[ola] Re: ola Digest V2 #225
- From: Calysta Phillips <cphillips@xxxxxxxxxxxxxxxxxxx>
- To: ola@xxxxxxxxxxxxx
- Date: Thu, 26 Dec 2013 17:18:22 -0700
Try going back to the original email...not the replies... and see if it's
there....
On Tue, Dec 24, 2013 at 4:20 PM, Nancy Parsons-Brown <
nparsons@xxxxxxxxxxxxxxxxxxx> wrote:
> Hey Darcy,
>
> I didn't see any lesson plans attached. Maybe you could post links within
> your email. I'm not sure why I don't see any attachments. This has
> happened a few times when other teachers have said something is attached
> and then there is nothing there.
>
> Anyone have suggestions?
>
> Nancy Parsons-Brown
> French Teacher
> Community School
> Sun Valley, ID
>
>
> On Sat, Dec 14, 2013 at 11:05 PM, FreeLists Mailing List Manager <
> ecartis@xxxxxxxxxxxxx> wrote:
>
>> ola Digest Sat, 14 Dec 2013 Volume: 02 Issue: 225
>>
>> In This Issue:
>> [ola] Progressions
>> [ola] Re: Some lesson plan ideas! (Weekend food for
>> thought
>> [ola] Re: Some lesson plan ideas! (Weekend food for
>> thought
>> [ola] Re: grammar and English use in classroom
>> [ola] Re: Progressions
>>
>> ----------------------------------------------------------------------
>>
>> Date: Sat, 14 Dec 2013 11:45:43 -0800
>> Subject: [ola] Progressions
>> From: Ricardo Linnell <hurricanetumbao@xxxxxxxxx>
>>
>> Hey Everybody,
>> I wanted to take a moment to talk about progressions. I am sure that quite
>> a few of you understand how to use them in your classes, but there are
>> probably as many or more teachers who are unsure of exactly what it is,
>> much less have the confidence to unleash it in your classes. I felt like
>> that for a long time, until I was able to visualize it and draw it. A
>> progression as a visual, looks a lot like this (see photo). You have the
>> central topic, either dictated by vocabulary from that day, the previous
>> day or such. For many of you who have been through one of Darcy's
>> workshops, you probably remember the types of questions that we used in
>> one
>> part of the workshop. Creating relevant questions around the topic is a
>> great way to generate interest and motivation to speak. IE: we are
>> wrapping
>> up a Canned Food Drive at my school and so we counted our cans and it was
>> just an instant, built-in topic for the class. I asked them to discuss in
>> groups the reasons for giving food during the holiday season. I gave them
>> a
>> couple of minutes to speak and then asked 2 or 3 of them to tell the class
>> their reasoning. We got time, money, resources, things...etc out of the
>> students as far as vocabulary were concerned. I asked the students to
>> discuss the different types of resources that they felt they could offer
>> to
>> those in need. Again, more discussion. Finally, the last question was if
>> they had a friend, family or if they themselves ever had a need to rely on
>> the Oregon Food Bank or another organization for food and resources. If
>> so,
>> to explain what that experience was like. This all happened within the
>> course of no more than 15 minutes. It can go longer or shorter, depending
>> on the amount of questions, activities or depth to which the class goes. I
>> hope that everyone has a wonderful holiday and vacation. I hope this
>> helps.
>>
>> Ricardo
>>
>>
>>
>>
>> ------------------------------
>>
>> From: JoAnna Coleman <joannac@xxxxxxx>
>> Subject: [ola] Re: Some lesson plan ideas! (Weekend food for thought :)
>> Date: Sat, 14 Dec 2013 20:13:06 +0000
>>
>> thanks Darcy, this is really helpful, the winter theme doc won't open -
>> would you mind resending? - gracias!!!
