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PERU NOV. 20-30, 2018
Spanish 3 (1st/4th)Day 1: Tue. Nov. 20
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ELD 3 (3rd/7th)Day 1: Nov. 20/26
Routine 11 Routine 12 Routine 13* |
Heritage Spanish 1-2(5th/8th)Day 1: Mon. Nov. 26
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Mon-Tue, May 21-22, 2018
sub_plans_5.21-22.18.pdf | |
File Size: | 659 kb |
File Type: |
Wed. Apr. 10, 2018
ELD 3 Slides (if you have trouble viewing it, get a student to log in to csddocs.org)
Sub Plans Wed. Mar. 28, 2018
A-day, Regular Schedule
1st Period- Spanish 3Trusted students: Emily Erikson and Victoria
This class is English Language Development and is an additional English class for students who speak another language at home. This is the highest level so students have basic conversational English down very well (a few more recent comers have accents, but their comprehension is high; many of my students have been here since Kindergarten or before). We focus on acquiring more academic English in this course.
1st Period- Spanish 3Trusted students: Emily Erikson and Victoria
- Take roll
- I didn’t give you a seating chart for the IB kids, but they sit in the section next to the door. Maria Guevara can sit with the rest of the class and join a group/partner with an absent student.
- IB kids will work quietly on their “2013 Paper 1” which is due Friday at the start of class. They may use their references and their laptops. Madi and Hannah need to complete Peer Reviews on Canvas.
- The rest of the class will do the following lesson plan:
- Pass out yellow packets
- Tell them to write their names- This class can be conducted in Spanish
- Play the video and have students write the ways the singer expresses the ideas/concepts from the flower, what words/expressions does he use, what message does he give, for what and why does he feel grateful?
- Turn the page. In previous activities, students have brainstormed the things that make them happy. In part b, have them reflect (in Spanish) what things they have in common with Fonseca (the singer).
- Have them share (in Spanish) their ideas with their classmates and write a compare/contrast (in Spanish) under part c.
- They can cross out part d. We might go back to it when I return. (now 20 min. in)
- Next page, have them read the instructions in Spanish with their partner. They need to check the things they’re grateful for and write why. If they’re smart-A’s they’ll realize they have to write less reasons why if they check less things. If they ask, tell them they need to come up with reasons of why they’re grateful for at least half of those things and write their ideas in Spanish under the “Porque” column.
- On the back side, they can cross out b and c. We might go back to it when I return. (now 40 min. in)
- Third page, have them read the instructions with a partner. Then they read the info about each Colombian athlete. For part b. they pick one to research further. You can assign one athlete to each of the 4 groups or let them dib. Their groups need to be with their “table” members. There will be a few outliers that don’t have a full table of 4 so you can assign them to other groups, but try to divide it so none of the 4 groups have more than 5 members.
- Students search the internet to find out more about their group’s athlete’s accomplishments and comments about their passion for the sport and an active lifestyle. They can use the links on the sub plans webpage of my website. (Caterine Ibargüen, search https://commons.wikimedia.org for other info)
- Each group picks a member to play the role of the athlete. The other members ask them all 4 questions in part c. As a group, they need to research together to help think about how that athlete would answer those questions. Practice their interview (in Spanish).
- At the end of class, groups present their interviews with the Colombian athletes.
This class is English Language Development and is an additional English class for students who speak another language at home. This is the highest level so students have basic conversational English down very well (a few more recent comers have accents, but their comprehension is high; many of my students have been here since Kindergarten or before). We focus on acquiring more academic English in this course.
- Take roll
- Turn the lesson over to Mrs. Salazar (you can both read instructions below)
- Pass back last time’s yellow sheets from the basket.
- Any students who weren’t here last time can be pulled aside to work with the sub and each other to complete the interviews (they can interview each other and the sub).
- Have students finish writing their synthesis. Once they’re done, have them all, at the same time, practice reading their synthesis aloud—twice.
- By the time absent students are done making up their interviews with the sub, the other students should be done practicing reading their synthesis.
- Partner A’s pick up their chairs and move them to the side wall by the door. Partner B’s pick up their chairs and move them to the front wall under the board.
- Mrs. Salazar supervises the side wall students and sub supervises front wall students. I like to sit in the chair of the student who is presenting their synthesis.
- Students read their synthesis (reports of their interview findings) to the group using a nice public voice while their group members listen attentively and respectfully.
- Once all students have presented, they wait quietly until the other group is done, then everybody’s takes back their chairs to their assigned seats and waits for the next part of the lesson. (This shouldn’t take longer than the first 30 min. of class)
- Go to my resiliency unit webpage and play 2 videos under the “Getting Knocked Down” section: “I get knocked down” and “Human Chain”
- Pass out the green papers and tell them they’re going to listen to the full-length song from the Human Chain video called, “Ali in the Jungle”
- Have them listen to the song and follow along with the lyrics (it replaced a worse word with Damn--sorry)
- Divide them up into 5 groups and have each group study a person that was mentioned in the song. Give them the biographic info. packets. Make sure they don’t misplace or damage them as the next classes need to use them.
