Our weather — Lesson Plan, English, Grade 9
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Lesson plan
| Section |
Weather and Climate
|
| Lesson title |
Our weather
|
| Class |
9
|
| Lesson objectives according to program |
4. 3. 1 understand the evidence in long texts on a variety of familiar general and academic topics; 9. 5. 2. 1 independently write about past experiences or real events and actions on familiar general and academic topics;
|
| Lesson objectives |
Students will know and use key vocabulary for describing weather conditions and forecasts.
Students will know how to identify evidence and relevant details about weather in a longer text.
Students will know how to write a short account of a past weather experience using appropriate past-tense forms.
|
| Values |
Students develop responsibility by considering how weather conditions influence safe choices and daily plans. They show respect for others by listening attentively to different experiences of weather.
|
Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Weather Warm-Up 5 min |
Organisational moment:
Welcome students and introduce the lesson topic, “Our weather.”.
Invite students to name familiar weather conditions and briefly connect the topic to everyday life.
|
Students greet the teacher and get ready to learn. Students name familiar weather conditions, such as sunny, rainy, windy, or snowy. | Names one relevant weather word — 1 point. Contributes a relevant idea — 1 point. Stage maximum — 2 points. | board, weather vocabulary cards |
| Reading Weather Evidence 12 min |
Problem statement:
Ask: “How can we tell what the weather was like from evidence in a text?”.
Explain that readers can identify explicit details, such as temperature, wind, and precipitation, and use them to support conclusions.
New material explanation:
Present the key weather vocabulary and reading strategy using a short text about changing weather.
Model underlining evidence in the text and linking each detail to a conclusion about conditions.
Slide 1 — Our Weather
Slide 2 — A forecast predicts rain, but someone later writes, “The washing dried on the line, and d…
Slide 3 — By the end of this lesson you will be able to…
Slide 4 — Weather Vocabulary
Slide 5 — Read for Evidence
Slide 6 — Which matters more when describing a past weather experience: precise weather details or…
Slide 7 — Evidence in a Text
Slide 8 — Write from Experience
Slide 9 — What Text Evidence Shows
Slide 10 — Recall and Apply
|
Students consider the question and suggest how details can provide evidence about weather. Students follow the explanation, learn the vocabulary, and identify evidence in the sample text. | Identifies two weather details in the text — 1 point each. Links one detail to a supported conclusion — 1 point. Stage maximum — 3 points. | |
| Text Evidence Practice 10 min |
Questions to the class:
Ask: “Which details show that the weather changed?”.
Ask: “What evidence tells you whether it was cold, windy, or rainy?”.
Ask: “Which conclusion about the weather is supported by the text, and what words support it?”.
Answers:
Expected answer: Details that describe different conditions at different times show that the weather changed.
Expected answer: Temperature words, descriptions of wind, and mentions of rain provide evidence.
Expected answer: A conclusion is supported when students cite specific words or details from the text.
|
Students reread the text and answer the questions. Students cite details from the text to explain their conclusions and listen to classmates’ evidence. | Identifies a change in conditions — 1 point. Cites relevant textual evidence for two answers — 1 point each. Stage maximum — 3 points. | short weather text, notebooks, board |
| Weather Experience Writing 13 min |
Instructions:
Distribute the writing assignment: write a short account of a real past experience or event involving weather.
Ask students to describe when and where it happened, what the weather was like, what they did, and how the event affected them.
Remind students to use past-tense verbs and at least three weather words.
|
Students plan and write a short account of a past weather experience. Students include when and where it happened, weather details, actions, and the event’s effect, using past-tense verbs and at least three weather words. | Describes a real past event with relevant details — 1 point. Uses past-tense forms accurately — 1 point. Includes at least three appropriate weather words — 1 point. Stage maximum — 3 points. | |
| Reflection 5 min |
Runs the "Weather of the lesson" reflection. Students pick a weather icon for the lesson, then tag what caused it — gives the teacher a feeling × cause matrix.
|
Students complete the "Weather of the lesson" reflection and assess their understanding of the topic. | States one accurate weather or reading insight — 1 point. Identifies one writing skill practiced — 1 point. Stage maximum — 2 points. |
Health and safety compliance
| Health and safety compliance | Remind students to avoid looking directly at the sun and to follow trusted weather alerts during severe conditions. Keep classroom walkways clear and handle printed materials safely. |
Material details
- Material type
- Lesson Plan
- Subject
- English
- Grade
- Grade 9
- Language
- English
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