One Lesson at a Time: Lessons based on authentic resources
These stand-alone, high-interest world language lessons are designed around authentic resources, include all three modes of communication and suggested scaffolds and supports for learners. They can be used with any language or level.
If you would like to collaborate, contribute, and/or share other resources for these lessons, please message me through Twitter @grahnforlang
If you would like to collaborate, contribute, and/or share other resources for these lessons, please message me through Twitter @grahnforlang
Lesson #1: Social Media Influencers (lesson plan with links to download)
Preparation |
1. Select one or more authentic resource as the basis for the lesson (resources here) 2. Print out copies of or post digital version of the graphic organizer (one per student)- you can adapt for the target language 3. Print out Discussion Stoplight cards (one set per pair/small group)- you can adapt for target language 4. Print out copies of or post digital versions of phrases for expressing opinions in the target language |
Connect |
Connect students with today’s topic by asking them to respond to one or more questions in the target language: What is an influencer? Do you follow any influencers? Why? Record related vocabulary that is generated through the conversation (ex. influencer, follow, follower, social media, brand, credibility, theme) |
Explore |
Guide students in interpreting the authentic resource (graphic organizer). Today’s focus reading strategy: Reading using context clues (context resources) |
Share |
In pairs or small groups, students conduct an interpersonal exchange expressing their opinions about influencers. They will use the discussion strategy called “Discussion Stoplight” (distribute the cards) and the expressing opinions phrase list (distribute or provide link). Students record additional insights gained from the discussion on their graphic organizer. Student pairs/small groups report out the key ideas that came out of their discussions. |
Do |
Students write an email to their parents about wanting to become an influencer. They should try to include: what an influencer is what type of influencer they would like to be the benefits of being an influencer anything else you want to add |
Preparation |
1. Select two authentic resources on the topic of volunteering as a basis for the lesson (resources here) 2. Print out copies of or post a digital version of the graphic organizer (one per student) that you can adapt for the target language and the placemat (one per group) 3. Print out copies of or post digital versions of questioning phrases in the target language |
Connect |
Connect students with today’s topic by asking them to use a visual and/or word cloud in the target language ( volunteering word cloud and visual resources) in pairs or small groups to generate a list of words, phrases, and/or sentences in the target language relating to volunteering. Students share out ideas they generated and those ideas are recorded as a “word bank.” |
Explore |
Guide students in interpreting the first authentic resource using the graphic organizer. Ask personalized questions throughout:
Additional new words that are generated can be added to the word bank. During this segment, model for students how to and encourage students to ask follow up questions in the target language. If applicable, draw students’ attention language structures that appear in the text (either new or learned). |
Share |
In pairs or small groups, students interpret a second volunteering authentic resource using the placemat strategy (downloadable template here- one per group) where each student records ideas into their section of the placemat around the perimeter. Students take turns sharing the ideas they wrote into their section of the placemat with their partner/group members. The group agrees on the most important ideas and writes them into the center of the placemat. During the whole class sharing segment, students practice asking follow-up questions. Students add ideas to their graphic organizers based on those generated during the sharing segment. |
Do |
Students create a poster, short video, or other product using the information they accumulated throughout today’s lesson to convince others to volunteer. They should try to include:
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Lesson Tasks: Winter Olympics (lesson tasks with links to download)
Task #1 |
Have students interact with the Winter Olympics calendar in the target language. Have students create true and false statements about the events happening at the Winter Olympics. Students share their true/false statements with the class and students verify whether they are true or false according to the calendar. To add a kinesthetic aspect, use the step left-step right strategy assigning left as true and right as false. To increase the level of challenge, students are asked to change false statements to true statements. |
Task #2 |
Guide students in interpreting the Winter Olympics calendar in the target language, by asking questions about the text and making personal connections with the students. For example,
Students generate adjectives related to sports (ex. difficult, dangerous, exciting, challenging, fast, exhilarating, favorite, spectacular, extreme, etc.). Record the new vocabulary that is generated. During this segment, introduce or reinforce comparative and superlative phrases in the target language such as: · the same as · as many ____ as · more _____ than · less _____ than · better · worse · larger · smaller · the most · the least · but Encourage students to practice using comparative and superlative phrases through your questioning as they are interpreting the authentic resource. |
Task #3 |
In pairs or small groups, students select two Winter Olympic sport infographics. They will use a Venn diagram or other organizer for comparing and contrasting to record the similarities and differences between the two sports. Partners and group members conduct a conversation about the similarities and differences between the two sports as they complete the Venn diagram or other organizer for comparing and contrasting. Student groups share the similarities and differences between the sports they chose as part of a whole class discussion. Classmates respond by using positive reaction phrases for each group’s conclusions. |
Task #4 |
