Span+378+Archived+Agendas-Winter+2010

//This page contains archived links to weekly agendas, assignment sheets, and other materials for Cherice Montgomery's Spanish 378 Methods & Spanish 380 Practicum in Teaching Spanish courses for Winter 2010.//

= = =**18 de marzo**= = =


 * Pasen la lista
 * **La bienvenida**: JenniferTanner (el poder del ejemplo)
 * Anuncios:
 * Fiesta: La unidad de diversidad, Mar. 20, 7-9 p.m., WSC Ballroom, $7
 * Apollo 13: A Successful Failure, Mar. 23, 11:05 a.m., Marriott Center
 * The House of My Father Will Remain: Basque Identity in the Films of Julio Medem - Mar. 24, 3, B092 JFSB
 * Show Me The Money Financial Planning Seminar, Mar. 27, 10 a.m. to noon http://studentalumni.byu.edu
 * Beatniqueo 2010 (Poesía/obra creativa original acompañada con música Jazz/blues) - 1 de abril, 6:30 p.m., JFSB B002
 * España: Se acabó la fiesta - 6 de abril, 3:00, B002 JFSB

Learning Stations (15 min. each)
 * Study Abroad & Extracurricular Clubs & Activities with Dr. Martinsen
 * Thematic Unit Planning with Dr. Montgomery
 * Name of Book
 * One sentence plot summary
 * Targeted grammar and vocab.
 * Possible cultural connections
 * Main idea
 * Brainstorm ideas with a partner to "explode" your concept map
 * Theater with Kristie
 * Gangs with Jennifer
 * Gangs - [|D&C 38:30] - "I tell you these things because of your prayers; wherefore, a[|treasure] up b[|wisdom] in your bosoms, lest the wickedness of men reveal these things unto you by their wickedness, in a manner which shall speak in your ears with a voice louder than that which shall shake the earth; but if ye are prepared ye shall not fear."
 * [|Definition of a Gang]
 * Ppt
 * Gang Slang Quiz & Key
 * [|Gang Clothing]
 * [|Gang Graffiti] (Examples) & [|Gangs in the U.S. (abbreviations)]
 * [|Gang Hand signs] (Examples)
 * Interview with an Inmate
 * Levels of Gang Involvement
 * Gangs in Utah
 * [|An Overview of Gangs in SLC (Salt Lake County Sheriff's Office)]
 * [|Utah Survey] v. [|Youth Gangs in Schools Report from U.S. Dept. of Justice] (Compare these two and then discuss critically evaluating info.)
 * [|Utah Gang Problem Worse Than Reported]
 * [|Orem]
 * [|Utah White Power Gang Clothing]
 * Gang Prevention & Intervention
 * [|Help for Gang Members & Their Families] (School District & Community Resources in UT)
 * [|Free Tattoo Removal (U of U)]
 * [|Metro Gang Unit]
 * [|Anti-gang Measure Heads to Guv's Desk] (March 10, 2010) & [|Gang Prevention Bill Gains Committee Approval (Feb. 16, 2010)]
 * [|Utah Gang Conference 2010]
 * [|New Gang Database Aims to Aid Law Enforcement Efforts] (March 2009)
 * [|Utah Takes on Gangs] (Oct. 2009 - Callings)
 * [|Utah U.S. Target for Mexican Gangs Pot Farms]
 * [|Utah & America's Gang Crisis] (Blog)
 * [|UTGangResearch] (Twitter)

=****16 de marzo****=

= =

>>
 * **Pasen la lista**
 * La bienvenida**: aveaguil**
 * **Anuncios:**
 * **user:dsteger In the news: battle for curriculum in Texas. This issue raises a lot of interesting questions, so hopefully you will find it as interesting as I did.**
 * **State Standards**
 * **user:gerroy02[|How not to talk to your kids: Praising.] Praising and the affects on kids.**
 * **user:gerroy02[| academicearth.org]**
 * **If you want to listen to presentations from schools like harvard and stanford and such this is the site to go to.**
 * **user:gerroy02 [|zamzar]**
 * **With zamzar you can download any video from any site to be able to use in powerpoint plus you can change file formats for pretty much anything on the site. It is a good resource.**
 * **Think-Pair Share & lengthy class discussion re: [|Matthew 13:18-23]**
 * **What does it teach you about your participation and learning in this class?**
 * **What does it teach you about working in K-12 schools?**
 * **What does it teach you about facilitating your students' learning?**

>
 * **Chunking [[file:Chunking Span 477.ppt]]**
 * **Discussion of implications for language teaching and learning**
 * [[file:Data to Expertise Intro.ppt]]
 * [[file:Data to Expertise Part 1.ppt]]
 * [[file:Data to Expertise Part 2.ppt]]
 * **Discussion of thematic planning**

=****11 de marzo****=

= =


 * **Pasen la lista**
 * La bienvenida**: americana**
 * **"Señor, yo te seguiré" []**
 * **[]**
 * **Anuncios:**
 * **March 12, 2010 BYU Teacher Fair 9am-2pm WSC Ballroom, Provo Utah**
 * **Teacher Fair Prep Workshop notes: user:dsteger**
 * **[|Preguntas acerca de "student teaching"]**
 * **Classroom Management Books**
 * **Reading Quiz**
 * **Distribuir libros de texto**
 * **Planificar una lección**
 * **National Standards**
 * **State Core**
 * **Scope & Sequence**
 * **Writing Objectives [[file:Writing ObjectivesRev-BYU.doc]]**


 * Think Aloud of Teacher Work Sample Unit Based on a Textbook - Dra. M.**
 * **Targeted Grammar:**
 * **Targeted Vocabulary:**
 * **Chapter Objectives:**
 * **How could students use these elements as tools for COMMUNICATION?**
 * **UT FL Standards, UT Spanish Curriculum Map, UT FL Teacher Observations**
 * **Contextualization (the Cultures, Connections, & Communities Standards)**




 * **Context: Farming**
 * **Social Issue: Migrant Workers**
 * **Cultural "Text": //El canto de las palomas//, //El camino de Amelia, Don Radio, Amigos del otro lado//**
 * **Unit Brainstorming Web:**


 * **La guerra civil (Art, history - Español II - Unidad temática)**
 * **//Examples//**
 * **//[|Resumen de la Guerra Civil Española] - 2:02 video acerca del tema, narrado por hispanohablantes//**
 * **//[|They Still Draw Pictures] - Dibujos hechos por niños de las escuelas de España y Francia durante la Guerra Civil Española - Podemos usarlas para ayudarles a los alumnos pensar en como afecta la guerra a la vida diaria de los niños//**
 * **//[|Barcelona]//**
 * **//[|Madrid]//**
 * **//[|Albacete]//**
 * **//[|Alicante]//**
 * **//[|Valencia]//**
 * **//[|The Visual Front] - Carteles de la Guerra Civil Española - Podemos comparar los mensajes de los varios gobiernos con las experiencias de los niños. Podemos explorar preguntas acerca de cómo los gobiernos usan las imagenes para comunicarse con la gente//**
 * **//[|Encontrarte] - Colección de carteles de la era republicana de España//**
 * **//[|A Spanish Civil War Photo Essay] - Fotos de las personas y política de la Guerra Civil Española//**
 * **//[|Estampas de la Guerra Civil en Sevilla] - Fotos//**
 * **//[|Music of the Spanish Civil War]//**
 * **//[|Picasso's Guernica] - Fotos y explicación en inglés - se puede hacer un rompecabezas de la pintura y los estudiantes pueden trabajar en parejas para juntarla (un/a alumno/a describe la pintura mientras la otra ponga los pedazos en sus lugares correctos)//**
 * **//[|Picasso's Guernica] - 1:30 video que describe Guernica narrado por hispanohablantes (un hombre y una mujer)//**
 * **//[|A 3D Exploration of Picasso's Guernica] - Película con texto en inglés//**
 * **//[|Kids' Guernica - Proyecto para la paz] - Los niños de varios paises hacen obras sobre lienzos del mismo tamaño como la Guernica de Picasso//**
 * **//[|A las brigadas internacionales (Alberti)] - Poema por Rafael Alberti//**
 * * [|Eungenio Salvador Dalí] (Art, music - Español IV/V - Canción) [[file:Eungenio Salvador Dalí Rev.doc]]
 * El Principito (la niñez, el pretérito v. el imperfecto) - Ilustración de como añadir contexto puede aumentar el interés y mejorar la comprensión de los estudiantes
 * //[|Baobab trees damaged by elephants]//
 * //[|Elephant stripping bark from a baobab tree]//
 * Planning & Pacing

