Analysis D Overview Grid and Reflection Evaluation and Recounting

ANALYSIS D- OVERVIEW, GRID, REFLECTION 1
Overview
The students in the recorded class for this analysis are Spanish I high school students
whose first language is English; they range from tenth grade to twelfth grade. Most of them
speak AAVE as their home language, which they also speak at school. Students usually attend
my class in the morning from 10:38 to 11:30 a.m as their fourth period class. Today, students
will be on block schedule, which means they will stay in my classroom for approximately two
hours, from 9:42 a.m.-11:30 a.m. The school is located in a small, rural town, in a low-income
school district. The school is a predominantly African-American school that has recently
consolidated all the schools in the county. They have been in the class for three nine weeks and
are now in the final nine weeks of the school year. Students have moved from novice to
intermediate level students quite smoothly. They show incredible insight, an eagerness to
learn, and readily use the conversational phrases and lexicon they used without being instructed
to do so. I have eleven students enrolled in this class.
Today’s do now asks about the date and the weather in Spanish. This gives students the
opportunity to merge past knowledge with current knowledge. This will also give students the
opportunity to practice using the Spanish word for first a nd to practice telling the weather orally.
In preparation for the project that I am giving them, students will do multiple oral activities
today.
This lesson I have prepared is on weather. Students have already learned a few simple
weather expressions in previous classes. They know why the verbs hacer, estar, y haber are used
with weather expressions. They have also been using expressions like hace viento, está soleado,
and hay granizo. Today, I plan to expose them to an authentic source. I have a three minute
weather forecast in Spanish on YouTube. I am going to use the available YouTube settings to
slow the video down and to portray the closed caption. I plan to stop the video periodically to
check for understanding and to explain unfamiliar phrases and terms.
After the video, I plan to pass out a 7-day weather forecast. We will complete this activity
on paper, and then we will discuss it orally. The forecast first has the day and date on it. It then
shows a picture, which gives an overall description of the weather. The current temperature, as
well as the high and the low are also shown. I will have students to model after the do now a nd
tell me the date first. After which, they will talk about weather conditions and the temperatures.
After dissecting the forecast, I plan to give students more notes on how to talk about the
weather. As they write, I will explain pronunciations and expressions. After receiving notes, I
will tell students about a weather forecast project. Students will receive a rubric. Videos have to
be recorded and at least three minutes long. Students may choose to work with a partner but are
not required to do so. The weather report must be a seven-day forecast, and for each day students
will give the whole date and talk about the weather. Students must be creative with backgrounds
and the way they portray weather.
Students’ last assignment will be to look at a weather map with a color-coded
temperature scale. There are major cities shown all over the colorful map and pictures that
indicate weather conditions. Students must match given weather descriptions to the cities. The
assignment is on a high-school level, as it requires students to think critically, skip around and
return to questions. Students also have to think about what temperatures are cool and warm,
rather than cold and hot or at the extremes.
The goal of this lesson is so that students will be able to identify ideas when they hear
authentic sources like the news, as more and more entertainment is being made available to
English-speakers in other languages. I want students to begin watching television, listening to
music, and reading books in their second language this lesson exposes them to reception and
production. It is thus a bridge to communicative function, which has been the purpose of my
class the entire year. Students are being exposed to more comprehensible input and are being
asked to construct longer and longer utterances. By the end of this unit, students should be able
to make small talk in Spanish about the weather, understand the basic message of weather
forecasts in Spanish if they visit Hispanic countries, understand native accents a little better, and
communicate to others weather conditions. I plan to focus on communicative language teaching
by speaking to students in the target language over 90% and facilitating their communication
with me. I also plan to provide metalinguistic feedback when they make errors to gauge what
they know and what I need to reteach. In this way also, I improve their communication skills.
Grid
STATEMENTS ABOUT CORRESPONDING SPECIFIC EXAMPLES

