Module 2 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.
M onday
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Tuesday
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Wednesday
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Thursday
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Friday
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1
SSR
Minute-speech
Reflection, write inquiry in their Journal.
Read “aloud our story”
“Tell me questions” about assigned reading and guided reading about “our reading”.
Groups: La conferencia
HW: Bring material to read and type RRJ in the computer.
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2
SSR
Minute-speech
Annotated Bibliography. (Follow MLA)
Computer Lab Eye-Q
Creative Writer (Type RRJ)
HW: Bring more material for the annotated Bibliography
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3 Due RRJ About “Our Story”.
SSR
Guided questions sheet
Library research according to each ones inquiry.
HW: read Fable respeto
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6 Due Annotated Bibliography
SSR
Minute-speech
Reflection, write inquiry in their Journal.
Read “aloud our story”
“Tell me questions” about assigned reading and guided reading about “our reading”.
Groups: La conferencia
HW: Read Poem .
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7
SSR
Formal Minute-speech
Write what is the possible research direction Journal
Read “aloud our story”
“Tell me questions” about assigned reading and guided reading about “our reading”.
Groups: La conferencia
HW: Read short story.
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8 Due log from home
SSR
Formal Minute-speech
Write how develop the research direction in their portfolio-Diary
Read “aloud our story”
“Tell me questions” about assigned reading and guided reading about “our reading”.
Groups: La conferencia
HW: Teacher-student conference.
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9
SSR
Formal Minute-speech
Write how develop the research direction in their portfolio-Diary
Specific tasks to write about, based on solving problems.
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10
SSR
Formal Minute-speech
MOVIE “Immigrantes”
Take notes to write an essay.
“Tell me questions” about assigned reading and guided reading about The movie.
Groups: La conferencia
HW: Start to write essay
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13
SSR
Formal Minute-speech
MOVIE “Immigrantes”
Take notes to write an essay.
“Tell me questions” about assigned reading and guided reading about The movie.
Groups: La conferencia
HW: Write ideas for the essay
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14 Due First part for the research: Title, inquiry, possible research and Annotated Bibliography
SSR
Formal Minute-speech
MOVIE “Immigrantes”
Take notes to finish writing the essay.
“Tell me questions” about assigned reading and guided reading about The movie.
Groups: La conferencia
HW: Write essay ideas
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15
SSR
Formal Minute-speech
Read “aloud our story”.
“Tell me questions” about assigned reading and guided reading about “our reading”.
HW: Bring the final draft for the essay to type in class.
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16
SSR
Minute-speech
Computer Lab Eye-Q
Creative Writer (Type Essay)
HW: Read Article know how to do. Bring research material.
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17 Due Essay about the movie.
SSR
Formal Minute-speech
Sort information for the research.
Read “aloud our story”
“Tell me questions” about assigned reading and guided reading about “our reading”.
Groups: La conferencia
HW: Read live together.
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“Our readings”
Francisco Jimenez “Cajas de Carton”(“The circuit” English Version)
German Castro Caicedo. “EL HUECO”
Daily readings
Book of Fables: El libro de los valores del Tiempo.
6 Essays, taken from Internet
6 News, taken from Internet
6 Hispanic poemas,
Jokes, horoscopes, popular Reading: Capitan calzoncillos,
Myths and legends
Rich dad poor dad (Padre pobre padre rico)
Salvador Gaviota M odule 3 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.
20
SSR
Looking for connections and teamwork through initial research presentation.
Read “aloud our story”
“Tell me questions” about assigned reading and guided reading about “our reading”.
Groups: La conferencia
HW: Read Fable Solidarity .
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21
SSR
Teamwork initial connection presentation.
Read “aloud our story”
“Tell me questions” about assigned reading and guided reading about “our reading”.
Groups: La conferencia
HW: Start to write their own short stories.
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22 Due ABR and log from home.
SSR
Team work Library and internet research.
Read “aloud our story”
“Tell me questions” about assigned reading and guided reading about “our reading”.
