|A la panaderia|
And I started to make it happen.
Sure, it was one thing contacting people through Epals or Skype in the classroom, something where "community" had a broader, more global (or at least national) sense. It was quite another, however, to find means and opportunity
I got clearance from the man, I
Just as America's walk to school is described in La llaman America, so my students will be describing a walk through the Plaza. Well, theirs will probably be more of a guide to the Plaza. And they actually know the people's names, not just where they're from and what they do. And I hope they got a similar sense of security in the small community that the 9-year-old character from our book got.
Meanwhile, we've used their notes from the trip to have some semi-scripted interpersonal discussions using saber and conocer as well as object pronouns; students had to find two things for each student in class that both they and the other student knew after the trip. Then I quizzed them on people they met, a round-robin who-knows-whom sort of thing.
I have to say, that turning the community into my classroom was pretty taxing in the preparation. But the confidence of the students who "ACTUALLY UNDERSTOOD!" afterward and the sense of belonging fostered by at least being introduced to people that might have been hidden to them otherwise definitely made the trip worth it.
I'll just have to remember to get permission slips for the other teacher's class that I drag along next time, and I think that'll take care of the last wrinkle!