1|Ethan Zastrow
CI 467
El verbo estar
1 Week Unit Plan
1st Year Spanish
ACTFL Level: Novice Low-Intermediate
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Table of Contents
Introduction…………………………………………………………..p.3-4
Daily Schedule of Procedures………………………………………...p.5-7
LMS Prueba and Unit Exam guide sheets……………..……………p.8-12
LMS Prueba and Unit Exam Assessments…………………..……..p.13-19
Individual Daily Lesson Plans (4)……………………………….....p.20-30
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Introduction
General Goal:
This unit seeks to introduce beginners in the Spanish language to the most basic uses of the be
verb, estar. This unit is designed to lay the groundwork for a latter unit on the other common be
verb, ser along with a shorter unit contrasting the two.
Unit Rationale:
The verb to be does not translate perfectly across languages. In the case of English-Spanish,
several apparent correct translations are often incongruent. This unit presents estar in three of its
most basic contexts, emotion, condition, and location. In doing so, learners will recognize that
solely drawing from English-based contrastive analyses will not correspond to a proper
acquisition of Spanish or any other foreign language.
Unit Objective:
 Students will be able to identify and produce correct Spanish expressions of emotion,
condition, and location with all five major subject forms.
ACTFL National Standards Addressed:
 COMMUNICATION

Communicate in Languages Other Than English
o Standard 1.1: Students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions
o Standard 1.2: Students understand and interpret written and spoken
language on a variety of topics
o Standard 1.3: Students present information, concepts, and ideas to an
audience of listeners or readers on a variety of topics.
COMPARISONS
Develop Insight into the Nature of Language and Culture
o Standard 4.1: Students demonstrate understanding of the nature of
language through comparisons of the language studied and their own
o Standard 4.2: Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own.
Assumption of Prior Knowledge:
This unit is designed to be for beginners. However, it is assumed that this unit will be presented
only after other basic themes have been covered.
Some examples of assumed prior knowledge are:
 Subject forms (yo, tú, Ud. etc.)
 Subject gender agreement (ella = contenta ; él = contento)
 Emotional vocabulary (contento, triste, enojado etc.)
 Conditional vocabulary (enfermo, cansado, aburrido etc.)
 Location-based vocabulary (la casa, la clase, la escuela etc.)
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That being said, this unit is probably most fitting for the late first quarter or early second quarter
of a high-school Spanish I year-long course depending upon the curriculum present in the
department.
Variability of Vocabulary
It should be noted that the vocabulary presented in this unit is ultimately dependent upon the
department’s choice of curriculum and textbook. The vocabulary used in the following activities
is by no means exhaustive, but rather simply exemplary of what sort of vocabulary words
instructors might choose to present to the students. It is assumed that many more words would be
added, in addition to the ones already present, at the instructor’s discretion.
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Daily Schedule of Procedures
Day 1: Estar y emociones
-Written review of emotional vocabulary and subject agreement (Livescribe possible)
-Introduction of yo + estoy + emotion
-Oral Activity
--Teacher acts out or shows pictures/videos of situations that imply obvious emotions.
Students reply how they would feel in that situation using yo + estoy + emotion.
-Introduction of tú + estás + emotion
-Partner Written Activity
-- Class will work in partners. Each student makes a list of 5 expressions. One student
will make a face of all 5 while the other writes down his/her emotion. For example,
Partner 1 shows a tired face. Partner 2 writes down Tú estás preocupado. Once all four
emotions are examined, partners switch roles. (Can be turned into an Ud. activity later
on)
-Introduction of Ud. + está + emotion
-Visual/Reading Activity
-- Instructor shows pictures of individuals from newspapers, websites, or magazines and
students say how that person is feeling using Ud./él/ella + está + emotion.
-Introduction of Nosotros + estamos + emotion
-Oral Activity
--Teacher acts out or shows pictures/videos of situations that imply obvious emotions.
Students reply how they would feel in that situation using nosotros + estamos + emotion.
-Introduction of Uds. + están + emotion
-Visual/Reading Activity
--Instructor shows pictures of individuals from newspapers, websites, or magazines and
students say how that person is feeling using Uds. + están + emotion.