CLT THAT APPLY TO ACTIVITY TYPE,
LESSON MANAGEMENT
TECHNIQUE, OR
PLANNING
1.The role of the teacher in 1. I give students what is 1. The first activity,
the language classroom is that necessary, and I let where students are
of a facilitator, who creates a them do the rest. I invited to participate
classroom climate conducive lead them with in a discussion about
to language learning and questions, but they are current weather,
provides opportunities for allowed to make requires students to
students to use and practice errors and to correct engage in language
the language and to reflect on others and themselves. use that involves only
language use and language 2. I decided to use me leading them to
learning. smartphone the correct linguistic
2.Technology aids in applications and skills. They still
furthering goals of YouTube to help mispronounce words
communication. teach the language. like hace and hay, but
3.Translation is used when 3. The whole day, I their peers correct
students need or benefit from planned to use 90% them, and they all
it. comprehensible input have some sort of
4. Comprehensible and to translate only input about how the
pronunciation is sought. when students were weather is.
5. Contextualization is a basic stuck. 2. Students had to
premise. 4. When students were translate in real-time
6. Attempts to communicate describing the current when I allowed
are encouraged. weather, I decided that students to use apps to

I would only correct look up the weather in
pronunciation that our area. I also used
made a meaning YouTube to find and
difference. manipulate an
5. I plan to not only authentic source, a
teach students weather weather forecast in
expressions but to Spanish.
create situations 3. When no students
where they need to were able to answer
talk about weather the question, ¿Qué es
that reflect la alta?, I asked for
conversations that the high in English
they could have or and then restated the
presentations that they questions in Spanish.
would hear in real life. This way, students
6. I always call upon would now associate
students individually that meaning with the
before I engage the Spanish phrase. At
group as a whole. other times, I simply
That way, students enunciated the
who do not normally Spanish expression,
get turns will have a and allowed them to

say. decode.
4. When a student was
trying to tell me that it
was sunny, he messed
up the phrase Está
soleado. It took about
a full minute before I
figured out what he
was trying to say. I
used elicitation to lead
him to the correct
pronunciation so that
he would understand
what he failed to
decode.
5. Hearing an authentic
Spanish weather
forecast, having to
read a weather map,
and having to tell the
day’s weather gave
students a context for

learning weather.
6. For this lesson, I used
¿Qué más? quite a bit.
This phrase was used
especially when
students had to
describe weather
conditions. Rather
than being allowed to
use just one phrase,
students were required
to expound in the
target language and
give contextual
information.
Reflection
It helped to have a focus for each video because I could be proactive and work on a
particular area as a teacher while concurrently helping my students. When I made plans for this
week's lessons, I concentrated on the focus of building communicative competence, and this
gave me more centralized lessons. I then had a clearer vision about how I wanted to teach
different linguistic skills. For instance, since we were talking about weather, I knew that it would
be helpful for students to see an authentic source. However, I didn’t want to lose them by playing
a video that I knew they wouldn't understand. Hence, I prepared them by giving them weather
phrases first. Then, I slowed the pace of the video and displayed subtitles. While viewing the
video, I stopped to explain unfamiliar terms. In this way, I provided an authentic source that
students could model.
Students also had short discussions about the literal meanings of phrases. These mini
discussions helped them to understand idioms in general, be it their native tongue or the target
language. They learned that the reasons literal translations often sound weird is because they
have figurative meanings. They learned to preserve meaning, rather than to translate
word-for-word. In other words, the point is to express ideas in groups rather than words in
isolation. For instance, one student asked why muy c ould not be used in phrases like hace sol b ut
could be used in phrases like est soleado. I explained that hace sol literally meant that the
eant that it was making a lot of sun. They

weather was making sun, and so hace mucho sol m
were already familiar with the fact that estar was used with adjectives. After learning that muy
literally meant very, they could conclude that this adverb was needed to modify the adjective.
aving to do that
Additionally, I ask them how they could express other ideas like El sol brilla. H
helped students with abstract expressions having synonymous meanings. I also gave students
lexical synonyms so that they could alternate usage. Knowledge of this kind would also help
students with circumlocution, which indicates a certain level of competence in communicative
ability, that which students definitely need to progress toward.