=**9 de marzo**=

= =

media type="youtube" key="Y6rE0EakhG8" height="385" width="480"
 * Pasen la lista
 * **La bienvenida**: Sarahjanejenkins
 * Anuncios:
 * March 12, 2010 BYU Teacher Fair 9am-2pm WSC Ballroom, Provo Utah
 * Teacher Fair Prep Workshop notes: user:dsteger
 * [|Preguntas acerca de "student teaching"]
 * Principios (What are our assumptions? Values? Intended outcomes?) [[file:Where Does Stud Lng Brk Down.doc]]
 * Relationships, Relationships, Relationships
 * Unmet Needs, Power Struggles, Saving Face
 * Role Plays
 * Classroom Management Techniques
 * Stop, Smile, & Wait (NHW)
 * Instant Intervention [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Instant%20Intervention%20Technique.doc"]] Instant Intervention Technique.doc
 * [|The Art of Enforceable Statements (Love & Logic)]
 * [|Three Types of Parents (Love & Logic)] (Replace "parent" with "teacher" when you read this)
 * Effective One Liners
 * Managing the Class Through Curriculum (You might find the Power Teaching video gives you ideas for some techniques you could try)
 * [|11-year-old Teacher] (A good example of how consistent routines & procedures allow even young students to manage their peers successfully)
 * Brief discussion of child abuse, cutting, gangs

= =

=**4 de marzo**=

>> Thursday March 4th, 2010 (TONIGHT!) >> 7:00pm Wilkinson Center Room 3220 >> Admission: $5.00 >> Food, Q&A, and Entertainment >> ALL PROCEEDS GO TO CHILE!
 * Pasen la lista
 * **La bienvenida**: saritalinda
 * [|Deja que el Espíritu te enseñe]
 * Anuncios:
 * Sigma Delta Pi applications due Friday, Mar. 5 @ 5 p.m.
 * March 12, 2010 BYU Teacher Fair 9am-2pm WSC Ballroom, Provo Utah
 * Help Chile!
 * [|Preguntas acerca de "student teaching"]
 * Maple Mountain High School FL Film Festival tonight at 7 p.m. - Dra. M. will e-mail directions to the school (Google Maps sends you to the district office)


 * [|Presentación de Google Docs] - Do our FLTEACH presentations demonstrate any improvement in understanding or skill?

>>
 * FLTEACH Presentation Carrousel Walk
 * Which slides do you remember?
 * What worked design-wise?
 * What did you learn from participating in this assignment?
 * Conversación acerca de "classroom management." ¿Qué tienen en común estos ejemplos? [[file:Classroom Management Video Explorations Worksheet.doc]]
 * [|Angry Teacher & Annoying Students] (1:40 - Class is too loud, whistling)
 * [|Arguing with my Teacher (Spanish class)]
 * [|An Argument at School] (:37 - Two students in classroom - Profanity at the end)
 * [|Arguing in School] (Cafeteria)
 * [|Ben Argues with Mr. Turner]
 * [|My Mad Teacher] (:41 - Start watching at around :20 - Test prep)
 * [|My Teacher Getting Mad] (just watch the 1st 20 seconds - be quiet, calling parents)
 * [|Retarded argument with mst] (A 6:37 conversation about a classroom management issue in another class and privacy of conversations)
 * [|Screaming Teacher (Pledge of Allegiance)] (Video contains swearing from teacher and student)
 * [|Student v. Teacher (2:21 - Pre-calc, Talking & Seating)]
 * [|Teacher and student argue re: war in Iraq]
 * [|Teacher gets mad] (:07 - Assembly)
 * [|Teacher v. Student] (:57 - Cell phones) Alternate video (staged): [|Cell Phones]
 * [|Teacher v. Student (Substitute Teacher)]
 * [|Catherine Tate - Lauren (French Oral Test)]
 * [|Catherine Tate - Periodic Table (Chatting)] (0:00 - 1:40 and 3:14 - end)
 * Optional videos:
 * [|Kindergarten Cop]
 * [|Absent Professor] (French)
 * [|Wonder Years] (Ineffective lecture/questioning)
 * [|Honorary Duckies]
 * Classroom Management
 * Disrespect
 * Power Struggles
 * Removing the Audience & Saving Face
 * Engagement v. Boredom
 * Tools for Classroom Management
 * Clear signals for attention (bell, clapping patterns, cultural proverbs or refrains, cymbals, songs, sticks, triangle)
 * Crayons (keep a brand new set for kids who are color blind)
 * Glue sticks (not the blue ones and NOT glue)
 * Lotion (unscented)
 * Kleenex
 * Wet wipes
 * Tips for Keeping Students Engaged
 * Balls (for determining form to be conjugated, which question to answer, which emotion to use when reciting something, etc.)
 * Bubbles
 * Coloring worksheets (keep a brand new set for kids who are color blind)
 * Die cuts (useful for shadow puppets or what's missing games on the overhead)
 * Felt story boards with animals and people
 * Fishing games
 * Flashcards (with holes in the bottom, kids stick their pencils or golf tees through the holes and then turn the card over to see if the sticker is around their pencil)
 * Key phrase cards
 * Language police (with badges, writing tickets)
 * Learning Wrap Ups
 * Manipulatives - anything they can touch or move
 * Paper plate clocks
 * Picture sequencing or sentence-making
 * Pipe cleaners
 * Playdough (not Rose Art)
 * Play food
 * Puppets
 * Puzzles for fast finishers
 * Signal cards (kids hold them up, teacher corrects--use flourescent ones)
 * Technology
 * Telephone dialogues (students race to the front of the room when they hear their number called on a fake cell phone, use puppets to talk)
 * White boards (cardboard with dry erase contact paper, showerboard, slick sheets with paper inside)

>
 * Homework: Explore the following
 * [|The Art of Enforceable Statements (Love & Logic)]
 * [|Three Types of Parents (Love & Logic)] (Replace "parent" with "teacher" when you read this)
 * Effective One Liners>>
 * Signals for Attention
 * Making Groups Work
 * [|Think It Through: Gaining Ground in Teaching] (An interactive "thinking tool" designed to help student teachers consider options for classroom management in a systematic way--play around with it. The info. on the right is useful too.)
 * Harry Wong **-** [|Effective Teaching Quiz] (A self-assessment that offers useful information for discussion, but is only tangentially related to classroom management)
 * Student Engagement:
 * Managing the Class Through Curriculum (Look at the Power Teaching video for some techniques you could try)
 * [|11-year-old Teacher] (A good example of how consistent routines & procedures allow even young students to manage their peers successfully)
 * [|Whole Brain Teaching] (An introduction to Power Teaching for those who want more info.)
 * Interactive Activities
 * Learning Centers
 * [|Cooperative Learning in FL Teaching (Short article)]
 * [|Classroom Quickstart Ideas (Video)]
 * [|How to Keep Kids Engaged in Class (Ten tips)]
 * Additional reading & resources
 * [|You Can Handle them All] (Techniques for Managing 117 misbehaviors) (Be sure to notice the links on the left too)


 * [|11 Techniques for Better Discipline]


 * [|Proactive Discipline]


 * [|Stages of Discipline]


 * [|Techniques That Backfire]


 * [|Dr. M's Classroom Management Bookmarks]


 * [[file:Classroom Management Tips.doc]](Anny Fritzen)


 * [[file:Classroom Management Observation Span 380.doc]]

= =

=**2 de marzo**=

= =


 * Pasen la lista
 * **La bienvenida**: littlecowgirl
 * Anuncios:
 * Sigma Delta Pi applications due Friday, Mar. 5 @ 5 p.m.
 * March 12, 2010 BYU Teacher Fair 9am-2pm WSC Ballroom, Provo Utah
 * [|Preguntas acerca de "student teaching"]
 * Explicación de FLTEACH
 * Requisitos
 * Modelo de Janae
 * Drawing for textbook CDs
 * Conversación acerca de la hoja de trabajo sobre el evangelio y la pedagogía
 * Lo bueno de la asignación
 * El plan de salvación y su correlación a lo que pasa en las escuelas
 * La importancia del albedrio, el cuerpo, y los individuales en el aprendizaje
 * Conversación acerca del "control" y "classroom management"
 * Demostración de LANDESK Classroom Management Software para el laboratorio de computadoras
 * Conversación acerca de la presentación sobre la tecnología para la facultad del departamento


 * Presentations
 * Wordless Books - Sam & Kristie
 * Debrief

= =

=**25 de febrero**=

Feb. 27, 2010 - Teacher Fair/Job Search Preparation Workshop March 12, 2010 BYU Teacher Fair 9am-2pm WSC Ballroom, Provo Utah (1:20-1:25) respond or set up
 * Pasen la lista
 * La bienvenida: dsteger
 * Anuncios:
 * Presentaciones
 * //(1:10-1:20) [|El Principito]//** user:Sarahjanejenkins user:jgunoe (pre-lectura)

//[(1:25-1:30)[Siete ratones ciegos|Siete ratones ciegosuser:elisemrw]]// 1:30-135 respond or set up 1:35-1:45 Wordless Books - Sam & Charla?


