ARIZONA STATE UNIVERSITY – SILC

LESSON _8_ – SEPTEMBER 19TH, 2022 - CLASS OBJECTIVES

- Describe daily activities using adverbs of frequency, and reflexive CHAPTER & THEME: Chapter 7 (Theme: La rutina diaria)
verbs conjugated in the present tense. INSTRUCTOR: Maria Diaz Pardo
COURSE & SEMESTER SPA 102 – FALL 2022

COMMUNICATIVE GOALS HOMEWORK/REMINDERS

Homework: Homework assigned on VHL, due before class.
1. Students will be able to describe activities of their daily routine, using the Reminders/Review: Review adverbs of frequency (recalling for prior
reflective verbs in present tense. knowledge)
2. Students will be able to compare and contrast their daily routines with their
peers’. Music: el presente – Julieta Venegas
Word of the day: manejar en el tráfico

LESSON PLAN
Videos & Materials:
1. Class introduction: greetings, attendance, agenda, and objectives. (5 minutes)
2. Recalling for previous knowledge: Reviewing adverbs of frequency. (3 minutes) Lesson Slides
3. Transition 1: After reviewing the adverbs of frequency, I will ask: ¿y tú qué haces con frecuencia? (2 minutes)
Students’ smartphone or laptop
4. Warm-up Activity: Complete Padlet activity: Write two complete sentences describing activities in your
daily routine (one activity in the morning and one at night). Include a reflexive verb for each sentence. If you can, Internet.
use adverbs of frequency too! https://padlet.com/mdiazpar/4psn6keghjue8ioy (5 minutes)
5. Transition 2: In a whole class conversation, a couple of students will share verbally, their answers on the padlet.
After that, I will ask: ¿y como es el resto de tu rutina? ¿es igual o diferente que la de tus compañeros? (4-5 minutes)
6. Activity 2.1: Students will talk to their shoulder partner for 7 minutes about their week and weekend routines to
find similarities and differences, using full sentences, reflexive verbs in present tense, vocabulary from the lesson, and
vocabulary from previous lessons. (6-7 minutes)
7. Activity 2.2: Students will talk to a different partner for another 7 minutes about their week and weekend routines to
find similarities and differences, using full sentences, reflexive verbs in present tense, vocabulary from the lesson, and
vocabulary from previous lessons. (6-7 minutes)
8. Transition 3: In a whole class conversation, a couple of students will ask a couple of students (different students
From the second transition to describe one activity that their peers do, and he/she doesn’t. (4 minutes)
9. Activity 3: Students will write 6 complete sentences. 1 comparing, and 1 contrasting their own daily routine with each
one ff the peers they talked. Then 1 sentence comparing, and 1 contrasting their peers’ activities with each other.
(8-10 minutes)
10. Transition 4: After asking students to turn in their written work. I will introduce the Writing Assignment 1:
steps, expectations, and answering students’ questions. (5-6 minutes)
BACK 🡺
 11. Activity 4: Students will work in their pre-writing assignment, following the instructions and outline provided in
Canvas. (15 minutes).
12. Lesson wrap-up: Go over reminders: due dates, SILC café, other events. Exit ticket activity: Virtual survey to ask how
they are feeling, any questions about the lesson or upcoming events. (5 minutes)

Lesson time: 75 minutes approx.

KEY: T - transition SKILL CHECKLIST: NOTES:

C – culture T – time CULTURE YES Culture it is not as well incorporated in this specific lesson because we have to spend the
S – speaking I – individual SPEAKING YES pre-writing assignment in class (in this assignment culture is incorporated). But to add
it to the
L – listening P – pair LISTENING YES lesson, I would had the students research about the routines in different Spanish
speaking
R – reading G – group READING YES countries, talk about it with partners and compare it with the typical routine in the U.S.
W – writing CL - class WRITING YES
A - activity TR - teacher

Pronunciation & Vocabulary (ProVoc) Grammar (Gra) Expressions (Exp) & Suggestions (Sug)

Vocabulary on textbook (pg. 260) Reflexive verbs, textbook (pg. 236-237) Topic practice, textbook (pg. 238-
239)