Lesson Plan

Teacher Name: Daniel Rodríguez Arciga Powell Language: Exploratory Spanish

Date: October 30th, 2023 Grade: Sixth Unit: Two
Block: ----- Minutes in Lesson: 20 Topic: The Weather, Weather Phenomena
Performance Range: Novice # of SS: 3
DESIRED RESULTS

• Gain knowledge and understanding of cultures in Spanish speaking countries by thinking critically about how
Enduring
locals talk about the weather.
Understanding
• Participate in foreign practices such as measuring weather with F/C to judge the temperature and social
context.
• Make use of L2 phonemes via tongue twisters to develop confidence and fluency.
Using L2, language learners will:
Outcomes-Learning
• Differentiate between weather phenomena by matching illustrations to descriptions, with at least five
Objectives
successful attempts using graphic organizers/booklets.
• Examine if the weather is hot, rainy, windy or cold by evaluating illustrations with 80% success rate.
• Demonstrate fluency in L2 by individually/as a group attempting tongue twisters.
• How does the weather in the US compare to weather in Latin American countries?
• How can I talk about the weather using days of the week?
Essential Questions
• What is a weather phenomenon?
• Are words we use to talk about the weather in English similar to the sounds we hear in Spanish?
(sTORM/TORMenta, ThUNder/TrUENo, SOL/SUN)
STANDARDS FOR LEARNING FOREIGN LANGUAGES
• SI.1 The student will exchange simple spoken and written information in Spanish.
3. Ask and answer questions about familiar topics, such as weather.
• SI.2 The student will sustain brief oral and written exchanges in Spanish, using familiar phrases and sentences.
• SI.3 The student will understand simple spoken and written Spanish presented through a variety of media and
based on familiar topics.
1. Identify key words, cognates and some formulaic expressions when listening and reading.
2. Comprehend simple, culturally authentic oral and written materials, such as announcements, messages,
SOL Standards
and advertisements that use familiar vocabulary and formulaic expressions with significant contextual
support.
3. Follow simple instructions, such as those about classroom procedures or when using classroom technology.
• SI.4 The student will use verbal and nonverbal cues to understand simple spoken and
written messages in Spanish.
1. Differentiate among basic types of statements, questions, and exclamations.
2. Use basic culturally appropriate gestures, body language, and intonation to clarify the message.
• R7: Integrate and evaluate content presented in diverse formats and media
Common Core Anchor • SL1: Prepare for and participate in a range of conversations
Standards: • L1: Demonstrate command of the conventions of standard Spanish grammar when speaking or writing
Language Skill Areas • L2: Demonstrate command of the conventions of standard Spanish capitalization, punctuation, and spelling
when writing
• L4: Determine or clarify the meaning of unknown words using context clues
Interpersonal Communication Interpretive Communication Presentational Communication
• Identify/talk about the • Language learners will listen to • Learners produce sounds unique to
weather by exchanging brief videos – weather related – Spanish such as Ll /d3/
spoken ideas/weather in Spanish and make a list of • Ss analyze weather and describe it using
World Readiness descriptions with words or phrases they recognize. L2, individually and as part of a group.
Standards, ACTFL classmates. • Learners will distinguish between
• Ss view QR codes on their verbal and non-verbal cues to
Communication:
phones and describe the identify weather: illustrations of
weather to classmates. people shivering, fanning
themselves, seeking shelter from
the rain.
Relating Cultural Products to Perspectives
Relating Cultural Practices to Perspectives
Practice 1: People in Spanish-speaking countries
Cultures: Product 1: Thermometer
watch the news or use applications to know
Product 2: Map of Latin American countries
weather forecast just like people do in the USA.
 Perspective: Spanish speaking countries do not
use Fahrenheit to discuss the weather. Ss will
be able to learn about this cultural difference by
seeing a thermometer that uses Celsius
degrees. Also, students will learn Fahrenheit is a
German word.

Practice 2: Different landscapes and different

regions across the world result in different
weather phenomena than in the USA. For this
reason, people dress differently and sometimes
similarly to people in the USA.
Perspective: People in Latin America judge hot /
cold weather differently. Weather considered
comfortable in the US might be too hot or too
cold elsewhere.

