In my district we have been required to turn lesson plans in to our administration for about 5 years or so. It seems to have gradually become a more and more cumbersome process, but through lots of thought and discussion with my (awesome and very supportive, and unfortunately for me returning to the classroom this year!) evaluating administrator I feel like I have figured a few things out about the process. I frequently have people ask me questions at conferences and workshops about how to align a CI curriculum to standards and how to communicate our enduring understandings / daily goals / essential questions / etc. to our administrators. I am going to try to break down my own approach to lesson planning and I hope you will reply in the comments with your own tips/tricks and suggestions!
Our school requires us to use Planbook.com and honestly I really like it. If your school doesn’t have a subscription, individual teachers can subscribe for only $12 per year!
Planbook allows you to share your plan with others if you choose, attach documents, and add links. It also allows you to create “templates.” Templates make my life so much easier! It means I don’t have to type the same things every day.
Notice in my template, “Assessments” and “Standards” are a link. I have created documents which explain HOW my regular-talk lesson plan aligns to my “fancy talk” standards. This way, I unpacked my standards ONCE in terms of the types of general activities I do and never need to deal with it again. My administrator is satisfied with this and my life is easier.
The “Assessments” link is a document I created which explains the way I formatively assess on an ongoing basis. For a planned summative assessment, I add that into the day’s plan as an addition under the assessments link.
Where do the links go? I have created Evernote notes for these documents and linked to them. A google document would also work beautifully. I selected Evernote for this purpose because you can attach files to the note itself for future reference.
I made these posters for my wall (you can download them free). If you look on the board, you will see little corresponding magnets. That is how I satisfy my admin’s desire to see my daily “meeting the standards” posted (we all know students can’t learn without that, right?).
In my Evernote note “Standards” which I link to my Planbook lesson plan template, my administrator sees this. Feel free to copy, adapt, use in your own lessons!
Under the “Assessments” link, administrators see this.
I can statements, essential questions, and enduring understandings, OH MY!
Teachers have a much harder time coming up with these types of statements with CI teaching than with grammar-based or textbook teaching. I want to share some examples of how to “talk the talk” that administrators are looking for.
Sample “CI” I can statements (these are all in my unit plan – keep reading!)
(These examples are from my unit on the novel Noches misteriosas en Granada.)
comprehend a level-appropriate novel
narrate in Spanish
discuss theme, plot and characters in Spanish
ask and answer basic questions about a novel
interpret basic information from authentic resources related to Spain, the Alhambra, the city of Granada
identify family relationships
comprehend and respond appropriately to questions about a story
interpret level-appropriate spoken Spanish
describe a person’s travel experience
explain a sequence of events
identify traits of different people
locate on a map and discuss the spatial relationships of places on the map
For essential questions, I tend to focus not on linguistic topics (we all know by now that proficiency is a very unconscious and individual process, not something that students can speed up unnaturally, right?) but rather cultural and thematic issues I want students to understand as a RESULT of having comprehended everything we’ve done.
Again these examples are from Noches misteriosas en Granada.
How does a friendship change over time?
Are there times when the lines between reality and fiction can get blurry?
How do different people react when they are afraid?
How do you deal with a bully?
Are there differences in things like table manners in different countries?
Another time-saver that administrators have approved of is my unit planning. Each unit I teach has a detailed document (use a google drive folder or an evernote note) in which I gather all of my resources together and explain my plan for activities, outcomes and assessments.
This document is not pretty or polished! It is a living document that I edit each time I teach the unit. I can provide my administrator with the link and then in Plan book I can say “See unit plan for more details.”
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This contest begins NOW and will end at 5pm Eastern time Friday, August 12. I will do 3 random drawings of all the entries and announce the winners on Saturday morning!
I saw this meme of facebook recently, and realized how much this really resonates with me and so many other teachers! Going back to school is a really emotionally-charged experience for kids (and teachers).
For kids, they feel most or all of the following:
Nervous about everything unknown
Fearful about whether their teachers will like them
Anxious about whether they have “changed” over summer and whether this will finally be “their year” to become cool/popular/smart/accepted (think about all the “teen” movies where the hero somehow gets transformed and gains social acceptance).
Grieving over their lost freedom
Depressed about their own social situation or relationship status
Overwhelmed at the huge task looming of “getting through” a whole school year
Hopeful that they will like their classes/teachers/activities
Worried that they won’t do well or that they will look stupid in front of teachers/peers
Resolved to make positive changes for the new year
Dreading the feeling of being forced to comply with rules they don’t like/agree with
Tired at the very thought of getting up at 6am for the next 180 school days
Excited about returning to the place where they get to see their friends everyday in person instead of just over Snapchat!
