Week of ______________________ Teacher_____________________ School____________________ Grade ____
Standard/performance indicator:
4.RL.3 – Describe in depth a character, setting, or event in a story, drawing on specific details in the text (e.g. character’s
thoughts, words, or actions). 4.LL.3 - Describen en profundidad un personaje, escenario o acontecimiento en un cuento u obra de
teatro, basándose en detalles específicos del texto.
Literacy Objective(s)
Students will be able to describe in depth a character in a story, drawing on specific details in the text.
Connections between Literacy
Environments:
Genre – Biography
Cross-language strategies (if
applicable)
Lotta Lara
Dictado en español: Juana Inés Juana Inés era alegre y
juguetona, a veces pensativa y soñadora. De alma aventurera
y apasionada; se entretenía cantando viejas tonadas. Es que
era tan curiosa la niña aquella.
Materials:
JUANA INÉS por Georgina Lázaro;
SONIA SOTOMAYOR by Jonah Winter
English Dictado: My Nice Day After the movie, we briskly walked
outside and headed home. Before we went inside, we rapidly wiped
our feet. I ran upstairs and was quite tired. So, I relaxed on my bed and
took a nap. When I awoke, my mom lovingly brought me some hot
chocolate. What a nice day!
Teaching points: character traits , capitalization, punctuation
Teaching points: adverbs, sequencing, punctuation
Spanish Literacy
Oracy Objective(s):
Students will be able to describe Juana Inés using specific
details from the text.
Literacy-based ESL
Oracy Objective(s):
Students will be able to sequence the events in Sonia Sotomayor’s life
using specific details from the text.
Dialogue:
A. ¿Cómo era Juana Inés de niña?
Dialogue:
A. Where did Sonia Sotomayor grow up?
B. ¿Qué curiosidades tuvo Juana Inés de niña?
B. What profession did Sonia Sotomayor strive to pursue?
C. ¿Qué logró hacer Juana Inés aun con todos sus
obstáculos?
C. What three steps did Sonia Sotomayor take to accomplish her
dream?
D. ¿Cuáles fueron los desafios que Juana Inés enfrentó?
Language Structures:
A. De niña Juana Inés era ________________.
Juana Inés era _____________ de niña.
Language Structures:
A. Sonia Sotomayor grew up in _________________.
B. Sonia Sotomayor strived to become _____________.
B. Unas de las curiosidades que tuvo Juana Inés de niña
eran ___________ y ___________.
___________ y ___________ eran unas de las
curiosidades que tuvo Juana Inés de niña.
C. Juana Inés logró hacer _____________________.
D. Los desafios que Juana Inés enfrentó fueron ______.
Vocabulary:
 curiosidades
 desafios
 obstáculos
 lograr
Reading
Writing
C. Initially, Sonia _____________. Eventually, she _________.
Finally, Sonia Sotomoyer _______________.
Vocabulary:
 profession
 strive
 pursue
 steps
 accomplish
 initially
 eventually
Reading
Writing
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Week of ______________________ Teacher_____________________ School____________________ Grade ____
Standard/performance indicator: English Literacy: EL.04.LI.06: Use knowledge of the situation and setting and of a character's traits and
motivations to determine the causes for that character's actions. Spanish Literacy: EL.04.RE.26: Distinguish between cause-and-effect and
between fact and opinion in expository text. Note: This is a narrative text. EL.04.WR.14 Create interesting sentences using a variety of
sentence patterns by selecting words that describe, explain, or provide additional detail and connections. EL.04.WR.05 Use the writing
process--prewriting, drafting, revising, editing, and publishing successive versions.
Literacy Objective:
English: Students will use their knowledge of the situation and setting of the story to identify why the main character acts in a certain way
Spanish: Students will identify examples of cause and effect throughout the text
Connections between Literacy
Cross-language strategies (if
Dictado:
Environments:
applicable)
Dichos de mi mamá
Cultural Relevance
Use of Spanish key words in
Cuando era pequeña, mi mamá siempre usaba dichos. Por
Bilingual Text-Chiles for
English text.
ejemplo, a veces decía, “Barriga llena, corazón contento”. Lo
Benito/Chiles para Benito
Así se dice
Functions:Cause and effect,
describing actions, making
predictions about motivations for
actions.
Spanish Literacy
Oracy Objectives:
Students will be able to make cause and effect statements based
on events occurring in the text.
Dialogue:
Language Structures
Day 3
_________________. Por lo tanto, __________________.
Causa
que significa, que te sientes bien después de comer. Otro de
sus dichos favoritos era, “Camarón que se duerme, se lo lleva
la corriente.” Pero el que más me gustaba escuchar era,
“Querer es poder”. ¿Y tú? ¿Tienes un dicho favorito?
Teaching points: a veces, ll, question marks in Spanish. Cognados:
significa/signifies, favoritos/favorites, corriente/current.
Literacy-based ESL
Oracy Objective (s):
Students will be able to discuss Benito’s actions and what the
motivation behind each is.
Dialogue:
Why did __________ __________?
(Character)
(Action)
you were
What did ______ do because (he/she was / you/they were _______?
(Character/person)
(Character trait/feeling)
Efecto