Students interpret an authentic resource on the topic of Olympic spirit and values in the target language. Individually or in pairs, students create a word cloud or visual notes/sketchnotes (example) that capture words and phrases about the spirit and values of the Olympics. (Word cloud generators: Tagxedo, Word it Out, etc.) Students do a gallery walk of all the word clouds and visual notes/sketchnotes created by their classmates. They return to their groups and add ideas from the gallery walk to their word cloud/sketchnote. Initiate a conversation with the class about the big ideas that emerged about the Olympic values and spirit. Some examples are excellence, friendship, respect, fair play, solidarity, determination, equality, inspiration, and courage. The Olympic motto is “Citius, Altius, Fortius” (Faster, Higher, Stronger). |
Task #5 |
Students select and research an Olympic athlete competing in Beijing from a target language country. Alternatively, students can go to: https://olympics.com/beijing-2022/olympic-games/en/results/all-sports/athletes.htm (can switch to the target language using drop down menu) Students take notes on their chosen Olympic athlete (organizer here). Then, students are placed in pairs and use the Venn diagram or another organizer for comparing and contrasting to compare and contrast the Olympians they researched. Students interact using comparative and superlative phrases. |
Lesson #3: Clothing with a Conscience (lesson plan with links to download)
Preparation |
Here is the link for authentic resources on the topic for multiple languages. Select one or more resource for the guided instruction segment on sustainable fashion and 3-4 resources for the “share” segment on related topics (second hand clothing, fast vs. slow fashion, etc.) when students are in pairs or small groups. Print out copies of or post a digital version of the graphic organizer (one per student) and the organizer for the inside-outside circles activity (one per student)- can be adapted to the target language Print out copies of or post a digital version of the expressions for agreeing and disagreeing (one per pair/small group) |
Connect |
Connect students to today’s topic by having them respond to the prompt in the target language: "List 5 things you consider when you are purchasing a new piece of clothing. Give an example for each." Have students generate key words they may need to respond to the question: style, price, color, fabric, pattern, brand, size, pretty, weather, purpose, online, store, boutique, etc. Give students time to brainstorm ideas that come to mind. Have them list their responses on the handout. When time is called, ask students to stand and allow them to “cross pollinate” their ideas through a strategy such as inside-outside circles or stand up-hand up- pair up. As they meet up with each partner, they share one idea from their list. Students add ideas they gain from others to their lists and interact with each other using the expressions in the right-hand column on the handout. Additional key words that come out of the exchange might include: pretty, weather, season, purpose, comfort, athletic, casual, tight, loose, short, long, trendy, fashionable, etc. and are added to the word bank. |
Explore |
Begin this segment by asking students to share what they learned through the “connect” activity. Ask students if “the environment” was one of their considerations when buying clothing. Elicit details from students. Introduce the concept of sustainable fashion by using one or more authentic resources on the topic as the context. As you guide students’ interpretation of the authentic resource(s), have them record ideas in the sustainable fashion section on the graphic organizer. Introduce or review expressions for agreeing and disagreeing. Ask personalized questions during this segment. Ask students if they agree or disagree with the ideas gleaned from their interactions with classmates and with the resource(s). To add challenge, ask students to give reasons why they agree or disagree. |
Share |
Have students work in pairs or small groups. During this segment, each pair/small group will be assigned or choose a resource they will collaboratively interpret to add more information to their graphic organizers about other topics that are related to sustainable fashion such as:
*Here is a link to an additional graphic organizer that jigsaw groups can use that provides more space to write and “think abouts.” Encourage students to use the expressions for agreeing and disagreeing during their interactions. Finally, have students participate in a modified jigsaw activity where students regroup with classmates who interpreted different resources and add more information to their graphic organizers and challenge themselves to use the agreeing and disagreeing expressions. |
Do |
Choice Tasks Choice #1: Students will create a plan for their family’s clothing needs for the next season with environmental impact in mind. They may want to include:
Choice #2: Students will create an illustrated children’s book in the target language that teaches about conscious, sustainable fashion. They may want to include:
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Lesson #4: What a Waste!: What can we do about food waste? (lesson plan with links to download)
Lesson #4: What a Waste!: What can we do about food waste? (lesson plan with links to download)
Preparation |
Here is the link for authentic resources on the topic for multiple languages. You will need
Print out copies of or post a digital version of feelings and emotions expressions and adverbs of frequency in the target language. Print out copies of or post a digital version of the Frayer model (adapt to the target language)- one per student Students will need stickie notes or slips of paper with glue sticks for the “share” segment. |
Connect |
Connect students to today’s topic by showing them one or more images that represent food waste. Share with students that today’s topic is “food waste.” Ask students why they think the food waste problem exists. What are the reasons? Record student reactions to the photos in a word bank. Give students access to the target language authentic resources that you have selected that give details about what food waste is. Students may select the resource they wish to interpret to come up with their own definition/description in the target language of what food waste is. Provide students with a copy of the Frayer model (adapted for your target language) in which they will capture their ideas about what food waste is. When time is called, project a version of the Frayer model and have students offer their own ideas to create a composite Frayer model for the class. |
Explore |