As teachers, we feel many of these same emotions. We need to be really cognizant of the high-intensity emotional situation we are all in as we head back!
Personally, I think we can find some ways to establish relationships and become comfortable with Spanish class without awkward ice breakers. I’d like to share some things I’ve tried that have worked well in the past as well as how I plan to begin this year.
Circling with balls
I know. It sounds dirty. It is NOT! Ben Slavic came up with this term to describe how his novice classes operate during the first couple weeks of school. The “balls” refer to the various sports that kids enjoy playing or watching. In reality you can also discuss video games, dance, rapping, movies, or whatever kids in your class feel passionate about. I highly recommend you learn about this process directly from the man himself by clicking here!
I find that this activity is a great way to learn some really basic high-frequency language structures, but even better, it immediately puts the focus on the students in a very positive way. It feels more like genuine “getting to know each other” and less like an icebreaker. I used this faithfully in Spanish 1 for years. Unfortunately I don’t teach Spanish 1 anymore, but you can still make this type of discussion technique work in any level.
I frequently type up short readings based on the things we have learned about each other in class. We review each day about the sports/activity knowledge we gain from each member of the class and at the end of the couple of weeks it takes to get through everyone I give a comprehension test about the discussions we’ve had.
2.Teach like a Pirate: Play Doh!
I had the honor of meeting Dave Burgess and watching him “perform” as he taught world language teachers how to teach like pirates at iFLT 2013 (and he returned in 2014 which was also awesome!).
One of the many cool tricks Dave shared was his “Play doh” lesson to begin classes for the year. Basically the way it translated into my class was very similar to the “circling with balls” unit. I bought a big multi-pack of play dough and gave each kid a can of dough and a plastic plate to work on. I instructed them to create a sculpture that represented themselves, their summer, their passions, or anything that they wanted to represent themself out of the play doh. I gave them about 5-7 minutes. At first I wanted to be super controlling and limit them to one color and keep them from making a mess, but I realized that would defeat the whole purpose so I stopped being like that.
After they made their creations, I asked a LOT of questions, using Spanish, keeping it simple, writing lots on the board, using cognates, etc. I did MOST of the talking. Caveat: If you want to talk about EVERY kid, it will take more than one class period. You will need a place to store their sculptures and enough play doh so that all kids can make a sculpture if the earlier classes aren’t putting theirs back in the can! Sp think about this ahead of time!
The next year I went to using chenille stems (aka pipe cleaners). It was still pretty fun, but you cannot deny the novelty of high schoolers getting to use play doh!
3. This year, I am going to do circling with balls with my new level 2s (freshmen; they don’t know me and will be new to “CI”). I addition, I will play “human bingo” with them, toward the end of week 1 after we have bonded a bit. Human bingo is a more traditional icebreaker, but it is quick enough to hold their interest and non-personal enough to alleviate anxiety.The TRICK to this activity is after you use it, you discuss the results. For example, one of the bingo squares is “listens to country music.” The teacher can ask after the activity, “How many of you do listen to country music?” (This is always taking place in the TL, with lots of support and comprehension checking, adding new words to the board, pointing at new words when you use them again.) “Ohhhhh, Connor, I see that you listen to country music. Do you like Eric Church? Yes? Ohhhhh, class, Connor likes to listen to Eric Church. Are there any other fans of Eric Church here in my class? What is your favorite song by Eric Church?” You can use these discussion techniques for virtually ANY of the questions on the bingo survey.
In level 3, most of them know me and we know each other, so the ice has been broken. We will do the play doh activity for fun, and we will also be doing a survey activity about our pets and our personalities. (Spanish 2 will also do this activity but i will save it for week 2!) This activity involves a little more independent reading (which they are totally ready for!) and it will allow me to really “milk” the discussion with them and get them immersed in that sweet sweet Spanish CI that they’ve been missing all summer! In addition, as part of our “discussion time” I am going to have them answer some questions using my 4-corners posters. I have these posters up around the room all the time which allows me to do really quick little “surveys” where students vote with their feet.
For example, I can say (in Spanish), “Using the ORANGE posters…I agree / I disagree…Do you agree with this: ‘I am an adventurous person.’ [students move to the posters] Now…the non-adventurous people move over to the side of the room. Of the people who say ‘I am adventurous’ how do you react to this? ‘I have a cat.’ ”
The article we have already read at this point says that people with cats are more adventurous.So we can now use this as a discussion point about whether the article was accurate or not in that regard.
