Lesson Plan: Teaching Body parts in SPanish
Background:
The class has been introduced to the vocabulary briefly at the end of the last class. They are studying a unit on body parts and other corresponding vocabulary and how to say them in Spanish.
Spanish Proficiency Level: Beginner
Grades: Elementary (beginning Spanish class)
Pronounce and label body parts
Preparation:
Content Objectives: students will review and learn the body parts and words related to the body in Spanish. They will also be able to label the body parts and recognize them when said in Spanish.
Language Objectives: students will:
Materials:
See if students remember any of the vocabulary discussed last class. Introduce the lesson after a brief discussion and relate to the better knowledge that students will have of content after this class.
After this brief pre-assessment, introduce the "Head, Shoulders, Knees, & Toes" song to the class. This gets the students active with the motions as well as helping to introduce the vocabulary that they will be learning more in depth later in the lesson.
Present the vocabulary first briefly on the large diagram in front of the class and discuss with students. Then hand our the worksheets to students and work through the slideshow with them with the specific pictures with corresponding vocabulary. This will allow students to fill out their worksheets and get a deeper understanding of the vocabulary by seeing pictures.
Practice:
Get students into groups of three and introduce the labeling activity. In the groups, students will choose one "model" for the group. The other two students, with the help of the model will decide what body parts match the Spanish vocabulary words written on the labeling on the labeling stickers. They will then place each sticker on the corresponding body parts of the group "model". Students will not be able to use their worksheets or any of the other resources for this activity. After the appropriate amount of time has been given for the activity, each group will present their "model" to the class. This will present an opportunity for corrective feedback from both fellow students and the teacher. This is merely to test their comprehension of the material. It will force them to use their knowledge and attention of the lesson.
Review:
Go over the large, filled in diagram again with students to refresh their memory as well as repeating the correct pronunciation. Ask if students have ever played the game "Simon Says". If so, have a student present the rules of the game and, if not, present the rules as the teacher. Relate the English phrase "Simon Says" with the Spanish version "Simon Dice". If Simon does not say or you do not hear "Simon Dice", you do not touch the corresponding body parts or you are out. We will play two rounds of this game, the winner of the first round becomes the leader for the second game.
This activity will wrap up the lesson. Make a few closing comments about the body parts and new vocabulary that was learned in the lesson. Explain the homework that the students will have after the lesson. After closing comments, introduce how you will build upon it in the next lesson. If time allows, briefly introduce key vocabulary or key phrases that will be used in the next lesson.
Homework:
After this lesson, the students will receive homework for the evening. Students will take home a worksheet of pictures from the slides presented in class. There will be blanks under the pictures where students will fill in the right vocabulary words that they pick from a word bank provided at the top of the page.
The class has been introduced to the vocabulary briefly at the end of the last class. They are studying a unit on body parts and other corresponding vocabulary and how to say them in Spanish.
Spanish Proficiency Level: Beginner
Grades: Elementary (beginning Spanish class)
Pronounce and label body parts
Preparation:
Content Objectives: students will review and learn the body parts and words related to the body in Spanish. They will also be able to label the body parts and recognize them when said in Spanish.
Language Objectives: students will:
- pronounce vocabulary correctly
- learn vocabulary for body parts and other related words
- recognize words when announced in front of the class
Materials:
- song: "Head, Shoulders, Knees & Toes"
- filled in diagram/poster of Spanish body parts
- diagram/worksheet with blanks for students to fill in
- slideshow of specific body part pictures and corresponding to vocabulary
- sing "Head, Shoulders, Knees & Toes" in Spanish at the beginning of class
- group students into three and have each group use on student as a model. Have each group label the model with corresponding body parts. Each group will present their model and choices in front of the class.
- play "Simon Says" in Spanish with students as a whole class after the vocabulary has been presented
See if students remember any of the vocabulary discussed last class. Introduce the lesson after a brief discussion and relate to the better knowledge that students will have of content after this class.
After this brief pre-assessment, introduce the "Head, Shoulders, Knees, & Toes" song to the class. This gets the students active with the motions as well as helping to introduce the vocabulary that they will be learning more in depth later in the lesson.
Present the vocabulary first briefly on the large diagram in front of the class and discuss with students. Then hand our the worksheets to students and work through the slideshow with them with the specific pictures with corresponding vocabulary. This will allow students to fill out their worksheets and get a deeper understanding of the vocabulary by seeing pictures.
Practice:
Get students into groups of three and introduce the labeling activity. In the groups, students will choose one "model" for the group. The other two students, with the help of the model will decide what body parts match the Spanish vocabulary words written on the labeling on the labeling stickers. They will then place each sticker on the corresponding body parts of the group "model". Students will not be able to use their worksheets or any of the other resources for this activity. After the appropriate amount of time has been given for the activity, each group will present their "model" to the class. This will present an opportunity for corrective feedback from both fellow students and the teacher. This is merely to test their comprehension of the material. It will force them to use their knowledge and attention of the lesson.
Review:
Go over the large, filled in diagram again with students to refresh their memory as well as repeating the correct pronunciation. Ask if students have ever played the game "Simon Says". If so, have a student present the rules of the game and, if not, present the rules as the teacher. Relate the English phrase "Simon Says" with the Spanish version "Simon Dice". If Simon does not say or you do not hear "Simon Dice", you do not touch the corresponding body parts or you are out. We will play two rounds of this game, the winner of the first round becomes the leader for the second game.
This activity will wrap up the lesson. Make a few closing comments about the body parts and new vocabulary that was learned in the lesson. Explain the homework that the students will have after the lesson. After closing comments, introduce how you will build upon it in the next lesson. If time allows, briefly introduce key vocabulary or key phrases that will be used in the next lesson.
Homework:
After this lesson, the students will receive homework for the evening. Students will take home a worksheet of pictures from the slides presented in class. There will be blanks under the pictures where students will fill in the right vocabulary words that they pick from a word bank provided at the top of the page.