Part 1 Independent Literacy Activity

ECOMP 5004

06.09.09

Jessica Crawford Nelson
Las Vegas cohort

Midterm

Part 1 Independent Literacy Activity

Overview:

Students will incorporate several areas of technology to further their understanding of “The House on Mango Street” by Sandra Cisneros. These areas include:

·  www.audible.com an online site where you can purchase and download books

·  an online study guide by Random House

·  an online quiz to check comprehension

·  Microsoft Word to better students’ use of technology incorporating the Spanish language

·  and a class blog

Students will listen to the book online and also read the book. Students will check their own comprehension as they read. They will follow up with a quiz and then post their final writing response to the class blog, where their writing will be evaluated by their peers.

Standards:

3.1 THE STUDENT WILL APPLY WRITING CONVENTIONS IN SPANISH TO INCLUDE GRAMMAR, SPELLING, CAPITALIZATION, DIACRITICAL MARKINGS, AND PUNCTUATION.

(5,6) [NS: 3,10]

3.2 THE STUDENT WILL EMPLOY DEVELOPING GRAMMAR IN WRITING. (5,6) [NS: 3,10]

3.3 THE STUDENT WILL USE COMPLETE SIMPLE AND COMPOUND SENTENCES. (5,6) [NS: 3,10]

3.8 THE STUDENT WILL ORGANIZE SENTENCES LOGICALLY. (5,6) [NS: 1,6,10]

3.9 THE STUDENT WILL UTILIZE A VARIETY OF TRANSITIONAL WORDS AND PHRASES IN MULTI-PARAGRAPH WRITINGS. (5,6) [NS: 1,6,10]

3.10 THE STUDENT WILL DEVELOP UNIFIED AND COHERENT PARAGRAPHS.

(5,6) [NS: 1,6,10]

3.14 THE STUDENT WILL ACCURATELY IMPLEMENT RESOURCES SUCH AS DICTIONARIES AND OTHER LANGUAGE AIDES. (5,6) [NS: 6, 10]

4.3 THE STUDENT WILL HOLD SPOKEN LANGUAGE IN THE SHORT TERM MEMORY LONG ENOUGH TO BE DECODED. (4) [NS: 2,10]

4.4 THE STUDENT WILL RESPOND APPROPRIATELY DEMONSTRATED BY BODY LANGUAGE, LAUGHTER, AND/OR SILENCE. (4) [NS: 2,10]

4.5 THE STUDENT WILL GUESS AT UNKNOWN WORDS OR PHRASES WITHOUT PANIC. (4) [NS: 2,10]

4.6 THE STUDENT WILL USE HIS/HER OWN KNOWLEDGE OF THE SUBJECT TO AID UNDERSTANDING. (4) [NS: 2,10]

4.7 THE STUDENT WILL IDENTIFY RELEVANT POINTS AND REJECT IRRELEVANT INFORMATION. (4) [NS: 2,10]

4.8 THE STUDENT WILL RECOGNIZE DISCOURSE MARKERS (WELL, OH, ANOTHER THINGS IS, NOW, FINALLY, ETC). (4) [NS: 2,10]

4.9 THE STUDENT WILL RECOGNIZE COHESIVE DEVICES (SUCH AS, WHICH, LINKING WORDS, PRONOUNS, REFERENCES, ETC.) (4) [NS: 2,10]

4.10 THE STUDENT WILL UNDERSTAND DIFFERENT INTONATION PATTERNS AND USES OF STRESS WHICH GIVES CLUES TO MEANING AND SOCIAL SETTINGS. (4,8) [NS: 2,10]

4.11 THE STUDENT WILL UNDERSTAND INFERRED INFORMATION (SPEAKERS’ATTITUDES OR INTENTIONS). (4,8) [NS: 8,10]

4.13 THE STUDENT WILL ANSWER FACTUAL QUESTIONS ABOUT THE LISTENING SELECTION. (1,4) [NS: 2,10]

5.1 THE STUDENT WILL DEMONSTRATE FLUENCY AND ACCURACY IN ORAL READING. (3) [NS: 1,10]

5.2 THE STUDENT WILL PROVE READING COMPREHENSION OF A VARIETY OF TOPICS GENERATED FROM DIFFERENT FICTION AND NON-FICTION GENRES AND WRITTEN SOURCES. (3,8,10) [NS: 2,10]

