How I Hacked Google Docs

How I “Hacked” Google Docs

@beckyjoy [email protected]

Hi, I’m Becky Searls!

Teachers are super-people

🏅🏃 #

LMS

Time 🗓

Absences

📂Sub Plans

🏝Isolation 🔀

Differentiation

👪Parents

Documentation

📑

Learning Management Systems (LMS)

Time

Absences

🗓

Sub Plans

📂

Isolation

🏝

Differentiation

🔀

Parents

👪

Documentation

🗓 📂

🏝 🔀👪

Ten years ago…

🙋

Nine years, 364 days, & 23 hours ago…

😟

Nine years ago…

🤔I went from a situation with one super with it teacher in a small program to a sprawling 10-teacher program with teachers doing all kinds of different things. Everything was off-line, helter-skelter 😨

🗓 📂

🏝 🔀👪

Magic Trick Needed

🎩

I was lost

🙍

I was lucky

👫

Mentors who model

🤓

Weekly PlanLa Fecha En La Clase La Tarealunes el ___martes el ___miércoles el ___jueves el ___viernes el ___

Looking Ahead:

El Programa Semanal

Problem= Lack of control

😨Or is it?

Problem= Locus of control

😨

What do you believe?

Tired of putting out fires?

Prevent them instead!

Anxiety & Depression

😓

"To the extent that my emotional sense of satisfaction comes from progress toward intrinsic goals I can control my emotional wellbeing. To the extent that my satisfaction comes from others' judgments and rewards, I have much less control over my emotional state."

-The Decline of Play and Rise in Children's Mental Disorders, Peter Gray, Ph.D., author of Freedom to Learn

Why???

0

1.5

3

4.5

6

1950 1960 1970 1980 1990 2000 2010

Hours of Free PlayRates of Major Depression/Anxiety

😟

We’re just grown-up kids

We also get anxious when we feel less control

Take back controlHave a plan and

Weekly PlanLa Fecha En La Clase La Tarealunes el ___martes el ___miércoles el ___jueves el ___viernes el ___

Looking Ahead:

El Programa Semanal

Single Source of Sanity

My anchor

If you fail to plan……you plan to fail.

8 challenges🗓 📂

🏝 🔀 👪

📑

1 solutionLa Fecha En La Clase La Tarealunes el ___martes el ___miércoles el ___jueves el ___viernes el ___

Looking Ahead:

El Programa Semanal

Key Components

📅 👀

Spanish BI Nombre __________________

El Programa Semanal

Looking Ahead:

La Fecha En La Clase La Tarealunes el ___

martes el ___

miércoles el ___

jueves el ___

viernes el ___

EvolutionV1: MS Word

Benefits Drawbacks

• Clear•Concrete

• Organized

• Time-consuming

• Paper

• Island

V2: LMSEvolution

Benefits Drawbacks • Clear

•Concrete• Organized

• Time-consuming

+ Past Weeks+ Paperless

- Ugly

• Island

Evolution Séptimo (7th) Grado: SEARLS Weekly Plan past weeks conversion chart rubrics accelerations textbook audio/listening tracks learning targets accents on a mac

Q4, WEEK 9 (Week 39): el 23-27 de mayo, 2016 • La semana FINAL

To Study This Week: NADA :)

lunes 23/5 7W @ camp

7E: • 3P Final Conferences participation & progress #105

during:

Finish if not done: Infinitives review packet #97 / due FRIDAY complete End of Year Survey

clean out binders

Correct Cap. 3 writings use pink abbreviations sheet /

file when done

start dojo prize movie if earned

• Infinitives review packet #97 due FRIDAY • prep for 3P if you have not yet gone

martes 24/5 7W @ camp

7E: see above, cont. • Infinitives review packet #97 due FRIDAY • prep for 3P if you have not yet gone

miércoles 25/5 7E @ camp

7W: • 3P Final Conferences participation & progress #105

during: see Monday


jueves 26/5 7E @ camp

7W: see above, cont.


Viernes 27/5 7th 2:30 dismissal?

• Infinitives review packet #97 due! • favorite songs / videos / games

• Searls End of Year Survey if you haven’t taken it yet!

no hay :) … unless you want to

be AWESOME and study quizlet

over the summer!!

Looking Ahead: ¡¡¡¡¡VERANO!!!!! …. ¡Octavo Grado!

Learning Targets: 1. I can reflect on my learning in meaningful ways.

2. I know a variety of songs, dances, games/activities, & resources that I can use to keep my Spanish going

over the summer.

Filler • Last year • Weise • Luce • Canciones

V3: Google Docs

Benefits Drawbacks • Clear

•Concrete• Organized

+ Past Weeks+ Paperless

-still a little Ugly+ many more!

• Time-consuming

• Island

Challenge: LMS Headaches*

*shared color scheme is in no way an endorsement of Moodle™, Schoology™ or any LMS

Solution:

Outsource Everything to Google!

Séptimo (7th) Grado: SEARLS Weekly Plan

past weeks conversion chart rubrics accelerations textbook audio/listening tracks learning targets accents on a mac





during:


clean out binders


file when done







during: see Monday










over the summer!!




over the summer.


http://tinyurl.com/searlsweeklyplan2016

Never enough timeChallenge:

Solution:One-stop shop

for everything: • Lesson Plans • Documents & Materials

• In-class • HW • Extras

link

everything!

Séptimo (7th) Grado: SEARLS Weekly Plan past weeks conversion chart rubrics accelerations textbook audio/listening tracks learning targets accents on a mac





during:


clean out binders


file when done







during: see Monday










over the summer!!




over the summer.


Link in-class activities and homework

Be Efficient• Minimize context-switching • “Multitask” in one document • Enhance Executive Functioning

Student Absences

🗓

Challenge:

🗓Solution:

Check the plan! • Plans - what did you miss? • Materials - what do you need?

