SEI UA Lesson Plan Format for CONTENT & LANGUAGE Objectives

Title: Dia De Los Muertos

Subject/Grade Level/ Date(s): ELA-2nd grade-10/29/2018

Time Requirements: 1 hour 15 minutes

Materials List:
-Vocab cards with pictures
-Skull print outs
-Pencils
-Dry erase (to write objectives on the whiteboard)
-Crayons/markers/colored pencils
-Vocab cards (placed on the table)
-Scissors (as needed)
-Box of brads
-Both Books (day of the dead and halloween)

Type of Lesson: Whole group, whole group discussion and connection

Connection to Content and Language Standards:

CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to answer a question.

CCSS.ELA-LITERACY.RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or
from different cultures.

Social Studies Standards:

Strand 3: Civics/Government
PO 4. Know that people in the United States have varied backgrounds but may share principles, goals,
customs and traditions.

Art Standards:
VA.CR.1.2a
a. Brainstorm collaboratively (such as contributing to and listening to various ideas) multiple
approaches to an art or design problem (such as celebrations, cross-curriculum projects, school
events, etc.)

ELP standards met:

Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.
B-5: asking and responding to academic questions using complete sentences, with instructional support. (i.e.,
who, what, where, when, why, how) (e.g., making comparisons and describing events, etc.).

Standard 2: The student will express orally his or her own thinking and ideas.
B-6: following multiple-step directions for classroom and other activities.

Standard 4: The student will analyze text for expression, enjoyment, and response to other related content
areas.
B-6: making connections to text while reading (text-to-text and text-to-self).

Instructional Content and Language Objectives:

Students will be able to discuss the origins of Dia de Los Muertos. (comprehension)
Students will apply their knowledge about the holiday to construct a book. (application and synthesis)
Students will evaluate the day of the dead celebration most known in the hispanic culture. (Evaluation)
Students will identify how the holiday is becoming more widely celebrated here in the US (Social
Studies Part of the lesson) (knowledge)
Connections to reading on own funds of knowledge

Active Instructional Plan:

● First step will be to write the objective on the whiteboard. The following will be written:
○ Students will summarize information about The Day of the Dead and record information in
their skull books.
■ Summarize means to shorten information into your own words
■ Record means to write information down
○ I will read the objective, we will all read the objectives together; I will ask students to give
an example of when they have summarized something, and a time when they recorded
information. This part will be think, pair, share. That way all students have a chance to
speak and make connections.
Anticipatory Set: Now that we have talked about what the objective is, and new vocabulary means.
To draw attention to a common misconception here in the US, I am going to ask my students if they
can tell me at the end of the lesson how Dia De Los Muertos is different than halloween.

Questions:

Who knows a little about day of the dead? (Since Coco is a popular movie, I am assuming
almost every student will know a little something and can pull from that knowledge to share)

Do you guys think it’s the same as halloween or different? How?

What is day of the dead celebrating? (before and after book)

 Why do you think this is celebrated?

After showing a map of US/Mexico border and discussing the increase in the hispanic culture, I
want to ask why they think day of the dead is starting to be celebrated here?

I’ll stop at a point in the book and ask if the people are happy, sad, afraid, or excited.

What does the word ______________ mean in this sentence right here

How do you feel about this celebration?

At the end of the book I will ask “what is some new information we have learned?”

Modeling: As I read, I will think aloud asking questions about the characters, words, scenes, and
pictures in the book. I will especially pay close attention to the colorful pictures that are drawn as I want
students to create their skulls with a lot of color.

Guided Practice: This will be when students and I talk about the story. Students will have their
organizer, and they will have vocab cards on the whiteboard and on their table. Students will also be
helped individually by me to complete their organizers. The power point will be left on so students can
pull spelling and information from that as well.

Independent Practice: This is when students will be working to transfer ideas and information to their
skull books.

Closure: We will talk about the importance of learning about different celebrations and holidays. I will
also ask students to share about their experiences with celebrating this holiday if they feel comfortable.

Last, like I said with the common misconception in the US about the day of the dead and halloween
being the same holiday, I will ask students to answer my original question of how these holidays are
different and why some people may think of them as being the same.

Assessment/Evaluation:
My assessment for success of this assignment will be that students will have colorful skulls similar to
colors in the Coco or the book/powerpoint.

That all students have expressed their thinking and connections to this assignment. (through
discussion)

I will also formally assess their book to check for correct answers in the fill in the blanks

I will assess the book for correct spelling of vocab words (students can write in English and Spanish or
just English if they prefer, but English will have to be on their, they can’t just write in Spanish.
Modifications/Differentiation:
For students who are academically excelling, I plan to have them write a little more. I will pick one of
the 6 traits for those particular students writing and I will have them fix that trait errors, such as spelling,
word choice, fluency, or punctuation. This will help to have them extend their existing level of
achievement and practice a skill.

