Spanish Language Arts | Monday, October 27, 2008 | Objective | TSW analyze La Leyenda de la Taturana, according to the elements used to write short stories. | Strategies | SIFT | Teacher Activities | · Bell Work: ¿Qué es una leyenda? Es un relato de un suceso maravilloso que aunque pudiera estar originado en sucesos históricos o reales, se nutre de ingredientes fantásticos de creación popular. · Introduce the elements used to write short stories and analyze La Leyenda de la Tatuana using those elements. | Student Activities | Read La Leyenda de la Tatuana and find the elements of a short story | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | Literatura en español. “Leyenda de la Tatuana” | Spanish Language Arts | Tuesday, October 28, 2008 | Objective | TSW create a short story demonstrating the ability to communicate effectively through writing and their competence in the skills and strategies of the writing process. | Strategies | Brainstorming | Teacher Activities | · Bell Work: Los cuentos realistas reflejan la observación directa de la vida en sus diversas modalidades: sicológica, religiosa, humorística, satírica, social, filosófica, o histórica. · Have students brainstorm their ideas and classify them according to their importance in the short story | Student Activities | Students should brainstorm their ideas about the leyenda they choose to write a short story and arrange them in order of importance. | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | Literatura en español “Leyenda de la Tatuana” | Spanish Language Arts | Wednesday, October 29, 2008 | Objective | TSW create a short story demonstrating the ability to communicate effectively through writing and their competence in the skills and strategies of the writing process. | Strategies | Drafting | Teacher Activities | · Bell Work: Los cuentos de Fantasía son todos aquellos en la que la idea principal se encuentra en otros mundos mágicos, inventados por sus autores, los personajes que están presentes son también ficticios, como Hadas, Hechiceros, Brujas, Princesas, Elfos, por nombrar algunos, y que la trama central es recobrar la paz y el bienestar del mundo o país mágico de las manos de un ser maligno, o algunos otros que tratan de dar moralejas de forma fantástica. · Have students complete the first rough draft using the elements of a short story | Student Activities | Students should write their first draft | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | Literatura en español “Leyenda de la Tatuana” | Spanish Language Arts | Thursday, October 30, 2008 | Objective | TSW create a short story demonstrating the ability to communicate effectively through writing and their competence in the skills and strategies of the writing process. | Strategies | Drafting, self editing/peer editing | Teacher Activities | · Bell Work: Los cuentos infantiles se caracterizan porque contienen una enseñanza moral; su trama es sencilla y tienen un libre desarrollo imaginativo. Se ambientan en un mundo fantástico donde todo es posible. · Complete first draft · Divide students in groups of two and have them edit their short stories | Student Activities | Students should write and edit their short stories | Additional Resources | Literatura en español “Leyenda de la Tatuana” | Assessment/Evaluation | | Academic Vocabulary | | Spanish Language Arts | Friday, October 31, 2008 | Objective | TSW create a short story demonstrating the ability to communicate effectively through writing and their competence in the skills and strategies of the writing process. | Teacher Activities | · Bell Work: Quiz on the different types of cuentos · Have students write the final draft and create a picture depicting their short story | Strategies | Self editing/peer editing | Student Activities | Students should complete their short stories and create a picture | Assessment/Evaluation | Short story and poster | Additional Resources | |
Week of 10/ 20 thru 10/24 Spanish Language Art | Day/Date October 20,2008 | Objective (Student will…) | The students will define the vocabulary words introduced n the week’s reading selection “Leyenda de la Tatuana” | Strategies | Vocabulary Diagram | Teacher Activities | - Bell Work
- (Cuestión) ¿Por que escribes? (Repuesta)La razón para escribir es la misma que para hablar; lo hacemos para comunicarnos. A través de la escritura puedes comunicar lo que piensas, lo que sabes y lo que sientes.
The teacher will read each word out loud and introduce the students to the author Miguel Angel Asturias | Student Activities | For each word the students will create vocabulary diagram | Assessment/Evaluation | | Academic Vocabulary | Obsidiana , jeroglífico, sortílego, guacamayo, emparrado, extremidad, ruboroso, monosilábicamente, arroba, tanto, tendedero, pila, almud, quicio, jacinto, sequito, mañoso, güipil, palúdico, jadeo, chivo, abajadero, grifa, crin, claveteado, bruma | Additional Resources | Literatura en español. “Leyenda de la Tatuana” | Class Name | Day/Date October 21, 2008 | Objective (Student will…) | TSW identify the vocabulary in the reading The students will critically analyze a text | Strategies | Guided reading | Teacher Activities | - Bell Work
- ¿ Cuales son los elmentos de un buena escritura?
- Las ideas- Una buena escritura comienza con ideas interesantes.
- Organización- es la forma en que aparecen las ideas y los detalles en un escrito.
- Voz personal – al igual que tu tienes un forma propia de expresarte cuando hablas, también puedes desarrollar una voz personal como escritor.
- Oraciones fluidas – en escrito no solo es importante que las palabras se conecten apropiadamente, también es importante que las oraciones fluyan bien.
- Usos convencionales- Tu escrito debe ser gramaticalmente correcto.
Go over the vocabulary words define them and act them out | Student Activities | The students will find the vocabulary words in the reading selection and write the example that is used in the story on the back of their vocabulary index cards. | Assessment/Evaluation | | Academic Vocabulary | Obsidiana , jeroglífico, sortílego, guacamayo, emparrado, extremidad, ruboroso, monosilábicamente, arroba, tanto, tendedero, pila, almud, quicio, jacinto, sequito, mañoso, güipil, palúdico, jadeo, chivo, abajadero, grifa, crin, claveteado, bruma | Additional Resources | Literatura en español “Leyenda de la Tatuana” | Class Name | Day/Date October 22,2008 | Objective (Student will…) | TSW read aloud TSW identify the new vocabulary within the text | Strategies | Close reading | Teacher Activities | - Bell Work
- ¿Qué es una narrativa en tercera persona?
- El narrador cuenta el relato pero no participa en él.
The teacher will guide the students reading by pausing and asking questions related to new vocabulary. | Student Activities | The students will answer open and closed questions relating to the story. | Assessment/Evaluation | | Academic Vocabulary | Obsidiana , jeroglífico, sortílego, guacamayo, emparrado, extremidad, ruboroso, monosilábicamente, arroba, tanto, tendedero, pila, almud, quicio, jacinto, sequito, mañoso, güipil, palúdico, jadeo, chivo, abajadero, grifa, crin, claveteado, bruma | Additional Resources | Literatura en español “Leyenda de la Tatuana” | Class Name | Day/Date October 23,2008 | Objective (Student will…) | The student will critically analyze the reading selection “Leyenda de la Tatuana” | Strategies | Group students in two | Teacher Activities | - Bell Work
- ¿Qué es un cuento? Un cuento es una narración corta y creativa, un recuento de sucesos presentados de manera que atraigan la atención del lector.
