UNM Teacher Candidate Lesson Plan Evaluation Rubric

□ Initial LP □ Midpoint LP □ Final LP Date:

Teacher Candidate/Program: Maria Rios

Evaluator’s Name/Position:

UNM Teacher Candidate Lesson Plan Evaluation Guidelines

A lesson plan must be submitted by the teacher candidate for evaluation a minimum of three times.
Designated times for submission will be determined by each program.

Scoring Instructions: After reading the entire lesson plan (LP), the lesson plan evaluator will carefully review and score each of the LP domains covered in this
rubric. Each element in each domain will be evaluated (and given a check) based on two factors: 1) that the element is present, and 2) that the element is
developed with sufficient detail to the extent that it is clearly understood to the reader and could be readily implemented by a practitioner. Each domain will be
assigned a score [Highly Effective (4) to Not Included (0)] based on the total number of checks received within that specific domain.

Lesson Plan Expectations: All elements of the lesson plan rubric have been designed to address InTASC and/or NMTEACH standards. The ultimate target for
the teacher candidates is that they demonstrate overall effectiveness in their lesson planning. In order to successfully complete their final semester of student
teaching, teacher candidates must achieve an average of 3.0 (Effective) or better across the entire lesson plan rubric.

General Scoring Guidelines: Evidence of some of the elements of the lesson plan may not be directly documented in the lesson plan, but must be included
through attachments or other documentation to receive credit.

Highly Effective (4)
The teacher candidate has
successfully addressed ALL
elements as appropriate to the
lesson.
ALL elements have been described
and developed with sufficient detail
so as to be clearly understood by
the reader or could be readily
implemented by a practitioner.
Effective (3)
The teacher candidate has addressed
MOST or ALL of the elements
appropriate to the lesson plan.
Of those elements presented, the
PREPONDERANCE but not all, have
been described and developed with
sufficient detail so as to be clearly
understood by the reader or could
be readily implemented by a
practitioner.
Emerging (2) Ineffective (1) Not Included (0)
The teacher candidate has addressed The teacher candidate has NOT addressed The teacher candidate
HALF or SLIGHTLY LESS THAN HALF of the majority of the elements (significantly has addressed NONE
the elements appropriate to the lesson less than half) appropriate to the lesson of the elements
plan. plan. appropriate to the
lesson plan.
Of those elements presented, SOME Of those elements that are covered in the
BUT NOT ALL have been described or lesson, FEW or NONE of them have been
developed with sufficient detail so as to described or developed with sufficient detail
be clearly understood by the reader or so as to be clearly understood by the reader
could be readily implemented by a or could be readily implemented by a
practitioner. practitioner.
1. Contextual and Foundational Rationale
In preparing the lesson plan it is evident that the teacher candidate has established a clear, logical, and thoughtful rationale for developing the
lesson as evidenced by the items below.

The teacher candidate has demonstrated that s/he has given careful consideration to understanding:
Target Expectations: Element Present = Element is present. Quality of Element = Element is described and developed with sufficient Element Quality of
detail so as to be clearly understood by the reader and could be readily implemented by the practitioner. Present Element

□ □
1.1 For whom the lesson is being developed (i.e., diverse learners’ assets and needs; individual experiences and talents; family and community
languages and cultures)

This lesson is developed for students in my Spanish Language Arts 9th and 10th grades. The students in my
classroom are Hispanic with varying levels of Spanish and English. The lesson is being designed using scaffolding,
different teaching modes, including visual, videos, pictures, texts, written and oral assessments to meet the needs of
developing, bridging and expanding learners. It uses all four language Domains, Reading, Writing, Speaking and
Listening and incorporates, WIDA standards.

It accommodates students from different cultural backgrounds, while they all speak Spanish, it is used differently at
home and at school, for different contexts and purposes. This lesson is being developed to meet everyone’s needs
and provides opportunities to work as individuals, partners with groups and as a class. They will also develop a
concept of identity that builds up the essential question of why even ordinary lives have importance, it is safe and
culturally relevant to all learners.

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1.2 Why the lesson is being developed (i.e., meaningful key ideas that are relevant for all learners); and

The lesson is being developed in order to scaffold and prepare the students to read a poem. Students will be able to
understand differences between figurative and literal meaning, make inferences and understand symbolism. The
scaffolding will prepare students to make connections from the videos to the poem and more readily understand the
imagery and symbolism in the text.

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1.3 The learning context within which the lesson is being developed (i.e., where this lesson fits in relation to the over-arching curriculum and the
current learning levels/needs of the students) is considered as foundational to the preparation of the lesson.

This lesson would be taught in a Spanish Language arts class as part of a larger unit on reading and understanding
poetry, that is a part of a larger scope and sequence for 9th and 10th graders, that reviews a series of poems written
in Spanish.
The lesson is being differentiated for developing, bridging and expanding learners. Students who are already fluent
 in Spanish and learning Spanish language arts.
The context of this poem connects them to imagery and poetry, Common core standards and academic language as
they learn about literal and figurative language and examine what is stated directly or what is assumed from
context. The essential question helps students to connect to the main idea from the poem, to previous lessons on
culture and identity and extraordinary lives and to their own lives and the community.

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1.4 Content standards and learning goals and objectives are clearly written and considered as foundational elements in the preparation of the lesson.
Standards: CCSS – ELA

 CCSS.ELA-LITERACY.RL.10.4 Determine the meaning of words and phrases as they are used in text, including
figurative and literal meanings.
 CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters develop and interact with other characters.
 CCSS.ELA-LITERACY.SL.4.6 Differentiate between context that use formal language and informal discourse.
 CCSS.ELA-LITERACY W.2.1 Writing for appropriate task and purpose.