-LMS Assessment (Possible as Homework)
--Students will complete eight-question D2L assessment of all forms of emotional
expressions using estar. The Prueba worksheet is to be used as guide
--Graded as participation points only. Completion and instructor observation is the goal at
this point.
Day 2: Estar y condiciones
-Review of previous lesson’s LMS assessment
-Written review of conditional vocabulary and subject agreement (Livescribe possible)
-Introduction of yo + estoy + condition
-Written Activity
--Students individually write down a sentence explaining their conditions at the moment
along with a picture of that condition. After a minute or two, the students present their
conditions to the class.
-Introduction of tú + estás + condition
-Partner Written Activity
--Students will ask each other what condition they feel in the following settings: in
school, at midnight, and at home. They will summarize their partner’s condition using
estás + condition and then switch roles.
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-Introduction of Ud. + está + condition
-Class Oral Activity
--Students will describe to the class the conditions of their partners from the previous
activity using él/ella + está + condition during the three instances.
-Introduction of Nosotros + estamos + condition
-Visual/Oral Activity
--Instructor will present class with various situations that imply a concrete emotion via
internet, newspaper, or magazine photos. The class will respond with the correct form of
nosotros + estamos + condition.
-Introduction of Uds. + están + condition
-Visual/Reading Activity
--Instructor shows pictures of individuals from newspapers, websites, or magazines and
students dictate their condition using Uds. + están + condition
-LMS Assessment (Possible as Homework)
--Students will complete eight-question D2L assessment of all forms of emotional
expressions using estar. The Prueba 2 worksheet is to be used as guide.
--Graded as participation points only. Completion and instructor observation is the goal at
this point.
Day 3: Estar y ubicación
-Review of previous lesson’s LMS assessment
-Written review of location-based vocabulary and subject agreement (Livescribe possible)
-Introduction of yo + estoy + preposition + location
-Written Activity
--Instructor poses various emotional scenarios using estar + preposition + location
expressions covered earlier (Yo estoy contento cuando…). Then, students finish the
phrase with a location-based estar expression (Yo estoy contento cuando estoy en la clase
de español.) Afterward, volunteers share their answers as a class.
-Introduction of tú + estás + preposition + location
-Partner Written Activity
--Class will work in partners. Students will ask each other where they typically are at the
following times: 6AM, 12PM, 3PM, and 9PM. They will summarize their partner’s
location using estás + preposition + location and then switch roles.
-Introduction of Ud. + está + preposition + location
-Class Oral Activity
--Students will describe to the class the conditions of their partners from the previous
activity using él/ella + está + preposition + location during the four times used in the
previous activity.
-Introduction of nosotros + estamos + preposition + location
-Visual/Oral Activity
-- Instructor will present class with various pictures via internet, newspaper, or magazine
photos. The class will anwer the question ¿Dónde estamos? with the correct form of
nosotros + estamos + preposition + location.
-Introduction of Uds. + están + preposition + location
-Visual/Oral Activity
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-- Instructor shows pictures of individuals from newspapers, websites, or magazines and
students dictate their location using Uds. + están + preposition + location
-Vote on Video/Movie for Tomorrow’s Activity
-- Instructor present class with a few choices of movies to watch for tomorrow’s activity.
Movie is preferred to be in Spanish. Class votes on which one to watch.
-LMS Assessment (Possible as Homework)
-- Students will complete eight-question D2L assessment of all forms of location-based
expressions using estar. The Prueba 3 worksheet is to be used as guide.
--Graded as participation points only. Completion and instructor observation is the goal at
this point.
Day 4: Estar Conclusión
-Review of previous lesson’s LMS assessment
-Review of all forms of estar and any vocabulary covered thus far
-Partner Skit Activity
--Working in groups of 2-3, students will draft a skit implying both an emotion/condition
and a location. For instance, two children may choose to pretend to take notes and act
bored doing so. The groups will present in front of the class, and volunteers will have to
explain the situation using the correct form of estar (probably Ud. or Uds.) and the
corresponding vocabulary. For example, “Student A y Student B están aburridos cuando
ellos están en clase.”
-Video/Movie Activity
--Instructor will play video (preferably in Spanish) of choice (preferably voted on by
students). Instructor will pause video every minute or so and ask the class to describe
some of the characters’ emotions, conditions, or locations using estar correctly.
