Span+378+Agenda-Winter+2010

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//Para hacer preguntas, comentar en asuntos de la clase, o compartir ideas, hagan clic sobre la pestaña de discusión en esta página. Favor de acordarse que es un foro público--todo el mundo puede verlo. Por eso, favor de asegurar que sus mensajes sean profesionales, mantengan el carácter confidencial, y que se ceñan a los// //Guidelines for Posting//.

= = =**13 de abril**=

user:dsteger



user:spenry



user:ccochrane

=** user:aveaguil**= user:americana

user:JodyMcCarrey Jody McCarrey's Unit Plan

Unit/ lesson Alex Gunoe

Dwight's Learning Centers



Janae Purcella's Unit Plan & Assignment Sheet (Metaphor & Uniqueness)



Sam Waters Unit Plan & AssignmentSheet.

,

Charla Aranda's Unit Plan & Lesson Plan

user:charlaguay

Sarah Jane Jenkins's Unit Plan and Assignment/Rubric

user:Sarahjanejenkins

**Kristie Wallace: Unit Plan and Learning Center Lesson Plan**


Joy Martineau's Unit plan - The Little Red Hen user:angelajm00 [|Free book givaway at misscositas facebook page] You can find the link on either of these two links.
 * Practicum
 * Preparing for student teaching
 * Review for final exam
 * Final thoughts (ticket out)
 * [|Facebook page found half way down the page.]

=**8 de abril**=


 * ACTIVITY 1: Homework**
 * Sign up for Españolandia
 * Reflect on your last class period in the 4-8-10 discussion forum.
 * Finish your unit plans
 * Explore:
 * Purposes of assessment
 * Quiz & Test Construction
 * Midterm Course Evaluations
 * [|The Closure Process.doc]
 * Sample Closure Activities
 * ABC
 * Easy/Like Quadrants
 * Pairs Compare
 * Draw & Tell Journal
 * Peer Response Form
 * Donut
 * Rotation Reflection
 * Conversation Stations
 * Gimme 5
 * For practical information on assessment, visit: http://languagelinks2006.wikispaces.com/Assessment
 * Create your own project sheet and design a rubric for it using [|Rubistar]


 * ACTIVITY 2: Project-based Assessments**
 * Videos
 * Targeted skills
 * Student performance
 * Knows and CAN do
 * Doesn't understand or can't do
 * Logistics
 * Scaffolding
 * Preparation
 * Next Steps
 * Scaffolding writing
 * Groups with key words
 * Diagram, class chooses the options as you work through the diagram
 * Build from words to sentences to phrases to paragraphs, one step at a time


 * ACTIVITY 3: Rubrics for Homemade Bread** - 30 min.
 * Pick up a blank rubric template for making bread [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Blank+Breadmaking+Rubric+Template.doc"]] [|Blank Breadmaking Rubric Template.doc]
 * Get a slice of bread/butter
 * Work with a partner (or the whole class) to generate the key criteria on which you would judge homemade bread as being "good"
 * Write your answers down on your blank template
 * Use this sample brownie rubric for inspiration: [[file:Sample Brownie Rubric.doc]]
 * Evaluate your work using the checklist (or the rubric) in this document: [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Rubric+Creation+Assignment+Evaluation+Criteria-BYU.pdf"]] [|Rubric Creation Assignment Evaluation Criteria-BYU.pdf]
 * Quickly examine some sample rubrics to give you an idea of how rubrics might be used in language classes
 * Speaking
 * Speaking Outline
 * David Paulson
 * Group Project
 * Evaluation Scale
 * ACTIVITY 3:** **Analysis of Student Work - Discussion Sheet** [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Analysis+of+Student+Work+Assignment-BYU.doc"]] [|Analysis of Student Work Assignment-BYU.doc] - 20 min.


 * Get into a group of 4
 * Get a salmon-colored worksheet. [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Analysis+of+Student+Work+Discussion+Sheet.doc"]] [|Analysis of Student Work Discussion Sheet.doc]
 * Obtain __**one**__ of the folders from the box:
 * Capture a Concept Project
 * Family Food Project
 * Fashion Magazine
 * Pop-up Books
 * Spanish I stories and random projects
 * Follow the instructions on **DISCUSSION** side of the salmon colored worksheet
 * See Performance-based Assessment for more information, project ideas, etc. (homework)


 * ACTIVITY 4: Analysis of Student Work - Feedback** - 10 min.