• Link as much as possible • Train students:

• Model + practice, practice, practice!💻🏡


Sub Plans

📂

Challenge:

📂Solution:

Use your plan! • Don’t recreate the wheel • Train kids (& subs?) • Copy & Paste / add detail • Done! 💻

🏡http://tinyurl.com/

searlsweeklyplan2016

📂

💻🏡






during:


clean out binders


file when done







during: see Monday










over the summer!!




over the summer.


Sub Plans for Becky Searls Tues. Nov 18th (PM) Normal Bell Schedule Thanks, ________________ :) Email / Call or Email with Questions ( 614XXXXXXX / [email protected] )

you can use links on weekly plan to project things for the kids / they can also check the plan to access links on their laptops.

The following kids know how the plan works and can help you out today: Per 1: ________, Per 3: ________, Per 4: ________, Per 7: ________, Per 8: ________,

Schedule:

Advisory 8:108:15 8th

graders in room 307

*take attendance

Per 1 = 8:199:02 Spanish 7 room 307/lab (same plans all day)

Per 2 = 9:059:49 plan Per 3 = 9:5310:36 Spanish 7 Per4 =10:4011:23 Spanish 7 Per 5 = GLRC (10:4011:23 global

language resource

center kids will come

from flex to work on

Spanish help out /

sign passes OR you

may switch with

Cynthia this day so

she does GLRC &

you do lunch duty

discuss with her)

Per 6 Lunch 12:1412:57 Per 7 = 1:011:44 *take attendance Spanish 7 Per 8 = 1:482:31 Per 9 = 2:353:18 Spanish 7

advisory (8:108:15): take attendance on the computer rosters/seating charts & instructions for taking attendance are in the blue sub folderyou can also use class dojo (1st tab on the computer have it on the screen as they walk in and kids will kind of take their own attendance making it easier for you), do pledge of allegiance, show them the announcements under daily bulletin in powerschool

Spanish 7 plans TODAY:

1. Take attendance (during advisory & 7th period

2. prepositions chant/dance (kids will kind of know this we just started in Mondayyou can pick a few kids to lead it please help them out with pronunciation I usually give them candy for volunteering bottom right desk drawer)

3. project work day TO DO:

label casas, furniture in Spanish finalize minecraft houses / save on an external drive

how to move your minecraft world to another computer Remind minecrafters to plan ahead for their presentation: is one group member able to bring in a laptop? or will you need to use a classroom computer? (please let me know how many groups/periods say they will need a computer: 1st: ____3rd: _____ 4th: _____ 7th: _____ 9th: ___

work on final Writing corrections / additions note: there is no final writing document, just correct the same google doc you’ve been working on

work on project presentation prep/notecard #55 (there is an example on the handout and kids should know what to do already)

4. (for fast finishers)

¿Adivina Quién? (handout #58) / boards - get from Cynthia Luce or Pattie Mendoza Árbol de Familia: Leer just a filler reading activity for fast kiddos (back of #58)

Tarea: work on

project/ writing move minecraft

file of house to personal laptop if possible (or classroom computerdo this during flex so it’s ready come friday!)

work on #55 →

be ready to share on Friday!

To Study/Accelerate: study Cap. 2

vocab prepositions

chant & quizlet posesivos

quizlet Cap. 2 speaking

acceleration

Looking ahead: Casa presentations:

This Friday Speaking

assessment/3P conferences: next TuesThurs

Reading assessment: next Friday

End of Q2 / Sem 1: next Friday (no school Mon Jan 19; Teacher grading day Tues Jan 20)

¡Muchísimas gracias por su flexibilidad en un día bastante loco! :) Favor de dejarme unos comentarios sobre lo que pasó, si fueron Uds. al laboratorio de computadoras o no, etc. Becky


Teacher as an island

🏝

Challenge:

Solution:Built-in Collaboration

• Share plan w/colleagues • Plan asynchronously • Keep each other accountable

• Learning Targets • Pacing • Best practices / Creative ideas

• Model 21st century skillshttp://tinyurl.com/searlsweeklyplan2016







during:


clean out binders


file when done







during: see Monday










over the summer!!




over the summer.


Students all over the map

Challenge:

🗺

Solution:Build in Differentiation! • Allow different paths to success • Include links to:

• Remediation (RTI - “accelerations”) • Extension (Challenge) • Optional Extras (Culture, current events,

optional alternative tasks by learning style)

• Demo & Encourage self-direction

🔀






during:


clean out binders


file when done







during: see Monday










over the summer!!




over the summer.


Links to Remediation & Extension

NOVICE ACCELERATIONS BY SKILL

TO DO:

Print out your acceleration (or find the copy given to you in class) you are required to complete an acceleration if you were not proficient on the last assessment in that skill area; however all students can benefit from working on an accelerations and are encouraged to complete them. Accelerations may

help push you towards earning EE/highly proficient scores in your 4 skill assessments!

Check powerschool : if the acceleration is listed, then you are required to complete it. If you do NOT see it listed, you are not required , but it would still benefit you and probably help you eventually Exceed Expectations or be more highly proficient on the next assessment! In addition, check your past 4

skills area assessmentsif you scored below a holistic 6, you will see a note that says “Not proficientCH _ # _ ____ skill ___ acceleration required”

Remember, the purpose of the acceleration is to: preview & practice the next chapter’s vocabulary (& grammar) and

provide you practice in the skill area you are struggling in,

so that you are proactively preparing for the next time you are assessed in the skill.

Students who take the time to complete the acceleration carefully and accurately by the due date usually note a significant increase in their performance

on the next assessment (e.g. moving from AE/not proficient to ME/clearly proficient)

Complete early enough to go to GLRC when necessary *speaking & writing often require 12 GLRC visits prior to due date! Keep the due date listed on the class weekly plan in mind. If you do not turn a required acceleration in by this due date , a parent will be contacted! Questions? See your classroom teacher before or after school, during lunch, or in GLRC BEFORE the acceleration is due!

