[ola] Re: Making up absences
- From: Lori Leedy <lori.leedy@xxxxxxxxxxxxx>
- To: ola@xxxxxxxxxxxxx
- Date: Wed, 17 Apr 2013 11:45:22 -0700
I make *students* come up with a plan that can make up for the time they
missed solely in Spanish. Then you just take a quick peek at the work or
parent signature, etc.
On Wed, Apr 17, 2013 at 11:31 AM, JoAnna Coleman <joannac@xxxxxxx> wrote:
> Hola OLA - I am looking for some good ideas for students to "make up" an
> absence with the OLA method. I feel very strongly about the fact that they
> should be held accountable for the lost time somehow, but making up the HW
> assignment is not really enough. What do you offer to your students? I was
> thinking of giving them a list of options for outside of class practice
> with Spanish.
>
> Watch 3 music videos of Spanish music and compare them (maybe give them a
> list of questions)
> Watch a movie in Spanish
>
> I don't want to make more work for myself, however, and I want it to be
> a meaningful experience with the language/culture
>
> 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
> Thomas Hinkle [thinkle@xxxxxxxxxxxxxxxxxxxxx]
> *Sent:* Monday, April 15, 2013 4:47 PM
> *To:* ola@xxxxxxxxxxxxx
> *Subject:* [ola] Re: Preterit vs. Imperfect... seeking advice
>
> On Thu, Apr 11, 2013 at 6:51 AM, Stel Schmalz <
> sschmalz@xxxxxxxxxxxxxxxxxxxxx> wrote:
>
>> You can show a crime (from one of the MANY crime shows on TV or a movie
>> scene) w/o volume and have them describe the setting- all the details- "set
>> the scene", and then have them watch it again, this time describe the main
>> action.
>>
>
> Note: a variant of this I used to like to do is to imagine a scene with
> two different actions happening. First, we describe a scene in a bar --
> there's a couple in the background talking, music playing, etc., and
> suddenly a bar fight breaks out. Next, we describe the same scene only
> focused on the couple -- there's music playing, people drinking, a fight
> breaking out, etc., and meanwhile the couple is in the midst of a horrible
> break-up, the key action coming in a series of devastating "le dijo"s. The
> point is to see how the verbs shift depending on what story you're telling,
> so that the very same actions that feel like the "event" in one moment can
> be the "background" in another. I've always just done this with my fine
> board-drawing skills as the only visuals, but I'm sure it would be stronger
> with good photographs (and a shallow depth of focus to make the "focus"
> metaphor literal). Largely, the point of this lesson has always been to try
> to un-teach everything kids have usually learned, which tends to make them
> think they have to look at the action itself in order to determine the
> tense (is it repeated? is it finite? is it repeated a set number of times?
> is it over? wait, isn't everything in the past over?).
>
> I final note -- the way I've tried to integrate this in the "OLA"
> classroom is more to teach tenses as vocabulary -- so that we might learn a
> few stock "setting the scene" phrases in the imperfect -- "Era una noche
> tormentosa...", "Había una vez" and so on -- and have the kids practice
> using these long before they ever get introduced to any explicit notion of
> how the different past tenses work. Another way I've often done this is as
> a correction of the attempts of English-speakers to over-use the
> progressive tenses, so that students get used to hearing the teacher model
> correct imperfect uses as an echo back to English-modeled attempts to
> overuse the past progressive.
>
> That said, the most important thing is that none of this matters until
> kids are really trying to narrate in the past, which mostly happens way
> after we typically try to teach this stuff in the first place.
>
> Tom
>
>
>
>> Again, you can then turn it on them and have them videotape their own
>> crime scenes (not too gruesome) and either ask the kids to describe their
>> scenes aloud, while it's happening, or have the class do it for each scene.
>> Haven't done this one yet, but have often thought it would be fun.
>>
>> Stel
>>
>>
>> On Thu, Apr 11, 2013 at 12:38 AM, JoAnna Coleman <joannac@xxxxxxx> wrote:
>>
>>> I introduce the imperfect with childhood - the kids bring in a picture
>>> of when they were 5-10 years old and bring in their most loved possession
>>> from their childhood and then we ask questions about both - how old were
>>> you in the picture? what were you like? what did you like to do? describe
>>> your lovey, your family, where you lived, what was your favorite music? did
>>> you like boy bands? etc... I also show them ridiculous pictures of me in
>>> high school and as a child and tell them my childhood story. They have a
>>> lot of fun with this. :)
>>>
>>> Telling stories they already know in English, such as the fairy tales
>>> you mentioned, is really great. We will be reading Ferdinand the Bull next
>>> week - it has really beautiful illustrations, it's set in Spain! and the
>>> text is very simple and comprehensible but a perfect example of how to use
>>> the preterite and imperfect together.
>>>
>>> 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 Emily Gerstner [emilygerstner@xxxxxxxxx]
>>> *Sent:* Wednesday, April 10, 2013 5:14 PM
>>> *To:* ola@xxxxxxxxxxxxx
>>> *Subject:* [ola] Preterit vs. Imperfect... seeking advice
>>>
>>> Hello all,
>>>
>>> My Spanish II students are at a point where they can recognize and use,
>>> though without much accuracy, verbs in the preterit tense. I'd like to
>>> begin to introduce verbs in the imperfect, but I don't want to resort to
>>> English to do so. Any ideas for keeping preterit/imperfect content super
>>> communicative and not overwhelming for students?
>>>
>>> My best ideas right now are:
>>> -telling a familiar story (such as Goldilocks and the 3 Bears)
>>> -using imperfect to talk about childhood
>>>
>>> Advice, resources, lesson plans would be greatly appreciated.
>>>
>>> Thanks so much!
>>>
>>> Emily
>>>
>>
>>
>
>
> --
> Thomas Hinkle
> English & Spanish Teacher
> English Department Coordinator
> Innovation Academy Charter School
> Extra help: Thursday 3-4pm
>
>
--
*Lori Leedy
*English Language Development/Spanish
Crater Renaissance Academy
541-494-6329*
*
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