Span+378+Winter+2018+Assignments

// This page contains daily homework assignments from Dr. Cherice Montgomery's Span 378 Spanish Teaching Methods 2 course offered in Winter 2018. Homework is due on the date under which it is listed. //toc

=4-23-18=


 * 1) Study for the final exam on April 23, 2018 from 2:30 - 5:30 p.m. in JFSB B013:** [[file:Final Exam Study Guide Winter 2018.docx]]


 * 2) If you have not done your teaching demonstration, you should come prepared to do that on the day of the final exam.**

=**4-17-18**=


 * 1) Complete the BYU Course Evaluation for this course online.**


 * 2)** **Continue working on your [|FLTEACH] assignment, due on April 17.**




 * 3) Continue working on your lesson plans for a culturally authentic children's book and either a literary or informational text (or one that includes both texts).**

>
 * Both lessons should contain:**
 * **A clear learning outcome (click here for an explanation of the difference between [|learning objectives and learning outcomes])**
 * **A pre-reading activity**
 * **A during reading activity**
 * **A post-reading activity**
 * **An intepersonal communication activity (here are a few ideas, although not all are interpersonal communication)**
 * **A writing activity**
 * **Student use of technology tools for a meaningful purpose (i.e., that helps you do something you couldn't do without it)**
 * **An assessment activity**
 * **This checklist will help you know what to consider as you plan: [[file:Culturally Authentic Text Strategies Checklist.doc]]**
 * **This lesson plan template will help you organize your lesson:** [[file:Lesson Plan Template 2018.docx]]
 * **This checklist will help you to self-evaluate your lesson: [[file:Culturally Authentic Text Lesson Evaluation Sheet.doc]]**
 * 4) Prepare the necessary materials for your lesson.**
 * **PowerPoints**
 * **Paired activities**
 * **Worksheets**
 * **Other (i.e., props, signals for attention, teaching aids, etc.)**


 * 5) Prepare to teach your lesson on April 17.**
 * **You will have 7 minutes each.**
 * **You may teach the entire lesson in an accelerated way OR just one activity.**
 * **You will be TEACHING the lesson, not just explaining it.**
 * **You will teach in Spanish.**


 * 6) Submit both a hard copy and an electronic copy of your lesson plan AND materials on April 17****.**

Nathan May: Follow this link to the Google Drive folder where the lesson plan and materials are stored. user:mayn51

// Anneliese Carter // (the activities were in separate documents this folder contains all the materials included in the lesson) user:qwhetten
 * [[file:CarrieHansen-Lesson Plan Template 2018.docx]]user:carrieoh**
 * [[file:Lesson Plan - Jacob Harmon - SPAN 378.pdf]] [[file:Powerpoint Presentation - Jacob Harmon - La Diversidad - ¿Quien Eres?.pdf]] (.pdf because .pptx file was too big) user:jacob.m.harmon**

user:dylan.sawyer 1. 2. 3. 4. 5.

[|Personal Heritage lesson][|Stereotypes lesson]user:profkb

user:sna.dahl user:sna.dahl

Natalie Jennings user:srta.j

=4-10 & 4-12-18=


 * 1) Sign up to help with [|Españolandia] from 7 a.m. to 12 p.m. on Thursday, April 19.**


 * 2)** **Continue working on your [|FLTEACH] assignment, due on April 17.**




 * 3) Continue working on your lesson plans for a culturally authentic children's book and either a literary or informational text (or one that includes both texts).**

>
 * Both lessons should contain:**
 * **A clear learning outcome (click here for an explanation of the difference between [|learning objectives and learning outcomes])**
 * **A pre-reading activity**
 * **A during reading activity**
 * **A post-reading activity**
 * **An intepersonal communication activity (here are a few ideas, although not all are interpersonal communication)**
 * **A writing activity**
 * **Student use of technology tools for a meaningful purpose (i.e., that helps you do something you couldn't do without it)**
 * **An assessment activity**
 * **This checklist will help you know what to consider as you plan: [[file:Culturally Authentic Text Strategies Checklist.doc]]**
 * **This lesson plan template will help you organize your lesson:** [[file:Lesson Plan Template 2018.docx]]
 * **This checklist will help you to self-evaluate your lesson: [[file:Culturally Authentic Text Lesson Evaluation Sheet.doc]]**
 * 4) Prepare the necessary materials for your lesson.**
 * **PowerPoints**
 * **Paired activities**
 * **Worksheets**
 * **Other (i.e., props, signals for attention, teaching aids, etc.)**


 * 5) Prepare to teach your lesson on April 17.**
 * **You will have 7 minutes each.**
 * **You may teach the entire lesson in an accelerated way OR just one activity.**
 * **You will be TEACHING the lesson, not just explaining it.**
 * **You will teach in Spanish.**

= =
 * 6) Submit both a hard copy and an electronic copy of your lesson plan AND materials on April 17.**

