Span+378+Archives2

//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. (Note, to see agendas from class periods prior to November 10, click here.)//

=10 de diciembre=


 * Announcements

Final Exam** - Dec. 17 from 2:30 - 5:30 p.m.
 * Discussion of exam content
 * Final copy of Unit Plan Overview due
 * Contextual factors section of TWS (we will complete this and upload your FED in class)


 * Student Teaching** - Look for an e-mail from me with more instructions shortly before January. In general, you will report to your schools on January 4 during contract hours. In most cases, you will NOT begin teaching a full schedule. You will meet with me on January 5 from 4:15 - 5:45 p.m. in the JFSB Foreign Language Activity Center (FLAC) in the basement. You need to bring with you a copy of your bell schedule that is marked with which level occurs during each of those periods. You also need to bring with you the dates for Parent-Teacher Conferences for Winter Semester.


 * **Classroom Management**
 * [|11 Techniques for Better Discipline]
 * [|Stages of Discipline]
 * [|Techniques That Backfire]
 * [|Proactive Discipline]
 * ** [|You Can Handle them All] (Techniques for Managing 117 misbehaviors) ** (Be sure to notice the links on the left too)


 * I Need to Meet With**

Practicum Placements (Danielle & Skye, I need to see you) Alarie - Have me sign your form Elisa - Talk with me privately about finals


 * Asignaciones para el día del examen final**

Look at the assignments page of the wiki

=8 de diciembre=

Unit plan work time Review of writing activities


 * Asignaciones**

1) Reflect on class in the [|12-8-09] discussion forum.

2) Bring a solid draft of your unit overview, along with the "texts" (audio, print, or video) that you think you might like to try to use as the foundation for various activities in your unit.

(Those of you who do not have the latest version of Word, download this template instead:

3) Go to JFSB 3190 to pick up your OPI scores. You must achieve a rating of Advanced Low in order to be certified.


 * Here is the link I promised you:** [|Click to Collaborate] (click on Tools)

=3 de diciembre=

= =
 * ACTIVIDAD 1: Conversación acerca de las a****signaciones** (10 min.)
 * **Practicum**
 * **Teacher Work Sample**


 * ACTIVIDAD 2: Asignaciones para la próxima clase**

1) Reflect on class in the 12-3-09 discussion forum.

2) Read ONE of the following:


 * Maynor, Christina. (2005). [|Through the magnifying glass: Differentiating instruction in French writing]. //The Heart of the Matter: Professionalism in Practice.// Retrieved June 6, 2008, from []


 * Reichelt, Melinda. (2001). [|A critical review of foreign language writing research on pedagogical approaches]. //Modern Language Journal, 85,// 578-598. Retrieved Sept. 3, 2009, from []


 * Taylor, James, & Luckau, Paul F. (1996/1986). Chapter 9 - Don't forget to write! //Fundamentals of language teaching: What every Spanish teacher needs to know.// Brigham Young University.

3) Complete the Unit Overview

(Those of you who do not have the latest version of Word, download this template instead:

= =

=1 de diciembre=

//**OBJECTIVES FOR TODAY:**//

//**Students will create interpretive activities that support the development of students' proficiency in Spanish.**//


 * ACTIVIDAD 1: Asignaciones para la próxima clase**

1) Reflect on your last class period in the [|11-19-2009] discussion forum.
 * What did you learn about **teaching and learning world languages** from examining student work and creating rubrics for bread making?
 * What did you learn about **selecting, packaging, and presenting information** from today's class?
 * What did you learn about **evaluation/grading** from today's class?

2) Complete the Unit Overview

(Those of you who do not have the latest version of Word, download this template instead:


 * ACTIVIDAD 2:** **Evaluación del curso**


 * Rotation Review or Carrousel [[file:Midterm Evaluation Specific-BYU.doc]][[file:Midterm Evaluation General.doc]]


 * ACTIVIDAD 3: La bienvenida:** skyesmith - (5 min.)


 * [|Noche de Luz]
 * [|Musica]
 * La oración: Skye
 * [|La escritura del día] [|Omni 1:26]
 * [|El dicho del día] ([|libro de refranes de])[|Dichos]
 * [|Hoy]


 * ACTIVIDAD 4: Conversación acerca de los substitutos** (10 min.)


