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Direct instruction

Teacher(s): Miss Alma Garca

Subject: Native Spanish 3-4 (AP Spanish Language


and Culture)

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

Promote student reflection using collaborative tools to reveal and clarify students conceptual
understanding and thinking, planning, and creative process ISTE Teacher Standard 1.C
Use models and stimulations to explore complex systems and issues ISTE Student Standard 1.C
Analyze and evaluate practices, products, and perspectives of the culture studied and describe how they are
interrelated to topics of philosophy, social issues, regionalisms, history, and traditions of their own cultures
(as applicable). Content Standard World and Native Languages Standard CUL.A.1
Objectives (Explicit): Use Blooms verbiage and formula
Students can label themselves based on personal interests.
Students can illustrate what they meant with their labels by giving examples.
Students can dissect a news article.
Students can elaborate on their thoughts through small group discussion guided by higher level thinking questions.
Students can evaluate what they took away from class discussion through Padlet.
Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)
Students will use a Padlet to record their reflections, questions or experiences regarding the topics discussed in class.
Grading Students will be graded based on their responses in Padlet.
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)

I can choose my own positive labels and explain them.


I can examine a news article.
I can discuss the themes presented to defend, criticize and justify my thoughts.
I can use Padlet to reflect and make connections to the outside world based on the activities today.
Key vocabulary: civil disobedience, racism/reverse racism,
patriotism, American

Materials/Technology Resources to be Used:


Sticky notes, White boards, dry erase markers, online
article, Poll Everywhere, Padlet

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the
students

As students are greeted at the door, they will be given a sticky note for the intro activity. The sticky notes
will have a number from 1 to 4 for the guided practice.
Students will be told to write three different adjectives or labels they have for themselves. Example,
musician, gamer, etc.
Students will find their small group (or pairs) based on the number they have and sit facing each other.
Students will then take turns discussing why they chose the labels.
Teacher will then go over the student friendly objectives for students to keep in mind for their independent
practice.

Ins
tru
cti
on
al
Inp
ut

Teacher Will: Be specific

Student Will: Be specific

Teacher will ask students to raise their hand if they like


sports? American football? The U.S.? They will then
close their eyes and raise their hand if they can remember
a time where they have experienced racism. Teacher will
explain that these experiences have happened and will
continue to occur unfortunately. Teacher will ask for
students to raise their hands if they are familiar with NFL
San Francisco 49ers player Colin Kaepernicks choice to
protest the national anthem by sitting/kneeling. Teacher
will then explain that this news has blown up in the
sports industry. Sports and the influence to like sports,
specifically American football is a huge part of American
culture. It is also very American to believe our
government is always working for us. Teacher will ask
for three volunteers to read the short article on a Spanish
website http://www.lavanguardia.com/deportes/otrosdeportes/20160830/404281917885/colin-kaepernicksan-francisco-49ers-nfl.html.

Students will raise their hands according to their


answers to the questions the teacher asks about liking
sports, the NFL, and then the U.S. Students will close
their eyes and raise their hand if they have experienced
racism at least one time in their life. Students can open
their eyes to listen to the teachers connection to the
football players civil protest. Students may choose to
volunteer and read a paragraph or just listen to the
article being read.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching? Some students may want a

physical copy of the article to follow along. Others may need to have a copy to read and annotate in order
to not lose their train of thought. If students do not feel comfortable working in groups due to emotional
needs or otherwise, they may choose to write the questions down, and work on their own in the back of
the class observing or even in the library if they need a quiet place to think.
Gu
ide
d
Pra
cti
ce

Teacher Will: Be specific

Student Will: Be specific

Teacher will introduce the four questions written on the


board and ask students to discuss, then go up and write
their responses, insight, experiences, etc. Teacher will go
around to listen, ask them their thoughts, and suggests
topics of further conversation based on the key
vocabulary shown on the PowerPoint slide teacher
creates.

Students will listen to instruction before discussing


with their groups. Group numbers are indicated by the
number on the sticky note given to them while entering
class. The questions are posted on the white boards
where students are free to respond to all of them more
than once with their personal ideas or even further
questions they may have. If at any time they feel they
have run out of things to say or are having trouble with
the questions, they may raise their hand and ask after
asking all members of their group members. After the
questions are answered, the students will listen to their
peers and actively participate and vocalize their ideas.

Guiding questions:
Why is Kaepernicks protest significant to todays
culture?
What does it mean to be American?
How have you or someone you know encountered
racism?
What is one way you can think of to help change the
issues people face with racism?
After the questions are sufficiently answered, the teacher

will go through each question and ask for volunteers.

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand?
Teacher will go around the room listening in on conversations. If students are having a hard time, they may
research historical examples of racism and civil disobedience. Students are ready to move on once they have
answered the questions on the board and are encouraged to work with their peers to answer questions.
Ind
epe
nd
ent
Pra
cti
ce

Teacher Will: Be specific

Student Will: Be specific

Teacher will give the link to the Padlet during class. It


will be written on the board or along with the vocabulary
slide in Power Point so that students may write it down
or take a picture in case the discussion goes over the
class time.

Students will write a short summary of their thoughts


on the concepts covered in class through Padlet. (i.e.,
racism, freedom of speech, what it means to be
American). Summary can also be any questions they
may still have or insight they have gained.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations? Students who may not have access to the internet or a computer at

home may write down their reflections on a paper to bring to class the next day. Students who need more
rigor may choose to write a letter or record themselves speaking to the president about the issues brought
up in class that they may see or experience in and out of the classroom.
Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson? Students will be asked three closing questions through

Poll Everywhere to give a quick recap of what they did in class. One question is In one word, describe how
todays discussion made you feel. Another question is Do you agree with Kaepernicks protest? And finally Do
you think todays activities are important to bring up the issues going on in modern day America?