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Lesson Plan Template: Hackett 2014

Teacher Candidate: Bridget OLeary

School: _________________________

Date: 11/24/14
Subject: Spanish

Grade Level: 8

Unit/Lesson Title/Number: The Physical Environment/Vocabulary/Lesson 1

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

This lesson is 1 of 3 in the Physical Environment Unit. This lesson will give students the chance to learn
vocabulary to describe the weather, temperature, seasons, locations and geography in Spanish. Students can
use this knowledge toward their ability to communicate effectively in another language, they will be able to
hold conversations with Spanish speaking people, and will be able to draw connections between the weather
where they live and the weather of other countries around the world. Before this lesson students will have
completed a lesson on earning a living with vocabulary words related to that topic, as well as new verbs and
their conjugations. Once this lesson is completed, students will move on to a lesson on practicing the use of
the verb hacer when telling the weather, and then will move onto describing what the weather and climates
are like in some Spanish speaking 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.

content standards
Common Core

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 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

Lesson Plan Template: Hackett 2014

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

(Include CC

Write narratives to develop real or imagined experiences or events using effective
technique, wellchosen details, and well-structured event sequences.
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.


Connections with Earth Science and the study of different climates and geography
around the world.

21st Century Skills

Work Creatively with Others
-Develop, implement and communicate new ideas to others effectively
Communicate Clearly
-Communicate effectively in diverse environments (including multi-lingual)

Label :

1. Students will be able to identify weather, season, and geography vocabulary in

2. Students will be able to apply vocabulary when reading and writing in Spanish.
3. Students will be able to apply vocabulary to conversation in Spanish

Must be numbered


1a. Guided worksheet on vocabulary words

1b. Vocabulary quiz.

Lesson Plan Template: Hackett 2014

2a. Short stories using new vocabulary
*Could be collected
for accountability
and/or auditing


Teacher input,
modeling, guided
practice, and/or

3a. Performance-based speaking assessment with partners.

Identify one language function essential for students within your central focus and
include the corresponding learning task(s).

Day 1 40 minute block

1. Do Now:
a. Hook:
b. Make a list of all the English words you think of when you hear
weather, geography, climate. Include at least 7. You have 2
minutes. (checking for understanding directions)
2. Do Now Share
a. The teacher will ask students to share a few things they wrote with their
b. Students will record at least two new words their neighbor had that they
did not have. (checking for understanding directions)
c. Students will be asked to volunteer to share some words with the class
Label: Bell Ringer
and the teacher.
Also may be called:
3. Instruction
set induction,
a. The teacher will introduce vocabulary topic by handing out vocabulary
anticipatory set,
sheets with pictures that correspond to the vocabulary words they will
need to translate. The teacher will tell students that they will be working
Do Now, Write
in pairs to complete the worksheet using the Spanish-English dictionary.
Now, Silent Starter
The teacher will pair students up using fair sticks. (checking for
understanding directions).The teacher will review the vocabulary
sheets before the end of class.
Label: Transitions
4. Practice
a. Students will be given a worksheet with images (visual). In pairs
students must work to find the Spanish words for the images. Students
must practice speaking the words out loud to their partner (auditory).
visual, auditory,
Teacher will walk around and assist students with pronunciation, and
and kinesthetic
identification (checking for understanding content). Teacher will
collect worksheet to review for understanding. Once collected, the
for learning
teacher will grade in class, and hand back to students so they can correct
answers when she reviews them. (21st) Work Creatively with Others.
5. Closure:
a. Students will fill out an exit slip listing what they know about weather
vocabulary in Spanish, what they want to know about weather
Checks for
vocabulary, and what they learned today about weather vocabulary.
(checking for understanding directions)

