WORLD LANGUAGES LESSON PLANNER

Initial Preparation Plans

FFT Support, 1.c (Setting Instructional Outcomes)

IDENTIFY STRATEGY(IES) or
SKILL OBJECTIVE(S) FROM Goal Area: Communication
STANDARDS Standard: Interpersonal mode: : Learners interact and negotiate meaning in spoken, signed, or written
conversations to share information, reactions, feelings, and opinions
Strategy: work in small groups/ partners, taking turns recognizing expressions. Ask and answer questions

Standard:Interpretative mode: Learners understand, interpret, and analyze what is heard, read, or viewed on a
variety of topics.
Strategy: demonstrate comprehension by reading questions related to the weather and the seasons.

Standard: Presentational mode: Learners present information, concepts, and ideas to inform, explain, persuade,
and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers,
or viewers.
Strategy: discuss and present weather/seasons in Spanish speaking countries

Goal Area: Connections

Standard: Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while
using the language to develop critical thinking and to solve problems creatively.
Strategy: Students will create a weather forecast from the Spanish-speaking country they have chosen.

MATCH OBJECTIVE WITH TEXT El tiempo y las Estaciones vocabulary on pg. 18

Ensure material/resources is well-aligned to the
chosen strategy/skill and to student needs/interests/
cultural diversity
LESSON OBJECTIVE(S)/OUTCOMES Students will discuss the weather by answering the questions qu tiempo hace? and qu estacin es?
Objective(s) must be Students will apply their knowledge of vocabulary related weather expressions to formulate a weather forecast.
specific, doable, assessable in the allotted
1
Prince Georges County Public Schools
 time
measurable
written with verbs for expectations of high
rigor
stated as a learning outcome
in PGCPS format, posted visibly, and
stated aloud to students
VALUE, SEQUENCE, AND ALIGNMENT Previously, students learned vocabulary to greet each other and to identify the days of the week and months of
/BALANCE the year in Spanish. In this lesson, students will learn to discuss the weather using vocabulary words for seasons
Students must be able to build their understanding and weather. This provides students with the opportunity to increase their vocabulary in Spanish so that they can
of important ideas from concept to concept. be understood when they speak in the target language. In the next lessons, students will use what they learned
How does the lesson fit in with previous and
future lessons in this unit of study?
today to create a dialogue between two people.
How will this lesson proceed in terms of time
and learning tasks? This lesson will take place in a 66 minutes class. Students will do a warm up for 7 minutes . Then, they will be
What interdisciplinary connections and/or introduced to the new vocabulary for 10 minutes . They will then practice identifying the weather and seasons for
technology will be made in this lesson? 15 minutes. They will create their weather forecast assignment for 10 minutes . Students will then present their
In what ways is this lesson rigorous and
authentic?
weather forecasts to the class for 10 minutes. After the presentations, students will complete a review worksheet
Is there a balance of instruction for World to reinforce the vocabulary they have learned 10 minutes. Finally, students will complete an exit slip that will
Language skills: listening, speaking, assess their knowledge of the vocabulary for 4 minutes. .
reading, writing and language use?
Interdisciplinary connections:
English - reinforce the use of vocabulary in target language.
Geography - weather in Spanish-speaking countries.

This lesson is rigorous because it requires students to apply the vocabulary they have learned to complete a
weather forecast in the target language.

This lesson is authentic because students will be able to use their knowledge of the Spanish language outside of
the classroom and in their communities. It is also authentic as students will need to understand how to
communicate about the weather should they travel to a Spanish-speaking country.

Listening: Students will listen to their classmates share their weather forecast.
Speaking: Students will discuss the weather/seasons with classmates.
Reading: Students will read questions related to weather expressions.
2
Prince Georges County Public Schools
 Writing: Students will write about the weather and seasons in their forecast.

Suitability for Diverse Learners (This space should be used to make notes about differentiating for diverse learners, learning tasks/formative assessments,
What accommodations or differentiation students with whom the teacher will conference, etc)
of instruction/use of UDL has been
provided for diverse learners (TAG, ESOL,
SPED, 504, etc.)?
Are the outcomes providing cultural
sensitivity?
Are assessments differentiated? Guided notes are provided for students to fill in the information that is necessary.

Visual presentations are used for students who are strong visual learners. For them, new information is acquire
through observation.
Gestures displaying conditions during a particular type of weather are used for students to relate the word to the
action.

For the strong auditory learners, the vocabulary is recited several times. They have then the opportunity to recite it
back.

SPED students specific accommodations will be followed. SPED students will receive extra time, modified
classwork, and, if necessary, texts with the keywords highlighted.

