Fall+2013+-+Assignments+for+Today

//The assignments due in class for Span 378 will be posted here. Assignments are DUE on the date under which they are posted.//toc

**Dec. 12**

**Study for the final exam (Tues., Dec. 17, 2:30 - 5:30 p.m.)**



(This document is from 2009, but may still be useful to some of you)

**Dec. 10**


 * 1) Unit Test Due**

a) Create a 10-item test. b) Assess key content from this course. c) Choose a technological tool from this page. d) Use the tool to create your test. e) Be ready to take each other's tests.

user:amackay4 - https://qtrial.qualtrics.com/SE/?SID=SV_eXvsN2glLktLlIh

user:spanishteach [|Proficiency and Communication]

user:kristen_michaelis - [|Kristen's Test on Story-based Instruction] user:sleger22 Graphic Design Test @https://docs.google.com/forms/d/1zA1bFBG2P6uLZAPxv7VCA-ROYPJgWPV3fgsA2xAaJp4/viewform

user:chilesoccer12345 Test about Good Tests [|__testmoz.com/230448__]

user:pavlo26 https://pavlovsky.wufoo.com/forms/zvoyx2g1d8d6q6/

user:amoperu First Day Teaching https://docs.google.com/forms/d/1clR37jWRTRT1vR1gGrmziLCPFJFpl-JMGXYGdzqoE1s/viewform

user:OHprofesora Sarah's test on the 5 Ts of Lesson Planning


 * 2) FLTEACH Project Due**

a) Click here, choose a month, and read 5 threads: b) Complete the assignment: c) You will be graded using this criteria: d) Sample projects are located here. e) Post your project on that same page (i.e., here).

=Dec. 5=

1) Work on your FLTEACH Project. Due next Tuesday.

2) What topics or burning questions do you really want us to address before the end of the semester?

a) Review the list below. b) Add any items you feel are missing (type ~ 3x next to the ones you add). c) You get 3 votes. d) Sign your name next to your top 3 preferences.

Assessment
 * Frequency of quizzes & tests
 * How to write a test user:chilesoccer12345 user:sleger22 user:kristen_michaelis user:OHprofesora user:spanishteachuser:pavlo26
 * When to grade homework, etc.

Classroom Management


 * Classroom management scenarios
 * Crises: Bomb threats, drugs, fights, gangs, guns, health emergencies, suicide
 * Organization/Managing the paper overload
 * Parents user:amoperu
 * Possible consequences for common misbehaviors user:kristen_michaelisuser:pavlo26 user:amoperu
 * What are some good routines to have in a classroom (such as to start/end a class or other ideas)? user:sleger22

Planning
 * Explaining a game or worksheet
 * First Days of School user:amackay4
 * For multiple level classes at a time user:OHprofesora user:pavlo26 user:amoperu
 * Teaching a lesson on grammar/vocabulary user:sleger22
 * Upper levels

Resources
 * Best sources to go to for worksheets/in class activities ideas? user:OHprofesora
 * Best sources for buying flags, posters, Spanish signs, etc. to go around the classroom? user:chilesoccer12345
 * Best sources for finding authentic realia (daily objects)

Teaching in the Target Language
 * Making input comprehensible user:chilesoccer12345, user:amackay4 user:kristen_michaelis

Technology
 * Best tools
 * Explaining a technology assignment/tool to students
 * How to use technology in a school district with very limited funds user:spanishteach user:amoperu

Other topics?
 * How to use new, effective and proven teaching methods in a school culture that only accepts "traditional" instruction user:amackay4 user:spanishteach user:amoperu

=Dec. 3= Next time we meet:

Explore: []

Explore: []

=Nov. 14=

1) Prepare a story-based lesson plan.

2) Your plan should:


 * Relate to a chapter from Realidades 3.
 * Incorporate a culturally authentic children's book. (See the handouts at the top of this page for tips on selecting good texts.)
 * Include pre-, during, and post-reading activities (See the Storytools wiki for ideas).
 * Help students focus on meaning, form, and communication.
 * Scaffold students' success.

