Señora Linda Kladstrup

Contact Information:

Department:
World Languages (Spanish)

 
Email Address:
KladstrupL@district112.org

 
Office Phone\Voicemail:
952.556.7310
 
  • I am available by appointment - both before school (7- 8AM) and during my prep time. 

  • When special circumstances arise, other times can be arranged as well. 

  • It is generally easiest to reach me by e-mail, as I spend the majority of my prep time working in my classroom.

Daily Schedule
2007-08:

1st Semester 2nd Semester

1st Quarter

2nd Quarter

3rd Quarter

4th Quarter

Block 1
(8:10 AM - 9:40 AM)

Spanish 1 (R251)

Spanish 1 (R251)

Spanish 3 (R251)

Spanish 3 (R251)

Block 2
(9:48 AM - 11:16 AM)

Prep

Prep

Prep

Prep

Block 3
(11:24 AM - 1:24 PM)

Spanish 3 (R251)

Spanish 3 (R251)

Spanish 3 (R251)

Spanish 3 (R251)

Block 4
(1:32 PM - 3:00 PM)

Spanish 1 (R251)

Spanish 1 (R251)

Spanish 1 (R251)

Spanish 1 (R251)

 

Tarea (Homework)

 

            

 ►►►►

 Click here for Spanish 1 Classes

              ►►►►

 Click here for Spanish 3 Classes

            

 

General Information For Students/Parents:
 

General Information
For All Classes
:

What do you need to bring to
class each day?

  • An open and inquisitive mind (towards new ideas), some patience, some faith, and most importantly, a desire to learn Spanish.

  • Your textbook

  • A pen and pencil (yes, both!!!)

  • A 2-1/2 inch thick, 3-ring notebook, 100% dedicated to Spanish, to serve as your portfolio, your daily journal, and a place for your Spanish notes.  Do NOT bring a notebook that contains sections for other classes; I say this for two reasons: 1) Not only will you not be allowed to work on other subjects while in Spanish class, but also, 2) your notebook is going to be handed in and graded several times each quarter.  In order to keep this notebook organized, you will need 15 clear plastic sheet protectors for use as dividers. Note: Labeled inserts designed to slide into the sheet protectors will be provided!

  • Lined, 3 hole paper -- in your notebook!  You won't get very far with an empty notebook!   ;-)

  • A Spanish-English/English-Spanish Dictionary.  I recommend the thickest paperback with the smallest print.  Here's one you can check out online.  Don't waste your money on a tiny pocket-style dictionary, as it will be inadequate.  Same goes for electronic translators; they are NOT allowed, and besides, the technology (both online and portable) is FAR from perfect (trust me).

Helpful Links/Resources:

 

Survival Spanish (For The Classroom)

 

Dictionary.com's Spanish Word of the Day

 

Cyber Lexicon
(English-Spanish Computer Terms)

 

The Miniature Earth
A short movie that will open your eyes and your heart!

View in English

Mirar en Español

 

Señora Schriever's Web Resources
(you'll need to scroll down the page)

 

Study Guides & Strategies

 

For Spanish 1 Classes:

Textbook: ¡Ven Conmigo!  (Level 1)

In Spanish 1, we go through selected chapters from the textbook.  These include  Chapters 1-4, the third section of Chapter 5, and Chapters 6 and 8.  We also include Chapter 9 if we have time.  Each textbook chapter focuses on particular theme, but is taught in 3 "pasos" (i.e., sections).  For example, Chapter 8 consists of the following:

  • Paso #1 - basic food words (nouns like milk, steak, etc.)
  • Paso #2 - words that describe food (adjectives like spicy, sweet, salty, etc.)
  • Paso #3 - supplemental vocabulary (e.g., ordering in a restaurant, etc.)

There will be mid-terms and finals, both oral and written.  Both midterms and finals usually take up 2 days.  Oral exams are taken one-on-one with the teacher.