 * ¿Qué hicieron?
 * ¿Qué funcionó?
 * ¿Qué no funcionó?
 * ¿Qué aprendieron de lo que necesitan los substitutos (y los estudiantes) para tener éxito?
 * **¿Mejor que ayer?**


 * ACTIVITY 5: Teaching Demos** (40 min.)
 * Actividades de lectura
 * //**Chumba la cachumba (Choral, participatory reading)**//
 * Teach chorus
 * Distribute sentence strips
 * Model first page of the story (and act out)
 * Turn clock over to a student to play "teacher"
 * Popcorn the story
 * Chant the chorus at the end of each page
 * Watch video (brainstorm what students could do during this pass through the text)
 * //**Si le das una galletita a un ratón (Identify and sequence pictures)**//
 * Clear your desk.
 * Get an envelope.
 * Spread the pictures on your desk.
 * Listen to the story.
 * Find the picture that matches what you hear.
 * Make a circle out of your pictures.
 * Find a partner.
 * Use the formula to retell the story to a partner (focus on form)
 * //**Froggy se viste**//
 * Look at the pictures
 * Stand in front of a picture
 * Draw a speech bubble
 * In Spanish, write what the character is saying.
 * Go stand by your desk.
 * **Part 2:** Act out what the teacher says.
 * **Part 3:**
 * Find a partner with your eyes, then put your head down
 * Decide who is A and who is B.
 * A gets a book. B gets paper dolls.
 * Partner A reads a page.
 * Partner B dresses their frog correctly

=19 de noviembre=


 * Quehaceres**


 * Formar un círculo grande
 * Pasar la lista
 * Voluntario para tomar apuntes para el grupo (ponerlos en el wiki)


 * La bienvenida:** cpbteacher - 5 min.

> 
 * Introduction of teachers
 * [|La canción] [|Mi Padre Celestial Me Ama], [|Musica]
 * La oración: Sky, podrias hacerlo?
 * [|La escritura del día] [|D&C 58:27]
 * [|El dicho del día] ([|libro de refranes de])[|Dichos]

//**OBJECTIVES FOR TODAY:**//

//**Students will identify the products, practices, and perspectives associated with assessment in world language education.**//

//**Students will analyze and evaluate student work.**//

//**Students will provide effective feedback on student work.**//

//**Students will develop rubrics.**//


 * ACTIVITY 1: Assessment Graphic Organizer (brainstorming)** - 10 min.
 * Get a goldenrod and a white graphic organizer.
 * [[file:Cycle of Assessment Outline-BYU.docx]]
 * [[file:Cycle of Assessment-BYU.docx]]
 * Find a partner.
 * Brainstorm everything you know about assessment with your partner on the **goldenrod** sheet.
 * Discuss your answers with another group (or with the whole class).
 * Use the **white** graphic organizer to take notes on the class discussion.
 * (Add to your notes throughout the class period. You may use your notes on the quiz you will have over this topic on November 30.)


 * ACTIVITY 2: Discussion of Purposes of Assessment** - I would do this here if there were time, but there isn't, so skip ALL of Activity 2
 * Read the following questions: [[file:Assessment Triangle Graphic Org.doc]]
 * What are the purposes of assessment?
 * Why are standardized tests so popular?
 * How will you assess your own students? (See Quiz & Test Construction for sample test formats)
 * Listen as someone reads either: //Get in Line for "No Cow Left Behind" (use the Elmo) or Testing Miss Malarkey//
 * Listen as someone reads: Roger Taylor Quote on Grades (use the Elmo)
 * Discuss your thoughts about the questions in light of what you have read with one to three other classmates


 * ACTIVITY 3:** **Analysis of Student Work - Discussion Sheet** [[file:Analysis of Student Work Assignment-BYU.doc]] - 20 min.


 * Get into a group of 4
 * Get a salmon-colored worksheet. [[file:Analysis of Student Work Discussion Sheet.doc]]
 * Obtain __**one**__ of the folders from the box:
 * Capture a Concept Project
 * Family Food Project
 * Fashion Magazine
 * Pop-up Books
 * Follow the instructions on **DISCUSSION** side of the salmon colored worksheet
 * See Performance-based Assessment for more information, project ideas, etc. (after class)


 * ACTIVITY 4: Analysis of Student Work - Feedback** - 10 min.


