Span+378+Winter+2016+Assignments

// Esta página es para los estudiantes matriculados en la clase de Span 378 durante el otoño de 2015. Para hacer preguntas, comentar en asuntos de la clase, o compartir ideas, hagan clic sobre la pestaña de discusión en esta página. Favor de acordarse que es un foro público--todo el mundo puede verlo. Por eso, favor de asegurar que sus mensajes sean profesionales, mantengan el carácter confidencial, y que se ceñan a los // // Guidelines for Posting // .toc

=Apr. 18:=


 * 1) Study for the [|final exam] today (Monday) from 2:30 - 5:30 p.m.**




 * 2) Lesson plan teaching demonstrations due today.**

=Apr. 7:=


 * 1) Complete the course evaluation distributed by the university.**


 * 2) Revise your lesson plan based on the feedback I gave you in class today.**

a) On which **gospel principle** is it based? b) What "big idea" or **social issue/problem** does it engage students in considering? c) In what **cultural context** is it grounded? d) How will you make it **personally meaningful and relevant** to your students' lives?


 * 3) Develop AND SCAFFOLD each activity.**

a) Prepare the PowerPoint, worksheets, and materials for the lesson. b) Think about where each one is likely to break down for learners. c) Embed scaffolding into each activity that will support learners' success with it. d) Bring an electronic copy of the PowerPoint. e) Bring one hard copy of all of the other materials to class.


 * 4) Upcoming Schedule:**

Apr. 7 - Scaffolding & Assessment Homework: Add this to your lesson plan. Apr. 12 - Lesson Plan Presentations and course review Homework: Complete final exam study guide

=Apr. 5:=


 * 1) Revise your lesson plan based on the information we discussed in class today.**

a) On which **gospel principle** is it based? b) What "big idea" or **social issue/problem** does it engage students in considering? c) In what **cultural context** is it grounded? d) How will you make it **personally meaningful and relevant** to your students' lives?


 * 2) Develop each activity.**

a) Prepare the PowerPoint, worksheets, and materials for the lesson. b) Bring an electronic copy of the PowerPoint. c) Bring one hard copy of all of the other materials to class.


 * 3) Upcoming Schedule:**

Apr. 5 - Look at examples of how to use children's literature to teach grammar and writing Homework: Add these components to your lesson plan. Apr. 7 - Assessment Homework: Add this to your lesson plan. Apr. 12 - Lesson Plan Presentations and course review Homework: Complete final exam study guide

=Mar. 31:= = = 1) Be sure to post your FLTEACH assignment here (since the internet wasn't working on Tuesday).

2) Turn in a solid draft of your story-based lesson plan. It should consist of a one-page, bullet-point outline of the order of the activities, and the materials so that I can give you feedback before you present. I am most interested in seeing the materials (PowerPoint, worksheets, paired activities, etc.) that you plan to use, as opposed to a detailed description of them. The first page of this template may help:

=Mar. 29:=


 * 1) Your FLTEACH assignment is due:** [[file:FLTEACH Assignment Rev.pdf]] [[file:FLTEACH Assignment Checklist.pdf]]

a) Go to the [|FLTEACH Archives]. b) Choose 5 threads and read all of the posts. c) Create a one-pager that summarizes what you learned. d) Use principles of graphic design to communicate clearly. e) Post your assignment here.

a) Find a culturally authentic children's picture book (either a hard copy or online). b) Use the 5 Ts to help you plan a lesson for it. c) Remember that the goal of the lesson is to build language skills. d) Focus on meaning, then form, then communication. e) Come with the questions you have next time.
 * 2) Begin working on your story-based lesson plan. (Due Mar. 31)**


 * 3) Turn in your personal homework project from Mar. 24 today.**

=Mar. 24:=


 * 1) Complete the reading quiz distributed in class.**


 * 2) Sign up to [|help with Españolandia] 4/14/16 from 7 a.m. to noon. **


 * 3) Choose your own homework.**

a) Choose a topic you want to explore further. b) Do some work on that topic. c) Bring the work to class to share.
 * Create something with a technology tool
 * Generate materials you can use to teach a story or other text
 * Investigate a teaching methodology
 * Prepare a thematic lesson

=Mar. 22:=

1) Read pages 158-161 from Languages & Children--Making the Match (4th edition).