 * Listen as someone reads the cartoon on the Elmo
 * Follow the instructions on the **FEEDBACK** side of the salmon colored worksheet [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Analysis+of+Student+Work+Feedback+Sheet.doc"]] [|Analysis of Student Work Feedback Sheet.doc]
 * Participate in the Feedback Role Plays
 * Evaluate the feedback given using the questions below: [[file:Feedback Checklist.doc]]
 * Does your feedback include time to listen to the **students' evaluation** of their own performance?
 * Does your feedback **motivate students to invest** more fully in their own learning?
 * Does your feedback focus on **one to three things students have control over changing** about their performance?
 * Does your feedback help students understand what the **very next step** needs to be to improve their performance?
 * Does your feedback give students **concrete strategies** for moving their performance to the next level?
 * Explore the following two tools which are becoming increasingly popular in world language classes around the country. Although the name of the instrument is called Linguafolio (and is portfolio-based), teachers frequently refer to them as "can do" statements:
 * Linguafolio Self Assessment Grid: []
 * Linguafolio Passport: []


 * ACTIVITY 5: Develop a Project & Rubric**


 * Create your own project assignment sheet
 * Design a rubric for evaluating your project using [|Rubistar]

=**6 de abril**= = =
 * Conversation about General Conference
 * Conversation about Assessment -[[image:http://www.wikispaces.com/i/mime/32/application/x-zip.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Cycle+of+Assessment+Outline-BYU.docx"]] [|Cycle of Assessment Outline-BYU.docx]
 * Exploration of pop-up books
 * Discussion of scaffolding
 * [[file:Escribamos frases descriptivas.doc]]
 * [[file:Conversación en la clase.doc]]

=**1 de abril**=

> = =
 * Anuncios: Un buen reportaje sobre la muerte de 'Stand and Deliver'. http://www.npr.org/templates/player/mediaPlayer.html?action=1&t=1&islist=false&id=125380015&m=125380000
 * Españolandia
 * Writing
 * Read these pages about writing instruction: [[image:http://www.wikispaces.com/i/mime/32/empty.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Writing+Activities+Revised.doc"]] [|Writing Activities Revised.doc]
 * Input, Processing, Output
 * Journals
 * Rules
 * Blogs
 * Dialogue Journals [[image:http://www.wikispaces.com/i/mime/32/empty.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Dialogue+Journals.doc"]] [|Dialogue Journals.doc]
 * Double Entry Journals
 * Conversation Journals
 * "Grading" Journals
 * Responding to content
 * Highlighting errors
 * Peer editing [[image:http://www.wikispaces.com/i/mime/32/empty.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Peer+Editing-Response+Worksheet-BYU.doc"]] [|Peer Editing-Response Worksheet-BYU.doc]
 * Scaffolding
 * Graphic Organizers
 * Processes [[image:http://www.wikispaces.com/i/mime/32/empty.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Stick+With+Writing+Rev.doc"]] [|Stick With Writing Rev.doc]
 * Templates
 * Worksheets [[image:http://www.wikispaces.com/i/mime/32/empty.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/McGwire.doc"]] [|McGwire.doc]
 * Word Play
 * Writing in a Spanish for Spanish Speakers class
 * Academic language
 * Word choice and eliminating prepositions
 * Writing with details
 * Transitions
 * Spelling

= = =**25 de marzo**=

Workshop TWS = =

=**23 de marzo**=
 * La bienvenida: Christie Cochrane
 * [|An Example of the Believers]
 * Anuncios:
 * March 23-27: I am Cuba (International Cinema)
 * The House of My Father Will Remain: Basque Identity in the Films of Julio Medem - Mar. 24, 3, B092 JFSB
 * Show Me The Money Financial Planning Seminar, Mar. 27, 10 a.m. to noon [|http://studentalumni.byu.edu]
 * Beatniqueo 2010 (Poesía/obra creativa original acompañada con música Jazz/blues) - 1 de abril, 6:30 p.m., JFSB B002
 * España: Se acabó la fiesta - 6 de abril, 3:00, B002 JFSB
 * Interactive Teaching Video
 * Learning Centers Video
 * Thematic Teaching Presentation
 * Thematic Teaching Videos
 * Planning Time

