Module #2 Lesson #2 Page #206 Episode One Chapter 6 Standards: ACTFL !

!CATE 2"#" $e%onstrating understanding o& Literar' and Cultural Te(ts and Traditions) *"a" +nderstanding and ,ntegrating Standards into Planning) *"#" ,ntegrating Standards in ,nstru-tion. *"-" Sele-ting and $esigning ,nstru-tional Materials Option 2: Sele-t an authenti- literar' te(t /&ol0tale. stor'. no1el e(-erpt. poe%. et-"2"

Che-0 the te(t &or the -hara-teristi-s o& good episodi- organi3ation /see Chapter 42 and reada#ilit'. as des-ri#ed in this -hapter" First. de-ide ho5 this te(t %ight #e used in a parti-ular the%ati- unit in order to address short6and long6range o#7e-ti1es" Se-ond. design a plan &or tea-hing the te(t #' using the ,ntera-ti1e Model presented in this -hapter" 8egin 5ith the interpreti1e %ode and then integrate interpersonal and presentation -o%%uni-ation" READING SELECTION: Cajas de cartn #' Fran-is-o 9i%:ne3

EPISODIC ORGANIZAION: , ha1e -hosen this te(t #e-ause it is one o& the stories that %' Spanish ,; -lasses read" <hen , loo0ed at the te(t and -o%pared it the Episode ='pothesis. , &ound it la-0ing in the area that it does not present >sound linguisti- anal'sis? /p"@A2 as Oller states" ,t does ha1e the ele%ent o& a good stor' #ut it does not ha1e that gra%%ar point 5hi-h anal'sis the gra%%ar that is #eing used in the stor' 5ith an' real depth" ,t does ha1e gra%%ar e(a%ples" , 5ill go into that a little #it &urther #ut , reali3e that indeed te(t#oo0s do not ha1e in depth anal'sis o& gra%%ar 5ith literature" ,n dis-ussing this point 5ith so%e o& %' -olleagues. it 5as %entioned that at this le1el. gra%%ar should #e pointed out #ut not spent a great deal o& ti%e in #e-ause that is so%ething that the student should ha1e had a good #asis in" A gra%%ar -ourse is di&&erent &ro% a literature -ourse" Bou -an re1ie5 one or the other #ut not do #oth intensi1el' #e-ause there is al5a's lots o& -urri-ulu% to -o1er and 'ou ha1e to pi-0 and -hoose 5hat and ho5 'ou 5ill present" ,n le1el ,;. there are -ertain things a student should 0no5 so that re1ie5 is a %ore appropriate and pro&ita#le 5a' to use 'our -lass ti%e" This is 7ust a di&&erent point o& 1ie5 and , a% not sure 5hat the #est approa-h is" , &eel that it has e1er'thing to do 5ith 'our students" At ti%es. 'ou %a' ha1e a -lass that is gra%%ati-all' sound and there&ore. intensi1e gra%%ar tea-hing is not needed" =o5e1er. at other ti%es. it is not the -ase and 'ou %a' need to spend ti%e anal'3ing the gra%%ar 5ithin the -onte(t o& the stor'"

