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Subject/Grade Level: Spanish III

Unit Topic: “Mi caballo mago”


Lesson Goals: Students will learn new vocabulary. They will analyze and evaluate a short story
by Sabine Ulibarrí while applying the learned vocabulary. They will also respond to a
questionnaire to demonstrate their understanding of the text.
Lesson title/topic: Análisis y comprención de lectura
Estimated length of lesson: 1 week

TEKS Standards:§114.41. Level IV, Intermediate Low to Intermediate Mid Proficiency.


(c)Knowledge and skills.  (1)  Interpersonal communication: (A)(B)(E)(F); (2)Interpretive
communication: (A)(B)(C); (3) Presentational communication: (C).
Learning Objectives: Students will apply their prior knowledge, apply key vocabulary, analyze
and evaluate the text “Mi caballo mago,” demonstrate understanding of the reading.
Academic Language: Aliteración, Anáfora, Asíndeton, Conjunción, Polisíndeton, Símil,
Sinestesia.
Grouping: Whole class and individuals

Materials: Google Meets, Google Classroom, Nearpod  


Resources: Abriendo Puertas (pgs. 580-587); My HRW HoltMDougal
https://my.hrw.com/tabnav/controller.jsp?isbn=9780547877372  
Connections to Other Subjects: English, students will go over different rhetorical figures.

Instructional Procedures: 
-Students will learn and take notes on new vocabulary terms and few examples that will guide
them to better understand the concepts.
-Prior to the reading, students will participate on an activity where they will receive some
information about the author and the reading.
-They will then be introduced to the reading “Mi caballo mago” through an image.
-The students will use this image and they information they have received to make a prediction
of what they think the reading will be about.
-They will have a moment to look at the image, and then they will share their prediction by
writing a short response in a collaborative board. All of their responses will be visible to the
whole class and some of them will be discussed.
-We will start to read a section of the text and analyze it to identify the rhetorical figures as a
class.
-As an exit ticket, students will participate in “Time to Climb,” which is a game-based learning
activity, where they will answer questions related to what was covered during the lesson.
-Once we have finished reading and analyzing “Mi caballo mago as a class, students will work
individually in a questionnaire to demonstrate their understanding of the text and vocabulary.

Assessment:
Formative assessment- collaborative board, students will participate in “Time to Climb.”
Summative assessment- once the reading and the analysis/evaluation of the text is completed,
students will respond to a questionnaire to demonstrate their understanding of the text.
Accommodations/Modifications/Enrichment:
Use of modeling- students will get to look at an example provided by the teacher which will
guide them to identify the rhetorical figures in the text.
Use of visual to make the main topic of the text clearer.
Emphasis on key vocabulary.
Variety of questions (multiple choice questions, discussion questions, interpretative questions)
Check for understanding- at different points during the lesson, we will check on students to
verify that they understand and no one is falling behind.
Provide sufficient time for students’ responses.