Week of ______________________ Teacher ...€¦ · Web viewMake a half hitch with the string and drop it over all three stems; pull the string tight (fig. 3). Pick up three more

Week of ______________________ Teacher_____________________ School____________________ Grade ____Literacy Squared®

Lesson PlanJuana Ines & Sonia Sotomayor

Standard/performance indicator:4.RL.3 – Describe in depth a character, setting, or event in a story, drawing on specific details in the text (e.g. character’s thoughts, words, or actions). 4.LL.3 - Describen en profundidad un personaje, escenario o acontecimiento en un cuento u obra de teatro, basándose en detalles específicos del texto.Literacy Objective(s)Students will be able to describe in depth a character in a story, drawing on specific details in the text.

Connections between Literacy Environments:Genre – Biography

Cross-language strategies (if applicable)Lotta Lara

Materials:JUANA INÉS por Georgina Lázaro; SONIA SOTOMAYOR by Jonah Winter

Dictado en español: Juana Inés Juana Inés era alegre y juguetona, a veces pensativa y soñadora. De alma aventurera y apasionada; se entretenía cantando viejas tonadas. Es que era tan curiosa la niña aquella.

Teaching points: character traits , capitalization, punctuation

English Dictado: My Nice Day After the movie, we briskly walked outside and headed home. Before we went inside, we rapidly wiped our feet. I ran upstairs and was quite tired. So, I relaxed on my bed and took a nap. When I awoke, my mom lovingly brought me some hot chocolate. What a nice day!

Teaching points: adverbs, sequencing, punctuation

Spanish Literacy Literacy-based ESLOracy Objective(s):Students will be able to describe Juana Inés using specific details from the text.

Dialogue:A. ¿Cómo era Juana Inés de niña?

B. ¿Qué curiosidades tuvo Juana Inés de niña?

C. ¿Qué logró hacer Juana Inés aun con todos sus obstáculos?

D. ¿Cuáles fueron los desafios que Juana Inés enfrentó?

Language Structures:A. De niña Juana Inés era ________________.

Juana Inés era _____________ de niña.

B. Unas de las curiosidades que tuvo Juana Inés de niña eran ___________ y ___________.

___________ y ___________ eran unas de las curiosidades que tuvo Juana Inés de niña.

C. Juana Inés logró hacer _____________________.

D. Los desafios que Juana Inés enfrentó fueron ______.

Vocabulary: curiosidades desafios obstáculos lograr

Oracy Objective(s):Students will be able to sequence the events in Sonia Sotomayor’s life using specific details from the text.

Dialogue:A. Where did Sonia Sotomayor grow up?

B. What profession did Sonia Sotomayor strive to pursue?

C. What three steps did Sonia Sotomayor take to accomplish her dream?

Language Structures:A. Sonia Sotomayor grew up in _________________.

B. Sonia Sotomayor strived to become _____________.

C. Initially, Sonia _____________. Eventually, she _________. Finally, Sonia Sotomoyer _______________.

Vocabulary: profession strive pursue steps accomplish initially eventually

Reading Writing Reading WritingApproach: M S SG R C Approach : M S C I Approach: M S SG R C I Approach M S C I

Approach: M S SG R C Approach : M S C I Approach: M S SG R C I Approach M S C I





Lesson PlanChiles for Benito/Chiles para Benito

Standard/performance indicator: English Literacy: EL.04.LI.06: Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions. Spanish Literacy: EL.04.RE.26: Distinguish between cause-and-effect and between fact and opinion in expository text. Note: This is a narrative text. EL.04.WR.14 Create interesting sentences using a variety of sentence patterns by selecting words that describe, explain, or provide additional detail and connections. EL.04.WR.05 Use the writing process--prewriting, drafting, revising, editing, and publishing successive versions.

Literacy Objective:English: Students will use their knowledge of the situation and setting of the story to identify why the main character acts in a certain way Spanish: Students will identify examples of cause and effect throughout the textConnections between Literacy Environments:Cultural RelevanceBilingual Text-Chiles for Benito/Chiles para Benito

Functions:Cause and effect, describing actions, making predictions about motivations for actions.

Cross-language strategies (if applicable)Use of Spanish key words in English text. Así se dice

Dictado: Dichos de mi mamá

Cuando era pequeña, mi mamá siempre usaba dichos. Por ejemplo, a veces decía, “Barriga llena, corazón contento”. Lo que significa, que te sientes bien después de comer. Otro de sus dichos favoritos era, “Camarón que se duerme, se lo lleva la corriente.” Pero el que más me gustaba escuchar era, “Querer es poder”. ¿Y tú? ¿Tienes un dicho favorito?Teaching points: a veces, ll, question marks in Spanish. Cognados: significa/signifies, favoritos/favorites, corriente/current.

Spanish Literacy Literacy-based ESLOracy Objectives: Students will be able to make cause and effect statements based on events occurring in the text.

