About their daily routine using reflexive verbs and associated vocabulary with accuracy and correct conjugation. Assessment Task

Lesson Plan for ____________, Chapter ___: _______________ (Textbook) (#) (Lesson Topic) Standards-based Objective: (What will students DO with their language in “real life” after this lesson that they could not do before?) Students will talk and write about their daily routine using reflexive verbs and associated vocabulary with accuracy and correct conjugation. Assessment Task: (What will students PRODUCE or PERFORM as evidence that they have achieved the objective?) Journal entry comparing their daily routine to the daily routine of a foreign student Context for the Lesson: (How will the Cultures, Connections, Comparisons, & Communities standards provide an authentic audience, purpose, setting, and resources for communication?) PRE-ACTIVITY 1 Warm-up: Quiz (take and peer correct) __10__ TOPIC: Capture Attention ♦ Activate & Build Prior Knowledge DURING ACTIVITIES 2 Contextualized Experience: Cultural readings and listening __20__ TEXT: Shared Experience with Story, Content, Culture 3 Focus on Meaning: Journal entry comparing cultures __10__ TASK: Explore the Meaning of the Content for Self & Society 4 Focus on Form: Review of reflexive tense using pictures __20__ TASK: Identify Patterns in the Language (Grammar & Vocabulary) 5 Focus on Communication: Discussion with partner about routines __10__ TALK: Interpersonal Communication About the Content POST-ACTIVITIES 6 Closure: Question to answer with a partner __3__ TECHNIQUES, TEMPLATES, & TECH: Summarize ♦ Reflect ♦ Connect ♦ Extend ♦ Preview 7 Homework: Finish journal entry and worksheets ___2___ “Real Life” Product for Authentic Audiences & Purposes (In no more than one sentence, describe the students’ and teacher’s role for each activity.) Activity Title Students will . . . The teacher will . . . 1 Warm-up: Complete the quiz individually without collaboration or notes, trade & grade Read the questions for the quiz, walk around the room between desks observing, stopping talking, hiding notes, etc. Lead correction of quiz, cold call students to come write answers on the board, collect 2 Focus on Form Participate in group part. Talk with one partner for the next part of the activity (one group of 3 if needed), answer the questions of the teacher fully and in Spanish Use projector to put pictures on the board: 1. Daily routine pictures without words and students all say verb together with action 2. Put up one picture of daily routine and have students in partners describe the picture to each other. Then add a question about the objects, people, location, etc. of picture so students recycle prior knowledge while practicing with the new material 3 Contextualized Experience: Receive the worksheet for the listening comprehension and the reading excerpt, choosing and conjugating verbs correctly. Complete reading section individually and answer questions. Complete listening portion individually and answer questions. Pass out reading lecture and listening comprehension worksheet. Give students 12 minutes to complete the reading individually. Walk around room making sure students are on task and answering questions. Go over answers; cold call on students. Then individually they’ll listen to the listening excerpts and answer the questions on the worksheet about them, 8 minutes. Turn in packet at the end. 4 Focus on Meaning: Journal entry: Students will write a 1 page minimum journal entry comparing and contrasting the daily routines of the students they just read and listened to with their own. (Looking at cultural differences and time differences). To be completed for homework if not finished in class. Teacher will pass out journals and give directions to students, (they are to write a 1 page minimum journal entry comparing their daily routine with the routines they just learned about, individually, no talking, keep writing for the 10 minutes. 5 Focus on Communication: Students will now talk with a partner about how each other’s daily routines compare and how they compare with the foreign students’. Thinking prompt questions on the board will be answered. Put thinking prompt questions on the board for the students to answer. In partners they will work to compare verbally their routine with their partner’s and then with the foreign students’. 6 Closure: With same partner, talk about what you like better about the foreign student’s routine or what you want to change about your own routine (goal setting). Have students see last questions: What do you like better about one of the foreign students’ routines? What would you like to change about your own routine? 