Descriptors for Literacy Squared Weekly Lesson Plan
Week of 7/8/13 Teachers: Craig, Wolf, Green School Summer Academy Grade _3_
Standard/performance indicator:
R.L. 3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects
of a character setting).
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
S.L.3.4 Report on a topic or text, tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.
L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Literacy Objective(s) Students will use the text and their own experiences to create a personal narrative about a special trip they have taken. Students will
include figurative language to effectively describe descriptive details within their story and include illustrations to portray these details.
Connections between Literacy Environments:
* Bilingual texts
* Genre study: Realistic Fiction
*Personal Narratives
Cross-language strategies (if
applicable)
Figurative language
Salir como relámpago
Nos disparamos como cohetes
Regresamos sin aliento
Synonyms
Dictado:
See attachment #1 for English and Spanish Dictado
Teaching points:
Capitalize proper nouns, use of comma between city and state,
cognates, use of e before a word that begins with I in Spanish,
adjectives to describe setting.
Antonyms
Spanish Literacy
Literacy-based ESL
Oracy Objectives:
Students will listen to the teacher read the story to visualize and sketch the setting
with details.
Students will use Structured dialogue along with figurative language, and
vocabulary from the story to describe their visualization of the setting.
Oracy Objective (s):
Students will recount Chave’s Memories story using the
language structures provided. Using the “show me not tell me,”
for instance instead of saying she is sad, you could say tears ran
from her eyes.
Dialogue:
Dialogue:
¿Haz hecho alguna vez un viaje muy especial/ o visitado un lugar con tu familia?
Yo visité _______________.
¿Por qué fue especial? Fue especial porque _____________.
¿Cómo era el lugar? El lugar era _____________.
¿Cuáles fueron tus emociones al llegar a ese lugar? Yo me sentí ____________
porque ____________.
Why was Chave so excited about the trip? Chave was excited
because____________.
As they approached the Burrita Ranch, what did Chave see?
Chave saw ___________.
When they arrived at her Grandma’s house, what was the first
game she played with her cousins? Chave played
____________.
Language Structures: Use process grid
Para apoyar como procesar el vocabulario en la mente.
What do you think the Ranch smelled like? La Burrita Ranch
smelled like __________ because ______________.
How would you describe Venancio’s character? Venancio is
____________ and I know this because in the book it said that
___________.
Yo pienso que el autor decidió usar la palabra _________ porque
____________ en vez de usar _________ porque ____________.
En mi opinión, el significado inferido de la palabra ___________ es
________________ porque __________________.
Vocabulario: traqueteado (p.2), cuesta abajo (p.8), pastor (p.9), diestros (p.10),
loma (p.3), aljibe agua potable (p.3), portón (p.7).
Language Structures:
Sequencing for Beginning levels: First, __________ went
________. Then, __________. Next, __________ they
__________. Finally, the family ___________.
Sequencing for Intermediate: In the beginning, __________.
Just after they arrived ___________. Then they
______________. Before __________ they ______________.
In the end, __________.
Vocabulary: bumpy, eyelashes, hilltop, well, shepherd, supper,
enchanted, downhill, rural, gate, skillful
M
O
N
D
A
Y
Reading
Approach: M S SG R C I
Text: Los recuerdos de Chave
1.Presentar los objetivos/metas de la lección.
2. Presentar el vocabulario.
3. Leer la historia.
Writing
Approach : M S C I
Teacher uses a process grid to
begin a Cognitive Content
Dictionary of vocabulary. See
picture above for a visual of
the process grid.
Reading
Writing
Approach: M S SG R C Approach M S C I
I
Text:
Go over learning objectives
of the week .
Read aloud of Chave’s
Memories, frontloading
vocabulary, explicitly
teaching vocabulary using
picture/ word cards and
focusing on elements of the
setting of La Burrita
Ranch.
Begin to ask the dialogue
questions.
Lotta Lara:
Comprehension questions
in dialogue form.
What are three things
Venancio is good at?
Who are Venancio’s
friends?
At what time do you think
they gathered?
Lotta Lara: Review key
vocabulary: dusk, the ranch
hand, supper, storyteller,
gathered
Echo, Choral, Independent
T
U
E
S
D
A
Y
Approach: M S SG R C I
Text: Los recuerdos de Chave
1.Se presenta los objetivos/metas de la lección.
