EL-Fall+2010

7 December: __**WRITING**__ - Steps: 1. Trace 2. Copy 3. Sequence 4. Chunk/build - string words together 5. Produce 6. Elaborate 7. Generate

Problems: translate word or word, not thought for thought, grammar, diabolical errors (accent marks, quotes, etc.)

__Activity to help students elaborate__ Sentence structure activity (each person writes one word) - 1 minute Quien? Que hace? Cuando? Donde? Por que? Como? Cuanto?

Scaffold writing assignments (especially at Level 1) -ven diagram (compare/contrast) -T chart (pros/cons) -template: mad libs (stories with blanks to fill in) -word banks -Password (every student secretly gets password as they enter the class) must use password at least 3 times
 * Periodic Table of Visualization

For students to be successful with a writing task, I will need to know... 1. what the task is 2. how to make the template - understand at a deep level the structure of the task, know the vocabulary needed, all things needed for students to be successful 3. how to provide a model

Thinkthematic.wikisapces.com - examples of thematic units

___________________________________________________________________________________________________________________________ FLTEACH Project: Powerful quotes - code The second remedy to motivate students comes out of CI methods, too: (2) Personalize EVERYTHING! We know that teens are by biological necessity egomaniacal. They have to be. Exploit that! For me, everything (okay, not everything, but a surprisingly high amount of what) we do in my classes comes back to them: examples and practice works are about them for real; meaningful performances are about what they see/understand and how it matters to them. Make the material relevant to what they are doing somewhere, either at home and at school. And be explicit about this being one of our objectives too. --Byron Despres-Berry (German Teacher)

code

code if the students are understood, respected, and allowed to make mistakes, they are wonderful. I've had the most loyal and even committed students with ADHD because they have felt successful and they have been able to bring in their considerable talents, sometimes unconventional, to a Spanish class. -Catherine Fortin code

28 October:

__**Preterit**__ S- Narrates a single, completed, past action F- focuses on the beginning or end of an action which occurred in the past __**Imperfect**__ D - Description U - Used to; habitual, continual, repetitive, or ongoing past action W - Was + -ing or were + -ing I- Internal, mental processes T - time with ser

7 de octubre: Teacher work sample practice... Example - Art Unit - send them to links that allow them to see Spanish art of picasso, rivera, vazquez, etc. They can read a text about the author and highlight the vocab they know. -combine supplemental resources: ---don't base your curriculum on the textbook b/c new texts can come every 5-7 years ---make a scope and sequence for the whole school year (a rough outline of when each chapter will start and end)

THEMATIC UNIT EXAMPLE: (think of culture, why will students care, gospel - at BYU), complex thoughts - simple language ---culture: migrant workers ---culture: spanish names, family relations/extended family ---family history, cultural heritage, legacy (what gift will I leave the world), family traditions culture: schedules/meal times, staple dishes (rice, beans, etc.), food pyramides, compare/contrast food from different Hispanic Speaking Countries ---culture: Guatemala (what clothes look like is significant to what group you belong to), uniforms ---identity, stereotypes, isolated, not good enough, competition (issues that come up in their lives = talk about things in their lives in each of the units to help them find themselves)
 * Farm/City** -
 * Family** -
 * Food** -
 * Clothing**-

WHEN FORMING THEMATIC UNIT THINK OF THESE THINGS: 1. Vocab 2. Cultural connections to vocab 3. Conceptual knot to tie up unit (why should this matter to students on individual level, how can it change their lives, solve their problems, position them to influence the world) 4. Activities

12 de octubre -don't just give ingredients, but give a meal to students (ingredients are grammar, vocab, etc.) -use activities with circumlocution [circunlocucion] (circum - go around, loquacious - talkative) = to talk around a topic, saying what they know -there is a difference between thematic lessons and topical lessons (we MUST teach thematically) - think in terms of bigger social issues (this can be the substance...protein), opportunities to communicate...carbs , grammar...veggies (just enough to be nutritious)

Information Gap Activity - 2 papers with scenes, one paper's scenes are numbered the other is not. Numbered students tell the story, unnumbered find the right order by listening

SOUND BYTES Elder Ballard: "Make sure that the choices you make in the use of new media are choices that expand your mind, increase your opportunities, and feed your soul." "Words recorded on the internet do not disappear." Elder Bednar: "In the classroom of mortality, we experience tenderness, love, kindness, happiness, sorrow, disappointment, pain, and even the challenges of physical limitations in ways that prepare us for eternity." "New roles, processes, and relationships in the learning economy spawn new career paths in education." (i.e. content experts, learning coaches, network navigators, classroom managers, cognitive specialists)
 * //Sharing the Gospel Using the Internet//** - July 2008
 * //Things as They Really Are//**
 * //Map of Future Trends//**

=__**Erin Long**__=

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Biography
Hometown: Brewster, New York Aspires to be a middle school or high school Spanish Teacher. Has 4 years of Spanish speaking fluency. Is a Senior at Brigham Young University in Provo, Utah. Will graduate April 2011. Is married, 25 years old, and currently tutors Spanish 105 students at BYU for 2 -3 hours per week.

Personal Information
To explore the education program at BYU refer to the following link: [|School-of-Education]

Please refer to the following for a copy of Erin Long's Resume:

This video explains some of the many reasons Erin desires to be a teacher: media type="custom" key="7104587"