2) Read the article by Ali Moeller called Literature, a Rich Resource for Teaching Language & Culture

3) Prepare for a reading quiz on these articles.

=Mar. 17:=

No class today - UCET Conference

Consider searching Twitter for #ucet16 to see what people are sharing from the conference

=Mar. 10:=

We WILL have class today (Thursday, March 10), but we will NOT have class on Thursday, March 17.

1) Read #1-5 at the top of The Basics of Story-based Instruction

2) Explore: Online Story Sites

3) Explore: Pre-reading Activities

4) Explore: During Reading Activities

5) Explore:
 * [|Pattern Books] (like //If You Give a Mouse a Cookie)//
 * Topical Listing of Children's Books
 * [|Wordless Picture Books] - From University of Illinois at Urbana-Champaign, organized by top

=Mar. 8:=

Teaching Demos Due Today

=Mar. 5:=

Prepare your lesson plan.

=Mar. 3:=

1) Complete this worksheet:

=Mar. 1:=

Plan your lesson using the various planning documents we discussed in class today.
 * [|World-Readiness Standards for Learning Languages]
 * [|Utah Core Standards]
 * [|ACTFL 21st Century Skills Infographic] or see the [|ACTFL 21st Century Skills Map] for more information
 * [|ACTFL/NCSSFL Can Do Statements (See pp. 4-5]) or try this [|Interactive Version]
 * [|ISTE Technology Standards for Students]

a) Write a communicative, proficiency-oriented objective. (Use the yellow sheet to help you.) b) Determine an assessment. (What product will learners produce to generate evidence that they have met the objective? Use the yellow sheet to help you.) c) Identify the activities/experiences students need to successfully complete the assessment. (Use the pink sheet to help you.) d) Sequence the experiences. (Use the goldenrod sheet to help you.) e) Integrate a variety of culturally authentic "texts" into each experience you plan. (Use the pink sheet to help you.) f) Generate a bulleted OUTLINE of your lesson plan and bring a HARD COPY to class.

=Feb. 25:=

Plan your lesson using the various planning documents we discussed in class today.
 * [|World-Readiness Standards for Learning Languages]
 * [|Utah Core Standards]
 * [|ACTFL 21st Century Skills Infographic] or see the [|ACTFL 21st Century Skills Map] for more information
 * [|ACTFL/NCSSFL Can Do Statements (See pp. 4-5]) or try this [|Interactive Version]
 * [|ISTE Technology Standards for Students]

a) Write a communicative, proficiency-oriented objective. (Use the yellow sheet to help you.) b) Determine an assessment. (What product will learners produce to generate evidence that they have met the objective? Use the yellow sheet to help you.) c) Identify the activities/experiences students need to successfully complete the assessment. (Use the pink sheet to help you.) d) Sequence the experiences. (Use the goldenrod sheet to help you.) e) Integrate a variety of culturally authentic "texts" into each experience you plan. (Use the pink sheet to help you.) f) Generate a bulleted OUTLINE of your lesson plan and bring a HARD COPY to class.

=Feb. 23:=

Bring your completed Professional Conference Assignment to class:

=Feb. 18:=

No class - UFLA Conference

=Feb. 16:=

No class - Monday Instruction

=Feb. 11:=

1) Explore these [|thematic units] from (Hallie & Mitchell, you have hard copies)

2) Come prepared with your questions about lesson planning.

