Brandon Kinnaird

Wednesday, January 27th

Content Area: Students will be reviewing emotions, prepositions, and locations in Spanish
because they have a chapter test the following day. They will be doing this through various
means of collaboration and exploration.
Overall Goal: Students will be able to identify emotions, prepositions, and locations in Spanish.
Objectives:
1. Students will be able to identify and locate various locations around the school in Spanish
through the use of prepositions.
2. Students will be able to talk about how they feel using Estar and emotions in Spanish.
Standards Addressed:
Indiana Academic Standards
o Communication: Present information in a language other than English.
1.1.1: Share information about self and others in simple terms.
1.2.1: Understand and respond to basic greetings, requests, commands,
and directions.
1.3.1: Speak in simple, complete sentences to describe objects, self, and
others.
1.3.2: Write in simple, complete sentences to describe objects, self, and
others.
Materials: Students will need their iPads and a pencil for most of the class. They will not need
anything else. The teacher will provide the handouts for the activities.
Procedures:
1. Warm-up (5 minutes)
a. Students will be asked various questions including, Cmo ests? and Cmo te
llamas? They will be chosen at random by using the popsicle sticks at the front
of the class. They will also be expected to use their new vocabulary when
answering questions.
b. The teacher will also remind the students of their test the following day as well as
what concepts will be on the test.
2. Review Activity 1 (10 minutes)
a. Students will be matching various Spanish questions with their respected answers.
The questions and answers will be based on emotions and prepositions because
that is what will be included on their chapter test.
b. The teacher will cut out strips of paper that include either a question or an answer
in Spanish. There should be only one correct answer to each question. The teacher
will then walk around the class randomly handing out a slip of paper to each
student.

Brandon Kinnaird
c. The students will now be tasked with standing up and finding their match. They
will need to walk around and ask people their question or give them their answer.
Once they find their match, they will line up on the wall with their partner and
wait for everyone to find their match. Once all of the matches are found, the
teacher will go around and ask each student what their question is and what the
correct answer is.
d. This is a great way for students to communicate with each other in Spanish while
also reviewing their material. They should be engaged and moving around.
3. Activity 2 (20 minutes)
a. The teacher will hand out the handout, which includes the directions and room for
the students to write, to the students. The teacher will then explain what the
students need to do and in what time-frame.
b. Students will be tasked with finding one partner. If there is an odd number of
students then one group of three will be acceptable. The students will now
complete part one of the two parts on the handout. This tasks them with going to
the designated location on their handout and taking a picture with their iPad in
that location while displaying the correct emotion and preposition. Once all of the
locations are completed, they will need to upload the pictures to PicCollage and
send their pictures to the teacher via email.
c. The students will then be tasked with completing part 2 on the handout. This will
task them with translating the sentences from part 1 into English. Once this is
completed, they will need to show the teacher so they can prove that they
finished.
d. This is a great way for the students to practice their prepositions and emotions
because they will be moving around and having fun while they are reviewing.
Review can become tedious to students towards the end of a unit so an activity
that gets them out of their seats is very effective.
Evaluation: There will be much formative assessment throughout the class. This includes their
ability to answer questions in Spanish during the warm-up period, finding their match in activity
1 in a timely manner and making sure that the match is correct, and taking pictures in the correct
locations while using the correct emotion and preposition. The teacher will need to be evaluating
how quickly the students are completing their tasks in order to be able to tell how well they know
the content. This is because they have been hearing the content for the past unit so they know the
content but if they are being slow about completing the activities, they are most likely having
some sort of confusion. The teacher should find these students and keep a closer eye on them to
make sure they are comprehending the content effectively.