and Zoom are really helpful in keeping in contact with people- even across continents. Since phone companies make you pay for plans to talk to someone across boarders, they are really helpful in avoiding these fees so you can learn something new from someone of different cultures. Another pearl of wisdom is that curriculum in different countries are just that- different! How each part of history is portrayed in lessons, or if it is portrayed at all, is varying per country. So this lesson was interesting to plan because we did it as if we were planning to teach it to our virtual partners from Spain. So going in to it we did not really know much about their way of learning. Which challenged us but made it more fun!

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This source helps us learn more about the Aztecs and gives more background information on them.

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The legendary origin of the Aztec people has them migrating from a homeland called Aztlan to what would become modern-day Mexico. While it is not clear where Aztlan was, a number of scholars believe that the Mexica-as the Aztec referred to themselves-migrated south to central Mexico in the 13th century.

The Mexica founding of Tenochtitlan was under direction from their patron god Huitzilopochtli, according to legend. The legend recounts that Huitzilopochtli told them to found their settlement in the place where a giant eagle eating a snake was perched on a cactus. This settlement, in the region of Mesoamerica called Anáhuac located on a group of five connected lakes, became Tenochtitlan. Archaeologists date the founding of Tenochtitlan to 1325 C.E.

At first, the Mexica in Tenochtitlan were one of a number of small city-states in the region. They were subject to the Tepanec, whose capital was Azcapotzalco, and had to pay tribute to them. In 1428, the Mexica allied with two other cities-Texcoco and Tlacopan. They formed the Aztec Triple Alliance and were able to win the battle for regional control, collecting tribute from conquered states.

Key to the rise of Tenochtitlan was the agricultural system that made it possible to feed the population. Chinampas, small, artificial islands created above the waterline, were one feature of the system. Recordkeeping was important to tracking tributes. Two pictographic texts that survived Spanish destruction-the Matricula de tributos and Codex Mendoza- record the tributes paid to the Aztecs. The codices also recorded religious practices.

A 260-day ritual calendar was used by Aztec priests for divination, alongside a 365-day solar calendar. At their central temple in Tenochtitlan, Templo Mayor, the Aztecs practiced both bloodletting (offering one's own blood) and human sacrifice as part of their religious practices. The Spanish reaction to Aztec religious practices is believed to be partially responsible for the violence of the Spanish conquest.

The Spanish, led by conquistador Hernando Cortés, arrived in what is now Mexico in 1519. They were looking for gold, and the gifts from the Mexica ruler, Motecuhzoma, proved that gold was present. Upon arriving in Tenochtitlan, Cortés took Motecuhzoma prisoner and attempted to rule on his behalf, but this did not go well, and Cortés fled the city in June of 1520.

This was not the end of the interactions, however. The Spanish conquistadors laid siege to the Aztec capital from the middle of May of 1521 until they surrendered on August 13, 1521. They were aided by Texcoco, a former Triple Alliance member.A great deal of Tenochtitlan was destroyed in the fighting, or was looted, burned, or destroyed after the surrender. Cortés began to build what is now known as Mexico City, the capital of a Spanish colony of which he was named governor, atop the ruins.

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In just a century, the Aztec built an empire in the area now called central Mexico. The arrival of the Spanish conquistadors brought it to a sudden end.

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Another article about the Inca civilization, one of the three civilizations that my group is implementing our lesson plan.

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The Inca civilization flourished in ancient Peru between c. 1400 and 1533 CE. The Inca Empire eventually extended across western South America from Quito in the north to Santiago in the south. It was…

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Although this wasn't directly from this project, I did recently learn about how languages are different from one another in ways you would never think of. An example of this is pronunciation. There are sounds in most languages which do not exist in any English words. Another thing is that some languages conjugate words in ways to convey specific feelings. You have to use multiple words to do this in English, but some words in other languages can be conjugated that way. There are also many other things too like spelling, tone of voice, etc.

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It is so important to create lessons that your students can connect to. Whether it be an activity, time to share, or a fun topic, students should be interested in the lesson you are giving. This allows them to express themselves and feel comfortable enough to get the most out of their learning.

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Although math is a universal language, it genuinely helps to utilize visuals when teaching and doing activities! Attaching visuals allows students to understand the problem, especially when it involves word problems.

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This is our Lesson plan hope you all enjoy ask me if you have any questions

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We love jam-board it helps organize all the information in one place. we could all see ourselves using this in the classroom. It helps everyones ideas be heard in a easy way!