OBJETIVES:

- Students will think about the essential question: What makes different occupations or roles valuable? They will
answer questions from the poem, create personal definitions of what they value and interview others about what
roles matter to them to expand their thinking about the essential question.
- Students will make connections between the historical life of the author, his fight for independence and the
representation and symbolic meanings of the text.
- Students will analyze the imagery of the poems, both literal and symbolic, and answer questions about explicit
and implicit meanings.

OUTCOMES:

- Students will understand the difference between explicit and implicit meaning.
- Students will understand the difference between literal and figurative language.
- Students will understand what it means to imply or infer.
- Students will make connections on how symbolism represents other ideas.

Highly Effective (4) 6 boxes checked Number Domain

of Boxes Score
Effective (3) 5-4 boxes checked Checked (4-0)
 Emerging (2) 3-2 boxes checked

Ineffective (1) 1 boxes checked

Not Included (0) 0 boxes checked

Strengths (evidence):

Considerations for Improvement:

 2. Diversity
In preparing the lesson plan it is evident that the teacher candidate has taken into account all aspects of diversity in the classroom which could
impact the teaching and learning of the class as a whole and/or the individuals in the class. Throughout the lesson the teacher candidate
considers and responds appropriately to the aspects of diversity as listed below.

In preparing the lesson, the teacher candidate considers and accounts for:
Target Expectations: Element Present = Element is present. Quality of Element = Element is described and developed with sufficient Element Quality of
detail so as to be clearly understood by the reader and could be readily implemented by the practitioner. Present Element

□ □
2.1 cultural and linguistic diversity;
This lesson draws heavily on scaffolding to make it accessible to learners. Each activity was planned and prepared in
order to make it easier for students to make connections between each activity and assignment, to the poem, and even to
previous lessons. It allows them to make connections to their own lives lived experiences and personal understandings.
It builds up the essential question of what makes each life valuable and important so that later they can make deeper
meaning from the analogy of the prince and the shepherd. It gives them an opportunity to practice symbolism and other
academic and literary vocabulary before they have to use and apply it to the imagery of the poem. It connects them to
assessments and homework.
Multi modal:
YouTube video for biographical and historical content
Picture Slides or Picture Files: first as part of the symbol’s activity, but also relevant images for each stanza of the poem
was selected to help them interpret both literal and figurative content.
Graphic organizer to help them compare the differences between important academic vocabulary.
Incorporates speaking, listening, reading and writing
Reading a literary text with opportunities for independent, partner, group and whole class activities.

There are written assessments including:

- the journal which they work on independently,
- the study guide question and the ideas about what makes ordinary lives important after they watched and
discussed about the video on author and made connections to the lessons on extraordinary lives, which they work
on together in pairs
- the examples of explicit, implicit, literal and figurative imagery from the poem which they work on collaboratively
in groups of 4
An oral assessment in which students were allowed to just report out answers, ideas and interpretations of what
symbols mean which I record for them on a chart.

Additionally, there are creative assessments, drawing on ideas from multiple intelligences for diverse learners, whether
they have learning disabilities or are language learners, students benefit not just from scaffolding that has
differentiation, but also from differentiated assessments, that allow them to show what they know using visual projects or
other intelligences. The alternative differentiated assessments for this lesson include drawing a personal symbol and
taking notes on an interview of a family member, relative or neighbor.
 □ □
2.2 diversity as relating to (dis-) ability;
The IEP’s include:

- Student needs to listen to clear instructions. (subtitles needed)

- Student needs short instructions. Also, clarification of understanding.
- Student needs notes to understand the text better.

Scaffolding the content makes the poem more accessible, as well as scaffolding a symbols activity makes literary

interpretation of the poem and expectations for how to understand poetic imagery more accessible. Material and

information are presented visually and written down. All assignments and instructions will be written as well as

explained. Group Work, Independent work and Teacher guided practice make unit themes and understanding

more accessible to students. They are also using language across the domains, speaking, listening, reading and

writing.

 Scaffolding: Pre-Reading, Post-Reading, Modeling Assignments and Activities

 Differentiate Instruction: Teacher Guided, Partner Work, Independent Work

 Utilizes Speaking, Listening, Reading and Writing

 Multi Modal: Visual graphics, Videos, Picture Files, Discussion, Writing for task and Purpose, Drawing and

visual assignments.

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2.3 diversity in socio-economic status;
The lesson builds up an essential question about why even ordinary lives have importance or worth. On a cultural level

it builds a safer classroom environment for students with diverse socio-economic backgrounds and brings value to many

jobs and occupations and doesn’t judge anyone’s life work.

Additionally, it is accessible to students who can’t afford to supply materials and all material is accessible, colored

pencils, markers, paper, worksheets and handouts will be supplied.

Differentiated instruction that is similar to students from diverse language backgrounds and levels of proficiency also

support, students don’t have strong academic backgrounds and limited literacy, and very few books or reading at home.

the scaffolding and gradual breakdown of the assignment and work will make the unit more accessible to them.

 Scaffolding: Pre-Reading, Post-Reading, Modeling Assignments and Activities

 Differentiate Instruction: Teacher Guided, Partner Work, Independent Work

 Utilizes Speaking, Listening, Reading and Writing.

 Multi Modal: Visual graphics, Videos, Picture Files, Discussion, Writing for task and Purpose, Drawing and

visual assignments.

