CMAgendas

//This page contains Dr. Montgomery's teaching agendas for various concepts covered in the advanced methods in teaching Spanish course (Span 378).//toc

=Assessment=

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


 * //**Students will identify the products, practices, and perspectives associated with assessment in world language education.**//
 * //**Students will analyze and evaluate student work.**//
 * //**Students will provide effective feedback on student work.**//
 * //**Students will develop rubrics.**//


 * ACTIVITY 1: Assessment Graphic Organizer (B****rainstorming)** - 10 min.
 * Brainstorm everything you know about assessment with the class.
 * Use this graphic organizer to record the answers.
 * [[file:Cycle of Assessment-BYU.docx]]
 * Discuss your answers with a partner.
 * Take notes on the class discussion.
 * Add to your notes throughout the class period.
 * Use your notes on the upcoming quiz.


 * ACTIVITY 2: Discussion of Purposes of Assessment**
 * Read: //Testing Miss Malarkey//
 * Listen as someone reads either: //Get in Line for "No Cow Left Behind" (use the Elmo) or Testing Miss Malarkey//
 * Listen as someone reads: Roger Taylor Quote on Grades (use the Elmo)
 * Discuss the following questions: [[file:Assessment Triangle Graphic Org.doc]]
 * What are the purposes of assessment?
 * Why are standardized tests so popular?
 * How will you assess your own students? (See Quiz & Test Construction for sample test formats)
 * Explore the following tool which is 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: []


 * ACTIVITY 3:** **Analysis of Student Work - Discussion Sheet** [[file:Analysis of Student Work Assignment-BYU.doc]] - 20 min.

> >
 * Get into a group of 3
 * Get a worksheet. [[file: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
 * Follow the instructions on **FEEDBACK** side of the worksheet [[file:Analysis of Student Work Feedback Sheet.doc]]
 * Participate in the Feedback Role Plays
 * Evaluate the feedback given using the questions below:
 * 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 examples of other project-based assessments (What text and templates did Dr. M. use to scaffold students' performance? What grammar and vocabulary did each assignment target?)
 * See Performance-based Assessment for more information, project ideas, etc. (after class)


 * 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 [[file:Analysis of Student Work Feedback Sheet.doc]]
 * Participate in the Feedback Role Plays
 * Evaluate the feedback given using the questions below:
 * 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: Rubrics for Homemade Bread/Brownies** - 20 min.
 * Pick up a blank rubric template for making bread [[file:Blank Breadmaking Rubric Template.doc]]
 * Get a slice of bread/butter and a brownie
 * Work with a partner (or the whole class) to generate the key criteria on which you would judge homemade bread/brownies as being "good" [[file:Blank Breadmaking Rubric Template.doc]]
 * 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: [[file: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
 * Rubrics are much faster to write using [|Rubistar] (Be sure to explore it if you haven't yet done so)


 * ACTIVITY 6: Midterm Course Evaluations** (15 min.) - Choose whether to do this activity or Activity 8 (you won't have time for both)


 * Rotation Review or Carrousel [[file:Midterm Evaluation Specific-BYU.doc]][[file:Midterm Evaluation General.doc]]

(Get photocopies of checklists from Dr. Montgomery)
 * ACTIVITY 7: Fast Feedback on** ** FLTEACH Projects ** (15 minutes total) - Choose whether to do this activity or Activity 7 (you won't have time for both)

//**Part 1:**// (10 minutes)
 * Read each statement on the project evaluation checklist.
 * Watch the slide show of the presentations.
 * Nominate the "best" project of the slide show.


 * Get into a group of 4 (with your project and your peer evaluation checklist).
 * Exchange your 4 FLTEACH projects for another group's 4 projects.
 * Mark whether your group agrees or disagrees with each statement in one of the 4 corners.
 * Write 2 group comments.
 * Repeat the process with the other 3 projects.
 * Give everything to Dr. Montgomery.

//**Part 2:**// Do this as homework to be turned in next time
 * Write your name on the top of both pages of the checklist.
 * Skim the self-evaluation checklist for 1 minute.
 * Ask any questions you have for 1 minute.
 * Evaluate yourself for 3 minutes.
 * Give the completed self-evaluation checklist to Dr. Montgomery.

Answer these questions in the discussion forum:
 * What did you learn about **teaching and learning world languages** from this project?
 * What did you learn about **selecting, packaging, and presenting information** from this project?
 * What did you learn about **evaluation/grading** from this project?


 * ACTIVITY 8: The Closure Process** - 5 minutes


 * Do the Ticket Out
 * You won't have time for this, but students can explore them on their own:
 * [|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

Reflect on your last class period in the [|11-19-2009] discussion forum.
 * 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 **selecting, packaging, and presenting information** from today's class?
 * What did you learn about **evaluation/grading** from today's class?

1) **Midterm Course Evaluation:** (Choose one)

2) 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

3) Consider: [|The Closure Process.doc]

4) Explore: Sample Closure Activities and Quiz & Test Construction (sample test formats)
 * ABC
 * Easy/Like Quadrants
 * Pairs Compare
 * Draw & Tell Journal
 * Peer Response Form
 * Donut
 * Rotation Reflection
 * Conversation Stations
 * Gimme 5
 * OPTIONAL - Explore: http://languagelinks2006.wikispaces.com/Assessment

5) Read Chapter 7: Using Assessment to Help Students and Programs Grow of //Languages & Children// OR Chapter 11 of Shrum & Glisan about Assessment


 * Homework B:** Choose one of the following to read. Sign up next to the one you choose (no more than 4 people per article). Identify 3 key ideas.

FionaB. (2009, November 15). [|Grading 2.0: Evaluation in the digital age]. //HASTAC (Humanities, Arts, Science, & Technology Collaboratory).// Retrieved September 29, 2010, from []user:Hollilg user:sarahnt user:bmslloyd profemoos


 * Hall, Elizabeth Wikfors, & Salmon, Susan J. (2003). [|Chocolate chip cookies and rubrics: Helping students understand rubrics in inclusive settings].//Teaching Exceptional Children,// 8-11. Retrieved November 12, 2010, from []**
 * user:eddingtonauser:jimip user:anateras**


 * Van Hof, Jill. [|Things I learned today: Using a journal for closure]. //ASCD Express, 6//(8). Retrieved January 30, 2011, from []**


 * user:smegane1user:haf527user:sraluz user:brettms**

Topic: **Assessment** Texts: **Readings on assessment (see above)** Task: **Identify three key ideas from the text you don't want to forget.** Talk: **Come prepared to "engage" your colleagues who haven't read that article with those 3 ideas.** Template:** Jigsaw (the teacher will have students jigsaw to gain the full benefit of all the texts even though they only have to read one)

=Classroom Management= >
 * Reading: [|Teacher's True Colors]
 * 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]
 * [[file:Student Misbehavior Snowball Cards-BYU.doc]]
 * [[file:Classroom Challenges M&M Student Page.doc]][[file:Classroom Challenges M&M Codes.doc]]
 * 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, the Office
 * Classroom Management Strategies & Resources
 * Stop, Smile, & Wait
 * Instant Intervention [[file:Instant Intervention Technique.doc]]
 * Choice, Voice, Engagement, Proximity
 * [[file:its getting spicy in here classroom management.doc]]
 * [|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


 * Classroom Management Homework:**

1) **Classroom Management Strategies** - Please read EVERYTHING in this section (they are mostly short, 1 page handouts)


 * Instant Intervention [[file:Instant Intervention Technique.doc]]
 * It's Getting Spicy in Here [[file:its getting spicy in here classroom management.doc]]
 * [|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
 * [[file: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
 * [[file:Classroom Management Tips.doc]](Anny Fritzen)


 * [[file:Classroom Management Observation Span 380.doc]]- One of the assignments you'll be doing during your practicum if you are a Spanish Teaching Major

5) **Classroom Management Questions -** Do you have any new questions about classroom management? Post them here.

