At-A-Glance

Monday

(A) Lesson Slavery in Latin America & the Caribbean

Topic/Title

(B) EQs/ CHQ: How did Africans experience slavery in Latin America & the Caribbean?
CHQs/ EUs
EQ: How does the caste system that developed in the Spanish colonies during this time lead to the development of Latinx as a new
racial/ethnic category?

(C) Lesson Students will be able to compare and contrast slavery in the Spanish colonies with slavery in America in order to arrive at a greater
Objective understanding of slavery in both contexts, and begin to discuss how racial difference is mutable and changes over time.

(D) PA CC.8.5.11-12.C. Evaluate various explanations for actions or events and determine which explanation best accords with textual
Standards evidence, acknowledging where the text leaves matters uncertain

(E) Lesson ● Do Now: Summarize what you learned from the podcast you listened to for homework last night.
Steps (make ● Cornell Notes
sure this
meets CM’s/
school’s
expectations)
 Monday
LEARNING PLAN

Time Teacher Actions Student Actions Resources

12:10 Introduce Do Now: Summarize what Write their answer to the Do Now on their Daily slide deck (slide 1)
you learned from the podcast you weekly sheet and share answers aloud for
listened to for homework last night. extra credit

12:13 Lecture: cover the crops grown, the Students take notes using their Cornell Slide deck (slides 2-5), Cornell Notes
abhorrent working conditions, and some Notes template in Google Classroom template
of the cultural/legal differences as
compared to American slavery

12:35 Lead short class discussion about the Examine the caste system diagram and Slide deck (slide 6)
caste system and how “Latinx” emerges draw conclusions/participate in the
as a new category at this time discussion

12:40 Watch short video about the caste Watch video, continue to take notes Slide deck (slide 7), video:
system https://youtu.be/UdxdXfDLaNs

12:50 Exit ticket: introduce quick final Students answer questions in the chat, Slide deck (slides 8-9)
comprehension questions. Instruct finish summary for homework
students to finish Cornell Notes
summary for homework.

Feedback
Apprentice’s Name: Emily Carter Mentor’s Name:
+ What's Working? (Recent Growth and Successes):
● INTERACTIVE LECTURES
○ Even though this was the first time in a while, you looked
comfortable, facilitated discussion well, engaged students
via formative assessment questions / in the chat well
● IDENTITY AND TEACHER IDENTITY
○ Self-awareness about your identity as a white person
helps students feel safe engaging deep, and also
comfortable naming ways you can respond
○ You’re getting more comfortable (actually, you look very
comfortable) with the bell-to-bell work of leading the
class
Apprentice’s Next Steps:
● TIMING/PACING
○ You mentioned what is relevant/important to students,
and what you know is important/interesting, as two
decision making frameworks for deciding whether
information could be included in lectures. How does this
fit into the goal of the lesson/arc of the unit/ final project
is another one you can add!
● HIGH EXPECTATIONS/ SCAFFOLDING AND SUPPORT
Keziah Ridgeway/ AJ Schiera Date: 1/14/21
▲Current Focus, Challenges, and Concerns:
● TIMING/PACING
○ You described worrying about if there was too much
stuff/ not finishing today. This is something to keep
thinking about - and also - something we always grapple
with!
● WAIT TIME/ COGNITIVE LOAD
○ From what Ms. Ridgeway and you mentioned at the end
of class, with students being stumped on that last
question - it’s a challenge, but a strength, to make sure
the students are carrying the “cognitive load” in these
moments. Make them think it out, rather than waiting for
you to answer!
● HIGH EXPECTATIONS/ SCAFFOLDING AND SUPPORT
○ We talked about the right level of challenge, particularly
for honors students -- where you do need to think about
the length of articles, and also, balance that with
preparing them for the rigorous experiences they’ll
encounter in future honors calsses and in college
○ We also talked about scaffolding with gtuiding questions
every few paragraphs - which might be the right level of
support for some students/classes, and other students/
classes might not need that, but it’s good to have in your
repertoire!
Mentor’s Next Steps:
● Support your transition to lead teaching 7th!
○ You seem galvanized here, and keeping expectations high
and naming how this is preparing them for college
(perhaps with some storytelling) is a possible move to
add in service of this goal