Date(s): 3/6/13, 3/8/13 Grade Level: 7 Class: Spanish Language Arts Topic: Literary Analysis of El Dador, chapter 6 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: How are 12-year-olds in our society preparing for a career? Explain your answer./ Como se preparan muchachos de doce aos en nuestra sociedad para una carera? Explica tu respuesta. 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: Literary Analysis: punto de vista, madurez (ciclos de vida), mision (ejemplos de misiones en la comunidad) Building Background & Assessing Prior Knowledge: Review Chapter 5 in whole-class discussion using student notes and responses to writing activity. Ask for student volunteers to share, cold call if not enough. Activity: Review vocabulary using Google Doc El Dador Vocbulario 5 y 6. (Words and definitions to support visual learners.) Use Post-it note strategy to take notesRead aloud for a couple of pages, then give each student 2 Post-its. Ask students to record one main point from what we've just read on each post-it note. (Model this process.)Then have students categorize their notes as Ambiente (setting), Trama (plot), Personajes (characters), o Tema (theme) on pre-made anchor chart. (Model) Read a few more pages, repeat process. (If chapter is long, have students finish reading on their own instead of reading aloud.) Closure: When finished with post-it notes activity, have student representatives come up and read post-it notes in each category. Then, instruct students to open their notebooks and take notes based on what we recorded as main points in each category. (Model how to summarize main points we saw on the postits, then ask for student volunteers to generate.) If enough time, ask students to do writing activity for Chapter 6-How are 12-year-olds in our society preparing for a career? Explain your answer./ Como se preparan muchachos de doce aos en nuestra sociedad para una carera? 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: Began lesson on 3/14/13, interrupted by fire drill. Will need to finish reading, taking notes, and doing the writing activity over the next 1-2 classes.