Saludos y Presentaciones: Greetings and Introductions in Spanish

Saludos y Presentaciones: Greetings and Introductions in Spanish

Grade 3 · World Languages (Spanish) · NYS WL Standards Novice.CLL.1 / Novice.CLL.2 · 40 Minutes

Note: This lesson is designed for Spanish as a World Language (non-heritage learner classroom). Heritage Spanish speakers may need enriched or differentiated roles. Consult your MLL coordinator for students whose home language is Spanish.

NYS-Aligned Standards

Novice.CLL.1 — Exchange basic personal information using familiar words, phrases, and formulaic expressions in interpersonal communication. Novice.CLL.2 — Understand and use frequently occurring words, phrases, and simple sentences in presentational and interpretive communication. NYS Learning Standards for World Languages (2021)

Learning Objectives — “I Can” Statements

• I can greet someone and ask how they are in Spanish (formal and informal).
• I can introduce myself and ask someone’s name.
• I can say where I am from and ask where someone else is from.

Essential Question

Why do different languages have different ways of greeting people — and what do greetings tell us about culture?

Target Language Expressions

Lesson Sequence

Hook / Warm-Up (7 min)

Play an original audio greeting demonstration (teacher records or models): Teacher greets the class in Spanish: “¡Buenos días, clase! ¿Cómo están?” — class responds with a taught phrase. Ask: “Did you notice that I said ‘tú’ vs. ‘usted’? When do you think you’d use each?” Brief cultural note: In many Spanish-speaking countries, using the wrong form shows disrespect. Language and culture go together.

Direct Instruction (10 min)

1. Model each expression (table above) with correct pronunciation; students repeat chorally
2. Practice formal vs. informal: “If you’re talking to your teacher → usted. Friend → tú.”
3. Demonstration dialogue (teacher + student volunteer):
   • “¡Hola! ¿Cómo te llamas?” / “Me llamo Marco. ¿Y tú?” / “Me llamo señora Torres.”

Communicative Practice (15 min)

“Fiesta de presentaciones” — students circulate and greet 4 different classmates using the target expressions. Each greeting must include: greeting → name exchange → where from. Students record their 4 conversations on a tracking sheet.

Cultural Connection (5 min)

Brief discussion: “How do people greet each other in different Spanish-speaking countries? In some regions, people kiss on the cheek. In others, they shake hands. In some formal settings, a bow. What do greetings tell us about a culture?”

Closure (3 min)

Exit ticket (in Spanish): Students write: “¡Hola! Me llamo ___. Soy de ___.”

SDI & Differentiation Block

Supports for MLLs/ELLs

Entering/Emerging (NYSESLAT Levels 1–2):

• Students who speak Spanish at home may serve as “language ambassadors” for pronunciation — honor their expertise
• For non-Spanish-speaking ELLs: this class is in the target language (Spanish); an extra graphic card with phonetic pronunciations may help
• Allow pointing to expressions on reference card rather than producing them spontaneously

Transitioning/Expanding (NYSESLAT Levels 3–4):

• World language vocabulary scaffolding: formal/informal, greeting, introduction, phrase
• Encourage students to draw on any language knowledge they have (cognates, similar sounds)

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

• Content: Reduce to 3 expressions (Hola, me llamo, soy de); reduce “Fiesta” conversations from 4 to 2
• Methodology: Pre-teach using visual flashcards with pictures; practice in a small group circle first
• Delivery: Provide a printed reference card to hold during the activity; allow extra time; allow one-on-one conversation with teacher or aide

Suggested Placement: ICT, Resource Room

Answer Key / Sample Exit Ticket

“¡Hola! Me llamo Sofia. Soy de Nueva York.” (or any city/place of origin)

Alignment Record