5.3 THE STUDENT WILL DETERMINE ESSENTIAL INFORMATION DURING READING. (3,8) [NS: 2,10]

5.4 THE STUDENT WILL IDENTIFY FIGURATIVE LANGUAGE. (3,8) [NS: 2,10]

5.5 THE STUDENT WILL IDENTIFY COLLOQUIAL AND IDIOMATIC LANGUAGE IN THE CONTEXT OF SELECTED READING PASSAGES. (3,8) [NS: 2,10]

5.6 THE STUDENT WILL DETERMINE THE MEANING OF WORDS USING CONTEXT CLUES.

(3,8) [NS: 2,10]

5.7 THE STUDENT WILL APPLY KNOWLEDGE OF COMMON PREFIXES AND SUFFIXES TO DETERMINE MEANING. (3,10) [NS: 2,10]

5.9 THE STUDENT WILL MAKE INFERENCES BASED ON THE INFORMATION GIVEN. (3,8) [NS: 2,10]

7. CULTURES: THE INTERRELATEDNESS OF PRACTICES, PRODUCTS, AND PERSPECTIVES.

7.1 THE STUDENT WILL IDENTIFY COUNTRIES, REGIONS AND SOME GEOGRAPHIC FEATURES WHERE SPANISH IS SPOKEN. (9) [NS: 4,5,6,11]

7.2 THE STUDENT WILL IDENTIFY OBJECTS AND SYMBOLS THAT REPRESENT HISPANIC CULTURES. (9) [NS: 4,5,6,7,11]

7.6 THE STUDENT WILL IDENTIFY SOME COMMON BELIEFS AND ATTITUDES WITHIN HISPANIC CULTURES. (9) [NS: 4,5,6,7,9]

8. CONNECTIONS

8.2 THE STUDENT WILL UTILIZE TECHNOLOGY IN THE STUDY OF LANGUAGE AND CULTURE TO CONNECT THE STUDY OF SPANISH WITH OTHER DISCIPLINES.

(14) [NS: 1,2,3,6,10]

10. COMPARING LANGUAGES

10.1 THE STUDENT WILL IDENTIFY COGNATES AND COMPARE ROOT WORDS, PREFIXES, SUFFIXES AND SENTENCE STRUCTURE. (12) [NS: 6,8,10]

10.2 THE STUDENT WILL IDENTIFY WORDS AND PHRASES FROM SPANISH USED IN COMMON ENGLISH. (12) [NS: 2,6,8,10]

10.3 THE STUDENT WILL COMPARE COMMON IDIOMATIC PHRASES IN SPANISH TO CORRESPONDING PHRASES IN ENGLISH. (12) [NS: 2,6,8,10]

10.4 THE STUDENT WILL IDENTIFY WORDS AND EXPRESSIONS THAT HAVE NO EQUIVALENT IN ANOTHER LANGUAGE. (12) [NS: 2,6,8,10]

10.5 THE STUDENT WILL COMPARE THE SOUND-SYMBOL ASSOCIATION OF ENGLISH TO SPANISH. (12) [NS: 8]

11. COMPARING CULTURES

11.1 THE STUDENT WILL DEMONSTRATE UNDERSTANDING OF THE CONCEPT OF INTERRELATEDNESS OF PERSPECTIVES, PRODUCTS, AND PRACTICES IN DIFFERENT CULTURES. (11) [NS: 4,5,7]

11.2 THE STUDENT WILL COMPARE THE MEANING AND IMPORTANCE OF CERTAIN PERSPECTIVES, PRODUCTS AND PRACTICES OF HISPANIC CULTURES TO HIS/HER OWN CULTURAL PERSPECTIVES, PRODUCTS AND PRACTICES. (11) [NS: 4,5,7,9]

11.3 THE STUDENT WILL SHOW AN EMERGING UNDERSTANDING OF THE CONCEPT OF CULTURE AS HE/SHE COMPARES HISPANIC CULTURES OF HIS/HER OWN CULTURE.

