Daily  Lesson  Plan  Template  

                                                                                             
Teacher  Name:  Claudia Haro-Contreras      Subject: Spanish  Grade  Level(s):  11/12  

Content  Standards  and/or  Common  Core  Standards  (1.1a):

•   Communication: 3.0 Students use planned language (paragraphs and strings of paragraphs).
•   Content: 3.1 Students address concrete and factual topics related to the immediate and external environment, including:
Community issues, current events

Objective  Aligned  to  Standard(s)  (1.1a):    Content  (nouns),  level  of  cognition  (verbs),  proving  behavior  (measurement)
•   Students will be introduced to the idea of Youth Participatory Action Research (YPAR) through cloze notes and differentiate
between YPAR from Traditional Academia Research (TAR).
•   At the end of the lesson SWBAT distinguish the different components and impact of YPAR by analyzing examples of recent
YPAR work.
Proving  Behavior  (1.1b)  [GROUP  1  TEACHERS  may  omit  this  section]:    The  proving  behavior  should  provide  the  teacher  with  specific  data  that  reveals  the  degree  of  
independent  mastery  for  each  student.
●   What  specific  criteria  (quantitative  and/or  qualitative)  will  you  use  to  measure  students’  independent  mastery  of  the  objective?  

In order to determine if students have mastered the objectives they will be able to answer the following question utilizing the TIEAC
framework:
•   Choose one of the issues you identified in your community, what impact would YPAR work have on addressing the issue?
Lesson  Structure  (1.2a)  and  Cognitive  Engagement  (1.2B):    Lesson  structure  is  sequenced  and  timed  to  promote  cognitively  engaging  learning  
experiences  and  enable  all  students  to  demonstrate  independent  mastery  through  appropriate  release  of  responsibility.
●   Checks  for  Understanding  (1.5A)  Checks  for  understanding  are  planned  for  each  component  of  the  lesson  to  yield  actionable  data  about  students’  real-­‐time  
progress  toward  the  learning  objective.    
Key  Vocabulary Do  Now  (  min):    5-­‐10  minute  opening  routine  students  can  do  independently  that  may  aim  to  build  a  specific  skill  (e.g.,  grammar,  mental  
math),  practice/review  content  material,  or  activate  prerequisite  knowledge.
-Investigación Students will have been given homework the previous class. In this homework assignment, student will
-Acción have brainstorm 5 identified issues within their community.
-Participación
-Juvenil Think of someone your age that you feel has a lot of power. In what settings or circumstances does this person
have power?
-Cuestión
Piensa en alguien de tu edad que tiene mucho poder. ¿En qué espacios o circunstancias tiene poder esta
persona?

Anticipatory  Set  (    min):    A  “hook”  that  introduces  new  material  by  relating  students’  experiences  to  the  objective(s)  of  the  lesson,  
activating  prior  knowledge,  or  developing  engagement/curiosity  to  focus  students’  attention  on  the  lesson.

Students will begin the class by engaging in a four corners activity. Students will be given a half sheet that
contains a list of four questions. They will receive four minutes to reflect on their stance and examples they
would like to discuss prior to activity.
1.   Youth are included in the planning, operations, and evaluation of their education.
2.   Youth are included in the planning, operations, and evaluations of community programs and
organizations.
3.   I have read books, research, or articles written by youth members.
4.   Youth are affected in social issues.
Today I will introduce students to a new unit where they will engage in research that is relevant to their
community. The lesson provided today is intended to make students understand the importance of having youth
involved in issues that impacts their lives and community. These questions will allow students to understand the
influence that their work can have in academia and their community. By reflecting on these questions students
will understand the purpose behind implementing YPAR work in todays society.

