Span+377+Planning+Lesson-F10

=21 septiembre=

** La bienvenida **


 * [|La canción] ([|Canciones para niños] ) - El plan de Dios puedo seguir ([|letra], [|música]) o Hazlo conmigo ([|letra], [|música])
 * La oración
 * [|La escritura del día] - [|Alma 24: 14] ; [|Alma 24: 14] (Inglés)
 * [|El dicho del día] - "//[|El que nada no se ahoga]//."

//**OBJECTIVES FOR TODAY:**//


 * //**Students will develop a 3-month Scope & Sequence for a high school Spanish I textbook.**//
 * //**Students will write three well-formed objectives for Spanish I students that each address a different grammatical, linguistic, or cultural topic.**//


 * Activity 1**: Scope & Sequence [[file:Scope & Sequence Curriculum Planner.doc]]

1) List the months school is in session. 2) Number the weeks in each month (or insert dates). 3) Identify key holidays and insert them. 4) Identify key grammar and vocabulary covered in each chapter. 5) Think of a real-life context in which you might use the targeted grammatical structures. 6) Envision a project that would allow you to determine whether or not students can use the language. 7) Identify the vocabulary students will need to complete the project. 8) Block out how much time you will devote to each grammatical concept. Give more time for harder concepts.


 * Activity 2:** Writing Objectives [[file:Writing ObjectivesRev2010-BYU.doc]]

1) What do you want students to DO by the end of the lesson? 2) What task could you give students that would allow you to observe or measure how well they can accomplish the task? 3) What parameters will allow you to determine whether students can do that task well enough? (Think real life)


 * Activity 3:** Packaging Knowledge for Students (Interactive PowerPoint) media type="custom" key="6973657"

1) What roles do organization, repetition, context, and patterns play in learning and memory? 2) What implications do these principles have for language teaching and learning?


 * Activity 4:** Pedagogical Implications of How the Brain Learns (PowerPoint slides)
 * Activity 5:** Elements of Effective Instruction (Handout) [[file:Elements of Effective Instruction-BYU.doc]]
 * Activity 6:** Lesson Planning Templates (Handouts) [[file:Unit Plan Overview Template Rev F10.doc]]

** La tarea (para el 23 de septiembre) **

//A. Scope & Sequence Planning//

1) Look at a high school Spanish I textbook. 2) Select 3 months of the year during which school is typically in session. 3) Fill out the for the 3 months you have selected.

//B. Writing Objectives //

1) Read the handout on Writing Objectives. 2) Select a chapter from a high school Spanish I textbook (hint: chapters from the middle of the book will be easiest) 3) Flip through the pages of the chapter. 4) Choose one grammar point, one vocabulary topic, and one cultural topic from the chapter 5) Write one well-formed objective for __each__ of your choices in #3.

//C. Planning From a Textbook//

Read: Planning From a Textbook

Bring your name tags, handouts, and textbooks to class with you again on Thursday.

= 23 septiembre =

**ACTIVITY 1: Block Scheduling**
 * Spread the stack of time cards on your desk (or the floor).
 * Use the cards to answer this question: What does the pacing of a typical 45-minute period look like?
 * Use the cards to answer this question: What does the pacing of a typical 80-minute period look like?

Teaching on a Block Schedule

Each row of this photo depicts a possible lesson plan configuration for a 45-minute period. The numbers represent the number of minutes devoted to the activity. As you look at the photo, think about how well each configuration is likely to capture, sustain, and recapture students' attention. Contrast this photo with the next photo of configurations for 80-minute block periods. This photo demonstrates some possible configurations for an 80-minute block period.

The middle row of this photo shows how a teacher might allocate time to different elements of effective teaching.

[|Sony's Super Dooper Music Looper]

This photo shows how a teacher might use elements of effective teaching (on the yellow stickies) to guide planning. The colored papers represent different blocks of time. Laying out the time blocks first is one way to help you think about the "rhythm" of your class. Layer 4 lists the actual activities a teacher might "slot" into each time block. Layers 5 and 6 show how a teacher might strengthen the lesson by adding in tasks based on the National Standards. Layer 7 indicates how a teacher might integrate technology into specific activities during the lesson.


 * ACTIVITY 2: Planning**
 * Select a grammar-based lesson from the textbook.
 * Write an objective for the lesson that requires students to use the targeted grammatical structure in a cultural context.
 * Write down 5-7 tasks (each on its own Post-it note) students could DO to prepare them to meet the objective.


 * ACTIVITY 3: Pacing**


 * Attach each Post-it note to a time card indicating how much time you will allot for it.
 * Sequence the cards in a logical order so that each activity builds on the previous one.
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Prepare to explain the pedagogical reasoning behind the pacing of your lesson.


 * ACTIVITY 4: Debriefing**
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">What did Activity 3 teach you about:
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Planning?
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Pacing?
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Giving instructions?
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Debriefing?
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Layering?
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Progressively building proficiency?

**ACTIVITY 5: Giving Instructions & Scaffolding**


 * Giving Instructions
 * Scaffolding




 * ACTIVITY 6: Learning Centers **

**ACTIVITY 7: Closure** (Get blank sheets of paper and the model from Dra. M. and turn on the Elmo projector)


 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Trace your hand on a piece of paper
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Choose a finger
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Read the question on that finger of the model
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">One "aha" I had during class today that I don't want to forget . ..
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">What I learned about planning and pacing today . ..
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">What I learned about pedagogy today . ..
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">One thing I understand now that I didn't before . ..
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">One question I still have . ..


 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Write a short phrase on your finger to answer the question
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Your hand is your ticket out.


 * Tarea**


 * 1) Choose a chapter from the textbook.
 * 2) Select a lesson from the chapter.
 * 3) Plan the lesson and complete the lesson planning template.
 * 4) Write 1 to 3 objectives for the lesson that require students to use the targeted grammatical structure in a cultural context.
 * 5) Write down 5 to 7 tasks students could do to prepare them to meet the objective.
 * 6) Determine how much time you will allot for each task.
 * 7) Sequence the tasks in a logical order so that each one builds on the previous one.