-Introduction of Unit Exam
--Instructor will explain the format and content of the upcoming unit exam on everything
covered during the week. Students have the rest of the hour to ask questions about
anything related to the exam.
Day 5: Estar Unit Exam
-Final chance to review student questions
-Administer Unit Exam
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Prueba
1.)
2.)
3.)
4.)
5.)
6.)
7.)
8.)
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Prueba 2
1.)
2.)
3.)
4.)
5.)
6.)
7.)
8.)
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Prueba 3
1.)
2.)
3.)
4.)
5.)
6.)
7.)
8.)
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Unit Exam Guide
1.)
2.)
3.)
4.)
5.)
6.)
7.)
8.)
9.)
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10.)
11.)
12.)
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Prueba 1
1.) ¿Cuál descripción refiere a la imagen?
a. Yo soy enfermo/a.
b. Yo puedo triste.
c. Yo leo triste.
d. Yo estoy enojado/a.
2.) ¿Cuál descripción refiere a la imagen?
a. Tú caminas triste.
b. Tú juegas exigente.
c. Tú estás triste.
d. Tú patinas suficiente.
3.) ¿Cuál descripción refiere a la imagen?
a. Ella está contenta.
b. Ella vuelve mucho.
c. Ella corre bajo.
d. Ella monta el caballo.
4.) ¿Cuál descripción refiere a la imagen?
a. Yo estoy preocupado/a.
b. Yo tengo hambre.
c. Yo quiero la sed.
d. Yo sacudo el huevo.
5.) ¿Cómo estás? Usa la forma de yo.
a. Yo estoy triste.
6.) ¿Cómo están? Usa la forma de Uds.
a. Uds. están preocupados.
b. Uds. están preocupadas.
7.) ¿Cómo estamos? Usa la forma de nosotros.
a. Nosotros estamos contentos.
b. Nosotros estamos contentas.
8.) ¿Cómo estoy? Usa la forma de tú.
a. Tú estás enojado.
b. Tú estás enojada.
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Prueba 2
1.) ¿Cuál descripción refiere a la imagen?
a. Yo estoy exigente.
b. Yo estoy aburrido/a.
c. Yo juego baloncesto.
d. Yo soy inteligente.
2.) ¿Cuál descripción refiere a la imagen?
a. Tú está cansado/a.
b. Tú estás aburrido/a.
c. Tú saltas.
d. Tú estás enfermo/a.
3.) ¿Cuál descripción refiere a la imagen?
a. Ud. está muerto/a.
b. Ud. es muerto.
c. Ud. está bajo.
d. Ud. baila bien.
4.) ¿Cuál descripción refiere a la imagen?
a. Nosotros somos contentos/contentas.
b. Nosotros jugamos mucho.
c. Nosotros estamos cansados/cansadas.
d. Nosotros estamos contentos/contentas.
5.) ¿Cómo estás?
a. Yo estoy enfermo/a.
6.) ¿Cómo están
a. Uds. están cansados.
b. Uds. están cansadas.
7.) ¿Cómo estamos?
a. Nosotros estamos muertos.
b. Nosotros estamos muertas.
8.) ¿Cómo estoy?
a. Tú estás aburrido.
b. Tú estás aburrida.
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Prueba 3
1.) ¿Cuál descripción refiere a la imagen?
a. Yo está en clase.
b. Yo puedo triste.
c. Yo estoy enfermo/a.
d. Yo estoy en clase.
2.) ¿Cuál descripción refiere a la imagen?
a. Tú caminas a tu casa.
b. Tú estás de clase.
c. Tú estás en casa.
d. Tú eres en clase.
3.) ¿Cuál descripción refiere a la imagen?
a. Ella está en el gimnasio.
b. Ella es en clase.
c. Ella es afuera.
d. Ella monta el caballo.
4.) ¿Cuál descripción refiere a la imagen?
a. Yo estoy afuera.
b. Yo soy en el gimnasio.
c. Yo está afuera.
d. Yo soy afuera.
5.) ¿Dónde estás? Usa la forma de yo.
a. Yo estoy en casa.
6.) ¿Dónde están? Usa la forma de Uds.
a. Uds. están afuera.
7.) ¿Dónde estamos? Usa la forma de nosotros.
a. Nosotros estamos en el gimnasio.
8.) ¿Dónde estoy? Usa la forma de tú.
a. Tú estás en clase.
