LessonPlanTemplateLauraWhite

GradeLevels:1012

ContentTopic:SpanishRainforests(Habitats),Ecotourism,GoingGreen

Key:SW=Studentswill

TW=Teacherwill

HOTS/Q=HigherorderThinkingSkills/Questions

LessonTitle:RainforestsofCostaRica

ContentStandard:CCSSInterpersonal1.1,CCSSReinforceOtherDisciplines3.1,Products&Perspectives
2.2,AcquiringNewInformation2.2,ALCOSLevelI7&8
ContentSource:CCSSandAlabamaCOS

KeyVocabulary

Materials,Equipment,Supplies

elbosque(lluviosos/nuboso)

InteractiveNotebook

reservabiolgica

coloredpens

especies

flippablesforIPOTwork

ecoturismo,biodiversidad

IPadsandauthenticbrochuresonCostaRicanrainforests

HOTS:
Listhigherorderquestions,skillsoractivitiesincludedinthislesson.
1.WhatdoyoupredictarethesourcesofincomeforCostaRica?
2.HowdothetermsecotourismandbiodiversityrelatetothecountryofCostaRica?
3.WhatwouldyourecommendthatatouristdointhecountryofCostaRicaandwhy?
4.WhatdoesthecountryofCostaRicadotogogreen?

ConnectionswithPriorKnowledge/BuildingBackground
SWusevocabularyandgrammarstructuresfrompreviouslessonstoreadandrespondtoauthenticreadings.
SWusephotosaspromptstodiscussvacationstheyhavetakenordifferentlandscapestheyhaveseen.
SWdiscusshowtheygogreenathomeoratschool.

ContentObjectives
Source
ACOSCCSS

ObjectivesinStudentfriendlyLanguage
SWexplainhowCostaRicageneratesincomethroughecotourism.
SWidentifyplantsandanimalsthatareuniquetoCostaRicaandwhatparttheyplayin
ecotourism.

LanguageObjectives
Source

ObjectivesinStudentfriendlyLanguage

ACOS:CCSS

SWreadandrespondinwrittenandoralformtoauthenticreadingsofCostaRicannational
rainforests.(reading)

ACOSCCSS

SWworkingroupsoffourtodiscussideas,evaluatedataandwriteabrochure.(listening,
writing,speaking)
BlendedContentLanguageObjectives

SWreadauthenticbrochurestoscanforcognatespertainingtoecotourismandbiodiversity.
SWwriteabrochuretopersuadeotherstovisittheirCostaRicanrainforest/nationalreserve.
SWspeaktotheirpartner,smallgroup,andwholeclassregardingtheirthoughtsonhowbiodiversityand
ecotourismrelatetoCostaRica.

MeaningfulActivitiesandPeertoPeerInteractiveOralTechniques(IPOTS)
SWturnandtalktoreadandevaluateauthenticbrochuresfromCostaRicanrainforests.
SWparticipateinaReaderWriterSpeakerIPOTtoinvestigateonlineresourcesandcreateapersonalized
brochurefortheirspecifiedCostaRicanrainforest.
SWparticipateinaTableTopCarouselIPOTtoreadandrecordtheirthoughtsonindividualCostaRican
rainforests.

Review/Assessment

SWjustifytheirreasonsforwantingtovisitcertainCostaRicanrainforests.

WrapUp

KeyVocabulary:bosquelluvioso,bosquenuboso,reservabiolgica,especies,ecoturismo,biodiversidad

KeyConcepts:reading,analyzing,andpresentingdatafoundfromonlineandauthentictangibleresources.

ObjectivesMet:1.SWexplainhowCostaRicageneratesincomethroughecotourism.
2.SWidentifyplantsandanimalsthatareuniquetoCostaRicaandwhatparttheyplayinecotourism.

GroupMember

GradeLevels

Contentarea

ContentTopic

ELPLevels

LauraWhite

1012

Spanish

Plant&Animal
Habitats/
Ecotourismof
CostaRica

1012

GeneralDescriptionofLesson
Throughtheuseofaninteractivenotebook(IN),keyterms,colorcoding,IPOTs,visual,tactile,and
auditoryactivities,studentsareabletoperceive,process,understandandproducelanguageinSpanishin
ordertoinvestigatedifferentCostaRicanrainforests,recommendparkstopotentialtourists,andexplain
howthecountryworkstogogreen.

