{"id":2,"date":"2017-08-08T15:51:04","date_gmt":"2017-08-08T15:51:04","guid":{"rendered":"http:\/\/courses.kyrakietrys.com\/courses-2\/?page_id=2"},"modified":"2018-11-21T16:58:15","modified_gmt":"2018-11-21T16:58:15","slug":"calendario-lecturas-tareas","status":"publish","type":"page","link":"https:\/\/courses.kyrakietrys.com\/spa311fa2018\/calendario-lecturas-tareas\/","title":{"rendered":"Calendario de lecturas y tareas"},"content":{"rendered":"

Calendario de
\nlecturas y tareas<\/h2>
<\/div><\/div><\/div>\n
<\/span><\/span><\/div>\n

There will be no SiDES classes on:
\nOctober 8 or 9 (Davidson College Fall Break)
\nNovember 19-23 (Thanksgiving)<\/p>\n

Last week of SiDES classes: November 26.<\/p>\n

El mi\u00e9rcoles, 12 de septiembre,\u00a0Horario para la primera revisi\u00f3n de apuntes<\/a>. En el despacho de la profesora Kietrys (C-3168)<\/p>\n

NB regarding readings: Some selections may be changed in accordance with students\u2019 needs as our course develops.<\/em><\/p>\n<\/div><\/section>\n

\n

20 de agosto \u2013 Course Overview and Program Models<\/strong> <\/span><\/span><\/span><\/p>

Lecci\u00f3n modelo
\nResponsabilidades de los alumnos
\nLos horarios
\n\u00bfQu\u00e9 es SiDES? \u00bfQu\u00e9 no es?<\/p>\n

C\u00f3mo preparar una lecci\u00f3n
\nExplicaci\u00f3n de la tarea
\nBri\u2019ana Odom\u201919 \u2013 Curriculum y JEC<\/p>\n <\/div> <\/div> <\/div><\/section>\n

27 de agosto \u2013 Lesson Planning<\/strong> <\/span><\/span><\/span><\/p>

Ch 1: Language Learning in Early Childhood. In Curtain and Dahlberg,\u00a0Languages and Learners<\/em>. Text.<\/p>\n

Ch 2: Planning. In Curtain and Dahlberg,\u00a0Languages and Learners<\/em>. Text.<\/p>\n

Ch 3: Fundamental Concepts for Language Teaching and Learning (only pp. 70-71 and 82-101). In Curtain and Dahlberg,\u00a0Languages and Learners<\/em>. Text.<\/p>\n

Inscribirte<\/a>\u00a0como voluntario\/a en CMS (Charlotte Mecklenburg Schools).<\/p>\n

ENTREGAR: Una lecci\u00f3n de demostraci\u00f3n (de 10 minutos) para el grado que quieras; pod\u00e9is usar un libro infantil o pensar en una actividad para conocerse. Deb\u00e9is trabajar en grupos peque\u00f1os – pod\u00e9is formar los grupos usando este documento en Google<\/a>. Deb\u00e9is usar esta plantilla<\/a>\u00a0y el\u00a0Lesson Planning Checklist<\/a>.<\/p>\n

ENVIAR: Foto e informaci\u00f3n para la biograf\u00eda a kykietrys@davidson.edu<\/a><\/p>\n <\/div> <\/div> <\/div><\/section>\n

3 de septiembre \u2013 Curriculum and Bias in the classroom<\/strong> <\/span><\/span><\/span><\/p>

Taller de e-porfolio con Daniel Lynds (Instructional Technologist)<\/strong><\/p>\n

Ch 5: Planning Daily Lesson in Words and Actions. In Glynn, Cassandra, et al.\u00a0Words and Actions: Teaching Languages through the Lens of Social Justice.<\/em>\u00a0PDF<\/a>.<\/p>\n

Coleman, B., Garlen, J., & Kuh, L. (2016, October 2). Teaching for Social Justice in the Early Childhood Classroom.\u00a0PDF<\/a><\/p>\n

Ch 8: Connecting Language and Content. In Curtain and Dahlberg,\u00a0Languages and Learners<\/em>. Text.<\/p>\n

ENTREGAR:\u00a0Una actividad para hacer el primer d\u00eda de clase.<\/a>
\nAPUNTARSE\u00a0para la 1\u00aa revisi\u00f3n de apuntes (durante la semana del 10 de septiembre).<\/p>\n <\/div> <\/div> <\/div><\/section>\n