Dialogue:

Language Structures

Day 3 _________________. Por lo tanto, __________________. Causa Efecto _________________.Por tal motivo, __________________. Causa Efecto_________________. Por consecuencia, __________________. Causa Efecto

Used in more academic/scientific setting:

_________________. Por consiguiente, __________________. Causa Efecto

Vocabulary:

Por lo tanto, por tal motivo, por consecuencia, por consiguiente.

Oracy Objective (s):Students will be able to discuss Benito’s actions and what the motivation behind each is.

Dialogue:Why did __________ __________? (Character) (Action) you wereWhat did ______ do because (he/she was / you/they were _______? (Character/person) (Character trait/feeling)

Language Structures:Because/since _________ was ____________________, (Character) (Character trait/feeling)__________ ___________.(pronoun) (action)

____________ was ____________, so/;therefore _____ _______.(Character) (Character trait/feeling) (pronoun) (action)

Vocabulary:rummaged, plucked/pluckingCharacter traitExamples/list of character traits. See example below.Benito’s character traits/feelings: possible answers are greedy, frustrated, trusting, desperate, overwhelmed, hopeful, pleased, proud, determined, successful, hard-working, exhausted…

Reading Writing Reading WritingApproach: M S SG R C I

Do a detailed picture walk in Spanish discussing causes for the character

Approach : M S C I Approach: M S SG R C I*Optional: have a character trait list posted before starting the lesson. Preferably, commonly used traits.

Approach M S C I

traits/feelings by focusing on the pictures. Read story aloud

Read a version of Jack and the Beanstalk.

Discuss Jack’s character traits and feelings and what actions he performed because of them. Create a chart. (see example below) Character-feeling/character trait/action

Use dialogue and language structures above

Think about a time when you were [feeling/character trait]. What did you do because you were [feeling/character trait]?

e.g. Because I was grumpy, I gave my mom a bad look and would not follow directions. I was grumpy; therefore, I did not get out of bed for school.

Have you ever been so upset that you did something that you later regretted?

Approach: M S SG R C I Discuss cause and effect situation with the children (e.g. ¿Qué pasaría si no te cepillas los dientes?)

Si no me cepillo los dientes, _________.

Write answers on a t-chart and discuss cause and effect. Remind students that the cause occurs first.

Or Fichero 26 ¿Por qué?

Approach : M S C I

In partners, Ss write effects for the following causes.

¿Qué pasaría si no lloviera?

Si no lloviera, ______ y ______.

¿Qué pasaría si no comes saludable?

Si no como saludable, _____ y________.

¿Qué pasaría si asistes a la universidad?

Si asisto a la universidad, _____ y ___________.

Approach: M S SG R C I

Read text aloud in English.Identify the character traits and feelings of Benito and his mother and their actions and write on the chart.

Stop and point out vocabulary words to teach using context clues.

Students dialogue above.

Approach M S C I

Students choose two character traits/feelings from the chart and write sentences using sentence structures about themselves or another character from other story.

Using Busy Bees strategy to share their responses.


Use language structures for day 3 to discuss cause and effect using text.

T fills out chart using input from Ss. Refer to text.See chart below.

Do first three whole group.Next three with partner. Come back together to fill

Approach : M S C I Approach: M S SG R C I

Así se dice with sayings from text. See below.

For homework, students ask their parents for common sayings/dichos

Approach M S C I

As a class create and sketch a character.

On slips of paper, write studied character traits for students to pick out of a hat.

Using sentence structures above, students will describe class character with character trait they drew.

out those three. Then ask students to complete last two independently. Come back together to fill out last two after Ss complete their work.

Approach: M S SG R C I Approach : M S C I

Ss independently fill out Causa and Effect sheet. (See below).

If Ss finish early they can create their own in empty cells.


Students share their sayings with partners. Do Así se dice with sayings from home.

Approach M S C I

Students draw their own character and describe it using three different character traits/feelings and its actions based on character traits.


Fichero 55 using dichos students shared on Thursday during Lit-Based ESL.

Approach : M S C I Approach: M S SG R C I Approach M S C I

Write a story about their character.

Prompt: Imagine your character traded something for a magical _____.Tell us about your character’s adventure.Writing can be taken through the writing process.

See below for instructions on making chile ristras

Character Character traits/feeling ActionsTomasito from Featherless Persistent or enduring

Moody

went out into the soccer field and tried three times to make goals using his head

drew a volcano, head down, arms crossed, he was disappointed when getting the bird.

Marlena from Featherless Encouraging, helpful, friendly talked to him in the classroom and gave him a pictureasked him to be friends with her. motivated him to be an active part of the soccer team.

