Instructional Content and Strategies Organizer

Instructional Content

- See Anticipation Guide

- See articles
- Here are some discussion questions to start off with. More will flow from the discussion.
o ¿Qué aprendieron sobre el Día de los Muertos de sus grupos de discusión?
o ¿Es el día de los muertos, una celebración feliz o un día de fiesta mórbida? ¿Por qué lo crees? Por favor, apoye su respuesta con
ejemplos concretos.
o ¿Cuál es el origen del Día de los Muertos? ¿Cómo ha evolucionado hasta convertirse en lo que es hoy? ¿Cómo interpretaron los
indígenas la muerte?
o Describe una típica "Ofrenda" y explique lo que puede contener y por qué.
o ¿Cuál es el propósito de encender las velas perfumadas y la difusión de un camino de flores de caléndula amarilla?
o ¿Cómo se hace sentir para celebrar el Día de los Muertos? ¿Estaría cómodo invitando a los espíritus o fantasmas de familiares
muertos para que vengan a celebrar y convivir con usted? ¿Por qué?
o ¿Cómo es este día de fiesta similar y diferente de cualquier día festivo que conocemos? Halloween?
o ¿Qué le enseña esta fiesta sobre la cultura mexicana y cómo los mexicanos se sienten acerca de la muerte?
 Instructional Modifications to
ASSIST Students
- A slideshow is utilized to assist students
that are visual learners. The images
depict what the students will be reading
about.
- Struggling students will be given a
“Relevant Vocabulary” list to assist them
in completing the Anticipation Guide and
reading assignment.
- The struggling readers in the class will
also be given a Marginal Gloss to assist
them with reading the assigned article.
- Articles of various reading levels and
different levels of complexity have been
selected so that when students are
assigned readings and grouped into the
“Expert Groups” to discuss articles,
struggling students can be placed in 1 of 2
groups that have been assigned a simpler
article.
- The teacher can spend extra time meeting
with these groups during the Jigsaw
Activity when they are in “Expert
Groups”.
- There are a variety of types of questions
that will be asked in the class discussion
to give struggling students an opportunity
to participate.
- The teacher will provide struggling
students will a vocabulary list for the
quote in the homework assignment to
assist them with comprehending it. Also,
the teacher will grade the homework
assignment, taking into account the
various needs students have and
challenges they face.
Major Instructional Strategies
- Visual stimulus
- Anticipation Guide
- Auditory comprehension practice
(reading out loud statements)
- Independent reading
- Cooperative group work (Jigsaw
Activity)
- Oral discussion in small groups
- Oral discussion as a class
- Written response
- Verbal response
Instructional Modifications to
CHALLENGE Students
- There are some controversial and
challenging statements included in the
Anticipation Guide to challenge
advanced students and give them a
chance to demonstrate prior knowledge
in the discussion.
- Articles of various reading levels and
different levels of complexity have been
selected so that when students are
assigned readings and grouped into the
“Expert Groups” to discuss articles,
advanced students can be placed in 1 of
2 groups that have been assigned a more
complex article.
- In “Expert Groups” these students are
paired with other advanced Spanish
speakers so that conversations can be
more complex and FULLY in Spanish.
Students will be challenged to converse
completely in Spanish.
- Teacher will visit with these “Expert
Groups” and ask very thought-
provoking, controversial or challenging
questions to get these students thinking
above and beyond the average level.
- In the “Teaching Groups” these
students can serve as leaders and guide
the conversation. They can also assist
the other students at various levels to
make sure they are up to speed.
- The homework assignment is open-
ended and thought-provoking so that
the advanced students can research and
write as much as they want and be
challenged.