Fall+2012-Assignments+for+Today

//The assignments due in class for Span 378 will be posted here. Assignments are DUE on the date under which they are posted.//

toc =**Final Exam Study Guide**=


 * 1) Here is a study guide to help you prepare for the final exam.**

(It says for Fall 2011, but the info. is still relevant and I'm too tired/lazy to go in and change the year. :-)


 * 2) You will find a series of graphic organizers that students from another semester put together in preparation for finals on this page. You may wish to download them as tools to help you study.**


 * 3) I have started a list of "Can Dos" for you here. I recommend that you see if you can finish crafting the list based on the Final Exam Study Guide. You should be able to do a LOT of things that you couldn't do when you started this class:**


 * I can list the National Standards for Foreign Language Learning and give an example of each one.
 * I can explain how the three modes of communication differ from one another.
 * I can explain what the cultural triangle is and why it is important.
 * I can give an example of a cultural product, practice, and perspective.
 * I can state at least 3 different ways a teacher can contextualize grammar and vocabulary.
 * I can list several pedagogically sound pre-, during, and post-reading activities.


 * 4) The final exam is scheduled for [|Monday, December 10, from 7:00 a.m. to 10:00 a.m.] It will take most of the time, so please try to be on time. If you'd like to bring a breakfast treat to share, you may (but it is not required).**

=**6 diciembre**=

1) Download this reading quiz. Please do not use the article to complete it. Type your answers into the copy you saved on your desktop and then e-mail it to me when you are done.

2) Complete this Gospel-based Teaching Principles Assignment. It will be worth 5% of your final grade in this class.

a) Read the scriptures/quotes in Column 1. b) Watch the videos or explore the websites in Column 2. c) Ponder how what you just read/viewed connects to your own experiences. d) Answer the questions in Column 3. e) Save your completed worksheet and turn it in to Dr. Montgomery (via e-mail or hard copy).

A study guide for the final will be posted for homework next class period.

=**4 diciembre**=

Read the Moeller article and come prepared for a reading quiz on it.

=**29 noviembre**=

No hay tarea para hoy.

=**20 noviembre**=
 * No class- Friday schedule classes**

(E-mail to Dr. Montgomery)
 * Write a paragraph each on your last two class periods with Professor Nielsen:**
 * What did you learn about teaching and learning world languages from examining student work and creating rubrics for bread making?
 * What did you learn about giving Feedback to students?
 * In your own words, what are the purposes of assessment?
 * What are performance-based assessments?
 * What did you learn about Traditional Paper/Pencil Assessments ?
 * How will you assess your own students?


 * Final Brownie Rubric** (E-mail to Dr. Montgomery)
 * [|Rubric Creation Assignment Rubric]

=**15 noviembre**=

1) Create a Rubric for Brownies that expresses the principles of assessments, is clear and concise, and expresses exactly what the results should be.


 * The following links will help you on developing your rubric.**
 * Rubrics**
 * [|RubiStar]**

=**6 noviembre**=

1) Choose a piece of literature 2) Create a 10-minute mini-lesson 3) Create pre-, during-, and post-activities 4) Post your feedback for Bethany in this discussion forum

=**1 noviembre**=

1) Read pp. 158-161 of Curtain, H., & Dahlberg, C.A. (2010). //Languages and Children--Making the Match: New Languages for Young Learners Grades K-8 (4th ed.).// NY: Pearson.

2) Send your revised lesson materials to Dr. Montgomery if you haven't already done so.

=**30 octubre**=

1) Revise your lesson materials. 2) Post your lesson materials to the appropriate section(s) of the wiki. 3) E-mail an electronic copy of the materials to Dr. Montgomery (OR send the direct link to where you posted them on the wiki).

=**22 octubre**=

1) Choose a vocabulary topic from a Spanish 1 textbook. 2) Think of a social issue that is relevant to the topic AND to students' lives. 3) Locate 3, high quality, culturally authentic texts related to the topic. 4) Create ONE activity that helps students focus on the meaning of the text(s). 5) Create ONE interpersonal speaking activity that engages students in talking about the text(s).

You will teach 7 minutes of your lesson to class and turn in your 5Ts hand and the materials you created.

Presentations will take place in this order:


 * Joe**
 * Victoria**
 * Enoch**
 * Leo**
 * Nuria**
 * Brian**
 * Emma Jo**
 * Janica**

=**15 & 17 octubre**=

1) Download this [|thematic unit.] 2) Look at all of the worksheets and rubrics in the unit. 3) Can you identify the 5 Cs in each one? 4) Will middle school students be able to do these activities? 5) What strategies and scaffolding does the teacher use to get students communicating about sophisticated conceptual content?

