SETON HILL UNIVERSITY

Lesson Plan Template Explanation

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

Immigration
Seorita Angela
AP Spanish Language and Culture
Grade 12
This lesson will occur in one class period with a duration of 40
minutes.
Students will be able to understand that
immigration is not a binary issue, and that
multiple perspectives must be viewed to gain a
deeper understanding of the immigration debate.
Immigration is to be studied because it is a
relevant part of our country, which currently
holds approximately 11 million undocumented
immigrants.
Students will view multiple sources surrounding
immigration, and will draw their own conclusions based
on the newly acquired information.
Students will connect the topic to culture in order to
understand differences between Hispanic families and
American families.
Comprehension requires and enhances critical thinking
and is constructed through the intentional interaction
between reader and text.
(debate rules before beginning- relate to sports)
Por que las personas de otros pases escojan de
enmigrar a los Estados Unidos y viven sin sus propias
familias?
Why do people from other countries choose to
immigrate to the United States and live without their
own families?
Por que es la ruta de los migradores tan peligrosa?
Why is the route the immigrants travel to enter the USA
so dangerous?
Como se sienten la mayoria de ciudadanos en los
Estados Unidos sobre los inmigrantes illegales?
How do the majority of US citizens feel about illegal
immigration?
Qu tipos de trabajos toman los inmigrantes illegales?
What types of jobs do illegal immigrants take upon
entering the US?
Han cambiado sus opiniones y pensamientos sobre la
inmigracion de personas illegales despues de esta
leccin? Cmo, y por qu?
Have your opinions or thoughts about illegal
immigration changed after this lesson? How so, and
why?

CK

In an AP course, I would not include the English

translations underneath. However, since it would be a
Level 1 Spanish course, they would not be able to
understand all of these sentences. To address the
students who bore very quickly, I would engage them
immediately by asking the class the questions. It would
get them thinking about the topic, activate any
background information, and allow active participation.
Common Core
Standards

Objectives
A-udience
B-ehavior
C-ondition
D-egree

Communication Standard 1.2: Students understand and

interpret written and spoken language on a variety of
topics.
Cultures Standard 2.1: Students demonstrate an
understanding of the relationship between the practices
and perspectives of the culture studied.
Connections Standard 3.2: Students acquire information
and recognize the distinctive viewpoints that are only
available through the foreign language and its cultures.
Comparisons Standard 4.2: Students demonstrate
understanding of the concept of culture through
comparisons of the cultures studied and their own.
The objectives are the measurable learning goals
of the lesson. Audience: students
Behavior: learning, processing, drawing
conclusions, reflecting
Condition: individually and in groups
Degree (4/4, 10/10, six concepts).
5-12 Example: All students will review multiple
different perspectives surrounding immigration and
reflect on their own views. They will then split into two
groups and conduct a debate, each defending their view
of either for or against immigration.
I would have to modify the objective to fit into the
Spanish classroom. It might be beneficial to discuss
immigration beforehand, and to gauge how much
knowledge the students have on the topic. If they do not
know much about it, the resources they are given should
be more informational. Again, the debate should be
conducted in Spanish for an AP course. However, for the
sake of Level 1, I would have the students do it in
English. They would have to include a few Spanish
words and phrases.

Formative &
Summative
Assessment
EVIDENCE

What data will you collect to assess the extent of

learning before, during, and after instruction to
provide feedback to students and adjust ongoing
teaching and learning to improve student
achievement and mastery of the objectives?
Upon entering the classroom, students will reflect on

Blooms
Taxonomy

ACCOMMODATIO
NS
MODIFICATIONS
ADAPTATIONS

their current views surrounding illegal immigrants. I will

ask each student to write an adjective that they think
best describes these people on the board.
After students have reviewed the resources provided
surrounding illegal immigration, they will need to write
down three arguments defending illegal immigration,
and three in opposition.
Review what an argument is, and how to make one.
Class will be surveyed on how they wish to conduct the
debate. Students can either choose or be randomly
assigned to side, and must participate during the
discussion, defending their opinion.
Formative Assessments: entrance thoughts, six facts
about immigration, conversation, debate
the debate will be graded based on a rubric
Summative Assessments: AP Spanish Language
Exam
AP Exam would not be relevant for Level 1
Remembering- students will recall any prior immigration
knowledge.
Understanding- students must apply this knowledge,
and summarize it with one adjective that they feel
describes illegal immigrants.
Applying- students will choose which perspective they
most agree with.
Analyzing- after viewing the sources, the class will write
down what they learned in their own words.
Evaluate and Create- These two go hand-in-hand.
Students will gather into two groups, and formulate their
debate plan. They will need to defend their own
arguments, and correctly challenge the other team.
Teams can create their own posters, names, logos, etc.
This especially would appeal to the children who are
artistic, because it would bring an element of creativity
into the lesson. They would be able to draw what they
feel depicts their argument on immigration.
One challenge with this activity is that I do not know if
the students have ever participated in a debate. I would
have to go over the rules of having a debate (respecting
each others opinions, waiting to speak until the other
side has finished, maintaining indoor voices, etc)
2 students with reading and writing IEPs- navigate the
room while the class writes their arguments and see if
they need assistance. These sources are all in video
form, so they will not have to do much reading.
2 students with challenging behavior IEPs2 gifted students with GIEPs for creative enhancementby having a debate, they will be able to learn and be

challenged in a non-traditional activity.

