El Gato Feo Reading and Summarizing

Teacher: Dr. Stephanie L. Perry, Spanish 

Unit/Session: Short Story Reading “El Gato Feo”

El Gato Feo Short Story

Date of Instruction:  2/22-25

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 short story in Spanish with at least an 80% comprehension rate.

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

[ ] translate key vocabulary.

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

[ ] complete a graphic organizer summarizing the story.

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

[ ] write non-stop for 5 minutes so reader can comprehend at least 80%.

[ ] speak non-stop for 30 seconds so listener can comprehend at least 80%.

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 been doing stories in class for 8 weeks now. Now we will read a short story that has a lot of the phrases we have learned.

DIRECT INSTRUCTION: Teacher will introduce new vocabulary before reading the story. Then the teacher will remind students that, just as in our class short stories, the teacher reads a line, and the students translate. The short story is El Gato Feo by Keith Miner.

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: First review vocabulary:

el chico - the boy             porque - because

el gato - the cat                feo - ugly

pero - but/however          guapo - handsome/cute

hacia - toward

Verbs:

hay - there is/are                va a - s/he goes to

se llama - s/he is called      habla con - s/he speaks w/

está - s/he is located/feels  quiero - i want

le gusta s/he likes               tengo - I want

vivir - to live                         dice - s/he says

tiene - s/he has         

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 5 question comprehension quiz after the story. Students will use a graphic organizer using transition words (al principio/at first, después/after, entonces/then, luego/later, finalmente/finally) to write a rough draft in preparation for their five minute timed writing and 30 second speaking..

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.