Sp. 1 Novel Reading - La Tumba

Teacher: Dr. Stephanie L. Perry, Spanish 1

Unit/Session: Novel Reading

Sp. 1 Novel Reading - La Tumba

Date of Instruction:  11/10-11/13

Standard/s: MLI.INT1A Identify the main ideas and some details when reading and listening

 MLI.INT1D Demonstrate Novice-Mid proficiency in listening, viewing and reading comprehension

Learning Target/ Teaching Point: Students will read and understand a novel in Spanish with at least an 80% comprehension rate.

Success Criteria: Students will know they comprehend Spanish when they can:

[ ] listen to and respond in Spanish with at least 80% accuracy.

[ ] identify main ideas and some details when reading and listening.

[ ] describe cultural customs and traditions.

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3, 4, 5, 8, 10

INTRODUCTION/CONNECTION: We have learned about Day of the Dead, and now we have the background knowledge to begin reading La Tumba - a novel about a boy named Alex who is uncomfortable with his grandmother’s special gift of talking to spirits.

DIRECT INSTRUCTION: Teacher will introduce new vocabulary before each chapter. Then teacher will remind students that, just as in our class short stories, the teacher reads a line, and the students translate. The novel is La Tumba by Mira Canion.

VIDEO:

Sp. 1 Novel Reading - La Tumba

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7, 8, 10

GUIDED PRACTICE: Start slowly, reading only a few words or a phrase before students translate. When they get acquainted with the novel, they will translate an entire sentence. It is possible that if the students are very successful that they might be able to read in pairs, small groups, or individually - as long as they follow the protocol of translating, then reading, even by themselves.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:  After reading as a class, in groups, with partners, or individually, students will answer comprehension questions after each chapter.  

Closing  (We Check)

Describe the instructional process that will be used to close the lesson 

and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING: Teacher will give a 3-5 question comprehension quiz after each chapter.

Formative Assessment : I will ask the class chorally, in groups, or in pairs to translate the Spanish to English.

Homework

Students will re-read chapters at home.

Teacher: Dr. Stephanie L. Perry, Spanish 2 and Spanish 1 

Unit/Session: Week 9, Novel Reading

Sp. 1 Novel Reading - La Tumba

Date of Instruction:  10/26, 10/27, 10/29, and 10/30

Standard/s: MLI.INT1A Identify the main ideas and some details when reading and listening

 MLI.INT1D Demonstrate Novice-Mid proficiency in listening, viewing and reading comprehension

MLI.CU1C Describe cultural customs and traditions.

Learning Target/ Teaching Point: Students will read and understand a novel in Spanish with at least an 80% comprehension rate.

Success Criteria: Students will know they comprehend Spanish when they can:

[ ] listen to and respond in Spanish with at least 80% accuracy.

[ ] identify main ideas and some details when reading and listening.

[ ] describe cultural customs and traditions.

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3, 4, 5, 8, 10

INTRODUCTION/CONNECTION: We already know that 70% of our language acquisition comes from reading. We have been practicing with daily stories, and now it is time to ramp it up. Just as you started reading books in elementary school, we will read a book in Spanish.

DIRECT INSTRUCTION: Remind students that, just as in our class short stories, the teacher reads a line, and the students translate. The novel is La Tumba by Mira Canion.

VIDEO:

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7, 8, 10

GUIDED PRACTICE: Start slowly, reading only a few words or a phrase before students translate. When they get acquainted with the novel, they will translate an entire sentence.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:  It is possible that if the students are very successful that they might be able to read in pairs, small groups, or individually - as long as they follow the protocol of translating, then reading, even by themselves.

Closing  (We Check)

Describe the instructional process that will be used to close the lesson 

and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING: Teacher will give a 3-5 question comprehension quiz after each chapter.

Formative Assessment : I will ask the class chorally, in groups, or in pairs to translate the Spanish to English.

Homework

Students will re-read chapters at home.