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Lesson Plan Template: Hackett 2014

Teacher Candidate: Bridget OLeary


School: _________________________

Date: 10/23/14
Subject: Spanish

Grade Level: 8

Unit/Lesson Title/Number: The Physical Environment/Climate of Spanish Speaking Countries/Lesson 3

Lesson Context and Central Focus: Include authentic connection(s)


This lesson is 3 of 3 in the Physical Environment Unit. This lesson will allow students to learn about the
geography and climates of various Spanish-speaking countries and the impact this has on the people who live
there. This lesson comes after the lesson on useful vocabulary with regard to the physical environment and
the use of the verb hacer to tell what the weather is. This information will provide students with the
necessary knowledge about Spanish speaking countries. It will increase their cultural capital by providing
them with the information needed to be able to identify typical weather and geographical patterns of
Spanish-speaking countries and the impact this has on the way of life for the people of those countries.

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

Lesson Plan Template: Hackett 2014


from a language other than English
Standard 1: Checkpoint A
Reading and writing are used in languages other than English 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:
compose short, informal notes and messages to exchange information with members
of the target culture.
Standard 2: Checkpoint A
Effective communication involves meanings that go beyond words and require an
understanding of perceptions, gestures, folklore, and family and community dynamics.
All of these elements can affect whether and how well a message is received.
Students can:
use some key cultural traits of the societies in which the target language is spoken.

(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

21st Century Skills

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 :

1. Students will be able to describe the geography and climates of a variety of


Spanish-speaking countries.
2. Students will be able to identify what impact this has on the people of these
Spanish-speaking countries.

Lesson Plan Template: Hackett 2014


(Blooms
Taxonomy)

3. Students will be able to apply new vocabulary words to describe the weather in
different Spanish-speaking countries.

Must be numbered

Acceptable
Evidence

1. Final performance-based assessment project.


2. Exit slips

*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

Day 1 40 minute block


1. Do Now: Turn and Talk: teacher will ask students to think about where they
live, or where they are from. How does the weather of the area you are thinking
of impact the way of life for the people there? Turn to your neighbor and share
your thoughts. Jot down at least one thing youd like to share. (checking for
understanding directions)
Do Now Share: The teacher will ask students to share what they thought about.
The teacher will use fair sticks. (21st) communicate clearly
2. Instruction
a. The teacher will hand students a blank map of the world. Using famous
pairs, students will be paired up. In pairs, they are to identify the
Label: Bell Ringer
Spanish-speaking countries on the map, and color them in. Once this is
Also may be called:
done, students are to brainstorm what the weather is like in some of
set induction,
these countries and how this could impact the people in the country.
anticipatory set,
Students are asked to take notes on what they brainstorm so they can
introduction/review,
share with the class. (visual) (kinesthetic) (checking for
Do Now, Write
understanding directions) (checking for understanding content)
Now, Silent Starter
b. The teacher will assign the final project to the students. Students must
select a Spanish-speaking country, create a poster, a prezi, or a
PowerPoint presentation to describe to their classmates what the
Label: Transitions
weather is like in their country. They also need to include what kinds of
impacts the weather has on the country (for example, what crops are
grown). They will be handed a guideline for the project, along with a
rubric that they must follow. The teacher will read the guidelines out
Label:
visual, auditory,
loud to the students, and ask that all questions wait until the end.
and kinesthetic
Students are working on this individually. The teacher will use some
Accommodations
time to answer any questions the student may have. (checking for
for learning
understanding directions) (checking for understanding content)
modalities
c. The teacher will provide a guided notes sheet to accompany his or her

Lesson Plan Template: Hackett 2014

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

presentation on the climate and geography of Spain and the impact it


has on the people of Spain. Students will be able to see how their
vocabulary is incorporated into the presentation by filling in the blanks
on the worksheet with vocabulary from the previous lesson. (checking
for understanding directions) (checking for understanding content
3. Practice
a. Students will work on filling in the blank map of the world with Spanish
speaking countries and brainstorming ideas about the weather and its
impact. This will serve as a refresher for students who may have
forgotten or not know what countries in the world speak Spanish. The
teacher will give students 10-15 minutes to work on this activity.
(checking for understanding content)
b. Students will work on the guided worksheets while the teacher is
explaining his or her project on the climate and its impact in Spain.
(checking for understanding content) The students, and the teacher
will discuss ways in which the presentation was good, and ways in
which it was poor according to the rubric, and guidelines for the final
project.
4. Closure:
a. As an exit slip, students will write down the top three countries they
would like to research in order of first choice to last choice. They must
include why they chose this country, and 5 vocabulary words they might
incorporate into their project.
Day 2
5. Do Now: Using the vocabulary, and the guided notes sheet from yesterday,
students will create a weather report pretending that they are in Spain. Students
will describe what the weather is like today. They must use three different
vocabulary words. Students will tell their neighbor what they weather is like in
Spain.
6. Instruction:
a. The teacher will have pictures projected on the board. Students must
describe ways in which they think the climates presented in the pictures
may impact the way of life for the people who live in those climates.
(visual) (kinesthetic) (checking for understanding directions)
b. The teacher will instruct the students on proper ways to research and
find sources. How to search using google, and how to choose websites
that will have accurate information. She will show students optional
websites to google translate such as spanishdict.com (checking for
understanding directions)
7. Practice:
a. Students will spend time looking at the pictures. In a think write/pair
write/share write students will write down three things from the pictures
that they learned about the way in which the weather can impact the life
of the people. The class will have a discussion about the pictures, and
the teacher will use fair sticks for students to share what they wrote in
their think/pair/share. The class will also discuss what is expected for
their project. (checking for understanding content) (checking for
understanding directions) . (21st) communicate clearly (CSE)
b. The teacher and students will use the rest of the class time to work on

Lesson Plan Template: Hackett 2014


the final project. Today, students will be going to the computer lab to
conduct research on their chosen countries. 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

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

Lesson Plan Template: Hackett 2014


a. Before students are allowed to leave, they must fill out an exit slip. The
exit slip contains the questions: What did you learn from your peers
today? (list 3 things). How would you grade yourself on your final
project out of 100 points? Why would you give yourself this grade?
Teacher will tell students honest answers will only help to benefit you
and your grade. Exit slips will be collected as students leave the
classroom. (checking for understanding directions)
a. Exit slips will be graded as formative assessment. Each out of 5 points.
b. The final project will be graded as a summative assessment. This will be
out of 100 points. There will be a rubric that accompanies the
assessment. Students will be graded specifically on grammar, spelling,
content (does it include weather related vocabulary, does it describe the
weather in the country, does it include ways in which the weather
impacts the people of that country), creativity, and organization.

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?

hace buen tiempo


hace mal tiempo
hace calor
hace fresco
hace fro
hace sol
hace viento
hace inundaciones
hay llovizna
hay lluvia
hay niebla
hay nieva
hay nubes
hay relmpago
hay trueno
hay un hurac
hay un terremoto

It's good weather


It's bad weather
It's hot
It's Chilly or Cool
It's Cold
It's Sunny
It's Snowing
There is a flood
It is drizzling
There is rain
There is fog
There is snow
There are clouds
There is lightning
There is thunder
There is a
hurricane
There is an

Lesson Plan Template: Hackett 2014

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

Accommodations for students with IEPS and/or 504s:


If needed students can perform their presentation in front of just the teacher during an
alternative time, or they may video tape their presentation for the teachers or the
whole classs viewing.

Colleague Collaboration:

Resources/
Materials
Time Required

Computer lab, projector, computer

4-40 minute classes

Include key instructional materials and written assessments. Provide citations for materials that
you did not create

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