READING digital textbook - organized by chapter Acceleration for CH 1

Acceleration for CH 2

Acceleration for CH 3 JONES VERSION (carr.) Acceleration for CH 4

HS Midterm Acceleration (up through Cap 4)

Acceleration for CH 5 (Q3) (includes C8 vocab) JONES VERSION Acceleration for CH 6 (Q4)

Acceleration for CH 7 (Final) (includes C8 gram)

LISTENING audio/listening tracks Acceleration for CH 1





Acceleration for CH 5 Acceleration for CH 6


SPEAKING






Acceleration for CH 5 (Q3) (includes C8 vocab) Acceleration for CH 6 (Q4)


WRITING





Acceleration for Midterm (HS 2012focus on CH 2)

Acceleration for CH 5 (Q3) (includes C8 vocab) JONES VERSION Acceleration for CH 6 (Q4)


Parents are lostChallenge:

👪😕

Solution:Give parents a map!

• 1 link to rule them all • Link the plan everywhere

• LMS (Schoology, etc.) • Introductory & Ongoing Parent E-mails • Personal Teaching Website • Social Media - Twitter, Class Dojo, etc. • Open House Presentation

• Teach & re-teach parents how to access & bookmark the plan

👪🗺

http://tinyurl.com/searlsweeklyplan2016 http://tinyurl.com/searlsweeklyplan2016ht

tp://

tinyu

rl.co

m/s

earls

wee

klyp

lan2

016

http://tinyurl.com/searlsw

eeklyplan2016

http://tinyurl.com/searlsweeklyplan2016 http://tinyurl.com/searlsweeklyplan2016

http://tinyurl.com/searlsweeklyplan2016 http://tinyurl.com/searlsweeklyplan2016ht

tp://

tinyu

rl.co

m/s

earls

wee

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http://tinyurl.com/searlsw

eeklyplan2016




them how to bookmark itSHOW

👪

tinyurl.com/searlsweeklyplan2016Click/Type in link above To Create a Bookmark: On a laptop/desktop, in chrome, click the star

tinyurl.com/searlsweeklyplan2016Click/Type in link above To Create a Bookmark: On a laptop/desktop in safari, click Bookmarks, Add Bookmark

tinyurl.com/searlsweeklyplan2016Click/Type in link above To Create a Bookmark: On an iPhone, click

Then, select one of the following:

DocumentationChallenge:

📊

Solution:Self-Creating Paper Trail

• Create a “past weeks” • Save by Quarter • Include Learning Targets • Invite administrators, counselors • RTI • Link in OTES pre observation form






during:


clean out binders


file when done







during: see Monday










over the summer!!




over the summer.


“Past Weeks”

7TH GRADE PAST WEEKS ( click here to go back to the current weekly plan )

2015-2016 Q1 2015-2016 Q2 2015-2016 Q3 2015-2016 Q4

Q4, WEEK 1 (Week 30) el 28 de marzo - 1 de abril, 2016

To Study This Week: Cap. 3 vocab 1 & Cap. 3 vocab 2 Cap. 3 verbos Ar (vocab), Cap 3 Verb Endings , & AR verb conjugations + Irregular Verbs Ir, Dar, Estar ( Conjugations & Meanings , & Fillins ) ¡examencito viernes ! Start studying phrases followed by INFINITIVES & Infinitive Expressions in context: 2verb rule & reverse 2verb rule

En clase (In Class) Tarea (Homework)

lunes

• Teacher Grading Day no hay clase Tarea:

martes

• weekly plan/tarea/objectives • ¿Adónde vas? / Estar / Dar song • notes on al / del ( puedo packet #61 middle of p. 78 w/ key ) • ir, dar, estar pizzaritas pp t ( v2 ) • 2verb rule intro in context (just “ going to ” today)

Tarea: study for QUIZ (ALL VERBS) IrDarEstar Studyspanish.com basic

quiz #31 record 100% score or screenshot (shift+command+4) it.

Still need help with “ir”? Video

miércoles

• watch Ir + A + Infinitive Video / check tarea • ¿Adónde vas? / Estar / Dar song • revisit 2verb rule (reinforce ir al / a la; *add have to , need to today) → Tener + que + infinitive video (Daddy Yankee) • continue ir, dar, estar pizzaritas pp t ( v2 )

Tarea: Lab Day #83 (must be

signed in to file/copy) study for QUIZ (ALL VERBS) Still need help with “ir”? Video

jueves • Anita, adónde vas Sr. Wooly , then • Examencito Formativo #84 ( clave ) • wrap up ir, dar, estar pizzaritas pp t ( v2 ) • start tarea ( Ir, Dar, Estar hoja #85 + 6 estar sentences)

Tarea: Ir, Dar, Estar hoja #85 Write 6 logical sentences with 6

forms of “estar” study for QUIZ (ALL VERBS)

viernes

día de aviso • repasar tarea ( clave ) • Ir, Dar, Estar + AR review activity: Dados ole / Quizlet Live • Examencito Sumativo

Tarea: Study 1015 min: phrases followed by INFINITIVES & Infinitive Expressions in context: 2verb rule & reverse 2verb rule

Looking Ahead: hand back pre/post writings

Learning Targets 1. I know vocabulary related to personal description, family/home, and school. 2. I can conjugate and correctly use regular AR verbs and the irregular verbs ir, dar, & estar. 3. I (am beginning to) know several phrases that should be followed by an infinitive verb.

