Span+378-Fall+2009+Archives

toc //Daily agendas from Span 378 will be posted here at the end of each class period so that if you are absent from class, you can see what you missed.// //The agenda from the most current class will always be at the top of the page.//

=3 de noviembre= //**OBJECTIVE FOR TODAY: Students will create a well-scaffolded, culturally-grounded, interdisciplinary lesson plan from a template using principles of thematic planning.**//**ACTIVITY 1: Round Robin Feedback on Homework user:Huntadores**(Materials: Get 13 magnets and 13 whiteboard markers from Dra. M.)
 * Quehaceres**
 * Formar un círculo grande
 * Pasar la lista
 * Hola amigos, no voy a poder estar en la clase hoy. Hay alguien que podria tomar notas aqui de lo que pierdo? Puedo leer luego algo por lo menos de mi propia cuenta? Ojala que todos tengan un buen dia. Gracias :) Denae
 * La bienvenida: Dani**
 * [|La canción]
 * La oración:
 * [|La escritura del día]
 * [|El dicho del día] ([|libro de refranes de]) -
 * FLTEACH Projects were due today
 * Discussion of professional organizations and distribution of packets from ACTFL
 * National: American Council on the Teaching of Foreign Languages (ACTFL)
 * Large conference
 * Members from all over the world
 * 2 professional journals as part of membership
 * //The Language Educator (for practitioners)//
 * //FLAnnals (more research oriented)//
 * Access to job board online
 * Regional: (offer conferences, some have journals)
 * Southwest Council on the Teaching of Foreign Languages (SWCOLT)
 * Central States Conference (CSC) - Central States Conference Reports
 * Northeast Conference on the Teaching of Foreign Languages (NECTFL) - Excellent journal: //NECTFL Review//
 * Southern Conference on the Teaching of Foreign Languages (SCOLT)
 * State: Utah Foreign Language Association (UFLA)
 * Language-specific Organizations: American Association of Teachers of Spanish & Portuguese - Administers National Spanish Exam
 * BRIEF discussion of UFLA assignment - Dra. M. [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="file/view/Professional Conference Assignment-BYU.pdf"]] Professional Conference Assignment-BYU.pdf
 * Student marshalls report to the Registration Desk for assignments when you arrive
 * You must print the worksheet at the end of the above assignment sheet, take notes on it during the conference, and turn it in to Dra. M.
 * Post your lesson webs on the whiteboards (with magnets) [[file:Cultural Text Lesson Plan Web.doc]]
 * Make a +/- chart on the whiteboard under your web.
 * When you are done, face the class, then trade places with someone else doing the same.
 * Read the new graphic organizer and add a comment to each column
 * Repeat the process until the teacher calls time
 * Fly your way back to your seats while cawing like crows
 * ACTIVITY 2: Class Discussion of Lesson Planning Homework**
 * Individual Reflection - Discuss with a partner
 * According to your peers, what "worked" about your lesson plan?
 * What will you change based on the feedback you obtained from your peers?
 * Group Discussion
 * Has the process of working with different kinds of templates changed your understanding of lesson planning? If so, how?
 * Brainstorming Web: Figure out potential activities based on targeted grammar and vocabulary
 * Lesson Plan Web: Prioritize and organize activities based on lesson objectives; ensure that all critical components of a solid lesson are included
 * Activity Plan Scaffolding Template: Sequence activities
 * Lesson Planning Manipulatives: Determine how much time to allot to each activity
 * What questions do you still have about lesson planning?
 * ACTIVITY 3: Homework**
 * Lengthy discussion of[[file:Activity Plan Scaffolding Template.doc]]and how to dump information from the graphic organizer into the linear template
 * Lengthy discussion of the purposes of the template--what breakdowns in learning it helps to address
 * "Dump" the information from your Cultural "Text" Lesson Plan Web into this template as though preparing it for a substitute. Bring a HARD COPY to class. Due next Tuesday, Nov. 10.
 * UFLA instead of class on Thursday, Nov. 5, 8 a.m. - 5 p.m., Weber State University in Ogden, UT

> **Carpools**: > __Registration - 12:00__ > Up: > Driver: Denae > 2. Skye > 3. Dani > 4. Lizzie > 5. Sandra > Home: > Driver: Denae > 2. Skye > 3. Dani > 4. > 5.

> __11:00 - 5:00__ > Up: > Driver: Jeff > 2. Jessica > 3. Lauren > 4. Alarie > 5. Elisa > Home: Full > > > >

> > __Back to Provo @ 1:30__ > Driver: Carola > 2. Sandra > 3. Lizzie > 4. > 5.

Each row of this photo depicts a possible lesson plan configuration for a 45-minute period. The numbers represent the number of minutes devoted to the activity. As you look at the photo, think about how well each configuration is likely to capture, sustain, and recapture students' attention. Contrast this photo with the next photo of configurations for 80-minute block periods. user:chericem1This photo demonstrates some possible configurations for an 80-minute block period.The middle row of this photo shows how a teacher might allocate time to different elements of effective teaching.This photo shows how a teacher might use elements of effective teaching (on the yellow stickies) to guide planning. The colored papers represent different blocks of time. Laying out the time blocks first is one way to help you think about the "rhythm" of your class. Layer 4 lists the actual activities a teacher might "slot" into each time block. Layers 5 and 6 show how a teacher might strengthen the lesson by adding in tasks based on the National Standards. Layer 7 indicates how a teacher might integrate technology into specific activities during the lesson.You can download printable copies of planning materials that correspond with the photos above from the list below. user:chericem1
 * ACTIVITY 4: Pacing**
 * Spread the stack of time cards on your desk (or the floor).
 * Use the cards to answer this question: What does the pacing of a typical 45-minute period look like?
 * Use the cards to answer this question: What does the pacing of a typical 80-minute period look like?
 * Get out your Cultural "Text" Lesson Plan Web.
 * Use the cards to answer this question: What will the pacing of your lesson plan look like?
 * Discussion of how fast time goes
 * Conversation about the importance of budgeting time for giving instructions and debriefing
 * Conversation about the importance of layering concepts to get more into a period and the need for each activity to build on the next so that it results in students' ability to complete the objective and progressively improve their language skills over time
 * Explanation of learning centers
 * Teaching on a Block Schedule
 * [[file:Lesson Planning 45 Min - Variations.doc]]
 * [[file:Lesson Planning 80 Min Block - Variations.doc]]
 * [[file:Lesson Planning Time Manipulatives.doc]]
 * [[file:Lesson Planning MenuRev-BYU.doc]]
 * [[file:Lesson Plan Form-BYU.doc]]
 * [[[|http://www.docstoc.com/docs/2620242/Block-Schedule-Lesson-Planning-Templates]|Block Schedule Lesson Planning Templates]]
 * ACTIVITY 5: Closure**(Get blank sheets of paper and the model from Dra. M. and turn on the Elmo projector)
 * Trace your hand on a piece of paper
 * Choose a finger
 * Read the question on that finger of the model
 * One "aha" I had during class today . ..
 * What I learned about the content of a thematic lesson . ..
 * What I learned about pedagogy today . ..
 * One thing I understand now that I didn't before . ..
 * One thing I don't want to forget . ..
 * One question I still have . ..
 * Write a short phrase on your finger to answer the question
 * Your hand is your ticket out.
 * Turn in your lesson plan webs in a separate pile on your way out.
 * ACTIVITY 6: Thematic Planning**(Get colored sheets and magnets from Dra. M.)
 * Get out //La Peinata Colorada: A Thematic Unit.//
 * This is the model for your Teacher Work Sample, so look it over **CAREFULLY!**

