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Date(s): 2/28/13, 3/4/13 Grade Level: 7 Class: Spanish Language Arts Topic: Literary Analysis of El Dador, chapter 4 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: Why do you think life in this community occurs without conflicts?/ Pr qu crees que la vida en la comunidad transcurre sin conflictos? 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, birthmothers, life assignment, status, chastisement, caregivers, rites and ceremonies Literary Analysis: foreshadowing, allusion Building Background & Assessing Prior Knowledge: Review what happened in chapter 3 based on notes and writing activity responses Review hook and cliffhanger (to eventually connect to foreshadowing) Talk about meaning of Gabriel. (Gabriel era un arcangel de Dios, llevo mensajes importantes de Dios a los humanos, es sensitivo y obediente, su nombre significa fuerza de Dios Introduce foreshadowing and alusion.

Have students do writing activity for Chapter 3: Apply the literary strategies of foreshadowing and allusion which the author uses in naming the newborn, Gabriel. Why did the author choose this name? What do you think will happen with this character?/ Aplica las estrategias literarias de foreshadowing y alusion, las que usa la autora para nombrar al recin nacido. Pr qu escogio esta nombre? y Qu piensas va a pasar con este personaje? If all students have finished reading and taking notes, ask them to share what they have in their notes before beginning Chapter 4. Activity: Read Chapter 4 and take notes. Read aloud for first few pages. On projector, model taking notes on one or two important points, then have students read silently and take notes on their own. Walk around to answer any questions and make sure students are on task. Closure: Whether or not all students have finished reading and taking notes, call on students to share what they wrote down as they read. Teacher can add these to the notes she began to model at the beginning of class, project on board so all students can follow along and write down what they may have missed.

If enough time, ask students to do writing activity for Chapter 4-Why do you think life in this community occurs without conflicts? Explain your answer. / Pr qu crees que la vida en la comunidad transcurre sin conflictos? Explica tu respuesta. (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: Because mentor teacher was asked to step out while teaching previous lesson, students were not able to get through all of chapter 3. Spent about 10 minutes reading the last few pages aloud to students, then reviewed hook and cliffhanger. Covered meaning of Gabriel's name and discussed significance of Jonas' and Gabriel's blue eyes. Stepped out to debrief with university supervisor, mentor teacher began to cover foreshadowing and alusin. Students seem pretty clear on these terms, but more review and text connections needed in next class. Next class we will begin reading chapter 4 following this lesson plan. 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 the same for chapter 3: birthmothers, life assignment, status, chastisement, caregivers, rites and ceremonies, allusion and Gabriel. 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 status, chastisement, life assignment, and rites and ceremonies. 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 Why do you think life in this community occurs without conflicts? I chose this question because at this point in the novel, the author is beginning to reveal that life in the community is not as ideal as we might have originally thought. My students were also catching onto this, so I wanted to push them to think about why there are no conflicts in the community and why a life without conflicts may not necessarily be good. The connection to their own life is more implicit, but students will naturally compare the community in the book to their community because that is their main point of reference for making judgments about what should or should not be.

The activity for this lesson was reading and taking notes on Chapter 4. I read the first couple of pages aloud, then asked students to finish reading on their own. When they finished, I helped them take notes on the setting and characters, then asked them to finish taking notes on their own, without a list of question to guide them. I walked around to answer questions and give feedback. When students finished, we went over our notes as a class. I called on volunteers to share what they wrote down, then recorded their answers on the projector so other students could write down what they had missed. After this, students answered the essential question in their notebooks and volunteers shared their answers. Every part of the activity was designed to help students learn from each other; I was merely the facilitator of the discussion. The individual work was much more self-guided, so students' were also more responsible for generating the main points that we focused on.