ere written in and to be answered in Spanish helped students

The fact that the do now’s w
to practice comprehension and formulation. Most of the my input is also in the target language.
Commands and questions about content are in Spanish in the video; clarifications and
explanations are in English. Praise is also in Spanish most of the time. Students were additionally
given formulas for idioms so that they would be able to deconstruct linguistic processes until
they became automatic. One of these formulas was that the verb estar was to be followed by
adjectives when describing weather.
Impromptu conversation, as with the eight-day weather forecast, helped my students to
progress toward automating cognitive processes. It gave them realistic context to practice
conversation. Because of the weather forecast projects, students were also eager to practice the
language under my supervision so that they would know how to correctly carry out their task.
Students appreciated the support of their classmates during the whole-group discussions. They
benefited by having others begin the expressions for them and then they would remember how
the expression ended. All of the strategies that I endorsed in this lesson are visibly forming my
students into competent bilinguals. They are learning to think abstractly and to express notions
on a discourse level. In this way, I hope to teach students to use language for the purpose of
communication and finding their way in the world rather than only in an academic context.
Previewing/Recounting
Students were excited to be able to use their phones during class. They excitedly
compared weather apps, and I declared mine superior since it told weather conditions overall for
the day and the night, along with an hourly forecast. Some students eagerly volunteered
information like, “The sun is shining,” and I had to call on other students. I asked questions
about the overall forecast first. Is it cloudy, sunny, rainy? ¿Qué tiempo hace hoy? After
entertaining several answers, I moved on to the temperature. I explained to students how to talk
about current temperature in Spanish and taught students how to say degrees a t the end of their
utterances. I used elicitation to help them to remember the numbers in the tens place. I then gave
them the words for the high a nd the low. T

hey practiced me by giving me the actual high and low
fter giving them the phrase for tonight, w