3) Prepare to teach us your 45-minute lesson in hyperspeed (i.e., you only have 5 minutes).

4) I will use this checklist to evaluate your work.

5) Sign up here to determine who will teach in what order:

November 14

a) user:amackay4 media type="custom" key="24420184"

b) user:pavlo26 c) ```

d)user:amoperu November 19

e)user:chilesoccer12345

@https://docs.google.com/presentation/d/1FWpSSqlEKvd_ObnFvLI68RFbD6GWx6HIpj7plix668Y/edit?usp=sharing

f) user:sleger22 g) user:spanishteach

"El dia de Miranda para Bailar" por Jackie Jasina Schaefer traducido por Alberto Blanco





h) user:kristen_michaelis [|Bullying] media type="custom" key="24462816"

6) Listen to this: []

=** Nov. 12 **=

Be thinking about activities you'd like to try to include in your next lesson plan.

1) TOPIC: Decide on a focus topic for your //Realidades// chapter.

2) TEXT: Locate a culturally authentic children's story related to your topic.

Links to Children's Literature Online

Topical List of Children's Books



3) TASKS: What kinds of critical thinking tasks will you give students to help them ...?


 * //Focus on Meaning//
 * //Focus on Form//

4) TALK: //Focus on Communication//

=** Nov. 7 **=

Be thinking about activities you'd like to try to include in your next lesson plan.

For next class (Nov. 12):

1) TOPIC: Decide on a focus topic for your //Realidades// chapter.

2) TEXT: Locate a culturally authentic children's story related to your topic.

3) TASKS: What kinds of critical thinking tasks will you give students to help them ...?


 * //Focus on Meaning//
 * //Focus on Form//

4) TALK: //Focus on Communication//

=** Nov. 1 & 5 **=

Thought you would like this class: http://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are.html

1) Come prepared to present if you did not present on Tuesday.

2) Reflect on the experience in this [|discussion forum]:

a) What did you learn from PLANNING your activity? b) What did you learn from PRESENTING your activity? c) What did you learn from GIVING & RECEIVING feedback?

3) Read the article Dr. Montgomery sent you via e-mail for next Tuesday.

4) Explore this wiki in preparation for class next Tuesday: http://storytools.wikispaces.com

5) Ponder what the article and the wiki taught you about what you can have students do with texts in your classroom.

=** Oct. 29 **= 1) Choose a chapter from the //Realidades 3// textbook. (Type ~ 3 times and click save.)

Chapter 1 - Días inolvidables user:chilesoccer12345



Chapter 2 - ¿Cómo te expresas?

Chapter 3 - ¿Qué haces para estar en forma? user:OHprofesora

[|Sarah Sources]

Chapter 4 - ¿Cómo te llevas con los demás?

Chapter 5 - Trabajo y comunidad user:kristen_michaelis

Chapter 6 - ¿Qué nos traerá el futuro? user:spanishteach





Chapter 7 - ¿Mito o realidad? user:sleger22

Chapter 8 - Encuentro entre culturas user:pavlo26 user:amackay4

Chapter 9 - Cuidemos nuestro planeta user:amoperu Energia: [|Como ahorrar energia] Agua: [|La agua es vida] 



Chapter 10 - ¿Cuáles son tus derechos y deberes?

2) No more than 2 people can work on the same chapter.

3) Find culturally authentic texts to supplement your chapter.

a) Your texts should offer insight into social or cultural issues related to the chapter. b) Your texts should address those issues from different angles/perspectives. c) Your texts should represent different types or genres of text (informational texts, opinion-based texts, short stories or poetry, etc.) d) Your texts should come from different sources (advertisements, art works, comics, newspapers, magazines, music, videos, etc.)