=4-5-18= No homework

=4-3-18=
 * 1) Review these lesson plans:**



>
 * 2) Develop a lesson plan based on a culturally authentic text that includes:**
 * **A clear learning outcome (click here for an explanation of the difference between [|learning objectives and learning outcomes])**
 * **A pre-reading activity**
 * **A during reading activity**
 * **A post-reading activity**
 * **An intepersonal communication activity (here are a few ideas, although not all are interpersonal communication)**
 * **A writing activity**
 * **Student use of technology tools for a meaningful purpose (i.e., that helps you do something you couldn't do without it)**
 * **An assessment activity**
 * **DON'T PANIC! Just START! Use these questions to help you:**
 * Which culturally authentic text will I use?
 * What is my targeted learning outcome?
 * What do I want students to be able to do with language when they finish the lesson?
 * What grammatical structures will they need to do that thing with language that I want them to do?
 * What pre-reading activity will I use?
 * What during reading activity will I use?
 * What post-reading activity will I use?
 * **This checklist will help you know what to consider as you plan: [[file:Culturally Authentic Text Strategies Checklist.doc]]**
 * **This lesson plan template will help you organize your lesson:** [[file:Lesson Plan Template 2018.docx]]
 * **This checklist will help you to self-evaluate your lesson: [[file:Culturally Authentic Text Lesson Evaluation Sheet.doc]]**
 * 3) Prepare the necessary materials for your lesson.**
 * **PowerPoints**
 * **Paired activities**
 * **Worksheets**
 * **Other (i.e., props, signals for attention, teaching aids, etc.)**


 * 4) Prepare to teach your lesson on April 12.**
 * **You will have 7 minutes each.**
 * **You may teach the entire lesson in an accelerated way OR just one activity.**
 * **You will be TEACHING the lesson, not just explaining it.**
 * **You will teach in Spanish.**


 * 5) Submit both a hard copy and an electronic copy of your lesson plan AND materials on April 12.**


 * 6) Continue working on your [|FLTEACH] assignment, due on April 17.**




 * I am putting these here so I remember to discuss them:**


 * Espanolandia
 * Writing outcomes that are measurable, differences between outcomes and objectives.
 * Integrating grammar into lessons
 * How are Spanish teachers evaluated by their schools? Are their end of year exams that address the common core?user:carrieoh
 * How does the student teaching process work? What are we evaluated on? Do we have to complete assignments for the University, or just teach?... user:jacob.m.harmon
 * How much preptime is provided for a student teacher, one period or one per day? user:cartera6
 * What will the dynamic be like between me and my mentor teacher? At what point will I begin teaching every day? user:mayn51
 * Should I expect to teach entire class periods? How much time will I be given to plan? user:profkb

__//3) What questions do you have in preparation for student teaching?//__ Will the mentor teacher help me plan? Or is it just that they give me feedback as we follow along in their overarching units and plans? user:sna.dahl - Depends on how you negotiate it with your mentor. Who can we turn to for help when planning? user:srta.j - Your mentor, your field supervisor, me. If I know the unit plan, can I prepare my lessons in advance or I have to use the teacher's lessons?

=3-29-18=


 * 1) Revise your lesson plans based on today's discussion in class.**
 * Are your plans learner-centered?
 * Do your plans reflect thoughtful attention to what you and learners will do together, or are they more about content you plan to teach?
 * Do your plans provide students with opportunities to think critically, make choices, and have a voice?
 * Do your plans give students opportunities to learn from one another?


 * 2) Post your answer to each question directly below it and sign your post.**

__//1) What questions do you have about the FLTEACH assignment?//__ Are we supposed to do this for the 5 different threads we read? Or just pick one? user:sna.dahl I know that we have to make a graphical organizer, but I don't understand what information we are looking for in the listserv... The listserv has all kinds of random topics and threads. Are we looking for patterns? user:jacob.m.harmon Do you have examples of completed ones? I don't really understand what the product is supposed to look like, but I find examples helpful.user:qwhetten I'm embarrassed to ask this question, but I'm confused as to exactly what the FLTEACH assignment is? Is that the same as our lesson plans or something entirely different?user:carrieoh With the FL teach assignment, should we be focusing the topics on things relevant to our lesson plans? user:cartera6 Is there a good way to search for threads that are most relevant to the question you are trying to answer? user:mayn51 I feel that there are so many options for topics to read in the threads and I was just wondering if there was another more convenient option rather to see the topics available rather than clicking on all the different months. user:profkb The explanation in class about FLTECH was clear. Gianina __//2) What help do you need in order to finalize your lesson plans for this semester?//__ Can we go over how to write outcomes again? I keep getting docked points on my lessons that im turning in for 380 because they are not specific enough. There is always a comment about how to include how to measure it. user:sna.dahl ^I agree. user:srta.j Finding a way to connect to culture and the students. I get that I need to do it, but I'm a little stuck on the how to get there. user:srta.j Is there a rubric? How do I know if I have made a complete lesson plan? user:qwhetten I agree^ user:cartera6 Are we going to be presenting our lessons? Or will we just turn in our plan/the materials? Does it matter what format we follow for the actual plan or can we choose?user:carrieoh What will the final product be of the lesson plans? user:jacob.m.harmon Is there a list of criteria that will help guide us? user:mayn51 I would like a little more help on incorporating grammar into my lesson specifically. I find it hard to know where the grammar should be incorporated. user:profkb If there is a time, can you check my lesson to see if I need to improve it? or perhaps as class we can interchange lessons and give a feedback under your supervision? Gianina __//3) What questions do you have in preparation for student teaching?//__ Will the mentor teacher help me plan? Or is it just that they give me feedback as we follow along in their overarching units and plans? user:sna.dahl Who can we turn to for help when planning? user:srta.j What is the difference between a learning outcome and an objective? How do we write each or What are the components?user:qwhetten How are Spanish teachers evaluated by their schools? Are their end of year exams that address the common core?user:carrieoh How does the student teaching process work? What are we evaluated on? Do we have to complete assignments for the University, or just teach?... user:jacob.m.harmon How much preptime is provided for a student teacher, one period or one per day? user:cartera6 What will the dynamic be like between me and my mentor teacher? At what point will I begin teaching every day? user:mayn51 Should I expect to teach entire class periods? How much time will I be given to plan? user:profkb Should I create my own lessons or I am going to use teacher lessons?Gianina