Quick Links:

Course Information, Grading & Rules

Tarea (homework) - Español 1

For Spanish 3 Classes:

 

Textbook: ¡Ven Conmigo!  (Level 3)

 

In Spanish 3, in addition to the textbook, there will be numerous supplemental learning activities, games, and exercises during class time, all geared toward advancing each student's knowledge and competency in Spanish.  Among the areas covered are the subjunctive mood, more tenses (e.g., present, past, and future), additional vocabulary, etc.  There will also be greater exposure to more of the cultures and countries in which Spanish is spoken.

There will be midterms and finals involving a variety of testing formats.  All of these are designed to evaluate each student's oral, aural, writing, and reading skills.  In plain English, this means you must demonstrate your ability to speak and write Spanish as well as comprehend both spoken and written Spanish.  In Spanish 3, final exams typically take up as many as four days at the end of the semester.  The length of midterms varies.

 

Quick Links:

 

 Course Information, Grading & Rules

 Tarea (homework) - Español 3

 

About Me:


Masters, Spanish Literature, from University of Northern Iowa (1997)
  • Overall GPA: 3.9/4.0
  • All classes were taken in Spain (Soria and Santiago de Compostela), over the course of 3 consecutive summers.
  • Intensive (non-summer) reading schedule covering the works of 64 authors, all done while teaching full-time.  The works of these authors were in addition to the works of other authors studied in class.
  • My Masters Thesis included 40 pages of original poetry, written in Spanish.
  • Comprehensive exams: 2 days of written exams, plus oral "interview-style" exam with 3 professors (about ALL authors read!).

B.A., Spanish, from Gettysburg College, Pennsylvania (1978)

  • Spanish GPA: 3.71/4.0, overall GPA: 3.45/4.0
  • 6 months of study at Universidad Pontífica Bolivariana in Medellín, Colombia
  • Internship, Spanish-Speaking Center, Harrisburg, PA
  • Elected to Phi Sigma Iota (a national honorary for Spanish majors)

Miscellaneous:

  • I started the Spanish Department at Chaska High School in 1984 and have taught all levels of Spanish, including AP Spanish Literature.
  • I have also taught Spanish to corporate classrooms (e.g., Sprint - 2 years).
  • While at Chaska, I have supervised 3 student teachers (2 from Mankato State, 1 from St. Thomas) and one intern (from Hamline).
  • Two of my former students have become Spanish teachers themselves.
  • My Current Educational Status: MA+60 (including classes on diversity, gangs, and Twin Cities-based resources: artistic/multicultural/tech)
  • I have taken Chaska students to Spain on 3 different occasions, once during Spring Break and twice in the summer (3 week stays).
  • In 1992, I served as Placement Coordinator for 9 Spanish exchange students in Chaska.  Among other things, this included setting up family stays with Chaska households, organizing field trips, and resolving any problems that the students or their host families encountered.
  • I created Chaska High School's "International Club" in 1986, and ran it for four years.  Among other things, club members were taken to see international films at the University of Minnesota's Bell Auditorium every two weeks.
  • During my first 3 years at Chaska, I had the pleasure of serving as Prom Committee Advisor.  Prom was held once at Hazeltine in Chaska, and twice at the Lafayette Club on Lake Minnetonka.
  • I was an "Army brat", born overseas, and I've lived in or visited many interesting parts of the world.  That's me at age 5 in the photo at right.  Can you tell where I was?
  • Half of my family still lives in Denmark.
  • My hobbies include playing the guitar (electric and acoustic), collecting antique buttons, knitting, reading, writing poetry, and yoga.
  • Some of my poetry was published in The Best of Northlight 1990, an anthology containing a selection of works submitted by attendees of the Third Annual Northlight Writers' Conference at Concordia College (Moorehead, MN).  Publication was competitive, and the winner and I were the only ones to have 5 poems published.
  • I recently earned a New York State teaching license.  On the 4-hour NYS Spanish Content Specialty Test (taken 7/21/2007), I earned perfect scores in both spoken and written expression.

More information can be found in this online presentation about me.

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