Name: Raven Redmond-Johnson

Student ID: w991465

Grade Level: 8th grade
Content Area: Spanish I (cultural comparisons)
(It also makes a connection with the discipline of social studies, as the
Cuban Missile Crisis ​is a prominent topic, but it does not specifically
overlap with College Career and Readiness Standards in that area for
the 8th grade.)
 Content Area World-Readiness Standards for Learning Languages
Standard(s) you Comparisons: Cultures: ​Use the language to investigate, explain, and
will be addressing reflect on the concept of culture through comparisons of the cultures
with “Book studied and their own.
Club”:
The goal area of Comparisons also specifically addresses the Language
strand of the Common Core State Standards. Research demonstrates
that as students come to understand how language works through their
learning of a second or third language, their understanding of and
attention to language conventions and functions expands and has an
impact on applications in their first language. Through learning a
second or third language, students also ​acquire vocabulary​ that will
unlock the meaning of related cognates in their first language,
expanding their first language vocabulary.

Presentational Communication ​ Present information, concepts, and

ideas to inform, explain, persuade, and narrate on a variety of topics
using appropriate media and adapting to various audiences of listeners,
readers, or viewers.
Interpretive Communication ​ Understand, interpret, and analyze
what is heard, read, or viewed on a variety of topics.
Cultures​: ​Relating Cultural Practices to Perspectives​ Use the
language to investigate, explain, and reflect on the relationship between
practices and perspectives of the cultures studied.
Cultures​: ​Relating Cultural Products to Perspectives ​Use the
language to investigate, explain, and reflect on the relationship between
products and perspectives of the cultures studied.
Connections​: ​Making Connections​ Build, reinforce, and expand
knowledge of other disciplines while using the language to develop
critical thinking and to solve problems creatively.
Connections​: ​Acquiring Information and Diverse Perspectives
Access and evaluate information and diverse perspectives that are
available through the language and its cultures.
 Anchor Text: Engle, M., & Rodriguez, E. (2015). ​Enchanted air: Two cultures, two
wings: A memoir. ​New York, NY: Simon & Schuster.

Anchor text has Spanish vocabulary throughout, and talks about how
Cuban Americans, one in particular, experienced the ​October
Crisis (Cuban Missile Crisis).
Anchor Text GL: Grades 4-8
(I used​ ​www.teachingbooks.net​.)
Anchor Text, Nonfiction
Fiction or
Nonfiction:
Anchor Text, poetry
Genre:
Anchor Text, Digital (ebook)
Format:
Division 1 of stopping at ​Realidad/Reality
Anchor Text:
Division 2 of Stopping at ​Hasta Pronto/Until Soon
Anchor Text:
Division 3 of Stopping at ​Revived
Anchor Text:
Text 2: Wiles, D. (2013). ​Countdown​. New York, NY: Scholastic Paperbacks

This book is historical fiction. It would be provided in audiobook

format. It tells a captivating story of a young girl living in 1962 amidst
the events surrounding the ​Cuban Missile Crisis​ with adolescent and
family problems. It is beneath grade level, as it is for grades 3-7. While
entertaining students, this book still provides information about what it
was like to live at that chilling time. It helps them to connect
vocabulary surrounding that time in history with mental imagery
created by the words in this book.
 Text 3: Stern, S.M. (2012). ​The Cuban Missile Crisis in American memory:
Myths versus reality. ​Redwood City, CA :Stanford University
Press.

This book is above grade level for 8th graders. It is written as an

informative, nonfictional source, a means to dispel the myths
surrounding the ​Cuban Missile Crisis.​ Like the anchor text, this book
focuses on this event. It also provides a contrast to how two different
cultures experienced the same event. The anchor text is from the
vantage point of a native Cuban. This text is from the vantage point of
an American. This book would be provided as a hard copy.
Text 4: N/A

Check yourself:

If you can answer “yes” to each of the question below, then you are ready to submit this
assignment. If you answer “no” to any of the questions below, then you still have a little work to
do on your text set.

YES NO
● Y
Do I have at least three texts in my text set?
● Y
Is my anchor text on the same readability/grade level as the content
standard it addresses?
● Y
Does my anchor text address appropriate content for the content
standard?
● Y
Do all of my supporting texts carry the same basic content as my
anchor text?
● Y
Do I have at least one supporting text that is at a higher
readability/grade level than my anchor text?
● Y
Do I have at least one supporting text that is at a lower
readability/grade level than my anchor text?
● Y
Do I have both fiction and non-fiction present in my text set?
● Y
Are there at least two genres in my text set?
● Y
Are there at least two formats in my text set?

