Date(s):April24and29,2013 GradeLevel:7 Subject:SpanishLanguageDevelopment Preparedby:ErinHeadly(MATCandidate) LearningTargets: 7.W.2Writeinformative/explanatorytextstoexamineatopicandconveyideas,concepts,and informationthroughtheselection,organization,andanalysisofrelevantcontent 7.W.4Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleare appropriatetotask,purpose,andaudience 7.W.9Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.

ContentObjectives: SWBAT IdentifymainideasofSpainreadings,recordinnoteswithteacherguidance Usenotestowriteshortparagraphsthatsummarizethemainideasofeachreading ConductresearchaboutacityinAndalusiausingprintandwebresourcesprovidedbyteacher UseresearchtocreateaninformationalTouristGuideposteraboutanAndalusiancity LanguageObjectives: SWBAT classifykeyvocabularywordsasnouns,verbs,and/oradjectives composedescriptivesentencesusingkeyvocabularywords provideexplanationstoessentialquestionsusingdetailsandkeyvocabularyfromthereading LanguageForms: SentencestemsforessentialquestionThink,Pair,Shareandwrittenessay:

Lascontribucionesdelosarabeseneducacinson... Lascontribucionesdelosarabesenarquitecturason... Lascontribucionesdelosarabesenliteraturason... Lascontribucionesdelosarabesenlenguason...

SocialGoals(Howwillstudentsinteractwithotherstomaximizetheirlearning?): Studentswill workcooperativelywithothers participateandsharetheirknowledge buildontheirownknowledgeandhelptheirclassmatesdoso EssentialQuestions:

Culessonlos5elementosqueusamosparadiscutirungrupodepersonasounpascomoEspaa? Culeseranlascontribucionesdelosrabesen(a)educacion(b)arquitectura(c)literaturay(d)lenguade Espaa? ComparalaconvivenciadelosdistintosgrupostnicosdelaEspaamusulmanaconlaconvivencia multiculturaldeEstadosUnidosdehoy. MaterialsandPreparation: Dime!Dostextbook Espaahandout 5ElementosdeEstudiosSocialesposter MedievalSpaintimeline Andalucaresearchmaterials(books,webpages,printedhandouts) VocabularyGoogleDoc/poster sentencestemstrips KeyVocabulary: Ibrico(adj):serefiereaPeninsulaIberica,loquehoycontieneEspanayPortugal Visigodos(n):tribosgermnicosqueconquistaronalosRomanos(elImperioBizantino) Etapa(n):faseoperiododehistoria convivencia(n):coexistencia,viviendoarmoniosamenteconotraspersonas AlAndalus(n):estadoMusulmanenlaPeninsulaIbrica,7111492A.D. Andaluca(n):regin(comunidadautnoma)enelsurdelaPeninsulaIbrica,bordeandoelMar Mediterrneo.nombrevienedelapalabrarabeAlAndalus. Mozrabe(n):CristianosviviendoenEspaadurantelaocupacionrabe,adoptaronunosaspectosdela culturarabe,practicaronformamodificadadeCristianismo.Estilodeartemezclando Reconquista(n):etapadevictoriasmilitaresycambiospoliticales,atravesdequelosCatlicosconquistaron losMusulmanesytomaroncontroldeEspaa Mudjar(n,adj):MusulmanqueviveenEspaadespuesdelaReconquistaCatlica,tipodearte BuildingBackground/AssessingPriorKnowledge: Showthefirst15minutesofWondersofIslam:TheAlhambraNationalGeographicAncient MegastructuresDocumentary ReviewKeyVocabulary,conceptsfromDime!Dosreading(aboutArabContributionstoSpain)

Activity: Havestudentsgetintopairstodiscussthefollowingessentialquestion:Culeseranlascontribuciones delosrabesen(a)educacion(b)arquitectura(c)literaturay(d)lenguadeEspaa?/Whatwere Arabcontributionsto(a)education(b)architecture(c)literatureand(d)languageinSpain?Post questiononprojector,giveeachstudentastripofpaperwithsentencestems,explainhowtheycan usethesentencestemstogetstarted.Tellstudentstobepreparedtosharetheiranswerswiththerest oftheclass. Askstudentvolunteerstosharetheiranswerswiththeclass,differentpairsforeachcategory (education,architecture,literature,language.)Coldcallifnotenoughvolunteers. Tellstudentsthattheywillnowbewritinganessaytorespondtotheessentialquestiontheydiscussed withtheirpeers.Theycanusetheirnotesandthebooktohelpthem.Theymusthaveoneparagraph foreachareaofArabcontribution(education,architecture,literature,language),4total.Postquestion andsentencestemsontheprojector.Explainhowstudentscanusesentencestemstogetstarted. Collectstudentswritingtoprovidefeedback. StudentswhofinishearlycanworkontheSpaincrosswordpuzzletoreviewkeyvocabulary. Nextday: Passbackstudentwriting,goovercommonmistakesandansweranyotherquestionsaboutfeedback. Takestudentstolibrarycomputerstotypeuptheirparagraphs. StudentswhofinishearlycancontinueworkingontheSpaincrosswordpuzzle. Whenallstudentsarefinished,takethembacktoclassandshowremainingportionofWondersof Islam:TheAlhambraNationalGeographicMegastructuresDocumentary. PreAssessment:QuizonSpanishhistoricalfacts(essentialquestions),keyvocabulary Formative: Verbalquestionsaboutkeypointsinreading,keyvocabulary. Descriptiveparagraphsbasedonreadingusingkeyvocabulary. TouristGuideposteraboutanAndalusiancity. PostAssessment:QuizonSpanishhistoricalfacts(essentialquestions),keyvocabulary

Adaptations: Forthosewhoarestruggling:Respectiveuseofvocabulary,readaloud,writenotesonboard,checknotes, frequentquestionsonindividualbasis,useofdrawingsanddiagramstoshowunderstanding.

Forthosewhoneedachallenge:Sameassignmentasrestofclassbutdeeperincontentanddetails.

Reflections,NextSteps: Studentshadalotoftroublefocusingandcomingupwithideasinthesmallgroupsharingandpresentations.

Tookalongtimebecausestudentswerefrequentlyofftask.Afterobservingstudentsworkingintheirgroups andpresentingtheirfindings,Irealizedthatstudentsneededmoretimetoreviewthereading.Iwasn'tsureif theydidn'tcomprehendthematerialoriftheywerejustnotmotivatedtodotheactivity.Iaskedstudentsto rereadthepassageontheirown(sincetheydemonstratedtheyhavetroubleworkinginsmallgroups)andbe preparedtoanswerquestions.AftertheyfinishedreadingIcoldcalledonstudentstoanswercomprehension questions.Studentswereabletorecallmoreinformation. StudentswillbetakingtheAPRENDASpanishlanguageexamonApril29th,solessonwillbepostponeduntil testingisover.I'vedecidednothavethemwriteanessayonthereading,sincethatdoesnotseemtoaid overallcomprehension.Iwilldoanothertypeofreviewactivityformainhistoricaleventsandvocabulary beforethepostassessmentquiz,thenlaunchintotheculminatingAndalusiatouristposterproject.