_________________.Por tal motivo, __________________.
Causa
Efecto
_________________. Por consecuencia, __________________.
Causa
Efecto
Language Structures:
Because/since _________ was ____________________,
(Character)
(Character trait/feeling)
__________ ___________.
(pronoun)
(action)
____________ was ____________, so/;therefore _____ _______.
(Character)
(Character trait/feeling)
(pronoun) (action)
Used in more academic/scientific setting:
_________________. Por consiguiente, __________________.
Causa
Efecto
Vocabulary:
Por lo tanto, por tal motivo, por consecuencia, por consiguiente.
Reading
Approach: M S SG R C I
Do a detailed picture walk
in Spanish discussing causes
for the character
traits/feelings by focusing
on the pictures.
Writing
Approach : M S C I
Vocabulary:
rummaged, plucked/plucking
Character trait
Examples/list of character traits. See example below.
Benito’s character traits/feelings: possible answers are greedy,
frustrated, trusting, desperate, overwhelmed, hopeful, pleased,
proud, determined, successful, hard-working, exhausted…
Reading
Approach: M S SG R C I
*Optional: have a character trait
list posted before starting the
lesson. Preferably, commonly
used traits.
Read a version of Jack and the
Beanstalk.
Read story aloud
Discuss Jack’s character traits
Writing
Approach M S C I
and feelings and what actions he
performed because of them.
Create a chart. (see example
below) Characterfeeling/character trait/action
Use dialogue and language
structures above
Think about a time when you
were [feeling/character trait].
What did you do because you
were [feeling/character trait]?
e.g. Because I was grumpy, I
gave my mom a bad look and
would not follow directions.
I was grumpy; therefore, I did
not get out of bed for school.
Have you ever been so upset that
you did something that you later
regretted?
Approach: M S SG R C I
Approach : M S C I
Approach: M S SG R C I
Approach M S C I
Discuss cause and effect
situation with the children
(e.g. ¿Qué pasaría si no te
cepillas los dientes?)
In partners, Ss write effects for
the following causes.
Read text aloud in English.
Identify the character traits and
feelings of Benito and his
mother and their actions and
write on the chart.
Si no me cepillo los dientes,
_________.
Si no lloviera, ______ y ______.
Students choose two character
traits/feelings from the chart and
write sentences using sentence
structures about themselves or
another character from other
story.
Write answers on a t-chart
and discuss cause and
effect. Remind students that
the cause occurs first.
Or Fichero 26 ¿Por qué?
Approach: M S SG R C I
Use language structures for
day 3 to discuss cause and
effect using text.
T fills out chart using input
from Ss. Refer to text.
See chart below.
Do first three whole group.
Next three with partner.
Come back together to fill
out those three. Then ask
students to complete last
two independently. Come
back together to fill out last
two after Ss complete their
work.
¿Qué pasaría si no lloviera?
¿Qué pasaría si no comes
saludable?
Si no como saludable, _____ y
________.
Stop and point out vocabulary
words to teach using context
clues.
Using Busy Bees strategy to
share their responses.
Students dialogue above.
¿Qué pasaría si asistes a la
universidad?
Si asisto a la universidad, _____
y ___________.
Approach : M S C I
Approach: M S SG R C I
Approach M S C I
Así se dice with sayings from
text. See below.
As a class create and sketch a
character.
For homework, students ask
their parents for common
sayings/dichos
On slips of paper, write studied
character traits for students to
pick out of a hat.
Using sentence structures above,
students will describe class
character with character trait
they drew.
Approach: M S SG R C I
Approach : M S C I
Approach: M S SG R C I
Approach M S C I
Ss independently fill out Causa
and Effect sheet. (See below).
Students share their sayings with
partners. Do Así se dice with
sayings from home.
Students draw their own
character and describe it using
three different character
traits/feelings and its actions
based on character traits.
Approach: M S SG R C I
Approach M S C I
If Ss finish early they can create
their own in empty cells.
Approach: M S SG R C I
Approach : M S C I
Fichero 55 using dichos
students shared on Thursday
during Lit-Based ESL.
Write a story about their
character.
Prompt:
Imagine your character traded
something for a magical _____.
Tell us about your character’s
adventure.
Writing can be taken through
the writing process.
See below for instructions on making chile ristras
Character
Tomasito from Featherless
Character traits/feeling
Persistent or enduring
Actions
went out into the soccer field and tried three times to make goals
using his head
Moody
drew a volcano, head down, arms crossed, he was disappointed
when getting the bird.
talked to him in the classroom and gave him a picture
asked him to be friends with her.
motivated him to be an active part of the soccer team.
described the houses and trees when flying.
dreamt of flying
sold the cow for beans
stole the golden goose
Marlena from Featherless
Encouraging, helpful, friendly
Lupita from Lupita’s
Papalote
Jack from Jack and the
Beanstalk
Imaginative