>>
>> JoAnna Coleman
>> Spanish Teacher
>> Wilson High School
>> 503-916-5280 ext. 75231
>> joannac@xxxxxxx
>> http://profecoleman.wordpress.com/
>>
>>
>>
>> ________________________________
>> From: ola-bounce@xxxxxxxxxxxxx <ola-bounce@xxxxxxxxxxxxx> on behalf of
>> Darcy Rogers <rogersdr25@xxxxxxxxx>
>> Sent: Friday, December 13, 2013 1:51 PM
>> To: ola@xxxxxxxxxxxxx
>> Subject: [ola] Some lesson plan ideas! (Weekend food for thought :)
>>
>> Dear OWL Community,
>>
>> Attached are two sample lesson plans for your enjoyment, perusal and
>> feedback. The intent is to re-create a sample class where there is a 'flow'
>> of level-appropriate language, activities, and literacy. Literacy is a
>> theme that I will be addressing more in the new year, since it is crucial
>> that students are exposed to and using the language in all capacities.
>> Literacy should be seamlessly intertwined throughout any class period in an
>> interactive, authentic way.
>>
>> One plan is a strand based off of the recent passing of Nelson Mandela,
>> while the other is a winter theme. Remember that any plan can be 'lowered'
>> or 'raised' by level, depending on the kinds of questions, prompts,
>> activities, and functions that are being asked.
>>
>> The two lesson plans are both in a certain 'range', but could easily be
>> modified to be above or below. Keep in mind that each class generally has
>> at least a couple ranges of student levels.
>>
>> Both lesson plans are set up exactly the same in structure. (The green in
>> both is the exact same). The only thing that is different is the actual
>> content in blue/red. This is to show you how similar you can plan classes,
>> and how the content just fills itself in. The goal is always to create an
>> organic flow (which means this 'plan' could shoot off in a different
>> direction), but these are just examples to show how a class could go, and
>> some activities that could be used to have students producing. Also, the
>> parts in green can be flexible and modified for variation and student
>> interest.
>>
>> I look forward to any conversation started, and hope that these might
>> offer some ideas to get through the last hump! Also, please add and/or
>> contribute any threads that you have been doing in class!
>>
>> Darcy Rogers
>> Organic World Language (OWL)
>> Phone: 541.601.4509
>> Fax: 541.776.4099
>> Website: www.organicworldlanguage.com
>> Facebook: tinyurl.com/organic-language-facebook
>>
>>
>> ------------------------------
>>
>> Date: Sat, 14 Dec 2013 12:36:45 -0800
>> Subject: [ola] Re: Some lesson plan ideas! (Weekend food for thought :)
>> From: P Cooke <pcooke2003@xxxxxxxxx>
>>
>> These are very helpful, Darcy!! Thank you!! With my 3 preps,150+
>> students
>> and seven 46-min periods a day (4-min passing periods) with one 46-min
>> preparation period, I just don't have time to do this kind of planning.
>> If
>> I had more of these, I would be able to implement the program more
>> consistently.
>> Thanks so much, and please send more!!
>> Best regards,
>> Patti Cooke
>> อย่างจริงใจ
>> * patti*
>>
>>
>> On Fri, Dec 13, 2013 at 1:51 PM, Darcy Rogers <rogersdr25@xxxxxxxxx>
>> wrote:
>>
>> > Dear OWL Community,
>> >
>> > Attached are two sample lesson plans for your enjoyment, perusal and
>> > feedback. The intent is to re-create a sample class where there is a
>> 'flow'
>> > of level-appropriate language, activities, and literacy. Literacy is a
>> > theme that I will be addressing more in the new year, since it is
>> crucial
>> > that students are exposed to and using the language in all capacities.
>> > Literacy should be seamlessly intertwined throughout any class period
>> in an
>> > interactive, authentic way.
>> >
>> > One plan is a strand based off of the recent passing of Nelson Mandela,
>> > while the other is a winter theme. Remember that any plan can be
>> 'lowered'
>> > or 'raised' by level, depending on the kinds of questions, prompts,
>> > activities, and functions that are being asked.
>> >
>> > The two lesson plans are both in a certain 'range', but could easily be
>> > modified to be above or below. Keep in mind that each class generally
>> has
>> > at least a couple ranges of student levels.
>> >
>> > Both lesson plans are set up exactly the same in structure. (The green
>> in
>> > both is the exact same). The only thing that is different is the actual
>> > content in blue/red. This is to show you how similar you can plan
>> classes,
>> > and how the content just fills itself in. The goal is always to create
>> an
>> > organic flow (which means this 'plan' could shoot off in a different
>> > direction), but these are just examples to show how a class could go,
>> and
>> > some activities that could be used to have students producing. Also, the
>> > parts in green can be flexible and modified for variation and student
>> > interest.
