Span 477 assignments will be posted here. Assignments are due on the date that appears above them.


August 10


1) Complete your FLTEACH Project.


a) Click here, choose a month, and read 5 threads OR search the archives:
FLTEACHLogo.gif
FLTEACHLogo.gif


b) Review the assignment:





c) You will be graded using this criteria:

d) Sample projects are located here.

e) Post final projects here. (Due Aug. 10)

2) Begin studying for the final exam.

a) The exam will consist of 3 parts:
  • Comprehensive written exam (individual)
  • Collaborative scenarios (small groups)
  • Panel interviews (small groups)
b) If you have done the reading, come to class, and paid attention, it should not be difficult.
c) The following study guide will help you review in preparation for the final.






August 8


1) Finish your 50-minute culture lesson plan (Hard copy due Aug. 8).

a) Choose one of these topics:

  • Ancient Civilizations
  • Beauty & Aesthetics (Art & Architecture, Definitions of Beauty, Definitions of Creativity, Fashion & Design, Visual & Graphic Arts)
  • Families & Communities (Friendship & Love, Social Networks, Structure of the Family, Traditions & Values)
  • Global Challenges (Crime, Economy, Education, Environment, Human Rights, Immigration, Philosophical Thought & Religion)
  • Public Identities (Alienation & Assimilation, Heroes & Historic Figures, National & Ethnic Identity, Self-esteem)
  • Science & Technology (Astronomy & the universe, natural disasters, public health & well-being, science & ethics, technology & society, technological innovations and inventions)

b) Select relevant, culturally authentic texts.
c) Actively engage students in using the texts to explore & discuss the cultural topic.
d) Include interpersonal communication & grammar practice.
e) Scaffold your lesson.

You will present a 5-minute segment from your lesson on Friday, Aug. 8.

- alliteach alliteach
Here's my lesson on Hispanic Traditions


- StevensonSmith StevensonSmith


- evaldez2 evaldez2
Here is my lesson on school uniforms in Mexico



- boricuazo boricuazo Her's my lesson on Hispanic identity challenges in the U.S.

- biospan biospan Entrepreneurship and social class
<iframe src="http://prezi.com/embed/r9c-tuxdjk30/?bgcolor=ffffff&amp;lock_to_path=0&amp;autoplay=0&amp;autohide_ctrls=0&amp;features=undefined&amp;disabled_features=undefined&amp;html5=1" width="550" height="400" frameBorder="0" webkitAllowFullScreen mozAllowFullscreen allowfullscreen></iframe>


- mcgreenhalgh mcgreenhalgh La semana santa en Guatemala: Preterite and Imperfect





2) Begin working on your FLTEACH Project.


a) Click here, choose a month, and read 5 threads OR search the archives:
FLTEACHLogo.gif
FLTEACHLogo.gif


b) Review the assignment:





c) You will be graded using this criteria:

d) Sample projects are located here.

e) Post final projects here.


August 6


1) Prepare a 5-min., interpersonal activity.

a) The activity should be interactive & grounded in culture.
b) The activity should facilitate interpersonal communication.
c) The activity should be VERY well-scaffolded.
d) The activity should not take more than 5 minutes.
e) You will teach your activity today.

- alliteach alliteach
Here's my powerpoint.


2) Begin working on your 50-minute culture lesson plan (Hard copy due Aug. 8).

a) Choose one of these topics:

  • Ancient Civilizations
  • Beauty & Aesthetics (Art & Architecture, Definitions of Beauty, Definitions of Creativity, Fashion & Design, Visual & Graphic Arts)
  • Families & Communities (Friendship & Love, Social Networks, Structure of the Family, Traditions & Values)
  • Global Challenges (Crime, Economy, Education, Environment, Human Rights, Immigration, Philosophical Thought & Religion)
  • Public Identities (Alienation & Assimilation, Heroes & Historic Figures, National & Ethnic Identity, Self-esteem)
  • Science & Technology (Astronomy & the universe, natural disasters, public health & well-being, science & ethics, technology & society, technological innovations and inventions)

b) Select relevant, culturally authentic texts.
c) Actively engage students in using the texts to explore & discuss the cultural topic.
d) Include interpersonal communication & grammar practice.
e) Scaffold your lesson.

You will present a 5-minute segment from your lesson on Friday, Aug. 8.

