Span+378-KW-F16

=**Hola. Me llamo Kira. Quiero ser maestra de español.**=

**[|Spanish Pronunciation]**
toc

Kira Webster
Spanish Teaching Major Brigham Young University kira.webster94@gmail.com

look up the Chrome extension, the great suspender

Conference Presentations
Title Name information Who am I? page Who are you? page - stand if this statement applies to you.

[|First Day]
Have your desk at the back of the room so you can see them and to not create a barrier. When students come to the class, they need something to do - repaso alfabeto - youtube songs with ASL FLTeach as a resource

TRUE COLORS QUIZ. Do it during your first week and also as a mom! and with Connor :)

sheet protectors and a piece of a paper= white board! low odor markers.

websites- weebly, wix, wikispaces [|popplet]

visualcv for visual resumes

[|know the difference between the ACTFL levels] Novice - The Parrot: Memorized phrases, familiar and practiced topics Intermediate - The Tourist: Participate, basic needs are met, sentences and strings of sentence Advanced - The Storyteller: Narrate and describe, present/past or future, handle unexpected complications(circumlocution) Superior - The Diplomat: Social and political issues, complex matters in detail, structured arguments, participates fully and effectively

proficiency vs. performance - not the same thing spontaneous experience vs. scripted experiences

make sure your students have enough basic understanding to help provide support, give instructions or receive help in emergency situations

Subjunctive
What is it function? contrary to fact, influence, doubt, emotion trigger + finger = subjunctive Quiero + que = comas FOCUS ON FUNCTION teach subjunctive before commands so they understand that the commands are in the subjunctive because they show influence.

Feedback
One effective thing you did was.... because.... Help students see what they were successful in doing. No remembro - Good job in recognizing that the conjugation in the yo form is -o!

With parents: "One thing WE might try...." don't make it a you phrase.

POSITIVE MUST BE FIRST in order to bring down affective filter (emotional response).

Grading
20% oral/ in-class participation- incentive to come everyday 10% homework (completion/accuracy) 30% quizzes and test 30% projects 10% final exam

Planning
Objective (SWBAT) - Students will ( insert proficiency based communicative language function) about ( insert social issue or cultural context) using ( grammar structure) amd ( vocab topic). Assessment Activities Reflect and Review - were students able to meet your learning objective?

Scope & Sequence - overview of the year or semester, each chapter with diffferent components Unit Plan Lesson Plan Activity


 * reflexives before stem changers**
 * do the stem changing reflexives once you teach stem changing**

ARE YOU THINK ABOUT ACTFL GUIDELINES, UTAH CORE, CONTENT?

Scope & Sequence Planning
__This takes time!!__ __template posted under lesson planning on the wiki!__ August - June- each week 1. days off, first week - zoned out, textbooks, syllabus, holidays, planned vacations etc. - don't plan to teach new content on these days -January- hard deadline with finals approaching -holidays sometimes are not a happy time for your students - lonely, poor, family death, etc. keep them in mind!! 2. Now start thinking about your chapters -preliminary chapter or review chapter have the students be in groups and teach about those sections - how much time do you need to teach each concept in the chapter? - block schedule?? tests?? -how far do we have to get? how many chapters do I need to cover? ask department chair 3. remember that you are the professional. if something doesn't line up, you have the authority to change it! - make sure that your students are able to know the same grammar and vocab as their peers - the more professional and competent you are outside of the classroom, the more trusted you will be in your classroom -involve social issues (-tion, -ism), culture and content (social studies, business, history, science) to make it more meaningful

Chapter unit topic find social issues -tion, -ism find texts to support chapter unit, 2-3 texts (video, poem, soundbite, etc.) tasks - causes critical thinking, application

Classroom Management
look them squarely in the face, lower your voice answers: no, I understand but the answer is no. Don't over explain. "Regla 1" head, heart, gut - think, feel, know CARE FOR THEM. always assume the best. get to know them - relate, ask, interest, let them get to know you. maintain a teacher to student friendship. no cell phone, no email, not facebook friends - remind app involve students - have them help create class rules, honor their cultures, self evaluations, express opinions realistic expectations, anticipate the worst, give appropriate independence allow consequences to speak for themselves success= strong positive connections

Minor to Crisis Issues
=Lesson Ideas= Como te llamas + de donde eres + tengo _ hermanos hand out name tags.have your own name tag. put up a "mask" with a cultural links - messi, shakira, el Chavo, Emiliano Zapata, etc.

Quien eres tu? Soy hombre, hermano, estudiante, etc. different slides

Visual design matters one variable at a time emotion - helps students remember! include culture in all that you do!

carnival/fair rotations - answer sheet upside down in mirrors

__EMBEDDED READING.__ [|Explanation] [|Examples of embedded reading.] Newsela

Cultural concepts in lessons

Choice bingo : writing, reading, oral, vocab

Literature
La luna se fue de fiesta - Matthew Gollub Arrorró, Mi niño - Lulu Delacre Family pictures/ Cuadros de mi familia - Carmen Lomas Garza Chumba la Cachumba [|Microrrelato/microcuento Dinosaurio] Muy Interesante articles online
 * Children's Books**

cultureconnections.wikispaces.com duallanguageimmersion.wikispaces.com

We need to let students move past the plot. We want them discussing themes and then adding their own interpretation to these themes AKA a thesis.

Reading together out loud with different parts Sensemayá - Nicolás Guillen

Pre-Reading Activity
1. Culturally authentic text 2. objective 3. assessment 4. Analyze the text: Breakdowns - academic content, culture encounters, language (grammar, vocab) 5. Scaffolding to help students overcome breakdowns

Music
lacuerda.net sometimes leave those grammatical errors in to see if students pick up on them

Search on internet
File type: PPT, PDF, JPG, URL +Picasso -Guernica (to add or subject topics) "La guerra civil esapñola" - using exact terms scholar.google.com

__Internet sites__ diigo.com - pinterest for education newsela.com - embedded reading slideshare.net - upload slideshows newseum.com - news around the world word reference - dictionary symbaloo.com - web mixes

__Copyright__ legal? reasonable? ethical? Images - freeimages.com pixabay.com flickr.com

[|Creative Commons Licenses]

Example: Bobo, Juan. (2016, Feb 15). Spanish pride. Pixabay. Retrieved Oct 6, 2016 from http://www.pixabay.com/210840893759

Classroom Management
1. Know their names 2. Coping cards aka cheat sheets 3. In the beginning, set it up so they understand every single word

= Contact Señorita Webster =

Cerro de la Cruz
==

Crear una unidad
1. Contextual Factors Hay que conocer a tus estudiantes y el lugar en donde están, el aceso de tus estudiantes 2. Un objetivo - Students will be able to _(verb communicative function) using ___ (grammar).

Performance Objectives
Audience - SWBAT Behavior Context Dialogue

=Politics= Gregg Roberts - World Language Supervisor in Utah

La panadería
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El país más bello del mundo: Guatemala
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