In preparing a “Book Club” for adolescents, the teacher should read all books in the text
set to identify passages that will carry the most important content, or that best showcase the
author’s craft, or that may cause difficulty in pronunciation or comprehension, etc. You get the
point. During this session of “Book Club” preparation, you will be serving as the “Literary
Luminary.” The job of the Literary Luminary is to find passages your group would like to/should
hear read aloud. These passages should be memorable, interesting, puzzling, funny, or
important. Your notes should include the quotations but also why you chose them, and what
you want to say about them. Because you have not released responsibility of “Literary
Luminary” to the students just yet, you should model how each of the passages should be read.
Remember to use these “read aloud” passages to highlight decoding and fluency. For example,
if a passage contains a lot of technical or content area words, model how it should be read.
Maybe even read it out loud a second time. Then, however, you should pause and point out the
words that are content related and ask students if they picked up on how to pronounce the
words. You may even want to pause and talk about meaning of these words, or break these
words into smaller morphemes, or talk about why they are pronounced the way they are
(French layer of language, Greek layer of language, etc.). You can even ask them to repeat the
pronunciation of words. Or ask them to read the passage back to you—chorally at first. Maybe
individually—with volunteers—later.

And don’t forget that fluency is not just the speed at which they are reading. It also
includes voice volume, tone, and expression. So why not find passages with dialogue and read it
expressively—maybe even in character. Then, give your adolescent students a go… Read a line
or two and then have them mimic your reading—chorally at first. Maybe individually—with
volunteers—later.

Now that you know… it’s not just “picking out read aloud passages.” It’s strategically
choosing passages where decoding/morphology/word study can be highlighted OR where
fluency can be modeled and practiced. It’s passages that are good for both “read alouds” and
“think alouds.”
 Of course, “Literary Luminary” passages can promote comprehension of the overall text
in general OR metacognition of the reader specifically. Questions that could follow a “Literary
Luminary” passage would look something like the ones below:

● What were you thinking about as you read?

● What did the text make you think about?
● What do you think this text/passage was about?
● How might other people (of different backgrounds) think about this text/passage?
● What one question would you ask the writer if you got the chance? Why?
● What are the most important ideas/moments in this text/section?
● What do you think will happen next---and why?
● What was the most important change in this section? How and why did it happen?

Ready to get started? Fill out the chart below and submit in Canvas when finished. The
top part will be the same as you filled out in your planning document.
Name: Raven Redmond-Johnson
Student ID: w991465
Grade Level: 8th grade
Content Area: Spanish (primarily); also includes aspects of social studies
Content Area WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
Standard(s) you will COMMUNICATION Communicate effectively in more than one
be addressing with language in order to function in a variety of situations and for
“Book Club”: multiple purposes.
CULTURES Interact with cultural competence and understanding
CONNECTIONS Connect with other disciplines and acquire
information and diverse perspectives in order to use the language
to function in academic and career-related situations
COMPARISONS Develop insight into the nature of language and
culture in order to interact with cultural competence
COMMUNITIES Communicate and interact with cultural
competence in order to participate in multilingual communities at
home and around the world
Anchor Text: Engle, M., & Rodriguez, E. (2015). ​Enchanted air: Two cultures,
two wings: A memoir. ​New York, NY: Simon & Schuster.
 Anchor text has Spanish vocabulary throughout, and talks about how
Cuban Americans, one in particular, experienced the ​October
Crisis (Cuban Missile Crisis).
Literary Luminary, Passage 1
Literary Luminary MORE AND MORE MEANINGS
Passage from In one country, I hear the sweet words
Division 1 in Anchor of another.
Text Dulce de leche​ means sweet of milk.
Guarapo​ is sugarcane juice.

At home in California, when I speak

boastful English, I can say that I fly,
but when I make the same claim in Spanish,
I have to say: ​voy por avión.
I go by airplane.

Two countries.
Two families.
Two sets of words.

Am I free to need both,

or will I always have to choose
only one way
of thinking?
 What feature of This passage was chosen because of the way it explains translations.
Decoding, It is a good way to contrast English from Spanish. It also tells how
Morphology, or people with multiple identities, in this case a Cuban-American,
Fluency do you struggle with identity crisis. Students can discuss how events like
intend to highlight the Cuban Missile Crisis contributed to this and caused some
with this passage? Cuban-Americans to be conflicted.

Students in my classroom often start learning the phonetics and

phonology of the language. They learn how to syllabicate Spanish
words, as well as the stress patterns of the language. They learn
what bearing diacritics like accents, tildes, and diaereses have on
words. This passage is a good way for students to practice decoding
using the above information. They can practice the Spanish
expressions within the text until they can fluently and naturally
switch between Spanish and English, while keeping a poetic flow in
the reading.