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2.4 any other element/factor of diversity which may impact classroom teaching and learning (i.e., religion, nation of origin, ethnicity, gender, sexual
preference, etc.); and

In order to provide a safe learning experience for students with diverse cultural and religious backgrounds, the poem is
connected in a context with the author and an understanding of historical and political background. It is not meant to
give importance to one group over another and shows how in death we are all the same valuing anyone from any socio-
economic, religious, or cultural background. The main idea is that everyone is valuable and important, whatever their
values or lived experience.
 □ □
2.5 students’ backgrounds and pre-/mis-conceptions relating to a range of learning, cultural, social, etc. perspectives and considers ways to engage,
motivate and challenge students to explore and understand diversity.

The lesson theme is that many occupations have value or worth and the main idea is that everyone is valuable and
important, whatever their values or lived experience. It allows students to draw on their own lives and lived experiences
as work individually to write a journal entry about what they want to be and why that role has value or meaning for
them. They begin by validating their own perspectives and the roles they choose may be influenced by cultural, religious
or social identity, groups they participate in etc.
After they activate their own knowledge there are opportunities to work in pairs and groups as they do other activities
and assessments that use the draw on the same theme. Students will hear other ideas about what roles or occupations
have worth to other classmates and peers and begin to think about what roles have value to other people even if they
wouldn’t choose that role for themselves. By learning to value other ideas we can build and establish a safer classroom
community and understand and respect diversity.

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2.6 The teacher candidate actively seeks out and collaborates with others (co-workers, families, the community, etc.) to access information about
diversity.

For Homework, students will interview at least two family members, neighbors, or relatives about the most important
job, occupation or role that they had in life, so that they can develop a deeper understanding of the various roles that
have meaning and value for different people.

What was the most important, job, occupation or role you have invested in, and why is it important to you?
Highly Effective (4) 6 boxes checked Number Domain
of Boxes Score
Effective (3) 5-4 boxes checked Checked (4-0)
Emerging (2) 3-2 boxes checked

Ineffective (1) 1 boxes checked

Not Included (0) 0 boxes checked

Strengths (evidence):
 3. Lesson Set Up & Preparation
In preparing the lesson plan and setting up the environment, it is evident that the teacher candidate has considered how he/she will support
equity in access, participation and the learning of all students as evidenced by the items below.

The teacher candidate provides clear description and explanation of:

Target Expectations: Element Present = Element is present. Quality of Element = Element is described and developed with sufficient Element Quality
detail so as to be clearly understood by the reader and could be readily implemented by the practitioner. Present of
Element

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3.1 how the environment will be set up (location of and access to materials, student grouping(s), placement of groups, and physical configuration of the
classroom) to best support the learning and physical needs of all students;

- I will set up the classroom in groups of four according to the student’s needs. The desks will be arranged in groups of
four, ensuring that I can observe the students from any angle of the classroom. Students have visual and physical access
to all parts of the lessons, without having to move or rearrange the desks, including all partner and group work. All
students will have a side view of the promethean board with the purpose of having equal access to the videos and the slide
show of images. This provides equal access of the board, it is also possible for students who need accommodations to sit
sideways and or in a group that is closer to the front, if they wear glasses etc. Students will have access to handouts with
the information needed from the class about the poem. Students will be working independently and with the person sitting
next to them when they work in pairs. For individual assignments, students will remain in their assigned seats. The desks
will be arranged in groups of four, ensuring that it will allow me to walk around and navigate easily in order to answer
individual questions.

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3.2 the resources (both diverse content and material resources relevant for all learners), how they will be acquired and the procedures for set up; and

Multi- Model
Videos, biography of complex historical and information background on the author.
Picture slide show of symbols with definitions from the students written on the dry erase board. I will write down what
they write as they share their answers orally.
Picture slide show of related images for each stanza of the poem that help them better to interpret the poem and find
literal and figurative meanings from the text. Students will be able to safely view, compare and use both resources from
their desks.
Textbooks and handouts provided for students, including graphic organizers of academic terms.
Classroom arrangement for partner discussion and feedback., group work, independent practice and whole class
discussion. No in class rearrangement is necessary.
Paper and colored pencils and markers are supplied to students at each group of desks.

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3.3 the diversity/differentiation of resources and materials to be used and how they will specifically support access, participation and learning of all
students.

Multi- Model
Videos, picture slide shows with easy view of promethean board,
Textbooks and handouts provided for students
Classroom arrangement for partner discussion and feedback.
Paper and colored pencils at the middle of each group

Highly Effective (4) 6 boxes checked Number Domain

of Boxes Score
Effective (3) 5-4 boxes checked Checked (4-0)
Emerging (2) 3-2 boxes checked

Ineffective (1) 1 boxes checked

Not Included (0) 0 boxes checked

Strengths (evidence):

Considerations for Improvement:

4. Knowledge & Use of Technology
In preparing the lesson plan it is evident that the teacher candidate has considered how s/he will effectively access and use technology for the
purposes of teaching and learning as evidenced below.

The lesson plan includes:

Target Expectations: Element Present = Element is present. Quality of Element = Element is described and developed with sufficient Element Quality of
detail so as to be clearly understood by the reader and could be readily implemented by the practitioner. Present Element

□ □
4.1 A description and explanation of the technology that is needed, how it will be set up and used (for teaching, learning and assessment purposes),
and its appropriateness and relevance to the content, curriculum, specific learning goals, etc. When appropriate, student specifies where some
technologies will be acquired, if not in the classroom or school.