in Spanish, followed by the word grados. A e talked
about the upcoming weather conditions for the nighttime. The students benefited from this by
having realistic conversations about a relevant happening.
Right after this conversation on the current weather, students were supposed to watch a
video with a dynamic practice session built into it. They were expected to take notes from the
video, and I was going to assess them for ability to pronounce the phrases and for comprehension
of metalinguistic information. Throughout the video, I had planned to relay to them information
in the English language that would aid them in remembering the Spanish weather terms. We
would talk about literal meanings and how to understand these meanings in a figurative sense.
The students would then be engaged in a practice sentence where they were given weather
phrases in English that they had to translate into Spanish. This part of the lesson, which I carried
out in the following class, was beneficial because students learned why certain expressions sound
weird when translated.
I instead showed them the authentic weather forecast. They were able to make
comparisons, to see if they understood weather expressions within a context, and to hear a native
accent. This forecast also gave them an example to model their own projects after. I then passed
out an 8-day weather forecast, in preparation for the project they have to complete. For each day
of the week, we talked about weather conditions and temperatures. This gave them examples of
what I expected to see in their own personal forecasts. After I turned the camera off, they looked
at a weather map labeled with large cities around the US. It was color-coded for temperature and
included symbols for weather conditions. Students had to match given weather conditions to the
city it most accurately described. At the end of class, I told my students about an upcoming
weather project. I told them to start thinking about a place they wanted to make up a forecast for
and whether or not they wanted to work with a partner. I told them to expect a rubric and more
guidelines when they returned to me. This last part of the lesson allowed students to use the
information they had gained in more than one practical way. They not only used it to talk about
current weather conditions and indexical information but to analyze general information.
Evaluation
As class begins, all seven students are finishing their do now’ s. I ask one of my students
to answer the first part of the question, ¿Cuál es la fecha? The student answers in English. At
first glance, I think that he is being a smart aleck. In truth, he is responding to the form of the do
now rather than its function. Students are accustomed to me testing their receptive skills, so as
we have moved forward with receptive skills, they have to be reminded to speak in Spanish. The
student who I called on thought that I was testing his knowledge of comprehension only. Thus, I
had to remember to be specific about my expectations because students are often generally
confused by what we deem obvious. The student did, in fact, know the answer. He remembered
to say primero rather than uno i n the utterance el primero de abril.
The second part of the question is ¿Qué tiempo hace hoy? I tell students (1:36) that they
will need their phones to answer that question. They had learned the meaning of the question the
previous day. While students are pulling up their weather apps, I remind them that if they were
absent any days the previous week that they needed to get the notes they missed. Doing this at
the beginning of the video allowed me to prevent any students from falling behind. Students will
usually take a picture of their notes to take down later. One student attempts to engage me in a
side-conversation. I smile in amusement but continue on track. This is important to keep other
students from being distracted also. I maintain the rapport by responding to the student
nonverbally rather than being cold and ignoring her attempt to interact with me. However, by not
engaging fully, I send a message that it is not the appropriate time to start a conversation of the
sort.
At 3:39, students begin to give me weather expressions. The wind that day was at 8mph,
so one student says, “Hace viento.” Another student says, “El sol brilla.” I ask students how
else they could express the idea “El sol brilla”. One student adds, “Hace buen tiempo.” I
validate them comment, but rephrase my auxiliary question a different way, “How else could we
say, ‘El sol brilla.’ There are several ways to say that…” The same student answers, “Hace
sol.” Another student struggles over the word hay, and a different classmate picks up her slack
with “hay sol.” I substantiate, and then ask for another way. One student begins, “Está
soh-leh-doh. ” I repeat and stop at the syllable right before the vowel sound he missed. At 4:28,
he self-corrects! I praise him in Spanish. By using leading questions to elicit responses rather
than just giving students the answers, I get everyone to share a piece of knowledge, and others
benefit from what they share.
he previous
Next, I move on to the day’s temperature. I write on the board, Estamos a… T
day, after finding out the Spanish word for temperature, they had conjured, La temperatura es… ,
and I had added de. I tell them that this is useful information for the project that they will be
required to do. In this way, I whet their appetites. I give them a formula, something that I usually
do so that they will remember the syntactic structures. The formula is estamos a + number +
grados. A student asks about the test, and I tell him that the test will be different from the usual
and that I will explain in a moment. At that point, I have their gears turning.
At 5:42, I ask the question, “¿Qué temperatura es?” I repeat it to give them an
opportunity to reflect back on the question. One student translates aloud, “What’s the
temperature?” I affirm, and they all begin to search for the current temperature. One student
omeone else chimes in, “...cuarenta…” O

says, “Estamos a…” S ther students say, “...y
ome of the phones are off by one degree. I next tell them how to talk about the high
cinco/seis”. S
and the low. The previous day they learned how to say “the maximum and the minimum
temperature”, b ut I tell them that it is more common to just say the maximum a nd the minimum.
We go through it the same way, and various students chime in to help. I let them do the low
completely on their own, and they correctly tell me how it should be said. I also give them other
words for the high and low, la alta (for la máxima) and la baja (for la mínima).
At 8:01, I tell them that I have a real Spanish forecast to show them. I ask if they knew
that they could slow down videos on YouTube. Many report that they didn’t know they could. I
told them that they could choose to add subtitles, also. I do a quick review of the information
before playing the weather video to sum up all my main points. I explain how the previous lesson
on dates, days of the week, and months of the year ties in with what they have to do for their
weather forecast. I give the command, in Spanish, to turn off the light.
I have some slight technical difficulties with the video, at first. One web browser does not
recognize that I have slowed down the speech, is slow to begin after pausing, and the captions
cannot be seen on full-screen. I could have used the time that students were working on the do
now t o test out the video. The video plays at 11:30. The first thing I point out is the word for
weather forecast. They can see the words on-screen as I stop the video. In retrospect, the order of
the lesson might have been done differently. I could have began with the vocabulary, and then
students would have understood much more of the forecast on their own. That way, I could have
paused the video to check for understanding rather than for the purpose of interpreting. I stop the
forecast when the meteorologist talks about the high and the low and when she says words that
are parts of idiomatic weather expressions they already have.
The video is over at 18:45. Right after, I tell students that they will have a test in the form
of a video-recorded weather forecast in Spanish. I tell them that it has to be at least three-minutes
long and that they may choose one partner. I give them the option of doing it live if they do not
have the necessary electronics to record. When students returned to me that Wednesday, I
showed them example videos and passed out a rubric along with more specific guidelines.
However, I could have showed them examples at that time and moved some of the other
activities to the next class.
At 21:34, I give them instructions to take out a sheet of paper in Spanish. I pass out an
8-day forecast. Because I want them to get used to speaking, I have them do only the first one on
paper. Initially, I had intended for them to do all of them on paper first. However, at 30:47, after
seeing how many questions were being asked, I thought that it would be more beneficial for
them to do most of them aloud. I changed the directions after seeing a need. Situations like this
depict why I have to be flexible.
At 36:16, we discuss the first one together. I engage the students in Spanish along the
way. Atb 46:11, we are still going over the 8-day forecast. A student makes a common error, by
mistaking sesenta for setenta. I first call on the students individually to give me varying pieces of
information about the weather. At 53:28, after the first bell rings, I allow students to turn the
activity into a whole-group discussion, and we finish the activity as a unit.


