Subject: Beginning Spanish 2
Lesson Title: Mi Rutina Diaria
Content Standard(s): 1FL-R3. Comprehend short conversations/stories on familiar topics; 2FL-R4.
Describe people, places and things in their daily lives
B
B
Language Objective: Students will be able to participate in conversations in a social setting.
Students will be able to ask and answer questions about daily routines in everyday life. Students will
talk about their routines using reflexive verbs describing what they do to themselves everyday, specific
body parts involved and personal care items used.
Terminal Objective: I will be able to sequence the events of my daily routine by describing them in a
conversation.
Bell Work: Students will translate sentences from English into Spanish to focus on the new vocabulary
that the students will use in the reflexive verb lesson.
Anticipatory Set: Students will write prior knowledge of reflexive verbs and try to provide an example
of how they think reflexive verbs are used.
Blooms Level
Knowledge
SubObjective
Time
10
Students
will be able min
to recall key
vocabulary
terms to
use in
discussing
their daily
Teaching Strategy
Active Student Participation/
Check for Understanding
Teacher will facilitate and
oversee the students during
their writing activity.
Students will translate sentences
from English into Spanish to focus on
the new vocabulary that the
students will use in the reflexive verb
lesson. One student will be selected
at random to share each sentence on
the whiteboard. Teacher will go over
corrections and common
routine.
misconceptions with the students as
they correct their work.
Analysis
Students
will
compare
their
knowledge
of reflexive
verbs with
nonreflexive
verbs
1 min
Teacher will walk around the
room and read their
responses to gauge prior
knowledge of reflexive verbs.
Students will write prior knowledge
of reflexive verbs and try to provide
an example of how they think
reflexive verbs are used.
Application
Students
will use
prior
knowledge
of other
verb
conjugation
s and apply
it towards
conjugating
reflexive
verbs
2 min
Teacher will walk around the
room and listen to student
discussions to see if student
comprehension increases
with a partner. Teacher will
call on a few pairs randomly
to share their answers.
Students will get in pairs and discuss
what they wrote. Students will
combine their knowledge to try to
improve their responses.
Understandi
ng
Students
will learn
how to
manipulate
10
min
Teacher will begin direct
instruction on reflexive verbs.
Teacher will randomly ask
students basic grammar
Students will take notes in their notetaker provided by the teacher.
Students will be actively engaged by
answering basic grammar questions
verbs they
already
know to
make them
reflexive
concepts to make an English
connection.
in English and filling in missing notes
in their packets. Students will
compare how reflexives are
conjugated in English to how they
are conjugated in Spanish.
Application
2 min
Students
will practice
conjugating
the verbs
on their own
Teacher will walk around the
room overseeing student
conjugations and either
continue the lesson or review
the conjugation based on
student learning.
Studets will be given a model of the
word "baarse" conjugated in
reflexive then be asked to conjugate
"lavarse" and "despertarse" on their
own.
Understandi
ng
8 min
Students
will identify
when a
reflexive
verb should
be used and
when a nonreflexive
should be
used in a
sentence.
Teacher will continue with
instruction to teach the
students how, when and why
reflexive verbs are used.
Teacher will reference how
reflexives relate to the class'
learning goals and how they
are used in everyday life.
Students will continue notes in their
note-takers to learn the proper use of
reflexive verbs. Students will be
given example sentences in english
to identify whether they think the
sentence is reflexive or nonreflexive. With their heads down
students will raise their hands to
show relexive, non-reflexive or i dont
know. A student who raised his/her
hand for each will be asked to
explain his/her reasoning. The
teacher do this activity several
times.
Application
Students
will be
asked to
Teacher will monitor students Students will use their note-takers
while working. After all have and vocabulary packets to help them
completed the practice, the
translate sentences with reflexive
3 min
translate 5
sentences
from English
to Spanish
using
reflexive
verbs
teacher will call on 5 students verbs.
randomly to give their
translations.
Synthesis
Students
will write
down 5
sentences
to describe
their daily
routine.
Analysis
5 min
Students
will be able
to sequence
the events
of my daily
routine by
describing
them in a
conversatio
n.
7 min
Teacher will monitor students
while writing and walk
around to answer individual
questions.
Students will then use their notetakers and vocabulary packets to
create 5 original sentences. They will
use reflexive verbs to describe their
daily routines in a sequenced order
using their sequencing vocabulary.
Teacher will collect their writing at
the end of class to review and the
students will be given in-class points
for completing the activity.
Teacher will circle the room
overhearing student
discussions about their daily
routines.
Students will use their writing
samples to discuss and compare
what they have written about their
daily routines. Students will need to
talk to and listen to at least 3
different people, talking about their
daily routine and exchanging
signatures on their piece of writing.
Closure: Students will take out their "boletos de salida" post-it notes. On their boleto they will use the
Chandler Unified levels of understanding to determine 1-4 how they feel about reflexive verbs. They
will then write one thing they already knew about reflexive verbs, one thing they learned that was new
and one question that they have about reflexive verbs.
Materials Needed:
Campana
UnitPacket2.2
PowerpointonReflexiveVerbsandPronouns
ResourcesCreated
HomeworkPracticesforReflexivesLasCajas
