LESSON PLAN # 1

LEARNING GOALS TARGETED in this Lesson (from Stage 1)

Meaning Goals (Essential Question(s)/Enduring Understanding(s)):

-What is my identity?
-How to I understand someone elses perspective?

Knowledge Goals:

Skill Goals:
-Identify and use cue words to determine what point of view a reading is
-Identify or infer the theme of a passage

Key Academic Vocabulary for this Lesson:

-symbolism
-point of view
-theme

Lesson Model:
TPT(s):
Direct Instruction1 : ___________________________ Turn and Talk
Facilitative Teaching : ___________________________
2

__________________________
Coaching3 : ___________________________

LESSON PLAN - Script each of the three major sections of your Lesson Plan

Into the Learning Time Allocation_________

Spark motivation and interest by using a hook and/or activating students prior knowledge

1 lecture, advance organizers, graphic organizers, questioning,

demonstration/modeling, process guides, guided practice,
feedback/corrections, differentiation
2 Diagnostic assessment, using analogies, graphic organizers, questioning
and probing, concept attainment, inquiry-oriented approaches, problem-
based learning, Socratic seminar, reciprocal teaching, formative
assessment, understanding notebook, feedback/corrections, rethinking and
reflection prompts, differentiated instruction
3 Ongoing assessment, providing specific feedback in the context of
authentic application, conferencing, prompting self-assessment and
reflection
Today we are going to continue working with point of view and theme.
Each group will receive a true story pulled from MyImmigrationStory.com.
This is a site for U.S immigrants to share their story. (read paragraph on we page
to introduce)
While your reading underline any cue words that tell you what point of view this
piece is from. Then identify if it is 1st/2nd or 3rd person.
Once you have done that, write down some central themes you can pull from your
story. Remember theme is not always outlined in the text but you can infer what
the storys message is. Some theme examples are perseverance, or friendship.

Ask each group to share who their story is about, some of the cue words that
helped them identify what the point of view is. And the themes of their piece.
#1
-deportation
-struggles of getting education
-identity
-fear

#2
-minority
-fear
-American Dream
-separated family
-identity

#3
-hard work
-education
-family
-honesty

#4
-family
-opportunity
-American Dream
-hard work

These are all true stories of what Mexican Americans and immigrant families deal
with. Their life has many complications but you can see there are many
overlapping themes we found in each of these stories. Keep these ideas in mind as
we continue through our lesson.
Through the Learning Time Allocation _______
One or more activities that cognitively challenge and engage students participation to acquire knowledge
and skills, make meaning, and practice transfer
What are symbols? Why do people use symbols? Can you come up with some example? Think to
yourself, if there was a symbol that would represent you, what would it be? Take some time to think about
it and when you have come up with something turn and talk with a neighbor and share what symbol
would represent you.
Call on students to share
Symbols are used a lot in art and literature. Symbolism is the use of an object or person or word to
represent something else like an idea. Colors can display a meaning. Black often represents bad, white
represents or symbolizes good.
Today we will focus on murals and the symbolism used to spark political activism.
What is political activism? It is taking action to create social change.
Take a look at this mural. *Ask coteacher* What are some things you notice? Older women, Cesar
Chavez, Homeless, youth shot.

-Depicts to prevalent social ills: the senseless killing of young people and homelessness.

-Shaman in the center represents a healthy state of wholeness.

-Cesar Chavez represents vision being focused.

-The elderly are symbols of rich experience and wisdom.

-The spirits of Pancho Villa and Zapata are there to signify strength and courage.

-The murals title refers to the role of the spiritual in finding solutions.

