Spanish 2: RUTINA DIARIA

Date: 2/2/17
Strengths of the Class:
A1: Almost all students arrive on time with a couple coming in up to 15 minutes late every now and then.
Almost all students participate in activities, group and individual work, and are respectful to the teacher and
each other.
A5: All students arrive on time. All students participate in activities, group and individual work, and are
respectful to the teacher and each other.

Unique Needs of the Class:

A1: Since this is a first period class, its important to have activities that will keep students engaged.
A5: Since this class is in the middle of the day, its important to have activities that will keep students engaged.
This is also the biggest class, so it can be difficult to get them all together and attentive during class.

Unit: Getting ready and daily routine

Curriculum Standards: I can talk about my daily routine

Turn in before class (homework from previous class): None

Content Objectives for the Lesson: SWBAT recognize, use, and practice new vocabulary (getting ready)
through the days activities.

Learning Objectives for Students: SWBAT apply the new vocabulary to their own life through the days
activities.

Language Objectives for Students: SWBAT apply the new vocabulary to their own life by writing about their
own routines on getting ready and sharing/comparing their routines with their classmates.

Starter: (20 min.) Billetes: En qu empleamos el tiempo de nuestra vida?: We will look at these images
http://zachary-jones.com/zambombazo/billetes-en-que-empleamos-el-tiempo-de-nuestra-vida/ and look at what
we spend our lives doing and for how long. As we look at the infographic, students will follow along, answering
questions on given billetes. With this activity, we will practice/review the present progressive and
comparisons. This activity will lead into the introduction of new vocabulary.

Class Procedures (Class Work/Activities):

 1. Starter: (20 min)
2. Vocabulario en contexto: (5 min) Students will be introduced to the new vocabulary through a listening
activity in their textbook (Realidades 2, pg. 74) Through this activity, students will listen to a boy
talking about how he gets ready. We will then repeat the vocabulary words as the audio says them.
3. New vocabulary: (15 min) Students will get the worksheet for the new vocabulary. All vocabulary will
already be filled in, in English and Spanish. On the back of this worksheet, students will do a venn
diagram where they will categorize vocabulary words into three different sections: activities they do in
the morning, activities they do in the evening and activities that are done in both morning and evening.
4. Speaking: (5 min) Students will share with their partner the activities they do and will compare the
times of day they each do the activities. I will then have students share with the whole class.
5. Twiccionario: (15-20) Students will work individually and look at tweets that talk about getting ready.
They will answer the questions based on their opinions. They will then share with their partner to see if
there are any similarities or differences.
6. Enrique iglesias reading: (10 min.) We will go over the Enrique Iglesias reading students did in the
previous class and we will answer the questions together.
7. Review of interrogatives: (10 min) (A1)We will go over the questions teams came up with and correct
them. (A5) I will have students ask each other the questions they came up with to ask their
sons/daughters date.
8. Calendar and Cat memes winners: (10 min) Students will get their new calendars to put into their
binders. I will announce winners for the cat memes and will give out prizes (candy) for the winners as
well as for the team competition (quehaceres charades)

Plans for Enrichment (i.e., What is my plan for students who finish early?): If students finish early, we will
watch a video about a person going through their daily routine, in preparation for reflexives and for them to start
seeing daily routines so they can start thinking about their own daily routine.
http://zachary-jones.com/zambombazo/la-rutina-diaria-con-diamante-electrico-desenfunda-el-corazon/

Plans for Remediation (i.e., What is my plan for students who need additional support?): Students will have
access to their vocabulary sheets and I will be walking around the class to see if anyone needs assistance

Plans for Assessment:

Formative: Billetes worksheets (comparisons, present progressive), Twiccionario worksheet
(comprehension)
 Summative: Activities are in preparation for the daily routine oral exam

Turn in at the end of class: Billetes, Twiccionario

Homework assigned: No

Plans for English Language Learners: Every student is a language learner.

Reflection on preparation, execution, student learning, behavior, etc. (Here are ideas as to how to think
through the lesson. This list of questions is NOT exhaustive.)

I wasnt able to get through the whole lesson, there is still one loose end I need to figure out and that is the
questions students came up with (A1) and giving students the opportunity to answer the questions they came up
with that they would ask a son/daughter date (A5). I think this is something I need to work on, making sure I tie
up all the loose ends before it gets so late in the game that the purpose of the activity is lost. I also need to work
on moving away from doing teacher centered activities all the time; sometimes I feel the need to walk students
through everything but seeing their blank faces staring at me makes me realize that I need to have more
engaging activities. I also need to work on being more attentive to everything that goes on in the classroom. I do
my best to walk around as much as I can to answer questions and make sure everyone is on task but I also dont
want to be hovering over them all the time; I need to find a good balance of this.

I liked that I was able to change the order of things when I saw that I was the one talking too much. I did my
best to have a variety of activities so that students could get up and talk with their peers and do their work rather
than just sit and listen to me for one long period of time. I also liked my activities, I think that it helped to put
the vocabulary words into context, though I think I could have done a better job of referring to them more often,
The only problem I saw with the activities is that they were too teacher centered. I did change the starter the
second time around (A5) so that it wasnt me leading the activity, rather students figuring it out on their own. I
liked this approached because students were able to use their phones but I didnt like that I wasnt able to give
immediate feedback on their findings. Again, I need to work on this, giving immediate feedback. Currently, Ive
been going over readings and assignments with them without them having their papers in front of them. I think
this is one good way to do so but I need to find other ways to provide feedback so its not always the same.

Another note on the starter: I needed to better explain what was expected of students, many students were
confused and asked questions.

A note on the venn diagram sharing: next time, I will assign roles and I will give them sentence frames so that
when it comes time to share with the class, everyone can understand. When I tried to get students to share, it
didnt go as well as, some were confused and I figured they didnt share as I was expecting them to.

I also need to make more use of the agenda on the board; I need to refer to it so that students are aware of
whats going on and what homework needs to be turned in.
Overall, I think students started recognizing and using the new vocabulary words, though I need to make more
reference to them in the future. The tuits was a tough activity for me because I felt the need to just translate
them, especially at the end when I was running out of time. This made it hard to explain some grammar or
vocabulary, which took away from the activity. In A1, students did all the tweets at once and in A5, one group
of students had one tweet to work with. The first approach, I feel that it overwhelmed students but they did their
best to work on them. The second time, students worked more quickly but then when it came to share, it became
too teacher centered, me translating things. Next time around, I think I would assign two people a tweet and
then have them come up to the class and present to the class, using the smartboard. Meanwhile, students are
taking notes and answering questions as each person presents.

--What went well? Why? What didnt go so well? Why?

--What will you definitely do again next time? What will you definitely modify/eliminate next time?
--What insights do you have about the content? The worksheet/graphic organizer? The quiz?
--Did the students meet the objective(s)? Which students? Which objectives? How will you proceed
tomorrow?