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Themes: Body parts, fun activities, transportation

Activity: Match words to a set of pictures hung up around the room

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Themes: Classroom supplies, Daily Routine, Shops (Places) in Town.

Activity: I set up 3 stations throughout the classroom: 1) La Salle de Classe, 2) Routine Quotidienne, 3) En ville

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Themes: Body, Animals, Hobbies

Activity: The students will play a game like charades. They will act out the card they pick and their classmates must guess the word in the target language.

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Themes: Feelings, Occupations, and Places in my community.

Kinesthetic activity: Hang place in my community around the class so the students can use occupations pictures to find where they work.

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Themes: Buying in the city, Action verbs, Le Carnaval d'Hiver in Québec. Activity: Actions: Verbs: Simon says, Buying in the city, the students go shop with their euros, and Le Carnaval in Québec: you have the students play a flyswat game.

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Themes: Weather, Clothing, Colors

Activity: "Find your partner(s)" - find a partner who has a weather item, clothing item, or color that you can explain an association with your own item.

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Themes: Daily Routines, Professions and Cultural Traditions. #Canción.....

For Professions: Activity: “Haz el Pan”
I can have the students pretend to knead dough, shape rolls, and place them in an imaginary oven. I can even play music to make it rhythmic and fun. We can create the Baker hat and wear the Apron and of course we can sign a song.

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Themes of the Picture Files

1. Community Helpers / Careers

2. Space and the Planets

3. Ocean and Water Habitats

- Careers: These images may be used in a social studies lesson about how different people contribute to a community. Students could examine images of jobs such as teachers, nurses, and police officers and explore each job's responsibilities and how they contribute to the functioning of society. As an extension, students could write a brief paragraph on a career they are interested in and explain how it benefits their community.

- Space and the Planets: During an Earth and space science lesson, students could utilize the space images to identify and discuss the planets of the solar system. The teacher could display the images and ask kids to arrange them in order from the sun or describe what they know about each planet. This project would help improve their vocabulary and comprehension of the solar system.

- Ocean & Water Habitats: These images could be used in a scientific lesson on ecosystems and habitats. Students might explore ocean photographs and identify both living and nonliving organisms seen in marine habitats. After going over the photographs, students could work in small groups to explain how creatures live in ocean habitats and why it is critical to conserve these ecosystems.

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Themes: Body parts, seasons/ weather and positions.

Activity: Students will hold a picture and raise the correct picture when the word is said in the target language. Students rotate holding the pictures. The class then moves to an open space where the teacher models movements and gives clear directions, and students respond to positional commands through movement and repetition.

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Myriam Morales - Kinesthetic Learning Activity

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Myriam Morales - Kinesthetic Learning Activity

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My 3 themes are: Clothing, Celebrations and Kitchen Utensils.

The activity is for the kitchen utensils. It uses the visual aids (cards) to show the students the meaning of the words as they sing along to the song: Soy una Taza. This song is also accompanied by TPR movements for each item.

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Themes: Las Partes del Cuerpo, El Clima, Los Animales

The activity for Los Animales that incorporates the cards would be posting the pictures around the classroom, practicing TPR gestures for the animals, while moving towards the correct image.

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Themes: Emotions, Places in the community, weather.

Activity: Picture cards would be posted around the room and students would be instructed to walk to each place in the community that is posted and act as if they are actually in that place (pushing a shopping cart at la tienda or taking notes at la escuela) answering the question "Adonde se puede...?". For example, a student could be the helper and run each round by asking, "Adonde se puede jugar?" And the first student to arrive at the park and name the place accurately would be the winner/ next helper.

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Themes: Animals, Daily Routines, Body Parts

Activity: “Find Your Match” – Students receive a picture card and walk around asking simple questions (e.g., “Do you have an animal?”) to find their partner or group. Once matched, they say a simple sentence together. This activity promotes movement, interaction, and communicative use of vocabulary.

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Picture files organized by thematic units.

Weather and Clothing

Family

Activities.

The kinesthetic activity I've chosen for these pictures is called 'Act and Match.'

To start, I would place several pictures around the classroom, such as images representing rainy weather, a jacket, and playing soccer.

Next, I would call on a student and say a sentence in the target language, for instance: 'It is raining,' 'Put on a jacket,' or 'Play soccer.'

The student's task is to go to the correct picture and act out the corresponding scene. For example, if the picture is rainy, the student pretends to use an umbrella. If the image is a jacket, they mime putting it on. If it's soccer, they pretend to kick a ball.

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Themes: Animals, School Supplies and Colors.

