Span+477-Assignment+Sheets

toc //Assignment sheets, information, and other materials for Span 477 Summer 2009 will be posted on this page.//

=Assignments for Summer 2009=

**miércoles, el 12 de agosto**

 * Final Project** (Due on the day of the Final Exam: Wed., August 12, 9:00 - 10:50 a.m.)


 * Option 1: Final Exam (Ch. 1, 2, 3, 6, 7, 8 plus your choice of Ch. 9 or 12) - I recommend you use the study guides I posted for the various chapters, that you review the culture and technology readings you were supposed to do, and that you review your notes from class


 * Option 2: Thematic Unit Plan - Choose a textbook chapter and prepare a thematic unit plan for it that better contextualizes the material using this template:
 * [[file:Span 477 Unit Planning Template with Instructions.doc]] - Plain Word file
 * [[file:Span 477 Unit Planning Template with Instructions.dotx]] - Click and type template with instructions
 * [[file:Span 477 Unit Planning Template-No Instructions.dotx]] - Click and type template WITHOUT instructions
 * [[file:Span 477 Thematic Unit Plan Evaluation Checklist.doc]]


 * Previous Assignments**


 * Advocacy Role Plays
 * Ch. 8 Quiz
 * Course Information Survey
 * FLTEACH Project
 * In-class Assignment - Final concept map
 * In-class Assignment - Evaluating Student Work
 * Journal - 6/22/2009 (Concept map)
 * Journal - 6/22/2009 (Pasttimes and previous teaching experiences)
 * Journal - 6/26/2009 (Methods my teachers used/expectations of Dr. Montgomery)
 * Journal - 7/10/2009 (Ch. 3 - What I learned, questions I still have)
 * Journal - 7/22/2009 (Lessons I learned from today's presentations)
 * Journal - 7/27/2009 (Lessons I learned from today's presentations)
 * Journal - 7/29/2009 (Lessons I learned from today's presentations)
 * Journal - 7/31/2009 (Lessons I learned from today's presentations)
 * Midterm Course Evaluation
 * Interpersonal Lesson Plan (Written for Spanish speakers, written plus teaching demo for Portuguese speakers)
 * Interpretive Lesson Presentation (Teaching Demonstration & Written Lesson Plan)
 * Interpretive Lesson Presentation Self Evaluation
 * Reflexive Verbs Lesson Teaching Demo and Written Lesson Plan
 * Technology Terms Discussion Board Posting
 * Technology Survey
 * Textbook Adaptation Assignment (the goldenrod sheet)
 * True Colors Quiz
 * Tutoring
 * Wiki Page


 * Para su referencia:**
 * ===Assignment Sheets===
 * __** // Journal entries and assignments that are important for us to do on our own can be found on my [|blog]. user:melizabethj// **__
 * [[file:Span 477 Temario Summer 09.doc]]
 * [[file:Span 477 Syllabus Summer 09.doc]]

**Diarios y Encuestas**
> > a) Lo eficaz de mi presentación . . . > b) Lo que cambiaré la próxima vez que presento esta lección. . . > c) Los próximos pasos para los estudiantes serán . . . > > a) Lo que aprendí (o lo que no quiero olvidarme) de las presentaciones del miércoles (el 29 de julio). . . > > b) Una sugerencia que tengo para las próximas presentaciones . . . > > c) Una pregunta que tengo acerca de las próximas presentaciones es. ..
 * [[file:Span 477 Self-evaluation Criteria.doc]]
 * Autoevaluación - Si presentaste hoy, debes enviarme tus respuestas por correo electrónico, o puedes poner sus respuestas en el foro de conversación en tu propia página del wiki (recuerda que todo el mundo pueden mirarlas si las pones allí): http://languagelinks2006.wikispaces.com/message/view/Span+477/13291409)
 * Encuesta acerca del curso
 * [|Encuesta de tecnología]
 * Evaluación del curso - (Puedes enviarme la evaluación por medio de correo electrónico, o puedes dejarla en el cajón fuera de mi oficina para que sea anónima)
 * 1) Lo bueno de esta clase/su manera de enseñarla es ...
 * 2) Lo malo/difícil de esta clase ... (unas sugerencias para mejorar la clase)
 * 3) Una(s) preguntas que quiero hacer son ...
 * Evaluación del curso - Por medio de Route Y
 * Reacción a las presentaciones - (Puedes responder a las preguntas en el foro de conversación: http://languagelinks2006.wikispaces.com/message/view/Span+477/13291409, o si prefieres, puedes enviarme tus respuestas por correo electrónico) **También necesitas leer las respuestas de sus colegas.**
 * [|True Colors Quiz]

