Digital Agenda: Agenda Digital
La semana del 25-29 de enero del año 2016
Español 2
Do Now- Ejercicio inicial:
Martes:
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¿Quiénes son los personajes principales en Cajas de cartón?
¿Cómo se siente panchito al final del capítulo 1?
Miércoles: Escribe los aumentativos de las palabras
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Lindo
Grande
Perezoso
Viernes: Read the quote and answer the following question- Lee la cita, y contesta la siguiente pregunta:
¿Qué crees que Wiesel quiere decir con no ser humano es ilegal?
What do you think Wiesel means by no human being is illegal?
*use the definitions you found to help you.*
Essential Question (s-)-Preguntas esenciales:
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How are words, phrases, sentences and other grammatical structures different and similar in the target language?
What are some useful transition words for formal writing?
What is the author’s purpose in writing the short story, “ Cajas de cartón?”
What were some of the issues that migrant workers face?
What is the plot of the story “Cajas de cartón?”
What are the main conflicts in the story “Cajas de cartón”?
How does your personal story relate to Panchito’s story?
Standard(s) from Instructional Guide:
WL-A.2.0: Students acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.
B.2.1 Students engage in oral, written or signed (ASL) conversations.
B.2.2 Students interpret written, spoken or signed (ASL) language.
B.2.3 Students present to an audience of listeners, readers or ASL viewers.
CC Anchor W.1.0: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence
CC Anchor R.1.0: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
CC Anchor W.6.0: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Student Objective(s):
Lunes: At the end of class, students will be able to answer comprehension questions about chapter 2 of “Cajas de cartón with 80% accuracy. At
the end of class, students will conduct an investigation about “braceros” using 3 pieces of evidence.
Miércoles: At the end of class, students will be able to use diminutives and aumentatives with 80% accuracy.
Viernes: At the end of class, students will discuss the language of immigration using 3 pieces of evidence for an oral debate. Students will
demonstate understanding through comprehension questions with 80% accuracy.
Assessment and Student Reflection:
Martes: (a) Práctica independiente, (b) Ejercicio inicial, (c) Boleto de salida (d) Presentación oral.
Miércoles: (a) Práctica independiente, (b) Ejercicio inicial, (c) Boleto de salida.
Viernes: (a)Práctica independiente, (b) Ejercicio inicial, (c) Boleto de salida.
WHOLE GROUP
Lunes: Ejercicio incial, Boleto de salida, Reading Chapter 2 + Audio listen, Vocabulary 2
Miércoles: Ejercicio inicial, Boleto de salida, Práctica guiada
Viernes: Ejercicio inicial, Boleto de salida, PPT: Power of Language+ Ricardo Arjona (Mojado)
DIRECT STATION
COLLABORATIVE STATION
INDEPENDENT STATION
Lunes:
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Martes:
Indroduction to Chapter 2 vocabulary
Cajas de cartón
Chapter 2 reading
Chapter 2 audio listen
Link to
reading:http://tinyurl.com/m83qzpw
Miércoles:
1) Work on photo project about
braceros.
Tema: Fotos de los
braceros
2) Complete the graphic organizer.
3) Group evaluation
Miércoles: N/A
Repaso de Diminutivos + aumentativos
Video:
https://www.youtube.com/watch?v=hd1hQ
A5VL1Q
Viernes:
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Debate de inmigración (Moving
debate)
Lunes:
1) Students will complete reading
comprehension activities.
2) Students will complete a graphic
organizer with impressions of the
text.
 Link to reading:
http://tinyurl.com/m83qzpw
Miércoles: Práctica con diminutivos +
aumentativos
Viernes:
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Viernes:
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Powerpoint on connotation and use of
language.
Notes on connotation and use of
language.
Indroduction Ricardo Arjona “
Mojado.”
See link:
https://www.youtube.com/watch?v=37XE
Yep0rvM
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Preguntas de la comprensión sobre
el lenguage de inmigración
Prueba de vocabulario 2