Span+477-Assignments+for+Today

//Span 477 assignments will be posted here. Assignments are due on the date that appears above them.//toc

=August 10=


 * 1) Complete your FLTEACH Project.**

a) Click here, choose a month, and read 5 threads OR [|search the archives]:

b) Review the assignment:

c) You will be graded using this criteria:

d) Sample projects are located here.

e) Post final projects here . (Due Aug. 10)


 * 2) Begin studying for the final exam. **

a) The exam will consist of 3 parts: b) If you have done the reading, come to class, and paid attention, it should not be difficult. c) The following study guide will help you review in preparation for the final.
 * Comprehensive written exam (individual)
 * Collaborative scenarios (small groups)
 * Panel interviews (small groups)



=August 8=


 * 1) Finish your 50-minute culture lesson plan ( Hard copy due Aug. 8 ).**

a) Choose one of these topics:


 * **Ancient Civilizations**
 * **Beauty & Aesthetics** (Art & Architecture, Definitions of Beauty, Definitions of Creativity, Fashion & Design, Visual & Graphic Arts)
 * **Families & Communities** (Friendship & Love, Social Networks, Structure of the Family, Traditions & Values)
 * **Global Challenges** ( Crime, Economy, Education, Environment, Human Rights, Immigration, Philosophical Thought & Religion)
 * **Public Identities** ( Alienation & Assimilation, Heroes & Historic Figures, National & Ethnic Identity, Self -esteem)
 * **Science & Technology** (Astronomy & the universe, natural disasters, public health & well-being, science & ethics, technology & society, technological innovations and inventions)

b) Select relevant, culturally authentic texts. c) Actively engage students in using the texts to explore & discuss the cultural topic. d) Include interpersonal communication & grammar practice. e) Scaffold your lesson.

You will present a 5-minute segment from your lesson on Friday, Aug. 8.

user:alliteach Here's my lesson on Hispanic Traditions


 * user:StevensonSmith[[file:Lesson Plan--Cultural lesson on Spanish Art.docx]]**

user:evaldez2 Here is my lesson on school uniforms in Mexico

user:boricuazo Her's my lesson on Hispanic identity challenges in the U.S. user:biospan Entrepreneurship and social class  user:mcgreenhalgh La semana santa en Guatemala: Preterite and Imperfect


 * 2) Begin working on your FLTEACH Project.**

a) Click here, choose a month, and read 5 threads OR [|search the archives]:

b) Review the assignment:

c) You will be graded using this criteria:

d) Sample projects are located here.

e) Post final projects here.

=August 6=


 * 1) Prepare a 5-min., interpersonal __activity__.**

a) The activity should be interactive & grounded in culture. b) The activity should facilitate interpersonal communication. c) The activity should be VERY well-scaffolded. d) The activity should not take more than 5 minutes. e) You will teach your activity today.

user:alliteach Here's my powerpoint.


 * 2) Begin working on your 50-minute culture lesson plan ( Hard copy due Aug. 8 ).**

a) Choose one of these topics:


 * **Ancient Civilizations**
 * **Beauty & Aesthetics** (Art & Architecture, Definitions of Beauty, Definitions of Creativity, Fashion & Design, Visual & Graphic Arts)
 * **Families & Communities** (Friendship & Love, Social Networks, Structure of the Family, Traditions & Values)
 * **Global Challenges** ( Crime, Economy, Education, Environment, Human Rights, Immigration, Philosophical Thought & Religion)
 * **Public Identities** ( Alienation & Assimilation, Heroes & Historic Figures, National & Ethnic Identity, Self -esteem)
 * **Science & Technology** (Astronomy & the universe, natural disasters, public health & well-being, science & ethics, technology & society, technological innovations and inventions)

b) Select relevant, culturally authentic texts. c) Actively engage students in using the texts to explore & discuss the cultural topic. d) Include interpersonal communication & grammar practice. e) Scaffold your lesson.

You will present a 5-minute segment from your lesson on Friday, Aug. 8.


 * 3) Begin working on your FLTEACH Project.**

a) Click here, choose a month, and read 5 threads OR [|search the archives]:

b) Review the assignment:

c) You will be graded using this criteria:

d) Sample projects are located here.

e) Post final projects here.

