LP-Fall+2010

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Make sure you can get to a student in only a few steps.

5 lines-- 7 to 10 words per line-- providing instructions. Practice making instructions direct and clear.

1. regular verbs 2. reflexive 3. stem changers

negociar en vez de presentar-- usando cuentos en que participa. No solo contando cuentos y presentadolos pero tienes que contar un cuento tan extrano las personas tienen que preguntar lo que esta pasando.

You can use **any** text as the basis for the activity.

Have 2 pictures of the same situation to show preterit and imperfect.

S-- Narrates a single completed, past action F-- focuses on the beginning or end of an action which occurred in the past. M-- Verb would change meaning if it were conjugated in the imperfect.
 * Preterit**

D-- Description U-- used to; habitual, continual, repetitive, or ongoing past action W-- was + going or were+ ing I-- internal, mental processes (feeling, thinking, desiring...) T-- time (with ser)
 * Imperfect**



Start where THEY are... Get their attention... Activate Prior Knowledge... INPUT-- Activities that engage students with content Make sense... --chunks --patterns --sequences --organizers --stories --concrete ideas Create meaning... 5 senses... Encourage involvement... Consider Closure...

WHAT WILL I TEACH?

HOW WILL STUDENTS DO IT?

WHY WILL THIS MATTER?

//**Review for the Final**//

1) reflect on what you've learned 2) written and M/C 3) panel discussion

Communication-- 1) interpersonal 2) interpretive 3) presentational Cultures-- 1) Product [artifacts-- sombrero, art, comida] 2) Practices [customs-- siestas, fiestas, el beso, eat big lunch] 3) Perspective [beliefs, values] Connections-- this connects to other subjects [art, history, math] Comparions Communities'

COPYRIGHT-- 1. using for educational use 2. doesn't mean you can copy anything you want 3. about integrity if you embed cartoons they expect you to pay for it

Culturally based objective-- 1. start with the objective 2. create the experience based on what you want students to do 3. give students a chance to do something with the culture

=**December 7, 2010**=
 * TEACHING WRITING:**
 * Content-- interesting**
 * Grammar/Vocab (sentence structure) -- redundant, wrong context (misuse dictionary, translating, word-for-word not thought-for-thought)**
 * Flow--**
 * Mechanics, Diacritical marks--**

Quien? Que hace? Como? Cuando? Donde? Por que? Cuanto? Juana canta mal ahora en el bano porque quiere molestarle a su hermano mucho

PASSWORDS-- for entering and leaving class-- using it as many times as possible during class that day.

THINKTHEMATIC.WIKISPACES.COM
JOURNALS start with 1 minute writing at the beginning of the class-- next week 2... Rules: 1) no talking 2) the pen must always be moving

What do you think your teachers thought of you at the beginning of the year?

Conversation Journals-- Student writes to you: Student writes to others-- helps them interact and have conversations in the target language.
 * respond to the content of the student's writing will help them progress instead of picking at the ortografia or the grammar. If it interferes with the content then correct it.

MAKE BOTH MOVE-- don't try to single one out.

Send the problem to someone else's classroom-- a senior's class if their a freshman or something to that affect. Give them a sheet to fill out-- defining words or have them write you a note explaining why they are having trouble and what they would do to fix it.