 * Listen as someone reads the cartoon on the Elmo
 * Follow the instructions on the **FEEDBACK** side of the salmon colored worksheet [[file:Analysis of Student Work Feedback Sheet.doc]]
 * Participate in the Feedback Role Plays
 * Evaluate the feedback given using the questions below:
 * Does your feedback include time to listen to the **students' evaluation** of their own performance?
 * Does your feedback **motivate students to invest** more fully in their own learning?
 * Does your feedback focus on **one to three things students have control over changing** about their performance?
 * Does your feedback help students understand what the **very next step** needs to be to improve their performance?
 * Does your feedback give students **concrete strategies** for moving their performance to the next level?


 * ACTIVITY 5: Rubrics for Homemade Bread** - 20 min.
 * Pick up a blank rubric template for making bread [[file:Blank Breadmaking Rubric Template.doc]]
 * Get a slice of bread/butter
 * Work with a partner (or the whole class) to generate the key criteria on which you would judge homemade bread as being "good"
 * Write your answers down on your blank template
 * Use this sample brownie rubric for inspiration: [[file:Sample Brownie Rubric.doc]]
 * Evaluate your work using the checklist (or the rubric) in this document: [[file:Rubric Creation Assignment Evaluation Criteria-BYU.pdf]]
 * Quickly examine some sample rubrics to give you an idea of how rubrics might be used in language classes
 * Speaking
 * Speaking Outline
 * David Paulson
 * Group Project
 * Evaluation Scale
 * Rubrics are much faster to write using [|Rubistar] (Be sure to explore it if you haven't yet done so)


 * ACTIVITY 6: Midterm Course Evaluations** (15 min.) - Choose whether to do this activity or Activity 8 (you won't have time for both)


 * Rotation Review or Carrousel [[file:Midterm Evaluation Specific-BYU.doc]][[file:Midterm Evaluation General.doc]]

(Get photocopies of checklists from Dr. Montgomery)
 * ACTIVITY 7: Fast Feedback on** ** FLTEACH Projects ** (15 minutes total) - Choose whether to do this activity or Activity 7 (you won't have time for both)

Have Joshua re-upload his presentation (overwritten by same file name) Quickly look at all presentations Be sure to compare Jeff's ppt w/ his Prezi.

//**Part 1:**// (10 minutes)
 * Read each statement on the project evaluation checklist.
 * Watch the slide show of the presentations.
 * Nominate the "best" project of the slide show.


 * Get into a group of 4 (with your project and your peer evaluation checklist).
 * Exchange your 4 FLTEACH projects for another group's 4 projects.
 * Mark whether your group agrees or disagrees with each statement in one of the 4 corners.
 * Write 2 group comments.
 * Repeat the process with the other 3 projects.
 * Give everything to Dr. Montgomery.

//**Part 2:**// Do this as homework to be turned in next time
 * Write your name on the top of both pages of the checklist.
 * Skim the self-evaluation checklist for 1 minute.
 * Ask any questions you have for 1 minute.
 * Evaluate yourself for 3 minutes.
 * Give the completed self-evaluation checklist to Dr. Montgomery.

Answer these questions in the discussion forum:
 * What did you learn about **teaching and learning world languages** from this project?
 * What did you learn about **selecting, packaging, and presenting information** from this project?
 * What did you learn about **evaluation/grading** from this project?


 * ACTIVITY 8: The Closure Process** - 5 minutes


 * Do the Ticket Out
 * You won't have time for this, but students can explore them on their own:
 * [|The Closure Process.doc]
 * Sample Closure Activities
 * ABC
 * Easy/Like Quadrants
 * Pairs Compare
 * Draw & Tell Journal
 * Peer Response Form
 * Donut
 * Rotation Reflection
 * Conversation Stations
 * Gimme 5
 * For practical information on assessment, visit: http://languagelinks2006.wikispaces.com/Assessment

= = =17 de noviembre=

Tema: La evaluación Profesor invitado: Dr. Meredith


 * Asignaciones para el 19 de noviembre**

1) Reflect on your last class period in the [|11-17-09] discussion forum.

