Daily Lesson Plan Format

Name: Nana Reyes Date(s) or Days of Lesson: Day 3

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

Learning Target: I can use an article providing historical context of a specific culture to
add meaning and give background to a short story of the same culture.

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):

Draw evidence from literary or informational texts to support analysis, reflection, and
research. (CCSS: W.11-12.9)

Materials/Resources:
- Article Hand Out
- YouTube Video
- PowerPoint
- 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. We will begin to discuss last classes reading of Kike and recap what we read. (4
minutes)
3. I will introduce next activity by prefacing that we will be learning some historical
context about Cuba. (1 minute)

Lesson Development:

1. I will hand out paper copies of the article and Crossing the Straits and
Transforming a City and begin popcorn read aloud as a class (20 minutes)
2. We will then transition into “Cultural Introduction” slide show and go through
different Cuban-American customs and traditions. (20 minutes)
3. After slide show, we will have a group guided discussion about the historical
context of the article and how the cultural background can possibly change their
perception of the short story Kike (35 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
three different facts they learned about Cuban-American culture or history, and
one specific topic about what we learned that they would want to explore more.
They will then write 2 new vocabulary words they found today and the definition
in their own words. (10 minutes)

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 some of the
students are
not
comfortable
with popcorn
reading or
need more
time to
process, we
can do an
independent
read before a
class read
aloud with
volunteers.

Extensions: I can make the

content more
accessible by
having more
translations of
the story
depending on
the student.