February 19th

Lesson Plan
Date: February 19th

Grade and period: mix, 1st period

Strengths of the Class: They are attentive and have no troubles starting on an activity upon
request. They arent afraid to ask when they do not understand instructions. They like to
participate.
Unique needs: It is a heterogeneous class where large number of students is Spanish native
speakers, but lots of them are not. It is also the first period where students often come to class
tired. Starters will therefore need to be interactive and energetic.
Subject: Spanish III
Curriculum standards: Standard 2 - Students understand and interpret written and spoken
language on a variety of topics.
Lesson topic: Cmo es la media naranja de tus compaeros?
Homework: No homework assigned from previous classes.
Content Objectives for the lesson: Students will be able to discuss different qualities of each
others ideal partners.
Learning objectives for students: Students will be able to ask questions and answer using
sentences in subjunctive mood. Students will be able to identify trigger words by circling them in
a text and verbs conjugated in subjunctive mood by underlining them in an internet
announcement.
Language objectives for students: Students will be able to use effectively the trigger words and
correctly conjugated verbs in subjunctive mood asking and answering questions about each other
s partners.
Starter: Students will write five sentences describing their ideal partner.
Class procedures: Students will turn their attention to the teacher when prompted and counted
from 3 to 0. Students will begin on working on the assignments immediately when prompted.
Students will raise their hand whenever they have a question. Students will quit using electronics
immediately when prompted. Students will turn in their assignments within 30 seconds upon
request. When prompted, students will complete 1 minute of stretching.

February 19th

Class work:
1. Bell starter Students will write five sentences about their ideal partner.
2. Students will interview two of their peers to find out what their future partner is going to
be like. They will complete a questionnaire.
3. Students will read an announcement on a dating site about a girl who wants to meet a
friend. She describes what her friends should be like. Students will circle the trigger
words and underline the subjunctive verbs.
4. Students will write their internet announcement in a dating site describing what they want
their partner to do and be like using subjunctive.
Plans for assessment:
Formative assessment Completion of the internet announcement.
Plan for summative assessment summative quiz on conjugations
Plans for Homework: No homework will be assigned in this class.
Plans for enrichment: Students will write a shorter paragraph using subjunctive describing what
they wish to do and what is necessary to accomplish it.
Plans for remediation: Students who need assistance will be attended by their peers and
volunteers who have already finished their work. Students will be required to complete at least
of the organizers.
Plans for English Language Learners: All ELLs in this classroom are native Spanish speakers.
Because majority of the class is run in Spanish, there will be more accommodation needed for
native English learners. Switching between the two languages and occasional one on one
instruction will help both, native speakers of English and Spanish.
Reflection: The interviews were taking longer than expected and students were using a lot of
side talk. I had couple students who were not engaged in the required conversations and instead
talked about their lives in English and required other on-task students to join them in the
conversation. After two warnings I decided to send them to the principals office. I became a
little frustrated when both students listened to me for the first time but after really short time
went back into their private conversation. I believe that my reaction should have been slightly
different. Instead of sending the students to the office I should have had a one-on-one
conversation with each of them. One of them is a student who has been having troubles
completing any assignments and often engages in of-task behavior. After conversation with Mrs.
Parks I found out that he has had that difficulty before. I feel like keeping students like these on
task is the major challenge in my student teaching.

February 19th