(11) [NS: 4,5,7,9]

12.4 THE STUDENT WILL APPLY SKILLS IN TECHNOLOGY TO EXPAND HIS/HER LANGUAGE SKILLS AND CROSS CULTURAL KNOWLEDGE. (14) [NS: 1,2,3,6,10]

13.2 THE STUDENT WILL USE VARIOUS MEDIA IN THE STUDY OF SPANISH. (14) [NS: 2,10]

Objectives:

1.  To extend vocabulary acquisition. [NS: 1, 2, 3]

2.  To apply strategic reading behaviors before, during, and after reading of a variety of literary works in a variety of genres. [NS: 2]

3.  To apply strategic listening behaviors before, during, and after listening of a variety of spoken and/or recorded material. [NS: 2]

4.  To acquire comprehension skills for a variety of spoken and written language situations. [NS: 2]

5.  To develop correct usage of standard Spanish in the writing conventions of spelling, grammar, punctuation, diacritical markings, and paragraphing. [NS: 2, 9]

6.  To expand knowledge of fiction and non fiction literary genres. [NS: 4, 5, 6]

7.  To utilize context clues, literary analysis, text structure and text features to unlock meaning and to promote comprehension of written text. [NS: 4, 5, 6]

8.  To explore the interrelationships among the cultural practices, products, and perspectives of the Spanish–speaking world. [NS: 4, 5]

9.  To compare the practices, products, and perspectives of Hispanic cultures to the student’s own cultural practices, products, and perspectives. [NS: 8]

10.  To compare Spanish to the students’ other languages. [NS: 7]

11.  To extend the use of Spanish language and Hispanic cultural knowledge both within and beyond the classroom setting. [NS: 9]

14.  To utilize technology in the study of language and culture. [NS: 6, 9, 10]

Lesson Plan:

1.  Students will alternate reading and listening to “The House on Mango Street” by Sandra Cisneros. As they read or listen, they will complete the study guide as provided online by randomhouse.com and take the “House on Mango Street” quiz at discoveryeducation.com.

2.  Students will each need a copy of “The House on Mango Street” by Sandra Cisneros.

3.  The school will purchase and provide a copy of “La Casa en Mango Street” at www.audible.com. Students will need headphones.

4.  Students will type out their responses to the study guide using Microsoft Word, being sure to incorporate correct grammar and spelling in Spanish, as well as incorporating accent marks.

5.  The above will be turned in to the instructor.

6.  Students will post their final writing activity to our class blog http://crawfordspanish.edublogs.org/

7.  Students will review one another’s writing and post comments and responses to at least three classmates.

Directions:

1.  Students will listen to or read “La Casa en Mango Street”. (Reading vs listening is to be designated by each individual teacher. There are some chapters that may be better listened to, and some that the teacher may prefer to have read. You may alternate reading one day and listening the next, depending on where you are in the book. It is, however, important that all students are reading and/or listening at the same time.)

2.  Each student will need access to a computer, headphones, a book and the audio.

3.  Students will open: http://www.randomhouse.com/highschool/catalog/display.pperl?isbn=9780679734772&view=tg and complete the study guide questions as they listen to or read the book.

4.  In order to complete the study guide, students will open a Microsoft Word document and type out their answers in complete sentences, in Spanish. (This is often a challenge for students, as they are not accustomed to typing in Spanish with proper spelling, grammar and diacritical markings.)

1. Students will answer all questions for part I (see attached Random House Study Guide below).
2. Students will select three questions to answer from part II (see attached Random House Study Guide below).
3. Students will select three questions to answer from part III (see attached Random House Study Guide below).
4. Students will select three questions to answer from part IV (see attached Random House Study Guide below).
5. FINAL WRITING ACTIVITY: Students will select ONE question from part V which will be their final writing activity (see attached Random House Study Guide below).

5.  When students have finished the book, they will complete the “Casa en Mango Street” quiz at : http://school.discoveryeducation.com/quizzes15/janannnicholson/MangoStreet.html

6.  Students will post their final writing activity to our class blog. http://crawfordspanish.edublogs.org/

7.  Students will review their classmate’s responses and comment on at least three posts, again, writing with correct spelling, grammar and diacritical markings in Spanish.

