Appendix M.

GEORGINA PEREZ

Blank Lesson Plan Template

Language Level
Unit Theme and Question
Daily topic:

Novice Mid Novice High

Grade

Date

6/25/15

Day in
Unit

Minutes

50

Identity: Heroes in our Latin American Culture

What causes ordinary people to be heroes in the eyes of others?
Comprehending & familiarizing themselves with the story Roberto Clemente Heroe de Beisbol.

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, discuss, and describe the events in Roberto
Clementes life that occurred in the beginning, middle, and end
of the story.
Create a poster summarizing the events of Robertos
Clementes life and share them with the class.

Connections
Comparisons
If applicable, indicate how
Connections Comparisons

Communities Common
Core will be part of your
lesson.

Communities

Common Core

Lesson Sequence

Keys to Planning for Learning, 2013

Interpersonal Communication (1.1): Engage in conversations, provide and obtain

information, express feelings and emotions, and exchange opinions.
Interpretive Communication (1.2):
Understand and interpret written and spoken language on a variety of topics.
Demonstrate comprehension of content from authentic visual resources.
Monitor comprehension and use other sources to enhance understanding.
Presentational Communication (1.3): Present information, concepts, and ideas to an
audience of listeners or readers on a variety of topics.
Activity/Activities
What will learners do?
What does the teacher do?

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?

Appendix M.

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The teacher will show students a picture of Roberto
Clemente and baseball realia such as a baseball glove, bat,
baseball, cap, etc.

Gain Attention / Activate

Prior Knowledge

Provide Input

Students will write down on a line sheet of paper their

prediction of what they think the story is going to be
about.

The teacher will choose two students to share their

answers with the whole class.

The teacher will inform the students of the daily

objectives.
The teacher will pass out the book Roberto Clemente el
Heroe de Beisbol to each student.

Before the teacher reads the book, the students will do a

picture walk through the book. Students will discuss
the images they see in the book.

The teacher will inform the students that the main

character, Roberto Clemente, was from Puerto Rico and
then moved to the U.S. The teacher will show the
students two short you tube video clips; Puerto Rico (birth
place of Clemente) & U.S. (era/culture of the 1950s when
Clemente moved to the U.S.).

The teacher will read the story and the students will
follow the reading by taking notes using the Guided Notes
prepared by the teacher.

After the reading, students will review and compare their

notes with a partner to get feedback.

The teacher will pass out a pre-made foldable to each

Keys to Planning for Learning, 2013

A picture of Roberto
Clemente

Baseball realia.

The book entitled

Roberto Clemente el
Heroe de Beisbol

You tube video on

Puerto Rico & the U.S.
in the 1950s

Guided Notes

Pre-made foldable

20

Appendix M.

Blank Lesson Plan Template

student. The teacher will give clear, written directions on
what information the students should include in their
foldable. Under the 1st flap, students will describe
Clementes life in Puerto Rico. Under the 2nd flap,
students will describe Clementes life with the Pittsburgh
Pirates. Under the last flap, students will describe
Clementes life at the end of the story. The teacher will
show students an example of what their foldable should
look like.
Students will complete their foldable working in small
interactive groups. Students will share, discuss, and
exchange ideas orally and in writing with their group.
Students will summarize the events onto their foldable.
Elicit Performance / Provide
Students will refer to the book and their Guided Notes for
Feedback
answers.

If applicable

Elicit Performance / Provide

Feedback

If applicable

Closure
Enhance Retention &
Transfer

Pre-made foldable

Guided Notes

3-2-1 Graphic
Organizer

Time line

One person in each group will share with the entire class
one event in Roberto Clementes life in the beginning,
middle, and end.

Provide Input

20

Students will do a 3-2-1 activity. Students will write 3

things they found out about Roberto Clementes life, 2
interesting things about Robertos life, and 1 question they
still have.
Students will create a time line of Roberto Clementes life

Keys to Planning for Learning, 2013

Appendix M.
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Reflection Notes to Self
What worked well and what didnt work well and why?
What worked well? Why?
What didnt work? Why?
What changes do I need to make to make the lesson better?
What changes would you
Where the transitions smooth from one activity to the other?
make if you taught this
lesson again?
????
Do I need to explain or model more/differently so all students easily comprehend the assignment?
Are all students meeting the objectives?
Are students engaged? If not, what can I do to make the lesson more interesting?
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