Sandra Garcia | Prevention of Human Trafficking

Spanish Day in
Language Level Grade 9-12 Date N/A 3&4 Minutes 100
Advance Low Advance Mid Unit
Unit Theme and Question Theme: Global Issues and Challenges | What is a global citizen and what are the responsibilities? | Human Trafficking
Prevention of Human Trafficking:
Daily topic:
Human Trafficking is not Human Smuggling, National vs. International Cases, and Types of Exploitation
STANDARDS LESSON OBJECTIVES
Which modes of
communication will be Students can:
addressed?
Evaluate, and summarize diverse media regarding the topic of
Interpersonal
human trafficking in the United States, Latin America, and the world.
Interpretive
Apply new vocabulary to speak, read, and write regarding human
Communication Presentational
What are the communicative trafficking.
and cultural objectives for the and Describe what is human trafficking, how it is done, and why.
lesson?
Cultures Compare the different types of human trafficking that exist today
and the different methods used by traffickers.
Explain some of the connections, differences and similarities of
human trafficking between the United States, Latin America, and the
world.

Social Studies: Geographical lines, interstate & across state crimes; civic responsibilities;
laws, penalties and judicial systems.
Mathematics: Percentages of victims, convictions, crime rates in different parts of the
Connections
world, etc.; understanding of graphs, and charts regarding this topic.
If applicable, indicate how
English Language Arts: Synthesizing visual, auditory, and written information; comparing
Connections Comparisons
and contrasting strategies, language functions, related structures, and vocabulary.
Communities Common Core
will be part of your lesson.
Cultural reasons accounting for differences on most prevalent cases of human trafficking
Comparisons according to location.
Differences and similarities between cases of human trafficking depending on geographic
location.

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Sandra Garcia | Prevention of Human Trafficking
Informative/educational methods and resources available according to geographical
location for the abolishment and prevention of human trafficking.

Begin gathering data for the creation of a digital tool to inform others about human
Communities
trafficking and its effects in the local community and around the world.

CCSS.ELA-LITERACY.CCRA.R.2: Determine central ideas or themes of a text and analyze

their development; summarize the key supporting details and ideas.
CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse
media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate effectively in a range of
Common Core
conversations and collaborations with diverse partners, building on others ideas and
expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.L.4: Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials, as appropriate.

Materials Resources
Activity/Activities Time*
How many Technology
Lesson Sequence What will learners do? Be specific. What materials will you
minutes will this
What does the teacher do? segment take? develop? What materials will you
bring in from other sources?

Teacher distributes an index card to each child as they walk in

and instructs them to write their name.
Teacher asks students to write the number of different types of
human trafficking they think/remember exists on one side.
Teacher gives students two minutes to write down all the
Gain Attention / Activate 3x5 Index Cards
different types of modern day slavery they know on the other. 5-7 Minutes
Prior Knowledge
Teacher collects the cards.
Teacher introduces the topic of the day.
Teacher presents objectives and standards for the lesson.
Teacher connects todays session to previous lesson.
Teacher announces that at the end of the lesson students will
have a chance to correct their cards.
Keys to Planning for Learning, 2013
Sandra Garcia | Prevention of Human Trafficking
Teacher displays and presents the authentic text of the day.
Teacher places students in small heterogenous groups of 3-4
members.
Teacher utilizes the Enacting the Work of Language
Instruction Model for guiding students through texts:
o Pre-reading/Pre-listening/Pre-viewing: Learners are prepared for the
text. Funds of knowledge are activated, and anticipation/prediction of
pertinent vocabulary and language functions occurs.
Teacher: Look at the title and subtitle, as well as any other
visuals in the text. What is this text about?
T: Why do you think I assigned this article for our reading?
T: What vocabulary and expressions in Spanish do you think
we will learn or find here?
o Skimming for Main Idea(s): Once background information is
activated, comprehension work begins, learners skim through the text
to identify the main idea.
T: Do a quick overview of the article for a minute or two. Authentic Text:
Using information from the article, what do you think is the https://www.gob.mx/inmujeres/acciones-y-
programas/prevencion-de-la-trata-de-personas
main purpose of the webpage. What evidence of that did you
Provide Input find? 20 Minutes
o Scanning for Important Details: After finding main idea, students
scan for important details.
T: Find three to five key details that match your main idea.
o Interpretive Phase: Guessing Meaning in Context: Students work
with vocabulary to make meaning.
T: Use context clues to infer the meaning of the following
words: rapto, fraude, consentimiento, transnacional, victima
(teacher highlights words within the webpage).
o Interpretation/Discussion Phase: Students use text to deliberate
/make inferences in L2, to analyze organizational features of
webpage, and to discuss cultural perspectives.

Source: Implementing Integrated Performance Assessment Figure 2.2

Teacher uses questioning to check for understanding.

Teacher uses four corners game for students to answer
questions. This will provide students with a mental and
physical break.

Elicit Performance / Provide Students complete the last phase of the Enacting the Work of
Feedback Language Instruction Model for guiding students through texts:
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Sandra Garcia | Prevention of Human Trafficking
Integrated Performance
o Creativity Phase: Students continue to use the information from text 20 Minutes Assessment Comprehension
to create their own meaning in the interpersonal and then Guide:
presentational modes.
Students demonstrate their learning by completing an https://docs.google.com/document/d/1GEFVLpdUfEuyxnlaLPaMq-
CHCUbZxu5HhhwVnk_7vXQ/edit?usp=sharing
Integrated Performance Assessment Comprehension Guide
Analysis.
Students are allowed to work with team members to complete
guide. Each student must turn-in their own form.

A teacher presentation summarizing the following key

concepts of the authentic text and lesson is shown:
Differences/similarities between national and
international trafficking. Teacher Presentation:
Differences/similarities between human trafficking and https://youtu.be/T82fTc5kh_Q
human smuggling.
Provide Input 5 Minutes
Types of trafficking (e.g. sexual exploitation, labor
exploitation, illegal adoptions, etc.)
Teacher instructs students to revisit the webpage and focus on
the last objective, the prevention strategies offered by the
authentic source.

Teacher distributes handout.

Teacher instructs students on the completion of a mind map.
Teacher reminds students to add illustrations to their Student Handout:
https://docs.google.com/presentation/d/15ovFVER9sjFnla4p
assignment. yOz9uP-6UOf347XYx0NVmqkSC7k/edit?usp=sharing

Students complete the Mapa de Ideas.

Teacher uses this time to walk around the room to provide
individual and small group support, to informally assess
Elicit Performance / Provide 30-40
student learning, to make necessary annotations, and to ensure
Feedback Minutes
students remain on task.
Teacher provides appropriate/gradual corrective feedback.
Teacher announces when the time is up, and invites some
volunteers to share/present their mind maps with the rest of the
class.
Teacher collects mind maps for grading and feedback.

Keys to Planning for Learning, 2013

Sandra Garcia | Prevention of Human Trafficking
Teacher displays authentic sources list of human trafficking
types and distributes index cards for peer grading.
Closure 10 Minutes
Students grade peers work.

Teacher reiterates the learning objectives of the day.

Teacher provides instructions for homework assignment.
Teacher returns graded index card.
Students must find an image that represents the type of human
trafficking they failed to include in their index card. They can
Enhance Retention &
submit their assignment in paper, or via e-mail/ Google 5 Minutes
Transfer
classroom.
For those who recalled all the different types of human
trafficking, homework will be offered as extra credit.
Teacher checks for understanding.

Reflection Notes to Self

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

* 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