Secondary English Language Arts: Revised ed:TPA Lesson Plan Template

Name: Abby Glickman

Lesson Title: Introduction to Spanish

Grade Level: 11
Involvement in Emancipation
Lesson Goals: To introduce students to chapter 5 of The Other Slavery, which discusses slave emancipation. To introduce
vocabulary and concepts that will help them reader this chapter.
Central Focus: Describe the central focus (of the unit) and explain how this lesson reflects the central focus.
Students will develop an understanding of Native American slavery and its impact on a personal level and on a global level. This will
be done through reading Andres Resendezs The Other Slavery and other relevant works. This lesson reflects the central focus
because the concepts that are discussed involve Native American slavery on a global level, this working on the first half of the
objective stated in the central focus. Although the preparation is done outside of the text, it is introducing students to concepts that
involve the global aspects of slavery that they will read about for homework and the next day in class.
The Other Slavery, by Andres Resendez: A factual account of the history of Native American Enslavement, known in the text as the
other slavery, beginning in the 1400s. The text discusses various obstacles that Native American slaves endured, and what their
histories are.

Conceptual/Theoretical Framework (draw from research and readings in CI and English coursework):
In Jim Burkes The English Teachers Companion, vocabulary instruction is discussed. He says, Explore a word or related set of
words that apply to readings for the period, week, or course of unit (262). Therefore, according to Burke, it is helpful to give students
the vocabulary words within the same time frame that the reading is being done. I decided to use this method in the lesson because
students will be able to see the connection between the words studied in class and the text material when they read the chapter. He
also suggests to, Identify prerequisite words you must teach prior to having students read or write about a topic (264). This was
implemented in my lesson, as the vocabulary words will be given to the students before they read the chapter. This will prepare them
for material that they will be exposed to in the reading.
Standard(s) Addressed (use examples from both the Common Core State Standards and the Illinois Professional Teaching
Standards):
Common Core State Standards:
CCSS.ELA-LITERACY.RI.11-12.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings;

analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines
faction in Federalist No. 10).
CCSS.ELA-LITERACY.RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over
the course of the text.
Illinois Professional Teaching Standards:
2D) understands the relationship of knowledge within the disciplines to other content areas and to life applications
6A) understands appropriate and varied instructional approaches used before, during, and after reading, including those that develop
word knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas.
The first Common Core standard involves the meaning of words and phrases. This will be done during the vocabulary section of the
lesson. By having students define words during pre-reading, it will help them comprehend the words when they come across them in
the text. The second Common Core standard involves the analysis of ideas, events, and individuals. This will be done during the
vocabulary section and the important figures section. These activities will cover important events and involved historical figures that
they will come across during chapter 5. Learning about vocabulary and people discussed in the book will prepare them to read and
comprehend the chapter. The first IPTS standard involves relating to another content areas. This applies to this lesson because it
involves history as well as English. This will support student learning by giving them another academic context to put the information
in, thus broadening their worldview. The second IPTS standard involves vocabulary and comprehension. This will also be covered by
the vocabulary activity, which will help students comprehend the text when they read the chapter. The first objective will support
student learning by helping them learn to work collaboratively in order to achieve a common goal. The second objective will support
student learning by introducing them to concepts that they will be working with throughout the chapter that they are about to read,
easing their stress when they read it.
Materials/ Instructional Resources:
Chrome books
Hovercam with copy of guided notes
Smartboard
Copies of guided notes
Pens/ pencils

*Learning Objectives (Add additional objective boxes as

needed):

*Assessment (both formal and informal)- Evidence of Student

Understanding:

Objective 1: Students will be able to work collaboratively in

groups to learn vocabulary words that are essential to their
understanding of chapter 5 of The Other Slavery.

Related Assessment: Guided note sheet (with vocabulary words

and comprehension questions from chapter 5)

Explain the Assessments Alignment with the Objective:

The assessment aligns with the objective because when the note
sheet is collected, the teacher will be able to tell if students
understand the vocabulary that is essential to students
understanding of chapter 5. The assessment, through the final
product and formatively checking during class, will also gauge
collaboration skills between students.

Describe the form of Student feedback that accompanies

the assessment:
The pre-reading section of the students worksheet will be graded for
accuracy, as it is essential that students have the correct definitions
for vocabulary words in order to understand chapter 5 and the rest of
the text. This will also be gone over as a class, so students will have
several opportunities to get the correct definition.
Objective 2: Students will be able to gain a general
understanding of the important figures who arise to chapter 5 of
The Other Slavery through whole-class guided
Discussion.