=3-27-18=

a) Strengthen the cultural component (or add one if missing). b) Brainstorm possible writing assignments for your lesson. c) Explore creativity tools from this list: Creativity Tools. d) Select a tool students will use to complete your writing assignment. e) Post the type of writing assignment and the tool you plan to use below.
 * 1) Review your lesson plan from 3/20/18.**

EXAMPLES:

//Format: Type of Assignment - Topic - Tool//

//Poema - Students will write a poem about a challenging moment in their lives - fotobabble (students will turn in an audio recording of them reading their poem, they will choose a picture that best represents their poem) user:carrieoh//

//Event Invite - Create an event invitation - Evite. user:jacob.m.harmon// //Journal - Have the students keep a Spanish Journal. Give them a little bit of time each day to write in their journal. - Penzu user:jacob.m.harmon//

//Narration - Origin Stories - Prism user:mayn51//

Comic strip o poema - facing fears - Not sure. ToonDoo? user:srta.j

Annotation/discussion- Famous Spaniards- thinglink user:qwhetten Recognizing underlying themes- Spaniards- Prism user:qwhetten

//Comic Strip - Friendship - ToonDoo user:chericem1// //Biographical Sketch - Influential Scientist - LetterPop user:chericem1//

Comic Strip - Things they want to do (adventures/goals) - Strip Generator user:profkb

Infographic - Benefits of Diversity in their school - Easel.ly user:cartera6

Discussion and commenting about videos - Dating & what is love :) - Touch Cast user:sna.dahl Writing a different outcome for the story using Kidblog Sra. Montoya


 * 2)** ** Begin the FLTEACH assignment. **
 * FLTEACH is a listserv for world language teachers.
 * A listserv is kind of like the old-fashioned version of a group text message.
 * This means that individual teachers send an e-mail message containing questions or comments about language teaching and learning to a special e-mail address.
 * When the computer gets their messages, it distributes them to all of the teachers who have signed up (for free) to participate in the listserv conversation (these people are called "subscribers").
 * The people who "subscribe" to the list can then pick and choose which messages they read, and can post responses to the list by sending an e-mail to the computer.
 * The FLTEACH listserv is still a very valuable and popular way of exchanging teaching ideas and resources in our profession.
 * Such ideas are also exchanged through blogs, Facebook groups, Instagram, Pinterest, etc., however, FLTEACH is one of the most well-known, well-respected, and heavily used of these options.
 * This assignment will allow you to explore FLTEACH.

a) Visit [|FLTEACH]. b) Choose a month. c) Choose five topics (known as "threads") that seem interesting to you. d) Read all the conversations related to each of the 5 different threads (i.e. topics).

I will explain the 2nd part of this assignment in class on Tuesday, but for those who like advanced notice: e) Synthesize your learning by creating a one-page graphic organizer that includes:
 * A title
 * A relevant image
 * Three quotes from the postings you read (include the name of the person you are quoting).
 * One quote from an outside source (i.e., a favorite book, the scriptures, a magazine article).
 * Your own opinion about the issue you selected.


 * 3) Finish the professional conference assignment if you haven't yet done so.**



**3-22-18**

No class today ([|Utah Coalition for Educational Technology Conference (UCET)] at the University of Utah, Union & Warnock Bldgs, 200 S Central Campus Dr., Salt Lake City, Utah 84112)

**3-20-18**

a) The activity should capture students' interest and attention. b) The activity should activate students' prior knowledge and experiences with the topic. c) The activity should get learners ready to read the text. d) Review these pre-reading activities for ideas. e) Develop the activity and related materials.
 * 1) Plan a pre-reading activity for at least one of your texts.**

a) The activity should help learners successfully read the text. b) Generally, during reading activities help learners do the following things: b) Review these during reading activities for ideas. c) Develop the activity and related materials. d) You should plan to show these to colleagues (electronically). e) You do not need to print anything yet.
 * 2) Plan a during reading activity for at least one of your texts.**
 * Understand the meaning of the text
 * Interact with the text (i.e., make connections between the text and their lives, other texts they've read, and the world)
 * Check/monitor their own comprehension and/or evaluate the text
 * Learn helpful reading strategies


 * 3) You** **will eventually develop one of your chosen texts into a full lesson that includes writing, technology, and assessment components. If you wish, you may also develop a single lesson that uses multiple texts. Such lessons are often more interesting and more powerful.**

**3-15-18** **No class**

**3-13-18**

1) Read Ch. 8 of Taylor & Bateman.

