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By, Paula Petrowitsch.

Lesson Title: Víctor Jara, a lesson of Love and Peace.

Key Academic Oral Language: K.1 c oral generation of experience narratives, K.2 f ask about words not understood, K.3 speak in complete sentences, K.3 e group/partner discussions
K.9 d ask and answer (EKSP 5,6 asking only),
Standards Reading: K.6 c explain own work,, K.10 a pictures to predict
Writing: K.11 a upper lowercase independently, K.11 b print last name, K.12 b draw or use letters to write about experiences, K.12 c spell phonetically,

Vocabulary:
ORAL LANGUAGE: story, listen/speak, describe/name, complete sentences, location/size/color/shape, actions, vocabulary, generate, experiences, narratives, verbs,
content, situation, appropriate
READING: retell, same, sort, similarities/differences, sight words, beginning/middle/end, text features, non fiction/fiction, concrete, distinguish
WRITING: show, teach, how-to writing, first/next/then, first/second/third, instruct

Literacy SOLs: WPS K Literacy SOLs and WPS K Literacy Unit 4 Plan

Key Global
Competencies
● Intercultural awareness.
(if applicable)
● Curiosity and openness toward other cultures.
● Empathy and perspective-taking.
 Inquiry-based Language Lesson Plan Template
Key Global ● Promoting empathy.
Teaching
Practices ● Connecting to networks beyond the classroom.

©2017 The Center for International Education, Inc.

 Inquiry-based Language Lesson Plan Template
Lesson Plan Description
Use this section to describe what students will be doing.
Learning Students will be able to:
Objectives ● identify acts of empathy.
● identify important people from other parts of the world.
& ● compare their context with that of another country
● compare MLKJr. with Víctor Jara
Language ● value the importance of love, empathy and peace as a way
Objectives to solve social problems.
Language Objectives:
● Listen a an oral story.
● Talk in groups about Víctor Jara
● Write about their own feelings about empathy, love and
peace.
Ask - Do you remember when we learned about empathy?
- What is empathy?
Compelling
- How can we show empathy with our actions?
Questions - Do you remember when we learned about MLK?
- What did we learn about MLK?
- What was your favorite thing to learn about MLK?
- Why was MLK and was it still so important?
- Do you know Víctor Jara?
- Who do you think Victor Jara was?
- What do you think Victor Jara did?
- Where do you think he lived?
- Why do you think that today we are going to learn
about Víctor Jara?
©2017 The Center for International Education, Inc.
Self- Assessment
Use this section to reflect in writing on how this lesson will
support academic learning and language proficiency.
Depth of Knowledge (check any that apply)
X Level One: Recall
X Level Two: Skill/ Concept
X Level Three: Strategic Thinking
X Level Four: Extended Thinking
They are going to do in the whole plan:
First level: Tell, Draw, Ask and answer wh questions.
Second Level: Infer, Compare, Predict, Make observations,
Interpret.
Third Level: Develop a logical argument, justify thinking,
compare, contrast.
Fourth Level: Create, Connect.
How does your question support student inquiry?
Because they already have learned about the importance of
empathy, they know MLK was a man who changed America
though empathy, love and peace. They will want to know
about because he is from Chile like their teacher. They will
learn about a person who wanted the same for people like
MLK.
Is your compelling question:
❏ Open-Ended?
❏ Relevant to students’ interests?
❏ Authentic and connected to the real world?
 Inquiry-based Language Lesson Plan Template
Investigate/ Curated Resources:
Víctor Jara Pictures:
Analyze https://drive.google.com/file/d/0B88OFmySjMOpWGtYSnFGTGlWZXp4
UDVNNWNJS2xVa0s0Tk9F/view?usp=sharing
Video of a song by Víctor Jara:
https://www.youtube.com/watch?v=6cQ8fUj5QiE
Video about Víctor Jara singing and playing the guitar:
https://www.youtube.com/watch?v=xjqa-3oL9Bc&t=218s
Analysis Activities:
The activities were planned in order to achieve the objectives
and for students to practice the four language skills.
Synthesize/ Students will make/ do:
- Talk about what they learned about MLK.
Create - Ask who was Victor Jara.
©2017 The Center for International Education, Inc.
❏ Aligned to competencies and learning goals?
❏ Concept-focused, rather than topic-based?
❏ Big enough to spark further inquiry?
❏ Written in student-friendly language?
How do your selected resources support intercultural awareness,
curiosity, empathy, and academic language development?
Using technology as a tool to learn and discover the world.
Dedicated a lot of time to plan, search and create the material
that will allow them to complete the goals outlined in this
lesson.
How will these activities support the balanced development of all
four language domains (reading, writing, speaking, listening)?
Because in each activity that I planned they will to practice
the four language skills.
How do these activities utilize the strategies presented in this
course?
Because they were planned in order to follow this orientation:
https://docs.google.com/document/d/1AFoXGKbInVAXaptamjkI9M
jpUCVGdZCQCKq-NHfvKPw/edit?usp=sharing
How will the student artifact reflect the language and content
objectives?
They will draw and write about how can they show empathy.
 Inquiry-based Language Lesson Plan Template
- Read images to predict possible answers. Love and peace in their community.
- Discuss with your classmates in a group.
- Listen to the story of Victor Jara.
- Watch brief concert by Victor Jara.
- Listen to Víctor Jara's songs
- Give your opinion about the importance of people like How will you know if the strategies you used were effective?
- Victor Jara and MLK in our society. Through the artifacts they create and when they should share
- Write about your own ideals about empathy, love and them with their peers.
peace.
- Share your work by reading it aloud to your classmates.
- Participate in the creation of a mural in honor to Victor
Jara in the corridors of the school using the artifacts
created in this lesson.

Process/ Timeline for creation: 90 minutes.

Share Audience for work: How does sharing with this particular audience build relevance?
Classroom classmates, school classmates, teachers and anyone Because their are in their community. They have relationships
who is visiting our school. with them. They need to build good relationships with all
people around them.

How will they share?

They will share their artifacts with their classmates. They will read
what they wrote about their thoughts about empathy, love and peace
Then, they will explain their pictures that they did in the same artifact.
How will you support your students in effectively communicating
with an authentic audience, accounting for different levels of
proficiency?
Beginners: They can draw pictures about empathy, love and
peace. They can say one sentence to explain their ideas.
Extra time, check directions more than once. TA and teacher
support one by one.
Intermediates: They can draw pictures and label them. They
can write some words to explain their ideas. They can say a

©2017 The Center for International Education, Inc.

 Inquiry-based Language Lesson Plan Template
complete sentence to explain their ideas. Check directions
more than once. Partner, TA, and teacher support one by one.
Advanced: They can draw pictures, label them and write
complete sentences.They can say more than 2 complete
sentences to explain their ideas. Partner, TA, and teacher
support one by one.

Reflect/ Students will reflect on their learning and global competencies by How will this reflection gauge students’ development of
(click here for ideas): competencies? What responses are you hoping for?
Revise They will give ideas about actions they can do daily in their
At the end of the activity have time for reflection. Have family, school and community to show empathy, love and
students reflect on these questions in an exit ticket. peace.
● I wonder________.
● I learned_________.

©2017 The Center for International Education, Inc.