- Escribe un cuento
The teacher will collaborate with the students on the questions on pg. 101 & 103 | Student Activities | The students will answer Verifica tu comprensión pg. 101 1-5 Concepto literario : Narrativa en tercera persona pg. 103 | Additional Resources | Literatura en español “Leyenda de la Tatuana” | Assessment/Evaluation | | Academic Vocabulary | Obsidiana , jeroglífico, sortílego, guacamayo, emparrado, extremidad, ruboroso, monosilábicamente, arroba, tanto, tendedero, pila, almud, quicio, jacinto, sequito, mañoso, güipil, palúdico, jadeo, chivo, abajadero, grifa, crin, claveteado, bruma | Class Name | Day/Date October 24, 2008 | Objective (Student will…) | The students will gain a greater understanding of the story and build up their vocabulary. The students will practice their writing. | Teacher Activities | - Bell Work
- Hay diferente tipos de cuentos ( Cuentos realistas , cuentos de fantasía y de ciencia ficción , y cuentos de aventuras)
- Escribe un cuento de aventuras
| Strategies | Think- pair - Share | Student Activities | The students will write a cuento that they have heard similar to the reading selection “Leyenda de la Tatuana” | Assessment/Evaluation | Test on vocabulary word students will match vocabulary words to the correct definition | Additional Resources | Vocabulary test on reading selection | Bench Marks: | Reading 7.1 Build and expand vocabulary through selected reading A. Identify and define specific vocabulary form reading selections B. Vocabulary study using the thesaurus, dictionary , and glossary C. Vocabulary 7.3 Introduce literary 3. setting a. time b. place Writing 7.4 Use the writing process for stories paragraphs A. Prewriting, webbing, brainstorming B. Summarizing, organizing data C. Creating new characters, setting, plots Speaking 7.6 Respond to literature through classroom discussions an presentations A. Use appropriate speaking skills B. Read selections orally with meaning and expressions Research 7.7 Demonstrate independence in locating, selecting and using materials A. In textbook B. In Resource Center (Library) C. On Multimedia Computer | | |
Week of 10/ 13thru 10/17 Class Name | Day/Date October 13,2008 | Objective (Student will…) | The students will define the vocabulary words introduced n the week’s reading selection “Lo fatal” | Strategies | Vocabulary Diagram | Teacher Activities | - Bell Work
- The students will define Tema ( Theme)
- The students will define Adjetivo ( adjective)
- The students will do the Adjetivo activity. (The teacher will have a brown bag with something in it and the students will have to stick their hand into the bag and describe what they think the item in the bag is.)
The teacher will read each word out loud and introduce the students to the author. (Ruben Dario). | Student Activities | For each word the students will create vocabulary diagram | Assessment/Evaluation | | Academic Vocabulary | Sensitivo, pesadumbre, fúnebres, dichoso, consciente , rumbo, sospechamos, | Additional Resources | Literatura en español. | Class Name | Day/Date October 14, 2008 | Objective (Student will…) | TSW identify the vocabulary in the reading The students will critically analyze a text | Strategies | Guided reading | Teacher Activities | - Bell Work
- The students will do the Adjetivo activity. (The teacher will have a brown bag with something in it and the students will have to stick their hand into the bag and describe what they think the item in the bag is.)
Go over the vocabulary words define them and act them out | Student Activities | The students will find the vocabulary words in the reading selection and write the example that is used in the story on the back of their vocabulary index cards. | Assessment/Evaluation | | Academic Vocabulary | Sensitivo, pesadumbre, fúnebres, dichoso, consciente , rumbo, sospechamos, | Additional Resources | Literatura en español | Class Name | Day/Date October 15,2008 | Objective (Student will…) | TSW read aloud TSW identify the new vocabulary within the text | Strategies | Close reading | Teacher Activities | - Bell Work
- The students will do the Adjetivo activity. (The teacher will have a brown bag with something in it and the students will have to stick their hand into the bag and describe what they think the item in the bag is.)
The teacher will guide the students reading by pausing and asking questions related to new vocabulary. | Student Activities | Answer the Para responder pg. 116 1-3 | Assessment/Evaluation | | Academic Vocabulary | Sensitivo, pesadumbre, fúnebres, dichoso, consciente , rumbo, sospechamos, | Additional Resources | Literatura en español | Class Name | Day/Date October 16,2008 | Objective (Student will…) | The student will critically analyze the reading selection “Lo fatal” | Strategies | Group students in two | Teacher Activities | The teacher will collaborate with the students on the questions on pg. 60 | Student Activities | Students will answer Pensamiento Critico pg.117 1-4, Concepto literario pg. 118 1-2 | Additional Resources | Literatura en español | Assessment/Evaluation | | Academic Vocabulary | Sensitivo, pesadumbre, fúnebres, dichoso, consciente , rumbo, sospechamos, | Class Name | Day/Date October 17, 2008 | Objective (Student will…) | The students will gain a greater understanding of the story and build up their vocabulary. The students will practice their writing. | Teacher Activities | - Bell Work
- The students will define simile
- The students will write 1 simile out of the Poem of “ Lo fatal”
| Strategies | Think- pair - Share | Student Activities | The students will write a short poem dealing with life experience from their childhood to adolescent. | Assessment/Evaluation | Test on vocabulary word students will match vocabulary words to the correct definition | Additional Resources | Vocabulary test on reading selection | Bench Marks: | Reading 7.1 Build and expand vocabulary through selected reading A. Identify and define specific vocabulary form reading selections B. Vocabulary study using the thesaurus, dictionary , and glossary C. Vocabulary 7.3 Introduce literary 3. setting a. time b. place Writing 7.4 Use the writing process for stories paragraphs A. Prewriting, webbing, brainstorming B. Summarizing, organizing data C. Creating new characters, setting, plots Speaking 7.6 Respond to literature through classroom discussions an presentations A. Use appropriate speaking skills B. Read selections orally with meaning and expressions Research 7.7 Demonstrate independence in locating, selecting and using materials A. In textbook B. In Resource Center (Library) C. On Multimedia Computer |
Bellwork : (1) Define Main idea, setting, character (2) nouns and verbs (sustantivos y verbos) (3) Highlight nouns (4) find setting and character in the reading selection for the week. Week of 10/06 thru 10/10 Class Name | Day/Date October 6,2008 | Objective (Student will…) | The students will define the vocabulary words introduced n the week’s reading selection La Mañana de San Juan | Strategies | Vocabulary Diagram | Teacher Activities | The teacher will read each word out loud and introduce the students to the author. | Student Activities | For each word the students will create vocabulary diagram | Assessment/Evaluation | | Academic Vocabulary | epidermis , undívago , escarpado, guedeja , sigilosamente , lentejuela, declinar , oblea, muy quedito, peón, pretil, amargo, | Additional Resources | Literatura en español. | Class Name | Day/Date October7, 2008 | Objective (Student will…) | TSW identify the vocabulary in the reading The students will critically analyze a text | Strategies | Guided reading | Teacher Activities | Go over the vocabulary words define them and act them out | Student Activities | The students will find the vocabulary words in the reading selection and write the example that is used in the story on the back of their vocabulary index cards. | Assessment/Evaluation | | Academic Vocabulary | epidermis , undívago , escarpado, guedeja , sigilosamente , lentejuela, declinar , oblea, muy quedito, peón, pretil, amargo, | Additional Resources | Literatura