In response to inquiries about how I managed to get my first year classes talking about poverty, addiction, etc., I described what actually happened in the classes. However, so that you can see what I did to prepare for that particular class, here is the lesson plan I sketched out beforehand (using the LP template Annie posted, which Katie and I have modified for our needs). The lesson plan took about 30 minutes to prepare (I consider myself quite slow when it comes to doing this) and it was really just the springboard into students’ interests. Also, I’ve attached another lesson I did just a couple of days later with a modified template that Katie really must take credit for (scroll down to see the wonderful hook that students loved). Hope this is helpful. Dan From: ola-bounce@xxxxxxxxxxxxx [mailto:ola-bounce@xxxxxxxxxxxxx] On Behalf Of Jody Soberon Sent: Thursday, January 16, 2014 7:57 AM To: ola@xxxxxxxxxxxxx Subject: [ola] Re: My favorite thing... Daniel, That is an awesome stream of thought on following a progression! It seems so very much clearer to me now. Very exciting! Thanks so much for sharing, Jody Foreign Languages Brookings Harbor High School >>> Call Daniel <dcall@xxxxxxxxxxxxx<mailto:dcall@xxxxxxxxxxxxx>> 1/15/2014 >>> 6:03 PM >>> My pleasure… I hooked the class with the attached photo of a homeless man living in a hollowed out grave. Students started off describing what they saw in the picture: grass, cemetery (they knew this one from Day of the Dead discussions), man, candle, light, etc. We transitioned , then the next step was to tell them that the man lives in the grave, then ask them to speculate as to why? Some ideas that came out: he works at the cemetery, he is crazy, he doesn’t have a house. I had them read the subtitle on the website, explaining that he has no home, and at this point, their questions began: how do you say “poor”? “homeless”? “shelter”? In one class, I followed their interest in poverty. We worked through paired speaking and notebook writing questions such as “Why are some people poor?” and “One effect of being poor is…” One student circumlocuted “government” and another “welfare.” From there, I elicited responses to “Why do people receive welfare?” (recycling vocab: poor, no money, big family, one parent, health, sick, etc.) When I saw that some students began to narrow their eyes, I knew I was close to a nerve, so I next asked them to write, “Are there people who shouldn’t receive welfare?” and respond. This was a pretty intense day, and I don’t always follow such serious progressions, but what is certain to me is that OWL has enabled my students to engage in this kind of dialogue in the target language in first year. Prior to this year, I never would have been able to pull off something like this in Spanish 1. Apologies for the stream of consciousness writing style. Dan Call From: ola-bounce@xxxxxxxxxxxxx<mailto:ola-bounce@xxxxxxxxxxxxx> [mailto:ola-bounce@xxxxxxxxxxxxx] On Behalf Of Heather Pineault Sent: Wednesday, January 15, 2014 4:23 PM To: ola@xxxxxxxxxxxxx<mailto:ola@xxxxxxxxxxxxx> Subject: [ola] Re: My favorite thing... Dan - Sounds like a great discussion. Was this your level 1s this year? Can you give us more info about what that looked like in terms of the discussion? I would LOVE to get there with my kids, but they don't have the vocab to discuss homelessness, or debate the need for welfare. Could you describe what the class looked like in terms of the conversation? I am really interested in having more relevant and meaningful conversations, so I'd appreciate any ideas! Thanks! Heather On Wed, Jan 15, 2014 at 12:14 PM, Call Daniel <dcall@xxxxxxxxxxxxx<mailto:dcall@xxxxxxxxxxxxx>> wrote: Right now one of my favorite things is that last year after break, my 1st year classes were practicing how to ask for and tell the time. Yesterday, after hooking students with a picture of a homeless man, one of my classes ended up talking about causes of homelessness, another ended up debating the need for welfare, another describing family members who are struggling with poverty. It was so rewarding! Dan From: ola-bounce@xxxxxxxxxxxxx<mailto:ola-bounce@xxxxxxxxxxxxx> [mailto:ola-bounce@xxxxxxxxxxxxx<mailto:ola-bounce@xxxxxxxxxxxxx>] On Behalf Of Martin Kathryn Sent: Thursday, November 21, 2013 8:33 AM To: ola@xxxxxxxxxxxxx<mailto:ola@xxxxxxxxxxxxx> Subject: [ola] Re: My favorite thing... …tengo envidia…. From: ola-bounce@xxxxxxxxxxxxx<mailto:ola-bounce@xxxxxxxxxxxxx> [mailto:ola-bounce@xxxxxxxxxxxxx] On Behalf Of Calysta Phillips Sent: Thursday, November 21, 2013 8:14 AM To: ola@xxxxxxxxxxxxx<mailto:ola@xxxxxxxxxxxxx> Subject: [ola] Re: My favorite thing... What I love is dancing Bachata late night with the car doors wide open and the music blaring in a Medford parking lot with Darcy..... Hey, training's part of the experience, right? Te quiero mujer!!!! Calysta On Fri, Nov 15, 2013 at 12:56 PM, Ashley Uyaguari <auyaguari@xxxxxxxxxxxxxxxxxxxxx<mailto:auyaguari@xxxxxxxxxxxxxxxxxxxxx>> wrote: ...is that they leave class and I can still hear them speaking Spanish in the hallway on their way to the next destination! Even after last block on Friday. -- Ashley Uyaguari Spanish Teacher 6/7/8 Team Curriculum Coordinator Innovation Academy Charter School Tyngsboro, MA 01879 978-649-0432 x3301<tel:978-649-0432%20x3301> This email may contain confidential or privileged information. If you are not the intended recipient, please advise by return e-mail and delete immediately without reading or forwarding to others.
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Lesson Plan - los pobres.docx
Description: Lesson Plan - los pobres.docx
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Lesson Plan - cortar.docx
Description: Lesson Plan - cortar.docx