READABILITY: ,n loo0ing at Chapter 6 and the te(t. there 5ere so%e areas that , had to -onsider as &ar as reada#ilit'" The' are: Topic familiarity: One o& the topi-s that 5e &o-used on as part o& this stor' 5as that o& i%%igration" <e had 5at-hed ne5s -lips on -nn%e(i-o"-o% 5ere the' 5ere relating the la5s passed #' the state o& Ari3ona and that o& our o5n &ederal go1ern%ent" This is a hot topi- in the politi-al real% and all o& the students had 0no5ledge to so%e e(tent o& 5hat 5as going on" A&ter listening and 1ie5ing the ne5s report. 5e too0 a#out C0 %inutes to dis-uss the i%pli-ations &or us here in the +"S" #ut also &or Me(i-o" <hile so%e o& %' students had no parti-ular interest in i%%igration or i%%igration la5s and Me(i-o. the' did ha1e 0no5ledge o& 5hat 5as going on #et5een #oth o& our -ountries" This is 5hat 8ald5in. Peleg68ru-0ner and M-Clinto-0 /CD@A2 -o%%ented on /p"C@@2" Short-Term or or!i"# $emory: The students prior to 1ie5ing had Euestions as0ing the% 5hat the' thought a#out i%%igration" For e(a%ple. C" $o 'ou 0no5 o& an'one that i%%igrated to this -ountr'F 2" $o 'ou ha1e so%eone in 'our &a%il' that is an i%%igrant and i& so. &ro% 5ere did the' -o%e &ro%F 4" =o5 do 'ou &eel a#out i%%igrantsF *" $o 'ou thin0 that i%%igrants ta0e a5a' 7o#s &ro% the -iti3ens o& this -ountr'F A" <hat ha1e 'ou heard a#out i%%igration through peers %edia parentsF These t'pes o& Euestions a-ti1ate their prior 0no5ledge #e&ore 5e e1en 5at-hed the ne5s 1ideos" Strate#ie% i" Comprehe"&i"# a"& I"terpreti"#: 8e&ore 5e read the stor'. there is a pi-ture that students are as0ed to loo0 and tal0 a#out 5hat the' see" <e use the te(t#oo0 Album #' 9o' Gen7ilian68urg' and Ge#e--a M" ;alette" The students listen to a short passage &ro% the stor' a&ter 5e ha1e tal0ed a#out 5hat the' see and 5e dis-uss it as a -lass" The' #ring up the &a-t that the &a%il' in the pi-ture loo0s happ' #ut are poor" The' tal0 a#out their si%ple %eals dress ho%e. et-HThe' are not reEuired to do an'thing #ut listen and parti-ipate" This a-ti1it' al5a's dra5s the% in #e-ause the' not onl' ha1e a 1isual the' -an -onne-t to #ut also) the' listen to an e(-erpt &ro% the stor' 5ithout ha1ing to 5orr' a#out e1aluation" P'rpo%e for Li%te"i"#(Rea&i"#()ie*i"#: 8e&ore 5e a-tuall' read the te(t. the' ha1e the essential Euestion on the #oard and it is gi1en to the% in printed &or%at along 5ith -o%prehension Euestions" This &a-ilitates in gi1en the% &o-us" A"+iety: <hile -hapter 6 tal0ed a#out the students le1el o& an(iet' #eing a deterrent &or -o%prehension. , &eel %ost tea-hers , 0no5 do their up %ost #est to -reate a non6 threatening en1iron%ent 5ere students -an e(plore and thin0 outside the #o( 5ere there are no reper-ussions &or ta0ing -han-es and sho5ing o&& 'our Spanish" ,t also depends on the topi-s that the students are as0ed to read 5rite listen to" As 5ith an' a-ti1it'. the

%ore e(posure a students has. the less the an(iet' he she 5ill en-ounter" , ha1e -reated a ru#ri- 5ith the topi-s gi1en in the te(t#oo0 and graded the stor' a--ordingl' &or reada#ilit'" Starting 5ith C #eing poor to a * #eing e(-ellent" Topi-s:
Topi- Fa%iliarit' the students 5ere &a%iliar 5ith the topi- #e-ause it had #een in the ne5s so %u-h" Short6Ter% or <or0ing Me%or' students had Euestions gi1en to the% prior to 1ie5ing 1ideos and 5ere a#le to use 5or0ing %e%or' to ans5er the Euestions Co%prehending and ,nterpreting in this e(er-ise. students 1ie5ed a pi-ture and heard an e(-erpt" Ireat response" Purpose &or List" Geading ;ie5ing essential Euestion stated #oth on the #oard and in printed Euestionare An(iet' students had lo5 an(iet' le1els" This stor' is eas' to read at this le1el and 5ith this -lass" Length o& te(t the stor' is short so their interest le1el does not 5ane" Organi3ation o& the oral printed te(t this stor' #e-ause it is an eas' read and did not ha1e %an' ne5 5ords un&a%iliar gra%%ar stru-tures. the students &elt su--ess&ul in #eing a#le to understand it" Content and ,nterest Le1el o& te(t on-e the -onne-tion 5as %ade to a real 5orld appli-ation. the interest le1el o& the -lass 5ent up" Also. , had se1eral i%%igrants -o%e to spea0 to the -lass and share their stories" !e5 ;o-a#ular' the students 5ere gi1en the ne5 1o-a#ular' and %eaning prior to reading the stor' #ut also. the' ha1e the ne5 5ords on the side o& the stor' as the' read" The' &eel a#le to understand it #etter 5hen the' ha1e the ne5 1o-" sho5 along side the te(t"

