Title of lesson: Introduction to “La Llorona”

Your Name: Wilson Juncaj

Length of lesson: Full hour (4th hour)

Context of Lesson: In this lesson, my Spanish 3 students will begin reading a

Mexican legend called “La Llorona”. This Mexican legend aligns perfectly with what
they have been learning thus far in that the book is written in language that is
comprehensible and suitable for Spanish 3 students. Reading this book will benefit
students in that they will learn what a legend is if they are not already familiar with
them, they will gain knowledge of new vocabulary words, and they will be able to
identify the use of preterit and imperfect tenses throughout the book. The preterit
and imperfect tenses are two grammar concepts that they have been studying
extensively over the last few weeks, so this a great opportunity for students to gain
more insight and be able to apply what they have learned thus far.

Overview: I will first provide students with background information and a formal
introduction to the novel. The introduction will be about 15 minutes and during this
time, I will provide students with clues in Spanish about what they will be reading
as a means of providing students with context and engaging them so that they will
be attentive throughout our reading and discussion of this book. Students will also
learn what a legend is, where this legend originates from, etc. After a brief
introduction, we will begin reading the first half of chapter 1 out-loud, discuss what
occurred in this first chapter, then students will independently read chapter 2. Once
students finish reading these first two chapters, they will respond to a few questions
that relate to the chapters that they have read.

Central problem/ Essential question: What is a legend? What is one well-known

legend in the Spanish-speaking world?

Objectives:

Students will know/be able to:

 Explain what a legend is and where this legend originated.

 Discuss the meaning of new vocabulary words and generate
predictions based on these vocabulary words and the plot of the story.
 Identify the use of preterit and imperfect and utilize these tenses to
respond to a set of questions that go along with each chapter.
 Explain what is occurring in each chapter and utilize new vocabulary
words in their explanation of the chapters.
Anticipated student conceptions or challenges to understanding: I anticipate that
students will face challenges in negotiating meaning with some of the new language
that is utilized throughout the book. What I plan to do in order to help students
negotiate meaning and make the content more relatable is to identify key vocabulary
words in the first two chapters and include visuals that correspond to these words. I
am going to create a Google Slides presentation that includes these vocabulary
words along with a visual to further scaffold students learning. The content must be
relatable to students in order for them to be engaged and attentive throughout the
lesson. For this reason, I am going to ask them personal questions that relate to the
vocabulary words so that I can stir a class discussion and further elicit student
thinking.

Materials/Evidence/Sources:

 A printed copy of the book -

https://docs.google.com/document/d/1FvpF1gFAz5vFmW-VntGy89T-
zJKpVn6InBoYgxAbTAc/edit?usp=sharing
 Handout with questions that pertain to each chapter -
https://docs.google.com/document/d/1vsDNNvgB3koICSSzPDfn1V2sDH
PzWHLNutMZZEbzSUI/edit?pli=1#heading=h.gjdgxs
 Google Slides presentation with vocabulary words and visuals -
https://docs.google.com/presentation/d/1CbOIENpA-Ba-
hZkIhTdmWnK2lW81vHm8ROdm0u6mW6E/edit?usp=sharing
 Vocabulary list for students to fill out new vocabulary words from the story -
https://docs.google.com/document/d/1TyNTbH00WT4V8dykhe8EEvzlXy5
JrqlzTh9XWIRm2rQ/edit?pli=1

Instructional Sequence: List the steps in teaching this lesson including ways you
intend to launch and close the lesson and the details of teacher and student actions.
These steps should be appropriately detailed so that a substitute teacher could
teach the lesson. Provide an approximate time frame for each step.

1. First, ask students if they know what a legend is or if they have ever read
a legend.
2. After, inform students that they will be reading a Spanish legend called
“La Llorona”, which is a very well-known legend in the Spanish-speaking
world that originates from Mexico.
 2. Next, ask students what they think “La Llorona” means. Once students
identify that Llorona comes from the verb “llorar” which means “to cry”, ask
them when do people typically cry (when they are sad, frustrated, when a
loved one dies, etc.), as means of generating discussion and predictions about
what they think the story is about.

3. Next, I will pull up my Google Slides presentation with the vocabulary

words and visuals from chapters 1 & 2 so that I can help students negotiate
meaning, engage them, and make them interested/excited about the book
that they will be reading.

4. After about 15 minutes of introduction/class-discussion, we will begin

reading the first half of chapter 1 out-loud and stopping to discuss key things
that take place in the first chapter.

5. Students will then continue reading the rest of chapter 1 & 2 independently
as well as answering comprehension questions that go along with these two
chapters.

Assessment: I will assess student understanding before instruction by asking for

student input on what the selected vocabulary words mean and students will
respond to questions relating to the vocabulary words prior to reading. During
instruction, students will be asked to provide specific information about the main
character and the events that take place in each chapter. After instruction, students
will be given a set of comprehension check questions for each chapter that ask
students to respond to specific information from the chapters.