Molloy College

Division of Education
Lesson Plan #1
Student: Gabrielle Velasquez
Content Area: TESOL
Grade: 6-8 Topic: Percy Jackson/Customs and Traditions

Prof. Rickey Moroney

November 30, 2016

INSTRUCTIONAL OBJECTIVE(s) (Lesson Objective(s)*)

After reading the book Percy Jackson and the Lightning Thief, by Rick Riordan, students will be
able to understand and apply various concepts of themes and Greek gods and goddesses. They
will create a letter to Percy Jackson describing similarities in the theme of Customs and
Traditions and compare them to their own customs and traditions within their family.

CCLS / +NYS STANDARDS AND INDICATORS

Common Core Standards:
1. Common Core Anchor Standard (RL.2): Determine central ideas or themes of a text
and analyze their development; summarize the key supporting details and ideas.
2. Common Core Anchor Standard (SL.1): Prepare for and participate effectively in a
range of conversations and collaborations with diverse partners, building on others ideas
and expressing their own clearly and persuasively.
Indicator: This will be evident when students gather information about various themes.
ISTE NETS Standards:
1. ISTE NETS Standards: Students leverage technology to take an active role in
choosing, achieving and demonstrating competency in their learning goals, informed by
the learning sciences.
Indicator: This will be evident when students understand and grasp new terms.
Bilingual Common Core Anchor Standards:
1. Bilingual Common Core Standards (RI.1): Read closely to determine what the text
says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
Indicator: This will be evident when students use information learned in their assessments to
show competency.

MOTIVATION (Engaging the learner(s)*)

Class will begin by watching the YouTube video below, of a young boy writing a letter to Santa
during the holidays.

https://www.youtube.com/watch?v=dxKXaGfeXbs

MATERIALS
Smart Board, PowerPoint, teacher constructed work sheets, do now and exit slips.

STRATEGIES (Learning Strategies*)

Direct instruction, teacher demonstration, guided practice, and collaborative learning.

ADAPTATIONS (Exceptionality*)
A student who is visually impaired will be given worksheets prior to the lesson in 20 point font.
A student who has no prior knowledge in the English language will be given the worksheets with
large pictures that best describe instructions and the book with words in their native language.

DIFFERENTIATION OF INSTRUCTION
Tier 1: Students will be given the reading passage provided with a word bank to complete the
phrases with one more example provided by the teacher, with 1 error.
Tier 2: Students will use the word box worksheet and vocabulary guide provided to complete the
assignment in class, with no errors.
Tier 3: Students will complete the reading passage work sheet without the bolded, with no errors.

DEVELOPMENTAL PROCEDURES
1. Students will complete a Do Now translation to develop language vocabulary. (What is a
theme? What does culture mean to you? What is a custom or tradition in your own words?)
2. Students will watch a YouTube clip about a little boy writing a letter to Santa and how he
constructs it together. (What is the first step to writing a letter? How do you address the person
in the letter?)
3. Students will watch a PowerPoint Presentation containing an introduction of the verbs
ensear and escuchar. Following the introduction, students will conjugate the verbs in a verb
box provided. Afterwards, students will be asked follow-up questions containing the verb and
ask students individually. They will then popcorn, and one student will ask another classmate
the same question. (Qu te ensean tus padres? Qu tipo de msica escuchas t? Quin le
gusta la msica de rock?)
4. Students will read a paragraph about a girl from Cuba describing her school day in Cuba. The
passage contains fill in the blanks which can be completed using their vocabulary guide and new

worksheet provided with new verb tenses. Students will conjugate the bolded verb correctly.
(Cmo se conjuga el verbo llegar? Cmo se conjuga el verbo cantar? Saben por qu se
conjuga as? Preguntas? )
5. Students will be given the homework handout in which they re-read the passage and find five
words which they do not know or understand to follow up with in the next class. (Cules
palabras no sabes?)
6. Students will receive a ticket-out handout. Students will be directed to answer two questions
following the reading passage. (Qu compra Celia para el desayuno? A qu hora busca a su
hermano Alejandro?)

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Cross-word puzzle
Drawing Evidence from Text: Written Analysis of How Percys Experiences Align with
The Heros Journey, using graphic organizer
Create letter to Santa

INDEPENDENT PRACTICE
After the lesson on creating a letter and comparing customs and traditions, students will create
their own letter to Percy Jackson.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT.
Direct Teacher Intervention: Students who did not fully understand the reading passage or who
did not complete all the assigned work will be provided with a smaller passage. Instead of 12 fillins, there will be 5.
Academic enrichment: Students can take their homework to the next step and identify the
unknown words from the reading passage and construct a sentence for each using a
Spanish/English dictionary.

TEACHER REFERENCES
Blanco & Donley. (2014). Aventuras. Primer Curso de Lengua Espaola.
Learning Standards. http://www.highered.nysed.gov/kiap/precoll/service_learn/standards/esl.pdf
YouTube. https://www.youtube.com/watch?v=dxKXaGfeXbs