 =29 de octubre= > 3) Cultural “Text” Graphic Organizers **–** Individual class members facilitated each of these activities. Dra. M. interrupted with "metacommentary" and "corrective feedback" on their teaching.ACTIVITY 1 - Jessica · Get into pairs with someone you don’t know well. · Exchange graphic organizers. · Read your partner’s graphic organizer. · For 5 minutes, jot down things your partner could add to their graphic organizer. · Spend 5-10 minutes discussing your notes with your partner.ACTIVITY 2 - Alarie · Partners line up across the front of the room (form 2 lines). · Exchange graphic organizers · Skim graphic organizer for 1 minute · Spend 2 minutes giving partner ideas orally · Move to new partner and repeat processACTIVITY 3 - Dani · Discuss the following questions: (If you facilitate this activity, decide whether to do this in pairs, small groups, or as a whole class)o What do you think Dra. M’s __primary__ objective was for Activity 1?o What do you think Dra. M’s __primary__ objective was for Activity 2?o Why is professional collaboration an important part of good teaching?o What did you learn about (in)effective strategies for giving feedback to colleagues from these activities?**Las asignaciones para la próxima clase**1) **Thematic Unit -** Bring your copy of //La peinata colorada: A thematic unit// to class. The rest of this assignment appears below. You do not need to write anything down. 2) **Reflections -** Post your reflections from 10-29-09 here. Talk to EACH OTHER in your reflections.3) **Class Agenda** - 4) **Cultural "Text" Lesson Plan Web** 5) **FLTEACH Project -** **Due today!** ** Please post your projects on THIS PAGE. ** 6) **UFLA -** Make arrangements to attend UFLA this Thursday, November 5 (we will NOT have class). Professional Conference Assignment-BYU.pdf**Registration - 12:00**__Up__Driver: Denae2. Skye3. Dani4. Lizzie5. Sandra__Home__Driver: Denae2. Skye3. Dani4.5.**11:00 - 5:00**__Up__Driver: Jeff2. Jessica3. Lauren4. Alarie5. ElisaHome: Full**Back to Provo @ 1:30**Driver: Carola2. Sandra3. Lizzie4.5.
 * Quehaceres**
 * Formar un círculo grande
 * Pasar la lista
 * Carpools for UFLA
 * Registration - 12:00**UpDriver: Denae2. Skye3. Dani4. Lizzie5. SandraHomeDriver: Denae2. Skye3. Dani4.5.**11:00 - 5:00**UpDriver: Elisa2. Jessica3. Lauren4. Alarie5. JeffHome: Full**Back to Provo @ 1:30**Driver: Carola2. Sandra3. Lizzie4.5.1) La bienvenida: Lizzie
 * **[|La canción] **
 * **La oración:**
 * **[|La escritura del día]**
 * **[|El dicho del día] ([|libro de refranes de]) -**
 * 2)** Culture Article Presentation **– The culture group has 5 minutes to present their graphic organizer. I anticipate this will generate quite a bit of discussion, so the members of the culture group can debrief their own presentation by facilitating any discussion that arises.**
 * [|Giving Dimension to Mappamundi: The Matter of Perspective] (Scroll down to see the article - this one is very rich, but lengthy.)
 * 1) user:cpbteacher
 * 2)
 * 3)user:jwill3003 [[file:Bring It To Life.pptx]]
 * SANDRA
 * []
 * 4)[[file:Sociocultural Framew.pdf]]
 * Spend 5 minutes browsing the book.
 * Consider these questions:
 * **Unit Webs:** Which webs do you like? Why? How are the various unit webs similar to and different from the ones you have created in class so far?
 * **Unit Overview:** What grammar/vocabulary is targeted in this unit?
 * **Diagrams, worksheets, & pictures:** What cultural content and connections from other disciplines are used to teach the grammar/vocabulary? In your opinion, what strategies (if any) are used to scaffold students' success with the activities?
 * Come to class prepared to //discuss//:
 * Definition: What is a thematic unit (characteristics, content, structure, purposes)?
 * What advantages/disadvantages do you see in this approach to teaching Spanish versus others you have seen/experienced?
 * Could you teach from these lesson plans if they were handed to you 5 minutes before class? Why/why not? What does your answer teach you about lesson planning?
 * Review the new agenda
 * Choose an activity to facilitate.
 * Sign your name next to the activity (Type ~ 3 times).
 * If you facilitated on Thursday, don't sign up for today.
 * We will do this just like we did in the last class, with modifications based on whatever I learn from your reflections. You will teach and I will interrupt you to mentor you. Sometimes we will discuss those interruptions as a class. In other words, you do not need to prepare anything in advance, but if a great idea strikes you, feel free to bring what you think you'll need to enact it.
 * Review components of effective lessons here: [[file:Cultural Text Lesson Plan Web.doc]]
 * Replace each component's name with an activity from your //Cultural Text Brainstorming Web.// [[file:Cultural Text Brainstorming Web.doc]]
 * PRINT A HARD COPY for class.
 * (Note: You may create your own web using one of the following tools:
 * [|Concept Mapping Tools]
 * [|Bubbl.us] - (Heavily used in the edtech community w/ K-12 students - easy to use - limited formatting - esp. good for elementary, special flash effects are fun at first)
 * [|Exploratree] (Templates)
 * [|Gliffy] - (Heavily used in the edtech community w/ K-12 students - very robust (but ugly) interface. Allows you to upload your own images, includes many libraries of images, shapes, etc.; also allows you to do floor plans)
 * [|Mindomo] (Beautiful interface, not quite as intuitive as some of the others, but can handle attachments of multimedia, documents, etc., and produces a more professional product)
 * [|Mindmeister] - (Doesn't appear to be as robust in features as some of these other options)
 * [|Webspiration] - (Looks similar to Inspiration & Kidspiration - have closed beta invitations for now)
 * Activity Plan Scaffolding Template
 * Use your Cultural Text Lesson Plan Web to fill this out.
 * It is due Tuesday, November 9 [[file:Activity Plan Scaffolding Template.doc]]
 * Requirements:
 * Follow at least 5 threads for an entire month
 * As you read, consider the questions outlined in the assignment sheet:
 * Prepare a "one-pager" according to the instructions on the last page of the assignment sheet using the technological tool of your choice.
 * Come to class prepared to discuss (both orally and in writing) what you learned from thinking about the questions on the assignment sheet.
 * Prepare your one-pager so it can be viewed independently in class (either electronically or in hard copy). You will NOT have the chance to "present" it.
 * Resources:
 * FLTEACH Project Examples
 * * Scrapblog - []
 * Ppt - http://languagelinks2006.wikispaces.com/file/view/FLTEACH+SLIDE.pptx
 * Word - Un ejemplo de los apuntes que les ayudará hacer la asignación - 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 [|http://www.scrapblog.com]//viewer/viewer.aspx?sbid=119957//
 * Good content - What do you think of the design?
 * Scrapblog - []
 * Letterpop - []
 * [|FLTEACH FAQs]
 * [|FLTEACH Archives] [[file:Using the FLTEACH Archives-BYU.doc]]
 * [|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)

Anuncios = =
 * Embajador de España, Oct. 29, 2009, TBA
 * Bailes folklóricos y cantantes - Nov. 2, 2009, WSC 7 p.m., admisión libre
 * UFLA - Thursday, Nov. 5, 2009, 8 a.m. - 5 p.m., Weber State University in Ogden, UT

 =27 de octubre= Quehaceres Anuncios = = Asignaciones**1)** Reflections - **Post your reflections from [|10-27-09] here. Talk to EACH OTHER in your reflections. If you did not post [|Activity Presentation Feedback] yet, please do so.2)** Cultural Topic Brainstorm - >> >> >> >
 * **Formar un círculo grande**
 * **Pasar la lista**
 * La bienvenida: Huntadores
 * **@http://www.lds.org/cm/display/0,17631,7329-1,00.html**
 * **"Faith and Doubt cannot exist in the same mind at the same time for one will dispel the other." --President Monson**
 * **[|La canción]**
 * **La oración:**
 * **[|La escritura del día]**
 * **[|El dicho del día] ([|libro de refranes de]) -**
 * Distribuir asignaciones calificadas y notas
 * Mini-curso: Kim Potowski, Oct. 26-28, 2009 from 5:10 p.m. to 8:00 p.m. If you need credit for attending, enroll in Span 480R/680R 2nd Blk (in Span. Dept.) in B160 or B164 (depending on the night). If you do not need credit, but are a full time student, please enroll to audit the course (it won't cost you anything, but it helps the Dept.). Cost of materials: $5.50 (paid to Cherilee Devore in JFSB 3190). Cost of book: $15.00 - Purchase at BYU Bookstore
 * Embajador de España, Oct. 29, 2009, TBA
 * Bailes folklóricos y cantantes - Nov. 2, 2009, WSC 7 p.m., admisión libre
 * UFLA - Thursday, Nov. 5, 2009, 8 a.m. - 5 p.m., Weber State University in Ogden, UT
 * Select a cultural “text”. (Children’s Book, Cultural Artifact, Painting, Poem, Short Story, Song, Video Clip, etc.)
 * Brainstorm 10 activities STUDENTS could do with it.
 * Record ideas here or in an online web. [[file:Cultural Text Brainstorming Web.doc]]
 * You can use images or a different layout.
 * PRINT A HARD COPY for class.
 * [|Concept Mapping Tools]
 * [|Bubbl.us] - (Heavily used in the edtech community w/ K-12 students - easy to use - limited formatting - esp. good for elementary, special flash effects are fun at first)
 * [|Exploratree] (Templates)
 * [|Gliffy] - (Heavily used in the edtech community w/ K-12 students - very robust (but ugly) interface. Allows you to upload your own images, includes many libraries of images, shapes, etc.; also allows you to do floor plans)
 * [|Mindomo] (Beautiful interface, not quite as intuitive as some of the others, but can handle attachments of multimedia, documents, etc., and produces a more professional product)
 * [|Mindmeister] - (Doesn't appear to be as robust in features as some of these other options)
 * [|Webspiration] - (Looks similar to Inspiration & Kidspiration - have closed beta invitations for now)
 * (Compare the instructions above to those below. Which are easier to understand?)**Old instructions:
 * Look for a "text" that represents or addresses some aspect of culture in a Spanish-speaking country that might serve as the foundation for a lesson. Some possible "texts" might include: a children's book, a song, a poem, a video clip, a short story, a poster or piece of art, etc.
 * Put the title of the text in the center of a graphic organizer (think of a spider web or bubble web).
 * Brainstorm all the possible activities you can think of that STUDENTS could do in conjunction with the text.
 * Bring your graphic organizer to class (IN HARD COPY) and be prepared to show it to others.
 * 3) Just a reminder that your FLTEACH projects are due next Tuesday (November 3).4) Make arrangements to attend UFLA on November 5.[[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="http://languagelinks2006.wikispaces.com/file/view/Professional+Conference+Assignment-BYU.pdf"]] [|Professional Conference Assignment-BYU.pdf]5) The following group will have 5 minutes to present on Thursday:**
 * **[|Giving Dimension to Mappamundi: The Matter of Perspective] (Scroll down to see the article - this one is very rich, but lengthy.)**
 * **Combined PowerPoint Slides: [[file:Combined Slides.pptx]]**
 * **1) user:cpbteacher [[file:Perspectives.docx]]**
 * **2) user:jeffpeacock[[file:Graphic Organizer.pptx]]**
 * **3)user:jwill3003 [[file:Bring It To Life.pptx]][[file:synthesis.pptx]](Synthesis is where the ideas expressed in each of the graphic organizes can be found)**
 * **SANDRA**
 * [[image:The+matter+of+presepective_2.png width="378" height="403" align="center"]]

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>> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> 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>> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >>