For the one student with an IEP I plan to have a student who excels in this area sit next to her to help
with spelling and organization of ideas on the graphic organizer. There are three students total that
struggled when I did my writing lesson, so I learned from my last lesson to cut back on the length
requirement for them, and to have them sit in a group with white boards where the teacher can help
with sentences so these particular students can copy from the whiteboard.

There are three ELL students in the classroom, however, one of them doesn’t really struggle with
reading and writing. The other two will have a modification of drawing their pictures on their graphic
organizer and writing down the sentence starters I write on the whiteboard as well as key vocab words,
maybe not in a direct sentence. I will then check on those students and help them form the sentence
they are trying to convey in their pictures.

TLS 416 Sheltered English Immersion

Instructor: Camille Martinez-Yaden
camyaden@email.arizona.edu

21 Sheltered Instructional Strategies:

• Content and language objectives displayed (on the board/read and discussed
meaning with class)
• Different grouping configurations (Spanish/English speakers with English
Speakers)
• Vocabulary words defined or clarified (Vocab cards on each table-laminated)
• Opportunities for interaction (Think, pair, share during times of discussion)
• Connections to students’ prior knowledge (Asking students about how they
celebrate these two holidays. Asking them what their families have done for Dia
De Los Muertos. Connecting new ideas of Halloween to existing ideas of fun and
candy.
• Appropriate wait time (Not only will I wait after asking questions (to give all
students a chance to think about the question and come up with an answer if they
want, but I will also make sure I wait long enough to move on to the next step of
the assignment, such as moving from explanation to completing the graphic
organizer to make sure all students understand, have enough time to talk to their
partner and share an answer if they please. I will also make sure to wait a little
longer when I call on students to share an answer to make sure they have enough
time to answer the question (such as if they are thinking or taking a long time to
explain themselves). I can also ask for clarification and reiterate to make sure as a
class we understand what they were trying to say.
• Speech is appropriately controlled (slow, clear) (My teaching speed will be
medium and clear. As I explain and talk about the objectives and talk about what
those objectives mean, I will speak slower for comprehension. As we get into the
assignment I will speak medium speed, but clearly through the whole lesson. -
making sure to pronunciate clearly and directly)
• Clarification of key concepts (I will have a practice run of finding who, what,
when, why and how with another short story (3 minutes) to ensure students know
what they are looking for and to help students make connections) (Also asking if
there are any questions) (Thumbs up if they know what they are doing after
instructions are done)
• Step-by-step instructions (Each part of instruction will be broken down and
each step explained. For instance, I will first go over the objectives on the board,
we will talk about what they mean and connect to prior knowledge of the
content/activity, then we will move into
• Hands-on activities- This will be the part of the lesson where students are using
their vocab cards to find the answers to the blanks in the book. They will be
cutting, coloring, and hole punching to construct their day of the day book.
• Adapted text- The book will not be adapted to English language learners, but I
will have worksheets that they will use to organize their thoughts about the story. I
will also be sure to ask questions while reading, such as, what do you think the
character means by saying this, or what does that word mean in this sentence.
(More of a thinking aloud reading) to make sure all students understand the story
and the vocab in it. Some of the harder words and new ideas will also be printed
out with a picture and placed on the white board with a magnet that I will use to
point out and talk about certain parts. This part of the lesson will be important for
both ELL students and students who are learning the Spanish vocab for this
holiday. This will build on ALL children's vocabulary and everyone should take at
least one new word in a new language away from today’s lesson.
• Use of manipulative or realia- This will also be the vocab cards on the desks,
the pictures on the board, the graphic organizers, and the copy of the book.
• Modeling, demonstrating of concepts- This will be the pictures and vocab cards
on the whiteboard. Students will see visually, hear verbally, and say these words so
they know what the words are, how to say them, and how to use them in a
sentence, along with what they mean in the sentence in the book.
• Opportunities to apply new knowledge- I will have students use the new vocab
words (at least 2) in their papers they are writing. They can pick any two.
• Positive feedback or other encouragement- This will be done as student share
ideas aloud. Make connections and build on prior knowledge. This will also
happen during the graphic organizer check portion of the assignment. I will also
give students positive encouragement and feedback when they complete the
assignment and we wrap up.
• Repetition- vocab, whiteboard, questions, pictures, demonstrations.
• Graphic organizers-

• Gestures, facial expressions, drama, etc.- I will make sure to use expression
while reading. Making sure to read with enthusiasm, correct expression for the
punctuation, as well as voices for the characters.
• Other visual supports (photography, posters, etc.)- The book is fill in the
blank so all children should have an easier time with this part. There will also be a
corresponding PP and vocab cards on their desks and the whiteboard, as well as an
example I will construct.
• L1 support- Spanish/English Vocab cards. Pictures, gestures, and allowing for
collaborative (think, pair, share) in their first language.
• Assessment (informal or formal checks for comprehension)
This will be done as students come up to me with their graphic organizers that they
have been filling out for determining the different information from the story and
PP. I will see if students are making use of vocab cards, word walls, PP spelling
and white board for objectives.