Spanish I: Cuento 5: La familia de Julia pasa todo el año visitando (Ms. Campos/ Ms. Hamdan)

Students will read Cuento 5: La familia de Julia pasa todo el año visitando

By Ms. Campos
April 16, 2015
10th Grade World Languages

Writing Prompt

Cuento 5: La familia de Julia pasa todo el año visitando

Interpret the reading in your own words.

Student Activities (Approximate Time 5:59)

This is what students will do. To view lesson content click on the lesson zoom above.

5 Steps to Confident Reading

Follow a step-by-step process for reading fiction and non-fiction texts.

Critical Concepts (40 min)

Record concepts that are essential to the message of a text.

Quickwrite (8 min)

Write for a brief amount of time about a subject/topic.

I Know/You Know (6 min)

Share what you know about a concept or idea with others in class.

Previewing and Predicting (10 min)

Scan the text and make predictions about subject, content, and structure.

Scan for Vocabulary (20 min)

Identify unknown words in a text and create a personal glossary.

Making Inferences (15 min)

Draw conclusions about ideas in a text that are not directly stated.

Summarizing Main Ideas (20 min)

Identify the main ideas in a paragraph(s) and synthesize them into a few concise sentences.

Writing in the Margins (15 min)

Think about the text and write ideas in the margin.

Marking a Text (25 min)

Identify and isolate essential ideas in a text.

Identifying Evidence (15 min)

Locate evidence or supporting details in a text that support authors' claims.

Compare and Contrast Organizer (20 min)

Keep track of ideas that are being compared and contrasted in a text.

Cause and Effect Organizer (20 min)

Keep track of cause and effect relationships in a text.

Vocabulary Skits (40 min)

Perform skits as a way to learn and review new vocabulary.

Understanding Vocabulary in Context (20 min)

Use context clues to guess the meaning of unfamiliar words in a text.

Peer Review Groups (60 min)

Work in small groups to edit and revise student writing.

Personal Response Journal (25 min)

Double-entry journal that students can use to respond personally to new ideas.
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10th Grade Literacy Standards in World Languages

This lesson teaches the following grade level appropriate state literacy standards. The cubes provide an abbreviation of the standard name and reference number. Click Add to My Lesson Plans to make a copy of the lesson. Making a copy will allow you to update any information including the literacy standards.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)
Draw evidence from literary or informational texts to support analysis, reflection, and research.
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