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Lesson Plan Design

Subject: Spanish Grade: 9th Lesson Topic: Human Rights: Refugees

Candidate’s Name: Kimberlie Ramirez Gonzalez ID #023673229
Site Supervisor: Eliseo Presiado NU Supervisor: Meaghan Fregoso
Date: 20 Nov 2019
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus
learner, create bridges from past learning, behavior expectations)
.
Rationale:
th Students need to learn about other cultures
The class is a 9 grade Spanish: Language, Art and Culture
class and the standards being covered are: and their status of living. Due to this being
a Spanish speaking class we go into topics
from the perspective of researchers.
1. 2.2 State similarities and differences in the Students have read the 30 human rights
target cultures and between students’ own and are now investigating different
cultures. activities in which people experience a
2. 3.2 Describe similarities and differences in the violation of human rights. This week we
target cultures and between students’ own are focusing on immigrants and refugees.
cultures.

The focus of this lesson is for students to make comparisons

between refugees around the world and their own living
statuses. Students need to also identify which Human Rights
are violated by refugees home countries and by their host
country.

Through this lesson, students are to be respectful to others

ideas and thoughts. This lesson is centered around Human
Rights and the needs to bring awareness to protecting these.
2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)

Students will be able to identify which rights were violated
for refugees in their home countries that caused them to run
away, but also the violation of rights they face in their host
countries.
Rationale:
Students need to be able to identify the
human right violations in context. By
exploring different cases and having them
identify the right that was violated, I can
insure they have understanding of the right
and how it should be followed.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the learner outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )

This is the second part of the lesson. Before starting this
lesson, students researched the difference between an
immigrant and a refugee. We also watched stories from
immigrants who have suffered and from refugees who run
away from suffrage.
Rationale:
The reason why we researched both and I
had the students investigate is so they
could have more background knowledge
on each group prior to us diving into them
individually. I wanted them to know their
similarities and differences so they could
understand each group better when we
dove in to their reasons and statistics.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments,

modify Learning Activities based on learner characteristics to meet the needs of ELL & special
needs students, highly achieving students and low achieving students)

The lesson for today will be differentiated between the Rationale:

groups by allowing them to work in different stages.
The high achieving group will not need any accommodations
but will be allowed to work in groups in order to check their
spelling, grammar and to share ideas.
The average group will be allowed to work together and will
have to help each other come with the answers to the
discussion questions and to make sure they are aware of the
connections between the refugees and themselves.
The reason why I created small
accommodations is because this is a high
achieving Spanish class and the students
only need a few adjustments. The lower
students always need more time and help
with spelling, but they can complete all
assignments on their own.

The low group will receive the slides ahead of time in order
to have the notes ready. They will also be allotted more time
to answer the discussion question and will be provided with
tools to help them with spelling and grammar.
5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
For this lesson we will begin with a power point presentation
that I prepared on refugees. This power point contains
information from the united nations website and amnesty.
Then we will watch short videos to show differences
between the countries. Lastly, the students will use their
laptops to answer a discussion question.
6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for
understanding)
I do:
For this lesson I will begin by direct instructing the students
from a power point presentation on refugees. Then I will
show students some videos comparing Mexico and Syria.
Lastly, I will guide students to a discussion question.
List of strategies used:
Active Learning
Building background knowledge
Note taking skills
Check for Understanding:
In order to check for understanding I will have the students
take notes in their journals and answer a discussion question
online. They will be asked to pretend we have a refugee at
our school and how we should welcome them, approach
them, and treat them.
Rationale:
Prior to answering the question and
moving to our final stage of the lesson I
wanted to provide the students with some
more information on refugees, some
statistical evidence and some facts.
Rationale:
By teaching them first…..
TPE1
Connect subject matter to real-life contexts
and provide active learning experiences to
engage student interest, support student
motivation, and allow students to extend
their learning.
By modeling (or other strategy) ….
TPE4
Plan instruction that promotes a range of
communication strategies and activity
modes between teacher and student and
among students that encourage student
participation in learning.
TPE6
Reflect on their own teaching practice and
level of subject matter and pedagogical
knowledge to plan and implement
instruction that can improve student
learning.
TPE9
Plan instruction that is comprehensive in
relation to the subject matter to be taught
and in accordance with state-adopted
academic content standards for students.
By checking for understanding here….
 TPE2:
Candidates anticipate, check for, and
address common misconceptions and
identified misunderstandings. They act
upon the information gathered during
instruction.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)

