Georgina Perez

Language Level
Unit Theme and Question
Daily topic:
STANDARDS
What are the communicative
and cultural objectives for the
lesson?

Lesson Series: Day 3

Novice Mid Novice High

Grade

7-8

Date

Day in
Unit

Day 3

Minutes

60

Identity: Heroes in our Latin American Culture

What causes ordinary people to be heroes in the eyes of others?
Identifying Roberto Clementes accomplishments on and off the baseball field and determining which heroic
characteristics best define him.
LESSON OBJECTIVES
Which modes of
Students can:
communication will be
Identify Roberto Clementes accomplishments on & off the
Communication
addressed?
field.
X Interpersonal
and

Identify heroic characteristics that describe Roberto Clemente.

X Interpretive
Cultures
X Presentational
Connections
Comparisons

If applicable, indicate how

Connections Comparisons

Communities Common
Core will be part of your
lesson.

Lesson Sequence

Communities
Writing 4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
Speaking & Listening 1: Prepare for and participate effectively in a range of conversations
Common Core
and collaboration with diverse partners, building on others ideas and expressing their own
dearly and persuasively.
Reading 10: Read and comprehend literary and informational texts independently and
proficiently.
Materials Resources
Time*
Activity/Activities
Technology
How many
What will learners do?
Be
specific.
What materials will you
minutes will this
develop?
What
materials will you
What does the teacher do?
segment take?
bring in from other sources?

Gain Attention / Activate

Prior Knowledge

The teacher will ask the students if they have ever

received an award for something they achieved.
The students will pair/share.

Keys to Planning for Learning, 2013

Georgina Perez

Lesson Series: Day 3

The teacher will choose volunteers to share their answers
with the entire class.
The teacher will review the events of the book entitled
Roberto Clemente Heroe de Beisbol that was read the day
prior. The teacher will explain to the students that they
will work with a partner and reread the story to identify
Robertos accomplishments on and off the baseball field.
From the book, the students will identify all of the awards
Provide Input
Roberto won as a baseball player and provide examples of
Robertos kind deeds when he was not playing baseball.
Students will work with a partner & fill out a T-chart
using the information from the book.
The teacher will model and provide some examples on
how to fill out the T-chart.
Students will work with their partner and fill out their Tchart by referring to the book.
On one side of the T-chart students will write all of
Robertos accomplishments on the field. On the other
side of the T-chart students will write all of his
Elicit Performance / Provide
accomplishments off of the field.
Feedback
Students will share, discuss, and exchange ideas and
compare their responses orally and in writing.
Several students will volunteer at the end of the activity to
share out with the entire class some of their responses
from their T-chart.

Provide Input

The teacher will review the character trait list that was
used in lesson 1.
Students will get out their character trait list and follow
along.
The teacher will explain that based on Robertos
accomplishments on and off the baseball field, students
will choose character traits from the list that best
describes him.
The teacher will model how to fill out the character web

Keys to Planning for Learning, 2013

T-chart
10

Book Roberto Clemente

Heroe de Beisbol

15

10

Character trait list

Georgina Perez

Lesson Series: Day 3

& provide some examples.

Elicit Performance / Provide

Feedback

Closure
Enhance Retention &
Transfer
Reflection Notes to Self
What worked well? Why?
What didnt work? Why?
What changes would you
make if you taught this
lesson again?
????

Students will continue working & discussing with their

partners filling out the character web and referring to the
character trait list & their T-chart for responses. Students
will fill up web with character traits that describe Roberto.
10
Character web
Each student will also write one character trait on an
individual whiteboard and share out their answers with the
whole class.
Students will be given an Exit Ticket and they will be
required to write 2 character traits that describe Roberto
10
Exit ticket
Clemente and provide an example (on or off the field
accomplishment) to support each character trait.
Students will write one paragraph describing why they
think Roberto Clemente is a hero.
Were students able to find appropriate examples to support their character traits?
Were students able to identify Robertos accomplishments on & off the field?
Do I need to provide students with more resources to facilitate comprehension?
What other formative assessments should I use to check for student understanding?
Did students demonstrate comprehension of lesson objectives by filling out all of their graphic organizers
correctly?
Did students meet the lesson objectives?
Based on my evaluation and observations during the classroom lessons, I will provide students with immediate
feedback verbally one-on-one or to the whole class. If needed, I will re-teach and scaffold during the lesson and
provide students with other examples and modeling of the assignment.
Written feedback will also be provided on all graphic organizers and be given a letter grade.
I will evaluate student learning and progress by listening to student conversations during pair/share time and
responses during whole class participation.
Were students engaged, on task, and did they participate?

Remember that the maximum attention span of the learner is approximately the age of the learner up to 20 minutes. The initial lesson cycle (gain
attention/activate prior knowledge, provide input and elicit performance/provide feedback) should not take more than 20 minutes. The second cycle
(provide input and elicit performance/provide feedback) should be repeated as needed and will vary depending on the length of the class period.
*

Keys to Planning for Learning, 2013