Honest
Light-hearted
Leader
Expert
Brave
Conceited
Mischievous
Demanding
Thoughtful
Keen
Happy
Disagreeable
Simple
Fancy
Plain
Desperate
Dishonest, disrespectful, greedy















Excited
Studious
Inventive
Creative
Thrilling
Independent
Intelligent
Compassionate
Gentle
Proud
Wild
Messy
Neat
Joyful
Strong















Bright
Courageous
Serious
Funny
Humorous
Sad
Poor
Rich
Tall
Dark
Light
Handsome
Pretty
Ugly
Selfish















Unselfish
Self-confident
Respectful
Considerate
Imaginative
Busy
Patriotic
Fun-loving
Popular
Successful
Responsible
Lazy
Dreamer
Helpful
Simple-minded















Humble
Friendly
Short
Adventurous
Hard-working
Timid
Shy
Bold
Daring
Dainty
Pitiful
Cooperative
Lovable
Prim
Proper















Ambitious
Able
Quiet
Curious
Reserved
Pleasing
Bossy
Witty
Fighter
Tireless
Energetic
Cheerful
Smart
Impulsive
Loyal
Causa y efecto
Before chart is filled in as presented to students.
Causa
Efecto
El papa de Benito murió.
Por lo tanto,
Benito plantó todas las semillas.
Por motivo,
Las plantas comenzaron a salir por todas partes.
Por consecuencia,
Benito decidió cortar las plantas una por una.
Por lo tanto,
Benito y su mamá ataron los chiles para que se secaran
con el sol.
Por motivo,
A los vecinos les entró la curiosidad al ver los chiles.
Por lo tanto,
El señor enseñó a Benito, a su mamá, y a los demás
cómo usar los chiles.
Por consecuencia,
Pía le llevo tres cubetas a Benito.
Por lo tanto,
Chart filled out with possible effects.
Causa
Efecto
El papa de Benito murió.
Por lo tanto, Benito tuvo que ocuparse de la granja
solito.
Benito plantó todas las semillas.
Por tal motivo, las plantas crecieron por toda la tierra.
Las plantas comenzaron a salir por todas partes.
Por consecuencia, los vecinos se quejaron.
Por consecuencia, Benito tuvo que cortar todas las plantas.
Benito decidió cortar las plantas una por una.
Por lo tanto, las manos le sangraron y le salieron ampollas en la piel
por el sol.
Por lo tanto, Benito estaba tan adolorido que casi no se podía
mover.
Benito y su mamá ataron los chiles para que se secaran
con el sol.
Por tal motivo, a los vecinos les entró la curiosidad y
preguntaron qué eran.
Por tal motivo, los chile se secaron.
El señor enseñó a Benito, a su mamá, y a los demás
cómo usar los chiles.
Por consecuencia, tuvieron un banquete de tamales,
frijoles, salsa roja y calabacitas
Pía le llevó tres cubetas a Benito.
Por lo tanto, Benito ordeño a Pía.
Así se dice
“morning light caressed her cheek”
“take her off your hands”
“giving you trouble.”
La luz de la mañana acarició su mejilla.
Quitarla de tu vista.
Causarte problemas.
“without a second thought”
“make a deal”
Sin pensarlo dos veces.
Hacer un trato.
“never looking back”
Sin mirar atrás.
“eyes playing tricks on [me]”
“take them for granted”
Mis ojos me engañan.
No valorar algo o a alguien.
Causa y efecto
Causa
Efecto
Recuerda usar una de las siguientes frases:
Por lo tanto,
Por tal motivo,
Por consecuencia,
No entregué la tarea.
Por tal motivo, llegué tarde a la escuela.
Estudié para el examen.
Por consecuencia, mi mamá me llevo a comprar un
helado.
Fuimos a una fiesta.
Por lo tanto, me resbale y me lastime.
No dormí bien durante la noche.
Por tal motivo, mis amigos me aprecian.
No desayune por la mañana.
Por consecuencia, mi mamá me castigó.
Character Traits and Describing Action Chart
Character
Benito’s Mother
Grandmother
Benito
Man with bird
*does not talk at beginning
Trait
Describing Action

thoughtful

brought Benito some beans
and water when he was
depressed in bed

comforting

said, “don’t worry. We’ll be
fine.”

