Beacon Lesson Plan Library

Las Caras (The Faces)

Amanda Yates
Polk County Schools

Description

Students learn about facial expressions by creating masks and talking about masks (in target language).

Objectives

The student understands oral messages that are based on familiar themes and vocabulary (e.g., short conversations between familiar persons on familiar topics such as everyday school and home activities).

The student provides simple information in spoken form (e.g., descriptions of family members, friends, objects present in his or her everyday environment, or common school and home activities).

Materials

-Model masks for each facial expression (See Preparations)
-Overhead/transparency
-Popsicle sticks (one per student)
-Paper plates (one per student)
-Markers (one set per group)
-Glue

Preparations

1. Create 5 different masks.
a. Draw a face that has a huge smile and gold teeth (on the plate). Label back of plate “Tengo suerte” (I'm lucky).
b. Draw a face with sweat beads on the forehead. Label on back “Tengo calor” (I'm hot).
c. Draw a face with huge eyes. Label on back “Tengo miedo” (I'm scared).
d. Draw a face that has blue lips. Label on back “Tengo frío” (I'm cold).
e. Draw a face with closed eyes. Label on back “Tengo sueño” (I'm sleepy).
2. Prepare overhead and transparency. Write:
a. Tengo suerte - I'm lucky
b. Tengo calor - I'm hot
c. Tengo miedo - I'm scared
d. Tengo frío - I'm cold
e. Tengo sueño -I’m sleepy
3. Get enough plates for each student to have one.
4. Get enough markers for each group to have a set.
5. Get enough popsicle sticks and glue for students.
6. Make a list of student groups.

Procedures

1. Review the verb “tener,” to have, by showing the conjugated forms for the verb on the overhead. (The verb “tener” should be taught before teaching this lesson.)

2. Put the paper plate face that has a huge smile and a gold tooth in front of your face and say, “Tengo suerte” (I'm lucky).

3. Tell students that this face represents “I’m lucky.” Have students repeat “Tengo suerte.”

4. Hold up the face that shows sweat dripping off of the forehead and say, “Tengo calor” (I'm hot). Do the same thing with this face as you did with the last one.

5. Hold up the face with the huge eyes and say, “Tengo miedo” (I'm scared). Repeat process with this face.

6. Hold up the face with blue lips and say, “Tengo frío” (I'm cold). Repeat process.

7. Hold up the face with the eyes closed and say, “Tengo sueño” (I'm sleepy). Explain that this face represents “I’m sleepy.” Have students repeat “Tengo sueño.”

8. Once the five faces are introduced, tell the students that you are going to hold up a face and that they must tell you (in Spanish) which one it is. Continue putting on different masks until each face has been used at least 5 times.

9. Now, have students get out a sheet of paper and a pencil.

10. Instruct students to take notes. Students write each phrase in Spanish (saying it as they write) and then write the English next to it.

11. Break class into groups of 5. Each student in the group makes one of the faces with a plate and popsicle stick. They are expected to model the face and tell what it is (in Spanish). They have until the end of the period to finish their mask and their group will present their masks the next day. They will get graded on pronounciation and accuracy of the facial expression on the mask.

12. Hand out a plate to each student and a set of markers to each group.

13. Walk around the room as students work on masks.

14. End class by reviewing each mask one more time.

Assessments

Students are graded on pronounciation and accuracy of facial expression. Students present the mask, receive corrective and positive feedback, and are given an opportunity to correct mistakes; they may present the mask again until mastery is achieved.

Extensions

1. Add more expressions and introduce them for another lesson.
2. This lesson can also be used to teach ESOL students.
3. Instead of making masks, students can act out an expression, like in charades, and the class can guess which one it is.
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