Day 3This post is the third in a series about what I actually did the first 3 days of classes. Here are posts about Day 1 and Day 2.
In Panamá and República Dominicana (class names for my Spanish 1B classes), my plan was to finish the story we started a couple of days ago. I was successful in one class, and the other...well, it's a work in progress. We sure did get a chance to practice our procedures and routines, I tell you what! That is a nice way of saying that they needed a lot of practice- practice not talking over each other or me, practice listening, practice not throwing things, etc. Lots of practice.
I believe in practice.
|My classroom mantra.|
We did establish a few facts in their story, but I am going to have to finish their story another day.
I also wanted to give all the classes their interactive-ish notebooks, but not spend too much time on them.
I spent about 20 minutes at the beginning of class passing out notebooks, getting names, updating tables of contents, going over expectations for gluing, and gluing in one important rubric- that of daily engagement.
Then, back to the stories. In Panamá I dispensed with the notebook stuff because several kids are gone due to a mountain bike race, so we just worked with the story (and finished it!). In República Dominicana, I focused on the notebook and we will finish their story during the next class.
In Cuba (Spanish 1 Honors), we did Around The World with Translations and Illustrations. It went really well.
In my Honors 2 class, Honduras, we started with the notebooks, but since they were with me last year, it took about 5 minutes. Then, I projected their illustrations from the mural and gave them a copy of the story that I typed out. They had to write the sentence (on whiteboards) that best described the picture I showed- and if there were different opinions, we had a conversation about it. (Here are directions for that activity. It is one of my favorites.)
To differentiate this activity and get more input, I asked different students to be interviewed (by me) as a character in the story about what happened and how they felt. I let any student volunteer, but some students got yes/no and either/or questions and others got more open ended questions.
Here are some question examples for students who needed more support:
- Were you scared when ___ happened?
- Did you go to ___ or ___ afterwards?
- Did you do ___ first or ____?
- Why were you scared?
- How did you feel when ____ happened?
- Did you want ___ to happen? Why or why not?
Was this forcing output? Nope, I don't think so. They were volunteering to be interviewed (they knew that they would be speaking) and I was using different kinds of questions to make sure they were successful.
I also added a write and discuss so they could see the 1st person forms of the words with the answers the interviewees gave.
I didn't even get through all the pictures of the mural when I realized if I wanted to start the movie trailer activity, I'd better move on. We started just as Amy describes in her blog post- discussing what are the elements of a trailer, and started brainstorming important events.
Then it was time to go to lunch!
Next week's plansNext week, I plan on continuing to teach procedures, add in new brain breaks, and add a few procedural things to our interactive-ish notebooks. (Passwords, birthday compliments, and performance descriptors come to mind.)
I will use the Around the World translation and reading activity in my standard classes (with their class story) and play some kind of secret input game with the illustrations.
I also plan on taking one whole class period and teaching them about proficiency levels. (See this post for specifics).
In addition, I will spend at least one class period with my 8th graders setting them up for Sustained Silent Reading (Free voluntary reading), but if I don't get to it until the following week, that's ok.