2 students with ADHD, difficulty staying on-task- they
will be able to get up and move around both in the
beginning of class and during the debate. I will be sure
to make transitions from activities smooth, and nothing
will drag on too long.
4 starting basketball players- when explaining the rules
for the debate, make a basketball reference. Tell the
students how to disagree with someone tactfully, and
tell them to avoid any fouls.
2 artists- if they wish, they can make a team name for
their particular side along with a sign.
2 musical students- play a song about illegal
immigration.
Silas- might need to be explicitly taught debate rules
(compare it to two video game players- although they
are competing, they still must be respectful to
accomplish a goal). He must understand that there are
consequences to becoming physically or verbally
aggressive with his peers during the activity. However, it
is a good opportunity for him to express himself in the
classroom.
Ava- assign her a buddy to complete the activity with,
especially reviewing the resources. Since she is not
comfortable reading, having a peer assistant could help
her to understand.
Leo- explicitly teach debate rules so that he does not
become physically or verbally aggressive. Allow him to
draw his three arguments.
Bobby- input a reward system for positive comments so
that he does not verbally attack his peers during the
debate.
Nathan- assign him a buddy so that the reading tasks
are not too overwhelming. Also, have a conversation
before class about how he should behave during the
debate.
Chris- will need a lot of support during the resource
section of the activity. Use teaching assistant to help
him get through the text.
Emma- needs to be taught that the debate will be openended, and everyone will earn points for participating
(no need to throw a tantrum).
Laura- give her the opportunity to assist her peers who
are not as confident with reading.
Overall, I would provide positive reinforcements during
the activity and debate.

SUPERVISING
TEACHERS
SIGNATURE

LESSON PLAN TEMPLATE STEP-BY-STEP PROCEDURES

RATIONALE for the
Learning Plan
Introduction

Explicit
Instructions

Lesson is built from the Families and Communities theme

of AP Spanish Language. It will expand upon the Culture
Standard 2.1, Connections Standard 3.2, and Comparisons
Standard 4.2.
Activating Prior Knowledge
Students have learned the differences in family
styles in Hispanic vs. American families- encourage
them to reflect and recall the structures.
Hook/Lead-In/Anticipatory Set
Ask students to write an adjective on the board that
they think describes immigrants.
Show Quin es Dayani Cristal? trailer to peak
interest about topic.
This would especially help the Level 1 students
because they can have a visual and just listen to the
resource.
Big Idea Statement
Immigration is a hot topic in our nation, and relevant
to us because our country currently hosts 11 million
illegal immigrants. Though this is a highly debated
issue, we are going to view it through multiple lenses
and analyze the cultural undertones behind illegal
immigration.
Essential Question Statement
Why do immigrants choose to come to the United
States?
How do they get here?
What jobs do they hold?
Students would have learned bot occupations and
means of transportation, so should be able to
contribute some Spanish in this section.
Objective Statement
Students will reflect on their views on immigration
both before and after the lesson and debate,
hopefully leaving the class with more empathy and
understanding of the topic, culture, and language.
Transition
At the start of class, ask students to come up to the

CK

board and write an adjective they feel describes

illegal immigrants.
Vocabulary
Inmigracion (immigration)
Ciudadano (citizen)
Moverse (to move)

Lesson Procedure

Reading Materials
Technology
Equipment
Supplies

Evaluation of the
Learning/Mastery
of the Concept

Key

PreAssessment of the Students

Writing one adjective on chalkboard
Modeling of the Concept
First, the students will write their one adjective on
the board that they feel describes illegal immigrants.
We will go through the words, and students can give
their own inputs. Next, we will view sources as a
class that give different perspectives on immigration.
Students will be required to write down 3 arguments
defending illegal immigration, and 3 against.
Adjust the pace for the reviewing of the resources it
should be slower so that each student has the opportunity
to absorb the main ideas.
Guiding the Practice
As the students split into their debate groups, I will
give them a few minutes to strategize. During this
time, I will visit each group to listen to their ideas
and be available for questions. Students will be
reminded that the debate is being conducted in
Spanish. They can ask me how to say any words or
ideas before the debate begins.
The debate for Level 1 will be conducted in English,
but students are encouraged to use as much Spanish
as they can.
Transition
Students will get up to write on the chalkboard. They
can also move about the room during the debate to
make their points.
Each side can congregate in the relaxation corners to
plan and strategize their debate points.
List any reading materials students/teacher will be
using.
https://www.youtube.com/watch?v=qLpjNGm3PNw
Quin es Dayani Cristal?
https://www.youtube.com/watch?v=F0GZCncYwl4
https://www.youtube.com/watch?v=SnRacBZ43Oc
https://www.youtube.com/watch?v=H8i5OOslFZo
Pencil and paper
Formal Evaluation
I will be grading the debate from a rubric. Each
student must contribute at least 2 points of their
own, and back up a statement of their peer.

Closure

Teacher Selfreflection

Informal Evaluation
Chalkboard exercise at beginning, discussion at the
end.
Summary & Review of the Learning
Have students restate the objective in kid-friendly
terms.
Ask students how they met the objective. We will
accomplish this by having a discussion after the
debate.
Have students discuss what roadblocks they
encountered while mastering this concept.
Have students give suggestions to other students on
how they solved these learning problems.
Homework/Assignments
There will be no homework. Congratulate students
on completing debate.
How do you know what students have learned?
Which students did not master the concept?
How will you address this lack of mastery?
How would you change this lesson the next time you
teach it?
What changes would you make to the differentiation
techniques you used?
What evidence do you have of students learning
and what other ways would you collect this
evidence?
Write down students comments about this lesson
their ideas are valuable and can help you strengthen
the lesson.