6) **Gangs**


 * 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]
 * [|Gang Awareness Ppt] (mine or this one)
 * [|Gang Awareness Brochure] (have students each pick a topic and make one like this on it)
 * [|Gang Awareness Booklet] (basic info.)
 * [|Gang Awareness: A Handbook for Parents, Teachers, & Concerned Citizens] (Comprehensive info. from San Antonio PD - explore related links to other docs too)
 * [|Gang Awareness & Intervention] (short brochure with a focus on intervention)
 * Gang Slang Quiz & Key
 * [|Gang Clothing]
 * [|Gang Graffiti] (Examples) & [|Gangs in the U.S. (abbreviations)]
 * [|Graffiti in Kansas City: Best Practices for Communities (prevention and intervention-oriented)]
 * [|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
 * [|National Gang Center]
 * [|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

=Copyright=


 * Copyright, Cybercourtesy, & Cybersafety in a Creative Commons Age **
 * **//[|Stock Xchng]//**//, [|Photobucket] //
 * [|Copyright Chart]
 * [|Copyright & Fair Use in the Classroom, on the Internet, and the World Wide Web]
 * //[|Be Safe @ BYU]//

=Culture=
 * [|El triángulo cultural]
 * [|¿Adónde vas?] (Greetings mixer)
 * Actividades de los tres modos de comunicación:
 * ¿Adónde vas? [[file:Culturally Authentic Realia Mixer.doc]][[file:S America Map Cards for Geography Ins-Out Circles.doc]]
 * Ir + a + places listening grid [[file:Span 477 IR Cultural Listening Grid Activity.doc]]
 * Hear/Circle [[file:Hear Circle Culture.ppt]]
 * Quino
 * Una historia acerca del arte
 * [[file:Eungenio Salvador Dalí Rev.doc]]
 * [[file:Los hijos de la oscuridad Rev.doc]]


 * Homework: Cultural Topic Brainstorm -**
 * Select a cultural “text”. (Children’s Book, Cultural Artifact, Painting, Poem, Short Story, Song, Video Clip, etc.)
 * Brainstorm 10 activities STUDENTS could do with it.
 * Record ideas here or in an online web. [[file:Cultural Text Brainstorming Web.doc]]
 * You can use images or a different layout.
 * PRINT A HARD COPY for class.
 * [|Concept Mapping Tools]
 * [|Bubbl.us] - (Heavily used in the edtech community w/ K-12 students - easy to use - limited formatting - esp. good for elementary, special flash effects are fun at first)
 * [|Exploratree] (Templates)
 * [|Gliffy] - (Heavily used in the edtech community w/ K-12 students - very robust (but ugly) interface. Allows you to upload your own images, includes many libraries of images, shapes, etc.; also allows you to do floor plans)
 * [|Mindomo] (Beautiful interface, not quite as intuitive as some of the others, but can handle attachments of multimedia, documents, etc., and produces a more professional product)
 * [|Mindmeister] - (Doesn't appear to be as robust in features as some of these other options)
 * [|Webspiration] - (Looks similar to Inspiration & Kidspiration - have closed beta invitations for now)

=Differentiation=

See also: Learning Styles

Explore this graphic organizer: [|Differentiation Concept Map] and this one by [|Carol Tomlinson]

(OPTIONAL) Skim: Planning from the Textbook [|Differentiation Concept Map]

Dare to Differentiate Wiki

Learning centers are a useful strategy for creating more meaningful, student-focused lessons. Today, you will experience them.

A: Prepare for the written portion of today's work:

1) Fold a sheet of paper into 4 sections.

2) Label the upper, left-hand corner Topic 1.

3) Label the upper, right-hand corner Topic 2.

4) Label the lower, left-hand corner Topic 3.

5) Label the lower, right-hand corner Topic 4.

B: Get into groups and rotate through the activities with your group.

1) Divide yourselves into groups of 3-4 (Group A, Group B, Group C, & Group D).

2) Each group will begin with a different topic (Topic 1, 2, 3, or 4)

3) Follow the instructions for each activity.

4) Record the written portion of each activity in the appropriate space on your paper.

5) Every 20 minutes, rotate to the next station according to this schedule:


 * Topic--> || 1 || 2 || 3 || 4 ||
 * 1:00-1:20 || A || B || C || D ||
 * 1:20 - 1:40 || D || A || B || C ||
 * 1:40 - 2:00 || C || D || A || B ||
 * 2:00 - 2:20 || B || C || D || A ||


 * TOPIC 1: TRANSFORMING TEACHING & LEARNING**


 * Essential Question:** How are thematic planning, professionalism, and advocacy related?


 * Objective:** Students will select teaching approaches based on their power to transform students, education, and the world.


 * Assessment:** Students will identify 3 pedagogical choices/actions they will personally take to transform education.


 * Activity:** Jigsaw

1) Each person should read a different blog post: (5 min.)


 * [|Shifting the Paradigm: Transformative Learning Theory]
 * [|Education Needs to Be Turned on Its Head]
 * [|New Teachers Are the New Majority] (Skim this one--esp. the intro. and the section on new teachers)

2) Share a 3-sentence oral summary of your reading with the group. (5 min.)

3) List the key principles common to all 3 articles under Topic 1. (5 min.)

4) Individually, identify 3 pedagogical choices/actions you will take to transform education. (3 min.)

5) Write your actions under Topic 1 on your paper. (2 min.)


 * TOPIC 2: OVERVIEW OF DIFFERENTIATING INSTRUCTION**


 * Essential Question:** How might differentiated instruction transform teaching and learning?


 * Objective:** Students will use principles of differentiated instruction to create lessons that are more meaningful for students.


 * Assessment:** Students will define differentiation and identify 3 key principles pertaining to it.


 * Activity:**

1) Click on this link to download the PowerPoint: [|dare to diff 09.ppt] (Note: This ppt was designed for use in a face-to-face workshop. You can skip past the first 5 slides.)

2) After every 5 slides, turn to your group and say something (ask a question, discuss the meaning of a slide, make a comment, share an experience, state an opinion) (15 min.)

3) Write a one-sentence definition of differentiation under Topic 2 on your paper. (2 min.)

4) List 3 key principles of differentiation under Topic 2 on your paper. (3 min.)


 * TOPIC 3: STRATEGIES FOR DIFFERENTIATING INSTRUCTION**


 * Essential Question:** How might strategies for differentiating instruction support student learning?


 * Objective:** Students will incorporate strategies for differentiation into the lesson plans they are creating.


 * Assessment:** Students will identify 3 strategies for differentiation they would like to try.


 * Activity:**

1) Open this page: http://daretodifferentiate.wikispaces.com/

2) Look for the green word "Strategies" on the left-hand side of the page.

3) Open at least 3 of the links in new tabs. (5 min.)

4) Open at least 3 of the documents on each page and d iscuss how you might use these ideas in a Spanish class. (10 min.)

5) Identify 3 strategies you explored that you would like to try and write them under Topic 3 on your paper. (5 min.)


 * TOPIC 4: ELEMENTS OF EFFECTIVE INSTRUCTION**


 * Essential Question:** How does the brain process information and what implications does that have for improving teaching/learning?


 * Objective:** Students will assess the effectiveness of their planning based on information about how the brain (and teachers) learn.


 * Assessment:** Students will evaluate their professional growth so far based on information about effective teaching.


 * Activity:**

1) Work through this PowerPoint, one slide at a time: (5 min.)

2) Discuss the meaning of the slide that has pictures of blinds, a clipboard, a table, and a filing cabinet with your group. (5 min.)

3) Skim these pages, discussing any insights or "ahas" you have with your group: (5 min.)

[|Elements of Effective Instruction-BYU.doc]

[|Foreign Language 2.0.pdf]

[|Knowledge, Time, and Innovation]

4) Write at least 3 sentences evaluating your growth/progress as a teacher up to this point under Topic 4 on your paper. (5 min.)

Homework: []

=Final Exam=

- This is intended to provide you with a comprehensive review of the material we have covered in this course.

1) Sign up to be responsible for ONE section. 2) Type the section & your username here:

Assessmentuser:brettms

Contextualization, culture and realia user:sraluz

Definitions user:sarahnt user:jimip

Lesson Planning & Pacing user:profemoos

Learning Styles & Differentiation user:anateras i dont think that worked. heres the same thing again but as a jpg

National Standards 1322684136 Pedagogy user:eddingtona

Reading and Writing (Literacy) user:smegane1



Oral Proficiency Interview user:bmslloyd

Technology and Visual Cognition user:haf527

3) Summarize the answers for your section. 4) Represent your summary with a graphic organizer. 5) Bring a HARD COPY with you to class.


