Helpful resources:
Useful websites for learning Spanish:
www.quizlet.com-search by category to find interactive flashcards to match our vocabulary
www.byki.com-Before You Know It offers a free download of interactive flashcards
https://marleneknobbe.wikispaces.com/Spanish+Videos-great songs and teaching videos that I use frequently in class
http://learner.org/series/destinos/resources.html - from Annenberg Media, the same company that produces our Destinos series
Kevin Karla & La Banda or Dani Ride on Youtube perform Spanish language versions of current pop songs
Realidades Online Activities
Spanish I Priority Standards
Online Memory Games
Online Spanish Books
College Prep Resources: ACT Information: act.org SAT Prep: https://www.khanacademy.org/ College Counseling Page: https://sites.google.com/a/ prepnetschools.com/prepnet-college-counseling/ The redesigned SAT: https://www.collegeboard.org/ delivering-opportunity/sat/redesign WOW College Essay Writing website: http:// www.wowwritingworkshop.com/
Lessons are created with the following pedagogical ideas in mind:
1. Howard Gardner's Multiple Intelligences - this is the basic idea that we all learn in different ways. These intelligences include: visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, linguistic, and logical-mathematical. Newer studies have also indicated several more preferred learning styles above these seven basic intelligences: naturalist and existential smarts.
2. Bloom's Taxonomy - as students learn target vocabulary, they are able to perform functions higher than basic recall. The taxonomy gives graduated levels of learning that students should be able to demonstrate as they continue to work with new ideas. The basic levels are the following (from lowest to highest): remembering, understanding, applying, analyzing, evaluating, creating...as you see, the creative process is the highest level order of thinking!
Seating: Tables will be arranged in a format suitable to the lesson:
auditorium - tables arranged touching each other in rows of 2-3 and facing the screen to view images, articles, videos
standard - tables arranged apart from each other individually and facing the front of the room to test, quiz, take notes independently
split-standard - tables arranged apart from each other but facing each other from two sides of the room to facilitate community
circle - tables arranged in a complete circle and touching one another to read and discuss articles and do book work
semi-circle - hybrid arrangement for viewing an article on-screen or grammar lecture and then discussing together
clusters - tables will be arranged touching each other and facing each other in groups of 4-6 for creative visual art projects
Michigan Department of Education (MDE) and American Council of Teachers of Foreign Languages (ACTFL) Standards for Foreign Language Learning Preparing for the 21st Century:
Communication*
1.1 - Students engage in conversations
1.2 - Students understand written and spoken language
1.3 - Students present information
Cultures
2.1 - Students understand practices and perspectives of the culture studied
2.2 - Students understand the products and perspectives of the culture studied
Connections
3.1 - Students reinforce knowledge of other disciplines through study of Spanish
3.2 - Students acquire information and recognize distinctive viewpoints that are only available through the foreign language/culture
Comparisons
4.1 - Students understand the nature of language by comparing Spanish to English
4.2 - Students understand the concept of culture by comparing Latino culture to their own
Communities
5.1 - Students use language both within and beyond the school setting
5.2 - Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment
*These are Wellspring Prep's 3 Priority Standards for languages; all other standards are worked into the communication performances.
Michigan Department of Education (MDE) High School Content Expectations for English Language Arts (2006)(simplified):
STRAND 1: WRITING, SPEAKING, AND VISUAL EXPRESSION
STANDARD 1.1 Understand and practice writing as a recursive process.
STANDARD 1.2 Use writing, speaking, and visual expression for personal understanding and growth.
STANDARD 1.3 Communicate in speech, writing, and multimedia using content/form/voice/style appropriate to audience/purpose.
STANDARD 1.4 Develop and use tools and practices of inquiry and research.
STANDARD 1.5 Produce a variety of written, spoken, multi-genre, and multimedia works, making conscious choices about language.
STRAND 2: READING, LISTENING, AND VIEWING
STANDARD 2.1 Develop critical reading, listening, and viewing strategies.
STANDARD 2.2 Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level.
STANDARD 2.3 Develop as a reader/listener/viewer for personal/social/political purposes, via independent/collaborative reading.
STRAND 3: LITERATURE AND CULTURE Students study and appreciate a rich and varied selection of classical & contemporary texts.
STANDARD 3.1 Develop the skills of close and contextual literary reading.
STANDARD 3.2 Read and respond to classic and contemporary fiction, literary nonfiction, and expository text.
STANDARD 3.3 Use knowledge of literary history, traditions, and theory to respond to and analyze the meaning of texts.
STANDARD 3.4 Examine mass media, film, series fiction, and other texts from popular culture.
STRAND 4: LANGUAGE Language is an evolving tool with powerful personal, cultural, economic, and political implications.
STANDARD 4.1 Understand and use the English language effectively in a variety of contexts and settings.
STANDARD 4.2 Understand how language variety reflects and shapes experience.
Common Core State Standards Initiative (CCSS):
I. Key Ideas:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong evidence to support analysis of what the text says as well as inferences drawn from the text.*
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze its development.*
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters.
II. Craft and Structure:
CCSS.ELA-LITERACY.RL.9-10.4: Determine meaning of words/phrases, including figurative/connotative meaning; analyze word choice.*
CCSS.ELA-LITERACY.RL.9-10.5: Analyze how structure/order of events/manipulation of time create mystery/tension,/surprise.
CCSS.ELA-LITERACY.RL.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the U.S.
III. Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums.
CCSS.ELA-LITERACY.RL.9-10.9: Analyze how an author draws on and transforms source material in a specific work.
IV. Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RL.9-10.10: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.
*These are included in Wellspring Prep's Priority Standards.