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You tube was a great resource for us because it helped ex the difference between words in fun ways. It helped show us how the movements of the mouth change the pronunciation of the word.

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Our group found that the greatest resource was Youtube. It is a platform that is easy to navigate and provided wonderful videos that could be woven into our lesson plan! The focus for our project was on animals and there is no better way to help students learn about animals than actually being able to see them. We were also able to find "read aloud" videos so the students can listen to recordings of books like Goldilocks and the Three Bears or The Rainbow Fish.

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The biggest takeaway our group had was coming up with creative approaches to help students to have the best learning experience. Each student is so unique and classes should be made with an understanding that every student processes information differently. Some students are visual learners while others might be kinetic or auditory learners. It is essential as teachers to utilize a variety of teaching methods to help bolster a love of learning in all students!

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We used Google slides to make a PowerPoint and introduce all of these different types of foods to our virtual exchange partners. By using Google slides we were able to include pictures too incase our students weren't familiar with the food. Furthermore, we also used Jamboard to make our lesson more interactive and hear what our partners had to say and we used Zoom too to communicate and share the PowerPoint with them. This way we could also see/hear their reactions as well!

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One source we used was Google translate so that we could include some different languages into our PowerPoint that corresponded with the food we were showing. Also, we used google translate to translate words/phrases of our virtual partners that they didn't know how to say in English. We also used this link https://inspirededu.org/how-to-teach-kids-to-appreciate-foods-from-other-cultures/ to show our partners the importance of appreciating foods from other cultures. By teaching kids that people all don't eat the same foods, or even eat at the same time or the same way, then we are helping them to become more understanding and accepting of others.

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How to teach kids to appreciate foods from other cultures

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Cultural diversity is an important concept that shapes us as individuals and as a society. Grasping its importance at an early age means understanding and appreciating that people are different, and that's what makes the world more interesting.

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For our lesson we wanted to focus on and interact with the students and their personal experiences with multilingualism throughout their lives. Julia and I created a few guiding questions to answer and facilitated a safe environment for our partners to discuss their hardships and accomplishments with multilingual learning from ages 0-5, 6-10, 11-14, and 15-18.

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Our google doc includes our utilized resources, a few of them being our textbook En Communidad, and Identity Centered learning (twitter).

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Julia and I learned lots about lesson planning and how to make an inclusive and effective lesson that students will enjoy. I personally learned lots of things about my partner I didn't know before, and Julia has too.

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Group 5: Our lesson focuses on food by culture! We included sides that focus on what popular cultural foods exist in ourselves as teachers. Then we ask the students what are some special foods that are from their culture or that their parents/relatives make. We then provide a little more insight to what really makes a food or delicacy "cultural." For this we provide anecdotes/circumstances where similar foods are manipulated to be culture—paying close attention to how the names differ or are similar through language. There are some simple recipes shown that we also use for an interactive discussion as we bring in props to show the students—also stating their names. Lastly, there is a final kahoot that the students participate in to test their knowledge of cultural diversity in language.

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Group 5: Our lesson focuses on food by culture! We included sides that focus on what popular cultural foods exist in ourselves as teachers. Then we ask the students what are some special foods that are from their culture or that their parents/relatives make. We then provide a little more insight to what really makes a food or delicacy "cultural." For this we provide anecdotes/circumstances where similar foods are manipulated to be culture—paying close attention to how the names differ or are similar through language. There are some simple recipes shown that we also use for an interactive discussion as we bring in props to show the students—also stating their names. Lastly, there is a final kahoot that the students participate in to test their knowledge of cultural diversity in language.

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This is our lesson plan on favorite animals.

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https://www.skolapelican.com/wp-content/uploads/2015/05/Activities-to-support-multilingualism-at-school.pdf

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here are our slides! I hope you enjoy

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Copy of English Language Grammar Rules _ by Slidesgo (1)

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We used our own knowledge of cultures plus outside help on ones we do not understand.

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We used google slides within our project we learned a lot about how holidays around the same time can be VERY different. Also that using google slides can make us feel like we're in the classroom setting.

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For our google slides we slidesgo which enhanced our project and made it look professional. We also learned that using writing and culture we can learn while also using our creative skills. I feel like all together it will help future students understand each other more.