= = =**18 de marzo**= = =


 * Pasen la lista
 * **La bienvenida**: JenniferTanner
 * Anuncios:

> ACTIVITY 2: Thematic Unit **- Bring your copy of //La peinata colorada: A thematic unit// to class. The rest of this assignment appears below. You do not need to write anything down.**
 * //Students will create a well-scaffolded, culturally-grounded, interdisciplinary lesson plan from a template using principles of thematic planning.//
 * **Spend 5 minutes browsing the book.**
 * **Consider these questions:**
 * Unit Webs: **Which webs do you like? Why? How are the various unit webs similar to and different from the ones you have created in class so far?**
 * Unit Overview: **What grammar/vocabulary is targeted in this unit?**
 * Diagrams, worksheets, & pictures: **What cultural content and connections from other disciplines are used to teach the grammar/vocabulary? In your opinion, what strategies (if any) are used to scaffold students' success with the activities?**
 * **Come to class prepared to //discuss//:**
 * **Definition: What is a thematic unit (characteristics, content, structure, purposes)?**
 * **What advantages/disadvantages do you see in this approach to teaching Spanish versus others you have seen/experienced?**
 * **Answer the question on your worksheet.**
 * **Pass your worksheet to the next group and get a new one**

Curriculum Development

ACTIVITY 7 - Graphic Organizer Think-Pair-Share

Exchange graphic organizers. · Read your partner’s graphic organizer. · For 5 minutes, jot down things your partner could add to their graphic organizer. · Spend 5-10 minutes discussing your notes with your partner.**
 * Get into pairs with someone you don’t know well. ·

ACTIVITY 8 - Graphic Organizer Inside/Outside Circles

Exchange graphic organizers · Skim graphic organizer for 1 minute · Spend 2 minutes giving partner ideas orally · Move to new partner and repeat process**
 * Partners line up across the front of the room (form 2 lines). ·

ACTIVITY 9 - Graphic Organizer Debrief


 * Discuss the following questions: (If you facilitate this activity, decide whether to do this in pairs, small groups, or as a whole class)

o What do you think Dra. M’s __primary__ objective was for Activity 1? o What do you think Dra. M’s __primary__ objective was for Activity 2? o Why is professional collaboration an important part of good teaching? o What did you learn about (in)effective strategies for giving feedback to colleagues from these activities? For Thursday:**
 * **Learning Stations (15 min. each)**
 * **Study Abroad & Extracurricular Clubs & Activities with Dr. Martinsen (moved to Thursday)**
 * **Thematic Unit Planning with Dr. Montgomery**
 * **Theater with Kristie**
 * **Gangs with Jennifer**