Related Assessment: Guided note sheet (with vocabulary words

and comprehension questions from chapter 5)

Explain the Assessments Alignment with the Objective:

This assessment aligns with the objective because it will determine
whether or not students understand the figures that
arise in chapter 5 before they read the text. Through

introducing the important historical figures in class, this assessment

will determine how well students are doing with the material, and
whether or not they are ready to move on to reading the chapter. The
final product (note sheet) will verify student understanding and
determine whether or not the teacher should go back and re-teach
the material.

Describe the form of Student feedback that accompanies

the assessment:
The pre-reading section of the students worksheet will be graded for
accuracy, as the notes will be given during whole class discussion. It
Is essential that they have the correct information about each
historical figure, as they will be discussed throughout the rest of the
learning segment. This will be graded out of five points, including
the section on reading comprehension that will be filled out as they
read the chapter.

Lesson Considerations
Pre-Assessment: The teacher will gauge whether or not students are ready for this lesson based on how they have handled
vocabulary and key concepts throughout the unit. Students will be periodically be given vocabulary to learn, and this vocabulary
will be integrated into the unit of study. Based on how well students grasp the vocabulary they are given when they come across it
in the text or throughout class activities, the teacher will determine how they should handle vocabulary instruction going forward.
For this lesson, the teacher will teach vocabulary in isolation before the chapter is read to prepare them for the text.
Prior Academic Learning and Prerequisite Skills: (Cite evidence that describes what students know, what they can

do, and what they are still learning to do.)

Although not all students write in Standard English, they can all typically write at grade level. They can also read at grade level,
although some may need support with learning vocabulary, as they also speak Spanish or are Spanish dominant. These students
will be able to grasp the vocabulary with additional support and the aid of translators or translation dictionaries. They are an honors
class, so they typically respond well to the material that they are presented with. They are able to keep up with the work they are
given for their level. They are learning to write more complex and analytical pieces, and integrating information from texts into their
writing fluidly. They recently learned how to use quote integration and how to paraphrase, but may need reminders on how to do it
correctly during assessments.

Personal, cultural, and community assets related to the central focusExplain what you know about your students
everyday experiences, cultural and language backgrounds and practices, and interests.
In our class, we have students from low-income households, students from middle-class households, students who are homeless,
students who speak both English and Spanish, and a student whose first language is Spanish. We have one student who has an
emotional disorder. We have students who are religious (Roman Catholic, Lutheran, Muslim) and students who are not religious.
We have some students who are interested in sports, several who are involved in extracurricular clubs such as student
government or newspaper, and some who are involved in the school musical.
Misconceptions: Students might have trouble understanding some of the vocabulary in the text, and may have trouble keeping
track of all of the names that come up. Students who speak Spanish and English and the Spanish-dominant student may need
support with vocabulary, as it is difficult to keep track of it.

Language Objectives and Demands

Identify a Language Function: Describe: Students will be describing vocabulary words within the chapter by researching and
writing down their definitions. The teacher will be describing the backgrounds of some historical figures from the text, and students
will eventually be describing what they read in the text through comprehension questions.
Language Function. Using information about your students language assets and needs, identify one language function essential
for students within your central focus. Listed below are some sample language functions. You may choose one of these or another
more appropriate language function for this lesson.
Analyze

Argue

Describe

Evaluate

Explain

Interpret

Justify

Synthesize

Vocabulary: Insurrection, Spanish Antislavery Crusade, Slaving Ground/ Slaving Zone, Emancipation

Learning and Linguistic Accommodations: Describe the instructional accommodations that you must make, as the classroom
teacher, in order to address the learning needs of students with special needs and students who are not English proficient or
students who use varieties of English.
Accommodations for students with Special Needs:
We have one student with an emotional disorder. This student will be warned about the content in advance so they will be able to
process it in time to do the assignment. They will also be allowed to take breaks if they are overwhelmed or too anxious at the
moment to complete the assignment. They will have a say in their seating to reduce stress. Finally, they will set up goals with the
teacher outside of class. They will be granted extensions when necessary to create an academic plan that allows to success without
the buildup of anxiety. The special education teacher will be consulted when making accommodations, and will check with the student
to make sure the accommodations are working and modify them if necessary.
Accommodations for students who are not proficient uses of Standard English:
We have several students who speak both English and Spanish, and one who is Spanish-dominant. Students who need support
with learning or perfecting their English language skills will be paired with students who are stronger with English for group work.