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(Group 7) Our lesson is all about clothing. we wanted our students to learn about different vocabulary terms when it comes to adjectives for clothes. We also wanted our students to get introduced to the concept of dressing according to the weather which can differ from how they would dress according to their cultural norms. We had a padlet activity that starts off the lesson to help give us (the teachers) a general idea of where every student stands with their knowledge of clothing terms. We also had an activity at the end of the lesson where the students drag an outfit on a child to show that they understand what they have learned. Throughout the lesson the students are being exposed to new vocab and are either using it alone or with their peers to answer or ask questions. the questions they are being asked to create are important questions that they will always use :) 

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(Group 7) Our lesson is all about clothing. we wanted our students to learn about different vocabulary terms when it comes to adjectives for clothes. We also wanted our students to get introduced to the concept of dressing according to the weather which can differ from how they would dress according to their cultural norms. We had a padlet activity that starts off the lesson to help give us (the teachers) a general idea of where every student stands with their knowledge of clothing terms. We also had an activity at the end of the lesson where the students drag an outfit on a child to show that they understand what they have learned. Throughout the lesson the students are being exposed to new vocab and are either using it alone or with their peers to answer or ask questions. the questions they are being asked to create are important questions that they will always use :) 

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(group 7) We used padlet as our main resource and we loosely used concepts of simple slides to make the lesson easier from the article 

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(group 7) We used padlet as our main resource and we loosely used concepts of simple slides to make the lesson easier from the article 

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(group 7) 1 pearl of wisdom is just how beneficial using websites like padlet can be in a lesson. When I was in elementary school we didn't have these types of tools and I can see just how they can make students more interested in the material and motivated to participate. my second pearl of wisdom is just how important it is to take the time to think of immersive activities that every student can partake in and feel confident enough to get involved. Having non-intimidating activities can help create an environment where every student gets to learn equally. 

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(group 7) 1 pearl of wisdom is just how beneficial using websites like padlet can be in a lesson. When I was in elementary school we didn't have these types of tools and I can see just how they can make students more interested in the material and motivated to participate. my second pearl of wisdom is just how important it is to take the time to think of immersive activities that every student can partake in and feel confident enough to get involved. Having non-intimidating activities can help create an environment where every student gets to learn equally. 

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At the end of our lesson we wanted students to feel happy or feel confident in the way they wrote their sentences. Even if you write a simple sentence about your favorite clothes is a greatest achievement. Not everyone's first language is English so we have to constantly remember that everyone writes and speaks differently and that's okay!

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Using padlet was something that I loved and i think will want to use it in my own classroom setting. Students are able to write whatever they want without having to have others know that it was them. Students can slowly build the confidence of creating sentences or just building their confidence in general when it comes to speaking whatever they think of

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After figuring out what topic we wanted to do we settled on sustainability! Not only is it something that everyone should learn about and adapt into their everyday lifestyle, but also is important when learning about science! We used google slides to make our lesson. It was very easy to organize different topics within sustainability on different slides. We also were able to add in some pictures, diagrams, and a youtube video! Using googleslides was a great resource and it was easy to collaborate on!

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It is very important to teach topics in the classroom such as sustainability. It is a very relevant topic as it connects to what we are seeing going on in the world today. It's difficult sometimes to keep students engaged in topics when it's something they can't relate to, see in the world, etc. Living sustainably is something they can actually do hands on work will and combat. It can be a nice break from teaching about ordinary science that can sometimes be boring and very lecture based!

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For our lesson plan we decided to give a lesson in sustainability. We are both different majors, history and science, and decided that this was an impactful lesson that is important for all students to be exposed to. Specifically, we included a couple discussion slides that allow for students to learn about how each person's family is sustainable and how their culture affects this. It allows for students to become in touch with their own culture as well as that of other students in an accepting and inclusive way.

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We used our textbook En Comunidad as well as different Youtube videos and Scientific websites in order to make our presentation accurate and engaging.
This was one of our video links: https://www.youtube.com/watch?v=zx04Kl8y4dE

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Group 7: Multiplication In The Real World

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Group 7: Multiplication In The Real World

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In our lesson we wanted to teach multiplication using real life examples. We also wanted our students to feel included so we included their names into the examples. In our examples we used things like dogs, pizza, and soccer stadiums. We wanted our students to feel connected and have fun while multiplying! We wanted our students to feel comfortable so we allowed them to use the chat or unmute themselves when they wanted to answer. We also used the thumbs up feature to ensure our students were ready to move on or ready to answer the question. We used google slides and included videos. We also made time for the students to answer a few example questions and had them explain their answers.