>> **)** Presentaciones Graphic Organizer Presentations & Debriefs Since I won't be in class today, I just wanted to explain why I did the circular theme. The idea of this text was to plan with the end in mind. So I was thinking it's like we are going backwards with our thinking and then forwards with our planning. Hopefully that makes sense! = =
 * Kevin - Halloween v. Día de los Muertos
 * Extensive debrief of Kevin's presentation
 * Discussion of value of comparing Día de los Muertos with Halloween v. with Memorial Day
 * Discussion of product-based comparisons of culture v. perspective-based comparisons of culture
 * Discussion of possible activities that would involve students in el Día de los Muertos
 * Discussion of el Día de los Muertos in countries other than Mexico
 * Discussion of potential cautions when addressing culture in the classroom
 * Importance of thinking about pedagogical purposes v. "fun"
 * Value of keeping parents informed
 * Need to research what you don't know
 * [|Backward Design] & [|Identifying Themes, Enduring Understandings, & Essential Questions] & [|Themes & Essential Questions]
 * 1)user:dani3721 [[file:Backward Design DK.docx]]
 * 2)user:denaemarie
 * 3) user:lhekking [[file:Background Design Graphic Organizer.docx]]
 * [|Integrated Content & Language Instruction]
 * 1) user:huntadores [[file:graphic organizer, integrated content and language teaching.pptx]]
 * 2) user:elbarry [[file:Integrated langage and content.docx]]
 * 3)user:SpanChica24 
 * [|Designing the Standards-based Unit Using the Learning Scenario as an Organizing Framework]
 * 1) user:jkevans bubblus_A_STANDARDS-BASED_THEMATIC_UNIT_WITH_LANGUAGE_SCENARIO-3.jpg
 * 2)user:skyesmith [[file:Thematic Lesson Plan- Skye Smith.docx]]
 * 3)user:alariegg
 * [[image:bubblus_The_Learning_Senario.jpg width="380" height="133"]]

=22 de octubre= Quehaceres Anuncios = = Las asignaciones para la próxima clase1) **Reflect on today's class in the 10-22-09 discussion forum.** 2) **Questions on the UFLA assignment?** 3) FLTEACH projects are due November 3 - Recap of what is expected.4) **Prepare a lesson plan graphic organizer.** Presentación de Skye (ser v. estar) + debrief Graphic Organizer Debriefs Asignaciones para la próxima clase**1)** Post your reflections from 10-22-09 here. Talk to EACH OTHER in your reflections. If you did not post Activity Presentation Feedback yet, please do so.2) Coordinate with the other members of your group re: how you will use the 5 min. of class time allotted to your group to familiarize the rest of the class with your topic. Consider: //Graphic Organizer Sign-ups// Since I won't be in class today, I just wanted to explain why I did the circular theme. The idea of this text was to plan with the end in mind. So I was thinking it's like we are going backwards with our thinking and then forwards with our planning. Hopefully that makes sense!
 * Formar un círculo grande
 * Pasar la lista
 * La bienvenida: Dra. M.
 * [|La canción] [[file:POR AND PARA SONGS.doc]]
 * La oración: Sandra
 * [|La escritura del día] - Alma 5:14
 * [|El dicho del día] ([|libro de refranes de]) - [|Chiquito pero picoso]
 * Distribuir asignaciones calificadas y notas
 * Mini-curso
 * Kim Potowski, Oct. 26-28, 2009 from 5:10 p.m. to 8:00 p.m. If you need credit for attending, enroll in Span 480R/680R 2nd Blk (in Span. Dept.) in B160 or B164 (depending on the night). If you do not need credit, but are a full time student, please enroll to audit the course (it won't cost you anything, but it helps the Dept.). Cost of materials: $5.50 (paid to Cherilee Devore in JFSB 3190). Cost of book: $15.00 - Purchase at BYU Bookstore
 * Embajador de España, Oct. 29, 2009, TBA
 * Bailes folklóricos y cantantes - Nov. 2, 2009, WSC 7 p.m., admisión libre
 * UFLA - Thursday, Nov. 5, 2009, 8 a.m. - 5 p.m., Weber State University in Ogden, UT
 * Discussion re: where to find the discussion forum.
 * "Tour" of the [|Teacher's Lounge] discussion forum.
 * Structure of a Program from a Professional Conference
 * How to select sessions
 * Simulation: Professional conversations with strangers (social networking)
 * Discussion of carpooling
 * List your primary objective for the lesson at the top of the graphic organizer.
 * Note the targeted grammar and vocabulary for the lesson at the top of the page.
 * Put your culturally authentic item in the center.
 * List each activity students will do in relation to the item in the appropriate bubbles.
 * Bring a HARD COPY to class with you on Tuesday.
 * [|Concept Mapping Tools]
 * [|Bubbl.us] - (Heavily used in the edtech community w/ K-12 students - easy to use - limited formatting - esp. good for elementary, special flash effects are fun at first)
 * [|Exploratree] (Templates)
 * [|Gliffy] - (Heavily used in the edtech community w/ K-12 students - very robust (but ugly) interface. Allows you to upload your own images, includes many libraries of images, shapes, etc.; also allows you to do floor plans)
 * [|Mindomo] (Beautiful interface, not quite as intuitive as some of the others, but can handle attachments of multimedia, documents, etc., and produces a more professional product)
 * [|Mindmeister] - (Doesn't appear to be as robust in features as some of these other options)
 * [|Webspiration] - (Looks similar to Inspiration & Kidspiration - have closed beta invitations for now)
 * Importance of chunking
 * Value of structured activities in which students move and talk
 * Consider allowing students to see the pictures, but not carry them around (in order to force them to rely on their communication skills when doing the activity)
 * Time to meet in groups to discuss:
 * Key (essential) points
 * Problems/potential confusions
 * Pedagogy - how will your group present this to the rest of the class on Tuesday?
 * Key (essential) points
 * Problems/potential confusions
 * Pedagogy
 * [|Backward Design] & [|Identifying Themes, Enduring Understandings, & Essential Questions] & [|Themes & Essential Questions]
 * 1)user:dani3721 [[file:Backward Design DK.docx]]
 * 2)user:denaemarie
 * 3) user:lhekking [[file:Background Design Graphic Organizer.docx]]
 * [|Integrated Content & Language Instruction]
 * 1) user:huntadores [[file:graphic organizer, integrated content and language teaching.pptx]]
 * 2) user:elbarry [[file:Integrated langage and content.docx]]
 * 3)user:SpanChica24 
 * [|Designing the Standards-based Unit Using the Learning Scenario as an Organizing Framework]
 * 1) user:jkevans bubblus_A_STANDARDS-BASED_THEMATIC_UNIT_WITH_LANGUAGE_SCENARIO-3.jpg
 * 2)user:skyesmith [[file:Thematic Lesson Plan- Skye Smith.docx]]
 * 3)user:alariegg
 * [[image:bubblus_The_Learning_Senario.jpg width="380" height="133"]]
 * [|Giving Dimension to Mappamundi: The Matter of Perspective] (Scroll down to see the article - this one is very rich, but lengthy.)
 * Combined PowerPoint Slides: [[file:Combined Slides.pptx]]
 * 1) user:cpbteacher [[file:Perspectives.docx]]
 * 2) user:jeffpeacock[[file:Graphic Organizer.pptx]]
 * 3)user:jwill3003 [[file:Bring It To Life.pptx]][[file:synthesis.pptx]](Synthesis is where the ideas expressed in each of the graphic organizes can be found)
 * SANDRA
 * [[image:The+matter+of+presepective_2.png width="378" height="403" align="center"]]

>> 4)