Last Year


2015-2016 Q1 2015-2016 Q2 2015-2016 Q3 2015-2016 Q4

Q4, WEEK 2 (Week 31) el 4-8 de abril, 2016

To Study This Week: Phrases followed by INFINITIVES & Infinitive Expressions in context: 2verb rule & reverse 2verb rule


lunes

AIR testing 2730 min. per

• weekly plan/tarea/objectives

• 2verb rule (reinforce ir al / a la; add have to,need to; add: should, acabar de )

+ Reverse 2verb rule (antes, después de, para + INF) / Alrededor

Tarea: Study 1015 min: phrases followed by INFINITIVES & Infinitive Expressions in context: 2verb rule & reverse 2verb rule

martes


• start formative writing workshop #86

#87 : how to open and close an email

Tarea: #87 due Thursday Study 1015 min: phrases followed by INFINITIVES & Infinitive Expressions in context: 2verb rule & reverse 2verb rule

miércoles

Early Dismissal • no 7W service learning

Patata Caliente (songs: intentaré todo (try everything) , engl vers , engl version w/spanish & English subtitles , waka waka , Que tengo que hacer )

Tarea: TBA Finish #87

jueves • #87 due ( clave ) / KH to review

• finish formative writing workshop #86

Tarea: Prepare for Interpersonal Writing

you will be able to use #86 as a brainstorm

viernes

día de aviso • Summative writing : interpersonal

• Cap 4 puedo packet #88/ start filling in Vocab 1 + study

new vocab 15 min.

Tarea: Finish filling in Vocab 1 in #88 &

study 1015 min/day

Looking Ahead:

hand back pre/post writings

Learning Targets

1. I know vocabulary related to personal description, family/home, and school.

2. I can conjugate and correctly use regular AR verbs and the irregular verbs ir, dar, & estar. 3. I (am beginning to) know several phrases that should be following by an infinitive verb.

Last Year


2015-2016 Q1 2015-2016 Q2 2015-2016 Q3 2015-2016 Q4

Q3, WEEK 3 (Week 32): el 11-15 de abril, 2016

To Study This Week: Infinitive Expressions: vocab , in context + Cap. 4 Vocab 1 Verb Quizlets: ER/IR verbs (meanings & forms)


lunes

• go over weekly plan/tarea/objectives • Cap 4 puedo packet #88 & quick overview of Q4 LT’s • Gustar overview* • Intro to Cap 4 vocab (+ gustar) via “ battleship ” #89 • if time: play maestro or QL with cap 4 vocab 1

Tarea: Quizlets 1015 min.

Cap. 4 Vocab 1 Infinitive Expressions:

vocab , in context

martes


• Cap. 3 Binder cleanout (no √ this time) • Quizziz ( V2 ) food + comer • hand back and file assessments

Tarea: Quizlet 1015 min.

See links above

miércoles


• Cap 4 Vocab 1 pronunciation • Play maestro with cap 4 vocab 1

hand back and file assessments (1)

Tarea: Quizlet 1015 min.

See links above

jueves

• Infinitive Expressions (+ comida vocab) on laptop • Play ¡ basta ! with cap 4 vocab • start apuntes/práctica in packet : ER/IR verbs clave

Tarea: #90 ER/IR verbs hoja

viernes

• repasar #90 (clave) / finish ¡ basta ! • finish apuntes/práctica in packet : ER/IR verbs clave • or quizzizz (ER/IR verb meanings)

Tarea: #91 verb grid (both sides,

front ER/IR verbs, back AR/ER/IR)

Looking Ahead:

AIR schedules for 6th/8th testing; Full length periods for 7th but may be out of order

¿Qué soy yo? Tarea followed by Riddles (Parte 1) , Riddles (Parte 2) , CIRCUMLOCUTION -- ¡Descríbelo

Learning Targets 1. I know basic food vocabulary. 2. I know how to conjugate regular ER and IR verbs in the present tense. 3. I understand when to conjugate a verb vs. when to leave it in the infinitive.

Last Year


2015-2016 Q1 2015-2016 Q2 2015-2016 Q3 2015-2016 Q4

WEEK 4 (Week 34): el 18 - 22 de abril, 2016 To Study This Week: Cap 4 Vocab 1 & Cap 4, Vocab 2 & Infinitive Expressions + Inf. expressions quizlet new

ER verbs: ER/IR verbs (meanings & forms) AR verbs refresher: Cap. 3 verbos Ar (vocab), Cap 3 Verb Endings , & AR verb conjugations , AR/ER/IR verbs all together: AR/ER/IR regular verbs(meanings w/pictures) ,

AR/ER/IR verbs (meanings) AR/ER/IR with forms


lunes

6th AIR SS special schedule: 3, 2, 1, 4, 5, 6, 7, 8, 9

• Weekly Plan/ Tarea / Objectives

• ¿Sabroso o Malo? canción ( letra ) / repasar #91 ( front

clave ) ( back clave )

• surrender on 6 ( key ) & PAN (7 min) (1,3, 7)

¿Qué soy yo? #92

FRONT only back is an

inclass activity

martes

6th AIR SS special schedule: 7, 8, 1, 4, 5, 6, 3, 2, 9

• PAN (7 min) (4) / repasar tarea #92

• Listening Practice ( Authentic ) ( handout #95 #1)

• Circumlocution ( v2 )

• Riddles (#92 back)

Fill in Cap 4, Vocab 2 in packet (p. 78) & study

+4th: finish

riddles ronda 2

Study quizlets 1015 min

miércoles

8th AIR normal schedule

• √ vocab 2 #88 / ER/IR Schoology “Quiz” (formative) / try plantains

• Práctica de vocab: 2 vs. 2 Pictionary

• Infinitive Expressions (notes in packet p.6) ( clave ) (thru part B)

ER/IR verbs hoja #93

Study quizlets 1015 min

jueves

8th AIR special schedule: 9, 8, 3, 4, 5, 6, 7, 2, 1

• repasar tarea #93 ( clave )

• finish Infinitive Expressions notes packet p.6 ( clave )

• Inf. expressions quizlet new

• Listening Tr 15 ( handout #95 #2 (script)

• smartboard 2 verb rule / WB

Hoja #94 (vocabulario) Study quizlets 1015 min

viernes

Día de aviso • repasar tarea #94 ( clave)

• Circumlocution ( v2 ) / circumlocution quizlet

• finish Riddles (#92 back) / more piccionario

• Inf. expressions quizlet new

• ITP: Listening Practice ( Authentic ) ( handout #95 #3)

Study quizlets 1015 in.