**In-class Assignments**

 * Advocacy Role Plays -
 * Análisis del trabajo estudiantil - [[file:Analysis of Student Work Assignment-BYU.pdf]]
 * Textbook Adaptation Lesson Plan -
 * Escojan un capítulo de un libro de texto
 * Revisen las actividades en el libro.
 * Identifiquen las metas pedagógicas del capítulo (o sea, los objetivos)
 * ¿Cómo son las presentaciones del libro? ¿Son útiles a los estudiantes? ¿Tienen suficiente información? ¿Les muestran a los estudiantes las conexiones importantes entre los varios conceptos?
 * ¿Hay partes del capítulo que van a confundirse a los estudiantes?
 * ¿Hay patrones gramaticales que el libro no les muestra a los estudiantes de una manera clara?
 * ¿Cuáles actividades son buenas (en el sentido de que les van a ayudarles a los estudiantes hacer progreso hacia los objetivos)?
 * ¿Cuáles no serán muy útiles a los estudiantes?
 * ¿Qué papel hace la cultura en el contenido, la organización, y la presentación del capítulo?
 * Llenen la hoja dorada en preparación para la clase
 * Planeficar del libro de texto
 * [[file:Writing Objectives-BYU.doc]]

**Readings**

 * Classroom Management (Opcional)
 * Cultura
 * Cognición visual
 * La enseñanza de la lectura
 * Evaluación
 * Escritura
 * Los libros infantiles
 * Shrum y Glisan
 * Capítulo 1: Understanding the Role of Contextualized Input, Output, and Interaction in Language Learning
 * [[file:Thinking Template for Shrum Glisan 1.doc]]
 * Capítulo 2: Contextualizing Language Instruction to Address Goals of the Standards for Foreign Language Learning
 * [[file:Shrum & Glisan Ch 2 Jigsaw Tasks.doc]]
 * Capítulo 3: Organizing Content & Planning for Integrated Language Instruction
 * Comparen estos dos guías de lectura. ¿Cómo guían la manera en que los estudiantes piensan? ¿Cuál es más eficaz? ¿Por qué?
 * [[file:Shrum & Glisan Ch 3 Rdg Guide.doc]]
 * [[file:Shrum & Glisan Ch 3 Note-taking Sheet.doc]]
 * Capítulo 6: Using an Interactive Approach to Develop Interpretive Communication
 * Abbreviated Note-taking Sheet: [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="file:languagelinks2006/Shrum & Glisan Ch. 6 Abbreviated Note-taking Sheet.doc"]] [[file:languagelinks2006/Shrum & Glisan Ch. 6 Abbreviated Note-taking Sheet.doc|Shrum & Glisan Ch. 6 Abbreviated Note-taking Sheet.doc]]
 * More detailed reading guide: [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="file:languagelinks2006/Shrum & Glisan Ch. 6 Detailed Reading Guide.doc"]] [[file:languagelinks2006/Shrum & Glisan Ch. 6 Detailed Reading Guide.doc|Shrum & Glisan Ch. 6 Detailed Reading Guide.doc]]
 * Capítulo 7: Using a Story-based Approach to Teach Grammar
 * Lean las páginas 190 (empiecen con "//Focus on form"//) hasta 195.
 * Lean //PACE and the Accuracy Issue// en la página 204.
 * Miren los cuadros en las páginas 193, 200, y 201 (son muy importantes)
 * Los estudiantes sobresalientes pueden hacer una guía de lecturas para este capítulo ;-)
 * Capítulo 8: Developing Oral & Written Interpersonal Communication
 * [[file:Shrum & Glisan Ch. 8 Abbreviated Note-taking Sheet.doc]]
 * [[file:Shrum & Glisan Ch. 8 Detailed Reading Guide.doc]]
 * Capítulo 9: Developing Oral & Written Presentational Communication
 * Capítulo 11: Addressing Standards-based Language Performance in Context
 * The National Standards
 * True Colors
 * [|Jennifer Niskanen's True Colors Pages]
 * [|True Colors Reveals a Rainbow of Student Behaviors]
 * [|True Communication with True Colors]
 * Unidades temáticas


 * Online Quiz-making Tools (para los exámenes sobre los artículos)
 * [|Quibblo.com]
 * [|Quiz School]
 * [|Studiyo]
 * [|Survey Monkey]
 * [|Zoomerang]