en español | Class Name | Day/Date October 8,2008 | Objective (Student will…) | TSW read aloud La Mañana de San Juan TSW identify the new vocabulary within the text | Strategies | Close reading | Teacher Activities | The teacher will guide the students reading by pausing and asking questions related to new vocabulary. | Student Activities | Answer the Para responder pg. 59 1-5 | Assessment/Evaluation | | Academic Vocabulary | epidermis , undívago , escarpado, guedeja , sigilosamente , lentejuela, declinar , oblea, muy quedito, peón, pretil, amargo, | Additional Resources | Literatura en español | Class Name | Day/Date October 9,2008 | Objective (Student will…) | The student will critically analyze the reading selection La Mañana de San Juan | Strategies | Group students in two | Teacher Activities | The teacher will collaborate with the students on the questions on pg. 60 | Student Activities | Students will answer Pensamiento Critico pg. 60 | Additional Resources | Literatura en español | Assessment/Evaluation | | Academic Vocabulary | epidermis , undívago , escarpado, guedeja , sigilosamente , lentejuela, declinar , oblea, muy quedito, peón, pretil, amargo, | Class Name | Day/Date October 10, 2008 | Objective (Student will…) | The students will gain a greater understanding of the story and build up their vocabulary. The students will practice their writing. | Strategies | Think – Pair - Share | | | Student Activities | The students will write a in a diary one or two on something that has happen to them from the past, read or heard of. Escribe en un diario uno o dos párrafos sobre un hecho triste del pasado, que te haya sucedido a ti o sobre el que hayas leído o escuchado | Assessment/Evaluation | Test on vocabulary word students will match vocabulary words to the correct definition | Additional Resources | Vocabulary test on reading selection “La Mañana de San Juan” | Bench Marks: | Reading 7.1 Build and expand vocabulary through selected reading A. Identify and define specific vocabulary form reading selections B. Vocabulary study using the thesaurus, dictionary , and glossary C. Vocabulary 7.3 Introduce literary 3. setting a. time b. place Writing 7.4 Use the writing process for stories paragraphs A. Prewriting, webbing, brainstorming B. Summarizing, organizing data C. Creating new characters, setting, plots Speaking 7.6 Respond to literature through classroom discussions an presentations A. Use appropriate speaking skills B. Read selections orally with meaning and expressions Research 7.7 Demonstrate independence in locating, selecting and using materials A. In textbook B. In Resource Center (Library) C. On Multimedia Computer | | |
Week of September 29-October 3, 2008 Spanish L.A. | Monday/Sept. 29, 2008 | Objective | TSW be tested according to their knowledge gain throughout the last weeks. | Strategies | Written test | Bellwork | | Teacher Activities | The teacher should explain the students the instructions they should follow to complete the test and help them during the test. | Student Activities | Students should complete the written test according to their knowledge gain throughout the last weeks. | Assessment/Evaluation | Written test | Academic Vocabulary | Simple present tense, affirmative statements, negative statements, subject, verb | Additional Resources | Español escrito/Curso para hispanohablantes bilingües by Guadalupe Valdés, Richard Teschner, and Héctor M. Enríquez | Spanish L.A. | Tuesday/Sept. 30, 2008 | Objective | TSW define the vocabulary words for the reading selection “A ras del suelo.” | Strategies | Vocabulary diagram | Bellwork | Define relato autobiográfico | Teacher Activities | Present the new vocabulary words, go over one by one, and give proper examples | Student Activities | Create a vocabulary diagram for the new vocabulary | Assessment/Evaluation | Vocabulary diagrams should be assessed according to the information on it | Academic Vocabulary | éxodo, remilgo, barullo, idiay, enredo, corredor, vehemente, vagamundería, pijada, pulpería, concha, alforja, jadeando, chancho, jaspeada, palanganas, melcochas, pijadas, zarandaja, vainas, colones, baranda | Additional Resources | Literature Tímeles Voices, Timeles Themes | Spanish L.A. | Wednesday/Oct. 1, 2008 | Objective | TSW critically read “A ras del suelo” | Strategies | Guided reading | Bellwork | Define “remiligo, vagamundería, and pulpería, in your own words | Teacher Activities | The teacher should guide students’ reading and ask open, closed and critical thinking questions to assure students’ comprehension | Student Activities | Students should read “A ras del suelo” | Assessment/Evaluation | | Academic Vocabulary | éxodo, remilgo, barullo, idiay, enredo, corredor, vehemente, vagamundería, pijada, pulpería, concha, alforja, jadeando, chancho, jaspeada, palanganas, melcochas, pijadas, zarandaja, vainas, colones, baranda | Additional Resources | Literature Tímeles Voices, Timeles Themes | Spanish L.A. | Thursday/Oct. 2, 2008 | Objective | TSW critically read “A ras del suelo” | Strategies | Guided reading | Bellwork | Ser maestra era algo que Luisa quería para su future, sí o no? Explicalo. | Teacher Activities | The teacher should guide students’ reading and ask open, closed and critical thinking questions to assure students’ comprehension | Student Activities | Students should read “A ras del suelo” | Assessment/Evaluation | | Academic Vocabulary | éxodo, remilgo, barullo, idiay, enredo, corredor, vehemente, vagamundería, pijada, pulpería, concha, alforja, jadeando, chancho, jaspeada, palanganas, melcochas, pijadas, zarandaja, vainas, colones, baranda | Additional Resources | Literature Tímeles Voices, Timeles Themes | Spanish L.A. | Friday/Oct. 3, 2008 | Objective | TSW critically read “A ras del suelo” | Strategies | Think-Pair-Share | Bellwork | Si tuvieras que elegir en este momento una profesión, cual sería y por qué. | Teacher Activities | Direct students’ comprehension throughout the activity guide for responding | Student Activities | The students should complete guide for reading (p. 39-41) | Assessment/Evaluation | Guide for responding | Academic Vocabulary | éxodo, remilgo, barullo, idiay, enredo, corredor, vehemente, vagamundería, pijada, pulpería, concha, alforja, jadeando, chancho, jaspeada, palanganas, melcochas, pijadas, zarandaja, vainas, colones, baranda | Additional Resources | Literature Tímeles Voices, Timeles Themes |
Week of September 22-26, 2008 Spanish L.A. | Monday/Sept. 22, 2008 | Objective | TSW review the different topics introduced during the last three weeks. | Strategies | | Bellwork | Describe yourself by using the adjectives introduced last week | Teacher Activities | The teacher should activate the students’ prior knowledge by constantly asking them questions about the topics introduced during the last three weeks. | Student Activities | Students should complete the review. | Assessment/Evaluation | Students will be assessed according to their participation. | Academic Vocabulary | Sujeto, predicado, verbo, tiempos simples, tiempos compuestos, tiempos progresivos, adjetivos, sustantivos | Additional Resources | Español escrito/Curso para hispanohablantes bilingües by Guadalupe Valdés, Richard Teschner, and Héctor M. Enríquez | Spanish L.A. | Tuesday/Sept. 23, 2008 | Objective | TSW be tested according to their knowledge gain throughout the last weeks. | Strategies | Written test | Bellwork | | Teacher Activities | The teacher should explain the students the instructions they should follow to complete the test and help them during the test. | Student Activities | Students should complete the written test according to their knowledge gain throughout the last weeks. | Assessment/Evaluation | Written test | Academic Vocabulary | Simple present tense, affirmative statements, negative statements, subject, verb | Additional Resources | Español escrito/Curso para hispanohablantes bilingües by Guadalupe Valdés, Richard Teschner, and Héctor M. Enríquez | Spanish L.A. | Wednesday/Sept. 24, 2008 | Objective | TSW identify the feelings and thoughts experienced by reading