creative

hung the chiles on a line to
let them dry

patient

didn’t get upset when Benito
complained

wise

relates story from the past to
the current situation

kind

spends time telling stories to
Cristina

frustrated/greedy/disobedient

traded cow for magical
seeds, planted all seeds to
have food and crop to sell

hard-working

watered seeds, hoed seeds,
plucked off insects, chopped
down plants

upset/depressed

could not eat, lay in bed

hopeful/hardworking

picked fruits all night long

curious

questions man about chileshow to eat them? name of
plant?

knowledgeable

tells about chili history and
shows how to use them
Circular 533
http://aces.nmsu.edu/pubs/_circulars/Circ533.html
Priscilla Grijalva, Extension Food and Nutrition Specialist
College of Agriculture, Consumer and Environmental Sciences New Mexico State University
This Publication is scheduled to be updated and reissued 12/01.
How to Make Chile Ristras
From mid-September until frost, green chile matures and turns deep red. New Mexicans have traditionally harvested
and strung red chile into colorful strings called ristras. The chile is allowed to dry in New Mexico's warm sun, then is
stored--still on the ristra string--for use in various tantalizing food dishes during the winter.
When making chile ristras, select freshly picked, mature, red chile pods. If the chile still has a slight green coloration,
put it in a cool, dark, but well ventilated place for two or three days. This will help it finish ripening and turn it a
bright red.
Green chile is not acceptable for making ristras. Because it has not reached maturity, green chile will only shrivel and
turn a dull orange color as it dries.
Allow red chile pods to set for two or three days after picking. This allows the stems to lose some of their moisture. In
the ristra tying process, stems often break if they are too fresh. Good ventilation is important in the final drying steps.
If fresh chile is bought in closed containers or plastic bags, take the chile out of the container or bag to avoid spoilage.
Materials needed
3/4 to 1 bushel red chile
Lightweight cotton string (package string)
Baling wire or twine
Begin by tying clusters of three chile pods on the lightweight string. To
tie clusters, hold three chiles by their stems, wrap the string around the
stems twice (fig. 1), bring the string up between two of the chiles, and
pull tight (fig. 2).
Fig. 1. Wrap the string around the stems of three chiles.
Fig. 2. Pull the string up tightly between two of the chiles.
Make a half hitch with the string and drop it over all three stems; pull the
string tight (fig. 3). Pick up three more chile pods, and, in the same
manner, tie another cluster about three inches above the first cluster.
Continue until there are several clusters of three chiles, or until the
weight makes it hard to handle. Break the string and start again; continue
tying until all the chile has been used.
Fig. 3. Make a half hitch over the three stems.
Suspend the baling wire or baling twine from a nail in a rafter or from a door knob. Make a
loop in the loose end of the wire (twine) to keep chile clusters from slipping off (fig. 4a). Some
people like to use a wooden peg or dowel at the end of the wire or twine to keep chiles in place
(fig. 4b). Beginning with the first three chile pods (one cluster) tied to the package string, braid
the chiles around the wire (twine).
Fig. 4. Make a loop at the end of the wire (A) or fasten it to a peg or dowel (B).
are the other two
in the center to make
in different directions.
one side of the ristra.
used.
Fig. 5. Braid the
The process is like braiding hair-the wire serves as
one strand and stems of two chiles in the cluster
strands (fig. 5). As the chile is braided, push down
sure of a tight wrap. Position the chiles to protrude
If this is not done, empty spaces can develop along
Continue braiding until all the chile clusters are
clusters of chile around the wire.
Hang the completed ristra in full sun, either on a clothesline or from outdoor rafters where there is good ventilation.
The chile can turn moldy and rot without proper air circulation for final drying. This would cause discoloration, which
detracts from the ristra's natural beauty and, naturally, would preclude using the chile as food.
Red Chile Sauce
Red chile salsa (sauce) can be made from dried chile pods.
Select dry chile pods in optimum condition. Do not use pods with signs of mold, insect infestation, disease, or decay.
(Chile pods from ristras sprayed with plastic, shellac, or insecticide are not edible and are to be used for decorative
purposes only.)
Remove stems, seeds, and yellow veins from chile pods. Twelve to 14 large chile pods yield about 1 pint of chile
puree. Leave the veins if a more pungent product is desired. Wash pods in warm water, lifting pods out of the water