Lupita from Lupita’s Papalote

Imaginative described the houses and trees when flying. dreamt of flying

Jack from Jack and the Beanstalk

DesperateDishonest, disrespectful, greedy

sold the cow for beansstole the golden goose

Honest Light-hearted Leader Expert Brave Conceited Mischievous Demanding Thoughtful Keen Happy Disagreeable Simple Fancy Plain

Excited Studious Inventive Creative Thrilling Independent Intelligent Compassionate Gentle Proud Wild Messy Neat Joyful Strong

Bright Courageous Serious Funny Humorous Sad Poor Rich Tall Dark Light Handsome Pretty Ugly Selfish

Unselfish Self-confident Respectful Considerate Imaginative Busy Patriotic Fun-loving Popular Successful Responsible Lazy Dreamer Helpful Simple-minded

Humble Friendly Short Adventurous Hard-working Timid Shy Bold Daring Dainty Pitiful Cooperative Lovable Prim Proper

Ambitious Able Quiet Curious Reserved Pleasing Bossy Witty Fighter Tireless Energetic Cheerful Smart Impulsive Loyal

Causa y efectoBefore chart is filled in as presented to students.

Causa EfectoEl papa de Benito murió. Por lo tanto,

Benito plantó todas las semillas. Por motivo,

Las plantas comenzaron a salir por todas partes. Por consecuencia,

Benito decidió cortar las plantas una por una. Por lo tanto,

Benito y su mamá ataron los chiles para que se secaran con el sol.

Por motivo,

A los vecinos les entró la curiosidad al ver los chiles. Por lo tanto,

El señor enseñó a Benito, a su mamá, y a los demás cómo usar los chiles.

Por consecuencia,

Pía le llevo tres cubetas a Benito. Por lo tanto,

Chart filled out with possible effects.Causa Efecto

El papa de Benito murió. Por lo tanto, Benito tuvo que ocuparse de la granja solito.

Benito plantó todas las semillas. Por tal motivo, las plantas crecieron por toda la tierra.

Las plantas comenzaron a salir por todas partes. Por consecuencia, los vecinos se quejaron.

Por consecuencia, Benito tuvo que cortar todas las plantas.

Benito decidió cortar las plantas una por una. Por lo tanto, las manos le sangraron y le salieron ampollas en la piel por el sol.

Por lo tanto, Benito estaba tan adolorido que casi no se podía mover.

Benito y su mamá ataron los chiles para que se secaran con el sol.

Por tal motivo, a los vecinos les entró la curiosidad y preguntaron qué eran.

Por tal motivo, los chile se secaron.

El señor enseñó a Benito, a su mamá, y a los demás cómo usar los chiles.

Por consecuencia, tuvieron un banquete de tamales, frijoles, salsa roja y calabacitas

Pía le llevó tres cubetas a Benito. Por lo tanto, Benito ordeño a Pía.

Así se dice

“morning light caressed her cheek” La luz de la mañana acarició su mejilla.

“take her off your hands”Quitarla de tu vista.

“giving you trouble.”Causarte problemas.

“without a second thought”Sin pensarlo dos veces.

“make a deal”Hacer un trato.

“never looking back”Sin mirar atrás.

“eyes playing tricks on [me]” Mis ojos me engañan.“take them for granted”

No valorar algo o a alguien.

Causa y efecto

Causa EfectoRecuerda usar una de las siguientes frases:

Por lo tanto,

Por tal motivo,

Por consecuencia,

No entregué la tarea.

Por tal motivo, llegué tarde a la escuela.

Estudié para el examen.

Por consecuencia, mi mamá me llevo a comprar un helado.

Fuimos a una fiesta.

Por lo tanto, me resbale y me lastime.

No dormí bien durante la noche.

Por tal motivo, mis amigos me aprecian.

No desayune por la mañana.

Por consecuencia, mi mamá me castigó.

Character Traits and Describing Action Chart

Character Trait Describing ActionBenito’s Mother thoughtful

comforting

creative

brought Benito some beans and water when he was depressed in bed

said, “don’t worry. We’ll be fine.”

hung the chiles on a line to let them dry

Grandmother patient

wise

kind

didn’t get upset when Benito complained

relates story from the past to the current situation

spends time telling stories to Cristina

Benito frustrated/greedy/disobedient

hard-working

upset/depressed

hopeful/hardworking

curious

traded cow for magical seeds, planted all seeds to have food and crop to sell

watered seeds, hoed seeds, plucked off insects, chopped down plants

could not eat, lay in bed

picked fruits all night long

questions man about chiles- how to eat them? name of plant?

Man with bird

*does not talk at beginning

knowledgeable tells about chili history and shows how to use them

How to Make Chile Ristras

From mid-September until frost, green chile matures and turns deep red. New Mexicans have traditionally harvested and strung red chile into colorful strings called ristras. The chile is allowed to dry in New Mexico's warm sun, then is stored--still on the ristra string--for use in various tantalizing food dishes during the winter.

When making chile ristras, select freshly picked, mature, red chile pods. If the chile still has a slight green coloration, put it in a cool, dark, but well ventilated place for two or three days. This will help it finish ripening and turn it a bright red.

