LESSON PLAN: target group is 9-10th grade students.

Teacher Candidate:   Carolina Hinojosa

Lesson Title/ Description: The impact of JFK on the Latinx Communities. Framing
for “American History” through the lens of a Puerto Rican
woman.
 

Lesson Rationale
Learning Standards:
● CCSS.ELA-LITERACY.RL.9-10.4:Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone.
● CCSS.ELA-LITERACY.RL.9-10.6:Analyze a particular point of view or cultural experience reflected in a
work of literature from outside the United States, drawing on a wide reading of world literature.
● SELPD 2A Stage E: Analyze the various points of view expressed on a historical, political, or social
issue.
● SELPD 2B Stage E: Describe the basic rights of all individuals regardless of their social or cultural
affiliations.

Lesson Objectives/SWBAT (Students Will Be Able To):  

SWABT recognize the importance of JFK to the Latinx Communities.
SWABT identify key aspects of the female struggle through Julia de Burgos poetry.
SWABT explain how JFK was involved in Latinx Communities.
SWABT examine the different types of figurative language (words and word phrases) used by Julia de Burgos
poetry that explain female oppression as a latina woman.

ELL’s will be allowed to sit with their assigned language partners (done in the beginning of the school year).
Translanguaging is encouraged in this classroom and especially this LP. The teacher will write a schedule of
activities on the board to model to students how to set a schedule. This schedule will help ELL’s and students
with disabilities as well as ALL students to help visualize the Lesson Plan. Students will also know what is
expected of them and won’t be as shocked or nervous when group discussion occurs. Prior to starting the class
the teacher will use a quiet attention starter to be mindful of students with special needs.

The teacher will provide the students with the articles from History.com, a video of JFK and Mrs. Kennedy’s
speech in spanish, Kahoot quiz (projector and students phones or laptops) and Julia de Burgos poems. The
teacher will use a projector to read the poems by de Burgos. The poems and articles will be printed for students to
annotate if they want.
Links:
1. https://www.literaryladiesguide.com/classic-women-authors-poetry/poems-julia-de-burgo
2. s-puerto-rican-poet/
3. https://www.history.com/topics/us-presidents/kennedy-nixon-debates
4. https://www.history.com/news/jfk-latino-vote-presidential-campaign
 5. https://www.youtube.com/watch?v=UN4NYyZlVfc&ab_channel=HelmerReenberg
6. Kahoot quiz: https://create.kahoot.it/share/456603f6-35fe-4320-9d46-516d57870948
Instructional Strategies and Learning Tasks
20 minutes
We Do/Guided The Lesson will start with
Practice/Whole the teacher handing out
Group two articles to the students
from History.com. The
Establish
teachers notes about what
foundation of
the class will specifically
the era
highlight throughout these
“American
two articles can be found
History” is
here: Notes For Framing
written about
LP
5 minutes
We Do We Do Watch a short clip
that shows interaction
Short video clip
between the Kennedys and
Latinx Community
20 minutes
I Do/ Modeling For the sake of time, the
teacher will read the
Poetry reading
poems from Julia de
Burgos, a Puerto Rican
woman, who lived as a
poet, feminist, and civil
rights activist that focused
on women's rights. She
was also known as an
Afro-Caribbean writer. I
will model how poetry is
read and how to highlight
important lines in the
poem to help students
interpret the meaning.
Throughout this portion of the
lesson, the teacher will ask the
following questions:
What issues or problems do you
see here with the Latinx
Community?
Which problems feel familiar
today?
What other problems can we
connect to these articles? Do you
see any similarities?
Teacher will ask if there is any
student that can offer a translation
of Mrs. Kennedy’s speech. If
there aren’t any volunteers, the
teacher will translate.
Teacher will ask students:
How do you think Julia de Burgos
felt during the time she lived as a
Puerto Rican woman?
Follow up question: What key
words or phrases does Julia use
throughout her poetry that help
you come to your conclusion?
Can you make any connections
during the time Julia lived and
JFK’s run for presidency? (only a
few years apart)
Does anyone want to share about
their experiences as a Latina
woman? If so, do you see any
similarities within yourself and
Julia?
5 minutes
They Do The purpose of this quiz is Kahoot Quiz:
to engage the students in https://create.kahoot.it/share/4566
Kahoot Quiz
the Lesson. The goal is for 03f6-35fe-4320-9d46-516d57870
students to use what we 948
discussed and read to
answer short quiz
questions. Students will
participate in a mandatory
exit slip. All exit slip
questions are graded for
participation. It is an
assessment for the teacher
to see how much students
retained and reflected on.

10 minutes
They Do/ Students will participate in
Independent an exit slip. The purpose
Practice of this is to allow students
to make a personal
connection and practice
SEL alongside the CCSS.
Students will have
multiple questions to
choose from. They should
choose at least 1 optional
and 2 mandatory (bolded).
Exit Slip Questions:
Have you ever experienced
oppression, racism or
discrimination?
How do you think the Latinx
community felt during the 1960s.
Is it similar today?
Can you relate to Julia de Burgos
poetry in any way?
What was your first impression of
Julia’s poems?
Write about something new you
learned from today’s lesson.

NOTE: At this point, all students have completed the exit slip. The next day, the teacher will
have students talk about a time they felt or witnessed any of the following: oppressed, a victim of
racism, discriminated against. Students will also be encouraged to share something new they
learned from yesterday’s lesson. The exit slip questions from the previous day will act as the
focus questions for the next day prior to reading “American History”. During the discussion,
the teacher will write key phrases or sentences on the board. After that, the teacher will go over
the vocabulary list (helpful for all students especially ELLs). This shows students the importance
of looking up words. Finally, the students and teacher will collectively read “American History”.