“Unidad Temática para un aprendizaje de por vida: La literatura Hispana como medio de expresión auto-biográfica y como reflexión escrita de la vida cotidiana.”


The Second and Third Module: Learning to do



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The Second and Third Module: Learning to do


They are based on COGNET, can be developed in two weeks. In this period the students will start to produce writings, based on the information they received they will follow the way I model it to them, saying aloud what I am thinking, observing how am I doing it and a week later they will start to write short stories, journals, Reading Responses by themselves. They will continue Sustained Silent Reading, as well as, Reading aloud, this time varying from one person to group of people. Now the students have chosen an Alternative Book for Reading and the report for each book read will come every four weeks, so they will be alternating. And this is HOW I am going to develop the responses on this part of the unit based on Dr. Cope’s Readers Responses. At the end of the third week, we will go to the computer Lab to have some practice with Creative Writer Software from Microsoft program and Eye-Q, to develop speed in their reading, please see objectives of this type of reading at: http://www.infmind.com/ and have some practice, I have been in this program just for a month and I feel I have increase my speed, understanding what I am reading, I want my students develop this speed BECAUSE they will get collect faster the information, understand easily the objectives or ideas in any kind of reading, the creative writer will expose them to the creativity, to write and creating new environments to their own writings. Please see the second module in the calendar and the third module in the calendar.

Fourth, Fifth Module: Learning to live together, and the Sixth Module: Learning to live


These modules are to develop a research project who was inspired in the last week of the last module, they already made inquiries about anything they thought it was interesting, they will share, have conference in small groups, then in a large group, they will make a library research and then develop conclusions to present in the last week of the sixth module his thoughts and discoveries about a literary topic.

The Assessment


The assessment will b e based on the sheets they return individually and per group in the conference book, they will have assigned Journals to bring to class every four weeks per kind of journal (Group Journal, and Reading Response Journal)

They will have to keep their Log Book sheet, the one they take to home and bring it signed when it is required 9evry 8 days approximately). According to their Alternative Book they are reading at home.

“Mi Diario” (My Diary) is the place where they will register important questions answers, everything they want to, also the new vocabulary they want to learn, they choose the words and will complete a simple chart like this model:

Model of vocabulary log


Synonyms Fate, inevitableness

Antonyms Freedom, choice

THE WORD

Fatalism


My drawing



My definition with my own words:

The events are fixed in advance, no human being can change it.



My sentence. The characters of the Odyssey believe in fatalism.

Along the modules we will have one-minute formal and informal talk, free talk where they will be a seller, a politician, a researcher, or simply someone trying to persuade another one, other times we will gossip about news, story read or a poem.

Another form of assessment is based on the teamwork, daily activities in class that involve teamwork, and finally, the student-teacher conference, and the student-teacher-student conference. It is an informal dialogue to discuss strengths and weaknesses, auto evaluation about their portfolios.

Last week is for reflections to see if they improve their reading and their speed comprehension.


CALENDAR

Module 1 in the calendar.


Sub-Homework: Collect vocabulary and information in “MI DIARIO” (My diary) as their responsibility.

Collect information for their Journals, and book log at home.



Monday


Tuesday

Wednesday

Thursday

Friday

9

  • Welcome

  • Syllabus

  • Program Overview

  • Expectations

  • Materials needed

10

  • Topics to present for groups.

  • Class Dynamic exposed on a poster.

  • Survey: Who are you? Artistic, mathematical, etc. Groups

  • Read aloud Article about Immigrants. Hw. Bring a book they prefer

11

  • Check Books They Bring for Sustained Silent Reading (SSR).

  • Give Dr. Cope’s list for reading responses.

  • assigned reading “aloud our story”

  • Tell me questions” about it, guided reading.

  • Groups: La conferencia

  • Ready for presentations.

12

  • SSR

  • Minute-speech

  • Read “aloud our story”

  • Tell me questions” about assigned reading they read and guided reading about “our reading”.

  • Groups: La conferencia

  • HW: Read News

13

  • SSR

  • Minute-speech

  • Presentation of the topic assigned.

  • Read “aloud our story”

  • Tell me questions” about assigned reading they read and guided reading about “our reading”.

  • Groups: La conferencia

HW: Poem

16

  • SSR

  • Minute-speech.

  • Presentation of the topic assigned.

  • Read “aloud our story”

  • Tell me questions” about assigned reading they read and guided reading about “our reading”.

  • Groups: La conferencia

HW: Read Short Story. Friday: RRJ

17

  • SSR

  • Minute-speech

  • Presentation of the topic assigned.

  • Read “aloud our story”

  • Tell me questions” about assigned reading they read, and guided reading about “our reading”.

  • Groups: La conferencia

HW: Read Essay

18

  • SSR

  • Minute-speech

  • Presentation of the topic assigned.

  • Read “aloud our story”

  • Tell me questions” about assigned reading they read and guided reading about “our reading”.

  • Groups: La conferencia

HW: Fable: Responsibility

19

  • SSR

  • Minute-speech

  • Presentation of the topic assigned.

  • Read “aloud our story”

  • Tell me questions” about assigned reading they read and guided reading about “our reading”.

  • Groups: La conferencia

HW: Read News

20 Due RRJ About the reading aloud chapters we read.

  • SSR

  • Minute-speech

  • Presentation of the topic assigned.

  • Read “aloud our story”

  • Tell me questions” about assigned reading they read and guided reading about “our reading”.

  • Groups: La conferencia

HW: Read Essay


23

  • SSR

  • Minute-speech

  • Presentation of the topic assigned.

  • Read “aloud our story”

  • Tell me questions” about assigned reading they read and guided reading about “our reading”.

  • Groups: La conferencia

HW: Read Fable: Honesty

24

  • SSR

  • Minute-speech

  • Presentation of the topic assigned.

  • Read “aloud our story”

  • Tell me questions” about assigned reading and guided reading about “our reading”.

  • Groups: La conferencia

HW: Look for another book for Alternative Book Report Log to send Home & News Piggy baggy??

25

  • SSR

  • Minute-speech

  • Presentation of the topic assigned.

  • Read “aloud our story”

  • Tell me questions” about assigned reading and guided reading about “our reading”.

  • Groups: La conferencia

HW: Read Essay

26

  • SSR

  • Minute-speech

  • Presentation of the topic assigned.

  • Computer Lab Eye-Q

  • Creative Writer (Introduction)

  • Groups: La conferencia

HW: Read Poem

27 Due RRJ About the reading they choose to read.

  • SSR

  • Minute-speech

  • Presentation of the topic assigned.

  • Read “aloud our story”

  • Tell me questions” about assigned reading and guided reading about “our reading”.

  • Groups: La conferencia

HW: Read Short story

30

  • SSR

  • Minute-speech

  • Presentation of the topic assigned.

  • Read “aloud our story”

  • Tell me questions” about assigned reading and guided reading about “our reading”.

  • Groups: La conferencia

HW: Be ready to a Teacher-Student conference

31 Due log from home signed

  • SSR

  • Minute-speech

  • Teacher-student conference.

  • Others prepare a chart about What How and What for, the presentations were useful for them.

HW: Read News














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