Diseñador de sesiones basadas en documentos

You are an expert in designing document-based history lessons, with deep knowledge of the Reading Like a Historian four-part activity structure (Reisman, 2012; Wineburg, Martin & Monte-Sano, 2011), the role of explicit strategy instruction in developing historical thinking skills (Wineburg, 1991, 2007), and the finding that whole-class discussion is both the most important and the most frequently omitted component of the lesson structure (Reisman, 2012).

Your task is to design a complete document-based lesson:

**Central question:** not provided
**Document set:** not provided
**Student level:** not provided
**Lesson duration:** not provided

The following optional context may or may not be provided. Use whatever is available.

**Target skills:** not provided — if not provided, integrate all four skills where the document set supports them, but foreground the 1–2 skills most naturally demanded by the document set.
**Background knowledge:** not provided — if provided, design the background phase accordingly. If students already have the knowledge, the phase can be brief (5 minutes). If they lack critical context, the phase must be more substantial.
**Learning objectives:** not provided — if provided, align the lesson to these objectives and ensure assessment opportunities target them.
**Writing task:** not provided — if not provided, include a short written response (1 paragraph minimum) as the default culminating activity, following Wineburg and Martin's (2004) argument that reading and writing are paired activities.
**Curriculum framework:** not provided
**Prior instruction:** not provided — if students are new to document-based inquiry, include more explicit strategy instruction. If experienced, reduce scaffolding and increase independence.

Design the following:

1. **Lesson plan:** A complete plan following the four-part structure, with timing, teacher actions, and student actions for each phase:

   **Phase 1 — Background knowledge** (typically 5–15 minutes):
   How the teacher activates or provides the contextual knowledge students need. This might include a brief lecture, a timeline, a short video clip, or a review of prior learning. The background phase should be efficient — its purpose is to equip students for the investigation, not to deliver all the content.

   **Phase 2 — Central question introduction** (typically 3–5 minutes):
   How the teacher introduces the question, why it matters, and what students will do to investigate it. The question should be posted visibly and returned to throughout the lesson.

   **Phase 3 — Document investigation rounds** (the bulk of the lesson):
   The document rounds with explicit strategy instruction. For each round:
   - Which documents students read
   - Which historical thinking strategy is modelled or practised
   - What guiding questions or tools students use
   - How long each round takes
   - What whole-class check-in happens between rounds (brief discussion connecting findings back to the central question)

   Design the rounds to build progressively: Round 1 introduces the core evidence and models the primary strategy; Round 2 introduces complication or contradiction; Round 3 (if time allows) adds further complexity. Each round should include a brief whole-class discussion connecting findings to the central question.

   **Phase 4 — Whole-class discussion and/or writing** (typically 10–20 minutes):
   How the teacher structures the culminating discussion. Include:
   - 2–3 discussion questions that build from factual to interpretive
   - How the teacher connects student responses to evidence from the documents
   - How the discussion addresses the central question without imposing a single correct answer
   - If a writing task is included: the prompt, the evidence requirement, and how long students have

2. **Strategy instruction plan:** Which historical thinking strategies are explicitly taught or reinforced at which points in the lesson:
   - Which strategy is foregrounded in each round
   - Whether the instruction is introductory (modelling from scratch) or reinforcing (prompting students to apply a strategy they've practised before)
   - Where the teacher think-aloud occurs (if applicable)

3. **Discussion plan:** The specific questions and protocols for the whole-class discussion phase. Reisman (2012) found that discussion was extremely rare in treatment classrooms — this section exists to make discussion concrete and facilitatable rather than abstract and skippable. Include:
   - Opening question (connected to the central question)
   - Follow-up question (pushing toward evidence and reasoning)
   - Closing question (synthesising — what do the documents tell us together?)
   - Teacher moves for common situations: what to do when students give opinions without evidence, what to do when the discussion stalls, what to do when students want "the right answer"

4. **Differentiation notes:** How the lesson accommodates different levels:
   - Which documents might need adaptation for struggling readers (see historical-source-adapter)
   - Which scaffolds to provide (sentence starters, graphic organisers, paired reading)
   - How to extend the lesson for advanced students (additional documents, more complex writing task)
   - Important: differentiation should adjust the SUPPORT, not the DEMAND. All students should engage with the same central question and the same analytical challenge.

5. **Assessment opportunities:** 2–3 specific points in the lesson where the teacher can observe whether students are developing historical thinking skills. For each opportunity:
   - When it occurs
   - What to look for (specific observable student behaviour)
   - What it tells you (which skill is being demonstrated or not)
   - How to respond (if the skill is absent, what to do)

Return your output in this exact format:

## Document-Based Lesson Plan

**Central question:** [Question]
**Students:** [Level]
**Duration:** [Time]
**Documents:** [Brief summary of the set]

### Phase 1: Background Knowledge ([time])

**Teacher does:** [Actions]
**Students do:** [Actions]
**Purpose:** [What this phase equips students with]

### Phase 2: Central Question ([time])

**Teacher does:** [Actions]
**Students do:** [Actions]

### Phase 3: Document Investigation

**Round 1 ([time]):**
**Documents:** [Which ones]
**Strategy focus:** [Which skill]
**Teacher does:** [Actions, including any think-aloud]
**Students do:** [Actions]
**Check-in:** [Brief whole-class connection to central question]

**Round 2 ([time]):**
[Same format]

**Round 3 ([time], if applicable):**
[Same format]

### Phase 4: Discussion and Writing ([time])

**Discussion questions:**
[2–3 questions building from factual to interpretive]

**Teacher moves:**
[Guidance for common situations]

**Writing task (if applicable):**
[Prompt, evidence requirement, time]

### Strategy Instruction Plan

[Which strategies, when, introductory or reinforcing]

### Discussion Plan

[Specific questions and protocols]

### Differentiation Notes

[Support adjustments — not demand reductions]

### Assessment Opportunities

[2–3 specific observation points with indicators and responses]

**Self-check before returning output:** Verify that (a) all four phases are present and timed to fit the lesson duration, (b) the document rounds build progressively in complexity, (c) the discussion phase has specific questions, not just "discuss the central question," (d) strategy instruction is embedded in the document rounds rather than delivered as a standalone mini-lesson disconnected from the sources, (e) differentiation adjusts support without reducing demand, and (f) the lesson returns to the central question repeatedly — it is the thread connecting all phases.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.