WORLD LANGUAGES LESSON PLANNER

Initial Preparation Plans

FFT Support, 1.c (Setting Instructional Outcomes)

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

Connections: reinforce the use of language

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
Language skills: listening, speaking,
reading, writing and language use?
Suitability for Diverse Learners
● What accommodations or differentiation
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?
Lesson Component/Teaching Moves
FFT Support, 1.e (Designing coherent Instruction)
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I will use a powerpoint presentation to visually present the new vocabulary.
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.
(This space should be used to make notes about differentiating for diverse learners, learning tasks/formative assessments,
students with whom the teacher will conference, etc)
Guided notes are provided for students to fill in. Guide notes help students understand the key concepts they must
focused on.
Visual presentations are used for students who learn best by having new information visually presented to them.
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.
Lesson Notes Essential Question(s),
FFT Support, 2d (Managing Student Differentiation/Modifications and Resources Needed
Behavior)
FFT Support, 3.b (Questioning/Discussion
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 Techniques)
FFT Support, 3.c (Engaging Students)
FFT Support, 3.d (Using Assessment in
instruction)

Instructional Materials and Resources

● Utilize relevant instructional materials and
course texts
● How do the course materials
enhance/further/accommodate student
learning?
*Santillana Spanish 1 textbook
pg.18. This resource provides In Spanish, how do you ask another person what the weather is like or what
students with additional practice. season it is? (“Qué tiempo hace?” “Qué estación es?”)

Introductory & Developmental Teacher will present the new

Activities-15-20 min. vocabulary with the use of a
-Connect and Engage (I do)-5 min. powerpoint presentation.
● Explain/review the strategy/skill and how it is
used. Information will include questions
● As appropriate, build/activate background about the weather and the seasons
knowledge and vocabulary necessary.
● Pre-assess as appropriate.
and phrases used to express what
● Students engage with primary lesson material the weather is like.
(set their purpose, use reading strategies, use
strategic behaviors). After vocabulary has been
● How will this experience help students develop introduced, teacher will ask
proficiency with:
● 5 C’s: Communication,
students to identify the weather
Cultures, Connections, and seasons based on the images
Comparisons, projected on the board and
Communities gestures.
● Modes: Interpersonal, (ex: “que tiempo hace en Florida?”)
Interpretive, Presentational
● Skills: Listening, Reading,
Writing, Speaking Students will ask each other “qué
tiempo hace? and will answer
-Modeling (I do)-10 min. A brief teacher-directed based on a notecard they receive.
lesson
● Model the skill/strategy.
● Record think-alouds for the students (sticky
notes, anchor chart, etc.)
● Engage students. Insert Turn and Talk or
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 other student response checks to monitor
understanding

Guided Practice - 10-15 min.

(We do) Students will ask each other “qué
Identify guided practice needed before releasing tiempo hace? in different cities With a partner, discuss que tiempo hace or que estacion es? in different
students to practice on their own.
around the world and will answer parts of the world.
● Consider :
o Cooperative groupings. based on the images in their
o Conceptual difficulties that might arise. worksheet. They will take turns
o How students can initiate discussion. answering their partner’s
o How tasks are differentiated and questions.
cognitively challenging.
o How the tasks advance students’
understanding and learning. This encourages students to speak
o How to mentally engage students with the in the target language.
content and aid in constructing
understanding.
o Ways to check for understanding or need
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? When students are finished, they
May be a continuation of the practice task. will complete practice handouts.

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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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