=August 4=


 * 1) Turn in your 50-min. lesson plan for teaching grammar.**

Evaluation Criteria: user:alliteach Here is my lesson plan, along with worksheets and visual tools for the lesson. user:biospan Photos taken from flikr.com I have some text from the book in hard copy to hand out for the sticky note activity The powerpoint is an option if the students need extra instruction after the sticky notes user:evaldez2 Here is my lesson plan on the preterit and the imperfect. I changed my lesson from Noah's Ark to the First Vision since I am teaching missionaries at the MTC. user:dnaccarato user:StevensonSmith 1407154598
 * Is the lesson developmentally appropriate?
 * Does the lesson help students internalize a grammatical concept?
 * Is the contextualized in a cultural context?
 * Is prior knowledge activated?
 * Do students have opportunities to see the grammatical structure at work in high quality, culturally authentic text(s)?
 * Do students have opportunities to practice manipulating the grammatical forms?
 * Do students have opportunities to use the grammatical forms to communicate interpersonally?
 * Does the lesson make purposeful connections to students' lives?
 * Do activities progressively "add up" to improved communication skills?
 * Do the students do most of the talking, thinking, and working during the lesson?
 * Is the lesson well-scaffolded?
 * Is the lesson plan simple and clear enough that a substitute could successfully teach it?

user:brdslc

user:boricuazo:

user:mcgreenhalgh
 * 2) Begin working on your 5-min., interpersonal __activity__.**

a) The activity should be interactive & grounded in culture. b) The activity should facilitate interpersonal communication. c) The activity should be VERY well-scaffolded. d) The activity should not take more than 5 minutes. e) You will teach your activity next Wednesday ( Aug. 6 ).


 * 3) Begin working on your 50-minute culture lesson plan ( Hard copy due Aug. 8 ).**

a) Choose one of these topics:

Definitions of Beauty, Fashion & Design, Human Rights, Philosophical Thought & Religion) Heroes & Historic Figures,  -esteem)
 * ** Ancient Civilizations **
 * **Beauty & Aesthetics** (
 * Art & Architecture,
 * Definitions of Creativity,
 * Visual & Graphic Arts)
 * **Families & Communities** (Friendship & Love, Social Networks, Structure of the Family, Traditions & Values)
 * **Global Challenges** (
 * Crime, Economy, Education, Environment,
 * Immigration,
 * **Public Identities** (
 * Alienation & Assimilation,
 * National & Ethnic Identity, Self
 * **Science & Technology** (Astronomy & the universe, natural disasters, public health & well-being, science & ethics, technology & society, technological innovations and inventions)

b) Select relevant, culturally authentic texts. c) Actively engage students in using the texts to explore & discuss the cultural topic. d) Include interpersonal communication & grammar practice. e) Scaffold your lesson.

You will present a 5-minute segment from your lesson on Friday, Aug. 8.

=August 1=

1) Prepare to TEACH a 5-min. segment from your lesson.

2) You will be evaluated using this checklist:
 * The teaching demo is worth 100 points total.
 * Active Student Engagement and Participation Section - Each ITEM is worth 5 points (30 points total)
 * All other categories = 5 points each (70 points total)

3) Revise your lesson plan draft.
 * Make any necessary changes.
 * The activity you chose to teach should be included.
 * It should also include all the other activities from your full, 50-minute lesson.
 * Turn it in on Monday, Aug. 4.

=July 30=

1) Prepare a rough draft of your lesson plan.

a) Plan a 50-minute lesson. b) Devote only 5 minutes to explaining grammar. c) The grammar explanation should be in Spanish. d) Social issues/culture provide context for practice. e) Practice grammar through interpersonal communication.

2) Choose ONE of the following templates:

Template A:

Template B:



3) Complete the FIRST PAGE of the template.

4) Bring a hard copy to class.

5) Here are two examples.