>>> >> > > 1) **Classroom Management Strategies** - Please read EVERYTHING in this section (they are mostly short, 1 page handouts) >
 * Gangs - Jennifer
 * Gangs - [|D&C 38:30] - "I tell you these things because of your prayers; wherefore, a[|treasure] up b[|wisdom] in your bosoms, lest the wickedness of men reveal these things unto you by their wickedness, in a manner which shall speak in your ears with a voice louder than that which shall shake the earth; but if ye are prepared ye shall not fear."
 * [|Definition of a Gang]
 * Ppt
 * Gang Slang Quiz & Key
 * [|Gang Clothing]
 * [|Gang Graffiti] (Examples) & [|Gangs in the U.S. (abbreviations)]
 * [|Gang Hand signs] (Examples)
 * Interview with an Inmate
 * Levels of Gang Involvement
 * Gangs in Utah
 * [|An Overview of Gangs in SLC (Salt Lake County Sheriff's Office)]
 * [|Utah Survey] v. [|Youth Gangs in Schools Report from U.S. Dept. of Justice] (Compare these two and then discuss critically evaluating info.)
 * [|Utah Gang Problem Worse Than Reported]
 * [|Orem]
 * [|Utah White Power Gang Clothing]
 * Gang Prevention & Intervention
 * [|Help for Gang Members & Their Families] (School District & Community Resources in UT)
 * [|Free Tattoo Removal (U of U)]
 * [|Metro Gang Unit]
 * [|Anti-gang Measure Heads to Guv's Desk] (March 10, 2010) & [|Gang Prevention Bill Gains Committee Approval (Feb. 16, 2010)]
 * [|Utah Gang Conference 2010]
 * [|New Gang Database Aims to Aid Law Enforcement Efforts] (March 2009)
 * [|Utah Takes on Gangs] (Oct. 2009 - Callings)
 * [|Utah U.S. Target for Mexican Gangs Pot Farms]
 * [|Utah & America's Gang Crisis] (Blog)
 * [|UTGangResearch] (Twitter)
 * Crisis Plan
 * Safety Plan is Now In Effect
 * 9/11
 * Shooting
 * Stabbing
 * Community Crisis Role Play
 * Lesson Planning & TWS (Dra. M.)
 * Adapting From the Textbook (commands example)
 * Standards-based Brainstorming (Spanish Civil War examples)
 * Writing Objectives
 * Planning
 * Sequencing
 * Pacing
 * Classroom Management
 * Behavior Therapy
 * Another Teacher's Room
 * Drug Abuse
 * Lights Out
 * Health Emergencies
 * Oral Interpersonal Activities (Alyssa & Jennifer?)
 * Story Switches
 * Comics
 * Overhead Commands
 * Conversación acerca de "classroom management." ¿Qué tienen en común estos ejemplos? [[file:Classroom Management Video Explorations Worksheet.doc]]
 * [|Angry Teacher & Annoying Students] (1:40 - Class is too loud, whistling)
 * [|Arguing with my Teacher (Spanish class)]
 * [|An Argument at School] (:37 - Two students in classroom - Profanity at the end)
 * [|Arguing in School] (Cafeteria)
 * [|Ben Argues with Mr. Turner]
 * [|My Mad Teacher] (:41 - Start watching at around :20 - Test prep)
 * [|My Teacher Getting Mad] (just watch the 1st 20 seconds - be quiet, calling parents)
 * [|Retarded argument with mst] (A 6:37 conversation about a classroom management issue in another class and privacy of conversations)
 * [|Screaming Teacher (Pledge of Allegiance)] (Video contains swearing from teacher and student)
 * [|Student v. Teacher (2:21 - Pre-calc, Talking & Seating)]
 * [|Teacher and student argue re: war in Iraq]
 * [|Teacher gets mad] (:07 - Assembly)
 * [|Teacher v. Student] (:57 - Cell phones) Alternate video (staged): [|Cell Phones]
 * [|Teacher v. Student (Substitute Teacher)]
 * [|Catherine Tate - Lauren (French Oral Test)]
 * [|Catherine Tate - Periodic Table (Chatting)] (0:00 - 1:40 and 3:14 - end)
 * Optional videos:
 * [|Kindergarten Cop]
 * [|Absent Professor] (French)
 * [|Wonder Years] (Ineffective lecture/questioning)
 * [|Honorary Duckies]
 * Principios (What are our assumptions? Values? Intended outcomes?) [[file:Where Does Stud Lng Brk Down.doc]]
 * El evangelio: Things to act v. things to be acted upon ([|Animator v. Animation])
 * Relationships, Relationships, Relationships
 * Unmet Needs, Power Struggles, Saving Face, Sending Students to the Office
 * When a problem becomes a crisis
 * Role Plays
 * Stop, Smile, & Wait (NHW)
 * Instant Intervention [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Instant+Intervention+Technique.doc"]] [|Instant Intervention Technique.doc]
 * It's Getting Spicy in Here [[image:http://www.wikispaces.com/i/mime/32/empty.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/its+getting+spicy+in+here+classroom+management.doc"]] [|its getting spicy in here classroom management.doc]
 * TAREA (erasing letters) (NHW)
 * Another teacher's room (NHW)
 * Behavior Therapy (NHW)
 * [|The Art of Enforceable Statements (Love & Logic)]
 * [|Three Types of Parents (Love & Logic)] (Replace "parent" with "teacher" when you read this)
 * Effective One Liners
 * Signals for Attention
 * Making Groups Work
 * [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Tools+for+Creative+Teaching+FL.pdf"]] [|Tools for Creative Teaching FL.pdf]

