Jennifer Patterson Sample Lesson Plan Lesson Plan: txtin n espñl Context: This 60-minute lesson was taught for 8 th grade Spanish I students on my last day teaching them. They had shown interest in learning how to text in Spanish, and since the majority of students owned their own cell phones and often used texting to communicate with friends, I thought this would be a good way to get them using Spanish outside the classroom. Lesson Objectives: • Students will be able to recognize common patterns of abbreviations in common Spanish phrases • Students will be able to translate from shorthand to longhand and vice versa • Students will be to say how often they do things • Students will be able to use double negatives in their writing Standards/Benchmarks Achieved: • Communication 1.1: Interpersonal Communication: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. • Communication 1.2: Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics. • Comparisons 4.1: Comparing Languages: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. • Communities 5.1: Use of Language: Students use the language both within and beyond the school setting. Equipment and Materials • White Board, dry Erase Markers • White screen, projector • Student cell phones (asked to bring the day before) • Student guided notes • “txtin n espñl” powerpoint • Computer and internet www.polleverywhere.com • Exit slips: paper cell phones with my text messages to students Introduction/Agenda/Opening Activity - Greet class (¡Hola clase! ¿Cómo están?) - Go over the agenda for class that day on the whiteboard - Explain the topic for today (Today we’re going to learn how to shorthand some common phrases for texting… but before we do that, we have to LEARN these phrases. So no cell phones yet!!)
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Jennifer Patterson Sample Lesson Plan
Lesson Plan: txtin n espñl Context: This 60-minute lesson was taught for 8th grade Spanish I students on my last day teaching them. They had shown interest in learning how to text in Spanish, and since the majority of students owned their own cell phones and often used texting to communicate with friends, I thought this would be a good way to get them using Spanish outside the classroom. Lesson Objectives: • Students will be able to recognize common patterns of abbreviations in common Spanish
phrases • Students will be able to translate from shorthand to longhand and vice versa • Students will be to say how often they do things • Students will be able to use double negatives in their writing Standards/Benchmarks Achieved: • Communication 1.1:
Interpersonal Communication: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
• Communication 1.2: Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics.
• Comparisons 4.1: Comparing Languages: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
• Communities 5.1: Use of Language: Students use the language both within and beyond the school setting.
Equipment and Materials • White Board, dry Erase Markers • White screen, projector • Student cell phones (asked to bring the day before) • Student guided notes • “txtin n espñl” powerpoint • Computer and internet www.polleverywhere.com • Exit slips: paper cell phones with my text messages to students
Introduction/Agenda/Opening Activity - Greet class (¡Hola clase! ¿Cómo están?) - Go over the agenda for class that day on the whiteboard - Explain the topic for today (Today we’re going to learn how to shorthand some common
phrases for texting… but before we do that, we have to LEARN these phrases. So no cell phones yet!!)
Jennifer Patterson Sample Lesson Plan
Present New Material - Students take everything off their desks - I pass out a piece of paper and students write down all the abbreviations they know for
English words that they use for texting and talking online for 30 seconds - Students share their answers and I write them all on the board - I ask about the point of abbreviations in texting (student response: to go faster, to get the
point across quickly) and ask if it’s a legitimate form of communication. If so, in what situations can we and can’t we use it?
- “Has anyone ever sent a message where they abbreviated something and the other person didn’t understand? Because I know that’s happened to me because I’m old and not hip. The point is, there are a lot of people on the planet and we all abbreviate in different ways. Do you think they text the same way in Australia?” I write “tomoz” and “arvo” on the board—“Any idea what these mean??” After students guess, I translate for them (tomorrow, afternoon)
Transition - As I’m getting powerpoint on, I ask students if they think this will be the same case in
Spanish texting. After they discuss, I explain that I will teach them what I know, but it’s important to remember that texting abbreviations aren’t the same in all countries or even in all cities.
Practice Methods and Organization - I pass out a guided notes to the students. I remind them that cell phones are still not out. - First we just go through the powerpoint so the students start to notice abbreviation patterns.
Students will fill in notes as we go through the slideshow. - I ask students what abbreviation patterns they noticed. Posssible answers:
o Anything with a /k/ sound (usually a c or q) becomes a k o A /ch/ sound becomes x o Skip vowels o “h” disappears from beginning of words
- I go to slide with the usual patterns and go over any that they missed and reinforce the ones they mentioned
Transition “I want you guys to practice writing the messages on paper first so when we get to the actual texting you have the abbreviations in your heads.”
Practice Methods and Organization - At the bottom of the notes, students “translate” Spanish words and phrases and try to come
up with their own abbreviations - As students work, I’m pulling up www.polleverywhere.com - Students volunteer to write answers on the board. Transition “Now that we understand the patterns in Spanish texting, let’s actually start texting!”
Jennifer Patterson Sample Lesson Plan
Practice Methods and Organization - Before students take out phones, I explain that we’ll be texting to a website where we will
see what everyone texts. I explain the number that we text to (22333) and that before we write our message, we have to write another number. This number will change for each question I ask, but we will always text to 22333.
- Comprehension check: students explain to the person sitting next to them as I draw a little diagram on the board to show where numbers and messages go. A student volunteers to explain to the class, and I reinforce the directions with the diagram.
- Students take out cell phones and sit in pairs or small groups. - I already have different phrases I want students to translate on www.polleverywhere.com:
o hey, wat up? o no pasa nd o u ok? o wat r u doin this weekend? o q kieres? o I study Spanish all the time o I never study French o thx so much!
- Next, students text how they respond to these Spanish texts: o ola komo tas? o dnd tas aora? o q aces este finde? o kon q frequencia estudias español? o muxas grax! o te kiero!
- If there is time, I divide class into 2 groups of students and they text back and forth in Spanish, responding to each others’ texts
Closing Activity Students write me an exit oral slip using Spanish texting phrases: I hand them a piece of paper with my “text” on my “cell phone” and they write back a response. Assessment I will assess students on their texting participation, oral participation, and exit slip.
Jennifer Patterson Sample Lesson Plan
Jennifer Patterson Sample Lesson Plan
Powerpoint slides:
Jennifer Patterson Sample Lesson Plan
Exit slips (students get one of these four):
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