 * For Personal Study**

1) Answer the questions from the remaining sections orally. 2) Mark each question with the following code:

Checkmark = I totally know this ? = I have questions about this 3) Look up the answers to the questions you starred. 4) You do NOT need to write out your answers. 5) You do NOT need to turn this in.
 * = I need to study this

- For your convenience = =

=Getting to Know You= > > > ** La bienvenida ** > > **Orientación al curso** > > ** Propósitos del curso: ** > > > Español 378/380 y ScEd 476R - Tienen que tomarlas en secuencia. Si no van a hacer su "student teaching" hasta el próximo invierno, necesitan abandonar Spanish 380 porque queremos que hagan sus prácticas con el mismo profesor con quien van a hacer su "student teaching" > Las notas en esta clase - Tienen que sacar a lo menos 70% en las clases de Español 377 y 378 para seguir a "student teaching" > Las solicitudes para "student teaching" son para el 15 de enero > [|Tomar las huellas dactilares](inmediatamente si no lo han hecho) > > **Cómo funcionará cada clase** > > El wiki > > Span 378 Syllabus - > > Span 378 Progress Report - > > **Asignaciones para la próxima clase** > > 1) Course Information Survey > > 2) Technology Survey > > 3) [|True Colors Quiz] (submit results to Dr. Montgomery using this form) > > 4) Read the Span 378 Syllabus and come prepared to ask any questions you may have: > > 5) Read, sign, and return the orange permission form that was distributed in class. > > **Actividades** > > > [|378 Intro Ppt Websafe.ppt] > > Bell-ringers & Warm-ups > > Nametag/homework stamp sheet - Dana Swartz > > Spanish Start-ups - Brock Hampton > > Warm-up "Facilitator" Schedule - Srta. Vess > > Bell Work Strips - Mara Bliss > > Sign Language - To teach alphabet/numbers, to moderate classroom discussions
 * **Quehaceres**
 * Pasen la lista
 * Hagan etiquetas de identificación
 * Abrir sus mentes a muchas posibilidades para la enseñanza de lenguas extranjeras (ELEs)
 * Presentarles a recursos profesionales
 * Enseñarles las destrezas que necesitan para seguir su desarrollo profesional (TPCK)
 * Ayudarles a pensar y comunicarse con comunidades de profesionales una manera aceptable ("professional discourse communities")
 * Actividades para conocernos
 * Inside/Outside Circles (en líneas o en círculos)
 * Activity Sheet - [[file:Inside Outside Circles Getting Acquainted Activity 378.doc]]
 * ¿Cómo te llamas?
 * Me llamo --- y una cosa interesante de mí es que . ..
 * Activity Instructions for the Teacher - [[file:Inside Outside Circles-BYU.pdf]]
 * Puesta en común
 * ¿Te gustaron la actividad?
 * ¿Qué funcionó bien? ¿Qué no?
 * ¿Cómo manejó la profesora la clase?

=Getting Started= = = Pasen la lista Distribuyen papeles a los ausentes ABC Pronunciation Sheet ABC Rap (from Sing, Dance, Laugh, & Eat Tacos) ABC Video (child singing) Voy a comer song Alphabet with Attitudes Alphabet Dot-to-Dot Alphabet Spelling Partner Practice Numbers Grid Drawing

Hear/Say - Numbers

Hear/Say - Verbs (with pictures)

Hear/Say - Little Red Hen Story

ABC Riddle Worksheet

ABC Alphabetization Dot-to-Dot

Colors - Color by word picture

Cooperative Translation Activity - Greetings & Responses

Hear/Circle - Greetings & Responses

Pasaverbo

Sentence Diagramming - Weather

Coloring Worksheets - Animals w/ superlatives, classroom objects w/ sentences, numbers w/ math problems, family tree

Scavenger Hunt - Classroom objects, art

Cuadros y cuentos Colores y conversaciones Story Switches Comics & Conversation Conversation in the Classroom

=Gospel-based Lesson Planning= = = 1) Skim: [|To Learn & To Teach More Effectively] by Elder Scott.

2) Read the scriptures listed on this worksheet (they are hotlinked, so you can just click on them): 3) Explore the links that correspond to each section (I think you'll find them interesting).

4) Jot down notes for yourself in the boxes provided.

5) Come to class prepared to discuss in detail what you learned. =

= =Grammar=


 * Grammar Activities**

//**Commands**// Grammar + Patterns
 * 1) Put the verb in the //yo// form
 * 2) Drop the //O//
 * 3) Change the vowel to its opposite
 * 4) Add the rest of the ending
 * 1) **Conjugate --> habl**__an__**, hac**__en__
 * 2) **Change --> __habl__**//e//**n, __hac__**//a//**n**
 * 3) **Check with the yo form -->** __habl__**o,** __hag__**o (Do the stems match? If not, make them match!) -->** __habl__**en,** __hag__**an**
 * [[image:baflp/GoVerbs.jpg width="192" height="144" caption="GoVerbs.jpg"]] [[image:baflp/PreteritSuperY.jpg width="193" height="145" caption="PreteritSuperY.jpg"]]//(Note how much a little color can do to draw students' attention to patterns in the language!)//**Grammar from the Students' Perspective

[|Son Los Mandatos] - A student-made video regarding commands ([|Alternate TeacherTube link])


 * //Por v. para//**

[|La canción]

//La Araña Pequeñita -//Excellent for teaching preterit tense inductively in Spanish
 * //Preterit//**

//La casa que Juan construyó - House That Jack Built//


 * //From Grammar to Communication: Information Gap Activities//**
 * Paired activity with stick figures from //Díme//
 * Sentence Diagramming from //Bravo//

=Learning Styles=

See also: Differentiation

[|To Learn & To Teach More Effectively] by Elder Scott




 * [|True Colors Quiz]
 * True Colors Reporting Form
 * //True Colors//Interpretations:
 * [|Jennifer Niskanen's True Colors Pages]
 * [|True Colors Reveals a Rainbow of Student Behaviors]
 * [|True Communication with True Colors]

=Lesson Planning=

//**OBJECTIVE FOR TODAY: Students will create a well-scaffolded, culturally-grounded, interdisciplinary lesson plan from a template using principles of thematic planning.**//

What goes into a lesson plan? Class brainstorm

How can we plan lessons efficiently? 5 Ts Template

Why do lessons often break down? Lesson Planning Manipulatives

What are some tools we can use to improve our planning? [|http://www.learningscore.com]

Planeficar del libro de texto

** 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:** Writing Objectives

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 2:** 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 3:** Pedagogical Implications of How the Brain Learns (PowerPoint slides) **Activity 4:** Elements of Effective Instruction (Handout) **Activity 5:** Lesson Planning Templates (Handouts)


 * Today's Objective:** Students will evaluate textbook activities, select the most productive, and incorporate them into a meaningful lesson plan for a __middle school__ Spanish 3 class.

1) Read this quote: “I’m not an instructor. I do more than just give instructions. I’m a teacher!” 2) Note 3 things that come to your mind. (Square A) 3) Find a partner. 4) Write a statement for, or against, each other’s observations. (Square A) 5) Discuss how this relates to the //Elements of Effective Instruction//. (We will also discuss these in class next time.)
 * Activity A: Conceptual Warm-up**

1) **Download** the PowerPoint. 2) **View** each slide with a partner. 3) After each slide, **share a thought** with your partner. 4) When finished, identify one **question** you still have. (Square B) 5) Find another group; **exchange questions & answers**.
 * Activity B: PowerPoint in Pairs**

1) Get your “hand” assignment out. 2) Identify the **least developed** part. (Square C) 3) Form **groups** of 3 or 4. 4) **Share** the least developed part with the group. 5) Ask for **suggestions & take notes**. (Square C)
 * Activity C: Helping Hands [[file:5Ts of Lesson Planning.doc]]**

1) **Find** a partner. 2) **Choose** the //Realidades 3// chapter you want to plan together. (Square D) 3) **Agree** on 5 activities you think are productive. (Square D - Write their numbers) 4) **Order** the activities from most to least productive. (Square D) 5) **Explain** the reasoning for your order to another group.
 * Activity D: Evaluation Experiment**

1) Look at the textbook activity you ranked as least productive. 2) Brainstorm ideas for incorporating it into a lesson. (Gold Lesson Plan Graphic Organizer) 3) Use the “hand” template to help you develop your lesson.
 * Activity E: Productive Planning**


 * Homework:**

1) Choose one: a) Develop a reading guide for this article: [] b) Develop a viewing guide for this 20-minute video: []

2) Continue working on your FLTEACH assignment.

3) Decide if you are going to ACTFL (Nov. 17-19, 2011). Sign your name here if you are.

This search engine will help you find inexpensive airline tickets: http://www.kayak.com You can browse the convention program here: [] You can register for the conference here: [] You can book your housing for the conference here: []

The assignment (which is due at the beginning of class on Thursday) is as follows:

1) **Brainstorm** topics typical of a Spanish 1 textbook. 2) **Trace** your hand on a sheet of paper. 3) **Write** each of the following items on the appropriate fingers of the hand.


 * **TOPIC:** Choose one topic from your brainstorm list.
 * **TEXT:** Locate 3 culturally authentic “texts” for the topic.
 * **TASK:** Determine a task students can do with the texts.
 * **TALK:** Add talking into your task.
 * **TECHNIQUES, TEMPLATES, & TECH:** Decide which tools can scaffold students’ work.

