Week of ______________________ Teacher ...
Week of ______________________ Teacher_____________________ School____________________ Grade ____
Literacy Squared®
Lesson Plan
Juana 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. |
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|Connections between Literacy Environments: |Cross-language strategies (if |Materials: |
|Genre – Biography |applicable) |JUANA INÉS por Georgina Lázaro; |
| |Lotta Lara |Sonia Sotomayor by Jonah Winter |
| |Dictado en español: Juana Inés Juana Inés era alegre y juguetona, a veces |English Dictado: My Nice Day After the movie, we briskly walked outside and headed |
| |pensativa y soñadora. De alma aventurera y apasionada; se entretenía cantando|home. Before we went inside, we rapidly wiped our feet. I ran upstairs and was quite |
| |viejas tonadas. Es que era tan curiosa la niña aquella. |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! |
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| |Teaching points: character traits , capitalization, punctuation | |
| | |Teaching points: adverbs, sequencing, punctuation |
| |Spanish Literacy |Literacy-based ESL |
| |Oracy Objective(s): |Oracy Objective(s): |
| |Students will be able to describe Juana Inés using specific details from the |Students will be able to sequence the events in Sonia Sotomayor’s life using specific |
| |text. |details from the text. |
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| |Dialogue: |Dialogue: |
| |¿Cómo era Juana Inés de niña? |Where did Sonia Sotomayor grow up? |
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| |¿Qué curiosidades tuvo Juana Inés de niña? |What profession did Sonia Sotomayor strive to pursue? |
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| |¿Qué logró hacer Juana Inés aun con todos sus obstáculos? |What three steps did Sonia Sotomayor take to accomplish her dream? |
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| |¿Cuáles fueron los desafios que Juana Inés enfrentó? | |
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| |Language Structures: |Language Structures: |
| |De niña Juana Inés era ________________. |Sonia Sotomayor grew up in _________________. |
| |Juana Inés era _____________ de niña. | |
| | |Sonia Sotomayor strived to become _____________. |
| |Unas de las curiosidades que tuvo Juana Inés de niña eran ___________ y | |
| |___________. |Initially, Sonia _____________. Eventually, she _________. Finally, Sonia Sotomoyer |
| |___________ y ___________ eran unas de las |_______________. |
| |curiosidades que tuvo Juana Inés de niña. | |
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| |Juana Inés logró hacer _____________________. |Vocabulary: |
| | |profession |
| |Los desafios que Juana Inés enfrentó fueron ______. |strive |
| | |pursue |
| | |steps |
| |Vocabulary: |accomplish |
| |curiosidades |initially |
| |desafios |eventually |
| |obstáculos | |
| |lograr | |
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| |Reading |Writing |Reading |Writing |
| |Approach: M S SG R C |Approach : M S C I |Approach: M S SG R C I |Approach M S C I |
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Week of ______________________ Teacher_____________________ School____________________ Grade ____
Literacy Squared®
Lesson Plan
Chiles 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 text |
|Connections between Literacy Environments: |Cross-language strategies (if applicable) |Dictado: |
|Cultural Relevance |Use of Spanish key words in English text. |Dichos de mi mamá |
|Bilingual Text-Chiles for Benito/Chiles para|Así se dice |Cuando era pequeña, mi mamá siempre usaba dichos. Por ejemplo, a veces decía, |
|Benito | |“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? |
|Functions:Cause and effect, describing | |¿Tienes un dicho favorito? |
|actions, making predictions about | |Teaching points: a veces, ll, question marks in Spanish. Cognados: |
|motivations for actions. | |significa/signifies, favoritos/favorites, corriente/current. |
| |Spanish Literacy |Literacy-based ESL |
| |Oracy Objectives: |Oracy Objective (s): |
| |Students will be able to make cause and effect statements based on events |Students will be able to discuss Benito’s actions and what the motivation behind |
| |occurring in the text. |each is. |
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| |Dialogue: |Dialogue: |
| | |Why did __________ __________? |
| |Language Structures |(Character) (Action) |
| | |you were |