**Projects**

 * **Proyecto de FLTEACH** - FLTEACH Assignment
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="file:languagelinks2006/Span 477 FLTEACH Assignment.doc"]] [[file:languagelinks2006/Span 477 FLTEACH Assignment.doc|Span 477 FLTEACH Assignment.doc]]
 * [|FLTEACH FAQs]
 * [|FLTEACH Archives]
 * [|Educación Bilingüe] (Ning - Group of teachers from Spain interested in content-based instruction in English)
 * [|MACUL Space] (Ning - Edtech social networking)
 * [|Technolanguages] (Ning - FL social networking - just getting started)
 * [|Twitter] - See me if you decide to use this option for your project
 * [[file:Using the FLTEACH Archives-BYU.doc]]
 * FLTEACH Assignment (ejemplos)
 * Buenos ejemplos de lo que quiero
 * Scrapblog - []
 * Ppt - [[file:languagelinks2006/FLTEACH SLIDE.pptx|http://languagelinks2006.wikispaces.com/file/view/FLTEACH+SLIDE.pptx]]
 * Buen contenido. ¿Qué piensan del diseño?
 * Scrapblog - []
 * Letterpop - []
 * Word - Un ejemplo de los apuntes que les ayudará hacer la asignación - [[file:languagelinks2006/FL TEACH ASSIGNMENT--Importance of Support.doc|http://languagelinks2006.wikispaces.com/file/view/FL+TEACH+ASSIGNMENT--Importance+of+Support.doc]]
 * Video - []
 * Google Pages & Scrapblog - Un ejemplo de una estudiante que usaba la asignación como manera de explorar los beneficios de diferentes tecnologías - [] AND []//viewer/viewer.aspx?sbid=119957//


 * **Proyecto final del curso**
 * Proyecto de investigación profesional - [[file:Professional Inquiry Project Assignment-BYU.pdf]]
 * [[file:Professional Inquiry Project Presentation Template-BYU.pdf]]
 * [[file:Professional Inquiry Project Evaluation Sheet-BYU.pdf]]
 * [[file:Professional Inquiry Project Presentation Evaluation-BYU.pdf]] - (Self/Peer Evaluation)


 * **Unidad temática**
 * Los objetivos y "Unit Planning Grid" - [[file:Writing Objectives-BYU.doc]]
 * Mapas conceptuales de las unidades - [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="file:languagelinks2006/Unit Planning Webs-BYU.doc"]] [[file:languagelinks2006/Unit Planning Webs-BYU.doc|Unit Planning Webs-BYU.doc]]
 * [|Bubbl.us] - (Heavily used in the edtech community w/ K-12 students)
 * [|Exploratree] (Templates)
 * [|Gliffy] - (Heavily used in the edtech community w/ K-12 students)
 * [|Mindomo]
 * [|Mindmeister] - (Doesn't appear to be as robust in features as some of these other options)
 * [|Webspiration] - (Looks similar to Inspiration & Kidspiration)
 * Planeficar unidades temáticas -
 * [[file:Span 477 Unit Planning Template with Instructions.doc]] - Plain Word file
 * [[file:Span 477 Unit Planning Template with Instructions.dotx]] - Click and type template with instructions
 * [[file:Span 477 Unit Planning Template-No Instructions.dotx]] - Click and type template WITHOUT instructions
 * Thematic Unit Plan Rubric & Evaluation Checklist - [[file:Span 477 Thematic Unit Plan Evaluation Checklist.doc]]


 * **Ejemplos**
 * [|World Languages Online Learning Scenarios] (Sample thematic units)
 * [|Cyberguides] (Sample units developed around various pieces of literature)
 * [|PBS Teachers: Cultures & History] (sample, interdisciplinary units developed around culture and history)
 * [|Civilisation française]
 * [|Costumbres saludables (Glencoe, Spanish 1, Ch. 8)]
 * [|Emergencias médicas (Glencoe, Spanish 2)]
 * [|Internet Activities for Foreign Language Classes]
 * [|Recetas hispanas (Glencoe, Spanish 2)]
 * [|Taller Hispano]
 * [|Culture-based websites in Spanish (from Glencoe)]


 * **Recursos**
 * [|What are Thematic Teaching & Curriculum Integration?] (Brief overview of key principles)
 * [|Making it Meaningful: The Power of Standards-based, Thematic Units] (Ppt that outlines important concepts)
 * [|Establishing a Context for Learning: Standards-based, Thematic Units] (Digs into thematic planning in the WL classroom)
 * [|Resources for Student Learning: Finding, Evaluating, and Using Culturally Authentic Materials - Part I]
 * [|Resources for Student Learning: Finding, Evaluating, and Using Culturally Authentic Materials - Part II]
 * [[file:Lesson Planning Process Template-BYU.pdf]]
 * [[file:Lesson Planning Grid-BYU.pdf]]

