Spanish 2: RUTINA DIARIA

Date: 2/21/17
Strengths of the Class:
A1: Most 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: Students arrive on time with a couple coming in 5-10 min late. 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. This class
is also a very quiet class, so it can be difficult to get them to talk.
A5: Since this class is in the middle of the day, its important to have activities that will keep students engaged.
This is also a big class, so it can be difficult to get them all together and attentive during class.

Unit: Getting ready and daily routine

Curriculum Standards:
NM.IC.7 I can communicate some basic information about my everyday life.
I can talk about my daily routine.

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

Content Objectives for the Lesson: SWBAT distinguish the difference in ser and estar by practicing using the
terms. SWBAT prepare for their oral exam through prewrite and speaking activity.

Learning Objectives for Students: SWBAT use ser and estar appropriately. SWBAT practice for their oral
exam by writing and talking about their daily routine.

Language Objectives for Students: SWBAT distinguish the difference in ser and estar by reading and writing
sentences in which they must decide to use either ser or estar, depending on the context of the sentences.
SWBAT apply the new vocabulary and grammar concept to their life by writing about their daily routine
through a prewrite and then practicing talking about their daily routine through a group, speaking activity.

Starter: (15 min) I will introduce the idea of ser and estar through short PowerPoint presentation about me, in
which I use ser and estar in their various forms. I will go through it once, so students can see the context, and
then I will go through it again. Before going through it a second time, I will pass out the ser and estar guide to
the students. I will quickly go through the characteristics of each term and then students will fill in the six pack
for each of the words. I will then go through my PowerPoint and students will say whether Im using ser and
estar and the characteristic of the word (i.e. profession, time, emotional state, etc.) according to the context.

Class Procedures (Class Work/Activities):

1. Starter: (15 min)
2. Oral exam prewrite: (15 min) I will pass out the guide for the oral exam. I will go through it with
students: the expectations and the instructions for the prewrite, which will help them study for their oral
exam. I will specify that they must include the time they wake up/get up, the time they go to bed. I will
also specify that risk taking is an important part of the exam and that I could ask for students to further
explain something (i.e. at what they go to school, if they do a specific activity everyday, etc.) During
this time, I will pass out their assignments in which they have started writing down their daily routines
so that they can put all the information together in their prewrite.
3. Conferencing with students: (1 hour) As students finish their prewrite, I will have them come up to the
front and show me their prewrite. I will look over it and see if there is anything that needs to be fixed
and I will offer suggestions.
4. Prewrite, ser and estar guide and book activity, speaking: While I conference with individual students,
students will work on their prewrite. Once they are done with their prewrite, they will do the back side
of their ser and estar guide to practice reading and writing using ser and estar. When they are done with
this, students will do book activity 19 (R2, pg. 86). In this activity, students read a short paragraph and
must fill in the blanks with the correct form of ser and estar. I will also ask them to write the
characteristic/context in which ser or estar is being used. (Instructions for this activity will be
projected). In the last 15-20 min of class, students will practice speaking with their partners. Partner A
will ask the three questions (in the oral exam guide) that the teacher will ask students and Partner B will
answer, trying not to read off their paper. Once both partners have shared, they will talk to another
person and go through the routine again. Each person must talk with at least 2 people.

Plans for Enrichment (i.e., What is my plan for students who finish early?): If students finish early, they will
practice speaking with their partners, telling each other their daily routines. Students will try not to read off of
their papers.

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 conferencing with students, making sure their prewrite is
accurate. If I dont get through everybody, I will still check everyones paper and students will have to come in
during second lunch or after school to pick it up.

Plans for Assessment:

Formative: Ser and estar book activity, prewrite for oral exam.
Summative: Activities are in preparation for the daily routine oral exam

Turn in at the end of class: Ser and estar book activity, prewrite for oral exam (If not done checking all of the
students prewrites)

Homework assigned: Practice for oral exams

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 really liked how I introduced the new grammar concept. The PowerPoint I shared with the students was about
me and it had pictures that went along with the information. Not only did students learn a little bit about me but
they were also able to understand the information. The concept was also made relevant to the students because
they got to see the importance and everyday uses of ser and estar.

One thing that I had trouble with was with the conferencing. I didnt get through all the students like I had
wanted to; I needed more time. I also wasnt as fast, especially because while I was looking at the first couple of
students papers, I was still trying to figure out what the best and most efficient way was to make
corrections/suggestions. Doing conferencing also made me realize how important it is and how I wish I had
more time to conference with each student individually and for different things. I found the one-on-one so
valuable because I got to talk to almost all of my students, something I dont get to do often. For future
reference, I want to implement more things like this in my classroom. How this will happen, Im not sure given
that theres so much content to get through, but I will try.

--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?