Looking Ahead:

more with infinitive expressions/2 verb rule Listening Accel if assigned or for extra practice/3P

listening assessment miércoles (?)

Learning Targets

1. I can understand and produce vocabulary related to food, drinks, meals and snacks.

2. I know how to conjugate regular AR, ER and IR verbs in the present tense.

3. I know variety of expressions that are always followed by an infinitive verb.

4. I understand when to conjugate a verb vs. when to leave it in the infinitive (original, unconjugated form)

Last Year


2015-2016 Q1 2015-2016 Q2 2015-2016 Q3 2015-2016 Q4

Q4, WEEK 5 (Week 35): el 25 - 29 de abril, 2016 To Study This Week: Cap 4 Vocab 1 & Cap 4, Vocab 2 & Infinitive Expressions + Inf. expressions quizlet new Present tense ending chart , ER verbs: ER/IR verbs (meanings & forms) AR verbs refresher: Cap. 3

verbos Ar (vocab), Cap 3 Verb Endings , & AR verb conjugations , AR/ER/IR verbs all together: AR/ER/IR regular verbs(meanings w/pictures) , AR/ER/IR verbs (meanings) AR/ER/IR with forms


lunes

• Weekly Plan/ Tarea / Objectives • formative reading #98 ( clave )

Infinitives review packet #97

p. 1&2 + bring earbuds

Inf. expressions quizlet new

martes

• Inf. expressions quizlet new • table vocab / repasar #97 p. 1 & 2 ( clave ) • finish formative reading #98 ( clave )

TBA + bring earbuds

Inf. expressions quizlet new Que tengo que hacer Daddy Yankee

miércoles

Sub today I

expect a

wonderful

report!!

• Inf. expressions quizlet new (57 min. independent study, then quizlet live (3 rounds)) • start Lab Hoja #96 back note: you will have some time to finish this on FRIDAY in class (in other words, this is not homework)

Study quizlets especially this one below for 1015 min:


jueves

Estaciones: #100 (front) : Reading Practice Carrusel (click to see pictures) #100 back : A probar la comida

Infinitives review packet #97 p. 3 + bring earbuds /

tissue paper Inf. expressions quizlet new

viernes

Día de aviso +

sub most of 7th

and 3rd

Respect

yourself

schedule: 1, 2,

8, 4, 5, 6, 9, 7, 3

• Check HW #97 p. 3 (show homework key #97 p. 3 ; students correct) Work day by end of period/Monday complete:

AR/ER/IR verbs Whiteboards : students write the answer, you click through to show answer, then move on finish #100 (front) ( key to #100 check with this/orange key on board when done) Lab Hoja #96 back work at own pace with headphones due Monday.

finish Lab Hoja #96b + #100

(front) /checked with key +

bring tissue paper this has changed!

**BRING tissue paper** Study:


Looking Ahead: • repasar Lab Hoja #96b ( clave )

more with infinitive expressions/2 verb rule

Listening Accel if assigned or for extra practice / speaking accel • Examen de escuchar /leer TBD

• Speaking Practice / intro Speaking Assessment #101

Learning Targets 1. I can understand and produce vocabulary related to food, drinks, meals and snacks. 2. I know a variety of expressions that are always followed by an infinitive verb. 3. I understand when to conjugate a verb vs. when to leave it in the infinitive (original, unconjugated form)

Last Year


2015-2016 Q1 2015-2016 Q2 2015-2016 Q3 2015-2016 Q4

Q4, WEEK 6 (Week 36): el 2 - 6 de mayo, 2016 To Study This Week: Cap 4 Vocab 1 & Cap 4, Vocab 2 & circumlocution quizlet Infinitive Expressions + Inf. expressions quizlet new AR/ER/IR verbs (meanings) AR/ER/IR with forms


lunes

Sub Sr. Jones • Weekly Plan/ Tarea / Objectives

• 1520 min flext time:

Finish Friday’s work: #100 (front) ( key ) + #96b ( key )

Study these quizlets: circumlocution quizlet / Inf. expressions

quizlet new / Cap 4 Vocab 1 / Cap 4, Vocab 2 / AR/ER/IR verbs

(meanings) AR/ER/IR with forms

• 1520 min: Play Quizlet Live with the above quizlets .

• If time: start homework

#97 p. 4

bring tissue paper Quizlets 1015 min/night

Especially: circumlocution quizlet & Inf. expressions quizlet new

martes

Sra. Brinkman • Check and go over homework #97 p 4 ( key )

• start Formative Interpretive #99

• If time: study circumlocution quizlet & Inf. expressions quizlet new

Finish #99


miércoles

Sub Sra. Gomez

• Check and go over homework #99 ( key )

• Infinitive visuals look over each one, identify the infinitive

expression, and then try to answer the questions.

• start Writing > Speaking Prompt #101 answer ?s, conduct interviews

• If time: study circumlocution quizlet & Inf. expressions quizlet new

#101 (Write 12 paragraphs about

your typical eating habits!)

ASSESSMENT → VIERNES


jueves

Cinco de mayo • Sub recap, questions, and check #101 • 5 de mayo: Vocab/Gammar Warmup , Background Info

through English reading / video / Infographic , Ir+A+Inf practice ,

Mariachi Flashmob video , ITP: Word Art /bofetada

( full packet w/clave )

Optional: Want to know more about el Cinco de mayo? → more info here!

• Preview Día de la madre: flores de papel , #2 , Dichos para la mamá

BRING TISSUE PAPER Prepare for listening/reading

Assessment (like #100 front & #99) Optional Extra Credit Print & complete

for tomorrow Pick your level:

5 de mayo E.C. level 1 (3pts)

5 de mayo E.C. level 2 (7 pts)

Quizlets 1015 min/night

viernes día de aviso

• Interpretive Assessment Cap. 4 (Listening/Reading)

• after: make mother’s day flowers video #1: tissue paper ( hoja ),

video #2: rollup , and/or cards with Dichos (sayings) para la mamá ( handout )

Adorable video: ¿cambiarías a tu mamá?