10 de septiembre \u2013 Teaching through Stories<\/strong> Empiezan las clases en DES. <\/span><\/span><\/span><\/p>

Empiezan las clases en DES.<\/span>
\n<\/strong><\/p>\n

Ch 1: Critical Teaching about Racism through Story and the Arts. In Lee Anne Bell,\u00a0Storytelling for Social Justice<\/em>.\u00a0PDF<\/a>.<\/p>\n

Ch 2: Stock Stories: Reproducing Racism and White Advantage. In Lee Anne Bell,\u00a0Storytelling for Social Justice<\/em>. (PDF in above link.)<\/p>\n

Ch 2: How to Read Uncomfortably: Racism, Affect, and Classic Children\u2019s Books in Philip Nel,\u00a0Was the Cat in the Hat Black?: The Hidden Racism of Children’s Literature, and the Need for Diverse Books<\/em>.\u00a0PDF<\/a>.<\/p>\n

Opcional: Barker, Marie E. \u201cT\u00e9cnica para la narraci\u00f3n de cuentos infantiles.”\u00a0Hispania<\/em>, vol. 67, May 1984, pp. 262-266.\u00a0PDF<\/a>.<\/p>\n

ENTREGAR: Lecci\u00f3n n\u00famero 1 para la clase de esta semana.<\/p>\n <\/div> <\/div> <\/div><\/section>\n

17 de septiembre \u2013 The Learner; Observations<\/strong> <\/span><\/span><\/span><\/p>

Peer Observations: Normas (PDF)<\/a> and Hoja (r\u00fabrcica) para hacer la observaci\u00f3n (PDF)<\/a><\/p>\n

Ch 1: The Learner: Setting the Stage. In Curtain and Dahlberg,\u00a0Languages and Learners<\/em>. Text.
\n<\/del>Ch 4: Strategies for Building Toward Proficiency. In Curtain and Dahlberg,\u00a0Languages and Learners<\/em>. Text.<\/p>\n

Ch 5: Observing Learning and Teaching in the SL Classroom. In Patsy Lightbrown, et al.\u00a0How Languages Are Learned<\/em>.\u00a0\u00a0PDF here<\/a><\/p>\n

ENTREGAR: Lecci\u00f3n n\u00famero 2 para la clase de esta semana.
\nHACER (esta semana o la siguiente)<\/del>: 1\u00aa observaci\u00f3n y cr\u00edtica de un\/a colega
\nDebido al hurac\u00e1n, vamos a retrasar las observaciones. Hablaremos de las fechas en clase.<\/span><\/p>\n <\/div> <\/div> <\/div><\/section>\n

24 de septiembre \u2013 Teaching Vocabulary and Diversity<\/strong> <\/span><\/span><\/span><\/p>

Ch 3: Getting Started: Introducing Vocabulary. In Klaus Brandl,\u00a0Communicative Language Teaching in Action<\/em>. PDF<\/a>.<\/p>\n

Leeman, Jennifer, et al. \u201cIdentity and Activism in Heritage Language Education.\u201d\u00a0Modern Language Journal<\/em>, vol. 95, no. 4, Win 2011, pp. 481-495. PDF<\/a>.<\/p>\n

Rosenbusch, M. H. (1992), Is Knowledge of Cultural Diversity Enough? Global Education in the Elementary School Foreign Language Program.\u00a0Foreign Language Annals<\/em>, 25: 129\u2013136. PDF<\/a>.<\/p>\n

ENTREGAR: Lecci\u00f3n n\u00famero 3 para la clase de esta semana
\nHACER y ESCRIBIR: 1\u00aa observaci\u00f3n y cr\u00edtica de un\/a compa\u00f1ero\/a.<\/p>\n <\/div> <\/div> <\/div><\/section>\n

1 de octubre \u2013 Classroom Games; Teacher Effectiveness<\/strong> <\/span><\/span><\/span><\/p>

Ch 12: Bringing Language to Life: Classroom Games and Activities. In Curtain and Dahlberg,\u00a0Languages and Learners<\/em>. Text.<\/p>\n

Teachers\u2019 Materials, pp.324-330. In Curtain and Dahlberg,\u00a0Languages and Learners<\/em>. Text.<\/p>\n

pp. 393-97. Teacher Effectiveness. In Curtain and Dahlberg,\u00a0Languages and Learners<\/em>. Text.<\/p>\n

