Date: 3-1915

Strengths of
the class:
Unique
Needs of the
Class:
Subject
Curriculum
Standards

Grade and Period 8-9th graders 1A

As a whole, this class is very intelligent. They are willing to move their desks quickly to get into partners,
which makes it easier to begin working on conversation partner activities. Most of the students in this class are
self-motivated and like to stay engaged. They are also enthusiastic about the content and are curious beyond
what I provide them in class.
There are several cliques in this class that at times can cause a lot of disruption. Since the class is very large,
activities can take longer than planned. This is the first class of the day, so sometimes they are too sleepy to
participate enthusiastically. I have a hard time moving around this class because of its size.

Spanish
Level 1: Standard 1
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange
opinions. (Interpersonal)
d.
Ask and answer simple questions
Level 1: Standard 3
Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
(Presentational)
a. Write and share familiar words, phrases and sentences. (e.g. Write a post card to a pen pal; Write and present
a skit with classmates; Write and present a dialogue on a scene at a restaurant).

Lesson
Topic
Homework
from
previous day
Content
Objectives
for the
lesson
Learning
Objectives
for Students
Language
Objectives
for Students
Starter:

The house and what people do in the different rooms.

Finish paragraph and drawing- put together so we can hang outside.
SWBAT create a 2-minute conversation in pure Spanish with a partner in
a starter activity with 80% accuracy.
SWBAT produce spontaneous conversation regarding their family and
house.
SWBAT create a response to the question Qu haces en. with 40%
accuracy in a partner activity.
SWBAT connect specific room vocabulary to activities in Spanish in a
partner activity with 60% accuracy.
Practice with all four-conversation cards. Students will practice having a
conversation. Students guide the conversation with their partner. Then, I
am going to time everyone for two minutes. During this time, students
should try and speak only in Spanish for two full minutes.

Class
Procedures

Be a respectful listener
2) Stay in seat unless we are doing a group activity.
3) Raise hand
4) Come in quietly and begin working on the starter everyday as well as writing your daily objectives and
homework in your planner.
5) Use vest for bathroom, cant use during the first 10 or last 10 minutes of class
6) Turn in homework on time. If it is turned in late, you will only receive 50% for the assignment. To turn in
homework pass up the row so I can collect all homework at the front.
7) Partner activities: Push desks together within 10 seconds. Group activities: I will let students pick a stick.
They will then go to their assigned color, number, or shape. The sticks correlate with what is hanging on the
ceiling.
8) Calling for volunteers: I will use Seor Dilleys sticks with the students names on them. I will also notify
several groups that they will be modeling a conversation with their classmates.

Class Work

1. Starter: Pure Spanish practice. (See above)

(Questions/
Activities)

Assessment: Students should speak in Spanish for two minutes. I

should not hear any English.
2. Input-We will begin notes on the back of their graphic organizers
regarding different activities that people can do in the different rooms of a
house. Input on things to do in the different rooms of a house-Qu
haces en. (la sala, la sala de estar, la cocina, el dormitorio, etc.)
a. First, students will help me brainstorm different rooms of the house.
La sala, la sala de estar, la cocina, el garaje, el dormitorio, el
bao,
b. Then, I will ask students to brainstorm things people can do in each of
these rooms with a partner. Than, we will record the answers on the board
as a class.
Por ejemplo: Mirar la television, cocinar, dibujar, escuchar msica,
dormir, leer, escribir, tocar la guitarra, bailar, nadar, hablar por telfono,
jugar videojuegos, estudiar, relajarse
c. I will teach them the question Qu haces t en. (la sala, la sala de
estar, la cocina, el dormitorio, etc.). I will show them two ways to
respond to this questions
1. En la sala me gusta mirar la television.
2. En la sala, miro la television.
Actividad-Guided practice: Partner practice asking each other what they
do in the different rooms. I will walk around and check in with groups.
Then, I will use the sticks to pull students names out and call on them.
Assessment: Comprehension check at this point to ensure students
understand the question and how to answer it. I will also walk around
and listen to different partners and re-teach on an individual basis.
d. Input 2: Then, we will talk about how you would change the question
as well as the answer to talk about different family members. Qu hace tu
padre en la sala?
1. En la sala, a mi padre le gusta mirar la televisin.
2. En la sala, mi padre mira la televisin.
Second Guided Practice- Actividad: Partner practice asking and
answering what different family members do in each room.

Plans for
Assessment

Assessment: I will ask a handful of students different questions

related to the lesson. I will also ask students to rate their
understanding of the content.
Summative: Final draft of paragraph and drawing.
Formative: Individual re-teaching. Comprehension checks. Students re-

explain to a partner what the assignment is or assess their work by

comparing it to a partner. One student explains to me what the assignment
is. Self-evaluation-students will rate themselves on how confident they
feel that they have met the daily objectives. Several students will
volunteer the answers. Use of proximity to evaluate group and partner
activities throughout the lesson.
Homework
None
Plans for
Additional writing assignment for advanced students. Reading-Qu tal
Enrichment- magazine. Fun vocabulary lists from Spanish a la cartoon.
Plans for
Re-teaching. One-on-one help. Working with students during remedial
Remediation time and before and after school. Extra visuals with vocabulary. Guided
translations. Teacher-student extra help. Copies of the notes.
Plans for
Modeling, vocabulary emphasis in context. Individual support as I walk
English
around the classroom. Modeled examples in written and spoken form. Use
Language
of my site teacher for modeling support.
Learners
Reflection