things left to do this semester

... the ever-expanding list.

PLAY:
Write up lines. Memorize.
Line-by-line interpretations.
Write back-story.
Make dress (over Thanksgiving?)

STUDY ABROAD:
DONE Confirm dates.
Get list of all the forms that need to be selected.
DONE Get plane ticket.
Go to Wachovia - Euros, credit card, travelers checks (?)
Get VISA.
DONE Book hotel.
Pack ...


EDLF345:
fix lesson plan.
film movie.
submit.
tech autobiography- update.
finish web portfolio.

EDLF501:
Read chapters 9, 11, 12, 13, 14
DONE! Group activity (grrrrr.)
DONE! Read articles for research paper; take notes.
DONE! Write & edit paper.

FREN445:
Finish Proust.
DONE! Come up with group presentation idea.
DONE! Group presentation.
Final paper.

PHYS105:
Problem sets.
Term Paper (again, grrr.)
Reread chapters on heat, ice, lightbulbs.

ITAL:
Attivita culturale.

XMAS:
Start shopping.
Make Mom's coat?
Dress for Mariel?
Jewelry for trunk show at bead store?
Claddagh ring for Jake

OTHER:
Make muffins.
Bake a pie.
Be nice to Jake.
Don't be stressed.
Read a book.

Notes 10/31

mmmm candy.

20 minute video ... pending!
everything must be posted on website by Dec. 16 (Friday).
no etips!

Shooting videos!
1. Shoot
Two options: tapes (analog) or mini-DB tapes (digital)
--> mini-DB's are probably easier since they are compatible with Curry equipment
2. Transfer
Work from the tape
(or use a firewire)
3. Edit
Windows movie maker/ pinnacle on PC
iMovie, Final Cut on Mac
4. Save
.wmv or .mpeg
.mpg4
5. Burn to CD

Tips:
get a tripod
run a quick test before you start
remove and LABEL tape
- can also go to Clemons digital lab, but then must use higher quality tapes
- can buy tapes at bookstore
curry.edschool.virginia.edu/admin/eto/reservations.html
thomas hammond
tch5e
243-7788

to reserve a room: go to university registrar link - the SOURCE

question: do we need to create the powerpoint/internet activities/etc. that we've included in our lesson plans?

for this week:
to do list: how do i get started on this video? what do i need? set some deadlines...








Notes for lesson plan:
Add in:
- quickly review forms of avoir and etre
- give examples of student responses before you set them loose
- give a list of verbs, phrases, vocab words that they may need (a bit of scaffolding) ... thanks matt! this also adds a bit of "control of error" to the process ...

Lesson plans: two version

Notes for lesson plan: Add in: - quickly review forms of avoir and etre - give examples of student responses before you set them loose - give a list of verbs, phrases, vocab words that they may need (a bit of scaffolding) ... thanks matt! this also adds a bit of "control of error" to the process ...

Lesson: Using the past tense in French

Objectives:
Students will learn to use the past tense.
They will learn the difference between regular avoir and etre verbs .
They will learn how to make verbs agree with their subject.

Assessment:
Students will be given a written check-up quiz.
Students will complete and turn in an in-class activity.

Tech-hi lesson plan:
1. Introduce basic structure of regular verbs in the passé composé with the aid of a Powerpoint presentation. Display the Powerpoint on a Smartboard, fill in blanks/ charts by writing in answers.
2. Once students have seen the basics, let students come up and fill in some simple forms of the verbs on the Smartboard to get them up and moving and to make sure that they are staying involved in the lesson.
3. Continue with Powerpoint and talk about verbs conjugated with être. Explain the difference between the two types of verbs (direct object/ transitive verbs vs. intransitive verbs). Also show students how to make the verbs agree with their subject.
4. Use what they’ve learned: Show a few short video clips on the Smartboard (will make it easier to stop and start at the right clips) and ask students to describe what the people in the clips have just done. Could use well-known movie scenes to draw students’ attention. Example: “L’homme est entré dans la cuisine, il a pris un café, et il a lu son journal. Ensuite, il est parti.” (The man entered the kitchen, he had a coffee, and he read his newspaper. Then, he left.) Students should write down a few sentences and then be asked to read them aloud. Students will turn in their sentences to have them corrected for a participation grade.

