Ms.

Peñaloza Spanish II
Day in
Performance Range intermediate Grade 9-12 Date 12/15/2019 1 Minutes 55
Unit
Theme/Topic Nuestras rutinas diarias
The class is very diverse; there are 40 students, 20 women, 20 men. Most students have been
exposed to Spanish; they are classified as native speakers. So, this class is designed for native
speakers. I have one student with special needs that has an IEP. The student with special needs is
diagnosed with emotional challenges, so the teacher will need to spend extra time after the lecture
to go over the guided notes if the student needs extra help and help her to work in the activities.
Class description
She is a visual learner, so the lecture has visuals and is color coded. Extra time will be provided to
turn in the homework. The teacher needs to use clear and simple speech, so every student in the
class understands the vocabulary. Vocabulary is presented with visuals and it is discussed before
the lecture. Teacher need to model the activities and do repetitions when pronouncing the words.
Teacher will let students know that they have access to the lecture on Google classroom so they can
watch the video after school if they need to. Teacher uses English and Spanish but mainly Spanish
to teach the class. As a support teacher uses different color in the lectures and videos to
differentiate both languages and students can understand the vocabulary in English. The lecture
provides visuals and different font colors to differentiate sentences and grammar rules.
Essential Question ¿Que haces todos los días y Cómo te prepares para tu día?

Daily topic: Mi rutina

STANDARDS LESSON OBJECTIVES

Which modes of Learners can:
communication engage in individual, pair, small group and whole-group
will be activities.
What are the Communication
addressed? communicate spontaneously in culturally-authentic, real-
communicative and
and  Interpersonal world settings presented in class.
cultural objectives for
the lesson?  Interpretive analyze/summarize information presented in a video and
Cultures
 Presentational answer/ discuss the information with the class.
conduct interviews in their families to investigate their
daily routine.
Connections Students analyze their future routines once they graduate form high school.
If applicable, indicate Comparisons Students compare the grammatical rules in English /Spanish.
how this lesson
Intercultural Students will be able to compare their own routines and their families and
connects to other
Influences other families’ routines.
standards.
Other
Standards
Materials/Resources/
Technology
Time*
Activity/Activities Be specific. What
How many minutes
Lesson Sequence What will learners do? materials will you
will this segment
What does the teacher do? develop? What materials
take?
will you bring in from
other sources?
Students need to write on their journals about I will provide a Power
their morning routine. They have to write a Point for my lesson so the
Gain Attention /
paragraph about their morning routines to first slide will be the
Activate Prior 7 mins
activate their background knowledge on the agenda the next slide will
Knowledge
grammar we will be discussing. be the prompt for the
journal
 Students will share their routines and I will
provide feedback about their grammar or Power point
Provide Input linguistic functions. I will provide different 5mins
examples of how they can write sentences using
the reflexive pronouns.
Students will watch a video about reflexive
pronouns, they have to analyze the video and YouTube video
interpret what the video is trying to teach us.
Elicit Performance /
They have to write two ideas from the video. 5 mins
Provide Feedback
The student with SN is seated in a group with
advanced students in the front row. She can
listen and see the video appropriately.
After the watching the video the groups have to
discuss the main idea of the video. They have to
discuss with the class what the video was trying Students notes
Provide Input 5mins
to teach us. Teacher will ask questions and ask
the whole class and provide more ideas about
reflexive pronouns and routines.
Teacher will present the grammar lesson on
reflexive pronouns and give students
opportunities to engage with their group
members and work together to complete an
exercise about someone else’s routines.
Students in their groups have to discuss each
other’s routines and the team leader have to Power Point slide with
share at least 2 routines from their group to the the information.
class. Teacher walks around and help groups to
think about the questions they can ask. Once
everyone is done sharing, they will also analyze
their future routines.
Teacher walks around the room to each group
to ask what they do in the morning. She asked
Elicit Performance /
the guided questions to the students who need 25mins
Provide Feedback
extra support and they answer using Spanish.
Students have to think about their future and
think about what they are going to do after they
graduate from high school. Teacher provides
examples in one slide from the presentation
with questions to help them think if they are
going to be going to college or jus work or if
they are going to go into the military. Also,
they need to think about where they are going
to live, with whom and if they are planning to
move to another state or study abroad. They
have to discuss with their groups what is going
to be their future path. Teacher walks around
the room and ask the students the questions.
Teacher tell students that now they will need to Students look at the
investigate and ask their parents about their power point slide with
routines and write a calendar for them. So, they the information.
can see all the work their parents have to do
Closure 5mins
during the day. They have to use the reflexive
pronouns to write the sentences. They can do it
on their notebook on a google doc and share it
in google classroom.
 Before the class is over teacher asks: what they Students homework in
learned today? and they need to provide one paper on a google doc.
sentence using the grammar learned. She
reminds students that they have homework and
Enhance Retention to use the guided questions to ask parents their
5mins
& Transfer routines. The next day I will have my students
discuss the homework with their groups and
reflect on their answers. We will have class
discussion to share what do we think of our
parents’ routines versus their own.
Instructional Choral response- to reinforce their understating of the vocabulary
strategies Cooperative learning: in most activities students work in groups and participate in -class oral
discussions with brainstorming ideas from other group members and examples provided.
Think-pair share- students think of their future routines and then they get in partners to discuss
each other routines and report back to class.
Opening: At the beginning of class, T provides the journal question on a slide so students use their
background knowledge to answer What is your morning routine? What do you do in the
morning before coming to school?
Brainstorming: Teachers access to prior knowledge by generating questions and students activate
their thinking and engage in class.
Visual diagrams: After discussing the vocabulary needed to describe tasks people do in the
mornings. Students need to describe a picture provided with a full day with different routines.
Students work in groups to write down the daily routine if the person in the picture.
Reflection/  What worked well? Why?
Notes to Self The video was a hit, it was funny, entertaining and interesting. Students were able to get a
grammar lesson besides my explanation.
 What didn’t work? Why? When students analyze their daily routines, they did not really did
not discuss them so next time I will make sure they can make an actual schedule with their
routines as they are discussing them with their groups.
 What changes would you make if you taught this lesson again? I will make sure students write
their routines in an actual schedule so they can actually discuss it better and can use it for
personal schedule.