and changing the water several times.
Place washed chile pods in a pan and cover with warm water for 1/2-1 hour to allow pods to rehydrate. Add warm
water as needed. Simmer pods and water for 10 minutes. Pulp should be soft, thick, and separating from the skin.
Place chile pods and some of the water in a blender and blend until a smooth puree is obtained. Run puree through a
sieve or colander to remove any unwanted peeling bits.
Measure:
1 c. chile puree
1 c. water
1 minced garlic clove (optional)
1/2 t. salt
2 T. vegetable oil
1/2 t. crushed oregano leaves (optional)
In a sauce pan mix chile puree, water, garlic, salt, and fat. Simmer gently for 10 minutes, stirring frequently. Add
oregano and simmer another 5-7 minutes. This yields 1 pint or enough for four servings of enchiladas of three tortillas
each. Store left-over salsa or puree in the freezer for later use.
New Mexico State University is an equal opportunity/affirmative action employer and educator. NMSU and the U.S.
Department of Agriculture cooperating.
Week of ______________________ Teacher_____________________ School____________________ Grade ____
Standard/performance indicator: EL.04.LI.03 Identify and or summarize sequence of events, main ideas, and supporting detail in literary
selections. Spanish Literacy: EL.04.RE.16 Read textbooks, biographical sketches, letters, diaries, directions, procedures, catalogs,
magazines, and informational books. EL.04.WR.24 Write responses to literature:
• Demonstrate an understanding of the literary work;
• Support interpretations through references to both the text and prior knowledge
Literacy Objective(s)
Students will be able to summarize sequence of events with supporting detail.
Students will be able to write and follow directions.
Connections between Literacy
Cross-language strategies (if
Dictado: Last Wednesday, my family and I went to the State fair.
Environments:
applicable)
First, we paid our fare and bought our ride tickets. Then, we found
Bilingual Text
A si se dice símiles
our favorite rides and rode on them two times. Next, we ate too
Literacy Objectives
many hotdogs and got sick. Finally, we saw the animals. In the
end, we were tired and ready to go home.
Functions: Sequencing,
describing people and things and
retelling main events.
Spanish Literacy
Oracy Objectives:
Students will participate in a discussion to explain the steps in a
process.
Dialogue:
Day 1: ¿Por qué Lupita estaba decepcionada?
¿Qué le consejó el papá de Lupita?
¿Qué tenía que hacer Lupita primero?/ ¿Qué fue el primer paso
que hizo Lupita?
¿Qué hizo después?/ ¿Qué fueron los pasos siguientes?
¿Qué hizo finalmente?
Language Structures:
Primero, Lupita_________________.
El primer paso que hizo Lupita fue________________.
Luego, Lupita___________________.
Los siguientes pasos incluyeron ______,________y_________.
Finalmente, Lupita___________________________________.
Vocabulary:
Teaching points:
Sequence words-first, then, next, finally, in the end
homophones-fare/fair, too/two
irregular past tense verbs-went, found, ate, saw, were
my family and I-not me and my family
Literacy-based ESL
Oracy Objective (s):
Students will be able to identify main idea with supporting details of
a text.
Students will be able to describe feelings and things using similes.
Dialogue:
Have you ever wanted something that your family could not afford?
How did it make you feel?
How did you solve your problem?
Language Structures
I wanted __________, but my family could not afford it.
I felt ________.
To solve my problem _________.
See flow map for Day 1.
Day 5
_______ was as ________ as (a) ______.
character
*LS ex. Hay algo que sabes hacer bien.
Vocabulary: Primero, Siguiente, Luego, Después,
Finalmente
feelings/adj.
noun
__________ was like (a) ________ ___________.
noun
adj.
noun
The main idea is ___________ because________________.
Vocabulary: frame, reeds, items, comics, rags, soared
Reading
Approach: M S SG R C I
Read text in Spanish and
discuss dialogue questions
for day 1.
Writing
Approach : M S C I
Reading
Approach: M S SG R C I
Writing
Approach M S C I
Vocabulary: pull out sentences
with focus words and use
context clues to derive meaning.
T and Ss fill out flow map for
Day 1. See below.
You’ll need glue, some scissors,
and a ball of string. Can you
find these _____?[items]
She ran over to her father and
handed him some thin bamboo
sticks. Then Papa whittled the
Approach: M S SG R C I
Approach : M S C I
Fichero 52 ¿Cómo llego al
panteón?
T and Ss create a list of things
students know how to make.
Approach: M S SG R C I
T and Ss create a chart listing the
steps in a process to make
________.
Approach : M
Continuar con fichero.
Approach: M S SG R C I
bamboo into thinner ______
[reeds] with his pocket knife.
Under his supervision, she took
