Class+Notes

NOTES

Sept 28, 2010
Objectives: the assessment at the end should see if they got the objective down Don't use "learn" in the objective because it is not concrete (understand, know....=not good objectives) Don't use "be able to" just say "students will..."

Set up chairs in a semi-circle.

Give class instructions in 5 lines, 7-10 words each. And in SPANISH ejemplo: Necesitan hacer barras de chocolate gafeta=paperclip Necesitan regatear: 1 gafeta, 1 chocolate, 1 nuez, $ Tienen 5 minutos cuando cuene el timbre, no hablen No hay otras reglas
 * Barras de Chocolate**

Oct 19, 2010
//Any// text will work Use story !papa! con tengo ...hambre, sed, frio, etc.

Oct 26, 2010
hear/say have two columns on each paper. Two different sets of papers. One side has to say a number, the other side has to say the corresponding # and then the other side says the corresponding # to that one. ...Learn #s out of order!

El cura que caso el muchacho que beso la muchacha que ordeno la vaca que corneo el perro que persiguio el gato que agarro la rata que comio el queso que quedo en la casa que juan construyo! -teach preterite conjugations.

Oct 28, 2010
Froggy se viste: tirarse de los guantes=to pull on gloves Calzar =look up in WORD REFERENCE

D-Description U-Used to, habitual, continual, repetitive, or Ongoing past W-Was+-ing or were+-ing I-internal, mental processes (thought, felt, needed, etc) T-time (with ser)

S-single completed, past action F-focus on beginning or end of action which occurred M-Meaning (verb would change meaning in the imperfect-quiso vs queria)

Audacity-a free recording device

Nov 2, 2010
Donde viven los monstruos-watch it with, then without sound, then watch third time with sound and a worksheet. music=good let the activities do the teaching get scenes on transparencies and blow it up on the wall and command students to do things in the scene that is up on the wall.

Nov 30 2010
Lesson plans: first, plan **what will I teach? How will sts do it? Why will this matter?**
 * 1) start where they are
 * 2) capture attention
 * 3) activate prior knowledge
 * 4) New stuff (Input) -use activity and not just presentations....activity must make sense and create meaning (patterns, etc) and use their SENSES
 * 5) synthesize/summarize-not YOU, but THEM

student teacher advice:
 * you are a guest
 * Mentor is a person
 * have faith/pray

FINAL!!!
Reflect on what you liked during the class. written MC/short andswer panel discussion-pick answer out of hat and the panel has to answer it. not difficult things: national standards: community, culture (products, perspectives, practices), communication (interpersonal, interpretive, presentational), connections, compare contextualization and authentic materials (use intereting things instead of just grammar) copyright (you do have certain rights under fair use guidelines because I'm a teacher, but I can't use anything and everything, integrity)-blastfm, playlist.com, grooveshark, pandora, ...no links to cartoons, but other than that, you can embed things Set up assessments1=Start with objective. 2=what can they do to show they know it 3=let them explore culture thematic vs. traditional-grammar is not bad, but purpose is to speak Spanish Classroom management-take away audience, respect student,

7 dic 2010
Writing:

Juanita canta: You can use this tell them that "Juanita canta" and they have to make a sentence with their partner. And with that table, you can change any of the groups to change the order of the sentence.
 * quien || que hace || cuando || donde || por que || como || cuanto ||
 * juanita || canta || por la manana || en el bano || porque es divertido ||  ||   ||
 * Alissa || va || todos los dias || a la escuela || para aprender || de los maestros || cada seis semanas ||

you can break child's storybooks into "problem, objects, places, characters..." Know the task inside and out.

TASK TEMPLATE MODEL for writing activities


 * use art and fun literature in the classroom to make fun projects.

googlevoice

journals:
no talking pen must always be moving scribble if you don't know

music you listen to a confession what would you change in your life thank you to parents money=key to happiness? what can't you buy with money? What did you think you teacher thought about you first day of class should you defend your friend, even if you think they're wrong?

respond to content, not errors (only if they interfere with meaning)

conversation notes: write a note to your companero and then switch with eachother and respond to their note quotes from artists comic strips with blanked out words

Classroom management:
don't have them stand with back to wall, you do and then put your hand behind your back=not threatening. give them options=we need to talk, would you like to come now in the hall or later? interview everyone, but talk specifically with the one you need to Never single the person out. No accusing (of drugs or anything) Write a quick note and drop it on their desk make arrangements with other teacher to bring them over of they are too disruptive.They maybe have to do work-write a note to me, content....etc Reprove with sharpness and then a lot of LOVE! Move their desk to in front of the chalkboard. Assume they are having a bad day and are not inherently bad.