2) Complete this reading guide:

3) Begin looking for a culturally authentic children's book in Spanish and a culturally authentic literary text.
 * The texts should be produced by native speakers for native speakers.
 * The texts should be in Spanish.
 * The texts should NOT be translations of texts in other languages.
 * The texts should be PRINT texts.
 * You will eventually use these for the final lesson plan you create for this class.

**3-8-18**


 * 1) L****ocate 5-10 culturally authentic artifacts from the Spanish Civil War.**

a) Think of the activities we did in class.

b) Choose a theme. c) Locate 5 to 10 culturally authentic artifacts IN SPANISH **__for your theme__**. d) The images should be copyright safe. e) Post the images on this page: Culturally Authentic Artifacts
 * Make a list of gospel principles.
 * List current controversial issues in the U.S. right now. (related to or opposite the gospel principles)
 * Choose an issue or tension that matters to you.
 * Can you find artifacts related to that issue during the Spanish Civil War?
 * If so, try finding artifacts that represent both sides of the theme.


 * A Few [|Possible Themes]:**


 * Change/Revolution/Repentance
 * Family/Home
 * Freedom v. Responsibility
 * Happiness/Optimism/Faith/Hope/Inspiration v. Despair/Suffering
 * Heroism/Courage v. Cowardice
 * Identity/Heritage/Traditions
 * Justice/Choice/Accountability/Agency
 * Leadership/Example v. Power v. Service
 * Loss/Grief/Atonement v. Rebirth/Hope/Future
 * Love v. Hate
 * Past v. Future
 * Peace v. War
 * Preparation/Self-reliance
 * Prejudice/Racism v. Unity/Acceptance
 * Simplicity (By Small & Simple Things; Small ways people helped change things during the war)
 * Survival (Life Goes On; Daily Life in War)
 * Tradition
 * Truth/Information v. Deception/"Fake News"

**3-6-18**

a) Think of the activities we did in class. b) Click the link of the group you chose in class. c) Find culturally authentic artifacts/texts IN SPANISH for your group. (Examples are posted on each page.) d) Ideally, the materials should be copyright-safe. e) Post the materials on your group's page ABOVE **no later than 10:30 AM on Tuesday, 3/6/18.**
 * 1) Locate 10 culturally authentic artifacts from the Spanish Civil War.**
 * Culturally Authentic Artifacts and Images
 * Informational Texts
 * Mysteries
 * Click the correct link above.
 * When the page loads, click Edit.
 * When the page opens, type the title of the website you found.
 * Copy the hyperlink of the website, highlight the title, click the link button, and link the website to the title.
 * Type ~ 3 times after the hyperlinked title to get credit for your post.
 * Type brief notes in ENGLISH that would help a non-Spanish speaker see why you think this might be a good item to use for this project (i.e., info. about important historical, cultural, or pedagogical aspects of the website

=3-1-18=


 * 1) Read this article: [|Partnering with Confusion & Uncertainty].**

a) List your questions below. b) You do not have to sign them unless you want to do so.
 * 2) What questions or worries do you have about preparing to student teach that you'd like for us to address in class?**


 * How to manage a class of 40 students?
 * What happens during student teaching? Do you use the teacher's lesson plans? Do you create your own? Do we co teach? Do we take over the entire class? Do we attend all the meetings like the teacher does?
 * Where's the balance between doing what your mentor teacher does and doing what you want to do? How can we be courteous of the mentor while trying to use the methods we've learned in this class?
 * How many hours a week can I expect to work during the first few years of teaching?
 * These students all have very specific, sometimes very serious needs, am I really capable of being their mentor?
 * How do I make sure that I don't just get scared and follow "easier" teaching methods, giving up what I believe teaching really should be?
 * How can I make myself understood in a Spanish One classroom, only in the target language without putting them into cognitive overload?
 * Working with mentor teacher who doesn't use textbook
 * Working with mentor teacher who doesn't use target language
 * Scaffolding lessons/parts of lessons to do in Spanish when mentor teacher doesn't.
 * Verifying that they understood the instructions.


 * 3) In the space below, list three critical thinking tasks learners could do based on your texts.**
 * b) My Name:** Copy this example, paste it below, then insert your text
 * My Topic:**
 * Thinking Task 1:**
 * Thinking Task 2:**
 * Thinking Task 3:**
 * b) This planning template might help (see "Critical Thinking Tasks"): [[file:One-page Lesson Planning Overview Template.pdf]][[file:One-page Lesson Planning Overview Template.docx]]**


 * My Name: user:jacob.m.harmon**
 * My Topic: La Diversidad**
 * Thinking Task 1:** Students will watch a video on hispanic and world diversity. They will then create a visual representation of the diversity that they've seen in their life.
 * Thinking Task 2:** I'll draw a stick figure on the board and ask the students to draw a "Mexican." Surely, they will put a sombrero, mustache, spurs... on the figure. I will then show a bunch of diverse photos of real Mexicans. We'll then have a discussion as a class about stereotypes and why it is that when we think of a Mexican we think of the stereotypical Mexican.
 * Thinking Task 3:** After this discussion, I will ask them to think of what other countries might think of "Americans."