| |Day 3 |What did ______ do because (he/she was / you/they were _______? |
| |_________________. Por lo tanto, __________________. |(Character/person) (Character trait/feeling) |
| |Causa | |
| |Efecto |Language Structures: |
| |_________________.Por tal motivo, __________________. |Because/since _________ was ____________________, |
| |Causa |(Character) (Character trait/feeling) |
| |Efecto |__________ ___________. |
| |_________________. Por consecuencia, __________________. |(pronoun) (action) |
| |Causa | |
| |Efecto |____________ was ____________, so/;therefore _____ _______. |
| | |(Character) (Character trait/feeling) (pronoun) (action) |
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| | |Vocabulary: |
| |Used in more academic/scientific setting: |rummaged, plucked/plucking |
| | |Character trait |
| |_________________. Por consiguiente, __________________. |Examples/list of character traits. See example below. |
| |Causa |Benito’s character traits/feelings: possible answers are greedy, frustrated, |
| |Efecto |trusting, desperate, overwhelmed, hopeful, pleased, proud, determined, successful, |
| | |hard-working, exhausted… |
| |Vocabulary: | |
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| |Por lo tanto, por tal motivo, por consecuencia, por consiguiente. | |
| |Reading |Writing |Reading |Writing |
| |Approach: M S SG R C I |Approach : M S C I |Approach: M S SG R C I |Approach M S C I |
| | | |*Optional: have a character trait list | |
|[pic] |Do a detailed picture walk in Spanish| |posted before starting the lesson. | |
| |discussing causes for the character | |Preferably, commonly used traits. | |
| |traits/feelings by focusing on the | | | |
| |pictures. | |Read a version of Jack and the Beanstalk. | |
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| |Read story aloud | | | |
| | | |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 | |
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| | | |Use dialogue and language structures above| |
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| | | |Think about a time when you were | |
| | | |[feeling/character trait]. What did you | |
| | | |do because you were [feeling/character | |
| | | |trait]? | |
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| | | |e.g. Because I was grumpy, I gave my mom a| |
| | | |bad look and would not follow directions. | |
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| | | |I was grumpy; therefore, I did not get out| |
| | | |of bed for school. | |
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| | | |Have you ever been so upset that you did | |
| | | |something that you later regretted? | |
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| |Approach: M S SG R C I |Approach : M S C I |Approach: M S SG R C I |Approach M S C I |
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| |Discuss cause and effect situation |In partners, Ss write effects for the |Read text aloud in English. |Students choose two character |
| |with the children (e.g. ¿Qué pasaría |following causes. |Identify the character traits and feelings|traits/feelings from the chart and write |
| |si no te cepillas los dientes?) | |of Benito and his mother and their actions|sentences using sentence structures about|
| | |¿Qué pasaría si no lloviera? |and write on the chart. |themselves or another character from |
| |Si no me cepillo los dientes, | | |other story. |
| |_________. |Si no lloviera, ______ y ______. |Stop and point out vocabulary words to | |
| | | |teach using context clues. |Using Busy Bees strategy to share their |
| |Write answers on a t-chart and |¿Qué pasaría si no comes saludable? | |responses. |
| |discuss cause and effect. Remind | |Students dialogue above. | |
| |students that the cause occurs first.|Si no como saludable, _____ y | | |
| | |________. | | |
| |Or Fichero 26 ¿Por qué? | | | |
| | |¿Qué pasaría si asistes a la universidad? | | |
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| | |Si asisto a la universidad, _____ y | | |
| | |___________. | | |
| |Approach: M S SG R C I |Approach : M S C I |Approach: M S SG R C I |Approach M S C I |
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| |Use language structures for day 3 to | |Así se dice with sayings from text. See |As a class create and sketch a character.|
| |discuss cause and effect using text. | |below. | |
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| | | |For homework, students ask their parents |On slips of paper, write studied |