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Unit Exam
1.) ¿Cuál descripción refiere a la imagen?
a. Yo está en clase.
b. Yo puedo triste.
c. Yo estoy enfermo/a.
d. Yo estoy en clase.
2.) ¿Cuál descripción refiere a la imagen?
a. Yo estoy afuera.
b. Yo soy en el gimnasio.
c. Yo está afuera.
d. Yo soy afuera.
3.) ¿Cuál descripción refiere a la imagen?
a. Ud. está muerto/a.
b. Ud. es muerto.
c. Ud. está bajo.
d. Ud. baila bien.
4.) ¿Cuál descripción refiere a la imagen?
a. Tú está cansado/a.
b. Tú estás aburrido/a.
c. Tú saltas.
d. Tú estás enfermo/a.
5.) ¿Cuál descripción refiere a la imagen?
a. Yo soy enfermo/a.
b. Yo puedo triste.
c. Yo leo triste.
d. Yo estoy enojado/a.
6.) ¿Cuál descripción refiere a la imagen?
a. Tú caminas triste.
b. Tú juegas exigente.
c. Tú estás triste.
d. Tú patinas suficiente.
7.) ¿Dónde estamos?
a. Nosotros estamos en el gimnasio.
8.) ¿Dónde estás?
a. Yo estoy en casa.
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9.) ¿Cómo están?
a. Uds. están cansados.
b. Uds. están cansadas.
10.) ¿Cómo estoy?
a. Tú estás aburrido.
b. Tú estás aburrida.
11.) ¿Cómo estamos?
a. Nosotros estamos contentos.
b. Nosotros estamos contentas.
12.) ¿Cómo están?
a. Uds. están preocupados.
b. Uds. están preocupadas.
Reading/Writing Assessment 1
Students use the following readings to answer questions 13-18
Andres: “Hola. Hoy, estoy muy triste porque tengo que terminar mucha tarea y no
puedo pasar un rato con mis amigos.”
Christie: “Mucho gusto. Estoy contenta porque mi equipo favorito, los empacadores,
ganaron.”
Mike: “Hola. ¿Te gusta levantar las pesas? ¡Me encanta el gimnasio!
Karli: “No quiero hablar contigo porque estoy muy enojada.”
Drew: “Mi casa es mi lugar favorito. No quiero salir.”
Juanito: “Perdóname. No puedo decir mucho. Lloro mucho en clase porque estoy triste.
¡Me choca la escuela!
13.) ¿Dónde está Mike?
14.) ¿Dónde está Juanito?
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15.) ¿Cómo está Christie?
16.) ¿Cómo está Karli?
17.) ¿Dónde está Drew?
18.) ¿Cómo están los hombres Andrés y Juanito?
Listening Assessment 1
Instructor orates the following. Students use oration to answer questions 19-22.
Instructor uses gestures and repeats when necessary to ensure student understanding.
Instructor: “Hola clase. Voy a decirles algo de mi personalidad. En los veranos, estoy
muy contento. Me gusta el sol mucho. Pero, en los inviernos, estoy triste. Me choca el
frio. En cualquier caso, me gusta correr. Cada día, yo paso tiempo en el gimnasio.”
19.) ¿Cierto o falso? Señor Zastrow está triste en el invierno.
20.) ¿Cierto o falso? Muchas veces, Señor Zastrow está en el gimnasio.
21.) ¿Cierto o falso? Señor Zastrow está enojado en el verano.
22.) ¿Cierto o falso? Señor Zastrow está contento en el invierno.
Reading/Writing Assessment 2
23.) ¿Cómo estás cuando no tienes tarea?
24.) ¿Cómo está Sancho cuando tiene mucha tarea?
25.) ¿Dónde estás cuando haces tarea?
26.) ¿Dónde estamos cuando comemos?
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27.) ¿Dónde están las chicas cuando levantan las pesas?
Listening Assessment 2
Instructor: Ahora, voy decirles de mi día. En la mañana, voy a la escuela. Ahí, estoy muy
cansado al principio. Después de la escuela, voy a mi casa dónde estoy muy contento.
28.) ¿Cierto o falso? Señor Zastrow está afuera en la mañana.
29.) ¿Cierto o falso? Señor Zastrow está contento en casa.