- Groups prepare to present to the class about who the person was and what made them resilient. Each group member needs to speak during the presentation. Groups can write/draw on the board during the presentation to help classmates understand.
- During the last 15-20 minutes of class, groups present on their people and classmates listen attentively and respectfully and take notes. 5 out of the 6 people will be covered.
- Collect students’ papers at the end and put in the basket.
Sub Plans Tue. Mar. 27, 2018
B-day, Assembly Schedule
5th Period- Heritage Spanish 2Trusted students: Melania and Mario
5th Period- Heritage Spanish 2Trusted students: Melania and Mario
- Take roll
- They have 2nd assembly so don’t let them convince you otherwise.
- Pass out the pink worksheets that say “La dieta mediterránea” at the top
- Remind them to write their name date and period
- Read aloud the quote from Juan Molinero and then have the class chorally read the questions after COMPARACIONES
- Explain what the questions asking and maybe give them a possible example
- Give them 3 minutes to come up with and construct their written responses
- Remind students that starting this quarter, Srta. Hawkins is not accepting late work. Therefore, this is due at the end of the period in the basket and there will be no sharing work (copying off each other’s papers) during or frantically at the end of class.
- Call on students randomly to share what they wrote (hopefully in Spanish); if they’re not cooperating or are unprepared, give them guided questions—try to stay in Spanish.
- Once they’ve shared. Direct them to page 2 of the worksheets and have them pre-read the questions. Do this as a class and randomly call on students to read each question #1-10. You don’t need to read the answers.
- Afterwards, read them the introduction to Fuente #1.
- Then have students read the text with their assigned partners (see seating chart). You can move a few students around to accommodate for absences if necessary. Have them read every other line (short enough to force them to follow along while their partner reads, hopefully). They shouldn’t take more than 4 minutes (that’s all they have on the AP test).
- Walk around and monitor this. If students are off-task join their group or be their partner. Get them reading and on-pace, then return to monitor other students.
- When everybody’s finished, read them the introduction to Fuente #2, and instruct them to take notes while they listen on page 3.
- Play Fuente #2 by opening the audio file on my desktop in VLC or windows media player. Skip to 6 minutes and 20 seconds. Listen. At about 9 minutes, they will give them a minute to read and review the questions again, then they’ll play it again. Remind them to add to their notes while they listen the second time. At 10:23, they’ll listen again. The audio is done a little after 13 minutes.
- Give them time to answer the questions and write justifications. The whole thing is due at 9:05. No late work will be accepted so tell them to stay focused so they can finish it.
- If even the focused, hard-working students can’t finish in time, let me know, and I’ll give them more time next class, but don’t let them know that.
- At 9:05 a bell will ring for the 1st assembly kids to go back to class—not to release 5th period (upstairs at least). Other 2nd floor teachers will release kids into the hall, but don’t let them leave. You can, however, take this time to collect all of their worksheets, reminding them to write their names. When another bell rings at 9:10, you can excuse them to go to the assembly. (Unless admin instructs teachers to do otherwise over the intercom).
- Lock the door and go to the assembly. I am supposed to supervise the lower south section. I don’t know if they expect you to take my place, but you might find the SBO election videos entertaining and you’ll know when to go back to the room for 6th period. They often finish assemblies early and mistakenly cut 5th period short (I’m bitter—lol), but just go with the flow. You don’t need to take 6th period roll until 10:20 as far as I’m concerned.
- Take roll
- Turn the lesson over to Mrs. Salazar (you can both read instructions below)
- Pass out yellow interview sheets, write names and date
- Show slide 40 on the projector (see link on my webpage) and have students copy bulleted phrases into the blank space in the top and side margins on their sheet
- Practice explaining the purpose. Partner read then repeat tricky words as a class.
- Practice providing background. Partner read then repeat tricky words as a class.
- At 10:40 a.m. go next door to Ms. Snopek’s room, knock (she always has it locked), and tell her how many students you need to come over (hopefully she has enough to match ours—her classes are almost smaller than ELD!). If there aren’t enough students, ask some of Snopek’s students to be interviewed twice by two different ELD students or let some ELD students interview two staff members instead.
- After, pass out the staff member slips (in envelope). Tell them that there’s no trading or whining or asking for different people. They need to go to the numbered staff person highlighted and then, only as a back-up, go to the other staff members listed on their slip.
- Mrs. Salazar can supervise students leaving the classroom and accompany some less responsible ones in the hall, but the sub needs to stay back and supervise the classroom.
- When kids return, ask them who they interviewed, give them a new slip if they were out of luck, and if they did it, they can start writing their synthesis.
- Due to a short schedule, I don’t anticipate many students getting through the synthesis, but have them pass all the yellow worksheets (with their names) into the basket at the end of the period anyway.
- Take roll
- Pass out yellow packets
- Tell them to write their names- This class can be conducted in Spanish
- Play the video and have students write the ways the singer expresses the ideas/concepts from the flower, what words/expressions does he use, what message does he give, for what and why does he feel grateful?
