Date(s): 2/28/13, 3/4/13 Grade Level: 7 Class: Spanish Language Arts Topic: Literary Analysis of El Dador, chapter 4 Prepared

by: Erin Headly (MAT Candidate), Teresa Kresin (Mentor Teacher) Learning Targets: Science Fiction Novel 7.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 7.RL.3 Analyze how particular elements of a story or drama interact: how setting shapes the characters or plot. 7.W.3 Write/Read narratives to develop real or imagined experiences or events using relevant descriptive details, and well-structured event sequences. Content Objectives (What should students learn?): SWBAT use details from El Dador to show significance of character development and setting (community.) Language Objectives (In what ways will students use the language of your discipline?): SWBAT classify key vocabulary words as nouns, verbs, and/or adjectives compose descriptive sentences using key vocabulary words provide explanations to essential questions using details and key vocabulary from El Dador Language Forms: Based on what I read, I think One example from what I read is I believe..because. I would describe this character/setting as The main event(s) in this chapter is (are)...

Social Goals (How will students interact with others to maximize their learning?): Students will work cooperatively with others participate and share their knowledge build on their own knowledge and help their classmates do so Essential Questions: Why do you think life in this community occurs without conflicts?/ Pr qu crees que la vida en la comunidad transcurre sin conflictos? Materials and Preparation:

El Dador novel composition notebooks vocabulary anchor chart literary elements (note-taking format) chart What is culture? anchor chart

Key Vocabulary: Content: community, norms, Ceremony of Twelve, birthmothers, life assignment, status, chastisement, caregivers, rites and ceremonies Literary Analysis: foreshadowing, allusion Building Background & Assessing Prior Knowledge: Review what happened in chapter 3 based on notes and writing activity responses Review hook and cliffhanger (to eventually connect to foreshadowing) Talk about meaning of Gabriel. (Gabriel era un arcangel de Dios, llevo mensajes importantes de Dios a los humanos, es sensitivo y obediente, su nombre significa fuerza de Dios Introduce foreshadowing and alusion.

Have students do writing activity for Chapter 3: Apply the literary strategies of foreshadowing and allusion which the author uses in naming the newborn, Gabriel. Why did the author choose this name? What do you think will happen with this character?/ Aplica las estrategias literarias de foreshadowing y alusion, las que usa la autora para nombrar al recin nacido. Pr qu escogio esta nombre? y Qu piensas va a pasar con este personaje? If all students have finished reading and taking notes, ask them to share what they have in their notes before beginning Chapter 4. Activity: Read Chapter 4 and take notes. Read aloud for first few pages. On projector, model taking notes on one or two important points, then have students read silently and take notes on their own. Walk around to answer any questions and make sure students are on task. Closure: Whether or not all students have finished reading and taking notes, call on students to share what they wrote down as they read. Teacher can add these to the notes she began to model at the beginning of class, project on board so all students can follow along and write down what they may have missed.

If enough time, ask students to do writing activity for Chapter 4-Why do you think life in this community occurs without conflicts? Explain your answer. / Pr qu crees que la vida en la comunidad transcurre sin conflictos? Explica tu respuesta. (Read question aloud and post on projector for all students to read. Instruct students to write the question in their notebooks. Let them know that you will be collecting their notebooks at the end of class to give them feedback on their responses.) Pre-Assessment: Writing quiz on key vocabulary every 2-3 chapters. Formative Asessment: Ask questions about important elements in the chapters. Ask questions to check for general understanding of the reading. Written responses about setting, character, plot, and theme. Written responses to essential questions. Post-Assessment: Writing quiz on key vocabulary every 2-3 chapters, book report when students have finished reading the entire novel. Adaptations: SIOP Features (Check all that apply.) Scaffolding Grouping Options Modeling Whole class Guided practice Small groups Independent practice Partners Comprehensible input Independent Application Hands-on Meaningful Linked to objectives Promotes engagement Assessment Individual Group Written Oral

Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Reading Writing Speaking Listening For struggling learners:

Respective use of vocabulary, read aloud, write notes on board, check notes, frequent questions on individual basis, use of drawings and diagrams to show understanding. For those who need a challenge: Same assignment as rest of class but deeper in content and details.

Reflections, Next Steps: Because mentor teacher was asked to step out while teaching previous lesson, students were not able to get through all of chapter 3. Spent about 10 minutes reading the last few pages aloud to students, then reviewed hook and cliffhanger. Covered meaning of Gabriel's name and discussed significance of Jonas' and Gabriel's blue eyes. Stepped out to debrief with university supervisor, mentor teacher began to cover foreshadowing and alusin. Students seem pretty clear on these terms, but more review and text connections needed in next class. Next class we will begin reading chapter 4 following this lesson plan.