Here are links to the resources we discussed today that will help you.

http://languagelinks2006.wikispaces.com/
 * Language Links Wiki (Navigation is in the gray bar on the left-hand side of the page)**

http://languagelinks2006.wikispaces.com/Spanish
 * Spanish-specific Materials**

http://languagelinks2006.wikispaces.com/Spanish+-+Grammar-related+Activities
 * Grammar-related Materials**

http://languagelinks2006.wikispaces.com/Vocabulary-related+Activities
 * Vocabulary-related Materials**

http://cultureconnection.wikispaces.com/
 * Cultural Resources**

Your final, theme-based lesson plan will be due on the day of the final exam (Tuesday, 11 a.m.)

1) Choose a Spanish 1 textbook topic. 2) Develop a thematic lesson on that topic. 3) Brainstorm using this 5Ts template: 4) Bring a hard copy of your lesson plan to class:


 * Assignment A:**

1) Gather culturally authentic materials for your chapter. 2) Bring them to class. 3) Put your name next to the chapter you are working on below:

Chapter 1 - Natural Environment & Personal Accomplishments user:sarahntbmslloyduser:bmslloyd Chapter 2 - Self-expression Through the Arts user:haf527 Chapter 3 - Health, Nutrition, & Exercise user:brettms user:jimip Chapter 4 - Interpersonal Relationshipsuser:Hollilg Chapter 5 - Work & Community Serviceuser:profemoos Chapter 6 - The Future user:sraluz Chapter 7 - Ancient Civilizations, Myths, & Legends user:smegane1 Chapter 8 - Exploration & Cultural Fusion Chapter 9 - Environmental Protection Chapter 10 - Rights & Responsibilities user:eddingtona Liliana Garcia


 * Assignment B:**

1) Revise your lesson plan. 2) Use this revised template: 3) Bring a hard copy to class.

** 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.

**ACTIVITY 6: 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.

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 7: 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 8: 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.
 * Prepare to explain the pedagogical reasoning behind the pacing of your lesson.

**ACTIVITY 9: Debriefing**


 * What did Activity 3 teach you about:
 * Planning?
 * Pacing?
 * Giving instructions?
 * Debriefing?
 * Layering?
 * Progressively building proficiency?

**ACTIVITY 10: Giving Instructions & Scaffolding**


 * Giving Instructions
 * Scaffolding

media type="custom" key="6985053"

**ACTIVITY 11: Learning Centers **

**ACTIVITY 12: Closure** (Get blank sheets of paper and the model from Dra. M. and turn on the Elmo projector)


 * Trace your hand on a piece of paper
 * Choose a finger
 * Read the question on that finger of the model
 * One "aha" I had during class today that I don't want to forget . ..
 * What I learned about planning and pacing today . ..
 * What I learned about pedagogy today . ..
 * One thing I understand now that I didn't before . ..
 * One question I still have . ..
 * Write a short phrase on your finger to answer the question
 * Your hand is your ticket out.
 * Turn in your lesson plan webs in a separate pile on your way out.


 * ACTIVITY 13:** 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 14: Thematic Planning** (Get colored sheets and magnets from Dra. M.)


 * Get out //La Peinata Colorada: A Thematic Unit.//
 * This is the model for your Teacher Work Sample, so look it over **CAREFULLY!**
 * ** [|Sony's Super Dooper Music Looper] **
 * ** Thematic Planning Resources **


 * ACTIVITY 15: Round Robin Feedback on Homework** (Materials: Get 13 magnets and 13 whiteboard markers from Dra. M.)
 * Post your lesson webs on the whiteboards (with magnets) [[file:Cultural Text Brainstorming Web.doc]][[file:Cultural Text Lesson Plan Web.doc]]
 * Make a +/- chart on the whiteboard under your web.
 * When you are done, face the class, then trade places with someone else doing the same.
 * Read the new graphic organizer and add a comment to each column
 * Repeat the process until the teacher calls time
 * Fly your way back to your seats while cawing like crows


 * ACTIVITY 10: Class Discussion of Lesson Planning Homework**
 * Individual Reflection - Discuss with a partner
 * According to your peers, what "worked" about your lesson plan?
 * What will you change based on the feedback you obtained from your peers?
 * Group Discussion
 * Has the process of working with different kinds of templates changed your understanding of lesson planning? If so, how?
 * Brainstorming Web: Figure out potential activities based on targeted grammar and vocabulary
 * Lesson Plan Web: Prioritize and organize activities based on lesson objectives; ensure that all critical components of a solid lesson are included
 * Activity Plan Scaffolding Template: Sequence activities
 * Lesson Planning Manipulatives: Determine how much time to allot to each activity
 * What questions do you still have about lesson planning?

=Literacy=

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

//**Students will create interpretive activities that support the development of students' proficiency in Spanish.**//


 * ACTIVITY 1: Inside/Outside Circles re: Interpretive Communication** (Based on this page and Topical Listing of Children's Books)


 * ACTIVITY 2: Pre-reading, During Reading, Post-reading**
 * Discussion of [|Inanimate Alice] in conjunction with handout - What makes this comprehensible?
 * Estrategías para hacer lecturas profesionales


 * ACTIVITY 3: Teaching Demos**


 * Teaching Demos:**

//**Carlos y la calabaza**// (Story switches)


 * //**El secreto en la caja de fósforos**//
 * Brainstorming dragon-related words with overhead
 * Describe & Draw (with ppt)
 * If a dragon were to come to BYU . . . (whole class brainstorms with sentence strips)
 * Tone carries meaning[[file:Que quiere decir (tono).doc]][[file:Techniques for Successful Storytelling.doc]]
 * Find a partner.
 * Decide who is A and who is B.
 * Take turns reading the worksheet aloud.
 * Partner A returns the worksheet. Partner B picks up a book for each partner.
 * Paired reading with books
 * Grammar worksheet
 * Actividades de pre-lectura
 * //**La hora de acostarse de Francisca**//
 * Brainstorm with a partner
 * Shout out reasons to the class (with overhead)
 * Read the Spanish version of **//[|Papá]//**
 * Predict (what things will happen in the book, based on a checklist)
 * I have/who has
 * Actividades de lectura
 * //**Oye al desierto/Listen to the Desert**//
 * **//[|Chumba, la cachumba]//** **//(Choral, participatory reading)//**
 * Teach chorus
 * Distribute sentence strips
 * Model first page of the story (and act out)
 * Turn clock over to a student to play "teacher"
 * Popcorn the story
 * Chant the chorus at the end of each page
 * Watch [|video] (brainstorm what students could do during this pass through the text)
 * **//Corduroy (Audio)//**
 * **Part 1:**
 * Find out what the words mean
 * Write 2 sentences about the pictures
 * Use all the words on the word list
 * Partner A turns in the worksheet. Partner B gets 2 sentence strips.
 * **Part 2:**
 * Each partner records their sentence on the computer
 * Sit down
 * Listen to the story
 * **//La gallinita roja//** **//(Hear/Say)//**
 * Find a partner.
 * Decide who is A and who is B.
 * Partner A gets a yellow worksheet. Partner B gets a green worksheet
 * Partner A starts (with the star).
 * Partner B listens, then responds as written
 * **//Froggy se viste//**
 * Paso 1:
 * Look at the pictures
 * Stand in front of a picture
 * Draw a speech bubble
 * In Spanish, write what the character is saying.
 * Go stand by your desk.
 * Paso 2: Act out what the teacher says.
 * Paso 3:
 * Find a partner with your eyes, then put your head down
 * Decide who is A and who is B.
 * A gets a book. B gets paper dolls.
 * Partner A reads a page.
 * Partner B dresses their frog correctly
 * //**Día que la boa de Jimmy comió la ropa (Watch video)**//
 * TFind a partner.
 * Choose 3 unrelated pictures
 * Write a 3-sentence story that connects the pictures (with your partner).
 * Tell your story to another group.
 * Watch video (discuss what makes the video comprehensible)
 * Order pictures to retell text/?s
 * Songs
 * **//El canto de las palomas//**
 * Get a sentence strip, piece of paper, and crayon
 * Read your sentence
 * Illustrate the sentence on the paper
 * Post your paper on the board
 * **//La casa que Juan construyó - House That Jack Built//**
 * **//Salta, ranita, salta//**
 * **//Story Switches//**
 * Find a partner.
 * Decide who is A and who is B.
 * Partner A gets a yellow worksheet. Partner B gets a green worksheet
 * Read the story on your worksheet.
 * Give your worksheet to the teacher.
 * Tell your partner the story on your worksheet in Spanish
 * (Quiz)
 * **//Wordless Books//**
 * //El platillo volante//
 * //Carlos y la calabaza//
 * **//Si le das una galletita//** **//(Identify and sequence pictures)//**
 * Clear your desk.
 * Get an envelope.
 * Spread the pictures on your desk.
 * Listen to the story.
 * Find the picture that matches what you hear.
 * Make a circle out of your pictures.
 * Find a partner.
 * Use the formula to retell the story to a partner (focus on form)
 * **//Adivina cuánto te quiero//**
 * **//Siete ratones ciegos//**
 * **//Pequeño Nicolás (Video)//**
 * **//El principito (Video)//**
 * **//[|Mi primer libro de dichos]//**
 * //Don Quijote//
 * [|Juan Bobo]
 * //[|El Principito]//

- Bring books, students try it Topical Listing of Children's Books
 * Topical Listing of Children's Books


 * Homework:**

1) Find a children's story to supplement your textbook chapter. 2) The story should be culturally authentic. 3) The story can be a children's book, online, or in video format. 4) Bring the story (or a link to it) with you to class on Tuesday.