the string and tied the strings
together, weaving the strings in
and out to make a sturdy _____.
[frame]
Now you need some paper to
cover this frame. Lupita
shouted, “How about the _____
from Sunday’s paper?”[comics]
Your papalote needs a tail.
Lupita hurried to the utility room
where the mops, brooms, and old
____ were also kept. Rip, rip,
rip. Pieces of ____ became long
narrow strips tied together to
form a tail for the kite. [rags]
Lupita’s kite _____ like a
magnificent butterfly. [soared]
Approach: M S SG R C I
In partners, or guided groups, Ss
read and identify main idea of
passage using graphic organizer
with transition words.
Note: Do this after filling out
flow map.
Approach: M S SG R C I
In partners Ss create a chart
listing the steps in a process to
make _____. ( Teacher choice)
Approach : M S C I
Approach: M S SG R C I
Ss follow simple
instructions to create ____.
i.e. paper airplane, see
below.
Simile introduction using simile
from text:
The kite flew like a bird in the
sky.
Approach: M S SG R C I
Copy passage from text on chart
paper.
Approach: M S SG R C I
Approach : M S C I
Ss independently write the steps
in the process of making their
favorite food/snack.
Continue with similes
Students create own similes
using main ideas from flow map.
Identify with students Lupita’s
feeling for each main idea on
flow map.
See Language Structure for day
5.
When finished Ss share their
similes using Lines of
Communication strategy.
Approach M S C I
T and Ss fill out flow map for
Day 2.
Approach M S C I
T and Ss create paragraph using
flow map.
In partners or guided groups Ss
add details to main ideas in flow
map.
Approach M S C I
In partners or guided groups Ss
create paragraph using flow
map.
Approach M S C I
Flow map for day 1.
Day 1
Day 2
Add details to
main ideas
In the beginning
Lupita felt
_____.
Then, Lupita’s
father helped
her feel better
by offering to
show her how
to make a kite.
Next, Lupita
gathered
supplies from
her dad’s list.
Later on, Lupita
and her father
made the kite
using supplies
from around the
house.
She felt sad
because she
wanted a kite
but her family
could not afford
to buy one.
He made a list
of the supplies
needed.
She gathered
glue, scissors,
and a ball of
string.
They used two
reeds for the
frame,
newspaper
comics to cover
the frame, and
rags for a tail.
Finally, when
the kite was
ready, Lupita
realized she
didn’t know
how to fly a
kite.
Her father
showed her
how to fly a kite
and Lupita
imagined she
was
soaring over the
city along with
the kite.
In the end,
Lupita felt
____.
She felt ______
because _____.
Vocabulary
items
reeds
frame
comics
rags
soared
Now you need some paper to cover this frame. Lupita shouted, “How about the comics from Sunday’s
paper?”
Lupita’s kite soared like a magnificent butterfly.
You’ll need glue, some scissors, and a ball of string. Can you find these items?
Under his supervision, she took the string and tied the strings together, weaving the strings in and out to
make a sturdy frame.
Pieces of rags became long narrow strips tied together to form a tail for the kite.
She ran over to her father and handed him some thin bamboo sticks. Then Papa whittled the bamboo into
thinner reeds with his pocket knife.
Instrucciones para hacer un avión de papel.
1. Doblar la hoja de papel al medio y luego desplegarla.
2. Doblar un tercio de la hoja hacia abajo, sobre sí misma.
3. Ahora, doblar las dos esquinas hacia adentro.
4. Así tendría que haber quedado. Doblalo al medio…
5. …y doblale las alas por la línea marcada. Importante: asegurate que el doblez del papel llegue hasta la mitad del
borde de atrás.
Colocale un clip para papel en el fuselaje justo detrás de la nariz, para evitar que se abra demasiado en vuelo.
Ajustalo un poco y ¡ya está listo!
Week of ______________________ Teacher_____________________ School____________________ Grade ____
Standard/performance indicator: English Literacy: EL.04.RE.11: Understand and draw upon a variety of comprehension strategies as
needed--re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making
predictions, and comparing information from several sources. [focus: compare and contrast two texts] Spanish Literacy: EL.04.RE.11:
Understand and draw upon a variety of comprehension strategies as needed--re-reading, self-correcting, summarizing, class and group
discussions, generating and responding to essential questions, making predictions, and comparing information from several sources. [focus:
visualization] Writing: EL.04.WR.14 Create interesting sentences using a variety of sentence patterns by selecting words that describe,
explain, or provide additional detail and connections. Focus: descriptive words
Literacy Objective:
English: Students will be able to compare and contrast character and events in two texts.