Green chile is not acceptable for making ristras. Because it has not reached maturity, green chile will only shrivel and turn a dull orange color as it dries.

Allow red chile pods to set for two or three days after picking. This allows the stems to lose some of their moisture. In the ristra tying process, stems often break if they are too fresh. Good ventilation is important in the final drying steps. If fresh chile is bought in closed containers or plastic bags, take the chile out of the container or bag to avoid spoilage.

Materials needed

3/4 to 1 bushel red chileLightweight cotton string (package string)

Baling wire or twine

Begin by tying clusters of three chile pods on the lightweight string. To tie clusters, hold three chiles by their stems, wrap the string around the stems twice (fig. 1), bring the string up between two of the chiles, and pull tight (fig. 2).

Fig. 1. Wrap the string around the stems of three chiles.

Fig. 2. Pull the string up tightly between two of the chiles.

Make a half hitch with the string and drop it over all three stems; pull the string tight (fig. 3). Pick up three more chile pods, and, in the same manner, tie another cluster about three inches above the first cluster. Continue until there are several clusters of three chiles, or until the weight makes it hard to handle. Break the string and start again; continue tying until all the chile has been used.

Fig. 3. Make a half hitch over the three stems.

Suspend the baling wire or baling twine from a nail in a rafter or from a door knob. Make a loop in the loose end of the wire (twine) to keep chile clusters from slipping off (fig. 4a). Some people like to use a wooden peg or dowel at the end of the wire or twine to keep chiles in place (fig. 4b). Beginning with the first three chile pods (one cluster) tied to the package string, braid the chiles around the wire (twine).

Fig. 4. Make a loop at the end of the wire (A) or fasten it to a peg or dowel (B).

The process is like braiding hair-the wire serves as one strand and stems of two chiles in the cluster

are the other two strands (fig. 5). As the chile is braided, push down in the center to make sure of a tight wrap. Position the chiles to protrude in different directions. If this is not done, empty spaces can develop along one side of the ristra. Continue braiding until all the chile clusters are used.

Fig. 5. Braid the clusters of chile around the wire.

Hang the completed ristra in full sun, either on a clothesline or from outdoor rafters where there is good ventilation. The chile can turn moldy and rot without proper air circulation for final drying. This would cause discoloration, which detracts from the ristra's natural beauty and, naturally, would preclude using the chile as food.

Red Chile Sauce

Red chile salsa (sauce) can be made from dried chile pods.

Select dry chile pods in optimum condition. Do not use pods with signs of mold, insect infestation, disease, or decay. (Chile pods from ristras sprayed with plastic, shellac, or insecticide are not edible and are to be used for decorative purposes only.)

Remove stems, seeds, and yellow veins from chile pods. Twelve to 14 large chile pods yield about 1 pint of chile puree. Leave the veins if a more pungent product is desired. Wash pods in warm water, lifting pods out of the water and changing the water several times.

Place washed chile pods in a pan and cover with warm water for 1/2-1 hour to allow pods to rehydrate. Add warm water as needed. Simmer pods and water for 10 minutes. Pulp should be soft, thick, and separating from the skin. Place chile pods and some of the water in a blender and blend until a smooth puree is obtained. Run puree through a sieve or colander to remove any unwanted peeling bits.

Measure:1 c. chile puree

1 c. water1 minced garlic clove (optional)1/2 t. salt2 T. vegetable oil1/2 t. crushed oregano leaves (optional)

In a sauce pan mix chile puree, water, garlic, salt, and fat. Simmer gently for 10 minutes, stirring frequently. Add oregano and simmer another 5-7 minutes. This yields 1 pint or enough for four servings of enchiladas of three tortillas each. Store left-over salsa or puree in the freezer for later use.


Lesson PlanLupita’s Papalote

Standard/performance indicator: EL.04.LI.03 Identify and or summarize sequence of events, main ideas, and supporting detail in literary selections. Spanish Literacy: EL.04.RE.16 Read textbooks, biographical sketches, letters, diaries, directions, procedures, catalogs, magazines, and informational books. EL.04.WR.24 Write responses to literature:• Demonstrate an understanding of the literary work;• Support interpretations through references to both the text and prior knowledgeLiteracy Objective(s) Students will be able to summarize sequence of events with supporting detail. Students will be able to write and follow directions. Connections between Literacy Environments:Bilingual TextLiteracy Objectives

Functions: Sequencing, describing people and things and retelling main events.

Cross-language strategies (if applicable)A si se dice símiles

Dictado: Last Wednesday, my family and I went to the State fair. First, we paid our fare and bought our ride tickets. Then, we found our favorite rides and rode on them two times. Next, we ate too many hotdogs and got sick. Finally, we saw the animals. In the end, we were tired and ready to go home.