poetry. TSW define poetry in their own words. | Strategies | Visual posters | Bellwork | Define poetry | Teacher Activities | The teacher should introduce the students the posters, which contain stanzas and pictures related to a specific poem. Then, she should explain them that all the stanzas and pictures are related to poetry. | Student Activities | The students should write any feelings or thoughts that they experience when they see and read the posters. Then, they should write a definition for poetry using their own words. | Assessment/Evaluation | The students will be assessed according to their definition for poetry. | Academic Vocabulary | Poetry | Additional Resources | Español escrito/Curso para hispanohablantes bilingües by Guadalupe Valdés, Richard Teschner, and Héctor M. Enríquez | Spanish L.A. | Thursday/Sept. 25, 2008 | Objective | TSW recognize the importance of poetry as a literary genre. TSW practice oral and written strategies for reading poetry. | Strategies | Read aloud | Bellwork | Explain the importance of poetry | Teacher Activities | The teacher should explain students the importance of poetry among literary genres and introduce appropriate strategies for reading poetry. | Student Activities | The students should follow the strategies for reading poetry to discover the importance of this genre. | Assessment/Evaluation | The students will be assessed according to the strategies used to read poetry. | Academic Vocabulary | Poetry, genre, stanza, punctuation marks, narrator | Additional Resources | Literatura (Prentice Hall) | Spanish L.A. | Friday/Sept. 26, 2008 | Objective | TSW create vocabulary diagram for each literary language used to comprehend poetry. | Strategies | Vocabulary diagrams | Bellwork | Name a poet who had contributed to the Hispanic literature. | Teacher Activities | The teacher should explain each vocabulary word and give enough examples to assure students’ learning. | Student Activities | The students should complete a vocabulary diagram for each vocabulary word. | Assessment/Evaluation | Vocabulary diagrams | Academic Vocabulary | Verso, rima, estrofa, language literario, figuras retóricas, figuras de pensamiento, figuras patéticas (hipérbole, personificación y apóstrofe), figuras lógicas (símil, antítesis, paradoja, sinestesia y clímax), figuras intencionales (perífrasis) | Additional Resources | Aproximaciones al studio de la literature hispanica by Edward H. Freidman, Teresa Valdivieso, and Carmelo Virgillo. |
Week of October 27-31, 2008 L.A. (7-8) 6th | Monday, October 27, 2008 | Objective | The students will define the vocabulary words introduced in the week’s reading selection “My present” | Strategies | Vocabulary Diagram | Teacher Activities | (1) Bell work: Write down today’s objective and strategy/Practice phonetic sounds (2) Introduce vocabulary words by reading each word out loud | Student Activities | For each word the students will create vocabulary diagram | Assessment/Evaluation | Vocabulary diagrams | Academic Vocabulary | Wedding, anniversary, buy, earn, bike, mow, lawns, baby-sit, young, barked/bark, suddenly, owners, probably, either, present | Additional Resources | Webster’s New World Dictionary, Literature Timeless Voices, Timeless Themes (Differentiated Reading Instruction: Nurturing Success for All students) | L.A. (7-8) 6th | Tuesday, October 28, 2008 | Objective | TSW identify the vocabulary in the reading TSW write sentences using the present progressive tense for each vocabulary word. | Strategies | Vocabulary diagram | Teacher Activities | (1) Bell work: Write the objective and strategy/ Find a word for each phonetic sound (2) Complete vocabulary diagrams by writing your own sentences for each vocabulary word and using the present progressive tense | Student Activities | Students should complete the vocabulary diagrams by writing their own sentences. | Assessment/Evaluation | | Academic Vocabulary | Wedding, anniversary, buy, earn, bike, mow, lawns, baby-sit, young, barked/bark, suddenly, owners, probably, either, present | Additional Resources | Webster’s New World Dictionary, Literature Timeless Voices, Timeless Themes (Differentiated Reading Instruction: Nurturing Success for All students) | L.A. (7-8) 6th | Wednesday, October 29, 2008 | Objective | TSW read aloud “My present” TSW identify the new vocabulary within the text | Strategies | Close reading | Teacher Activities | (1) Bell work: Write the objective and strategy/ Write a sentence for each word (2) Guide students reading by pausing and asking questions related to the new vocabulary and the story’s events (3) Introduce the graphic organizer | Student Activities | Read “My present” and complete the graphic organizer by writing the paragraph’s main idea and details | Assessment/Evaluation | Graphic organizer | Academic Vocabulary | Wedding, anniversary, buy, earn, bike, mow, lawns, baby-sit, young, barked/bark, suddenly, owners, probably, either, present | Additional Resources | Webster’s New World Dictionary, Literature Timeless Voices, Timeless Themes (Differentiated Reading Instruction: Nurturing Success for All students) | L.A. (7-8) 6th | Thursday, October 30, 2008 | Objective | TSW will critically analyze the reading selection | Strategies | Think- Pair- Share | Teacher Activities | (1) Bell work: Write the objective and strategy/Find a word for each phonetic sound (2) Divide the students in groups of two and collaborate with the students over the questions: § Why did Lisa want to give her parents a clock radio? § Why didn’t Lisa ask her brother for the money she needed? § How can you tell what time of year this story takes place? § Lisa thought about mowing lawns. What does “mow lawns” mean? § What do you think Lisa will do to earn the money she needs? (3) Have the students make a list of other things that Lisa should do, in order to get some money | Student Activities | The students will group in two to answer the questions and list other things that Lisa should do | Academic Vocabulary | Wedding, anniversary, buy, earn, bike, mow, lawns, baby-sit, young, barked/bark, suddenly, owners, probably, either, present | Assessment/Evaluation | Questions/List | Additional Resources | Webster’s New World Dictionary, Literature Timeless Voices, Timeless Themes (Differentiated Reading Instruction: Nurturing Success for All students) | L.A. (7-8) 6th | Friday, October 30, 2008 | Objective | TSW gain a greater understanding of the story and build up their vocabulary. TSW practice their writing. | Teacher Activities | (1) Bell work: Write the objective and strategy/ Write a sentence for each word (2) Write a new story using the list of things that Lisa should do, in order to get some money | Strategies | Guided writing | Student Activities | Students should write a new story using the different elements used by the teacher and their own information | Assessment/Evaluation | Test on vocabulary words | Additional Resources | Literature Timeless Voices, Timeless Themes (Differentiated Reading Instruction: Nurturing Success for All students) |