Tech-lo learning activities:
1. Introduction - introduce basic structure of the passé composé. Give many examples. Go over the past participle forms of regular verbs.
2. Ask students to turn to each other and say what they did the past weekend.
3. Part 2: talk about verbs conjugated with etre. Explain the difference between the two types of verbs ( direct object verbs vs. intransitive verbs). Also show students how to make the verbs agree with their subject.
4. Show pictures from newspapers or magazines and ask students to tell what happened in each picture. Have students write down their sentences and turn them in to be corrected for a participation grade.
5. Game: have students form two teams. One student from each team at a time goes to the chalkboard; I say a subject and the infinitive form of a verb and students must race to write the past tense form on the board.

activity idea from Gianfranco

– Play “The Price is Right” using a Powerpoint to display the pictures. Students will guess the price of several items, using the large numbers that they have just learned.
– Using the items from the previous game, students will form small group and write ads for these products.

a cool verb activity with francis cabrel...

http://platea.pntic.mec.es/~cvera/hotpot/cabrel1.htm

and other activities on the index ...
http://platea.pntic.mec.es/~cvera/hotpot/exos/index.htm

Follow-ups

http://lektor.net/
--> Can create on-line books
Features:
- can click on word and see explanation
- teachers can identify tasks, ask discussion questions, etc.
- there are no english manuals ..... but they do have french!
- interesting way to create a report

http://del.icio.us/
- can post links ... this way, they aren't just on your computer
- can add tags (search terms), descriptions
- if you give out username and password, everyone can add bookmarks!

Lesson plan brainstorm

Lesson: Past tense
Objectives:
Students will learn to use the past tense.
- They will learn the difference between regular avoir and etre verbs
- They will learn how to make verbs agree with their subject

Assessment:
Students will be given a written check-up quiz.
Students will complete and turn in an in-class activity.

Learning activities:
1. Introduction - introduce basic structure of the passe compose. Give many examples. Go over the past participle forms of regular verbs.
2. Turn to partner and describe what you did this weekend.
3. Part 2: talk about verbs conjugated with etre. Explain the difference between the two types of verbs ( direct object verbs vs. transitive verbs)
4. Internet activity:

to be continued...

Notes for October 24

New verb: Lesson planning
--> will write two versions of one lesson plan (Assignment #10)
--> will eventually *do* this lesson plan and videotape it, burn it to a CD, and bring it in. (#11)
--> break up video into short pieces and comment on each section (#12)

Why do we make lesson plans?
- get your thoughts going
- have a back-up plan so everything goes smoothly
- have a goal/ target in mind, i.e. curriculum, and fit all of those goals into one class period
- have some sort of assessment/ activity
- check-up: is there a reason why i'm teaching this? is it worthwhile and productive for the students?
- do you have ALL the necessary materials?
- admins require them
- prevent blanking... gives you something to look at, get back on track
- having lesson plan helps in the event that you have to have a sub -- still use class time efficiently

"aligned instruction" / backwards design method
- write your objectives, decide how you'll assess, [missed the end...]
- it's backward because: you start by naming the goal, the place where you want to end up, before you begin anything else. you design the assessment first, then teach --> learning activities
(SOLs...... very backwards. teaching to the test, dictates all instruction.)
- you may not hit all your objectives, but you know what you were trying to hit.
- studies show... when teacher says from the beginning what the goal is, students simply perform better.
ex. writing a paper: from the top down, start at the beginning and write all the way through
.... but lacks organization.
(but good for a rough draft!)
- back to last class: action --> reflection/ assessment --> make changes --> back to the action
- skill! --> being able to break things down into their component parts

Link #4: id. desired results --> determine acceptable evidence --> plan learning experiences and instruction
Wiggins & McTigh --> doesn't matter where you start, what order you go in, so long as you final design is coherent (can jump around a lot.)

Two versions:
Dream tech version (tech-hi)
Reasonable tech version (tech-lo)
--> same content

http://www.ubdexchange.org/resources/templates/2-PageTemplate.pdf
http://www.ubdexchange.org/resources/templates/6-PageTemplate.pdf

FLTEACH: ne ... pas

Date: Sun, 23 Oct 2005 18:53:12 -0500
From: M & D Blaz blazm@YAHOO.COM>
Subject: Re: french negation

The day we learn negation, I tell mine to think of and write down seven things they don't do, as homework. I tell them to try to think of things they don't do that many classmates actually do. I give examples, (in the TL) such as I don't eat hamburgers, I don't watchhorror movies,I don't play football... They have to use words they already know, or, with permission, ones they ask me for (I only give permission for easy-to-recognize cognates).
The next day I give everyone a stack of poker chips. (You could use anything. The chips just make a cool"plonk" noise in the bowl.... and I got a big container of them at a garage sale.) We sit in a circle, and take turns saying one of our sentences, passing a big bowl. Example: I say, "I don't eat hamburgers," and pass the bowl. The person next to me says if he/she does or doesn't eat hamburgers, and if they do,they put a chip in the bowl. Everyone else says if they do or don't do that.... I trust them to tell the truth; classmates will "out" someone who doesn't, in most cases. The object is to hold onto your chips the longest. Winners are whoever runs out of chips first ("consolation prize for the most experienced") and last (if we play that long:I watch the 'natives' for signs of restlessness and call the game over at the end of that round.) It doesn't take too long, is fairly high-interest (and communicative)... rarely do we use more than two of the seven written, and I have them hand in their sentences. This also works when you learn "never".
Deb Blaz

Hi all,> does anyone have an fun ways of teaching ne...pas in french? I> teach 6th grade, first year french.

Feedback

I really like the idea of creating opportunities for formative feedback. I've had many experiences with teachers where the assessment came only at the end of the project, and if you didn't just happen to have produced what the teachers wanted to see, you were in trouble. This particular in-class exercise using peer feedback wasn't terribly helpful to me in my group because none of us has a finished product. We had rough draft versions of the scripts and videos, but because they were only at the half-way mark we didn't have very many useful comments. However, I can see the activity being very productive in a setting where a significant piece of the project is already finished, or in a brainstorming setting. Say you're in an English class and you're preparing to write a paper; peer feedback could be used in a group setting to discuss outlines for papers and theses. If students took the activity seriously, they could help each other to evaluate their ideas and to shape and hone them into a strong paper.

Notes for Oct. 17

ASSESS
also: measure, evaluate, grade, judge, give feedback, critique, remark,
--> each has implications... so we have many different words, use them to talk around the subject.

have an experience --> reflect on it --> guides your next action --> that becomes your next experience (Jesuit idea)
teacher gives assessment, guides reflection --> helps shape next step, hopefully for the better
Another look: Cognition --> Meta-cognition (thinking about thinking)

Goals of assessment: are students learning skills and concepts like we want them to? also communicates to teachers: diagnostic - is their method of teaching working for teacher?
Egocentric fallacy of teaching : what I'm saying makes perfect sense to me, everyone hears it like I think it's being heard, and thus should understand it ... is definitely not the case.

Do we need grades? --> most students need a motivator
- if student knows sthg is worth a lot of points, know it is important to master it, even if they aren't intrinsically motivated to do so

How do we assess?
Tests, written comments, verbal comments (tone, body language, etc) - it's not just numbers!!

When?
Before instruction - Pretests "to test prior knowledge" ... but can make students feel stupid if they don't know the info
During instruction - Formative - can make changes where necessary (before it's too late!)*
After - Summative - usually more heavily emphasized
* esp. in technology activities --> essential to have formative assessments/ check-up points

Other techniques:
Self-assessment
Peer review - experiences can vary a lot

Other Feedback:
Ppt comments
Microsoft Word comments
also, Wiki comments
Anonymous feedback?
Set up a dummy account? Look for a hosting feature?

Goal: teach a better version of your class every year.

Assignments:
Personal blog about feedback/ Assessment
Finish digital media project
Post rough cut and refined cut to website.

Digital movie idea

Same train of thought, slightly reoriented. My short movie will be about my experience with theater, the things I have gained from it, and its importance in my life. I will use lots of pictures of past shows that I have either performed in or for which I've done scenic work or costumes.

Title
Show cast photos from YCTIWY, SOTL- Macbeth, VM's - There's something irresistible about the theater. Maybe it's the camaraderie that comes from being in a cast or a crew and having a sense of common purpose.
Maybe it's the make-believe.
Show photos of tech work & rehearsals - Putting together the stage, painting dunes, dressing actors; then scenes from the play on the finished set. - Maybe it's the sense of accomplishment that you have when all of the pieces come together and there actually is a play at the end of it all.
Show photos of hanging out (Bob in throne) - Or maybe it's just the - shall we say, eccentric array of people who gravitate towards the theater. More than likely, it's a combination of them all.
My own experience with theater has been somewhat limited, but I've loved it - every minute. I've had the chance to be an actor and a techie. I've been in the limelight and taken a final bow, but I've also helped put together sets, sewed costumes, and put the finishing touches on painted scenery during the final dress rehearsal.
Show photos ... - Working with theater is a hard job. You learn to live without sleep at times. You stretch yourself farther than you would have thought you could. You exhaust yourself physically, emotionally, and creatively for just two or three performances. But at the end, it's worth it a hundred times over.

Short movie -- brainstorming

Since I have a pile of pictures on my computer from past theater experiences, I think I'll use some of them to put together a brief synapsis of a play. If I can get some of the missing photos from Reidel, I'll do one of SOTL's productions, either Macbeth or Hamlet. I can just put them in order, make transitions, add some music, and add in my own running commentary. ("This is the part where Shakespeare kills of most of the remaining characters ... oh wait, that part is in all of his tragedies.") I'm not sure if we're supposed to generate new images or not, but if we're allowed to use what we already have, I think that this would be a cool short movie.