Elizabeth Campos 1 SINGLE SUBJECT DAILY LESSON DESIGN FORMAT TITLE OF LESSON: We are all the same.

CURRICULUM AREA & GRADE LEVEL Lesson one in a 6-week unit plan on exploring The Human Condition. Spanish 3, 11th grade DATE OF LESSON March 10, 2014

CA CONTENT STANDARD(S) ADDRESSED Content -Stage III 3.0- Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines. 3.1 Students address concrete and factual topics related to the immediate and external environment, including: a. Social norms d. Community issues, current events BIG IDEA ADDRESSED (Enduring Understanding: WHY this material is important; how it fits in with the unit or theme)

CA ELD STANDARD(S) ADDRESSED Expanding 1. Exchanging information/ideas Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade- appropriate academic topics by following turn- taking rules, asking and answering relevant, on- topic questions, affirming others, providing additional, relevant information, and paraphrasing key ideas. ESSENTIAL QUESTIONS ADDRESSED
o o

Explain what is the human condition? How does a study of the human condition contribute to understanding social justice? What does your idea say about social justice? How does understanding the human condition help you to be a tolerant, understanding, and global citizen?

Students will have to know that The human condition (also called common humanity) o encompasses the experiences of being human in a social, cultural, and personal context. In this class o students will understand the nature of the human condition and the broader cultural and social arrangements that make up human lives. Thus, in this lesson students will understand that the similarities between all human beings far outnumber the differences (i.e. were all red inside). OBJECTIVE(S) OR LEARNING GOAL(S)choose type(s) as appropriate Students will be able to go into their community and experience people outside of their gender/race/religion by attending some community event that is outside of the students normal lifestyle. Students will be able to find the similarities that they share with the people they encounter during this experience despite how different these people may appear.

ASSESSMENT(S)choose type(s) as appropriate Formative (progress-monitoring)

Individual student community experience project Group brainstorm a list of their closereading of the quote/image/idea/concept, answering/reacting to questions (see essential questions).

Elizabeth Campos 2 PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions) Students might need to know what the human condition is. Students might find this material because they might need to understand how does a study of the human condition contribute to understanding social justice? STUDENT ACTIVITIES: What the students do

INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed STEPS (Fill in each box with specific information) LEARNIN G STYLE(S) ADDRESS ED Kinesthetic Visual REASONS/ RATIONAL ES

STEPS (Fill in each box with specific information)

LEARNIN G STYLE(S) ADDRESS ED Kinesthetic Visual Verbal Social Auditory

REASONS/ RATIONAL ES

Anticipatory Set (Into)

1. At the Verbal beginning of Social class, I will divide students Auditory into groups of four. I will have posters around the class with different questions. Each poster will have a question. Students will have to rotate clockwise and write their ideas to these questions. These questions will be to help students brainstorm about the topic. a. I will supervise that students

*By doing this activity, I will be able to asses students background knowledge about what they know about the human condition. These questions will be to help students brainstorm about the topic.

Anticipatory Set (Into) 1. Students will be working in groups of four. I will have posters around the class with different questions. Each poster will have a question. Students will have to rotate and write their ideas to these questions.

*By doing this activity, I will be able to asses students background knowledge about what they know about the human condition. * These questions will be to help students brainstorm about the topic.

Elizabeth Campos 3 are answering those questions. Instruction (Through) 1. Now, we will have a whole class discussion about the human condition. Guided Practice (Through) 1. Then, I will explain to students that they will have to venture into their communities to connect with unfamiliar groups of people in their micro-community: i.e., a cultural festival, attendance at a religious site different from the students beliefs (if parents permit with permission slip), other community gathering/event that the student is unfamiliar with. Independent Practice (Through) 1. Students will research places/events that they could explore. Kinesthetic Visual Verbal Social Auditory Verbal Social Auditory Instruction (Through) Verbal Social

Social Auditory

* Students will understand that the similarities between all human beings far outnumber the differences (i.e. were all red inside).

Now, we will have a Auditory whole class discussion about the human condition. Guided Practice (Through) 1. Then, I will explain to students that they will have to venture into their communities to connect with unfamiliar groups of people in their micro-community: i.e., a cultural festival, attendance at a religious site different from the students beliefs (if parents permit with permission slip), other community gathering/event that the student is unfamiliar with. Independent Practice (Through) 1. Students will research places/events that they could explore. Kinesthetic Visual Verbal Social Auditory Social Auditory * Students will understand that the similarities between all human beings far outnumber the differences (i.e. were all red inside).