=Feb. 9:=

//La Peinata Colorada: A Thematic Unit // ([|More free thematic units] from )
 * 1) Explore:**


 * 2) Play with:**

- This tool uses a lengthy list of questions to guide teachers through the process of selecting, evaluating, and scaffolding tasks for lessons in close reading that are aligned with the Common Core



- Beautiful, customizable software; click and point text entry; sometimes gets hung up

[|Google Docs Lesson Planning Templates]

- Very nice, clickable interface; allows teachers to save materials in a "portfolio"



[|Planboard]

- Very basic click and type calendar; allows you to repeat lessons, push to Google Calendar, and print

- Interface is a little old-fashioned, but it does provide both an outline view and a box view for typing, allows linking to Utah Core Standards (English/Language Arts, Math, Science, & Social Studies), allows linking to a curriculum map, has test creation features (including a place for reading passages), course website features, and professional networking features


 * 3) Come to class with your questions about lesson planning.**

=Feb. 4:=


 * 1) Read: [|Photo-detectives: Connecting the Cross-cultural with the Cross-curricular]**


 * 2) Locate: Three INTRIGUING culturally authentic images.**


 * 3) Generate 3 questions you could use to spark discussion about your images.**


 * 4) Read: **


 * [[file:Graphic Design Principles for Teachers.pdf]]


 * 5) Read: **


 * Read the abstract: //[|Technological Tools for Visual Thinking]//
 * QUICKLY SKIM the rest of the article and post 3 concepts or ideas that were interesting to you below.

//Post your 3 concepts here and sign your name://


 * 6)** ** Explore: ** [|A Periodic Table of Visualization Methods]

a) Read the definitions of the 6 types of visualization at the top of the page. b) Scroll over at least 12 squares (2 from each colored section). c) Examine the image that pops up. d) Be prepared to discuss which ones would be most helpful to language teachers.


 * 7) Explore: ** 3 links from the "Examples" or "interactive Activities" section

a) Explore the link b) How does the idea apply to teaching the target language?

=Feb. 2:=

No homework

=Jan. 28:= = =
 * 1) View samples of different proficiency levels __[|in Spanish]__.**

a) Go to the [|ACTFL Proficiency Guidelines in Spanish] (online version).

b) Look for the gray buttons.

c) Click on the View Samples button for Novice, Intermediate, and Advanced.

d) Choose at least **ONE video** to watch for each category.

e) What characteristics do speakers at each level possess?


 * 2) Analyze real life examples of proficiency.**

a) Review this [|one-page summary] of the [|ACTFL Proficiency Guidelines].

b) Watch the videos below.

c) Consider these questions.


 * What do you NOTICE about the speaker's Spanish?
 * In what areas does the speaker SUCCEED?
 * In what areas does the speaker's Spanish BREAK DOWN?
 * How would you rate this speaker's proficiency?
 * What NEXT STEP will improve this speaker's Spanish? (Would this [[file:forchini/PBA_Rubric_color (1).png|rubric]] help students know what to do next? How about [|this one]?)

[|Language Fail] media type="custom" key="28220399"

[|Ordering in Spanish at Taco Bell Fail] (2:25) - media type="youtube" key="y-T-GbasIqA" width="560" height="315"

[|Mayor Bloomberg Speaks Spanish] (:42) - media type="youtube" key="O9KMgRamba0" height="360" width="640"

[|Gov. Rick Scott of FL Speaking Spanish] (:26) -

media type="youtube" key="MsPKV4JsrGQ" width="420" height="315"

[|ARGO Interview - Ben Affleck] (3:08) - media type="youtube" key="jjkt8eG7Qms" width="560" height="315"

[|Gwyneth Paltrow Speaking Perfect Spanish] (1:10) media type="youtube" key="aLTXYP27b-I" width="420" height="315"

[|Selena Gomez in Spanish Interview] (3:18) media type="youtube" key="6j78DOl0hEk" width="420" height="315"

[|One Semester of Spanish Love Song] (1:41) - media type="youtube" key="ngRq82c8Baw" width="420" height="315"

Optional: Visit Learner.org's [|Teaching Foreign Languages K-12 Library]

=Jan. 26:=

We are getting ready to start lesson planning. The standards below are things you will be hearing about for the rest of your careers. You will have a quiz over the __main ideas__ from these items on Tuesday:

1) Read: [|World-Readiness Standards for Language Learning (Focus on Page 1)]

2) Examine:

media type="custom" key="28207517"

3) Read: [|21st Century Skills Map (Read the first 3 pages to see how it is organized, skim the rest)]

4) Read: ISTE Standards for [|Students]