1) REFLECT on Tuesday's class in the [|10-18-2011 discussion forum].


 * What did you learn today that was valuable to you?
 * Did you make connections between this and other personal experiences or things you've read?
 * Do you have any questions?

2) SKIM Topical Listing of Children's Books in Spanish just to see what is there. Note the Table of Contents on the right.

3) READ Handouts/Links #1-5 on the Story-based Instruction Page of this wiki. 4) EXPLORE at least 3 of the online story collections from this page. Keep an eye out for stories you could use as part of the unit you are developing.

5) READ through the pre-reading ideas on this page, and SKIM the during reading ideas, and post-reading ideas on these pages and come prepared to ask any questions you have.

6) READ this page, LOOK at the worksheet at the bottom of the page to see how the teacher might engage students with the story, then CLICK through the presentation to see how the teacher uses images to make the oral part of the story comprehensible.

7) READ the reading guide, then ANSWER the questions on it:

=**National Standards**=


 * **Introducción a los estándardes nacionales [[file:Standards Span 477Websafe.ppt]]**
 * **Comunicación**
 * [[file:Cuadros y cuentos.doc]]
 * [[file:Colores y conversaciones.doc]]
 * [[file:Cuadro de colores y conversaciones.doc]]
 * [|Weather Information Gap Activity]
 * **Cultura**
 * **Productos y perspectivas - Examinar el dinero**
 * **Prácticas y perspectivas - Circunlocución cultural [[file:Circunlocución cultural Span 477.doc]]**
 * **Conexiones**
 * [[file:Peanut Farmers Simulation.doc]]
 * **Comparaciones**
 * [[file:The Scoop on School-BYU.doc]]
 * **Comunidades**
 * **[|Politics of Art]**

Piensen en ...


 * 1) Contenido**
 * Gramática
 * Vocabulario
 * Cultura
 * Destrezas comunicativas

2) Pedagogía
 * Instrucciones
 * Proceso
 * Problemas

3) La cultura

= = Prueba sobre los Estándardes Nacionales
 * 1) **List the 5 Cs.**
 * 2) **Why are the 5 Cs important (i.e., how are they a shift from what has traditionally been done in the profession)?**
 * 3) **How did reading the classroom scenarios influence your understanding of the 5 Cs?**
 * 4) **Did you experience any "ahas" as a result of reading the Executive Summary of the National Standards for Foreign Language Learning?**
 * 5) **Are there any questions I should have asked that I didn't?**


 * Homework:**

1) Read the [|National Standards for Foreign Language Learning (Executive Summary)] and the [|ACTFL Oral Proficiency Guidelines]

2) Complete the study guide:


 * 3) Read: Chapter 3 of Curtain & Dahlberg. (OPTIONAL reading guide: [[file:Reading Guide for Curtain Dahlberg Ch 3 Rev.doc]])**

1) **Read:** Ch. 9 from Curtain & Dahlberg OR Ch. 11 from Taylor & Bateman.
 * 4)**

=**Orientation Info.**=
 * La organización del curso**
 * **Orientación al curso**
 * **Los procesos de la clase**
 * **Green Checklist for Spanish Teaching Majors [[file:secondary-edu-checklist-Spanish Teaching.pdf]]**
 * **Español 378/380 y ScEd 476R - Tienen que tomarlas en secuencia. Si no van a hacer su "student teaching" hasta el próximo otoño, necesitan abandonar Spanish 380 porque queremos que hagan sus prácticas con el mismo profesor con quien van a hacer su "student teaching"**
 * **Las notas en esta clase - Tienen que sacar a lo menos 70% en las clases de Español 377 y Español 377 y 378 para seguir a "student teaching"**
 * **[|Tomar las huellas dactilares]**
 * [|Student Teaching Applications]
 * **Consent Form for Student Work (la hoja anaranjada) [[file:Span 378 Course Photo Video Permission Form.doc]]**
 * **Lista personal de contraseñas (La hoja verde) [[file:Personal Password List 2010.doc]]**
 * **[|Proyecto de Twitter][[file:Twitter Project Addendum 378.doc]]**
 * **El wiki**
 * **El temario**
 * **Span 378 Schedule -[[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://languagelinks2006.wikispaces.com/file/view/Temario+Span+378+Fall+2009.doc"]] [|Temario Span 378 Fall 2009.doc] - Use this progress report to keep track of the assignments you have submitted and the schedule to keep track of due dates**
 * **Span 378 Syllabus**
 * **Span 380 Syllabus**

=**Professionalism**=

//OBJECTIVES FOR TODAY://

//Students will identify the products, practices, and perspectives associated with professionalism in world language education.//

> **(Materials: Get talking chips & graphic organizer from Dra. M.)**
 * **Discussion of professional organizations and distribution of packets from ACTFL**
 * **National: American Council on the Teaching of Foreign Languages (ACTFL)**
 * **Large conference**
 * **Members from all over the world**
 * **2 professional journals as part of membership**
 * **//The Language Educator (for practitioners)//**
 * **//FLAnnals (more research oriented)//**
 * **Access to job board online**
 * **Regional: (offer conferences, some have journals)**
 * **Southwest Council on the Teaching of Foreign Languages (SWCOLT)**
 * **Central States Conference (CSC) - Central States Conference Reports**
 * **Northeast Conference on the Teaching of Foreign Languages (NECTFL) - Excellent journal: //NECTFL Review//**
 * **Southern Conference on the Teaching of Foreign Languages (SCOLT)**
 * **State: Utah Foreign Language Association (UFLA)**
 * **Language-specific Organizations: American Association of Teachers of Spanish & Portuguese - Administers National Spanish Exam**
 * **BRIEF discussion of UFLA assignment [[file:Professional Conference Assignment-BYU.pdf]]**
 * **Structure of a Program from a Professional Conference**
 * **How to select sessions**
 * **Simulation: Professional conversations with strangers (social networking)**
 * **Discussion of carpooling**
 * **Student marshalls report to the Registration Desk for assignments when you arrive**
 * **You must print the worksheet at the end of the above assignment sheet, take notes on it during the conference, and turn it in to Dra. M.**
 * ACTIVITY 1: Debriefing/Sharing from UFLA Conference(& Turn in Written Assignment) **- (20 minutes)**
 * **Use the notes you took during UFLA to help you discuss what you learned from the conference with the rest of the class:[[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="http://languagelinks2006.wikispaces.com/file/view/Professional+Conference+Assignment-BYU.pdf"]] [|Professional Conference Assignment-BYU.pdf]**

> a) Print the last page of this document: > b) Fill out the page while you are at the conference. > c) Bring a hard copy of the page to class. > 2) i couldn't think of another place to share this with you. But this is what I learned from UFLA > cellphones Liliana G
 * **Consider the following topics:**
 * Exhibit Hall
 * Exhibitors' Sessions
 * Keynote Speaker
 * Professionalism
 * Teaching Tips & Techniques
 * World Language Teachers
 * **When you ask a question or make a comment, "pay" with a talking chip.**
 * **When you are out of chips, you can no longer talk.**
 * **Jot down the key things you want to remember from the class discussion on this debriefing sheet: [[file:UFLA Conference Debrief Sheet.doc]]**
 * 1) Attend UFLA.


 * Homework A:** Read the handout, then write 1 objective for your chapter.

Students will (communicative function) about (cultural context/vocabulary topic) using (grammatical structure) in (performance parameters).
 * Topic:** Writing Objectives
 * Text:** Handout [[file:Writing Objectives 2011-BYU.doc]]
 * Task:** Write 1 objective for one lesson in your chapter
 * Talk:** Come prepared to brainstorm possible assessments you might use to gather evidence about whether or not students have mastered your objectives
 * Template:** Use the formula below and the yellow sheet I distributed in class to help you.