=July 28=


 * 1) Select one of the following chapters:**

University Span 101-102/105-106 Class Unidos, Ch. 8 - ¿Cuáles son sus tradiciones? (cultura y tradiciones mexicanas) (preterit v. imperfect - grammar on pp. TBA; vocabulary on last page)

University Span 205 Class Fuentes, Ch. 3 - La américa precolumbina (preterit v. imperfect - grammar on pp. 71, 72, & 74; vocabulary on last page) Fuentes, Ch. 5 - Los Estados Unidos: Una sabrosa fusión de culturas (present subjunctive - grammar on pp. 134, 135, & 139; vocabulary on last page)

Middle School 7th Grade Spanish Dual Language Immersion Descubre 3, Ch. 3 - La vida diaria (preterit v. imperfect - grammar on pp. 102-103; vocabulary on p. 120) Descubre 3, Ch. 6 - La naturaleza (present subjunctive in adverbial clauses - grammar on pp. 220-221; vocabulary on p. 242)

Church Class in Spanish Select one of the following manuals:

Youth Youth Sunday School: [|July - Ordinances & Covenants]

Adults[|Gospel Doctrine (Old Testament)] - (Choose a lesson) Priesthood/Relief Society: [|Joseph Fielding Smith] - (Choose a lesson)


 * 2) Brainstorm lesson possibilities with this template: [[file:5 Ts of Lesson Planning Blank Hand Template.ppt]] [[file:5 Ts of Lesson Planning Blank Hand Template.pdf]] **


 * 3) Identify your central topic. **
 * Ideally, your topic will connect to a social issue.
 * Ideally, your topic will be grounded in a cultural context.
 * Ideally, your topic will be conceptually complex (i.e., Education instead of school; nutrition instead of food, etc.)
 * Ideally, your topic will be personally relevant/meaningful to students.


 * 4) Begin looking for relevant, culturally authentic "texts." **
 * Texts should reinforce the cultural context for the chapter
 * Texts should be in Spanish and culturally authentic
 * Texts should each contribute something unique re: your topic (i.e., diverse perspectives)
 * Texts should be highly interesting for your age group
 * Texts should reinforce your chapter's targeted grammar/vocab.


 * 5) Brainstorm ideas for "tasks" and "talk."**
 * Tasks should require higher order critical thinking (synthesis, analysis, evaluation, creation).
 * Tasks should help students extract meaning from texts.
 * Tasks should help students notice/analyze/process grammatical patterns or categorize/relate vocabulary.
 * Talking activities should require interpersonal communication.
 * Talking activities should require students to exchange information/express and justify opinions.


 * 6) Identify necessary "tools."**
 * What are students likely to misunderstand (re: culture, grammar, etc.)?
 * Where is comprehension likely to break down?
 * Where is oral/written production likely to break down?
 * What tools will you or students need? (Manipulatives, technology, templates, etc.)
 * How will you scaffold tasks for students?


 * 7) Bring a hard copy of your 5 Ts chart with your ideas to class.**

=July 25=


 * 1) Post your reading activities here:**
 * user:bross3g**

user:boricuazo

user:alliteach

user:StevensonSmith



user:mcgreenhalgh

user:brdslc

user:dnaccarato



user/ biospan user:evaldez2
 * 2) Complete the one-page reading guide for Shrum & Glisan Ch. 9.**

(I have also provided the detailed reading guide below in case it is helpful.)

=July 23=

a) Select a __culturally authentic__ text (written by native speakers for native speakers).
 * You may use a [|children's book], [|magazine article], [|newspaper article], [|poem], [|popular news], [|short story], video, or several of these texts in combination with one another.
 * You may NOT use a song.

b) Create a well-scaffolded pre-reading activity for your text.
 * Include a header containing the title
 * Include a place for the student's name, date, and class period
 * Include step-by-step instructions.
 * Include the activity prompt(s)
 * Include a footer with your name, date, and e-mail

c) Create a well-scaffolded during reading activity for your text. (Include the same elements as in B.)

d) Create a well-scaffolded post-reading activity for your text. (Include the same elements as in B)

e) "Teach" at least one activity in 5 min. (on Wednesday). (You may also choose to teach us an accelerated version of all 3 of your activities.)

=July 21=

a) Select a __culturally authentic__ text (written by native speakers for native speakers). b) Create a pre-reading activity for your text. c) Create a during reading activity for your text. d) Create a post-reading activity for your text. e) Bring a rough draft of each of your 3 activities to class on Monday (July 21).
 * You may use a [|children's book], [|magazine article], [|newspaper article], [|poem], [|popular news], [|short story], video, or several of these texts in combination with one another.
 * You may NOT use a song.

You will "teach" for 5 minutes on Wednesday. You can either teach us an accelerated version of all 3 of your activities, or you can choose to teach just ONE of your activities.