 * //Adivina cuánto te quiero (Jennifer Tanner)//

//[|El Principito]//** user:Sarahjanejenkins user:jgunoe (pre-lectura)


 * //Oye al desierto/Listen to the Desert//** //(elementary)// - [[image:http://www.wikispaces.com/user/pic/1202793136/chericem1-sm.jpg height="16" caption="chericem1" link="http://www.wikispaces.com/user/view/chericem1"]][|chericem1]

Discussion of classroom management

= =

=**23 de febrero**=


 * Pasen la lista
 * La bienvenida: elisemrw

> No importa cuáles sean nuestros talentos, formación, orígenes o aptitudes, > todos tenemos un deseo inherente de crear algo que no existía. > Toda persona puede crear algo. No se necesita dinero, posición social ni > influencia para crear algo que tenga valor o belleza. Crear algo trae profunda satisfacción > y realización. Feb. 27, 2010 - Teacher Fair/Job Search Preparation Workshop Mar. 11, 2010 - Utah State Teacher Fair (10 a.m. - 3 p.m. - Logan, UT) > Mar. 12, 2010 - BYU Teacher Fair (9 a.m. - 2 p.m. - WSC Ballroom, BYU, Provo, UT) > Mar. 23, 2010 - Calo Flamenco: Ballet de Martín Gaxiola (Phoenix-based professional dance company), 7:30 p.m., de Jong Concert Hall, $13 ($5 off w/ BYU or student ID/ $3 off for senior citizens or BYU alumni) - on sale Feb. 22
 * El deseo de crear es uno de los anhelos más profundos del alma humana.
 * Anuncios
 * 1) Premios profesionales: (Dra. Montgomery) Kristie Wallace (artículo; Digital Nation), Charla Aranda (link to Utah Core Standards)
 * 2) Chloe Marie Waters was born on Saturday morning at 7:19 am. She weighed 7 pounds 4 ounces. She was 20 inches long. She has been in the NICU because she had some breathing problems. They got everything under control and now they are just holding her there watching over her. She will be discharged tomorrow.
 * Presentaciones
 * 1) **//Si le das una galletita a un ratón//** user:saritalinda user:JodyMcCarrey (1:10-1:20)
 * 2) Respond and/or set up (1:20-1:25)
 * 3) **//Froggy se viste//** user:davidleelehman user:littlecowgirl
 * 4) Respond and/or set up (1:25-1:35)
 * 5) **//Día que la boa de Jimmy comió la ropa//** user:dsteger
 * 6) Respond and/or set up (1:35-1:40)
 * 7) //Songs - Hymne de l'amour// user:spenry user:jennifertanner
 * 8) //Songs - Wie Kan Es Sein// user:spenry user:jennifertanner
 * 9) //Songs - Los hijos de la oscuridad// user:spenry user:jennifertanner (1:40-1:50)
 * Go over homework (Dra. Montgomery)

=**18 de febrero**=


 * **Pasen la lista**

> **Doctrina y Convenios 78:17-19** > > //17 De cierto, de cierto os digo, sois __niños pequeños__ (//**//nuevos maestros//**//), y todavía no habéis entendido cuán grandes bendiciones el Padre tiene en sus propias manos y ha preparado para vosotros;// //18 y no podéis// //sobrellevar////ahora todas las cosas; no obstante, sed de buen ánimo, porque yo os// //guiaré////. De vosotros son el reino y sus bendiciones, y las riquezas de la// //eternidad////(//**//de ser maestros//**//) son vuestras.// //19 Y el que __reciba todas las cosas__ (//**//el aprendizaje//**//) con// //gratitud////será glorificado; y le serán añadidas las cosas de esta tierra, hasta// //cien////tantos, sí, y más.//
 * **La bienvenida:** davidleelehman
 * **Anuncios**
 * Firmen la tarjeta de gracias para Susan Gong
 * **Presentaciones**


 * 1) 1:05 - 1:15 **//La gallinita roja//** user:roids1 user:ccochrane
 * 2) 1:20 - 1:30 **//[|Mi primer libro de dichos] &//** //El canto de las palomas (art)// user:aveaguil user:americana

=**11 de febrero**=


 * Quehaceres**
 * Pasen la lista
 * **La bienvenida:** spenry
 * [|La canción] ([|Canciones para niños]) - Hazme andar en la luz
 * La oración
 * [|La escritura del día] o ¿Qué te ha enseñado el Señor esta semana?
 * Conversación acerca de las lecturas para hoy sobre las estaciones de aprendizaje

Writing Objectives


 * Los trabajos colaborativos**

10 minutos para preparar Presentaciones

Tarea
 * 1) **//[|Chumba, la cachumba]//** user:angelajm user:spanruss
 * 2) **//Corduroy//** user:madisonb02

1) Reflect on today's class [|here].
 * ANSWER the questions I listed.
 * READ other people's postings.
 * RESPOND to at least one other person's posting.

2) Read the blog posting [|Why Teachers Should Try Twitter] (this blog post discusses what one teacher learned about the importance of differentiating instruction as a result of using [|Twitter.] If you are interested in following my Twitter feed, click here:[|chericem])

3) Write out the instructions you will use to explain your teaching demo activity to students.
 * Write the instructions in Spanish.
 * Use command forms when possible.
 * Use no more than 5 steps per activity.
 * Use no more than 7-10 words per line/step.
 * **Bring a HARD COPY of the instructions with you to class on Thursday.**

We will present in the order listed below on the 18th. (No class on the 16th because of Monday Instruction).


 * Más información

Actividades para durante la lectura**
 * 1:05 - 1:15 **//La gallinita roja//** user:roids1 user:ccochrane
 * 1:20 - 1:30 **//[|Mi primer libro de dichos] &//** //El canto de las palomas (art)// user:aveaguil user:americana
 * 1:35 - 1:45 **//Si le das una galletita a un ratón//** user:saritalinda user:JodyMcCarrey
 * 1:50 - 2:00 **//Froggy se viste//** user:davidleelehman user:littlecowgirl
 * 2:00 - 2:10 **//Día que la boa de Jimmy comió la ropa//** user:dsteger
 * 2:10 - 2:20 //Songs - Hymne de l'amour// user:spenry user:jennifertanner
 * 2:10 - 2:20 //Songs - Wie Kan Es Sein// user:spenry user:jennifertanner
 * 2:10 - 2:20 //Songs - Los hijos de la oscuridad// user:spenry user:jennifertanner
 * 1) //Wordless Books//
 * 2) //Story Switches user:chericem1//
 * 3) **//Oye al desierto/Listen to the Desert//** //(elementary)// user:chericem1
 * 4) //La casa que Juan construyó - House That Jack Built & Salta ranita, salta user:chericem1//


 * Actividades de post-lectura**
 * 1) **//Adivina cuánto te quiero//**
 * 2) **//Siete ratones ciegos//**
 * 3) **//Pequeño Nicolás (Video)//**
 * 4) **//[|El Principito]//** user:Sarahjanejenkins user:jgunoe
 * 5) **//Don Quijote//**
 * 6) **//[|Juan Bobo]//**
 * 7) //[|Inanimate Alice]//


 * //__Continued Assignments__//**

4) Continue working on your FLTEACH assignment (**Due Tuesday, March 2**, see the Feb. 4 assignment on this page for specific instructions)

5) Begin exploring bookstores and your local public libraries to look for a children's picture book around which you could build a lesson.

=**9 de febrero**=

>>
 * Quehaceres**
 * Pasen la lista
 * **La bienvenida:** JodyMcCarrey
 * Anuncios
 * Facebook
 * Los trabajos colaborativos**: **Estaciones de aprendizaje** (Rotación final) [[file:Literacy Learning Stations.doc]]
 * GRUPO 1**

1) Miren la presentación: http://daretodifferentiate.wikispaces.com/ 2) Hablen del contenido de la presentación con sus colegas 3) En grupos de dos, exploren el wiki //Dare to Differentiate// (especialmente la sección de estrategias)


 * GRUPO 2**

Hagan las actividades de pre-lectura:


 * 1) Text is . ..
 * 2) Defining Literacy
 * 3) Understanding 21st Century Literacy
 * 4) Toto, We're Not in Kansas Anymore!