4) Create at least one interactive activity for the chapter.

a) Your activity should be grounded in cultural or social issues. b) Your activity should be based on a culturally authentic "text." c) Your activity should reinforce a particular grammatical principle. d) Your activity should help students practice targeted vocabulary. e) Your activity should get students moving and talking (exchanging information).

5) Come to class prepared to facilitate your activity.

a) Distribute necessary materials (there are 9 of us total). b) Give us instructions in the target language. c) Facilitate the activity in the target language. d) Give feedback to us on our performance as though you were the teacher. e) Prepare to receive feedback from us about your teaching.

=** Oct. 24 **=

1) Go to the Agenda page for our class and post:
 * 1 thing you would like for us to DISCUSS in class
 * 1 thing you would like for us to DO during class
 * 1 resource you would like to SHARE with the class
 * 1 burning QUESTION you have

2) What homework would YOU assign yourself if you were responsible for improving your own teaching/preparing yourself to student teach? List at least 1 suggestion here and sign your post by typing user:chericem1 3 times. One of the biggest things would be preparing practice lessons or even just **planning instructions** for an activity. It would be helpful if we had to prepare and then present to the class and get feedback. It would also be helpful to have a collection of different "starters" that students would complete as they entered the classroom. Maybe we could bring a new idea for a starter to class everyday and one person will actually have us do theirs each day. user:OHprofesora I want to make myself gather a few useful texts every week along with two or three activities. I feel like if I had to do this as homework it would make be do it. I know its lame, I shouldn't need assigned, but I feel like I do.user:pavlo26 I like Steele's idea (at least I think that's who wrote the suggestions above me...), and I feel the same way! Also, I would like to explore different themes (such as the extraterrestrial theme we saw the other day) to plan a unit around, find social issues related to this theme, and see how it relates to Latin America or our own community. user:kristen_michaelis I know Dr. M has already encouraged us to gather materials and texts for various themes, but maybe if I was //assigned// a specific theme and I had to find texts for it, I'd make the effort to gather texts. Once we know where we are student teaching, we can find out ahead of time what textbook they use and practice teaching using the textbook. I'm student teaching in music, so here's a parallel to what I would want to do. For instance, in Alpine District, all the junior high beginning bands have to use the same band method book. If I were assigned to Alpine, I'd want to get myself really familiar with the book so that I know what supplemental materials I would need to create and provide to better scaffold the learning. user:amoperu It would be nice to plan a lesson together as a class and have a few students teach the same lesson so we can see how different people approach the same lesson. suer/spanishteach I love the idea of having us present a lesson on the same or similar topics so we can see how different people approach things. I think that is brilliant. sleger22 sleger22 sleger22 3) Continue to explore the tools on this page: http://click2collaborate.wikispaces.com/MaFLA+2013+Agenda
 * Here is the same list of tools categorized 21st Century Skills
 * Here is the same list of tools, but located on your wiki

=** Oct. 22 **=

1) What did you learn from your explorations last Thursday? Post your comments in this [|discussion forum].

2) Read: [|How a Radical New Teaching Method Could Unleash a Generation of Geniuses]

3) If we were to try to implement that method in our methods course for the rest of the semester, what might that look like? What might it look like in a world language classroom? Post your ideas on [|Tricider].

=** Oct. 17 **=


 * We will not be officially meeting for class on Thursday, 10/17/13. Instead, please choose AT LEAST one of the options below and complete it during class time. I recommend that you meet together at the regular time in our regular room so you can talk about what you are discovering as you work and so that you can help one another when you get stuck.**

1) Explore the technology tools page of this wiki.

a) Choose at least 5 tools on the page. b) Register for each one. c) Try to create something in each one. d) How could you use each one to as a tool to engage students with new material? e) How could you involve students in using each of these tools to create something with the target language?

(Note: Also, if you haven't explored the other pages on this wiki, you might want to do so.)

2) Explore the materials from Dr. M's 6-hour MaFLA workshop: // The Culture Connection: Linking Language, Learners, & Life // (these will not be completely available until Thursday at 11 a.m.)

a) Work through the materials (recognizing that not everything has been posted yet and that some portions are intended to be supported by a PowerPoint or by face-to-face interaction). b) Play with the tools. c) Come to class prepared to share what you learned.