 * My Name:** Carrie
 * My Topic:** La raza
 * Thinking Task 1:** Students will watch/listen to a children's song about physical differences. With a partner they will make a list of physical/personality attributes that are different from each other, and a list of attributes that they have in common.
 * Thinking Task 2:** Students will read article about race in the Dominican Republic. Students will answer these questions. How do Dominicans feel about their African heritage? How do you feel about your heritage? How do you feel about the heritages of your peers? Share about your heritage with your partner.
 * Thinking Task 3:** Students will watch a video about the Dominican/Haitian conflict. Why are the Dominicans and Hatians in conflict? They will think of two groups within the school that have conflict (rival sports team, cheerleaders vs. Poms, choir vs. football). They will compare and contrast the two groups and decide 1) Why are they in conflict? 2) What can they do to resolve conflict? Students will present findings to the class.

My Name: Gianina My Topic: Ecologia en Peru Thinking Task 1: Group of three students discussing how fashion is related with the consumerism. Watch a video to understand this connection. Thinking Task 2: Investigate the meaning of pollution and with a partner make a list of ways of pollution in our city. Thinking Task 3: With a group of three do a research about ecofriendly products that people can consume.

** Critical Thinking Task 1: ** Show a video of a chosen style of dance. Ask students to make a list of what the liked or found impressive about the dance and what they disliked. What makes a good dance? What makes a good dancer? ** Critical Thinking Task 2: ** Show students the following video: [|Alegrías y frustraciones de las bailarinas clásicas] ask students why the featured dancers continue to dance even though the dance world can be a frustrating place. What motivates our actions? What motivate your actions? Why are you here in school? Why are you in a Spanish class? ** Critical Thinking Task 3: ** Show the video: [|La historia del baile - Flamenco] Ask the students to think about why the dancers in the video said that they danced. Give the students a prompt asking how they express themselves on a daily and weekly basis. Have them make a list of the different ways in which they communicate, express themselves, and let out emotion. (talk, yell, body language, eye contact, drawing, working out, dance, etc.) Have the students compare the list with a partner and explain why certain methods work best for them. Ask who had dance on their list. Ask why it is important to them. Why else do people dance besides to express and let out emotion? (can preserve customs and history) What customs do you have? What history or experiences do you have that you do not want to forget?
 * My Name: ** Karlee
 * My Topic: ** El Baile Flamenco


 * My Name: ** user:sna.dahl
 * My Topic: **16 de septiembre - El Grito de Dolores
 * Thinking Task 1: **Show the video about the Grito de Dolores being performed today. Ask the students to jot down some ideas on what they think the announcer is doing.
 * Thinking Task 2: **Using a blank piece of paper, have the students make an idea web with the word "independence" of "freedom" in the center and have them come up with as many ideas possible to describe what it means and what they think of when they hear those words.
 * Thinking Task 3: **Watch the video about September 16th in Mexico. Have the students use a venn diagram to compare and contrast the similarities and differences of what the students do to celebrate their independence days and what people do in Mexico.


 * My Name:** Nathan May
 * My Topic:** Latin American Independence
 * Thinking Task 1:** Students make a list of all the things they think the word "freedom" encompasses.
 * Thinking Task 2:** Students talk in groups about what their families do on Independence Day.
 * Thinking Task 3:** Students think about what it might be like to live without basic freedoms and human rights.


 * My Name:** Dylan Sawyer
 * My Topic:** Current Issues in Guatemala
 * Thinking Task 1:**
 * Thinking Task 2:**
 * Thinking Task 3:**


 * My name:** Anneliese Carter
 * My topic:** Gauchos Argentinos
 * Thinking Task 1**: Students will describe high school culture and then compare it with rural life
 * Thinking Task 2**: Students will brainstorm the influences of government of their lives, compare it with government control in Argentina.
 * Thinking Task 3:** Students will make an ideal grocery list, then distinguish between needs and wants, specify what items they could make themselves.


 * b) My Name:** Copy this example, paste it below, then insert your text
 * My Topic:**
 * Thinking Task 1:**
 * Thinking Task 2:**
 * Thinking Task 3:**


 * 4) In the space below, list three interpersonal communication tasks learners could do based on your texts.**


 * My Name:** Copy this example, paste it below, then insert your text
 * My Topic:**
 * Talking Task 1:**
 * Talking Task 2:**
 * Talking Task 3:**


 * My Name:** user:jacob.m.harmon
 * My Topic:** La Diversidad
 * Talking Task 1:** Talk about a time that someone judged you before knowing you.
 * Talking Task 2:** Find multiple pictures of different people in Latin America or Spain and describe these diverse people to your partner.
 * Talking Task 3:** Research about a disability (blindness, autism, learning disability...) give a presentation to the class (in Spanish) about the disability and what you learned.

- Show pictures of different famous black figures in our culture. Ask students why they are considered black? Share with a partner. Show pictures of different Dominicans. Explain which race they would be classified as in the DR. Ask students to share with a partner how they could be classified differently in different countries? Share with a partner. What does that mean about race, is it genetic? scientific? social? Share with a partner.
 * My Name:** Carrie
 * My Topic:** La raza
 * Talking Task 1:**
 * Talking Task 2:** As homework have students ask their parents about their heritage. Students will share their heritage with their partner as a warm up activity.
 * Talking Task 3:** Students will be assigned a "fake identity" - rich, poor, elderly, child, athletic, nerdy. Students will go around the room and take on that persona. Students will go around the room every minute finding a new pair. In each pair they will ask each other how they treat people with that identity and how they think about people with that identity.