- Turn the page. In previous activities, students have brainstormed the things that make them happy. In part b, have them reflect (in Spanish) what things they have in common with Fonseca (the singer).
- Have them share (in Spanish) their ideas with their classmates and write a compare/contrast (in Spanish) under part c.
- They can cross out part d. We might go back to it when I return. (now 20 min. in)
- Next page, have them read the instructions in Spanish with their partner. They need to check the things they’re grateful for and write why. If they’re smart-A’s they’ll realize they have to write less reasons why if they check less things. If they ask, tell them they need to come up with reasons of why they’re grateful for at least half of those things and write their ideas in Spanish under the “Porque” column.
- On the back side, they can cross out b and c. We might go back to it when I return. (now 40 min. in)
- Third page, have them read the instructions with a partner. Then they read the info about each Colombian athlete. For part b. they pick one to research further. You can assign one athlete to each of the 8 groups (2 groups for each athlete) or you can have them dib, but each athlete needs to be covered by 2 groups.
- Students search the internet to find out more about their group’s athlete’s accomplishments and comments about their passion for the sport and an active lifestyle. They can use the links on the sub plans webpage of my website. (Caterine Ibargüen, search https://commons.wikimedia.org for other info)
- Each group picks a member to play the role of the athlete. The other members ask them all 4 questions in part c. As a group, they need to research together to help think about how that athlete would answer those questions. Practice their interview (in Spanish).
- At the end of class, groups present their interviews with the Colombian athletes.
3/21/18
8th Period Spanish 3
- Take roll - Here is the seating chart; Richard sits where Daysi sits temporarily; students without partners can pair up
- Display slide 185 (Exercise #42- El Tejo) and have students read about Tejo then display slide 186 and play the video about Tejo
- Afterwards, have students read and answer the conexiones questions in their notebooks
- Have students pull out the worksheet from last time and finish going over the questions we didn't finish from last class (Actividad 9, Paso 2, parte c #4-6)
- Afterwards, tell students to save the worksheet in their binder.
- Pass out Actividad 11 worksheets (I sent them to the copy center, another teacher should have brought them by or you can pick them up from A-208) - Links to Paso 1 and Paso 2
- Let students know that there will be NO class break today and that their vocab quiz will be at the end of the period
- Have them complete Paso 1 with the people sitting in their table of 4; This deals with the sites/events in their community/city/state/country that might be of interest to tourists and whether any of them promote healthy living habits
- Then they read the blog in partners, and answer questions about it in Paso 2. If they don't have time it's homework.
- At 2:10 (regardless of how much of the above content they've gotten through), have them put everything away except for a pencil. Everything off and under their desks with no papers showing face up. Have them separate their desks and go in "airplane mode". Once, they're set, pass out the quiz (green worksheet).
- At 2:20, have them trade quizzes with their partner and correct. Jordan should have given you the answer key with scoring conversion (13+ = 4, 11+ = 3, 6+ = 2, 0-5 = 1). You can write that on the board. Have them pass in their scored quizzes and put it in the 8th period basket. Don't let them talk you out of giving the quiz.
1/25-26/18
Spanish 3 - 1st/8th Periods
- Take roll (seating charts to left of computer)
- Call for Spanish Fair permission slips - put in that period's "In" basket
- Pull out pink worksheets from last time titled, "La Tierra de Olvido"
- (1st period only: Finish last four descriptions on pg. 3 - see slide #129)
- (1st period only: On pg. 1 or pg. 3, answer questions b. and c. of Paso 1. Use the sentence frames on slide #133)
- Pass out the pink "Paso 2" worksheets (fill-in-the-blank song flyrics)
- Listen to the song once without the video (hint: the words in the blanks are the vocab words we drew in our notebook exercise last class)
- Listen to the song again, but this time you can show the music video on the screen.
- Listen to the song one last time, and those who have completed Paso 2 can watch the beautiful Colombian landscapes in the video!
- Go over the answers to Paso 2.
- Have students silently and individually answer the questions for Paso 3 in the "Mi idea" row.
- After 2-3 minutes, have them turn to their group of 4 and discuss the questions and answers (in Spanish!).
- Give them a break to go to the bathroom across the hall or get a drink (one at a time), but they cannot be elsewhere in the hallway without a hall pass (different from usual). This is a five minute in-class break unless they need to get a drink or go to the bathroom--no hanging out in the halls.
- Have students cross out Paso 4. We are skipping this step of the activity.
- Have them read the article on the back page with a partner. Every other sentence switch off, and leave out a word for their partner to fill in.
- After have them complete the chart in Paso 5. They need at least 3 boxes filled under each column.
- If there is time left, they can get out the chromebooks and start their Canvas homework (Explora Colombia and Jerga colombiana). If they run out of time, finishing Paso 5 is homework too.
- Take roll (seating charts to left of computer)
- Pass out their prediction papers from the time we started the movie (in front of the "In" baskets for those periods).
