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 Dot  Public  Schools  Lesson  Plan    

                                                                                             
Teacher Name: Claudia Haro-Contreras Subject: AP Spanish Grade Level(s): 11th Date: November, 2019
Content  Standards  and/or  Common  Core  Standards  (1.2a):  
Communication:
WL.CM5.S
• Demonstrate understanding of topics ranging from broad general interests to unfamiliar, abstract,
and hypothetical areas of specialized professional and academic expertise. Use knowledge of sentence-
level elements (morphology and syntax of common and uncommon structures) and extended
Connections:
WL.CN1.A
• Acquire, exchange, and present information in the target language on factual topics of public
interest and general academic content across disciplines.
 
Objective  Aligned  to  Standard(s)  (1.2a):    Content  (nouns),  level  of  cognition  (verbs),  proving  behavior  (measurement)  

•   SW be reviewing four characters from LTDE through cloze notes and synthesizing the effects of
migration into the United States.  
•   At the end of today’s lesson, SWBAT identify two disadvantages or two advantages a character from
LTDE faced within their migration story into the United States.  
o  
Proving  Behavior  (1.2b):    The  proving  behavior  should  provide  the  teacher  with  specific  data  that  reveals  the  degree  of  independent  mastery  for  each  student.
●   What  specific  criteria  (quantitative  and/or  qualitative)  will  you  use  to  measure  students’  independent  mastery  of  the  objective?    
In order to determine if students have mastered the objective they will be writing two TIEAC paragraphs
analyzing the experiences of Lourdes, Enrique, Santos or Maria Isabel and identifying 2 advantages or 2
disadvantages of migrating to the Unites States. In order to demonstrate mastery students should include
2 quotes and in-depth analysis connecting and expanding on evidence; overall scoring above a 7.5 or
higher.
Lesson  Structure  (1.3a)  and  Cognitive  Engagement  (1.3B):    Lesson  structure  is  sequenced  and  timed  to  promote  cognitively  engaging  learning  
experiences  and  enable  all  students  to  demonstrate  independent  mastery  through  appropriate  release  of  responsibility.  
Key  Vocabulary Do  Now  (  min):    5-­‐10  minute  opening  routine  students  can  do  independently  that  may  aim  to  build  a  specific  skill  (e.g.,  grammar,  mental  
math),  practice/review  content  material,  or  activate  prerequisite  knowledge.
Inmigración Students will be asked to read the testimony on their desk. They will then write a reflection to
Emigración the child’s respond to question: ¿Valió la pena la emigración de tu padre/madre? (was your
Migrantes mother/father migration worth it). Students will use evidence from the documentary, Which
Ventaja way home and La travesía de Enrique to understand the child’s perspective.
Desventaja
Hazlo Ahora: Lee el testimonio del hijo/a. Refleja en el documental Which Way Home y el
libro LTDE, ¿por qué crees que el hijo/a respondió a la pregunta, si valió la pena la
emigración de su padre/madre, de esa manera?

Anticipatory  Set  (    min):    A  “hook”  that  introduces  new  material  by  relating  students’  experiences  to  the  objective(s)  of  the  lesson,  
activating  prior  knowledge,  or  developing  engagement/curiosity  to  focus  students’  attention  on  the  lesson.

I will provide each student six post-it’s and have them respond to six different questions.
After all 6 questions, students will go around and post their response in the appropriate
poster.

1.   ¿Cuál es una ventaja de que las/los madre/padres inmigrar a los EE.UU.?