GRUPO 3
 * 1) Con una colega, lean las citas que relacionan la tecnología con el alfabetismo
 * 2) Con una colega, lean: [|Digital Natives, Digital Immigrants] en silencio. Compartan sus pensamientos acerca del artículo con una colega cuando lleguen a la imagen de una boca en el texto

GRUPO 4

1) Escojan una actividad para facilitar con una colega 2) Obtengan la información necesaria de la Dra. M. 3) Escriban sus instrucciones según esta información > **//Adivina cuánto te quiero//** Don Quijote
 * 1) **//Oye al desierto/Listen to the Desert//** //(elementary)//
 * 2) **//[|Chumba, la cachumba]//** user:angelajm user:spanruss
 * 3) **//Corduroy//** user:madisonb02
 * 4) **//La gallinita roja//** user:roids1 user:?
 * 5) **//[|Mi primer libro de dichos]//** //El canto de las palomas (art)// user:aveaguil user:americana
 * 6) **//Si le das una galletita a un ratón //**user:saritalinda user:JodyMcCarrey
 * 7) **//Froggy se viste//** user:davidleelehman user:littlecowgirl
 * 8) **//Día que la boa de Jimmy comió la ropa//** user:dsteger
 * 9) //La casa que Juan construyó - House That Jack Built & Salta ranita, salta//
 * 10) //Songs - Hymne de l'amour// user:spenry user:jennifertanner
 * 11) //Songs - Wie Kan Es Sein// user:spenry user:jennifertanner
 * 12) //Songs - Los hijos de la oscuridad// user:spenry user:jennifertanner
 * 13) **//Story Switches//**
 * Find a partner.
 * Decide who is A and who is B.
 * Partner A gets a yellow worksheet. Partner B gets a green worksheet
 * Read the story on your worksheet.
 * Give your worksheet to the teacher.
 * Tell your partner the story on your worksheet in Spanish
 * (Quiz)
 * 1) **//Wordless Books//**
 * //El platillo volante//
 * //Carlos y la calabaza//
 * 1) **//Siete ratones ciegos//**
 * 2) **//Pequeño Nicolás (Video)//**
 * 3) **//[|El Principito]//**
 * 1) **//[|Juan Bobo]//**
 * 2) //[|Inanimate Alice]//
 * 1) //[|Inanimate Alice]//


 * TODA LA CLASE - Presentaciones

Más información: Actividades para hacer durante la lectura**
 * **//Oye al desierto/Listen to the Desert//**
 * **//[|Chumba, la cachumba]// //(Choral, participatory reading)//**
 * Teach chorus
 * Distribute sentence strips[[image:http://www.wikispaces.com/i/mime/32/application/pdf.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Chumba+la+cachumba+Sentence+Strip+Reading+Activity.pdf"]] [|Chumba la cachumba Sentence Strip Reading Activity.pdf]
 * Model first page of the story (and act out)
 * Turn clock over to a student to play "teacher"
 * Popcorn the story
 * Chant the chorus at the end of each page
 * Watch [|Los esqueletos video] (brainstorm what students could do during this pass through the text)
 * **//Corduroy// (Audio)**
 * Divide students into pairs.
 * Distribute 2 pictures from the story to each group, along with 4-5 vocabulary words used with those pictures in the story
 * Part 1:
 * Find out what the words mean
 * Write 1 sentence about each picture
 * Use all the words on the word list
 * Partner A turns in the worksheet.
 * Partner B obtains 2 sentence strips.
 * Part 2:
 * Find out what your sentence strip says
 * Brainstorm sound effects for your sentence strip with your partner
 * Sound effects should make the story easier to understand
 * Each partner records their sentence on the computer
 * Return your sentence strip to the pile and sit down
 * Part 3:
 * Listen to the story as a class
 * (To make this more interactive, the teacher could post key pictures around the room and ask half of the class to move toward the appropriate pictures when they hear the picture described. The other half of the class could remain seated, crossing off pictures on bingo boards as they hear them described.)
 * **//La gallinita roja// //(Hear/Say)//**
 * Find a partner.
 * Decide who is A and who is B.
 * Partner A gets a yellow worksheet. Partner B gets a green worksheet
 * Partner A starts (with the star).
 * Partner B listens, then responds as written
 * **//El canto de las palomas//**
 * Get a sentence strip, piece of paper, and crayon
 * Read your sentence
 * Illustrate the sentence on the paper
 * Post your paper on the board
 * **//Si le das una galletita a un ratón// //(Identify and sequence pictures)//**
 * Clear your desk.
 * Get an envelope.
 * Spread the pictures on your desk.
 * Listen to the story.
 * Find the picture that matches what you hear.
 * Make a circle out of your pictures.
 * Find a partner.
 * Use the formula to retell the story to a partner (focus on form)
 * **//Froggy se viste//**
 * Look at the pictures
 * Stand in front of a picture
 * Draw a speech bubble
 * In Spanish, write what the character is saying.
 * Go stand by your desk.
 * Part 2: Act out what the teacher says.
 * Part 3:
 * Find a partner with your eyes, then put your head down
 * Decide who is A and who is B.
 * A gets a book. B gets paper dolls.
 * Partner A reads a page.
 * Partner B dresses their frog correctly
 * **//Día que la boa de Jimmy comió la ropa// (Watch video)**
 * Find a partner.
 * Choose 3 unrelated pictures
 * Write a 3-sentence story that connects the pictures (with your partner).
 * Tell your story to another group.
 * Watch video (discuss what makes the video comprehensible)
 * Order pictures to retell text/?s
 * **Songs**
 * //La casa que Juan construyó - House That Jack Built & Salta, ranita, salta//
 * //[|Inanimate Alice]//

Actividades de post-lectura
 * **//Story Switches//**
 * Find a partner.
 * Decide who is A and who is B.
 * Partner A gets a yellow worksheet. Partner B gets a green worksheet
 * Read the story on your worksheet.
 * Give your worksheet to the teacher.
 * Tell your partner the story on your worksheet in Spanish
 * (Quiz)

Invitada especial - Susan Gong hizo una presentacion en chino

Conversacion acerca de la presentacion

=**4 de febrero**=


 * Quehaceres**
 * Pasen la lista
 * **La bienvenida:** kw446
 * Distribuir volantes del //[|Club Leo]// de Scholastic


 * Los trabajos colaborativos**: **Estaciones de aprendizaje

GRUPO 1**

1) Miren la presentación: http://daretodifferentiate.wikispaces.com/ 2) Hablen del contenido de la presentación con sus colegas 3) En grupos de dos, exploren el wiki //Dare to Differentiate// (especialmente la sección de estrategias)


 * GRUPO 2**

Hagan las actividades de pre-lectura:


 * 1) **Text is . . .**
 * 2) **Defining Literacy**
 * 3) **Understanding 21st Century Literacy**
 * 4) **Toto, We're Not in Kansas Anymore!**


 * GRUPO 3**
 * 1) **Con una colega, lean las citas que relacionan la tecnología con el alfabetismo**
 * 2) **Con una colega, lean: Digital Natives, Digital Immigrants en silencio. Compartan sus pensamientos acerca del artículo con una colega cuando lleguen a la imagen de una boca en el texto**


 * GRUPO 4**

1) Escojan una actividad para facilitar con una colega 2) Obtengan la información necesaria de la Dra. M. 3) Escriban sus instrucciones según esta información > **//Adivina cuánto te quiero//**
 * 1) **//Oye al desierto/Listen to the Desert//** //(elementary)//
 * 2) **//[|Chumba, la cachumba]//** user:angelajm user:spanruss
 * 3) //Corduroy// user:madisonb02
 * 4) **//La gallinita roja//** user:roids1 user:?
 * 5) **//[|Mi primer libro de dichos]//** //El canto de las palomas (art)// user:aveaguil user:americana
 * 6) **//Si le das una galletita a un ratón //**user:saritalinda user:JodyMcCarrey
 * 7) **//Froggy se viste//** user:davidleelehman user:littlecowgirl
 * 8) **//Día que la boa de Jimmy comió la ropa//** user:dsteger
 * 9) //La casa que Juan construyó - House That Jack Built & Salta ranita, salta//
 * 10) //Songs - Hymne de l'amour// user:spenry user:jennifertanner
 * 11) //Songs - Wie Kan Es Sein// user:spenry user:jennifertanner
 * 12) //Songs - Los hijos de la oscuridad// user:spenry user:jennifertanner
 * 13) **//Story Switches//**
 * Find a partner.
 * Decide who is A and who is B.
 * Partner A gets a yellow worksheet. Partner B gets a green worksheet
 * Read the story on your worksheet.
 * Give your worksheet to the teacher.
 * Tell your partner the story on your worksheet in Spanish
 * (Quiz)
 * 1) **//Wordless Books//**
 * //El platillo volante//
 * //Carlos y la calabaza//
 * 1) **//Siete ratones ciegos//**
 * 2) **//Pequeño Nicolás (Video)//**
 * 3) **//[|El Principito]//**
 * 4) **//Don Quijote//**
 * 5) **//[|Juan Bobo]//**
 * 6) //[|Inanimate Alice]//


