merged_document

E-Portfolio
Table of Content

1.-Syllabus Snapshot
2.-Student Prep Strategy
3.-BOPPPS Lesson
4.-Test Questions
5.-Rubric
6.-Showcase Power Point
7.-Reflective Essay

Chapter 4: Active Learning.
Develop a strategy to encourage students to read the material they will need prior to the BOPPPS
lesson you are planning.
First, I tell the students the purpose of the reading (this usually follows questions)
Second, I remind them about the interpretation, translation and presentation of the reading after
completion.
STRATEGY:
I usually recommend and make my students practice peer reading, since it is a different language
they are learning, its better when its done in pairs. During peer reading (either in the classroom or
outside the classroom) the students read aloud to each other. I am usually the one who pair them
and I choose the student who is more knowledgeable in the Spanish language with the one who
is less knowledgeable. I give them the topic (s) of the next lesson and they are responsible for
reading about the new subject because they know I will speak Spanish the entire time and they
don't want to miss any of the explanation. What they usually do is they take turns reading
sentences and paragraphs to each other, this follows with questions about the reading
comprehension by translating and explaining the reading. I use this strategy with books,
magazines and articles, etc.

Complete BOPPPS Sample Lesson

COURSE: Spanish Conversation I
Lesson Title: ¿Cómo te preparas?

Bridge: Each student will get an index card of the beginning of class with the name of important events in their school or community written on them. They will
discuss for 5 minutes what type of clothing would be worn to each event, and say if it is formal or casual. I will then ask questions to be answered in complete
sentences in writing: ¿Qué llevas para el cumpleaños de tu abuelo?, ¿Cuándo se usa?. Bloom Questions (Application-creative thinking). I will end saying, today we
will talk about daily routine and special events using reflexive verbs.

Course Student Learning Outcome: 1) Demonstrate understanding of level-appropriate spoken Spanish. 2) Write simple sentences and organize them into short
paragraphs.
Learning Objectives (these should be the ones you wrote in Module 1): By the end of this lesson, students will be able to demonstrate simple writing of sentences

and organize them into short paragraphs.

5 minutes

Participatory Learning: Learner Activities Lesson Materials
Time Instructor Activities

10 Warm up: Cultural Note Watch video, answer questions Video on “La familia y los eventos especiales”
minutes
Teacher Modeling (I do) Students will create a list of items they will need in Watch video related to daily routine.
15 I will create a semantic field – daily routine- order to get ready to go out, including the clothes https://www.youtube.com/watch?v=7dVBHlyvIjk
minutes How to write a sentence with subject and they wear to different events.

predicate. Provide examples of oraciones
unimembres and bimembres. (Unimembres
and bimembres sentences)

Explain how to establish a sequence

20 Guided Practice (We do) Using reflexive verbs students will work in pairs to GramActiva Video where students can learn more
minutes Write several examples of your daily routine- create and play a concentration game. They will about the uses of reflexives verbs and hear
write a list of five activities they might do as part of Spanish speaking people describing their daily
using reflexive verbs. Students can you id both their daily routine. Then they will write the name of routine.
subject and predicate? the item associated with each activity. Example: https://www.youtube.com/watch?v=aYFCwIfZ-
peinarse/peine. I will give students ten cards and s4&nohtml5=False
Check for understanding- what words do we have them write an activity and item on each card,
use to establish a sequence in English? I will they will place all of the cards face down and mix
Give me an example of primero, luego, them up. Then they will take turn turning over card
despues,etc (first, then, finally, etc) and matching the activities with the correct object.
The student with the most matches wins.

20 I will present some examples of my daily Students will write a paragraph about their ideal Students presenting
minutes routine in writing and I will also speak about evening. They will include details such as where and
with whom they could go, what they would wear
my ideal evening or day. and how they would prepare. They will use the
four-step writing process of pre-writing, drafting,
editing and revising.
They will present it to the class.

• Post –assessment:
• Here is where I use new technology to test students understanding of lesson. I use the Smart notebook express. http://express.smarttech.com/ where I put

scrambled words and students have to put them in order or sequence to create sentences.
• Reflexive pronouns quiz/test using Kahoot.com

10 minutes

• Summary: I Encourage students to add details to their answers such as if they wash their face or hair, what they use to fix their hair, what kind of clothes they
put on, etc.

• I have them create charts to describe their daily routines and organize them chronologically, I have them renumber the actions to reflect their morning
routine and list them in sequence.

• I remind them to use transitions words such as; primero, Segundo, después, y por último.

5 minutes



FAMOSA COMPARACIÓN

Nombre: __________________________
Clase: _________ Fecha: ____________

RUBRIC SCORE 1 SCORE 3 SCORE 5

Completeness of You provide some of You provide most of You provided all of
your task the information the information the information
required. required. required.