Teaching points: Sequence words-first, then, next, finally, in the endhomophones-fare/fair, too/twoirregular past tense verbs-went, found, ate, saw, weremy family and I-not me and my family

Spanish Literacy Literacy-based ESLOracy Objectives:Students will participate in a discussion to explain the steps in a process.

Dialogue: Day 1: ¿Por qué Lupita estaba decepcionada? ¿Qué le consejó el papá de Lupita? ¿Qué tenía que hacer Lupita primero?/ ¿Qué fue el primer paso que hizo Lupita?¿Qué hizo después?/ ¿Qué fueron los pasos siguientes? ¿Qué hizo finalmente?

Language Structures:Primero, Lupita_________________.El primer paso que hizo Lupita fue________________.Luego, Lupita___________________.Los siguientes pasos incluyeron ______,________y_________.Finalmente, Lupita___________________________________.

Vocabulary:

*LS ex. Hay algo que sabes hacer bien. Vocabulary: Primero, Siguiente, Luego, Después, Finalmente

Oracy Objective (s):

Students will be able to identify main idea with supporting details of a text. Students will be able to describe feelings and things using similes.

Dialogue: Have you ever wanted something that your family could not afford?How did it make you feel?How did you solve your problem?

Language StructuresI wanted __________, but my family could not afford it.I felt ________.To solve my problem _________.

See flow map for Day 1.

Day 5

_______ was as ________ as (a) ______.character feelings/adj. noun

__________ was like (a) ________ ___________.noun adj. noun

The main idea is ___________ because________________.Vocabulary: frame, reeds, items, comics, rags, soared


Read text in Spanish and discuss dialogue questions for day 1.


Vocabulary: pull out sentences with focus words and use context clues to derive meaning. You’ll need glue, some scissors,

Approach M S C I

T and Ss fill out flow map for Day 1. See below.

and a ball of string. Can you find these _____?[items]She ran over to her father and handed him some thin bamboo sticks. Then Papa whittled the bamboo into thinner ______ [reeds] with his pocket knife.Under his supervision, she took the string and tied the strings together, weaving the strings in and out to make a sturdy _____. [frame]Now you need some paper to cover this frame. Lupita shouted, “How about the _____ from Sunday’s paper?”[comics]Your papalote needs a tail. Lupita hurried to the utility room where the mops, brooms, and old ____ were also kept. Rip, rip, rip. Pieces of ____ became long narrow strips tied together to form a tail for the kite. [rags]Lupita’s kite _____ like a magnificent butterfly. [soared]


Fichero 52 ¿Cómo llego al panteón?

Approach : M S C I

T and Ss create a list of things students know how to make.

T and Ss create a chart listing the steps in a process to make ________.


In partners, or guided groups, Ss read and identify main idea of passage using graphic organizer with transition words. Note: Do this after filling out flow map.

Approach M S C I

T and Ss fill out flow map for Day 2.


Continuar con fichero.

Approach : M

In partners Ss create a chart listing the steps in a process to make _____. ( Teacher choice)


Approach M S C IT and Ss create paragraph using flow map.

In partners or guided groups Ss add details to main ideas in flow map.


Ss follow simple instructions to create ____. i.e. paper airplane, see below.


Simile introduction using simile from text:The kite flew like a bird in the sky.

Copy passage from text on chart paper.

Approach M S C I

In partners or guided groups Ss create paragraph using flow map.

Approach: M S SG R C I Approach : M S C I

Ss independently write the steps in the process of making their favorite food/snack.


Continue with similesStudents create own similes using main ideas from flow map. Identify with students Lupita’s feeling for each main idea on flow map.See Language Structure for day 5.

When finished Ss share their similes using Lines of Communication strategy.

Approach M S C I

Flow map for day 1.

Day 1In the beginning Lupita felt _____.

Then, Lupita’s father helped her feel better by offering to show her how to make a kite.

Next, Lupita gathered supplies from her dad’s list.

Later on, Lupita and her father made the kite using supplies from around the house.

Finally, when the kite was ready, Lupita realized she didn’t know how to fly a kite.

In the end, Lupita felt ____.

Day 2Add details to main ideas

She felt sad because she wanted a kite but her family could not afford to buy one.

He made a list of the supplies needed.

She gathered glue, scissors, and a ball of string.

They used two reeds for the frame, newspaper comics to cover the frame, and rags for a tail.

Her father showed her how to fly a kite and Lupita imagined she wassoaring over the city along with the kite.

She felt ______ because _____.

Vocabulary

items reeds frame comics rags soared

Now you need some paper to cover this frame. Lupita shouted, “How about the comics from Sunday’s paper?”

Lupita’s kite soared like a magnificent butterfly.

You’ll need glue, some scissors, and a ball of string. Can you find these items?

Under his supervision, she took the string and tied the strings together, weaving the strings in and out to make a sturdy frame.

Pieces of rags became long narrow strips tied together to form a tail for the kite.