 * Más información: Actividades para hacer durante la lectura**
 * **//Oye al desierto/Listen to the Desert//**
 * **//[|Chumba, la cachumba]// //(Choral, participatory reading)//**
 * Teach chorus
 * Distribute sentence strips[[image:http://www.wikispaces.com/i/mime/32/application/pdf.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Chumba+la+cachumba+Sentence+Strip+Reading+Activity.pdf"]] [|Chumba la cachumba Sentence Strip Reading Activity.pdf]
 * Model first page of the story (and act out)
 * Turn clock over to a student to play "teacher"
 * Popcorn the story
 * Chant the chorus at the end of each page
 * Watch [|Los esqueletos video] (brainstorm what students could do during this pass through the text)
 * **//Corduroy// (Audio)**
 * Divide students into pairs.
 * Distribute 2 pictures from the story to each group, along with 4-5 vocabulary words used with those pictures in the story
 * Part 1:
 * Find out what the words mean
 * Write 1 sentence about each picture
 * Use all the words on the word list
 * Partner A turns in the worksheet.
 * Partner B obtains 2 sentence strips.
 * Part 2:
 * Find out what your sentence strip says
 * Brainstorm sound effects for your sentence strip with your partner
 * Sound effects should make the story easier to understand
 * Each partner records their sentence on the computer
 * Return your sentence strip to the pile and sit down
 * Part 3:
 * Listen to the story as a class
 * (To make this more interactive, the teacher could post key pictures around the room and ask half of the class to move toward the appropriate pictures when they hear the picture described. The other half of the class could remain seated, crossing off pictures on bingo boards as they hear them described.)
 * **//La gallinita roja// //(Hear/Say)//**
 * Find a partner.
 * Decide who is A and who is B.
 * Partner A gets a yellow worksheet. Partner B gets a green worksheet
 * Partner A starts (with the star).
 * Partner B listens, then responds as written
 * **//El canto de las palomas//**
 * Get a sentence strip, piece of paper, and crayon
 * Read your sentence
 * Illustrate the sentence on the paper
 * Post your paper on the board
 * **//Si le das una galletita a un ratón// //(Identify and sequence pictures)//**
 * Clear your desk.
 * Get an envelope.
 * Spread the pictures on your desk.
 * Listen to the story.
 * Find the picture that matches what you hear.
 * Make a circle out of your pictures.
 * Find a partner.
 * Use the formula to retell the story to a partner (focus on form)
 * **//Froggy se viste//**
 * Look at the pictures
 * Stand in front of a picture
 * Draw a speech bubble
 * In Spanish, write what the character is saying.
 * Go stand by your desk.
 * Part 2: Act out what the teacher says.
 * Part 3:
 * Find a partner with your eyes, then put your head down
 * Decide who is A and who is B.
 * A gets a book. B gets paper dolls.
 * Partner A reads a page.
 * Partner B dresses their frog correctly
 * **//Día que la boa de Jimmy comió la ropa// (Watch video)**
 * Find a partner.
 * Choose 3 unrelated pictures
 * Write a 3-sentence story that connects the pictures (with your partner).
 * Tell your story to another group.
 * Watch video (discuss what makes the video comprehensible)
 * Order pictures to retell text/?s
 * **Songs**
 * //La casa que Juan construyó - House That Jack Built & Salta, ranita, salta//
 * //[|Inanimate Alice]//

Actividades de post-lectura > **//Adivina cuánto te quiero//**
 * **//Story Switches//**
 * Find a partner.
 * Decide who is A and who is B.
 * Partner A gets a yellow worksheet. Partner B gets a green worksheet
 * Read the story on your worksheet.
 * Give your worksheet to the teacher.
 * Tell your partner the story on your worksheet in Spanish
 * (Quiz)
 * **//Wordless Books//**
 * //El platillo volante//
 * //Carlos y la calabaza//
 * **//Siete ratones ciegos//**
 * **//Pequeño Nicolás (Video)//**
 * **//[|El Principito]//**
 * **//Don Quijote//**
 * **//[|Juan Bobo]//**

= =

=**2 de febrero**=


 * La bienvenida:** gerroy02
 * [|La canción] ([|Canciones para niños]) -
 * La oración
 * [|La escritura del día] o ¿Qué te ha enseñado el Señor esta semana?


 * Los trabajos colaborativos**


 * 1) [|Delicious] ([|Delicious bookmarklets & Firefox Extensions])
 * 2) [|Diigo] ([|Diigo Toolbar])
 * 3) [|Zotero] (Graduate School?, Lesson Planning)
 * 4) [|A Periodic Table of Visualization Methods]
 * 5) Discussion of Contextualization (Shared experiences with language from "real life" in the form of simulations, songs, stories, videos)
 * 6) Demonstration of input that is not comprehensible (Russian)
 * 7) Discussion of how to make input more comprehensible (Activate prior knowledge, body language, gestures, intonation, scaffolding, visuals)
 * 8) Discussion of Scaffolding (PowerPoint, definition of scaffolding in an educational context, examples of scaffolding)
 * 9) Explanation of [|La asignación de FLTEACH]
 * 10) Discussion of differences:
 * [[file:Ben Schilaty - FL Teach slide-Original Version 1.ppt]]
 * [[file:Ben Shilaty FL Teach Slide Revised.ppt]]
 * Other examples of FLTEACH Assignment

=**28 de enero**=
 * Quehaceres**
 * Pasen la lista
 * Los anuncios
 * **Paired Placements**
 * **Premio Profesional - Sara W. y Jenae**
 * For those of you who are interested here is a copy of my research paper comparing the different locations for student teaching. [[file:Technical Report.docx]]It was formatted to meet the requirements for an ENG 316 class but I think that there is some good information in it. user:spanruss


 * La bienvenida:** charlaguay
 * [|La canción] ([|Canciones para niños]) - Soy un hijo de Dios
 * La oración
 * [|La escritura del día] o ¿Qué te ha enseñado el Señor esta semana? (Acerca de los africanos)


 * Los trabajos colaborativos

ACTIVITY 1: Teaching Demos** >> 1) - A list of principles for selecting children's books appropriate for use with second language learners
 * **//El secreto en la caja de fósforos//**
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Que+quiere+decir+%28tono%29.doc"]] [|Que quiere decir (tono).doc]
 * [[file:Techniques for Successful Storytelling.doc]] - Tips for reading stories to your students
 * Paired reading
 * Read two pages to your partner using the techniques you just learned from the previous activity
 * Trade roles--let your partner read to you
 * Actividades de pre-lectura
 * **//La hora de acostarse de Francisca//**
 * Brainstorm with a partner [[file:La hora de acostarse de Francisca-Excusas.doc]]
 * Shout out reasons to the class
 * Read the Spanish version of **//[|Papá]//**
 * Predict (what things will happen in the book, based on a checklist)
 * I have/who has activity

2) Topical Listing of Children's Books


 * Las asignaciones para la próxima clase**

media type="youtube" key="0klgLsSxGsU" height="344" width="425"
 * Foros de conversacion (p. 2, RSS)
 * [|RSS in Plain English]
 * [|Google Reader]
 * [|FLTEACH]
 * Explanation of how I keep things organized
 * Color-code the worksheets
 * Write a red check in the corner of your originals--it turns black when photocopied so it is easy to keep track of your originals
 * Write the class and date that you used each activity on the outside of the folder so you know whether or not it is fair game in a future year
 * Discussion of where to find materials and how much to spend
 * Calendar Stores
 * D.I. or Goodwill
 * Dollar Tree
 * Garage Sales
 * Check books out of the library, try them, and then decide which ones are worth investing in
 * Discussion of budgets in schools
 * Information re: [|DonorsChoose] and other mini-grant opportunities through ACTFL, UFLA, etc.
 * You can buy enough for each small group to have one (i.e., buy 6 copies) if you don't have enough money for a classroom set
 * You will be spending a lot of your life in your classroom, so make sure you have the materials you need to enjoy your time there - you can set a budget for yourself
 * Use what works for you--if you don't want to haul stuff, use online resources; if technology worries you, then gather physical materials like picture files

=**26 de enero**=


 * Quehaceres**
 * Pasen la lista
 * Etiquetas de identificación
 * Los anuncios
 * Discussion of how the placement process works
 * **Paired Placements**
 * **D.C. - Duke Ellington, Schools without Walls, etc. (Crystal Towers near Pentagon)**
 * **Summer - Jumpstart Program (Summer program - 300 hours for $1,000 - housing provided)**
 * **Houston - 2/3 Hispanic and 1/3 African American**
 * **Premio Profesional - Sara W.**
 * Tutoring Sign-up Sheet
 * Build your résumé - If you are willing to provide free tutoring to students in BYU Spanish classes (primarily at the Span 105-106 level and above), please fill out this form.
 * Consider who could write letters of recommendation for you
 * For those of you who are interested here is a copy of my research paper comparing the different locations for student teaching. [[file:Technical Report.docx]]
 * It was formatted to meet the requirements for an ENG 316 class but I think that there is some good information in it. user:spanruss


 * La bienvenida:** roids1
 * [|La canción] ([|Canciones para niños]) -
 * La oración
 * [|La escritura del día] o ¿Qué te ha enseñado el Señor esta semana?