= = =**20 de octubre**= Quehaceres = = Prueba sobre los Estándardes Nacionales ¿Qué pensaron del artículo: [|Shifting the Paradigm: Transformative Learning Theory]?Anuncios Retroalimentación sobre las asignaciones previas = = Las asignaciones para la próxima clase**1) What did you learn from watching your colleagues give their activity presentations today? Post your comments and reflections here: Feedback on Activity Presentations.2) In preparation for class** on Thursday**, please sign up to prepare a one-page graphic organizer that summarizes the key information from __ONE__ of the following 4 sets of documents. You will need to either post an electronic copy of your graphic organizer on the wiki OR bring enough hard copies for each person in the class. (You can either do this assignment individually--which means there will be 3 different graphic organizers for your group's reading--or you can choose to collaborate as a group of 3. You may wish to use one of the following concept mapping tools to complete this assignment (many allow you to collaborate):** //Graphic Organizer Sign-ups// = =
 * **Formar un círculo grande**
 * **Pasar la lista**
 * La bienvenida: jeffpeacock
 * <span class="wiki_link"><span class="wiki_link_ext">**[|La canción]**
 * **[|Secreta Oracion]**
 * **[|La Letra]**
 * **La oración: Voluntario**
 * **[|La escritura del día]**
 * **[|Eter 12:27]**
 * **[|El dicho del día] ([|libro de refranes de]) -**
 * **[|Refran]**
 * 1) List the 5 Cs.
 * 2) Why are the 5 Cs important (i.e., how are they a shift from what has traditionally been done in the profession)?
 * 3) How did reading the classroom scenarios influence your understanding of the 5 Cs?
 * 4) Did you experience any "ahas" as a result of reading the Executive Summary of the National Standards for Foreign Language Learning?
 * 5) Are there any questions I should have asked that I didn't?
 * Mini-cursos
 * Kim Potowski, Oct. 26-28, 2009 from 5:10 p.m. to 8:00 p.m. If you need credit for attending, enroll in Span 480R/680R 2nd Blk (in Span. Dept.) in B160 or B164 (depending on the night). If you do not need credit, but are a full time student, please enroll to audit the course (it won't cost you anything, but it helps the Dept.). Cost of materials: $5.50 (paid to Cherilee Devore in JFSB 3190). Cost of book: $15.00 - Purchase at BYU Bookstore
 * Embajador de España, Oct. 29, 2009, TBA
 * Bailes folklóricos y cantantes - Nov. 2, 2009, WSC 7 p.m., admisión libre
 * UFLA - Thursday, Nov. 5, 2009, 8 a.m. - 5 p.m., Weber State University in Ogden, UT
 * Quiero ver sus pensamientos y su progreso - (ejemplo: la reunión de colaboración con Maple Mountain HS)
 * El análisis de las actividades de gramática en el wiki (y mis comentarios)
 * Sus páginas personales en el wiki - ¿Hay preguntas?
 * El uso de los accentos en el wiki y en los recursos
 * La prueba sobre los Estándardes
 * Su progreso en la clase
 * **[|Concept Mapping Tools]**
 * **[|Bubbl.us] - (Heavily used in the edtech community w/ K-12 students - easy to use - limited formatting - esp. good for elementary, special flash effects are fun at first)**
 * **[|Exploratree] (Templates)**
 * **[|Gliffy] - (Heavily used in the edtech community w/ K-12 students - very robust (but ugly) interface. Allows you to upload your own images, includes many libraries of images, shapes, etc.; also allows you to do floor plans)**
 * **[|Mindomo] (Beautiful interface, not quite as intuitive as some of the others, but can handle attachments of multimedia, documents, etc., and produces a more professional product)**
 * **[|Mindmeister] - (Doesn't appear to be as robust in features as some of these other options)**
 * **[|Webspiration] - (Looks similar to Inspiration & Kidspiration - have closed beta invitations for now)**
 * **[|Backward Design] & [|Identifying Themes, Enduring Understandings, & Essential Questions] & [|Themes & Essential Questions]**
 * **1)user:dani3721 [[file:Backward Design DK.docx]]**
 * Since I won't be in class today, I just wanted to explain why I did the circular theme. The idea of this text was to plan with the end in mind. So I was thinking it's like we are going backwards with our thinking and then forwards with our planning. Hopefully that makes sense!**
 * **2)user:denaemarie**
 * **3) user:lhekking [[file:Background Design Graphic Organizer.docx]]**
 * **[|Integrated Content & Language Instruction]**
 * **1) user:huntadores [[file:graphic organizer, integrated content and language teaching.pptx]]**
 * **2) user:elbarry [[file:Integrated langage and content.docx]]**
 * **3)user:SpanChica24 <img src="http://www.gliffy.com/pubdoc/1865201/M.jpg"/>**
 * **[|Designing the Standards-based Unit Using the Learning Scenario as an Organizing Framework]**
 * **1) user:jkevans [|bubblus_A_STANDARDS-BASED_THEMATIC_UNIT_WITH_LANGUAGE_SCENARIO-3.jpg]**
 * **2)user:skyesmith [[file:Thematic Lesson Plan- Skye Smith.docx]]**
 * **3)user:alariegg**
 * [[image:bubblus_The_Learning_Senario.jpg width="380" height="133"]]
 * **[|Giving Dimension to Mappamundi: The Matter of Perspective] (Scroll down to see the article - this one is very rich, but lengthy.)**
 * **1) user:cpbteacher**
 * **2)**
 * **3)user:jwill3003 [[file:Bring It To Life.pptx]]**
 * **SANDRA**
 * **[]**
 * **4)**
 * 3) Read through the UFLA assignment and take note of any questions you have.[[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="http://languagelinks2006.wikispaces.com/file/view/Professional+Conference+Assignment-BYU.pdf"]] [|Professional Conference Assignment-BYU.pdf]4) Look for a culturally authentic resource (a children's book, a song, a poem, a video clip, a short story, a poster or piece of art, etc.) around which you would like to build a lesson. We will begin crafting culturally-grounded lessons together in class on Thursday.5) Just a reminder that your FLTEACH projects are also due November 3 and that we will be attending UFLA on November 5.**Presentaciones
 * Grupo 1
 * Alarie
 * Carola
 * Dani
 * Denae
 * Elisa
 * Jeff
 * Grupo 2
 * Jessica
 * Joshua
 * Kevin - Next time
 * Lauren
 * Lizzie
 * Sandra
 * Skye - Next time

= = =13 de octubre= Quehaceres Anuncios = = Presentaciones Las asignaciones para la próxima clase
 * Formar un círculo grande
 * Pasar la lista
 * Diarios - ¿Qué aprendieron por medio del proceso de escribir las actividades y planificar las presentaciones?
 * Mini-cursos
 * Andrew Brown, Oct. 12-16, 2009 from 5:10 p.m. to 7:00 p.m. (not sure on the ending time) in JFSB 3198
 * Kim Potowski, Oct. 26-28, 2009 from 5:10 p.m. to 8:00 p.m. If you need credit for attending, enroll in Span 480R/680R 2nd Blk (in Span. Dept.)
 * Embajador de España, Oct. 29, 2009, TBA
 * Lizzie - Los comparativos
 * Puesta en común
 * Dani - El subjuntivo
 * Puesta en común
 * Estoy preparándoles para responsibilidades que ustedes tendrán que no pueden envisionar en este punto de sus carreras
 * Escriban una reflexión sobre la clase de hoy en el foro de conversación
 * Practiquen sus presentaciones
 * Lean las lecturas asociadas con uno de estos temas:
 * La cultura
 * Los estándardes nacionales
 * Las unidades temáticas

=8 de octubre= Quehaceres = =
 * **Formar un círculo grande**
 * **Pasar la lista**
 * La bienvenida: sonondra
 * La canción: [|Teach Me to Walk in the Light]La oración: CarolaLa escritura del día: [|Deuteronomy 6:7]El dicho del día: [|Las apariencias enga]<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">[|ñ] [|an] **Conceptos y Principios
 * Conceptos
 * **optimismo**
 * **servicio**
 * **diligencia**
 * **amor**
 * **sacrificio**
 * **fé**
 * Principios
 * **Las pruebas son para nuestro beneficio.**
 * **La felicidad viene del servicio y del amor.**
 * **Hacemos sacrificios para las personas que amamos.**
 * **La perfección se trabaja cada día.**
 * ¿Cómo se relación con los National Standards?**

Anuncios = = Las asignaciones para la próxima clase**1) Read the discussion post entitled [|Reflections on 10-8-09] and comment on it:** 2) Choose a grammar topic and a set of vocabulary to serve as the foundation of an activity you will plan.3) Based on the models you examined on the wiki for your last assignment, and the activity demonstrations you participated in during class over the last 2 class sessions, develop an activity plan (like a lesson plan, except for a single activity) for ONE activity. You MUST use the following template: [|Activity Plan Template-BYU.doc]4) E-mail your activity plan and any accompanying worksheets or ppts to Dr. Montgomery as attachments **(so I can respond with tracked changes). Please title it as follows: FirstName LastName GrammarTopic Activity Plan.doc (for example: Cherice Montgomery Present Subjunctive Activity Plan.doc) or .ppt or whatever programs you use.5) After you receive feedback from me on the activity plan and the materials, you will "teach" the activity to half of the class next Thursday. You will have a maximum of 10 minutes to give instructions, model the activity, and have us participate in the activity for a few minutes. (Obviously, in a "real" classroom, you would give students adequate time to complete the activity, but since our time together is so limited, you will have to cut the activity short.)6) IF you get everything else above done, please read: The National Standards. (If you don't get everything else done, then plan to read it as part of your assignment for the next class period.)7) Just a reminder that your FLTEACH projects are also due November 3.Am I working you hard enough? ;-) (I must be, b/c I'm starting to fall behind with feedback. I'll work on it over the next 2 days, so you should have responses to the messages you posted on the main discussion board, on this page, and on your individual wiki pages by next class period.)**La profesionalidad en la práctica
 * Piensen en ...1) Contenido**
 * **Gramática**
 * **Vocabulario**
 * **Cultura**
 * **Destrezas comunicativas**
 * 2) Pedagogía**
 * **Instrucciones**
 * **Proceso**
 * **Problemas**
 * 3) La cultura**
 * **Introducción a los estándardes nacionales**
 * **El triángulo cultural**
 * **[|¿Adónde vas?] (Greetings mixer)**
 * **Circunlocución cultural**
 * **The Scoop on School**
 * **Simulación**
 * Embajador de Chile - Oct. 9, 2009, 1 p.m., Library Auditorium
 * Mini-cursos
 * Andrew Brown, Oct. 12-16, 2009
 * Kim Potowski, Oct. 26-28, 2009 from 5:10 p.m. to 8:00 p.m. If you need credit for attending, enroll in Span 480R/680R 2nd Blk (in Span. Dept.)
 * Embajador de España, Oct. 29, 2009, TBA
 * What do you think about the issues I raised in the posting and why? (Do you agree/disagree? Why? Give at least one specific example to illustrate the opinions you state.)
 * Do you have any recommendations about the issues on which you chose to comment?
 * Evaluar actividades de los libros de texto (en la luz de los modelos que han visto)
 * Prácticas y problemas en la enseñanza de la gramática y el vocabulario:
 * ¿En qué pensarán los estudiantes (los patrones)?
 * ¿Qué harán ("student-centered" activities)?
 * ¿Qué dirán (input/output, la gramática a la comunicación interpersonal)?
 * La integración de la cultura en la enseñanza de la gramática y el vocabulario
 * Las señales para atención
 * Circunlocución
 * Diagrama Venn
 * Simulación