• Preview Speaking Prompt #102 if time

Preview #102 / start to prepare for Speaking

Quizlets 1015 min/night

Looking Ahead:

Examen de hablar: Presentacion (next Thurs/Fri)

Learning Targets:



3. I understand when to conjugate a verb vs. when to leave it in the infinitive (original, unconjugated form) Last Year


2015-2016 Q1 2015-2016 Q2 2015-2016 Q3 2015-2016 Q4

Q4, WEEK 7 (Week 37): el 9-13 de mayo, 2016 To Study This Week: Cap 4 Vocab 1 & Cap 4, Vocab 2 & Infinitive Expressions + Inf. expressions quizlet new + circumlocution quizlet

lunes 9/5

• Weekly Plan/ Tarea / Objectives • Soy una taza o baile con hoja #96 if time

• Speaking Prompt: #102 From Writing ( #101 ) → Speaking

( compare rubrics , explain what to do, tips, example , start)

• circumlocution quizlet / Inf. expressions quizlet new /QL

#102 back Plan for your Speaking

Quizlets, especially: circumlocution quizlet /


martes 10/5

• √ #102 back / slide 4 whiteboards with INF Expressions

• whiteboards with INF Expressions through slide 27

• practice #102 back with pájaro partner

* Circumlocution shapes , etc

Use #102 back to prepare for your speaking

Quizlets (see above)

miércoles 11/5

• finish whiteboards with Infinitive Expressions (slide 2840)

• #102 / practice with pez partner

• Circumlocution shapes , etc / reminder of visuals (no words!) • discuss presentations (show student example ) / decide which groups go day 1 / day 2 for speaking in case you want to bring in food (Take a risk and volunteer to go day 1!)

prepare for your speaking (prep food? Make a visual to

support your description?)


jueves 12/5

• Examen de hablar: presentacion / quicktime ( tutorial ) ( example ) / Speaking Days: what to expect

→ To turn in your recording: upload to google drive, share

with [email protected] , then fill out the Turn in form

→ Meanwhile: group members fill out peer review form

(required) / eat food (optional)

prepare for your speaking (prep food? Make a visual to

support your description?)


viernes 13/5 Purple day! Día de aviso

• Examen de hablar: presentacion peer review form / Share food with class (optional)


Looking Ahead:

¿Viva Cuba? DC Week for 8th graders! / Luce

Learning Targets:


2. I can circumlocute in order to make myself understood.

3. I know a variety of expressions that are always followed by an infinitive verb.

4. I understand when to conjugate a verb vs. when to leave it in the infinitive (original, unconjugated form) Last Year


2015-2016 Q1 2015-2016 Q2 2015-2016 Q3 2015-2016 Q4

Q4, WEEK 8 (Week 38): el 16-20 de mayo, 2016 • DC Week (8th)

past weeks textbook WB accelerations audio/listening tracks learning targets

To Study This Week: Cap 4 Vocab 1 & Cap 4, Vocab 2 & Infinitive Expressions + Inf. expressions quizlet new

lunes 16/5 Día de aviso (DC meeting)

• DC Week Luce out all week!

• Cuba Jigsaw #103 (groups 15 today) ( clave )

→ Article 1: Cuba Background Info

→ Article 2: USCuba Relations

• Watch Viva Cuba Trailer if time

• Look at the USCuba Relations Timeline if time

#104 Vocab 1 hoja front (thru #5)

write 2 possible questions for

guest speaker en español :)

martes 17/5

• repasar #104 ( clave )

• finish Cuba Jigsaw #103 (groups 69 today) ( clave )

• start Viva Cuba ( hoja last page of packet #103)

#104 Vocab 1 hoja back

Viva Cuba Hoja #103 back

TBA



miércoles 18/5

• Viva Cuba ( hoja last page of packet #103) Viva Cuba Hoja #103b due

Friday

TBA



jueves 19/5

• Viva Cuba / discuss / go over hoja if time (clave)

• work on questions for guest speaker if time

• 3P final conference prep sheet #105

Viva Cuba Hoja #103b due

Friday



** prepare for 3P final conference #105 w/evidence (PS)

viernes 20/5 No advisory

• go over hoja #103b first in groups then whole class

(show key after, then collect / USCuba Relations Timeline

if time/interest)

• Hand back papers / file / recycle / use as 3P evidence

• 3P final conference prep sheet #105

** prepare for 3P final conference #105 w/evidence (PS may need

to print it out because of

endofyear laptop collection!)

Looking Ahead:

lunes/martes : 7W = campamento

7E = 3P, binder cleanout, then dojo prize movie day

miércoles/jueves 7E = campamento

7W = 3P, binder cleanout, then dojo prize movie day

viernes : Juegos / Canciones / Actividades Favoritas

Learning Targets:



3. I understand when to conjugate a verb vs. when to leave it in the infinitive (original, unconjugated form) 4. I can compare my culture to the culture of Spanish speakers in Cuba.

Last Year


2015-2016 Q1 2015-2016 Q2 2015-2016 Q3 2015-2016 Q4





during:


clean out binders


file when done







during: see Monday










over the summer!!

Looking Ahead:

¡¡¡¡¡VERANO!!!!! …. ¡Octavo Grado!

Learning Targets:

1. I can reflect on my learning in meaningful ways.


over the summer.

Last Year

Becky Searls • PreObservation Form • Nov 22, 2013 • 7th Period • Room 307

issues, building on others’ ideas and expressing their own clearly.

