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Elementary Instructional Planning Template

Learning Objective(s):
Identify applicable
standard(s). What is the
purpose of your lesson? An
understanding, attitude,
appreciation? A concept? A
skill? Ability? State
specifically what you intend
to have your students
achieve, present, or
demonstrate.

CCSS.ELA-Literacy.RL.4.9 Integration of Knowledge and Ideas

Instructional Process(es):
What teaching method(s)
will most likely bring about
the desired understanding,
concept, skill(s), abilities,
etc.

1. Explain that today we will be focusing on pages 150-200 of


Esperanza Rising and will create a Venn diagram.

Lesson is clearly sequenced


and with appropriate
transitions.

Compare and contrast the treatment of similar themes and topics (e.g.,
opposition of good and evil) and patterns of events (e.g., the quest) in
stories, myths, and traditional literature from different cultures.
Objective: By the end of the lesson students will have created a Venn
diagram that shows the similarities and differences of various
characters in the book Esperanza Rising.

2. Students will each select a character to focus on and will make a list
of at least five character traits and characteristics. They will then pair
up and create a Venn diagram using their lists.
3. Several pairs of students will present and explain their Venn
diagrams to the class.

Classroom Discourse:
Teacher-talk (language tools
and use) values and extends
students language, and has
the potential to enhance
students intellectual,
academic, emotional, and
social language
development. Language
tools can include, but are not
limited to: oral, written,
visual, kinesthetic, media,
and technology.
Classroom Learning
Environment: How will
you organize your classroom
so that your students achieve
your stipulated objective(s)?
Whole class, small groups,
individual, team learning,
learning centers, individual
centers, and group projects?

The students will work in pairs in order to share and compare ideas to
complete the objective.

Materials/Resources:
What materials must
students use to attain the
objective(s)?

The book Esperanza Rising

Revised August 2012

Blank sheet of paper


Pencils, Pen or Markers

Inclusion:
Understands the
development and use of
IEPs; and addresses the
needs of diverse learners.
Culturally and
linguistically responsive
to language, gender and
cultural differences; and
addresses the needs of
diverse learners.
Assessment of Students
performance:
What procedures, tools,
and/or instruments will you
use to determine if your
students met the learning
objective(s)? Different
assessments are used:
diagnostic, formative and
summative. Keep in mind
that objectives, assessment
and instruction are aligned
with each other.

Revised August 2012

Visual list of steps to be completed will be clearly displayed.

English to Spanish translation or vice versa. Text is culturally


appropriate for Spanish speakers.

Make sure there are at least 5 traits from each character. Venn
diagram will include all traits and characteristics included on student
lists.