Grade level:


Approximate Lesson Duration:

1 block

Unit/Lesson New Jersey Student Learning Standards (NJSLS):

7.1.IH.A.1 Analyze and critique information contained in culturally authentic materials using electronic information and other sources related to a variety of familiar and some unfamiliar topics.

7.1.IH.A.2 Demonstrate comprehension of spoken and written language as expressed by speakers of the target language in formal and informal settings, through appropriate responses.

7.1.IH.A.3 Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.

7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.

7.1.IH.A.5 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.

7.1.IH.B.1 Use digital tools to participate in extended conversations using a variety of timeframes to exchange information.

7.1.IH.B.2 Give, respond to, and ask for clarification on detailed oral and written directions, commands, and requests.

7.1.IH.B.3 Give, respond to, and ask for clarification on detailed oral and written directions, commands, and requests.

7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature.

7.1.IH.B.5 Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas.

7.1.IH.B.6 Use language in a variety of settings to further personal and/or academic goals.

7.1.IH.C.1 Development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-rich presentation to be shared virtually with a target language audience.

7.1.IH.C.3 Use language creatively in writing for a variety of purposes.

7.1.IH.C.4 Explain the structural elements and/or cultural perspectives found in culturally authentic materials.

7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture.

7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce.

Brief Summary of Cultural Competencies Related to the Unit/Lesson:

Telenovelas are a significant cultural phenomenon and litmus test of how Latin America feels about societal roles. Gender, socioeconomics, and sexuality all come in to play in these miniseries where, traditionally the female lead ends up married and expecting a child with the love of her life. For a very long time, gay characters have been the comedic trope of this genre and in 2019, Univision has decided to launch a telenovela where the romantic protagonists are a young gay couple. Within this unit, we shall examine how this change demonstrates cultural change along generational lines and will hypothesize what this will mean for the genre in the future.

Lesson Overview:

Essential Question(s)

¿Cómo refleja la cultural popular las actitudes de una sociedad? (How does popular culture reflect the attitudes of a society?)

¿La televisión, como medio de comunicación, es más influencia o un reflejo de las ideas populares de una sociedad? (Is television, as a means of communication, more of an influencer or a reflection of popular societal ideas?) 

¿Cómo puede ayudar la presentación de personajes socialmentes marginalizados en un programa de televisión difundir la aceptación de miembros de esta comunidad en la sociedad actual?  (How does the presentation of marginalized characters in a television show potentially help members of this marginalized group within society?)

Enduring Understanding(s)

Television shows will often reflect what a society has begun to accept as part of the norm. Television often serves as a mirror of the mindset of the audience. The presence of a character emblematic of a marginalized group makes such a group more visible in society, ideally helping to make their presence more accepted in society. 

Potential Misconceptions

The idea that stereotypes are universal. 

The idea of one character making such monumental change that all negative stereotypes are eliminated within a society. 

The idea that just one character means that society’s collective mindset will monumentally change.

Learning plan, experiences, intstruction and learning activities:

What is Expected?
  • List the intentional learning objectives on the board.

Students will be able to:


  • Explain why this Telenovela is significantly different from past series.
  • Identify the pitfalls of such a show
  • Explain how this show may positively impact the LGBTQ community in México and in the US



Today we will be working on…

What is expected?
How will we hook (Introduce this to) the students?
  • Activate thinking
  • Consider the language you will use to introduce the lesson (See example in the table)

Link to Engagement

In the AP Spanish Language and Culture curriculum, there is a theme called Families in Different Societies and there is another called The Influence of Language and Culture on Identity. I feel that this lesson can be used in either unit. 

Your hook, in either case, would be to present this lesson in context. 

I.E. within the Family unit – the hook could be, “How does the portrayal of this young relationship help LGBTQ youth talk to their own families?”

Within the Influence of Language and Culture unit the hook could be one of the essential questions mentioned above, “How does the portrayal of LGBTQ youth in this show change societal mindsets about this community?”

What equipment, resources, or materials are needed?

You need a computer, a smartboard or projector with sound capability and the material provided in this lesson plan (please feel free to tweak).

How will we rethink or revise our thinking throughout the lesson?
  • What learning is confirmed?
  • What misconceptions are uncovered?
  • What is your new thinking?

This lesson is made to accomplish the following:

  1. Hone the skill set necessary to show proficiency on the AP exam – in particular, interpretive skills, cultural comparison, and interpersonal skills.
  2. While doing a cultural comparison, it is very likely that students’ own perceptions about this topic will arise and should be incorporated into to a future lesson about the cultural comparison. While teaching these topics in my own classroom I use what my students bring to the table as fodder for cultural comparison practice for the test. 
How will students self-evaluate and reflect on their learning?

