[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-351288-105":53,"doc-detail-351288-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","lesson-plan-template-guidance-for-educators-on-lesson-design-for-social-justice-topics","Lesson Plan Template - Guidance for Educators on Lesson Design for Social Justice Topics","","Lesson Plan Template provides an educator-oriented guide for designing lessons, emphasizing both the cognitive dimensions of learning a second language and the social component of instruction. It aligns lesson development with a recommended curriculum design approach by Clementi and Terrill (2013), while allowing practical modifications for specific topics. The template outlines core phases, from activating prior knowledge and providing input to grammar awareness tasks, eliciting performance with feedback, critical thinking on social justice issues, and closure strategies that enhance retention.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":36,"@type":70,"position":76},"https://docshare.wps.com/template/forms/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/lesson-plan-template-guidance-for-educators-on-lesson-design-for-social-justice-topics/351288/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/lesson-plan-template-guidance-for-educators-on-lesson-design-for-social-justice-topics/351288.png","ImageObject",442,249,{"name":88,"@type":89},"Elsa","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-17","2026-09-22",true,{"@type":98,"interactionType":99,"userInteractionCount":79},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What is the purpose of this lesson plan template?","Question",{"text":108,"@type":109},"It serves as an orientation for educators designing lesson plans, considering both second-language learning processes and the social aspect of instruction.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"Which step focuses on activating students’ existing understanding?",{"text":113,"@type":109},"The template’s first step, Activate Prior Knowledge, has educators connect with students and use tasks or introductory questions to build links to prior content.",{"name":115,"@type":106,"acceptedAnswer":116},"How does the template encourage social-justice focused learning?",{"text":117,"@type":109},"It includes a Critical thinking phase with debates and questioning using materials like pictures or videos to address issues related to social justice and challenge students’ beliefs.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},351288,1791141545,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":35,"category_name":36,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":79,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":9,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Template for Lesson Plan  \nThis template aims to be an orientation for educators when designing their lesson plans. It takes into consideration not only the cognitive process that learning a second language implies, but also the social aspect of it. All tasks on this website designed by our team have been designed according to it, though some adjustments may have been made to adapt the lesson to the needs of the topic. That does not mean this is the only way to design a lesson plan for social justice topics, but we believe it is a good guide on how to develop one in case you are struggling.  \nIt is based on the template that Clementi and Terrill suggest in their book The Keys to Planning for Learning: Effective Curriculum, Unit and Lesson Design (2013), though some modifications have been made.  \n\n| Sequence | Description | Example |\n| --- | --- | --- |\n| Activate Prior Knowledge | Educators can remember content already explained in the class; establish a connection with students, do a brain-storming task, asking general introductory questions about the topic, etc. | Ex. 1 Which job would you like to do?\u003Cbr>Ex. 2 Which jobs do you know?\u003Cbr>Ex. 3 Introduce pictures with different professions and ask students what their job is |\n| Provide input | Educators can bring a text (image, video, short story, tweet, the head of a newspaper) that focuses specifically in the cultural and linguistic topic and provides explicit input of it. | Ex. You can show a video of Gastón Acurio where he cooks (cooking has been traditionally thought to be for woman) and uses commands. You can do a true/false task, comprehensible reading questions, put in order, etcetera, to provide input. |\n| Construction grammar / awareness-raising task | Educators guide students to see the patterns behind the linguistic feature. | Ex. Students are asked to focus on the different verbsand group those who have similar endings and then try to make up with the rules. |\n| Elicit performance / provide feedback | Educators design a task where students have to use the language in a creative way and provide feedback about their performance. | Ex. Watch a video on mute and write down the different steps for the recipe. |\n| Critical thinking | Educators engage in a debate (trough questions, pictures, videos, etc.) that promote critical question and face issues related to social justice. | Ex. Students can be asked questions that challenge their previous beliefs about professions and sexual gender. |\n| Closure / Enhance retention | Educators encourage students to keep thinking about the topic and review what was learnt and discuss in class. | Ex. 1 Students can be asked to look for a news in the newspaper or twitter that talks about the topic and bring it to the discussion forum.\u003Cbr>Ex. 2 Students can be asked to design a pamphlet to denounce inequal access to certain professions (because of the gender of the subject) using commands. |","cbCaiowMYEII1UhT","https://ap.wps.com/l/cbCaiowMYEII1UhT","pdf",61447,"English","# Lesson Plan Template\n## Sequence of Lesson Components","[{\"question\":\"What is the purpose of this lesson plan template?\",\"answer\":\"It serves as an orientation for educators designing lesson plans, considering both second-language learning processes and the social aspect of instruction.\"},{\"question\":\"Which step focuses on activating students’ existing understanding?\",\"answer\":\"The template’s first step, Activate Prior Knowledge, has educators connect with students and use tasks or introductory questions to build links to prior content.\"},{\"question\":\"How does the template encourage social-justice focused learning?\",\"answer\":\"It includes a Critical thinking phase with debates and questioning using materials like pictures or videos to address issues related to social justice and challenge students’ beliefs.\"}]","Lesson Plan Template - Guidance for Educators on Lesson Design for Social Justice Topics | PDF",1790093402]