- My aide, Ms. Salazar, can help you. She may be late.
- If they don't have a paper, have them pull out a lined piece of paper, write their name on it, and begin today.
- Show the movie, "Dropout Nation." Both periods left off around 16-17 minutes in.
- Pause the movie periodically to have them write down predictions about the characters.
- Collect the papers again at the end of the period, and, if they didn't finish the movie, let me know how far they got.
12/11/17
1st Period Spanish 3
- Take roll
- Have Hermana Buena (Uso) do the class bienvenida (welcome) on slide 99; if she's absent/tardy, ask for a volunteer
- Have them pull out their Spanish Christmas carol (villancico) lyrics (white paper), have them go up to the front and perform it for you acapella, David (Andrew) can set the pitch. Give them feedback as a general audience member of what they could do to improve their performance. Then have them put the paper behind their backs, or try not to look off of it as much as possible for round two. Have them sing it to you a second time (again, they're up front and you're sitting at a desk), and if they improve you can move on to the next activity.
- Pass out the blue rubrics on the table (labeled with sticky note). Make students read just the "Task components" and "Intermediate High" columns for each domain. Have partners switch off reading every other box aloud to each other. After, bring their attention to the backside of the rubric. Explain that the Paso 1 page includes some unfamiliar vocab they may need to understand for the reading portion of the test, and the Paso 3 page describes the interview and what info. to prepare to answer some questions about their campaign. Ms. Hawkins will also post a quizlet link to the website with some additional vocab that would be helpful to study for the test.
- Show slide 100- Carta a un amigo secreto dia 6 (secret friend letter day 6), have them get their letters out of the pockets. When everyone's sitting, ask a volunteer to read the prompt. They can finally reveal their name today. They can write about whatever I want. I won't be there to answer questions in Spanish after, but ask them to wait until the end of writing time to look things up in a dictionary (paper or online translator). Play this music playlist for 10 minutes, then at the end give them time to look up words then tell them to put their letters back.
- If they finish #1-5 by 8:40 a.m., they can have a 3 minute IN-CLASS break. They must take the hall pass if they want to go anywhere but the bathroom or to get a drink. I usually let them chill in the hall, but tell them not with a sub today.
- Pass out Actividad 10 (labeled with stick note). Have them write their names, date, and period. They are to collaborate together in small groups to complete the activity. They may use the chromebooks (cart unlocked) to look up unfamiliar words, and to research the campaigns it gives examples of in greater detail. There is also info. about those campaigns on our Spanish III webpage. If they finish before class ends, they can turn it in the basket, but if they'd like more time to complete it and study with it at home, they can turn it in tomorrow (just make sure it gets in my basket before Thursday when we go to the lab for the test).
- Tell them to check the website for homework and other test prep stuff.
- Students can message me on "Remind" if they have questions on their classwork. I'll just be sitting in a boring training so I can answer.
- Take roll
- Do the yellow Modal Verbs worksheet (labeled with stick note)
- Give them 20 min. to complete it, then collect it and put it in the 2 - In basket by the window
- Have students pull out some lined paper, they can get some from the drawer if they need it, and write their name, date, and period in the top right corner
- Show the film, "Dropout Nation," and when appropriate pause it and ask them to write down a prediction
- They should have five predictions written down by the end of class
- Collect the papers and put it them the 2 - In basket by the window
2/1/17
SHS
- Link to slides
- Link to BYU Spanish Fair album
1/31/17
Spanish 3
- Link to slides
- Link to Acompáñame a la escuela
- Link to El jardinero (Talk to them about diminutives)
10/27/16
2nd Period
3rd Period (conduct these classes in Spanish)
4th Period
- Present slide 32 as they come in
- Take roll and explain agenda
- Turn the time over to Ms. Hoang and Ms. Jones to teach (you could move slides 33-36 along as they do)
- Monitor the students or be the missing partner--encourage them to use the oral speech frames and get them to share & push them to write precise vocab in the ten-minute papers
- Prepare to present an example claim 1 or 2 from pg. 122 (you can use what the annotated teacher's edition has written if you want)
- When they finish pg. 123 they can put away their stuff and have a drink/phone/bathroom break as long as they're good in the halls
- Click on this link to watch Freedom Writers - I should be logged in
- I don't think you'll get this far, but there is an F word to edit out when she pulls Jamal into the hall 3/4 way through the movie
3rd Period (conduct these classes in Spanish)
- Take roll
- Collect pink packet from last time (see copy with post-it on my desk)
- Have row leaders grab La llorona books
- Read Ch. 10 out loud to them; occasionally pause and point to someone and they have to say the next word, if they have to find their place, make them read a paragraph in a public voice
- Start "The Book of Life" at 37 minutes in - Put the audio in Spanish; no subtitles needed in either language
4th Period