 * Las asignaciones para la próxima clase**

1) Reflect on today's class [|here]

2) Study the reading handout I distributed in class today. There will eventually be a quiz on that information. :-)


 * Los trabajos colaborativos

ACTIVITY 1: Inside/Outside Circles re: Interpretive Communication** (Based on this page and Topical Listing of Children's Books)

- Outlines the key purposes of pre-, during, and post-reading activities


 * ACTIVITY 2: Teaching Demos**
 * **//El secreto en la caja de fósforos//**
 * Brainstorming dragon-related words with overhead
 * Describe & Draw
 * If a dragon were to come to BYU . . . (whole class brainstorms with sentence strips)
 * Dragon Story with books

=**21 de enero**=


 * Quehaceres**
 * Pasen la lista
 * Etiquetas de identificación


 * La bienvenida:** spanruss


 * La oración
 * ¿Qué te ha enseñado el Señor esta semana? [|(Del artículo del Elder Scott)]


 * National Standards (Con't.)**


 * Conexiones - Simulación [[file:Peanut Farmers Simulation.doc]]
 * ¿Cómo reflecciona cada "standard?"
 * ¿Cómo se puede usar la actividad para hablar de la economía, etc.?
 * ¿Cómo se puede adaptar la actividad para usarla en una clase de Español I?
 * ¿Tienes ---?
 * ¿Me doy por ?
 * Gracias.
 * Comparaciones - The Scoop on School [[file:The Scoop on School-BYU.doc]]


 * La cognición visual**

[|Alfabeto]
 * [|Juego]
 * [|Lección]
 * Principios del diseño gráfico (PDF)
 * Actividades
 * "Rule of Thirds"
 * El contraste
 * "Flow"
 * Punto de enfoque
 * Repetición
 * La publicidad en español
 * Archivos de láminas


 * Las asignaciones para la próxima clase**
 * Comenten sobre las actividades que hicimos hoy en los [|foros de conversación]

> for use with second language learners > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > 2) - Outlines key considerations in developing a story-based > lesson and includes lists of possible pre-, during, and post-reading activities > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > 3) - Outlines the key purposes of pre-, during, and post-reading activities > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > 4) - Tips for reading stories to your students > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > 5) [|Reading Strategies That Benefit All Learners] - An annotated list with some templates and examples
 * Lean:
 * 1) [[file:Selecting Stories-Considerations.doc]] - A list of principles for selecting children's books appropriate

6) Topical Listing of Children's Books - Skim this just so you are aware of what it contains

=**19 de enero**=


 * Quehaceres**
 * Pasen la lista
 * Etiquetas de identificación
 * Los anuncios - Discussion of checklist to be sure you've done everything in preparation for student teaching. Take care of anything you haven't yet addressed.
 * La oración - Jody
 * Premios profesionales - Sherise (para celebrar el trabajo de una colega) y Avelina (para expresar opiniones profesionales en foros públicos)


 * Los trabajos colaborativos**
 * Páginas personales del wiki
 * Demonstration of how to insert documents & photos
 * Demo of how to insert videos
 * Additional discussion of copyright law
 * Demo of how to insert other things such as maps using the widgets function and "super secret embed code"
 * [|Example of copyright infringement] (We discussed this in class, you can examine it on your own)
 * National Standards - Demos of what the standards look like in action
 * **Comunicación -** Actividades para desarrollar la comunidad - los anillos
 * Discussion of how to give instructions
 * Discussion of classroom management (how to form groups, distribute materials, what the rest of the class is doing while materials are being distributed)
 * Discussion of ways to adapt the activity for beginners and advanced students
 * **Cultura** (Productos/perspectivas) - El dinero
 * Discussion of how to give instructions
 * Discussion of classroom management (giving each group member a role)
 * Discussion of how to scaffold the group presentations following the activity (Provide sentence starters, etc.)
 * **Cultura** (Prácticas/perspectivas) - Circunlocución
 * Discussion of how this activity involves multiple standards (Communication, Cultures, Comparisons) and of how that makes the activity more powerful
 * Discussion of classroom management (forming groups, color-coding the materials)
 * Discussion of why the activity "works" for students (enjoyable, students build relationships with peers, students develop cultural understanding and circumlocution skills, etc.)
 * Las lecturas - Brief discussion of these articles in small groups. More to follow next time
 * Tecnología ([|Ballard], [|Bednar], y un artículo más) [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Notetaking+Sheet+for+Tech+Readings.doc"]] [|Notetaking Sheet for Tech Readings.doc]
 * Alfabetismo
 * [|Inanimate Alice]
 * [|Literacy] + hoja - user:JodyMcCarrey user:angelajm00
 * [|Visual literacy] //+//[[file:Reading Guide for Sankey Considering Visual Literacy.doc]]- user:elisemrw user:Sarahjanejenkins user:leon321user:roids1
 * Taylor + [[file:Feedback Template for Chapter 8 of Taylor & Luckau.doc]]
 * [|Presentación de Google Docs] (Para la próxima clase)


 * Las asignaciones para el próximo clase


 * 1) 1 - Spend most of your time on this.
 * 2) 2 - Should take no more than 10 minutes.
 * 3) 3 - We will not spend a lot of time on this in class, but you will get a lot out of it if you invest time in reading it.**

1) Explore:
 * [|A Periodic Table of Visualization Methods]
 * Scroll over at least 12 squares (2 from each colored section)
 * Prepare to explain how this helps teachers
 * Graphic Design
 * //Graphic Design Principles:// Read the first page of this PDF handout
 * //Examples// or //Interactive Activities:// Explore at least 3 additional links from one of these 2 sections of the page
 * Prepare to explain how these ideas apply in teaching Spanish
 * [|Inanimate Alice]
 * Choose a language
 * Work through at least one chapter or episode
 * Prepare to explain what this teaches us about reading in Spanish

2) [|Technological Tools for Visual Thinking]
 * Read the abstract
 * QUICKLY SKIM the rest of the article and post 3 concepts or ideas that were interesting to you in [|this discussion forum]

3) READ [|To Learn and to Teach More Effectively]

4) Personal Wiki Page Assignment: Finish this assignment if you have not yet done so (Add text, link, document, image, video, widget to your personal page).

5) If you are willing to provide free tutoring to students in BYU Spanish classes (primarily at the Span 105-106 level and above), please fill out this form.

6) Sign up if you are interested in volunteering (i.e., no pay) to serve as an emergency substitute for BYU Spanish classes: Substitute Volunteer Sign-up Form The information you submit will be circulated by e-mail to the graduate student instructors who teach Span 105/106, 205/206, etc.

=**14 de enero**=

= =
 * Quehaceres**


 * Pasen la lista
 * Etiquetas de identificación
 * Los anuncios
 * Las solicitudes para "student teaching" - Mañana es la fecha límite
 * Substituting for Span 105-106
 * Tutoring sign-up sheet
 * **La bienvenida:**
 * La oración


 * Las asignaciones para la próxima clase

Pregunta para guiar la conversación: ¿Cuáles destrezas y qué información necesitarán para hacer estas asignaciones?**

1) Choose a date to give the bienvenida

2) [|Presentación de Google Docs - una diapositiva de cada persona]
 * Add a new slide.
 * Add a "copyright safe" image to your slide. (Use your own photo or one you download from here [|http://www.sxc.hu] - anything that says "standard license" is okay - be sure to notify and credit the author if the image requires it)
 * Add a quote that represents you. Put the citation information in "Speaker Notes."
 * Write your name on the slide.
 * Save your presentation.

3) Sign up to read **ONE** of the following articles **and complete the assignment associated with it**. (No more than 7 people per group.)


 * Escamilla, K. (1999). [|Teaching literacy in Spanish]. In R. DeVillar & J. Tinajero (eds.). (2000). //The Power of Two Languages//. New York: McMillan/McGraw-Hill, 126-141. Retrieved July 23, 2009, from[] (**Required:** Use one of these free, online tools to create a one-page, graphic organizer that summarizes the main ideas from the article: [[image:click2collaborate:GliffyLogo.gif height="29" link="http://www.gliffy.com/"]][[image:click2collaborate:GlogsterLogo.jpg height="35" link="http://www.glogster.com/edu"]] [[image:click2collaborate:MixbookLogo.jpg height="41" link="http://www.mixbook.com/"]][[image:click2collaborate:ScrapblogLogo.jpg height="61" link="http://www.scrapblog.com/"]][[image:click2collaborate:VokiLogo.jpg height="69" link="http://www.voki.com/"]])

1)user:JodyMcCarrey 2)user:angelajm00 3)user:saritalinda 4)user:davidleelehman 5)user:jennifertanner 6)user:americana 7)user:madisonb02
 * Sankey, Michael D. (2002). [|Considering visual literacy when designing instruction]. //e-Journal of Instructional Science and Technology, 5//. Retrieved December 15, 2007, from [](**Required:** Complete this reading guide: [[file:Reading Guide for Sankey Considering Visual Literacy.doc]]; **Optional:** Take this [|quiz])

1) user:elisemrw 2)user:Sarahjanejenkins 3)user:leon321 4)user:roids1 5)user:spanruss 6)user:kw446 7) user:aveaguil 8)user:charlaguay


 * Taylor, James, & Luckau, Paul F. (1996/1986). Chapter 8 - What have you read lately? //Fundamentals of language teaching: What every Spanish teacher needs to know.// Brigham Young University. (**Required:** Use this template to provide feedback on this chapter to the writers of the chapter: [[file:Feedback Template for Chapter 8 of Taylor & Luckau.doc]])

1)user:gerroy02 2)user:littlecowgirl 3)user:dsteger 4) user:ccochrane 5)user:spenry 6) 7)

4) Explore [|Inanimate Alice]. Which principles from the article you read does it illustrate?

