EDPG addressed: EDPG 5 - Application of Content

Name of Artifact: Lesson Plan on Greeting Others and Introducing Yourself

Date of Artifact: Summer 2016
Course in which Artifact was implemented: ED 201 - Technology in Education

Saint Mary-of-the-Woods College

Education Department

Lesson Plan

Date: Tuesday June 21st, 2016

Teacher Candidate: Marie Belmonte Brummer

Name of Lesson: Greeting others and introducing yourself in Spanish

Subject: Spanish (44 minute period)

Grade: Grade 8

Rationale for lesson: In this lesson, students will learn how to greet others and introduce
themselves in Spanish using the appropriate vocabulary and expressions. They will also learn
how to use Google Translate and Vocaroo applications.

Learning outcomes: Students will be able to have an introducing conversation with their peers
in Spanish. They will also develop their communication skills using new technologies (Google
Translate and Vocaroo).

Assessment of student outcomes: Students will be assessed on their audio presentation.

Illinois 8th-Grade Learning Standards:

Application of Learning
Working on Teams

Materials needed:
Tablets with access to the Internet, and specifically to the Google Translate and Vocaroo
applications.
Vocabulary sheet
Lesson presentation:

Anticipatory set: To gain students attention before beginning, I will say: Hola, buenos
das (Hi, good morning). Today, you are going to learn how to greet others and introduce
yourselves in Spanish. There are no prerequisite skills expected. Students will have to
pretend that an exchange student from Spain is joining their school and they will have to greet
this new student and introduce themselves to him or her in Spanish. How will they do that? It
is the real-world problem they will have to solve.

Teaching procedures: I will use active learning strategies. Students will be working in pairs (I
will form the groups myself to avoid having groups that are not productive at all), practice
verbally, take notes, work in group, and compare ideas. They will be engaged the whole
period via activities.

Guided, collaborative, and independent practice:

Activity 1
I will hand out the new vocabulary sheet to the students and we will review each word and
expression together (the translations are already provided on the sheet). I will ask some
questions to the class for warm-ups: How do you say Hi, nice to meet you?, How would you
present yourself in Spanish? We will compare and contrast different ways to greet others and
introducing ourselves. I will call on the ones who do not participate voluntarily and will
encourage students to take notes. I will write some of the students answers on the board as
examples. In addition, I will also review the cultural differences between the way we greet
people in the United States, Latin America and Spain.

Activity 2
I will divide students into groups of two and give one tablet to each group. Each student in the
group prepares their own written presentation of themselves and a few questions of introduction
they want to ask to the person in their group. They are supposed to act like this is the first time
they meet. They will use their vocabulary sheet and they might want to re-use and adapt the
some of the examples on the board. I will show them quickly how to use Vocaroo and Google
Translate. While they work on their assignment and practice their conversation with their
partner, I will walk through each group and see if they need help. Each group will be
encouraged to use the Google Translate application available on their tablets to look up
additional words or expressions, and to reach out to me if they have any questions. At the end of
this activity, every group should record and save their presentation using the audio recording
application Vocaroo. We will listen to each conversation at the beginning of the next lesson and I
will grade them then.

Closure: Before the class is over, I will remind each group to save their introducing
conversation on Vocaroo. I will also ask for feedback regarding what they thought of todays
activities.
Differentiated instruction: While each group works on its assignment, I will reteach the
important points of this lesson to those who are not doing good with this activity. I will ask those
students to repeat words and expressions after me, ask them to prepare their conversation in
English first and help them with the translation. For the advanced students who finish the
activity quickly, I will ask them to develop the presentation further using as many words and
expressions from the vocabulary sheet as possible.

Multicultural emphasis: N/A.

Technology: Google Translate and Vocaroo.

Reflection on lesson: After teaching the lesson, I was able to evaluate the students average
level, and point out the students who need extra help and those who are advanced. The first
activity worked well but I had to call on students a lot because only a few students were raising
their hands to participate. In the end, I made everyone participated. The second activity went
very well too because my students seem to like working in group and they were all able to record
their presentation before the end of the class. Even though they were not familiar with Vocaroo
and Google Translate, they were able to use both application easily. The use of the Google
Translate application enhanced the lesson because students were able to translate words or entire
sentences faster and with more accuracy than with a dictionary, and could work more
independently since they did not have to wait on me when they needed help with translation,
which gave me more time to spend with students who needed help with other aspects of the
activity such as sentence structure. The application also improved the final outcome for students
by allowing them to speak more fluently when presenting their work orally (because you have
the possibility to listen to the pronunciation of the words you translate on Google Translate).
Vocaroo allowed them do a self-assessment before submitting their work because they could
listen to themselves and re-record their conversation if needed. Therefore, these interactive tools
are useful tools to help students develop their communication skills in Spanish. Besides, it will
increase their motivation to learn Spanish because it creates a fun and excited environment that
appeals to the younger generations.