30.) ¿Cierto o falso? Señor Zastrow está cansado en la mañana.
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School of Education/Department of Modern Language College of Liberal Studies
University of Wisconsin-La Crosse
Language Acquisition Lesson Plan
Targeted skill/form: _Grammar: Reading / Writing/Visual / Listening_
Topic: Estar con emociones_
ACTFL/School Level: _Novice Low / High School Year 1_
Objective/Standard
Activity
Students will be able to
identify and provide a
limited variety of
emotional expressions
using the verb estar
beginning with the yo
form and progressing on
to the tú, Nosotros, Ud,
and Uds. Forms.
Pencast Activity
Before arriving to class, or
perhaps during the taking of
attendance, students will
view premade, online
written and spoken
introduction of yo form
conjugations of estar used
to describe emotions via
Livescribe
WI DPI Foreign Language
Standard B.3: Beginning
(Receptive-Imitative)
Reading
ACTFL Standard 1.2:
Communication:
Communicate in
Languages Other Than
English
Time
4 minutes
*NOTE- Emotional
Vocabulary Presented Will
Ultimately Depend on
Department Curriculum and
Textbook
After viewing, teacher will
clarify/review any questions
present
Oral Activity
Instructor will present class
with various situations that
imply a concrete emotion.
For example, ¡Se me rompío
el tobillo! In each case, the
instructor will act out the
scenario and draw pictures
if necessary to supplement
the vocabulary that students
do not yet know. Then,
volunteers will respond with
the correct emotional
response in the yo form of
how they would feel in that
scenario. For example, Yo
estoy triste. Or, Yo estoy
enojado.
In the exact same manner as
yo forms, using the same
four emotions covered
earlier, teacher introduces
tú form on whiteboard (in
place of Livescribe) For
example, Tú estás contenta.
Materials
Assessment
11 sheets of premade
Prueba handout
Informal LMS Assessment:
During class, students will
complete an eightquestion quiz on D2L
matching a pictured
emotion on their Prueba
sheet with a response on
the quiz using Ipads. Four
of the questions are
multiple-choice and four of
them are short answer.
They both require the
correct conjugation of
estar.
11 Ipads with Internet
and D2L access (used
if LMS assessment is
given during class; not
necessary if given
outside of class on
students’ own
computers)
Computer with
internet, Livescribe,
and D2L access
1 minute
Speakers
Whiteboard or
Blackboard,
5 minutes
Live Projector of
Notebook Paper (not
Transparency
Projector) is Desired
but not Necessary
Pictures of Individuals
Demonstrating the
Four Emotions
Covered in Class (via
internet, magazine, or
newspaper)
3 minutes
MC Ex.-(Sad Face
Shown. Answer
In Yo form)
a. Juego contento.
b. Camino bien.
c. Soy bueno.
d. Yo estoy triste.
SA Ex.- (Happy Face
Shown. Answer in Yo form)
a.- Yo estoy
contento/a
Oral/Written Activities
Informal Assessment:
Observation. Perceive
whether or not class can
answer teacher responses
correctly. Make sure
students understand
scenarios (i.e. unknown
vocabulary) completely
before assessing.
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Partner Written Activity
Class will work in partners.
Each student makes a list of
5 expressions. One student
will make a face of all 5
while the other writes down
his/her emotion. For
example, Partner 1 shows a
tired face. Partner 2 writes
down Tú estás preocupado.
Once all four emotions are
examined, partners switch
roles. (Can be turned into an
Ud. activity later on)
In the exact same manner as
yo and tú forms, using the
same four emotions covered
earlier, teacher introduces
Ud. form on whiteboard (in
place of Livescribe) For
example, Él está contento.
Visual/Reading Activity
Instructor shows pictures of
individuals from
newspapers, websites, or
magazines and students say
how they are feeling. For
example, picture of angry
man = él está enojado
In the exact same manner as
yo and tú forms, using the
same four emotions covered
earlier, teacher introduces
nosotros form on
whiteboard (in place of
Livescribe) For example,
Nosotros estamos
contentos.
Oral Activity
Instructor will present class
with various situations that
imply a concrete emotion.