3) Explore the materials from Dr. M's 3-hour MaFLA workshop: // Click to Collaborate // (these will not be completely available until Friday at 12 p.m., but you can still start exploring what is there during class)

a) Work through the materials (recognizing that not everything has been posted yet and that some portions are intended to be supported by a PowerPoint or by face-to-face interaction). b) Play with the tools. c) Come to class prepared to share what you learned.

=** Oct. 15 **=

1) Bring a bulleted list of 5 different activities you could have students do with the texts you have selected. Try to include things that will help students use higher order thinking skills.

2) What have you learned about lesson planning so far that intrigues you, surprises you, or confuses you? Post your answers in this [|discussion forum].

=** Oct. 10 **= 1) Complete this worksheet. a) Read the scripture or quote in the first column. b) Explore the links in the second column. c) Jot down your thoughts in the third column. d) Bring a hard copy of the completed worksheet to class.




 * Oct. 8 **

1) Choose a topic. 2) Write 3 objectives related to your topic (a language objective, a content objective, and a culture objective). 3) Find at least 3 culturally authentic "texts" in Spanish about your topic.
 * Choose a grammar or vocabulary topic from a Spanish I or II text.
 * Try to "contextualize" your topic by connecting it with a social issue and/or a cultural context.
 * Example: House-->Homelessness
 * Example: School-->Education
 * Example: Shopping-->Fashion
 * Example: Present Subjunctive-->Advertising
 * Example: Preterit v. Imperfect-->Childhood

Bring a hard copy of your topic and objectives to class. Post the links to your "texts" here (or bring hard copies to class):

Introducción al tema la familia La Familia de Espana: []
 * Steele Pavlovsky**

[]

Una familia ecuatoriana: La familia Morales (Asi se dice pagina 76-77)

Recetas de Peru (medidas de la cocina): [] Medidas de Costura [] Current Gas prices [] Currency exchange calculator []
 * Rebecca Bahr**

Deforestación en Peru [|__http://peru21.pe/actualidad/deforestacion-peru-preocupa-fao-2136320__] Sobrepesca en España [] Contaminación del aire en Mexico [|http://www.animalpolitico.com/2013/04/mexico-2o-pais-de-al-con-mas-muertes-por-contaminacion-oms/#axzz2ggqP1hnb]
 * Sarah Pusey**

Ashley Mackay- texts http://www.youtube.com/watch?v=Pgn4jLJ5rdw http://www.24-horas.mx/admite-pena-nieto-deficit-de-vivienda-en-mexico/



Collin Nicholas: Texts

1) El gobierno mexicano tomando pasos de irradicar la obesidad en su pais:

2) una inforgrafía sobre la obesidad en el mundo: 3) para los jovenes: un articulo que presenta varias formas de ser activo: [|__http://kidshealth.org/teen/en_espanol/cuerpo/healthy_weight_esp.html__]

Stephanie Leger--texts 1. [] 2. http://descubriendomiverdaderoyo.wikispaces.com/10-%C2%BFQui%C3%A9n+soy+yo%3F 3. [] (this is a documentary about the lost children of Argentina during the coup d'etat in 1976 who have regained their identities thanks to "las abuelas de plaza de mayo." Using this whole documentary might not be efficient use of time, but there are a lot of clips that can get students thinking about how one would even rebuild an identity after a situation like this. Not to mention it can help bring a focus to a very positive aspect of Argentine culture, the symbol of hope and determination that las abuelas stood for, that developed in the midst of scary and troubling times.)

Joe Leatham --texts 1) @http://www.youtube.com/watch?v=3bpmJLV0Xuo  (OHS lockdown)

0:22 “La tension **inici****ó** a las 9:30 de la mañana.