Groups: La conferencia
HW: Choose ABR to read at home, take log.
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23
SSR
Minute-speech
Computer Lab Eye-Q
Internet Library net research, Team work
HW: News Live together
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24 Due Diary and portfolio.
SSR
Teamwork sorting Inventory, getting conclusions.
Student-Teacher-student conference.
HW: Start to write their own short stories.
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27
SSR
Teamwork sorting Inventory, getting conclusions. Create inform Newsletter about the current status of the research..
Student-Teacher-student conference finish.
HW: Fable Labor
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28
SSR
Getting ready for presentation of possible research to develop teamwork.
Read “aloud our story”
“Tell me questions” about assigned reading and guided reading about “our reading”.
Groups: La conferencia
HW: Bring ideas to plaster presentation through Power Point Presentation.
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29 Due ABR and log from home.
SSR
Minute-speech
Computer Lab Eye-Q
Prepare Power point Presentation.
HW. Look for animated tools, and music in Power point.
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30
SSR
Minute-speech
C omputer Lab Eye-Q
Prepare Power point Presentation.
HW. Look for animated tools, and music in Power point.
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ATTACHMENTS ANNUAL GOALS
Students will be able to:
Listening
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Speaking
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Reading
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Writing
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Students will be able to listen attentively in-group conferences.
Takes notes about discussions and conferences.
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Report on any kind of reading using his/her own words.
Takes part as a speaker in a group, discussion, activity or conference.
Express personal point of view and comment on what is being discussed or experienced.
Express properly using his/her new vocabulary.
Makes valuable oral comments about what s/he learns to know, to do, live together and to be.
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Differ between a fact and opinion.
Differ between a cause and effect.
Read magazines, journals, notes, news, books, short stories, poems, database articles, to form a synthesis and a reflective response.
Write his/her own diary and portfolio as evidence of what s/he has learned.
Response creatively and personally to the written material read.
Read critically popular books or books s/he has chosen.
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Write with different readers and audiences in mind.
Discuss his/her writings in conference groups.
Re-draft to improve content and communication.
Write written responses to literature.
Uses metaphors and similes as means of self-expression.
| ANNUAL COGNITIVE PROCESS
Comprehension
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Comparison
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Creativity
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Analysis
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Perception.
Explanation.
Description.
Rewrite.
Re-creation.
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Establish relations.
Contrast.
Order of importance.
Select.
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Encouragement.
Elaboration.
Inspiration.
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Deduction.
Conceptualization.
Decomposition.
Elaboration.
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Synthesis
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Value
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Application
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Composition.
Conceptualization.
Interpretation.
Extract.
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Demonstration.
Criticize.
Argue.
Invent.
Process.
Simplify.
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Extrapolate.
Verify.
Transfer.
Participate in community.
Apply to real life.
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ANNUAL COMPETENCY
Linguistics
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Linguistics and Pragmatics
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Communicative
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Order information
Organize information
Re-write information
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Argumentative: answer Why and how.
Demonstrate knowledge
Analyze and propose.
Problem solving situations
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Persuade audience
Express point of view
Propose situation
Suggest alternatives
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ANNUAL VALUES
Honesty
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Respect
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Responsibility
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Loyalty
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Justice
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Solidarity
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Labor
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Strength
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Freedom
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Prudence
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The Survey
Do you doodle?
Do you like reading?
Do you Like being outside?
You are a ‘puter teachie?
Are you interested in animals?
Do you find hard to concentrate?
Are you interested in how other things work?
Would you like to travel?
Are you interested in health and fitness?
Would you like to work in a lab?
Do you like solving programs?
Do you have a good imagination?
Do you make things in your spare time?
Artistic
Language
Scientist
Sporty
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
No
No
No
No
No
No
No
No
No
Do you like learning about other countries?
Mathematical
Annotated Bibliography
Asseline, M. (Jun.2001) Teaching literacy from and with popular culture. Teacher librarian, 47. Retrieved July 8, 2004 from the Academic Search premier database.
