EGR-Winter+2011

[|for new teachers]

**01-25-11**
TEACHING CULTURE

perspectives-products-practices

for example in **//no child let behind//:**


 * Perspective**: accountability, qualifications, money, quality of education, reputation, $ success/ failure, competition, Domestic social problems.


 * Products**: Student achievement,

//**In church**//: In primary-- products: what we don't do. in young woman's--practices the dos: pay tiding. sometimes in Sunday School: the why--why do we keep the word of wisdom.

In a classroom students trend to have a lot of stereotypes. They will say the same about Mexicans and Argentinians.

To break their steriotypes: 1. looks: show them pictures of different people in those countries 2. give them opportunity to compare and contrast: with their culture and other cultures. Show them people successful in other countries

FOR THE CULTURE LESSON PLANS

type in google for powerpoints:filetype:ppt For videos: avi, mp4, teachertube, youtube, dotsub.com for images in google: safesearch:Espana "gerra civil"

02-02-11 Teachers want to explain culture: not good

**02-15-11**
Para desarrollar una clase sobre cultura [| juanes la tierra]

[|for teachers]

Diferencias entre novice y expertos ACTIVIDAD Crear un lesson plan que contenga los 8 elementos de instruccion efectiva 1. capturar atencion 2. activar y construir conocimiento previo 3. tener sentido 4. crear significado 5. propagar envolvimiento Interes 6. conclusion 7. tarea (show that you know) Tarea: buscar un tema y brainstorm each one of the parts of the graphic organizer sheet

**02-17-11**
La ropa [|la ropa] fotos con la pronunciacion de la ropa [|ropa fotos]

a good link [|recursos en espanol]

Assessments

 * Ideas para proyectos: crear libros con los deportes, hacer una cena y mostrar evidencia con fotos la comida, un viaje (pop out books). los estudiantes pueden hacer sus propios anuncios publicitarios, tambien usar el si yo pudiera o tubiera yo haria... cambiando fotos y combinando diferentes fotos como la cabeza de un perro, el cuerpo de un mono y las patas de un burro yo podria.
 * convertir frutas en animales y crear una pequena historia (usar diferentes aspectos de gramatica)
 * hacer corazones para valentines y usar algo de gramtica
 * Ms. potatoes face. uno describe el otro dibuja
 * the fridge: things that they have in the fridge: make brouchure in the shape of a fridge and put inside the food that they like and compare it with other students. opportunity for me gusta te gusta nos gusta
 * categories for projects: appearance, content, creativity, grammar. punctuation
 * it's good to have 4 categories in a rubric, because it helps you to make decisions.
 * don't use terms such as beautiful, good, ok, ugly
 * when doing rubrics you need to think what is it that will improve students' work. those are the things to put in the rubric
 * have enough options but not too many.

**03-01-11**
www.tagul.com www.delicious.com homework
 * to make reading better: put text here it will take the most important words www.**WORDLE.net

t//**ake a look at the temario**// and for 380 talked about how to switch the practicum.

03-08-11
get books from scholastic: never buy a book before having taught it. if there isn't ennough $ get 4 books to evaluate a book

Ask yourself, what can the kids do with this book? to invite the spirit:

1. pick five topics and read the threat for each topic 2. read it for a month 3.
 * Singing**
 * prepare a class where the needs of the students can be meet in lesson plans: like healthier habits, prepare the lesson in a way that you can teach truthful things.
 * sopa de pollo para los adolecentes: a good book for kids
 * make sure that you involve some principle of the gospel, in a secular way
 * Assignement**

smartbrief.com actful =**revisar el wiki under: story based teaching**= highlight the story in different colors so that you now where to stop and what to call the attention to

for language in the story:

have the student practice by given them the formula: si le das un... te pedira..... se pueden poner si le das.... anota una lista de vocabulario y que escojan que quieren ......
 * si || entonces ||

otra actividad


 * la foto de una oreja || la fotos de labios importante es para que lean las historias ||
 * el escucha el otro lee || uno lee el otro escucha ||

