Professional Documents
Culture Documents
Date: 10/23/14
Subject: Spanish
Grade Level: 8
Class Profile:
Consider what students know (prior knowledge), what they can already do, what they are learning to do,
what you know about their experiences, cultural backgrounds, and interests.
State-adopted
content standards
and/or
Common Core
Standards
Assessed:
Standard 1: Checkpoint A
Listening and speaking are primary communicative goals in modern language learning.
These skills are used for the purposes of socializing, providing and acquiring
information, expressing personal feelings and opinions, and getting others to adopt a
course of action.
Students can:
comprehend language consisting of simple vocabulary and structures in face-to-face
conversation with peers and familiar adults
call upon repetition, rephrasing, and nonverbal cues to derive or convey meaning
(Include CC
Literacy
Standards)
CCSS.ELA-Literacy.W.8.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on
others' ideas and expressing their own clearly.
Interdisciplinary
Connections
1. Communicate Clearly
-Communicate effectively in diverse environments (including multi-lingual)
2. Work Independently
-Monitor, define, prioritize and complete tasks without direct oversight
Lesson
Objectives/Targets
Label :
3. Students will be able to apply new vocabulary words to describe the weather in
different Spanish-speaking countries.
Must be numbered
Acceptable
Evidence
*Could be collected
for accountability
and/or auditing
purposes.
Language
Function
Procedure
Teacher input,
development,
instructional
method(s),
modeling, guided
practice,
independent
practice, and/or
activities
Label:
Checks for
Understanding:
directions,
procedures/routine
s, and/or content
(formative) Ex.
(CFU directions)
Label: Evidence of
21st Century Skills
(21st)
Label:
Evidence of
Cognitive Student
Engagement (CSE)
Label:
Closure
8. Closure:
a. Exit slip: What are four things you learned about the climate of the
country that you are researching?
Day 3
9. Do Now: Review: Turn and Talk: The students will turn to their neighbors and
answer the following questions: What are some ways that the weather can
impact the people in an area? What types of climates might you find in
Spanish-speaking countries? What progress have you made on your final
project?
Do Now Share: The teacher will ask students to share what they thought about.
The teacher will use fair sticks. (21st) communicate clearly
10. Instruction:
a. The teacher will explain to the students that they will spend the class
time researching their topic and beginning to create it. (checking for
understanding directions)
11. Practice
a. The teacher and students will use this class time to work on the final
project. Today, students will be going to the computer lab to conduct
research on their chosen countries. If students are prepared, they may
start working on their final product. No two students may choose the
same country. The teacher will use this time to answer any questions,
and provide guidance to students so they are prepared for their final
project. (checking for understanding directions) (checking for
understanding content) (21st) working independently
b. Homework: Students must finish their final projects, they are due on
Monday, the next class.
12. Closure:
a. Before students leave, they must show the teacher what they were able
to accomplish during the class time, and what they feel they have left to
do.
Day 4
13. Do Now:
a. The teacher will hand out peer review papers to the students and explain
that students will be reviewing each others presentations according to
the criteria on the peer review sheet. (checking for understanding
directions)
14. Practice:
a. Students will present their final projects from this unit plan to the class.
15. Closure
Assessment/
Evaluation
Label formative or
summative, describe
purpose, and
provide
grading/feedback
method.
Technology
Describe type and
purpose. Include a
back-up plan.
Type:
Computers
Purpose:
To conduct in-class research and begin work on final projects.
Back-up Plan:
Students will brainstorm ideas in with peers, and the teacher. Students can begin
designing their final project on paper rather than on the computer.
Academic Language:
Academic
Language
required for the
lesson
How will the
language be
introduced,
practiced, &
assessed?
hay un tornado
hay una tormenta
est claro
est helado
est despejado
est nublando
est oscro
est soleado
est ventoso
est humido
despejar
granizar
helar
Earthquake
There is a tornado
There is a storm
It is clear
It is icy
There are cloudless
skies
It is partly cloudy
It is dark
It is sunny
It is windy
It is humid
To clear
To hail
To freeze
Introduced:
The vocabulary had been introduced in the previous lessons.
Practiced:
Students will review vocabulary when filling in blanks from the teachers presentation.
Assessed:
Formative informal assessment. The teacher will walk around the room and gauge what
students were able to fill in the blanks and what students got their answers right.
ELL considerations:
Accommodations,
Student Supports,
and/or
Interactions with
Co-Teachers
and/or Support
Staff
Colleague Collaboration:
Resources/
Materials
Time Required
Include key instructional materials and written assessments. Provide citations for materials that
you did not create