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Lesson
3
Class description: Spanish IV; High school, grade 12;
Spanish course; this course is entirely elective; prerequisite for this
course is Spanish III; achievement range is average and above average
Unit: Art of Latin America and Spain
Topic: Diego in Spanish
Unit Goals:
1. Experience the artwork of the countries
2. Gain knowledge of at least one artist
3. Describe one piece of art and its relevance
Lesson Objectives: The students will:
1. Read the selection in Spanish and fill out the graphic organizer
2. Add the appropriate information to their graphic organizers
3. Retell the story is Spanish
Performance Assessment:
1. Completed graphic organizer for the reading
2. Information added to the GO for Diego Rivera
3. Participation in class
Reading Type:
reading to be informed (It's fun too!)
Macrostructure Thinking
for Reading: Description
Materials:
-Reading created by teacher
-Graphic organizer for the particular reading
-Graphic organizer of continued use
-the book Diego
Procedure
I. Readiness:
a. Motivation: On the board are written several words in Spanish
including: el arte, las artistas, latino Americano, Espanola.
“What can you already tell me about these things? What do they
have in common?”
-These words are all words that we have been talking about lately, but
this time, they are in spanish
“You have been doing so well in your studies of the
art of Latin America and Spain, but now it is time to do some reading
about the topic in Spanish."
b. Tapping and Developing Background of Experience: "Yesterday
you learned a little about Rivera, Orozco, and Siqueiros and some of
their works of art. Today we are going to do a little reading in Spanish
about Diego Rivera."
c. Concept development: "There might be several
words in this book that you do not know. In fact, unless you have read
the book before and learned all of the words, there are words in here
that I have not taught you. You all know that one VERY important thing
about reading in Spanish is that you do not have to know every word
you read to understand, and if you try to know every word, you will
probably go crazy. There is a new reading strategy that I am going to
teach you that will help you get through the reading."
d. Purpose-for-Reading: "You are going to
be reading today to learn a little more about Rivera and his early life.
So you are reading to be informed on Rivera and so that we can keep
up our reading in Spanish."
II. Silent Reading: “You are going
to read this selection by yourselves. I am going to teach you a very important
reading strategy that we have not learned in Spanish yet, that will help
you if you decide to go on in Spanish after high school. There are several
steps to this particular reading strategy and I am sure that you know
most of them or have used most of them, maybe just not in his order.”
The teacher goes on to explain
the particular reading strategy.
Step 1. Skim the text
a. Read the title. Define any words you do not know. What does the title
suggest about the content?
b. Glance over the pictures and make a prediction on what you think the
text could be about.
c. For the first reading, ignore any words in the text that you do not
know.
d. Look for the information that answers the following questions: Who?
What? (events, actions—focus on the verbs) Where? When? How? and
Why? (the motives, causes)
e. Read the comprehension questions that follow (if any), looking for
the elements of the six questions in step 1.e. This is a shortcut because
the questions will have condensed information from the text.
f. For each paragraph, in the margins or on another paper, write a few
words about the impression that you get about what the content is. Answer
this question: What’s happening here?
Step 2: Read everything again
a. Look for and define any words you did not know before that appear at
least three times in the text, as these words probably are pertinent to
the overall meaning of the text. Be sure to include all forms of the same
word, for example morir – muere – muerto (to die, dies, dead).
b. After defining the new words, adjust and amplify your first impressions
that you wrote in the margins. You will have a better idea about what
is going on.
Step 3: The third reading
a. Read everything one more time.
This step is important because after the second step and the resulting
understanding, you can pick up more information, double-check your assumptions,
and try to make sense of it all.
"Ok, go ahead
and read the story, and while you are reading, I want you to use this
new strategy to help you in reading the story. I have a printout of the
reading strategy for you to use to make notes for help along the way."
Differentiation
of strategy
Lower
group
Middle
group
Advanced
group
III. Discussion: "What were some of
the words you ended up looking up?" Student responses
will vary. Examples may be siquiera, cabana, siblo. Did looking
up those words change any meaning to the story for you? Did you learn
anything new about Diego Rivera? What did you learn that you did not know
yesterday after the art chart presentation on him? How do you think Diego
Rivera's life had changed what he thought about art?"
Student responses will vary.
IV. Rereading: "I want you to skim through
your notes about what you read. For tomorrow, you need to summarize what
happened in the story for me. It does not have to be long. It does have
to be in Spanish. The reason that I want you to do this is so I can see
what you understood using your new reading strategy! You can have the
rest of the hour to turn this in to me. I especially want you to think
about new information you gained about Rivera from the book."
V. Follow-up (Reinforcement): "Where
there any things from the book that you did not find out yesterday about
Rivera? You need to add those to your art chart also. Before we leave,
luckily for you guys I have the book in English and we are going to read
it for fun! You will be able to see how close you got on what you got
out of the story in Spanish!" Teacher reads the story
in English.
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