2) Explore the following two tools which are becoming increasingly popular in world language classes around the country. Although the name of the instrument is called Linguafolio (and is portfolio-based), teachers frequently refer to them as "can do" statements:


 * Linguafolio Self Assessment Grid: http://www.ncssfl.org/links/LFGrid.pdf
 * Linguafolio Passport: http://www.doe.virginia.gov/linguafolio/

3) Explore Rubistar (free, online rubric creator--scroll to the bottom to get started, experiment with changing the text in the boxes that appear): http://rubistar.4teachers.org/

4) Professor Schilaty & Professor Brockbank, both graduate students in Spanish Linguistics/Pedagogy, will be engaging you in some practical activities re: assessment on Thursday (November 19). You will not be signing up for activities today (although if there is an activity on the agenda that you desperately want to facilitate, you could probably ask them if they would be willing to let you do so).

5) I will post new assignments for November 30 this weekend. You will need to have your unit overview completed by November 30.

= = =**12 de noviembre**=


 * Quehaceres**

>> >>
 * Formar un círculo grande
 * Pasar la lista
 * Volunteer to be class scribe today (will post notes on the wiki from our class discussions during class)?
 * Turn in graphic organizers from readings
 * SKIM __**one**__ of the 3 chapters listed below. Consider these 3 questions as you do, then make a graphic organizer or reading guide for the article you choose to read:
 * What are the key concepts?
 * What practical ideas do you see that you could try out in your own classroom?
 * Which sections look like they are worth reading more carefully?
 * Escamilla, K. (1999). [|Teaching literacy in Spanish]. In R. DeVillar & J. Tinajero (eds.). (2000). //The Power of Two Languages//. New York: McMillan/McGraw-Hill, 126-141. Retrieved July 23, 2009, from []


 * Leu Jr., Donald J., Kinzer, Charles K., Coiro, Julie, & Cammack, Dana W. (2004). [|Toward a theory of new literacies emerging from the Internet and other information and communication technologies]. //Theoretical Models and Processes of Reading, 5,// 1570-1613. Retrieved December 15, 2007, from []


 * Taylor, James, & Luckau, Paul F. (1996/1986). Chapter 8 - What have you read lately? //Fundamentals of language teaching: What every Spanish teacher needs to know.// Brigham Young University. (The purple book from Span 377)


 * La bienvenida:**
 * [|La canción]
 * La oración:
 * [|La escritura del día]


 * [|El dicho del día] ([|libro de refranes de])


 * ACTIVITY 0:** **Las asignaciones para la __próxima__ clase** - Dra. M. (5 minutes)

1) Reflect on today's class in the [|11-10-09] discussion forum. = =

2) Read #1-5 on this page and scroll through Topical Listing of Children's Books = =

3) Explore: [|Inanimate Alice] - You will probably really enjoy playing with this. As you explore it, think about what makes the language comprehensible to a person who doesn't know it. = =

4) **Class Agenda** - = =
 * Review the new agenda for next Thursday (I won't have time to put this up until tomorrow, so wait until then to sign up)
 * Choose an activity to facilitate.
 * Sign your name next to the activity (Type ~ 3 times).
 * 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.

5) **Sign up to SKIM** __**one**__ of the 3 chapters listed below. Make a simple graphic organizer or reading guide for the article you choose to **SKIM.** The three questions below might help you to do that. The goal of the graphic organizer is to give people a good overview of the info. from the article that will actually "do useful work" for you if you apply it in your classrooms (i.e., don't include lots of unnecessary details). We will not take time to review these in class, but we will exchange them so that everyone has the key information from the other articles, so please bring a hard copy that I can photocopy for everyone.


 * What are the key concepts?
 * What practical ideas do you see that you could try out in your own classroom?
 * Which sections look like they are worth reading more carefully?


