SPANISH Level IIIDeveloping speaking skills by teaching readingLas abejas de bronce por Marco DeneviOBJECTIVES: SWBAT engage in a Socratic seminar regarding the Marco Denevi short story Las abejas de bronce, making comments about the characters and events in the story and asking their classmates questions for clarification of the text and/or student comments and ideas. (this follows the following definition of teaching READING: reconstructing the author’s intended message (or meaning) in a way that you can communicate about that message to someone knowledgeable about the message).FOCUS AND REVIEW: Students are able to use all of the tenses to make statements in avariety of contexts, including the environment, plants, animals, food, cultural products and preoccupations. Students are able to describe physical and character attributes and plot. Students are able to ask informational questions. They are familiar with question words “Cuánto/a/s, quién/es, qué, por qué, cuál/es, dónde, de dónde, a dónde, etc.” However, they have only used these in isolation (such as a play store using only ?Cuánto cuesta? and in introductions using “?De dónde eres?, etc.) Students have communicated with one another using questions and statements to find out things about their classmates,families, activities, etc. Now they are going to be conversing in a larger group as a class, giving input and opinions and supporting details from this text with which they are very familiar (plot, characters, theme, etc.) Ask students about conversations. How does one have a conversation? Does one always use complete sentences when speaking? Do we do this in a first language? Why or why not? In other words, the important thing is the communication of ideas itself. What about being polite? How can we be more polite? Ex. No entiendo. ?Podría explicar más? ?Podría dar más detalles? Sometimes we do not ask questions simply because we do not understand, but because another person may not understand. By asking that person it makes them think, they may not know why they have an opinion and need to search for details or ask questions themselves. STATEMENT OF OBJECTIVES: We are going to engage in just such a discussion. This is called a Socratic seminar. We are going to pretend that we do not know one another very well and use the Usted form as well as the conditional tense to be polite. (The goal is to make sure that everyone comprehends the text and can make a statement about what they have read and ask questions of their classmates to stimulate conversation.) TEACHER INPUT: Play a short tape of a dialogue (or video) between two or three people about the text. Students can listen to (or watch) this dialogue to see how this exchange would take place based on one major question. (They can hear two possible responses to one main question, hear how students ask questions for clarification of questions or statements, and how others rephrase questions or statements and give details from the text to help others understand.) GUIDED PRACTICE: After listening to (or watching) the dialog, the teacher will pass out note cards which specify if a student needs to give input or ask a question. TheSPANISH Level IIIteacher can rewind the tape and play the initial question. She will guide students regarding this question, possibly offering her own input as another model, and modeling questions for clarification or expansion of ideas. Students will be notified that they shouldreread the story and take any notes they wish. The next day they will conduct this seminaras a class. The teacher will provide a sheet with main questions and will specify when they need to move from main question to main question on these sheets, but will not likely contribute to the conversation itself. The students will be given main questions anda rubric ahead of time regarding expectations during the seminar. If they do not participate, they will receive a zero. Students may work in cooperative groups discussing answers to main questions and complete the worksheet for homework as a review of information to prepare for the discussion.INDEPENDENT PRACTICE: The next day students will hold the seminar. They will arrange their desks in a circle. They will be given a sheet of main questions, a rubric, and may have their reading text on their desks. They will hold the seminar.CLOSURE AND ASSESSMENT: The students will be graded individually by the rubric below. Teacher will write comments and questions of students down on paper for later reference in order to reflect upon individual participation during the seminar and grade using the rubric. Discusión Socrática/Socractic Seminar RUBRICExcelente-9Excellent-9Suficiente-6Sufficient-6Deficiente-3Deficient-3Insuficiente-0Insufficient-0ComentariosCommentsHace más de un comentario/respuesta cerca de la pregunta o tema.Contributes more than one comment/answer pertaining to the question or theme.Hace un comentario/respuesta nueva acerca de la pregunta o tema.Contributes one comment/answer pertaining to the question or theme.Solamente hace un comentario que ya ha hacido otro estudiante.Only makes a questions another student has already made.No hace comentarios ni respuestas*Does not contribute a comment or answer.*Preguntas Hace más de una pregunta de clarificación o del desarrollo conversacional.Hace una pregunta de clarificación o deldesarrollo conversacional.Solamente hace una pregunta declarificación o de desarrollo que ya ha preguntado otroestudiante.No hace preguntas de clarificación ode desarrollo.SPANISH Level IIIQuestions Asks more than one question of clarification or development of conversasion.Ask one question of clarification or conversational development.Only asks one clarification or development question that another studentshas already asked. Does not ask questions of clarification or development.DetallesDetailsOfrece dos detallespara soportar ideas/comentarios.Offers two details that support ideas/comments.Ofrece un detalle para soportar ideas/comentarios.Offers one detail to support ideas/comments.Solamente ofrece un detalle ya ofrecido por otro estudiante.Only offers details already offered by another student.No ofrece ningun detalle.Doesn’t offer any detail(s).ModalesMannersUsa Usted y el tiempo condicionalcuando dirige sus preguntas a otros estudiantes sin corregirlos.Uses You Formal and the conditionaltense when directing questionsto other students without having to correct