WORLD LANGUAGE LESSON PLAN 

Class/Grade Level: 
Unit:  L'environnement     Lesson Number:  
Level 3 

STAGE 1: What will students know and be able to do at the end of this lesson? 
What are the learning targets for this lesson?
I can interpret and analyze viewpoints and action items on climate from picket
signs and youth activists.
Do 
 
◻ Interpretive ◻ Interpretive ◻ Interpersonal ◻ Presentational ◻ Presentational
Listening Reading Communication Speaking Writing

Learning Target:
Know  
What vocabulary, structures and/or culture do students need to​ know​ in order to do what you have targeted?

Une grève
Les manifestations
Autre vocabulaire de l’environnement
Culture around youth climate movement and school strikes

STAGE 2: How will you know that students met the learning targets? 
What will they do to demonstrate that to you and themselves?

Students will answer questions about the article while reading that will be collected but also reviewed
together in class. Students will also produce their own climate picket signs by the end of the next class using
the knowledge they’ve learned about climate issues facing the world, particularly Africa.

STAGE 3: How will you facilitate the learning? 

What activities will be used that will allow students to meet the learning targets?
What will the teacher be doing? What will the students be doing? 

Bell Ringer/Sponge/Warm-up  
How can you capture the students’ energy and commitment for today’s lesson? Time:
Students will begin by discussing if they participated in the global climate strike, what they think 4 min 30
about it, and what they think must be done about climate change. sec
Learning Episode 
Primetime 1 – Practice/Downtime – Primetime 2 Time:
PT #1: ​Introduction of strikes for the climate, examine how they were carried out in different 7 minutes
countries/regions; look at one picket sign from climate strikes together as a class--discuss its
cultural roots
5 minutes
DT: ​Students work in small groups and examine a picket sign from climate strike and discuss
what the message of each one is (each group has a different sign to examine).
6 minutes

PT #2:​ Pairs/small groups share their thoughts on the picket signs they discussed.

Lesson Plan Template adapted from STARTALK Lesson Plan Template: http://startalk.umd.edu/lesson-planning/
  
BRAIN BREAK: ​Environmental this or that--teacher reads statements of different ways individuals
can help the planet and students choose which they feel they’d be most likely to do. (2 minutes)
 
Learning Episode 
Primetime 1 – Practice/Downtime – Primetime 2 Time:
PT #1: ​Preview the article with big picture thinking about specific challenges facing Africa and 6 min
why Africans are feeling the effects of climate change first but are less involved in the Fridays
for the Future protests.

13 min
DT: ​Students read the article and answer questions.

8 min
PT #2: ​We review the article and questions together as a class. Introduction of the climate
protest sign project for next class period/group formation.

Closure/Celebrate Learning
How do you return students’ attention to the learning targets to affirm what they can do now Time
that they couldn’t do at the beginning of the class? 3 min:
Revisit I Can statement--1 to 5 fingers. Students share what they’re struggling with and what
they feel confident with.

Materials Needed for this lesson 

Cardboard (for picket signs)

Paint/markers/ways for students to decorate their own picket signs
Copies of article

Additional Questions to Consider During Lesson Planning 

 
Do the activities in the lesson …

◻ provide sufficient opportunities for understanding new words ​before​ expecting production?

◻ provide multiple, varied opportunities for students to hear new words/expressions used in highly
visualized contexts that make meaning transparent?

◻ provide students with an authentic purpose for using words and phrases?

◻ engage ALL students (vs. just one or two at a time)?

◻ give students a reason for needing to/wanting to pay attention and be on task?

◻ vary in the level of intensity and physical movement from one to the next?

◻ take an appropriate amount of time considering the age of the learner?

◻ make the learner the active participant and not the teacher?

Reflection/Suggestion for Revision  

What went well in today’s lesson? 

Lesson Plan Template adapted from STARTALK Lesson Plan Template: http://startalk.umd.edu/lesson-planning/
  

What needs to be improved? 

Lesson Plan Template adapted from STARTALK Lesson Plan Template: http://startalk.umd.edu/lesson-planning/