Using the smart board, a YouTube video shows a short 2 and half minute video about the author and his life. Which
is easier than reading a biographical text and gives students accessible background information for interpreting the
poem.
There are visual slide shows of picture images using power point presentations on the Smart Board. One on symbols,
and another picture slide file that represents the literal and figurative imagery for each stanza in the poem. Being able
to visually interpret the poem and compare images to the text makes making figurative and literal meaning from the
text and helps students to make interpretations about what is being implied from the context.

Additionally, graphic organizers and handouts are prepared and supplied to students for comprehension questions,
vocabulary and terms.

Other resources and materials for writing and drawing are provided including markers, colored pencils paper and
other supplies.

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4.2 The teacher candidate, independently or in collaboration with others, uses technology to maximize student access to, engagement with and
participation in the lesson in a way that is responsive to diverse needs and specific learning goals in the classroom.

Using the smart board, a YouTube video shows a short 2 and half minute video about the author and his life. Which
is easier than reading a biographical text and gives students accessible background information for interpreting the
poem.
There are visual slide shows of picture images using power point presentations on the Smart Board. One on symbols,
and another picture slide file that represents the literal and figurative imagery for each stanza in the poem. Being able
to visually interpret the poem and compare images to the text makes making figurative and literal meaning from the
text and helps students to make interpretations about what is being implied from the context.
Additionally, graphic organizers and handouts are prepared and supplied to students for comprehension questions,
vocabulary and terms.

Other resources and materials for writing and drawing are provided including markers, colored pencils paper and
other supplies.

Using technology in the classroom is very important because it improves engagement since makes learning more fun
and enjoyable for students. In oder to gain deep understanding about the poem “Los dos principes,” the students will
watch another video about the biography of Jose Marti, so that the students can connect with the poem, learn about
his political interests and his fight for Independence, which will help them interpret the symbolism in the poem.
Technology improves knowledge retention, encouraging students to participate, for this I will use a slide show of 10-15
simple images such as a crown, rose, horse the students will discuss what they think the image represents or is
symbolizes. Additionally, there are picture images that represent each stanza in the poem making it easier to
understand the meaning of the poem and see concrete images of the vocabulary used in the poem, such as the
headdress on the horses. Or the laurel tree or coronas de muertos displayed at funerals.

□ □
4.3 The teacher candidate uses and models how to use technology in ways which are appropriate, safe, effective, legal, and ethical.

Videos and picture slides are presented from the front of the class using a Smart Board. While students are arranged
in groups of four, they all have visual access to the Smart board at all times. They also will have many supplies and
resources already supplied at their desks, including the textbook, papers pencils and other handouts from their texts.
Images will be displayed while they work making for a higher level of successful interpretation through comparison of
the visual imagery and the textual reading and stanza. Students do not need to move from their seats to analyze
interpret or make comparisons from the multi-modal teaching strategies.
Students will not be allowed to use personal devices in the classroom. The only technology that will be used in the
classroom when presenting the two videos and the picture slide show. The videos and the picture slide show will be
presented on the promethean board, a resource already available in the classroom.

Highly Effective (4) 6 boxes checked Number Domain

of Boxes Score
Effective (3) 5-4 boxes checked Checked (4-0)
Emerging (2) 3-2 boxes checked

Ineffective (1) 1 boxes checked

Not Included (0) 0 boxes checked

Strengths (evidence):

Considerations for Improvement:

 5. Lesson Procedures
In preparing the lesson plan it is evident that the teacher candidate has constructed a coherent set of procedures which aligns to appropriate
content, standards, goals, and objectives.

The lesson plan’s procedures:

Target Expectations: Element Present = Element is present. Quality of Element = Element is described and developed with sufficient Element Quality of
detail so as to be clearly understood by the reader and could be readily implemented by the practitioner. Present Element

□ □
5.1 fully demonstrates the teacher candidate’s knowledge of content including what the teacher candidate knows/needs to know, what students
know/need to know (i.e., key ideas, academic vocabulary, processes and procedure equations).

The overall meaning of the poem is that in death we are all the same. Students need to understand that every life is
valuable and important. There is a lot of scaffolding and exercises meant to build relatability to the poem and its main
ideas and help students connect to the essential questions.
Teacher understands and teaches the important literary devices at work in this poem, symbolism, figurative and literal
language, implicit and explicit meaning, imagery, and breaks it down with scaffolding exercises and examples of how
these devices are used so that the students can make deeper meaning and relevance of the poem.
Teacher understands and presents the specialized vocabulary, cabizbajas, holán, álamo, azadón, fosa, and uses visual
imagery and slides to accompany the poem in order to make successful interpretation of the imagery and language of
the poem possible.

□ □
5.2 includes content of the lesson that is relevant and accessible to all students in relation to their individual language, ability, culture and other
factors.

The poem is very outdated with its imagery of princes, shepherds and death, but essential questions about what makes
a life valuable and important make the poem more relatable to the way we experience and live in the world today.
Connections are made to ordinary jobs and occupations as well as dream jobs and occupations. The pre-reading and
post-reading activities help to make the poem more meaningful and relevant and help them to anticipate and relate to
the meaning and purpose of the poem. Everybody will be something and the idea that there is no one who is more or
less important creates a safe classroom environment where students from various cultures and backgrounds can feel
that their ways of doing and being are valuable. It is difficult reading and imagery, but the use of videos and picture
slide shows help students make more sense of the figurative and literal meaning of the poet as well as assist students
with understanding no matter what their Spanish language level.