* E(-ellent * * * * * *

4 Iood

2 Satis&a-tor'

C 6 Poor

A, -ir%t. &eci&e ho* thi% te+t mi#ht /e '%e& i" a partic'lar thematic '"it i" or&er to a&&re%% %hort-a"& lo"#-ra"#e o/0ecti1e%, T=EMAT,C +!,T: ,%%igration and naturali3ation in the +"S" toda' Short 6 range o#7e-ti1e: To a-Euire in&or%ation edu-ate students as to the issue o& i%%igration and naturali3ation in the +"S" toda' Long 6 range o#7e-ti1e: To disperse %'ths and pre7udi-es regarding i%%igrants and the la5s that go1ern this issue"

B, Seco"&. &e%i#" a pla" for teachi"# the te+t /y '%i"# the I"teracti1e $o&el pre%e"te& i" thi% chapter, LA8 ACT,;,TB: MODE: Phase & Class Activities PGEPAGT,O! P=ASE: 8e&ore 1ie5ing the ne5s 1ideos &ro% -nn%e(i-o"-o%. students 1ie5 the Euestions that ha1e #een handed out regarding the i%%igration topiCOMPGE=E!S,O! P=ASE: Students 7ot do5n so%e o& the si%ilar ans5ers the -lass had as a group. then. a&ter 1ie5ing the 1ideos. 5e -o%pare the -lass ans5ers 5ith 5hat 5e sa5 in the 1ideo" JThe &ollo5ing lists are gi1en to the students a&ter this e(er-ise: /all &ro% the Album te(t#oo0 p" CC42" Ira%%ar in Conte(t: /Los siguientes -ognados &alsos Eue se en-uentran en los -uentos de este li#ro:2 Cognados Falsos: C" a-tual present !OT real. true /1erdadero2 2" la desgra-ia %is&ortune !OT disgra-e /la deshonra2 4" reali3ar to a--o%plish !OT to reali3e /dares -uenta de2 *" ignorar to #e una5are o& !OT to ignore /no ha-er -aso de2 A" los parientes relati1es !OT parents /los padres2 6" gra-ioso 5itt'. &unn' !OT gra-ious /a%a#le2 K" la %iseria po1ert' !OT %iser' /la in&eli-idad2 Purpose A-ti1ate Prior Lno5ledge Format of Activities Iroup dis-ussion

,nterpreti1e

,denti&' 5hat the students 0no5 as a group and -onne-t ideas to 1ideos" A-Euire ne5 in&or%ation"

PA,GE$ LA8 ACT,;,TB: Gando% groups 5ill #e set up to dis-uss 5hat the' sa5 in the 1ideo #e&ore -o%ing together as a -lass to tal0 a#out 5hat the' sa5 and the Euestions the' ans5ered"