She ran over to her father and handed him some thin bamboo sticks. Then Papa whittled the bamboo into thinner reeds with his pocket knife.

Instrucciones para hacer un avión de papel.

1. Doblar la hoja de papel al medio y luego desplegarla.

2. Doblar un tercio de la hoja hacia abajo, sobre sí misma.

3. Ahora, doblar las dos esquinas hacia adentro.

4. Así tendría que haber quedado. Doblalo al medio…

5. …y doblale las alas por la línea marcada. Importante: asegurate que el doblez del papel llegue hasta la mitad del borde de atrás.

Colocale un clip para papel en el fuselaje justo detrás de la nariz, para evitar que se abra demasiado en vuelo.

Ajustalo un poco y ¡ya está listo!


Lesson PlanMy Diary from Here & From North to South

Standard/performance indicator: English Literacy: EL.04.RE.11: Understand and draw upon a variety of comprehension strategies as needed--re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources. [focus: compare and contrast two texts] Spanish Literacy: EL.04.RE.11: Understand and draw upon a variety of comprehension strategies as needed--re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources. [focus: visualization] Writing: EL.04.WR.14 Create interesting sentences using a variety of sentence patterns by selecting words that describe, explain, or provide additional detail and connections. Focus: descriptive wordsLiteracy Objective:English: Students will be able to compare and contrast character and events in two texts.Spanish: Students will be able to identify descriptions that will enable students to comprehend texts through visualizationConnections between Literacy Environments:Cultural RelevanceCurrent/Common Familiar EventsBilingual Texts-My Diary from Here to There (Anchor text)From North to South

Functions: Describing people, places and things, making predictions (visualizing) compare and contrast

Cross-language strategies (if applicable)

Asi se dice (future tense)

Dictado:Student vs. Teacher

Teachers and students have similarities and differences. They are similar because they both spend the majority of their days at school. Students complete homework; on the other hand, teachers grade assignments. Both have jobs that are equally important to their school environment.

Teaching points: Compare/contrast transition wordsCognates: similarities, differences, majority, complete, equally, importantSemi-colon-compound sentence

Spanish Literacy Literacy-based ESLOracy Objectives: Students will be able to describe a places and things with descriptive language.Dialogue: Todos los días:¿Cuáles frases ayudan a describir __________?

¿Cómo describiríamos _______?

lunes ¿Alguna vez has tenido que mudarte de un lugar a otro?

¿Fué difícil para ti? ¿Por qué?

martes¿Alguna vez has tenido que separarte de un familiar querido por un tiempo?

¿Qué fue lo más difícil durante la separación?

Vocabulary: Day 3colores texturas formas/

figurastamaños ambiente

Oracy Objective (s):Students will be able to discuss similarities and differences between characters and events in two texts.

Dialogue:

Sentence Structures

I ____ and ____ both _______________.I Both ______________________________.

EA ____ and ___ are similar because they both _______.

EA ____ and ____ are different because _____ _________ and ________ ___________.

ADV ____ __________; on the other hand/however, ______ ________.

ADV A notable difference between ____ and _____ is ______ _____________;whereas, ________ _______________.

ADV ____ is _________ as opposed to ______.

Vocabulary:compare/contrast transition wordsExamples include: similarly, both, in the same way

On the other hand, however, on the contrary, whereas, notable difference, in contrast


¿Alguna vez has tenido que mudarte de un lugar a otro?

¿Fue difícil para ti? ¿Por qué?Read My Diary from Here to There up to page 15 using listen and sketch strategy focusing on places in the text that contain strong imagery. Pages: 6 Paragraph 1; 12; 14;

Teacher does not show pictures from the book.

After reading and sketching. T and Ss discuss sketches going back to text to identify words that create strong images. Create list of key phrases that allow for visualization on selected pages above.


Do a double bubble map comparing cats to dogs

Use sentences structures above

What are the differences or similarities between a dog and a cat?

How is a dog different from a cat?

Approach M S C I

Model a compare/contrast essay using cat vs. dog. Include key compare/contrast transition words.


Finish reading text continue to use listen and sketch strategy. Pages: 20 Luego en casa de Nana…con sus bolsas; 25 Eso de cruzar la frontera…todo el camino; 28 first paragraph.

Ask and discuss the following question durin reading:

¿Alguna vez has tenido que separarte de un familiar querido por un tiempo?

¿Qué fué lo más difícil durante la separación?

After reading and sketching. T and Ss discuss sketches going back to text to identify words that create strong images. Continue list from yesterday of key descriptive phrases.

Using frases descriptivas,

Approach : M S C I

Possible Journal Responses:

¿Alguna vez has tenido que mudarte de un lugar a otro?

¿Fue difícil para ti? ¿Por qué?


Read Introduction and show map before reading rest of text to establish geographical locations and the importance of El Centro Madre Assunta Read From to SouthDo double bubble map comparing Amada and her brothers from My Diary from Here to There

Dialogue: How is Amada different from her brothers?How are they similar?