www.kerpoof.com

hacer cartelitos con fotos que creen una historia y poner en otro papelito encinma el verbo en el tense que estamos hablando. construyo quedo comio agarro casa que juan queso raton gato= son fotos de los personajes

to follow up los estudiantes can label with the articulos o any grammar thing ia m working with and also conjugar los verbos. pensar en animales y la sequencia quien se come a quien. esta es la rata que se come el queso....el gato que se come la rata...el lobo que se come el gato...el hombre que caza el lobo
 * darle una foto de los personajes de una historia a cada estudiante
 * ellos hacen el ruido de cada uno y se hace enfasis en las acciones que cada uno hace.

A los estudiantes se les da una pagina del libro y ellos la ilustran luego se ponen todoas juntas y se lle la historia...Un buen libro: el canto the las palomas
 * despues de crear el dibujo
 * ellos brainstorm lugares, people, events that they remember from their childhood and then do an activity a collage, a poem or something else with the poem

**03/17/11**
p rereading: use audacity a website to have the students record different things. they can read the story and make the sounds and then we can put the story together. i can help myself teaching it by having pictures that they can see of the main events in the story.


 * use transparencies to make more spontaneous activities. there is a picture of something on the transparency and they can start to create a story. You can even use it to teach commands, el pasado, el present.
 * they can even make 30 second ommercial explaining why it is a bad idea to... eat bad food....using the pictures from the transparencies.

**03/22/11**

 * for 380** watch two vodeos on wiki 380 concentrate in target language and assesment
 * how the teacher make language comprehensible
 * how does the teacher get students involved
 * how does the teacher help students talk

**03/24/11**
to build literacy...for example diego rivera power point presentation con dibujos de lo que le gusta hacer. se llama Diego Rivera le gusta pintar, le gusta pintar pinturas grandes, le gusta pintar pinturas grandes sobre la pared..muestra unas cuantas fotos de murales luego las pinturas grandes en la pared se llaman murales. hace lo mismo con diego Velazques y Fernando Botero... Comienza con repeticion...luego choise...Recall...como esta ella?.....ask a question where they have to produce a whole sentence instead of repeat just a word

IMPORTANT: our success is between what we do and how we ask them to do it

LO BUENO
 * repite la misma estructura.
 * con gestures ayuda a los estudiantes a entender
 * motivated the students to talk
 * gave options to the students esta trizte, por que ?
 * they can have instant success, the kids will understand


 * Sopa de pollo para el alma:** los estudiantes pueden leer textos que tengan un tema que se pueda expandir como el tema del crecimiento: la semilla que crece, los estudiantes pueden hacer dibujos y escribir el proceso de la semilla. eso se puede extender to animales, los seres humano como ellos crecen y en los seres humanos podemos extenderlo a ellos. Como adolecentes como crecen. Podemos hablar del rainbow y como es una convinacion de sol y lluvia. Puedo preguntarles cuales son las gotas de lluvia por las que han pasado y como esas cosas los ha ayudado a crecer.

JOURNALS ideas for writing

Thinking about how to make them write: by making them generate lists, categories. journals: rules: only in spanish, no talking, write for 5 minutes, the pen cannot stop moving.

Pensar en un writing assignment, what is the assignement. if it requieres a work sheet, then prepare it. If it is journals create the propmpts

**03/29/11**
for the information gap activity: format: topic gap activit: for example clothing info gap activity objective: students will exchange information about the environment using the pres subject.
 * information gap activity is due on thursaday with the 30 minutes observation sheet** target language use observation sheet

correction for writing
 * //april 5th FLA teacher assignment due be prepare to share the five entries//**

do focus correction: highlight only the aspects that you are talking about that week. www.polleverywhere.com 3d brush

04/07/11
Multiple Representations: Keep in mind that there are different perspectives.
 * **To keep in mind when teaching culture**
 * **every country does not do things in the same way**
 * **Represent the culture in a variety of ways**

es necesario mostrar que si hay gente pobre tambien hay rica, que si hay gente que no es educada los hay muy educados.