- We discussed the pre-reading discussion questions from the Teacher’s Guide.
- I read the chapter aloud, TWICE!, as students drew a mural for it on this really intricate form that I created (not). The first time, they drew a really quick sketch, and the second time through, they added more details. Since students were not following along in their books, I made sure to clarify the meaning of footnoted words and other terms that I did not think they would recognize.
- Students shared their storyboards with at least five classmates using the simultaneous presentation format.
- I popped up the reading activity from the Teacher’s Guide onto the Promethean Board, and students completed it on a scrap piece of paper. Please notice that question #11 should read “…y Jamie no le ________ un beso” (the wrong word was blanked out, so as is it doesn’t match the word bank). We reviewed the correct answers.
- In preparation for the Beyond the Text activity described in the Teacher’s Guide, I had students read through the chapter again, individually, and complete this reading guide.
- Students worked on the Beyond the Text activity.
- While they worked, I called them up one at a time to do a speaking assessment based on their murals. They had to talk for one minute about their storyboard, and if they got stuck, I prompted them. I used the rubric included in my proficiency targets document to grade it.
Martina,
My students worked on the reading guide for Chapter 8 today and they, as well as I, had some trouble with it. Do you have any answer sheet? In some cases, the consequence was the same as the following problem. I did not see enough problems in Chapter 8 to fill out this chart so I had students go into Chapter 9.
Thanks.
Anna