Quick Programming Ideas 4

 Important Latin American Women

Library/Information Skills Lesson Plan

Cross-curricular subject areas: English Language Arts, History, Spanish Language     

Grade level: 11th grade

Topic: Influence and Power Found with Latin American Women

Lesson Objective: The learners will be exposed to various influential women of Latin American descent, as well as their life stories and contributions.

21st-Century Skill Objectives: I. INQUIRE: Build new knowledge by inquiring, thinking critically,

identifying problems, and developing strategies for solving problems. Learners display curiosity and

initiative by formulating questions about a personal interest or a curricular topic. 

Materials needed: 

• a variety of books in various formats for students to browse
• include books by Latin American women authors, such as Julia Alvarez, Nona Fernandez, Isabel Allende, Isabel Ibanez, Samantha Mabry, Jennifer de Leon, Elizabeth Acevedo, Jenny Torres Sanchez, Laura Taylor Namey, Guadalupe Garcia McCall, Viola Canales, etc. 
• Papers and pencils for reading lists

Instructional Procedures: Begin by introducing the topic. Ask students to name women authors that they have read works from in class or for pleasure reading. You can create a list of authors as they are giving you names. You should also have a small display area with different titles by Latin American women authors. You can include titles by the names provided above, or others. Try to have as many as you can. 

           

It would be beneficial to include recent books that have won awards. Try to provide book reviews. You can also provide readers with a "to read" list so that they can add titles that can be added to their reading lists. You should provide them with 10-15 minutes for them to browse specific titles that they may be able to check out. 

Closing: As the readers to fill out an exit ticket. You can use the 3-2-1 model or adaptation, where they can write three things they learned, two things or authors they want to learn more about, and one title which they will check out and read. You can also ask them to answer why that particular book was appealing to them.

Assessment: Informal assessment as observation while students browse resources, and shelves, and interact with each other. Make sure you walk around to assess student learning and participation. Ask students what drew them in about the titles they add to their reading lists.