3) Begin working on your FLTEACH Project.


a) Click here, choose a month, and read 5 threads OR search the archives:
FLTEACHLogo.gif
FLTEACHLogo.gif


b) Review the assignment:





c) You will be graded using this criteria:

d) Sample projects are located here.

e) Post final projects here.


August 4


1) Turn in your 50-min. lesson plan for teaching grammar.

Evaluation Criteria:
  • Is the lesson developmentally appropriate?
  • Does the lesson help students internalize a grammatical concept?
  • Is the contextualized in a cultural context?
  • Is prior knowledge activated?
  • Do students have opportunities to see the grammatical structure at work in high quality, culturally authentic text(s)?
  • Do students have opportunities to practice manipulating the grammatical forms?
  • Do students have opportunities to use the grammatical forms to communicate interpersonally?
  • Does the lesson make purposeful connections to students' lives?
  • Do activities progressively "add up" to improved communication skills?
  • Do the students do most of the talking, thinking, and working during the lesson?
  • Is the lesson well-scaffolded?
  • Is the lesson plan simple and clear enough that a substitute could successfully teach it?

- alliteach alliteach
Here is my lesson plan, along with worksheets and visual tools for the lesson.


- biospan biospan

Photos taken from flikr.com
esperar.jpgen memoria 1.jpg
escaletos 1.jpg

I have some text from the book in hard copy to hand out for the sticky note activity

The powerpoint is an option if the students need extra instruction after the sticky notes
- evaldez2 evaldez2
Here is my lesson plan on the preterit and the imperfect. I changed my lesson from Noah's Ark to the First Vision since I am teaching missionaries at the MTC.

- dnaccarato dnaccarato

- StevensonSmith StevensonSmith
- StevensonSmith StevensonSmith Aug 4, 2014

- brdslc brdslc

- boricuazo boricuazo:

- mcgreenhalgh mcgreenhalgh
2) Begin working on your 5-min., interpersonal activity.

a) The activity should be interactive & grounded in culture.
b) The activity should facilitate interpersonal communication.
c) The activity should be VERY well-scaffolded.
d) The activity should not take more than 5 minutes.
e) You will teach your activity next Wednesday (Aug. 6).

3) Begin working on your 50-minute culture lesson plan (Hard copy due Aug. 8).

a) Choose one of these topics:

  • Ancient Civilizations
  • Beauty & Aesthetics (
  • Art & Architecture,
Definitions of Beauty,
  • Definitions of Creativity,
Fashion & Design,
  • Visual & Graphic Arts)
  • Families & Communities (Friendship & Love, Social Networks, Structure of the Family, Traditions & Values)
  • Global Challenges (
  • Crime, Economy, Education, Environment,
Human Rights,
  • Immigration,
Philosophical Thought & Religion)
  • Public Identities (
  • Alienation & Assimilation,
Heroes & Historic Figures,
  • National & Ethnic Identity, Self
-esteem)
  • Science & Technology (Astronomy & the universe, natural disasters, public health & well-being, science & ethics, technology & society, technological innovations and inventions)

b) Select relevant, culturally authentic texts.
c) Actively engage students in using the texts to explore & discuss the cultural topic.
d) Include interpersonal communication & grammar practice.
e) Scaffold your lesson.

You will present a 5-minute segment from your lesson on Friday, Aug. 8.

August 1


1) Prepare to TEACH a 5-min. segment from your lesson.

2) You will be evaluated using this checklist:
  • The teaching demo is worth 100 points total.
  • Active Student Engagement and Participation Section - Each ITEM is worth 5 points (30 points total)
  • All other categories = 5 points each (70 points total)

3) Revise your lesson plan draft.
  • Make any necessary changes.
  • The activity you chose to teach should be included.
  • It should also include all the other activities from your full, 50-minute lesson.
  • Turn it in on Monday, Aug. 4.


July 30


1) Prepare a rough draft of your lesson plan.

a) Plan a 50-minute lesson.
b) Devote only 5 minutes to explaining grammar.
c) The grammar explanation should be in Spanish.
d) Social issues/culture provide context for practice.
e) Practice grammar through interpersonal communication.

2) Choose ONE of the following templates:

Template A:


Template B:



3) Complete the FIRST PAGE of the template.

4) Bring a hard copy to class.

5) Here are two examples.




