Beruflich Dokumente
Kultur Dokumente
ContentObjectives: SWBAT IdentifymainideasofSpainreadings,recordinnoteswithteacherguidance Usenotestowriteshortparagraphsthatsummarizethemainideasofeachreading ConductresearchaboutacityinAndalusiausingprintandwebresourcesprovidedbyteacher UseresearchtocreateaninformationalTouristGuideposteraboutanAndalusiancity LanguageObjectives: SWBAT classifykeyvocabularywordsasnouns,verbs,and/oradjectives composedescriptivesentencesusingkeyvocabularywords provideexplanationstoessentialquestionsusingdetailsandkeyvocabularyfromthereading LanguageForms: SentencestemsforessentialquestionThink,Pair,Share: Enmiopinion... Yocreoque... LaconvivenciaenEspanamusulmanaentre....essimilaralaconvivenciaentre....enlosEstados Unidosporque... LaconvivenciaenEspanamusulmanaentre....esdiferentealaconvivenciaentre....enlosEstados Unidosporque... Porejemplo...
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 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:
volunteerstoexplainwhattheythinkitmeans,basedonwhattheyrememberfromdiscussions,what theyhaveintheirnotes,orwhatthereadingsays.Thenaskthemiftheythinkthewordisanoun, adjective,orverb.Whenstudentshavegottentheanswerorgottenclose,uncoverthedefinitions. Reviewthedefinition,givemoredetails,havestudentswritethatdefinitionortheirownversionintheir notes. Activity: Postthefollowingessentialquestionontheprojector:Comparalaconvivenciadelosdistintosgrupos tnicosdelaEspaamusulmanaconlaconvivenciamulticulturaldeEstadosUnidosdehoy.(Compare thecoexistenceofdifferentethnicgroupsinMuslimSpainwiththecoexistencebetweenethnicgroups intheUnitedStatestoday.) Breakstudentsintopairs,instructstudentstodiscusstheiranswerstothequestion,thenwriteanswers downintheirnotebooks.Giveeachstudentasmallstripofpaperwithsentencestemsandexplainhow studentscanusethemtogetstarted.Tellstudentstobepreparedtosharetheiranswerswiththeclass. Closure:Askstudentvolunteerstosharetheiranswers.Coldcallifnotenoughvolunteers.Collect studentanswersforformativeassessmentdata. PreAssessment:QuizonSpanishhistoricalfacts(essentialquestions),keyvocabulary Formative: Verbalquestionsaboutkeypointsinreading,keyvocabulary. Descriptiveparagraphsbasedonreadingusingkeyvocabulary. TouristGuideposteraboutanAndalusiancity. PostAssessment:QuizonSpanishhistoricalfacts(essentialquestions),keyvocabulary
Forthosewhoneedachallenge:Sameassignmentasrestofclassbutdeeperincontentanddetails.
Reflections,NextSteps: