Mariela S Guido
SED FL 525
Wednesday @ 4:00p.m.
Lesson Plan 1
Grade: high school
Level: Beginners
Target Standards:
 1.1 interpersonal
 1.3 Presentational
 3.1 Making connections
 4.1 Language comparisons
 5.1 Language beyond school
Strategies:
 Visuals
 Recall prior information
 Repetition
 Practice
 Group discussion
 Language relation and comparison
Lesson Objective
 Students will be able to talk about the weather, using weather expressions
 Students will learn the different seasons of the year: summer, fall, winter, spring
 Students will match the weather for each season
 Students will classify different objects and/or illustrations by seasons
Objective Value
 Students will acquire knowledge that will help them to interact with Spanish speakers
making comments or discussions about the different seasons and their weather. Moreover,
they will be aware of the different weather expression most used in the Spanish-speaking
countries.
Prior knowledge
1. Students would know the names of the days, of the months, and the cloths that s/he had
setup in the target language.
2. Students would be familiar with weather expressions
3. Students with know to say dates.
Setting the Stage (10 minutes before class)
 Before class start, teacher will have pictures that represent the different seasons, different
cloths that can be used during each season, newspaper and/or magazines with weather
reports.
 Teacher will have a pie graph divided by four and in each section will have symbol that
represent each season
Comprehensible input:
Materials
 Objects and visuals that represent the seasons of the year
 Season Chart
Listen (5 minutes)
1. Teacher will introduce the new vocabulary, while s/he present the different objects and
pictures to the class
“La chamarra la usamos en el frío,” “los shorts los usamos en el calor,” “los mitones los
usamos cuando nieva,” “en esta foto hace calor” “en esta foto esta lloviendo” etc.
Model (10-15 minutes)
1. Class will review the months of the year making references to the different pictures.
Teacher: “los meses cuando hace frío son” _________________________
“los meses cuando hace viento son”________________________
Teacher will emphasis the words frio, viento, lluvia, nieve, etc using the pictures or the
cloths.
Students: “los meses cuando hace frío son diciembre, enero, febrero.”
Teaching: (15-20 minutes)
1. Teacher will say the following phrases stating and showing the different objects and
pictures that refer to each seasons.
Teacher: “en invierno usamos los mitones, las chamarras, las bufandas porque hace frío”
“en verano vamos a la playa, nos ponemos shorts porque hace mucho calor,” etc.
2. Class will fill in the seasons chart
Teacher: “En el invierno hace mucho frío y nieva” while s/he say that, teacher will write
invierno in correct section of the chart. Then, s/he will ask: ¿en qué meses hace frío?
Students: will answer “los meses cuando hace frío son diciembre, enero, febrero”
Teacher: will write the months in the correct section of the chart.
Practice: (10-15 minutes)
1. Teacher will divide the class into small groups, then s/he will distribute the objects among
the groups and have them to answer the following questions:
Teacher: What is it? When we use it? What kind of weather is showing? So it belongs to?
Groups: will present their discussion to the class.
Guide Practice (20-35 minutes)
Materials
 Objects and visuals that represent the seasons of the year
 Season and months labels
 Students notebook
1. Matching seasons and months
 Label each corner of the classroom with a season (verano, otoño, invierno y primavera)
 Give each student a picture, object or month label
 Ask students to find the right season where they have to place the picture/object/month
2. Homework: Writing – have students to make a list/diagram for each season, they will have
to include the name, the months of each season and two characteristics. For a challenge
activity have them to write a sentence saying what they usually do during the different
seasons.
i.e. “En el invierno yo voy a esquiar”
Independent Practice (90-120 minutes)
Materials
 Magazines and newpaper
 Markers
 Posterboards
 State and/or city maps
1. A simulated TV broadcast - group activity (2-3 students) – have students practice the basic
structures to express different weather conditions locally or nationally
 Distribute a map from different cities to each group
 Ask students to think in the season and weather they want to report for their city
 Have students to make a post board representing the city, weather, and season –
Students get illustrations from magazines
 Have students to present their oral report to the class. Report will include the following
information and should be presented in the target language:
“Today is date and here in city weather expression. We are in season,
and weather expression.” – “Hoy es 12 de noviembre y aquí en Los
Angeles, California hace un buen tiempo. Estamos en otoño y hace mucho
viento.”
Engage students to use their posters while they are presenting their report and they can be
creative as they want.
2. Homework: Search – individual activity – have students investigated about the seasons in
other countries.
 Students will answer the following questions in at least 3 different countries beside
U.S.A.
i. When do people like to go to the beaches?
ii. Christmas and New Year is during ________ season?
iii. In what months leaves fall from the trees?
iv. What are coldest months?
Evaluation:
Students will be able to get a total of 90 pts during this lesson
 Participation
15 pts.
 Writing assignments 15 pts.
 Group Activity
30 pts.
 Search activity
20 pts.
 Quiz – vocabulary
10 pts
Rational/Reflection
As soon as the lesson is done, teacher should answer the following questions:
 How this lesson or activities worked?
 Did it need any improvements or changes?
 Did the time work well?
 Was an enjoyable and learning activity for the students?
 Did it engage students learn
This lesson will take 3 to 4 periods of 60 minutes.
After lesson:
 Last activity (search) will open a discussion for the next unit/theme – Comparing seasons
in other counties.
 Teacher will engage students to practice the seasons and weather expression every time
when is appropriate to the class – switching from one season to the other, learning a new
culture/country, historic events, etc.