Sp. 2 Novel Reading - Los agentes secretos y el mural de Picasso

Teacher: Dr. Stephanie L. Perry, Spanish 1

Unit/Session: Novel Reading - Los agentes secretos y el mural de Picasso 

Los agentes secretos y el mural de Picasso

Date of Instruction:  3/19

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

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

Learning Target/ Teaching Point: Students will read, understand, write, and speak about a novel in Spanish with at least 80% comprehension.

Success Criteria: Students CAN:

[ ] speak for 30 seconds non-stop about the novel.

[ ] write for 10 minutes non-stop about the novel.

[ ] describe the characters' personalities on the given chart.

[ ] answer comprehension questions with at least 80% accuracy.

[ ] comprehend at least 80% of the novel while reading.

[ ] translate the Spanish phrases into English.

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: Spain has a very complex history. It is hard to pin the competing sides as easily as you can, say North and South Korea or the North and South during the U. S. Civil War. Let’s start off with a KWL chart. Tell me what you already know about Spain and its history. Now tell me what you want to find out. Finally, we will go over some information and then make a list of what we have learned about Spain. Having this background knowledge will help bring more meaning to the novel.

DIRECT INSTRUCTION: Teacher will introduce new vocabulary before each chapter. Then the teacher will remind students that, just as in our class short stories, the teacher reads a line, and the students translate. The novel is Los agentes secretos y el mural de Picasso by Mira Canion.

VIDEO (6 min.):

Student talking about it

C. 6

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 use students’ questions and ask 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.