5) Personal Wiki Page Assignment : Finish this assignment if you have not yet done so.
 * Click on this link
 * Locate your initials and click on that page. (If more than one student had the same initials, then I created the pages based on your first, middle, and last initials.)
 * Once your personal page loads, click on the green "Edit this Page" button in the upper, right-hand side of the screen
 * Use the picture instructions to try to:
 * Add text
 * Add a link (hint: type text and highlight it before you click the link button)
 * Add a document
 * Add an image
 * Embed a video (this one is tricky--try it and if you can't do it by yourself, I'll show you in class)
 * Embed another "widget" (if you understand how to embed a video, the widgets work basically the same way)
 * Be sure to click "Save" after you make each change

6) Complete your [|student teaching applications] (due to MCKB 120 by 5 p.m. tomorrow, January 15, 2010).


 * DO NOT PUT THIS OFF because you need to:
 * Get your [|fingerprints and FBI background check] completed if you haven't already done so. Read the instructions CAREFULLY.
 * Obtain a [|temporary teaching license] from the State of Utah
 * Register with [|e-Recruiting] and upload a résumé
 * Register to take the [|Praxis II] exam
 * [|Complete the application] (which includes an autobiography)
 * Meet with an advisor from the Humanities Advisement Center (probably Ron Spotts) and obtain a signature

7) Sign up if you are interested in volunteering (i.e., no pay) to serve as an emergency substitute for BYU Spanish classes: Substitute Volunteer Sign-up Form The information you submit will be circulated by e-mail to the graduate student instructors who teach Span 105/106, 205/206, etc.

8) Come prepared to discuss these articles that were due during our last class:


 * [|Using New Media to Support the Work of the Church] by Elder Ballard (Abbreviated version: [|Sharing the Gospel Using the Internet])
 * [|Things as They Really Are] by Elder Bednar
 * This note-taking worksheet will help you to engage more deeply with the 2 readings above, as well as with the reading you choose from #3: [[file:Notetaking Sheet for Tech Readings.doc]]

9) If you are willing to provide free tutoring to students in BYU Spanish classes (primarily at the Span 105-106 level and above), please fill out this form.

= =
 * La profesionalidad en la práctica**
 * Páginas personales del wiki
 * Copyright, Cybercourtesy, & Cybersafety in a Creative Commons Age
 * [|A Fairy Use Tale]
 * //[|Stock Xchng],// //[|Photobucket] //
 * Click2Collaborate
 * Explanation of how to create a Google Form
 * Lista personal de contraseñas (La hoja verde) [[file:Personal Password List 2010.doc]]

=**12 de enero**=


 * Quehaceres**


 * Pasen la lista
 * Etiquetas de identificación
 * Los anuncios
 * Las solicitudes para "student teaching" - Preguntas y problemas


 * La bienvenida:**
 * [|La canción] ([|Canciones para niños]) - //De colores ([|letra y música]) ([|video])//
 * La oración
 * [|La escritura del día] - 1 Samuel 16:7 - "Y Jehová respondió á Samuel: No mires á su parecer, ni á lo grande de su estatura, porque yo lo desecho; porque Jehová mira no lo que el hombre mira; pues que el hombre mira lo que está delante de sus ojos, mas Jehová mira el corazón." ([|Biblia Español Reina Valera])
 * [|El dicho del día] - //"Caras vemos, corazones no sabemos." "[|Cada cabeza es un mundo]"//


 * La profesionalidad en la práctica**

= =
 * Conversación en grupos pequeños sobre True Colors y sus implicaciones para los profesores
 * Conversación sobre National Standards en nuevos grupos
 * ¿Qué aprendieron?
 * Repaso de las respuestas a las preguntas que había en la hoja de trabajo [[file:National Standards & Proficiency Guidelines Study Guide.doc]]
 * Presentación sobre Oral Proficiency Interviews
 * Propósitos
 * Características de cada nivel
 * Proceso (warm-up, probes, level checks, cool down)
 * Required Rating for Student Teaching: Advanced Low
 * Prueba sobre las lecturas (National Standards, Oral Proficiency Guidelines)
 * Wikis in Plain English ([|dotSub], [|YouTube] )
 * Navegar en pestañas
 * Juntarse con Wikispaces
 * Páginas personales del wiki
 * Lista personal de contraseñas (La hoja verde) [[file:Personal Password List 2010.doc]]


 * Las asignaciones para la próxima clase

Meet in B181 (which is located in the main hallway in the basement of the JFSB) at our usual time on Tuesday. This will be our classroom for the remainder of the semester. **

1) Complete your [|student teaching applications] (due to MCKB 120 by 5 p.m. tomorrow, January 15, 2010).


 * DO NOT PUT THIS OFF because you need to:
 * Get your [|fingerprints and FBI background check] completed if you haven't already done so. Read the instructions CAREFULLY.
 * Obtain a [|temporary teaching license] from the State of Utah
 * Register with [|e-Recruiting] and upload a résumé
 * Register to take the [|Praxis II] exam
 * [|Complete the application] (which includes an autobiography)
 * Meet with an advisor from the Humanities Advisement Center (probably Ron Spotts) and obtain a signature

2) Read and come prepared to share one "sound bite" (i.e., your favorite quote) from each reading:


 * [|Using New Media to Support the Work of the Church] by Elder Ballard (Abbreviated version: [|Sharing the Gospel Using the Internet])
 * [|Things as They Really Are] by Elder Bednar
 * This note-taking worksheet will help you to engage more deeply with the 2 readings above, as well as with the reading you choose from #3: [[file:Notetaking Sheet for Tech Readings.doc]]

3) Choose **ONE** of the following to read and come prepared to summarize it for your colleagues:
 * Boss, Suzie, & Krauss, Jane. (2007, August). [|Power of the mashup: Combining essential learning with new technology tools]. //Learning & Leading with Technology.// Retrieved Sept. 17, 2008, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume_35_2007_2008_/AugustNo1/35112b.pdf (Great for History & Social Studies majors, focuses on principles but uses tools as examples)


 * Dieu, Barbara, & Stevens, Vance. (2007, June). [|Pedagogical affordances of syndication, aggregation, and mash-up of content on the web]. //TESL-EJ, 11//(1), 1-15. Retrieved March 1, 2008, from [|http://tesl-ej.org/ej41/int.html] (Provides an overview of tools one might use in an ESL/FL classroom)


 * Henry, Jeff, & Meadows, Jeff. (2008, Winter). [|An absolutely riveting online course: Nine principles for excellence in web-based teaching]. //Canadian Journal of Learning & Technology, 34//(1). Retrieved July 27, 2009, from http://www.cjlt.ca/index.php/cjlt/article/view/179/177 (Focuses on principles, not tools)


 * Lamb, Brian. (2007). [|Dr. Mashup; or, why educators should stop worrying and love the remix]. //Educause.// Retrieved Sept. 5, 2008, from http://connect.educause.edu/Library/EDUCAUSE+Review/DrMashuporWhyEducatorsSho/44592 (Very nice definition of mashups, outlines issues they have created in terms of intellectual property, considers affordances of the concept for educators)


 * Leal, Diego. (2008, December 1). [|Una revisión de "El futuro de la educación" de Thomas Frey (Parte 1)]. //DiegoLeal.org.// Retrieved November 25, 2009, from http://www.diegoleal.org/social/blog/blogs/index.php/2008/01/12/thomas-frey-the-future-of-education?blog=2 (Blog post in Spanish with quotations in English that considers the shifting roles of teachers and learners in a world of fast-paced technological change)


 * McBride, Melanie. (2009, July 3). [|The hidden curriculum of 21st century learning]. //MelanieMcbride.net//. Retrieved September 14, 2009, from http://melaniemcbride.net/2009/07/03/the-hidden-curriculum-of-21st-century-learning/ (This article focuses on key concepts related to curriculum and literacy in a 21st Century world - greens, English majors, and History/Social Studies majors will probably enjoy this one)


 * Thomas, Sue. (2008). [|Transliteracy and new media.] In R. Adams, S. Gibson, & S. Muller Arisona (Eds.), //Transdisciplinary Digital Art. Sound, Vision and the New Screen// (pp. 101-109). Berlin Heidelberg: Springer-Verlag. Retrieved May 27, 2008, from http://www.springerlink.com/content/gp84gkg422g846uh/fulltext.pdf (Great for English majors)


 * Young, Jeffrey R. (2009, July 20). [|When computers leave classrooms, so does boredom]. //The Chronicle of Higher Education.// Retrieved August 25, 2009, from http://chronicle.com/article/Teach-Naked-Effort-Strips/47398 (If you are anti-technology, you will probably enjoy this one)

4) <span class="wiki_link_ext">Personal Wiki Page Assignment : Do the best you can. Don't be afraid to click. If you can't finish it at home, don't worry--then you'll know exactly what your questions are when we work on it in class.
 * Click on this link
 * Locate your initials and click on that page. (If more than one student had the same initials, then I created the pages based on your first, middle, and last initials.)
 * Once your personal page loads, click on the green "Edit this Page" button in the upper, right-hand side of the screen
 * Use the picture instructions to try to:
 * Add text
 * Add a link (hint: type text and highlight it before you click the link button)
 * Add a document
 * Add an image
 * Embed a video (this one is tricky--try it and if you can't do it by yourself, I'll show you in class)
 * Embed another "widget" (if you understand how to embed a video, the widgets work basically the same way)
 * Be sure to click "Save" after you make each change