Spanish: Students will be able to identify descriptions that will enable students to comprehend texts through visualization
Connections between Literacy
Cross-language strategies (if
Dictado:
Environments:
applicable)
Student vs. Teacher
Cultural Relevance
Current/Common Familiar Events Asi se dice (future tense)
Teachers and students have similarities and differences. They are
Bilingual Texts-My Diary from
similar because they both spend the majority of their days at school.
Here to There (Anchor text)
Students complete homework; on the other hand, teachers grade
From North to South
assignments. Both have jobs that are equally important to their
school environment.
Teaching points:
Compare/contrast transition words
Cognates: similarities, differences, majority, complete, equally,
important
Semi-colon-compound sentence
Functions: Describing people,
places and things, making
predictions (visualizing) compare
and contrast
Spanish Literacy
Oracy Objectives: Students will be able to describe a places and
things with descriptive language.
Dialogue:
Todos los días:
¿Cuáles frases ayudan a describir __________?
Literacy-based ESL
Oracy Objective (s):
Students will be able to discuss similarities and differences between
characters and events in two texts.
¿Cómo describiríamos _______?
Sentence Structures
lunes
¿Alguna vez has tenido que mudarte de un lugar a otro?
I ____ and ____ both _______________.
I Both ______________________________.
¿Fué difícil para ti? ¿Por qué?
EA ____ and ___ are similar because they both _______.
martes
¿Alguna vez has tenido que separarte de un familiar querido por
un tiempo?
EA ____ and ____ are different because _____ _________ and
________ ___________.
Dialogue:
ADV ____ __________; on the other hand/however, ______
________.
¿Qué fue lo más difícil durante la separación?
ADV A notable difference between ____ and _____ is ______
_____________;whereas, ________ _______________.
Vocabulary: Day 3
colores
texturas
formas/
figuras
tamaños
ambiente
ADV ____ is _________ as opposed to ______.
Vocabulary:
compare/contrast transition words
Examples include: similarly, both, in the same way
On the other hand, however, on the contrary, whereas, notable
difference, in contrast
Reading
Approach: M S SG R C I
Writing
Approach : M S C I
Reading
Approach: M S SG R C I
Writing
Approach M S C I
¿Alguna vez has tenido que
mudarte de un lugar a otro?
Do a double bubble map
comparing cats to dogs
¿Fue difícil para ti? ¿Por
qué?
Read My Diary from Here
to There up to page 15 using
listen and sketch strategy
focusing on places in the
text that contain strong
imagery.
Pages: 6 Paragraph 1; 12;
14;
Use sentences structures above
Model a compare/contrast essay
using cat vs. dog. Include key
compare/contrast transition
words.
What are the differences or
similarities between a dog and a
cat?
How is a dog different from a
cat?
Teacher does not show
pictures from the book.
After reading and sketching.
T and Ss discuss sketches
going back to text to
identify words that create
strong images. Create list of
key phrases that allow for
visualization on selected
pages above.
Approach: M S SG R C I
Approach : M S C I
Approach: M S SG R C I
Approach M S C I
Finish reading text continue
to use listen and sketch
strategy.
Pages: 20 Luego en casa de
Nana…con sus bolsas; 25
Eso de cruzar la
frontera…todo el camino;
28 first paragraph.
Possible Journal Responses:
Read Introduction and show map
before reading rest of text to
establish geographical locations
and the importance of El Centro
Madre Assunta
Create collaborative essay
showing similarities and
differences between Amada and
her brothers.
¿Alguna vez has tenido que
mudarte de un lugar a otro?
¿Fue difícil para ti? ¿Por qué?
Read From to South
Do double bubble map
comparing Amada and her
brothers from My Diary from
Here to There
Ask and discuss the
following question durin
reading:
Dialogue: How is Amada
different from her brothers?
How are they similar?
¿Alguna vez has tenido que
separarte de un familiar
querido por un tiempo?
Use sentence structures above
*Use Lines of Communication
Oral Practice Strategy
¿Qué fué lo más difícil
durante la separación?
After reading and sketching.
T and Ss discuss sketches
going back to text to
identify words that create
strong images. Continue list
from yesterday of key
descriptive phrases.
Using frases descriptivas,
pull out words that will fit
into vocabulary graphic
organizer. Also solicit
words from students.
Approach: M S SG R C I
Approach : M S C I
Fill in vocabulary chart
Possible Journal Responses:
Approach: M S SG R C I
In partners, students do double
bubble map comparing Amada
Approach M S C I
using pictures and /or works
of art.
Ss practice forming
complete sentences about
the pictures/art using words
from the chart.
¿Alguna vez has tenido que
separarte de un familiar querido
por un tiempo?