Use of adjectives You used adjectives You use adjectives You use adjectives
and verbs and verbs with many and verbs with and verbs with very
grammatical errors. occasional
few grammatical
English words. grammatical errors. errors.

Neatness & You provide no You provide one You provide two
Attractiveness visuals and your visual and your visuals, have no
poster contains poster contains error corrections or
smudges, and your
visible error visible error poster is attractive.
corrections and corrections and

smudges. smudges.

Presentation/ You are difficult to You are fairly easy to You are easily heard
Pronunciation hear and understand hear and understand and understood and

have very few
pronunciation

errors.

Total points: _____ (multiple by four)
Final grade: _____

FORMAL ASSESSMENT

MULTIPLE CHOICE

Identify the letter of the choice that best complete the sentence.

1.-A Margarita le gusta hacer deportes, ella es muy

A) deportista c)desordenada

b) agradable d)peresoza

2.- A mi hermana le encanta cantar ella es muy

a) organizada c)talentosa

b) desorganizada d) inteligente

WRITTEN SECTION

1.-You are a cook at a local restaurant and it is the first day on the job. Many people is telling you
what to do and what not to do. Using the verbs below list 5 things that they tell you to do (positive
commands) and 5 things that they tell you NOT to do (negative commands) use each verb only once.

Positive commands Negative commands

Hervir el agua picar la cebolla

Encender la estufa cortar las verduras

Batir los ingredientes comer con los clients

Lavar los platos hablar con los clients

Hacer la paella Tocar la comida con las manos

________________________________ ______________________________

________________________________ ______________________________

________________________________ ______________________________

________________________________ ______________________________

________________________________ ______________________________

SHORT ANSWER:

1.- ¿Cuál es tu deporte favorite? ¿por qué? ¿Con quién juegas? ¿Cuándo juegas?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________



WELCOME TO A SNAPSHOT OF
SPANISH 1411

BEGINNING SPANISH I

ASSIGNMENTS: 10%
Final Exam 30 %
Online assignemnts

Quizzes (4) 20%

Midterm 10%

Exams (3) 30%

Mi nombre es Trinidad Marcum, yo seré su profesora!

Meeting times: Monday 6:00 – 8:50 pm Comida
At the Greenspoint location, room 202
Phone and email: 832-265-5785
[email protected]

Official syllabus in D2L



Trinidad Marcum
Spring 2016
Adjunct Certification Program

Reflective Essay

I have been teaching Spanish for beginners and advance students for the past
seven years at Lone Star College, and in Aldine ISD. Throughout the years I have
observed teachers who treat the profession of teaching as a job and seem to do the bare
minimum. There are others that have a passion for teaching, I personally approach
teaching as a privilege. Being an effective communicator is a skill that is not only useful,
but a requirement in today’s highly competitive world. Teaching students to be effective
communicators in a language other than their own requires one to be able to provide
more than just the basic vocabulary and grammar skills. Students must be able to
incorporate technology in their learning, which is a tool they use on a regular basis.

One of the values of the Adjunct Certification Program is that it gave me the
understanding and knowledge of the importance of staying current (technologically
speaking) in my discipline. It also gave me the ability to deliver course content aligned
with objectives, research-based methodologies and evaluations that support the learning
objectives and goals. This new insight gave me the skill set to appropriately use effective
teaching strategies to more actively engaged students, and most importantly, gave me the
ability to use technology to support lessons and classrooms objectives which heightened
the students’ understanding and usage of the Spanish language.

I believe students must be involved in the learning process. They must be
motivated and engaged in order to maximize the time and learning in the course.
Therefore, the way I incorporated what I learned throughout this program in my
classroom was to constantly increase the use of technology in my lessons not just to
support the topic, but also in checking for understanding and on summative assessments.

Students come to the classroom for a variety of reasons, some because they are
required to take the course, and some because they want to expand their knowledge in the
subject. The reasons for them being there are not as important as the fact they are there.
As such, the teacher has the responsibility to provide them with every tool to succeed. I
can now say that this program made me a more effective instructor because I feel I am
more aligned with the students’ needs in the classroom, such as, how to keep them
engaged and ways to increase their participation in the lessons during each class period.

My suggestion for further development opportunities is that there should be select
training and development activities that match the instructors’ needs, such as, training
opportunities by subjects or departments in areas of deficiencies noted by their evaluators
during classroom visits throughout the school year. Therefore, Lone Star as an employer
can contribute significantly to its staff members’ career development by supporting
career and skill improvement within departments.

Portfolio Pr
B

Trinidad

resentation
By
Marcum

ACP Showca

Name:Trinid
Discipline:
Date: 04-

ase Portfolio

dad Marcum
: Spanish 1
-18-2016

Table of Contents

• Student Preparation Strategy
• BOPPPS lesson: Objectives and out

• CAT
• Questions
• Technology

• Reflection

tcomes.