Making Connections
• Science: reading a thermometer F to C
• Geography: correlating landscapes to Acquiring info and diverse perspectives
Connections: weather • Difference in determining weather
• Math: thermometer reading • Importance of reading Celsius and Fahrenheit degrees
comparisons
• Literature: tongue twisters/rhymes
Cultural Comparisons
• Umbrella is named after the action it carries out in
Language Comparisons
Spanish: paraguas-it stops the rain/water
• It is hot / Hace calor
• Parasol
Comparisons: • Idiomatic expressions differ in Spanish
• Other Spanish speaking countries might call it
speaking countries
sombrilla/quitasol
• It is raining / Está lloviendo
• Some people use trash bags and cut holes for arms and
head instead of umbrellas to not get wet
School and Global Communities Lifelong Learning
• Share information in L2 about the • Ss will consider different thermometer readings exist
Communities: weather within their communities • Ss will practice cultural relativism and understand people
• Ss identify ideal weather and what in different countries problem solve weather phenomena
that looks like in the city they live in differently
Student Evaluation/Assessment Evidence
Collaborative learning: pairs/groups
• Ss build confidence using L2 when Individual oral responses
Dialogues
interacting with classmates • Promote use of L2
• Ss accurately make use of
• When ss showcase L2 interactions, • Ss are invited to use the Spanish /r/
weather descriptions
they can earn points for the instead of the American /r/
team/row they are sitting in
Group oral responses
Exit Tickets
• Ss practice the Ll sound in
• Ss will accurately describe one QR
Spanish in a rhyme about the
code weather in L2
weather
Materials/Resources/
LEARNING PLAN DETAILS Time
Technology
Strategies and Activities (min)

• Tr explains difference between C and F and how these are used to measure • Canva Presentation
the temperature in different countries • iPad timer/countdown
Hook: • Weather Tongue Twister • Slides 2 and 3
5
• Second Tongue Twister, higher difficulty
- one easy, one challenging for students who perform higher and need to
be kept engaged
• Activate prior knowledge: review full date format • Canva Presentation:
https://www.canva.com/design/DAFwmHNuZnU/o_
- Ss practice capitalization when needed: Hoy es día de la semana, ## de nZaeCWa6giQ9WkyLnWzQ/view?utm_content=DAF
mes de/del año. wmHNuZnU&utm_campaign=designshare&utm_med
ium=link&utm_source=publishsharelink
• Model/review expected classroom behavior
Warm Up 5 • Slide 1
- Reinforce expectations/ participation procedures such as raising hand
- Ss understand they will earn points for their teams by exhibiting
proactive/respectful behavior and this will build a sense of belonging in
the classroom with other teammates/classmates
 Tr elicit from students and guides the conversation:
• Why is learning a second language important?
Real World
• Why is it important to know vocabulary surrounding the weather?
Purpose: 2
• How can we describe the weather?
• Presentation slides 4/5

Sequence of Instructional Activities

Steps and modeling: • Slides 4 and 5 for
• Tr builds interest in the topic videos
• Ss engage with two videos talking about the weather in L2 and must use • Slides 6 through 12
context clues such as familiar vocabulary to interpret/deduce the general idea contain weather
of the videos
vocabulary
• Tr elaborates on different weather categories
• Tr explains how the rest of the presentation correlates with the worksheets ss
• Ss also need
15
must fill out worksheets titled mi
• Ss must write down descriptions used to talk about the weather libreta del tiempo
• The worksheet they must fill out is titled mi libreta del tiempo, and ss must • See pdfs for
write down at least three descriptions seen on the board worksheets used
Input / Instruction • However, tr indicates ss can write additional descriptions and will challenge along with the
faster students to include more Canva presentation
Differentiation:
• Tr regulates pronunciation to distinguish between English and Spanish
phonemes
• Tr elicits L2 from ss, encouraging them to rely on Spanish
• Tr provides opportunities for individual, pair, and group work to ss
• Tr meets diverse learning styles: audiovisual content, reading, writing, making
lists, filling in information
• Tr provides additional time to fill out worksheet
• Tr uses timer so ss see how much time they have left to complete each
weather description
Activities student will do: • See Appendix for
• Tongue Twisters QR PDFs: weather
• Weather booklets Codes booklet and Bingo
• QR Codes 5 mins cards
• Bingo • See Canva
• Engage with L2 via all language skill areas: interpersonal, Bingo presentation link
interpretive, and presentational 10 above for QR Codes,
mins slide 13
Elicit Performance /
Provide Feedback Formative assessment/feedback: • Throughout lesson
• Individual and whole group true and false questions, fluency via tongue
twisters, eliciting related information from ss in L2, confidence when speaking
without pauses, and matching vocabulary in L2
• Ss give a thumbs up or thumbs down when finished writing descriptions for -
each weather
• Ss are encouraged to use only L2
• Tr models Spanish sounds and gives ss opportunities to repeat