Useful websites for learning Spanish:
www.quizlet.com-search by category to find interactive flashcards to match our vocabulary
www.byki.com-Before You Know It offers a free download of interactive flashcards
https://marleneknobbe.wikispaces.com/Spanish+Videos-great songs and teaching videos that I use frequently in class
http://learner.org/series/destinos/resources.html - from Annenberg Media, the same company that produces our Destinos series
Kevin Karla & La Banda or Dani Ride on Youtube perform Spanish language versions of current pop songs
Realidades Online Activities
Spanish I Priority Standards
Online Memory Games
Online Spanish Books
College Prep Resources: ACT Information: act.org SAT Prep: https://www.khanacademy.org/ College Counseling Page: https://sites.google.com/a/ prepnetschools.com/prepnet-college-counseling/ The redesigned SAT: https://www.collegeboard.org/ delivering-opportunity/sat/redesign WOW College Essay Writing website: http:// www.wowwritingworkshop.com/
Lessons are created with the following pedagogical ideas in mind:
1. Howard Gardner's Multiple Intelligences - this is the basic idea that we all learn in different ways. These intelligences include: visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, linguistic, and logical-mathematical. Newer studies have also indicated several more preferred learning styles above these seven basic intelligences: naturalist and existential smarts.
2. Bloom's Taxonomy - as students learn target vocabulary, they are able to perform functions higher than basic recall. The taxonomy gives graduated levels of learning that students should be able to demonstrate as they continue to work with new ideas. The basic levels are the following (from lowest to highest): remembering, understanding, applying, analyzing, evaluating, creating...as you see, the creative process is the highest level order of thinking!
Seating: Tables will be arranged in a format suitable to the lesson:
auditorium - tables arranged touching each other in rows of 2-3 and facing the screen to view images, articles, videos
standard - tables arranged apart from each other individually and facing the front of the room to test, quiz, take notes independently
split-standard - tables arranged apart from each other but facing each other from two sides of the room to facilitate community
circle - tables arranged in a complete circle and touching one another to read and discuss articles and do book work
semi-circle - hybrid arrangement for viewing an article on-screen or grammar lecture and then discussing together
clusters - tables will be arranged touching each other and facing each other in groups of 4-6 for creative visual art projects
Michigan Department of Education (MDE) and American Council of Teachers of Foreign Languages (ACTFL) Standards for Foreign Language Learning Preparing for the 21st Century:
Communication*
1.1 - Students engage in conversations
1.2 - Students understand written and spoken language
1.3 - Students present information
Cultures
2.1 - Students understand practices and perspectives of the culture studied
2.2 - Students understand the products and perspectives of the culture studied
Connections
3.1 - Students reinforce knowledge of other disciplines through study of Spanish
3.2 - Students acquire information and recognize distinctive viewpoints that are only available through the foreign language/culture
Comparisons
4.1 - Students understand the nature of language by comparing Spanish to English
4.2 - Students understand the concept of culture by comparing Latino culture to their own
Communities
5.1 - Students use language both within and beyond the school setting
5.2 - Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment
*These are Wellspring Prep's 3 Priority Standards for languages; all other standards are worked into the communication performances.
Michigan Department of Education (MDE) High School Content Expectations for English Language Arts (2006)(simplified):
STRAND 1: WRITING, SPEAKING, AND VISUAL EXPRESSION
STANDARD 1.1 Understand and practice writing as a recursive process.
STANDARD 1.2 Use writing, speaking, and visual expression for personal understanding and growth.
STANDARD 1.3 Communicate in speech, writing, and multimedia using content/form/voice/style appropriate to audience/purpose.
STANDARD 1.4 Develop and use tools and practices of inquiry and research.
STANDARD 1.5 Produce a variety of written, spoken, multi-genre, and multimedia works, making conscious choices about language.
STRAND 2: READING, LISTENING, AND VIEWING
STANDARD 2.1 Develop critical reading, listening, and viewing strategies.
STANDARD 2.2 Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level.
STANDARD 2.3 Develop as a reader/listener/viewer for personal/social/political purposes, via independent/collaborative reading.
STRAND 3: LITERATURE AND CULTURE Students study and appreciate a rich and varied selection of classical & contemporary texts.
STANDARD 3.1 Develop the skills of close and contextual literary reading.
STANDARD 3.2 Read and respond to classic and contemporary fiction, literary nonfiction, and expository text.
STANDARD 3.3 Use knowledge of literary history, traditions, and theory to respond to and analyze the meaning of texts.
STANDARD 3.4 Examine mass media, film, series fiction, and other texts from popular culture.
STRAND 4: LANGUAGE Language is an evolving tool with powerful personal, cultural, economic, and political implications.
STANDARD 4.1 Understand and use the English language effectively in a variety of contexts and settings.
STANDARD 4.2 Understand how language variety reflects and shapes experience.
Common Core State Standards Initiative (CCSS):
I. Key Ideas:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong evidence to support analysis of what the text says as well as inferences drawn from the text.*
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze its development.*
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters.
II. Craft and Structure:
CCSS.ELA-LITERACY.RL.9-10.4: Determine meaning of words/phrases, including figurative/connotative meaning; analyze word choice.*
CCSS.ELA-LITERACY.RL.9-10.5: Analyze how structure/order of events/manipulation of time create mystery/tension,/surprise.
CCSS.ELA-LITERACY.RL.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the U.S.
III. Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums.
CCSS.ELA-LITERACY.RL.9-10.9: Analyze how an author draws on and transforms source material in a specific work.
IV. Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RL.9-10.10: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.
*These are included in Wellspring Prep's Priority Standards.