Coombe, Christine. 10 Characteristics of Highly Effective EF\/SL Teachers.\u00a0TESOL Arabia Perspectives<\/em>, 22(2) June 2014, 6-12. PDF<\/a>.<\/p>\n

PREPARAR: una actividad para compartir en clase.
\nENTREGAR: Lecci\u00f3n n\u00famero 4 para la clase de esta semana<\/p>\n <\/div> <\/div> <\/div><\/section>\n

8 de octubre \u2013 Descanso de oto\u00f1o.<\/strong> No hay DES el 8-9 de octubre. <\/span><\/span><\/span><\/p>

<\/div> <\/div> <\/div><\/section>\n

15 de octubre \u2013 Teaching with Technology<\/strong> <\/span><\/span><\/span><\/p>

Ch 13: Meeting the Needs of Digital Learners. In Curtain and Dahlberg,\u00a0Languages and Learners<\/em>. Text.<\/p>\n

Ch 13: Teaching with Authentic Video, Anthony Ciccone in\u00a0Second Language Acquisition: Theory and Pedagogy<\/em>. PDF<\/a>.<\/p>\n

ENTREGAR: Lecci\u00f3n n\u00famero 5\/6 para la clase de esta semana
\nHACER (esta semana o la siguiente): 2\u00aa observaci\u00f3n y cr\u00edtica de un\/a colega<\/p>\n <\/div> <\/div> <\/div><\/section>\n

22 de octubre \u2013 Classroom Management<\/strong> <\/span><\/span><\/span><\/p>

Ch 10: Managing the Learning Environments. In Curtain and Dahlberg,\u00a0Languages and Learners<\/em>. Text.<\/p>\n

Lipton, Gladys C.\u00a0Practical Handbook to Elementary Foreign Language Programs (FLES): Including Sequential FLES, FLEX, and Immersion Programs<\/em>. 3rd ed., Lincolnwood, IL: National Textbook, 1998. PDF.<\/a><\/p>\n

ENTREGAR: Lecci\u00f3n n\u00famero 6\/7 para la clase de esta semana; y, 2\u00aa observaci\u00f3n y cr\u00edtica de un\/a colega<\/del> – Se cambi\u00f3 a la primera semana de noviembre debido a los huracanes.<\/p>\n <\/div> <\/div> <\/div><\/section>\n

29 de octubre \u2013 Peace Curriculum and Language Ideology.<\/strong> <\/span><\/span><\/span><\/p>

No hay DES el 31 de octubre.<\/span><\/p>\n

L\u00f3pez, Minda Morren. \u201cChildren’s Language Ideologies in a First-Grade Dual-Language Class.\u201d\u00a0Journal of Early Childhood Literacy<\/em>, vol. 12, no. 2, June 2012, pp. 176-201. PDF<\/a>.<\/p>\n

Morgan, Brian and Stephanie Vandrick. \u201cImagining a Peace Curriculum: What Second-Language Education Brings to the Table.\u201d\u00a0Peace & Change<\/em>, vol. 34, no. 4, Oct. 2009, pp. 510-532. PDF<\/a>.<\/p>\n

ENTREGAR: Lecci\u00f3n n\u00famero 7\/8 para la clase de esta semana<\/p>\n <\/div> <\/div> <\/div><\/section>\n

5 de noviembre \u2013 Teaching Culture<\/strong> <\/span><\/span><\/span><\/p>

Ch 7: Connecting Language and Culture. In Curtain and Dahlberg,\u00a0Languages and Learners<\/em>. Text.<\/p>\n

Cruz, B\u00e1rbara C. \u201cStories from Afar: Using Children’s and Young Adult Literature to Teach about Latin America.\u201d\u00a0Social Education<\/em>, vol. 71, no. 4, May\/June 2007, pp. 170-176. PDF<\/a>.<\/p>\n

ENTREGAR: Lecci\u00f3n n\u00famero 8\/9 para la clase de esta semana
\nHACER la 3\u00aa<\/del>\u00a02\u00aa observaci\u00f3n y cr\u00edtica de un\/a colega<\/p>\n <\/div> <\/div> <\/div><\/section>\n

12 de noviembre \u2013 The Natural Approach \/\/ ePortfolio<\/strong> <\/span><\/span><\/span><\/p>

