Georgina Perez

Language Level
Unit Theme and Question
Daily topic:

Lesson Series: Day 4

Novice Mid Novice High

Grade

Communication
and
Cultures
Connections

If applicable, indicate how

Connections Comparisons

Communities Common
Core will be part of your
lesson.

Lesson Sequence

Date

Day in
Unit

Day 4

Minutes

45

Identity: Heroes in our Latin American Culture

What causes ordinary people to be heroes in the eyes of others?
Roberto Clementes life in Puerto Rico & the U.S. and the obstacles he encountered in the U.S.

STANDARDS
What are the communicative
and cultural objectives for the
lesson?

7-8

Comparisons

Which modes of
communication will be
addressed?

X Interpersonal
X Interpretive
X Presentational

LESSON OBJECTIVES
Students can:
Identify the life of Roberto Clemente in Puerto Rico & the U.S.
Describe the obstacles/problems Roberto encountered in the
U.S.

History: learning about the life of Roberto Clemente in Puerto Rico & the U.S. in the
1950-1960s.
Comparison of Puerto Rican & U.S. cultures.

Communities
Reading 1: Reading closely to determine what the text says explicitly and to make logical
inferences.
Writing 4: Produce clear and coherent writing in which the development, organization, and
Common Core
style are appropriate to task, purpose, and audience.
Speaking & Listening 1: Prepare for and participate effectively in a range of conversations
and collaboration with diverse partners, building on others ideas and expressing their own
dearly and persuasively.
Materials Resources
Time*
Activity/Activities
Technology
How many
What will learners do?
Be
specific.
What materials will you
minutes will this
develop?
What
materials will you
What does the teacher do?
segment take?
bring in from other sources?

Gain Attention / Activate

Prior Knowledge

Students will have to respond to a Quick Write:

Describe un problema que has tenido. Que has hecho
para resolverlo? Como te sentiste?

Keys to Planning for Learning, 2013

Quick Write

Georgina Perez

Lesson Series: Day 4

Students will pair/share
Students will volunteer to share their answers to the whole
class.

Provide Input

Elicit Performance / Provide

Feedback

The teacher will show the students a short you-tube video

clip on Roberto Clementes life. The teacher will have
students identify from the video & write down the
obstacles Roberto encountered in the U.S.
The students will take notes on the Video Note-Taking
Worksheet.
Students will work with a partner to compare and share
their answers on their Video Note-Taking Worksheet.
Students will make adjustments on their worksheet
responses.
Refer and re-read Roberto Clemente Heroe de Beisbol and
refer to the Video Note-Taking Worksheet to identify the
life Roberto lived in both countries. Students will
compare & contrast the life Roberto lived in Puerto Rico
& the U.S. and fill out a Venn diagram.
Students will work in a group of 4 students and discuss,
share, & compare answers.
One person in each group will share with the whole class
one/two events of the life of Roberto in Puerto Rico & the
U.S. and the struggles he encountered in the U.S.

Provide Input

If applicable

Elicit Performance / Provide

Feedback

If applicable

Closure
Enhance Retention &
Transfer

Students will write a Journal Entry: Con que problemas

se enfrent Roberto Clemente en los Estados Unidos?
Que hizo el para resolver sus problemas? Que es lo que
admiras de Roberto Clemente y que aprendiste de el?
Students will write a paragraph of why Roberto Clemente
is a person to admire. Describe his accomplishments and
struggles he has encountered and what they have learned

Keys to Planning for Learning, 2013

10

20

10

Video Note-Taking
Worksheet

Sports Century
Roberto Clemente
You-tube video

Venn Diagram

Roberto Clemente
Heroe de Beisbol by
Lila & Rick Guzman

Journal Entry

Georgina Perez

Lesson Series: Day 4

from him.

Reflection Notes to Self

What worked well? Why?
What didnt work? Why?
What changes would you
make if you taught this
lesson again?
????

Do I need to stop the video for questions, discussion, or clarification?

Do I need to show the video two times?
Is the video going too fast for students?
Are the students taking enough notes on the video?
Do the students need more/less time on assignments?
Did the students identify several obstacles Roberto Clemente faced while living in the U.S. on their Video Notetaking worksheet?
Were the students able to identify several similarities & differences between the Puerto Rico & the U.S. on their
Venn Diagrams?
How can I improve this lesson?
Do I need to reteach?
I will evaluate student learning by listening to student conversations during group and pair/share time and their
responses during whole class participation.
Were students on task, engaged, and did they participate?
Written feedback will be provided on all of their classroom assignments and given a letter grade.
Based on my evaluation and teacher observation during the lesson, I will immediately provide verbal student
feedback one-on-one or with the entire class. If needed, I will take time to reteach and provide additional
scaffolding during the lesson by provided examples and modeling.
Did the students demonstrate comprehension on all assignments?

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