2. Lectura interactiva de las páginas marcadas
que contienen el vocabulario. Las paginas están
marcadas en la lista del vocabulario.
Approach : M S C I
Approach: M S SG R C
I
Teacher will add to the
Text:
Cognative Content Dictonary
Review learning objectives
and students will write in their of the week. Finish reading
process grid after whole class text.
discussion(use picture
Go over list of words/
vocabulary cards here after the evidence from text of how
inferred meaning is said).
we described La Burrita
Ranch.
W
E
D
N
E
S
D
A
Y
Approach: M S SG R C I
El maestro visita el texto y lee los parrafos
donde vienen las oraciones con el lenguaje
figurativo los escribe en un papel:
Salir de ella como relámpago
Regresamos a la casa sin aliento
Disparamos como cohetes
Explicar cómo estos ayudan a hacer la historia
más interesante.
Approach : M S C I
Fichero 6 Mi propia historia
(modificado)
Empezar a contestar las
preguntas básicas sobre su
evento especial. (Escritura
Previa)
¿Con quién fuiste?
¿Qué hiciste?
¿Dónde fuiste?
¿Cuándo fuiste?
¿Por qué fuiste/estuviste?
¿Cómo te sentiste al llegar y a
la despedida?
Los estudiantes van a
compartir con un compañero
acerca de un lugar muy
especial que visitaron. Los
estudiantes usaran las ideas
compartidas para escribir su
propia historia usando el
proceso de la escritura.
Lotta Lara
Approach: M S SG R C
I
Text:
Review learning objectives
of the week.
Review elements of a story
using story map.
As a class complete Story
Elements Chart (see
attachment 3)
Students pair share and
discuss and give ideas to
complete class chart
verbally.
Lotta Lara
Approach: M S C I
Students choose two of the
dialogue questions to elaborate on
and they do GIVE ONE GET ONE
for ELD
Approach M S C I
Students will work collaboratively
to complete a story map in writing.
Students will refer to Story
Elements Chart.
T
H
U
R
S
D
A
Y
Approach: M S SG R C I
Approach : M S C I
Repasar lenguaje figurativo del cuento e
introducir símiles y metáforas usando la lección
espanol3 de la SEP páginas 51-53.
Como clase hacer una lista de
símiles, metáforas y lenguaje
figurativa. Los alumnos deben
escoger por lo menos uno para
incluir en su historia.
Students use these sentence
frames to write their own
Narrative.
Qué especial para nosotros era
ir a __________________.
Fue muy divertido
porque________. Fui con
__________. Fuimos en
________ (cuando).
Al fin llegamos a
__________. Nos recibieron
_____. Me sentía ________.
Approach: M S SG R C
I
Text:
Lotta Lara
Finish writing if not yet
complete. Practice reading
the sequencing paragraph
they have previously
written with their partner.
Use clock appointments to
read to another
person.(ELD)
Approach M S C I
Do before reading practice
Using above language structures
and previously done story map,
students will write a detailed
summary of Chave’s Memories
including learned English
vocabulary (written above).
El lugar era ________.
Después ___________.
También___________.
Luego_____________.
Ya que cayó la tarde _____.
Al recordar esta
visita/viaje/evento me hace
sentir __________.
Los estudiantes continuaran
revisando y editando su
historia con un compañero
para dar y recibir ideas y
apoyo. Esto puede tomar de 23 días de acuerdo a las
habilidades de los estudiantes.
F
R
I
D
A
Y
Approach: M S SG R C I
Text:
Estudiantes pueden leer sus narrativas
personales con un compañero.
Approach : M S C I
Los estudiantes continuaran
revisando y editando su
historia con un compañero y
después tendrán una
conferencia con la maestra
para después publicar la
historia. Los estudiantes
compartirán su historia final
con la clase en un formato de
“Author's’ Chair”.
Make an illustrated class
book using the sequence
paragraph the students have
created and have practiced
all week.
Reading:
M- Modeled S – Shared
SG- teacher led Small Group R – Repeated reading/Lotta Lara
Writing:
M- Modeled S- Shared
C- Collaborative
I- Independent
C- Collaborative
Approach : M S C or I
Students work in partners to fill in
a cloze paragraph (see file) using
the learned vocabulary in a context
outside of the story Chave’s
Memories (this can double as a
vocab quiz)
I- Independent