• Point to clothing hanging in front of classroom and do a TPR series: Ask the student to point to (señalen), touch (toca), or bring (traiga) the clothing. Ask yes or no questions (sí o no) about clothing. Ask either /or questions about clothing. For example, "Do you wear shorts when it is hot or cold?" (¿Llevas los pantalones cortos cuando hace calor o cuando hace frío?) Do the same with pants (los pantalones), a jacket (una chaqueta), and a sweater (un sueter). Ask questions such as "When it’s cold what season is it?" (¿Cuándo hace frío,qué estacion es?), or "When it’s hot, what season is it? (¿Cuándo hace calor, qué estacion es?)
• Give each student a picture of a piece of the clothing and have them group themselves (by standing near the appropriate picture) according to the season in which the clothing would be most often used.
• Discuss how the seasons affect how people dress in Spanish-speaking Latin American countries, as well as in Spain and in the United States.

Assessment: Have the students choose a Spanish-speaking country to draw and write about (they can do some research such as, looking at a map to find out what geographical features the country has). Give them a piece of paper and have them divide the paper into two rectangles or four squares depending on the number of seasons there are in the country they have chosen. Ask them to draw the seasons in their country as a background and to create models of the clothing people would wear during each season to paste over the background. Give them a patterned paragraph in which to fill-in the blanks such as:

El pais de __________ está al __________ del ecuador. Tiene __________ estaciones. Son __________ y __________. En cuando hace __________ la gente lleva __________.

Assess the students on the quality of their pictures: Does the picture indicate that the student spent time producing it and researched the country? Does the clothing match the season? Is the paragraph complete and does it make sense? Are most words spelled correctly?

Objectives: TLW understand and respond to questions about seasons, weather, and clothing. TLW understand the cultural implications of weather, seasons and clothing and how they affect different cultures. TLW complete a patterned paragraph.

Language In Use: señalen, toca, traiga, llevo, llevas, ¿Cuándo hace frio, qué estacion es?, ¿Cuándo hace calor, qué estacion es?, los pantalones cortos, el/un suéter, la/una chaqueta, el verano, el invierno, el otoño, la primavera, la/una camisa

El pais de __________ está al __________ del ecuador. Tiene __________ estaciones. Son __________ y __________. En cuando hace __________ la gente lleva __________.

Materials: hangers for clothes, a sweater, a jacket, short pants, long pants, and a shirt (add more clothing as appropriate for your class)

Standards:
Communications 1.1:  Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions about clothing using TPR.
Communications 1.2:  Students understand and interpret written and spoken language about what kinds of clothing is worn during each season.
Comparisons 4.2:  Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own in reference to weather, seasons, and clothing.