Strategy Presentation Lesson

Names: Jose Rodriguez Subject Area(s): Spanish

Lesson Topic: Compare & Contrast literary text Grade Level(s): 11th – 12th

Standards
Literacy Standard(s): W.11-12.2.B Develop the topic thoroughly by selecting the most
significant and relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.

Content Area Standard(s): WL.R.4 Read informational, cultural, and literary texts.
WL. W.3 produce, publish, and collaborate with others.

English Language Development (ELD) Standard(s): RI.11–12.4, 6, 8 Evaluating how well

writers and speakers use language to support ideas and arguments with details or evidence
depending on modality, text type, purpose, audience, topic, and content area

Lesson Objectives & Supports

Content objectives: Students will have the opportunity to compare and contrast
literary text base on their content about Spanish Civil War.

Literacy objectives: Students will focus on writing composition and how word
choice used in different texts.

Academic vocabulary:
Tier II (General) Compare, contrast, connect, difference.
Tier III (Domain specific) distinguish, exanimate, relationship.

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Academic Instruction in English):
For this activity, we will use Ven Diagrams as our main strategy to complete this activity.
Students need to know how to literary text use information in certain ways to give readers
a stronger meaning of events.

Assessment: How will you know if students met your objectives?

Students will work in pairs. They need to constantly create a discussion about readings.
Teacher will monitor students’ performance throughout the activity.
Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set

Time Teacher Does
Introduce the reading material. Students will choose
10 min two readings out of five. Copies of the readings will be
provided.
Lesson Body
Time Teacher Does
35 min Students will have 30 mins to complete the activity.
They need to make sure they pay action to the
vocabulary been use in the reading, find the main ideas
of each text and compare it with the other text.
Students should focus on causes and effects from the
Student Does
Students need to find a partner to work with.
Student Does
Students should be discussing and annotating readings.
Asking questions with each other is good technique to
gather deeper thoughts. Students should split work
evenly; each student should do one reading.
 Spanish Civil War.
Lesson Closure
Time Teacher Does Student Does
Students will have the option to earn more points if
5 min Extra credit, presentations.
they present their work to the class.

Instructional Materials, Equipment & Multimedia

 Cercas, Javier. (2001). Soldados de Salamina , Barcelona, Tusquets.
 Chacó , Dulce. (2003). La voz dormida , Madrid, Alfagura.
 Fonseca, Carlos. (2004). Trece rosas rojas , Madrid, Temas de Hoy.
 Vidarte, Juan-Simeon. (1978). Todos fuimos culpable: testimonio de un socialista
español. Madrid, Griljalbo.

Differentiation:

English learners: Provide extra support for students to understand assignments.

Striving readers: Audiobooks will be available.
Students with special needs: Students will have access to any online tools to
facilitate their learning.
Advanced students: After completing the Ven Diagram, students need to write a
one-page response stating the importance of the texts.
Choose two of the following readings and complete the a Ven Diagram. We are
compering and contracting both texts.

 Soldados de Salamina
 La voz dormida
 Trece rosas rojas
 Todos fuimos culpables
 Escribir con voz de niño la Guerra civil Española

Text 1 Tex 2