| |T fills out chart using input from | |for common sayings/dichos |character traits for students to pick out|
| |Ss. Refer to text. | | |of a hat. |
| |See chart below. | | | |
| | | | |Using sentence structures above, students|
| |Do first three whole group. | | |will describe class character with |
| |Next three with partner. Come back | | |character trait they drew. |
| |together to fill 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 |Approach: M S SG R C I |Approach M S C I |
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| | |Ss independently fill out Causa and Effect|Students share their sayings with |Students draw their own character and |
| | |sheet. (See below). |partners. Do Así se dice with sayings |describe it using three different |
| | | |from home. |character traits/feelings and its actions|
| | |If Ss finish early they can create their | |based on character traits. |
| | |own in empty cells. | | |
| |Approach: M S SG R C I |Approach : M S C I |Approach: M S SG R C I |Approach M S C I |
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| |Fichero 55 using dichos students | | |Write a story about their character. |
| |shared on Thursday during Lit-Based | | | |
| |ESL. | | |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 |Actions |
|Tomasito from Featherless |Persistent or enduring |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 |
| |Moody |bird. |
|Marlena from Featherless |Encouraging, helpful, friendly |talked to him in the classroom and gave him a picture |
| | |asked 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 |Desperate |sold the cow for beans |
| |Dishonest, disrespectful, greedy |stole the golden goose |
|• Honest |• Excited |• Bright |• Unselfish |• Humble |• Ambitious |
|• Light-hearted |• Studious |• Courageous |• Self-confident |• Friendly |• Able |
|• Leader |• Inventive |• Serious |• Respectful |• Short |• Quiet |
|• Expert |• Creative |• Funny |• Considerate |• Adventurous |• Curious |
|• Brave |• Thrilling |• Humorous |• Imaginative |• Hard-working |• Reserved |
|• Conceited |• Independent |• Sad |• Busy |• Timid |• Pleasing |
|• Mischievous |• Intelligent |• Poor |• Patriotic |• Shy |• Bossy |
|• Demanding |• Compassionate |• Rich |• Fun-loving |• Bold |• Witty |
|• Thoughtful |• Gentle |• Tall |• Popular |• Daring |• Fighter |
|• Keen |• Proud |• Dark |• Successful |• Dainty |• Tireless |
|• Happy |• Wild |• Light |• Responsible |• Pitiful |• Energetic |
|• Disagreeable |• Messy |• Handsome |• Lazy |• Cooperative |• Cheerful |
|• Simple |• Neat |• Pretty |• Dreamer |• Lovable |• Smart |
|• Fancy |• Joyful |• Ugly |• Helpful |• Prim |• Impulsive |
|• Plain |• Strong |• Selfish |• Simple-minded |• Proper |• Loyal |
Causa y efecto
Before chart is filled in as presented to students.
|Causa |Efecto |
|El 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 |Efecto |
| |Recuerda 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. |
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Character Traits and Describing Action Chart
|Character |Trait |Describing Action |
|Benito’s Mother |thoughtful |brought Benito some beans and water when he was |
| | |depressed in bed |
| |comforting |said, “don’t worry. We’ll be fine.” |
| | |hung the chiles on a line to let them dry |
| |creative | |
|Grandmother |patient |didn’t get upset when Benito complained |
| | |relates story from the past to the current situation |
| |wise |spends time telling stories to Cristina |
| | | |
| |kind | |
|Benito |frustrated/greedy/disobedient |traded cow for magical seeds, planted all seeds to |
| | |have food and crop to sell |
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| |hard-working |watered seeds, hoed seeds, plucked off insects, |
| | |chopped down plants |
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| |upset/depressed |could not eat, lay in bed |
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| |hopeful/hardworking |picked fruits all night long |
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| |curious |questions man about chiles- how to eat them? name of |
| | |plant? |
|Man with bird |knowledgeable |tells about chili history and shows how to use them |
|*does not talk at beginning | | |
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 chile
Lightweight 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. water
1 minced garlic clove (optional)
1/2 t. salt
2 T. vegetable oil
1/2 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.