Week 4 Exploring a Hispanic’s life. This week we will be going on a scavenger hunt (ask Hispanic people—students’ relatives-- how they would present their culture) Acad. Skls. | Monday, October 20, 2008 | Objective | TSW analyze the vocabulary words introduced in the week’s reading selection by using phonics awareness. TSW define the vocabulary words. TSW investigate how Hispanic people present their culture. | Strategies | Vocabulary diagrams, phonics | Teacher Activities | 1. Bell work: Write down today’s objectives and strategies. Write the following phonetic sounds and find words for each sound (or, h, ie, ow, ing, ph, ea, a, ue, u, oy, th). 2. Introduce the vocabulary words for this week and help students to create a vocabulary diagram for each word 3. Beginning final project “How would you present your Hispanic culture?” by asking peers and family members about the different ways to present a culture (food, dance, music, etc.) | Student Activities | Create a vocabulary diagram for each word | Assessment/Evaluation | Vocabulary diagrams | Academic Vocabulary | Aspiration, behavior, habits, experiences, growing up, physical, pessimists, appearance, spiritual, nature, value, unifies/unify, enjoying/enjoy, warm/warmth, humorous. | Additional Resources | | Acad. Skls. | Tuesday, October 21, 2008 | Objective | TSW define the vocabulary words introduce in the week’s reading selection TSW write sentences using the present progressive tense | Strategies | Vocabulary words, brainstorming | Teacher Activities | 1. Bell work: Write down today’s objectives and strategies. Find words for each phonetic sound. 2. Introduce the correct form to write sentences using present progressive tense 3. Complete vocabulary diagrams | Student Activities | Students should write sentences using the present progressive tense and complete vocabulary diagrams | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | Grammar Form and Function by Milada Broukal | Acad. Skls. | Wednesday, October 22, 2008 | Objective | TSW define the vocabulary words introduce in the week’s reading selection TSW investigate how Hispanic people present their culture. | Strategies | Vocabulary diagrams, brainstorming | Teacher Activities | 1. Bell work: Write down today’s objectives and strategies. Find words for each phonetic sound 2. Complete vocabulary diagrams 3. Brainstorm ideas on how you would present your Hispanic culture, according to your different gathered results. | Student Activities | Students should complete vocabulary diagrams and decide how they would present their Hispanic culture by cooking, dancing, writing a poem, etc. | Assessment/Evaluation | Vocabulary diagrams | Academic Vocabulary | | Additional Resources | | Acad. Skls. | Thursday, October 23, 2008 | Objective | TSW critically read the week’s reading selection. TSW create a project on how she/he would present his/her Hispanic culture. | Strategies | Guided reading | Teacher Activities | 1. Bell work: Write down today’s objectives and strategies. Write sentences using the week’s phonetic sounds and words gathered during the week. 2. Read the week’s reading selection “Hispanics” 3. Complete project on How you would present your Hispanic culture | Student Activities | Students should read and complete the Hispanic project | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | | Acad. Skls. | Friday, October 24, 2008 | Objective | TSW present orally or written their projects TSW gain a greater understanding of the story and build up their vocabulary. | Strategies | Oral presentations | Teacher Activities | 1. Bell work: Practice vocabulary words 2. Have students take the vocabulary test. 3. Present projects | Student Activities | Students should complete the vocabulary test and present their projects. | Assessment/Evaluation | Vocabulary test and projects | Academic Vocabulary | | Additional Resources | |
Week 3 Learning about the accomplishments and challenges that some Hispanics have faced to achieve their goals (biographies and interviews) Acad. Skls. | Monday, October 13, 2008 | Objective | TSW create a Melting Pot and/or Salad Bowl by using their own definitions, graphic organizers, and information gathered from the diverse researches. TSW orally present a poster. | Strategies | Graphic organizers, rearranging, peer editing | Teacher Activities | 1. Bell work: What are some of your goals? Do you think that you could have challenges to accomplish them? What kind? 2. Divide students in groups of three and assign the Melting Pot or Salad Bowl to each group. Then they should their information to create a poster. Finally, each group should present the poster. 3. Have students take the vocabulary test. | Student Activities | Students should create a poster by using the gathered information about Melting Pot and Salad Bowl and complete the vocabulary test. | Assessment/Evaluation | Posters about the Melting Pot and Salad Bowl | Academic Vocabulary | | Additional Resources | | Acad. Skls. | Tuesday, October 14, 2008 | Objective | TSW define the vocabulary words introduced in the week’s reading selection. TSW critically read the week’s reading selection. | Strategies | Vocabulary diagrams | Teacher Activities | 1. Bell work: Define biography 2. Introduce the vocabulary words for this week and help students to create a vocabulary diagram for each word | Student Activities | Create a vocabulary diagram for each word | Assessment/Evaluation | Vocabulary diagrams | Academic Vocabulary | Trough, lifelong, farmworkers, rights, struggles, support, lack, lifetime, savings, canvassing/canvass, field, valley, encouraging/encourage, join, figure | Additional Resources | | Acad. Skls. | Wednesday, October 15, 2008 | Objective | TSW critically read the week’s reading selection. TSW write meaningful questions to interview a famous Hispanic-American, César Chávez | Strategies | Guided Reading, Jigsaw, Think-Pair-Share | Teacher Activities | 1. Bell work: What do you think people need to become famous? 2. Have students read César Chávez’s biography and ask diverse questions to assure students’ comprehension 3. Present students the appropriate writing techniques to create interview questions 4. Divide students in groups to create interview questions that they could ask to César Chávez | Student Activities | Read the biography and write interview questions | Assessment/Evaluation | Interview questions | Academic Vocabulary | | Additional Resources | | Acad. Skls. | Thursday, October 16, 2008 | Objective | TSW write meaningful questions to interview a famous Hispanic-American, César Chávez TSW write a letter to one of the 100 Hispanic-Americans who shaped American history | Strategies | Jigsaw, Think-Pair-Share | Teacher Activities | 1. Bell work: Who was César Chávez? 2. Divide students in groups to create interview questions that they could ask to César Chávez 3. Have students to share their interview questions 4. Students should choose one Hispanic-American and write a letter to him/her | Student Activities | Read the biography, write interview questions, and write a letter to one famous Hispanic-American | Assessment/Evaluation | Interview questions, letters | Academic Vocabulary | | Additional Resources | | Acad. Skls. | Friday, October 17, 2008 | Objective | TSW write a letter to one of the 100 Hispanic-Americans who shaped American history TSW gain a greater understanding of the story and build up their vocabulary. | Strategies | Peer editing | Teacher Activities | 1. Bell work: Practice vocabulary words 2. Students should choose one Hispanic-American and write a letter to him/her 3. Have students take the vocabulary test. | Student Activities | Students should write a letter to one famous Hispanic-American and complete the vocabulary test. | Assessment/Evaluation | Letters and vocabulary test | Academic Vocabulary | | Additional Resources | |
Theme: Hispanic-a nationality, a race, or a culture? School: Houston Junior High Grade level: 7th. and 8th. Time: 5 weeks Goals: · A formal recognition of Hispanic culture · Get acquainted with Hispanic community leaders and national leaders · Get familiar with several aspects relevant to the Hispanic culture · Utilize computers and other technology to search appropriate information · Support the writing process and presentation technique with technology · Alternative assessment Learner outcomes: The students will be able to: · Define the term Hispanic · Identify the Hispanic countries around the world · Recognize group names in use today · Estimate the total Hispanic population in the U.S. · Develop map skills by locating all Hispanic countries and cultures on a world map · Recognize famous Hispanics and their accomplishments within the school community, county community, and national · Interview talented and relevant Hispanics within the community · Identify appropriate strategies to perform an interview (how to develop meaningful and well-organized questions using proper English skills) · Write letters to well-known Hispanic people using proper English skills · Oral presentations on how a Hispanic would introduce his/her culture Media Selection: · Internet research · Software: