Lesson Plan

Voki Avatar-Spanish

Students will learn to create an avatar, to give voice to an avatar, and to embed an avatar into Edmodo to demonstrate their knowledge of 21st century digital skills.
Gabriela A.
Classroom teacher
Goshen Central School District
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My Grades 7
My Subjects World Languages

New York State Language Standards for Languages Other Than English

Standard 1 – Students will be able to use a language other than English for communication.


Communication 1.3.-. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

             a.- Recognize the use of the Spanish alphabet to spell their names, last names, zip  

                  code and email in Spanish.

Communities 5.1 .- Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

           a.- Listen to music and sing songs in Spanish

Connections 3.1 - Students reinforce their knowledge of other disciplines through the foreign language.

             a.- Intertwine technology and web 2.0 applications into Spanish to expose students to 21st

                  century digital skills.

              b.- Use technology to present information that students have learned offline,

                  demonstrating their understanding of the topics discussed, Edmodo-Voki-Alphabet.

              c.- Use a web 2.0 application to demonstrate how to create an avatar, how to give voice

                  to an avatar in Spanish, and how to embed an avao support individual learning and contribute to the learning of others.

a. Students give voice to an avatar and publish it by employing a variety of digital  

environments and media such as Edmodo and Voki.

b. Students communicate their information and ideas effectively in Spanish to multiple

       audiences using a variety of media and formats such as Voki.

6. Technology Operations and Concepts-Students demonstrate a sound understanding

of technology concepts, systems, and operations.

a. Students understand and use technology systems such us Voki by tweaking an avatar to make it look like them as well as by using Edmodo to embed their avatar.

b. Students use applications such as Voki to effectively and productively publish their work demonstrating their fluency in Spanish and their 21st century digital skills.

c. Students troubleshoot applications related to audio to be able to record their voice.

d. Students transfer their current knowledge about the alphabet and numbers to learning of new technologies such as Voki to demonstrate their communication skills in Spanish.

National Education Technology Standards for Teachers (NETS)

Basic operations and concepts

Students are proficient in the use of technology.

             i. Students are proficient in using Edmodo as an online class to access online quizzes, assignments and other activities.

             ii. Students are proficient in using “Voki” to create an avatar and give their avatar voice in Spanish.

Technology productivity tools

Students use technology tools to tar in Edmodo.


              d.- Use online resources such as Edmodo to submit their work and to receive feedback.


International Society for Technology in Education Standards (ISTE)

2. Communication and Collaboration-Students use digital media and environments to

communicate and work collaboratively, including at a distance, t

Curriculum Standard(s):  identify the curriculum standards to be taught; connect to other standards within or outside of the discipline.

Enhance learning, increase productivity, and promote creativity.

i. Students use Edmodo and Voki to enhance their learning and to incorporate 21st   century digital skills.


Common Core Standard-College and Career Ready Anchor for Technology

CCR Speaking and Listening Standards 7th Grade –

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

             i.  Students give voice to avatars in Spanish, demonstrating their knowledge about the alphabet and the numbers into a short descriptive dialogue using a new media format, Voki.


CCR Technology

Students conduct short and well-sustained projects, demonstrating understanding of the subject under investigation.

 i. Students participate in the creation of an avatar during a 45 minute class activity. They manipulate this web 2.0 applications creating an avatar that looks like them.


             ii. Students publish their avatar and submit their link or embedded code through Edmodo.

             iii. Students demonstrate their knowledge about these 2 technology pieces: Voki and Edmodo.

             iv.Students demonstrate their ability to embed an object, by sending the embedding code through Edmodo.

              v. Students use their own devices such as cellphones, to use them as microphones to give voice to their avatars, demonstrating the benefit of the BYOD initiative.


Learning Outcomes:identify the important concepts and skills that students will be expected to learn.

Students will learn to create an avatar, to give voice to an avatar, and to embed an avatar into Edmodo to demonstrate their knowledge of 21st century digital skills.

Students will demonstrate their fluency, intonation and knowledge of the Spanish alphabet as well as the numbers by engaging in a 60 second introductory conversation in the target language.

