Teacher: Dr. Stephanie L. Perry |
Unit/Session: Weather & Seasons
Weather & Seasons |
Date of Instruction: 9/7-10 |
Standard/s: MLI.IP1E Give simple descriptions |
Learning Target/ Teaching Point: Students will use Spanish terms of weather, seasons, months of the year, and days of the week in context with their present conditions |
Success Criteria: Students will tell what day/month/season it is and what the weather is like.
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Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3, 4, 5, 8, 10 | INTRODUCTION/CONNECTION: It’s kind of a joke when people say “Nice weather, huh?” or “What’s the weather like?” Sometimes we ask this question to be polite or because we can’t think of anything else to ask. Yet there is a basic human interest in what is going on outside and in our environment. So we will be talking about the weather.
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DIRECT INSTRUCTION: Show students the question strip: What is the weather like?/¿Qué tiempo hace? I will show students a Google Slide of the different seasons, and we will stop and go over them as a class. VIDEO: Weather & Seasons
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Work Period (We Do, You Do) Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7, 8, 10 | GUIDED PRACTICE: Once I have gone over song and explained the meaning of the words, students will join in speaking and translating. They will practice saying “Hace buen tiempo/it’s good weather, hace mal tiempo/it’s bad weather, hace frío/it’s cold, hace calor/it’s hot, hace fresco/it’s cool.” |
INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Students will divide a piece of paper into four squares (folding twice) and labeling four squares “el invierno/Winter, la primavera/Spring, el verano/Summer, el otoño/autumn (Fall).” Then they will draw a picture of that season and write two sentences describing each season. |
Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding . TKES : 1,2,3, 4,5,6,7,8 | SUMMARIZE/CHECK FOR UNDERSTANDING: Comprehension Activity sheet Students will share with a partner their seasons. Formative Assessment : I will walk around and check their work and listen for understanding. |
Homework | Students will describe to their family the four seasons. |