These students will also be given Spanish translations of the text and worksheets so they can look at both languages
simultaneously, and grasp all the necessary content. If they feel strong enough with English that they do not want the translation,
they may use an online translator or a Spanish-English dictionary. This will be determined on a case-by-case basis and progress
will be reviewed periodically to see if changes or additional accommodations should be made.

Explain your instructional decision-making and the way you plan to support student learning when using whole class,
small groups, and individualized assignments. In addition, explain accommodations for students who have
special needs and students who are not proficient users of Standard English as part of whole class and small
group arrangements
In small groups, students who are not proficient in English will be paired with students who are strong in the English language. This
will help students expand their vocabulary and feel comfortable with the material. This will also help students collaborate with each
other and get to know each other. The student with an emotional disorder will have say in who they work with to reduce anxiety.
The teacher will also circulate the classroom to check if students have questions and check on progress during the small group
activity. During whole class activities, language learners will be allowed translators or full translations of the text and worksheets,
and will be encouraged to ask questions as necessary. There will be a thumbs up/ thumbs down system for understanding the
class material. Students who have trouble grasping the material and do not feel comfortable asking questions in front of the whole
class (i.e. students who have questions translating a word or are experiencing stress from their emotional disorder) will be
encouraged to ask their questions after class. The teacher will know who typically experience anxiety with asking questions in front
of a group, and will check on them when the class breaks into individual or small group activities.
Time

*Lesson Plan Details

Lesson Introduction: The teacher will show the days objectives on the Smartboard, and explain that they will be talking
10
minutes about Spanish monarchs and their involvement in slave emancipation. They will explain that today will be used for group
work and whole-class work, and that they should be on-task for both activities. The teacher will then hand out the guided
note sheet that they will be using for the pre-reading activity, and continue using as they read the first half of the chapter
for homework.
Learning Activities 35
minutes
Students will work in small groups (3-4 people) to complete the vocabulary section of the guided note sheet. They
can use chrome books to research the words. They will record their responses on their worksheets. [15 minutes]
The teacher will pull the class back together and use the Hovercam and their own copy of the notes to go over the
answers to the vocabulary words. The teacher will call on students to give each definition, and they will write it on
their copy of the notes so the whole class can see, adding in additional information when necessary. Students will

give a thumbs up or thumbs down to indicate whether or not they understand the word after it is done being
explained. [10 minutes]
The teacher will, still using the Hovercam, work through the important figures section of the note sheet, giving a
brief description of the three leaders involved in the Spanish antislavery crusade. The teacher will tell them to look
out for these figures as well as people who opposed the crusade as they read the chapter. The teacher will tell the
students to add more information about the historical figures as they read the chapter. [10 minutes]

The note sheet will show how students can construct meaning from the text. This will mainly be shown the next day as they
read the chapter, as it will ask more questions that ask them to respond to the reading, but whether or not they grasp the
vocabulary and introduction to the historical figures is an important step in making sure that they are able to comprehend
the material. This will be leading up to a written product at the end of the three-day learning segment.
Closure: The teacher will preview the comprehension questions at the bottom of the note sheet, and will tell students that
5
minutes they should read the first half of chapter 5 for homework, and fill out said questions on the worksheet that are relevant.
Some may not be able to be answered until the whole chapter has been read. The teacher will explain that they will be
reading the second half of the chapter in class and continuing with the corresponding questions.

Extension: If there is extra time at the end of the lesson, students will begin reading chapter 5. While they read, they
should be answering the comprehension questions, which will be discussed the following day in class.

Resources and References (use APA or MLA listing the information from the conceptual framework above as
well as from any other categories where cited a source):
Burke, Jim. The English Teachers Companion: A Completely New Guide to Classroom,
Curriculum, and the Profession. 4th ed., Heinemann, 2013. pp. 262-264.
Resendez, Andres. The Other Slavery: The Uncovered Story of Indian Enslavement in America. Houghton Mifflin Harcourt

Publishing Company, 2016.

Attachments: handouts, assessments, etc.

The Spanish Campaign

This sheet will help you keep track of vocabulary and important figures in chapter 5.
Vocabulary (Please define these words in groups using Chrome Books, and write down what page numbers theyre on when you come
across them in the reading).
Insurrection:

Spanish Antislavery Crusade:

Slaving Ground/ Slaving Zone:

Emancipation:

Abolitionist:

Important Figures (We will introduce these in class, and you will add the rest of the information as you read).
Philip IV:

Queen Mariana:

King Charles II:

Questions to answer as you read

Who was against Native American slavery?

Who was pro Native American Slavery?

How did the Spanish population react to the antislavery crusade?

How did the Native Americans react to being enslaved?

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