2.   ¿Cuál es una desventaja de que las/los madre/padres inmigrar a los EE.UU.?
3.   ¿Cuál es una ventaja de que los/las hijo/as se queden en Latinoamérica?
4.   ¿Cuál es una desventaja de los/las hijo/as se queden en Latinoamérica?
5.   ¿Cuál es una ventaja para el país de inmigración?
6.   ¿Cuál es una desventaja para el país de inmigración?
 Student  Action Teacher  Action

•   After students return to their desk, •   I will ask students to pair-share

they will be asked to share with their who or what came across while
partner who or what came to mind they wrote their responses.
as they wrote their answers. •   This quick discussion will then lead
•   A student volunteer will read out- to the next activity, I will have a
loud the instructions for the student volunteer read out-loud the
literature group assignment. instructions for the next activity.
•   Students will get with their literature •   I will then proceed to further
groups and move to one of the six explain and provide a model.
posters. •   After assigning each group a poster,
•   With group they will reread question I will walk around and provide
and classmates responses. groups with additional sentence
•   Students will work together to create starters. So everyone in their group
two to three topics with the student uses academic discourse and is able
responses. They will reorganize the to contribute to the conversations.
responses to have a visual •   Students have heterogeneous group
representation that includes topics mates based on their reading level
and post-its. in target language and classmates
•   In literature groups students will who they feel socially comfortable
decide: with or who share a similar grade
Chunk  1:
Time  Allotment  (min):     1.   Who will read the question and on the gradebook.
topics •   I will continue walking around and
Level  of  Cognition:
☐    Knowledge 2.   The remaining students will each making sure all group mates are
☐    Comprehension
☐    Application read a post-it that serves as an sharing their thoughts. In particular
☐    Analysis
☐    Synthesis example for their two-three I will be checking in with Vanessa
☐    Evaluation
Depth  of  Knowledge: topics. Rubio, Luis R., and Edwin B. to
☐    Level  I:    Recall
☐    Level  II:    Skill/Concept
•   Students present their findings using make sure they are participating in
☐    Level  III:    Strategic  Thinking
☐    Level  IV:    Extended  Thinking
their poster and sentence starters to the discussion. I will ask guiding
guide them through their brief questions to students to make sure
presentation. they are part of the conversation. I
•   The rest of the class will be taking will also check in with Arturo A.
notes on a graphic organizer. They and Miguel Guerrero to make sure
will be asked to think of a character they have a task within their group.
from LTDE that resembles some of This will eliminate any distraction.
the information presented in •   As students present I will be
classmate’s presentation. circulating the room making sure
•   Students will review graphic all students are writing and
organizer with literature group. understanding each topic.
•   Students will share out loud the characters •   I will use this opportunity to check
they associated with each presentation. in with students who seem to have
difficulty thinking of a character
●   Scaffolds  for  subgroups  –         from LTDE. I will particularly
 
check in with Luis and Vanessa
Before presenting, students will be discussing with
their group the topics and making sure each category since they have missed a portion of
has an example that summarizes what the topics the reading and might not be
entails. Strategic grouping has been done so EL and familiar with all the characters. I
SPED students have a diverse support system within will be asking them guiding
their group. In the pre-presentation portion, students
questions to make sure they can
were given sentence starters which not only allowed for
 guidance throughout the group discussion but also relate the information to one of the
provided them with sentence starters to present. These characters.
sentence starters will help me ensure that EL and SPED
students understand and are able to communicate their
-¿Puedes nombrar un
information in the presentation. The different asks personaje que tenía hijo/as?
within the group will also facilitate the oral -¿Puedes nombrar a alguien
presentation by allowing them to choose. que se quedó en Honduras?
 
-¿A dónde migro?
•   I will provide students 1.5 minutes
to review their graphic organizers
and discuss any final thoughts.
•   After providing students with
discussion time I will cold call
students to answer the question:
What character from LTDE did
they associated with each poster?

By having students in groups discussing

the question and responses, they will be
able to consider various perspectives.
Students are also able to critically think of
broader categories within the responses and
utilize their appropriate sentence starters
within academic discourse.

