You have what I want!

DAY ONE Objective: Students can compare what they have with what they don’t have and what they want. Campanada: Students complete the following sentence starters using descriptive Spanish when they arrive. Yo tengo.. Yo no tengo… Yo quiero tener… Yo no quiero tener… Discussion/PQA: Ask students to share their Campanada answers. Circle each student’s answers,…

Read More

Gradebook Categories

How did you decide how to structure your gradebook? Without exception, in every language class that I took from middle school through college, the gradebook looked very similar. Every graded assignment in the course was placed into a category that matched the assignment type: quizzes, tests, homework, classwork, participation, projects, etc. The weight of each category varied–sometimes,…

Read More

Grades

Instead of letter grades, my students receive an abbreviation of one of the following terms on their assignments. Some are entered in the gradebook (summative), but others are not (formative). Formative assessments are given during the learning process and are a way for me and my students to see how they are progressing. Summative assessments…

Read More