Class/Grade Level:
Unit: L'environnement Lesson Number:
Level 3
STAGE 1: What will students know and be able to do at the end of this lesson?
What are the learning targets for this lesson?
I can interpret and analyze viewpoints and action items on climate from picket
signs and youth activists.
Do
◻ Interpretive ◻ Interpretive ◻ Interpersonal ◻ Presentational ◻ Presentational
Listening Reading Communication Speaking Writing
Learning Target:
Know
What vocabulary, structures and/or culture do students need to know in order to do what you have targeted?
Une grève
Les manifestations
Autre vocabulaire de l’environnement
Culture around youth climate movement and school strikes
STAGE 2: How will you know that students met the learning targets?
What will they do to demonstrate that to you and themselves?
Students will answer questions about the article while reading that will be collected but also reviewed
together in class. Students will also produce their own climate picket signs by the end of the next class using
the knowledge they’ve learned about climate issues facing the world, particularly Africa.
Bell Ringer/Sponge/Warm-up
How can you capture the students’ energy and commitment for today’s lesson? Time:
Students will begin by discussing if they participated in the global climate strike, what they think 4 min 30
about it, and what they think must be done about climate change. sec
Learning Episode
Primetime 1 – Practice/Downtime – Primetime 2 Time:
PT #1: Introduction of strikes for the climate, examine how they were carried out in different 7 minutes
countries/regions; look at one picket sign from climate strikes together as a class--discuss its
cultural roots
5 minutes
DT: Students work in small groups and examine a picket sign from climate strike and discuss
what the message of each one is (each group has a different sign to examine).
6 minutes
PT #2: Pairs/small groups share their thoughts on the picket signs they discussed.
Lesson Plan Template adapted from STARTALK Lesson Plan Template: http://startalk.umd.edu/lesson-planning/
BRAIN BREAK: Environmental this or that--teacher reads statements of different ways individuals
can help the planet and students choose which they feel they’d be most likely to do. (2 minutes)
Learning Episode
Primetime 1 – Practice/Downtime – Primetime 2 Time:
PT #1: Preview the article with big picture thinking about specific challenges facing Africa and 6 min
why Africans are feeling the effects of climate change first but are less involved in the Fridays
for the Future protests.
13 min
DT: Students read the article and answer questions.
8 min
PT #2: We review the article and questions together as a class. Introduction of the climate
protest sign project for next class period/group formation.
Closure/Celebrate Learning
How do you return students’ attention to the learning targets to affirm what they can do now Time
that they couldn’t do at the beginning of the class? 3 min:
Revisit I Can statement--1 to 5 fingers. Students share what they’re struggling with and what
they feel confident with.
◻ provide sufficient opportunities for understanding new words before expecting production?
◻ provide multiple, varied opportunities for students to hear new words/expressions used in highly
visualized contexts that make meaning transparent?
◻ provide students with an authentic purpose for using words and phrases?
◻ give students a reason for needing to/wanting to pay attention and be on task?
◻ vary in the level of intensity and physical movement from one to the next?
◻ make the learner the active participant and not the teacher?
Lesson Plan Template adapted from STARTALK Lesson Plan Template: http://startalk.umd.edu/lesson-planning/
Lesson Plan Template adapted from STARTALK Lesson Plan Template: http://startalk.umd.edu/lesson-planning/