Broader Planning/Scope of Unit / Connections to Course & School Goals

Our unit question is: “¿Cómo es diferente una casa de un hogar?” or in English: “How is a house

different from a home?” and is posted on the white posterboard by the door. The unit is split into two

topics: family and houses/homes. Students have been studying family for about two weeks and

house/home vocabulary was introduced earlier this week.

I am tentatively planning to assess reading next Monday in an effort to help students perform their

best before an extended break. Then, after our break we will come back together and review and

reinforce again, especially the second topic, home, and students will be assessed in listening.

Listening and reading are receptive skills, meaning that students only need to interpret and

understand. They are generally less taxing for students than productive skills like speaking and

writing, which require students to produce the language on their own. Therefore, speaking and

writing assessments will come much later after students have fully internalized the vocabulary and

structures of the unit and explored ways in which these topics connect to their own lives.

Students will begin a 3D housing project in early December which will extend into January and their

speaking and writing assessments will be based on parts of this project (e.g. describing the home they

create and the family that lives there, basing this information on the culture they have chosen to

model their home on).

These experiences fit well within our goals for the middle school Spanish novice experience because

our goal is to provide students with a solid foundation in the four skills and to introduce essential

vocabulary/structures now so that their later coursework, which progresses at much more rapid and

challenging pace, students can rely on their extensive background knowledge as an aid to learning.

Our unit question and current learning targets are posted each week by a student on the white

posterboard by the door. Students and parents also have access to the weekly goals on their weekly

plan which is posted on edline and handed out to students each Monday. We reflect on the learning

targets informally out loud day to day and formally in writing each Friday or Monday so that I can

gather data on how students are progressing. This helps me to determine what we need to reinforce

and when we are ready to assess and move on. Students also self-reflect semi-quarterly on their

progress towards these learning targets during 3P conferences with me, when they have the

opportunity to discuss their proficiency, participation, and progress . Long-term learning targets for

the semester/quarter are always available to students and parents by clicking on the small “learning

targets” link on the upper right-hand corner of the weekly plan. Each quarter, I begin by providing

students with a copy of these goals and showing them what they have already learned and what they

will learn next.

In order to create this lesson, I used student and parent survey data, collaborated with language arts

colleague Kathy Preston and tried to apply strategies I learned in PD sessions with Nancy Doda to

3

Becky S

earls • PreObse

rvation Form • N

ov 22, 2013 • 7

th Period • Roo

m 307

incorporate into the Spanish curriculum with my global language colleagues:

Remediation and Extension:

We have a google page called accelerations that we continue to work on as a Spanish

teachers.

https://docs.google.com/document/d/1vmOvTGSoacYGVfF9po8b6hPh6VNOavY-SubQ

4vhKkgY/edit Each chapter has additional formative assessments that mirror our

summative assessments for each skill. When students show that they are not proficient

in a skill area, they are assigned an acceleration (this often requires e-mailing parents to

give them a heads up). Students that would like additional practice are also able to do

accelerations (and often do them).

Re-teaching, Review/Reinforcement, & Flipped Instruction:

Another tool I have is moodle. Our moodle has tons of online review activities for each

unit for a variety of vocabulary and grammar topics (-ar verbs, articles, the verb tener,

etc). It also contains all listening exercises associated with our textbook and links to our

online textbook so that students can be self-directed in their practice in the lab or at

home. Moodle also has several videos that review concepts they may have missed in

class or simply want more practice with.

Every unit I incorporate 2-3 lab review days. I use links I’ve collected on moodle or

added to my google docs to create an interactive, clickable lab day webquest of sorts that

students can go through at their own pace to reinforce past learning or push themselves

to the next level. These online activities often engage students that have trouble with

attention because they are more like video games.

Meeting the needs of students who struggle with executive function/organization/study skills:

My weekly plan has links to almost everything we do in class and is posted on edline.

Since it is a google doc, anytime I update it it is automatically updated for students as

well so that they always have the most recent version of our agenda for class and

homework for each night. If students watch an explanation video of a new concept (e.g.

the verb tener) and feel they need to repeat it, they can click on the weekly plan and

watch it again, or if they misplace a worksheet because they struggle with organization

the link is right there and they can print out an extra copy (and often do!)

In addition, I keep a log of past weekly plans for students who are frequently absent.

This enables them to go back and see what they missed in order to get back up to speed

with the class as quickly as possible. It also serves as a great resource for tutors or the

GLRC teacher to access extra practice to use with students to develop their vocabulary,

grammar, and skills.

I use quizlet as an online tool to review vocabulary, flashcards and grammar concepts. I

often e-mail parents the links and ask them to have their kids practice. I also ask for

student input and create quizlets to suit their needs.

Other strategies to differentiate:

When I create exit tickets and bellwork questions, I scaffold the questions so there are

high, mid, low questions.

I scaffold readings to include pre-during-and post-reading strategies to enhance

students’ understanding of Spanish texts. 13


add as much detail as they can to demonstrate their understanding. Students will then move into expert groups (collaborative, student-directed learning) All A readers will go to one side of the room and all B readers to the other side of the room

A’s will compare and add to their drawings and B’s will do the same with theirs. Students will move back to their home pairs and share verbally and visually with our drawings what we have learned so far/understand (cooperative learning) At this point I will hand out the questions that accompany the text. These questions scaffold for students what the summative reading assessment will look like. I will use direct instruction to model how to respond to various sections of the reading, especially the pre-reading strategy and how to answer the contextualized guessing questions with a Spanish justification. If there is time I will model how to skim and scan to find a Spanish answer for part B.

Content-specific content will be reviewed more than taught today; however I will directly instruct students in various reading strategies: for example, the use of drawing as an advanced organizer, using context clues to make educated guesses, and skimming and scanning to locate important information.

I will conduct frequent understanding checks and try to model in advance to anticipate and clarify possible areas of confusion. In addition, I will circulate often to formatively assess students’ understanding of the classroom activities. When it is clear that the same kind of confusion is popping up in multiple groups I will re-explain in order to ensure understanding. At the end of class I will wrap up with a few minutes and announce the homework (to finish the formative reading practice if necessary and to prepare for the reading assessment on monday). I will also revisit the learning targets for the day and try to link the lesson back to the unit question.

