[ola] Re: ola Digest V2 #225
- From: Nancy Parsons-Brown <nparsons@xxxxxxxxxxxxxxxxxxx>
- To: ola@xxxxxxxxxxxxx
- Date: Tue, 24 Dec 2013 16:20:17 -0700
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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