Lesson Plan Chapter 1 Day 2- La Ropa (Continued) Technology Standards: Communication and Collaboration: Students use digital media

and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. b. Create original works as a means of personal or group expression.

Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. NYS Foreign Language Standards: Standard 1: Students will be able to use a language other than English for communication. Standard 2: Students will develop cross-cultural skills and understandings

Lesson Objectives: Students will be able to see what the current weather is like in different Spanish speaking countries and compare both countries using comparative words such as more than/less than. Students will be able to identify weather vocabulary and find the missing Spanish word in various sentences. Students will be able to comprehend a native Spanish recording about Andreas favorite season and her reasons as to why this is her favorite season. Students will be able to write what their favorite season is and identify why it is their favorite season.

Introduce the Learning Activity: I will write the days activities up on the board in the following order: Qu tiempo hace en el resto del mundo? (whats the weather like around the world?), Complete the sentence en Espaol, Recording and questions (Grabacin y preguntas), Cul es tu estacin favorita? Por Qu? (Whats your favorite season and why?)

As a hook, we will start off with an interactive activity in partners. Students will be paired and log onto my website www.student.plattsburgh.edu/mryan004. They will then proceed to the activities tab then onto Chapter 1 Day 2. The students will click on the first link labeled mundo. Students will click on this link that will bring them to weather.com. From there, one student will look up Bogot, Colombia in the search bar and the other will look up Granada, Nicaragua. One student will look for the weather in today Bogot, Colombia while the other will look for the weather in Granada, Nicaragua. The two students will then compare the different weather reports between the city in Nicaragua and the city in Colombia.

Provide Information: I will provide all the information for order of activities on the board and explain what the students should be able to do by the end of the lesson. I will also inform them that instructions for each activity are under the title Chapter 1 Day 2 on the Activities tab. I will also make a special note to mention that on the activity where students listen to the recording in Spanish that they may listen to the recording as many times as needed in order to find the answers to the questions I have listed for them to answer. In addition to this activity, I will remind the students that upon answering the questions about Andrea in Microsoft Word, they must write down on a paper what their favorite season is and why. If they dont finish this in class, they must finish it tonight and turn it in before 10pm. For homework, I will inform students that they must review the PowerPoint labeled La Ropa under the vocabulary tab. It is important that they look over this PowerPoint so that they can be prepared for tomorrows lesson. Provide Practice: Students will be able to explore the different types of weather in Latin American countries by going to weather.com and seeing what the temperature is like, whether or not its sunny, cloudy, and/or muggy. Students will have the opportunity to compare their findings with a partner and discuss the differences between the two countries selected for the activity. Students will be given an unlimited amount of chances to listen to a native Spanish speaker (Andrea) talk about her favorite season and why it is her favorite season. The students will then have to record her responses about her favorite season and why it is her favorite season in Microsoft Word. Following this activity the students will then write on a piece of paper what their favorite season is and why it is their favorite season. They should use at least one weather expression in their written response. **If they do not finish the writing activity they must send it in to my email before 10pm.** Provide Knowledge of Results: I will circulate around the room to see how students are doing with finding the correct information. I will listen to their comparisons that they make with their partner. I will ask them simple questions like

Qu es la temperatura en Bogot? or Hace calor o hace fro en Granada? I will look to see if they can successfully answer my questions regarding the weather conditions. I will also check with students after they have listened to the Spanish recording to see if they are having any difficulties and see if they can answer the questions that I have asked them. I will provide feedback the following day on what the students have handwritten about their favorite season and why it is their favorite season. Review the Activity: If time permits, we will review discuss our findings as a group about the differences between Bogot and Granada in regards to weather. We wont go over the responses to the recording of Andrea and the students individual responses until the following day because it may take some students longer to respond to these questions than others. Method of Assessment: The students participation with their partner will be a form of assessment. I will judge whether both students actively participate or one participates more than the other. The Microsoft document and handwritten work will be graded the following night at mistakes will be marked. Students will then have to correct their mistakes and turn them in the following day.