My workshop for the 2012 congreso primaveral of the NJ American Association for Teachers of Spanish & Portuguese

1. CRUCE ESCOLAR:
ESTUDIANTES,
LITERATURA
Y TECNOLOGÍA
ENZA A NTENOS -C ONF ORTI , PH.D.
PROF ESSOR , D EPT. SPA NI SH & I TA L I A N
C HA IR , AC A D EMIC TEC HNOLOGY C OMMI TTEE
MONTC L A IR STATE UNI V ER SI TY
h ttp :/ / www.slid e sh a r e .n e t / iVe n u s

2. LITERARY WORKS
What are the titles do you introduce in each level?
Elementary Intermediate Advanced

3. BLOOM’S TAXONOMY
Learning objective What? How?
Can the student… Students will be able to…
Remembering recall or remember the define, duplicate, list, memorize, recall,
information? repeat, reproduce state
Understanding explain ideas or concepts? classify, describe, discuss, explain,
identify, locate, recognize, report, select,
translate, paraphrase
Applying use the information in a new choose, demonstrate, dramatize, employ,
way? illustrate, interpret, operate, schedule,
sketch, solve, use, write
Analyzing distinguish between the appraise, compare, contrast, criticize,
different parts ? differentiate, discriminate, distinguish,
examine, experiment, question, test
Evaluating justify a stand or decision? appraise, argue, defend, judge, select,
support, value, evaluate

4. MEASURABLE OUTCOMES
What are the objectives for including literature?
Elementary Intermediate Advanced

6. DIGITAL
STORYTELLING
Zooburst is just one of many digital storytelling tools. The 3D
environment makes it cool for kids who like to be creative.
Replace the traditional book report with something more
imaginative.
Let’s visit Zooburst.com together

7. LA PRINCESA VESTIDA
CON UNA BOLSA DE PAPEL
Objectives
Students will be able to:
• remember characters and roles
• paraphrase the fairy tales and create alternate
endings
• illustrate their interpretation of the story

9. GABRIEL GARCÍA MÁRQUEZ
EL AHOGADO MAS HERMOSO
DEL MUNDO
Emulating a Twitter feed for Romeo and Juliet
(https://twitter.com/#!/iVenus/romeojuliet/members) one can tweet
a similar story with a very specific focus to help build
remembering and understanding of characters, themes, settings,
etc.
TAKE A THEME: Myth vs. Reality
Different perspectives of this dichotomy
In the story, we have:
• three distinct groups within the community – children, men and
women
• the mythological figure of the drowned man

10. GABRIEL GARCÍA MÁRQUEZ
EL AHOGADO MAS HERMOSO
DEL MUNDO
On Twitter
1. Each student opens a Twitter account
2. Have students tweet you first, so you can collect them in your
following.
3. Create a list of students involved in the project and share list
with the entire class on Twitter. (see last slide for visuals)
4. Student moniker is name+role (e.g., EnzaMujer,
RobertHombre, JoeyNiño). If you wish, students can also
take on the role of Esteban!

11. GABRIEL GARCÍA MÁRQUEZ
EL AHOGADO MAS HERMOSO
DEL MUNDO
On Twitter
Each student tweets for a period predetermined by instructor on theme.
Example: After reading the first half of the story, write (# of) tweets to explain what you
thought Esteban was like. Read other and comment on there thoughts too.
(mito)
EnzaMujer tweets:
Esteban era un hombre hermoso y dotado físicamente. Debería haberlas hecho
muy feliz.
EnzaMujer replies to a classmate:
@RobertHombre tienes razón. Yo también pienso que el era un buen marido y
padre.
Now that you have read the second half of the story, write what you now think about him.
Reply to another’s comments too.
(realidad)
EnzaMujer tweets:
Tenía una vida difícil. ¿Cómo iba a dormir en un cama regular?
EnzaMujer replies to a classmate:
@JoeyNiño si, tuve pies muy grandes! Es probable que no pudo encontrar la ropa
fácilmente.

12. GABRIEL GARCÍA MÁRQUEZ
EL AHOGADO MAS HERMOSO
DEL MUNDO
Objectives
Students will be able to:
• paraphrase concepts and ideas
• interpret the beliefs of the villagers
• compare mythological beliefs to reality
• examine the society of the villagers

13. CRUCE ESCOLAR:
ESTUDIANTES, LITERATURA Y
TECNOLOGÍA
Enza Antenos-Conforti, Ph.D.
antenosconfe@mail.montclair.edu
Professor, Dept. Spanish & Italian
Chair, Academic Technology Committee
Montclair State University
http://www.slideshare.net/iVenus
Literary studies and technology? An unlikely intersection? Too
precarious a crossroads for our elementary and high schools students?
NJ Core Curriculum Content Standard 7.2 states our students will
demonstrate and understanding of the interrelationship between
language and culture, with literature as one of the products of that
culture. Technology is no longer a frill in teaching, learning and
assessing world languages, so it must also become one of the vehicles
for literature.
In this hands-on workshop, we will brainstorm to develop lessons and
assessments on integrating technology in the teaching of literature. We
will focus on different technologies that can best accommodate your
objectives in reaching standard 7.2, developing the perspectives,
practices of products of the target culture.
Participants are invited to bring wireless-ready laptop computers to the
sessions.

14. MAKING TWITTER LISTS
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