Module: World Languages (Spanish)

Topic: Lesson #2 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:

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 reviewed on an aural/oral level how to greet each other and the teacher, ask names, ask how they are doing, and say good-bye. Also, students will have acquired on the same level different ways of saying hello (based on the time of day), how to introduce people, and different ways of saying good-bye.

Procedures:

• 1 minute: Teacher will begin by saying "buenos días, clase." Students will chorally give the answer. Teacher will repeat twice more, and students will reply twice more.
  
  
• 2 minutes: Teacher will hang pictures (from yesterday's lesson, of different aged people) on the blackboard again. Teacher will begin by pointing to a picture and asking, "¿Cómo te llamas?" Students will have to say "sí" or "no" to tell whether the teacher is using the correct form based on the person in the picture Teacher will do this for several different pictures.
  
  
• 2 minutes: Next, teacher will ask several students the question "¿Cómo te llamas?" Each of those students will reply, "Me llamo ___." Then, teacher will ask the entire class, and students will reply saying "Me llamo ___."
  
  
• 2 minutes: To continue, teacher will divide the class in half, and one half will ask the question "¿Cómo te llamas?" while the other half responds. After this occurs twice, students will switch roles.
  
  
• 2 minutes: Using the same pictures on the blackboard, teacher will tell students that "A" is for "¿Cómo estás?" and "B" is for "¿Cómo está usted?" Then, teacher will point to different pictures, and students will call out "A" or "B." After the students say the letter, the teacher will give its corresponding sentence answer.
  
  
• 2 minute: Next, teacher will hang the pictures of the five different faces (happy, so-so, etc., also from yesterday's lesson). Teacher will point to a picture and model the answer for the students (e.g., "Estoy bien"). Students will repeat chorally, in groups, and individually after the teacher.
  
  
• 5 minutes: Now, teacher will have three students go to the front of the classroom. The three students will stand there, two side-by-side facing the third, and the teacher will model the following sentence that student "A" would be saying to his side-by-side partner, student "B": "Quiero presentarte a ___." Then, the teacher, pretending to be student "B," shakes the hand of student "C" and says "mucho gusto." Finally, the teacher, now as student "C," responds by saying "igualmente." The teacher will repeat this act two times.
  
  
• 3 minutes: Now, the class will repeat after the teacher. The teacher will once again pretend he is student "A" and say "Quiero presentarte a ___." The class will then repeat that sentence chorally, in groups, and individually after the teacher. Then, the teacher will say, pretending to be student "B," "mucho gusto," and will shake the hand of student "C." The students will repeat after the teacher. Finally, pretending to be student "C," the teacher will say, "igualmente," and the class will repeat.
  
  
• 5 minutes: Now, teacher will divide the class into groups of three. Each group of three will have a person "A," "B," and "C" in it. Students will act out the roles of these people based on the dialogue above. Teacher will model first so students understand what to do. After a minute, teacher will tell students to switch so that each person in the group is speaking a different part (so that, by the end, all three parts have been spoken by each student in the group).
  
  
• 5 minutes: After students are once again seated, teacher will draw a little diagram on the blackboard to show the different times of day (morning, afternoon, and evening). This can be done by drawing the sun in an ongoing process from the east to the west (rising to setting). Teacher may also wish to write down time ranges by each sun to clarify for students the time of day being discussed. With this, teacher will begin by pointing to the morning and saying, "buenos días, clase." Students, already familiar with this, will answer, "buenos días, profesor." Then, pointing to the afternoon, the teacher will say, "buenas tardes, clase." Teacher will model this several times for the students. Students will respond after the teacher models with "buenas tardes, profesor." Then, pointing to the nighttime, teacher will say, "buenas noches, clase." Students will listen several times and then repeat several times the response, "buenas noches, profesor." Finally, teacher will point to all three different times of the day and say, "hola, clase." After hearing it modeled, students will respond, "hola, profesor."
  
  
• 3 minutes: To check students' comprehension, teacher will point to a specific time of the day and say, "buenos días, clase" (or any of the other three possibilities), and students will respond only if the teacher is right. So, for example, if the teacher says, "buenas tardes, clase," but is pointing to the nighttime, students will say nothing. If the teacher is pointing to the nighttime and says "buenas noches, clase," students will respond with "buenas noches, profesor."
  
  
• 3 minutes: Now, teacher will say, "adiós, clase," and students will respond, "adiós, profesor." Then, teacher will model, "hasta luego," "hasta pronto," and "chao." After hearing each one modeled, students will repeat several times.
  
  
• 10 minutes: To provide a summary of the day's lesson, teacher will have students work again in groups of three. Teacher will model what the students are supposed to do by having one group go to the front of the classroom and then acting out the students' parts. Students are going to carry out a dialogue as follows:

  A: ¡Buenos días, ___!
  
  B: ¡Hola, ___!
  
  A: (to B) Quiero presentarte a ___.
  
  B: Mucho gusto.
  
  C: Igualmente.
  
  B: (to C) ¿Cómo estás?
  
  C: Estoy ___. ¿Y tú?
  
  B: Estoy ___.
  
  A: Adiós.
  
  B: Hasta luego.
  
  C: Chao.

  Teacher will say "adiós, clase" when the period is over; students will respond appropriately.

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