This article discusses perspective on home-school literacy connection by presenting a rationale fro approaches to include popular culture resources in an issue of the “New Times” journal. Integrates culture and education, makes the students see their popular texts more critically. Maybe this helps to a person who reads to choose a book in a better way.
Fisher, B. (2000) Teaching Literacy for a lifelong learning: A new Look. In JCE. Vol. 52 Issue 2. Retrieved July 15, 2004 from Academic database.
This article presents a proposal about how should be teach any subject. It is based in a research made by Fisher, using COGNET method based in Cognitive Enrichment Advance CEA, a methodology applied in jail to increase a lifelong learning success. This article explains the method used from guided till free responsible readers.
Fulwiler, T. and Stephany, W. (1994). English Studies reading, writing, and interpreting texts. New York, NY: Mc Graw Hill.
Centers all the activities and samples in the processes. Helps to organize student’s thoughts, skills, to express coherently. Presents lessons plans and they are divided in different points: by the audience, point of view, length, trying to eliminate fragments such us division of verbs, adjectives, and sentences length matters. It is kind of Lesson Plans with an overview and rationale at the end.
Herbert, E. (2001). The power of portfolios: What children can teach us about learning and assessment. San Francisco: Jossey-Bass.
The author offers in a practical and imaginative way the using of portfolios in elementary level. Expresses that the portfolios are powerful tools to evaluate assess and identify student’s process in and outside the classrooms. The portfolios give the student the idea of own responsibility and chained to this the value itself. Doesn’t present the portfolio and its parts, instead present it as an opportunity to interact successfully with the student, giving a practical guide to follow, involves students, teachers and school.
Hyde, A., and Bizar, M. (1989). Thinking in context: Teaching cognitive processes across the elementary school curriculum. NY: Longman.
Organized in three parts. The first one observes the six major aspects of cognition that must be taught in classrooms; the second and the third part emphasize the four “big” areas in the curriculum: Mathematics, literary (reading, writing, listening, speaking), Science and Social Studies. Gives opinions and points of view about questions and issues based on teaching children, looking for strategies.
Paris, S., Ayres, L. (1994). Becoming reflective students and teachers: With portfolios and authentic assessment. Washington D.C.: American Psychological association.
Provides a model structured based on learning experiences, its goal is that the proposed features motivate and increase the interest of the students. Looks for construct an integrated language method meanwhile students reads, write and discuss in authentic contexts: student-centered classroom. Finally shows a sample of authentic assessment and the reflections made by the students.
Peregoy, S. & Boyle, O. (1999). Multiple embedded Scaffolds: Support for English speakers in a two-way Spanish immersion kindergarten. Retrieve on July 6, 2004, from http://brj.asu.edu/v2323/pdf/ar3.pdf
This research is focused in a bilingual Spanish immersion in a Kindergarten level in California. The students were half Spanish native speakers and half English native speakers, they were instructed only in Spanish. The research makes an analysis of different activities to show the students participation during the process. They used non-verbal cues, modeled language, and curriculum routines.
Wepner, S. (February 1993). Technology and thematic units: An elementary example on Japan. From The reading teacher in College of N.J. p442-445
Proclaims that the thematic unit is a way to grow across the curriculum and helped by the technology which would be the “vehicle” for helping the students. The thematic unit was based on Japan and from there, explores the different areas like Social Studies, Science, Language Arts and Art. Per each class she develops strategies and all of them are based in the same thematic unit, for example in Science students locate volcanoes in Japan, in Arts Construct a carp kite, in LA students write a diary about Hiroshima and for Social Studies, Understand the history through reading aloud and discussions about World War II.
Wood, K. & Tinajero, J. (2002, May). Using pictures to teach content second language learners. In Middle School Journal Research Articles. Retrieved June 25, 2004, romhttp://www.nmsa.org/research/articles/res_articles_may2002a.htm
Useful article to learn more about teaching any content area using pictures. The authors present the activity based in a strategy called the Picture Word Inductive Model. They insist this model can be used in any area and also in different area. They present the procedure followed with second language learners.
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