Digital Agenda: Agenda Digital
La semana del 19-22 de enero del año 2016
Español 2
Do Now- Ejercicio inicial:
Miércoles: Pienza. Par. Escribe
1) Pienza de unas palabras que asocias con esta foto.
2) Luego escribe las palabras en la hoja.
3) Después, comparte tus ideas con un/a compañero/a y escribe lo que te falta.
Viernes:
What do the following words mean? ¿Qué significan las siguientes palabras?
Panchito, Carrito, Abuelito
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):
Miércoles: At the end of class, students will be able to answer comprehension questions about chapter 1 of “Cajas de cartón with 80% accuracy.
At the end of class, students will conduct an investigation about “braceros” using 3 pieces of evidence.
Jueves: At the end of class, students will be able to use dimnutives with 80% accuracy. At the end of class, students will conduct an investigation
about “braceros” using 3 pieces of evidenc
Assessment and Student Reflection:
Miércoles: (a) Práctica independiente, (b) Ejercicio inicial, (c) Boleto de salida.
Jueves: (a)Práctica independiente, (b) Ejercicio inicial, (c) Boleto de salida (d) Presentación oral.
WHOLE GROUP
Miércoles: Ejercicio incial, Boleto de salida, Reading Chapter1 + Audio listen
Jueves: Ejercicio inicial, Boleto de salida, PPT: Diminutives + guided practice
DIRECT STATION
Miércoles:
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Indroduction to Chapter 1 vocabulary
Cajas de cartón
Chapter 1 reading
Chapter 1audio listen
COLLABORATIVE STATION
Miércoles:
1) Work on photo project about
braceros.
Tema: Fotos de los
braceros
2) Complete the graphic organizer.
INDEPENDENT STATION
Miércoles:
1) Students will complete reading
comprehension activities.
2) Students will complete a graphic
organizer with impressions of the
text.
Viernes:
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Introduction to Diminutives
Cloze Notes
Guided Practice
3) Group evaluation
Viernes:
1) Work on photo project about
braceros.
Tema: Fotos de los
braceros
2) Complete the graphic organizer.
3) Group evaluation
 Link to reading:
http://tinyurl.com/m83qzpw
Viernes:
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Práctica con vocabulario
independiente.
Presentación de “ Una carta a dios.”