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http:// www.cde.state.co.us / StandardsAndInstruction /Curriculum/ WorldLanguages.asp.
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Because of Common Core and school policies, I have to write and submit my unit plans and syllabus before the school year starts in September. Does anyone have a sample syllabus and/or unit plan they would be willing to share?
This flipped classroom concerns me because I feel that it will not allow me to do TPRS/CI the way it is intended and/or the way I want to teach. It takes away from the authenticinteractions (PQA, circling, etc.) that help students create meaning withthe language in order to acquire it.
2. What evidence do residents give that indicates that Sara is a vampire?
3. How is the tragic event in the garden important to the plot?
4. How does Sara’s mother’s explanation of the incident differ from the community’s explanation?
Inference. 1. What is one thing you can infer that happened in the garden? 2. Is this the first time Sara has been bullied? Give evidence from the text.
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.CCRA.RL.7.2
Analyze how particular elements of a story interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.CCRA.RL.7.3
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.9
“Todoslos piratas se pusieronnerviosos, porquehabíanescuchadohistoriassobre la increíbledefensa de Cartagena. Hace un mes 23.600 hombres atacaron Cartagena. Tenían 186 barcos. El comandante de Cartagena se llamaba General Blas de Lezo y defendió Cartagena con seisbarcos y menos de 6.000 hombres.
–El General Blas de Lezodefendió Cartagena. Solamentetiene un ojo, un brazo y unapierna –comentó Daniel.
–¡Blas tiene un ojo, un brazo y unapierna! No esposibleentrar en Cartagena –insistióPepe.
–¡Cállatesitú no quierestener un ojo, un brazo y unapiernatambién! ¡Vamos a Cartagena! –le gritó Rafael a Pepe.”
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA-Literacy.CCRA.W.9-10.3
Describe characters in a story and explain how their actions contribute to the sequence of events. Reading Standard- Key Ideas and Details #3, Grade 3
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed. Reading Standard- Key Ideas and Details #2, Grade 3
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Reading Standard- Integration of Knowledge and Ideas #7, Grade 4
B. Interpersonal: Have a conversation with a peer (unrehearsed with a random partner).
Find out about your peer's uncle or aunt. What do your uncle and your peer's uncle have in common? Are they favorite uncles? Why? How are they different? What stories about them can you exchange? What has been one thing that has surprised you about your uncle? Compare them to Rebeca and Lucas.
Conceptualize performance tasks connected to the work that are real-life in nature
“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
Fiction that is simplified
Very little writing
Assessments towards the end of the semesters