JR

Jessica Rex

90% of our learning on earth is through life experiences


 * recommendation: pass out an evaluation sheet at least once a quarter to get feedback from your students

//[]// //[]//
 * Famous Hispanic artists**
 * Diego Rivera - known for painting about the native people
 * Diego Velasquez - famous for painting about the king and queen
 * Pablo Picasso - famous for "Guernica" and "Les Demoiselle de Avignon "
 * Salvador Dali
 * //most Spanish painters used their art for political expression//


 * Spanish Music Artists** (recommended by classmates)
 * Mana
 * Juanes
 * Adventura
 * Factoria
 * Fabrica
 * Thalia
 * Paulina Rubio
 * Camila
 * Reik
 * Diego
 * Riley
 * Alex Ubago
 * Sin Bandera
 * Luis Fonsi
 * Alejandro Sanz
 * Kalimba
 * Alejandro Fernandez
 * Franco Debita
 * Selena
 * La Quinta Estacion
 * La oreja de Vango
 * Alex Syntec
 * Rdb
 * Carlos Buate
 * Taxi Amarillo
 * Mago de Oz


 * Spanish TV**
 * [|www.tvazteca.com]
 * [|www.univision.com]

//Writing Assignments// Content (interesting) Grammar (sentance structure) / vocab -> redundant, wrong context, misuse/ translating word for word instead of thought for thought Flow - mechanics, diacritical marks
 * December 7, 2010**

Game: start with a sentence stem, and give the students one minute to add to the sentence with any words that they can think of questions that help: quien? que hace? cuando? donde? por que? como? cuanto?


 * have activities to help the students practice their writing

//Assessments//
 * December 2, 2010**
 * don't put 'none of the above' as a multiple choice answers, but 'all of the above' is acceptable
 * use variety - there is a fatigue factor is testing, and it's important to change pace every now and then...unless it's timed
 * use normal fonts, and normal, readable sizing - recommended that never go below 12 pt font
 * comics/jokes are good


 * DUWIT** - a method to teach difference between preterit and imperfect; DUWIT = imperfect; D- describing. U-used to do habitually. W- was-ing and were-ing. I- internal mental processes (or inside things) [ie. - wanting, needing, wishing]. T- time. if it doesn't fit into any of these, then it's probably preterit

format: written (reflection)/multiple choice/short answer/panel discussion __**NEED TO KNOW**__: __//Creating lesson plans//__ o Plan what will I teach o How will students do it? o Why will this matter?
 * __Final Review__**
 * National Standards (communication, culture, connections, comparisons, and community)
 * communication
 * interpersonal - two way communications
 * interpretive - interpreting what you're seeing or hearing
 * presentational - more formal language; presenting information
 * culture - hands on experiences to learn about the target culture
 * products - el sombrero, comida (tacos, churro's, etc) = things that the culture generates in the form of physicality
 * practice - siestas, fiestas, el beso, big meal at lunch time = customs; daily things that occur that other people outside that culture might not understand
 * perspective - religion = things that the culture believes or values
 * connections
 * comparisons
 * community
 * Copyright - we do have certain rights because we are teachers, but just because we're using it for education doesn't mean we have free reign; copyright is about integrity
 * linking to wikis is more ok - b/c it links back to the original
 * know the websites that help you link/download, etc. while adhering to copyright laws
 * assessments - understand that you need to start with objective, what will students, and then set up assessments in a way that will allow the students to explore culture
 * November 20, 2010**

__How to Start__ //4 places lessons can break down://
 * start where they are
 * capture attention
 * activate prior knowledge
 * input - activity that engages students with content
 * make sense
 * chunks - group
 * patterns
 * sequences - logical order by difficulty level, support/grouping, and scaffolding ( working down and over on a grid)
 * organizers
 * stories
 * concrete ideas
 * create meaning
 * encourage involvement
 * USE 5 SENSES
 * visual aids
 * music/sound effects
 * touch
 * sight
 * sound
 * consider closure
 * don't focus so much on grammar, but put it into context - it will stick better and make more sense to the students; same with vocab, and other aspects of learning a language
 * skilled teachers figure out a way have one activity cover different material
 * 1) instructions
 * 2) students don't have enough to do
 * Principles of Graphic Design** (ie. for handout, worksheets, presentations, etc.)
 * Flow - keeping the eye on the page
 * Contrast - large vs. small, light vs. darkness
 * Focal Point - the main idea on the page
 * Conceptual strength and visual interest -
 * Repetition - keep repeating principles - the important one will be different
 * Rule of thirds - breaking up the page into thirds
 * Repetition - keep repeating principles - the important one will be different
 * Rule of thirds - breaking up the page into thirds

using texts (videos, audio clips, books, etc)
 * October 19, 2010**
 * pre-text, during text, and post-text activities
 * preview the text in order to know the concepts and how to prep the students