 * Escamilla, K. (1999). [|Teaching literacy in Spanish]. In R. DeVillar & J. Tinajero (eds.). (2000). //The Power of Two Languages//. New York: McMillan/McGraw-Hill, 126-141. Retrieved July 23, 2009, from []user:elbarry user:lhekkinguser:skyesmith user:cpbteacher user:jeffpeacock user:jkevans Sorry I'm not there today, but here is my Graphic Organizer: [[file:word walls.pptx]]


 * Leu Jr., Donald J., Kinzer, Charles K., Coiro, Julie, & Cammack, Dana W. (2004). [|Toward a theory of new literacies emerging from the Internet and other information and communication technologies]. //Theoretical Models and Processes of Reading, 5,// 1570-1613. Retrieved December 15, 2007, from [] user:sonondra user:alariegg user:dani3721 user:Huntadores user:SpanChica24


 * Taylor, James, & Luckau, Paul F. (1996/1986). Chapter 8 - What have you read lately? //Fundamentals of language teaching: What every Spanish teacher needs to know.// Brigham Young University. (The purple book from Span 377) user:denaemarie

= = 6) Don't worry about the other assignments I had listed here (i.e., the templates). You aren't quite ready for them yet! By Thursday, I think you will be. For now, just think about what cultural topic you might like to explore more deeply in preparation for creating your own thematic unit.


 * ACTIVITY 1:** Dra. M. shows how today's "texts" will form the center of the thematic units. Next week you will explore assessment and writing (the end of the content). Your only assignments next week are to get ready to teach. Finalize your unit planning webs and complete the unit planning overview template for the following week.[[file:Unit Planning Overview Template-BYU.dotx]]


 * ACTIVITY 2: Inside/Outside Circles re: Interpretive Communication** (Based on this page and Topical Listing of Children's Books) user:SpanChica24


 * ACTIVITY 3: Pre-reading, During Reading, Post-reading**


 * Discussion of [|Inanimate Alice] in conjunction with handout


 * ACTIVITY 4: Teaching Demos**
 * //**El secreto en la caja de fósforos**//
 * Brainstorming dragon-related words with overhead
 * Describe & Draw
 * If a dragon were to come to BYU . . . (whole class brainstorms with sentence strips)
 * Dragon Story with books
 * Actividades de pre-lectura
 * //**La hora de acostarse de Francisca**//
 * Brainstorm with a partner
 * Shout out reasons to the class
 * Read the Spanish version of **//[|Papá]//**
 * Predict (what things will happen in the book, based on a checklist)
 * I have/who has
 * Actividades de lectura
 * //**Día que la boa de Jimmy comió la ropa (Watch video)**//
 * Find a partner.
 * Choose 3 unrelated pictures
 * Write a 3-sentence story that connects the pictures (with your partner).
 * Tell your story to another group.
 * Watch video (discuss what makes the video comprehensible)
 * Order pictures to retell text/?s


 * Asignaciones para el 17 de noviembre**

1) Reflect on our last class period in the [|11-12-09] discussion forum.

= = 2) Read the Assessment Chapter from the purple book you used in Span 377 (Taylor, James, & Luckau, Paul F. (1996/1986). Chapter 12 - Testing and evaluation. //Fundamentals of language teaching: What every Spanish teacher needs to know.// Brigham Young University.)

3) Dr. Alan Meredith will be teaching you about the fundamentals of assessment today. You will not sign up for activities today.

= = =**10 de noviembre**=


 * Quehaceres**


 * Formar un círculo grande
 * Pasar la lista
 * Volunteer to be class scribe today (will post notes on the wiki from our class discussions during class)?


 * La bienvenida: Elisa** (5 minutes)
 * [|La canción]
 * [|Amad a otros]
 * La oración: Por Josh
 * [|La escritura del día] De la mensaje visitante para noviembre:

Presidente Gordon B. Hinckley (1910–2008): “Nunca olviden que estos pequeñitos son los hijos y las hijas de Dios y que la de ustedes es una relación tutelar (o guardián), que Él fue padre antes que ustedes y que Él no ha abandonado Sus derechos paternales ni Su interés en éstos, Sus pequeñitos… Críen a sus hijos (y estudiantes) con amor, en la disciplina y amonestación del Señor. Cuiden a sus pequeñitos; acójanlos en sus hogares y críenlos y quiéranlos con todo su corazón. Puede que en los años venideros ellos hagan ciertas cosas que ustedes no querrían que hicieran, pero sean pacientes, sean pacientes. Ustedes no habrán fracasado en tanto se hayan esforzado” (Las palabras del Profeta viviente”, // Liahona, //  mayo de 1998, págs. 26–27).


