Carols Lesson Plan

Date: 1/17/17 Class: Spanish 2 Topic: La casa y los quehaceres Grade/Period: 9th-12th; A1
Strengths of the Class: Almost all students arrive on time with a couple coming in up to 15 minutes late every now
and then. All students participate in activities, group and individual work, and are respectful to the teacher and
each other.

Unique Needs of the Class: Since this is a first period class, its important to have activities that will keep students
engaged.

Subject: Spanish 2

Curriculum Standards: Because the content standards are not content specific, Mrs. Ebert follows the textbooks
outline for teaching grammar concepts and vocabulary. Students will practice house vocabulary and will be
introduced to chores vocabulary through various activities.

Lesson Topic: La casa y los quehaceres.

Homework (if any) from previous day: None

Content Objectives for the Lesson: SWBAT use house vocabulary by creating a dream house in teams of 4-5.
SWBAT identify chores vocabulary by writing and reading about the vocabulary words.

Learning Objectives for Students: SWBAT practice and use house vocabulary by drawing and labeling their dream
home. SWBAT identify chores vocabulary by writing and reading about the vocabulary words.

Language Objectives for Students: SWBAT create a dream house by drawing and labeling in order to practice and
understand house vocabulary. SWBAT identify chores vocabulary by following along and annotating their vocab
sheet and reading a text that uses the vocabulary words.

Starter: Students will come into class, ready to work in their groups. The starter will be a team competition in
which the groups must fill out the remaining blank spaces in their vocabulary sheet; the top three teams
that turn in all of the members completed vocab sheet will receive points.

Class Procedures: 10 min. starter; 30 min: dream house activity; 10-15 min. introduce chores vocabulary; 5 min.
review comparisons; 20 min. book activity.

Class Work (Questions/Activities): After the starter, each group will be given a big piece of butcher paper where
they will have 20 minutes to draw out their teams dream house. Each house must have a bathroom, a kitchen, a
bedroom, a dining room and a living room; all rooms must be labeled and three items must be labeled in each
room. competition The house will be modeled to look like the one presented in the Realidades 1 book, pg. 302.
One group will be picked to present their dream house to the class; each student will be in charge of describing a
room in the house as well as naming an activity they do in that room. After the group presents, we will go over
new vocabulary on chores. I will go over a PowerPoint that has all the words and students will follow along, filling
in the blanks on their worksheet. Once we go over all the words, we will review comparisons to prepare students
for the last activity in their text book (5 min. review). For the last activity, students will do Activity 15 in their
Realidades 1 book, pg. 307. In pairs, students will have 15 minutes to read the activity and answer the questions for
the reading. We will then go over the answers as a class and discuss who does each chore in their home (class
survey). Students will turn this in for class participation points.

Plans for Assessment: Book activity answers (complete sentences, noun and verb agreement) and their flyer (if
more time).

Homework assigned and due date: None

Plans for Enrichment (i.e., What is my plan for students who finish early?): If all activities are done early, students
will create a description of their dream home as if they were creating a flyer to promote the sale of their home.
They will model their flyer to be similar to the one they read in the previous class (Realidades Activity 21, pg. 310)

Plans for Remediation (i.e., What is my plan for students who need additional support?): Students will be able to use
their vocabulary sheets as needed.

Plans for English Language Learners: N/A

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 felt fairly prepared for this full lesson that I was able to present it without too many problems. One of the
problems I ran into towards the end of my lesson, however, is that I was thinking of a different schools bell
schedule instead of Highlands so there were about 5 minutes in which students didnt do anything because I
thought the bell was supposed to ring. I quickly realized my mistake and got them going on the final activity I
thought I was not going to have time to do. I thought this final activity would be self-explanatory for students but I
found out it wasnt as students asked me many questions when they went to work with their partners. I had them
turn in the activity, whether they finished or not, and found out many had a hard time following directions. Given
that they did not get through much of the activity, Im going to give them 10 more minutes next class to finish it,
making sure to give them clearer directions. With that, I will also have students review comparisons since this
activity dealt with comparisons.

I think that for the most part, students met the objective. They were not able to talk about their dream house in
complete sentences but they were able to point items out and use the vocabulary.

Overall, I really liked the dream house activity because I felt that I presented it well. I had a timer set up, I had
visuals all set up and information needed to complete the assignment up on the board beforehand, which helped a
lot. The students were very engaged and seemed to have fun.
--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?