AD-Fall+2010

=September 28=

Notes from class:

 * Objectives are important
 * For good resources on books in Spanish is child books
 * For pre-reviewed [|photos] that are free
 * Wiki's are a great tool for when you don't have great access to a textbook or for other ways to get info. out there.
 * teachertube
 * dotsub.com--great for other languages
 * Objectives: give a task that the student will accomplish that will let the teacher know that it was reached. They should be task-based, performance based objectives.

=October 5=

Notes for Class
Classroom Management A good activity is to give bags of different things to have them practice trading.
 * Giving instructions should be 5 lines with 7-10 words per line. It forces you to crystallize the instructions
 * cultural connections
 * can learn other content

=October 7=

Notes from class
Scope and Sequence Art · Present subjuctive with verbs of emotion · Neuter article lo · Etc. A better way could be art as a social commentary · Diego Velasquez · Diego Rivera · Picasso · Goya · How did their paintings say about what was going on in society · What does social commentary mean to my students o What issues to they think are unjust. · How can they participate about this in Spanish? · This can be done with any level of Spanish class.

· At the beginning of the year you need to set up what chapters you’re going to be covering throughout the year.

· Once you have the textbook find the key grammar, vocabulary, and culture topics. Then you can change things around that will make sense to you.

· Vocab. o Food—meal times, dishes, schedules, tropical fruits (culture) o Family—famly relations (culture) o Greetings o Clothing—reflexsive (grammar), uniforms, Guatemala (culture) o Home o Profession o Leisure o Farm/city—migrant workers (culture) · Grammar o Regular verbs o Reflexives § Banarse o Stem-changing · Then make a unit taking in vocab. Cultural connections, conceptual, and how is it pertinent to students—change their lives/perspectives, solve their problems, or how they influence the world.

=October 12=

Notes:
· Set up own wiki with sections that are important o Grammar, vocab. · Let Senora Montgomery know where I’m moving in order to network. · During reading activities o Don’t teach the alphabet or the numbers in sequence o Hear-say activity, start simple o Activity with the pictures is good to teach preterite

=October 28, 2010=

Notes from Class
· “Froggy se viste”—book o teach clothes vocab and verbos reflexivos and preterit tense o prereading—get students to predict what might happen, give the students some vocab. o During reading—show story, lisening comprehensive activity with vocab about the different clothes. · Another activity is to have a picture up on the screen and write in the vocab about what’s going on. Then have another picture up and have pairs of students with one having his back to the picture and has to draw what the other student tells them.

=November 4, 2010=



 = November 30, 2010 =

Notes from class
**Lesson Planning** 1. What will I teach? 2. How will students do it? 3. Why will this matter? **Activate prior knowledge** · Start by activating prior knowledge and engages them with the content. Let them figure it out by themselves. · It has to be meaningful and has to make sense · //Making sense//: chuncking info or giving it some context, patterns, sequences—start with something easy than go to moderate and then something hard; organizers, stories, concrete ideas. · Help the students teach themselves. **Encouraging involvment** · Music, conversation, doing stuff, strutured opportunities to move and talk **Giving instructions** · Save quesitons until after explaining **Closure** · The students need to do the summarize **Student teaching** · You are a guest in their classroom

=December 2 Notes= = =

Review

 * format: written--reflect on your experiences in the classroom; written section--multiple choice; panel discussion--some questions and each of you will sit on a small panel and have the opportunity to draw a question out of the hat and each person will have the chance to respond. (Role plays)


 * 1) 5 Standards:
 * Communication
 * Cultures
 * Connections
 * Comparisons
 * Communities
 * 1) Contextualization--hands on experiences
 * 2) Copyright
 * 3) Culturally based assessments--start with objective, create the experience based on what they can do, give chance to engage to assess.