Use sentence structures above*Use Lines of Communication Oral Practice Strategy

Approach M S C I

Create collaborative essay showing similarities and differences between Amada and her brothers.

pull out words that will fit into vocabulary graphic organizer. Also solicit words from students. Approach: M S SG R C I

Fill in vocabulary chart using pictures and /or works of art.

Ss practice forming complete sentences about the pictures/art using words from the chart.

Fichero 40

Extensión: Whole group writing: Description of a location in the school ex; cafeteria. In partners, they choose a different location and do the same. Then individually, students will describe a room in their house. Students will switch papers and partners will highlight descriptive words, visualize and draw.

Approach : M S C I

Possible Journal Responses:

¿Alguna vez has tenido que separarte de un familiar querido por un tiempo?

¿Qué fue lo más difícil durante la separación?

Approach: M S SG R C IIn partners, students do double bubble map comparing Amada from My Diary from Here to There to Jose in From North to South

Dialogue: How is Jose different from Amada?How are they similar? Use sentence structures above*Use Busy Bee Oral Practice Strategy

Approach M S C I

Approach: M S SG R C I Approach : M S C IContinue Fichero 40

Approach: M S SG R C I Approach M S C I

Students write their answers in their journals.

In partners, students write the compare/contract essay between Jose and Amada.


Así se dice: See chart below


Students compare themselves to a character from a text previously read using a double bubble map.

Approach M S C I

Students write the compare/contract essay between themselves and a character from a text.

Cats vs. Dogs Sample EssayBy Ms. Herold

(Do cats rule and dogs drool? REALLY????)

Cats and dogs are similar in many ways. Both can be wild or domesticated (be pets). Cat and dogs are similar because both can live outside or in homes with humans. Similarly, when they meet other animals, they sniff each other. They are both carnivores. In the same way, they have litters, usually five to ten babies at a time.

On the other hand, a cat is different from a dog. For example, it loves to spend time alone and uses a litter box in the house. It meows and purrs when it is happy or hungry. Cats like to spend time on its owner’s lap and will run for cover if an intruder enters the house.

A dog is a different story. On the contrary, a dog needs lots of space and needs to be taken outside to go to the bathroom. It likes to live in packs, and the owner becomes the pack leader. Dogs are used to help police and blind people. Dogs also can save humans. Dogs bark and growl and can scare off intruders. In addition, dogs wag their tails to show happiness.

For these reasons, cats and dogs can both be great pets. You have to look at the positives and negatives and make your own choice.

(I vote for the dogs!)

Double Bubble Map Example

Cats vs. Dogs

Live outside or in house

Has fur/hair

Wild or domesticated (pet)

Have litters

DOG

Carnivore

CAT

Purrs/meows

Uses Litter box

Cleans itself by licking

Sniff other animals when meeting

Like to lay on beds or on owner’s lap

Run from intruders or strangers

Barks/growls

Goes outside to to go to the bathroom

Owner gives it a bath

Slobber

Has to go to a vet once a year

Can be a service animal

Lives in a pack in the wild

Double Bubble Map Example

Amada from My Diary from Here to There vs. Jose from From North to South

Parent forced to leave family

Waited for family to be reunited

A family member(s) was waiting for documentation papers

JoseAmada

Lived in Mexico near the border

Nervous about moving

Has three brothers

Dad left to work in California

Lived with family members

Excited to see mom

Only child

Boy

Could visit mom

Mom was deported and lived in Tijuana

Lived in San Diego, CA

Moved alot

A girl

Así se dice

En dos semanas, nos iremos a la casa de nuestros abuelitos

In two weeks we will leave for my grandparents’ house.

Nos quedaremos con ellos. We will stay with them.Sólo nos llevaremos lo que quepa en el carro viejo. We will only bring what will fit in the old car. Hablan de las oportunidades que tendremos en el otro lado.

They talk about the opportunities we will have in California.

No tendrá problemas en conseguirnos las tarjetas verdes. He will not have problems getting our green cards.

Fichero 40: ¿Cómo es ese lugar?

1. Ss would have already done this on day 1 and 2 with My Diary from Here to There.2. T and Ss would have already done this on day 1 and 2 3. Use frases descriptivas from text to fill in vocabulary chart. In partners, Ss can look through picture books and

write descriptive sentences about the pictures. Ss can refer to vocabulary chart.4. See fichero.

Writing ExtensionExtensión: Whole group writing: Description of a location in the school ex; cafeteria. In partners, they choose

a different location and do the same. Then individually, students will describe a room in their house. Students will switch papers and partners will highlight descriptive words, visualize and draw.

Or: T reads text with many settings, preferably picture book. T and Ss list the settings that appear in the book. T assigns small groups to each setting. In small groups, Ss copy vocabulary chart template. They fill it in with adjectives that describe their setting. Using vocabulary words from their newly created chart, Ss write a descriptive paragraph about their setting.

Week of __________________ Teacher: ____________ Grade: 4 th Grade Literacy Squared®

Lesson PlanCuadros de Familia

Standard/performance indicator: 4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.Rl.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RL.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each a version reflects specific descriptions and directions in the text. 4.W.2 Write informative/explanatory text to examine a topic and convey ideas and information clearly. (a) Introduce a topic clearly and group related information in paragraphs and sections; include formattingLiteracy Objective(s): Students will be able to identify main idea with supporting details specific to the text. Connections between Literacy Environments:**Bilingual Text**Cultural Relevance**Literacy Objective(Main idea/supporting details)

Cross-language strategies (if applicable)Baptism/BaptismoCelebration/celebracion

Dictado:Birthday Parties I would prefer to go to birthday parties than any other celebration. They’re really enjoyable for a number of reasons. The person who is having a birthday gets to invite their family and friends. Another reason I like it is because there are usually games that are played with the whole group. During the party, one tradition is to sing the birthday song, while the candles on the cake are lit. After the song is finished, the candles are blown out and everyone digs in. There are more aspects I like about birthdays, but these are some of my favorites. Teaching points: Homophones (there are, their, they’re), vocabulary, paragraphing, conventions

Spanish Literacy: 60 min Literacy-based ELS: 90 min Oracy Objectives: Los estudiantes van a poder explicar la idea principal con evidencia en el texto.

Dialogue:¿De qué se trata? ¿Qué es el tema? ¿Cómo lo sabes?¿Qué debemos ver en los foto? ¿Qué debemos leer en el texto? ¿Qué es una memoria que tienes con tu familia?

Language Structures:Debido a que _________, yo pienso que ___________.

Se trata de _____________ porque ______________.

Vocabulary: tema, evidencia, idea principal, detalles de apoyo

Oracy Objective (s): Students will be able to provide main idea and supporting details about person/family connections to text.

Dialogue:What are some family traditions/celebrations you have?What is a favorite memory you have? moment? time?What is a celebration that you have coming up?What takes/took place? Who was there?Who? What? When? Where? Why?

Language Structures:I remember when_________________.My favorite family memory/celebration was ____________.I can’t wait for _______________________because______. It was _______This/That makes me think/reminds me of_____because ______.

Vocabulary: special, memorable, entertainingbest, worst, most fun, greatest

Reading Writing Reading Writing

Session 1

Approach: M S SG R C Entrevistas con Questionaire

**Writing then Reading

Approach : M S C IQuestionaire: Contesta las preguntas

Approach: M S SG R C IRead Aloud: Introduction from Sandra Cisneros

Approach M S C I4 Corners Name TentFavorite food, pastime, animal, color, about your family

Session 2

Approach: M S SG R C I Text: Cuadros de familiaEscoje 3-4 dibujos del libro, preguntarles los preguntos de dialogue.

Approach : M S C IModelar las respuestas de los estudiantes. Modelar como organizar la idea principal y los detalles

Approach: M S SG R C IText: Cuadros de familiaRead aloud: About Author in back.Read aloud: BirthdayDiscuss: Piñatas,

Approach M S C IModel journal entry-Brainstorm/Outline-Main Idea/Details

Interactive Journal Writing

Session 3

Approach: M S SG R C I Text: En mi familiaBarbacoa para cumpleañosDiscutir el dibujoLeer el texto

Approach : M S C IModelar/IndependienteMindmap: Conexion con el text.

Repasar la idea principal y los detalles de apoyo

Approach: M S SG R C IText: En mi familiaObservation of picture: The Birthday BarbequePredictionReading

Approach M S C I4 Square Graphic-Celebration-Favorite food-Job/Role-Special family activity

Session 4

Approach: M S SG R C I Leer 2 memorias, identificar la idea principal y detalles de apoyo

Approach : M S C IModelar como organizar la idea principal y los detalles con Ventosa: solo dibujo

Approach: M S SG R C IPersonal Connection memory: Sentence/Question Frames

Watermelon Picture: Main idea/Details

Watermelon: Read aloudCompare observations/predictions to text

Approach M S C IThis story reminds me of…4th July because ….strawberry shortcake.

Model: Outline

Independent: Outline

Dictado

Session 5

Approach: M S SG R C IBookmobile TalkComo escojer un libro, recomendaciones de sus companeros, una lista de libros que quieres leer

Approach: M S C IAutobiografia-Organizador de informacion asi mismo

Approach: MDiscuss: I remember and/or

Partner: Similar memory

Approach: IJournal Writing-Students use outline to write about…The story Watermelon reminded me of…~who was there~what you did~why it was special

Session 6

Biography: Graphic

Catagories-Carmen Lomas Garza

Documents

Week of ______________________ Teacher ...€¦ · Web viewMake a half hitch with the string and drop it over all three stems; pull the string tight (fig. 3). Pick up three more