M5U4A1- Planning for Learning Carlos Parada Ayala

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M5U4A1- Planning for Learning Carlos Parada Ayala by Mind Map: M5U4A1- Planning for Learning Carlos Parada Ayala

1. Scaffolding Strategy:  Pre-Teach Vocabulary.  Eg.  What is a text story?  What is a text poem?  What is a drama? What is audio?  What is vide?  What is a live version of a text?

2. Sources: -(May 13, 2016).  Common Core Standards State Initiative. Retrieved from http://www.corestandards.org/ELA-Literacy/RL/6/7/. -(May 24, 2011).  January 24, 2014.  Edutopia. 6 Scaffolding Strategies to Use With Your Students.  Retrieved from http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber. -(June 8, 2016). Kristin Houser. 8 Strategies for Scaffolding Instruction. Retrieved from http://www.mshouser.com/teaching-tips/8-strategies-for-scaffolding-instruction. -(June 8, 2016).  Datemplate.  Template Gallery. 12 Photos of Venn Diagram Graphic Organizer. Retrieved from http://www.datemplate.com/post_venn-diagram-graphic-organizer_614432/.

3. Big Ideas

3.1. While there are similarities when one experiences the text version of a written work and its audio, video, and live versions, there are also differences.

3.2. Depending on the context, one type of media may be preferable than the other.

3.2.1. Name

3.2.2. Office hours

3.2.3. Contact

4. Standard CCSS.ELA-LITERACY.RL.6.7 for 6th Grade Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch. NOTE: THIS IS AN ENGLISH LITERACY STANDARD WHICH WILL BE USED TO TEACH 6TH GRADE SPANISH LITERACY

5. Lesson Objectives

5.1. Determine similarities in the experience between  text and media versions of a literary work.

5.1.1. 1.  Scaffolding Strategy:  Tap Into Prior Knowledge

5.1.1.1. Why use this strategy?

5.1.2. 2. Scaffolding Strategy:  Pre Teach Vocabulary and Concepts

5.1.2.1. Why use this strategy?

5.1.3. 3. Scaffolding Strategy:  Show and Tell

5.1.3.1. Why use this strategy?

5.1.4. 4. Scaffolding Strategy:  Use English If Necessary to Explain Concepts to Spanish Language Learners.

5.1.4.1. Why use this strategy?

5.1.5. 5. Scaffolding Strategy:  Individual Silent Reading and Note Taking of a Text (first a poem, second a brief narrative story, third a scene in a play).  Note that this is likely to take several lessons.  In one lesson only do the poem, the story in another and the play scene in a third.

5.1.5.1. Why use this strategy?

5.1.6. 6. Scaffolding Strategy:  Show Media.  Play an audio or performed version of the text (poem, story, or scene in a play).

5.1.6.1. Why use this strategy?

5.1.7. 7. Scaffolding Strategy:  Divide students into small groups and have them list five similarities and five differences using a  Venn Diagram.

5.2. Determine differences in the experience between text and media versions of a literary work.

5.2.1. Note:  The scaffolding strategies for the differences are listed above with the similarities.

5.3. Determine contexts where one medium has advantages over the other.

5.3.1. 1. Scaffolding Strategy:  Multiple Choice Questionniare

5.3.1.1. Why use this strategy?

5.3.2. 2. Scaffolding Strategy:  Read Questions with the Whole Class (Note: I tried to delete the blank note here, but Mindmeister did not allow me to).

5.3.2.1. Why use this strategy?

5.3.3. Scaffolding Strategy; Small Group Discussion

5.3.3.1. Why use this strategy?

5.3.4. 4. Scaffolding Strategy:  Whole Group Discussion

5.3.4.1. Why use this strategy?