Sandra Garcia | Exploring the Human Trafficking Phenomenon | What We Know and What We Need to Know
Spanish
Language Level
Unit Theme and Question
Daily topic:
STANDARDS
What are the communicative
and cultural objectives for the
lesson?
If applicable, indicate how
Connections Comparisons
Communities Common Core
will be part of your lesson.
Keys to Planning for Learning, 2013
Day in
Grade 9-12 Date N/A 1&2 Minutes 100
Advance Low Advance Mid Unit
Theme: Global Issues and Challenges | What is a global citizen and what are the responsibilities? | Human Trafficking
Exploring the Human Trafficking Phenomenon:
What We Know and What We Need to Know -Definitions, Origin, and Purpose.
LESSON OBJECTIVES
Which modes of Students can:
communication will be
Describe what is human trafficking, how it is done, and why.
Communication addressed?
Interpersonal Compare and contrast transatlantic slavery vs. human trafficking.
and
Interpretive Discuss reactions, feelings, and opinions regarding human
trafficking and its effects.
Cultures Presentational
Apply new vocabulary to speak, read, and write regarding human
trafficking.
Social Studies: civic responsibilities; laws, penalties and judicial systems; historical facts
and comparisons between human trafficking and slavery.
Mathematics: facts and figures regarding human trafficking.
Connections
English Language Arts: sharing information, ideas and opinions with peers through
discussions; synthesizing visual, auditory, and written information; comparing and
contrasting strategies, language functions, related structures, and vocabulary.
Cultural reasons accounting for differences on most prevalent cases of human trafficking
Comparisons according to location.
Resources available to fight this crime depending on location.
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.SL.1: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on others ideas and
Common Core
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.
Sandra Garcia | Exploring the Human Trafficking Phenomenon | What We Know and What We Need to Know
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 projects this photo before class starts, students walk in
and observe photo. Photograph:
http://notenoughgood.com/wp-content/uploads/2011/06/modern-day-

Teacher asks students what do they think this image represent?

slavery.jpg

What do they think they will be learning that day?

After a minute of thinking time, teacher randomly selects
Gain Attention / Activate
students to share their opinions. 5-7 Minutes
Prior Knowledge
Teacher guides class sharing to highlight the relationship
between slavery and human trafficking.
Teacher introduces the topic of the day.
Teacher presents objectives and standards for the lesson.

Teacher displays and presents Google Slides show introducing

the concept of human trafficking, and comparing/contrasting
this phenomenon to the transatlantic slave trade.
Teacher Presentation:
During presentation teacher highlights language structures and https://docs.google.com/presentation/d/1OZe4fJNIv2D6X_N
Provide Input 10 Minutes yPFqzwI81Mo8K-U6csYNC2fE6gIw/edit?usp=sharing
vocabulary for comparing and contrasting.
Teacher highlights vocabulary expansion: Trfico humano,
trata de blancas, trata de personas, explotacin, victima, ilcito.
Teacher uses questioning to check for understanding.
Students respond to comprehension questions posed by Poster:
Mas que, menos que, a diferencia
teacher.
Elicit Performance / Provide de, contrario a, del mismo modo,
Students participate in a think-write-pair-share activity 10 Minutes (more than, less than, contrary to,
Feedback
comparing and contrasting transatlantic slavery and modern- in the same/similar way).
day slavery or human trafficking.
Authentic Source:
Teacher presents video clip from the Department of Interior of http://www.ministeriointerior.gob.ec/trata-y-
trafico-de-personas/
Ecuador on the topic of human trafficking.
Teacher instructs students to take notes/complete writing Gambits:
Provide Input 5 Minutes
assignment while watching video. Yo siento, me duele, me asusta, me
After presentation teacher highlights language structures and molesta/enfurece, (I feel, it is
vocabulary for expressing feelings and emotions. painful/it hurts, I fear, it makes me
upset/angry).

Keys to Planning for Learning, 2013

Sandra Garcia | Exploring the Human Trafficking Phenomenon | What We Know and What We Need to Know

Students write down at least 3 things they learned, 2 things

Elicit Performance / Provide
Feedback
Closure
Enhance Retention &
Transfer
Reflection Notes to Self
What worked well? Why?
What didnt work? Why?
What changes would you make
if you taught this lesson again?
????
they want to understand better, and one question they still
have.
Students participate in a pair-share discussion on prior
knowledge, feelings, reactions, and thoughts regarding the
authentic video resource on human trafficking. 15 Minutes
Teacher uses this time to walk around the room to provide
individual and pair support, to offer supplemental scaffolding,
to informally assess student learning, to make necessary
annotations, and to ensure students remain on task.
Teacher provides appropriate/gradual corrective feedback.
Teacher announces when the time is up, and invites three
volunteers to share their reflections with the rest of the class.
Teacher summarizes the key concepts, ideas, and vocabulary of
the lesson. 15 Minutes
Teacher reiterates the learning objectives of the day.
Teacher integrates summary and learning objectives to the
unit theme/big idea.
Teacher provides instructions for homework assignment.
Students will watch the authentic source video for the 2nd time. Interpretive Demonstration:
Students will complete google form answering seven different Google Form with an
questions. Authentic Resource
Students will demonstrate comprehension, inference, https://goo.gl/forms/LU6PflbpMNvWrSGv2
evaluation, & recall through their answers.

* 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