My goal by the end of the lesson is that students feel prepared for and confident about the reading assessment on Monday and that they know and can use their family/home content knowledge and reading skills effectively.

Resources (Standard 2: Content/Standard 4: Instruction) What resources/materials will be used in instruction? How will technology be integrated into lesson delivery? Resources/Materials

Learning Target/Unit Question Poster - to clarify our goals for this today, this week, and the overarching unit.

Google Doc Weekly Plan - to access links to other lesson resources and to reflect on learning targets (see bottom of plan).

https://docs.google.com/document/d/13WC0AEN8WpBk9MmRQZ3Rb2eVqCcdZMid62DJ-ddWzBI/edit

Hay practice - bellwork activity (see slide 6) https://docs.google.com/presentation/d/1n7crLovhIZNp-UnZyQ8B5C9f8AQtdluCmQnUCgQA_GI/edit#slide=id.g1752fed12_00

Speaking mixer handout - to prepare for and facilitate speaking activity

18


https://docs.google.com/document/d/1ZW0grgcgZn01ttAN1C0P2YO7ajNksnui7W3UQoYPPP4/edit#heading=h.fcp9ao63azmx

Reading text (or textbook) - to allow students to annotate and highlight as they read and questions to go with it - to provide a formative model of what the summative assessment will be like on Monday. https://docs.google.com/document/d/1BHkrnBRF2_EO-FZy_AHuQ7MB2ODe3uZosU2_bySskqw/edit

Extra paper to draw - this will serve as students’ advanced organizer and a pre-reading activity Edline Homework Postings - to remind students of the homework and provide links to extra

practice if desired. Technology Integration

I will use my google doc weekly plan as a home base to work from because I have already linked all activities to it.

I will use the projector to provide a visual for students who benefit from this support. I will use the smartboard and elmo to model and demonstrate tasks. I also used technology to locate and create today’s resources - e.g. papa reading was found

through pinterest; other documents created collaboratively and shared with colleagues through google docs.

I will extend the lesson past this period online by providing links on edline and the weekly plan to quizlet for vocabulary review and to optional extra reading practice if students want it.

CLASSROOM ENVIRONMENT (Standard 1: Students / Standard 5: Learning Environment) How will the environment support all students? How will different grouping strategies be used? How will safety in the classroom be ensured? How will respect for all be modeled and taught? Supportive environment

It is very important to me to establish a positive rapport with my students from the very beginning of the year. To accomplish this, I engage students in brainstorming a set of classroom norms that will guide our interactions throughout the year. I seek student input and voice in creating our norms which helps gain buy-in and and encourages students to actively take responsibility for their behavior.

In addition, having a set of expectations in place allows students to feel safe and able to take risks in my classroom, which is essential for growth in a language class. All students expressed a desire to not be made fun of for making mistakes, so clearly they want to feel safe and supported. It’s one thing for me to tell them it needs to be a safe place in my room; however I find it is much more powerful and meaningful for students to hear each other express a desire for safety and support. This helps reinforce the goal and make it a meaningful thing to strive for for all members of the class.

Once we have come up with a list of norms together, I ask students to sign it as a commitment to stick to those norms. I then revisit and, if necessary, revise them frequently to reinforce the kind of environment we want to have. This year students came up with the following norms:

respect others

19

Today

🤗🙆

SAMR New to SAMR? Watch http://tinyurl.com/

SAMRin120seconds.


SAMRin120seconds.

Level 1:Substitute

Make your plan digital


SAMRin120seconds.


SAMRin120seconds.

Level 2:Augment

Add Links


SAMRin120seconds.


SAMRin120seconds.

Level 3:Modify

Share your plan🔜 asynchronous communication,

collaboration


SAMRin120seconds.

SAMRNew to SAMR?

Watch http://tinyurl.com/SAMRin120seconds.

Level 4:Redefine

Free up time &energy to create things previously

inconceivable

Example: Traveling Sabbatical

Global Connections

Real time & Asynchronous Interaction

Facilitated through your weekly plan

Create a google hangout

Share the link on your weekly plan

Join me!http://tinyurl.com/

searlsweeklyplan2016


Click/Type in link above • Click File, “Make a copy”






during:


clean out binders


file when done







during: see Monday










over the summer!!




over the summer.


Get started quickly:

• Rename your document • Create a shortened URL tinyurl.com • Change content to match your plans • Link In-Class activities & HW

- Tip: http://tinyurl.com/HowToLinkAGoogleDoc - Tip: http://tinyurl.com/HowToLink1GoogleDocToAnother

• Link Supplemental Resources (past weeks, online textbook/workbook, audio/video)

• Include (& Link) Learning Targets • Looking Ahead Section (weird schedule? Give

Students a heads up, preview upcoming assessments) • Link your plan any and everywhere! • Next Steps?


Questions?


Thanks! Becky Searls

attribution“Hacker” Created by Thibault Geffroy from the Noun Project“Internal” & “Customer” Created by Gregor Črešnar from the Noun Project“Fire Extinguisher” Created by icon dots from the Noun Project“Preventing Fires” Created by Gan Khoon Lay from the Noun Project“Free Play” Created by Yolanda Ferranti from the Noun Project“Headache” Created by Gan Khoon Lay from the Noun Project“Anchor” Created by Icons Bazaar from the Noun Project“Collaboration” Created by Iris Roijakkers from the Noun ProjectQuote from The Decline of Play and Rise in Children's Mental Disorders, Peter Gray, Ph.D., author of Freedom to Learn“SAMR Image” Created by Dr. Ruben Puentedura from http://hippasus.com/ “SAMR in 120 Seconds” Youtube Video from http://tinyurl.com/SAMRin120seconds by Candace M.

Education

How I Hacked Google Docs