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We used Youtube as resource in order to make a clearer visual of our lesson. We used Google translate in order to make our lesson multilingual and more interactive (English to Spanish). We also used google images to explain our examples and give visuals

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We had our virtual partners interact with us via google slides. They answered the multiplication questions and were able to show their work. This allowed us to help them step by step figure out the word problems.

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Our group learned that different ways of communicating our answers are important. Some students may be afraid to speak up because they might think they are wrong. Our group allowed the children to use the chat or unmute themself or use an emoji. We also learned that the use of translanguaging in our lesson helped our students understand more and feel included. It is so important for children to be comfortable and have fun while learning!

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For our lesson, we really wanted to incorporate a comparison aspect. Our lesson featured the comparison of Spain and the United States through a variety of perspectives and subjects. We utilized math and simple observation and analysis skills. First, each student would learn how to find the area of both the United States and Spain, we provided the length and width and then left it up to the students to multiply and find the area! Next, each student would simply observe the difference in the populations in The U.S. and in Spain. Lastly, the students would use addition and subtraction to determine the time in each country. We provided a time and showed how many hours behind or ahead the U.S. or Spain would be in comparison with each other. This activity was very fun and it was really cool to be creative, and make up a lesson to be taught to people who speak a different language, and experience a different everyday life than us!

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After creating our lesson, we learned 2 major pearls of wisdom. The first thing that we learned is how important it is to translanguage in a class that has students from different cultures and speak different languages. This will help those students to not feel like outsiders and it will culturally enrich the other students who would have otherwise not been exposed to the culture and language. The second thing that we learned is how to work together and create a lesson. It was important that we communicated and took jobs that would lead to a successful lesson plan and presentation. Communication is such an important skill to have for life and it is important that we take it seriously.

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Project 2 Sociolinguistics (The Countries of the World)

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For our group project, we found our information from google. We used google maps to do things such as observing the area of Spain and the United States. We also used imessage to communicate with one another about our ideas for the project.

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Group 6: Emily Ledesma, Mazal Yagudayev, Olivia Salvatore: Project: Climate Change:

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Group 6: Emily Ledesma, Mazal Yagudayev, Olivia Salvatore: Project: Climate Change:

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Our presentation project was all about climate change! Our goal was to inform students about general information about climate change. This information included the causes, effects, and prevention of climate change. In the beginning of our presentation we started off asking the students if they knew any background information regarding climate change. Then, we moved into a video to provide a general overview to familiarize the material we would be covering. After the video we went over what climate change is in general. Next, we explained the causes and effects and ways to prevent climate change from continuing. We finished off our PowerPoint by providing a summary of the information covered. After that we created a game of Kahoot to assess the students knowledge on the topic they learned about. Additionally, we made sure to incorporate the students main language of Spanish in the slides in order for easier comprehension and make the students feel comfortable!

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Group 6: Emily Ledesma, Mazal Yagudayev, Olivia Salvatore

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Group 6: Emily Ledesma, Mazal Yagudayev, Olivia Salvatore

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For our resources during our project we used Youtube to find an educational and interesting video to introduce the topic of climate change. After that we used google to find the rest of our information. We used websites such as the ones below to find intriguing and factual information:
https://quizlet.com/gb/590058418/negative-effects-of-climate-change-flash-cards/

https://www.activesustainability.com/climate-change/6-things-you-can-do-to-prevent-climate-change/?_adin=12033057740

https://www.un.org/en/climatechange/science/causes-effects-climate-change
https://play.kahoot.it/v2/lobby?quizId=feab9cee-8216-4df3-a322-7cae154194b0

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In this lesson we learned how to incorporate multilingualism and translanguaging in order to best suite our students needs. We learned as a group how to combine both English and Spanish text into our lesson in order to create a welcoming and inviting PowerPoint. Additionally, we learned how to find good sources, and how to create our own Kahoot! It was a wonderful learning experience for all of us!

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Takeaway:
From this experience we learned how to work as a team to get the job done. Each of us brought different ideas for making the PowerPoint unique and educational. However, by working together we came up with bigger and better ideas than if we worked individually. It was fun to work as a team. Additionally, we enjoyed using multilingual aspects in order to better teach the students. It was interesting to see how to incorporate these aspects and see how the whole project came together!