Week of ______________________ Teacher_____________________ School____________________ Grade ____
Literacy Squared®
Lesson Plan
Lupita’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 knowledge |
|Literacy 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: |Cross-language strategies (if applicable) |Dictado: Last Wednesday, my family and I went to the State fair. First, we paid |
|Bilingual Text |A si se dice símiles |our fare and bought our ride tickets. Then, we found our favorite rides and rode on|
|Literacy Objectives | |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. |
| | | |
| | | |
|Functions: Sequencing, describing people and| |Teaching points: |
|things and retelling main events. | |Sequence words-first, then, next, finally, in the end |
| | |homophones-fare/fair, too/two |
| | |irregular past tense verbs-went, found, ate, saw, were |
| | |my family and I-not me and my family |
| |Spanish Literacy |Literacy-based ESL |
| |Oracy Objectives: |Oracy Objective (s): |
| |Students will participate in a discussion to explain the steps in a process. | |
| | |Students will be able to identify main idea with supporting details of a text. |
| |Dialogue: |Students will be able to describe feelings and things using similes. |
| |Day 1: ¿Por qué Lupita estaba decepcionada? | |
| |¿Qué le consejó el papá de Lupita? |Dialogue: |
| | |Have you ever wanted something that your family could not afford? |
| |¿Qué tenía que hacer Lupita primero?/ ¿Qué fue el primer paso que hizo Lupita? |How did it make you feel? |
| |¿Qué hizo después?/ ¿Qué fueron los pasos siguientes? |How did you solve your problem? |
| |¿Qué hizo finalmente? | |
| | |Language Structures |
| |Language Structures: |I wanted __________, but my family could not afford it. |
| |Primero, Lupita_________________. |I felt ________. |
| |El primer paso que hizo Lupita fue________________. |To solve my problem _________. |
| |Luego, Lupita___________________. | |
| |Los siguientes pasos incluyeron ______,________y_________. |See flow map for Day 1. |
| |Finalmente, Lupita___________________________________. | |
| | |Day 5 |
| |Vocabulary: | |
| | |_______ was as ________ as (a) ______. |
| |*LS ex. Hay algo que sabes hacer bien. |character feelings/adj. noun |
| |Vocabulary: Primero, Siguiente, Luego, Después, Finalmente | |
| | |__________ was like (a) ________ ___________. |
| | |noun adj. noun |
| | | |
| | |The main idea is ___________ because________________. |
| | |Vocabulary: frame, reeds, items, comics, rags, soared |
| |Reading |Writing |Reading |Writing |
| |Approach: M S SG R C I |Approach : M S C I |Approach: M S SG R C I |Approach M S C I |
| | | | | |
|[pic] |Read text in Spanish and discuss | |Vocabulary: pull out sentences with focus | |
| |dialogue questions for day 1. | |words and use context clues to derive |T and Ss fill out flow map for Day 1. See|
| | | |meaning. |below. |
| | | | | |
| | | |You’ll need glue, some scissors, 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] | |
| |Approach: M S SG R C I |Approach : M S C I |Approach: M S SG R C I |Approach M S C I |
| | | | | |
| |Fichero 52 ¿Cómo llego al panteón? |T and Ss create a list of things students |In partners, or guided groups, Ss read and| |
| | |know how to make. |identify main idea of passage using |T and Ss fill out flow map for Day 2. |
| | | |graphic organizer with transition words. | |
| | |T and Ss create a chart listing the steps |Note: Do this after filling out flow map. | |
| | |in a process to make ________. | | |
| |Approach: M S SG R C I |Approach : M |Approach: M S SG R C I |Approach M S C I |
| | | | |T and Ss create paragraph using flow map.|
| |Continuar con fichero. |In partners Ss create a chart listing the | | |
| | |steps in a process to make _____. ( | |In partners or guided groups Ss add |
| | |Teacher choice) | |details to main ideas in flow map. |
| |Approach: M S SG R C I |Approach : M S C I |Approach: M S SG R C I |Approach M S C I |
| | | | | |
| |Ss follow simple instructions to | |Simile introduction using simile from |In partners or guided groups Ss create |
| |create ____. i.e. paper airplane, see| |text: |paragraph using flow map. |
| |below. | |The kite flew like a bird in the sky. | |
| | | | | |
| | | |Copy passage from text on chart paper. | |
| |Approach: M S SG R C I |Approach : M S C I |Approach: M S SG R C I |Approach M S C I |
| | | | | |
| | |Ss independently write the steps in the |Continue with similes | |
| | |process of making their favorite |Students create own similes using main | |
| | |food/snack. |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. | |
Flow map for day 1.