Students will spell their name, last name, email, telephone number and zip code in Spanish to demonstrate their communication skills in a variety of topics. .

Students will demonstrate their critical thinking skills as well as their problem solving skills when using technology

       by resolving issues that may occurred while creating their Voki-Avatar.

(D3 using assessment in instruction (online assignment) & D1 selecting instructional outcomes (objectives))


Assessments:  identify the formative and/or summative assessments used to determine student progress towards achieving the learning outcomes of the lesson.

Formative assessment:

Students will answer to 5 questions in Spanish through an avatar (voice) in Edmond.  (This assessment matches objectives #2 & 3 )

Students will submit an avatar through Edmond(This assessment matches objective #1 & 4)

Students will speak in Spanish for at least one minute (This assessment matches objective #2)


Summative Assessment

Students will have a 3 minute conversation with me at the end of the marking period as part of their Benchmark1.

        1.1 Students will engage in a short dialogue in Spanish, 10 questions. I will grade this dialogue based on a rubric given to students. (This assessment matches objectives #1, #2, #3, #4)

Speaking skills, Rubric (students generated)


(D1 designing coherent instruction, learning experiences are aligned to instructional outcomes)



English Language Arts
Grades 7
All Notes
Teacher Notes
Student Notes

1 Guided Practice

Free to try, Paid

 Prerequisites (Scaffolding):

During the 1st marking period my students learned “The Alphabet in Spanish”, they learned a song to help them with pronunciation and retention. Students learned how to spell their name, last name and email using complete sentences and proper grammar structures in the target language. Also, students learned the numbers 1 to 100 in Spanish. Students also learned how to access Edmodo, which is our online class; they have learned how to submit their work through Edmodo and how to link or embed something in Edmodo. This lesson will build upon their prior learning on the topics aforementioned, and they will apply their knowledge by giving voice to an avatar in Spanish.

Misconceptions: Students will compare and contrast the number of letters in the Spanish and English alphabet to address misconceptions about the number of letters in each alphabet (26 vs. 30) double letters such as c-rr-ll and ñ. Another misconception students may have is when to use their cellphone in class. This lesson is also part of the BYOD initiative, therefore, students will be using their cellphones instead of the school mics if they chose to do so. I will make sure to clarify that cellphones use in class are for educational purposes only.

(D1 Knowledge of content and Pedagogy (standards), Teacher actively builds on knowledge of prerequisites (scaffolding), and misconceptions (Alphabet/cell phones) when describing instruction or seeking causes for students misunderstanding, Teacher knowledge of how other disciplines relate to Spanish (technology)


Differentiation of individual and group learners:Students who are visual learners have concrete material to look at and to work with, the alphabet, the numbers, and the dialogue 1 pages. Students can use these pages as reference to recall written information such as sentences and grammar structures to express greetings, numbers, and to spell their names, last names, emails, etc.

Students who are not only visual learners, but also kinesthetic learners have access to my website to watch a model/sample of best student work, there is a Voki for students to see and hear. In addition, they have a tutorial for Voki in case they need extended time and they wish to work from home.

Students who are auditory learners have the Alphabet podcasts in my iTunes channel and in my website, they also have the numbers podcast and the dialogue 1 podcast. These podcasts help students with pronunciation, intonation and fluency.

Since students prefer to work in pairs, I have chosen to pair them according to abilities, strong/techno learners with students who need help or reinforcement. Students act as co-teachers/peer tutors in my class