,nterpersonal

@" si%pMti-o ni-e. -ongenial !OT s'%pathetiD" soportar to tolerate !OT support /%antener) apo'ar2 C0" in7uriar to insult !OT to in7ur /daNar2 ,!TEGPGETAT,O! $,SC+SS,O! P=ASE: Students 1ie5 a pi-ture o& a &a%il' and tr' to guess 5hat so%e o& the issues are &ro% the pi-ture Students 5or0 in pairs the' -hoose a partner to tal0 a#out and identi&' -ultural produ-ts. pra-ti-es and perspe-ti1es &ound in >Ca7as de -artOn?" The' as0 the &ollo5ing Euestions: PQu: pasOF El fin de la cosecha: C" PCuMno o-urriO la historiaF PdOndeF PQu: re-ogRan los #ra-erosF 2" PCO%o se lla%a#a el narradorF P' su her%anoF P$e dOnde eranF 4" PEra Go#erto %a'or o %enor Eue Pan-hitoF *" PQu: pala#ras espera#a ansiosa%ente Pan-hito todos los dRasF A" Al regresar a la -as. PEui:nes esta#an -alladosF 6" PQu: 1io Pan-hito al a#rir la puerta de su -ho-itaF PQu: sintiO de repente el narradorF PPor Eu: lloroF La mudanza: K" PQu: rea--iOn tu1ieron los her%anitos ante la %udan3a a FresnoF @" $es-ri#e la SCar-an-hitaT ' Eu: sentRa el papM ha-ia su -arro" PQu: -argaron Go#erto ' Pan-hito en el -arroF P$Onde puso el padre el -ol-hOnF D" PCO%o era la olla de la %a%aF

Tr' to interpret te(t and issues in the stor' #' 1ie5ing pi-ture +se -onte(t to -onstru-t %eaning $is-uss -ultural produ-ts. pra-ti-es. perspe-ti1es ,nterpret in&eren-es and share rea-tions Personali3e and e1aluate in&or%ation and ideas in te(t #' ans5ering the Euestions and dis-ussing the %eaning #ased upon the te(t and their o5n opinions"

Gando% paired a-ti1it'

Students read the te(t in pairs" =ighlight 0e' 1o-a#ular' in one -olor and ne5 phrases the' do not understand or 0no5 in another -olor" Co%plete the Euestionnaire 5ith 'our partner" 8e read' to share 'our &indings 5ith the rest o& the -lass"

PQu: ha#Ra -o-inado la %a%a en la ollaF C0" PQu: sintiO Pan-hito al 1er su -ho-ita por Ulti%a 1e3 La llegada a Fresno: CC" PQui:n de la &a%ilia ha#la#a ingl:sF C2" PCO%o se lla#a%a el ho%#re Eue les dio tra#a7oF P$Onde les per%itiO EuedarseF C4" PEn Eu: -ondi-iones esta#a el gara7eF PCO%o prepararon el gara7e para 1i1ir allRF C*" P$Onde dur%ieron la %a%a ' los niNosF P' el papM. Go#erto ' Pan-hitoF ra!a"ando en la vi#a: CA" PQui:nes &ueron a la 1iNa a pi3-arF PA -uMnto ha#Ra su#ido la te%peraturaF C6" $es-ri#e las a-ti1idades del papM ' los her%anos en la 1iNa ' los e&e-tos del sol" CK" PEn dOnde ' por Eu: se es-ondieron los dos her%anos en la tardeF C@" PCO%o se sentRa Pan-hito al dRa siguienteF Ppor Eu:F La escuela: CD" PPor Eu: no podrRa ir Go#erto a la es-uelaF PCuMndo pudo Pan-hito ir a la es-uelaF 20" PCO%o llegO :l a la es-uelaF PPor Eu: se so#resaltO en la o&i-ina del dire-torF El se#or Lema: 2C" Cuando el %aestro de se(to grado le pidiO Eue le'era. P-O%o rea--ionO Pan-hitoF 22" PCO%o pasO Pan-hito sus horas de al%uer3o durante el resto del %esF La trompeta: 24" PQu: pasO un 1iernes en la sala de %Usi-aF PPor Eu: no podia Pan-hito esperar el %o%ento de

