Game-Changers

Overview

This is lesson 9 of 18 in ¡Hola! Spanish Foundations. Students use familiar greetings and basic personal-information language to research an influential person from a Spanish-speaking country, then present three simple, reliable facts in Spanish. Phonics focus on ñ, j and ll, alongside photo-description phrases.

Learning intentions

• WALT research and select reliable information about an influential personality.
• WALT present at least three simple Spanish-supported facts.
• WALT pronounce and recognise the sounds ñ, j and ll.
• WALT describe a photograph using familiar language.

Success criteria

• I can identify an influential person and a Spanish-speaking country.
• I can select at least three reliable facts from curated sources.
• I can use Spanish-supported sentences to present my facts.
• I can pronounce ñ, j and ll and describe what I can see in a photograph.

Curriculum links

• Languages – key stage 3: understanding and communicating personal and factual information beyond immediate needs and interests.
• Languages – key stage 3: developing and justifying points of view in speech and writing with increasing spontaneity, independence and accuracy.
• Languages – key stage 3: applying and understanding the specified matters, skills and processes.
• Languages – key stage 3: preparation for further study.

Lesson structure (45 minutes)

1. 0–5 min · Hook and retrieval. Open with the hook and retrieval slide showing a striking photograph of a well-known Spanish-speaking personality and ask, “¿Quién es? ¿Qué hace?” Students silently identify any recognisable details, then share using Es…, Tiene… or Está….

2. 5–12 min · Phonics and photo description. Use the phonics and photo-language slides to model ñ in España and niña, the Spanish j sound in Javier and joven, and ll in llama and ella. Students echo, perform a quick sound-sort, and build oral descriptions with Veo…, Es…, Tiene…, Está en… and Lleva….

3. 12–17 min · Model reliable research. Display the research model and fact-checking slide and compare a clear fact with an unsupported statement. Teacher models checking the person, country, date or achievement against two curated classroom sources. Students decide which facts are useful, factual and suitable for a short presentation.

4. 17–29 min · Research and fact file. Distribute the dyslexia-friendly personality fact-file and assign pairs one personality from the curated source set, such as Frida Kahlo, Lionel Messi, Shakira, Rigoberta Menchú, Diego Maradona or Gael García Bernal. Students record the person’s name, country, role and at least three reliable facts, then convert them into supported Spanish sentences using the vocabulary bank and sentence frames.

5. 29–38 min · Rehearse and present. Show the presentation instructions and speaking prompts. Students rehearse in pairs, focusing on clear pronunciation and eye contact, then present to another pair: Se llama…, Es de…, Es…, Tiene…, Ha conseguido… or Es importante porque… The listening pair identifies three facts and gives one respectful pronunciation comment.

6. 38–45 min · Share and exit check. Invite two or three pairs to present to the class. Finish with the retrieval practice exit ticket slips; students write one Spanish-supported fact, identify one target sound, describe one visible feature from the hook photograph, and rate their confidence.

Resources

• the complete lesson slide deck
• the personality fact-file
• Curated, age-appropriate printed or teacher-selected source extracts
• Images of influential Spanish-speaking personalities
• Mini whiteboards or exercise books
• Highlighters and coloured pens
• Dictionaries or approved classroom reference materials
• the retrieval practice exit ticket slips

Assessment

• Listen during phonics practice and photo description; correct sound-spelling links through brief choral and individual modelling.
• Check fact files for three relevant, reliable details and accurate use of sentence frames before students present.
• Use peer feedback and the exit ticket to assess factual selection, comprehensibility, pronunciation and confidence.

Differentiation

• Provide curated sources rather than open internet searching. Use dyslexia-friendly texts with short lines, generous spacing and highlighted key facts; read extracts aloud where helpful.
• The worksheet should include a vocabulary bank, pronunciation reminders, a country/person word bank and sentence starters: Se llama…, Es de…, Es famoso/a por… and Tiene….
• Allow students to plan orally, work with a supportive partner and use speech-to-text for drafting. Accept notes or a prompt card during presentation; do not penalise spelling when the assessed focus is spoken communication.
• For advanced learners, compare two personalities and explain their impact in an extended sentence using porque, pero or también: Es importante porque ha ayudado a… Encourage an additional justified opinion.