Date(s): 2/21/13, 2/26/13 Grade Level: 7 Class: Spanish Language Arts Topic: Literary Analysis of El Dador, chapter 2 Prepared

by: Erin Headly (MAT Candidate), Teresa Kresin (Mentor Teacher) Learning Targets: Science Fiction Novel 7.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 7.RL.3 Analyze how particular elements of a story or drama interact: how setting shapes the characters or plot. 7.W.3 Write/Read narratives to develop real or imagined experiences or events using relevant descriptive details, and well-structured event sequences. Content Objectives (What should students learn?): SWBAT use details from El Dador to show significance of character development and setting (community.) Language Objectives (In what ways will students use the language of your discipline?): SWBAT classify key vocabulary words as nouns, verbs, and/or adjectives compose descriptive sentences using key vocabulary words provide explanations to essential questions using details and key vocabulary from El Dador Language Forms: Based on what I read, I think One example from what I read is I believe..because. I would describe this character/setting as The main event(s) in this chapter is (are)...

Social Goals (How will students interact with others to maximize their learning?): Students will work cooperatively with others participate and share their knowledge build on their own knowledge and help their classmates do so Essential Questions: What personal characteristics do you have? Based on these characteristics, what mission would someone in this community choose for you?/ Cules caracteristicas tienes t que alguien puede usar para darte tu misin? Materials and Preparation:

El Dador novel composition notebooks vocabulary anchor chart literary elements (note-taking format) chart What is culture? anchor chart

Key Vocabulary: Content: community, norms, Ceremony of Twelve, Nurturer, release, sameness, telling Literary Analysis: utopia, hook, cliffhanger Building Background & Assessing Prior Knowledge: Review what happened in Chapter 1, answer essential questions (orally or in writing) from that chapter (At what time in the story did you become aware that you were reading science fiction? What clues suggested this? /Cuando te diste cuenta de que estabas leyendo la ciencia ficcin? Qu claves te sugieron esto? What aspects of life in the community appeal to you? What seems unappealing?/ Cules aspectos de esta comunidad te atraen? Cules no te parecen atractivos?) Direct students to turn to theme section of their notes and review the three main themes we have already begun to discuss: community, bravery, and death Using vocabulary anchor chart, remind students how these themes connect to our vocabulary words (i.e. how we can break down each theme.) Focus primarily on community, which includes family, work, norms, rituals, rights and responsibilities.

Activity: Make sure that students have set up their notebooks to take notes on Chapter 2, using the formatting anchor chart Read Chapter 2 (teacher reads first half aloud, students read second half on their own) When students have finished reading, ask them to get in small groups to discuss what happened in the chapter, focusing on the categories we use in our note-taking format (setting, characters, plot, theme) Bring whole class together, ask individual students to share what they have discussed in their small groups, guiding them through each category (i.e. So what have we learned about characters? What were the main points of the plot? Cold call if there are not enough volunteers. As students share their answers, write down what they say for each category on the projector. Draw their attention to the fact that you are modeling the note-taking process. If students seem to be having trouble understanding and recalling what happened, go back and re-read certain sections. Ask more specific questions about the chapter to check for understanding.

Closure:

If not enough time to finish reading and notes, close with... Oral Participation: What have we read about so far that pertains to setting/characters/plot/theme? Ask for volunteers to share, cold call if there are not enough. Remind students that they should come to the next class prepared to finish reading and taking notes. If enough time to finish reading and notes, close with... Writing activity: What personal characteristics do you have? Based on these characteristics, what Mission would someone in this community choose for you?/ Cules caracteristicas tienes t que alguien puede usar para darte tu misin? (Read question aloud and post on projector for all students to read. Instruct students to write the question in their notebooks. Let them know that you will be collecting their notebooks at the end of class to give them feedback on their responses. ) Pre-Assessment: Writing quiz on key vocabulary every 2-3 chapters. Formative Asessment: Ask questions about important elements in the chapters. Ask questions to check for general understanding of the reading. Written responses about setting, character, plot, and theme. Written responses to essential questions. Post-Assessment: Writing quiz on key vocabulary every 2-3 chapters, book report when students have finished reading the entire novel. Adaptations: SIOP Features (Check all that apply.) Scaffolding Grouping Options Modeling Whole class Guided practice Small groups Independent practice Partners Comprehensible input Independent Application Hands-on Meaningful Linked to objectives Promotes engagement Assessment Individual Group Written Oral

Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Reading Writing Speaking Listening For struggling learners:

Respective use of vocabulary, read aloud, write notes on board, check notes, frequent questions on individual basis, use of drawings and diagrams to show understanding. For those who need a challenge: Same assignment as rest of class but deeper in content and details. Reflections, Next Steps: Finished setting up notes and reading chapter 2. Did not have time for closure activity, will begin next class with that writing activity.