Cartoon Earth with EquatorPOR QUÉ EXISTEN LAS ESTACIONES DEL AÑO

This lesson is a brief departure from stories. It is still interesting comprehensible input, but this time in the form of a reading in high frequency Spanish about  why seasons exist on the earth. As an avid cyclist, it amazes me that students sometimes do not appreciate (?) or even notice (!) the changing seasons, let alone having the ability to explain why they exist. After spending some time talking about this concept, drawing pictures, pointing at maps and globes, and extensive questioning they can explain it in Spanish.

A lesson like this supports content in other areas and can also be used as evaluation evidence for “designing coherent instruction” (Danielson 1e) because it provides scaffolding for later  learning. It uses students’ prior knowledge about weather, geography and science and allows them to combine that with Spanish map and weather vocabulary they already know. This thinking and content prepares them to learn about the culture of Guatemala, which in turn will be an introductory set for reading the novel Patricia va a California. This type of multi-faceted instruction can go a long way to engaging students in learning (Danielson 3c).