How To Teach A Kindergarten

Transcription

1 Ohio Standards Connection Foreign Language Communication Benchmark A Ask and answer questions and share preferences on familiar topics. Indicator 1 Answer simple questions about personal information and other topics (e.g., name, age, favorite color, birthday month, day of the week, weather). Benchmark D Give and follow a short sequence of instructions. Indicator 5 Follow simple classroom instructions (e.g., Sit down. Be quiet. Go to the chalkboard.). Benchmark F Identify people and objects based on descriptions. Indicator 7 Identify and/or match pictures relating to oral or signed descriptions (e.g., Point to a man. Find an apple.) Benchmark I Dramatize songs, short stories, poetry or activities. Indicator 11 Recite short poems/rhymes or sing/sign songs with appropriate body motions. Unit Summary: Novice Level Proficiency In this unit, students will identify and sample typical foods of the target culture, express likes and dislikes and categorize foods according to the four basic food groups. Using manipulatives, students will follow directions given in Spanish to create a taco. Finally, students will perform a song that incorporates the foods and expressions that were learned in the unit. Unit Questions: 1. A qué grupo pertenece esta comida? (What group does this food belong in?) 2. Todos comemos las mismas comidas? (Do we all eat the same foods?) 3. Nos gusta comer las mismas comidas? (Do we all like to eat the same foods?) 4. Por qué son importantes los cuatro grupos alimenticios? (Why are the four food groups important? Estimated Duration: 10 hours and 30 minutes The foreign language academic content standards were written with the assumption that elementary programs meet for 90 minutes per week and that secondary programs meet the equivalent of 50 minutes per day throughout the year. Time and intensity do matter, and programs that meet for fewer minutes/less often will need more time to review previously introduced material before moving forward. Commentary: From the writer: Teachers will find that this lesson supports the regular kindergarten curriculum as it reinforces important skills that students need to master, such as categorizing, sequencing, cutting and pasting and following directions. This unit would be appropriate for any primary grade and can be easily adapted to other languages. From the field: Everything is clearly labeled, referenced and aligned. Congratulations to the writers! 1

2 Cultures Benchmark C Observe, identify, describe and reproduce objects, images and symbols of the target culture. Indicator 4 Identify items from the target culture (e.g., clothing, foods, toys, Origami, God s eye). Connections Benchmark A Describe concepts and use skills from across disciplines. Indicator 3 Sort objects according to attributes (e.g., color, shape, length, size). Communities Benchmark B Perform for a school or community event. Indicator 2 Perform simple songs for classroom, school or community events. Pre-Assessment: Use Attachment A, Pre-Assessment Checklist to evaluate students prior knowledge of color and shape vocabulary in the target language. Display cookies of different colors and shapes on a table in the classroom so that all students can see them. Describe these cookies one at a time according to color and shape. Ask students to volunteer to eat the cookies described. After several students have volunteered, call on students who have not volunteered. If the Pre-Assessment demonstrates that students are having difficulty recognizing colors and shapes in the target language, review basic colors and shapes before proceeding with this lesson. Instructional Tips: Use cookies that are commonly available in the supermarket, like rectangular wafer cookies that are beige, pink and brown. Ask parent volunteers to donate cookies of different colors and shapes. In this lesson you will need cookies and fruits. Ask the parents of the boys to donate the cookies and then a few days later, the girls parents to donate the fruit. Make sure that you are aware of any food allergies your students may have and tell parents who donate cookies to avoid those ingredients. Scoring Guidelines: Use Attachment A, Pre-Assessment Checklist. Note whether students correctly identified the cookies by their descriptions of color or shape. Use this information to note colors and shapes that students need to practice. Post-Assessment: Have students sing and dramatize the song Tengo Hambre in Attachment B. 2

