PLANNING+WITH+VEN+CONMIGO

A way to think about planning from a textbook:
As you look through the chapter, consider these things: 1) Priorities - What's most important? What do you really care about? What will your students really care about? You don't necessarily have to teach everything in the textbook. 2) Connections - Considering your priorities, how can you connect them to your students? What are contexts your students would be interested in and care about? How can you connect your priorities to the target culture? 3) Assessment - How will you gauge your students' understanding? This is a good place to refer to the Michigan standards for ideas of how to assess in a way that gets at proficiency. 4) Teaching - Now that you have decided what to teach, why it matters, and how you will assess it, you are ready to figure out the path you'll take to prepare your students to reach these goals. 5) Pacing - Once you've sketched out ideas for how to teach, consider timing. What needs the most time? What is dispensable? What's not?

If you start with the end in mind, you'll have a clear rationale for what you're doing and will be able to professionally justify your plans. You can still have fun with your students and have the confidence of knowing your instruction is substantive not "fluffy." user:Anny1

CHAPTER 3:

FUNCTIONS: Plural, definitie articles, time, ser, adjectives, time, expressions,

Key themes: school schedules time descriptions


 * PRIORITIZE**
 * ser
 * descriptions
 * time #1
 * schedules #2


 * CONNECTING**
 * Students schedules
 * real life
 * Latino concept of time
 * 24 hour clocks
 * traveling/transportation realia
 * schools and cultural differences with time in school

standards: 1.1NSL.E 1.1N.SL.G 1.1N.SL.H __//**1.1.N.SL.I**//__ Standard we've chosen to support our pedagogy
 * ASSESSMENTS**

POSSIBLE ASSESSMENTS __//*** Ask/answering questions about schedules**//__ ---Oral info gap in pairs
 * listening to taped dialouges and asking questions about what they hear
 * read a dialouge and answer questions about it

See what they need to know:
 * how to tell time (in first language, and an analog clock)
 * how to form a question
 * structure of time in the TL

Start with:
 * 1) simply recoginize the language structure, very receptively
 * 2) Then manipulate parts and pieces ( changing the time in the sentence)
 * 3) then, the students create their sentences in the own words and structures.

I DO. THEY WATCH. I DO. THEY HELP. THEY DO. I HELP. THEY DO. I WATCH.

First lesson of chapter 3:

Look at how the book presents this:
 * a dialouge and fotonovela (mini picture novel)
 * subjects
 * Sequencing vocab
 * Time on the hour
 * Time with half past/ then more complicated

Changes we've made:
 * augment the vocab teaching
 * Do pre listening activites before hand
 * Different way to introduce grammar

How do we deal with this?

Example 1: Intro vocab then student surveys as a class, see who likes/dislikes different subjects Then make paper plates clocks Have teacher model the clock and say what time it is, then have the teacher put down the clock, and then teacher says the time, and students must show the clock Students then move clocks according to what the teacher says... What time do you have math? Then teacher goes around and students hear: Tommy has math at 9... Jenny has math at 12:30... etc. receptive listening and hearing different times but are not asked to produce it. Then the listening activity in the book

Example 2: Pictures for half the students of subjects, half with the words.... Then they have to match each other... Match cognates.. find partners get into a circle, then they had to answer what class that they have Take notes on it, then sequencing vocabulary TIME, THE NEXT DAY

Inexperienced and less effective teachers start with: what am I going to do today? and the assessment afterwards:

FIGURE OUT WHAT YOU CARE ABOUT, AND WHY IT WOULD MATTER TO THE KIDS.

__//**To have the end (assessment in mind) first, things in the classroom will have more of a purpose and a connection to your end goal of assessment.**//__