The way that Spanish words are translated lead to teachable

moments. For example​ dulce de leche m ​ eans ​sweet of milk, b​ ut
students need to be taught that ​de ​can imply ​made of a​ nd that
dulce r​ efers to ​something sweet (i.e.​ candy), so ​dulce de leche
means ​candy made of milk (i.e. caramel).
 How do you intend The teacher will remind the students that words with accents
to highlight this (​avión) a​ re stressed on the syllable with the accent mark. They will
feature? Remember also be reminded that words ending in consonants except ​n or s ​are
to include what stressed on the last syllable, and words ending in a vowel, ​n, or s ​are
both teacher and stressed on the penultimate syllable. She will then demonstrate the
student will do to correct pronunciation of the Spanish words and the emphasis that
highlight this should placed on them to highlight the difference between it and its
feature. English translation. The teacher will read the passage aloud and
emphasize the Spanish terminology without brining undue attention
to himself. Students can then engage in peer evaluation, reading the
passage and asking peers to offer counsel on which words sound
awkward in their reading (in either language). A student who does
well with pronunciation will then be asked to read the passage, and
students who have trouble will attempt to model.

Students who have trouble with decoding can go back to the

individual phonemes and practice making them fit together as a
unit, rather than trying to pronounce each sound individually (i.e.
diphthongs).
Literary Luminary, Passage 2
 Literary Luminary LOST IN TRANSLATION
Passage from One day, we walk along the cobblestones
Division 2 in Anchor to visit a sick relative who is so old
Text that I’m surprised by her strength
as she pinches my arm and sighs,
¡Ay, que gordita!​ How chubby.

I know that I’m a tiny bit pudgy,

but being called fatty by a grown-up
makes me cry so long and so hard
that all Mami’s efforts to explain
are useless.

I don’t care if plump is a compliment

in Cuba. I can’t stand the sight of this old
skinny, sick woman, who envies anyone
healthy enough to gain weight.

Why can’t an insult contain only

one meaning, so that I can hate her,
even if she might be dying?
What feature of This passage accurately depicts connotative meaning changes that
Decoding, occur during translation. Morphology is a good way to teach word
Morphology, or meaning in this instance. What is meant as an insult in Spanish is
Fluency do you euphemized in Spanish with a diminutive suffix.
intend to highlight
with this passage? The fact that the writer talks about the ambiguity of the woman’s
statement in the two languages is a teaching moment.
How do you intend Students will be engaged in a class discussion about the possible
to highlight this meanings of the word ​chubby​ in emphasis and could even talk
feature? Remember about how it is somewhat of a diminutive of the word ​fat.​ They
to include what could discuss the way that the author internalized the statement.
both teacher and
student will do to We would then go into a lesson on the ​ito/ita ​suffix in Spanish. They
highlight this could learn how it can be used to express affection, contempt, or
feature. smallness. They then could decide how they think the elderly lady
meant the statement.
 Literary Luminary, Passage 3
Literary Luminary OCTOBER 1962
Passage from Grim news.
Division 1 in Chilling news.
Terrifying.
Horrifying.
Deadly.

Just the shock and fear are enough

to make old people die of heart attacks,
while young ones have to endure
a vigil, this torment,
the slow wait
to start breathing
poisoned air.

US spy planes have photographed

Soviet Russian nuclear weapons
in Cuba.

Air-raid drills at school.

Doomsday warnings.

Rants against the island.

Hate talk.
War talk.
Sorrow.
Rage.
 What feature of This passage directly relates to the passage from the supporting text
Decoding, and division 2 of the anchor text.
Morphology, or
Fluency do you The way the poem is written lends itself to a lesson on fluency. The
intend to highlight reader gets to build up anticipation with his words and then
with this passage? emphasize the solemnity of the event by punctuating the words
leading up to the finding of the spy planes. The focus of this
mini-lesson could be appropriate sense stress and pausing.

The text is about the tension in the US after the discovery of Russian
missiles in Cuba. It can be used to teach students about the way the
US reacted to the Cuban Missile Crisis and how Cubans and Cuban
Americans were treated as a result.
How do you intend The teacher will demonstrate the correct reading of the passage
to highlight this with modulation and pauses. Students will contribute by telling
feature? Remember what the pausing adds to the text. They should understand that
to include what pausing can indicate a change in flow of thought or simply add
both teacher and emphasis to the reading and build anticipation. Have students
student will do to decide which words or group of words should have sense stress and
highlight this how much stress is appropriate. They should decide what the main
feature. points are and allow stress to indicate how they feel about what
they are reading when it is their turn to read. They should refrain
from using periodic stress, emphasizing words at certain intervals
whether they are meaningful or not.
Literary Luminary, Passage 4
1 Supporting Text Wiles, D. (2013). ​Countdown​. New York, NY: Scholastic
from Text Set: Paperbacks
Literary Luminary On October 14, 1962, an American U-2 pilot flying over Cuba took
Passage from a reconnaissance photos that clearly showed there were Russian
supporting text in missiles on Cuban soil, missiles armed with nuclear warheads-
the text set. bombs- and easily aimed at the United States, which lay 90 miles off
the northern tip of Cuba. Thus began what we now call the Cuban
Missile Crisis, thirteen days of negotiations between the Soviet
Union (U.S.S.R) and the United States, when the world came as
close as it ever has to nuclear annihilation.