Microsoft word and power point · Literature: research articles · Books: 100 Hispanic-Americans who shaped American history Week 1 Introduction to the Hispanic Unit. Students will become acquainted with the term Hispanic, different names used to recognize Hispanics, and identify the Hispanic countries around the world. Acad. Skls. | Monday, Sept. 29, 2008 | Objective | TSW become familiar with the term Hispanic. TSW define the vocabulary words introduce in the week’s reading selections | Strategies | Vocabulary diagram | Teacher Activities | Introduce the vocabulary terms | Student Activities | Create a vocabulary diagram for each term | Assessment/Evaluation | The vocabulary diagram will be assessed according to the information written by the students. | Academic Vocabulary | Hispanic, culture, trace, lineage, ethnic, employment, mass media, research, citizen, descent, community, popularized, movement, unknown, upper-class, lower-class, newcomer, native, dialect, heritage, Mexican, Chicano, Latino, Tejano, government, diverse, administration, offensively, dignity, and nationality | Additional Resources | Dictionaries, index cards, highlighters | Acad. Skls. | Tuesday, Sept. 30, 2008 | Objective | TSW identify the vocabulary in the reading selections. TSW critically analyze the reading selection by identifying main idea and supportive details | Strategies | Guided reading, graphic organizers | Teacher Activities | Review vocabulary terms and guide students throughout the reading by pausing, giving vivid examples of each vocabulary word, and asking questions for comprehension | Student Activities | Find the vocabulary words within the reading selection (highlight them), write the main idea and its supportive details | Assessment/Evaluation | Students will be assessed according to the information recorded on the graphic organizers. | Academic Vocabulary | Hispanic, culture, trace, lineage, ethnic, employment, mass media, research, citizen, descent, community, popularized, movement, unknown, upper-class, lower-class, newcomer, native, dialect, and heritage | Additional Resources | Dictionaries, index cards, highlighters | Acad. Skls. | Wednesday, October 1, 2008 | Objective | TSW identify the vocabulary in the reading selections. TSW critically analyze the reading selection by identifying main idea and supportive details | Strategies | Guided reading, graphic organizers | Teacher Activities | Review vocabulary terms and guide students throughout the reading by pausing, giving vivid examples of each vocabulary word, and asking questions for comprehension | Student Activities | Find the vocabulary words within the reading selection (highlight them), write the main idea and its supportive details | Assessment/Evaluation | Students will be assessed according to the information recorded on the graphic organizers. | Academic Vocabulary | Hispanic, culture, trace, lineage, ethnic, employment, mass media, research, citizen, descent, community, popularized, movement, unknown, upper-class, lower-class, newcomer, native, dialect, and heritage | Additional Resources | Vocabulary cards, highlighters, text | Acad. Skls. | Thursday, October 2, 2008 | Objective | TSW perform a research to find relevant aspects about each of the Hispanic countries | Strategies | Close reading | Teacher Activities | Show students how to perform an internet research to gather appropriate and relevant information about each Hispanic country (official name, capital, population, languages, and any important aspect that captures your attention). Hispanic countries: Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba, Dominicano Republic, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Puerto Rico, Spain, United States, Uruguay, and Venezuela | Student Activities | Students will be paired up to perform an internet research and write appropriate and relevant information for each Hispanic country | Assessment/Evaluation | Students will be assessed according to the collected information | Academic Vocabulary | Hispanic, culture, trace, lineage, ethnic, employment, mass media, research, citizen, descent, community, popularized, movement, unknown, upper-class, lower-class, newcomer, native, dialect, and heritage | Additional Resources | Computers | Acad. Skls. | Friday, October 3, 2008 | Objective | TSW create a distinctive tag for each Hispanic country with relevant information on it TSW identify the Hispanic countries within a world map | Strategies | Visual aids | Teacher Activities | Explain students how to create their own tag and the appropriate information that should be included on them. Verify that students put the tags on the proper place. | Student Activities | Students should use the collected information to create a distinctive tag, which should be used to identify each country | Assessment/Evaluation | The originality of each tag and test on vocabulary words | Academic Vocabulary | Hispanic, culture, trace, lineage, ethnic, employment, mass media, research, citizen, descent, community, popularized, movement, unknown, upper-class, lower-class, newcomer, native, dialect, and heritage | Additional Resources | Computers, index cards, markers |
Week 2 Students will become familiar with the term “melting pot” by identifying the different cultural groups that are part of American “melting pot” (introduce graphic organizers to compare and contrast the cultural groups) Acad. Skls. | Monday, October 6, 2008 | Objective | TSW create a distinctive tag for each Hispanic country with relevant information on it TSW identify the Hispanic countries within a world map | Strategies | Visual aids | Teacher Activities | 1. Bell Work: Define Hispanic 2. Explain students how to create their own tag and the appropriate information that should be included on them. Verify that students put the tags on the proper place. 3. Help and ask questions to the students throughout their presentation. | Student Activities | Students should use the collected information to create a distinctive tag, which should be used to identify each country. Then, they should present their Hispanic countries. | Assessment/Evaluation | The originality of each tag and presentation | Academic Vocabulary | | Additional Resources | | Acad. Skls. | Tuesday, October 7, 2008 | Objective | TSW define the vocabulary words introduced in the week’s reading selection. TSW critically read the week’s reading selection. | Strategies | Vocabulary diagrams | Teacher Activities | 1. Bell work: List at least 10 Hispanic countries 2. Introduce the vocabulary words for this week and help students to create a vocabulary diagram for each word 3. Have students read the differences and similarities between “Melting Pot” and “Salad Bowl,” ask diverse questions to assure students’ comprehension | Student Activities | Create a vocabulary diagram for each word and read the differences and similarities “Melting Pot” and “Salad Bowl” | Assessment/Evaluation | Vocabulary diagrams | Academic Vocabulary | Melting, pot, theory, contribute, aspects, create, unique, indistinguishable, another, effectively, together, salad, bowl, immigrants, arrive, lose, retain, identifiable, ingredients, overall, make up | Additional Resources | | Acad. Skls. | Wednesday, October 8, 2008 | Objective | TSW investigate the different cultures that make up a unique American culture. TSW write their own definition for Melting Pot and Salad Bowl by using the different aspects introduced during the week. | Strategies | Internet/book research, brainstorming | Teacher Activities | 1. Bell work: define culture and society 2. Write Cornell notes to investigate the different cultures that make up the American culture 3. Have students brainstorm their ideas to define Melting Pot and Salad Bowl | Student Activities | Students should perform either an internet research or book research to investigate the different cultures that make up the American culture. Secondly, they will brainstorm their ideas to write their own definitions for Melting Pot and Salad Bowl. | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | Internet, encyclopedias, and other