• Introduction
• Goals
• Materials & Methods
• Assessment
• References

Windmills

Materials

Quixotically, is designed as a support to the lesson. The following section will outline what all its functions and supports will be. It is designed to work in monolingual Spanish classrooms, monolingual English, or bilingual classrooms, as well as in Spanish as a foreign language classes. For this, it will be available in any of the two language. Depending on the context of the lesson, it is recommended that students have access to the following materials:

• Print copies of Don Quixote in the original Spanish version or an English translation. Copies of the first chapter (in either Spanish or English) may be downloaded and printed from Instituto Cervantes or Project Gutenberg if necessary.
• Classroom computers, lab computers, or laptops with Internet access for each student or group.
• Copies of "the prototye", Quixotically, installed in each computer.
• Headsets (microphone and earphones) for each computer.

Methods and Supports

Recognition

• Students with ADHD are likely to have problems focusing their visual attention, which could potentially create problems for reading. Quixotically will allow students to choose to have the text read for them out loud, highlighting it as it is read. If the text were only read to them, it would just change the medium of the problem from visual attention to aural attention, but by asking them to follow and highlighting the text, they will be using to different media and hopefully focusing their attention some more.
• Vocabulary is likely to be a problem when reading Don Quixote. Not only does the Spanish version have seventeenth century terms, but the English versions include words that are likely to be unkown. Quixotically will include a glossary available at the click of a mouse. Students will be able to click on any word and choose among a monolingual dictionary, a picture dictionary (ideal for nouns suchs as lance or bucker), a dictionary of synonyms, or a Spanish-English/English-Spanish dictionary.
• Don Quixote includes references to many other works of literature and the context of seventeenth centure Spain. A menu will allow students to access background information relevant to the passages that are currently being displayed in the screen. This information will include links to Internet websites (such as Wikipedia or Britannica Online), that can provide this background knowledge, as well as the information contained in footnotes in editions such as the one by Instituto Cervantes. It would not be convenient ot present this information as footnotes to students with ADHD, because it would likely cause more attentional problems, forcing them to not know what to pay attention to while reading.

Strategic

Don Quixote and Sancho Panza

• Quixotically will provide a summary of the chapter that students can access any time in order to tell what is coming and recall what has happened in the text. This will help them overcome memory deficits.
• Another strategy to help students overcome memory problems will be to provide multiple images accompanying the text, in the form of illustratoins. This will help students by providing multiple respresentations.
• Unlike many digital books or reading software, Quixotically, will allow students to highlight and make marginal notes. These will be accessible on the margins of the text, as well as in a notebook that will collect them all for review. This feature will help students with ADHD to focus and create their own
• In order to help students develop strategic reading skills, students will be prompted to react to the text by summarizing, answering comprehension questions, making a drawing, or recording an oral answer to a question.
• What's coming Summary Visual representation React to the text Highlight sections: functional reading Insert strategic support

Affective

• In order to provide affective support, Quixotically, will allow for group work. It will include a tool to communicate with group members (through instant messaging or voice messaging), or to holler for help . This will allow students to exchange questions, impressions, or provide support for each other.