The entire world lived in fear for those thirteen days, wondering if
the United States would make a preemptive strike against the
missiles in Cuba, wondering if the Soviets would retaliate- or would
they strike first? Would this be World War III, fought with nuclear
weapons? Relations between Cuba and the United States had
worsened since the Bay of Pigs invasion in 1961, when President
Kennedy sent forces into Cuba to liberate the Cuban people from
Fidel Castro’s rule and set up a government more friendly to the
interests of the United States. The invasion failed and Castro aligned
himself staunchly with Nikita Khrushchev, First Secretary of the
Communist Party in the U.S.S.R. The missiles of October, as they
came to be called, were installed in Cuba, and a potentially deadly
game began.

The Cuban Missile Crisis was the height of the Cold War- a conflict
mainly between the Soviet Union and its satellite states against the
United States and its Western allies, a conflict full of threats and the
constant American fear of the takeover of the “free world” by the
forces of Communism. As Fidel Castro sided with the Communists,
and President John F. Kennedy came before the American people on
television on October 22, 1962, to say that Soviet Russia’s missiles
were discovered on Cuban soil, Americans quietly panicked.
 What feature of This passage has lots of principal ideas that need to be emphasized.
Decoding, There are also words in quotation marks that should be read with
Morphology, or emphasis, such as “free world”. This is directly related to fluency.
Fluency do you
intend to highlight This text gives pertinent information about the Cuban Missile Crisis.
with this passage? It is also directly related to the passage from Division 1 of the
Anchor text. The two texts can be used together to summarize the
events of the Cuban Missile Crisis and Cold War. Words like
“reconnaissance” can open up the way to a discussion on
vocabulary that is unfamiliar in the text.
How do you intend The teacher should model the reading first with the appropriate
to highlight this stress placed on words like “deadly", “staunchly” and “panicked”.
feature? Remember Chunking should be used for groups of words or phrases that
to include what express uniform ideas. Heightened enthusiasm can be used for the
both teacher and first sentence in each paragraph and other principal ideas. A slower
student will do to pace and some depth of feeling can be used to emphasize the
highlight this seriousness of statements like, “Thus began what we now call the
feature. Cuban Missile Crisis, thirteen days of negotiations between the
Soviet Union (U.S.S.R) and the United States, when the world came
as close as it ever has to nuclear annihilation.” Then, the students
will complete a read aloud, repeating if necessary, modeling these
tactics. Different students may choose to emphasize different parts
of the text because of varying interpretations. They can model the
difference.

Remember, you are introducing “Book Clubs” into your content area classroom. You
should assume your students are unfamiliar with the concept. Eventually, you will want them to
assume the roles of “Literary Luminary,” “Discussion Director,” and “Word Watcher.” But for
now, you’re doing a lot of the work upfront to teach them the job of each Book Club role. During
this learning module, your focus is on teaching adolescent students the job of the “Word
Watcher.” The Word Watcher role is strongly correlated with vocabulary/concept development.
Therefore, it’s important to impress on your students that not all words are equal. So, you’re not
only choosing 10 words or concepts to develop throughout the text set, but you’re also
explaining WHY those words were good words to choose. Hopefully, later in the year when
students are choosing their own words, they’ll use many of the same reasons you did when they
select words/concepts to develop.
 As you read through all the texts in the text set you are developing, you should be paying
attention to words worth knowing. Remember that vocabulary can be divided into three tiers.
Tier II words carry the most impact on the students’ comprehension of the passages. Tier III
words, however, are necessary for understanding specific content within a content area. In
addition, there may be word that students will find interesting, new, important, or used in
unusual ways. You will need to keep track of where these words appear and make sure that they
are appearing across sources. It is important to indicate the specific location of the words so the
group can discuss these words in context. Here are some questions to ask yourself as you watch
for words you want your students to know:

● Which words are used frequently in the anchor text and across text sources in text
set?
● Which words are used in unusual ways?
● What words seem to have special meaning to the characters or author?
● What new words do you find in this section?
● What part of speech is this word?
● What is the connotative meaning of this word?
● What is the denotative meaning of this word?
● What words will students struggle with meaning or pronunciation?
● What content area words are essential to know?

In a nutshell, you need to select a minimum of 10 words or concepts that are worth
knowing. These words should be found in your anchor text as in at least one other place—two or
more other places is even better. Students increase their chances of learning, retaining, expanding
new vocabulary and concepts with more opportunities to encounter them in various settings.
These words should reside at Tier II or Tier III. You should have some idea why you selected
them, and some idea of how you will engage students in learning these words/concepts.