| |
|Day 1 |
|Literacy 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 visualization |
|Connections between Literacy Environments: |Cross-language strategies (if applicable) |Dictado: |
|Cultural Relevance | |Student vs. Teacher |
|Current/Common Familiar Events |Asi se dice (future tense) | |
|Bilingual Texts-My Diary from Here to There | |Teachers and students have similarities and differences. They are similar because |
|(Anchor text) | |they both spend the majority of their days at school. Students complete homework; |
|From North to South | |on the other hand, teachers grade assignments. Both have jobs that are equally |
| | |important to their school environment. |
| | | |
| | |Teaching points: |
|Functions: Describing people, places and | |Compare/contrast transition words |
|things, making predictions (visualizing) | |Cognates: similarities, differences, majority, complete, equally, important |
|compare and contrast | |Semi-colon-compound sentence |
| |Spanish Literacy |Literacy-based ESL |
| |Oracy Objectives: Students will be able to describe a places and things with |Oracy Objective (s): |
| |descriptive language. |Students will be able to discuss similarities and differences between characters and|
| |Dialogue: |events in two texts. |
| |Todos los días: | |
| |¿Cuáles frases ayudan a describir __________? |Dialogue: |
| | | |
| |¿Cómo describiríamos _______? |Sentence Structures |
| | | |
| |lunes |I ____ and ____ both _______________. |
| |¿Alguna vez has tenido que mudarte de un lugar a otro? |I Both ______________________________. |
| | | |
| |¿Fué difícil para ti? ¿Por qué? |EA ____ and ___ are similar because they both _______. |
| | | |
| |martes |EA ____ and ____ are different because _____ _________ and ________ ___________. |
| |¿Alguna vez has tenido que separarte de un familiar querido por un tiempo? | |
| | |ADV ____ __________; on the other hand/however, ______ ________. |
| |¿Qué fue lo más difícil durante la separación? | |
| | |ADV A notable difference between ____ and _____ is ______ _____________;whereas, |
| | |________ _______________. |
| | | |
| |Vocabulary: Day 3 |ADV ____ is _________ as opposed to ______. |
| |colores | |
| |texturas |Vocabulary: |
| |formas/ |compare/contrast transition words |
| |figuras |Examples include: similarly, both, in the same way |
| |tamaños | |
| |ambiente |On the other hand, however, on the contrary, whereas, notable difference, in |
| | |contrast |
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| |Reading |Writing |Reading |Writing |
| |Approach: M S SG R C I |Approach : M S C I |Approach: M S SG R C I |Approach M S C I |
| | | | | |
|[pic] |¿Alguna vez has tenido que mudarte de| |Do a double bubble map comparing cats to |Model a compare/contrast essay using cat |
| |un lugar a otro? | |dogs |vs. dog. Include key compare/contrast |
| | | | |transition words. |
| |¿Fue difícil para ti? ¿Por qué? | |Use sentences structures above | |
| |Read My Diary from Here to There up | | | |
| |to page 15 using listen and sketch | |What are the differences or similarities | |
| |strategy focusing on places in the | |between a dog and a cat? | |
| |text that contain strong imagery. | | | |
| |Pages: 6 Paragraph 1; 12; 14; | |How is a dog different from a cat? | |
| | | | | |
| |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. | | | |
| |Approach: M S SG R C I |Approach : M S C I |Approach: M S SG R C I |Approach M S C I |
| | | | | |
| |Finish reading text continue to use |Possible Journal Responses: |Read Introduction and show map before |Create collaborative essay showing |
| |listen and sketch strategy. | |reading rest of text to establish |similarities and differences between |
| |Pages: 20 Luego en casa de Nana…con |¿Alguna vez has tenido que mudarte de un |geographical locations and the importance |Amada and her brothers. |
| |sus bolsas; 25 Eso de cruzar la |lugar a otro? |of El Centro Madre Assunta | |
| |frontera…todo el camino; 28 first | | | |