=July 18=

1) Complete the homework option from July 16 that you did not already do. 2) Identify a culturally authentic text (or several different options) that you could use for your lesson next week. (Bring it to class if you want help with it.)

=July 16=

Soon (NOT FOR WEDNESDAY), you will be creating your own pre-reading, during reading, and post-reading activities based on a short story or children's book. Today's homework will begin preparing you for this. I will explain more about this in class, but here is a preview of the assignment:

a) Select a __culturally authentic__ text. b) Create a pre-reading activity for it. c) Create a during reading activity for it. d) Create a post-reading activity for it. e) Come to class prepared to "teach" for 5 minutes (next week).


 * HOMEWORK FOR WEDNESDAY:**


 * CHOOSE ONE:**


 * A) Read the article I sent you in the e-mail.**
 * B) Explore the following websites:**

1) Skim the handouts on this page. (They will help you think about how to select a text, and will give you ideas for activities.)

2) Explore these book lists:


 * Topical Listing of Children's Books
 * [|Wordless Picture Books] - From University of Illinois at Urbana-Champaign, organized by topic ([|Talking About Wordless Picture Books - Suggested Activities])
 * [|SSR Library in Spanish] - This post describes books that most appeal to heritage and non-heritage learners alike--great ideas for your in-class library
 * [|High-interest reading for Spanish Heritage Learners] - A list of compelling and authentic Spanish novels for young readers & some pricing tips

3) Explore these activity ideas:

Pre-reading Activities During Reading Activities Post-reading Activities Reading Strategies [|Things to Keep In Mind When Teaching Literature on the Block]


 * OPTIONAL:** Explore these resources for working with non-fiction texts, these lesson plan ideas, and these story-related resources

=July 14=


 * 1) Examine these Charts/Figures from Shrum & Glisan, Chs. 6-7: pp. 180, 190, 195, 202-203, 229-230. **


 * 2) Use principles of graphic design to create a graphic organizer (brochure, ppt slide, etc.) that summarizes key info. from these pages: Shrum & Glisan, Ch. 6: pp. 182-184, 188-194, 196, 199-200 OR Complete one of the reading guides below.**




 * 3) SKIM Shrum & Glisan, Ch. 7: pp. 217-221.**


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

=July 11=


 * 1) Read the information on this page and explore the hotlinked examples. (You can also download the handout at the top of the page and explore from it.)**


 * 2) Skim these songs. (Which ones might be useful to your students?)**


 * 3) Skim these games. (Which ones would YOU want to play?)**


 * 4) Explore the resources on at least ONE of the following pages:**

Advertising Art Children's Literature Children's Songs Comics Dance History Interactive Resources Literature Music Nursery Rhymes Poetry Proverbs Tweets


 * 5) Explore the resources on at least ONE of the following pages:**

Current Events Emergencies Food [|Friendship & Love] Social Problems Space


 * 6) OPTIONAL: Skim Shrum & Glisan, Ch. 5, pp. 155-165 (The 3 Ps of the cultural triangle will be on your final exam.)**


 * 7) OPTIONAL: Skim Taylor & Bateman, Ch. 11 (Good activity ideas)**

=July 9=


 * 1) Complete the orange course permission form distributed in class.**


 * 2) Read this blog post: **



//**What does each video teach you about creativity? Critical thinking?**//
 * 3) Explore at least 3 of these videos:**

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media type="custom" key="26324690"

media type="custom" key="26324700"

media type="custom" key="26324782"

media type="custom" key="26324770"

media type="custom" key="26324706"

media type="custom" key="26324712"

media type="custom" key="26324716"

media type="custom" key="26324724"

media type="custom" key="26324726"

media type="custom" key="26324698"


 * 4) Explore at least 2 of these links:**

Critical Thinking and Problem Solving - A host of links to classroom activities for language teachers that require some form of critical thinking





[|I am creative] (Tips on brainstorming creatively)

[|The Little Boy] - A poem by Helen Buckley about the impact of teaching on creativity [|Cuento--Un niño] (Poem in Spanish)


 * 5) Explore at least 1 of these links:**

a)

b)

c)

c)

d)

e)

f)

g)

h)

i)

j)


 * 6) OPTIONAL: Complete both of these activities (distributed in class)**: [|Arrange the Stages of SLA & SLA Card Sorting Activity]

=July 7=


 * 1) Read the [|World Readiness Standards for Learning Languages].**


 * 2) Complete the Reading Guide for Shrum & Glisan: Ch. 1.**


 * 3) Complete the Jigsaw Assignment for Shrum & Glisan: Ch. 2.**

a) Read through Questions 1-5 of the worksheet below.

b) Choose ONE question to answer.

c) Sign your name next to the question you choose.

