Date(s): 2/19/13, 2/21/13 Grade Level: 7 Class: Spanish Language Arts Topic: Literary Analysis of El Dador, chapter 1 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:

1. 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? 2. 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? 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 Hook: una oracin al principio del captulo que nos atrae, que nos interesa, nos invita a seguir leyendo. Cliffhanger: una oracin al final del captulo que nos deja confudido, asustado, sorprendido, etc y nos invita a leer mas. Building Background & Assessing Prior Knowledge: Refer to vocabulary poster to show students hook and cliffhanger, ask students if they can guess what these terms mean based on how they sound (i.e. What does a hook do? What do you think could leave us hanging of a cliff when we are reading?) Guide students toward definitions, write down on the projector. Why are these literary elements important? Think about how you see hooks and cliffhangers on television shows. (Teacher can provide 1 or 2 examples, ask students to provide others. Cold call if lack of participation.) Tell students that we will be looking for hooks and cliffhangers in the first chapter.

Activity: Read chapter 1 (teacher reads first half aloud, students read second half on their own) Take notes using format Have students break up into small groups, have students answer the following prompts for chapter 1 (in composition notebooks): Identify the hook in this chapter. Explain why your group thinks this is the hook./Identifica el hook en este captulo. Copia la oracin o las oraciones literalmente del libro y explica por que tu grupo escogio esta respuesta. Identify the cliffhanger in your assigned chapter. Explain why your group think is the cliffhanger./ Identifica el cliffhanger en tu capitulo. Copia la oracion o las oraciones literalmente del libro y explica por que tu grupo escogio esta respuesta. (On the projector, model that students will write the prompt, the sentence or where to find it in the book, followed by their explanation.) Closure: Bring class back together and ask for representatives from each group to come to the front of the class to share their groups' findings in a panel of Literary Experts. Ask other students for questions or comments, provide feedback. Pre-Assessment: Writing quiz on key vocabulary every 2-3 chapters.

Formative Assessment: 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:

-Students had not yet started to read chapter 2, so we focused only on chapter 1. This worked well because it gave students a common point of reference. -Really enjoyed walking around and checking in with each group to check for understanding. Helped me feel more connected to the students, be more aware of their needs. -Student representatives from each group presented answers in Panel of Literary Experts in front of the class. Students seemed to enjoy this format. -Don't rush students when they are copying notes into their composition notebookstakes them awhile. -Provide written definitions of hook and cliffhanger, additional instructions before asking students to

divide themselves into small groups. In the future, make sure to have these definitions prepared beforehand so it doesn't take time away from activity.

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 questions for this chapter are At what time in the story did you become aware that you were reading science fiction? What clues suggested this? and What aspects of life in the community appeal to you? What seems unappealing? The first requires them to think about their own experiences as readers, even though it requires a more definitive answer. The second is asking for their own opinion, but also requires them to have a basic understanding of how the community in the book works. The first activity for this lesson was reading and taking notes on Chapter 1, which I scaffolded by reading the the first half chapter out loud, then guiding students in identifying the main points for setting, characters, plot, and theme and writing them on the projector. In the second activity, I divided students in to small groups, in which they all had to identify what they thought the hook and cliffhanger were and explain why. This gave them an opportunity to use the language and learn from each other while I walked around to answer questions and monitor progress. In the end, one volunteer from each group came up to share their findings in a panel of Literary Experts. This was another opportunity for students to learn from each other, even if they were in different groups.