>> >
>> > I look forward to any conversation started, and hope that these might
>> > offer some ideas to get through the last hump! Also, please add and/or
>> > contribute any threads that you have been doing in class!
>> >
>> > *Darcy Rogers*
>> > Organic World Language (OWL)
>> > Phone: 541.601.4509
>> > Fax: 541.776.4099
>> > Website: www.organicworldlanguage.com
>> > Facebook: tinyurl.com/organic-language-facebook
>> >
>>
>>
>> ------------------------------
>>
>> From: Martin Kathryn <kmartin@xxxxxxxxxxxxx>
>> Subject: [ola] Re: grammar and English use in classroom
>> Date: Sat, 14 Dec 2013 23:08:10 +0000
>>
>> Interesting, JoAnna, I just did the same thing--spent 2/3 of a period
>> talking about daily routine (completely organic--their vocab). Then we
>> talked in English about the rules and "how-to's." I feel like this is an
>> effective use of time. I plan to do it periodically. In the spring I may
>> do a few intense grammar days (not all at once) to prepare my students for
>> whatever their next level may be. I want them to be familiar with some of
>> the grammar they will encounter in college. I also feel like assigning
>> some web-based grammar practice might be helpful, since this does not
>> disrupt the organic flow of class time.
>> Katie
>>
>> ________________________________
>> From: ola-bounce@xxxxxxxxxxxxx <ola-bounce@xxxxxxxxxxxxx> on behalf of
>> JoAnna Coleman <joannac@xxxxxxx>
>> Sent: Friday, December 13, 2013 3:57 PM
>> To: ola@xxxxxxxxxxxxx
>> Subject: [ola] grammar and English use in classroom
>>
>>
>> Hey OWLers - I just had a conversation with the 3rd year teacher who
>> teaches the kids I had in 2nd year last year - she has said over and over
>> again how the kids speaking and listening proficiency is so much higher
>> than in years past, but today she said that they don't "know" a lot of
>> stuff, when I asked her to be more specific, she said when it comes to
>> regular tests (ie. verb conjugation tests on paper) that they don't do well
>> and when she talks about things (ie. stem-changing verbs) they don't know
>> what she's talking about.
>>
>>
>> This is frustrating for me on many levels, I don't want my kids to feel
>> like they don't "know" something when they go to a new teacher (or to
>> college)
>>
>>
>> The other day I spent 10 minutes going over in English with my second
>> year kids a couple of grammar points We have been talking about our daily
>> routines (me lavo el pelo vs. lavo el coche vs. te lavo el pelo, tu vs te
>> vs ti, etc...). I told them that in a traditional classroom, they would go
>> over the grammar first, learn the rules and then practice, where as in our
>> class, we hear it and practice it first until it "sounds" right and then
>> look behind the curtains at the grammar. That way, they don't need to worry
>> about memorizing a rule that will soon be forgotten, since the language is
>> already internalized.
>>
>>
>> I opened it up to any nagging questions they had about language
>> structure as well. (what if I say "Me lavo mi pelo"? brought up a really
>> good comparison of someone learning English saying "I like the pop music")
>> it was actually a really great conversation and a lot of stuff came up.
>>
>>
>> I think I may need to do a little English moment every couple of weeks -
>> make it part of the routine, something they can expect is going to happen,
>> but not on a daily basis.
>>
>>
>> What are your thoughts on this? Do any of you do this or something
>> similar? Do you do English days or moments?
>>
>>
>>
>>
>> JoAnna Coleman
>> Spanish Teacher
>> Wilson High School
>> 503-916-5280 ext. 75231
>> joannac@xxxxxxx
>> http://profecoleman.wordpress.com/
>>
>>
>>
>> ________________________________
>> From: ola-bounce@xxxxxxxxxxxxx <ola-bounce@xxxxxxxxxxxxx> on behalf of
>> Darcy Rogers <rogersdr25@xxxxxxxxx>
>> Sent: Friday, December 13, 2013 1:51 PM
>> To: ola@xxxxxxxxxxxxx
>> Subject: [ola] Some lesson plan ideas! (Weekend food for thought :)
>>
>> Dear OWL Community,
>>
>> Attached are two sample lesson plans for your enjoyment, perusal and
>> feedback. The intent is to re-create a sample class where there is a 'flow'
>> of level-appropriate language, activities, and literacy. Literacy is a
>> theme that I will be addressing more in the new year, since it is crucial
>> that students are exposed to and using the language in all capacities.
