Textbook Fail & Finesse A lesson in planning EDRD 6530 Kati Tremayne.
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Transcript of Textbook Fail & Finesse A lesson in planning EDRD 6530 Kati Tremayne.
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Textbook Fail & FinesseA lesson in planning
EDRD 6530
Kati Tremayne
![Page 2: Textbook Fail & Finesse A lesson in planning EDRD 6530 Kati Tremayne.](https://reader034.fdocuments.net/reader034/viewer/2022051820/56649d885503460f94a6d3dd/html5/thumbnails/2.jpg)
Learning TargetEl meta Estudiar y aprender de las tradiciones y celebraciones del Día de los Reyes
Study and learn about the traditions and celebrations of Hispanic cultures for Epiphany / Day of the Magi
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ContextWhen: Initial post-Christmas Break school days
Who: Spanish I
9th grade – 6 students
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Student Strengths• Curiosity and creativity
• Fearless attitudes toward target-language reading and translation
• Positive, open and communicative relationships with peers and teacher
• Diverse backgrounds and cultural experiences
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Student Needs• One student diagnosed with Asperger’s Syndrome, one
student undiagnosed but exhibiting signs of being on the Autism spectrum
• Two students with significant spelling difficulties
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Reason for Textbook’s Failure• Nigh absolute lack of cultural information regarding Epiphany
traditions and celebrations within any Hispanic culture. Only one photograph with a short caption beneath is provided in the textbook
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Reason for Textbook’s Failure• Party- and celebration-related material is too generic to
address Christmas-related celebrations within the Spanish-speaking world
• Vocabulary and phrases that may be used in the context of a celebration are limited
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Student Feedback on Textbook’s Failure• Pre-activity discussion revealed that students had little to no
prior knowledge of Epiphany-related activities within Hispanic culture, indicating the need for explicit and detailed exploration and study material
• Pre-activity written and oral discussion questions are included below. Students, when prompted to use written reference materials to answer the question, found little to no information in their textbook. – ¿Cómo son similares las celebraciones durante diciembre y enero en
los países hispanohablantes a las celebraciones de nuestra cultura?
– ¿Cómo son diferentes?
– ¿Cuál día feriado se celebra el 6 de enero?
– ¿Por qué se celebra este día feriado?
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Textbook Supplementation • Our first step to textbook supplementation was to translate
together the holiday name: Día de los reyes, then share our ideas for its origin and involvement
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Textbook Supplementation - We then read together – first in Spanish, later translating to English – a brochure about this holiday created by former Spanish IV students.
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Textbook Supplementation We explored in depth the ideas presented in the brochure with a short article elaborating these details
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Textbook Supplementation • We welcomed a few celebrations of this holiday into our classroom by
reading, translating, listening to and then singing a traditional carol of the season, Mi burrito sabanero
https://www.youtube.com/watch?v=K1jAEdSkzQY
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Textbook Supplementation • Finally, we made our own shoes and place them in our Spanish room in
anticipation of the visit of the kings, leaving them with a few treats for the camels. The following school day, we emptied our shoes and discussed together the gifts brought by the kings!
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Evidence of Student Learning• Students successfully sang Mi burrito sabanero along with the recording
the next day. They also successfully reproduced missing lyrics on the following exam.
• Students also successfully described the holiday – taking turns sharing – to the administrative assistant. They showed their shoes and their gifts, and explained the celebrations essential history and distinguishing characteristics.
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Evidence of Teacher Learning• From this textbook failure I learned that I must not depend on any specific
text as a resource. It is vital that I cross-reference, seek supplemental texts, and seek authentic sources to make the lesson as relevant and interesting as possible.