- Present slide 56 as their warm-up in their exercise notebook
- Take roll
- Read Ch. 8-9 as a class; assign roles and books to Laney and Luis; play narrator role reading everything but their dialogue--pause and point like you did for 3rd period when reading your part
- Class break
- Read Ch. 10 in partners - read every other paragraph
- Put the books back when they're done
- If there's time, DON'T LET THEM GO AHEAD; you can start watching the movie from last period at 0 minutes
5/2/16
4/18/16
Link to videos for 1st period
Click on episodes 1 and 2 and watch the YouTube videos full-screen
Click on episodes 1 and 2 and watch the YouTube videos full-screen
3/31-4/1/16
Spanish 2 (6th, 1st, and 4th)
ELD (2nd and 7th)
- Take roll (students do not need books or notebooks)
- Hand out permission slips to those going to the fair (see list)
- Go to the S-lab
- Students need to be working on their Spanish Fair Event Presentations
- They were supposed to turn in a script today, walk around to the various groups and proofread their work (You get to use your Spanish! Thank you :)
- The lab aide should help keep them on task
- Their spring break homework is to work on their projects which will be due when they get back
- Take roll (students do not need books or notebooks)
- Go to the S-lab; have students carry headset box on back counter
- Students will be rehearsing tasks they will see on the Listening and Speaking portion of the AAPPL test; Tell them to go to the Spanish 2 page of my website for instructions; if they finish early they can finish up their writing tasks on Canvas if needed or move on to peer reviews
- Lab aide should restrict all internet access to the following sites: http://aapplcb.actfl.org/ , Canvas, and my website
- They are welcome to use their binder references but not google translate on their phones--or other dictionaries
- Their spring break homework is to finish rehearsing the speaking and writing tasks and to do their peer reviews
ELD (2nd and 7th)
- Take roll
- Tell students to get exercise notebooks
- Project these worksheets: #94 - #95
- Write the answers in notebooks, review as a class.
- Have them get out their grammar packets (#91-95 on complex sentences)
- Tell them they will be turned in at the end of class
- Walk around monitoring and helping them to complete it; Ariana (my aide) can help during 7th period
- 5 minutes before class ends have them turn their packets into the basket
Thu. Feb. 18, 2016 - UFLA Conference
Wed. Feb. 17, 2016 - District Meeting Day
click here for sub plans
Spanish 2 (1st/4th)
ELD (2nd)
Spanish 2 (1st/4th)
- Project Ejercicio #54 slide (take roll while they complete it--remind them to use their blue vocab sheet to help them)
- Have them get their books from "el expositor" for silent sustained reading in Spanish; Have them read for exactly 10 minutes. Project these rules.
- Give them 5 minutes to fill out mini-report in their yellow packet (they know). After 2-3 minutes display the next slide to prompt those who finish early to get their "cartas" from the pockets--they can read their messages while other students finish their reports.
- Project Cartas a amigos secretos - Día 3 slide. They need to write for 5 minutes. After the time is up, you can answer their questions on how to say words. You can play some Spanish music from Windows Media Player while they write.
- No "pausa" because we're on assembly schedule.
- Have them pull out their phones to play kahoot! If they don't have a smart phone, have them team up in groups of two. Chromebook carts are off limits on sub days (sorry!)
- Click on this link. I think chrome will still remember my sign in, but text me if not. Drag the game to the projecting screen, and if you need help running it a student can help you. There's also an automatic setting.
- Make sure to leave 10-15 min. at the end of class for the quiz. Have them put everything under their desk except a piece of paper and pencil.
- Project this slide for the quiz. Make sure they draw an illustration with a present-progressive caption. Turn into basket when done.
ELD (2nd)
- Link to film, "Dropout Nation"
January 19, 2016 - district meeting day :(
Windows key + P to extend or duplicate screen
Spanish 2
ELD
Spanish 2
- Take roll
- Have row leaders get Pobre Ana books and cuadernillos
- Turn to pg. 26 and read Ch. 6
- Assign roles to be Ana, Patricia, & Ricardo and hand out higlighted scripts; encourage good acting
- Show this slide and have them complete the activities from the spiral bound cuadernillo in their notebooks (#41-42)
- At 8:45 (1st)/ 2:50 (4th), have them read Ch. 7 (pg. 30) in partners, switching off every other paragraph
- After they finish reading, show this slide and have them complete the activities from the spiral bound cuadernillo in their notebooks (#43-44)
ELD
- Take roll
- Lesson: Taking Pictures--Film English; Skip steps 8, 9, and 11; This should take no more than 20 minutes.
- Proofreading Packet: students need to turn it in to the basket complete at the end of class. Walk around and answer questions.
December 1-2, 2015
Spanish 2
ELD
- Display slide 193 (Ejercicio de cuaderno #31) as they come in.
- Take roll. Have row leaders get Pobre Ana books.
- After a few minutes, review answers of warm-up. (or have students go write them on the board)
- (4th period only display slide 192)
- Give them exactly 5 minutes to finish their homework (blue sheet)--they needed Pobre Ana books to finish puzzle.
- Go over the answers, but have them hold onto their homework to study (good ser/estar reference on front).
- Read aloud Pobre Ana Cap. 4. (pg. 19) to the class.