Ready to get started? Fill out the chart below and submit in Canvas when finished. Again,
the top part will be the same as you filled out in your planning document.
Name: Raven Redmond-Johnson
Student ID: w991465
Grade Level: 8th grade
Content Area: Spanish I (cultural comparisons)
(It also makes a connection with the discipline of social studies, as the
Cuban Missile Crisis is a prominent topic, but it does not specifically
 overlap with College Career and Readiness Standards in that area for the
8th grade.)
Content Area World-Readiness Standards for Learning Languages
Standard(s) you Comparisons: Cultures: Use the language to investigate, explain, and reflect
will be on the concept of culture through comparisons of the cultures studied and
addressing with their own.
“Book Club”:
The goal area of Comparisons also specifically addresses the Language
strand of the Common Core State Standards. Research demonstrates that as
students come to understand how language works through their learning of
a second or third language, their understanding of and attention to language
conventions and functions expands and has an impact on applications in
their first language. Through learning a second or third language, students
also acquire vocabulary that will unlock the meaning of related cognates in
their first language, expanding their first language vocabulary.

Presentational Communication ​ Present information, concepts, and ideas

to inform, explain, persuade, and narrate on a variety of topics using
appropriate media and adapting to various audiences of listeners, readers, or
viewers.
Interpretive Communication ​ Understand, interpret, and analyze what is
heard, read, or viewed on a variety of topics.
Cultures: ​Relating Cultural Practices to Perspectives​ Use the language
to investigate, explain, and reflect on the relationship between practices and
perspectives of the cultures studied.
Cultures: ​Relating Cultural Products to Perspectives ​ Use the language to
investigate, explain, and reflect on the relationship between products and
perspectives of the cultures studied.
Connections: ​Making Connections ​Build, reinforce, and expand
knowledge of other disciplines while using the language to develop critical
thinking and to solve problems creatively.
Connections: ​Acquiring Information and Diverse Perspectives ​ Access
and evaluate information and diverse perspectives that are available through
the language and its cultures.
Anchor Text: Engle, M., & Rodriguez, E. (2015). ​Enchanted air: Two cultures, two
wings: A memoir.​ New York, NY: Simon & Schuster.
 TEN WORDS WORTH KNOWING
Is
there
What
a
suppl
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emen
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suppl
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text
text you plan on
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Word or Wher also
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this your idea
Developin Why was this word or concept chosen? d in this
word must
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or actively
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conce engage
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pt?
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Whe
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1. It gives the students some background p. 135 Coun Cuba These terms
Cuban knowledge, so that they can understand why tdow n will be used
Missile US relations with Cuba were strained. n Missi to introduce
Crisis/ p. le the
Bay of 389 Crisis historical
Pigs in figure, Fidel
Amer Castro.
ican Students
Mem will also be
ory introduced
p. 50 to the
concept of
communism
.
Students
will watch a
short clip
from
YouTube
about the
topic.
https://youtu
.be/o93NT6
bfPao
Students
will then
make a
T-chart on
what they
see as the
pros and
cons of
communism
. Each
student will
share at
least one pro
and con
aloud and
for cons,
talk about
ways that
those issues
could be
resolved.
This would
begin the
discussion
on
government
in
Spanish-spe
aking
countries.
The students
would then
learn the
Spanish
names for
each type of
government.
1. This concept is included to put students in the p.150/ Coun Cuba Students
Thirtee shoes of those living at the brink of a nuclear 187 tdow n will give
n war. n Missi detailed
days/se p. le explanations
cret 389 Crisis about
negotia in emergency
tions/di Amer preparednes
plomac ican s plans that
y Mem they would
ory have been
Chapt making if
er 2 they had
p. 39 lived during
the Cuban
Missile
Crisis. They
would be
referred to
places in
each book in
the text set
that discuss
what was
actually in
place in
Cuba,
America,
and the rest
of the
world. They
would then
discuss
whether
they thought
that these
preparatory
measures
 were
sufficient.
They would
come up
with a mini
story in
Spanish
illustrated
with
pictures or
create a
mini one
minute
video in
Spanish
about life
after nuclear
war in
Cuba.
1. Students will get to explore how willful or p. 38 Coun Cuba We will talk
immigr nonvoluntary movement to a country affects a tdow n about
ants person’s experiences in that new place and n Missi diáspora
(immig how he views his old country. p. le (diaspora).
ration)/ 236 Crisis Students
refugee in will also
s Amer have to
(escape ican brainstorm
) Mem some
ory reasons
p. people may
125 have to
leave their
homelands
against their
will. They
will then
examine
some
reasons as to
why a
person
would
choose to
leave his
homeland.
Students
would then
take a side
on the issue
of
immigration
in the US
and debate
their
stances.
They would
then
research the
immigration
policy in
Hispanic
countries
like Cuba.
1. This is yet another way to begin the discussion p. 96 Coun Cuba Students
Blocka about how an event we learn about in (She tdow n would learn
de American history affected other countries talks n Missi the term
involved, specifically Cubans. about p. le bloqueo
her 206/2 Crisis (blockade).
mom 36 in They would
not Amer learn the
being ican term for
able to Mem import
leave ory (importació
Cuba p. n)
after 111/1 and export
going 68 (exportación
for a ).
visit Linguisticall
and y, they
reenter would
the explore how
US.) verbs like
“to import
or export” in
Spanish
become
nouns with
the ión
ending.The
teacher
would
prompt
students
about what
goods they
thought the
US obtained
from Cuba,
and vice
versa. The
 teacher
would then
tell them
about
imports and
exports
between the
US and
Cuba.
1. Students need to learn about the perspective of p. Coun The students
Stateles other cultures. The way that they do this is by 158/16 tdow would
s examining how historical events impacted 0/170/ n explore the
people in other countries. In many of Cuba’s 171 p. translation
natives cases, they lost their identities and 236 of this word,
became “stateless”. sin patria.​
They would
begin to
discuss how
the Cuban
Missile
Crisis and
Bay of Pigs
invasion
affected
Cubans and
Cuban
Americans.
They would
then watch a
short
Spanish
newsclip on
a website
like
bbc.com
about the
event and be
 asked to jot
down words
that they
understood.