0:52 “Los oficiales **continuaban** llegando para…”

1:00 “Mi hija me **habl****ó**, luego luego que algo **estaba** pasando aqui, por eso **vine** para aca.

1:16 “Afuera, más de cien padres de familia **esperaban** angustiados”

2) [] (La fuga de las cucarachas)

3) h[|ttp://deportes.terra.com/nfl/resumen-semana-5-de-nfl-2013-quedan-tres-equipos-invictos,044533b0a8f71410VgnVCM3000009acceb0aRCRD.html] (Sports news)

4) [] (Noticias no Confiables)



=** Sept. 24 **=


 * Read Ch. 14 from Taylor & Bateman **


 * Meet in our regular classroom (JFSB B181) **

=** Sept. 19: Copyright **=


 * 1) Begin your** **FLTEACH Project** (due near the end of the semester).

a) Click here, choose a month, and read 5 threads: b) Complete the assignment: c) You will be graded using this criteria: d) Sample projects are located here


 * 2) Watch: [|A Fair(y) Use Tale] **

=** Sept. 17: Proficiency **=

1) Skim this document and bring your questions to class next time: [|ACTFL OPI: Answers to Frequently Asked Questions] 2) Skim this page: [|ACTFL Performance Descriptors] 3) Familiarize yourself with this document ([|Download here])

=** Sept. 12: National Standards & Proficiency **=


 * Complete: [[file:National Standards & Proficiency Guidelines Study Guide 2012.doc]] **


 * Use these documents to help you do so:


 * National Standards in Foreign Language Learning Project. (1999). [|Standards for foreign language learning: Preparing for the 21st Century] (Executive Summary)// . // Alexandria, VA: Author.


 * [|ACTFL Proficiency Guidelines (Updated 2012)]

=** Sept. 10: No homework **=

=** Sept. 5: Getting to Know You **=


 * 1) Join [|Wikispaces] **

a) Choose a username b) Choose a password c) Add a working e-mail address d) Check NO (about making a wiki) e) Click submit


 * 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 "378" in the box e) Click submit


 * 3) Sign up to give the opening prayer.**

a) Go to the Bienvenida page. b) Click "Edit." c) Choose a date. d) Type ~ three times. e) Click "Save."


 * 4) Finish your wiki student page.**

a) Go to Student Pages. b) Click on your initials. c) Add: d) Click "Save." e) Once I have recorded your scores, you may use these pages to take notes in class.
 * Text
 * A link
 * An image
 * A document
 * A video (embedded)
 * One other item that is not a video (embedded, NOT just linked)


 * 5) Complete: Course Information Survey**


 * 6) Complete: Student Teaching Information Survey**


 * 7) Complete: Technology Survey **


 * 8) Take: True Colors Test **


 * Take the paper test that was distributed in class.
 * Submit online results using this form ,
 * Bring the paper test with you to class.

**9) Complete**:


 * 10) Begin your** **FLTEACH Project** (due near the end of the semester).

a) Click here, choose a month, and read 5 threads: b) Complete the assignment: c) You will be graded using this criteria: d) Sample projects are located here


 * Optional:**


 * You may wish to join:**

//[|BYU Undergrads]// group on Facebook.

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

[|//FLTEACH// Group on Facebook]


 * You may wish to register to participate:**

[|AATSP] - July 8-11, 2014 in Panama City, Panama

[|ACTFL] - November 22-24, 2013 in Orlando, FL



[|SWCOLT] - April 24-26, 2014 at Snowbird Resort in Snowbird, UT

[|UFLA] - October 5, 2013 in TBA, UT


 * You may wish to read** the following pages about True Colors:

Print version of the test: []

Additional Information on how this can help you with classroom management, etc.: []

[]

Activity Sheets; Agenda for Today; Archives;Assignments for Today; Assignment Sheets; Important Dates; Links to Supplemental Resources; Observation Appointments; Program Links (BYU); Reading List; Student Pages; Syllabus & Schedule; Tech Tools

CM; CMAgendas