<span class="wiki_link"> =6 de octubre= Quehaceres Anuncios La profesionalidad en la práctica Las asignaciones para la próxima clase**1) Read the discussion post entitled [|Reflections on 10-6-09] and comment on it:** 2) Choose a grammar topic and a set of vocabulary to serve as the foundation of an activity you will plan.3) Based on the models you examined on the wiki for your last assignment, and the activity demonstrations you participated in during class over the last 2 class sessions, develop an activity plan (like a lesson plan, except for a single activity) for ONE activity. You MUST use the following template: 4) E-mail your activity plan and any accompanying worksheets or ppts to Dr. Montgomery as attachments **(so I can respond with tracked changes). Please title it as follows: FirstName LastName GrammarTopic Activity Plan.doc (for example: Cherice Montgomery Present Subjunctive Activity Plan.doc) or .ppt or whatever programs you use.5) After you receive feedback from me on the activity plan and the materials, you will "teach" the activity to half of the class next Tuesday. You will have a maximum of 10 minutes to give instructions, model the activity, and have us participate in the activity for a few minutes. (Obviously, in a "real" classroom, you would give students adequate time to complete the activity, but since our time together is so limited, you will have to cut the activity short.)6) IF you get everything else above done, please read: The National Standards. (If you don't get everything else done, then plan to read it as part of your assignment for the next class period.)7) Just a reminder that your FLTEACH projects are also due November 3.Am I working you hard enough? ;-) (I must be, b/c I'm starting to fall behind with feedback. I'll work on it over the next 2 days, so you should have responses to the messages you posted on the main discussion board, on this page, and on your individual wiki pages by next class period.)**
 * **Formar un círculo grande**
 * **Pasar la lista**
 * La bienvenida: elbarry
 * <span class="wiki_link"><span class="wiki_link_ext">**[|La canción]**
 * **[|Jesus es mi luz]**
 * **La oración:**
 * **Josh**
 * **[|La escritura del día]**
 * **[|Doctrina y Convenios 123:17]**
 * **[|El dicho del día] ([|libro de refranes de]) -**
 * **[]**
 * Mini-cursos
 * Andrew Brown, Oct. 12-16, 2009
 * Kim Potowski, Oct. 26-28, 2009 from 5:10 p.m. to 8:00 p.m. If you need credit for attending, enroll in Span 480R/680R 2nd Blk (in Span. Dept.)
 * Conversación - ¿Qué aprendieron de la Conferencia General acerca de la enseñanza?
 * Insert notes here
 * Conversación - Comparamos lo que aprendemos del plan de salvación con la enseñanza típica en las escuelas
 * Insert notes and handouts here
 * Los estándardes nacionales
 * Actividades de los tres modos de comunicación: (insert photos and activity sheets here)
 * ¿Adónde vas?
 * Ir + a + places listening grid
 * Hear/Circle
 * Una historia acerca del arte
 * Puesta en común
 * La contextualización de la gramática y el vocabulario
 * La enseñanza y la práctica del vocabulario
 * El andamiaje y "la construcción" de frases
 * La enseñanza de cultura
 * What do you think about the issues I raised in the posting and why? (Do you agree/disagree? Why? Give at least one specific example to illustrate the opinions you state.)
 * Do you have any recommendations about the issues on which you chose to comment?

=1 de octubre= Quehaceres Anuncios Las asignaciones para la próxima clase**After talking with several of you, I have decided that I do NOT want you to do the assignment I gave you today. I need time to give you feedback on your textbook analyses, you need more preparation and more models, and you need to turn in some activity plans before we try to do a whole lesson. And THAT means I need to revise the syllabus so that you can be more clear about what I am expecting of you in terms of assignments. If you have particular comments, questions, or opinions about this plan of action, please send them along via e-mail (or post them to the discussion forum).What I would like you to do instead (for Tuesday) is this:1) Explore at least 3 of the links on this page: http://languagelinks2006.wikispaces.com/Spanish+-+Grammar-related+Activities (In other words, click on the link, read through the ideas, and open the PowerPoints or worksheets posted on that page.)2) Post a short paragraph about what you learned from looking at those pages in the discussion forum of the wiki. If you aren’t sure what to write about, you could consider answering the following questions: · Of all the activities you looked at, which was your favorite and WHY? · Was there anything that the various people who posted activities did that you felt was helpful? (For example, only using bullet points, providing a lot of detail, including photos of student work, posting links to related materials, etc.?) · What new ideas did perusing the activities on the wiki spark for you and/or how would you adapt these activities for use with your textbook or in your own classes?I will be grading your posts based on the following criteria: · **Summarize - **Did the author refer to one or more specific activities in their post? · **Reflect - **Did the author critically reflect on the activity from the perspective of a professional, providing a rationale for his or her opinions (i.e., WHAT pedagogical features of the activity you think will contribute to students’ learning, WHY you liked the activity, or HOW you might adapt the activity to better align with your content, textbook, or students’ needs)? · **Connect **– Did the author include connections to ideas we have been discussing in class, things they have learned in other classes, or connections with experiences they have had as students or as teachers in classrooms?3) Read this blog post—it presents a timely issue that might give you one interesting perspective on why I have put so much emphasis on technology in this class. It also happens to be a nice model (albeit much longer than what I expect you to post) of a helpful blog post written by a “real” teacher: []**Summarize - **In it, the teacher summarizes the issue that provoked the blog post (in this case, a governmental policy that has required schools to close because of the flu and the expectation that teachers continue to deliver courses online in spite of the fact that they have no easy way to do that in some schools).**Reflect – **The teacher reflects on what this situation means for teaching and learning and on how this connects with his/her beliefs about teaching and learning.**Connect – **The teacher discusses the connections/applications s/he is making between these ideas and classroom experiences.Let me know if you have questions!** La profesionalidad en la práctica Grammar Grammar + Patterns
 * **Formar un círculo grande**
 * **Pasar la lista**
 * **Mapas conceptuales**
 * La bienvenida: dani3721
 * <span class="wiki_link"><span class="wiki_link_ext">**[|La canción]**
 * **La oración:**
 * **[|La escritura del día]**
 * **[|El dicho del día] ([|libro de refranes de]) -**
 * Mini-cursos
 * Kim Potowski, Oct. 26-28, 2009 from 5:10 p.m. to 8:00 p.m. If you need credit for attending, enroll in Span 480R/680R 2nd Blk (in Span. Dept.)
 * [|A Quick Guide to Annotating Using Diigo]
 * Asignaciones perpétuas
 * Propongan temas para conversación //(Preguntas y perspectivas)//
 * Proyecto de FLTEACH
 * [[file:Lesson Planning Menu.doc]]
 * [[file:Lesson Planning Menu - Plain.doc]]
 * [[file:Lesson Plan Template 2009.doc]]
 * La estructura y la secuencia de una lección (ejemplo: los mandatos)
 * 1) Put the verb in the //yo// form
 * 2) Drop the //O//
 * 3) Change the vowel to its opposite
 * 4) Add the rest of the ending
 * 1) **Conjugate --> habl**__an__**, hac**__en__
 * 2) **Change --> __habl__**//e//**n, __hac__**//a//**n**
 * 3) **Check with the yo form -->** __habl__**o,** __hag__**o (Do the stems match? If not, make them match!) -->** __habl__**en,** __hag__**an**
 * [[image:baflp:GoVerbs.jpg width="192" height="144"]] [[image:baflp:PreteritSuperY.jpg width="193" height="145"]]//(Note how much a little color can do to draw students' attention to patterns in the language!)//**Grammar from the Students' Perspective**media type="custom" key="4493588"[|Son Los Mandatos] - A student-made video regarding commands ([|Alternate TeacherTube link])**Grammar Activities**Preterit - //La casa que Juan construyó - House That Jack Built////La Araña Pequeñita -//Excellent for teaching preterit tense inductively in Spanish [[file:AranaPequenita.doc]][[file:IrregPretCucaracha.doc]][[file:IrregPretStemTwinkle.doc]][[file:Preterit3BlindMice.doc]]**Information Gap Activities
 * Paired activity with stick figures from //Díme//
 * Sentence Diagramming from //Bravo//

<span class="wiki_link"> =29 de septiembre= Quehaceres Anuncios Las asignaciones para la próxima clase**1) Escriban objetivos para un capítulo** 2) Añadan texto, un enlace, una imagen (o un documento), un video, y un "widget" a sus páginas personales del wiki. 3) Lean [|Reflections] (Si tienen comentarios, pueden agregarlos debajo de un mensaje por escribirlos en el espacio en blanco y hacer clic sobre "Post." Si quieren hablar de otros temas, pueden añadir un "hilo" de conversación al foro de conversación.)4) Lean: [|To Learn & to Teach More Effectively by Elder Richard G. Scott] (opcional, pero recomendado)5) Sigan con el proyecto de FLTEACH.6) Sigan con el proyecto de Twitter (los que están participando)7) Propongan temas para conversación //(Preguntas y perspectivas)//La profesionalidad en la práctica
 * **Formar un círculo grande**
 * **Pasar la lista**
 * La bienvenida: Huntadores
 * <span class="wiki_link"><span class="wiki_link_ext">**[|La canción]**
 * **una familia feliz**
 * **La oración: ?Jeff, podrias hacer la oracion?**
 * **[|La escritura del día]**
 * **[|Juan 17:3]**
 * **[|El dicho del día] ([|libro de refranes de]) - Muchos pocos hacen un mucho**
 * Mini-curso
 * [|A Quick Guide to Annotating Using Diigo]
 * Escojan un capítulo del libro de texto //Así se dice 1//
 * Miren el contenido del capítulo
 * Escriban objetivos (no menos que tres, no más que 5) para el capítulo basado en el contenido que hay en el capítulo
 * Usen este documento para ayudarles: [[file:Writing Objectives-BYU.doc]]
 * Vayan a esta página: http://languagelinks2006.wikispaces.com/Span+378-Student+Pages
 * Hagan clic sobre sus iniciales
 * Cuando tu página personal abre, haz clic sobre "Edit" y trata de hacer los deberes que están escritas en la página por medio de las instrucciones visuales que hay en tu página.
 * Después, haz clic sobre "Save" para guardar los cambios que has hecho.
 * Si tienen preguntas, envíenme un correo electrónico.
 * Escribir objetivos
 * Evaluar actividades de los libros de texto