For example, ¡No tenemos
tarea hoy! In each case, the
instructor will act out the
scenario and draw pictures
if necessary to supplement
the vocabulary that students
do not yet know. Then,
volunteers will respond with
the correct emotional
response in the nosotros
form of how they would feel
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5 minutes
3 minutes
5 minutes
3 minutes
5 minutes
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in that scenario. For
example, Nosotros estamos
contentos.
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3 minutes
In the exact same manner as
yo and tú forms, using the
same four emotions covered
earlier, teacher introduces
Uds form on whiteboard (in
place of Livescribe) For
example, Uds. están tristes.
Visual/Reading Activity
Instructor shows pictures of
individuals from
newspapers, websites, or
magazines and students say
how they are feeling. For
example, picture of angry
man = Uds. están enojados
LMS Assessment
Students will complete
eight-question D2L
assessment of all forms of
emotional expressions using
estar. The Prueba worksheet
is to be used as guide
Livescribe may be used to
start next class if all forms
are not covered in one day
5 minutes
5-10 minutes (given as
homework if time is
an issue)
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Comments
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School of Education/Department of Modern Languages
College of Liberal Studies
University of Wisconsin-La Crosse
Language Acquisition Lesson Plan
Targeted skill/form: _Grammar: Reading / Writing /Visual/ Listening_
Topic: Estar y condiciones_ ACTFL/School Level: _Novice Low / High School Year 1_
Objective/Standard
Activity
Time
Materials
Assessment
Students will be able to
identify and provide a
limited variety of
conditional expressions
using the verb estar
beginning with the yo
form and progressing
on to the tú, Nosotros,
Ud, and Uds. Forms.
Review of previous lesson’s
LMS assessment
5 minutes
11 sheets of premade
Prueba 2 handout
Informal LMS
Assessment:
During class, students
will complete an eightquestion quiz on D2L
matching a pictured
emotion on their Prueba
2 sheet with a response
on the quiz using Ipads.
Four of the questions
are multiple-choice and
four of them are short
answer. They both
require the correct
conjugation of estar.
WI DPI Foreign
Language Standard B.3:
Beginning (ReceptiveImitative) Reading
ACTFL Standard 1.2:
Communication:
Communicate in
Languages Other Than
English
Instructor introduces the
basic mannerisms of
conditional expressions and
reviews with the class a few
necessary conditional
vocabulary terms (aburrido,
enfermo, muerto etc)
5 minutes
*NOTE- Conditional
Vocabulary Will Ultimately
Depend Upon Department
Curriculum and Textbook
After viewing, teacher will
clarify/review any questions
present
Instructor establishes the yo
form conjugation of estoy +
condition
Written Activity
Students individually write
down a sentence explaining
their conditions at the
moment along with a
picture of that condition.
After a minute or two, the
students present their
conditions to the class.
In the exact same manner as
yo forms, teacher introduces
tú form on whiteboard.
Partner Written Activity
Class will work in partners.
Students will ask each other
what condition they feel in
the following settings: in
school, at midnight, and at
home. They will summarize
their partner’s condition
0-1 minute
11 Ipads with Internet
and D2L access
(*used if LMS
assessment is given
during class; not
necessary if given
outside of class on
students’ own
computers)
Computer with
internet (and D2L
access if LMS
Assessment is given
during class)
2 minutes
Speakers (*if using
Livescribe)
Whiteboard or
Blackboard,
5 minutes
Live Projector of
Notebook Paper (not
Transparency
Projector) is Desired
but not Necessary
1-2 minutes
3 minutes
Pictures of Individuals
Demonstrating the
Conditions Covered in
Class (Again,
dependent upon
department
text/curriculum)
MC Ex.-(Bored Face
Shown. Answer
In Yo form)
a. Juego contento.
b. Camino bien.
c. Soy bueno.
d. Yo estoy aburrido/a.
SA Ex.- (Sick Face Shown.
Answer in Yo form)
a.- Yo estoy
enfermo/a
Oral/Written Activities
Informal Assessment:
Observation. Perceive
whether or not class can
answer teacher
responses correctly.
Make sure students
understand scenarios
(i.e. unknown
vocabulary) completely
before assessing.
25 | E t h a n Z a s t r o w
CI 467
using estás + condition and
then switch roles.
In the exact same manner as
yo and tú forms, teacher
introduces Ud. form.
