9
InterdisciplinaryConnections
Lessonsmakeconnections to the
content areas, allowing students to learn
throughcontent-rich texts. Students
learn scienceand/or social studies
concepts fromwhat they read.
I
NSTRUCTIONAL
F
OCUS
:
BuildingContent Knowledge
A+ Spanish Literacy Lesson Plan© SantillanaUSA
X
Pair up students and distribute Venn diagrams (GraphicOrganizer #6) to each child. Have
them label one circlewith their partner’s name and the other
Yo
. Have students ask each other
questions about what type of home they live in, what they eat, if they have pets, how they get
to school, andwhat they do for fun. Have them record the information on the diagram. Assist
students withplacing thewords in the appropriate parts of the diagram. Thenmodel how to
write sentences based on information from the diagram. Have students write a short paragraph
comparing themselves to their partner. Allow students to use variousmethods for publishing
their work. Thenhave partners present their writing to the class.
X
Have students create a travel brochure for a trip to a famous city around theworld, such as New
York, Tokyo, Los Angeles, Buenos Aires, Hong Kong,Moscow, etc. Allow students to usemaps,
globes, and other referencematerial to locate the city. In the brochure students should include
inwhich country and onwhich continent the city is located, the different features of the city
(i.e., buildings,methods of transportation, foods to eat, etc.) and different activities that people
can do there. Have students print or cut out different pictures to include in the brochures and
thenpresent them to the class.
X
Find a copy of the story
El ratón del campo y el ratón de la ciudad
(The CountryMouse and the City
Mouse). Read it with students. Thenhave students work in small groups to create a discussion
web comparing that storywith
El campo y la ciudad
. Students should include information as to
how the lives of themice and the childrenwere the same and different in both stories. Have
groups present their webs to the entire class.
Distributewritingpaper to students. Have them imagine they live in the city or countryside like the
children in the story. Thenhave studentswrite three tofive sentences about what their lifewouldbe
like. Encourage students touse information from the text and illustrations in the book to support
their answers. Help students complete this activity byhaving themwritewords, phrases, or complete
sentences on their own, according to their proficiency level. Youmaywish toprovide studentswith
sentence starters and vocabularyflash cards as they complete this activity.
I
NTERDISCIPLINARY
C
ONNECTIONS
:
S
OCIAL
S
TUDIES
W
RITING
InformalAssessment
or she completes comprehensionandproduction
activities. Suggestedactivities are identifiedwith
the icon.
X
Hold a discussionwith students about the author and illustrator. Ask students if they liked
either the story or illustrations better, or if they liked themequally, andhave them explain their
answers. Students can also comparewhether the information the author and illustrator provided
to the reader was the same or different. Be sure students follow designated rules for discussion,
including raising their hand to speak, listening to others, and respecting each other’s opinions
and ideas.
I
NSTRUCTIONAL
F
OCUS
:
BuildingContent Knowledge
I
NSTRUCTIONAL
F
OCUS
:
Research Strand
6
El campoy laciudad
Writing
Writingactivitiesencourage students to
write in response to the ideas, events,
facts, andargumentspresented in the
texts they read. Activities focuson the
threemainwriting formats:
• Argumentative
• Informational/Expository
• Narrative
I
NSTRUCTIONAL
F
OCUS
:
Research Strand
LESSONPLANWALK-THROUGH