<span class="wiki_link"> =24 de septiembre= Quehaceres =Anuncios= Las asignaciones para la próxima clase**1) Escriban objetivos para un capítulo** 2) Añadan texto, un enlace, una imagen (o un documento), un video, y un "widget" a sus páginas personales del wiki. 3) Lean [|Reflections] (Si tienen comentarios, pueden agregarlos debajo de un mensaje por escribirlos en el espacio en blanco y hacer clic sobre "Post." Si quieren hablar de otros temas, pueden añadir un "hilo" de conversación al foro de conversación.)4) Lean: [|To Learn & to Teach More Effectively by Elder Richard G. Scott] (opcional, pero recomendado)5) Sigan con el proyecto de FLTEACH.6) Sigan con el proyecto de Twitter (los que están participando)La profesionalidad en la práctica = = <span class="wiki_link">
 * **Formar un círculo grande**
 * **Pasar la lista**
 * **Distribuir libros de texto**
 * La bienvenida: jkevans
 * <span class="wiki_link"><span class="wiki_link_ext">**[|La canción]http://www.lds.org/cm/spa/pdf/Him_157_CuenTusBend_spa.pdf, http://broadcast.lds.org/churchmusic/MP3/spa/hymn/Him_157_CuenTusBend_musica_spa.mp3**
 * **La oración**
 * **[|La escritura del día] -Alma 37:36 http://scriptures.lds.org/es/search?search=Alma+37%3A6&do=Buscar**
 * **[|El dicho del día] ([|libro de refranes de]) - //Entre salud y dinero, salud quiero.//**
 * **29 de octubre - Tendremos clase**
 * **Tutoring List**
 * **TESOL practicums**
 * **Mantener sus destrezas - [|GLOSS] [Searchable database of language maintenance/proficiency development lessons (reading and listening) in a wide variety of languages. Allows you to limit the search to video-based lessons. Click on the link to launch.]**
 * **La conversación que empezó Carola a continuación: //[|Be Safe @ BYU]//**
 * Escojan un capítulo del libro de texto //Así se dice 1//
 * Miren el contenido del capítulo
 * Escriban objetivos (no menos que tres, no más que 5) para el capítulo basado en el contenido que hay en el capítulo
 * Usen este documento para ayudarles: [[file:Writing Objectives-BYU.doc]]
 * Vayan a esta página: http://languagelinks2006.wikispaces.com/Span+378-Student+Pages
 * Hagan clic sobre sus iniciales
 * Cuando tu página personal abre, haz clic sobre "Edit" y trata de hacer los deberes que están escritas en la página por medio de las instrucciones visuales que hay en tu página.
 * Después, haz clic sobre "Save" para guardar los cambios que has hecho.
 * Si tienen preguntas, envíenme un correo electrónico.
 * Página personal del wiki: <span class="wiki_link_new"><span class="wiki_link">LanguageLinks2006
 * Como hacerlo:
 * Añadan texto
 * Firmen sus redacciones
 * Añaden un enlace
 * Añaden un documento
 * Añaden una imagen -
 * Los foros de conversación -
 * Reflexiones de la Dra. M.
 * [|Tech Terms]
 * ¿Qué pensaron del la asignación?
 * ¿Funcionaron bien las imagenes como "scaffolding?"
 * Para ver otros usos para sus páginas, visiten: http://languagelinks2006.wikispaces.com/Sandbox-El
 * Distribuir libros de texto
 * Orientar a los estudiantes al texto - posibilidades incluyen explorarlo en parejas o una búsqueda
 * Planificar una lección
 * Cómo el cerebro procesa la información y los elementos esenciales de una lección
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png width="32" height="32" caption="external image vnd.ms-powerpoint.png" link="http://languagelinks2006.wikispaces.com/file/view/Chunking+Span+477.ppt"]] [|Chunking Span 477.ppt]
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png width="32" height="32" caption="external image vnd.ms-powerpoint.png" link="http://languagelinks2006.wikispaces.com/file/view/Data+to+Expertise+Intro.ppt"]] [|Data to Expertise Intro.ppt]
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png width="32" height="32" caption="external image vnd.ms-powerpoint.png" link="http://languagelinks2006.wikispaces.com/file/view/Data+to+Expertise+Part+1.ppt"]] [|Data to Expertise Part 1.ppt]
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png width="32" height="32" caption="external image vnd.ms-powerpoint.png" link="http://languagelinks2006.wikispaces.com/file/view/Data+to+Expertise+Part+2.ppt"]] [|Data to Expertise Part 2.ppt]
 * Escribir objetivos

=22 de septiembre= La bienvenida**Un alumno de la clase de Span 377**Presentación de Greg Duce de Glencoe-McGraw Hill**Nos reunimos en B152 para la presentación de [|Glencoe-McGraw Hill]**
 * **Glencoe is the secondary arm of McGraw Hill Publishers**
 * **Buy classroom set = get all the ancillary (supplemental) materials for free**
 * **//Teacher Works Plus// - Digital Teacher Edition & Lesson Planner on the CD**
 * **//Así se dice// (formerly //Buen viaje//)**
 * **Audio CDs**
 * **Exam View - Testmaker (pre-made questions that you can edit)**
 * **PowerPoints for teachers**
 * **Find out who your textbook representative is and ask for the resources for the book you have adopted - Which means you should** spend time in the exhibit hall at UFLA and develop relationships with the publishers!
 * **Adoption Cycles**
 * **State-wide in many cases**
 * **Approximately 10-year cycle**
 * **Some adoptions occur at the district level, others at the school level (Davis - adoption cycle; Jordan - site by site)**
 * **It is worth your time to serve on the adoption committee - you get free copies of all the resources**
 * **Book will be several years older (in terms of content) than the copyright it shows**
 * **Whatever number it starts with is the printing of the book - don't take a 1st edition printing because it is likely that there will be errors in it**
 * **Let the publisher know about binding issues**
 * **Once you begin student teaching, contact the publisher and ask for your own teacher's edition**
 * **Typical student edition costs around $70 per book per student**

Repaso Anuncios La profesionalidad en la práctica = = <span class="wiki_link"> Las asignaciones para la próxima clase**1) Lean [|Reflections] (Si tienen comentarios, pueden agregarlos debajo de un mensaje por escribirlos en el espacio en blanco y hacer clic sobre "Post." Si quieren hablar de otros temas, pueden añadir un "hilo" de conversación al foro de conversación.)2) Añadan texto, un enlace, una imagen (o un documento), un video, y un "widget" a sus páginas personales del wiki.**
 * Formar un círculo grande
 * Repaso de nombres
 * Pasar la lista
 * 29 de octubre - Tendremos clase (aunque el temario dice que no)
 * TESOL practicums - La Dra. M. necesita saber si necesitas hacer una práctica de TESOL durante Student Teaching
 * Conversación acerca de //[|Be Safe @ BYU]//
 * Conversación acerca de lo que aprendimos de la presentación
 * Se puede ser un profesor muy perezoso
 * Razones que los profesores no compran un ELMO y un libro de texto y nada más
 * ¿Hay asuntos con los derechos del autor si usas recursos de varios libros de texto?
 * ¿Es buena idea enseñar de libros de texto cuando ya tienen diez años?
 * ¿Se puede adaptar los libros de texto?
 * Conversación acerca del proceso del desarrollo de un libro de texto y los problemas que resultan cuando hay muchas personas que trabajan en distintos elementos del libro y sus recursos
 * Seleccionar libros de texto
 * Propósito del alcance y secuencia en un libro de texto (articulación vertical y horizontal)
 * Consideraciones en el desarrollo de un "scope & sequence"
 * Como desarrollar un "scope & sequence"
 * **Vayan a esta página: http://languagelinks2006.wikispaces.com/Span+378-Student+Pages**
 * **Hagan clic sobre sus iniciales**
 * **Cuando tu página personal abre, haz clic sobre "Edit" y trata de hacer los deberes que están escritas en la página por medio de las instrucciones visuales que hay en tu página.**
 * **Después, haz clic sobre "Save" para guardar los cambios que has hecho.**
 * **Si tienen preguntas, envíenme un correo electrónico.**
 * 3) Lean: [|To Learn & to Teach More Effectively by Elder Richard G. Scott] (opcional, pero recomendado)4) Sigan con el proyecto de FLTEACH. Busquen mensajes de estas personas en los archivos para encontrar ideas interesantes:**
 * **Bethanie Carlson**
 * **Bill Heller**
 * **Bob Pontiero o Jean LeLoup (los organizadores)**
 * **Carol Stacy (CRS)**
 * **Cindy Kendall**
 * **Claudette Moran**
 * **Ellen Schraeger**
 * **Helena Curtain**
 * **Irene Moon***
 * **Marge Mandl**
 * **Marilyn Barrueta**
 * **Mary Young***
 * **Nilsa Sotomayer**
 * **Pam Kaatz**
 * **Pat Barrett**
 * **Pat Seaver**
 * **Richard Ladd**
 * **Requisitos:**
 * **Follow at least 5 threads for an entire month: http://listserv.buffalo.edu/archives/flteach.html**
 * **As you read, consider the questions outlined in the assignment sheet: [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://languagelinks2006.wikispaces.com/file/view/FLTEACH+Assignment-BYU.doc"]] [|FLTEACH Assignment-BYU.doc]**
 * **Prepare a "one-pager" according to the instructions on the last page of the assignment sheet using the technological tool of your choice.**
 * **Come to class prepared to discuss (both orally and in writing) what you learned from thinking about the questions on the assignment sheet.**
 * **Prepare your one-pager so it can be viewed independently in class (either electronically or in hard copy). You will NOT have the chance to "present" it.**
 * **Recursos:**
 * **FLTEACH Project Examples**
 * **Scrapblog - []**
 * **Ppt - []**
 * **Word - Un ejemplo de los apuntes que les ayudará hacer la asignación - []**
 * **Video - []**
 * **Google Pages & Scrapblog - Un ejemplo de una estudiante que usaba la asignación como manera de explorar los beneficios de diferentes tecnologías - [] AND [|http://www.scrapblog.com]//viewer/viewer.aspx?sbid=119957//**
 * **Good content - What do you think of the design?**
 * **Scrapblog - []**
 * **Letterpop - []**
 * **[|FLTEACH FAQs]**
 * **[|FLTEACH Archives] [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://languagelinks2006.wikispaces.com/file/view/Using+the+FLTEACH+Archives-BYU.doc"]] [|Using the FLTEACH Archives-BYU.doc]**
 * **[|Educación Bilingüe] (Ning - Group of teachers from Spain interested in content-based instruction in English)**
 * **[|MACUL Space] (Ning - Edtech social networking)**
 * <span class="wiki_link_new"> **[|Ñandú] - (FL listserv for elementary language teachers)**
 * **[|Technolanguages] (Ning - FL social networking - just getting started)**
 * **[|Twitter] (Microblogging site - FL networking)**

