Daily Lesson Plan Format

Name: Nana Reyes Date(s) or Days of Lesson: Day 2

Student Learning Objective(s)/Target(s) and Related Assessment(s):

Learning Target: I can analyze cultural differences that arise through immigrating from
one place to another in a class discussion using short stories.

Language Objective: Students will compile a list of Spanish vocab words translated in
English to add to their Culture Journal. Students will also be able to identify the
colloquial language used in the text and add them to their Culture Journal with their
understanding.

Standard(s):

By the end of grade 11, read and comprehend literature, including stories, dramas, and
poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range. (CCSS: RL.11-12.10)

Materials/Resources:
- Kike Book Paper
- PowerPoint
- Guided Questions
- Culture Journal

Learning Activities:

Initiation:

1. Students will come into class and sit down. We will do out daily check-in and
overview of daily agenda before jumping into lesson.
2. I will pull up a PowerPoint as a visual aid and begin to give a brief overview of
Kike by Hilda Perera. This includes main themes and ideas. (5 minutes)

Lesson Development:

1. I will hand out paper copies of Kike and then I will read aloud to the class,
possibly have volunteers (20 minutes)
2. After reading, I will divide the class into small groups and have them discuss the
reading in their small groups with a guided questions handout. (30 minutes)
3. After the group discussion, we will come back as a whole class and discuss our
findings per group. (20 minutes).

Closure:
Throughout the course I have had the students keep track of their learning through a
“Culture Journal” that allows them to log both writing and cultural findings and make
connections to them based off of their own experiences.

1. I will have the students then pull out their “Culture Journals” and write down how
they connected to the story, how they feel different from the story, and if this
story made an impact in the way it was written. I would also like them to write
two takeaways from the discussion and two new vocab words they learned.

Individuals Needing Differentiated Instruction: Differentiate instruction for Learners.

Below, pick one modification and one extension. You will fill in one box per row.

Content Process Product Environment

Modifications: If the students
do not have a
Culture
Journal or do
not have the
tools to fill it
out. We can
change the
closure from a
culture
journal to a
culture
discussion,
and I can use
a notecard as
an exit ticket!
Extensions: I can make the
content more
accessible by
having more
translations of
the story
depending on
the student.