July 28


1) Select one of the following chapters:

University Span 101-102/105-106 Class
Unidos, Ch. 8 - ¿Cuáles son sus tradiciones?
(cultura y tradiciones mexicanas)
(preterit v. imperfect - grammar on pp. TBA; vocabulary on last page)

University Span 205 Class
Fuentes, Ch. 3 - La américa precolumbina (preterit v. imperfect - grammar on pp. 71, 72, & 74; vocabulary on last page)
Fuentes, Ch. 5 - Los Estados Unidos: Una sabrosa fusión de culturas (present subjunctive - grammar on pp. 134, 135, & 139; vocabulary on last page)

Middle School 7th Grade Spanish Dual Language Immersion
Descubre 3, Ch. 3 - La vida diaria (preterit v. imperfect - grammar on pp. 102-103; vocabulary on p. 120)
Descubre 3, Ch. 6 - La naturaleza (present subjunctive in adverbial clauses - grammar on pp. 220-221; vocabulary on p. 242)

Church Class in Spanish
Select one of the following manuals:

YouthYouth Sunday School: July - Ordinances & Covenants

AdultsGospel Doctrine (Old Testament) - (Choose a lesson)
Priesthood/Relief Society: Joseph Fielding Smith - (Choose a lesson)




2) Brainstorm lesson possibilities with this template:

3) Identify your central topic.
  • Ideally, your topic will connect to a social issue.
  • Ideally, your topic will be grounded in a cultural context.
  • Ideally, your topic will be conceptually complex (i.e., Education instead of school; nutrition instead of food, etc.)
  • Ideally, your topic will be personally relevant/meaningful to students.

4) Begin looking for relevant, culturally authentic "texts."
  • Texts should reinforce the cultural context for the chapter
  • Texts should be in Spanish and culturally authentic
  • Texts should each contribute something unique re: your topic (i.e., diverse perspectives)
  • Texts should be highly interesting for your age group
  • Texts should reinforce your chapter's targeted grammar/vocab.

5) Brainstorm ideas for "tasks" and "talk."
  • Tasks should require higher order critical thinking (synthesis, analysis, evaluation, creation).
  • Tasks should help students extract meaning from texts.
  • Tasks should help students notice/analyze/process grammatical patterns or categorize/relate vocabulary.
  • Talking activities should require interpersonal communication.
  • Talking activities should require students to exchange information/express and justify opinions.

6) Identify necessary "tools."
  • What are students likely to misunderstand (re: culture, grammar, etc.)?
  • Where is comprehension likely to break down?
  • Where is oral/written production likely to break down?
  • What tools will you or students need? (Manipulatives, technology, templates, etc.)
  • How will you scaffold tasks for students?

7) Bring a hard copy of your 5 Ts chart with your ideas to class.

July 25


1) Post your reading activities here:
- bross3g bross3g


- boricuazo boricuazo




- alliteach alliteach




- StevensonSmith StevensonSmith



- mcgreenhalgh mcgreenhalgh


- brdslc brdslc





- dnaccarato dnaccarato




user/ biospan



- evaldez2 evaldez2


2) Complete the one-page reading guide for Shrum & Glisan Ch. 9.


(I have also provided the detailed reading guide below in case it is helpful.)



July 23


a) Select a culturally authentic text (written by native speakers for native speakers).

b) Create a well-scaffolded pre-reading activity for your text.
  • Include a header containing the title
  • Include a place for the student's name, date, and class period
  • Include step-by-step instructions.
  • Include the activity prompt(s)
  • Include a footer with your name, date, and e-mail

c) Create a well-scaffolded during reading activity for your text.
(Include the same elements as in B.)

d) Create a well-scaffolded post-reading activity for your text.
(Include the same elements as in B)

e) "Teach" at least one activity in 5 min. (on Wednesday). (You may also choose to teach us an accelerated version of all 3 of your activities.)

July 21


a) Select a culturally authentic text (written by native speakers for native speakers).
b) Create a pre-reading activity for your text.
c) Create a during reading activity for your text.
d) Create a post-reading activity for your text.
e) Bring a rough draft of each of your 3 activities to class on Monday (July 21).

You will "teach" for 5 minutes on Wednesday. You can either teach us an accelerated version of all 3 of your activities, or you can choose to teach just ONE of your activities.


July 18


1) Complete the homework option from July 16 that you did not already do.
2) Identify a culturally authentic text (or several different options) that you could use for your lesson next week. (Bring it to class if you want help with it.)