5) Skim: [|The Common Core Standards for English/Language Arts]

a) Click on the Anchor Standards Link (orange box on the right) b) Skim the standards for Reading c) Skim the standards for Speaking & Listening

Optional:


 * ISTE Standards for [|Teachers] & [|Administrators]
 * [|The Common Core Standards] (More information)

=Jan 21:=


 * 1) Choose a month and begin reading the posting from that month. (This assignment will be due on March 29.)**


 * 2) Explore the following links:**

[|This Brooklyn court helps teens stay out of jail--and it's run entirely by teenagers]

**8-year-old**

WXYZ.com. (2014, March 3). [|Michigan 8-year-old helps pay off students' school lunch debt]. // ABC 7 News. // Retrieved March 3, 2014, from []

**9-year-olds**

Gibson, Caitlin. (2012, December 6). [|Loudoun girl, diagnosed with brain cancer, aims to help raise $1 million for Make-A-Wish Foundation]. // The Washington Post. // Retrieved December 24, 2012, from [] (Related links: [|Blog], [|Facebook Page],

(2009, April 2). [|25 days to make a difference]. // 25 Days to Make a Difference. // Retrieved November 2012, from []

**10-year-old**

Wood, Danielle. (n.d.). [|Can a 10-year-old change the world?] // Education.com. // Retrieved November 2012, from []

**12-year-olds**

Alford, Justine. (2015, January 20). [|7th grader builds braille printer from lego]. // IFLScience.com. // Retrieved January 25, 2015, from []

Bellware, Kim. (2015, February 5). [|These middle school girls had an idea that could help Alzheimer's patients remember loved ones]. // Huffington Post. // Retrieved February 17, 2015, from []

**13-year-old**

Barseghian, Tina. (2011, June 1). [|Putting 21st century skills to action]. // Mind/Shift. // Retrieved November 17, 2013, from []

**14-year-old**

Leopold, Todd. (2013, January 15). [|How Aaron Swartz helped build the internet]. // CNNTech. // Retrieved January 17, 2013, from []

**15-year-olds**

(2012, August 20). [|US teen invents advanced cancer test using Google]. // BBC News. // Retrieved November 2012, from [] ([|Print link])

Huang, Justin. (2011, August 23). [|College dropout series: The whiz at quizlet]. // Albany Patch. // Retrieved February 11, 2013, from [] (Additional details and video on [|TechCrunch])

(2014, February 26). [|MIT finds 15-year-old scouring trash bins for parts. What's he's built will leave you stunned]. // The San Francisco Times. // Retrieved March 10, 2014, from []

**16-year-old**

Froelich, Amanda. (2013, September 12). [|16-year old invents bio-plastic from banana peels]. // True Activist. // Retrieved February 18, 2014, from []

**17-year-olds**

Associated Press. (2007, December 26). [|U.S. teen brings new school to rural Cambodia]. // NBCNews.com. // Retrieved November 2012, from [|http://www.msnbc.msn.com/id/22397372/#.UNj08m80WSo]

Groppe, Maureen. (2013, April 22). [|Obama praises invention by Williamston students]. // Lansing State Journal. // Retrieved April 23, 2013, from []

Roach, John. (n.d.). [|17-year-old builds artificial 'brain' to detect breast cancer]. // NBCNews.com. // Retrieved November 2012, from []

**18-year-old** Robertson, Joe. (2012, June 5). [|Blue valley senior is on the verge of a quantum leap for science]. // 913News //. Retrieved January 22, 2013, from []

**19-year-old** // (Note: Unlike the rest of the articles on this page, this article discusses a concept invented by a teen which has not yet been physically produced or tested.) //

Griffiths, Sarah. (2013, September 9). [|Could a teenager save the world's oceans? Student, 19, claims his invention could clean up the seas in just five years]. // MailOnline. // Retrieved February 18, 2014, from []


 * Various Ages**

The Huffington Post. (n.d.). [|The YSA list: Honoring the 25 most powerful and influential young people]. // Youth Service America //. Retrieved November 2012, from []

**30 Under 30**

Casserly, Meghan. (2012, December 17). [|30 under 30: The millenials overhauling education and leaving no child (or teacher) behind]. // Forbes. // Retrieved February 11, 2013, from []

=Jan. 19:=

1) Finish your wiki page.

