Learning Experience Plan

Subject: Spanish Grade level: 8

Unit: Day/Periods: 45 Minutes
Topic: Introducing yourself and others
Content/Literacy Standards:
Comprehend language consisting of simple vocabulary and structures in face-to-face
conversation with peers and familiar adults
Call upon repetition, rephrasing, and nonverbal cues to derive or convey meaning
from a language other than English

Learning Experience Outcomes
Students will:
Introduce themselves and other
people
Learning Experience Assessments

Partner role play: students will get into pairs
and practice speaking about themselves for a
couple of minutes and then each pair will have
to get in front of the class and introduce their
partner to the rest of the class.
Differentiation
Approaching
Students at this level wont
recall the vocabulary they
already learned about
introductions and exchanging
basic information. During
their partner role play
activity, I can provide these
students with a handout that
organizes both the familiar
and the new vocabulary into
steps: introducing yourself,
exchanging other info, and
introducing others. I will be
sure to pay extra attention to
these students while theyre
working in pairs, monitoring
their pronunciation and
proper syntax, asking them to
repeat phrases or words when
necessary, and making sure
they got it right.
On-level
Students at this level will
understand the concept after I
present them with the exact
words and phrases they need to
know to introduce themselves
and each other. They will need
guidance/affirmation/correctio
n while working with partners
and I will monitor their
pronunciation/ability to stay on
task/grammar closely during
this time.
Beyond
Students at this level will
understand the concept
immediately and will probably
already know or will be able to
recognize most of the
words/phrases that we go over
during the Activating Prior
Knowledge section. I will pair
them together during the role play
activity and challenge them to get
into a more detailed conversation
than the other students will be able
to in the time given for partner
work.
Curriculum Integration
English:
Materials/Resources Procedures/Strategies













Smartboard


Vocab list
Sample convo

Smartboard



Sponge Activity (3-4 minutes) (activity that will be done as students enter
the room to get them into the mindset of the concept to be learned)
What do you say when you introduce somebody (in English)? What kind of
basic information do you share with people youve just met? Brainstorm a list
of important phrases/words.
After a couple minutes, I will let the students share what they feel are the
most important phrases or words they have. We will compile the list on the
board.
Anticipatory Set (1-2 minutes) (focus question/s that will be used to get
students thinking about the days lesson)
What do you say when you want to introduce somebody to someone else?
How do you know when somebody is introducing someone to you?

Activating Prior Knowledge (4-5 minutes) (what information will be shared
with/among students to connect to prior knowledge/experience)
I would ask if any of the students remember how to say any of the English
phrases we compiled in Spanish. I would write those on the board. If nobody
remembers anything or nobody participates, I will cue them with words I
know they already have seen before.
Direct Instruction (10-15 minutes) (input, modeling, check for
understanding)
I will put up on the smartboard the basic words and phrases they will need to
know which they should copy into their notebooks. I will go over each
phrase, its meaning, and the pronunciation of everything. I will have the
students pronounce each word and phrase after me. I will then put up a
sample conversation of people introducing themselves, exchanging some
basic information, and then introducing other people to each other. I will read
the conversation clearly and slowly for pronunciation and comprehension
purposes.
After reading it, I will have one student (probably of a high level) come up to
the front to model the introduction of oneself with me. We will go through
this conversation























Me: Hola!
Student: Hola
Me: Mi nombre es Senorita Cahill, Como te llamas?
Student: Me llamo Ali
Me: Mucho gusto, Ali
Student: Igualmente.
Me: De donde eres?
Student: Soy de Sea Cliff. Y tu?
Me: Soy de Bayport.
Then, I will have a second student come up to the front to practice the
introduction of others. I will continue as if the second student is my friend
that I already know, and the first student is still somebody that I have just
met. I will use body language (gesturing towards them with my hands) to
convey clearly that I am introducing the students to each other.
Me: Hola Ray! Conoces a Ali?
Ray: No
Me: Ray, te presento a Ali. Ali es de Sea Cliff. Ali, te presento a Ray. Ray es
de Queens.
Ali: Encantada
Ray: Igualmente

Guided Practice (10 minutes) (how students will demonstrate their grasp of
new learning)
I will explain that the students will be put into pairs. Once in pairs they are to
introduce themselves to each other using the written conversation on the
smart board and the role play I modeled as a guide. They are to speak to each
other for 5-6 minutes and exchange some basic information like where
theyre from, their interests/hobbies, their favorite subject in school, etc.
I will let them speak for a couple of minutes and I will walk around and
monitor the conversations to make sure they are staying on task.
When the time is up, I will explain that the next step is to introduce your
partner to the class. I will explain that the first partner is to say Clase, les
presento a partners name, then the class is to say Mucho gusto, partners
name then the same student is to say one fact that they learned about their
partner, for example A partners name le gusta dibujar. Then, the second
student will introduce the first one in the same manner. Every pair of students
will introduce each other to the class.

Closure (4-5 minutes) (action/statement by teacher designed to bring lesson
presentation to an appropriate close)
Students will hand in an exit slip. It will have the three Whats on it: What
did we learn; so what? Why is it relevant/useful?; now what? What will we
do next, how can we build on this?
Independent Practice (what students will do to reinforce learning of the
lesson)
Students will be given a worksheet which calls for them to fill in the blanks
to complete a conversation that involves an introduction.




































Las Frases Principales
Cmo te llamas? Mi/su nombre es
Cmo se llama (Ud./ella/l)? Mucho gusto
Cul es tu/su nombre? Encantado/a
Me llamo Igualmente
Se llama El gusto es mo
Conocer a Te/le presento a
Las frases suplementarias
Hola Buenos das
Buenas tardes/noches Cmo ests?
De dnde eres? Estoy
Soy de Qu te gusta hacer?
Cuntos aos tienes? Cul es tu ___ favorito?
y t/Ud.? Qu te interesa?
Zoila: Hola!
Jasper: Buenas tardes.
Zoila: Cmo te llamas?
Jasper: Me llamo Jasper, y t?
Zoila: Me llamo Zoila
Jasper: Encantado
Zoila: Igualmente
Jasper: De dnde eres?
Zoila: Soy de Brooklyn. Y t, de dnde eres?
Jasper: Soy de Philadelphia.
*entra Sasha*
Zoila: Sasha, conoces a Jasper?
Sasha: No, no conozco a l.
Zoila: Jasper, te presento a mi hermana. Se llama Sasha.
Sasha, te presento a Jasper. Jasper es de Philadelphia.
Sasha: Mucho gusto, Jasper
Jasper: El gusto es mo.


For Introducing yourself:
Hola Buenos das
Buenas tardes/noches Cmo te llamas?
Cul es tu nombre? Mucho gusto
Mi nombre es Encantado/a
Me llamo Igualmente
El gusto es mo

For exchanging other information:
Cmo ests? Qu te gusta hacer?
De dnde eres? Estoy
Soy de Me gusta
Cuntos aos tienes? Cul es tu ___ favorito?
y t/Ud.? Qu te interesa?
Me interesa

For Introducing Others:
Conoces a? Te/Le/Les presento a
Es de A ___ le gusta
A ___ le interesa