>> Literacy should be seamlessly intertwined throughout any class period in an
>> interactive, authentic way.
>>
>> One plan is a strand based off of the recent passing of Nelson Mandela,
>> while the other is a winter theme. Remember that any plan can be 'lowered'
>> or 'raised' by level, depending on the kinds of questions, prompts,
>> activities, and functions that are being asked.
>>
>> The two lesson plans are both in a certain 'range', but could easily be
>> modified to be above or below. Keep in mind that each class generally has
>> at least a couple ranges of student levels.
>>
>> Both lesson plans are set up exactly the same in structure. (The green in
>> both is the exact same). The only thing that is different is the actual
>> content in blue/red. This is to show you how similar you can plan classes,
>> and how the content just fills itself in. The goal is always to create an
>> organic flow (which means this 'plan' could shoot off in a different
>> direction), but these are just examples to show how a class could go, and
>> some activities that could be used to have students producing. Also, the
>> parts in green can be flexible and modified for variation and student
>> interest.
>>
>> I look forward to any conversation started, and hope that these might
>> offer some ideas to get through the last hump! Also, please add and/or
>> contribute any threads that you have been doing in class!
>>
>> Darcy Rogers
>> Organic World Language (OWL)
>> Phone: 541.601.4509
>> Fax: 541.776.4099
>> Website: www.organicworldlanguage.com
>> Facebook: tinyurl.com/organic-language-facebook
>>
>>
>> ------------------------------
>>
>> From: Call Daniel <dcall@xxxxxxxxxxxxx>
>> Subject: [ola] Re: Progressions
>> Date: Sat, 14 Dec 2013 23:21:42 +0000
>>
>> Very helpful, Ricardo. I still feel that I could use a lot of practice
>> and mentoring with this, but every little bit helps.
>> Dan
>>
>> From: ola-bounce@xxxxxxxxxxxxx [mailto:ola-bounce@xxxxxxxxxxxxx] On
>> Behalf Of Ricardo Linnell
>> Sent: Saturday, December 14, 2013 11:46 AM
>> To: ola@xxxxxxxxxxxxx
>> Subject: [ola] Progressions
>>
>> Hey Everybody,
>>
>> I wanted to take a moment to talk about progressions. I am sure that
>> quite a few of you understand how to use them in your classes, but there
>> are probably as many or more teachers who are unsure of exactly what it is,
>> much less have the confidence to unleash it in your classes. I felt like
>> that for a long time, until I was able to visualize it and draw it. A
>> progression as a visual, looks a lot like this (see photo). You have the
>> central topic, either dictated by vocabulary from that day, the previous
>> day or such. For many of you who have been through one of Darcy's
>> workshops, you probably remember the types of questions that we used in one
>> part of the workshop. Creating relevant questions around the topic is a
>> great way to generate interest and motivation to speak. IE: we are wrapping
>> up a Canned Food Drive at my school and so we counted our cans and it was
>> just an instant, built-in topic for the class. I asked them to discuss in
>> groups the reasons for giving food during the
>> holiday season. I gave them a couple of minutes to speak and then asked
>> 2 or 3 of them to tell the class their reasoning. We got time, money,
>> resources, things...etc out of the students as far as vocabulary were
>> concerned. I asked the students to discuss the different types of resources
>> that they felt they could offer to those in need. Again, more discussion.
>> Finally, the last question was if they had a friend, family or if they
>> themselves ever had a need to rely on the Oregon Food Bank or another
>> organization for food and resources. If so, to explain what that experience
>> was like. This all happened within the course of no more than 15 minutes.
>> It can go longer or shorter, depending on the amount of questions,
>> activities or depth to which the class goes. I hope that everyone has a
>> wonderful holiday and vacation. I hope this helps.
>>
>> Ricardo
>>
>>
>> ------------------------------
>>
>> End of ola Digest V2 #225
>> *************************
>>
>>
>
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