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

Learn more

Related pages

  • Ya sé lo que hiciste el verano pasado! Using the preterite indicative tense: This lesson focuses on the uses of the preterite indicative tense and vocabulary related to travel. The students will read various selections that demonstrate the use of the preterite tense and draw pictures to illustrate their understanding. Students will demonstrate their understanding by creating a time line of their life history and sharing it with the class. The lesson culminates with students writing a composition entitled “I know what you did last summer” and presenting it to the class in the target language.
  • Partes del cuerpo (Parts of the body): Students learn Spanish vocabulary for parts of the body.
  • Adjectives: Hero versus Villain: Students will compare and contrast a hero and a villain through a variety of oral and written activities.

Related topics

Help

Please read our disclaimer for lesson plans.

Legal

The text of this page is copyright ©2008. See terms of use. Images and other media may be licensed separately; see captions for more information and read the fine print.

Learning outcomes

Students will demonstrate their knowledge of prepositions in Spanish through the use of manipulatives.

Teacher planning

Time required for lesson

50 Minutes

Materials/resources

Each student needs a chair and a ziplock bag containing a paper plate, a paper cup, a paper napkin and plastic silverware. Other items that can be used are plastic foods, doll furniture, blocks, school supplies and Legos.

Pre-activities

Students must know the Spanish words for the items (the plate, cup, etc.) in the bag.

Activities

Activity 1

  1. Have students stand to the right of their chairs with their right hands raised. Students repeat a la derecha (to the right).
  2. Have the students repeat the procedure moving to the left side, raising their left hands, and repeating a la izquierda (to the left).
  3. Have students stand in front of their chairs with their hands clasped in front of their bodies and repeat delante de (in front).
  4. Have students move behind their chairs with their hands clasped behind their backs, and repeat detras de (in back).
  5. The teacher will say the prepositions and model the movements with the students.
  6. The teacher will say the prepositions and students will move without the teacher’s example.
  7. Students take turns giving the directions to their classmates.

Activity 2

  1. The students take the dishes from the bags and place them on their desks.
  2. The students follow the teacher’s placement of objects and repeat the directions: El plato esta a la derecha de la cuchara. (The plate is to the right of the spoon.)
  3. Students now practice encima de y debajo de (on top and underneath).
  4. Students can say sentences for the class to practice.

Activity 3

  1. The teacher makes an arrangement of dishes at the front of the room.
  2. The teacher makes true and false statements about the dishes such as: El plato esta encima de la taza. (The plate is on top of the cup.)
  3. Students respond cierto o falso. (True or false.)

Activity 4

  1. Students make their own arrangements with the dishes.
  2. Students look around the room and describe a classmate’s arrangement. The other students try to guess which one is being described.

Assessment

  • The teacher will observe speech and listening comprehension during the lesson. Students will be called upon in small groups to demonstrate the prepositions they hear.
  • Students are each given an illustration of a table setting or other manipulatives that were used in the lesson. Students will listen as the teacher reads ten statements about the location of the dishes. Example: The fork is to the right of the plate. Students will write their true/false answers.
  • Students will look at three arrangements of objects and correctly identify which one is being described.
  • Students will be able to recite at least four prepositional phraes.

North Carolina curriculum alignment

Second Languages (2005)

Grade 1

  • 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 every day spoken words and phrases when accompanied by visual clues and/or props.
    • Objective 2.03: Follow oral directions and commands.

Grade 2

  • 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 every day spoken words and phrases when accompanied by visual clues and/or props.
    • Objective 2.03: Follow oral directions and commands.

Kindergarten

  • 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 everyday spoken words and phrases when accompanied by visual clues and/or props.
    • Objective 2.03: Follow oral directions and commands.