There are currently no diverse learners (TAG, ESOL, SPED, 504, Native Speakers) enrolled in the class.

Lesson Component/Teaching Moves Lesson Notes Essential Question(s),

FFT Support, 1.e (Designing coherent Instruction) FFT Support, 2d (Managing Student Differentiation/Modifications and Resources Needed
Behavior)
FFT Support, 3.b (Questioning/Discussion
Techniques)
FFT Support, 3.c (Engaging Students)
FFT Support, 3.d (Using Assessment in
instruction)

3
Prince Georges County Public Schools
Instructional Materials and Resources
Utilize relevant instructional materials and
course texts
How do the course materials
enhance/further/accommodate student
learning?
Introductory & Developmental
Activities-15-20 min.
-Connect and Engage (I do)-5 min.
Explain/review the strategy/skill and how it is
used.
As appropriate, build/activate background
knowledge and vocabulary necessary.
Pre-assess as appropriate.
Students engage with primary lesson material
(set their purpose, use reading strategies, use
strategic behaviors).
How will this experience help students develop
proficiency with:
5 Cs: Communication,
Cultures, Connections,
Comparisons,
Communities
Modes: Interpersonal,
Interpretive, Presentational
Skills: Listening, Reading,
Writing, Speaking
-Modeling (I do)-10 min. A brief teacher-
directed lesson
Model the skill/strategy.
Record think-alouds for the students (sticky
notes, anchor chart, etc.)
Engage students. Insert Turn and Talk or
other student response checks to monitor
understanding
Prince Georges County Public Schools
*Santillana Spanish 1 textbook
pg.18. This resource provides Essential Questions:
students with additional practice.
In Spanish, how do you ask another person what the weather is like or what
During the warm-up, students season it is? (Qu tiempo hace? Qu estacin es?)
will write the Spanish word for
the different temperatures. Differentiation/Modifications and Resources Needed:
Warm-up: Powerpoint presentation (weather images)
Write the Spanish words for the Notecards
following temperatures: Repetition
degrees = grados Map
Weather Forecast template
56 degrees
32 degrees
98 degrees
75 degrees
Teacher will present the new
vocabulary with the use of a
powerpoint presentation.
In the powerpoint, there are
images related to weather and
seasons. The images will be
labeled with the expression in
Spanish.
Information will include questions
about the weather and the seasons
and phrases used to express what
the weather is like.
4
 After vocabulary has been
introduced, teacher will ask
students to identify the weather
and seasons based on the images
projected on the board and
gestures.

(ex: que tiempo hace en Florida?)

Guided Practice - 10-15 min.

(We do) Students will ask each other en
Identify guided practice needed before releasing que estacion es tu cumpleaos?? With a partner, discuss en que estacion es tu cumpleaos?
students to practice on their own.
and will answer according to the
Consider :
o Cooperative groupings. season that their birthday is in
o Conceptual difficulties that might arise.
o How students can initiate discussion. CFU: thumbs up / thumbs
o How tasks are differentiated and down if students feel
cognitively challenging.
comfortable with using the
o How the tasks advance students
understanding and learning. vocabulary
o How to mentally engage students with the
content and aid in constructing Turn and Talk: ask and answer
understanding. questions related to the
o Ways to check for understanding or need
weather.
for further support.
Independent Task(s) - 20 min. Students will create a weather
(You do) forecast of their Spanish speaking How should your forecast be structured?
What opportunities will students have to use the country using the new vocabulary.
new skills/concepts in a meaningful way? How will
They will present their weather How are these types of weather/ seasons different?
students expand and solidify their understanding of
the concept and apply it? How will students forecast report to the class.
demonstrate their mastery of the essential learning
outcomes?
May be a continuation of the practice task.

5
Prince Georges County Public Schools
 When students are finished, they
will present their weather
forecasts.

Students will complete a worksheet

in order to reinforce their
knowledge of the vocabulary.
CLOSING (5-10 minutes)
Includes one or more: Students will complete exit ticket in
Assessment of student learning, including student
reflection on what was learned which may include:
order to assess their
o Connections to previous and new learning. understanding of the vocabulary. El Tiempo y Las Estaciones
o A review of the lesson objective and if it was
achieved.
o An exit slip, final journal reflection, or other
1. What question would you ask to find out what the weather is like?
means of informal assessment.
o Student sharing and peer feedback. 2. Que tiempo hace?
o Celebrations of learning.
3. Que tiempo hace en el verano?

4. En qu estacin esta tu cumpleaos? (What season is your birthday

in?)

6
Prince Georges County Public Schools