3 Instructional Tip: Set up activity centers or provide meaningful activities in the target language so that students have something to do while they are waiting to be assessed. Scoring Guidelines: Use Attachment C, Scoring Rubric for Song, to evaluate the students oral production. Make one rubric per student. Unit Daily Planner (Unit At-A-Glance) Schedule Instructional Plan Day 1-4 Unit Pre-Assessment/Lesson 1 Day 5 Formative Assessment Day 6-8 Lesson 2 Day 9 Formative Assessment Day Lesson 3 Day 13 Formative Assessment Day14-16 Lesson 4 Day 17 Unit Presentational Post-Assessment Lesson One Instructional Procedures: Day One 1. Conduct the Pre-Assessment. Use Attachment A, Pre-Assessment Checklist. 2. Introduce food items that are round. Point to each food item and say, for example: La galleta es redonda. (The cookie is round.); La naranja es redonda. (The orange is round.); La tortilla es redonda. (The tortilla is round.) Ask students to repeat the Spanish after you say each one. 3. Ask students either-or questions to practice saying the food items. Point to each visual or pretend food item as you ask the question. For example, Es una galleta, o es una naranja? (Is it a cookie or an orange?) 4. If students catch on easily, add more food items. Two other round items would be la cebolla (onion) and el tomate (tomato). 5. When students are confidently able to answer either-or questions, move to Qué es esto? (What is this?) If their response is naranja (orange), affirm their answer, but give a complete sentence by saying Sí, es una naranja. (Yes, it s an orange.) Day Two 6. Review the items introduced on Day One. Hide one of the items or visuals and say, Qué tengo? (What do I have?) Es redonda y blanca. (It s round and white.) Es el tomate o la cebolla? (Is it the tomato or the onion?) 3

4 7. Introduce two or three new foods of a certain color. Say the name of the food and the color as you point to them. La cebolla es blanca. (The onion is white.); La leche es blanca. (The milk is white.); El huevo es blanco. (The egg is white.) 8. Review foods of a different color. Ask yes or no questions. La naranja es blanca? (Is the orange white?) Show a white cookie and ask, La galleta es blanca? (Is the cookie white?) 9. From the visuals that you have introduced, ask students, Qué comida es blanca? (What food is white?) When they say the name of a food item, affirm their answer, set it aside and ask Qué más es blanco? (What else is white?). Keep asking until they have responded with all the white foods in Spanish. 10. Do Steps 8-10 with the color rojo (red). Introduce the word carne (meat). Using the color verde (green), introduce the words aguacate (avocado) and uvas (grapes). 11. Display all of the food vocabulary introduced so far and ask students to volunteer to go and touch the food that you say in Spanish. 12. After students have said all the Spanish words for the food items, ask them to point out foods of certain shapes. For example, Cuál es una comida redonda? (Which is a round food?); Cuál es una comida triangular? (Which is a triangular food?); Cuál es una comida ovalada? (Which is an oval food?) 13. Play a game to review foods, colors and shapes. Display six or seven visuals. Describe one of the foods. Ask for volunteers to point out the food item. For example, Description: Son ovaladas y verdes. (They are oval and green.) Answer: las uvas. (grapes.) Description: Es redonda y amarilla. (It is round and yellow.) Answer: la tortilla. (tortilla.) Day Three 14. Reinforce the concepts of color or shape by adding a food item with a new shape or color (not both). Try these examples. La cebolla es redonda. (The onion is round.) La naranja es redonda (The orange is round.) El huevo es ovalado. (The egg is oval.) La leche es blanca. (The milk is white.) La cebolla es blanca. (The onion is white.) El tomate es rojo. (The tomato is red.) 15. Display two shapes or colors that are alike and one shape or color that does not match. Tell students to identify and say the color or shape that is not like the others. La uva es ovalada. (The grape is oval.) El huevo es ovalado. (The egg is oval.) La tortilla es? Redonda. (The tortilla is? Round.) 4

5 Instructional Tip: It is not necessary to point out adjective agreement as the emphasis is on understanding the different colors and shapes and reinforcing the food vocabulary. If students do not make the correct adjective agreement, repeat the answer with the corrected adjective agreement. For example, Sí, la leche es blanca. (Yes, the milk is white.) 16. Give each student a food item. If you have more students than you have foods, make visuals of foods so that every student has an item. Uvas, huevos, cebollas and galletas (grapes, eggs, onions, and cookies) are good choices. 17. Ask students to hold up the food item if it applies to what you say. Quién tiene una comida roja? (Who has a food that is red?) Quién tiene una comida ovalada? (Who has a food that is oval?) Quién tiene la leche? (Who has the milk?) 18. Give each student Attachment D, Qué comida es? Say the description of the foods in Spanish and ask students to circle the one described. 19. Use the pretend food or visuals and model the phrases Me gusta and No me gusta with three or four foods that you like or dislike. Use facial expressions and gestures (rubbing your belly and smiling to express delight) to show the meaning of these two phrases. Keep the form singular at first. For example, Me gusta la leche. (I like milk.) Me gusta el pollo. (I like chicken.) No me gusta el queso. (I don t like cheese.) No me gusta el arroz. (I don t like rice.) 20. Make a chart at the board with two columns: Sí and No. Put a smiley face beside the Sí and an unhappy face beside the No. Leave space in the columns for tally marks. Above the columns put the picture of a food item. Ask each student: Te gusta la leche? (Do you like milk?). Have students take turns saying either Me gusta or No me gusta for each food item. Place a tally mark in the corresponding column. When all students have finished, count the number of tally marks aloud with students in Spanish. Day Four Instructional Tips: Inform parents in advance which foods their children will be offered for the food tasting. Find out if any of your students are allergic to food items being sampled. Be respectful of children s feelings in declining to taste a certain food. Pre-cut the fruits to be sampled before class and keep them in plastic baggies. Keep a whole piece of each fruit to display. Draw outline maps of Ohio and Mexico at the board, then show where the fruits grow. 21. Bring in mangos, plantains (cooked and not cooked), avocados and grapes. Hold up the whole avocado and state, En Ohio, esta fruta se llama avocado. (In Ohio, this 5