Student preparation str

• My students preparation strategy u
videos or a power point presentati
email)where I explain the subject/t
watch the video or PP prior to clas
new vocabulary words (already tra
familiar with and to better underst

• The day of class in their warm-ups
the topic they studied, this usually

• They will share their answer with a
usually give students extra points w
answer to the whole class.

rategy

usually consist in watching youTube
ion created by me (sent by
topic step by step, they have to
ss. Before this I give students the
anslated to English) for them to get
tand the video or power point.
I ask questions (3 or 5) related to
y take 5 to 10 minutes.
a classmate and then to the class. I
when they voluntarily give the

BOPPPS – BRIDGE (Refle

• Each student will get an index card
name of important events in their
them.

• They will discuss for 5 minutes wha
to each event, and say if it is forma

• I will then ask questions to be answ
writing: ¿Qué llevas para el cumple
usa?. Bloom Questions (Application

• I will end saying, today we will talk
events using reflexive verbs.

lexive verbs)

d of the beginning of class with the
school or community written on

at type of clothing would be worn
al or casual.
wered in complete sentences in
eaños de tu abuelo?, ¿Cuándo se
n-creative thinking).
k about daily routine and special

BOPPPS – Objectives an

• Objective: By the end of this lesson
demonstrate simple writing of sent
short paragraphs using reflexive ve
routine.

• Outcomes: Engage in conversation
grammatical structure including na
the present and producing questio
topics dealing with everyday life.

nd Outcomes

n, students will be able to
ntences and organize them into
erbs by describing their daily

n using level-appropriate
arrating events that take place in
ons and responses on a variety of

BOPPPS- PRE-ASSESSME

• The pre-assess consist and asking
their daily routine. Students will cr
routing during the week, then they
their routines. ( I closely supervise

• Questions like: Student A: ¿A qué h
mañanas?, Student B: Me despiert
¿Qué haces después de levantarte
primero y me lavo el pelo y tú?, etc

ENT

and answering questions about
reate a chart to describe their daily
y will work with a partner to discuss
them).

hora te despiertas por las
to a las seis y media. Students A:
e?, Student B: Siempre me ducho
c

BOPPPS- PARTICIPATORY LESS

• CAT AND/OR TECHNOLOGY, RELEVANT Q
students will work in pairs to create and
write a list of five activities they might do
will write the name of the item associate
vestirse/una camisa. I will give students
and one item on each card, they will plac
them up. Then they will take turn turnin
with the correct object. The students wit

• Technology: GramActiva Video where stu
reflexives verbs and hear Spanish speaki

• https://www.youtube.com/watch?v=aYF
• https://www.youtube.com/watch?v=7dV

SON

QUESTIONS,: Using reflexive verbs
play a concentration game. They will
o as part of their daily routine. Then they
ed with each activity. For example:
ten cards and have them write an activity
ce all of the cards face down and mix

ng over card and matching the activities
th the most matches wins.
udents can learn more about the uses of
ing people describing their daily routine.
FCwIfZ-s4&nohtml5=False
VBHlyvIjk

Questioning

• 1) By the end of this lesson, students
writing of sentences and organize the

• Level of Bloom's taxonomy is Compre
• Questions: How would you compare t

(Subject, verb and object) to English?
• 2) By the end of this lesson, students

understanding of level appropriate sp
prepared to attend a special event an
descriptions of their daily routine.
• Level of Bloom's taxonomy is Compre
• Questions: How do you identify reflex
do you place the reflexive pronoun an
description of your daily routine?

will be able to demonstrate simple
em into short paragraphs.
ehension.
the structure of the sentences
?
will interpret and demonstrate
poken Spanish such as how they get
nd how to give instructions and brief

ehension
xive verbs in a given sentence? Where
nd the conjugated verb when giving a

BOPPPS- POST-ASSESSM

• How will you know if objectives ha
Here is where I use new technolog
lesson. I use the Smart notebook e
http://express.smarttech.com/

• Reflexive pronouns quiz/test

MENT

ave been met?
gy to test students understanding of
express.

BOPPPS- SUMMARY

• Encourage students to add details
their face or hair, what they use to
they put on, etc.

• I have them create charts to descri
them chronologically, I have them
their morning routine and list them

• I remind them to use transitions w
después, y por último.

to their answers such if they wash
o fix their hair, what kind of clothes

ibe their daily routines and organize
renumber the actions to reflect
m in sequence.
words such as; primero, Segundo,

Personal Reflection on M

• Personally this course has helped t
strategies that I can implement in m

• There were a number of webpage
reviewed and helped me integrate
technology in assessments as well.

• I observed that the preparation of
facilitate class learning, there was a
provided to participants. The mate
handouts with very good informati
teaching career. The methodology
participants was context-based ins

My ACP Experience

tremendously in developing new
my classroom.
es provided during this course that I
e technology in my teaching and
.
the lessons were designed to
a sufficient number of material
erial provided were mostly
ion for adjuncts to enrich their
used to communicate with the
struction.