 * My Name: Gianina**
 * My Topic: Ecologia en Peru**
 * Talking Task 1: Using markers, make a simple poster to explain the results of the connection between consumerism and fashion.**
 * Talking Task 2:Using a diagram, explain causes and effects of pollution in our city**
 * Talking Task 3: Acting out shopping in the market and buying ecofriendly products**

** Talking Task 3: ** Have each of the students find a partner. Have them think about the history of the U.S., their family and their own personal lives and how that history is preserved. Have them talk through their different ideas together and then write down one method of preserving history for each category (US, Family, and their personal lives) Have the partnership find another partnership and share and contrast answers. Why is preserving history important?
 * My Name: ** Karlee
 * My Topic: ** El Baile Flamenco
 * Talking Task 1: ** Have the students divide into groups and share moments that they have been exposed to dance in their lives. Where were they? Why were people dancing? How did it make them feel?
 * Talking Task 2: ** Have students think of the different dance styles they have seen (maybe have some images on the board representing the different genres) and select one that they feel best represents the United States. Turn to a partner and tell them what they have selected and why?


 * My Name: ** user:sna.dahl
 * My Topic: **16 de septiembre - El Grito de Dolores
 * Talking Task 1: **Have the students talk to a partner about their own family traditions to celebrate Independence Day
 * Talking Task 2: **In a group of four, have the students list out reasons why a group of people would want to be independent (reasons such as oppression, racism, poverty, etc)
 * Talking Task 3: **Using the four corners game, post a picture of different customs for Mexican independence day (could be anything such as food, practices, families celebrating, etc.) Have the students choose which image interests them and talk to the group around them to determine what is in the picture. Then have them read a little excerpt about it and discuss what is actually is.


 * My Name:** Nathan May
 * My Topic:** Latin American Independence
 * Talking Task 1:** Students engage in a Socratic seminar about human rights and basic freedoms that we enjoy.
 * Talking Task 2:** Students read about San Martin or Simon Bolívar and discuss why those figures might be important in South American countries.
 * Talking Task 3:** Students analyze documents from the era of independence and discuss them in small groups.


 * My Name:** Anneliese Carter
 * My topic**: Gauchos Argentinos
 * Talking task 1**: Students will have "una payada" rap battle using metaphors to connect their personality to the landscape that surrounded them.
 * Talking Task 2:** Students have a debate about the value of being self-reliant in their community.
 * Talking Task 3:** Students will do a fishbowl activity demonstrating a model government. Unitarios vs. Federalistas

a) Use the gold graphic organizer distributed in class to brainstorm lesson ideas. b) Decide which activities you will use. c) Fill out the lesson plan template distributed in class. d) You do not need to put any more detail than what the template requests. e) Bring the completed template to class.
 * 5) Complete the lesson plan template distributed in class.[[file:Lesson Plan Template 2018.docx]][[file:Lesson Plan Template 2018.pdf]]**


 * 6) Here are the templates distributed in class:**



=2-27-18=

1) Review the topic and texts you posted on 2-22-18. 2) Consider the conversations we had in class today. 3) Identify the textbook chapter during which you would use your topic and texts. 4) Revise your topic if necessary (i.e., if you chose a topic that is too narrow, expand the topic so that students explore a larger concept (school supplies --> education; Sept. 16 celebrations --> independence) 5) Complete the chart below to help you brainstorm options for contextualizing the lesson you will create.

user:jacob.m.harmon = =
 * || MY CHOSEN TOPIC (Copy from 2-22-18) ||  ||   ||   ||
 * || RELATED TEXTBOOK TOPIC ||  ||   ||   ||
 * || MY CONCEPTUALLY EXPANDED TOPIC ||  ||   ||   ||
 * || Related Social Issues or Problems || Related Cultural Contexts || Personal Connections to Students || Notes on Other Ideas I Don't Want to Forget ||
 * 1 ||  ||   ||   ||   ||
 * 2 ||  ||   ||   ||   ||
 * 3 ||  ||   ||   ||   ||
 * 4 ||  ||   ||   ||   ||
 * 5 ||  ||   ||   ||   ||

=2-22-18=

1) Choose a topic about which you are passionate. 2) Locate at least 3 different culturally authentic texts on the topic. (Don't worry about how complex the language is or what activities you will do. DO make sure the texts are of high quality--i.e., easy to see and with good quality sound.) 3) You must include at least one print text, one audio or multimedia text (i.e., a song or a PowerPoint), and one video text. 4) The texts must be culturally authentic and in Spanish. 5) Post links to your texts in the space below using this format:

Topic: Text 1: Text 2: Text 3: user:chericem1

Topic: La Zarzuela Text 1: [|Zarzuela Historia] Text 2: media type="youtube" key="c_XNnvmLQ1Q" width="213" height="121" Text 3: [|Zarzuela Text] user:qwhetten

Topic: La raza Text 1: [|Text] Text 2: [|Cancion] Text 3: [|Video] user:carrieoh

Topic: El Baile Flamenco Text 1: [|Text] Text 2: [|Powerpoint: Third Option] Text 3: [|Video] user:profkb

Topic: Gauchos Argentinos Text 1: [|Text] Text 2: [|Video] Text 3: user:cartera6

Topic: Peru, el verdadero paraiso Text 1: Text 2: Text 3:[|El verdadero paraiso]