Evaluation Rubric:

5 / 4 / 3 / 2 / 0
Part I of study guide / All responses complete. Correct grammar.
Correct Spelling.
Correct diacritical markings.
Reponses show evidence of thought and understanding of cultural differences and similarities. / Most responses complete. Some grammar, spelling, diacritical marking error, but do not impede understanding. Cultural understanding evidence shows through in writing for the most part. / Many responses incomplete. Many grammar, spelling, diacritical marking errors. Answers do not show knowledge of cultural understanding. / Responses not complete. Grammar, spelling errors make it too difficult to understand your overall message. Very little evidence of cultural understanding. / Did not do. Did not complete. Too many grammar, spelling errors to understanding what you are trying to say. No evidence of cultural understanding.
Part II of study guide / All responses complete. Correct grammar.
Correct Spelling.
Correct diacritical markings.
Reponses show evidence of thought and understanding of cultural differences and similarities. / Most responses complete. Some grammar, spelling, diacritical marking error, but do not impede understanding. Cultural understanding evidence shows through in writing for the most part. / Many responses incomplete. Many grammar, spelling, diacritical marking errors. Answers do not show knowledge of cultural understanding. / Responses not complete. Grammar, spelling errors make it too difficult to understand your overall message. Very little evidence of cultural understanding. / Did not do. Did not complete. Too many grammar, spelling errors to understanding what you are trying to say. No evidence of cultural understanding.
Part III of study guide / All responses complete. Correct grammar.
Correct Spelling.
Correct diacritical markings.
Reponses show evidence of thought and understanding of cultural differences and similarities. / Most responses complete. Some grammar, spelling, diacritical marking error, but do not impede understanding. Cultural understanding evidence shows through in writing for the most part. / Many responses incomplete. Many grammar, spelling, diacritical marking errors. Answers do not show knowledge of cultural understanding. / Responses not complete. Grammar, spelling errors make it too difficult to understand your overall message. Very little evidence of cultural understanding. / Did not do. Did not complete. Too many grammar, spelling errors to understanding what you are trying to say. No evidence of cultural understanding.
Parr IV of study guide / All responses complete. Correct grammar.
Correct Spelling.
Correct diacritical markings.
Reponses show evidence of thought and understanding of cultural differences and similarities. / Most responses complete. Some grammar, spelling, diacritical marking error, but do not impede understanding. Cultural understanding evidence shows through in writing for the most part. / Many responses incomplete. Many grammar, spelling, diacritical marking errors. Answers do not show knowledge of cultural understanding. / Responses not complete. Grammar, spelling errors make it too difficult to understand your overall message. Very little evidence of cultural understanding. / Did not do. Did not complete. Too many grammar, spelling errors to understanding what you are trying to say. No evidence of cultural understanding.
Final Writing Assignment Blog Post / All responses complete. Correct grammar.
Correct Spelling.
Correct diacritical markings.
Reponses show evidence of thought and understanding of cultural differences and similarities. / Most responses complete. Some grammar, spelling, diacritical marking error, but do not impede understanding. Cultural understanding evidence shows through in writing for the most part. / Many responses incomplete. Many grammar, spelling, diacritical marking errors. Answers do not show knowledge of cultural understanding. / Responses not complete. Grammar, spelling errors make it too difficult to understand your overall message. Very little evidence of cultural understanding. / Did not do. Did not complete. Too many grammar, spelling errors to understanding what you are trying to say. No evidence of cultural understanding.
Evaluation of other students’ final writing assignment / All responses complete. Correct grammar.
Correct Spelling.
Correct diacritical markings.
Reponses show evidence of thought and understanding of cultural differences and similarities. / Most responses complete. Some grammar, spelling, diacritical marking error, but do not impede understanding. Cultural understanding evidence shows through in writing for the most part. / Many responses incomplete. Many grammar, spelling, diacritical marking errors. Answers do not show knowledge of cultural understanding. / Responses not complete. Grammar, spelling errors make it too difficult to understand your overall message. Very little evidence of cultural understanding. / Did not do. Did not complete. Too many grammar, spelling errors to understanding what you are trying to say. No evidence of cultural understanding.
Mango Street Quiz score / 100-90% / 89-80% / 79-70% / 69-60% / Below 59%
Total

Random House Study Guide to “The House on Mango Street”

DISCUSSION AND WRITING
I. Comprehension
1. Where did the narrator live before she moved to The House on Mango Street? How were her previous homes different?
2. In what kind of house would she like to live? Does her new home live up to her expectations? Why not?