Depending on where this lesson is implemented within a unit the conversation suggested to be had in this lesson can be used as a formative assessment for the interpersonal free response of the AP exam. I am going to also provide a mock-up for an email that can be used as a formative practice. This can be part of the day’s lesson or part of the following day’s work.

How will we tailor learning to varied needs, interests, and learning styles?

Some students will need some lexical assistance and this can be provided by offering a quizlet that contains some of the key vocabulary from this lesson. The videos that are included in the Google Slide presentation can also be slowed down (all one needs to do is to go to the original videos on YouTube and click on the gear on the bottom right. I suggest slowing it down to .75 if needed – any more and the speed detracts from what is being said. 

This conversation can also be had using music as our main source. Bad Bunny, a reguetonero from Puerto Rico has been challenging male standards of beauty and expectations of Latino male behavior with his music and style. Please see this article as an example of what he and other Rap, Regueton and Trap artists are doing.

How will we organize the sequence of learning during the lesson?

Scaffold the Instruction

  • Model – The lesson is driven by a Google Slide that has guiding questions, text and videos that are supposed to present the students with the vocabulary, grammar and ideas necessary to be able to answer the guiding questions to the best of their abilities. I find that the slide presentation helps me pace and structure my lessons. 
  • Guided Practice – Within the slide and after key moments in the presentation students are being asked to report their observations. The teacher should be facilitating this discussion (there are some example questions in the presenter’s notes for each slide to help you) by asking questions and writing down some of the ideas that the students are sharing. I would make it a point to review the quizlet mentioned before so that the instructor can elicit responses from the class using the highlighted vocabulary. 
  • Independent Practice – students will be asked to complete two tasks. One will be a formative oral assessment using Flip Grid or a similar type of application where students will compare the characters that they just discussed with the portrayals of gay characters in the television shows of their own culture. This recording will be 90 seconds long. The second will be a written assessment where they will be responding to an email that touches upon some of the ideas that were discussed during this presentation. That email will be included in this plan for an instructor to use. The email task can be modified if need be.


Check for understanding:

(Formative evidence such as conferencing, group Q/A, teacher observation, exit-slip, etc.)

There are are few check ins during the class where the students are able to express what they comprehend from the videos we are watching. These also serve as a valuable moment to exchange ideas and expressions that can be used later.

Quiz/Test (optional):
(attach copy of assessment)

The email can be used as a summative assessment if prefered. Here it is simply suggested as a formative assessment.

Performance Task/Project:
(attach rubric)

Rubrics for the email and for the oral can be found on the College Board website for the AP Spanish Language and Culture Exam.


All of the clips are originally from YouTube and if the slide presentation is opened you can find the links directly to the videos on that site.

Supplemental Resources: 

Email assessment

You will write a reply to an email message. You will have 15 minutes to read the message and write your reply.

Your reply should include a greeting and a closing and should respond to all the questions and requests in the message. In your reply, you should also ask for more details about something mentioned in the message. Also, you should use a formal form of address. 

Vas a escribir una respuesta a un mensaje electrónico. Vas a tener 15 minutos para leer el mensaje y escribir tu respuesta. 

Tu respuesta debe incluir un saludo y una despedida, y debe responder a todas las preguntas y peticiones del mensaje. En tu respuesta, debes pedir más información sobre algo mencionado en el mensaje. Tambièn debes responder de una manera formal. 


El siguiente mensaje electrónico es de Teresa Encinas, la directora de Univision. Has recibido este mensaje porque has participado en una encuesta sobre programas para jóvenes. 

De: Teresa Encinas
Asunto: Nuevo programa para televidentes bilingües en los EE.UU.

Estimado(a) participante, 

Univision está desarrollando un nuevo programa para la televisión que se dirige a un público televidente con los siguientes características:

  • Entre 16 y 25 años de edad
  • Bilingues ingles y espanol
  • Tienen algún conocimiento de las culturas del mundo hispanohablante. 

Este programa se enfocará en relaciones familiares entre varias familias en un pueblo cerca de Nueva York y estará presentado desde el punto de vista de los adolescentes de las familias. Algunos temas entrecruzados en las tramas serán relativos al amor y relaciones entre padres e hijos. Para decidir cómo desarrollar nuestro personajes nos gustaría saber.

  • ¿Con cuántos personajes principales podemos presentar la máxima diversidad? 
  • ¿Sería importante tener personajes de orientaciones diferentes? 
  • ¿Hay un programa que conoces que hacer esto bien? ¿Puede explicar cuáles aspectos del programa son exitosos?

La meta es crear un programa con la cual muchas personas pueden identificar. Quisiéramos representar todos tipos de personas. Quedamos a la espera de su respuesta.  

Teresa Encinas

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