llegar a -asa ese dRaF 2*" Cuando llegO a -asa. PEu: ha-Ran sus her%anitosF PQu: 1io Pan-hito al a#rir la puerta de la -ho-itaF IGAMMAG ,! CO!TEVT: =and out GES+ME! to 5or0 on indi1iduall'" CGEAT,;E P=ASE: Students 5ill 5or0 in pairs o& 2 or 4 and present to the -lass a 1ideo adaptation o& the stor' 5ith alternate ending" 2" Students %a' 5or0 5ith a partner and do the &ollo5ing presentation: >$ie3 aNos %Ms tarde. Pan-hito ' Go#erto re&le(ionan so#re su pasado" PQu: he-hos de su 7u1entud /la %igra. la &a%ilia. la es-uela. la le'es de i%%igra-iOn. et-H2 #uenos ' di&R-iles. re-uerdanF? /Al#u%. p" CCA2" 4" Students %a' 5or0 in pairs o& 4 and do the &ollo5ing presentation: >Los padres de Pan-hito ' el %aestro -o%parten sus pensa%ientos ' senti%ientos -on respe-to al tra#a7o. la &a%ilia. la i%%igra-iOn. la es-uela del presente ' &uturo ' la 1ida de los i%%igrantes" PQu: re1elanF , also hand out the &ollo5ing GES+ME!. 5hi-h is &ound in their te(t#oo0s on page CC4 to re1ie5 gra%%ar" =ere 5e are 5or0ing 5ith the -onditional tense" $,GECT,O!S: tiempo condicional. Vuelve a contra la historia, cambiando los verbos en itlica al

Presentational

+se ne5 in&or%ation a-Euired in te(t to parti-ipate in role6pla's. -reate a su%%ar' o& te(t. design a presentation 5ith alternate ending to the stor'"

;ideo presentations seen in -lass" Students 5ill share their opinions and 5hat the' ha1e learned &ro% the te(t and ea-h other 5ith regards to i%%igration and naturali3ation in the +"S" and also ho5 pre7udi-es a&&e-t our 1ie5s"

C" ,to. el -ontratista. no senrea" La -ose-ha de &resas terminaba" 2" Los #ra-eros trabajaban -ada dRa. pero no recogan tantas &resas -o%o antes" 4" A PapM le gustaba %u-ho su SCar-an-hitaT Eue :l manejaba a -asa" *" Bo senta el peso de las horas. los dRas. las se%anas. los %eses de tra#a7o" A" Tenamos Eue %udarnos a Fresno" Para %is

her%anitos era una gran -osa" 6" PapM suspiraba ' se limpiaba el sudor de la &rente" K" Ma%M hablaba -on el -apata3 para pedir tra#a7o" @" !os quedbamos en el gara7e ' llenbamos los agu7eros de las paredes -on periOdi-os 1ie7os" D" Go#erto barra el suelo ' %is her%anitos coman" C0" Ma%M ' %is her%anitos dorman en el -ol-hOn" CC" El seNor Sulli1an nos ense donde estaba la -ose-ha" C2" Cuando nos uimos a la 1iNa a pi3-ar. haca %u-ho -alor" C4" La te%eratura subi a -ien grados ' 'o tena %u-ha sed" C*" El -a%iOn de la es-uela vino ' Go#ert ' 'o nos escondimos" CA" !egresamos del tra#a7o ' nos baamos" Me dola todo el -uerpo" C6" Comimos sopa. papas ' tortillas" CK" $os %eses despu:s 'o asist a la es-uela" C@" El %aestro. el seNora Le%a. %e salud ' %e present a la -lase" CD" Enton-es el %aestro %e pidi leer. pero no pude" 20" Me enoj" -on%igo %is%o ' %e llev" el li#ro al #aNo. donde le en 1o3 #a7a" 2C" +n 1iernes el seNor Le%a %e dijo Eue %e enseNarrRa a to-ar la tro%peta" 22" Mu' -ontento. ui a -asa a -ontra las nue1as a %i &a%ilia" 24" Los niNos estaban saltado ' #rin-ando de alegrRa" 2*" Al entrar en la -ho-ita. vi Eue todo estaba e%pa-ado en -a7as de -artOn"

Ge&eren-es 8urg'. 9". W ;alette. G" M" /200A2" /4rd ed"2" 8oston. MA: =oughton Mi&&lin" Shru%. 9" L". W Ilisan. E" <" /20C02" Teacher#s handboo$% conte&tuali'ed language instruction /*th ed"2" 8oston. Mass": =einle Cengage Learning"