In Spanish 5, they love two activities A LOT: playing Mafia and playing “Would you rather.” I will probably not indulge them with a game of mafia right away, but we will begin our adventures by playing “¿Cuál Preferirías?” with a twist. We will play using the agree/disagree posters and add lots of discussion to the game. There are questions such as “Would you rather never brush your teeth or never wash your hair?” So, you can get out your agree / disagree posters (you don’t have to BUY these posters by the way. Take a marker and write agree/disagree on 2 pieces of paper and tape them to the wall!) and say in the TL “Who agrees that if the choice is never brush teeth or never wash hair that you would rather never brush your teeth?” Then you can ask WHY questions. And you can get really complex if it is level 4 or 5! Think of questions such as “If you were going on a date with someone super good-looking, and could ONLY do one thing…brush your teeth or wash your hair, which would you choose?”
Later in the week, we will also play “Circumlocution.” In this game, students are given pictures of items they probably do not know the name of an they must describe in the TL what the item is. Their partner guesses in English. If their partner can’t guess, the opposing team/pair gets to guess. A really fun way to let them do some output and also to drive home the point that communication skills beat vocabulary every time.
So, how do YOU start the year in your CI class? By the way, please like my facebook page! I try to share things of interest primarily for Spanish teachers, and I am going to offer a couple of giveaways there for my followers during the month of August!
I am revamping what I teach in Spanish 3 this year! We have moved some novels around and also some new novels have come out that I wanted to teach! People always ask “What do YOU teach?” so I try to keep up-to-date with it on my blog for people who either need a little guidance or for those who are just plain curious!
We have 2 18 week semesters and meet for 55 minutes each day. Each of my semesters contains two major units anchored by a novel.
I started my Teachers Pay Teachers store last year, and I didn’t have a level 3 class. Look for lots of new items to be added to my store this year that I will be using with Spanish 3! If I reference it in this post, you will be seeing it in my TPT store this year! Everything I sell is something I have used with my own students. I know I could make money selling lots of other items but I want to keep it real, and besides, I don’t have time to waste making materials I don’t plan to use myself!
NOTE: In addition to the novel and culture units listed here, we also watch El Internado on Fridays as well as do many activities with our “song of the week.”
Thematic songs/videos/films: Te dejo Madrid by Shakira, Blood Brothers documentary, Blancanieves (various videos), Blancanieves feature film.
Overview: I begin by teaching the story of Snow White TPRS-style. I teach the story, we do lots of acting, and I movie talk a short Snow White video. We watch the film Blancanieves which I movie talk several scenes from and do several readings based on the film (with all films, PREVIEW first. There is one scene I cut.). During the film we begin discussing bullfighting terms. I also use the video for “Te dejo Madrid” by Shakira as a movie talk and further discuss bullfighting.
I also teach the story of Ferdinand.
We then read Bianca Nieves y los 7 toritos by Carrie Toth. I follow the teacher’s guide for the novel.
Kara Jacobs has an awesome blog post about teaching this novel here!
View clips from show “Grimm” to intro La llorona legend [Grimm Season 2 episode “La llorona” (on Hulu) (first few moments are great! don’t need to watch whole episode! –and in Spanish! Then show very end also)]
Whether you couldn’t get funding for #iFLT16, couldn’t fit it in your schedule, or couldn’t register before the conference filled up, you will be SO glad to read this news!
The #iFLT16 Tuesday morning Keynote with Bill VanPatten and the Tuesday afternoon Roundtable with Stephen Krashen will be LIVE STREAMED! Join us Tues., July 19 at 8:50a.m. & 1:15p.m. EST To join remotely, go to www.mycsas.com. Scroll down past the iFLT announcement and click on CSAS Broadcasting. It is not possible to stream the entire conference, and we are so grateful that the host school, Chattanooga School of Arts & Sciences, has gone out of their way to make it possible for the conference sponsors to live stream these important sessions and make them available gratis to the general public!
Want even MORE great news?? Three teacher-authors have teamed up to offer a series of three 1-hour webinars tackling the question…
My Spanish 4 classes have been acquiring Spanish with comprehensible input methods all along, and they are GOOD. They are PROFICIENT. And guess what? We are not done. Just as I myself continue flooding my own free time with target language to increase/maintain my proficiency, they need a constant push to acquire more. However, they can communicate! And they enjoy using their acquired language to communicate. It is fun and satisfying! Output has a role and to me, this is it!