• Ss will be asked to summarize in one sentence what they have learned. • Classroom
• Ss will be rewarded points for participation management: ss
• At the end of class, ss’ points will be tallied and winning rows will receive a gain points as they
prize practice productive/
Closure
proactive behavior
3 mins
• Ss lose points when
taking away from
the learning
environment
ADAPTATIONS
Extension: Ss who perform above average will be tasked with including more
than three descriptions during the weather booklet activity.
Remediation: Qr codes will be used to give ss additional reinforcement with content.
Adaptations: Diverse Special Learners: Ss with behavioral areas for improvement will be given
additional responsibilities: reading the list of vocabulary during bingo.
Depending on ss performance more or less time will be given during activities.
Ss will see a timer while completing activities to encourage on-task behavior.
 (5 mins) Prior to teaching: Explain to other student teachers the language
learners’ proficiency level the lesson is intended for:
• my objective is to create a learning environment where all students
feel comfortable making mistakes because this is how we learn,
without fear of being ridiculed
• another goal is to always recycle previous content and connect past
topics in the form of review which leads to future content, for
example asking students to write the full date in Spanish without
abbreviating it to then talk about the weather on specific days
• also, an objective I have with my students is promoting positive
classroom management where they must raise their hand before
speaking and they know to wait their turn to avoid speaking over
others; normally, students will sit in a group of 3-5, and earn points
when they display proactive behavior

(3 mins) Hook: Due to time, I have decided to only practice one tongue twister
on the second slide. The focus is on students associating the illustration of rain
to the character wearing a raincoat. Additionally, I will spend time on
exaggerating certain sounds unique to Spanish such as /r/ and /d3/. Using only
L2 I will say “trabalenguas” and point to my tongue while interlocking my arms
in order for students to understand trabar + lengua means tongue twister. I
will say it, ss will then say it with me, and students will then volunteer.

(10 mins) Purpose:

• In this portion of input and instruction, we still start by watching the
videos on slide 4 and slide 5. The videos discuss the weather in L2. I
Adaptations for will ask students to identify vocabulary terms which seem familiar to
mini-lessons: them: these include cognates or words they already know from
previous classes. When the videos are over, I will elicit from students
and provide feedback on pronunciation and identifying words used
throughout the video: days of the week and vocabulary terms such
as sun, cloud, wind, rain, etc.
• Also, ss will receive vocabulary booklets, see Appendix c. Due to
time, we will only work on the first three weather phenomena on
slides 6-9. Students are responsible for filling in three descriptions for
each. Tr will ask the classroom to read along while listing
descriptions.

(2 mins) Closure: For this section, the closure will be in the form of exit tickets.
Ss will view slide 13 and scan the QR codes. Ss are responsible for two things:
sharing the description with a classmate as practice, and with the teacher as an
exit ticket. Ss must match the weather seen in the video/QR code to an
accurate description.

Students engage in the presentational mode when practicing the tongue

twister aloud and during the exit ticket activity. Interpretive mode is activated
when students draw conclusions about the weather based on illustrations and
associate weather phenomena with L2 descriptions / context clues to their L1
understanding. Interpersonal communication takes place during the initial part
of the exit ticket. A form of assessment will be teacher observation
throughout, providing feedback to students during the tongue twister, and tr
asking students to provide a thumbs up or thumbs down to signal whether
they are ready to move on to the next weather phenomenon.
Reflection/ • What worked well? Why?
Notes to Self
1. Tongue twisters set the tone for students to participate
The following 2. Time available for activities to be completed – visible countdown/timer
reflection is in 3. Variety of activities to engage visual/kinesthetic/auditory learners
reference to one of 4. Classroom management point system per rows
the classes given
during student • What didn’t work? Why?
teaching. 1. Internet was slow at times, causing the activity involving videos to lag/drag at times
2. Need to reinforce rules/classroom management where ss must raise hand before speaking

• What changes would you make if you taught this lesson again?

1. I plan for individual and group activities. In the future, I will include more partner/binary work. Additionally, I
noticed students struggled to identify the words they heard during lotería. Perhaps adding illustration along
with phrases to the cards will be good training wheels.
 Appendix A

Canva Presentation Link:

https://www.canva.com/design/DAFwmHNuZnU/o_nZaeCWa6giQ9WkyLnWzQ/view?utm_content=DAFwmH
NuZnU&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink
Appendix B
Appendix C