6 fruit is called an avocado.) Ask, Cómo se llama en México? (What is it called in Mexico?) If students respond correctly, have them repeat the name of the fruit in Spanish. If they don t know what the fruit is called in Mexico, teach the word in Spanish and have them repeat it. Continue this practice for each whole fruit. 22. Draw a two-column table on the chalkboard. Label one column Ohio y México (Ohio and Mexico). Label the other column México (Mexico). 23. Holding each fruit up one at a time, ask students, Crece en Ohio o crece en México? (Does it grow in Ohio or in Mexico?) As they answer Ohio or Mexico, write it in the appropriate column. 24. Distribute Attachment E, Frutas típicas. Say the name for each of the fruits on the page and ask students to check off whether the fruit grows in Ohio and Mexico or just in Mexico. 25. Ask students to taste each fruit, one at a time, and say whether they like it or not. Model Me gusta (I like) and No me gusta (I don t like) again for them. 26. Create a two-columned tally chart on the board. Write Me gusta (I like) at the top of one column and draw a happy face under the words. Write No me gusta (I don t like) at the top of the other column and draw a sad face under the words. Refer to Attachment F, Tally Sheet Representation. When the taste test is finished, count the tally marks for the likes and dislikes for each fruit. Announce the results to the class. Restate some of the results. For example: Marcos y Roberto dijeron, Ummm, me gusta, pero Lili y Susana dijeron, No me gusta. (Mark and Robert said, Ummm, I like it, but Lily and Susan said, I don t like it.) 27. With a hand puppet (or a Spanish speaker), say Te gusta la leche? (Do you like milk?) and the answer which applies, Sí, me gusta (Yes, I like it) or No, no me gusta (No, I don t like it). Repeat this exercise with two or three more items. 28. Ask students to volunteer to say Me gusta. or No me gusta. Show the singular visual and ask Te gusta la leche? (Do you like milk?) 29. Point to a singular visual and say, Me gusta la carne (I like meat) or No me gusta la carne (I don t like meat). Do this with two or three items and then point to an item and ask for volunteers to continue the activity. Students will say Me gusta el o la (I like ) or No me gusta el o la (I don t like ). If they do not say the food item word, help them add it to their vocabulary, then ask them to repeat the sentence. Continue with several more volunteers and food items. 30. Point to plural items and say, Me gustan las uvas (I like grapes) or No me gustan las uvas (I don t like grapes). Continue this format with several plural food items, then point to a visual and say, Me gusta la leche (I like milk). Alternate between singular and plural examples. 31. Point to food items and ask students, Te gusta? (Do you like it?) or Te gustan? (Do you like them?) Listen for the ending. If it is correct, continue to the next student. If the ending is incorrect, model the correct ending. 6

