Sp. 1 Reading of Novel - Brandon Brown quiere un perro
- What
- Sp. 1 Reading of Novel - Brandon Brown quiere un perro
- When
- 3/4/2021
Dr. Perry’s Daily Lesson Plan for Instruction (Spanish 1) Teacher: Dr. Stephanie L. Perry, Spanish 1 Unit/Session: Brandon Brown Novel Reading Date of Instruction: 3-4 - 3-18 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, 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: Something most of us can relate to is wanting a pet at one time or another. Brandon Brown is no exception. He wants a dog more than anything, but his parents say they cause too many problems. Find out what Brandon finds out as the novel progresses. 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 Brandon Brown by Carol Gaab. VIDEO (6 min.): 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.