Spanish 2: Quinceanera

Date: 3/17/17
Strengths of the Class:
A1: Most students arrive on time, with a couple coming in up to 15 minutes late every now and then. Almost all
students participate in activities, group and individual work, and are respectful to the teacher and each other.
A5: Students arrive on time with a couple coming in 5-10 min late. All students participate in activities, group
and individual work, and are respectful to the teacher and each other.

Unique Needs of the Class:

A1: Since this is a first period class, its important to have activities that will keep students engaged. This class
is also a very quiet class, so it can be difficult to get them to talk.
A5: Since this class is in the middle of the day, its important to have activities that will keep students engaged.
This is also a big class, so it can be difficult to get them all together and attentive during class.

Unit: Quinceanera, ser y estar

Curriculum Standards:
N.CP.1 I can identify some beliefs and values related to age, gender, social class and ethnicity.

Turn in before class (homework from previous class): No

Content Objectives for the Lesson: SWBAT distinguish the difference in ser and estar. SWBAT identify some
beliefs and values in Latin American cultures by learning about the different aspects of a quinceanera. SWBAT
practice writing for their writing exam (AAPPL).

Learning Objectives for Students: SWBAT demonstrate when to use ser or estar through a quiz. SWBAT
understand the cultural significance and importance of a quinceanera by practicing various aspects of a
quinceanera. SWBAT practice writing emails.

Language Objectives for Students: SWBAT demonstrate that they can distinguish the difference between ser
and estar by doing a quiz in which they must fill in the blanks with the correct form of ser or estar. SWBAT
understand the cultural significance and importance of a quinceanera by playing a family role in a quinceanera.
SWBAT practice writing emails by reading email responses from chambelanes and damas and responding back
by writing an email in which they pick a date and time for dance practice for the quinceanera. .

Starter: (10 min)

 1. Students will work in groups of four. Each group will get 3 sheets of paper, one with a subject (yo, tu,
el/ella, nosotros, ellos), one with a characteristic of ser/estar (trait, origin, etc.)
2. Each group must come up with a sentence that has the characteristic and the correct form or ser or estar.
3. As soon as a group has their sentence written on a sheet of paper, they will hand it to me and I will type
it on the computer to be projected.
4. When I have all the sentences projected, students will read through them and check all the sentences for
errors. We will then go through each one to check.

Class Procedures (Class Work/Activities):

1. Starter: (10 min)
2. Ser and estar quiz: (15-20 min) Students will take their quiz on ser and estar.
3. Email writing: (20 min) Students will write an email, using a given template, answering the following
prompt:
a. You are a quinceanera and you have received 3 emails from your damas and chambelanes
telling you what days they can practice. Read the emails and figure out a day and time that
works for everyone. Then, respond back to them and tell them the day and time of dance
practice.
4. Decorations/dancing: (last 20 min of class)
a. Quinceaneras will pick their colors
b. Quinceanera, damas, and chambelanes: they will have 10-15 to choreograph a 30 second
surprise dance. I have to approve the song first; the quinceaneras will have 2 minutes to pick a
song.
c. Padres: They will write a speech together for the bridis (I will give them a template to go off of)
d. Madres: They will make the banner for the door that says: Mis quince anos
e. Hermanas: They will design a flower/butterfly name tag with the Quinceaneras name on it.
f. Padrinos/Madrinas: Each set of godparents will make a decoration together for the quinceanera;
I will project the instructions on what they will make and how.

Plans for Enrichment (i.e., What is my plan for students who finish early?): If we finish early, students will
read a Lectura in Realidades 1, pg. 238 and answer the comprehension questions.
Plans for Remediation (i.e., What is my plan for students who need additional support?): Students will have
access to their vocabulary sheets and their guides for the email. Students will be working in groups for most
activities except for the writing and quiz.

Plans for Assessment:

Formative: email writing assignment
Summative: Activities are in preparation for the AAPPL writing test; the ser and estar quiz.

Turn in at the end of class: email, speech, decorations.

Homework assigned: Dress up for extra credit.

Plans for English Language Learners: Every student is a language learner.

Reflection on preparation, execution, student learning, behavior, etc. (Here are ideas as to how to think
through the lesson. This list of questions is NOT exhaustive.)

I liked the way todays lesson worked out. Everything had a natural flow. The only thing I would change would
be to give students more time to prepare for their parts. They only got about 10 minutes and I think it would
have been very valuable for students to have more time and really delve into what planning for a quinceanera
could be like.

Regarding the email activity, I debriefed with Carolyn about it and we talked about how great the activity is and
how we can definitely use it in the future. The only thing that we need to change for the following times we
implement these is the access to information that students have. I allowed students to use their notes and I didnt
cover the posters around the room that have information. Thus, the score I gave them was not accurate,
especially because I praised them for doing so well. Next class time, I will have to clarify to students that the
score they got is good but they need to realize that they will not have access to their notes or any other resources
when they take the test. Other than this, I look at this activity as the first step to preparing students for their
exam.

--What went well? Why? What didnt go so well? Why?

--What will you definitely do again next time? What will you definitely modify/eliminate next time?
--What insights do you have about the content? The worksheet/graphic organizer? The quiz?
--Did the students meet the objective(s)? Which students? Which objectives? How will you proceed tomorrow