Elizabeth Campos 4 -Teacher will provide a list of places/events students can explore. Closure (summarize; make meaning of the lesson) The class will come back together. We will talk about their findings. Students will come back to class & brainstorm in groups their findings and how it relates to social justice. Verbal Social Auditory -Teacher will provide a list of places/events students can explore. Closure (summarize; make meaning of the lesson) The class will come back together. We will talk about their findings. Students will come back to class & brainstorm in groups their findings and how it relates to social justice. Verbal Social Auditory

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group FACTS ABOUT THE LEARNERS Whole Class Information o Number of students in class Period 3: 29 students Period 5: 32 students Demographic Information: o Period 3: 29 students total Ethnicity- 7 Mexicans, 21 Mexican-Americans, 1 Chilean. Gender- I have 17 female students and 12 boys. Free and reduced lunch- 25 students qualify for free lunch, 4 have to pay for lunch. ELL- I have one English Language Learner. He (student M) is at an Intermediate level. Bilingual- 28 students IEP, 504, Gifted- No students. o Period 5: 32 students total Ethnicity- 14 Mexicans, 17

INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students): Consider students individually & collectively FACTS ABOUT THE LEARNERS Whole Class Information o Number of students in class Period 3: 29 students Period 5: 32 students Demographic Information: o Period 3: 29 students total Ethnicity- 7 Mexicans, 21 Mexican-Americans, 1 Chilean. Gender- I have 17 female students and 12 boys. Free and reduced lunch- 25 students qualify for free lunch, 4 have to pay for lunch. ELL- I have one English Language Learner. He (student M) is at an Intermediate level. Bilingual- 28 students IEP, 504, Gifted- No students. o Period 5: 32 students total Ethnicity- 14 Mexicans, 17

Elizabeth Campos 5 Mexican- Americans, 1 Guatemalan Gender- I have 15 female students and 17 male students. Free and reduced lunch- 29 students qualify for free lunch, 3 have to pay for lunch ELL- I have one English Language Learner. She (student Y) is at an Intermediate level. Bilingual- 31 students IEP, 504, Gifted- 1 student (student Y) has 290 Special Learning Disability (SLD) Mexican- Americans, 1 Guatemalan Gender- I have 15 female students and 17 male students. Free and reduced lunch- 29 students qualify for free lunch, 3 have to pay for lunch ELL- I have one English Language Learner. She (student Y) is at an Intermediate level. Bilingual- 31 students IEP, 504, Gifted- 1 student (student Y) has 290 Special Learning Disability (SLD)

-I have two English Language Learners. However, I want to mention that it is a Spanish class and so all of the students are Spanish Language Learners. This lesson incorporates strategies that are used for ELs to meet their needs. Readiness level: **Student Y: She has an overall CELDT score of 3. She is at the intermediate level. Her listening skills are a 2. Her speaking skills are a 3. Her reading skills are a 3. Her writing skills are a 2. **Student M: He has an overall CELDT score of 3. He is at the intermediate level. His listening skills are a 3. His speaking skills are a 3. His reading skills are a 3. His writing skills are a 5. Learning profile: strengths and challenges **Student Y: Positive attitude. Students speak at an intermediate Spanish level. She likes to challenge herself. **Student M: Good sense of humor, liked by peers and staff, great decoding skills. Interestsacademic and/or personal **Student Y: She would like to get better at both writing and reading in English and Spanish. More specifically, she wants to read better in Spanish. **Student M: He wants to be successful academically. He has good manners and wants to be more responsible.

-I only have one student with special needs. Readiness level -Student Y: Entry level, 290 Specific learning disability (SLD) Learning profile: strengths and challenges -Student Y: Positive attitude, difficulty in processing information. She can be easily distracted. Interestsacademic and/or personal -Student Y: She enjoys helping others and being around her peers. She is friendly and enjoys being part of teams. She likes art. She likes to dance too.

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DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERSchoose area(s) as necessary based on information above Content (what materialincluding key vocabularyis learned)

DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above Content (what materialincluding key vocabularyis learned) **For this lesson, everyone will be learning the same. Students will be working in heterogeneous groups so everyone can benefit from different point of views and readiness levels. Based on readiness level. (This is a strategy that has worked well in the past when working in-group discussions). Process (how the material is learned)

**For this lesson, everyone will be learning the same. Students will be working in heterogeneous groups so everyone can benefit from different point of views and readiness levels. Based on readiness level. (This is a strategy that has worked well in the past when working in-group discussions). Process (how the material is learned)

**I will give students the vocabulary word in English. By doing this, they will be able to identify the word both in English and Spanish. Based on learning profile and academic interest. **I will use gestures so that students can comprehend better the vocabulary words. Both students have intermediate speaking skills so I would make everyone work with a pattern so that everyone can work on their speaking skills. Based on readiness level. (This is a strategy that has worked well in the past when working in-group discussions). Product (how the learning is demonstrated)

** I will use gestures so that students can comprehend better. Based on learning profile **Breaking assignments into small segments. Based on learning profile. (This is a strategy that has worked well in the past when reading difficult stories and/or poems).

Product (how the learning is demonstrated)

**Students will have the opportunity to have options. They will be free to choose what area of their community they will explore. Based on academic interest

**Students will have the opportunity to have options. They will be free to choose what area of their community they will explore. Based on academic interest. RESOURCES (Attach materials needed to implement the REFLECTION (Questions to consider after the lesson: What went well? Why? What evidence do I have lessone.g., power point presentation, text, graphic that shows the extent to which the lesson was organizer) effective? What problems do students still have? How will I deal with the students whose

Elizabeth Campos 7 -Binder paper understanding of the material is weak? How will I remediate? What changes will I make to enhance learning the next time I teach this lesson? Why?)