=**17 de septiembre**= Anuncios Las asignaciones para la próxima clase**1) Lean:** 2) Sigan con el proyecto de FLTEACH. Busquen mensajes de estas personas en los archivos para encontrar ideas interesantes: La profesionalidad en la práctica El laboratorio de computadoras = =
 * **Formar un círculo grande**
 * **Las etiquetas de identificación**
 * **Pasar la lista**
 * La bienvenida: Denae Hawley
 * **La oración**
 * 22 de septiembre - Nos reuniremos en B152 para la presentación (después de todo, decidieron no cambiar la fecha)
 * 24 de septiembre - Mentored Research on Women in a Spanish Village of the 1700s - 12 p.m. 4188 JFSB
 * 15 de octubre - Es el último día para matricularse para el Praxis el 14 de noviembre (BYU no va a pagar el $130 después de esta fecha)
 * 26 - 28 de octubre - Mini-curso: Teaching Spanish to Heritage Speakers in the U.S." Kim Potowski, Assoc. Prof. of Hispanic Linguistics at U of IL @ Chicago. 5:10 p.m. - 8 p.m. Span 480R/680R (2nd block)
 * //[|Be Safe @ BYU]//
 * [|Reflections] (lean a lo menos uno de los mensajes entitulado "Reflections on 9-?-09" por hacer clic sobre el título. Si tienen comentarios, pueden agregarlos debajo de un mensaje por escribirlos en el espacio en blanco y hacer clic sobre "Post")
 * [|To Learn & to Teach More Effectively by Elder Richard G. Scott] (opcional, pero recomendado)
 * Bethanie Carlson
 * Bill Heller
 * Bob Pontiero o Jean LeLoup (los organizadores)
 * Carol Stacy (CRS)
 * Cindy Kendall
 * Claudette Moran
 * Ellen Schraeger
 * Helena Curtain
 * Irene Moon*
 * Marge Mandl
 * Marilyn Barrueta
 * Mary Young*
 * Nilsa Sotomayer
 * Pam Kaatz
 * Pat Barrett
 * Pat Seaver
 * Richard Ladd
 * Requisitos:
 * Follow at least 5 threads for an entire month: http://listserv.buffalo.edu/archives/flteach.html
 * As you read, consider the questions outlined in the assignment sheet: [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://languagelinks2006.wikispaces.com/file/view/FLTEACH+Assignment-BYU.doc"]] [|FLTEACH Assignment-BYU.doc]
 * Prepare a "one-pager" according to the instructions on the last page of the assignment sheet using the technological tool of your choice.
 * Come to class prepared to discuss (both orally and in writing) what you learned from thinking about the questions on the assignment sheet.
 * Prepare your one-pager so it can be viewed independently in class (either electronically or in hard copy). You will NOT have the chance to "present" it.
 * Recursos:
 * FLTEACH Project Examples
 * Scrapblog - []
 * Ppt - []
 * Word - Un ejemplo de los apuntes que les ayudará hacer la asignación - []
 * Video - []
 * Google Pages & Scrapblog - Un ejemplo de una estudiante que usaba la asignación como manera de explorar los beneficios de diferentes tecnologías - [] AND [|http://www.scrapblog.com]//viewer/viewer.aspx?sbid=119957//
 * Good content - What do you think of the design?
 * Scrapblog - []
 * Letterpop - []
 * [|FLTEACH FAQs]
 * [|FLTEACH Archives] [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://languagelinks2006.wikispaces.com/file/view/Using+the+FLTEACH+Archives-BYU.doc"]] [|Using the FLTEACH Archives-BYU.doc]
 * [|Educación Bilingüe] (Ning - Group of teachers from Spain interested in content-based instruction in English)
 * [|MACUL Space] (Ning - Edtech social networking)
 * <span class="wiki_link_new"> [|Ñandú] - (FL listserv for elementary language teachers)
 * [|Technolanguages] (Ning - FL social networking - just getting started)
 * [|Twitter] (Microblogging site - FL networking)
 * [|Playlist.com] v. <span class="wiki_link_new">[|Pandora]
 * Conversación acerca de FLTEACH
 * Conversación acerca de la tecnología
 * Desarrollar destrezas les dará acceso a muchas oportunidades, suministros, etc.
 * Necesitan estas destrezas para prepararles a estudiantes alfabetizados
 * Wiki - **<span class="wiki_link_new"><span class="wiki_link">LanguageLinks2006 **
 * **[|Navegar en pestañas]**
 * <span class="wiki_link_new">**[|Google Reader]** **(RSS)**
 * **Estrategías para hacer lecturas profesionales**
 * **La cognición visual**
 * [[file:Graphic Design Principles.pdf]]
 * **[|Design Principles for Interactive Texts]**
 * Copyright, Cybercourtesy, & Cybersafety in a Creative Commons Age
 * **[|Copyright Chart]**
 * **[|Copyright & Fair Use in the Classroom, on the Internet, and the World Wide Web]**
 * **//[|Be Safe @ BYU]//**
 * **Los marcadores sociales: //[|Delicious]// and [|Diigo]**
 * [[file:Delicious Handout CM.pdf]]

<span class="wiki_link"> =**15 de septiembre**= Repaso Anuncios La profesionalidad en la práctica**Enseñaremos el contenido más importante de la lectura a sus compañeros de clase en 5 minutos:1) Formen grupos por las lecturas que hicieron y hablen de los puntos esenciales2) Formen grupos que consisten de una persona de cada de los grupos originales y enseñen el contenido más importante del artículo a sus compañeros. Cada persona tendrá 5 minutos.** Las asignaciones para la próxima clase**1) [|Entreguen las solicitudes para "student teaching" a la McKay School of Education] - Fecha límite: hoy a las 5 en punto2) Proyecto de FLTEACH**
 * **Formar un círculo grande**
 * **Las etiquetas de identificación**
 * **Pasar la lista**
 * La bienvenida: Lizzie
 * <span class="wiki_link">**[|La canción]** **[|Vive Mi Senor] ([|Canciones para niños]) -**
 * **La oración**
 * **[|La escritura del día] - [|Alma 37:35] **
 * **[|El dicho del día] -[|Cada cabeza es un mundo]**
 * Cambios al temario
 * 29 de septiembre - Greg Duce
 * Reuniones para la Dra. M. en octubre
 * Nuestro horario
 * Correo electrónico a la Dra. M.
 * Solicitudes para la práctica y "student teaching" - El proceso, regiones geográficas, y quejas
 * Propósitos del curso:
 * Abrir sus mentes a muchas posibilidades para la enseñanza de lenguas extranjeras (ELEs)
 * Presentarles a recursos profesionales
 * Enseñarles las destrezas que necesitan para seguir su desarrollo profesional (TPCK)
 * Ayudarles a pensar y comunicarse con comunidades de profesionales una manera aceptable ("professional discourse communities")
 * Comida del Caríbe
 * Taller en Layton el jueves
 * ASCD Smartbrief, [|Google Alerts], News
 * Lean <span class="wiki_link_new">[|ACTFL Proficiency Guidelines]
 * user:jeffpeacock
 * user:Huntadores
 * user:skyesmith
 * El capítulo 15 de Taylor y Luckau: Teaching Foreign Languages in the Elementary Schools
 * user:cpbteacher
 * user:dani3721
 * user:alariegg
 * El capítulo 17 de Taylor y Luckau: Evaluating & Improving Your Program
 * user:sreynolds09
 * user:jwill3003
 * El desarrollo de los programas de ELE
 * [|Guidelines for Starting an Elementary School Foreign Language Program]
 * <span class="wiki_link_ext">[|Planning for Success: Common Pitfalls in the Planning of Early Foreign Language Programs]
 * [|Foreign Language Program Articulation From High School to the University]
 * user:SpanChica24
 * user:lhekking
 * user:sonondra
 * Requisitos:
 * Follow at least 5 threads for an entire month
 * As you read, consider the questions outlined in the assignment sheet: [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://languagelinks2006.wikispaces.com/file/view/FLTEACH+Assignment-BYU.doc"]] [|FLTEACH Assignment-BYU.doc]
 * Prepare a "one-pager" according to the instructions on the last page of the assignment sheet using the technological tool of your choice.
 * Come to class prepared to discuss (both orally and in writing) what you learned from thinking about the questions on the assignment sheet.
 * Prepare your one-pager so it can be viewed independently in class (either electronically or in hard copy). You will NOT have the chance to "present" it.
 * Cómo leerlo: [|Los archivos de FLTEACH]

=10 de septiembre= Repaso Las asignaciones para la próxima clase**1) [|Entreguen las solicitudes para "student teaching" a la McKay School of Education]2) Escojan** __una__ **para leer y preparen para enseñar el contenido más importante de la lectura a sus compañeros de clase en 5 minutos:** La profesionalidad en la práctica Trabajos Colaborativos = =
 * Formar un círculo grande
 * Las etiquetas de identificación
 * Pasar la lista
 * Distribuir los volantes
 * Información acerca de la reunión hoy en WSC Varsity Theater - 4:30 p.m.
 * **Lean <span class="wiki_link_new">[|ACTFL Proficiency Guidelines] **
 * **user:jeffpeacock**
 * **user:Huntadores**
 * user:skyesmith**
 * **El capítulo 15 de Taylor y Luckau: Teaching Foreign Languages in the Elementary Schools**
 * user:cpbteacheruser:dani3721**
 * **El capítulo 17 de Taylor y Luckau: Evaluating & Improving Your Program**
 * user:sreynolds09**
 * **El desarrollo de los programas de ELE**
 * **[|Guidelines for Starting an Elementary School Foreign Language Program]**
 * <span class="wiki_link_ext">**[|Planning for Success: Common Pitfalls in the Planning of Early Foreign Language Programs]**
 * **[|Foreign Language Program Articulation From High School to the University]**
 * user:SpanChica24user:lhekkinguser:sonondra**
 * **Asignaciones perpétuas**
 * **FLTEACH**
 * **Propongan temas para conversación //(Preguntas y perspectivas)//**
 * **Exploren el wiki** - **No pueden aprovecharse de los recursos si no saben que existen**
 * **Conversación acerca de las lecturas de tecnología y de la cognición visual (Hablamos de la prueba en //<span class="wiki_link_ext">[|Survey Monkey] // - esp. las respuestas en #9)**
 * **¿Qué información obtuve de la prueba acerca de lo que aprendieron/entendieron del artículo?**
 * **¿Fue buena manera de "evaluar" o "medir" su progreso?**
 * **¿Qué aprendieron por medio de tomar la prueba?**
 * **¿Qué aprendieron por medio de mirar las respuestas de la clase?**
 * La bienvenida
 * <span class="wiki_link">**[|La canción]** **([|Canciones para niños]) - Mi padre celestial me ama ([|letra], <span class="wiki_link_new">música )**
 * **La oración**
 * **[|La escritura del día] - [|Doctrina y Convenios 38:7] **
 * **[|El dicho del día] - [|Presentarse en Google Docs]**
 * FLTEACH - Comentarios
 * <span class="wiki_link">**La asignación** **- []**
 * **El diseño - 1º y 2º borrador de Ben**
 * **Conversación acerca de las lecturas de tecnología y de la cognición visual**
 * **El laboratorio de computadoras**
 * Copyright, Cybercourtesy, & Cybersafety in a Creative Commons Age
 * **A Fairy Use Talemedia type="custom" key="4307803"**
 * **//[|Stock Xchng], <span class="wiki_link_new">[|Photobucket] //**