2) **Classroom Management Resources: Student Engagement -** Please pick at least ONE page to explore
 * **Managing the Class Through Curriculum (You might find the Power Teaching video gives you ideas for some techniques you could try)**
 * **[|11-year-old Teacher] (A good example of how consistent routines & procedures allow even young students to manage their peers successfully)**
 * **[|Whole Brain Teaching] (An introduction to Power Teaching for those who want more info.)**
 * **Interactive Activities**
 * **Learning Centers**
 * **[|Cooperative Learning in FL Teaching (Short article)]**
 * **[|Classroom Quickstart Ideas (Video)]**
 * **[|How to Keep Kids Engaged in Class (Ten tips)]**


 * 3) Classroom Management: Reading -** Please choose at least ONE link to read/explore
 * **[|You Can Handle them All] (Techniques for Managing 117 misbehaviors) (Be sure to notice the links on the left too)**
 * **[|11 Techniques for Better Discipline]**
 * **[|Proactive Discipline]**
 * **[|Stages of Discipline]**
 * **[|Techniques That Backfire]**


 * 4) Classroom Management: Optional Interactive Activities**


 * **[|Animator v. Animation] - How does this video relate to the relationship between teachers and students in the classroom?**
 * **[|Think It Through: Gaining Ground in Teaching] - An interactive "thinking tool" designed to help student teachers consider options for classroom management in a systematic way--play around with it. The info. on the right is useful too.**
 * **Harry Wong - [|Effective Teaching Quiz] - A self-assessment that offers useful information for discussion, but is only tangentially related to classroom management**
 * **[|Dr. M's Classroom Management Bookmarks] - A lengthy list of additional resources you could explore**
 * **[[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Classroom+Management+Tips.doc"]] [|Classroom Management Tips.doc](Anny Fritzen)**


 * **[[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Classroom+Management+Observation+Span+380.doc"]] [|Classroom Management Observation Span 380.doc]- One of the assignments you'll be doing during your practicum if you are a Spanish Teaching Major**


 * **Presentations**
 * **//Story Switches// //(¿Voluntario?)//**
 * 1) **Find a partner.**
 * 2) **Decide who is A and who is B.**
 * 3) **Partner A gets a yellow worksheet. Partner B gets a green worksheet**
 * 4) **Read the story on your worksheet.**
 * 5) **Give your worksheet to the teacher.**
 * 6) **Tell your partner the story on your worksheet in Spanish**
 * 7) **(Quiz)**


 * //Pequeño Nicolás (Video)// //(¿Voluntario?)//

//La casa que Juan construyó - House That Jack Built & Salta ranita, salta// //(¿Voluntario?)//**


 * **Writing**

Topical Listing of Children's Books [|Reading Strategies That Benefit All Learners]
 * Las asignaciones para la próxima clase**

>>
 * Una historia de artistas famosos (Art, Español 1 - Ppt)
 * **Writing Objectives [[file:Writing ObjectivesRev-BYU.doc]]**
 * * National Standards
 * Conexiones - **Video de la lección de ciencia de la clase de japonés**
 * Comparaciones **- Video de la clase de alemán**
 * Comunidades **- Video de la clase de español**
 * Comunidades **- Video de la clase de español**

= =

=**Las preguntas y perspectivas**= //(Nominar temas para conversación - si no hay nominaciones, seguiremos con trabajos colaborativos durante estos minutos)// = =

= = Activity Sheets; Agenda for Today; Archives; Assignments for Today; Assignment Sheets; Important Dates; Links to Supplemental Resources; Observation Appointments; Program Links (BYU); Reading List; Student Pages ; Syllabus & Schedule; Tech Tools

CM; CMAgendas