Slavery in Cuba LP

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Lesson Plan, Spanish II, Ms.

Wergin
PRE-PLANNING: KNOW, SO, SHOW Lesson Date: Friday, February 29, 2008

OBJECTIVE.
What will your students be able to do?
SWBAT compare/contrast the history and aftermath of slavery in Cuba and the United States

ASSESSMENT.
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?

LANGUAGE SKILLS USED.


How are listening, reading, writing, and speaking developed in this lesson?
Listening:
Reading:
Writing:
Speaking:
LESSON CYCLE: GO

WARM-UP AND OPENING. ( min.)


How will you communicate what is about to happen? How will you communicate how it will happen?
How will you communicate its importance? How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
Warm-Up: Students will complete an Anticipation Guide for the lesson as a means of summoning prior knowledge about slavery in the
United States to serve as a basis for comparison and to give them a preview about what the lesson will cover.
Opening: Explain why we’re examining this issue today: how many people thought that Black History Month could involve a lesson about
Cuba? Why is it important for us to study the cultures and histories of Spanish-speaking countries?
INTRODUCTION OF NEW MATERIAL. ( min.)
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students? Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?
Start with a basic set of facts about Cuba. Evaluate students’ prior knowledge.
Pass out index cards with a year and fact on them. Have students present key facts/events from timeline in chronological order and copy
down the year or key phrase on guided notes sheet. Discuss throughout.
GUIDED PRACTICE. (min.)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you monitor and correct student performance?
Why will students be engaged/interested?
Think-Pair-Share discussion of questions on worksheet. Small groups transition to class discussion.
Why would the United States not want slavery to end in Cuba?
Why didn’t slavery end earlier in Cuba?
How is this similar to the history of slavery in the United States?
How is this different from the history of slavery in the United States?
Why was it hard for the Afro-Cubans to mount a united front against discrimination from the White Cubans?

INDEPENDENT PRACTICE. (min.)


How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged/interested?
Reading and writing followed by discussion

CLOSING. ( min.)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress toward) the objective?
Why will students be engaged/interested?
Students will complete the AFTER column of the anticipation guide, then class will share out their answers and close with brief
summary/discussion.
REINFORCEMENT

HOMEWORK (if appropriate). How will students practice what they learned?

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