- Display slide 194 (Ejercicios de cuaderno #32-33), and read instructions.
- Give them no more than 15 minutes to revisit the text and complete their cartoon. (6th and 4th period only: during this time pass out papers in the out-basket; they will need these to study. Use the pictured seating charts or call their names and have them raise their hands--shouldn't take longer than 15 minutes.)
- NO CLASS BREAK IF THEY ASK FOR ONE (the above should take just half the period)
- Pass out pink ser-estar participation worksheet (writing activity 12, prueba)
- Give them 25 minutes to work on it (those who finish early can pick up homework and vocab sheet)
- After 25 minutes, have them trade with a partner and go over the answers as a class using these keys: writing activity 12 key, prueba key
- Have them hold onto the sheet to use as a study reference.
- Pass out blue vocab sheet and white homework.
- Read over the instructions as a class and model a few from each side on the board, but don't let them copy.
ELD
- Tell students to pick up the "Bronx Masquerade" novels off the counter as they come in.
- Read pg. 123-145. Click here for the Audible link. It starts from Section 59.
- After you’ve read, pass out the green response sheet. Tell them it’s due at the end of the period.
- Encourage them to go back into the text.
- Monitor them as they are writing and make sure they’re writing complete sentences.
- Turn in basket when done.
November 18-19, 2015
Spanish 2
ELD
- Show them plans. Tell them they need to work hard to get through all of them.
- Correct ser vs. estar packet. Use this link. Skip some pages.
- Start as soon as the bell rings—no extra time to finish.
- Have them trade with a partner.
- Remind them to circle 1-4 and pass into the basket.
- Fill out green slips. Give them 5 minutes. Display this so they can see better.
- Read Pobre Ana.
- Row leaders gets novels for everyone in their row.
- Read the first part to them with expression, modeling good pronunciation, and making it comprehensible. Then set them free to read in partners trading off.
- Pass out the buff-colored communication panels. Remind them not to write on them or lose them. (I’m saving these to make into master booklets.)
- Students retell the events in the story using the illustrations and a 1-2-3 approach: character + verb + object
- The Vocabulario Adicional provides additional words (connectors like y, pero, porque...) to add complexity--score a 4!
- Walk around monitoring and prompting students with the verbal retelling.
- Hold onto master copies for (home)work assignment.
- Display slide #184
- Pass out pink papers “Capítulo 2”. Remind them NOT to write on them.
- Have them answer the questions in their notebook exercises (ejercicios de cuadernos) according to the instructions on the slide.
- Make them turn in the master copy clean before they put their notebook away and start on #7
- (Home)work—pink packets from 1-2-3 SPEAK SPANISH
- This is meant to be a participation assignment turned in by the end of class, but if they don’t finish, they’ll have to take it home without a book. Due next time.
- Pass in buff-colored communication panels (NO WRITING!)
ELD
- Tell students to pick up the novels off the counter as they come in.
- Read pg. 82-107. Click here for the Audible link. It starts from Section 41.
- After you’ve read, pass out the blue response worksheets. Tell them it’s due at the end of the period.
- Encourage them to go back into the text.
- Monitor them as they are writing and make sure they’re writing complete sentences.
- Turn in basket when done.
- If they finish, have them pull out their blue character inventory sheets and add new characters and write more on old ones.
November 9, 2015
Spanish 2
ELD
- Take roll
- Trade homework with partner (or fill it out as we go if incomplete, but do not turn it in)
- Correct Saber vs. Conocer Packet using this answer key; Total the points and circle a number 1-4; Return to partner then pass in to the basket
- Students fill out Interpersonal Communication evaluation slips and turn in the basket
- Row leaders get enough yellow Pobre Ana novels from the counter for all the people in their row
- Read Capítulo uno. Read pg. 1-3 aloud to them adding expression to help with comprehension. Have them partner read starting with the last paragraph on pg. 3 until the end of the chapter.
- Pass out the 3 buff-colored sheets with picture panels titled: Ana, La familia de Ana, & Las amigas de Ana
- Students retell the events in the story using the illustrations and a 1-2-3 approach: character + verb + object
- The Vocabulario Adicional provides additional words (connectors like y, pero, porque...) to add complexity--score a 4!
- Walk around monitoring and prompting students with the verbal retelling. Pass in the buff master copies when done.
- Pass out the pink Pobre Ana sheets and have them read and follow instructions on slide 170
- When they finish, have them turn the pink sheet into the basket and pick up homework from the front table (Actividad 12)
ELD
- Before class, project slide 81 on the screen (hold Windows key-P to get extended screen and drag over, then expand full screen)
- As students come in, pass out worksheet and direct students to get Bronx Masquerade novel from the counter; tell them to do #1-2
- When class starts, take roll, read slide 81 and press play on the 6-minute timer video. Once the 6-minutes is up, call on volunteers to review the answers (or see Teacher's Guide).
- Click here to listen to Bronx Masquerade, section 26, 0:50:00 (pg. 51- Leslie Lucas); If you lose your place, click on the 3 menu bars, click bookmarks, then click Leslie Lucas.