Continuing my quest to promote an environment of fun and productivity in Spanish 4 classes that have dwindled down to only a few juniors, today we played “Would you rather…?” In Spanish I called it “¿Preferirías…?”
I gave each small group a set of cards that I created with “Would you rather…?” questions. Students placed the cards faced down and took turns drawing a card. After they read the question, they gave their answer, then as a group they discussed their opinions and decided if certain conditions would determine their answer. This is a GREAT way to practice speaking in the conditional, and it is also just plain fun.
My 6th hour class is sometimes a little tiny bit more in need of “management,” so I gave them a carrot to keep them in Spanish. I set a 20 minute timer. I told them that if I heard ANY English, I would reset the timer. I needed to hear 20 minutes of “Would you rather…?” in Spanish and then we would watch El Internado for the remainder of class.
Not only did they completely hold it together and speak all in Spanish, but they were good at it, and we all had a lot of fun. We only had 3 small groups and I was able to circulate around to each group and participate with them (HEY–INPUT!). At the end one group said they wished we could just keep playing. One student said “You should make more cards and let us play this all hour some day!” So, this activity is a keeper, and yes Rachel, I will work on making more cards for you for Spanish 5 next year!
I have been really looking for ways to increase my Spanish 4 students’ ability to comprehend more types of text and gradually up their “authenticity levels” in their reading. They are awesome kids to work with, and I am looking at most likely having a Spanish 5 class next year for the first time! I have a blend of extremely proficient kids (advanced in both listening and reading on the AAPPL exam) all the way down to those who are still scoring in the novice high range on the AAPPL. Some kids just LIKE learning Spanish and stick with it even though their proficiency isn’t increasing as rapidly as some of their peers. And I am totally ok with that! I’d rather have them stay with me and make slow gains than quit and gain nothing. (On a related note, check out #nationofadvocates on Twitter!)
One of the things I have been working with in Spanish 4 is reading news articles. I often will take an article, simplify it, and make an activity with it. (By the way…if you teach Spanish 1 or 2 and want an AMAZING wealth of non-fiction CI amazingness, I highly recommend you check out Martina Bex’ El mundo en tus manos Spanish news stories for novice learners!) I really wanted to come up with an activity that students could use to process ANY non-fiction text. Plus, since I am left with only half my students in my Spanish 4 classes (our seniors finish 2 weeks early) I wanted to come up with some activities that felt like valuable work yet not a punishment. In many of their other junior/senior combined classes they are simply “done” for the year. They admitted to me that they are bored with so much free time and are tired of watching movies all day.
I’ve really been liking the content at NewsELA.com, and they have a ton of Spanish articles. Students can select the lexile level they’d like to read, and I encourage them to select what feels comfortable to them. I told the students to get into groups of 3-4 with their chromebooks and choose an article that they ALL wanted to read. I allowed them to read silently or aloud, together or individually, and they could have WordReference.com open if they wanted. Their task was to make sure everyone in the group was able to understand the article.
They were to use the Kagan structure “Fan-N-Pick.” Our school is a Reading Apprenticeship school and we have been using Kagan structures for many years. I highly recommend them!
The basic gist is this:
Students sit in a circle.
One student fans the cards out (like they are going to do a card trick “pick a card, any card!”)
The student to the left of the fan selects a card and reads the question to the student on THEIR left.
That student answers the question.
If there is a 4th student in the circle, that student either adds to the answer or restates the answer.
Pass the fan of cards to the left and repeat.
I allowed my students to reference their article DURING the Fan-N-Pick activity if they needed to.
I had my students put away their articles and task cards. Their task was to video record themselves having an informal “book club style” discussion about their article. They were well-prepared, knowledgeable, and I daresay they even had fun doing this!
ALSO! Did you know that when a seller updates a resource you can download it again at no cost? I have several resources that I have expanded and updated. Some of them even have a higher price now! But if you bought them in the past, you can still re-download at no additional cost even if the price is higher than what you paid! How cool is that?
And since the resources I sell are really things I use with my own students, odds are pretty good that they will be updated and expanded in the future as I use them and have new ideas.
Another tip is to click the green star and “like” my Teachers Pay Teachers store. That way, you will get little updates every 1-2 months from me and will also get a notification in your TPT account inbox if I have updated a resource!
Check out my free items too! I have 12 freebies and I hope to add more soon! Thanks!