For your reference:



=**11 octubre**=

Revise the lesson plan you created on October 9 based on the principles we learned in class today:

Topic: What students are going to talk about. --> Add context, complexity, and conceptual strength to the topic by connecting it to social issues, cultural contexts, and personal relevance (increase the level of abstraction)

Texts: Which culturally authentic materials will students use to explore the topic? (Art, children's books, magazine articles, newspaper articles or news clips, poems, realia, short stories, songs, video clips)

Tasks: What will students DO with the texts that engages them with the meaning and conceptual content of the texts? (i.e., these will not necessarily be focused on grammar or vocabulary, but rather, content)

Talk: What will students DO to communicate interpersonally (in pairs) about the content of the texts?

Tools: What will students need to do all of these things successfully (especially to discuss complex content with simple language)?



=**9 octubre**=

Craft a lesson plan that reflects the principles of differentiation you learned in class last week. Bring a hard copy to class.

=**4 octubre**=


 * 1) Work through each simulation:**
 * [|Reading with Distractions]
 * [|Listening to Instructions]

Optional:
 * [|Low Vision] (Webaim) - Requires Shockwave
 * [|Dyslexia Simulation] (Webaim) - Requires Shockwave


 * 2) Watch:**


 * Why is it important to differentiate instruction for students who are gifted?

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 * 3) Read: **// [|At-risk Students and the Study of Foreign Language in School] //

**4) Complete This Thinking Template:** Use this template to reflect on all the explorations, reading, and viewing you did. It is due Oct. 9.

// For more information about gifted students, read: //

// [|Is it a cheetah?] // // [|Exploring Giftedness] //

=**2 octubre**=

1) Sign your name next to a reading (type ~ 3 times):

2) Read it. 3) Come prepared to share key points.
 * [|True Colors Reveals a Rainbow of Student Behaviors]user:mrhunsaker
 * [|Using True Colors to Reinforce Positive Student Behaviors] user:ngimenez
 * [|Student Behavior Problems: What's Personality Got to Do with Them?]
 * [|When Student Behavior Gets Too Colorful]user:joecochran
 * [|Communication with Color Lingo [[user:janicajackson]]]
 * [|True Colors Under Stress] user:brmunn
 * [|Time Management Styles Can Show Your True Colors] user:senorayeager
 * [|True Colors Over Time] user:mr.lv2012

Review:

=**27 septiembre**=

No homework for today

=**25 septiembre**=

No homework for today

=**20 septiembre**=

Culture Project is due Oct. 4, 2012

=**18 septiembre**=


 * Meet in B152 with Dr. Knapp today. **

Read Chapter 11 from Taylor & Bateman.

=**13 septiembre**=

1) Explore: [|ACTFL Proficiency Guidelines 2012 - Speaking]

a) Read the general description for each of the 5 levels (Distinguished, Superior, Advanced, Intermediate, & Novice). b) Watch the video examples. c) Read the descriptions of Novice Low, Novice Mid, Novice High, Intermediate Low, and Intermediate Mid.

2) Read: [|ACTFL Standards for Foreign Language Learning in the 21st Century (Executive Summary)] Use this reading guide to help you:

3) Read: [|ACTFL 21st Century Skills Map]

a) Look at the skill title. b) Read the one-sentence description at the top. c) Read the bulleted descriptions on the left-hand side. d) Skim the examples.

4) Skim: [|Common Core Standards for English/Language Arts & Literacy]

5) Begin your [|FLTEACH Project]

a) Choose a month. b) Select 5 threads. c) Read all of the postings in each thread. d) I will give you more details about the final product later.

=

11 septiembre =

No homework

=**6 septiembre**=

No homework today.

=**4 septiembre**=

1) Please take this version of the [|True Colors Quiz]

2) Report your scores on this form.

3) Read:
 * [|True Colors in the Classroom (Read all 4 pages)]
 * [|True Communication with True Colors]
 * [|Time Management (Part 1)] ; [|Time Management (Part 2)]

=**30 agosto: Getting to Know You**=

1) Complete: Course Information Survey

2) Complete: Technology Survey

3) Take: [|True Colors Quiz]


 * Take the online version (use the link above).
 * Submit online results using this form ,
 * Take the paper test.
 * Bring the paper test with you to class.

4) Read, sign, and return the orange permission form that was distributed in class.

5) Complete the[| UFLA Registration Form] and bring it with $15 check made out to UFLA.

6) E-mail Dr. Montgomery if you plan to attend the [|ACTFL Convention] in Philadelphia on November 16-18.

7) E-mail Dr. Montgomery if you want to [|present at UFLA].

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