Traditional Lesson Plan Phillip Ketcham Samford University Adv.

Span III Orlean Bullard Beeson School of Education Mountain Brook HS & Professional Studies 9:54am Lesson Objectives: Students will be able to explain the impact of prominent Hispanic individuals and the immigration of the Hispanic culture into the U.S. upon the culture of the U.S. National & State Standards: National Standards: Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. State Standards: 3.) Use the target language to create oral and written presentations on a variety of topics using familiar vocabulary and learned structures and time frames. 4.) Analyze information learned about the perspectives and practices of a target culture to describe patterns of behavior typically associated with those cultures. 5.) Describe the global influence of historic events, political structures, economic factors, and artistic expressions of a target culture. Pre-Instructional Activities: Teacher will welcome students to the class. The teacher will then begin explaining the objectives to the class for this lesson. Teacher will give rationale for the lesson by describing the need for students to be able explain the role the Hispanic culture and people have had on the culture in the U.S. Also, the teacher will talk a little about the upcoming interview assignment and how they will begin work on this today. Direct Teaching: The teacher will begin class with a power point presentation on prominent Hispanic individuals and the immigration of Hispanic immigrants to the United States. As the teacher is doing the power point presentation, the students will be filling in notes on a graphic organizer that coincides with the presentation. The teacher will lecture on the slides, but as the presentation progresses, he will ask questions to the students about their opinions on the topic. Guided Practice: The guided practice for this lesson will be the graphic organizer used during the lecture by the teacher. Students will be able to ask questions to the teacher if they do not understand what certain sections of the graphic organizer mean. Independent Practice: The teacher will assign the students in their groups to read sections of page 232233 in their textbook. The students will read the sections and answer questions on the text (from the textbook) to help orient them for the Power Point presentation later on in the class. Formative Evaluation: Students will be asked to perform a 3-2-1 activity. They will be asked to give 3 examples of Hispanic individuals that have impacted the culture in the U.S. and why they impacted the

culture, 2 effects of the Hispanic culture on the U.S. culture, 1 question they have about the interview assignment. They will write their answers down on a piece of paper and hand it into the teacher.

Differentiating Instruction: While students are doing guided practice and independent practice, the teacher will walk around the room monitoring students understanding of the material. If the teacher sees misinterpretations of the culture points, the teacher will point these mistakes out to them. If the teacher notices a pattern in the class, the teacher may pause the work of the guided practice or independent practice activity and take a moment to reteach the material to the whole class. From my discussions with Ms. Wood, I found out that she does not have any students with IEPs. Closure: When the students have finished the last activity, the teacher will congratulate them on their work and practice with the content. The teacher will quickly review the objectives of the lesson, showing them how those objectives were met throughout the lesson. The teacher will then remind them of their homework for the night. Resources: Realidades 3rd Edition (2008), Prentice Hall Reflection upon the Lesson: 3rd and 4th period honestly went in completely different directions. I must admit that I was not completely prepared for 3rd period. I was scrambling to print packets and notes off for students. I wasnt so much stressed or apprehensive as I was frustrated with myself. I could have done all of this the previous night, but I miss judged the amount of work I needed to do and waited till this morning. In 3rd period I wasnt as confident with the content/material and therefore wasnt able to ask the students many questions about the slides on the PowerPoint presentation. One thing that was frustrating and was a distraction during 3rd period was that my phone went off ringing in the middle of the PowerPoint presentation. When I assigned the students to work in groups to read the culture section of the textbook, the students were slow to get to work. I did my best to walk around and ask them questions, but they didnt seem all that into it. In 4th period I gave them less time on the activity and gave them more explicit instructions on what I wanted out of them. Due to the fact that I had 3rd period to warm me up a little bit, the second time around teaching the culture PowerPoint went much better. I felt more confident on the material and was able to ask students more questions off the cuff. I didnt have to look at my notes as much during 4th period as I did during 3rd. I dont exactly know why, but I do have a better repoire with the students in 4th period than I do in 3rd period. I think I can motivate them better than I can with 3rd period. I think the grouping procedure I did of putting them in random groups worked well in both classes. It got them out of their comfort zone a little bit. I am going to do that in the future more and more as I come across opportunities to have group work for the students.