7 Homework: Finish the journal entry for next class and bring it with you to turn in. Finish the journal entry for next class and bring it with you to turn in. = Assessment Task: Collect journals next class. Collect journals next class. Warm-up: la prueba: Students will complete the quiz individually and without notes. The quiz may have listening, translating, question answering, etc. and may cover old material as well as new material from last class. Focus on Form: Describir los dibujos Part A: As a class, look at the pictures from the ppt and say aloud what verb they represent. Also create an action for the verb and do it as you say the verb. Part B: Put students into partners with someone they sit next to (not a friend). Put one of the pdf picture on the board. Students describe everything they can about the picture, using vocabulary for numbers, colors, objects, size, etc. Then ask the students an additional question about the picture like how much soap costs compared to a towel, etc. Then cold call on students to describe different parts of the picture and answer the questions. Put a new picture up and have students do the same thing with the new picture. Contextualized Experience: Reading and Listening Part A: Lectura: Have students complete the worksheet individually. They will have to put the correct verb where it belongs in the excerpt and conjugate it correctly. They will also have to place the sequence words where they belong. Part B: Listening: Students will listen to the native speakers talk about their daily routine and answer the questions as they listen for comprehension of speech. Focus on Meaning: Los diarios Students will write a journal entry comparing and contrasting their daily routines to the daily routines of the natives they read about and listened to. They may include details about activities, sequence of events, time of day completed, etc. Entry must be at least one page long and will be completed for homework if not completed in the class time given. Focus on Communication: Compare & Contrast Students talk with each other about their comparisons with the natives and with each other. Only speak in Spanish and use reflexive verb vocabulary. Closure: Answer the following question with your partner: What do you like better about the native’s routine or what would you like to change about your current routine? Adaptations: (For students who are gifted, heritage/native speakers, learning disabled, or who have other special needs) Students who are gifted will work on WORKSHEET A if they finish any activity early and will be paired with struggling students. (gifted, learning disabled, native speakers, etc.) (accommodation or adapation) Students who are learning disabled will be always put in a group of 3, will write a half page journal entry, and will receive points for effort on worksheets. (gifted, learning disabled, native speakers, etc.) (accommodation or adapation) Students who are native speakers will complete WORKSHEET A when they finish activities early, aid the teacher in answering questions, and never be paired with other native speakers, paired with struggling students. (gifted, learning disabled, native speakers, etc.) (accommodation or adapation) Nombre: ______________________ Fecha: ____________ Per: ____ ESPAÑOL 2 – Mi rutina diaria – Lectura Lee la siguiente historia de la rutina diaria de Álan de España. Para ______, escribe el verbo correcto, conjugado Para _ _ _ _ , escoge una palabra de secuencia to get dressed to wake up to get up to brush to go to bed to put on to comb to shower después más tarde primero por fin entonces luego después Durante la semana _______________ temprano para ir a la escuela. _ _ _ _ _ _ _ _______________ a las siete y cuarto. _ _ _ _ _ _ _, _______________ con agua caliente y champú. _______________ mi pelo a las siete y veinte. _ _ _ _ _ _ _______________ para la escuela. _______________ mi uniforme escolar. Consiste de una camisa blanca, unos pantalones negros y una corbata de rayas. _ _ _ _ _ _ _ de comer, salgo de casa a las ocho. Voy al colegio andando. Mis clases empiezan a las nueve. Hay un recreo a las doce y comemos a las trece y media. _ _ _ _ _ _ mis clases empiezan otra vez a las catorce y media. El instituto termina a las quince y media. Vuelvo a casa a las dieciséis. Arreglo mis cosas para el día siguiente a las diecinueve. _ _ _ _ _ _ _ veo la televisión. _______________ los dientes y _ _ _ _ _ _ _ _______________ a las veintidós. Adaptado de la siguiente lectura: http://atschool.eduweb.co.uk/rgshiwyc/school/curric/spanish/caminos2/cam2uni6/13.htm Sarah Pusey, BA Spanish Teaching • svpusey@yahoo.com • 2014 Nombre: ______________________ Fecha: ____________ Per: ____ ESPAÑOL 2 – Mi rutina diaria – Escuchar Escucha a Ana y Leonardo describir sus rutinas diarias Contesta las preguntas de comprensión A. Ana 1. Verdad o falso La rutina diaria de Ana cambia mucho cada día de la semana. 2. ¿Qué hace Ana a las seis y media de la mañana? 3. ¿Dónde está Ana por toda la tarde y qué hace? 4. ¿A qué hora cena Ana? B. Leonardo 1. ¿A qué hora se levanta Leonardo generalmente? 2. ¿Dónde a va Leonardo para correr y por cuánto tiempo? 3. ¿Cuáles son sus trabajos? 4. ¿Con quién sale Leonardo para platicar y tomar un café? http://www.laits.utexas.edu/spe/beg15.html Sarah Pusey, BA Spanish Teaching • svpusey@yahoo.com • 2014 Story-based Lesson Plan Template ♦ 2011 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦ cherice_montgomery@byu.edu

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