Student  Action Teacher  Action

 •   Students will begin the first chunk of the lesson •   Cloze notes will be given to each student.
by sharing the number of terms from the They will copy any missing information
vocabulary list that they are familiar with (1 – from the notes.
one term to 5- all five terms). •   Before beginning the PowerPoint lesson,
•   Student will then turn to their A-C or B-D and I will ask students to rank their
share one term they are not familiar with or not knowledge on each key term.
too confident in explaining. •   I will then ask students to turn to their A-
•   Students will be completing cloze notes on C or B-D partner to share the term they
YPAR. are not familiar or confident with.
•   Student volunteer will read out loud the •   The PowerPoint lesson will begin by
definitions of TAR and YPAR. defining TAR, then proceeding YPAR.
•   Students will have a moment to think and write •   After reading both definitions I will ask
about the difference between both terms. students to answer the following
•   Students will turn to their partner A-B or C-D question: What is the difference between
and share their response. TAR and YPAR?
•   Student volunteer will share out their response. •   I will give students 1.5 minutes to
•   Student volunteer will read the purpose of answer the question. Students will then
YPAR. be given 45 sec. to 1 min to share their
•   Student volunteer will read the steps to response with their A-B or C-D partner. I
conducting YPAR. will cold call a student to share their
response.
•   Students have heterogeneous pairs based
●   Scaffolds  for  subgroups  –  
on their reading level in their target
Chunk  1:
Time  Allotment  (min):       language (A-B or C-D). In addition,
•   Providing students with cloze notes will ensure students are also seated with classmates
Level  of  Cognition:
that EL and SPED students have the necessary who they feel socially comfortable with
☐    Knowledge
☐    Comprehension information for the lesson. or who share a similar grade on the
☐    Application
•   By providing students with TWDR time, EL gradebook (A-C or B-D).
☐    Analysis
☐    Synthesis
and SPED students will have the opportunity •   After calling on students, I will proceed
☐    Evaluation
Depth  of  Knowledge: to clarify and ensure any of their thoughts with with the PowerPoint to further discuss the
☐    Level  I:    Recall
their partner. purpose behind YPAR and the steps to
☐    Level  II:    Skill/Concept
☐    Level  III:    Strategic  Thinking
completing such research.
☐    Level  IV:    Extended  Thinking

The PowerPoint portion of the lesson will ensure

that students have an understanding of research,
in particular through a YPAR approach. By
breaking down the research and the steps to
conducting YPAR, students will then be able to
analyze YPAR examples and identify the
different steps and impact that it’s had on
communities that have implement it.

Checks  for  Understanding  (1.5a):  

 
During the lecture I will be checking for understanding in various ways. As the lesson begins, students are
asked to rank their knowledge on the key term and check with one another on the terms they are not familiar or
comfortable with. This will provide me with an opportunity to see what knowledge students are bringing into the
lesson. In addition, I will also be doing cold-call after giving students time to think-write-and discuss. Based on
the conversations I hear; I will make sure to check in to verify they understand the question they are being asked.
This check for understanding will allow me to see if students understood the definition and are able to
distinguish the difference between TAR and YPAR. Finally, as students are discussing with their partner I will
be walking around listening for student knowledge. I will be checking for understanding with certain students
like Lazaro Martinez, Sergio Huiton, and Jonathan Delgado who based on previous lesson require additional
guiding questions or reminders of what is being asked from them.
 •   Students will now rank their •   I will ask students their understanding of
understanding of YPAR on a scale YPAR in order to see whether the lecture
from 1 to 3. One being they are still was able to provide students with an
confused, two being they understand understanding of what the concept means
the basics but would like additional and the process of engaging in such work.
explanation/examples, or three they I will ask students to rank from 1 to 3. One
understand and can think of examples being they are still confused, two being
as well. they understand the basics but would like
•   Students will review the graphic additional explanation/examples, or three
organizer prior to the video. they understand and can think of examples
•   Students will watch a 5 minutes’ video as well.
of YPAR work in Guatemala “Voces y •   Before dissecting the first example of
Manos.” YPAR, I will review the graphic organizer
they will be utilizing throughout the
•   As students are watching the video they
examples.
are only focusing on the first question
•   I will play a video before engaging
of the graphic organizer.
students in a reading about YPAR. This
-What makes “Voces y Manos” an
video will introduce the YPAR in
example YPAR?
Guatemala. The video includes a brief 5-
Voces y Manos is an example of YPAR
minute introduction to the research, the
because…
process, and the outcomes. This will
•   Students will follow along as I read out
provide students with a better background
loud the additional reading “Voces y
prior to the reading.
Manos.”
•   As students watch the video they will be
•   As they are actively reading students focusing only on the first question on the
Chunk
 2: are highlighting evidence from the graphic organizer.
Time
 Allotment
 (min):
 
  reading that discuss the of the What makes “Voces y Manos” an
Level
 of
 Cognition:
following questions: example of YPAR?
☐
 
 Knowledge -What makes the example YPAR? •   After the video ends students will check
☐
 
 Comprehension
☐
 
 Application
Voces y Manos is an example of YPAR their response with their A-C or B-D
☐
 
 Analysis because… partner.
☐
 
 Synthesis
-What method did the researchers take
☐
 
 Evaluation •   Before beginning the reading, I will
Depth
 of
 Knowledge: to obtain more insight?
☐
 
 Level
 I:
 
 Recall remind students what questions they need
The researchers _______ to obtain
☐
 
 Level
 II:
 
 Skill/Concept to focus on for the reading:
☐
 
 Level
 III:
 
 Strategic
 Thinking more insight on the issue.
☐
 
 Level
 IV:
 