- Read pg. 51-57
- Open notebooks to exercise #27--write answers to #1
- Fill out character inventory for Leslie Lucas
- Write response to question #3 of pg. 7 of the response worksheet
- Read pg. 58-64
- Open notebooks to exercise #27--write answers to #2
- Fill out (or add to) character inventory for Judianne Alexander
- (7th period takes b-lunch; continue if you have time)
- Read pg. 65-68
- Open notebooks to exercise #27--write answers to #3
- Fill out (or add to) character inventory for Lupe Algarin
- Read pg. 69-73
- Add to character inventory for Janelle Battle
- As a class Fill out the T-chart on pg. 8 of the response worksheet
- Students answer question #4 on pg. 7 of the response worksheet. Remind them to write in complete sentences and make sure they write at least three sentences per question. Turn worksheets into the basket when done.
- Row leaders return novels to the counter. Put notebooks and folders away.
October 21, 2015
1st period
2nd period
4th period
- Display this pdf, have students copy it down on pg. 20 of their notebook
- Have the whole class choral read "Tarea" on the Spanish 2 page
- Correct their homework using this answer key (if they completed it, trade with a friend; keep after to study--don't turn in)
- Pass out the "errores comunes" white notes sheet; Students read and follow instructions; Do a few as a class; Correct it 45 minutes into class using this key
- Go to S-101 (STEM building bottom-floor computer lab); Students log on and get on Canvas; They go to Spanish 2 course and click on "Peer Review"; Read the writing and make some suggestions for improvement (error correction/adding detail or connectors) in the comment box. Hit save to earn points for the peer review.
- After, they can do the adjective practice which is #5 on the Spanish 2 page of this website.
- If they have any time left, they should follow the tarea instructions and start studying for the quarter final (Friday).
2nd period
- Work on the grammar packet. We are correcting it next class. It is a big part of their grade. It could help them pass if they complete it.
- Walk around monitoring them. Make sure they are on-task and not copying off others.
- Especially check sections D and E. Make sure they have written the right number of complete sentences and have fixed the right number of mistakes. They often get lazy here and lose 40%.
- The main focus on this packet is complete sentences. Urge them to write legibly, starting with capital letters and ending with the right punctuation. Watch out for fragments.
- Those who really finish early (check #3-4 above to make sure) get to practice more for the quiz next time. Have them write 20 sentences (5 commands, 5 statements, 5 exclamations, 5 questions). They then trade with a partner (or do themselves if unavailable), and change them all to different kinds of sentences (still making sure there are 5 of each kind).
- Have them save the grammar packets in their folders when they are done. Do not turn them in. They make take them home if they need more time to finish them, but if they lose them they will be out of luck.
4th period
- Same as 1st period
September 16, 2015
May 20, 2015
Ser vs. Estar Packet Key.pdf | |
File Size: | 10408 kb |
File Type: |
4th period
An image of how stem-changers are called "boot verbs"
An image of how stem-changers are called "boot verbs"
May 13, 2015
5th/6th Periods
- Do the packet on Ser vs. Estar
- If certain exercises are challenging or confusing, you can assure you're doing them correctly by checking them as you go with the key below:
Ser vs. Estar Packet Key.pdf | |
File Size: | 10408 kb |
File Type: |
8th Period
*There are five new students from African who speak almost zero English. They will work with my assistant Marta in the back most likely. In case of an emergency you can review the body parts with them.
- Silent Sustained Reading Time: Each student will read either Crazy Loco or Novio Boy for 15 minutes. After, students will record what they read in their notebooks as exercise #52. They should use #51 as a template for their response (I printed the slide out for those for you to tell students who need extra help).
- Students started making Mad Libs last time. They listed the parts of speech, and then I gave them the second half with the story to fill in the blanks. I left the stories with the names of the students with you. When they complete the lists hand them the stories. For those who finished or weren't here last time (or inevitably lost their Mad Lib--though it's probably in their folder), I made extra copies on the table, and there is a variety of them to choose from. They will need reminders of what the parts of speech are. Direct them to "Quick Review" on the backside of the Mad Lib copies. Students who use those (rather than the torn book pages) should be reminded to fold the paper in half so they don't see the story.
- Once students have turned in a Mad Lib, give them a blue "parts of speech" packet on the table. They will need help with these instructions. Answer questions and then once everyone has moved on to the packet do a problem from each page with the whole class and then let them work independently again.
- If students complete the blue packet and have extra time left, have them do another Mad Lib or let them keep reading Crazy Loco or Novio Boy.
*There are five new students from African who speak almost zero English. They will work with my assistant Marta in the back most likely. In case of an emergency you can review the body parts with them.
