ACTFL proficiency level: Novice-mid
Grade level_____9th_____
Unit theme:__Vacaciones de verano_______________________________
Lesson:
1
2
3
4
5
6
Instructor: _Eric Llorente______________________________
Enduring understanding: Cultural knowledge of a certain Latin American country, differences from the rest.
Spark curiosity in students so that they are more propelled to travel, since being emerged by the language and
culture is the best way to learn. They will plan for the mean of travel (plane, cruise, train, etc. ), what to do
while at their destination, traditions of the destination, and other important/interesting facts.
Essential question: Where would you like to go this summer? Why? What do you plan to do while there?
Lesson Objectives:
Communication/ Language
Functions
Take this information from the
NJ standards
Culture/
Community
Identify any
specific
http://www.njcccs.org/search.aspx cultural
product,
E.g.
practice or
perspective
NM. B 1
pertinent to the
lesson
NM B 3
E.g.
Product:
NM B 4
Weather
Forecast,
weather
conditions
recognition
through song
lyrics
Practice:
Knowing the
weather
forecast for the
day in a
certain day,
especially for
travelers, is an
important asset
to have.
Perspective:
different
countries
around Latin
America have
Cross content
connections
Identify any multiple
intelligence related to any
of the activities used in
the instructional process




Musical
Kinesthetic
Verbal
Naturalist
In TARGET LANGUAGE
students will be able to
in words explain the
communicative functions you
have identified as your
objectives from the standards
E.g.
1.recognize and name different
weather conditions
2. watch and imitate common
gestures and phrases used in a
weather forecast
3 briefly forecast the weather
for a certain city or location.
4. listen and recognize weather
conditions based on song
lyrics.
5. answer to question
pertaining to song lyrics based
on the material previously
learned in class.
different
weather
conditions.
Assessment: How will you determine that the students have met the objectives?
Formative (today)
Summative (by the
end of the unit)
Students will demonstrate understanding of the weather conditions by recognizing key
words and reenacting a weather forecast.
Brief power point/ travel brochure presentation about where and why they want to travel to
a certain Latin American country and the things to do while there. ask and answer
questions to facilitate a purchase, express likes, dislikes, and preferences,
Sequence of activities:
Interpretive:
aural visual/
written
students stulisten dents
see or
read
X
X
X
X
X
X
Interpersonal
aural/ visual/
oral
writte
n
students
stuintera dents
ct
draw
orally or
with
write
each
other
Presentational
oral
visual/
written
students
stupresent dents
orally
present
through
any
visual
or print
medium
X
X
X
X
X
Description of activity
List, in sequence, and describe the activities you
will use to help students accomplish their objectives.
Clearly state for each activity listed what the
students and the instructor will be doing. Indicate,
by placing a check in the appropriate box to the left,
the corresponding mode of communication for each
activity. Each activity should fit into only one of the
3 modes.: interpretive interpersonal presentation
1. To start the lesson I will begin the class with a
small video that explains the weather and its factors
in Spanish. The video is full of vocabulary relevant
to the theme of the lesson.
2. I will quickly go over the essential vocabulary by
using a set of pictures and giving the respective
name to each one.
3. show 2 very short clips on a weather forecast in
Spanish and introduce the activity
4. students will work in group and based on the
video clip I showed them find a place to forecast the
weather. They will present it to the class.
5. To finish we will play a little game where I will
play a small part to the lyrics of a song and when the
audio is done playing they will raise the image of the
weather conditions that best fits the description.
6.
7.
8. What activity can the students do that will
demonstrate that they have achieved the objectives?
VOCABULARY AND GRAMMATICAL STRUCTURES
RECEPTIVE (what the students will
EXPRESSIVE (what the students will
hear/see)
produce)
What will you say to your students during
What do you anticipate that the students
the class? Try to use the targeted
will be able to say/do in the target language
vocabulary frequently in a natural context,
during the course of the class?
incorporating cognates, and gestures and
visuals to foster understanding. Avoid
extraneous words and verbosity in general
since that only contributes to confusion.
MATERIALS NEEDED
BY THE INSTRUCTOR
Record the specific materials you will need to carry out the plans: specify which
tracks on a specific CD, which 3 dimensional objects (realia), transparencies,
visuals, or paper-based materials and attach a copy of the latter to the lesson plan
http://www.youtube.com/watch?v=RrnDOY7yEw8
http://www.youtube.com/watch?v=lSuw2lXq2hI
http://www.youtube.com/watch?v=UuEWiKZGBd4
All of the songs that I will present, trimmed into only the parts students will hear:
Salio el sol –Don Omar
“salio el sol…”
Lluvia –eddie Santiago
“lluvia (lluvia) tus besos frios como la lluvia”
Fria como el viento- Luis Miguel
BY THE STUDENT
Personal flash cards, text,
posters or other props
“”es fria como el viento”
Calor- cheka ft. zion y lennox
“Calor calor calor, es que debajo del sol”
Gotas de lluvia-grupo niche
“verano azul que me calento, otono gris que con el frio llego”
La busco- tito el bambino
“por mas caliente que este mi temperatura”
dame una oportunidad- Daddy yankee
“al dia le hace falta el sol”
suave- luis Miguel
“Suave como la brisa del verano”
llorar lloviendo- toby love
“quisiera llorar lloviendo”
Adaptations for special needs students: You may have students in your class you require special accommodations in
your teaching and assessing techniques. They will usually approach you with a letter from Learning Support Services or
their Dean delineating what accommodations you should make.