1. This is a term that many students will p. 141 Coun Cuba Students
US/U2 encounter on the US History exam. Students tdow n would
spy will learn about how the Cuban Missile n ​p. Missi examine the
planes Crisis/October Crisis began by examining this 59 le picture of
term more closely. Crisis the
in photograph
Amer that the spy
ican planes took
Mem of Russian
ory missiles in
p. 8 Cuba, which
led to the
Cuban
Missile/Oct
ober Crisis.
They would
find Havana
on a map
and discuss
where Cuba
is located.
This would
help
students to
learn
geography
in the
Caribbean
and that
other
Spanish-spe
aking
 countries,
like the
Dominican
Republic are
located
there. They
would also
talk about
how living
near water
affects the
items that
these
countries
use or trade.
They would
then
brainstorm
ideas about
why Russia
would have
missiles in
Cuba.
1. These terms would help students to understand p. 147 Coun Cuba The teacher
Nikita who some of the key figures of the Cuban tdow n would give
Khrush Missile Crisis were, along with lead to and n ​p. Missi the students
chev/JF open up a discussion about who Castro was in 11 le some
K history. Crisis background
in information
Amer about how
ican peaceful
Mem relations
ory were
p. 8 between
Khrushchev
and Castro.
They would
 design
political
cartoons in
Spanish
about the
topic and
present
them to the
class.
1. The way other cultures defined and p. 187 Coun Cuba I plan to
Octobe nominalized the Cuban Missile Crisis gave tdow n open up a
r some insight into how they, Cuba and Russia, n ​p. Missi class
Crisis/ respectively, experienced the event. Students 235 le discussion
Caribbe are then able to compare and contrast how it (This Crisis about why
an differs from the way they learn about this chapt in the Cuban
Crisis event in history or how it is perceived er is Amer Missile
culturally. the ican Crisis is
fictio Mem remembered
nal ory differently
story p. 9 in different
is cultures, so
wher that it takes
e the the notion of
teach one party
er being
make completely
s at fault or
Cuba all-good or
ns all-evil.
like
her
husba
nd
seem
real
to her
stude
 nts,
so
that
they
will
not
see
Cuba
ns as
the
enem
ies.
She
also
menti
ons
the
Cuba
n
Revol
ution
s
going
on at
the
time.)
1. Students need to understand how real the pp. Coun Cuba Students
Nuclear threat of nuclear war was during the Cuban 141/14 tdow n would
weapon Missile Crisis. 3/145 n Missi create a
s/nucle p. 22 le science
ar Crisis experiment
war/ato in with
mic Amer exploding
bombs ican foam, as
Mem seen on
ory Rachael
p. 19 Ray.
 Students
would use
the results
of the
experiment
to practice
on the past
tense in
Spanish.
1. Students need to understand that the threat of p.141 Coun Cuba Teacher
air raid nuclear war affected the whole world the same tdow n would
drills way and that no one country, regardless of n Missi describe
status, was more at risk than another. It was a p. le how air raid
global danger. At that point, all countries were 30/33 Crisis drills were
equal. duck in conducted.
and Amer Students
cover ican would
(Beca Mem reenact an
use of ory air raid drill
the p. 80 in the
real “nati classroom.
threat onal Students
of emer would learn
nucle gency the names of
ar ” items they
war, chose to
this hide under
was a or used as
com shelter. In
monl order to use
y the item for
advoc safety,
ated students
practi would need
ce.) to
pronounce
and name
 them
correctly.