Topic: El grito de dolores, el 16 de septiembre Text 1: Videos del grito y las celebraciones [] https://www.youtube.com/watch?v=Uq7E9YD8Kes Text 2: Un resumen: http://www.historia-mexico.info/2012/09/el-grito-de-dolores.html Text 3: user:sna.dahl

Topic: La guerra civil española Visual: http://www.english.illinois.edu/maps/scw/photessay.htm Print: https://www.marxists.org/history/spain/documents/Buenaventura-Durruti.pdf Video: https://www.youtube.com/watch?v=SOfAIdf4P5U user:mayn51

Topic: Guatemala Text 1: [|Alfombras de aserrín] Text 2: [|Fuiste tu] Text 3: [|Popol-Vuh] user:dylan.sawyer

Topic: La diversidad Text 1: http://www.icebergci.com/2017/04/24/diversidad-latinoamericana-6-mapas/ Text 2: Text 3: https://www.youtube.com/watch?v=aVLVy2m2m7w&ab_channel=culturaspopulares user:jacob.m.harmon

Topic: El feminismo en Latinoamérica Text 1: Hombre Pequeñito Text 2: Text 3:media type="youtube" key="GN47HLoxNyk" width="560" height="315" user:srta.j

=2-20-18=

No Class - Monday Instruction = =

=2-15-18=

No class - Attend UFLA at Weber State.

=2-13-18=


 * 1) Read Taylor & Bateman, Ch. 11.**
 * 2) Complete this reading guide as you read: [[file:Reading Guide for Taylor & Bateman Ch. 11 Culture.docx]] [[file:Reading Guide for Taylor & Bateman Ch. 11 Culture.pdf]]**


 * 3) Attend UFLA on 2-15-18.**


 * 4) NO CLASS on campus on 2-15-18.**

=2-8-18=

a) Identify three things that were effective. b) Ask three genuine questions about their ideas. c) Provide suggestions for addressing the following issues in their plans:
 * 1) Review a colleagues' Chapter 9 ideas.**
 * Increasing structured opportunities for students to move (i.e., to use their bodies and to learn from their own experience)
 * Increasing structured opportunities for students to converse interpersonally in the target language
 * Increasing opportunities for student choice (i.e., exercise of personal agency)
 * Increasing opportunities for student voice (i.e., expressing their own opinions)
 * Increasing opportunities for students to receive corrective feedback and try again


 * 2) Read the information Dr. M. e-mailed to you regarding planning.**


 * 3) Read pp. 208-211 of Taylor & Bateman (Don't Forget to Write).**

=2-6-18=

a) Read the scriptures in the first column. b) View the videos, images, and articles in the 2nd column. c) Answer the questions in the 3rd column. d) The assignment will be due next Tuesday, February 6. e) Turn it in electronically by posting it in the space directly below these instructions. user:jacob.m.harmon user:mayn51 user:dylan.sawyer user:cartera6 user:SNA.DAHL user:qwhetten carrieoh a) Look at each page of the chapter. b) List key content and "good" activities from the text. c) List pages/activities students would find interesting. d) List supplemental activities/resources to strengthen the chapter. e) Bring a hard copy of your lists to class (all on a single page).
 * 1) Finish this worksheet:** [[file:Gospel-based Teaching Principles Worksheet 2018.docx]]
 * Name your document like this: CMontgomery Gospel-based Teaching Worksheet W18
 * Upload the document here (Reminder: Click File, Upload Files, Your Document, Insert Files, Save)
 * [[file:NLarsen Gospel-based Teaching Principles Worksheet 2018.docx]]
 * [[file:NLarsen Gospel-based Teaching Principles Worksheet 2018.docx]]
 * 2) Analyze Chapter 9 of the purple //Así se dice// textbook.**

=2-1-18=


 * 1) Ask yourself, "Where does the power to teach come from?" as you read: [|Alma 17:2-3] and [|Doctrine & Covenants 88:77-80]**

a) Read the scriptures in the first column. b) View the videos, images, and articles in the 2nd column. c) Answer the questions in the 3rd column. d) The assignment will be due next Tuesday, February 6. e) Turn it in electronically by posting it in the space directly below these instructions.
 * 2) Complete this worksheet:** [[file:Gospel-based Teaching Principles Worksheet 2018.docx]]
 * Name your document like this: CMontgomery Gospel-based Teaching Worksheet W18
 * Upload the document here (Reminder: Click File, Upload Files, Your Document, Insert Files, Save)
 * 3) Finish your wiki page. If you need help, ask me in class.**

=1-30-18=

a) Fill out this document (or create your own, prettier version if you wish). b) Make decisions based on your purple //Así se dice 1// textbook. c) Remember to skip holidays and partial weeks. d) Themes and assessments don't have to be "for sure"--just ideas.
 * 1) Prepare a draft of a scope and sequence (i.e., a year long plan).**

=1-25-18=


 * 1) Finish Individual Student Wiki Page **

a) Click on the link above. b) Find your initials and click on them. c) Click "Edit" in the upper, right-hand corner of the page. d) Look at the pictures on the page. e) Use the pictures to try to complete the tasks on the page.

Hint 1: Don't click the picture, click the icon in the toolbar at the top of the page that looks like the picture.

Hint 2: You have to click SAVE for the changes you made to appear.

