Module: World Languages (Spanish)

Topic: Lesson #1 of Thematic Unit (School)

Overview/Abstract: These lessons are designed to teach Spanish in a communicative manner, using nothing but the target language. The instruction will follow the natural approach and will reflect the current and most effective method of teaching a second language.

Theme or Essential Question: How can we teach Spanish in a manner that allows for students to acquire the language as opposed to just learning grammatical rules, memorizing conjugations, and translating from the first language to the target language?

Time Required: 45 minutes

Suggested Grade Levels: Beginning level (level 1) Spanish: middle school, high school, or, if modified, elementary school

Interdisciplinary Applications: Language Arts

New Jersey Core Content Standards: 7.1 and 7.2.

Instructional Objectives: By the end of this lesson, students will have acquired on an aural/oral level how to greet each other and the teacher, ask names, ask how they are doing, and say good-bye.

Procedures:

• 5 minutes: Teacher will begin by waving hello to the class and saying "buenos días, clase." Students will be told to just listen (teacher can signal quiet with his finger pressed to his lips). Teacher will repeat twice more the expression "buenos días, clase." Next, the teacher will demonstrate (model) the student response of "buenos días, profesor." In order to do this, the teacher will sit at a student desk in order to show that he is playing the role of the student. Teacher will model this a few times. Then, he will say "buenos días, clase" once again, this time pointing to students to signal them to respond "buenos días, profesor." This will be repeated several times chorally.
  
  
• 2 minutes: Next, the teacher will greet some students individually. Teacher will walk up to one student and say, "buenos días, ___." Student will respond, "buenos días, profesor."
  
  
• 1 minute: Teacher will review chorally once again with the students by saying "buenos días, clase" and eliciting the response "buenos días, profesor."
  
  
• 3 minutes: Next, teacher will model the question "¿Cómo te llamas?" Teacher will show that it is a question by placing on one side of the blackboard "¿?" and on the other, ".". When teacher is modeling the question, he will be on the "¿?" side of the blackboard, and when giving the answer ("Me llamo ___"), he will be on the "." side of the blackboard. (When giving the answer, teacher should pretend he is one of the students, since the "tú" form is used among friends; the "usted" form should be used when addressing the teacher.) Teacher will model the question and the answer several times for the students.
  
  
• 2 minutes: Now, teacher will have students respond individually first. Teacher will approach one student and ask, "¿Cómo te llamas." Student will respond, "Me llamo ___." Teacher will proceed to ask several more students. After asking a handful of students, teacher will ask the entire class, "¿Cómo te llamas?" and the class will have to respond, each student giving his or her own name.
  
  
• 2 minutes:: Next, teacher will have half the class ask the question and the other half answer. After two times, the roles will be reversed.
  
  
• 2 minutes: Teacher will now go back and review by saying to the class, "Buenos días, clase." Students will respond chorally. Then, teacher will ask a couple of students, "¿Cómo te llamas?" and students will answer accordingly.
  
  
• 2 minutes: Now, teacher will ask the question "¿Cómo se llama usted?" Teacher should have a picture of a famous adult on the blackboard (the president, for example). Teacher should direct the question to the picture of the president on the blackboard. Teacher will model the question several times, and then teacher will supply the answer: "Me llamo Presidente Bush," modeling it twice for students to hear.
  
  
• 3 minutes: Now, teacher will place many pictures on the blackboard, some with adults and some with children. Teacher will ask the question, either "¿Cómo te llamas?" or "¿Cómo se llama usted?" as appropriate, based on the person in the picture. After teacher models each question, students will repeat chorally.
  
  
• 2 minutes: Teacher will now have the students decide whether it should be "¿Cómo te llamas?" or "¿Cómo se llama usted?" Teacher will let the students know that the first question is "A" and the second one is "B." Then, teacher will point to a picture, and the class will have to call out "A" or "B," as appropriate, in Spanish.
  
  
• 3 minutes: Now, teacher will model the question "¿Cómo estás?" Students will have to listen to the question modeled several times and then repeat the question after the teacher. Then, the teacher will put 5 pictures on the blackboard: one with an extremely happy face, one with a happy face, one with a regular (so-so) face, one with a sad face, and one with an extremely sad face. Teacher will model the answers, in order, of "Estoy excelente," "Estoy bien," "Estoy así así (regular)," "Estoy mal," and "Estoy terrible." As teacher is modeling the answers, he is pointing to the corresponding pictures.
  
  
• 2 minutes: Now, teacher will check to see if students have understood by pointing to a picture and giving an answer, either right or wrong, and students will have to decide if it is right or wrong and respond with "sí" or "no."
  
  
• 3 minutes: Next, students will repeat the answers after the teacher, chorally, several times, as the teacher points to each picture and says the sentence.
  
  
• 2 minutes: To continue, teacher will individually ask a handful of students the question, and the students will answer.
  
  
• 2 minutes: Now, teacher will ask the question "¿Cómo está usted?" to the picture of the president on the blackboard. Teacher will model the question a couple of times, and students will repeat chorally a couple of times, too.
  
  
• 3 minutes: Now, teacher will make use of the pictures used with the "¿Cómo te llamas?" vs. "¿Cómo se llama usted?" activity, this time having students choose between "¿Cómo estás?" ("A") and "¿Cómo está usted?" ("B").
  
  
• 2 minutes: Now, teacher will wave good-bye, pretend to walk out of the classroom, and say "adiós, clase." Teacher will repeat several times. Then, teacher will model what the students should say, "adiós, profesor." After modeling it a couple of times, teacher will say "adiós, clase," and students will respond with "adiós, profesor."
  
  
• 4 minutes: Teacher will conclude by providing a summary of the day's lesson. Teacher will do so by stating "buenos días, clase" and having the class respond. Then, the teacher will ask, "¿Cómo te llamas?" and call on specific students to respond in a complete sentence. Then, teacher will ask, "¿Cómo estás?" and call on other students to answer in a complete sentence. Then, teacher will make use of the pictures on the board one last time by having students respond "sí" or "no" when he says "¿Cómo te llamas?" or "¿Cómo se llama usted?" and "¿Cómo estás?" or "¿Cómo está usted?" When the period is over, teacher will say to class, "adiós, clase" and students should respond "adiós, profesor."

Materials: Picture of a famous person (president), many pictures of other adults and children, 5 pictures with happy and sad faces (as described in the lesson), blackboard, chalk, magnets or tape (to put the pictures on the board)

References:

• Print: TBD
• Video: TBD
• Internet: TBD

Assessment: There is no formal assessment for this lesson. Teacher will monitor students throughout the lesson for correct pronunciation and use of the questions and answers being taught.

Multiple Intelligences: Linguistic, spatial, intrapersonal