books | Acad. Skls. | Thursday, October 9, 2008 | Objective | TSW compare and contrast Melting Pot and Salad Bowl by completing a Venn Diagram TSW create a Melting Pot and/or Salad Bowl by using their own definitions, graphic organizers, and information gathered from the diverse researches. | Strategies | Graphic organizers, rearranging, peer editing | Teacher Activities | 1. Bell work: Students should work with a peer to examine their definitions for Melting Pot and Salad Bowl 2. Have students complete a Venn Diagram to show the differences and similarities between Melting Pot and Salad Bowl 3. Divide students in groups of three and assign the Melting Pot or Salad Bowl to each group. Then they should their information to create a poster. | Student Activities | Students should complete a Venn Diagram and create a poster by using the gathered information about Melting Pot and Salad Bowl | Assessment/Evaluation | Posters about the Melting Pot and Salad Bowl. | Academic Vocabulary | | Additional Resources | Venn Diagrams | Acad. Skls. | Friday, October 10, 2008 | Objective | TSW create a Melting Pot and/or Salad Bowl by using their own definitions, graphic organizers, and information gathered from the diverse researches. TSW orally present a poster. | Strategies | Graphic organizers, rearranging, peer editing | Teacher Activities | 1. Bell work: Practice vocabulary words 2. Divide students in groups of three and assign the Melting Pot or Salad Bowl to each group. Then they should their information to create a poster. Finally, each group should present the poster. 3. Have students take the vocabulary test. | Student Activities | Students should create a poster by using the gathered information about Melting Pot and Salad Bowl and complete the vocabulary test. | Assessment/Evaluation | Posters about the Melting Pot and Salad Bowl and vocabulary test | Academic Vocabulary | | Additional Resources | |
Week 3 Learning about the accomplishments and challenges that some Hispanics have faced to achieve their goals (biographies and interviews) Acad. Skls. | Monday, October 13, 2008 | Objective | TSW create a Melting Pot and/or Salad Bowl by using their own definitions, graphic organizers, and information gathered from the diverse researches. TSW orally present a poster. | Strategies | Graphic organizers, rearranging, peer editing | Teacher Activities | 1. Bell work: What are some of your goals? Do you think that you could have challenges to accomplish them? What kind? 2. Divide students in groups of three and assign the Melting Pot or Salad Bowl to each group. Then they should their information to create a poster. Finally, each group should present the poster. 3. Have students take the vocabulary test. | Student Activities | Students should create a poster by using the gathered information about Melting Pot and Salad Bowl and complete the vocabulary test. | Assessment/Evaluation | Posters about the Melting Pot and Salad Bowl | Academic Vocabulary | | Additional Resources | | Acad. Skls. | Tuesday, October 14, 2008 | Objective | TSW define the vocabulary words introduced in the week’s reading selection. TSW critically read the week’s reading selection. | Strategies | Vocabulary diagrams | Teacher Activities | 1. Bell work: Define biography 2. Introduce the vocabulary words for this week and help students to create a vocabulary diagram for each word | Student Activities | Create a vocabulary diagram for each word | Assessment/Evaluation | Vocabulary diagrams | Academic Vocabulary | Trough, lifelong, farmworkers, rights, struggles, support, lack, lifetime, savings, canvassing/canvass, field, valley, encouraging/encourage, join, figure | Additional Resources | | Acad. Skls. | Wednesday, October 15, 2008 | Objective | TSW critically read the week’s reading selection. TSW write meaningful questions to interview a famous Hispanic-American, César Chávez | Strategies | Guided Reading, Jigsaw, Think-Pair-Share | Teacher Activities | 1. Bell work: What do you think people need to become famous? 2. Have students read César Chávez’s biography and ask diverse questions to assure students’ comprehension 3. Present students the appropriate writing techniques to create interview questions 4. Divide students in groups to create interview questions that they could ask to César Chávez | Student Activities | Read the biography and write interview questions | Assessment/Evaluation | Interview questions | Academic Vocabulary | | Additional Resources | | Acad. Skls. | Thursday, October 16, 2008 | Objective | TSW write meaningful questions to interview a famous Hispanic-American, César Chávez TSW write a letter to one of the 100 Hispanic-Americans who shaped American history | Strategies | Jigsaw, Think-Pair-Share | Teacher Activities | 1. Bell work: Who was César Chávez? 2. Divide students in groups to create interview questions that they could ask to César Chávez 3. Have students to share their interview questions 4. Students should choose one Hispanic-American and write a letter to him/her | Student Activities | Read the biography, write interview questions, and write a letter to one famous Hispanic-American | Assessment/Evaluation | Interview questions, letters | Academic Vocabulary | | Additional Resources | | Acad. Skls. | Friday, October 17, 2008 | Objective | TSW write a letter to one of the 100 Hispanic-Americans who shaped American history TSW gain a greater understanding of the story and build up their vocabulary. | Strategies | Peer editing | Teacher Activities | 1. Bell work: Practice vocabulary words 2. Students should choose one Hispanic-American and write a letter to him/her 3. Have students take the vocabulary test. | Student Activities | Students should write a letter to one famous Hispanic-American and complete the vocabulary test. | Assessment/Evaluation | Letters and vocabulary test | Academic Vocabulary | | Additional Resources | |
Week 4 Exploring a Hispanic’s life. This week we will be going on a scavenger hunt (ask Hispanic people—students’ relatives-- how they would present their culture). Students will present his/her own way to introduce his/her Hispanic culture by cooking a typical Hispanic meal, dancing a popular song, creating a collage, etc. Week of September 22-26, 2008 Comm. & Skills | Monday/Sept. 22, 2008 | Objective | TSW define the vocabulary words within the reading selection “Use Your Head” | Strategies | Vocabulary Diagram | Teacher Activities | The teacher should activate students’ prior knowledge by asking them the aspects they see in the posters. Then, she should explain every vocabulary word that the students should master throughout the week | Student Activities | Students should write down everything they notice in the pictures, using the target language. Students should complete a vocabulary diagram for each of the vocabulary words. | Assessment/Evaluation | The vocabulary diagram will be assessed according to the information written by the students. | Academic Vocabulary | Desk, flag, bat, chalk, water, crayons, window, jump rope, clock, eraser, slide, room, swing, table, chair, playground, bathroom, door, ball, write, want, great, draw, picture, upset, head. | Additional Resources | Carousel of IDEAS | Comm. & Skills | Tuesday/Sept. 23, 2008 | Objective | TSW read aloud “Use Your Head!” TSW identify the new vocabulary within the text TSW recognize the simple present tense by using the base form of the verb for most forms. | Strategies | Read aloud | Teacher Activities | The teacher should guide the students’ reading by pausing and asking questions related to new vocabulary, meaning, and comprehension. She should also explain the simple present tense by giving them a wide variety of examples. | Student Activities | Students should read aloud Use your Head! and answer the teacher’s questions. They should also complete the sentences with the correct form of the verb. | Assessment/Evaluation | The students will be assessed through the comprehension questions asked by the teacher and the practice with simple present tense. | Academic Vocabulary | Simple present tense, affirmative