Georgina Perez

Language Level
Unit Theme and Question
Daily topic:

Lesson Series: Day 5

Novice Mid Novice High

Grade

Date

Day in
Unit

Day 5

Minutes

40

Identity: Heroes in our Latin American Culture

What causes ordinary people to be heroes in the eyes of others?
My own personal hero.

STANDARDS
What are the communicative
and cultural objectives for the
lesson?

7-8

Communication
and
Cultures

Which modes of
communication will be
addressed?

X Interpersonal
X Interpretive
X Presentational

LESSON OBJECTIVES
Students can:
Identify their own personal hero
Identify character traits that describe their personal hero
Describe reasons their figure is their personal hero

Connections
If applicable, indicate how
Connections Comparisons

Communities Common
Core will be part of your
lesson.

Comparisons
Communities

Common Core

Activity/Activities
What will learners do?
What does the teacher do?

Lesson Sequence
Gain Attention / Activate
Prior Knowledge

Speaking & Listening 1: Prepare for and participate effectively in a range of

conversations and collaboration with diverse partners, building on others ideas and
expressing their own dearly and persuasively.
Writing 4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.

The teacher will create a web with the word Heroic

Character Traits in the center on chart paper.
The students will volunteer and share out with the whole
class as many character traits that describe a hero.

Keys to Planning for Learning, 2013

Time*
How many
minutes will this
segment take?

Materials Resources
Technology
Be specific. What materials will you
develop? What materials will you
bring in from other sources?

Chart paper

Georgina Perez

Lesson Series: Day 5

The teacher will write the students responses on the web.

The teacher will show the students a picture of her dad

and will describe in detail why her dad is a hero to her.
The teacher will include many concrete examples that pin
point her dads character heroic traits.
The teacher will have one student volunteer circle all of
the character traits on the web that the teacher used to
describe her dad; her hero. The student will also add any
character traits on the web if needed.
The students will write the names of 3 heroes in their lives
(alive or deceased) that they know well. From the 3
names, the students will be required to choose only one
hero.
The students will pair/share and discuss the reasons they
chose their hero and tell a little about him/her to their
partners.
The teacher will give each student a Who Is Your Hero?
worksheet to fill out and go over the directions. The
teacher will model how to fill it out by using her hero
(dad) as an example.
The students will read the questions and fill out the Who
Is Your Hero? worksheet individually. On the worksheet
students will have to describe their heros character traits
and reasons they were chosen.
The students will pair/share each others responses on
their Who Is Your Hero worksheet.
The partners will exchange worksheets. The students will
introduce their partners hero to the entire class by reading
the responses from the worksheets.

Provide Input

Elicit Performance / Provide

Feedback

Provide Input

If applicable

Elicit Performance / Provide

Feedback

If applicable

Keys to Planning for Learning, 2013

10

20

Picture of teachers
hero (dad)

Who Is Your Hero

worksheet

Georgina Perez

Lesson Series: Day 5

Students will write in their Journals about what they
Closure
5
learned about their hero and will describe ways they may
emulate their hero.
Students will fill out the Write About graphic organizer
on their hero and use the information on their Write
Enhance Retention &
About to write a paragraph.
Write About Graphic
Transfer
Organizer
Students will also create a colorful poster of their hero to
put up on the Hero Hall of Fame classroom bulletin
board.
Reflection Notes to Self
Did the students demonstrate comprehension by filling out the Who Is Your Hero worksheet correctly and
What worked well? Why?
appropriately?
What didnt work? Why?
Did the students provide feedback in their Journals that demonstrated comprehension of the lesson objectives?
What changes would you
When the students were presenting their partners heroes, did the responses demonstrate mastery of objectives?
make if you taught this
Based on my evaluation and teacher observation, I will immediately provide student feedback verbally on the
lesson again?
spot or if needed reteach or re-explain assignment during the lesson by modeling and providing written
????
examples.
Written feedback will also be provided on their classroom assignments and given a letter grade.
Were students engaged, on task, and did they participate?
I will evaluate student learning by listening to student conversations during their pair/share time and their
responses during whole class participation.
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