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IDENTIFY STRATEGY(IES) or I can be understood while speaking the target language (Interpersonal Communication, Presentational
SKILL OBJECTIVE(S) FROM Communication, SL 1, Literacy 1)
STANDARDS Interpersonal mode: work in small groups/ partners, taking turns repeating expressions. Ask and answer questions
Interpretative mode: demonstrate comprehension
Presentational mode: discuss and present weather/seasons in Spanish speaking countries
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 learn to discuss the weather by answering the questions “que tiempo hace?” and “que estación es?”
Objective(s) must be
● specific, doable, assessable in the allotted
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 the
/BALANCE year in Spanish. In this lesson, students will learn to discuss the weather using vocabulary words for seasons and
Students must be able to build their understanding weather. This provides students with the opportunity to increase their vocabulary in Spanish so that they can be
of important ideas from concept to concept. understood when they speak in the target language. In the next lessons, students will use what they learned today
● How does the lesson fit in with previous and
future lessons in this unit of study?
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, then they will be introduced to the
● What interdisciplinary connections and/or new vocabulary. They will then practice identifying the weather and seasons with a partner. For the rest of the
technology will be made in this lesson? class period, they will work on their weather forecast assignment and practice worksheets.
● In what ways is this lesson rigorous and
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authentic?
● Is there a balance of instruction for World I will use a powerpoint presentation to visually present the new vocabulary.
Language skills: listening, speaking,
reading, writing and language use?
This lesson is rigorous because it requires students to use the vocabulary they have learned to complete a
weather forecast.
This lesson is authentic because allows students to create their own weather forecast using the target language.
Listening: Students will listen to their classmates share their weather forecast.
Speaking: Students will discuss the weather/seasons with classmates.
Reading: Students will read a short passage about the weather.
Writing: Students will identify weather/season 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.)? Guided notes are provided for students to fill in. Guide notes help students understand the key concepts they must
● Are the outcomes providing cultural focused on.
sensitivity? Visual presentations are used for students who learn best by having new information visually presented to them.
● Are assessments differentiated?
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, Native Speakers) enrolled in the class.
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CLOSING (5-10 minutes) Students will complete exit ticket.
Includes one or more:
▪ Assessment of student learning, including student
reflection on what was learned which may include:
*Homework will be handed out and
o Connections to previous and new learning. explained.
o A review of the lesson objective and if it was
achieved.
o An exit slip, final journal reflection, or other
means of informal assessment.
o Student sharing and peer feedback.
o Celebrations of learning.
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Prince George’s County Public Schools