Subject: Beginning Spanish 2

Lesson Title: Mi Rutina Diaria

Content Standard(s): 1FL-R3. Comprehend short conversations/stories on familiar topics; 2FL-R4.

Describe people, places and things in their daily lives

B
B

Language Objective: Students will be able to participate in conversations in a social setting.

Students will be able to ask and answer questions about daily routines in everyday life. Students will
talk about their routines using reflexive verbs describing what they do to themselves everyday, specific
body parts involved and personal care items used.

Terminal Objective: I will be able to sequence the events of my daily routine by describing them in a
conversation.

Bell Work: Students will translate sentences from English into Spanish to focus on the new vocabulary
that the students will use in the reflexive verb lesson.
Anticipatory Set: Students will write prior knowledge of reflexive verbs and try to provide an example
of how they think reflexive verbs are used.
Blooms Level

Knowledge

SubObjective

Time

10
Students
will be able min
to recall key
vocabulary
terms to
use in
discussing
their daily

Teaching Strategy

Active Student Participation/

Check for Understanding

Teacher will facilitate and

oversee the students during
their writing activity.

Students will translate sentences

from English into Spanish to focus on
the new vocabulary that the
students will use in the reflexive verb
lesson. One student will be selected
at random to share each sentence on
the whiteboard. Teacher will go over
corrections and common

routine.

misconceptions with the students as

they correct their work.

Analysis

Students
will
compare
their
knowledge
of reflexive
verbs with
nonreflexive
verbs

1 min

Teacher will walk around the

room and read their
responses to gauge prior
knowledge of reflexive verbs.

Students will write prior knowledge

of reflexive verbs and try to provide
an example of how they think
reflexive verbs are used.

Application

Students
will use
prior
knowledge
of other
verb
conjugation
s and apply
it towards
conjugating
reflexive
verbs

2 min

Teacher will walk around the

room and listen to student
discussions to see if student
comprehension increases
with a partner. Teacher will
call on a few pairs randomly
to share their answers.

Students will get in pairs and discuss

what they wrote. Students will
combine their knowledge to try to
improve their responses.

Understandi
ng

Students
will learn
how to
manipulate

10
min

Teacher will begin direct

instruction on reflexive verbs.
Teacher will randomly ask
students basic grammar

Students will take notes in their notetaker provided by the teacher.

Students will be actively engaged by
answering basic grammar questions

verbs they
already
know to
make them
reflexive

concepts to make an English

connection.

in English and filling in missing notes

in their packets. Students will
compare how reflexives are
conjugated in English to how they
are conjugated in Spanish.

Application

2 min
Students
will practice
conjugating
the verbs
on their own

Teacher will walk around the

room overseeing student
conjugations and either
continue the lesson or review
the conjugation based on
student learning.

Studets will be given a model of the

word "baarse" conjugated in
reflexive then be asked to conjugate
"lavarse" and "despertarse" on their
own.

Understandi
ng

8 min
Students
will identify
when a
reflexive
verb should
be used and
when a nonreflexive
should be
used in a
sentence.

Teacher will continue with

instruction to teach the
students how, when and why
reflexive verbs are used.
Teacher will reference how
reflexives relate to the class'
learning goals and how they
are used in everyday life.

Students will continue notes in their

note-takers to learn the proper use of
reflexive verbs. Students will be
given example sentences in english
to identify whether they think the
sentence is reflexive or nonreflexive. With their heads down
students will raise their hands to
show relexive, non-reflexive or i dont
know. A student who raised his/her
hand for each will be asked to
explain his/her reasoning. The
teacher do this activity several
times.

Application

Students
will be
asked to

Teacher will monitor students Students will use their note-takers

while working. After all have and vocabulary packets to help them
completed the practice, the
translate sentences with reflexive

3 min

translate 5
sentences
from English
to Spanish
using
reflexive
verbs

teacher will call on 5 students verbs.

randomly to give their
translations.

Synthesis

Students
will write
down 5
sentences
to describe
their daily
routine.

Analysis

5 min
Students
will be able
to sequence
the events
of my daily
routine by
describing
them in a
conversatio
n.

7 min

Teacher will monitor students

while writing and walk
around to answer individual
questions.

Students will then use their notetakers and vocabulary packets to

create 5 original sentences. They will
use reflexive verbs to describe their
daily routines in a sequenced order
using their sequencing vocabulary.
Teacher will collect their writing at
the end of class to review and the
students will be given in-class points
for completing the activity.

Teacher will circle the room

overhearing student
discussions about their daily
routines.

Students will use their writing

samples to discuss and compare
what they have written about their
daily routines. Students will need to
talk to and listen to at least 3
different people, talking about their
daily routine and exchanging
signatures on their piece of writing.

Closure: Students will take out their "boletos de salida" post-it notes. On their boleto they will use the
Chandler Unified levels of understanding to determine 1-4 how they feel about reflexive verbs. They
will then write one thing they already knew about reflexive verbs, one thing they learned that was new
and one question that they have about reflexive verbs.
Materials Needed:
Campana
UnitPacket2.2
PowerpointonReflexiveVerbsandPronouns
ResourcesCreated
HomeworkPracticesforReflexivesLasCajas