Unlock with PatreonThe Problem with CI
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
Spanish 1 Curriculum
Share:
Facebook
Twitter
Pinterest
LinkedIn
Ben Slavic
Get The Latest Updates
Subscribe to Our Mailing List
No spam, notifications only about new products, updates.
Related Posts
CI and the Research (cont.)
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
Research Question
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
We Have the Research
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
8 thoughts on “Spanish 1 Curriculum”
This is great, Greg! Thanks for sharing. Lately I’ve been writing unit plans that are so vague and opaque and with a ton of info so that admin can’t point to any one thing as not being part of the unit plan. The problem is that a lot of my unit plans don’t make sense. The more experience I have the less time I spend on writing units and lessons. That said, this will help create something that makes sense especially now that we have a new instructional coach who is seemingly more thorough in reading our unit and lesson plans.
Thanks for sharing! I have to come up with a syllabus for French to submit with an application to teach a Dual Credit class (high school French 2 and university French 1).
The problem is that I’ve seen the university syllabus. It doesn’t align with my CI courses. Not sure what to do yet but Greg’s syllabus seems like it will get me closer.
I couldn’t figure out how to edit this comment, so I reposted it. Sorry. Feel free to delete this one.
Thanks for sharing! I have to come up with a syllabus for French to submit with an application to teach a Dual Credit class (high school French 2 and university French 1).
The problem is that I’ve seen the university syllabus. It doesn’t align with my CI courses. Not sure what to do yet but Greg’s syllabus seems like it will get me closer. My courses are only semester long, M-F for 60 minutes. Although, our last block class always gets truncated at least 5 minutes a day (sometimes 10 or more) due to announcements and early dismissal.
Question: What is Daniel el detective? A game or a novel?
Daniel el dective is a new novel by TPRS Books
I’m following BVP’s suggestion that the objectives of a course should always be NON LANGUAGE BASED.
I’m even toying with the idea of ALWAYS having some TPRS Books or Fluency Matters novel that we are “reading” at any given time—just to put THAT in the curriculum document. Doesn’t mean we necessarily have to do it, or it has to be the center of the curriculum. It’s just a back up or bailout move when we need a break from the invisibles.
I have another idea…..what if you took the already created class drawings and stories that were typed up (like from previous years) and listed THOSE as the curriculum? Substantially the same language comes up ANYWAY, but you could extract the frequent strucutures from those old stories as the grammar that is “covered”.
I’ve done that as well, Greg: upload a narrative from a previous year as part of my summative assessment or final exam (whatever you want to call it). Here’s what I shared with my admin in June regarding what was involved in my final exam:
Q2 summative (exam)
Spanish, non-heritage
Mr. Lawler
MovieTalk – 30 minutes. This involves the teacher and students co-narrating a short video clip (we will use the award winning short animation called The Lion’s Cage). Teacher will recycle as much language as possible that was taught throughout the year. An Interpersonal Communication Skills Rubric will be used for self-evaluation.
FluencyRead – 30 min. Teacher will lead the class through reading exercises of the typed-up narration. Students will then prepare for and execute a 1 min Fluency Read.
FluencyWrite – 20 min. Students will practice retelling the video, Alma, using screenshots before they have 10 minutes to write without notes to retell the video.
Writing Portfolio reflection – 10 min. Students will use the reflection handout for this part.
*Upon request I can share the following documents: 1) Interpersonal Communication Skills Rubric, 2) Fluency Write sheet, 3) Writing portfolio reflection
They tend to like to hear this notion that I’m recycling vocabulary taught throughout the semester and applying it in the MovieTalk and MovieTalk narrative.
Hi everyone, I have a question for the PLC. My school just bought a subscription to a Curriculum Management System Called EduPlanet 21. Basically we will have to submit unit plans on there.
Has anyone used this platform or had experience with it? I’m afraid of upcoming micromanagement/obstacles to NT…..