**Teaching Demos**
**No se olviden de poner sus planes en el wiki (o de enviarlos a la profesora/clase por medio del correo electrónico)**


 * Interpretive Teaching Demo -
 * [[file:Writing Objectives-BYU.doc]]
 * [[file:Interpreting Text.doc]]
 * [[file:Lesson Plan Form-BYU.doc]]
 * Microlección: Literatura infantil - [[file:Story-based Instruction Assignment-BYU.pdf]]
 * [[file:Literacy Development Activity-BYU.pdf]]
 * [[file:Literacy Development Activity Checklist.doc]]
 * [[file:Story-based Instruction Checklist-BYU.pdf]]
 * [[file:Story-based Instruction Rubric-BYU.pdf]]


 * Reflexive Lesson Teaching Demo -
 * [[file:Span 477 Reflexives Lesson Planning Template.doc]]
 * [[file:Span 477 Reflexives Lesson Planning Template Sample.doc]]
 * [[file:Span 477 Reflexives Lesson Plan Evaluation Checklist.doc]]


 * Steps:**


 * 1) Skim the pages and then decide what your objective for the lesson will be—what will students be able to DO using reflexive verbs and the vocabulary by the end of the 50-minute period? (Since we are all working from the same lesson material, instead of taking a lot of time to explain what you have included in your plan, I am going to ask you to simply post your lesson plan online for everyone. Prior to beginning the 10-minute segment you have prepared to teach us, you will only have time to read your objective aloud.)**


 * 2) Evaluate the explanations and activities provided by the textbook. (If you need more guidance re: how to do this, click here: http://languagelinks2006.wikispaces.com/Planning+from+the+Textbook) Which activities do you think will contribute most to the development of students’ language skills? Is there anything missing from the textbook (in terms of explanations, information, practice activities, or cultural context)? If so, what supplemental resources might you draw upon to fill those gaps?**


 * 3) Take a look at the table of contents for this chapter (1st page of the attached PDF). What will students be studying when they finish this lesson? What could you ask students to do during this class period that would prepare them for what is coming next?**


 * 4) Plan the lesson** __using the attached template__**. This is NOT optional. If you have questions about the template, feel free to e-mail me or to discuss them with me during class on Wednesday.**


 * 5) Select a 10-minute segment from your plan and prepare the materials you will need in order to teach it to the class next Monday. (Portuguese speakers will be teaching their lessons on Friday.)**
 * Teaching Practicum - **Dra. M. will arrange this for you. Those who do not do a practicum must do the Reflexive Verbs Teaching Demonstration instead (See the instructions above.)**


 * Tutoring -
 * **You must tutor someone learning the Spanish/Portuguese language.**
 * **You must log each tutoring session using the attached sheet: [[file:Tutoring Log & Reflection Sheet.doc]]**
 * **You may tutor the same person for all 5 hours, or different people, but you must accumulate a total of 5 hours of tutoring.**

**Written Assignments**

 * Interpersonal Lesson Plan - [[file:Span 477 Interpersonal Lesson Plan Evaluation Checklist.doc]]


 * Tiene que hacer un mapa de lección para una clase de 50 minutos
 * Tiene que estar basada en una lección de un libro de texto
 * Tiene que presentar un concepto de la gramática, darles a los estudiantes oportunidades orales y escritas para practicarla, y concluir con una actividad creativa que les da a los estudiantes la oportunidad de usar la gramática para la comunicación interpersonal (o sea que tiene que desarrollar las destrezas orales de los estudiantes de una manera progresiva y bien apoyada (a.k.a. "well-scaffolded")
 * Tiene que incluir la cultura de una manera significativa
 * Sería aún mejor si la lección fuera basada en un "texto" (audio, escrito, multimedia, o video) suplemental y cultural
 * Van a presentar un segmento de 10 minutos a la clase
 * Sugiero que combinen esta lección con la asignación acerca de una investigación cultural (vamos a hablar más de esta asignación el lunes durante la clase)

__//Recursos//__


 * Follow the steps at the top of p. 235 in Shrum & Glisan:
 * Identify a desired outcome.
 * Break down the topic into sub-topics.
 * Create and sequence concrete tasks for learners to do.
 * Build in support.
 * [[file:Communicative Task Card Template.doc]]
 * Learning Centers Lesson Plan
 * [[file:Learning Center Task Card Template.doc]]
 * Steps in Project Development
 * [[file:Cultural Investigation Project-BYU.doc]]
 * Lesson Plan Form
 * [[file:Culture Capsule Rubric Template-BYU.doc]]
 * [[file:Rubric Creation Assignment Evaluation Criteria-BYU.pdf]]
 * [|Rubistar]
 * Scaffolding Assignment -

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