Jan. 20, 2015
8th period updated! | |
File Size: | 104 kb |
File Type: |
Nov. 17, 2014
1st Period ELD
- Have students grab the orange books along with their folders/notebooks as they come in
- Call roll (seating charts in plastic magazine rack screwed to side of closet)
- Display this file (click) and call on students to read topics on p. 80-81
- For exercise #19 (?) have students copy & edit #1-4 (also in the white boxes on p. 80-81)
- 8:25ish- Have students form a circle with the desks
- Pass out peer assessment worksheet on brown table, have students write their name
- Pass out 1st period's printed children's books on brown table- students may not review their own book (if there are not enough copies for each student to review one, you may pass out some of 8th period's)
- On the peer assessment worksheet, they must answer the questions for 2 different children's books they review (front & back)
- Also tell students to mark any errors they see, especially the ones like they edited for the warm-up exercise
- When they're done answering the worksheet questions for 1 book and have marked it up, they can start on their 2nd.
- When they've reviewed 2 books, they can turn the worksheet into the basket and look at a copy of their children's book (now marked up and edited by peers). Tell them to write in their own improvements.
- 9:15- Have students move desks back into rows (see dots on the floors)
- Mark participation points (out of 100) on picture seating chart (in plastic crate..I think): -50 for tardy, -10 each time off-task. Use a different color than last sub. Don't be afraid to leave honest notes (also mention any who were helpful).
2nd Period Spanish 3
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Nov. 12, 2014
1st Period ELD
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2nd Period Spanish 3
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4th Period Spanish 1
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p. 48 = 5 min. p. 50 = 12 min. p. 33 = 12 min. p. 34-35 = 15 min. p. 36 = 10 min. ~There will be NO "class break". |
Nov. 7, 2014
5th/6th Period Spanish 3
- Call roll
- Call on student to read: Grammar is not the end goal of Spanish class. Sadly, many students have left the traditional foreign language classroom knowing how to conjugate in 12 tenses, but not actually being able to communicate with a native speaker. Conjugation is, however, important to understanding and communicating well in the language. I've chosen to take today with the sub to go over (in English) what conjugation is and hit the subject as hard as possible. The idea is that you will have a strong foundation to refer to later as you try to communicate.
- Show the slideshow below full-screen and get students started on pg. 12 of the packet
- Students complete packet- Students may work with others and talk about their answers, but they may NOT look at another's paper or read off answers. It will take the whole class period to finish, and anything not done is homework. Remind students to use the time wisely and not work on things from other classes or pull out their cell phones as they will not get any extra time to work on it when I'm back.
- (5th period only- when NHS comes in to collect for food drive, write down the names of the students who donate and how many $ or cans)
- Mark down any trouble-makers on the seating chart
8th Period ELD
- Call roll
- Instruct to student to take their Student Journal for their reading novel and any children's book project materials with them to the lab
- Go to the STEM building 1st floor lab (put sign on door) and take the books next to the podium with you (along with teacher copies of student journals)
- Have students sit in the first 3 rows and next to their project partners
- They may only use a computer as long as they're working on their project (many are done already)
- For the rest of the time, students need to be reading their novels or working on their student journal independently or with a group member--no copying. If they reach their page goal for the book and student journal, tell them to keep going.
- Total their participation pts. on the seating chart. 100 pts. total: -50 if their late, -10 for each time off-task or other misbehavior
- At 2:15 have them log off, push in chairs, and go back to class. Have them put their folders away, take roll again to catch sluffers or late-comers. Adios!
Oct. 8, 2014
1st Period ELD
- Take roll (many 10th graders will be absent)
- Read the (blue) article "Who Isn’t Graduating From High School?" and fill out the chart on the back to summarize- turn-in to basket
- Watch Dropout Nation (top video) full-screen and earn participation points by staying awake and putting your phone/ipod away
- Stop periodically to ask students to make predictions and to check understanding
2nd Period Spanish 3
- Take roll (many 10th graders will be absent)
- Diario #5 - write for 5 minutes continually moving pencil and not talking with peers (you can play this song in another tab to gauge time)
- Return notebooks to hanging folders in filing cabinet; ejercicios #1-10, and diarios #1-5 will be graded
- Picture Walk (see instructions) - adhere strictly to rotation time limits
- 3 minute break "pausa" - phones and bathroom allowed, but only 1 person in hall getting water at a time
- Writing Proficiency Exploration: See this presentation, call on students to read
- Pull out homework page about family tradition (or a diary entry if you didn't do homework)- have 3 people give it an honest proficiency rating using the rubric; rewrite it trying to improve your level of writing--turn it in by the bell
- Homework = finish reading the rated samples in the blue packet and then rate worksheets #1-5 (I know this is very high-order thinking!)
4th Period Spanish 1
- Take roll
- Finish Interpersonal Speaking Role-plays (see list and prompt by laptop)
- Read culture worksheet together (yellow)
- Study yellow flashcards in partners
- Play whole-class game using this Quizlet set (Round 1 = Flashcards, start with Term; Round 2 = Flashcards, start with Definition)
- Time left? Study bubble sheet and some students can take home and keep flashcards. -Don't destroy the room
- ANY OFF-TASK STUDENTS WILL CLEAN THE DESKS AT 2:20 (USE SPRAY CLEANER AND PAPER TOWELS, THEN LYSOL AFTER)