□ □
5.3 includes a description of how the content is relevant to the learner, the stated standards and lesson goals/objectives;

The content is relevant to the learner because high school students are ready to start thinking about what jobs they
want to do when they graduate. The lesson asks them to think about their goals and their futures, about what they
want to be. Whether they have big aspirations or simple dreams, the essential questions, journal, homework and other
activities ask them to think about what jobs have value and what in their desires and dreams has value as well. By
 connecting to their own lives and lived experiences students are better able to understand how everyone has worth,
that meaning, and importance can be found in all kinds of different jobs and occupations, including motherhood or
fatherhood. The key idea of the poem of how in death we are all the same has more meaning and relevance when
students understand how to find importance and value in our own lives.
Students will work in groups and in pairs, individually and together as a class to understand important academic and
literary vocabulary, including symbolism, literal and figurative language and how some things are stated directly or
inferred. They will have multiple opportunities to see how these devices are defined, examples of how they are used,
through activities that include not just reading, writing, speaking and listening but also accompanied and modified by
visual representation and picture files, which help assist them in their interpretations. Understanding literal,
figurative, implicit and explicit language through imagery and pictures will be useful to them in understanding and
interpreting other types of texts, including informational texts.

□ □
5.4 includes information/procedures which address how and when appropriate strategies will be used throughout the lesson;

The bell ringer helps students access content, it gives them access to background knowledge about the author,
understanding his history and quest for independence helps build the timeline from ideas and imagery about royalty
that are very outdated to the world and democracy that we live in today. Anticipation of his purpose helps students
later on to builds the connection between the prince and the shepherd and how they each have important lives to the
idea that each life is valuable. The assessment activity asks the students draw on previous knowledge and to make
connections to previous lessons on extraordinary lives as they prepare to find importance and value in ordinary lives.

The journal asks the students to make connections between these ideas and their own lives and lived experiences. They
are asked not just to think about their futures and their dreams but to explain and think about why these goals have
meaning value and importance to them.

Important academic and literary vocabulary is introduced, and scaffolding is used through the symbol slide show so
that students have practice with how to interpret symbols and imagery, literal and figurative meaning, before they read
the poem. Practicing with simple images and pictures gives them understanding of the literary devices before they have
to use it to interpret more complex imagery and poetry.

After modeling an example for the questions that I want answered students will work in groups to find out how to find
deeper meaning in the imagery and poetry, they will cite examples of images that are meant literally or symbolic of
something else meaning that is stated directly and look for addition meaning that can be inferred from the text, or
context of the poem. Additionally, these activities will make it easier to interpret and answer the comprehension
questions from the textbook.

The final assessment project has them again examine what has meaning value and importance in their own lives. As we
have already done other written assessments, including study guide questions, their journal response and the examples
they wrote down for the bell ringer and examples of explicit, implicit, literal and figurative poetry that they did in
groups they are being allowed to draw a picture or symbol to represent what is important to them.
For homework they are interviewing family members or other adults to expand the idea of what has importance or
value to other people and their lives so they can think about and make the connection to the poem about how every life
has worth or value.

□ □
5.5 includes a clear description of how the content will be introduced (i.e., Does the teacher candidate “hook” the students’ attention? Activate
students’ prior knowledge? Clearly introduce new and key concepts?);

Content is introduced with pre-reading activities, and students are hooked with videos and imagery that will make the
poem more meaningful, relevant and accessible later on. Additionally, students can start to connect to the important
themes and content of the poem by activating prior knowledge and personal values and opinions in the independent
journal writing activity. New and Key concepts are introduced prior to reading the poem, through graphic organizers
and vocabulary charts, as well as through a warm up activity that helps them to interpret and understand symbols.
Friday
3rd Period □ □
1. Toca timbre: Biografía de José Martí: YouTube (10 min) – (Bell ringer)
I will show a short YouTube video of the biography of Jose Marti, so that the students can connect with the poem, learn about
his political interests and his fight for Independence, the way he valued the lives of ordinary men, his love for his son who was
the prince of his life.
Think about the lesson on extraordinary lives and what makes people extraordinary. In partners, students will discuss what
makes even the most common and ordinary lives valuable and important. Students will write down 4 examples of ordinary
lives that are valuable and one reason why they are important.
Modeling: I will give the example of how even a worker at McDonalds values their children as the prince or princess of their
life and also about the importance of their work and service to the community, the impact and value it has on other families.
This part of the lesson worked well, the students were engaged and it was helpful to establish a theme that connects the poem
to life

2. Diario: (10 min.) – (Journal)

Students will work independently to answer the questions in a well-developed paragraph using examples and evidence. (5-8
sentences)
What job, profession or occupation would you like to do when you graduate? What value or importance does this have for
you? Why?
This activity worked well, because it allowed students to activate prior knowledge and draw on their own experiences. It also
was beneficial for them to think about their futures and what roles have meaning for them in life. This further strengthened the
connection between the poem and the overall theme and made it more relevant to their lives.

3. Introduce important literary vocabulary (Warm up): (7 min)

Literal (Literal) vs. Figurado (Figurative)
Implícito (Implicit) vs. Explícito (Explict)
Insinuar (Implied)
Inferir (Infer)
Simbólico (Symbolic).
Using a graphic organizer handout, we will review the handout together reading the differences between these words and their
definitions and using common examples. Students will underline the word or phrase in the definition that helps them
remember, for example “Stated directly” or “assumed from the context”
I think I would make changes to this part of the lesson or remove it all together for a few reasons. 1st we just did not have time
to fit everything in and if I was to teach this lesson again, I think I would focus just on symbolism. And gradually build up to
helping them understand differences between figurative and literal language and also helping them to make inferences. Each
topic can be taught with a different lesson and a different poem. But I think for this lesson it is good just to focus on
symbolism and the imagery in the poem that is concrete and the imagery that is symbolic.