•   In the second chunk of the lesson •   I will get a sense as to how

students are reaffirming their character
knowledge from the novel LTDE.
•   Students will be asked to rate how much
they know about the characters (using a
scale of three 3-very good to 0-they
don’t know anything).
Chunk 2:
Time Allotment (min): •   Student will then turn to their A-B or C-
Level of Cognition:
D partner and share three facts about
☐Knowledge
☐Comprehension
two characters they feel very confident
☐Application
☐Analysis
about.
☐Synthesis •   Two student volunteers will share out
☐Evaluation
Depth of Knowledge: what they shared with their partner.
☐Level I: Recall
☐Level II: Skill/Concept •   Students will be completing cloze notes
☐Level III: Strategic Thinking
☐Level IV: Extended Thinking on four characters.
-Lourdes, Enrique, Santos, Maria Isabel
•   Picture or name will be projected and
students will write what they know
about the characters.
•   Students will then share what they know
about the character with their A-B or C-
D Partner.
familiar students are with the
main four characters by asking
them to rate their knowledge.
•   I will give students an opportunity
to reflect and use their knowledge
before presenting the information.
As students start to discuss what
they know about the characters, I
will walk around and listen to
conversations. I will invite
students that are usually quiet to
speak first. During this time I will
check in with Vanessa Rubio,
Luis R., and Edwin B to see how
much they wrote about the
characters. I will remind them of
the previous activity we did and
suggest they look at the notes to
write more information about the
character.
•   Cloze notes will be given to each
student.
 •   Students will then be asked to take cloze
notes on character traits and life events.
●   Scaffolds for subgroups –
•   Providing students with cloze notes
will ensure that EL and SPED students
have the necessary information for the
lesson.
•   By providing students with TWDR
time, EL and SPED students will have
the opportunity to clarify and ensure
any of their thoughts with their partner.
•   The PowerPoint lesson will begin
projecting the main characters
Enrique and Lourdes, then
proceeding Maria Isabel and
Santos. I will ask students TWDR
what they know about them.
•   I will give students 1.5 minutes to
write. Students will then be given
45 sec. to 1 min to share their
response with their A-C or B-D
partner. I will cold call a student
to share their response.
•   Students have heterogeneous pairs
based on their reading level in
their target language (A-B or C-
D). In addition, students are also
seated with classmates who they
feel socially comfortable with or
who share a similar grade on the
gradebook (A-C or B-D).
•   After calling on students, I will
proceed with the PowerPoint to
further discuss each character.

The PowerPoint portion of the lesson

will ensure that students have an
understanding of four characters. By
breaking down each character, students
will then be able to analyze more in
depth the person’s circumstances
throughout the book.