 * [|El dicho del día] ([|libro de refranes de]) - Querer y poder, . ..

//**OBJECTIVES FOR TODAY:

Students will identify the products, practices, and perspectives associated with professionalism in world language education.

Students will create a well-scaffolded, culturally-grounded, interdisciplinary lesson plan from a template using principles of thematic planning.**//

(Materials: Get talking chips & graphic organizer from Dra. M.) (Get colored sheets and magnets from Dra. M.)
 * ACTIVITY 1: Debriefing/Sharing from UFLA Conference** **(& Turn in Written Assignment)** - (20 minutes) user:cpbteacher
 * Use the notes you took during UFLA to help you discuss what you learned from the conference with the rest of the class:[[file:Professional Conference Assignment-BYU.pdf]]
 * Consider the following topics:
 * **Exhibit Hall**
 * **Exhibitors'** **Sessions**
 * **Keynote Speaker**
 * **Professionalism**
 * **Teaching** **Tips & Techniques**
 * **World Language Teachers**
 * When you ask a question or make a comment, "pay" with a talking chip.
 * When you are out of chips, you can no longer talk.
 * Jot down the key things you want to remember from the class discussion on this debriefing sheet: [[file:UFLA Conference Debrief Sheet.doc]]
 * ACTIVITY 2: Thematic Planning user:elbarry** (15 minutes)
 * Get out //La Peinata Colorada: A Thematic Unit.//
 * You were supposed to 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?
 * Find a partner (How could you quickly pair students in a way that helps them practice their language?)
 * Each group needs one worksheet (Characteristics, Content & Structure, Reasons & Purposes, Advantages/Disadvantages)
 * [[file:Thematic Planning - Advantages & Disadvantages.doc]]
 * [[file:Thematic Planning - Characteristics.doc]]
 * [[file:Thematic Planning - Content & Stucture.doc]]
 * [[file:Thematic Planning - Reasons & Purposes.doc]]
 * Answer the question on your worksheet.
 * Pass your worksheet to the next group and get a new one

(Use the Elmo)
 * ACTIVITY 3: Think Aloud of Teacher Work Sample Unit Based on a Textbook** - Dra. M. (20 minutes)
 * Targeted Grammar:
 * Targeted Vocabulary:
 * Chapter Objectives:
 * How could students use these elements as tools for **COMMUNICATION**?
 * UT FL Standards, UT Spanish Curriculum Map, UT FL Teacher Observations
 * **Contextualization (the Cultures, Connections, & Communities Standards)**




 * Context: Farming
 * Social Issue: Migrant Workers
 * Cultural "Text": //El canto de las palomas//, //El camino de Amelia, Don Radio, Amigos del otro lado//
 * Unit Brainstorming Web:
 * **Project-based Assessments:**
 * Standards-based Unit Lesson Plan Web:
 * Do the major activities "add up" to the primary unit objective?
 * Do the major activities prepare students to complete the final assessment?
 * Does the lessons prepare students to produce a creative product with the language they have learned?

