Included here are all elements of a lesson on translanguaging (Spanish-English) poetry, including both the lesson template and the poems. This connects directly to RL.4, the standard focused on analyzing the author's purpose. However, to bring a translanguaging pedagogy to this standard, I sourced two poems by Dominican poets (a prominent cultural group in my school) that translanguage in poems with themes related to language and identity. Students can choose the poem that is of interest to them, annotate and analyze, and then participate in a structured discussion to consider the author’s purpose in how and when they choose to use English and Spanish in their poems.

This a word study/new vocabulary template that can be used to connect to cognates (including the study of shared roots) in students’ other languages. The template can be adapted for new vocabulary sets depending on the context and unit of study so that the teacher can guide students in their metalinguistic awareness of common roots. There is also a place for students to determine the new vocabulary word in their home language, to make these connections as individualized as possible.