4. Symbols Activity (8 min)

Using a power point slide show of 10-15 simple images such as crown, rose, skull, the seasons, breaking chains, etc. the
students will discuss as a class what they think each image represents or symbolizes.
Using butcher paper, I will write down the ideas that they come up with for each symbol, so that students can see the
definitions that they created for each symbol.
The students were really excited to understand how symbolism works and were actively participating and engaged in making
their own definitions of what the symbols meant. They liked this activity.

6. Reading the Poem: (35 min)

I will read the poem once all the way through, and then show the slide show of related images pointing out important
vocabulary from the poem.
Using the image of the horse with the headdress I will model or demonstrate one thing that was:
Stated directly
Assumed from the context
Meant literally
Meant figuratively or Symbolically

Working in groups of 4, Students will reread the poem together answering these questions:
What is stated directly?
What is implied or can be inferred from the context?
What is meant literally?
What is meant figuratively or is symbolic of something else?

Students will work together to come up with and write down at least two examples for each question.
There will be a reader, writer, and reporter. Groups may report out their answers so that they can compare other examples from
different groups.
I will find relevant images to help the students interpret the imagery of the poetry as we go through the poem.

I would make changes to the reading of the poem in order to focus just on the imagery and symbolism. The picture slide show
really helped students to see what images were concrete and meant literally and which ones were symbolic and meant
representationally about something else. I would change the assessment and partner work to focus on the images that were
meant symbolically and they could work with their partner to pick 2 or 3 images and make an interpretation of what the author
meant or was trying to represent with that image. I think this would be more effective than finding examples of each.

7. Study Guide Questions: (10 min)

Working with a partner, students will use the textbook to read and write their answers to the study guide comprehension
questions about the poem.
By establishing a unit theme and making connections to how it relates to their own lives and goals students were able to
answer the textbook comprehension questions more successfully.

8. Final Assessment
In order to show that they understood the poem “the two princes” and understood the importance of representation and
symbolism the students will draw a symbol that represents themselves as a person.
What symbolizes you?
What characteristics symbolizes you?
The symbol can be anything, a basketball, a flower, food, etc.
Students will present their symbol and explain why they chose it.
Because this assessment was about symbolism, which was the content that they understood the most and felt most comfortable
with the students did a good job with this assessment. They were able to make symbols that showed what roles or values
represent the way they see themselves.

9. Homework
Students will interview parents, relatives or neighbors on an occupation or role they have done in life that has meaning or value
for them. They must write down what occupation or role the person they interviewed chose and a little bit about why it was
important to them.
This homework was also successful. Even though it doesn’t relate to symbolism it helped them make deeper meaning and
connections of the unit theme. It helped them to relate the idea of how different lives have value and meaning, beyond just
what they value but to what other members of the community valued about the roles that they have lived. By looking at other
people’s lives they were able to understand more about the prince and the shepherd.

□ □
5.7 includes a clear description and explanation of how the lesson is differentiated to maximize engagement, access, and diverse learning
opportunities for all students [Does the teacher offer specific and multiple means, and use appropriate and diverse instructional strategies and
forms of communication (i.e., use of multiple modalities, learning styles and preferences, oral, digital, visual, etc.)]; and

This lesson draws heavily on scaffolding to make it accessible to learners. Each activity was planned and prepared in
order to make it easier for students to make connections between each activity and assignment, to the poem, and even
to previous lessons. It allows them to make connections to their own lives lived experiences and personal
understandings. It builds up the essential question of what makes each life valuable and important so that later they
can make deeper meaning from the analogy of the prince and the shepherd. It gives them an opportunity to practice
symbolism and other academic and literary vocabulary before they have to use and apply it to the imagery of the
poem. It connects them to assessments and homework.
Multi modal:
YouTube video for biographical and historical content
Picture Slides or Picture Files: first as part of the symbol’s activity, but also relevant images for each stanza of the
poem was selected to help them interpret both literal and figurative content.
Graphic organizer to help them compare the differences between important academic vocabulary.
Incorporates speaking, listening, reading and writing
Reading a literary text with opportunities for independent, partner, group and whole class activities.

There are written assessments including:

- the journal which they work on independently,
- the study guide question and the ideas about what makes ordinary lives important after they watched and
discussed about the video on author and made connections to the lessons on extraordinary lives, which they
work on together in pairs
- the examples of explicit, implicit, literal and figurative imagery from the poem which they work on
collaboratively in groups of 4
An oral assessment in which students were allowed to just report out answers, ideas and interpretations of what
symbols mean which I record for them on a chart.
Additionally, there are creative assessments, drawing on ideas from multiple intelligences for diverse learners,
including drawing a personal symbol and taking notes on an interview of a family member, relative or neighbor.

□ □
5.8 includes multiple opportunities for students to make sense of and apply learned skills and content through independent practice.

Students are asked to think about what makes even ordinary lives have value and importance, but a huge part of
understanding this is the ability to make connections and understanding from what in their own life has meaning
importance and value. Students are asked to think about what occupations or jobs they want to do when they
graduate. Students work independently to write about what it is they want to be and why that has importance or
value, to themselves or to others. At the end of the lesson students again are asked to revisit the idea of what is
 important in their own lives as they think about qualities they have as individuals that give their own life meaning or
worth and to draw or illustrate a symbol that reflects those qualities. Additionally, students are thought about as
individual learners and opportunities are provided to reflect their knowledge through various means, written, orally,
artistically and through an interview a trusted family or community member.