Another Example: (War photos)
 * La guerra civil (Art, history - Español II - Unidad temática)
 * //Examples//
 * //[|Resumen de la Guerra Civil Española] - 2:02 video acerca del tema, narrado por hispanohablantes//
 * //[|They Still Draw Pictures] - Dibujos hechos por niños de las escuelas de España y Francia durante la Guerra Civil Española - Podemos usarlas para ayudarles a los alumnos pensar en como afecta la guerra a la vida diaria de los niños//
 * //[|Barcelona]//
 * //[|Madrid]//
 * //[|Albacete]//
 * //[|Alicante]//
 * //[|Valencia]//
 * //[|The Visual Front] - Carteles de la Guerra Civil Española - Podemos comparar los mensajes de los varios gobiernos con las experiencias de los niños. Podemos explorar preguntas acerca de cómo los gobiernos usan las imagenes para comunicarse con la gente//
 * //[|Encontrarte] - Colección de carteles de la era republicana de España//
 * //[|A Spanish Civil War Photo Essay] - Fotos de las personas y política de la Guerra Civil Española//
 * //[|Estampas de la Guerra Civil en Sevilla] - Fotos//
 * //[|Music of the Spanish Civil War]//
 * //[|Picasso's Guernica] - Fotos y explicación en inglés - se puede hacer un rompecabezas de la pintura y los estudiantes pueden trabajar en parejas para juntarla (un/a alumno/a describe la pintura mientras la otra ponga los pedazos en sus lugares correctos)//
 * //[|Picasso's Guernica] - 1:30 video que describe Guernica narrado por hispanohablantes (un hombre y una mujer)//
 * //[|A 3D Exploration of Picasso's Guernica] - Película con texto en inglés//
 * //[|Kids' Guernica - Proyecto para la paz] - Los niños de varios paises hacen obras sobre lienzos del mismo tamaño como la Guernica de Picasso//
 * //[|A las brigadas internacionales (Alberti)] - Poema por Rafael Alberti//
 * Arte
 * Una historia de artistas famosos (Art, Español 1 - Ppt)
 * [|Eungenio Salvador Dalí] (Art, music - Español IV/V - Canción) [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="file/view/Eungenio Salvador Dali.doc"]] Eungenio Salvador Dali.doc
 * El Principito (la niñez, el pretérito v. el imperfecto) - Ilustración de como añadir contexto puede aumentar el interés y mejorar la comprensión de los estudiantes
 * //[|Baobab trees damaged by elephants]//
 * //[|Elephant stripping bark from a baobab tree]//

(Get the yellow and green role play scenarios from Dra. M.)
 * ACTIVITY 4: Mentoring Role Plays user:skyesmith** (10 minutes)
 * Find a partner.
 * Decide who is Green and who is Yellow.
 * Read the green or yellow paper to yourself.
 * [[file:Thematic Planning Role Play - Advantages & Disadvantages.doc]]
 * [[file:Thematic Planning Role Play - Characteristics.doc]]
 * [[file:Thematic Planning Role Play - Content & Stucture.doc]]
 * [[file:Thematic Planning Role Play - Reasons & Purposes.doc]]
 * Role play the conversation with your partner based on what you read.
 * Volunteer to role play the conversation for the class.
 * If you are in the audience, volunteer to take someone's place and continue the conversation.


 * Activity 5: Las asignaciones para la __próxima__ clase** - Dra. M. (5 minutes)

1) Reflect on today's class in the 11-10-09 discussion forum.

2) Class Agenda -


 * Review the new agenda for next Thursday
 * Choose an activity to facilitate.
 * Sign your name next to the activity (Type ~ 3 times).
 * 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.

3) Finalize your unit planning webs and complete the unit planning overview template (everything up to the lesson plans- the lesson plans are NOT due yet).

4) Read #1-5 on this page and scroll through Topical Listing of Children's Books

5) Explore: [|Inanimate Alice] - You will probably really enjoy playing with this.

6) SKIM __**one**__ of the 3 chapters listed below. Consider these 3 questions as you do, then make a graphic organizer or reading guide for the article you choose to read:


 * What are the key concepts?
 * What practical ideas do you see that you could try out in your own classroom?
 * Which sections look like they are worth reading more carefully?


 * Escamilla, K. (1999). [|Teaching literacy in Spanish]. In R. DeVillar & J. Tinajero (eds.). (2000). //The Power of Two Languages//. New York: McMillan/McGraw-Hill, 126-141. Retrieved July 23, 2009, from []


 * Leu Jr., Donald J., Kinzer, Charles K., Coiro, Julie, & Cammack, Dana W. (2004). [|Toward a theory of new literacies emerging from the Internet and other information and communication technologies]. //Theoretical Models and Processes of Reading, 5,// 1570-1613. Retrieved December 15, 2007, from []


 * Taylor, James, & Luckau, Paul F. (1996/1986). Chapter 8 - What have you read lately? //Fundamentals of language teaching: What every Spanish teacher needs to know.// Brigham Young University. (The purple book from Span 377)

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