Don’t forget that you will need to insert any necessary supplemental material. For instance, if
you say you will be using a “Concept of Definition” map to develop student knowledge of a
particular word or concept, then you will need to insert a copy of this graphic organizer below.

Once again, remember that you are pretending that you have not yet released your
students to be fully responsible for their own “Book Clubs.” During this learning module, you
will be preparing to teach your students about the role of “Discussion Director.” You are still
doing a lot of the prep work, which means you will be designing the discussion questions for
book club. But your job is ​two​fold. Design the questions, yes, but you’re also having to explain
to students why you developed the questions the way you did and how to properly investigate
them. This means that your role demands that you identify the important aspects of your
text(s), and develop questions your group will want to discuss AND that get at the content for
your area. Focus on the major themes or “big ideas” in the text and your reaction to those
ideas. What interests you will most likely interest those in your group.
Remember from the learning module that good questions come from multiple levels of
thinking. There should be some lower level questions and some upper level questions. Also, a
good discussion should be sequenced properly. Start off with easy lower level questions to
build confidence. Finally, questions should be text-dependent. If students can answer questions
without even reading anything in the text set, then what’s the point of asking the question,
right?
So, here is some specific information for this assignment. Remember, way back at the
beginning of the semester, you divided your anchor text into three divisions for three different
sessions. You need to revisit those divisions in order to generate discussion questions for each
“Book Club” session. You will need to create a minimum of 5 questions for each session. You
may definitely create more than 5 if you need to. Just copy and paste extra rows in the
appropriate section of the template below. These 5 questions should be at various levels of
thinking including both higher and lower order thinking levels. They should be in an appropriate
sequence and should be text dependent. Now, here’s the kicker… your students aren’t just
reading the “anchor text,” right? They are also investigating content through supplemental
texts as well. At least one question in each session should go across texts. Students should not
be able to answer it appropriately unless they have accessed information from at least two
different sources. The other questions you develop for each session can all come from the
anchor text if you wish.
 Name: Raven Redmond-Johnson
Student ID: w991465
Grade Level: 8th grade
Content Spanish I
Area:
Content Area WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
Standard(s) COMMUNICATION​ Communicate effectively in more than one language in
you will be order to function in a variety of situations and for multiple purposes.
addressing CULTURES​ Interact with cultural competence and understanding
with “Book CONNECTIONS​ Connect with other disciplines and acquire information and
Club”: diverse perspectives in order to use the language to function in academic and
career-related situations
COMPARISONS​ Develop insight into the nature of language and culture in order
to interact with cultural competence
COMMUNITIES​ Communicate and interact with cultural competence in order to
participate in multilingual communities at home and around the world
Anchor Text: Engle, M., & Rodriguez, E. (2015). ​Enchanted air: Two cultures, two wings: A
memoir. ​New York, NY: Simon & Schuster.

Anchor text has Spanish vocabulary throughout, and talks about how Cuban
Americans, one in particular, experienced the ​October Crisis (Cuban
Missile Crisis).
QUESTIONS WORTH ASKING, Session 1
Put an asterisk (*) beside the multiple-source question.
What Where
level is can a
this student
questio find
n? What is the evidence
Questions Worth Asking
(Use expected answer to
(List in an appropriate sequence.)
Bloom’ for this question? support
s the
Taxono expected
my or answer?
QAR to List
 classify. text(s)
) and
location(
s) within
those
text(s).

1.
Lexical ambiguity.
Discussion: Language Higher
One word has Enchante
level;
more than one ​ g.
d Air; p
In the chapter ​Learning Many Meanings, w ​ hat kind analytic
meaning in both 20
of ambiguity is there (i.e. structural, syntactic, or al
languages
lexical)?

Lower
level; Enchante
1. Aire (Spanish
directly ​ g.
d Air; p
What is the ambiguous term? term)
from 20
text
Lower
level; Enchante
1.
directly ​ g.
d Air; p
What are its two meanings?
from 20
text
Higher The ambiguity is
1. level; within one
Enchante
In this case, is the ambiguity across languages analytic language. In
​ g.
d Air; p
(English and Spanish) or within one language al Spanish, this term
20
(English or Spanish)? questio has two distinct
n meanings.
Higher
1. Enchante
level; Syntactic
In the chapter ​More and More Meanings, ​what d Air;​ pg.
analytic ambiguity
type of ambiguity is demonstrated? 23
al
 questio
n
In English, one
actually says, “I
Lower
fly.” In Spanish,
6. Why does the author describe English as boastful? level; Enchante
the translation for
(What was the lexical difference across languages directly ​ g.
d Air; p
the same phrase,
here?) from 23
voy por avión, i​ s
text
simply ​I go by
plane.
 There are a
variety of
examples within
the text, but one
example of
comical structural
ambiguity is,
“Mrs. Rodriguez
wears square
shoes with thick
soles and glasses
on a beaded
string around her
neck.” Mrs.
Rodriguez could
Higher be wearing both
level; the square shoes
7.* Find an example of structural or lexical ambiguity recogni and glasses Countdo
in the English text. Explain the ambiguity. (Do you see tion around her neck, wn; pg.
how all languages can have ambiguity?) and or she could only 24
applicat be wearing the
ion glasses around
her neck.
(​Countdown)