This is more local Murals. This is by Hectar Duarte a Chicagoan artist. This is actually his home in Pilson
which is a Mexican community in Chicago. Titled Gulliver en el pais de las Maravillas / Gulliver in
Wonderland
What are some things you notice in this mural immediately? What kind of symbolism do you find in the
mural? What themes do you think it represents? Why?
-Connection to Gullivers Travels story of traveler who washes up on island and tiny people chain him up.
He becomes friends with emperor and helps the nation. In spite of what he did to help he has enemies to
kill him and he escapes. Another storm winds up on another island of giants and lives in constant
fear..Lesson learned the more we see of humans the less we want to be one.
Same of Americans?
-uses bright colors traditional of Mexican culture
-represents struggle of Mexican immigrant
-images of corn, day of the dead
-we are the small people

Split class into 3 groups and have them analyze the symbolism in the assigned mural.
Now I will give each of your groups and you will find the symbolism and themes.
-share with class what they came up with

Now, within in of your groups you will create your own rough draft of a mural. Think about putting
yourself into the point of view of a Mexican American. Think back to the personal stories we read and the
aspects of Mexican American culture. When creating your mural use symbols to represent deeper
 meanings. You may use some of the symbols we have already discussed. Try to include some of the
themes we have discussed today as well. It can be about different hardships or it can be about Mexican
culture, or even the Mexican American identity.
-Call on groups to share their rough draft, symbolism, and themes.
Beyond the Learning Time Allocation __________
Lesson closure and lead-in to next lesson: students summarize, articulate, analyze, extend their learning,
set goals and next steps

Now that you all have created a rough draft, we will actually create a final product of these murals in our
community. We have gotten permission from the city to paint our murals on an underpass and these
murals will represent and symbolize Mexican Americans struggle, identity, and culture.
Reminder:
What Formative Assessment will give you information on each of your students learning of the lessons learning
outcome(s)?
Be sure to integrate formative assessment into one of the above major sections of your Lesson Plan.
Attach sample (and grading rubric if applicable)

Students will share point of view and theme from the assigned immigrant story.
Students will share symbolism and theme of murals
Students will create their own mural involving symbolism and themes.
DIFFERENTIATION FRAMEWORK
How will you adapt or differentiate your lesson to meet diverse students needs?
Language Support for ELLs
Using the SIOP Model of Sheltered Immersion, list 1) the General Category of Key Components of Teaching
Language and Content Effectively and 2) the Specific Instructional Strategy/Strategies used in this lesson. Be sure
to add these labels in bold in your lesson plan.

The lesson is group oriented so other students can communicate double meanings and add background
knowledge. Some students may even be Mexican Americans so they can provide a personal and unique
perspective to discussions and connect with what we are learning.

Culturally Responsive Teaching Model

Using the Culturally Responsive Teaching Model4, list here which aspect(s) of CRT are applied in this lesson with a
specific description of how it is enacted in this lesson. Be sure to add these labels in bold in your lesson plan.

Students will learn to see from the point of view of a Mexican American. Students will learn about their culture and
different struggles they endure as a minority in the U.S. Students will create a mural as a symbolism and voice
within the community.

4 1) cultural competence - knowledge of individual and group identities that are manifested in
diverse ways of knowing, speaking, being, understanding, and learning, 2) content integration
into the curriculum - use of culturally specific curricular approaches: Contributions, Additive,
Transformation, and Social Action, 3) equity pedagogy - use of a variety of teaching approaches
that are consistent with the diverse range of knowing, speaking, being, understanding, and
learning, 4) empowering classroom culture - awareness of how school may be replicating
societal inequities and responses that empower students
Exceptional Learning Needs
Using the Tomlinson Framework of Differentiation, list 1) the General Approach (Content, Process, Product,
Affect/Environment, and 2) the Specific Strategy related to that General Approach. Be sure to add these labels in
bold in your lesson plan

Students will have opportunity to participate in group work and collaborate. We will go over and discuss big ideas
as a group.

CLASSROOM MANAGEMENT
How will you foster a positive learning environment that will enhance all students learning and growth?
Seating/ Classroom Arrangement (only if special arrangement is needed for this lesson)

Special Rules/ Procedures (only if special rules/procedures required for this lesson)

Materials Needed for this Lesson:

-Print outs of murals
-myimmigrantstory print outs
-powerpoint of murals