Class Oral Activity
Students will describe to the
class the conditions of their
partners from the previous
activity using él/ella + está +
condition during the three
instances.
In the exact same manner as
yo and tú forms, teacher
introduces nosotros form of
estamos + condition
Visual/Oral Activity
Instructor will present class
with various situations that
imply a concrete emotion
via internet, newspaper, or
magazine photos. The class
will respond with the
correct form of nosotros +
estamos + condition.
In the exact same manner as
yo and tú forms, using the
same four emotions covered
earlier, teacher introduces
Uds form of están +
condition.
Visual/Reading Activity
Instructor shows pictures of
individuals from
newspapers, websites, or
magazines and students
dictate their condition using
Uds. + están + condition
LMS Assessment
Students will complete
eight-question D2L
assessment of all forms of
emotional expressions using
estar. The Prueba 2
worksheet is to be used as
guide.
1-2 minutes
5 minutes
1-2 minutes
3 minutes
1-2 minutes
5 minutes
5-10 minutes (given as
homework if time is
an issue)
26 | E t h a n Z a s t r o w
Comments
CI 467
27 | E t h a n Z a s t r o w
CI 467
School of Education/Department of Modern Languages
College of Liberal Studies
University of Wisconsin-La Crosse
Language Acquisition Lesson Plan
Targeted skill/form: _Grammar: Reading/Writing /Visual/ Listening_
Topic: Estar y ubicación_
ACTFL/School Level: _Novice Low / High School Year 1_
Objective/Standard
Activity
Time
Materials
Assessment
Students will be able to
identify and provide a
limited variety of
location-based
expressions using the
verb estar beginning
with the yo form and
progressing on to the
tú, Nosotros, Ud, and
Uds. forms.
Review of previous lesson’s
LMS assessment
5 minutes
11 sheets of premade
Prueba 2 handout
Informal LMS
Assessment:
During class or as
homework students will
complete an eightquestion quiz on D2L
matching a pictured
location on their Prueba
3 sheet with a response
on the quiz using Ipads
or home computers.
Four of the questions
are multiple-choice and
four of them are short
answer. They both
require the correct
conjugation of estar.
WI DPI Foreign
Language Standard B.3:
Beginning (ReceptiveImitative) Reading
ACTFL Standard 1.2:
Communication:
Communicate in
Languages Other Than
English
Instructor introduces the
basic mannerisms of
location-based expressions
and reviews with the class a
few necessary locationbased vocabulary terms (la
escuela, afuera, la casa, el
gimnasio etc)
5 minutes
*NOTE- Location-based
Vocabulary Will Ultimately
Depend Upon Department
Curriculum and Textbook
After viewing, teacher will
clarify any questions present
0-1 minute
Instructor establishes the yo
form conjugation of estoy +
preposition + location
5 minutes
Written Activity
Instructor poses various
emotional scenarios using
estar + preposition +
location expressions
covered earlier (Yo estoy
contento cuando…). Then,
students finish the phrase
with a location-based estar
expression (Yo estoy
contento cuando estoy en la
clase de español.)
Afterward, volunteers share
their answers as a class.
In the exact same manner as
yo forms, teacher introduces
tú form on whiteboard.
Partner Written Activity
Class will work in partners.
Students will ask each other
11 Ipads with Internet
and D2L access
(*used if LMS
assessment is given
during class; not
necessary if given
outside of class on
students’ own
computers)
Computer with
internet (and D2L
access if LMS
Assessment is given
during class)
Speakers (*if using
Livescribe)
Whiteboard or
Blackboard,
5 minutes
Live Projector of
Notebook Paper (not
Transparency
Projector) is Desired
but not Necessary
1-2 minutes
3 minutes
Pictures of Locations
Covered in Class
(Again, dependent
upon department
text/curriculum)
MC Ex.-(Classroom
picture. Answer
In Yo form)
a. Yo está en clase
b. Yo estoy en el
gimnasio.
c. Yo soy en clase.
d. Yo estoy en clase.
SA Ex.- (Picture of gym.
Answer in Tú form)
a.- Tú estás en el
gimnasio
Oral/Written Activities
Informal Assessment:
Observation. Perceive
whether or not class can
answer teacher
responses correctly.
Make sure students
understand scenarios
(i.e. unknown
vocabulary) completely
before assessing.