2) Read this handout:

=Jan. 14:=

No homework today

=Jan. 12: Copyright=


 * 1) Complete:** [[file:Copyright Questionnaire.pdf]] (You will NOT be turning this in)


 * 2) Explore:**

//[|Fair Use: Four Factors]//

//[|Copyright Chart (from Hall Davidson & Tech & Learning)] (PDF)//

//[|Can I Use That Picture?]//

media type="youtube" key="CJn_jC4FNDo?fs=1" height="385" width="480"
 * 3) Watch:** [|A Fairy Use Tale]


 * 4) Explore:** [|Copyright & Fair Use in the Classroom, on the Internet, and the World Wide Web]

=Jan. 7: Surveys=


 * 1) Choose a wiki user name. **

a) Choose a wiki user name. b) The name you choose will be publicly visible. c) Your posts will be associated with the name. d) So choose something professional. e) E-mail your selection to me.


 * 2) Join the LanguageLinks2006 Wiki **

a) Sign into Wikispaces with your username and password. b) Go to: **http://languagelinks2006.wikispaces.com/** c) Click // Join // in the upper, right-hand corner d) Type "378" in the box e) Click submit


 * 3) Sign up to give the Bienvenida. **

a) Go to the ** Bienvenida page. ** b) Click "Edit." c) Choose a date. d) Type ~ three times. e) Click "Save."


 * 4) Complete: Course Information Survey **


 * 5) Complete: Student Teaching Information Survey **


 * 6) Complete: Technology Survey **


 * 7) Read the course syllabus and come with any questions you may have. **


 * 8) Read the course schedule and come with any questions you may have. **


 * 9) Complete the True Colors quiz distributed in class and e-mail your scores to Dr. Montgomery.**


 * 10) Come prepared to answer the question: What do you need to do or learn in this class in order to feel prepared to teach Spanish? **


 * OPTIONAL: **


 * 10) You may wish to join: **

[|ACTFL Innovates] group on Facebook

[|BYU Undergrads] group on Facebook.

[|Deep Approach to Language Learning] group on Facebook.

[|FLTEACH Group on Facebook]

[|Friends of AATSP] Utah group on Facebook

[|Utah Coalition for Educational Technology (UCET)] group on Facebook


 * 11) You may wish to participate in this Twitter group (#flteach) or in these [|Twitter] chats: **


 * 1) langchat
 * 2) utedchat


 * 12) You may wish to register to participate in these professional world language and technology conferences: **





February 18, 2016 at Utah Valley University in Provo, UT
 * [|Utah Foreign Language Association Conference (UFLA)] **

March 3-5, 2016 at the Hilton Waikiki Beach Hotel in Honolulu, HI
 * [|Southwest Conference on Language Teaching (SWCOLT)] **

March 2016 - Probably at the DoubleTree by Hilton in Sacramento, CA
 * [|California Language Teachers Association Conference (CLTA)] **

March 17-18, 2016 at the University of Utah in Salt Lake City, UT
 * [|Utah Coalition for Educational Technology Conference (UCET)] **

April 12-14, 2016 in Krákow, Poland
 * [|Open Education Global Conference] **

Summer 2016 at the Joseph F. Smith Building, BYU Campus, Provo, UT
 * BYU Workshop for Spanish Teachers **

July 8-11, 2016 at the Miami Marriott Biscayne Bay Hotel, Miami, FL
 * [|American Association of Teachers of Spanish & Portuguese Conference (AATSP)] **


 * [|Summer institutes offered by Language Resource Centers in the U.S.]** (Many are grant-funded)

October 20-22, 2016 in Minneapolis, MN
 * [|6th International Conference on Language Immersion Education]**

November 17-20, 2016 at the Boston Exhibition & Convention Center in Boston, MA
 * [|American Council on the Teaching of Foreign Languages Conference (ACTFL)]**


 * More Professional Development Opportunities **

=Jan. 5: Forms=

1) Turn in the True Colors Quiz (distributed in class).

2) Complete the Photo Permission Form (distributed in class).F