Question 1 -user:StevensonSmith user:bross3g

Question 2 -user:boricuazo user:evaldez2

Question 3 - user:dnaccarato user:brdslc

Question 4 - user:alliteach

Question 5 - user:mcgreenhalgh

d) Complete the page of the worksheet related to your question.

e) Come prepared to share the answer to your question with your colleagues.

=July 4=

No homework - 4th of July

=July 2=


 * We will meet in JFSB B161 (the collaborative computer lab across the hall from our classroom) today. **


 * 1) Finish the student wiki page assignment.**

a) Click on //Student Pages.// b) Click on your initials. c) When your page loads, click //Edit.// d) Use the picture cues to add each item. e) Click //Save//.


 * 2) Sign up to give the Bienvenida**

a) Be sure you are signed into Wikispaces. b) Click Edit. c) Choose 2 dates. d) Type ~ 3 times next to the dates you have chosen. e) Click Save.


 * 3) Take the [|Technology Survey].**


 * 4) 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

=June 30=

1) Join //Wikispaces.//

a) Go to //Wikispaces//. b) Click the //Join// link (in the upper, right-hand corner of the page). c) Fill out the form.
 * Username - Choose something short and professional.
 * E-mail - Consider establishing a separate (a.k.a. "junk") e-mail.
 * Password - Write it down somewhere safe.
 * Click NO to the question "Make a new wiki?"
 * Click SUBMIT.

2) Join the Language Links Wiki.

a) Click //Join This Wiki.// b) Type your name and "Span 477" in the box. c) Click Submit.

3) Carefully read p. 1 of ////.

4) Finish reading the colored [|True Colors handouts].

a) Read the packet. b) Return the printed handouts to Dr. M. in class. c) Derek & Stevenson: Email your scores to Dr. M.

5) Complete ONE reading guide and submit a printed copy to Dr. M.



b) Choose a reading guide to complete. c) Read the chapter as directed by the reading guide. d) Complete the reading guide as you read. e) Sumbit your completed reading guide to Dr. Montgomery in class.

=June 27=


 * 1) Post a brief reflection in this [|discussion forum].**

a) What have you **learned** (about assessment, culture, language teaching and learning, pedagogy, personality, professional development, professionalism, proficiency, or technology)? b) How will you **apply** these ideas in your own classes? c) What questions do you have?


 * 2) Begin reading Ch. 8 of Shrum & Glisan (on oral proficiency).**

a) Review these reading guides (one pager and detailed).



b) Choose a reading guide to complete. c) Read the chapter as directed by the reading guide. d) Complete the reading guide as you read. e) Sumbit your completed reading guide to Dr. Montgomery on MONDAY.

=June 25=

1) Read the **True Colors handout** distributed in class. (If you were not in class, obtain your copy from me when you come to class.)

2) Read the attached **syllabus: **. (I will distribute a course schedule with a list of topics next Monday.)

3) Watch the **video samples** for each of the 5 proficiency levels: [] (Remember, we watched some of these in class.)

4) Course materials will be posted here: http://languagelinks2006.wikispaces.com/Span+477 (This probably won’t be up-to-date for the current semester until Wed., 6/25/14)

a) Course Agenda – Outline of what we cover in class each day: http://languagelinks2006.wikispaces.com/Span+477-Today%27s+Agenda

b) Course Assignments – Homework is due on the date under which it is posted: http://languagelinks2006.wikispaces.com/Span+477-Assignments+for+Today

5) ** CHANGE OF CLASS LOCATION FOR WEDNESDAY: ** We will meet in JFSB B161 (instead of B164) from 10:00 – 10:30 a.m. on Wednesday, 6/25/14, after which we will relocate to JFSB B135 and JFSB B164 to participate in several workshops with 110 other Spanish teachers from around the country.

=June 23=

No homework (First day of class)

Archives (Previous Agendas)

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