Next, have students look at an infographic about food waste where the statistics have been removed/covered. (Here are some created for you! Slideshow #1: Portuguese, Italian, German, Arabic, Slideshow #2: Spanish, French) Have students guess the missing numbers. Use the prompts of “higher” and “lower” in the target language to help students’ guessing. Provide relevant vocabulary the students may need (ex. Food waste, environment, reduce, to plan, leftover, buy/purchase, to store, loss, etc.) After the statistics are revealed, have students reflect on how they feel about the information. Review feelings and emotions vocabulary (if appropriate) and provide sentence stems to assist students in their responses. Expressions to add to the word bank:
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Share |
During this segment, students will be encouraged to use adverbs of frequency to talk about how often they currently take action about food waste and how often they are committing to act in the future. The teacher may want to preview or review the expressions for adverbs of frequency before the students work in pairs or small groups. Have students work in pairs or small groups. During this segment, each pair/small group will research authentic resources that provide actions individuals take to limit the food waste they produce. Student pairs/small groups will create a “top 5 actions” list against food waste that they are planning on implementing. For this follow-up task, students will need the stickie notes or small slips of paper with glue sticks. When time is called, student pairs and small groups trade their “top 5” lists with another pair or small group. Students use the stickie notes or small slips of paper to indicate how often they would be willing to adopt a particular act against food waste using adverbs of frequency in the target language. You may want to provide students with some sentence stems to encourage them to speak in the target language: I would/wouldn’t… I could/couldn’t… I wish I could… I am going to... Me too. Not me If I… |
Do |
Students create a poster for the school cafeteria, a set of button designs, a series of school announcements (did you know that…?), a survey, or other product in the target language that encourages others to take action against food waste. They might want to include
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Lesson #5: How Will I Know?: Detecting false information and fake news (lesson plan with links to download)
Preparation |
Here is the link for authentic resources on the topic of fake information/news for multiple languages. Video, infographic, or article about what fake information/news is (for explore segment) 2-3 infographics about how to recognize and verify fake information/news printed on paper (one set per pair/small group) grayscale or color Chart paper with each of the 2-4 questions you have chosen written on them (explore segment) Print out copies of or post a digital version of transition and connector words and phrases in the target language Scissors for the “share” segment Copies of the handouts for the acrostic adapted for the target language (one per student)* and blank paper/construction paper for the final list of five tips/steps (one per pair/small group) *Or have students make their own |
Connect |
Connect students with today’s topic by providing them with a statement in the target language that you know is false. Ex. Today is Tuesday. (when it’s actually Wednesday) Ask students:
· what would happen if you convince them that the statement was true? Create two columns on the whiteboard or screen, one labeled “yes” and the other labeled “no.” Write positive and negative expressions in the target language into the columns (ex. True-false, correct-incorrect, real-fake, information-disinformation, fact/truth-lie, good-bad) and add any other words and expressions that come up in the conversation (ex. Online, rumor, news, viral, harmful, dangerous, media, source, reliable, to recognize, to verify, to research, share, spread, danger, confusing, fact-checking) |
Explore |
Guide students through viewing a video or interpreting an infographic or article about what fake information/news is. Give the students a handout where the letters of “fake” or “fake news” in the target language are written vertically down the center of the page. Ask students to take notes on the handout, created in the form of an acrostic poem. When time is called, ask students to share their ideas. The teacher writes their ideas on a version of the acrostic handout written on the whiteboard or projected on the screen. Share the 2-4 of the following questions with the students in the target language (which is each written on a large piece of paper or newsprint. Model each question and put the first entry onto each poster as an example. · How can fake information/news and rumors be dangerous?
Now, place the posters in each corner of the room and divide students into 4 groups. They will use the process of Carousel Brainstorming for this task where they will brainstorm as many responses as they can to each prompt (in the target language) in the time they are given (2-4 minutes at each poster) and are given the signal to move on to the next poster until all groups have added ideas to all posters. |
Share |
Place students in pairs or small groups. Student pairs or small groups are given 2-3 infographics per pair/small group printed on paper that give tips or steps for how to recognize and verify fake news/information. Also, give students an expression list for transitions and connectives. Students cut the infographics so that each tip or step is on its own strip. The students put all of the strips in the center of the table. Each student takes a turn in reading a tip or step to their partner/group. As the strips are read, the groups note tips/steps that are the same and begin to put them in order from first, next, to last using transitions and connector words and phrases coming up with the 5 most important steps on a handout. When time is called, pairs or groups share their “top tips for recognizing fake information/news” list with the class, using transitions and connector words and phrases. |
Do |
Choice #1: Students create an infographic or comic strip for young students about how to recognize and verify fake information/news in the target language. They may wish to include:
Choice #2: Students create a short breaking news video segment using the Class Tools Breaking News Generator that is an example of fake information/news in the target language. That clip should be followed by a segment about
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