| |paragraph. |¿Fue difícil para ti? ¿Por qué? |Read From to South | |
| | | |Do double bubble map comparing Amada and | |
| |Ask and discuss the following | |her brothers from My Diary from Here to | |
| |question durin reading: | |There | |
| | | | | |
| |¿Alguna vez has tenido que separarte | |Dialogue: How is Amada different from her | |
| |de un familiar querido por un tiempo?| |brothers? | |
| | | |How are they similar? | |
| | | | | |
| |¿Qué fué lo más difícil durante la | |Use sentence structures above | |
| |separación? | |*Use Lines of Communication Oral Practice | |
| | | |Strategy | |
| |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, pull out | | | |
| |words that will fit into vocabulary | | | |
| |graphic organizer. Also solicit | | | |
| |words from students. | | | |
| |Approach: M S SG R C I |Approach : M S C I |Approach: M S SG R C I |Approach M S C I |
| | | |In partners, students do double bubble map| |
| |Fill in vocabulary chart using |Possible Journal Responses: |comparing Amada from My Diary from Here to| |
| |pictures and /or works of art. | |There to Jose in From North to South | |
| | |¿Alguna vez has tenido que separarte de un| | |
| |Ss practice forming complete |familiar querido por un tiempo? |Dialogue: How is Jose different from | |
| |sentences about the pictures/art | |Amada? | |
| |using words from the chart. |¿Qué fue lo más difícil durante la |How are they similar? | |
| | |separación? |Use sentence structures above | |
| |Fichero 40 | |*Use Busy Bee Oral Practice Strategy | |
| | | | | |
| |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 SG R C I |Approach : M S C I |Approach: M S SG R C I |Approach M S C I |
| | |Continue Fichero 40 | | |
| | | | |Students write their answers in their |
| | | | |journals. |
| | | | | |
| | | | |In partners, students write the |
| | | | |compare/contract essay between Jose and |
| | | | |Amada. |
| |Approach: M S SG R C I |Approach : M S C I |Approach: M S SG R C I |Approach M S C I |
| | | | | |
| |Así se dice: See chart below | |Students compare themselves to a character|Students write the compare/contract essay|
| | | |from a text previously read using a double|between themselves and a character from a|
| | | |bubble map. |text. |
| | | | | |
Cats vs. Dogs Sample Essay
By 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
Double Bubble Map Example
Amada from My Diary from Here to There vs. Jose from From North to South
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. |
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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 Extension
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.
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: 4th Grade
Literacy Squared®
Lesson Plan
Cuadros 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 formatting |
|Literacy Objective(s): Students will be able to identify main idea with supporting details specific to the text. |
|Connections between Literacy Environments: |Cross-language strategies (if |Dictado: |
|**Bilingual Text |applicable) |Birthday Parties |
|**Cultural Relevance |Baptism/Baptismo |I would prefer to go to birthday parties than any other celebration. They’re |
|**Literacy Objective(Main idea/supporting details) |Celebration/celebracion |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 |Oracy Objective (s): Students will be able to provide main idea and |
| |principal con evidencia en el texto. |supporting details about person/family connections to text. |
| | | |
| |Dialogue: |Dialogue: |
| |¿De qué se trata? ¿Qué es el tema? ¿Cómo lo sabes? |What are some family traditions/celebrations you have? |
| |¿Qué debemos ver en los foto? ¿Qué debemos leer en el texto? |What is a favorite memory you have? moment? time? |
| |¿Qué es una memoria que tienes con tu familia? |What is a celebration that you have coming up? |
| | |What takes/took place? Who was there? |
| |Language Structures: |Who? What? When? Where? Why? |