3) Decide if you are going to ACTFL (Nov. 17-19, 2011). Sign your name here if you are.

This search engine will help you find inexpensive airline tickets: [|http://www.kayak.com] You can browse the convention program here: [] You can register for the conference here: [] (Book by October 12 for the most inexpensive price - $85) You can book your housing for the conference here: []

=**Substitute**=

1) Write your name in the corner of a full sheet of paper. 2) Divide the paper into 4 boxes. 3) Label the upper, left-hand corner of each square (A, B, C, or D). 4) Do each activity today in the appropriate box. 5) Turn in the paper at the end of class.
 * Announce:** Information on yellow flyer--distribute small blue flyers to any interested students
 * Distribute:** ACTFL Packets (1 per student)
 * Prepare:**

= =

=**Technology**=

ACTIVIDAD 1: El laboratorio de computadores


 * [|Conversación acerca de la tecnología]
 * **Desarrollar destrezas les dará acceso a muchas oportunidades, suministros, etc.**
 * **Necesitan estas destrezas para prepararles a estudiantes alfabetizados**
 * **//[|Be Safe @ BYU]//**
 * **[|Navegar en pestañas]**


 * Copyright **(see section above)**
 * Los marcadores sociales: **//[|Delicious]// and [|Diigo]**

Search [|Search BYU Taller 2011.pdf] [|Delicious] [|Diigo] [|Personal Password List 2010 Spanish.doc] [|Personal Password List 2011 Categorized.doc]
 * El desarrollo de destrezas básicas

= =
 * **la acentuación y los atajos (Windows, Mac ) [[file:FL Search Tips & Tricks-BYU.doc]]**
 * **los encabezados y los pies de página**
 * **las formas e imágenes en //MSWord//**
 * **agrupar y redactar imágenes - [|Picnik]**
 * **practicar en sus páginas personales del wiki**
 * **Página personal del wiki: LanguageLinks2006**
 * Como hacerlo:
 * Añadan texto
 * Firmen sus redacciones
 * Añaden un enlace
 * Añaden un documento
 * Añaden una imagen -
 * Los foros de conversación -
 * Reflexiones de la Dra. M.
 * [|Tech Terms]
 * ¿Qué pensaron del la asignación?
 * ¿Funcionaron bien las imagenes como "scaffolding?"
 * Para ver otros usos para sus páginas, visiten: http://languagelinks2006.wikispaces.com/Sandbox-El


 * **[|A Quick Guide to Annotating Using Diigo]**
 * FLTEACH
 * [|Google Reader] (RSS)
 * Busquen mensajes de estas personas en los archivos para encontrar ideas interesantes:
 * Bethanie Carlson
 * Bill Heller
 * Bob Pontiero o Jean LeLoup (los organizadores)
 * Carol Stacy (CRS)
 * Cindy Kendall
 * Claudette Moran
 * Ellen Schraeger
 * Helena Curtain
 * Irene Moon*
 * Marge Mandl
 * Marilyn Barrueta
 * Mary Young*
 * Nilsa Sotomayer
 * Pam Kaatz
 * Pat Barrett
 * Pat Seaver
 * Richard Ladd
 * [|Playlist.com] v. [|Pandora]

Technology Survey

=media type="youtube" key="NLlGopyXT_g" height="315" width="420"=

media type="youtube" key="AARs00nrW7I" height="315" width="420"

media type="youtube" key="NeJPBuBEJ50" height="315" width="420"

media type="youtube" key="RxHb5QVD7fo" height="315" width="420"


 * [|U.S. teen brings school to Cambodia - Giving- msnbc.com] - Teen raised $52,000 and partnered with world bank, etc.


 * [|Students 2.0] - Geographically distributed, international team of teen bloggers who launched the blog to engage adults in conversations about technology in education


 * [|Twenty Five Days to Make a Difference] - Blog by a 10-year-old girl that focuses on her efforts to make a difference in the world. Dec. 1, 2007 post - she began by shoveling snow and putting salt down so people wouldn't slip and is now into charity & activism. (Read from the bottom up to see the growth in her literacy skills)


 * [|Tech Trends 2011]


 * Homework:**

1) Be sure you have completed all of the assigned tasks on your personal page of the wiki

2) Wiki Assignment

a) Choose a Conceptual or Vocabulary Topic from the Culture Connection wiki that also appears in //Realidades 3//. b) Locate high quality, culturally authentic resources about that topic. c) Use at least 3 different types of media. d) Post the resources here.

3) Copyright Assignment

a) Watch the first 3 minutes of the video on this page: http://cultureconnection.wikispaces.com/Copyright b) Answer the questions on the Copyright Questionnaire (you will not turn this in) c) Skim the Copyright Guidelines in this chart: [] d) Use these links to find copyright safe materials for your wiki assignment:


 * Images: http://cultureconnection.wikispaces.com/Copyright#Images
 * Multimedia: http://cultureconnection.wikispaces.com/Copyright#Multimedia (Audio & Video)
 * Text: http://cultureconnection.wikispaces.com/Copyright#Text


 * 4) Explore:** []

5) **Explore:** [|18 Free Ways to Download Any Video Off the Internet]


 * 6) (Optional) Explore:** http://mlc2006.wikispaces.com/Music


 * //Guiding Questions://**


 * How are trends in the development, availability, and use of emerging technologies impacting the ways in which students work, play, live, and learn?
 * What implications do trends in the use of emerging technologies have for what teachers need to do to prepare their students to thrive in 21st Century communities?
 * How are world language educators currently using emerging technologies to facilitate teaching and learning?
 * How can world language teachers design learning environments and experiences that will systematically develop students' skills with multiple literacies?

a) Choose an article:
 * 1) Pedagogical Thoughts on Literacy & 21st Century Learning**


 * Boss, Suzie, & Krauss, Jane. (2007, August). [|Power of the mashup: Combining essential learning with new technology tools]. //Learning & Leading with Technology.// Retrieved Sept. 17, 2008, from [] (Great for History & Social Studies majors, focuses on principles but uses tools as examples)


 * Dieu, Barbara, & Stevens, Vance. (2007, June). [|Pedagogical affordances of syndication, aggregation, and mash-up of content on the web]. //TESL-EJ, 11//(1), 1-15. Retrieved March 1, 2008, from [|http://tesl-ej.org/ej41/int.html] (Provides an overview of tools one might use in an ESL/FL classroom)


 * Escamilla, K. (1999). [|Teaching literacy in Spanish]. In R. DeVillar & J. Tinajero (eds.). (2000). //The Power of Two Languages//. New York: McMillan/McGraw-Hill, 126-141. Retrieved July 23, 2009, from[] (Good for anyone interested in immersion)


 * Henry, Jeff, & Meadows, Jeff. (2008, Winter). [|An absolutely riveting online course: Nine principles for excellence in web-based teaching]. //Canadian Journal of Learning & Technology, 34//(1). Retrieved July 27, 2009, from [] (Focuses on principles, not tools)
 * McBride, Melanie. (2009, July 3). [|The hidden curriculum of 21st century learning]. //MelanieMcbride.net//. Retrieved September 14, 2009, from [] (This article focuses on key concepts related to curriculum and literacy in a 21st Century world - greens, English majors, and History/Social Studies majors will probably enjoy this one)

b) Skim the article. c) Ask yourself: What does this teach me about 21st Century Literacy & Learning? d) Share 3 key principles using **ONE** of these tools: e) Bring the link to class


 * 2) Doctrinal Thoughts on 21st Century Tools**

a) Skim BOTH articles: b) Complete this note-taking sheet: c) Come prepared to share one "sound bite" (i.e., your favorite quote) from each reading.
 * [|Using New Media to Support the Work of the Church] by Elder Ballard (Abbreviated version: [|Sharing the Gospel Using the Internet])
 * [|Things as They Really Are] by Elder Bednar


 * 3) Principles of 21st Century Literacy & Learning in Action **

a) Choose 3 links. b) Explore each one. c) Ask yourself: What does this teach me about 21st Century Literacy & Learning?


 * [|Be Safe @ BYU]
 * [|Inanimate Alice]
 * [|Go2Web2.0 Directory] (Explore at least 3 sites that are NEW to you if you choose this one.)
 * [|Map of Future Forces Affecting Education] (Click "Go to the Map" then click and drag to play with this one)
 * [|100 Best YouTube Videos for Teachers] (Be sure to look at the videos on Language and Art. You may also enjoy the videos on Teaching and Technology.)
 * [|Project Tomorrow] (Skim the charts and tables in either the Educator or Parent/Student reports from //Project Speak-up//)
 * media type="youtube" key="6ILQrUrEWe8" height="315" width="560"
 * media type="youtube" key="QzZyUaQvpdc" height="315" width="560"
 * media type="youtube" key="6gmP4nk0EOE" height="315" width="420"Wesch, Michael. (2007). Web 2.0… the machine is us/ing us. //YouTube//. Retrieved May, 2007, from [] In Spanish: []


 * [|Where 2.0] - Mapa del web 2.0 (in Spanish)


 * Assignment C:**

1) Sign up for [|Hootcourse] 2) Post one comment/question about today's class.