Student/Class Profile:  identify any accommodations in instruction to meet student-learning needs.In my 5th period class there are 30 students. There are 22 students who speak English, 2 students speak Spanish, and 2 students speak other languages. In this particular class 60%  of my students are kinesthetic learners, 52% are visual learners and 24% learn by reciting or listening. Sports school clubs, such as football, track, and basketball are very popular in this class. The ski club and cooking club are popular as well. Ninety six percent of my students have internet access at home, which facilitates having a hybrid class through Edmodo. Students in this class have: 72% cell phones, 52% iPads, 48% iPods, and 60% have laptops, which is ideal for the program BYOD. My students use their cellphones, iPods, and iPads in class. Most students in this class, 64%, like to listen to songs, and 72% like to play games and watch games. Listen to songs and podcasts are ideal to develop listening skills, therefore, my podcasts in iTunes are ideal for this class. Students in this class, 52%, like to work with a partner, 27% in groups, and only 15% like to work alone. In this class I have two students with special accommodation; Kerragin 504 (send down) RED TEAM, Skylar 504 (send down) Gold Team

(Please copy and paste this link on your browser to see the results of this survey.)

(D1 demonstrating knowledge of students) -Survey results “Getting to Know You”

This results will show you the responses provided by my students about their favorite activities in and out of school, learning preferences, languages they speak at home, learning styles, and technology they own. These survey results are important because they help me learn about each of my students in order to plan better teaching strategies.

(D4 Keeping Accurate Records-IEP AND 504s)


Cognitive Engagement:  include warm-up or opening to lesson, activities to engage students in the intended learning outcomes, closure activity.

Classroom routine#1:

Greeting students by name, in Spanish, at the door (D2 creating an environment of respect and rapport)

Assign seats to encourage peer tutoring (strong/weak learner)

Class Expectations:

Independent work

avatar submitted on time (45 minute class).

help each other

ask questions for clarification

cell phone should be used only for educational purposes

re-submit avatar to make revisions and improve their grade

      4.  Alert students 5 minutes prior to period ending

      5. Say Goodbye to students

D2 Teacher conveys high expectations, encourages students to take the initiative in improving quality of their work, instruction is maximized because of efficient classroom routines and procedures.


Adjustments/Modifications:  identify ways in which you may adjust the lesson if formative assessments warrant modification.

I will reteach the parts of the lesson in which students struggle the most, base of the students’ outcomes generated by Edmodo (DDI). ( D1 assessment results are used to plan future instruction)

I will delete student’s avatars in Edmodo if students ask to redo their work to improve their grade by submitting it online. (D3 demonstrating flexibility)

I will make myself available to students for extra help if requested. (D3 demonstrating responsiveness)

I will ask students to sign into my website, “Extra Help”, when they are staying after school. (D4 maintaining accurate records)


Groups:  how will students be grouped for each activity of the lesson?

Students will work in pairs, students have been pair base of ability using technology, and their predisposition to help others (strong learner & weak learner) Two students with special accommodations will sit in the front because they have preferential setting, and I can help them throughout the lesson.

D1 demonstrating knowledge of students )


Resources:  identify resources and materials needed for lesson.



Computers lab/computers


Cell phones (Optionsl BYOD)


www.edmodo.com  (online class)- Out of school resource

www.voki.com  (web 2.0 application)-Out of school resource

Alphabet worksheet page 5


Alphabet podcast in iTunes



Alphabet video lesson in YouTube


Voki teacher model in my website


Speaking skills, Rubric (students generated)



(D1 demonstrating knowledge of resources, seeking resources in and beyond the school setting)


2 Hook

Free to try, Paid

Students sing the Alphabet in Spanish (helps them recall the sounds of the letters to spell their names and last names)

Students sing and dance the numbers song (helps them recall the numbers to tell me their phone number)

3 Direct Instruction

Free to try, Paid

Go to www.voki.com

create an avatar that looks like you (15 minutes)

give voice to your avatar (name, last name, phone number, age, email) (20 minutes)

save your avatar

Publish your avatar

copy the embedding code or link

submit your avatar in edmodo








4 Independent practice

Free to try, Paid

Take out your phones and call voki

you can use your dialogue practice sheet to recall the information you need to provide


you can use the microphones and record your voice

Keep in mind you have one minute to provide your name, last name, age, phone number and email in Spanish.

Pronunciation and fluency counts

check the rubric provided

5 Wrap up

Free to try, Paid

Go to Edmodo

click on the avatar assignment

copy and paste the embedding code or link on the "pretzel icon" 

and submiting your work for grading