 Extended
 Thinking What method did the researchers take to
-How did they participate in the
obtain more insight?
solution?
How did they participate in the solution?
They participated in the solution by…
•   I will then read out loud the YPAR
•   Students will be given 4-5 minutes to example to students. By having a fluent
answer the last two questions in reader read the example, students will be
graphic organizer. able to understand and apply the lecture
(1) What method did the researchers onto the example. Students will therefore
take to obtain more insight? be able to better focus on the guiding
(2) How did they participate in the questions to apply the content knowledge.
solution? •   I addition I will provide students with an
•   Students will receive 2 minutes to share annotated reading that includes defined
with their partner A-B or C-D. vocabulary words and any clarifications
•   As a class we will review the answers that need to be addressed to avoid
and the evidence behind each answer. confusion.
•   I will remind students to underline the
section within the text that provides them
●   Scaffolds
 for
 subgroups
 –
 
 
 
  with evidence to answer the questions in
1.   Before following the YPAR example, the graphic organizer.
students will watch a video that will •   Students will be given 4-5 minutes to
introduce the reading. Because the video answer to answer the questions
includes visuals of some of the members independently. I have included sentence
of the research, EL and SPED students frames to allow students to develop
will be able to visually see the process complete thoughts that fully answer the
and impact that YPAR has in their questions. While students are working on
community. their questions, I will be circulating the
room to check student response. In
 2.   The sentence frames will allow EL and
SPED students to develop structured
thoughts that answer all sections of the
question.
3.   The TWDR strategy will ensure that EL
and SPED students receive the adequate
time to think and write. In addition, by
sharing their answer with their partner EL
and SPED students will be given time to
clarify any questions they might have and
reinsure their understanding.
particular, I will be checking in with
students who ranked their understanding
lower than the average student. In addition,
I will once again check in with Lazaro
Martinez, Sergio Huitron, and Jonathan
Delgado to make sure they understand the
task and to provide any additional direct
instruction they might need.
•   I will then have students share with their
A-B or C-D partner. This will provide
students with two additional minutes to
check their answers and clarify any
additional questions they might have.
•   After doing so I will cold call a student to
share their answers. As students are
answering the questions, I will be asking
students to share wherein he text they
found evidence to answering the question.

In this section of the lesson, I will be guiding

students through a concrete example of YPAR
work. I will be reading out loud to allow students
to engage in the content and make sure students
are able to apply the lecture onto an example. By
watching the video before the reading, I hope
students obtain a foundation to the example and
are able to get a visual perspective in YPAR
work. I am also preparing students for the
reading by having them focus on only one
question during the video. As students move on
to the reading portion, they will be asked to
focus on the remaining two sections. By this
point they will have a general idea of the
example as they have seen a video.
Checks  for  Understanding  (1.5a):  

In the second chunk of the lesson, I will be checking for understanding by asking students to rank their
understanding with YPAR. I will then proceed to conducting TWDR activities to verify whether students were
able to apply the lecture onto the example provided. As students are working on the activity I will be circulating
the room, checking in with students who seem to struggling and those who continue to rank low in their
understanding or who have previously struggled understanding readings in the target language.

•   Before beginning to read, students will •   I will once again review the guiding
review the expectations for each section questions on the graphic organizers,
now focusing on the second column of their directing students to the second column
Chunk
 3: graphic organizer. where they will utilize their assigned
Time
 Allotment
 (min):
 
  •   Students will be assigned a YPAR example example to answer the questions.
to read with their partners. •   I will print out two different examples of
Level
 of
 Cognition:
☐
 
 Knowledge •   Students will do reciprocal reading with YPAR. The examples provided will be
☐
 
 Comprehension
their partners. differentiated providing the higher level
☐
 
 Application
☐
 
 Analysis •   As students are actively reading they are reading to those students who have
☐
 
 Synthesis
making additional annotations and previously mastered the guided
☐
 
 Evaluation
Depth
 of
 Knowledge: highlighting evidence from the text that led questions/test based on our previous unit.
☐
 
 Level
 I:
 
 Recall
them to their answers. The other second reading will be given to
☐
 
 Level
 II:
 
 Skill/Concept
☐
 
 Level
 III:
 
 Strategic
 Thinking •   After student’s finish reading their assigned those students who did not master or who
☐
 
 Level
 IV:
 
