Span. 101 Lab 7 - El Árbol Genealógico/Family Tree - Novice Mid

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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:

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"El Árbol Genealógico", Spanish, Novice Mid

Proficiency Level:

Novice Mid


Students will be able to recognize family member classifications (i.e. abuela=grandma), describe family members, and accurately use vocabulary related to families. They will need to acquire information about another individual’s family and will practice describing their own family members. They will need to acquire information about a classmate’s family and they will practice describing that classmate’s family members.


Family, family tree, famous, famous families, family members, description, vocabulary 

Relevant National (ACTFL) World-Readiness Standards:

  • Standard 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2 - Students understand and interpret spoken and written Spanish on a variety of topics.
  • Standard 1.3 - Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
  • Standard 4.2 - Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own.

Relevant Idaho State Standards:

  • COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
  • COMM 1.2 - Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can ask and answer questions about the members of my family and ask about someone else's family
  • I can describe the characteristics of someone
  • In my own and other cultures, I can identify whom people consider to be part of their family 

Materials Needed:

Whiteboards & Markers

Famous Family Trees 

Google Slideshow 

Would you like to make changes to the materials? Access the template(s) below:

- Famous Family Trees (Canva Template, free account required)


  1. Begin by opening the Google Slideshow and introducing the Can-Do Statements

  2. Split your students into groups of 2-3 and give each group a famous family tree.
    “Vamos a dividirnos en grupos de 2-3. Cada grupo va a tener un árbol genealógico.” 

  3. Have the students in their groups/partners discuss the relationships of the family tree in Spanish. 
    “Por favor hablen en Español. En sus grupos hablen sobre las relaciones de la familia en su árbol genealógico.”

  • Ejemplo: “_______ es la madre de ______.
  • Example: "_______ is the mother of _____. 

  • Have each group present the family tree to the entire lab. When presenting to the entire lab, have students choose three characters and describe them. 
    Por favor presenten las relaciones familiares de su árbol familiar. ¿Quién es la mamá de quién? ¿Quién es el hijo o hija de quién? También deben escoger tres personas y describirlas. 
    • Ejemplo: “Marge es la mama de Maggie, Bart y Lisa. Ella es intelligente.” (La familia Simpson)
    • Example: "Marge is the mother of Maggie, Bart, and Lisa. She is intelligent." (The Simpsons Family)

    Main Activity

    1. Give each student a whiteboard and a marker. 
    (Optional modification: This website has a user friendly family tree generator that would be a great option for use with laptops and doesn’t limit the space like a whiteboard would.)

    2. Have the students work in partners. Make sure students interview each other and not just write out their own family tree.
    "Van a hacer una entrevista sobre sus familias. No van a llenar su propio árbol, van a llenar el de su pareja . Necesitan hacer preguntas como: ¿Tienes un hermano?”

    3. Take time to model what you want the students to do with a student. 
    Por ejemplo, si yo estoy con esta persona (gesture to a student), yo puedo preguntarle "¿Cuántos hermanos o hermanas tienes? "¿Tienes tíos?" Y yo voy a dibujar el árbol de mi pareja. 

    4. Students should be going back and forth asking questions to each other so that they are both drawing each other's trees at the same time.
    Ustedes deben tomar turnos hablando y haciendo preguntas, para que cada persona esté dibujando el árbol de su compañero

    5. After making the family tree of their partner, each person has to tell the group one thing about their partner's family. 
    "Tienen que compartir algo de la familia de sus parejas. Por ejemplo, “Mi pareja, tiene 10 hermanos y no tiene primos”

    6. Now, the students will turn to their partners again and ask about characteristics of their family members. For example, students can ask "What is your mom like?" 
    “Ahora, tienen que hablar sobre características de su familia con tu pareja. Por ejemplo, pregunten: '¿Cómo es tu madre?' Y la pareja puede responder: 'Mi madre es muy alta y morena. También es muy simpática y le encanta correr.'

    7. After taking turns describing different family members, the instructor can go around with each student and have them share one of the family members and their description.
    Ahora voy a preguntarles a cada uno de ustedes sobre uno de sus miembros de familia y deben describirlos. 

    8. If time permits, the instructor can have the students ask them about their family and draw out their family tree as the students ask them questions. The instructor can also have students ask them to describe a family member. 
    Ahora ustedes pueden preguntarme sobre mi familia y yo voy a dibujar mi árbol genealógico usando sus preguntas. Después, ustedes pueden hacerme preguntas sobre mi familia y yo voy a describirlos. 


    Ask students following discussion questions to talk about in their groups:
    • En tu cultura, ¿a quién consideras parte de tu familia?
    • En otras culturas, ¿a quienes se les considera parte de la familia?

    Guide the students in this conversation and provide feedback and information about family members in Spanish-speaking countries.

    End of lab:

    • Read Can-Do statements once more and have students evaluate their confidence with a comprehension check
    Examples of comprehension checks: 
         • Thumbs up/sideways/down
         • Emojis to represent how students feel about their Can-Do statements

    Relevant NCSSFL-ACTFL Can-Do Statements:

    • I can ask and answer questions about the members of my family and ask about someone else's family
    • I can describe the characteristics of someone
    • In my own and other cultures, I can identify whom people consider to be part of their family 

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