K-12 Teaching and Learning From the UNC School of Education

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Learning outcomes

Students will be making an emotions booklet in the target language.

Teacher planning

Time required for lesson

90 minutes


  • construction paper
  • glue sticks or glue
  • magazines
  • scissors
  • fine tip markers
  • staplers
  • white typing paper
  • a list of emotions in the target language

Magazines that work well with the project are People, YM, Seventeen, McCalls, etc.

Also, the emotions that I found work best are contento, triste, nervioso, enfermo, ocupado, entusiasmado, deprimido, desilusionado, cansado, preocupado, etc.

Technology resources

computer with internet access (optional)


A few days before doing the booklet, introduce students to the adjectives of emotion in the target language (e.g. happy, sad, tired, depressed, excited, worried, sick, etc.). Also review present tense forms of the verb estar. Students should practice saying aloud and responding to questions about how they are feeling and how others are feeling using the adjectives of emotion. The day before doing the booklets, give students magazines and scissors and have them cut pictures of people showing the emotions. Students should have one male and one female showing each emotion for the booklet.


  1. Give students several pieces of construction paper (one piece for each emotion), one glue stick, and a piece of white typing paper.
  2. Students then glue the people that they cut out onto the construction paper. (Make sure to leave room for the sentence that will be written under each picture.)
  3. Students will cut the typing paper into strips. (These will be used to write a sentence about each picture.)
  4. Students will glue a white strip under each picture.
  5. Students then write a complete sentence in the target language using estar and the adjective of emotion in the correct form. (For example, Ella esta contenta.)
  6. Students should make a title page for their booklet.
  7. Students should check their booklets for errors and then staple or brad together the booklet.


Students will be graded on:

  • using the correct number of emotions in their booklet
  • having the correct number of pictures and that the pictures are showing the correct emotions assigned
  • target sentences are correctly written with correct forms of estar and correct noun/adjective agreement.
  • neatness and organization

Students present their booklets to the class and read several sentences aloud to assess correct pronunciation in the target language.

Supplemental information

This activity booklet can be done in pairs also. The booklet can be very easy or very difficult depending on the language level that you are teaching.

North Carolina curriculum alignment

Second Languages (2005)

Grade 9–12 — High School Level I

  • Goal 1: INTERPERSONAL COMMUNICATION - The learner will engage in conversation and exchange information and opinions orally and in writing in the target language.
    • Objective 1.02: Use basic words and short learned phrases during interactions orally and in writing.
    • Objective 1.04: Share likes and dislikes, feelings and emotions with each other orally and in writing.
  • Goal 2: INTERPRETIVE COMMUNICATION - The learner will understand and interpret written and spoken language on a variety of topics in the target language
    • Objective 2.01: Demonstrate understanding of words, phrases, and sentences from simple oral and written texts dealing with basic personal and social needs.