Lesson Plan Template: Hackett 2014

s, and/or content
(formative) Ex.
Day 2
(CFU directions)
6. Do Now: Think write/pair write/share write
a. Students will use this strategy to share words they remember from the
day before. Students will think about words they remember, students
Label: Evidence of
will write the words they thought about, students will turn to their
21st Century Skills
neighbor and share what words they came up with. Students will write
(21 )
down the words their partner had that they didnt have. (checking for
understanding directions)
7. Instruction
a. The teacher will introduce an example short story that they created
Evidence of
using the new vocabulary words. The teacher will read the short story
Cognitive Student
out loud, and explain to students where they used the vocabulary and
Engagement (CSE)
what additionally vocabulary words they used in their short stories.
Using famous pairs, students will get in groups to create short stories.
Once theyve created their short stories, they will share them to the
class. (checking for understanding directions)
8. Practice
a. Students will work in groups to create short stories. (CSE)
b. Students will share their short stories to the class. Students may choose
(and are encouraged to) act out their stories (kinesthetic) (visual) (21st)
Communicate Clearly (checking for understanding content).
9. Closure
a. Postcard: Students will be given an index card. Using the last 7 minutes
of class, students will be asked to write a postcard home to family
members telling them what they learned in class today. Students must
incorporate 3 new vocabulary words into their postcard, and use them in
a sentence so that they would make sense to the reader if he or she did
not know the meaning of the word. Postcards will be written in Spanish.
(checking for understanding directions)
Day 3
10. Do Now: Students will go to the computer lab, and log onto quizlet. Students
will play practice games with their vocabulary list of ten minutes. (checking
for understanding directions)
11. Instruction
a. The teacher will explain the class assignment for the day. Students will
get in pairs using fair sticks. Students will be given a list of speaking
prompts to practice with their partners. They will record their speaking
on the computer so the teacher can later review and assess their
speaking. (checking for understanding directions)
12. Practice
a. Students will practice speaking using the speaking prompts. The teacher
will walk around the room to make sure students are understanding the
task, and to help students. (21st) Work Creatively with Others. (21st)
Communicate Clearly (CSE) (auditory)
b. Students will play vocabulary practice game at on the projector
screen in teams with the teacher as the moderator if there is enough

Lesson Plan Template: Hackett 2014

time. (visual).
13. Closure
a. Using vocabulary sheets, students will be asked to fill out an exit slip
using five of the words they feel least comfortable with in a sentence.
Then explain what they will do to study these words so they are
prepared for the quiz the next day. (checking for understanding
Day 4
14. Do Now:
a. Students will turn to their neighbor and quiz each other for 5-7 minutes
before the quiz begins. Students can use this time to ask the teacher any
last minute questions they may have before the quiz is given. (checking
for understanding directions) (checking for understanding
15. Instruction
a. The teacher will go over the quiz to make sure everyone understands it.
(checking for understanding directions)
b. Once the students are done their quiz, they will be called up to meet
with the teacher to discuss their speaking prompt from the day before.
16. Practice:
a. Students will take the quiz. Students have 20 minutes to complete the
quiz. Once finished with the quiz, students will be asked to go to the
library in the back of the room to choose a book in Spanish, or about
Spanish culture to read to themselves.

Label formative or
summative, describe
purpose, and

1a. Guided worksheet on vocabulary words (Formative): Will be graded out of 20

points, graded as a homework assignment, will give feedback by marking wrong
answers, so students can go back and fix what they got wrong.
1b. Vocabulary quiz (Summative): Will be graded out of 100 points. Will ask students
to fix answers that they got wrong as a homework assignment.
2a. Short stories using new vocabulary (Formative): Will be graded out of 100 based
on vocabulary words used in the story, based on creativity, based on performance
sharing the story.
3a. Performance-based speaking assessment with partners (Summative): Will be
graded out of 50 points. Students will be graded on content, does the conversation flow
well, does the conversation stick with the prompt. Students will be given individual
feedback by meeting with the teacher in class, after their quiz to discuss their speaking.
Type: Computers, projector

Describe type and
purpose. Include a
back-up plan.

Purpose: Vocabulary practice, and kahoot games, speaking assessment.

Lesson Plan Template: Hackett 2014

Back-up Plan: In-class vocabulary practice games.

Academic Language:
required for the
How will the
language be
practiced, &

el tiempo
el calor
el fresco
el frio
el grado
el huracan
la lluvia
la nieve
el relampago
el sol
la temperatura
el tornado
el trueno
el terremoto
el viento
la estacion
el invierno
el otono
la primavera
el verano
esta nublado
esta lluvioso
hace calor
hace fresco
hace frio
hace sol
hace viento

to rain
to snow
it's raining
it's snowing
it's cloudy
it's rainy
it's hot
it's cool
it's cold
it's sunny
it's windy

Introduced: Vocabulary worksheet

Practiced: Vocabulary worksheets, short stories, performance based speaking, quizlet

practice games, kahoot game.

Lesson Plan Template: Hackett 2014

Assessed: Vocabulary quiz, performance based speaking assessment, vocabulary quiz

ELL considerations:
Student Supports,
Interactions with
and/or Support

Accommodations for students with IEPS and/or 504s:

Colleague Collaboration:

Time Required

Computers, vocabulary worksheets, quizzes,,,
4- 40 minute classes

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