Students will read from articles designed for readers at the high school level. The article contains familiar language and basic-level syntax that is appropriate for individual students' reading levels. Students will read articles with meaning and are provided an annotation guide to help them dissect the and decode the text for both Spanish and chemistry lessons. Venn Diagrams will be provided to students to help determine the similarities and differences between Mexican and American traditions. Link to Annotation Guide with Article Link for chemistry. Link to Venn Diagram for Spanish. Annotating Text: (Tovani, 2003)
Choice Activity
Students will given the opportunity to choose between a written or visual presentation for the third day of the chemistry calendar. This is done so that students who are gifted with visual arts have the best opportunity to demonstrate their understanding. The Final Research Project also gives students the freedom to pick a role that will best suit their ability. For example, a strong reader may wish to be a researcher or the editor. Link to Final Research Project Page.
Comprehensible Input (i+1)
In order to constructively build English language proficiency in reading, writing, speaking, and listening, we've modeled our lesson materials after Krashen's comprehensible input theory. ELL students will there before be required to meet the ELD standard that is one level above their current level. Rubric grading will be scaled so that emerging and expanding students have an equal opportunity at receiving the highest possible mark. Link to Differentiated Rubric. Comprehensive Input: (Krashen, 1987)
Frontloading of Images
Through is literacy strategy, students will get a better understanding of the material in context before they embark on reading with understanding. This strategy also aligns with Gardner's multiple intelligences. A frontload of images is an anticipatory activity for the Spanish culture segment which allows students to make assumptions and primes them for the reading the follow. Link to Frontload of images. Frontloading of Images: (Daniels & Steineke, 2011) Multiple Intelligences: (Gardner, 1983)
Group Activity Supports/Flexible Grouping
Per Universal Lesson Design, ELL, struggling readers, and struggling writers will placed in groups with English proficient, high-achieving students who have demonstrated quality leadership and citizenship abilities. Additionally, groups will interact and peer revise all written work for the final research project, making sure that all requirement on the rubric are met. Since this project is largely focused on Mexican tradition, we believe this is a great opportunity for them to act as liaisons for those who are unfamiliar with the holiday. ULD: (Wiggins & McTighe, 2011)
Multiple Intelligences
Per Gardner's theory of multiple intelligences, we've conducted simple surveys in our classes in order to better understand how our students learn. A majority of them prefer visual modalities, and so we've included many of them in our lesson plans. In Spanish, students get a frontload of images to analyze culture; in chemistry, students will refer to several diagrams of fermentation to better help them understand the process. Visual and audio learners will appreciate learning about Spanish culture with informative videos and interactive notes. Link to yeast fermentation diagram for chemistry. Link to video and Cornell notes for Spanish. Multiple Intelligences: (Gardner, 1983)
Vocabulary Development with Graphic Organizer
Students will learn the necessary science and Spanish terms and how to use them in context in a written summary of the chapter and the final research project. To aid their understanding, we've aligned the students' graphic organiser with the appropriate SDAIE strategies, this creates an easy-to-follow reference to use in formal writing. Spanish vocabulary lessons are supplemented with photos of each word, making them easier to decipher. Link to Chemistry Vocabulary Graphic Organiser. Link to Spanish Vocabulary Graphic Organiser and other materials. SDAIE: (Genzuk, 2011)
Writing Graphic Organizer
For the final research project, a writing scaffold is provided for the individual in the writer's role. This SIOP model will help the student form a thesis, organize their prose, and develop supporting evidence. In Spanish lessons, students will collaborate with peers to develop ideas for writing using Think-Pair-Shares. Link to Think-Pair-Shares for Spanish. Link to Writing Graphic Organiser for Chemistry. SIOP: (Echevarria, Short, & Vogt, 2013)