1 / 13

Explorers come to California

Explorers come to California. Spanish Literacy through Content. TEXT: Reflections: Grade 4, Unit 2, Chapter 3, Lesson 1 “Explorers come to California” Big Idea: Explorations led to interactions between Europeans and California Indians. .

topaz
Download Presentation

Explorers come to California

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Explorers come to California

  2. Spanish Literacy through Content TEXT: • Reflections: Grade 4, Unit 2, Chapter 3, Lesson 1 • “Explorers come to California” Big Idea: Explorations led to interactions between Europeans and California Indians.

  3. Common Core 4th Grade Reading Standards for Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 4. Determine the meaning of general academic and domain- specific words or phrases in a text relevant to a grade 4 topic or subject area. 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

  4. 3 Moment Lesson Design • Preparing Learners • Interacting with Texts • Extending Understanding Scaffolding Tasks: Content and Language Learning

  5. Preparing Learners Goals: • Activate prior knowledge • Focus attention on key concepts • Introduce key vocabulary

  6. Independently read each statement and mark whether you agree or disagree. Provide a reason. With a partner discuss your responses. Preparing LearnersAnticipatory Guide

  7. With a partner, discuss what you see and any questions you may have. I see… I notice… This map is showing… One question I have is…? Why…? Preparing LearnersAnalyzing Maps

  8. Interacting with Text Goals: • Deconstruct the text • Interact with the text and each other • Reconstruct the text

  9. Interacting with Texts: Listening with a Focus Page 111 Why did conquistadors travel to New Spain? ___traveled to ___ to/in search of___ The text states… Pages 112-113 What did the explorers discover and learn during their search of the Anián Strait? The ___ discovered/learned ___ When ___ searched ___ for ___, they discovered/learned___ Pages 114-115 What do you learn about the galleons? I learned… I now understand…

  10. Interacting with Texts Explorers Graphic Organizer With a partner, complete the graphic organizer. Use pages 110-115 for support.

  11. Interacting with Texts Developing Vocabulary With a partner, complete the graphic organizer. Use pages 110-115 for support.

  12. Extending Understanding Goals: • Apply new learning to novel situations • Re-present the text in a new way • Take a critical stance • Evaluate learning

  13. ExtendingUnderstanding “I Am” Poem • Each student selects one of the early explorers who visited California. • Using the Explorers Graphic Organizer and the text, students write an “I Am” poem to demonstrate what they learned about the selected explorer.

More Related