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ANALYSIS D- OVERVIEW, GRID, REFLECTION 1

to do so. I have eleven students enrolled in this class.

check for understanding and to explain unfamiliar phrases and terms.

and the way they portray weather.

Students’ last assignment will be to look at a weather map with a color-coded

rather than cold and hot or at the extremes.

English-speakers in other languages. I want students to begin watching television, listening to

communicate to others weather conditions. I plan to focus on communicative language teaching

STATEMENTS ABOUT CORRESPONDING SPECIFIC EXAMPLES

of a facilitator, who creates a them do the rest. I invited to participate

classroom climate conducive lead them with in a discussion about

to language learning and questions, but they are current weather,

provides opportunities for allowed to make requires students to

students to use and practice errors and to correct engage in language

language use and language 2. I decided to use me leading them to

learning. smartphone the correct linguistic

2.Technology aids in applications and skills. They still

furthering goals of YouTube to help mispronounce words

communication. teach the language. like ​hace ​and ​hay, ​but

3.Translation is used when 3. The whole day, I their peers correct

it. comprehensible input have some sort of

4. Comprehensible and to translate only input about how the

pronunciation is sought. when students were weather is.

5. Contextualization is a basic stuck. 2. Students had to

premise. 4. When students were translate in real-time

6. Attempts to communicate describing the current when I allowed

are encouraged. weather, I decided that students to use apps to

I would only correct look up the weather in

pronunciation that our area. I also used

made a meaning YouTube to find and

5. I plan to not only authentic source, a

teach students weather weather forecast in

expressions but to Spanish.

create situations 3. When no students

where they need to were able to answer

talk about weather the question,​ ¿Qué es

that reflect la alta?, ​I asked for

conversations that the high in English

they could have or and then restated the

presentations that they questions in Spanish.

would hear in real life. This way, students

6. I always call upon would now associate

students individually that meaning with the

before I engage the Spanish phrase. At

group as a whole. other times, I simply

That way, students enunciated the

who do not normally Spanish expression,

get turns will have a and allowed them to

4. When a student was

trying to tell me that it

was sunny, he messed

up the phrase ​Está

soleado. ​It took about

a full minute before I

figured out what he

was trying to say. I

used elicitation to lead

him to the correct

read a weather map,

and having to tell the

day’s weather gave

students a context for

6. For this lesson, I used

communication. teach the language. like hace and hay, but

talk about weather the question, ¿Qué es

that reflect la alta?, I asked for

up the phrase Está

soleado. It took about

eant that it was making a lot of sun. They

ere written in and to be answered in Spanish helped students

them the words for the high a nd the low. T

fter giving them the phrase for tonight, w

omeone else chimes in, “...cuarenta…” O