• Act out the various weather expressions for the students. Then say a weather expression and have the students act it out as a class.
• Ask individual students to act out a weather expression and then to call on a peer to tell the class what type of weather it is. Write the weather expressions on the board for the students to copy and illustrate.
• Ask the students what the weather is like outside today (¿Qué tiempo hace hoy?) and which type of weather they prefer (¿Qué tiempo prefieres?).
• Using 4 large posters of seasons, ask the students to point to (señalen) or touch (toca) the correct season. Ask questions about the weather in each season in the USA (¿Qué tiempo hace en el verano?, ¿Qué tiempo hace en el otoño?, ¿Qué tiempo hace en el invierno?, and ¿Qué tiempo hace en la primavera?). Write the weather expressions on the board for the students to copy.
• Show a world map and ask the students to point to or touch different countries. Explain that the seasons differ in some Spanish- speaking countries such as Costa Rica and Puerto Rico where they only have two seasons, wet and dry ( Señala Puerto Rico. En Puerto Rico no tienen los cuatro estaciones. Solamente tienen una estación seca—no hay agua –y una estación con mucho agua o lluvia. Siempre hace calor. Nunca hace mucho frío.). Ask the students what other countries might only have wet and dry seasons (¿Cuáles otros países tienen solamente dos estaciones?) Point to the equator and explain that the seasons are reversed in countries south of the equator (Cuando es verano en Chile es invierno en los Estados Unidos.). Ask questions about other countries on either side of the equator.

Assessment: Create a sheet with weather pictures on it. Have pairs of students sit with their backs to each other. Assign an observer to monitor each pair. Give each of the partners a weather sheet and tell them to touch certain types of weather. The observer needs if decide if both partners are touching the correct weather. If the observer says, "sí", the pair gets one point. If the observer says, "no", the pair gets zero points. Let the observer take over the commands.

Objectives: TLW listen to, understand and respond with movement to TPR commands relating to weather. TLW understand the differences and similarities between weather conditions in some Spanish-speaking countries and their own.

Language In Use: ¿Qué tiempo hace?, Hace buen tiempo., Hace calor., Hace frío., Hace fresco., el invierno, el verano, la primavera, el otoño

¿Qué tiempo hace hoy?

¿Qué tiempo prefieres? Prefiero cuando hace fresco.

Señala Puerto Rico. En Puerto Rico no tienen las cuatro estaciones. Solamente tienen una estación seca—no hay agua –y una estación con mucha agua o lluvia. Siempre hace calor. Nunca hace mucho frío ¿Cuáles otros países tienen solamente dos estaciones?

Cuando es verano en Chile es invierno en los Estados Unidos. ¿Dónde está España, al norte o al sur del ecuador?

Materials: map of the world, large pictures of seasons, pair picture sheet

Standards:
Communication 1.1:  Students provide information regarding the type of weather they prefer and by describing a weather expression that is being acted out.
Communication 1.2:  Students understand and interpret body language about weather when they are watching the teacher or another student act out weather expressions.
Connections 3.1:  Students reinforce and further their knowledge of geography when they locate places on the map and discuss the different weather conditions in Spanish- speaking countries.
Comparisons 4.2:  Students demonstrate understanding of the concept of culture by comparing the seasons and weather in Spanish- speaking countries and their own.