 Extended
 Thinking
examples, they will work with their partner continue to have trouble understanding
to complete their graphic organizer. reading in the target language. Both
readings will be provided with annotations
•   Students will have to identify:
to help students understand key vocabulary
-What makes this example YPAR?
and key points.
- What method did the researchers take to
 obtain more insight?
- How did they participate in the solution?
●   Scaffolds
 for
 subgroups
 –
1.   EL and SPED students will be working
with their assigned partner to read an
example of YPAR. This will help clarify
any questions or confusing by having
someone to guide and share with.
2.   The graphic organizer will also contain
the same the frames from the previous
activity. This will provide students with
familiarity as they have been previously
exposed to, in addition it will allow EL
and SPED students to structure and fully
gather their thoughts.
3.   EL and SPED students will have access to
their notes and example to help them
guide through the graphic organizer.
  the opportunity to apply and demonstrate whether
4.   The chosen examples have also been
annotated to help EL and SPED students
navigate the reading with defined words
and marginalized notes.
Checks
 for
 Understanding
 (1.5a):
•   After giving students their reading, I will
students to read the article with their A-B
and C-D partners and then proceed to
answering the questions on the graphic
organizer. Students will be having access
to the previous example from the guided
practice, notes, and dictionaries.
•   As students are working with their partner
I will be circulating checking for student
findings.
•   If any groups finish readings and
answering the questions from the graphic
organizer, they will have guided to start on
their proving behavior.
•   I will conclude this portion by cold calling
students to share their answers out loud for
both readings.
This section of the lesson will provide students with
students understand YPAR. Students will have the
opportunity to utilize the previous activities to help
them guide themselves through the practice.

After being exposed to examples students will be working in partners to explore another example. While
students are working with their partner, I will be circulating and checking for understanding by listening to their
discussion. When students are done thinking, writing, and discussion with their partner, I will cold call to verify
they have understood YPAR. To verify that all students are understanding the, I will be asking students who may
not have demonstrated understanding of YPAR and its process.

•   Students will have 15 minutes to complete •   I will ask students to take out their TIEAC
their proving behavior. worksheet, which they picked up at the
•   Students will work on a TIEAC paragraph entrance.
that looks at a community issue and the •   The worksheet asks students to identify a
impact YPAR could have in creating community issue and consider the impact that
change. YPAR could have if applied onto that issue.
•   Throughout the proving behavior, students Students will be asked to include evidence
will be allowed and encourage to use their from one of the examples to explain their
homework, notes, graphic organizer, and answer. Therefore, students will have access to
Proving  Behavior:     readings. lecture notes, readings, and graphic organizers.
Time  Allotment  (min):   •   Students can use their standard TIEAC •   In order to demonstrate mastery, students need
●   Measures  independent  
mastery  of  the  objective. sentence frames or the sentence frames on to score a 7.5 or higher.
●   Provides  specific  data  that  
reveals  where  re-­‐teaching  
the worksheet. •   Students may utilize their standard TIEAC
may  be  needed  for  next   •   Students will turn in and begin working on frames which have previously been given
lesson
their homework. earlier this semester. Students may also have
utilized the more specific sentence frames
given within the worksheet. Finally, I will
challenge students who are more fluent in the
language to write their TIEAC without any of
the sentence frames.
•   As students are working independently I will
be circulating the class, doing check-ins and
answering any questions students may still
have.
 Students will begin drafting a research question based
on their chosen issue. Students will be given a
worksheet that includes some questions frames they
After students work on their TIEAC they will could possibly consider.
continue refining their topic. Thinking of their topic
Closure:     of interest they will continue breaking it down to a
Time  Allotment  (min):    
narrower their topic. Students will think of the 1.   What was the significance of
●   Final  self-­‐monitoring
●   Summary/reflection  on  the   following questions prior to doing more in-depth _______________________?
objective
●   Reflecting  on  prior  and   research: What about the issue would you like to 2.   What is the impact of _____________ on
future  learning explore? Why is this issue significant to you? _____________?
Students will be expected to create a rough draft of
3.   How was _________________________
their questions.
(problem) solved?
4.   How did _______________________ develop?

Homework  (    min):    What  homework  will  you  assign  to  practice  content  from  this  lesson  or  frontload  for  tomorrow’s  lesson?    
As the class the next class will focus on the development of a research question, students will research their chosen issue to
become more knowledgeable and better equipped to create a research questions. After doing so, they will work on creating a rough
draft of their research question. Students will be given question frames to help them build their research question.

Resources  and  Materials:    

Four corner questions + signs, PowerPoint lesson, video, 2 readings, graphic organizer, dictionaries, TIEAC worksheets, and
homework worksheet

➢   SpEd  -­‐  Considerations  for  Academic  Success  Teachers:

●   Indicate  lessons,  projects,  assignments  or  assessment  that  students  are  working  on  during  content  support  time.  
●   Describe  established  protocol  you  use  to  get  coursework,  homework,  class  updates  and  test/project  dates  from  general  education  teachers.    You  may  also  
include  copies  of  documents  used  to  get  this  information.

 
In Academic Success Students Should:

•   Review YPAR Notes and example readings along with graphic organizer provided to Academic Success teacher for
additional support if needed.