¿Qué fue lo más difícil durante
la separación?
Fichero 40
from My Diary from Here to
There to Jose in From North to
South
Dialogue: How is Jose different
from Amada?
How are they similar?
Use sentence structures above
*Use Busy Bee Oral Practice
Strategy
Extensión: Whole group
writing: Description of a
location in the school ex;
cafeteria. In partners, they
choose a different location
and do the same. Then
individually, students will
describe a room in their
house.
Students will switch papers
and partners will highlight
descriptive words, visualize
and draw.
Approach: M S SG R C I
Approach : M S C I
Continue Fichero 40
Approach: M S SG R C I
Approach M S C I
Students write their answers in
their journals.
In partners, students write the
compare/contract essay between
Jose and Amada.
Approach: M S SG R C I
Así se dice: See chart below
Approach : M S C I
Approach: M S SG R C I
Approach M S C I
Students compare themselves to
a character from a text
previously read using a double
bubble map.
Students write the
compare/contract essay between
themselves and a character from
a text.
Cats vs. Dogs Sample Essay
By Ms. Herold
(Do cats rule and dogs drool? REALLY????)
Cats and dogs are similar in many ways. Both can be wild or
domesticated (be pets). Cat and dogs are similar because both can live
outside or in homes with humans. Similarly, when they meet other
animals, they sniff each other. They are both carnivores. In the same
way, they have litters, usually five to ten babies at a time.
On the other hand, a cat is different from a dog. For example, it
loves to spend time alone and uses a litter box in the house. It meows and
purrs when it is happy or hungry. Cats like to spend time on its owner’s
lap and will run for cover if an intruder enters the house.
A dog is a different story. On the contrary, a dog needs lots of space
and needs to be taken outside to go to the bathroom. It likes to live in
packs, and the owner becomes the pack leader. Dogs are used to help
police and blind people. Dogs also can save humans. Dogs bark and
growl and can scare off intruders. In addition, dogs wag their tails to
show happiness.
For these reasons, cats and dogs can both be great pets. You have to
look at the positives and negatives and make your own choice.
(I vote for the dogs!)
Double Bubble Map Example
Cats vs. Dogs
CAT
Like to lay on
beds or on
owner’s lap
Run from
intruders or
strangers
Goes outside to to
go to the
bathroom
Has fur/hair
Uses Litter box
Cleans itself by
licking
Barks/growls
Live outside or in
house
Purrs/meows
Wild or
domesticated (pet)
DOG
Owner gives it
a bath
Have litters
Slobber
Sniff other animals
when meeting
Can be a
service animal
Carnivore
Lives in a pack
in the wild
Has to go to a
vet once a year
Double Bubble Map Example
Amada from My Diary from Here to There vs. Jose from From North to South
Lived in Mexico
near the border
Excited to see
mom
Parent forced to
leave family
Only child
Nervous about
moving
Amada
Has three
brothers
Dad left to work
in California
Lived with family
members
Moved alot
A girl
Waited for family to
be reunited
Jose
Boy
Could visit
mom
A family member(s)
was waiting for
documentation
papers
Mom was
deported and lived
in Tijuana
Lived in San
Diego, CA
Así se dice
En dos semanas, nos iremos a la casa de nuestros
abuelitos
Nos quedaremos con ellos.
Sólo nos llevaremos lo que quepa en el carro viejo.
Hablan de las oportunidades que tendremos en el otro
lado.
No tendrá problemas en conseguirnos las tarjetas verdes.
In two weeks we will leave for my grandparents’ house.
We will stay with them.
We will only bring what will fit in the old car.
They talk about the opportunities we will have in
California.
He will not have problems getting our green cards.
Fichero 40: ¿Cómo es ese lugar?
1. Ss would have already done this on day 1 and 2 with My Diary from Here to There.
2. T and Ss would have already done this on day 1 and 2
3. Use frases descriptivas from text to fill in vocabulary chart. In partners, Ss can look through picture books and
write descriptive sentences about the pictures. Ss can refer to vocabulary chart.
4. See fichero.
Writing Extension
Extensión: Whole group writing: Description of a location in the school ex; cafeteria. In partners, they choose
a different location and do the same. Then individually, students will describe a room in their house.
Students will switch papers and partners will highlight descriptive words, visualize and draw.
Or: T reads text with many settings, preferably picture book. T and Ss list the settings that appear in the book. T
assigns small groups to each setting. In small groups, Ss copy vocabulary chart template. They fill it in with adjectives
that describe their setting. Using vocabulary words from their newly created chart, Ss write a descriptive paragraph
about their setting.