28 | E t h a n Z a s t r o w
CI 467
where they typically are at
the following times: 6AM,
12PM, 3PM, and 9PM. They
will summarize their
partner’s location using
estás + preposition +
location and then switch
roles.
In the exact same manner as
yo and tú forms, teacher
introduces Ud. form.
Class Oral Activity
Students will describe to the
class the conditions of their
partners from the previous
activity using él/ella + está +
preposition + location
during the four times used
in the previous activity.
In the exact same manner as
yo and tú forms, teacher
introduces nosotros form of
estamos + preposition +
location
Visual/Oral Activity
Instructor will present class
with various pictures via
internet, newspaper, or
magazine photos. The class
will anwer the question
¿Dónde estamos? with the
correct form of nosotros +
estamos + preposition +
location.
In the exact same manner as
yo and tú forms, using the
same four emotions covered
earlier, teacher introduces
Uds form of están +
preposition + location.
Visual/Oral Activity
Instructor shows pictures of
individuals from
newspapers, websites, or
magazines and students
dictate their location using
Uds. + están + preposition +
location
Vote on Video/Movie for
Tomorrow’s Activity
Instructor present class with
1-2 minutes
5 minutes
1-2 minutes
3 minutes
1-2 minutes
5 minutes
3 minutes
29 | E t h a n Z a s t r o w
CI 467
a few choices of movies to
watch for tomorrow’s
activity. Movie is preferred
to be in Spanish. Class votes
on which one to watch.
LMS Assessment
Students will complete
eight-question D2L
assessment of all forms of
location-based expressions
using estar. The Prueba 3
worksheet is to be used as
guide.
Comments
5-10 minutes (given as
homework if time is
an issue)
30 | E t h a n Z a s t r o w
CI 467
School of Education/Department of Modern Languages
College of Liberal Studies
University of Wisconsin-La Crosse
Language Acquisition Lesson Plan
Targeted skill/form: _Grammar: Visual/Listening_
Topic: Estar Conclusión_
ACTFL/School Level: _Novice Low / High School Year 1_
Objective/Standard
Activity
Time
Materials
Assessment
Students will be able to
describe a limited
variety of emotional,
conditional, and
location-based
expressions using the
verb estar in all forms
when presented with
an event to describe
Review of previous lesson’s
LMS assessment
5 minutes
Review of all forms of estar
and any vocabulary covered
thus far
3-5 minutes
Video/Movie
(preferably in Spanish,
and preferably voted
on by students
beforehand)
WI DPI Foreign
Language Standard B.3:
Beginning (ReceptiveImitative) Reading
Partner Skit Activity
Working in groups of 2-3,
students will draft a skit
implying both an
emotion/condition and a
location. For instance, two
children may choose to
pretend to take notes and
act bored doing so. The
groups will present in front
of the class, and volunteers
will have to explain the
situation using the correct
form of estar (probably Ud.
or Uds.) and the
corresponding vocabulary.
For example, “Student A y
Student B están aburridos
cuando ellos están en
clase.”
Partner Skit/VideoMovie Activities
Informal Assessment:
Observation. Perceive
whether or not class can
answer teacher
responses correctly.
Make sure students
understand scenarios
(i.e. unknown
vocabulary) completely
before assessing.
ACTFL Standard 1.2:
Communication:
Communicate in
Languages Other Than
English
*NOTE- All Vocabulary Will
Ultimately Depend Upon
Department Curriculum and
Textbook
Video/Movie Activity
Instructor will play video
(preferably in Spanish) of
choice (preferably voted on
by students). Instructor will
pause video every minute or
so and ask the class to
describe some of the
characters’ emotions,
conditions, or locations
using estar correctly.
Projector for
Video/Movie
Speakers
3 minutes to give
instructions
5 minutes to prepare
skit
5-7 minutes to
present skits and
describe them as a
class
10 minutes
Whiteboard or
Blackboard,
Pictures of Locations
Covered in Class Can
Be Used for Exam
Rview(Again,
dependent upon
department
text/curriculum)
31 | E t h a n Z a s t r o w
Introduction of Unit Exam
Instructor will explain the
format and content of the
upcoming unit exam on
everything covered during
the week. Students have the
rest of the hour to ask
questions about anything
related to the exam.
Comments
CI 467
5-10 minutes