July 16


Soon (NOT FOR WEDNESDAY), you will be creating your own pre-reading, during reading, and post-reading activities based on a short story or children's book. Today's homework will begin preparing you for this. I will explain more about this in class, but here is a preview of the assignment:

a) Select a culturally authentic text.
b) Create a pre-reading activity for it.
c) Create a during reading activity for it.
d) Create a post-reading activity for it.
e) Come to class prepared to "teach" for 5 minutes (next week).

HOMEWORK FOR WEDNESDAY:

CHOOSE ONE:

A) Read the article I sent you in the e-mail.
B) Explore the following websites:

1) Skim the handouts on this page. (They will help you think about how to select a text, and will give you ideas for activities.)

2) Explore these book lists:


3) Explore these activity ideas:

Pre-reading Activities
During Reading Activities
Post-reading Activities
Reading Strategies
Things to Keep In Mind When Teaching Literature on the Block

OPTIONAL: Explore these resources for working with non-fiction texts, these lesson plan ideas, and these story-related resources

July 14


1) Examine these Charts/Figures from Shrum & Glisan, Chs. 6-7: pp. 180, 190, 195, 202-203, 229-230.

2) Use principles of graphic design to create a graphic organizer (brochure, ppt slide, etc.) that summarizes key info. from these pages: Shrum & Glisan, Ch. 6: pp. 182-184, 188-194, 196, 199-200 OR Complete one of the reading guides below.




3) SKIM Shrum & Glisan, Ch. 7: pp. 217-221.

4) Explore: Inanimate Alice. Which principles from the article you read does it illustrate?


July 11


1) Read the information on this page and explore the hotlinked examples. (You can also download the handout at the top of the page and explore from it.)

2) Skim these songs. (Which ones might be useful to your students?)

3) Skim these games. (Which ones would YOU want to play?)

4) Explore the resources on at least ONE of the following pages:

Advertising
Art
Children's Literature
Children's Songs
Comics
Dance
History
Interactive Resources
Literature
Music
Nursery Rhymes
Poetry
Proverbs
Tweets

5) Explore the resources on at least ONE of the following pages:

Current Events
Emergencies
Food
Friendship & Love
Social Problems
Space

6) OPTIONAL: Skim Shrum & Glisan, Ch. 5, pp. 155-165 (The 3 Ps of the cultural triangle will be on your final exam.)

7) OPTIONAL: Skim Taylor & Bateman, Ch. 11 (Good activity ideas)

July 9


1) Complete the orange course permission form distributed in class.

2) Read this blog post:

ThinkingLikeBreathingBlogPost.png

3) Explore at least 3 of these videos:
What does each video teach you about creativity? Critical thinking?

























4) Explore at least 2 of these links:

Critical Thinking and Problem Solving - A host of links to classroom activities for language teachers that require some form of critical thinking

TheStudentCreativeLogo.jpg

TheCreativeLanguageClass.jpg


I am creative (Tips on brainstorming creatively)
TwistedSifterLogo.png

The Little Boy - A poem by Helen Buckley about the impact of teaching on creativity
Cuento--Un niño (Poem in Spanish)

5) Explore at least 1 of these links:


a)
EditingKodachrome.jpg
EditingKodachrome.jpg


b) EducationNeedsToBeTurnedOnItsHead.jpg

c) MorePedagogicChangeIn10Years.jpg


c) PersonalizingFlippedEngagement.jpg


d) TheSchoolCliffStudentEngagementDrops.jpg

e) ShiftingtheParadigmTransformativeLearningTheory.png

f) TeachingWithoutAScript.jpg


g) WhatIfSchoolsCreatedACultureOfDo.jpg

h) GreatTeachersDontTeach.JPG


i) SteveHargadornEscapingTheEducationalMatrix.JPG

j) 9CharacteristicsOf21stCenturyLearning.png

6) OPTIONAL: Complete both of these activities (distributed in class): Arrange the Stages of SLA & SLA Card Sorting Activity


July 7


1) Read the World Readiness Standards for Learning Languages.

2) Complete the Reading Guide for Shrum & Glisan: Ch. 1.


3) Complete the Jigsaw Assignment for Shrum & Glisan: Ch. 2.

a) Read through Questions 1-5 of the worksheet below.


b) Choose ONE question to answer.

c) Sign your name next to the question you choose.

