Former student of Dr. Stephen Krashen 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 vocabulary? 2. How much of the unknown vocabulary is critical to reading comprehension? 3. What vocab can I teach within the context of the novel? 4. What vocab needs to be pre-taught using auditory input? 1. Do I need to pre-teach vocabulary? 2. How much of the unknown vocabulary is critical to reading comprehension? 3. What vocab can I teach within the context of the novel? 4. What vocab needs to be pre-taught using auditory 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? 2. How much of the unknown vocabulary is critical to reading comprehension? 3. What vocab can I teach within the context of the novel? 4. What vocab needs to 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. 9. What amount of culture, history, geography or cross-curricular connections will I be making? 10. How much time should I devote to themes, character development, setting and plot?

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 Normal Level 1 with novice novel 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/motivations

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 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 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 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