□ □
5.9 identifies and explains specific/individual learning outcomes and needs (i.e., ELL language goals, IEP goals, necessary accommodations and/or
modifications, or other specific learning needs).

Spanish language learners:

Students with IEPs:

- Student needs to listen to clear instructions. (subtitles needed) instructions for each assignment explained orally and
written on the board. Repeated.
-Student needs short instructions. Also, clarification of understanding. – Instructions repeated by the teacher and also
by the students out loud for clarity and understanding, they can also ask their partner or peer buddy, or group
members for additional breakdown of each step of the assignment.
-Student needs notes to understand the text better. – graphic organizer of important academic and literary vocabulary,
available picture slide and relevant imagery to help students visualize and interpret each stanza.

Highly Effective (4) 6 boxes checked Number Domain

of Boxes Score
Effective (3) 5-4 boxes checked Checked (4-0)
Emerging (2) 3-2 boxes checked

Ineffective (1) 1 boxes checked

 Not Included (0) 0 boxes checked

Strengths (evidence):

Considerations for Improvement:

6. Assessment
In preparing the lesson plan it is evident that the teacher candidate has incorporated various methods of assessing student understanding and
learning throughout the lesson.

Target Expectations: Element Present = Element is present. Quality of Element = Element is described and developed with sufficient Element Quality of
detail so as to be clearly understood by the reader and could be readily implemented by the practitioner. Present Element

□ □
6.1 All assessment tools are included in the lesson plan.

Formative Assessments/Checking for Understanding

1) 4 examples of ordinary lives and one reason why each of them is important (Partner Work)
2) Journal Response about what they want to be and what makes it valuable (Independent Writing).
3) Oral reporting whole class definition of Symbols (Oral, each symbol is defined by the students, discussion of
examples)
4) Examples of literal and Figurative language (Modeled by teacher, group work, reporting out examples to the
class)

Summative Assessments:
1)The summative Assessment draws on ideas from multiple intelligences for diverse learners, they will draw a
symbol for themselves that represents all the characteristics and values that symbolize their own lives. They also
have to write a paragraph explaining why they chose that symbol and some characteristics or values it represents.
2)Additionally for homework they will interview of a family member, relative or neighbor.

□ □
6.2 The lesson plan includes multiple, differentiated assessments (i.e., summative, formative, formal, authentic, informal) throughout the
lesson;

There are written assessments including:

 - the journal which they work on independently,
- the study guide question and the ideas about what makes ordinary lives important after they watched and
discussed about the video on author and made connections to the lessons on extraordinary lives, which they
work on together in pairs
- the examples of explicit, implicit, literal and figurative imagery from the poem which they work on
collaboratively in groups of 4
An oral assessment in which students were allowed to just report out answers, ideas and interpretations of what
symbols mean which I record for them on a chart.

Additionally, there are creative assessments, drawing on ideas from multiple intelligences for diverse learners,
including drawing a personal symbol and taking notes on an interview of a family member, relative or neighbor.
informal discussion, independent writing, partner work and discussion questions,

□ □
6.3 The lesson plan includes specific evidence that assessments are directly related to the stated learning goals and objectives of the lesson
(including IEP goals) and to content standards;

There are 3 assessments on symbolism and citing examples of figurative and literal language that relate to content
standards and objectives.
1) Students work collaboratively in groups and then the groups will share what they came up with, so that
students of more examples of how to interpret the poem.
2) They are also allowed to practice with simpler symbols and examples.
3) They will draw their own symbol to represent the characteristics that make their own life important. They
also have to write a paragraph explaining why they chose that symbol and some characteristics or values it
represents.

There are 4 assessments that build up the essential question and help students connect to their own lives and relate
it to the main ideas of the poem.
1) 4 examples of ordinary lives and one reason why each of them is important (Partner Work)
2) Journal Response about what they want to be and what makes it valuable (Independent Writing).
3) The summative Assessment draws on ideas from multiple intelligences for diverse learners, they will draw a
symbol for themselves that represents all the characteristics and values that symbolize their own lives. This
assignment takes the ideas from the content standards and relates it to the essential question.
4) Additionally, for homework they will interview of a family member, relative or neighbor.

□ □
6.4 The lesson plan includes specific ways to assess the extent to which students understand the assessment and its purpose;

Students will be able to take the assessments that build up the essential questions and make relate it to the main
ideas of the poems, connect the ideas to their own lives and lived experiences, and make connections to how the idea
applies to other members of the community.
Students will be able to make connections between the assessments and to content standard and objectives, they will
work together as a group, in pairs and as a class to understand differences between literal and figurative, stating
things directly and making inferences and on symbolism. They will compare ideas and expand their answers.
Building academic language will be useful to them on many other assignments.

□ □
6.5 The lesson plan includes specific ways for students to actively engage students in the assessment process;

By having discussion on what each symbol means and reporting orally students get to make their own definitions
and work to negotiate meaning.
By groups reporting out answers they have the ability to compare their answers with other groups and as a class
they agree as a class on what the correct answers to the questions are, discuss and analyze the examples they come
up with.