statements, negative statements, subject, verb | Additional Resources | Carousel of IDEAS, Grammar 2 Form and Function | Comm. & Skills | Wednesday/Sept. 24, 2008 | Objective | TSW identify the vocabulary words in the article provided by the teacher. TSW write sentences using the vocabulary and simple present tense. | Strategies | Highlighting vocabulary | Teacher Activities | The teacher should explain the student how to find the vocabulary words and the appropriate sentence structure that they should follow to write the sentences. | Student Activities | The students should find the vocabulary words and write sentences using the appropriate structure. | Assessment/Evaluation | The students will be assessed according to their writing skills used to complete the sentences. | Academic Vocabulary | | Additional Resources | Carousel of IDEAS, Grammar 2 Form and Function | Comm. & Skills | Thursday/Sept. 25, 2008 | Objective | TSW draw a dream classroom and write a paragraph explaining why the dream classroom should look like that. | Strategies | Visual posters | Teacher Activities | The teacher should explain students that they are going to draw a picture of a classroom together and write a paragraph, using the simple present tense, to explain it. | Student Activities | The students should draw something (only one thing) in the classroom and write the paragraph explaining their dream classroom. | Assessment/Evaluation | The students will be assessed according to their writing skills used to complete the paragraph. | Academic Vocabulary | | Additional Resources | Carousel of IDEAS, Grammar 2 Form and Function | Comm. &Skills | Friday/Sept. 26, 2008 | Objective | TSW be able to complete the spelling test. TSW be able to recognize and write a sentence for each activity presented in the posters (using the simple present tense). | Strategies | Visual posters | Teacher Activities | The teacher should assess students’ spelling skills and help students to write their sentences. | Student Activities | The students should complete the spelling test and write sentences explaining each picture using the simple present tense. | Assessment/Evaluation | Spelling test and sentences | Academic Vocabulary | | Additional Resources | Carousel of IDEAS, Grammar 2 Form and Function |
September 15-19 The student will be able to practice different strategies for decoding long words and increase oral and silent reading fluency (Lessons 12-15) The students should practice orally the several sounds introduced by the teacher and complete the written assignments. Bellwork: Throughout the week, the students will review the different sounds and blends introduced by the teacher. Then, they will write the words dictated by the teacher. Ø Monday, September 15, 2008 The student will define the vocabulary words introduced in the week’s reading selections. · Beginners: The Seasons Vocabulary: spring, weather, warm, grass, grow, rain, leaves, trees, flowers, bloom, south, children, play, people, lighter, clothing, fly, kites, summer, shade, drink, ice, beach, swim, travel, country, relax, cool, fall, wear, jackets, sweaters, dark, holiday, cold, freezing, snow, heat, heavy, outside, ice-skate, ski, and season. · Advanced: The Drummer Boy of Shiloh Vocabulary: tensely, quietly, alert, murmuring, indeed, solemn, Shiloh, shadow, battlefield, restless, instead, survive, shield, drum, frighten, bloodshed, twitch, burst, resolute, spine, stiff, jaw, nostrils, and armor. Activity: For each word, the students will create a Vocabulary Diagram. Ø Tuesday, September 16, 2008 The students will read aloud and summarize the reading selections. Direct Instruction: The teacher should guide the students reading by pausing and asking questions related to the reading and students’ prior knowledge. Activity: Beginners and advanced students should read aloud the selections and complete the Sequence/Flow Chart. Ø Wednesday, September 17, 2008 The students will practice orally and written their English skills using the Rosetta Stone English computer program Ø Thursday, September 18, 2008 The students will analyze the reading selections using the Cause-and-Effect Chart and Plot Diagram. · Beginners: Students should read the selections again and complete the Cause-and-Effect Chart. · Advanced: Students should read the selection again and complete the Plot Diagram. Ø Friday, September 19, 2008 The students will identify the main steps in writing essays. · The teacher and students will discuss the topic and classify the information by using a Cluster Diagram and an Outline to develop a well organized essay.
Mr. López
Lesson Plans
Sep 15 Sep 19
2008
Monday September 15
1st. PLC Math
2nd 4th 6th 8th REWARDS LESSON 13
Students will review letter combinations learned the firs 12 lessons. The students will say sounds of vowel combinations and they will identify prefixes and suffixes. They will also read a passage for comprehension and answering some questions about it. Growth of Slavery
Spanish Language Arts:
The students will write a paragraph on their favorite animal and why is that animal their favorite. We will go over the correct way to write a paragraph Jane Shafer style.
Bilingual:
8th Students will be given a set of vocabulary words for the week. (Approximate 20) The students will orally say the words and listen to the right pronunciation. They will find the Spanish meaning.
Tuesday September 16
1st. PLC Math
2nd 4th 6th 8th REWARDS LESSON 14
Students will review letter combinations learned the firs 12 lessons. The students will say sounds of vowel combinations and they will identify prefixes and suffixes. They will also read a passage for comprehension and answering some questions about it. Liquid-Gas Phase Changes
Spanish Language Arts:
The students will read a story on Independence Day From Mexico. They will watch a clip over the battle.
Bilingual:
8th Students will have their words translated and will discuss them in class. They will repeat the words orally once and they will write sentences with each word (total of 20 sentences)
WEDNESDAY SEPTEMER 17
1st. PLC (Go over data)
2nd 4th 6th 8th REWARDS LESSON 15
Students will review letter combinations learned the firs 12 lessons. The students will say sounds of vowel combinations and they will identify prefixes and suffixes. They will also read a passage for comprehension and answering some questions about it. What are eating Disorders?
Spanish Language Arts: The students will have they paragraph done and will read it in front of the class to catch mistakes. They will have an opinion and help from the rest of the class.
Bilingual:
Students will picture the vocabulary words visual and practice the pronunciation. They will study for the game in Thursday and test in Friday.
THURSDAY SEPTEMBER 18
1ST. PLC English
2nd. 4th. 6th. 8th REWARDS LESSON 16
Students will review letter combinations learned the firs 12 lessons. The students will say sounds of vowel combinations and they will identify prefixes and suffixes. They will also read a passage for comprehension and answering some questions about it. The Emerald Isle ,The Landscape, The Climate , The Economy, The People.
Spanish language Arts:
They will write their final draft. They will also make an illustration and post it in the room.
Bilingual:
The students will play a game called Trash Ball Practicing the vocabulary words from the week. It will serve as practice and understanding.
FRIDAY SEPTEMBER 19
1ST. PLC English
2nd. 4th. 6th. 8th REWARDS LESSON 16
Students will review letter combinations learned the firs 12 lessons. The students will say sounds of vowel combinations and they will identify prefixes and suffixes. They will also read a passage for comprehension and answering some questions about it. Land Biomes.
Spanish Language Arts:
The students will have to write a paragraph on their own and will be their last paper. TEST. Underlining with the colors of the Jane Shafer colors. Red, yellow, green. It will be graded as a test.
Bilingual:
The students will have a vocabulary test on the words from the week. (20)
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