Lesson Plan Liliana Ortegn

Unit Theme: Celebrations in the Hispanic Community. Title: La Navidad. Lesson Plan Grade: 9-12 Lesson: La Navidad Time: 1 Hour Strategy Employed: Circle of Knowledge/Socratic Seminar State Standards: MLII. CCC2A: Compare and contrast traditions such as holidays, foods, and celebrations. MLII.CCC2B: Compare and contrast social conventions of the target culture with the students own cultures. APS Gifted Standards: Creative Thinking & Problem Solving Critiques environment and uses evidence as basis to identify a problem. Uses multiple sources including knowledge, personal conjectures, and assumptions to begin collection data. Develop generalizations. Advanced Communication Skills Selects appropriate method(s) of communication considering purpose, audience, format, and content. Makes connections across disciplines to generate original and complex ideas and products. Listens to, consider, and evaluate multiple perspectives in order to form and defend a sound stance, restructuring the stance as more information becomes available. Communicates orally with focus, energy, and passion in various formats (speeches, debates, interviews, etc.) in order to engage and influence the audience. Communicates through visual products and performances which are creative and innovative and engages the audience with consideration to aesthetics and purpose. Develops community and global awareness which promotes empathy and initiates social action, while advancing collaboration, leadership, and problem solving skills. Formulates and poses questions to engage others in meaningful discussion and reflection. Higher Order and Critical Thinking Skills Identifies, creates, and engages in learning- linked to prior knowledge or experience- which extends lower order skills- discriminations, application, and analysis. Refines decisions, performances, and products within the context of available knowledge and experience. Exercises and extends critical, logical, reflective, and creative thinking when encountering increasingly complex questions, uncertainties, or dilemmas. Strives for clarity of communication in order to reduce ambiguity and to improve the applied value of verbal analogies, logical thinking, and inductive/deductive reasoning. Engages in peer discussions and cooperative learning while accepting challenging tasks and critical feedback from peers. Draws conclusions based upon relevant information while discarding irrelevant information. Evaluates conclusions based upon relevance, depth, breadth, logic, and fairness.

Essential Question: How do the different celebrations of your own culture influence your life? How do you relate food with those celebrations? Objectives: Knowledge: What will students know as a result of their engagement with this lesson? Christmas is celebrated in the Hispanic community around the world.

How each specific Spanish speaking country celebrated the Christmas festivities. How food and different carnivals relate to this festivity.

Skills: What will students be able to do as a result of their engagement with this lesson? Engage in meaningful discussion Respond to text in multiple modes of discourse Engage in reflective writing Materials: Lesson Framework: 1. Hook: Journal Writing- Students will spend the first 5min writing in their -Chart Paper journals. Students will be asked to answer the following questions in their -Markers journals. -Cards -Do you celebrate Christmas? -Magazines -Is there any December activity/celebration that can be related to Christmas? -Glue -How do you and your family spend the winter break? In family, travel, stay -Scissors home, go shopping, eat special food, etc

-Self-assessment -Quiz -Discussion PowerPoint Readings: Christmas Reading

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Establish Ground Rules/Discussion Norms- as a group teacher and students will discuss the various environments that make it easy to share ones thoughts. From this discussion, ground rules and discussion norms that will be adhered to during the discussion. Celebrations- Teacher will divide students into eight groups. Each group will be given a country card with the specifics for Christmas celebration, chart paper, food magazines. Students will read the Christmas celebration reading individually highlighting important facts or details, such as activities, food, dates, and specific customs. Groups will be asked to read and review the cards and then summarize the specifics for each culture on their paper. Groups will draw a map of the studied country and glue pictures that relate to the celebration (such as food, gifts, music, etc) Once groups have completed their summaries, they will construct a large map at the front of the room using the Christmas customs of each Spanish Speaking country

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http://www.ompe rsonal.com.ar/om christmas2/christ mas.htm

http://www.thehis toryofchristmas.co m/ch/in_america. htm

RESOURCES Different websites.

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Spark Discussion- Teacher will spark discussion by asking sparking question: Do you agree with the custom of giving present to family members and friends knowing that it separates the real meaning of Christmas and make it loose the real senses of Christmas? Do you think that the business take advantage of this tradition to increase their sales? Kindle Thoughts- students will jot down responses to the sparking question

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before sharing with group.

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Discussion- As a group, students will engage in a Socratic seminar on the topic of Christmas. Teacher should ensure that everyone is engaged in the conversation and that discussion rules/norms are being followed. Using the QSPACE technique and Higher Level Questions teacher will facilitate, but not lead a discussion on the content. Closure- Students will answer debriefing questions, share their experience with the seminar, evaluate their participation and obtain teacher feedback on observations of the discussion. -Debrief questions: What can be learned from the Christmas celebration in the Spanish Speaking countries? -How can you compare the celebrations discussed in class with the celebration you see in the Hispanic community in the city where you live? -What do you think that the economics behind the celebration have changed the real meaning of Christmas? -What did you learn through this discussion? Have you gotten a better understanding of this tradition in the Hispanic Community? Quiz: In order to ensure understanding of content students will complete a short quiz. Reflect: Students will complete a self-assessment and submit it to the teacher

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Writing Focus Reading Focus Reflection Informational Reading- Christmas Assessment Plan Before: During: After: Chart Whole Group discussion Quiz and Self-assessment Modifications How will the needs of nonverbal learners be met? Creating the picture map will Nonverbal provide a visual for nonverbal learners. Underachieving What strategies or interventions will be made for those students who are underachieving? Group work How will the lesson be modified for those students who need greater complexity Overachieving than that of class majority? Students will be able to engage in conversation about topics in an analytical way.