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. Next class: students answered essential question in their notebooks. Chose a few students, then had other students guess what mission they would have chosen based on their personal characteristics. Then the students I called on originally revealed what they actually chose. Students had fun doing this. Rationale: My mentor teacher and I chose El Dador (The Giver) as the focus of this unit because it is about a 12year-old boy coming of age in a utopian (eventually, dystopian) community. Our 7th grade students are all around that same age, beginning to take on more responsibilities in their own community, so they will be very likely to relate to the main character and engage with the plot. The standards and objectives are the same for the entire unit. Truly understanding how to be a good reader requires deep comprehension of all the literary elements that are highlighted in the standards and objectives. I work toward hitting and assessing those concepts in each lesson, so that students will be proficient by the end of the unit. I assess students' progress towards proficiency in several ways, trying to balance low- and higher-stakes forms of assessment. The pre- and post-assessments are quizzes on the key vocabulary for every 2-3 chapters. Students have only been required to correctly define each vocabulary word, but for future lessons we also are requiring students to identify parts of speech and write sentences for each word. For every chapter, students are required to take notes on setting (physical and moral), characters, plot, and theme (community, bravery, and death.) We review their notes and key vocabulary through small group and whole class discussions, for which I take anecdotal notes and tally participation. Additionally, each lesson has a different essential question, which students write an answer for at the end of every chapter. These questions, as well as the key vocabulary, are designed to help students make connections to their own lives. I collect students notes and writing responses after every lesson and provide them with written feedback. If I notice that several students are making the same mistakes, I go over them with the entire class, providing anonymous examples and non-examples. The key vocabulary words for this lesson were: community, norms, Ceremony of Twelve, Nurturer, release,
sameness, telling, utopia, hook, and cliffhanger. While all of these help students to better understand literary elements and events in the story, several are also words that students could apply to their own lives, such as community, norms, and sameness. This is particularly important for ELLs, who are more likely to learn the language if they can see its relevance in their own lives. The essential question for this lesson was What

personal characteristics do you have? Based on these characteristics, what mission would someone in this community choose for you? This was an opportunity for students to picture themselves in the narrative while also thinking about their own talents and career choices. This an especially great activity for middle school students, who are seeking more autonomy and individuality and may be beginning to think more seriously about their futures. The primary activity for this lesson was reading and taking notes on chapter 2. I read the fist half of the chapter out loud as students followed along, then guided them on taking notes for the setting (physical and moral), characters, plot, and theme (community, bravery, death). This will prepare students to eventually be able to read and take notes on their own. After this, students answered the essential question in their notebooks. Afterward, I called on a few students and asked their peers to guess what they though their missions would be based on their personal characteristics. Then the students I called on would reveal what they chose for themselves. This was a fun and engaging way for students to use the language and learn from each other.