An example of
lexical ambiguity
appears in the
chapter title of
the next
supplemental
text, ​History:
From Reel to Real.
The title is a play
on words, since
the book is
rectifying myths
 on the ​Cuban
Missile Crisis. ​The
word ​reel r​ efers
to a film reel,
since some of the
details
surrounding the
event have been
embellished, in
the same fashion
that movies
embellish stories.
Because the two
words are
homophones,
when people hear
the phrase they
may think that
both words are
real, ​signifying a
comparative
move from real to
more real.

QUESTIONS WORTH ASKING, Session 2

Put an asterisk (*) beside the multiple-source question.
Where can a student
What level is this find evidence to
Questions Worth
question? What is the support the
Asking
(Use Bloom’s expected answer expected answer?
(List in an appropriate
Taxonomy or QAR to for this question? List text(s) and
sequence.)
classify.) location(s) within
those text(s).
Discussion:
Connections with
other disciplines
(World History)
Higher level; Students
Countdown; ​pg.18,
1. *The Cuban must infer based on Civil Rights
19
Missile Crisis the information given Movement
Enchanted Air​; pg. 74
happened in the text.
alongside what
else at that time
in American
history?
2. What event did
the Crisis coincide Lower level; directly
Cuban revolutions ​ g. 78
Enchanted Air; p
with in Cuban from the text
history?

Higher level; Answer Cuban military

is within somewhat forces were
3. As a result of the
within text. Students stationed
revolutions, what ​ g 78,
Enchanted Air; p
must formulate an throughout the
was put into place 79
original idea because country as a
in Cuba?
it is only described in menacing presence
the poem. to deter rebels.

4. Cuba used to be
Lower level; Directly Enchanted Air; pg.
a territory of which Spain
from text 85
country?
5. What did Cuba They were both
and Russia have in Communist Countdown; ​pg. 40
common? nations.

QUESTIONS WORTH ASKING, Session 3

Put an asterisk (*) beside the multiple-source question.
 Where can a
What level is student find
this evidence to
question? support the
Questions Worth Asking
(Use What is the expected answer expected
(List in an appropriate
Bloom’s for this question? answer? List
sequence.)
Taxonomy text(s) and
or QAR to location(s)
classify.) within those
text(s).
Discussion: Culture The author gives much
shapes Worldviews information about how the
1. The Cold War timeline event affected Cuba. The US
appears in ​Enchanted cut off trade with Cuba.
Air. ​The author is Factions within the country
Cuban American. led to revolutions. Even after
What details do you Higher level;
the worldwide end of the Cold Enchanted Air;
notice from her Author and
War, the US restricted pg. 186-188
perspective that are You question
relations (travel and trade)
often missed in
with Cuba. Things have just
textbooks, or even in
begun to progress back
the supplemental text,
The Cuban Missile toward normalcy in 2014,
Crisis in American when Barack Obama and Raúl
Memory. Castro met.
 The author’s Cuban
grandmother’s land and farm
were confiscated. Many of her
1. family members went missing.
In the chapter ​Reality, There was a famine, and
the author mentions
Cubans were hungry. People
some effects of the Lower level;
who had family in Cuba could Enchanted Air;
event on Cuba and directly from
not travel there. Some citizens pg. 171
how they contrasted text
were now stateless. Others
with her experiences
were refugees because of the
as an American. What
are some of these? revolutions. In American
school, none of this was ever
mentioned; students only
learned about the distant past.

1. Lower level;
Cuban exiles, armed by the Enchanted Air;
What happened Right there
US, invade Cuba. pg. 135
during the Bay of Pigs? questions

1.
What effect do you
It further strained relations Enchanted Air;
think the Bay of Pigs Higher level;
between the two countries. pg. 135
had on relations with
Cuba and the US?
The name of the event is
1. different in different cultures.
* What other Higher level; Most Americans refer to it as The Cuban
examples can you find Think and the ​Cuban Missile Crisis.​ In Missile Crisis in
surrounding this event search Moscow, Russia, it is known as American
that show that culture question the​ Caribbean Crisis.​ In Memory​; pg. 9
shapes worldviews? Havana, Cuba, it is known as
the ​October Crisis.