□ □
6.6 The lesson plan includes assessments which yield concrete, measurable information/data about student learning, understanding, progress,
etc.
1) The bell ringer measures the students in their ability to activate prior knowledge and make connections to other
lessons, and lives, they are connecting the life of Jose Marti with the question from Rigoberta Menchu about what
makes lives extraordinary, or what makes ordinary lives important?
2) The journal is a measurement of individual writing and practice as well as to give students the chance to make
meaning as individuals and draw connections to their own lives and lived experiences and find importance in that.
3) The symbols activity is a formative assessment that measures the students understanding of what is meant
directly or what is figurative or implied. It is practice for a harder assignment and checks students for
understanding before they are asked to do it in a poem.
4) The questions where students are asked to find examples of text that are literal and figurative, and stated directly
or implied from context measure the students understanding of academic vocabulary, concepts and terms. Groups
will share out answers and discuss based on what they wrote, what the correct answers to these questions are.
5) The symbols activity is an opportunity for them to use visual interpretation and multiple intelligences in a
project. It measures their ability to measure their ability to connect standards objectives to their own lived lived
experiences and to the essential question.
6). The homework is a measurement of their ability to find deeper meaning and make connections to the community
and world around them using key concepts and ideas.

□ □
6.7 The lesson plan includes assessments that are varied in accordance with students’ language, ability, cultural and/or other factors.

There are opportunities for students to share and respond using all four language domains Speaking, Writing,
Reading and Listening. Additionally, there is visual reference or picture slides for each stanza of the poem to help
make successful interpretation of the text easier, this is useful to students with various levels of Spanish language
ability as well as to students with other disabilities and IEPs.

There are assessments that are collaborative in groups or with partners as well as for working individually. This
helps students with different learning styles and skill sets.
There are assessments that allow students to draw on multiple intelligences and alternative projects that are visual
or conversational so that even students who struggle with reading and writing can make connections to the
assignment and build meaning.

The essential question builds up why each life even simple and ordinary lives have value and importance. By
finding worth in various lives we build up a classroom environment that is safe and inclusive for learners with all
types of cultural, religious and other backgrounds.
 □ □
6.8 The lesson plan assessment specifies criteria for success which are clearly understood and measurable and/or demonstrates the teaching goals.

Formative Assessments/Checking for Understanding

5) 4 examples of ordinary lives and one reason why each of them is important (Partner Work). Students will
understand that they need four examples and one reason, and they are allowed to work with a partner to find their
answer. I will specify that they may choose a role that they value or think about someone that they value and what
role they play, also I will specify that they should consult with their partner about what roles they value. Together
they will negotiate meaning and that they must write four examples of ordinary lives and give a reason why each
one is valuable.
6) Journal Response about what they want to be and what makes it valuable (Independent Writing).
Students will understand that they need to answer the question about what they want to do in their future and give
specific examples of what makes that job important or reasons why it is valuable to them. I will specify that it
might be easy first to start by making either a list of what roles they admire or a list of what things they value,
sports etc. Also, I will specify that they can draw on their own identities and experiences to write about what they
might want to be and why.
7) Oral reporting whole class definition of Symbols (Oral, each symbol is defined by the students, discussion of
examples). Students understand that they each need to share one answer and wait to be called on. They also
understand that there is more than one correct interpretation for the symbol and not to feel afraid of their ideas.
I will specify that everyone is expected to contribute at least 2 ideas, so if they have an idea about the symbol, they
should raise their hand. Also, I will specify that the symbol is meant to represent something else so if they are
unsure, they should try to think about what emotion or thoughts they are associating the symbol with love, death,
etc. and or what does the symbol make them think of. I will specify that there are no wrong answers and models
the process of relating the image to something representational.
8) Examples of literal and Figurative language (Modeled by teacher, group work, reporting out examples to the class)
I will model example answer to the question, then the students will work in groups and then they can share their
answers as a class, helping each other to find examples from the text. I will specify and model examples of concrete
imagery and literal meanings, the image represents exactly what is said, and demonstrate the interpretation of
imagery of that represents or means something else, for example the bird flying in the sky. Students will know that
they will make two columns, one labeled literal the other figurative. They will list 3 images or lines from the poem,
cite what line it was on and if it was figurative, they can use the skills they learned from symbolism, and what they
learned about making inferences to say what they think that line refers to or represents,

Summative Assessments:
1)The summative Assessment draws on ideas from multiple intelligences for diverse learners, they will draw a symbol
for themselves that represents all the characteristics and values that symbolize their own lives.
Students will be first asked to think about characteristics of themselves or reasons why they job they chose or
important. They can make a symbol to show how their own life or occupation has worth or value. They also have to
write a paragraph explaining why they chose that symbol and some characteristics or values it represents.
I will specify that students may draw on aspects of their identity, cultural, religious, or even social, sports, groups etc.
They should also make a list of values that they think are important and a list of two or three roles that they think
embody those values. Students will then draw a symbol that represents themselves and what they want to be, they will
understand that they will be graded on not just the quality of their drawing, but mostly on the successful oral
interpretation and explanation of what that symbol represents to them in their own lives
2)Additionally for homework they will interview of a family member, relative or neighbor.
Students will understand that they need to interview someone and ask them, “what role did you have in life that was
meaningful or important to you?” and that they need to list at least two or three examples of why that role was
important to that person.
Additionally, the students will write a paragraph about why they think that role was or is valuable to other including
themselves.

Highly Effective (4) 6 boxes checked Number Domain

of Boxes Score
Effective (3) 5-4 boxes checked Checked (4-0)
Emerging (2) 3-2 boxes checked

Ineffective (1) 1 boxes checked

Not Included (0) 0 boxes checked

Strengths (evidence):

Considerations for Improvement: