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Date(s):April9,2013 GradeLevel:7 Subject:SpanishLanguageDevelopment Preparedby:ErinHeadly(MATCandidate) LearningTargets: 7.W.2Writeinformative/explanatorytextstoexamineatopicandconveyideas,concepts,and informationthroughtheselection,organization,andanalysisofrelevantcontent 7.W.4Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleare appropriatetotask,purpose,andaudience 7.W.9Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.

ContentObjectives: SWBAT IdentifymainideasofSpainreadings,recordinnoteswithteacherguidance Usenotestowriteshortparagraphsthatsummarizethemainideasofeachreading ConductresearchaboutacityinAndalusiausingprintandwebresourcesprovidedbyteacher UseresearchtocreateaninformationalTouristGuideposteraboutanAndalusiancity LanguageObjectives: SWBAT classifykeyvocabularywordsasnouns,verbs,and/oradjectives composedescriptivesentencesusingkeyvocabularywords provideexplanationstoessentialquestionsusingdetailsandkeyvocabularyfromthereading LanguageForms: Sentencestemsforexplanatorywriting: Espaaestubicadoen SepuededescribirelterritoriodeEspaacomo LapoblacindeEspaaes Uneventohistricomuyimportanteera ElgobiernodeEspaaes SocialGoals(Howwillstudentsinteractwithotherstomaximizetheirlearning?): Studentswill workcooperativelywithothers participateandsharetheirknowledge buildontheirownknowledgeandhelptheirclassmatesdoso EssentialQuestions: Culessonlos5elementosqueusamosparadiscutirungrupodepersonasounpascomoEspaa?

Culeseranlascontribucionesdelosrabesen(a)educacion(b)arquitectura(c)literaturay(d)lenguade Espaa? ComparalaconvivenciadelosdistintosgrupostnicosdelaEspaamusulmanaconlaconvivencia multiculturaldeEstadosUnidosdehoy. MaterialsandPreparation: Dime!Dostextbook Espaahandout 5ElementosdeEsudiosSocialesposter MedievalSpaintimeline Andalucaresearchmaterials(books,webpages,printedhandouts) VocabularyGoogleDoc/poster KeyVocabulary: Ibrico(adj):serefiereaPeninsulaIberica,loquehoycontieneEspanayPortugal BuildingBackground&AssessingPriorKnowledge:

Visualpresentationfirstslidewillhavesymbols,monuments,foods,etcassociatedwithSpain, studentswillguesswhichcountrywearegoingtostudy.FollowingslideswillbepicturesfromwhenI studiedabroadinSpain,mainlyfocusingonAndaluca. Showgeneraloverviewvideo:http://video.nationalgeographic.com/video/kids/historykids/spainkids/

Activity:

ReadEspaahandoutoutloudasstudentsfollowalong. Letstudentsknowthatyouwillbestoppingaftereachparagraphtoaskthemtoidentifymainpoints andclassifyintothe5socialstudiescategories(geography,economy,government,culture,history), referringtothecorrespondingposter. Havestudentswritethesecategoriesasheadingsintheirnotesandwritedownwhatweidentifyfor each.(Modeltakingnotesforthefirstfewastheyfollowalong,thenletthemreadandtakenoteson theirown.) Afterreading,reviewkeyconcepts,vocabulary.Discussmeaningofvocabularyandpostdefinitionon board. Closure:AskstudentvolunteerstoshareatleastonethingtheylearnedaboutSpainduringthelesson. Letthemknowthatitdoesnthavetobefromtheirnotes.Iffewstudentsvolunteer,coldcall.

PreAssessment:QuizonSpanishhistoricalfacts(essentialquestions),keyvocabulary Formative: Verbalquestionsaboutkeypointsinreading,keyvocabulary. Descriptiveparagraphsbasedonreadingusingkeyvocabulary. TouristGuideposteraboutanAndalusiancity.

PostAssessment:QuizonSpanishhistoricalfacts(essentialquestions),keyvocabulary

Adaptations: Forthosewhoarestruggling:Respectiveuseofvocabulary,readaloud,writenotesonboard,checknotes, frequentquestionsonindividualbasis,useofdrawingsanddiagramstoshowunderstanding.

Forthosewhoneedachallenge:Sameassignmentasrestofclassbutdeeperincontentanddetails.

Reflections,NextSteps: