SG-Fall+2010

Using pictures off of google images is usually illegal! Use this link: []

[|Panama sunset]

Other sites for videos: [|Dot Sub] choose video, click on language bar to watch video in Spanish

__Objectives__ - observable, measurable behavior; "Students will..."
 * 9/28 Notes**



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Giving Instructions: --5 lines --7-10 words
 * 10/5 Notas:**
 * keep it to that and you'll almost always have success in explaining/giving instructions for the activity

How do you make cultural lessons applicable to students? -ex: Art lesson. Show paintings of Goya, El Greco, Picasso, etc and talk about how they used art to give their opinion on political and social issues of their day. Let students give their opinion on injustices, issues of the day, etc
 * 10/7 Notas:**

Order of grammar teaching: verbs, reflective verbs, THEN stem-changers. Don't overwhelm them with reflective and stem-changers at the same time.

La metafora de los ingredientes - if we give the students tomato sauce, noodles, ricotta cheese, and meat, that doesn't give them lasagna. They need the tools and instructions to put all those together to //make// lasagna. The ingredients are grammar and vocabulary. They aren't sufficient by themselves or when the lesson is based on them instead of the entire concept or theme.
 * 10/12 Notas:**

For teaching Imperfect: //The DUWITS//
 * 10/28 Notas:**
 * D** - description
 * U** - Used to; habitual, continual, repetitive, or ongoing past action
 * W** - Was + ing or were + ing
 * I** - internal, mental processes (feeling, thinking, desiring...)
 * T** - time (with ser)

[|El Secreto en la Caja de Fosforos] Donde Viven los Monstruos media type="youtube" key="wGIo_w9yfKA?fs=1" height="385" width="480"
 * 11/2 Notas:**

Eungenio Salvador Dali (cancion) [] Los hijos de la oscuridad - www.francodeevita.com

[|El traje nuevo del Emperador]

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__**Notas 11/30** __

**Lesson Planning** **-**make it an activity--not a presentation--that engages the students in the learning process -Start where THEY are, not with what YOU want to teach -activate prior knowledge! -Input -

1) Chunks 2) Patterns <span class="tweet_text">3) Sequences <span class="tweet_text"> -present things in a logical sequence <span class="tweet_text"> -easy to moderately difficult to hard <span class="tweet_text"> --words to sentences to paragraphs <span class="tweet_text">4) Organizers <span class="tweet_text">5) Stories <span class="tweet_text">6) Concrete ideas

What will I teach? How will students do it? Why will this matter to the students?

Reflect on what was learned in this classroom Written section - multiple choice, short answer Panel discussion -each person will sit on a small panel, draw topic/question out of a hat and discuss in a panel -opportunity to determine and defend your policies, filosophies, etc
 * Final Exam Review**

National Standards: Communications, Cultures, Connections, Comparisons, Communities 3 modes of communication: interpersonal, interpretive, presentational 3 P's of Cultures: Products(physical artifacts, food, art, buildings), practices(customs, traditions, siesta, saludos, big meal at lunch), perspectives (beliefs, values, importancia de la familia) Copyright: 1. You do have certain rights because you are a teacher 2. Just because you're using it for education, doesn't mean you can copy whatever you want 3. Copyright is about integrity--can you find pictures, songs, videos that you can use legally? Yes --be able to tell where you could go to look for copyright-safe materials (Stock exchange, etc) Assessment: 1. start with objective 2. create the experience based on what you want students to be able to do 3. give students chance to do something with the culture

December 7, 2010
Content Grammar/vocab Flow Mechanics - accent marks
 * __Teaching Writing__**
 * Recognize the needs of different groups of students (ie native spanish speakers vs L2 students)

2) First person writes "Juanita canta" 3) partners take turns writing one word at a time, trying to see who gets the longest sentence start with "Quien? Que hace? Cuando? Donde? Por que? Como? Cuanto?" -each day, you tell the students the password and try to use it throughout the day. At the end of the period, they have to tell you the password as their ticket out of class.
 * Writing Activity Idea: 1) get with a partner
 * password of the day (contrase;a del dia)
 * Mad libs
 * give the students the filler words and only ask them to fill in blanks. Give them word banks so they just have to fill them in

December 9, 2010
__Writing cont__
 * Journals:**
 * **Rules:**
 * 1) No talking
 * 2) Pen must always be moving
 * Hoy es el jueves. Estoy en mi clase de___________
 * (even have them doodle if they can't think of something to write)
 * 3) 5 minutes
 * 4) In Spanish only
 * 5) include the date on it
 * Give them a choice of topics to write about
 * describe your family: are you the youngest, oldest?
 * who are your role models and why?
 * if you could change something about your life what would you change?
 * describe your dream house
 * do you believe that money is the key to happiness? What are some things you //can't// buy with money?
 * what's your favorite hobby?
 * should you defend your friends even when you think they're wrong?
 * what is your idea of a perfect world?
 * if you could be anybody for a day, who would you be?
 * prefieres tener un amigo bueno o....
 * respond to the content of students' writing and not the accuracy--only correct errors that mess up the meaning (ex: "quiero ir espalda")
 * students can respond to a joke or a cartoon as well for their journals