= = =8 septiembre= Invitada**Lisa Christensen de [|Career/Education Placement Services (BYU)]**

Trabajos Colaborativos = =
 * **El laboratorio de computadoras**
 * Wiki - **<span class="wiki_link_new">LanguageLinks2006 **
 * **[|Navegar en pestañas]**
 * **Juntarse con Wikispaces**
 * **LanguageLinks2006**

Las asignaciones para la próxima clase <span class="wiki_link">
 * **Escojan fechas para dar la bienvenida**
 * **Biografía profesional**
 * **Requisitos:**
 * **Usen este patrón para preparar una biografía profesional que se puede usar para presentarse a sus "mentors," en conferencias profesionales, en un sitio de la red, o en otros eventos profesionales[[file:Professional Biography Template.doc]]**
 * **Incluyan una foto**
 * **Professional Biography Examples**
 * [[file:Professional Biography Assignment-BYU.pdf]]
 * [[file:Professional Biography Checklist-BYU.pdf]]
 * [[file:Professional Biography Rubric-BYU.pdf]]
 * **Trabajen en sus <span class="wiki_link_ext">[|solicitudes para "student teaching"] **
 * **Asignaciones perpétuas**
 * **FLTEACH**
 * **Propongan temas para conversación //(Preguntas y perspectivas)//**
 * **Exploren el wiki** - **No pueden aprovecharse de los recursos si no saben que existen**

=**3 septiembre**= = = Repaso
 * Formar un círculo grande
 * Las etiquetas de identificación
 * Pasar la lista
 * Los mapas conceptuales

La bienvenida >
 * <span class="wiki_link">[|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]"//

Los anuncios
 * Colecionar los papeles anaranjados y azules + Twitter Usernames
 * Distribuir los volantes
 * Los laptops - Pueden traerlos a la clase
 * Obtengan el número de teléfono y el correo electrónico de dos o tres colegas en caso de urgencia, ausencia, flu, etc.
 * Reuniónes de orientación -
 * 8 Sept. - 4:40 - 5:30 p.m., WSC Varsity Theatre
 * 10 Sept. - 4:40 - 5:30 p.m., WSC Varsity Theatre
 * Preparación para la OPI
 * Las solicitudes para "student teaching"

Los trabajos colaborativos
 * True Colors - Las características de los estudiantes de la secundaria y los estilos de aprendizaje
 * Actividades para desarrollar la comunidad - los anillos

La profesionalidad en la práctica
 * **Comunidades profesionales**
 * Los foros de conversación
 * FLTEACH
 * <span class="wiki_link_new">**[|Google Reader]** **(RSS)**
 * <span class="wiki_link_new"><span class="wiki_link">**LanguageLinks2006** **- [|Tech Terms]**
 * Wiki
 * **Wikis in Plain English ([|dotSub], <span class="wiki_link_new">[|YouTube] )**
 * **Presentarse (Google Docs)**

Las asignaciones para la próxima clase**1) Escojan fechas para dar la bienvenida2) [| Presentarse en Google Docs]** > citación en "Speaker Notes.") 3) Lean estas páginas: 4) Pasen por encima de (SKIM) //__uno__// **de estos dos artículos: [|Jonassen] sobre la representación de problemas o <span class="wiki_link_new">[|Sankey] sobre <span class="wiki_link_new">la cognición visual (prepárense para una prueba sobre la información)**
 * Añada una diapositiva nueva.
 * Añada una imagen a su diapositiva. ([|http://www.sxc.hu] - source for copyright safe images - anything that says "standard license" is okay)
 * Añada una cita en español que representa una idea que forma una parte importante de sí misma. (Ponga la
 * Escriba su nombre en la diapositiva.
 * Guarde la presentación.
 * [|True Colors Reveals a Rainbow of Student Behaviors]
 * [|True Communication with True Colors]
 * [|Jennifer Niskanen's True Colors Pages]
 * **[|Jonassen] (Lean sólo hasta la página 372, salten 373-374, lean el pie de 375, salten 376, y lean 377)**
 * **[|Jonassen] Reading Guide & Thinking Template [[file:Reading Guide for Jonassen Using Cognitive Tools to Represent Problems.doc]]**
 * **[|Jonassen Quiz] - Once you have skimmed the article using the reading guide/thinking template, please click on the link and take the quiz. If you are not sure about the answer to a question, use your reasoning to help you answer it, but please do NOT look at the article or your notes while you are taking the quiz.**
 * OR**
 * <span class="wiki_link_new"> **[|Sankey] Reading Guide [[file:Reading Guide for Sankey Considering Visual Literacy.doc]]**
 * <span class="wiki_link_new"> **[|Sankey] Thinking Template [[file:Thinking Template for Considering Visual Literacy.doc]]**
 * **[|Sankey Quiz] - Once you have skimmed the article using the reading guide and/or thinking template, please click on the link and take the quiz. If you are not sure about the answer to a question, use your reasoning to help you answer it, but please do NOT look at the article or your notes while you are taking the quiz.**
 * 5) Envien los resultados de [|True Colors] a la Dra. M. por correo electrónico (si no lo han hecho todavía)6) Preparen para una prueba sobre la lectura de artículos – La tecnología**
 * **Lean [|Dieu & Stevens (2007)]**
 * **Escojan otro artículo o enlace de la sección de tecnología para explorar**
 * 7) Asignaciones perpétuas**
 * **Trabajen en sus <span class="wiki_link_ext">[|solicitudes para "student teaching"] **
 * **FLTEACH**
 * **Propongan temas para conversación //(Preguntas y perspectivas)//**
 * **Exploren el wiki** - **No pueden aprovecharse de los recursos si no saben que existen**

= = = = =**1 de septiembre**= La bienvenida
 * Formen un círculo grande
 * Hagan etiquetas de identificación
 * Escriban 5 cosas interesantes de si mismos que sus colegas no sabrán en las tarjetas amarillas
 * Pasen la lista
 * <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
 * Actividades para conocernos
 * Inside/Outside Circles (en líneas o en círculos)
 * Activity Sheet - [[file:Inside Outside Circles Getting Acquainted Activity.doc]]
 * ¿Cómo te llamas?
 * Me llamo --- y una cosa interesante de mí es que . ..
 * Activity Instructions for the Teacher - [[file:Inside Outside Circles.doc]]
 * Puesta en común
 * ¿Te gustaron la actividad?
 * ¿Qué funcionó bien? ¿Qué no?
 * ¿Cómo manejó la profesora la clase?
 * Presentarse - [[file:378 Intro Ppt Websafe.ppt]]

= = La organización del curso
 * Orientación al curso
 * Los procesos de la clase
 * Green Checklist for Spanish Teaching Majors [[file:secondary-edu-checklist-Spanish Teaching.pdf]]
 * Consent Form for Student Work (la hoja anaranjada) [[file:Span 378 Course Photo Video Permission Form.doc]]
 * Lista personal de contraseñas (La hoja verde) [[file:Personal Password List.doc]]
 * [|Proyecto de Twitter][[file:Twitter Project Addendum 378.doc]]
 * El wiki
 * El temario
 * Span 378 Schedule -[[file:Temario Span 378 Fall 2009.doc]] - Use this progress report to keep track of the assignments you have submitted and the schedule to keep track of due dates
 * Span 378 Syllabus - [[file:Syllabus Span 378 Fall 2009.doc]]
 * Span 380 Syllabus - [[file:Syllabus Span 380 Fall 2009.doc]]

Los quehaceres
 * 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"
 * 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"
 * [|Tomar las huellas dactilares]

Las asignaciones para la próxima clase**1) Lean el "syllabus" 2) [|True Colors] 3) <span class="wiki_link_ext"> [|Encuesta de tecnología]4) Lectura de artículos – La tecnología 5) Firmen los papeles anaranjados y azules y traíganlos consigo6) Escojan fechas para dar la bienvenida7) Opcional - Capítulo 13 de Taylor & Luckau
 * Hagan la encuesta
 * Si quieren más información, pueden leer estas páginas:
 * [|True Colors Reveals a Rainbow of Student Behaviors]
 * [|True Communication with True Colors]
 * [|Jennifer Niskanen's True Colors Pages]
 * Lean [|Dieu & Stevens (2007)]
 * Escojan otro artículo o enlace de la sección de tecnología para explorar

Archives: <span class="wiki_link_new"> Fall 2008; Winter 2009

Back to: <span class="wiki_link"> Activity Sheets; <span class="wiki_link">Agenda for Today ; <span class="wiki_link"> Archives; Assignments for Today; <span class="wiki_link">Assignment Sheets ; Important Dates; 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

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