| |Debido a que _________, yo pienso que ___________. | |
| | |Language Structures: |
| |Se trata de _____________ porque ______________. |I remember when_________________. |
| | |My favorite family memory/celebration was ____________. |
| |Vocabulary: |I can’t wait for _______________________because______. |
| |tema, evidencia, idea principal, detalles de apoyo |It was _______ |
| | |This/That makes me think/reminds me of_____because ______. |
| | | |
| | |Vocabulary: special, memorable, entertaining |
| | |best, worst, most fun, greatest |
| |Reading |Writing |Reading |Writing |
| |Approach: M S SG R C |Approach : M S C I |Approach: M S SG R C I |Approach M S C I |
| |Entrevistas con Questionaire |Questionaire: Contesta las preguntas |Read Aloud: Introduction from Sandra |4 Corners Name Tent |
|Session 1 | | |Cisneros |Favorite food, pastime, animal, color,|
| |**Writing then Reading | | |about your family |
| |Approach: M S SG R C I |Approach : M S C I |Approach: M S SG R C I |Approach M S C I |
| |Text: Cuadros de familia |Modelar las respuestas de los |Text: Cuadros de familia |Model journal entry- |
|Session 2 |Escoje 3-4 dibujos del libro, |estudiantes. |Read aloud: About Author in back. |Brainstorm/Outline-Main Idea/Details |
| |preguntarles los preguntos de |Modelar como organizar la idea |Read aloud: Birthday | |
| |dialogue. |principal y los detalles |Discuss: Piñatas, |Interactive Journal Writing |
| |Approach: M S SG R C I |Approach : M S C I |Approach: M S SG R C I |Approach M S C I |
| |Text: En mi familia |Modelar/Independiente |Text: En mi familia |4 Square Graphic |
|Session 3 |Barbacoa para cumpleaños |Mindmap: Conexion con el text. |Observation of picture: The Birthday |-Celebration |
| |Discutir el dibujo | |Barbeque |-Favorite food |
| |Leer el texto |Repasar la idea principal y los |Prediction |-Job/Role |
| | |detalles de apoyo |Reading |-Special family activity |
| |Approach: M S SG R C I |Approach : M S C I |Approach: M S SG R C I |Approach M S C I |
| |Leer 2 memorias, identificar la |Modelar como organizar la idea |Personal Connection memory: |This story reminds me of…4th July |
|Session 4 |idea principal y detalles de |principal y los detalles con Ventosa: |Sentence/Question Frames |because ….strawberry shortcake. |
| |apoyo |solo dibujo | | |
| | | |Watermelon Picture: Main idea/Details |Model: Outline |
| | | | | |
| | | |Watermelon: Read aloud |Independent: Outline |
| | | |Compare observations/predictions to | |
| | | |text |Dictado |
| |Approach: M S SG R C I |Approach: M S C I |Approach: M |Approach: I |
| |Bookmobile Talk |Autobiografia-Organizador de |Discuss: I remember and/or |Journal Writing- |
|Session 5 |Como escojer un libro, |informacion asi mismo | |Students use outline to write about… |
| |recomendaciones de sus | |Partner: Similar memory |The story Watermelon reminded me of… |
| |companeros, una lista de libros | | |~who was there |
| |que quieres leer | | |~what you did |
| | | | |~why it was special |
| | | |Biography: Graphic | |
| | | | | |
|Session 6 | | |Catagories-Carmen Lomas Garza | |
-----------------------
Sniff other animals when meeting
DOG
CAT
Carnivore
Live outside or in house
Wild or domesticated (pet)
Have litters
Has fur/hair
Barks/growls
Purrs/meows
Goes outside to to go to the bathroom
Uses Litter box
Owner gives it a bath
Cleans itself by licking
Slobber
Can be a service animal
Like to lay on beds or on owner’s lap
Has to go to a vet once a year
Lives in a pack in the wild
Run from intruders or strangers
Jose
Amada
Parent forced to leave family
Lived in San Diego, CA
Mom was deported and lived in Tijuana
Could visit mom
Boy
Only child
Excited to see mom
A girl
Moved alot
Lived with family members
Dad left to work in California
Has three brothers
Nervous about moving
Lived in Mexico near the border
A family member(s) was waiting for documentation papers
Waited for family to be reunited
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