Question 1 -- StevensonSmith StevensonSmith - bross3g bross3g


Question 2 -- boricuazo boricuazo - evaldez2 evaldez2

Question 3 - - dnaccarato dnaccarato - brdslc brdslc

Question 4 - - alliteach alliteach

Question 5 - - mcgreenhalgh mcgreenhalgh

d) Complete the page of the worksheet related to your question.

e) Come prepared to share the answer to your question with your colleagues.




July 4


No homework - 4th of July

July 2


We will meet in JFSB B161 (the collaborative computer lab across the hall from our classroom) today.

1) Finish the student wiki page assignment.

a) Click on Student Pages.
b) Click on your initials.
c) When your page loads, click Edit.
d) Use the picture cues to add each item.
e) Click Save.

2) Sign up to give the Bienvenida

a) Be sure you are signed into Wikispaces.
b) Click Edit.
c) Choose 2 dates.
d) Type ~ 3 times next to the dates you have chosen.
e) Click Save.

3) Take the Technology Survey.

4) Explore:

  • Graphic Design
    • Graphic Design Principles: Read the first page of this PDF handout
    • Examples or Interactive Activities: Explore at least 3 additional links from one of these 2 sections of the page
    • Prepare to explain how these ideas apply in teaching Spanish



June 30



1) Join Wikispaces.

a) Go to Wikispaces.
b) Click the Join link (in the upper, right-hand corner of the page).
c) Fill out the form.
  • Username - Choose something short and professional.
  • E-mail - Consider establishing a separate (a.k.a. "junk") e-mail.
  • Password - Write it down somewhere safe.
  • Click NO to the question "Make a new wiki?"
  • Click SUBMIT.

2) Join the Language Links Wiki.

a) Click Join This Wiki.
b) Type your name and "Span 477" in the box.
c) Click Submit.

3) Carefully read p. 1 of Moving From One Proficiency Level to the Next.

4) Finish reading the colored True Colors handouts.

a) Read the packet.
b) Return the printed handouts to Dr. M. in class.
c) Derek & Stevenson: Email your scores to Dr. M.

5) Complete ONE reading guide and submit a printed copy to Dr. M.



b) Choose a reading guide to complete.
c) Read the chapter as directed by the reading guide.
d) Complete the reading guide as you read.
e) Sumbit your completed reading guide to Dr. Montgomery in class.

June 27


1) Post a brief reflection in this discussion forum.

a) What have you learned (about assessment, culture, language teaching and learning, pedagogy, personality, professional development, professionalism, proficiency, or technology)?
b) How will you apply these ideas in your own classes?
c) What questions do you have?

2) Begin reading Ch. 8 of Shrum & Glisan (on oral proficiency).

a) Review these reading guides (one pager and detailed).



b) Choose a reading guide to complete.
c) Read the chapter as directed by the reading guide.
d) Complete the reading guide as you read.
e) Sumbit your completed reading guide to Dr. Montgomery on MONDAY.


June 25


1) Read the True Colors handout distributed in class. (If you were not in class, obtain your copy from me when you come to class.)

2) Read the attached syllabus: . (I will distribute a course schedule with a list of topics next Monday.)

3) Watch the video samples for each of the 5 proficiency levels: http://actflproficiencyguidelines2012.org/speaking (Remember, we watched some of these in class.)

4) Course materials will be posted here: http://languagelinks2006.wikispaces.com/Span+477 (This probably won’t be up-to-date for the current semester until Wed., 6/25/14)

a) Course Agenda – Outline of what we cover in class each day: http://languagelinks2006.wikispaces.com/Span+477-Today%27s+Agenda

b) Course Assignments – Homework is due on the date under which it is posted: http://languagelinks2006.wikispaces.com/Span+477-Assignments+for+Today

5) CHANGE OF CLASS LOCATION FOR WEDNESDAY: We will meet in JFSB B161 (instead of B164) from 10:00 – 10:30 a.m. on Wednesday, 6/25/14, after which we will relocate to JFSB B135 and JFSB B164 to participate in several workshops with 110 other Spanish teachers from around the country.

June 23


No homework (First day of class)


Archives (Previous Agendas)



Back to: Helpful Tools; Home; Instructional Strategies & Activities; Practicum in Teaching Spanish - UT ; Seminar in Student Teaching - UT; Span 477 (T.A. Methods) - UT; Spanish; Teachers' Lounge; 21st Century Technologies