5) If you have time, explore at least **__one__** of these:

media type="youtube" key="k-8DRPCJ86U" height="344" width="425" media type="youtube" key="NhPgUcjGQAw" height="340" width="560" media type="youtube" key="NLlGopyXT_g" height="344" width="425" = =
 * [|Be Safe @ BYU]
 * [|Did You Know 2.0]
 * [|Go2Web2.0 Directory] (Explore at least 3 sites that are NEW to you if you choose this one.)
 * [|Map of Future Forces Affecting Education] (Click "Go to the Map" then click and drag to play with this one)
 * [|100 Best YouTube Videos for Teachers] (Be sure to look at the videos on Language and Art. You may also enjoy the videos on Teaching and Technology.)
 * [|Social Media Revolution]
 * Wesch, Michael. (2007). Web 2.0… the machine is us/ing us. //YouTube//. Retrieved May, 2007, from http://www.youtube.com/watch?v=6gmP4nk0EOE In Spanish: http://youtube.com/watch?v=PL-ywltLjzk (We will watch and discuss this one in class, but you are welcome to preview it if you like.)
 * [|Where 2.0] - Mapa del web 2.0 (in Spanish)


 * Assignments for Spanish Teaching Majors Only (Span 380)**

6) Complete this placement request form IMMEDIATELY if you haven't already done so. It was due on Tuesday!

=**7 de enero**=


 * Formen un círculo grande
 * Pasen la lista
 * Obtengan las dos hojas doradas (National Standards y la encuesta de True Colors en español)
 * Etiquetas de identificación
 * Los anuncios
 * Premio de profesionalismo para puntualidad (Kristie) y para el profesionalismo (Alyssa)
 * Coleccionar los papeles anaranjados
 * Los laptops - Pueden traerlos a la clase y pueden "chatear" durante la clase si tiene que ver con el contenido de la clase
 * Obtengan el número de teléfono y el correo electrónico de dos o tres colegas en caso de urgencia, ausencia, gripe, etc.
 * [|Tomar las huellas dactilares] (inmediatamente si no lo han hecho)
 * Green Checklist for Spanish Teaching Majors [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/secondary-edu-checklist-Spanish+Teaching.pdf"]] [|secondary-edu-checklist-Spanish Teaching.pdf] (Tiene los requisitos para el programa)
 * Las notas en esta clase - Tienen que sacar a lo menos 70% en las clases de Español 377 y Español 377 y 378 para seguir a "student teaching"
 * Las solicitudes para "student teaching" son para el 15 de enero
 * Preparación para la OPI (Pueden matricularse en Span 491 con Cherilee DeVore en 3190 JFSB. Habrá una reunión hoy en 1115JKB @ 4 p.m.)
 * El temario - Viene pronto
 * Span 378 Syllabus - [[file:Syllabus Span 378 Winter 2010.pdf]]

= =
 * Los trabajos colaborativos**
 * Presentarse - [[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/378+Intro+Ppt+Websafe.ppt"]] [|378 Intro Ppt Websafe.ppt]
 * True Colors - Las características de los estudiantes de la secundaria y los estilos de aprendizaje [[file:True Colors Span.ppt]]


 * Las asignaciones para la próxima clase

Meet in B181 (which is located in the main hallway in the basement of the JFSB) at our usual time on Tuesday. This will be our classroom for the remainder of the semester. **

1) Complete your [|student teaching applications] (due to MCKB 120 by January 15, 2010).


 * DO NOT PUT THIS OFF because you need to:
 * Get your [|fingerprints and FBI background check] completed if you haven't already done so. Read the instructions CAREFULLY.
 * Obtain a [|temporary teaching license] from the State of Utah
 * Register with [|e-Recruiting] and upload a résumé
 * Register to take the [|Praxis II] exam
 * [|Complete the application] (which includes an autobiography)
 * Meet with an advisor from the Humanities Advisement Center (probably Ron Spotts) and obtain a signature

2) Read these pages with the following questions in mind: //What difficulties is each color likely to have with a teacher of the other colors? How can I use my strengths to serve my students? How can I compensate for my weaknesses? Why is obtaining an understanding of students' learning styles so important?// Come prepared to discuss your answers in class.
 * [|Colors Reveals a Rainbow of Student Behaviors]
 * [|True Communication with True Colors]
 * [|True Colors Student Cards]
 * [|True Colors Teacher Cards]

3) Read [|National Standards for Foreign Language Learning] (There will be a quiz on Tuesday over all of this information--i.e., not just the one-page gold handout I distributed in class today. Pay special attention to Page 3 and use this study guide to help you prepare.)

4) Read the [|ACTFL Proficiency Guidelines for Speaking] (These will help you to understand what you have to do to pass the Oral Proficiency Interview, and will serve as the basis for much of our discussion in class - there will be a quiz on these on Tuesday as well)

5) Skim the information on each of the pages in the Table of Contents on your class page of the wiki (you can't take advantage of resources that you do not know exist) = =

Assignments for Spanish Teaching Majors Only (Span 380)

6) Complete this placement request form by January 12, 2010.

=**5 de enero**=


 * Quehaceres**


 * Formen un círculo grande
 * Pasen la lista
 * Hagan etiquetas de identificación
 * **La bienvenida:**
 * <span class="wiki_link">[|La canción] ([|Canciones para niños]) - Hazme andar en la luz ([|letra]) ([|música])
 * La oración
 * [|La escritura del día] - [|Doctrina y Convenios 88:122] - "Nombrad de entre vosotros a un maestro; y no tomen todos la palabra al mismo tiempo, sino hable uno a la vez y escuchen todos lo que él dijere, para que cuando todos hayan hablado, todos sean edificados de todos y cada hombre tenga igual privilegio."
 * [|El dicho del día] - //[|El que no monta, no cae]//


 * Los trabajos colaborativos**


 * Mapas personales del campo de la enseñanza y el aprendizaje de los idiomas mundiales
 * Actividades para conocernos
 * Círculos concéntricos
 * Contesten las preguntas en la hoja de actividad [[file:Inside Outside Circles Getting Acquainted Activity 378.doc]]
 * Círculos concéntricos
 * ¿Cómo te llamas?
 * Me llamo --- y este símbolo representa . ..
 * Activity Instructions for the Teacher - [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Inside+Outside+Circles.doc"]] [|Inside Outside Circles.doc]
 * Puesta en común
 * ¿Te gustaron la actividad?
 * ¿Qué funcionó bien? ¿Qué no?
 * ¿Cómo manejó la profesora la clase?


 * Orientación al curso**
 * Cómo funcionará cada clase
 * Español 378/380 y ScEd 476R - Tienen que tomarlas en secuencia. Si no van a hacer su "student teaching" hasta el próximo otoño, necesitan abandonar Spanish 380 porque queremos que hagan sus prácticas con el mismo profesor con quien van a hacer su "student teaching"
 * [|Tomar las huellas dactilares]
 * El wiki
 * El temario
 * Span 378 Syllabus - [[file:Syllabus Span 378 Winter 2010.pdf]]
 * Span 378 Progress Report - [[file:Progress Report Winter 2010.doc]]
 * Span 378 Schedule - Viene pronto
 * Span 380 Syllabus
 * Consent Form for Student Work (la hoja anaranjada) [[file:Span 378 Photo Video Permission Form 2010.doc]]


 * Asignaciones para la próxima clase**

1) Course Information Survey

2) [|Technology Survey]

3) [|True Colors Quiz] (e-mail your results to Dr. Montgomery) 4) Read the syllabus and make note of any questions you have about it [|Syllabus Span 378 Winter 2010.pdf] (Note: Next time we meet, I will provide you with a daily schedule of the topics we will cover during each class session) 5) Read, sign, and return the orange permission form that was distributed in class [|Span 378 Photo Video Permission Form 2010.doc]


 * Assignments for Spanish Teaching Majors Only (Span 380)**

6) Complete this placement request form by January 12, 2010.

7) If you have not yet had a background check and [|Fingerprinting], please take care of it IMMEDIATELY. Click on the link for instructions, or visit 120 MCKB for more information.

= = Back to: <span class="wiki_link">Activity Sheets ; <span class="wiki_link">Agenda for Today ; <span class="wiki_link">Archives ; <span class="wiki_link">Assignments for Today ; <span class="wiki_link">Assignment Sheets ; Important Dates; Links to Supplemental Resources; Observation Appointments; <span class="wiki_link">Program Links (BYU) ; <span class="wiki_link">Reading List ; <span class="wiki_link">Student Pages ; Syllabus & Schedule; <span class="wiki_link">Tech Tools

CM


 * Archives From Previous Semesters**

Fall 2008; Winter 2009; Fall 2009

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