Kinesthetic activity: Find Your Group: each student gets 2 cards, one with an animal or a school supply, and one with a color. Students walk around the classroom to find classmates whose cards match their group. When they find a match, they work together to say a sentence in Spanish that includes their color, such as "Es un perro negro" or "Es un cuaderno azul". This activity helps students practice vocabulary while moving and interacting with their classmates.

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Themes:

1. Los animales salvajes y el zoológico

2. Partes de la casa

3. Las actividades

Qué te gusta hacer? For this activity, students will be sitting in a circle on the floor. The teacher will be part of the circle. The teacher will use American Sign Language to gesture to each laminated picture related to activities we do every day. After the teacher makes the call and does the gestures, each student will pick one activity card, one part of the house, and a wild animal. The student will ask the student to the right what they like to do in that room of the house, and will ask the students on the left if they would like the wild animal card they have. The cards will be random, with the idea that the place they pick for the house will have a weird/ fun activity. For example, student number 1 has a "bathroom" card, a card for " eat" activity, and a "zebra" as a wild animal: Qué te gusta hacer? Me gusta comer en el baño. ¡No me gustan las zebras!

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Themes: Los saludos, La familia, La clase, La casa.

Kinesthetic activity: Half of the students receive picture cards and the other half receive corresponding Spanish phrases. Student move around the classroom interacting with peers in Spanish to find their correct match practicing the language by asking and responding to questions.

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Themes:

Clothing, Daily Routines, Hobbies

Kinesthetic Activity:

Kinesthetic Activity:

After placing the clothing cards across the floor, I would hand students a hobby card. One by one, I would have students walk over to and touch one to two clothing cards that would be appropriate to wear for that specific hobby. For example, if I handed a student a "soccer" hobby card, they could walk over to and touch a t-shirt and shorts clothing card, as both would be appropriate clothing wear for this hobby.

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Themes: emotions, transportation, and daily routines.

Kinesthetic activity: Find the cards that are mentioned in the story and act them out.

Places laminated picture cards around the classroom and tells a story about a child’s daily routine. First, students take notes on the vocabulary sheets. Then, students move around the room to find the card that matches the action mentioned in the story. Once they find it, they act out the action for their classmates. The team that collects the most correct cards wins.

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1. Countries Unit

Students move around the room to pictures of flags, maps, and cultural symbols from Spanish‑speaking countries. When the teacher calls out clues in Spanish, students run, hop, or walk to the correct country. Once they arrive, they say the country’s name and a simple fact, making geography and culture active and memorable.

2. House Rooms Unit

Pictures of rooms, la cocina, el dormitorio, el baño, etc, are placed around the room, and students move to the correct one when given clues. They match objects or actions to their room and say a short sentence in Spanish when they arrive. This helps students connect vocabulary to real‑world contexts through movement.

3. Holidays Unit

Students rotate through “parade-style” stations featuring images of celebrations like Día de los Muertos, Carnaval, and Las Posadas. At each stop, they perform a simple movement related to the tradition and say the holiday name with a brief Spanish phrase. The activity brings culture to life and works well for all grade levels through movement, acting, and visual cues. Making that connection with different holidays and their own as well.

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Themes:

1. Clothing

2. Animals

3. Body parts

Activity (for animals or even clothing haha): Charades!

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Themes: Household chores, Common French food items, Environment

Activity (for Environment thematic unit): Students circulate around the room, observing environmental picture cards. They then select the three actions they believe are most important for protecting the planet. They rank their choices and use simple sentence frames with the phrase "Il faut" (= It is necessary to) to explain and justify their thinking with a partner. To increase engagement, students are then challenged to change their top choice and defend a new perspective. This activity promotes movement, critical thinking, and meaningful communication while encouraging students to use the target language for real-world decision-making rather than simple vocabulary recall.

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1) Thematic units chosen:

Food

Daily Routine

Clothing

2) Kinesthetic Activity Using Laminated Picture Cards

The teacher tapes all the laminated clothing pictures around the room—on the walls, chairs, tables, or even on the floor—and then divides the students into small groups or pairs. The teacher calls out a clothing item in Spanish, like “¡Camisa!”, “¡Pantalones azules!”, or “¡Zapatos de deporte!”, and students must run, walk fast (depending on the classroom rules) to the correct picture and touch it. When they reach it, they say a complete sentence such as “Yo llevo una camisa” or “Quiero los zapatos.” For an extra challenge, the teacher can call out a whole outfit, and students must collect two or three laminated pictures and bring them back to their group—for example, “Para el invierno: chaqueta, bufanda y botas.” This activity gets students moving, listening carefully, and using the vocabulary in a fun and physical way.