"Animal Personalidad," Animal Personalities, Novice Mid
Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner. — The Pathways Project
Looking for the English Version of this activity to adapt for your language? CLICK HERE
About the Boise State World Languages Resource Center (WLRC) Language Activity Repository
The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.
How to use the WLRC Repository’s Activities:
1. Use the Activity as is:
Before you begin:
- Most activities are 30 minutes in duration, unless otherwise specified.
- Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.
If you have any suggestions about grammar, syntax, and content, please kindly contact amberhoye@boisestate.edu.
2. Remix for Your Language Classroom:
When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.
Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:
- Google Slideshows:
- To begin, go to File -> Copy to create an editable version of the slideshow.
- Once finished with your changes, please complete the following steps to share:
- Click on Share
- Who Has Access
- Ensure link sharing is on and allow external access.
- Materials Saved as PDF: Please email WLRCLAR@gmail.com and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided.
3. Adapt for Another Language:
- See the linked English Version at the top of the activity (English Version may not be available for all activities)
Animal Personalidad originally created by Angie
Description:
Students will use pictures to determine the emotions that others feel. Afterwards, students will take an animal personality test to determine what type of animal they are most like. Students will then share with others what animal they are most like and why they are most like that animal.
Proficiency Level:
Novice Low/Mid
Keywords:
Personality, animals, personality quiz, emotions, pets
World-Readiness Standards:
Communication Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Communication Standard 3.1: Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures
Idaho Content Standards for World Languages:
COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
COMM 3.1 Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
NCSSFL-ACTFL Can-Do Statements:
I can identify how people use their free time and why in my own and other cultures.
I can request and provide information by asking and answering a few simple questions on very familiar and everyday topics, using a mixture of practiced or memorized words, phrases, and simple sentences.
I can identify some basic facts from memorized or familiar words and phrases when they are supported by gestures or visuals in informational texts.
Materials Needed:
Warm-up (5-10 minutes)
1. Pass out Emotion pictures to students and display Emociones Animals on the projector.
2. Explain to students that they will be identifying emotions and using Spanish words to describe the emotion.
"“Here I have some drawings of different emotions. With your partner, write on the sheet emotion the pictures show. For example, the first picture is sad, so you would write "the picture is sad" So go ahead, do that for each of the images."
“Aquí tengo algunos dibujos de diferentes emociones. Con su compañero, escriba en la hoja emoción que muestran las imágenes. Por ejemplo, la primera imagen es triste, por lo que escribirías "la imagen es triste". Así que adelante, hazlo para cada una de las imágenes. "
3. Have students get into pairs or small groups. Using the Emotion Pictures handout, they will identify which emotion each picture is depicting. Use the slideshow to list the different emotions the students can use to describe the images.
Main Activity (30 minutes)
1. Students will take the Personality Quiz to determine which animal they are based on their personality.
"Now you will take a Personality test."
"Ahora, tomarás una prueba de personalidad".
2. After students finish the Personality Quiz they will get into groups based off which animal they are most like.
"Once you are finished taking the quiz, find the group of the animal that best describes you. In a group, create a poster that best describes the animal and the personality type of that animal. you will present the poster to the class, so make sure it looks nice"
"Una vez que hayas terminado de responder el cuestionario, busca el grupo de animales que mejor te describa. En un grupo, cree un póster que describa mejor el animal y el tipo de personalidad de ese animal. Presentará el póster a la clase, así que asegúrese de que se vea bien"
3. Students will then create a poster describing their animal and personality type that is based on that animal.
Wrap-up
1. Students will present their poster to the rest of the class and explain their personality type. Make sure students are transitioning "Estoy” to “Estamos” or “Soy” to “Somos" since they're now describing themselves as a group.
"Present your animal to the rest of the class."
"Presente su animal al resto de la clase."
End of lab:
Read Can-Do statements once more and have students evaluate their confidence. (Use thumbs up/thumbs down or download our student cards.)
Encourage students to be honest in their self-evaluation.
NCSSFL-ACTFL Can-Do Statements:
I can identify how people use their free time and why in my own and other cultures.
I can request and provide information by asking and answering a few simple questions on very familiar and everyday topics, using a mixture of practiced or memorized words, phrases, and simple sentences.
I can identify some basic facts from memorized or familiar words and phrases when they are supported by gestures or visuals in informational texts.