Appendix M.

Blank Lesson Plan Template

Language Level

Spanish 3

Date

9/2016

Day in
Unit

Minutes

50

Environmental concerns and social awareness and the future of our planet

STANDARDS
What are the communicative
and cultural objectives for the
lesson?

10 - 12

The future of our planet!

o What are some environmental concerns?
o What are some possible solutions to these problems?
o How do individuals contribute to the well-being of the community?

Unit Theme and Question

Daily topic:

Grade

LESSON OBJECTIVES
Communication
and
Cultures

Which modes of
communication will be
addressed?

Interpersonal
Interpretive
Presentational

Students can:
Express environmental concerns and possibilities
Make predictions and discuss causes and effects
What are some possible solutions to these problems?

Connections
Comparisons
If applicable, indicate how
Connections Comparisons
Communities Common Core
will be part of your lesson.

4.2 Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept
of culture through comparisons of the cultures studied and their own.
Language using: Future tense: the prepositions por and para

Communities

Common Core

CCSS.ELA-LITERACY.RST.9-10.2
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a
complex process, phenomenon, or concept; provide an accurate summary of the text.
SL1: Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others ideas and expressing their own clearly and persuasively.

Lesson Sequence

Keys to Planning for Learning, 2013

Activity/Activities
What will learners do?
What does the teacher do?

Time*
How many
minutes will this
segment take?

Materials Resources
Technology
Be specific. What materials will you
develop? What materials will you
bring in from other sources?

Appendix M.

Blank Lesson Plan Template

o

Gain Attention / Activate

Prior Knowledge

Provide Input

Elicit Performance / Provide

Feedback

Show images on the following 4 topics: drought, smog and

contamination, erosion and deforestation, and inundation.
o Share statistics with the students about these concerns.
o Use questioning strategy to engage the learners:
Which is most devastation and why?
Which one can we offer a new solution for?
Provide students with the authentic text of an investigation
report by a student on the environmental issues facing our
planet. Teacher will read the investigation to develop
comprehension.
As teacher reads the report and students follow along.
As the first problem is read with expression, the teacher will
prompt students, what was the problem and write it under
Problema 1 in the chart.
Students will complete chart, and teachers will check for
understanding with a quick show of hands.
Working in small groups and pairs:
Students will share their responses and complete the Problem
Chart for Problema 2 and Problema 3.
Students show comprehension and demonstrate their thinking
about the content in the report.
Teacher can call on a few students and then any volunteers to
share their responses.

Provide Input

Elicit Performance / Provide

Feedback

Keys to Planning for Learning, 2013

Teacher divides the class into 3 groups for students to express

and communicate the Problem 2 and 3 found in the report.
Students then communicate their predictions and discuss the
cause and effect about the environmental problems.
Seek possible solutions for the 3 problems
Students will choose problem of most interest.
Students will express their concern and possibilities
Students write their questions that they will research such as
what foundations or volunteer agencies can help?
Student will self select topic of interest and find a partner.
Students will be drafting their presentation material the
following day.

5 min

10 min

10 min

15 min

5 min

Teacher creates a slide show with

images of the 4 environmental
concerns addressed in the
textbook.

Students use a Problem Chart

for the 3 problems addressed in
the investigation report created
by the teacher

As students, work on Problem 2

and 3, the teacher will check for
understanding from individual
students.

Teacher designs large groups for

a discussion (Socratic like)

Appendix M.
Closure

Enhance Retention &

Transfer
Reflection Notes to Self
What worked well? Why?
What didnt work? Why?
What changes would you
make if you taught this
lesson again?
????

Blank Lesson Plan Template

Teacher will prompt the students to use their Problem Chart then
decide that other information is missing, what needs to be
researched, and how they will demonstrate their understanding.

3 min

Teacher shares curated resources

to explore for the unit project.

Why are these problems important now?

Have you volunteered in a community project?
Do you know of any organizations that help and fundraise?

Be prepared to share in pairs with your classmates with a

presentation, as the unit project.

Maybe for a stronger connection have students use a map to show where these problems are currently happening, or at
least one location.
Have students share websites of organizations that contribute and how they will impact the environmental concerns to
gain their attention and activate prior knowledge.
Allow more time to design a Socratic discussion to deepen their understanding using evidence-based resources.
Provide time for students to ask questions for clarification and understanding.

Resources
UNICEF:
http://www.unicef.org/lac/
Las preocupaciones ambientales presentacin
https://docs.google.com/presentation/d/1ebegh4p2DzpLnUKTmSQRrQM7cgQL
ae5gjvWafgrW85M/edit?usp=sharing
Diagrama de problemas ambientales
https://docs.google.com/document/d/1Stqotp33i9aZFCpxM4bsemkozC5vTmk8
DX2BPv8sL4Q/edit?usp=sharing
Vocabulary words for Environmental issues vocab...Problemas ambientales
https://quizlet.com/12312755/problemas-ambientales-spanish-ab-initio-flashcards/
Evaluacin de las repercusiones ambientales de los proyectos
https://www.udemy.com/evaluacion-de-impacto-ambiental/

Keys to Planning for Learning, 2013

Technology Integration
https://www.thinglink.com/ an interactive media platform that
students to create more engaging content by adding rich media such as
graphics, audio, drawings, text, and other digital media formats
https://www.Prezi.com presentation software that uses motion, zoom,
and spatial relationships to bring ideas to life
Google Slides
Powerpoint
Keynote

Appendix M.

Blank Lesson Plan Template

* Remember

that the maximum attention span of the learner is approximately the age of the learner up to 20 minutes. The initial lesson cycle (gain
attention/activate prior knowledge, provide input and elicit performance/provide feedback) should not take more than 20 minutes. The second cycle
(provide input and elicit performance/provide feedback) should be repeated as needed and will vary depending on the length of the class period.

Keys to Planning for Learning, 2013