DifferentiationSupportingEnglishLanguageProficiencyLevels
Comprehensibleinputwillbeprovidedvia:graphicorganizers,flippables,authenticbrochuresofCosta
Ricanrainforests(realia),handsonactivities,reviewvocabularyorallywithwordswrittenforreference,
discussioninpairsandsmallgroups,IPOTs,usingstudentdrawnvisuals,waittime,simplifiedEnglish,
andproximitymonitoring.

TeacherNotes(process,procedure,safety,hints,tips)45minutes

Motivation(Activatepriorlearningandbuildbackground)(7minutes)
1.(1minute)IntheINonTOCpage,SWwritelessontitleandpagenumbers.Onthecorresponding
pages,SWwritethelessontitle,dateandobjective.
2.(2minutes)TWpresentthekeytermsandSWaddthosetotheIN.Thesekeytermswillbeidentified
withinthecontextofthereadinglaterinthelesson.Showstudentsphotosoftypicalvacationareasfor
theUnitedStatesandpromptstudentstoelaborateontheirvacationdestinationsandwhytheirfamily
goesthere.
3.(4minute)(PreAssessment)TWpromptstudentsorallywiththefourHOTQ.withsufficientwaittime
betweeneach.TWwritestudentsresponsesontheboardincompletesentencestoaidein
comprehensionforallstudents.
Presentationofnewknowledge/skills(14minutes)
4.(2minutes)StudentswillbedividedintogroupsoffourbasedontheirestablishedSpanishspeaking
countrygroups.EachgroupwillbegivenanauthenticbrochureofaCostaRicanrainforest.The
brochuresarecompletelyinSpanish.TWgivestudentsagraphicorganizerflippabletoorganizetheir
informationforthefollowing:nameofrainforestornationalreserve,attractionsofthearea,priceper
person/group,cognates.
5.(8minutes)Withtheirelbowpartner,SWpartnerreadthebrochureandfillintheirgraphicorganizer
accordingly.Thetwosetsofpartnerswilldiscusstheirfindingsandaddinformationfromtheothers.
6.(4minutes)Asagroupoffour,SWexplainhowthetermsbiodiversityandecotourismrelatetothe
countryofCostaRica.
Practice/Application(15minutes)
5.(7minutes)IPOT:ReaderWriterSpeakerTWdistributeIpadsforstudentstoinvestigateeachpark
andcomparetheonlinedescriptionswiththeauthenticbrochurestheyhaveinhand.Studentswilluse
VennDiagramstocompareandcontrastinformationtheyfind/dontfind.TwoIPadswillbeprovidedto
eachgroup,twostudentswillbethereaders(researchers),onestudentwillbethewriter(recordingthe
informationinthenextstep),andonestudentwillbethespeaker(laterinthelesson).
8.(8minutes)Usingposterpaper,SWworktoconstructalifesizebrochurefortheirspecifiedpark.SW
retrieveinformationbothfromtheironlinesourceandtheirtangiblesource.Theinformationmustbe
categorizedasnaturalattractionsofthearea,priceperperson/group,howtheirparkparticipatesin
goinggreen,andhowthetermsbiodiversity&ecotourismpertaintotheirparticularrainforest/national
parkorreserve.
Review/Assessment(9minutes)

10.(6minutes)IPOT:TabletopcarouselSWstayseatedandtheTWrotatethestudentmadebrochures
toeachgroupofstudentsdesktops.SWreadthebrochures,checkingtomakesuretheirclassmates
includedandcategorizedinformationaccordingly,andthenwillrecordareflectionintheirIN.
11.(3minutes)TWdirectstudentstothereflectionsectionoftheIN.SWreflectonthelessonandlist
@<threenationalrainforeststheywanttotraveltoandwhy(thewhyshouldincludereasonsof
plant/animallifeorotherengagingattractionsshownonthebrochures).
11.Reviewkeytermsandrestateobjectives.RevisitHOTQ.Thespeakerofeachgroupwillstatehow
theirgroupchosetoanswertheHOTQof
biodiversitya
nd
ecotourism
.TWcomparestudentsresponses
nowwithhowtheyansweredatthebeginningofthelesson,bywritingeachgroupsfinalresponseonthe
board.