Daily Lesson Plan Format

Name: Nana Reyes Date(s) or Days of Lesson: Day 8

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

Learning Target: I can make connections between two texts using evidence from both
in a classroom discussion.

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):

Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks. (CCSS:
SL.11-12.4)

Materials/Resources:
- YouTube
- PowerPoint
- Photo copies of Drown
- Articles for activity
- 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 recap our reading of Drown from last class (2 minutes)

Lesson Development:

1. We will finish the last 7 pages of the Drown short story (20 minutes)
2. After reading, I will have the students pair up and discuss the last 7 pages of the
short story with guided questions (10 minutes)
3. After the discussion, I will divide the class into groups and give each group a
printed-out section of a Dominican culture article. They will then read the article
within their groups and make a two-minute presentation to the class of their
 findings. Students will be expected to write at least three bullet points from each
of the presentations down in their culture journal (30 minutes).
4. We will then have a group discussion on how the article related to the text in
terms of setting, language, context, tone, etc. (15 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 new vocabulary words with a definition in their own words. If they have
time left over they can use it as independent work time. (13 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 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.