 * Assignment D: (Optional)**

People you may wish to follow on Twitter: (I'll add more to the list later this weekend)

ACTFL (actfl) Alec Couros (courosa) Barbara Lindsey (lindseybp) Cindy Kendall (ckendall) Delvin Lynn Fulton (dlfulton) Janet Glass (JanetLGlass) - ACTFL Teacher of the Year (elementary) Janna Chiang (jannachiang) - Chinese teacher who tweets good tech links Paulino Brener (paulinobrener) SWCOLT2012 (Updates on the conference) TEDTalks (tedtalks) - Newsfeed for TED Talks Thomas Sauer (tmsaue1) Toni Theisen (tonitheisen) - ACTFL Teacher of the Year (HS French) Zachary Jones (ZJonesSpanish)

=Textbook Evaluation=

= =
 * [|Glencoe-McGraw Hill]**


 * Glencoe is the secondary arm of McGraw Hill Publishers
 * Buy classroom set = get all the ancillary (supplemental) materials for free
 * //Teacher Works Plus// - Digital Teacher Edition & Lesson Planner on the CD
 * //Así se dice// (formerly //Buen viaje//)
 * Audio CDs
 * Exam View - Testmaker (pre-made questions that you can edit)
 * PowerPoints for teachers
 * Find out who your textbook representative is and ask for the resources for the book you have adopted - Which means you should spend time in the exhibit hall at UFLA and develop relationships with the publishers!
 * Adoption Cycles
 * State-wide in many cases
 * Approximately 10-year cycle
 * Some adoptions occur at the district level, others at the school level (Davis - adoption cycle; Jordan - site by site)
 * It is worth your time to serve on the adoption committee - you get free copies of all the resources
 * Book will be several years older (in terms of content) than the copyright it shows
 * Whatever number it starts with is the printing of the book - don't take a 1st edition printing because it is likely that there will be errors in it
 * Let the publisher know about binding issues
 * Once you begin student teaching, contact the publisher and ask for your own teacher's edition
 * Typical student edition costs around $70 per book per student


 * Conversación acerca de lo que aprendimos de la presentación
 * Se puede ser un profesor muy perezoso
 * Razones que los profesores no compran un ELMO y un libro de texto y nada más
 * ¿Hay asuntos con los derechos del autor si usas recursos de varios libros de texto?
 * ¿Es buena idea enseñar de libros de texto cuando ya tienen diez años?
 * ¿Se puede adaptar los libros de texto?
 * Conversación acerca del proceso del desarrollo de un libro de texto y los problemas que resultan cuando hay muchas personas que trabajan en distintos elementos del libro y sus recursos
 * Seleccionar libros de texto
 * Propósito del alcance y secuencia en un libro de texto (articulación vertical y horizontal)
 * Consideraciones en el desarrollo de un "scope & sequence"
 * Como desarrollar un "scope & sequence"

=Thematic Planning=


 * //Students will create a well-scaffolded, culturally-grounded, interdisciplinary lesson plan from a template using principles of thematic planning.//**

Thematic Planning Agenda


 * [|Knowledge, Time, and Innovation]




 * ACTIVITY 1: Chunking**


 * **Distribuir libros de texto**
 * **Orientar a los estudiantes al texto - posibilidades incluyen explorarlo en parejas o una búsqueda**
 * **Planificar una lección**
 * **Cómo el cerebro procesa la información y los elementos esenciales de una lección**
 * [[file:Chunking Span 477.ppt]]
 * [[file:Data to Expertise Intro.ppt]]
 * [[file:Data to Expertise Part 1.ppt]]
 * [[file:Data to Expertise Part 2.ppt]]
 * 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.
 * 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?
 * Could you teach from these lesson plans if they were handed to you 5 minutes before class? Why/why not? What does your answer teach you about lesson planning?

(Get colored sheets and magnets from Dra. M.)
 * ACTIVITY 3: Thematic Planning - **(15 minutes)
 * Get out //La Peinata Colorada: A Thematic Unit.//
 * You were supposed to 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?
 * Could you teach from these lesson plans if they were handed to you 5 minutes before class? Why/why not? What does your answer teach you about lesson planning?
 * Find a partner (How could you quickly pair students in a way that helps them practice their language?)
 * Each group needs one worksheet (Characteristics, Content & Structure, Reasons & Purposes, Advantages/Disadvantages)
 * [[file:Thematic Planning - Advantages & Disadvantages.doc]]
 * [[file:Thematic Planning - Characteristics.doc]]
 * [[file:Thematic Planning - Content & Stucture.doc]]
 * [[file:Thematic Planning - Reasons & Purposes.doc]]
 * Answer the question on your worksheet.
 * Pass your worksheet to the next group and get a new one

ACTIVITY 4: Think Aloud of Teacher Work Sample Unit Based on a Textbook - Dra. M. (20 minutes) (Use the Elmo)
 * Targeted Grammar:
 * Targeted Vocabulary:
 * Chapter Objectives:
 * How could students use these elements as tools for **COMMUNICATION**?
 * UT FL Standards, UT Spanish Curriculum Map, UT FL Teacher Observations
 * **Contextualization (the Cultures, Connections, & Communities Standards)**




 * Context: Farming
 * Social Issue: Migrant Workers
 * Cultural "Text": //El canto de las palomas//, //El camino de Amelia, Don Radio, Amigos del otro lado//
 * Unit Brainstorming Web:
 * **Project-based Assessments:**
 * Standards-based Unit Lesson Plan Web:
 * Do the major activities "add up" to the primary unit objective?
 * Do the major activities prepare students to complete the final assessment?
 * Does the lessons prepare students to produce a creative product with the language they have learned?

Another Example: (War photos)
 * La guerra civil (Art, history - Español II - Unidad temática)
 * //Examples//
 * //[|Resumen de la Guerra Civil Española] - 2:02 video acerca del tema, narrado por hispanohablantes//
 * //[|They Still Draw Pictures] - Dibujos hechos por niños de las escuelas de España y Francia durante la Guerra Civil Española - Podemos usarlas para ayudarles a los alumnos pensar en como afecta la guerra a la vida diaria de los niños//
 * //[|Barcelona]//
 * //[|Madrid]//
 * //[|Albacete]//
 * //[|Valencia]//
 * //[|The Visual Front] - Carteles de la Guerra Civil Española - Podemos comparar los mensajes de los varios gobiernos con las experiencias de los niños. Podemos explorar preguntas acerca de cómo los gobiernos usan las imagenes para comunicarse con la gente//
 * //[|Encontrarte] - Colección de carteles de la era republicana de España//
 * //[|A Spanish Civil War Photo Essay] - Fotos de las personas y política de la Guerra Civil Española//
 * //[|Estampas de la Guerra Civil en Sevilla] - Fotos//
 * //[|Himnos y canciones de la Guerra Civil]//
 * //[|Picasso's Guernica] - 1:30 video que describe Guernica narrado por hispanohablantes (un hombre y una mujer)//
 * //[|A 3D Exploration of Picasso's Guernica] - Película con texto en inglés//
 * //[|Kids' Guernica - Proyecto para la paz] - Los niños de varios paises hacen obras sobre lienzos del mismo tamaño como la Guernica de Picasso//
 * //[|A las brigadas internacionales (Alberti)] - Poema por Rafael Alberti//
 * Arte
 * Una historia de artistas famosos (Art, Español 1 - Ppt)
 * [|Eungenio Salvador Dalí] (Art, music - Español IV/V - Canción) [[file:Eungenio Salvador Dalí Rev.doc]]
 * El Principito (la niñez, el pretérito v. el imperfecto) - Ilustración de como añadir contexto puede aumentar el interés y mejorar la comprensión de los estudiantes
 * //[|Baobab trees damaged by elephants]//
 * //[|Elephant stripping bark from a baobab tree]//

(Get the yellow and green role play scenarios from Dra. M.)
 * ACTIVITY 5: Mentoring Role Plays - ** (10 minutes)
 * **Find a partner.**
 * **Decide who is Green and who is Yellow.**
 * **Read the green or yellow paper to yourself.**
 * [[file:Thematic Planning Role Play - Advantages & Disadvantages.doc]]
 * [[file:Thematic Planning Role Play - Characteristics.doc]]
 * [[file:Thematic Planning Role Play - Content & Stucture.doc]]
 * [[file:Thematic Planning Role Play - Reasons & Purposes.doc]]
 * **Role play the conversation with your partner based on what you read.**
 * **Volunteer to role play the conversation for the class.**
 * **If you are in the audience, volunteer to take someone's place and continue the conversation.**


 * ACTIVITY 6 - Next Steps (5 minutes)**
 * (Project graphic organizer on the computer screen)**


 * **Discuss the following question with your partner: If the graphic organizer you prepared for class today is Point A and you are trying to create a thematic unit like the two you just looked at as Point B, what do you think your next 3 steps need to be to get you moving on your journey?**
 * Curriculum Development **


 * ACTIVITY 7 - Graphic Organizer Think-Pair-Share**

Get into pairs with someone you don’t know well. · 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.


