DB-Fall+2010

[|children's library]

[|non-copyright photos]

[|dotsub videos in different languages]

[|teacher tube]

objective, SWBAT (Prof. M. likes to get rid of the BAT) leave it as Students Will... 1. Specify who will do the action. (student or teacher) 2. Behavior (standards-based, communicative task or function-stated as an observable, measurable verb) 3. Conditions (context, vocabulary, and grammatical structures needed to complete the task) 4. Degree of performance (performance parameters-accuracy, frequency, quantity, and/or time). [can not use the word learn in objectives, because it is not measurable, same with understand, and know]

Pick one lesson out of the Book and make 3 objectives (grammar, culture, vocab)

fzkrgwtdh fzgirctuwdh yet people snow drive yacht when through uclajfkusan

the exhausted students went to Hawaii for the weekend.

Perceptual Register: anything related to students survival, safety, food, High Emotional Content Novelty and Interest

Short-term Memory: 7 chunks or less

Working Memory: Sense/Meaning, gets lost if it has none

Long-term Memory: (must go through those 3 stages to make it into Long-Term Memory)

Implications: 7 chunks for Vocabulary

La gramatica: Contextualize the information

Las lecciones: help them find Patrones (paterns) the significance for them



media type="youtube" key="ngRq82c8Baw?fs=1" height="385" width="480"

media type="googlemap" key="http://maps.google.com/maps?hl=en&q=mapa+del+estado+de+veracruz+mexico&ie=UTF8&hq=&hnear=Veracruz,+Mexico&gl=us&ei=se-kTL6rGIvQsAP8h639Dg&sqi=2&ved=0CBgQ8gEwAA&ll=19.172717,-96.133269&spn=3.688472,7.13562&z=8&output=embed" width="425" height="350"


 * CTRL+' + letter = accented vouls

tweetdeck app to organize twitter.


 * 1) .... hash tag to look for tweets.

back channel: teacher main channel, groups of thoughts made by students = back channel

hootcourse.com links under technology.... in the wiki

scholar.google.com

Explaining any tasks. * 5 lines 7-10 words per line *


 * Get out of the text book and make Units that apply to your students.**
 * Art shift to Social Commentary apply it to the youth-- what issues are there that affect your life? what do you want to change and how can you do that?**


 * kids' Guernica.mov (youtube example of making art applied to the students issues)**


 * [] kids still draw pictures during Spanish Civil War.**


 * 5 C's -> State Core -> District Curriculum -> Benchmarks -> Textbook (Never ever base your curriculum on your textbook!!!)**

common vocab topics clothing= reflexive / stem changers, uniforms in school, food= gustar / stem changers meal times, staple dishes ie. rice, beans, tropical fruits, how to make food, compare and contrast different cultures food. farm/city= (migrant workers for farms) Greetings= Family= how names change with marriage, extended family, geneology, family history, cultural heritage/legacy, what are you going to leave the world?, family traditions (complex thoughts simple responses) Home= Professions= Past times= School= uniforms, what does it mean to have a certain schools uniform.
 * (***Teach reflexives before Stem Changers )

Thematic Unit Vocab, Cultural Connections, Conceptual, Students-(change their lives/perspectives, solve their problems, influence the world)

Identity Uniqueness- Competition, stereotypes, isolated, good enough

look at scope and sequence for level one. pick a chapter to work with, develop a thematic unit based on that chapter. culture, activities, connections, lots of ideas

Theme is not

we need to put seasons in our ingredients ( not just grammar and vocab, but games, mixer, info. gap, candy, songs...) We need make a meal not just ingredients Lasagna Recipe- substance/protein- cultural, social problems, conceptual Vegetables- grammar, Carbohydrates- communication opportunities/meaningful

circumlocution-- talking around what you want to say circunlocucion, circumstance, circum-circle locu- location about

Activity: 1. Read “Mi abuela ya no está” (on the overhead) 2. Have the students take rough notes during the story, ex. Flower petals on path, make bread, make skull candies. (But in the order that they occur in the story.) 3. Get into groups of 2-3 to compare notes and make sure they have all the steps of the story. 4. In groups write in Spanish the sequence of events of Dia de los Muertos using antes, durante, y despues.
 * [] “Mi abuela ya no está.” **

Use razones easy to remember. ex. Razones para salir de la .... tengo que ir al bano etc etc.

If you give a mouse a cookie, great circle book, easy to use for so many little lessons.

[]

DURING READING ACTIVITIES= Hear say FIND IT!!!!! IT IS AWESOME!!!!

Froggy se viste - good sound effects. Great book with lots of clothes vocab.

Preterit- SFM narratives of single........ took the paper away......

Imperfect (DUWIT) DUWIT= Description, Used to, habitual, continual, repetitive, or ongoing past action, Was+ -ing or were + -ing Internal, mental proccesses (wishing wanting), Time (with ser)

Pre-reading activities-

LESSON PLANNING 1. Start where the students are, not what you want to teach. 2. Capture their attention 3. Activate Prior Knowledge! 4. Input try to not lecture, Make it an Activity that engages students w/ content. 5. Make sense: a. chuncking, b. patterns (especially w/ grammar), c. sequences (start w/ something easy then moderate, then hard.)ie. person a & b a has a word, b translates it. and then harder activities. amount of support, class, group, pairs, alone. words, sentences, paragraphs., recognition, recall, producing/creating 4 d. organizers, e. stories, f. concrete ideas (use manipulatives) 6. Create Meaning 7. Encourage Involvement 8. Closure: not you. they need to be able to do the closure

You need a WHat will I teach? How will Students do it? and a Why will this matter?. this often makes you plan 3 times.

Reflect Written/ Multiple Choice Panel Discussion= Questions drawn out of a hat and asked to explain.
 * TEST** ***

Natl. Standards:= Communication interpersonal (between 2 people) Interpretive reading, listening, viewing activities. Presentational audience may not respond Culture,3 Ps Products sombreros, (physical artifacts or music and art), Perspetives religion, beliefs or values, Practices customs like a siesta, el beso, big meal at lunch time (daily occurrences, standard or common) Connections(other disciplines), Comparisons their culture and language w/ others, Communities

contextualization and authentic materials. Copyright- fair use guidlines help teachers use certain things. it is about integrity, we cannot copy anything we want playlist.com copyright approved embedding things in wiki's is safe, except cartoons sources for images sxc.hu

Culturally project based assessments 1. objective 2. create experience based on what you want them to show you 3. students need to engage target culture.

Hands on head is a good way to get kids to stop writing.

password= give them a vocab word when they come in. Use it as much as possible. then any time anybody has to leave the classroom they have to use the password.

COGNATE HELPERS -dad, -tad -ty -mente -ly -cion -tion -sion -cion

Journal Writes 1)NO Talking 2)Pen must always be moving (make scribbles if you cant think of anything) give them a choice of topics. 2 or 3. you can allow them to write notes to one another. give them a blank cartoon and have them fill out the thought bubbles. word play (kids dont naturally know how to dissect words)

THEMATIC VS. GRAMMAR UNITS

CLASSROOM MANAGEMENT take away the audience; respect the student Make both kids move (not in front of the class)

Activate prior Acknowledge Pre-reading During Reading Post Reading Closure

2:30-5:30 Next Thursday.