We do: Rationale:
As a class we will have a discussion of what Human Rights By having students …..
are and how those are often violated. We will discuss the TPE4
different ways refugees face these violations and what they Vary instruction to make sure students
believe can be solutions to these. follow along. Discussions, reading,
answering question, completing the gallery
walk and sharing findings.
List of strategies used:
TPE5
Class collaboration Ensure that students understand what they
Sharing Ideas are to do during instruction and monitor
Finding solutions student progress toward academic goals as
identified in the academic content
Check for Understanding: standards. Objectives are also displayed on
In order to see if students understood the conversation on the board (it was displayed at the
Human rights I will analyze their verbal responses to the beginning of the presentation and a student
discussion along with their responses to the discussion read out loud)
online.
TPE6
Establish intellectually challenging
academic expectations and provide
opportunities for students to develop
advanced thinking and problem-solving
skills. Students will also be asked to
always offer educated opinions and not
opinions based on emotion.

TPE7
As a Spanish class, ELLs are often not a
problem for my course. However, I do
have students who struggle with the
Spanish language, for those students I like
to front load the notes and provide tools
that will help them spell and grammar
check. This particular lesson was taught in
Spanish with some English to ensure
students understood the lesson.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)
You do:
As an independent activity student will answer a discussion
question online and respond to three classmates. The
discussion question asks them how they believe refugees
should be welcomed, what the school should do to welcome
a refugee and what they would personally do to make the
refugee feel better at the school and now in their new home.
Check for Understanding:
In order to check for understanding I will be walking around
reading students work over their shoulders and making sure
they are expressing the human rights situation and how
refugees are looking for a better future. I will also be
By having students …
TPE2
Candidates anticipate, check for, and
address common misconceptions and
identified misunderstandings. They act
upon the information gathered during
instruction.
TPE3
Informal assessments will be used through
this lesson by asking student guided
questions to check for understanding and
having them share their answers with
others.
TPE10
Every portion of the lesson will be timed,
to make sure we finish the class discussion,
class portion and gallery walk together.
Students may need to go back to a specific
question to finish their answer.
TTPE11
I will create a positive climate for learning.
They establish a physically, socially and
emotionally safe classroom environment
for students by developing and maintaining
clear expectations for academic and social
behavior.
Rationale:
By having the students do a discussion
question and answer each other I can
ensure that they can apply their newly
acquired knowledge, that they can identify
the violated human rights and that they can
hold a conversation with their classmates
about it. Responses are expected to be
intellectual, detailed and supported by
facts.
checking their spelling and grammar for language
understanding.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)

In order for me to ensure that my students are understanding Rationale:

the connection between refugees and Human Rights, I will
ask them guided questions in which they will be able to share
their opinions and thoughts on the matter. I will also ask
them to identify which rights were violated in that
circumstance. Students will also have the chance to have
online discussions where they will express their ideas on
refugee welcoming and will be able to share thoughts with
their classmates.
By having a guided conversation with the
students, I can make sure I am leading
them to the understanding I want them to
have, but also to encourage them to share
their opinions. Also, by allowing them to
share their thoughts on a scenario and
respond to their classmates I can make sure
they are applying their knowledge.

10. Closure: (Describe how students will reflect on what they have learned.)

As a closure, students will share out loud one idea they had
for welcoming student refugees into our campus, how that
will be beneficial for them and how they can be helped to
restore their human rights.
Rationale:
Completing this activity will encourage the
students to channel their humanitarian side
and want to help students who are in need.
This will also encourage them to think
deeper into the human rights and find
solutions to help those who suffer
violations.