• Reading novels provides total exposure
of up to three times the number of
words compared to using a textbook.
Dr. Sy-ying Lee
Former student of Dr. Stephen Krashen
Pacing
DDetermining the goal
StStudent Outcomes
• Make connections to
historical events
• Produce language
• Grammar
• Vocabulary
•
•
•
•
•
Summarize
Narrate the events
Write a deleted scene
Identify the main idea
Role play
Vocabulary
. 70
•• 1.
Do I need to pre-teach
1. Do I need to pre-teach
vocabulary?
vocabulary?
•• 2.
How much of the
2. How much of the
unknown
vocabularyisis
unknown vocabulary
critical
critical to
to reading
reading
comprehension?
comprehension?
•• 3.
canI I
3. What
What vocab
vocab can
teach
the context
context
teach within
within the
of
of the
the novel?
novel?
•• 4.
needstoto
4. What
What vocab
vocab needs
be
using
be pre-taught
pre-taught using
auditory
auditory input?
input?
6. Is the novel my only text
or am I using another text or
textbook simultaneously?
7. Is the novel being used to
teach new vocabulary or will
it be an easy, quick read for
students?
8. When in the school year
am I reading the novel?
Vocabularyp. 70
• 1. Do I need to pre-teach
• vocabulary?
9. What amount of culture,
• 2.
history,
How much
geography
of theor
cross-curricular
unknown
vocabulary is
connections
will I be
critical
to reading
making?
comprehension?
• 3. What vocab can I
within
thetime
context
• teach
10. How
much
should
of
the novel?
I devote
to themes,
character
development,
• 4.
What vocab
needs to
setting
and plot?
be
pre-taught
using
auditory input?
11. What should students
know and be able to do after
they have read the novel?
Narrate the events orally, in
writing, summarize, make
connections to historical
events, write a diary, etc.
Bullying
• Your perception of
me is not reality
• Have you become
what people think of
you?
• Colombia
• Dominican Republic
Does art have something to say?
•
•
•
•
•
Picasso
Bullfighting
Spanish Civil War
Pamplona
Barcelona
Is the past dead?
•
•
•
•
•
•
Day of the Dead
Northern Mexico
What do I like to do
My characteristics
School
Legend of ghosts
and buried treasure
Are your beliefs worth dying
for?
•
•
•
•
•
1212 Crusade
Christians, Muslims
Devotion
History of Spain
Cost of secrets
Is money worth more than
keeping a friend?
•
•
•
•
Pirates
Honesty
Cuba
Spanish fleet routes
Who is the true immigrant?
•
•
•
•
Fight for Texas
Immigration
U.S. History
Alamo
Vocabulary p. 70
Fast
Level 3 or 4 with a novice
novel
• Two class periods- silently
Read individually
Level 1 with novice
Read content
Normal
Level 1 with novice novel
•Three hours per chapter?
•Cultural items/history
Agentes secretos (100)
4,700 total word count
Level 1– started day 7
Level 2– entire second
semester using past tenses of
regular curriculum to discuss
themes, culture, etc.
Pre-teaching Vocab
TPRS
• Create a story using the essential words
from the vocabulary list.
• Emphasize verbs since they greatly
impact comprehension.
There is a girl. She is in Paris. She wants
a cat… (Hay una chica. Está en París.
Quiere tener un gato.)
TPR
• 1. “Paula quiere la Lanza.” Gesture the word ‘quiere’
and pause when saying ‘quiere’.
• 2. “Paula quiere la Lanza.” Teacher pauses and
students gesture.
• 3. “Paula quiere la Lanza.” Students gesture the word
independently.
• 4. “Paula quiere inmediatamente la Lanza.” Students
gesture the word quickly because of the word
“inmediatamente”.
Illustrated Vocabulary
• Students draw the vocabulary from the
chapter. The more you use full
sentences, rather than single words, the
better.
• The best student artist can draw large
vocabulary/sentence cards or posters to
use throughout the unit to help students
visualize the vocabulary.
Helps visualize the text
Personalized Questions and
Conversation
• Use sentences/content of the chapter
• Recycle previous vocabulary
• Familiarize students with the characters
and setting
• Physical
descriptions/characteristics/friends/moti
vations
Demonstration of how to ask questions
Paula y Luis visitan París, porque tienen un motivo secreto.
Investigan un rumor: hay un secreto en un mural.
La persona que tiene la Lanza, controla el destino de
Europa.
Paula está en París con Luis, porque tiene un talento
especial.
Habla mucho con los chicos.
Tiene el pelo largo y negro.
Paula es muy guapa.
Luis es amigo de Paula.
Connections to the reader
El mural está en la Exposición
Internacional. El secreto está en
el mural: información de la
Lanza del Destino. La Lanza es
una leyenda fascinante. La
Lanza es mágica. La persona
que tiene la Lanza, controla el
destino de Europa.
• ¿Tienes secretos? ¿Quién
en la televisión tiene
secretos?
• ¿Has visto un mural?
¿Dónde?
• ¿Tienes experiencia con el
arte? ¿Eres artista?
• ¿Eres mágico? En la
television, en libros, en
Hollywood,¿quién es mágico
o supernatural?
• ¿Quién quiere controlar el
destino de Europa? ¿Del
mundo?
From sentences to prediction
• Phrase:
Paula y Luis visitan
París, porque tienen
un motivo secreto.
(Paula and Luis visit
Paris because they
have a secret
motive.)
• My prediction/
(Sentence frames)
• Paula and Luis are
going to…
• The secret motive
is…
Write 3 sentences using the vocab
Wordle.net
Extension to predictions:
• Have students write narratives
independently or in pairs using the new
vocabulary from the next chapter.
• Share the predictions. Embellish
sentences that are interesting or
engaging for the whole class.
• Ask questions about the predictions to
provide aural input.
Pre-reading Vocabulary Quiz
Translate the underlined words
Muchas personas están1 en París, Francia.
Paula y2 Luis visitan París, porque3 tienen un motivo secreto.
Investigan un rumor: hay4 un secreto en un mural.
El secreto está5 en el mural: información de6 la Lanza del
Destino.
Es el 31 de octubre y Alex
está nervioso. El primero
de noviembre hay una
celebración: el Día de los
Muertos. La celebración
es popular en México,
pero a Alex no le gusta.
What background
knowledge does the reader
require?
Pedro Vega García, un
caballero templario, pasó
un momento silencioso. Él
estaba en el balcón del
castillo de Segovia. Pedro
tenía un aspecto brutal y
violento. Era alto con una
cicatriz larga en la cara.
Tenía el pelo largo y negro,
los ojos misteriosos y
barba.
…el balcón del castillo
de Segovia.
Background Knowledge
☐ A. Read about the bombing of Guernica, the 1937 International
Exposition, Pablo Picasso, and the symbols in the 'Guernica'
painting. Use the first-person narrative of Picasso to reinforce
these verb forms.
☐ B. Show the photo collage of Picasso's birthplace and the city
of Málaga.
☐ C. Display a large copy of the Guernica painting. Show
Gieseke's 3-D project through the Internet link provided.
Use the maps of Spain,
France, and your country/state
to converse with students
familiarizing them with
geography while modeling
how to sustain a conversation.
¿De dónde es Paula?
¿De dónde eres tú?
¿Tu papá?
¿Tu mamá?
How to read as a class
•
•
•
•
•
•
•
•
•
Whole class translation/ popcorn
Dramatization
Visualization/ Draw pictures
Audiobook
Partner reading
Prediction/ wordle.net
Think alouds
Connections/Use the vocab orally
Fluency reading
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