Planning Circumlocution - going around the meaning, talkative = literally to talk around Substance (protein) - cultural, social problems => conceptual vegetables - grammar? carbs - communication (practice) about meaningful things Teacher Work Sample Quality Curriculum
 * October 12, 2010**
 * planning topic-ly vs. thematically (ingredients vs. meal)
 * how do teachers 'season' things - games, activities, songs, info gap (1/2 + 1/2 = 1 using communication)
 * October 7, 2010**
 * __**stressful**__
 * it's hard to prepare lessons every day and teach at the same time
 * unit lesson plan - we'll be working on these in class so that when we student teach, we won't be as stressed
 * with shrinking budgets, we need to advocate for our program - with the school board and with the students
 * art - is it interesting to HS students? think about: what are the artists trying to say? how does this apply to the HS students? how can you use your voice to express yourself, your opinion and your views of the world "HS world"

Give students long texts to analyze
 * have them highlight the words that they do know - helps them to realize how much they do know

If we had to plan the curriculum:
 * write out all the months that we have school
 * put the date of all the Monday's or week 1, 2, 3, etc
 * put in holidays (Thanksgiving, Christmas, Spring break, etc) and exams
 * look at how many chapters are in the book (usually about 10 -12, but most teachers get through 8-10); assign about 3-4 weeks for each chapter (depends on breaks in the school year)
 * plan according to national and state standards
 * state standards should be based on national standards; district curriculum should be based on state core; the textbook is just the tool to be used to accomplish the standards; NEVER BASE THE CURRICULUM OFF OF THE TEXTBOOK
 * list what is the key grammar, vocab, and culture topics for each of the chapters, and then you may shuffle them around to make more sense - create a theme
 * start with the vocab, and then think about what grammar and the culture that could go with that vocab section
 * think about students - why will they care? how can it change their lives\perspective/solve their problems/position them to influence the world?
 * think about the gospel - how can I connect truths? ex. - family => family history, legacy, heritage - how do these include family traditions (SOMETHING CONCEPTUAL that will tie things together)
 * HOMEWORK - look at first year textbook, and look at scope and sequence for level 1, pick a chapter to work with, and develop a thematic unit based on that chapter (over the next 6-8 weeks)
 * for class next week, make a web to help you brainstorm ideas for the development of the unit

Planning
 * October 5, 2010**
 * where do lesson plans fall apart?
 * transitions - students think that it's a break; another part is about what the teacher's doing in the transition; also a new opportunity for questions to appear; interruptions may occur
 * set up your classroom in a semi circle - not in rows - better classroom management
 * when you give instructions, do it in 5 steps, only about 7 words per step

How the brain processes information: Implications for language teaching Twitter Elements of Effective Instruction
 * Sept 28, 2010**
 * chunking, association, patterns - how the brain works - to think about what needs to be present in the lessons we teach.
 * perceptual register; short-term memory (7 "chunks" or less; 20 seconds); working memory - connecting of the short-term and long-term memory => if the information doesn't make sense, it goes out & if it does make sense, it will go on to the long term memory; long-term memory
 * vocab - group information together (7 "chunks" at a time)
 * grammar - contextualize
 * lessons - find sense, personal meaning, and patterns
 * pedagogy - end each segment with an opportunity to allow the students to reflect on what was learn
 * Sept 30 2010**
 * very useful to keep up with the latest/get answers to any questions/ask questions
 * capture attention - to break through the first barrier
 * activate prior knowledge - connections - easier to understand
 * make sense - chunk it to prior knowledge
 * create meaning - connect to a real world scenario
 * encourage involvement - get students to mingle and apply what they've learned
 * consider closure - summarize the material
 * give "show that you know" homework
 * help them discover their questions