●   In their literature groups students

will be assigned one of the four characters ●   I will assign each group a
previously discussed. They will write a character from LTDE.
paragraph using their notes to provide a quick ●   The assignation of
background on the character. characters will be determined based on the
Chunk  3:
Time  Allotment  (min):     ●   Students will be given sentence group’s level of comfort. Groups that seem
Level  of  Cognition:
frames and example to help them outline their to be having trouble based on the ranking
☐    Knowledge
☐    Comprehension
information. and partner discussion will be given one of
☐    Application ●   Students will be asked to revisit the two main characters. The other groups
☐    Analysis
☐    Synthesis two-three topics from the presentations. As a that feel more comfortable will be assigned
☐    Evaluation
Depth  of  Knowledge: group, students will be responsible for finding Maria Isabel or Santos.
☐    Level  I:    Recall
☐    Level  II:    Skill/Concept
four quotes. ●   I will be modeling the first
☐    Level  III:    Strategic  Thinking
☐    Level  IV:    Extended  Thinking
-Two quotes should talk about the task as a group: write a paragraph
advantages of migrating to the United describing the character.
States and the other two quotes should ●   I will then proceed to pass
focus on the disadvantages. out sentence starters for students who need
●   After identifying the best quotes, the extra support.
students will discuss and write with their groups
 what the quote means in their own words, ●   I will be circulating the
considering what they know about the character. room checking in and guiding those
students that are struggling finding a
certain section in the book. I will once
Scaffolds for subgroups  –         again check in Vanessa Rubio, Luis R.,
●   EL and SPED students will be working and Edwin B to make sure they understand
with their assigned group to read and find quotes for the
assigned character. This will help clarify any questions or
the assignment and is contributing to the
confusing by having someone to guide and share with. group discussion. In addition to making
●   The graphic organizer will also contain sure they are utilizing the sentence frames
the sentence frames for the meaning portion. This will to fully write out their thoughts.
allow EL and SPED students to structure and fully gather ●   I will then proceed to check
their thoughts.
●   EL and SPED students will have access
in with Vanessa, to reinsure she
to their notes, literature packets, guiding questions, and understand the assigned character and the
books to help them guide through the graphic organizer.   resources she has available throughout the
assignment. I will remind her that her
contribution is significant to her group and
will encourage her to start the group
discussion.
●   Based on character, students will have •   I will provide students with a
20 minutes to complete their proving colored TIEAC worksheet
behavior. depending on what they are writing
●   Students will work on two TIEAC about.
paragraphs that explain the advantages or - Advantage: Green
disadvantages the character went through by - Disadvantage: Red
immigrating to the United States. •   The worksheet asks students to
●   Throughout the proving behavior, identify two
students will be allowed and encourage to disadvantages/advantages
use their notes/graphic organizer and book. __(character)___ confronted by
●   Students will be asked to challenge immigrating to the United States.
themselves through the following levels: Students will be asked to include
Level 1: Specific sentence frames from evidence from the book. Therefore,
worksheet students will have access to lecture
Level 2: Standard sentence frames from notes, readings, and graphic
Proving  Behavior:    
Time  Allotment  (min):   beginning of the year organizers.
●   Measures  independent  
mastery  of  the  objective.
Level 3: Using own sentence •   In order to demonstrate mastery,
●   Provides  specific  data  that  
reveals  where  re-­‐teaching  
structure/vocabulary students need to score a 7.5 or
may  be  needed  for  next   ●   If students finish early they will be higher.
lesson
asked to work on study guide. •   Students have the ability to choose
the level they are more comfortable
with, while challenging
themselves. (Based on previous
assignments students have
demonstrated their willingness to
challenge themselves.)
•   As students are working
independently I will be circulating
the class, doing check-ins and
answering any questions students
may still have.
•   I will do a final check in with
Vanessa Rubio, Luis R., Edwin B
and Miguel to make sure they are
 all choosing the best level for
themselves. In addition to
clarifying any additional questions.

●   As students finish writing I will

pair students depending on the
character they are analyzing. I will
have groups analyzing
-Advantages- Lourdes talk to
Disadvantage- Maria Isabel
-Disadvantage- Lourdes talk to
Advantage of Maria Isabel
-Advantage – Enrique talk to
Disadvantage – Santos
●   After the twenty minutes, student will -Disadvantage- Enrique talk to
pair up with classmate that discussed Advantage – Santos
another character (partners will be assigned)
●   I will project sentence starters for
Closure:     ●   Students will read their paragraphs out feedback so students are able to
Time  Allotment  (min):    
●   Final  self-­‐monitoring
loud and make any last minutes changes. communicate in a professional manner
●   Summary/reflection  on  the   ●   Students that are listening are some of the positives and
objective
●   Reflecting  on  prior  and   responsible for providing feedback: improvements.
future  learning
1.   What they did well -Pienso que hiciste un buen trabajo al
2.   What they can change/delete/consider decir…
●   If time permits one student volunteer -Creo que hiciste un buen trabajo en...
will read out loud their first TIEAC -Pero podrías mejorar/cambiar
paragraph -Algo que podría ayudarte a obtener
un 10 es…
●   As students are listening to one
another I will circulate around the
classroom and listen to students who
have scored 6’s or 5’s in previous
TIEAC paragraphs (Oswaldo, Sophia,
Bryan, and Arturo). I will ask guiding
questions to help them explain or
clarify any information.