Hint 3: Don't worry if you can't figure some of it out. We will finish it up in class on Thursday, but do as much as you can by yourself.

=1-23-18=

No homework

=1-18-18=


 * Revise your syllabus/disclosure document, and then post a link to it (or a PDF of it) here.**


 * user:carrieohcarrieoh[[file:Carrie Hansen Spanish 1 Syllabus.pdf]]**


 * [[file:jh_Spanish1_Syllabus.pdf]] user:jacob.m.harmon**

=1-16-18=

a) Use to create your syllabus/disclosure document. b) Your syllabus should highlight important information. c) Use this [|example] to guide what you include.[|syllabus] d) Make sure it is appropriate for students and parents. e) You will display an electronic copy in class for feedback.
 * 1) Create a course syllabus/disclosure document for a Spanish I classroom.**

This rubric may help you:

These additional resources may help you as well.


 * 2) Optional: Finish the tasks you began in class today and consider exploring the links on the Agenda page more carefully.**

user:profkb Spanish Syllabus user:SNA.DAHL [|Syllabus] user:qwhetten: Spanish Syllabus user:carrieohcarrieoh
 * user:cartera6 [|Syllabus]**
 * user:dylan.sawyer [|Syllabus]**

user:srta.j =user:mayn51=

user:Sra.Montoya[|syllabus] =1-11-18=


 * 1) Choose a wiki user name. **

a) Choose a wiki user name. b) The name you choose will be publicly visible. c) Your posts will be associated with the name. d) So choose something professional. e) E-mail your selection to me.


 * 2) Join the LanguageLinks2006 Wiki. **

a) Sign into Wikispaces with your username and password. b) Go to: **http://languagelinks2006.wikispaces.com/** c) Click // Join // in the upper, right-hand corner. d) Type "Span 378" in the box. e) Click submit.

a) Sign into Wikispaces with your username and password. b) Go to the **Bienvenida** page and click //Edit.// c) Choose 2 dates. d) Type ~ 3 times next to each date you choose. e) Click //Save.//
 * 3) Sign up to give the Bienvenida.**


 * 4) Complete: [|Course Information Survey]. **


 * 5) Complete: [|Technology Survey]. **


 * 6) Complete: [|True Colors Quiz - Print Version] **


 * 7) Read: ** [[image:languagelinks2006/ManageYourEnergyNotYourTime.JPG link="https://hbr.org/2007/10/manage-your-energy-not-your-time"]]


 * 8) [|Register] for the Utah Foreign Language Association (UFLA) Conference //or the [|(UCET) Conference].// **

a) If you plan to volunteer, complete this form: b) If you do not plan to volunteer, click [|register online].


 * 9) Read the course schedule from last semester and come with any requests/suggestions you may have. **


 * OPTIONAL: **


 * 10) You may wish to join these Facebook groups: **

[|ACTFL Innovates] group on Facebook

[|BYU Undergrads] group on Facebook.

[|Deep Approach to Language Learning] group on Facebook.

[|FLTEACH Group on Facebook]

[|Friends of AATSP] Utah group on Facebook

[|Utah Coalition for Educational Technology (UCET)] group on Facebook


 * 11) You may wish to participate in this Twitter group (#flteach) or in these [|Twitter] chats: **


 * 1) langchat
 * 2) utedchat


 * 12) You may wish to register to participate in these professional world language and technology conferences: **


 * [[image:languagelinks2006/PBLSymposuim.png link="http://nflrc.hawaii.edu/events/view/108/"]] ||
 * Jan. 17-18, 2018 - Project-based Language Learning Free Online Symposium ||


 * [[image:languagelinks2006/PBLLInterculturalityLogo.png link="http://nflrc.hawaii.edu/projects/view/2014A/"]] ||
 * Pragmatics & PBLL Summer Institute June 13-20, 2018 at the University of Manoa in Honolulu, HI ||

February 15, 2018 at Weber State University in Provo, UT
 * [|Utah Foreign Language Association Conference (UFLA)] **

February 23-24, 2018 in Santa Fe, NM
 * [|Southwest Conference on Language Teaching (SWCOLT)] **

March 8-11, 2018 at the Doubletree Convention Center, Ontario, CA
 * [|California Language Teachers Association Conference (CLTA)] **

March 22-23, 2018 at the University of Utah in Salt Lake City, UT
 * [|Utah Coalition for Educational Technology Conference (UCET)] **

April 24-26, 2018 in Delft, The Netherlands
 * [|Open Education Global Conference] **

Summer 2018 at the Joseph F. Smith Building, BYU Campus, Provo, UT
 * BYU Annual Summer Workshop for Spanish Teachers **

June 25-28, 2018 in Salamanca, Spain
 * [|American Association of Teachers of Spanish & Portuguese Conference (AATSP)] **


 * [|Summer institutes offered by Language Resource Centers in the U.S.] ** (Many are grant-funded)

November 16-18, 2018 in New Orleans, LA
 * [|American Council on the Teaching of Foreign Languages Conference (ACTFL)] **

February 6-9, 2019 in Charlotte, NC
 * 7th International Conference on Language Immersion Education **


 * More Professional Development Opportunities **

= 1-9-18 =

First Day of Class - No Homework


 * Complete the Course Photo Video Permission Form (distributed in class): **[[file:Course Photo Video Permission Form Span 378 2018-2019.pdf]]