“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.”



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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.



Monday

Tuesday

Wednesday

Thursday

Friday







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.

2

  • SSR

  • Minute-speech

  • Annotated Bibliography. (Follow MLA)

  • Computer Lab Eye-Q

  • Creative Writer (Type RRJ)

HW: Bring more material for the annotated Bibliography

3 Due RRJ About “Our Story”.

  • SSR

  • Guided questions sheet

  • Library research according to each ones inquiry.

HW: read Fable respeto

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 .

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.

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.

9

  • SSR

  • Formal Minute-speech

  • Write how develop the research direction in their portfolio-Diary

  • Specific tasks to write about, based on solving problems.




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

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

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

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.

16

  • SSR

  • Minute-speech

  • Computer Lab Eye-Q

  • Creative Writer (Type Essay)

HW: Read Article know how to do. Bring research material.

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.



“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

Module 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 .

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.

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.

23

  • SSR

  • Minute-speech

  • Computer Lab Eye-Q

  • Internet Library net research, Team work

HW: News Live together

24 Due Diary and portfolio.

  • SSR

  • Teamwork sorting Inventory, getting conclusions.

  • Student-Teacher-student conference.

HW: Start to write their own short stories.

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

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.

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.


30

  • SSR

  • Minute-speech

  • Computer Lab Eye-Q

  • Prepare Power point Presentation.

HW. Look for animated tools, and music in Power point.






ATTACHMENTS

ANNUAL GOALS


Students will be able to:

Listening

Speaking

Reading

Writing

  • Students will be able to listen attentively in-group conferences.

  • Takes notes about discussions and conferences.




  • 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.




  • 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.

  • 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

Comparison

Creativity

Analysis

Perception.

Explanation.

Description.

Rewrite.


Re-creation.

Establish relations.

Contrast.

Order of importance.

Select.


Encouragement.

Elaboration.

Inspiration.


Deduction.

Conceptualization.

Decomposition.

Elaboration.








Synthesis

Value

Application

Composition.

Conceptualization.

Interpretation.

Extract.



Demonstration.

Criticize.

Argue.

Invent.


Process.

Simplify.



Extrapolate.

Verify.


Transfer.

Participate in community.

Apply to real life.




ANNUAL COMPETENCY


Linguistics

Linguistics and Pragmatics

Communicative

Order information

Organize information

Re-write information


Argumentative: answer Why and how.

Demonstrate knowledge

Analyze and propose.

Problem solving situations



Persuade audience

Express point of view

Propose situation

Suggest alternatives





ANNUAL VALUES


Honesty

Respect

Responsibility

Loyalty

Justice

Solidarity

Labor

Strength

Freedom

Prudence


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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