Aquí les dejo una lectura "ayudada" para el poema "Volverán las oscuras golondrinas" de Gustavo Adolfo Bécquer. Asegúrense de bajar el archivo, pues para las palabras en "amarillo" se puede ver la definición cuando se mira el documento en el formato PDF.
Showing posts with label Lee con éxito. Show all posts
Showing posts with label Lee con éxito. Show all posts
Monday, December 23, 2013
Saturday, March 23, 2013
Lecturas en el imperfecto - el trompo
Una lectura en el imperfecto en conjunto con un tema cultura:
CLICK HERE TO DOWNLOAD
La revista sobre las tradiciones paraguayas con un trompo com protagonista:
Video promocional "El trompo arasa"
CLICK HERE TO DOWNLOAD
La revista sobre las tradiciones paraguayas con un trompo com protagonista:
Video promocional "El trompo arasa"
Video del programa "Colombia tiene talento" Show de trompo
Saturday, March 9, 2013
Guía de estudio para la película “LOS COLORES DE LA MONTAÑA”
Guía de estudio para la película “LOS COLORES DE LA MONTAÑA”
You can view it below and access it here
I added an addendum to the previous worksheet. I am going to use the movie to introduce the imperfect tense in my SP2 class.
Here it is:
CLICK HERE TO DOWNLOAD
Reflecting on classroom activities
A redbrickED article by Joshua Sollie
ANALYZING THE
VALUE OF CLASSROOM ACTIVITIES
The effect of
daily repetition of vocabulary with picture associations.
During a recent institute at our school Jim Burke was the
featured speaker. One concept which he
repeated several times and stuck with me was that we should be analyzing our
classroom procedures and activities to determine which ones are effective and a
good use of our time and resources. In
other words, which activities are actually valid and help the students?
With that in mind, I
decided to analyze a daily practice in my classroom which takes between 3-5
minutes a day. To practice vocabulary, I
have created PowerPoints with the vocabulary words in the form of flashcards
with the slides including the word and also a picture. We go over the words at least once every
class period. It is a simple repetition
exercise that probably takes between 3-5 minutes each class period during which
the students repeat the words while viewing the PowerPoint. In practice I knew the repetition and
picture association should help the students produce the words (the students
are given the words in English and have to write the Spanish equivalent for
their quiz), but had never analyzed this practice. To test whether this was a valid exercise, I
did not do the repetition exercise for the last lesson of this quarter;
although I did create flashcards that the students could view online to study
on their own. I was unsure what the
results would be, but was not surprised by the following:
PERIOD
|
QUIZ 1 W/ PPT
PRACTICE
|
QUIZ 2 W/ PPT
PRACTICE
|
QUIZ 3 W/ PPT
PRACTICE
|
QUIZ 4 NO PPT
PRACTICE
|
1ST
|
Mean:9.7
Median:10.0
|
Mean:9.8
Median:10.0
|
Mean:9.0
Median:10.0
|
Mean:8.4
Median:9.0
|
5TH
|
Mean:8.8
Median:9.0
|
Mean:9.3
Median:10.0
|
Mean:9.1
Median:10.0
|
Mean:8.4
Median:9.0
|
6TH
|
Mean:8.9
Median:10.0
|
Mean:8.4
Median:9.0
|
Mean: 9.5
Median:10.0
|
Mean:7.9
Median:9.0
|
While I am sure there are several variables at play, it is significant that the lowest mean score for each
class is the quiz where the students were not presented with the words and phrases in a repetitive manner through the PowerPoint exercise. I am going to continue monitoring this practice throughout the fourth quarter and continue to analyze the value of this practice. It also made me think about the other activities I do in class. If an exercise that I do for three to five minutes a day has this type of an effect on student learning, what about the rest of the procedures and activities that I do in class. Are they as effective and do they provide the same types of results? If not, why? Even more importantly, why do I continue to do those activities?
Friday, March 30, 2012
Lectura para preparar para el A.P. Spanish Literature Test
Teatro fin de
siglo - Gabriel Celaya
Ese cajón de luz que es un viejo
teatro,
esa trampa sin trampa,
el escenario
con actores-insectos
revoloteando:
las larvas con pelusa y dedos
largos,
las mariposas locas, que ya no
eran mujeres,
con tanta falda y pluma, con tan
poquita cara
menuda y adorable.
El mundo iluminado de oro y de
luz de gas,
tafetán resbalado, resplandor de
mentira,
la prestidigitación,
los grandes palacios y las
perspectivas
con rocas, con cascadas, con
sinfónicas tormentas,
y el triste melodrama, y el
resplandor perfecto,
y en el fondo, tremendo,
lo real de este juego de la
mistificación.
Todo se mentía, y hasta sin
querer,
se
volvía verdad verdadera al revés.
Identifique los siguientes recursos técnicos en el poema:
la prosopopeya
metáforas
lenguaje figurado
asíndeton
polisíndeton
¿Qué representan los insectos, las larvas y las mariposas?
Anote unas imágenes del poema.
¿Cuál es el tema central del poema?
Escoge un verso que representa el tema del poema.
Thursday, February 23, 2012
Saturday, January 21, 2012
Shakira - Sale el Sol y el preterito
Aquí hay una nueva canción de Shakira para trabajar el pretérito, comentar sobre el tiempo y aprender sobre paradojas.
Shakira Sale El Sol
Shakira Sale El Sol
Thursday, December 15, 2011
Sunday, November 20, 2011
Tuesday, November 1, 2011
Los Gauchos - Una lectura simple sobre los gauchos
Les presento una lectura simple sobre los gauchos. Es una manera de introducir este tema a un grupo de estudiantes. Si los estudiantes tienen más interés pueden hacer investigaciones sobre los gauchos.
Los Gauchos
Y aquí un video para acompañar la lectura.
Los Gauchos
Y aquí un video para acompañar la lectura.
Tuesday, October 18, 2011
Friday, September 30, 2011
A.P. Spanish Literature Practice Reading 2
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