Richard-Amato, Patricia A. \u201cThe Natural Approach: How It Is Evolving\u201d in Peggy Hashemipour (ed. and preface), et al.,\u00a0Studies in Language Learning and Spanish Linguistics<\/em>. McGraw-Hill, 1994, pp. 70-91. PDF<\/a>.<\/p>\n

ePortfolio Workshop<\/p>\n

Opcional — Ch 6: Building Toward Proficiency with Literacy. In Curtain and Dahlberg,\u00a0Languages and Learners<\/em>. Text.<\/p>\n

ENTREGAR: Lecci\u00f3n n\u00famero 9 para la clase de esta semana; y, 3\u00aa observaci\u00f3n y cr\u00edtica de un\/a colega
\nAPUNTARSE para la 2\u00aa revisi\u00f3n de apuntes (durante la semana del 27 de noviembre).<\/p>\n <\/div> <\/div> <\/div><\/section>\n

19 de noviembre \u2013 D\u00eda de reflexi\u00f3n<\/strong> <\/span><\/span><\/span><\/p>

No hay DES esta semana; no hay SPA 311.<\/p>\n <\/div> <\/div> <\/div><\/section>\n

26 de noviembre \u2013 Children as Learners<\/strong> \u00daltima semana en DES. <\/span><\/span><\/span><\/p>

\u00daltima semana en DES.<\/span><\/p>\n

ALGUNOS CAMBIOS (21 nov 18):
\n1) El art\u00edculo regularmente programado para hoy va a ser opcional: Mantle-Bromley, Corinne. \u201cPositive Attitudes and Realistic Beliefs: Links to Proficiency.\u201d\u00a0Modern Language Journal<\/em>, 79 (3) Fall 1995, pp. 372-386. PDF<\/a>
\n2) En vista de los eventos recientes, hay dos nuevas lecturas obligatorias que nos ayudar\u00e1n a hablar del racismo y abordar el tema como educadores:<\/p>\n

a) Entrevista con Dr. Robin DiAngelo<\/a>\u00a0y The conscious kid<\/em>. (opcional: el art\u00edculo original<\/a> que est\u00e1n comentando en la entrevista)<\/p>\n

b) Art\u00edculo en El pa\u00eds<\/em> (Espa\u00f1a) sobre los latinos en los EE.UU<\/a>.<\/p>\n

c) Art\u00edculo from Teachers College<\/a>, “The More Things Change, the More They Stay the Same: Excavating Race and the Enduring Racisms in U.S. Curriculum”<\/p>\n

ENTREGAR: Lecci\u00f3n n\u00famero 9\/10 para la clase de esta semana<\/p>\n <\/div> <\/div> <\/div><\/section>\n

3 de diciembre \u2013 Language Learning<\/strong> <\/span><\/span><\/span><\/p>

Resumen del semestre.<\/p>\n

Evaluaciones del curso.<\/p>\n

Taller de ePorfolio entre nosotros. Pensar en primavera.<\/p>\n <\/div> <\/div> <\/div><\/section>\n

10 de diciembre \u2013 Entregar el ePorfolio final antes de las 12 de la noche.<\/strong> <\/span><\/span><\/span><\/p>

Taller para el ePorfolio.<\/p>\n

Celebraci\u00f3n fin de semestre.<\/p>\n <\/div> <\/div> <\/div><\/section>\n<\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-2","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/courses.kyrakietrys.com\/spa311fa2018\/wp-json\/wp\/v2\/pages\/2","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.kyrakietrys.com\/spa311fa2018\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/courses.kyrakietrys.com\/spa311fa2018\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/courses.kyrakietrys.com\/spa311fa2018\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/courses.kyrakietrys.com\/spa311fa2018\/wp-json\/wp\/v2\/comments?post=2"}],"version-history":[{"count":94,"href":"https:\/\/courses.kyrakietrys.com\/spa311fa2018\/wp-json\/wp\/v2\/pages\/2\/revisions"}],"predecessor-version":[{"id":3266,"href":"https:\/\/courses.kyrakietrys.com\/spa311fa2018\/wp-json\/wp\/v2\/pages\/2\/revisions\/3266"}],"wp:attachment":[{"href":"https:\/\/courses.kyrakietrys.com\/spa311fa2018\/wp-json\/wp\/v2\/media?parent=2"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}