 * ACTIVITY 8 - Graphic Organizer Inside/Outside Circles**

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


 * 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?

Homework:

1) Bring with you to class the children's picture book in Spanish that you have chosen as th basis for the lesson you will be creating. If you can find something with strong cultural content, even better.

2) Read ALL of these in preparation for a reading quiz. One study strategy I recommend is creating a graphic organizer that visually summarizes each one. You'll find good ideas for the form that might take here: http://www.visual-literacy.org/periodic_table/periodic_table.html


 * Planning from the Textbook
 * [|Integrated Content & Language Instruction] (Spanish Teaching Majors - read this; TESOL majors/minors - skim this)
 * [|Backward Design] (This philosophy is very popular and highly encouraged in districts throughout the U.S., but is not being well-implemented in many places. Spanish Teaching Majors - read this; English Teaching Majors - skim this)
 * [|Identifying Themes, Enduring Understandings, & Essential Questions] (Spanish Teaching Majors - read this; English Teaching Majors - skim this)
 * [|Themes & Essential Questions] (Spanish Teaching Majors - read this; English Teaching Majors - skim this)
 * [|Designing the Standards-based Unit Using the Learning Scenario as an Organizing Framework]

3) Read ONE (although these are all worth reading if you have time)
 * [|Shifting the Paradigm: Transformative Learning Theory] (Greens will like this one)
 * [|Opportunities for Creating the Future of Learning]
 * [|The Horizon Report 2010] (Skim #2, 3, and 4 - "techies" will enjoy this one, the rest of you will probably be intrigued by it - the technologies described in this one exemplify the world you are preparing your students to function in)

4) Explore (Optional): [|Establishing a Context for Learning: Standards-based Thematic Units]

5)

1) Explore the Culture Connection wiki: a) Open each tab under //Cultural Materials,// scan the page, and click on links that seem interesting. b) Explore some of the links under //Conceptual Topics.// Begin with these: //Environment, Immigration// c) Explore some of the links under //Vocabulary Topics.// Begin with these: //Health & Hygiene// d) Select a page that you would like to develop further. Type the name of the page, followed by 3 ~ here.

=Visual Cognition=
 * [|Sankey] Reading Guide [[file:Reading Guide for Sankey Considering Visual Literacy.doc]]
 * [|Sankey] Thinking Template [[file:Thinking Template for Considering Visual Literacy.doc]]
 * [|Sankey Quiz] - Once you have skimmed the article using the reading guide and/or thinking template, please click on the link and take the quiz. If you are not sure about the answer to a question, use your reasoning to help you answer it, but please do NOT look at the article or your notes while you are taking the quiz.


 * [[file:Graphic Design Principles.pdf]]
 * [|Design Principles for Interactive Texts]
 * [|Presentarse en Google Docs]

**//Note: This homework should be fun and interesting. It looks like a lot. Don't panic. All the activities shouldn't take you more than 1 hour total. You do not need to write anything down. Just come prepared to discuss each section.//**


 * Topic:** Visual Cognition

Text: [|A Periodic Table of Visualization Methods] Task: Scroll over at least 12 squares (2 from each colored section) Talk: How can this help you be a better teacher?
 * Homework Activity 1: (15 min.)**

Text: Graphic Design Principles Task//:// Read the first page of the PDF handout on this page, then __explore at least 3 additional links__ from one of these 2 sections: //Examples// or //Interactive// //Activities// Talk: How do these ideas apply in teaching Spanish?
 * Homework Activity 2: (15 min.)**


 * Homework Activity 3: (15 min.).**


 * CHOOSE TEXT A or B:**

Text A: [|Technological Tools for Visual Thinking] Task A: Read the abstract, then QUICKLY SKIM the rest of the article Talk A: What 3 concepts or ideas were most interesting to you?

Text B: [|Considering visual literacy when designing instruction] Task B: SKIM the article. Use the study guide to direct your attention to key ideas (but you don't have to fill it out unless you want to) Talk B: How does this change your understanding of what "good" teachers do?


 * Homework Activity 4: (15 min.)**

Text: Creativity Tools Task: Explore one example (the bulleted links) from at least 3 different tools Talk: Which tool was most fun? Which tool would invite students to use the most language?


 * Homework Activity: Revised Reading guides**


 * Topic:** Visual Cognition

1) Choose one: a) Develop a reading guide for this article: [] b) Develop a viewing guide for this 20-minute video: []

2) Continue working on your FLTEACH assignment: []


 * Text:** Print advertisements we looked at in class
 * Task:**

1) Consider the ads we reviewed in class. 2) Identify the elements that made them effective. 3) Revise your reading guide using these elements. 4) Bring a HARD COPY of the reading guide to class.


 * Talk:** Come prepared to discuss what you learned from this assignment.


 * Techniques, Templates, & Tech:**
 * Use this handout to help you:
 * You may wish to use one of these concept mapping tools to create your reading guide:
 * [|Bubbl.us] - (Heavily used in the edtech community w/ K-12 students - easy to use - limited formatting - esp. good for elementary, special flash effects are fun at first)
 * [|Exploratree] (Templates)
 * [|Freemind] (Free from Sourceforge, but requires download)
 * [|Gliffy] - (Heavily used in the edtech community w/ K-12 students - very robust (but ugly) interface. Allows you to upload your own images, includes many libraries of images, shapes, etc.; also allows you to do floor plans)
 * [|Mindomo] (Beautiful interface, not quite as intuitive as some of the others, but can handle attachments of multimedia, documents, etc., and produces a more professional product)
 * [|Mindmeister] - (Doesn't appear to be as robust in features as some of these other options)
 * [|Webspiration] - (Looks similar to Inspiration & Kidspiration - free trial, then you have to pay)


 * OPTIONAL:** Explore this link: [|FLTEACH Daily]

=Writing=


 * Today's Topic: Teaching Writing**

//**Objective: Students will develop meaningful post-reading and presentational communication activities that support the development of secondary students' writing proficiency.**//


 * //Assessment://** Lesson Plan Assignment

A) **ACTIVITY 1:** Writing Conferences (user:chericem1) B) **ACTIVITY 2:** [|Writing Activities Revised.doc]


 * Find a partner
 * Read the handout
 * Say something at the end of each page (comment, personal experience, question)

C) **ACTIVITY 3:** Final Exam Review - Carousel walk of graphic organizers

Assessmentuser:brettms Contextualization, culture and realia user:sraluz Definitions user:sarahnt user:jimip Lesson Planning & Pacing user:profemoos National Standards 1322684136 Pedagogy user:eddingtona Reading and Writing (Literacy) user:smegane1 Oral Proficiency Interview user:bmslloyd Technology and Visual Cognition user:haf527


 * D) ACTIVITY 5:** Dialogue Journals

Questions about final exam review?


 * ACTIVITY 6:**


 * Input, Processing, Output
 * Presentational Communication & Post-reading Activities
 * Big books
 * Clone Stories (//7 ratones ciegos//)
 * Puppet books
 * Smoosh books
 * Preparing Students to Write
 * Journals
 * Rules
 * Blogs
 * Dialogue Journals [[file:Dialogue Journals.doc]]
 * Double Entry Journals
 * Conversation Journals
 * "Grading" Journals
 * Responding to content
 * Highlighting errors
 * Peer editing [[file:Peer Editing-Response Worksheet-BYU.doc]]
 * Scaffolding
 * Graphic Organizers
 * Processes [[file:Stick With Writing Rev.doc]]
 * Templates
 * Worksheets [[file:McGwire.doc]]
 * Word Play
 * Writing with Details
 * Writing in a Spanish for Spanish Speakers class
 * Academic language
 * Word choice and eliminating prepositions
 * Writing with details
 * Transitions
 * Spelling