The following lesson plan was developed for a middle school (7th and 8th grades)
E.S.L. class. The class, modeled after an existing class, consists of six Spanish-speaking
students from Mexico with varying ability, from low-intermediate to high-intermediate
English proficiency. (I realize that other nationalities may be represented; however, all of
my E.S.L. students this past year and next year, as of now, are from Mexico.) The text may
be altered, and activities, manipulated, if students from other cultural backgrounds and
English proficiency levels are present. I recognize that the language minority population
changes without notice, so accommodations are in place to ensure that students from other
cultures or with no English proficiency will be included (see italicized additions on the
attached lesson plan for specifics).
The primary objectives/standards for this lesson consist of:
1. Help develop language skills
2. Validate the diversity of cultures
3. Demonstrate comprehension through interaction
4. Build a sense of community among learners
The following TESOL standards being addressed are:
(The TESOL standards deemed most important are being referenced.)
1. Provide opportunities for meaningful interaction (1.b.3).
2. Recognize the importance of ESOL students’ home languages and language
varieties and build on these skills as a foundation for learning English
(1.b.7).
3. Understand and apply knowledge about cultural values and beliefs in the
context of teaching and learning ESL (2.a.1).
4. Create environments that promote standards-based language learning in
supportive, accepting classrooms and schools (3.a.2).
5. Provide activities and materials that integrate listening, speaking, reading,
and writing (3.b.3).
6. Assess ESOL learners’ language skills and communicative competence
using multiple sources of information (4.b.5).
I chose this novel because it builds on my students’ prior knowledge and experiences.
This novel basically represents the backgrounds of the majority of my students so it
validates their experiences. The students in this class can easily relate to the story because
they are all immigrants from Mexico and have experienced the issues included in the novel,
such as, machismo. Research shows that students learn more effectively when their culture
is integrated into the classroom. Esperanza Rising, written by Pam Muñoz Ryan,
represents a diversion from the established canon, encouraging students to recognize that
successful authors exist from their native-country also. Nieto explains that the “use of
values, traditions, and themes central to the lives of non dominant groups, have been found
to be effective in a number of situations. Bringing the family culture and practices into
classroom instructional and curricular processes can benefit the educational experiences,
and therefore the academic success, of students.”
Above all, students are developing their language skills, along with a sense of self, through
interactions with the book and with each other.
Daily Instructional Lesson Plan Worcester County Public Schools
Content Area(s)/Course/Grade:
ESL – 7th & 8th grades
Unit:
Esperanza Rising by Pam
Muñoz Ryan
Lesson Topic:
Reader’s Theatre
Date:
July 1, 2005
Teacher:
Hayley Minner
School:
Stephen Decatur Middle School
Indicators/Sub-Outcomes/Expectations:
Maryland Voluntary State Curriculum – Reading/English Language Arts
1. Understand, acquire, and use new vocabulary (1.D.3)
2. Refine comprehension skills by reading and analyzing assigned literary texts (3.A.1)
3. Reflect on and explain personal connections to the text (3.A.6.d)
4. Compose visual presentations that inform (4.A.2)
Student Outcome(s): Students will be able to:
1. Relate to the novel through journal writing.
2. Demonstrate comprehension through developing and presenting an assigned scene.
3. Actively participate in class discussions regarding the novel Esperanza Rising.
4. Use language, whether native or non-native, to communicate and interact with peers.
Context for Learning
Prior to today’s lesson, students would have completed a vocabulary development activity and would
have read the chapter, Las Almendras in Esperanza Rising in assigned small groups.
The following lessons will consist of continuing to read the novel and complete extension activities
regarding characterization, culture, relationships, and other salient issues.
Instructional Delivery
Opening Activities/Motivation:
Students will write a journal entry to the topic: “What is a hope or wish that you have?”
Students may share their response with the class and reflect on its relation with an issue in Esperanza
Rising.
Procedures:
1. Students will be divided in to two groups of three students and given scenes from Esperanza
Rising in which to ‘role play’ or present to their peers.
Students will be organized into mixed-ability groups so that the abilities of some students
complement others to provide extra support.
a. Scenario 1 – pages 122 - 125
* Students can choose to imitate any, or all of the following characters: Alfonso, Miguel,
Esperanza,
Mama, Isabel, and Josefina
* Alfonso and Miguel show Mama and Esperanza a shrine of Our Lady of Guadalupe
surrounded by
papa’s roses from Aguascalientes.
b. Scenario 2 – pages 131 - 133
* Students can choose to imitate any, or all, of the following characters: Marta, Man #1,
Man #2, Isabel, and Esperanza
* Marta conducts a speech to initiate a strike causing a conflict between her friends and the
townsmen.
Scenarios may be translated into the students’ native language depending on language proficiency
levels. Also, students may be given copies of the novel in their native language to aide in
comprehension.
2. Students will be responsible for dividing up parts, identifying the important characters, deciding
what part of the scene will be emphasized, gathering props from around the room, and effectively
communicating the information through the presentation.
Students may organize, interact, and present in their native language if necessary.
3. Students present their scene, without informing the audience of the characters or the given scene.
4. Students will “freeze frame” their acting so the audience can guess from which scene in the novel
the students are reenacting.
5. A discussion will emerge to gauge understanding and internalization.
a. Possible questions for Scenario 1
* Why were Miguel and Alfonso excited about showing Esperanza and Mama the shrine?
* Why did the roses make Esperanza sentimental?
* Have you ever been presented with a surprise? How did you feel?
* What does Mama’s question at the end of the section on page 125 mean? “Didn’t I tell you
that
Papa’s heart would find us wherever we go?” (What do the roses represent?)
b. Possible questions for Scenario 2
* Why does Marta want to initiate a strike? (What is a strike?)
* Why does Marta compare the workers to a kitten? How are they alike?
* If you were Marta, or a worker, would you participate in a strike? Why or why not?
* Why is this scene important? (“foreshadowing”)
Questions will be manipulated and restated as needed to ensure understanding and to accommodate
all students.
6. After Group 1 presents, the procedure will continue for Group 2, including discussion questions
as posted above.
Assessment/Evaluation (Formative/Summative)
Student participation and contribution during group planning and presenting will be assessed through
informal teacher observations.
Comprehension will be assessed based on whether students were able to identify the scenes.
Student’s language development and usage will be internalized by the teacher to gauge progress,
although not for formal assessment.
Closure:
Students will reflect on their presentations and those of their peers while upholding a positive learning
environment.
The following questions may be utilized to initiate discussion:
Did this activity help you to visualize and/or internalize the scene?
What did you learn from participating in this activity?
Did you find this activity to be useful? Why?