7 Day Five 32. Give each student Attachment G, Partner Cut and Paste. Ask students to cut out the four pictures of foods at the bottom of the attachment and paste them in either the Me gusta (I like) or No me gusta (I don t like) column. 33. Conduct the formative assessment, Attachment H, Me gusta Checklist. Walk around the class while students do the cut and paste. Point to food items on the activity sheet and ask, Te gusta? (Do you like?) Ask about one of the four food items on Attachment F. Indicate on Attachment H, Me gusta Checklist, if the student responded to your question correctly. 34. When all students have finished, model how to share the chart. Choose a student who will help you show how to express his or her preference for a particular food. For example, ask the student the following question. Te gusta la manzana? (Do you like the apple?) The student will say, Si, me gusta la manzana (Yes, I like the apple) or No, no me gusta la manzana (No, I don t like the apple). 35. Have students describe their cut and paste activity sheets with a partner. Walk around the classroom and monitor students oral production. Use Attachment H, Me gusta Checklist, to rate students interpersonal communication. Instructional Tip: Have enrichment materials such as tutorial or extension software available for students as you conduct the formative assessment. A matching game of foods or books in Spanish may be good choices. Lesson Two Day Six 36. Bring items needed to make tacos to class. Display them on your desk. Instructional Tip: Prepare the paper ingredients students will need to assemble the tacos in advance. Make a round manila-colored circle six to eight inches in diameter for the taco shell, green strips for the lettuce, red circles for tomato, brown squares for meat, orange strips for cheese, and an elongated narrow white oval for the sour cream. Prepare enough materials for each student to make at least three tacos. 37. Have students point out to you the food items you name in Spanish. Observe student recall of items previously taught. Display visuals of food items that still need to be introduced, including queso (cheese), lechuga (lettuce), pollo (chicken), salsa (salsa), crema ágria (sour cream). 38. In echo-response format, call out and hold up each of the new food items. Have students repeat the new words. 7

8 39. Make a paper taco for your students using taco items created out of construction paper. Call out the ingredients and have them repeat after you as you assemble your paper taco. See Attachment I, Script for Making a Taco, to guide sequencing of vocabulary. Employ a Gouin series (see next Instructional Tip) to lead students through the specific sequencing vocabulary on how a taco is made. Instructional Tips: In a Gouin series, a teacher describes how to do something using a sequence of short, simple sentences in the target language. The teacher pantomimes the actions in Spanish and, whenever possible, incorporates visuals or manipulatives along with the actions so that students understand and form a relationship between the words and the actions. Students pantomime the actions modeled by the teacher. Gradually, the students can pantomime just by hearing the words without seeing the teacher pantomime the actions. Observe students as you pantomime how to make a taco. Check for comprehension of previously taught food items. Do more repetitions, if necessary. 40. Pass out pre-cut paper taco ingredients to your students. Have students create a paper taco as you call out in sequential order the items needed to make the taco. Send the tacos home. Day Seven 41. Using visuals, review the names of the ingredients needed to make a taco. 42. Use the Total Physical Response (TPR) method of instruction to practice the vocabulary and proper sequencing of directions for making a taco. Instructional Tip: A Web site that offers an explanation of the TPR (Total Physical Response) method of instruction is Search within the home page with the following keywords: TPRS and Total Physical Response. 43. Call on students to re-enact making a taco as they listen to your directions. Call on as many students as time permits. 44. Provide each student with paper taco ingredients. (See Instructional Tip for Day Six.) 45. Read the script on how to assemble a taco. Have students use their paper items to create their tacos. 46. Walk around the room and note who is able to follow the directions. Day Eight 47. Display pre-cut taco ingredients. Have student volunteers come up in pairs and use the pre-cut ingredients as they model the taco-making sequence. One student gives directions to make the taco and the other student makes the taco. Continue this process with two or three more sets of student volunteers. 8

9 48. At their desks, have students practice in pairs what was modeled in Step 45, using the pre-cut taco ingredients. 49. Walk around the room and observe students working. Note who is able to give the directions on how to assemble a taco. Day Nine 50. Conduct the interpretive formative assessment. Call students up individually. Read Attachment I, Script for Making a Taco. Have each student assemble a taco. Instructional Tip: Have enrichment materials and activities in the target language related to foods available for students to do as you work with them individually on the formative assessment. Activities such as coloring, reading books, participating in a listening center or putting together puzzles may be good choices. Lesson Three Day Use Attachment J, Colorear los grupos de comida, as a visual display. Place the pictures of the five main food groups labeled in the target language at the board with magnets. As you place each one at the board, show students the picture and say the name for the category. Instructional Tip: Enlarge and color the pictures in Attachment J, Colorear los grupos de comida to use as visuals. Do not use any new foods. 52. Point to a food item from Attachment I, Colorear los Grupos de Comida, and ask Qué es esto? (What is this?). Call on students to answer. When students say the names of the foods, say the following: Sí, es la carne. (Yes, it is the meat.) La carne está en el grupo de las carnes. (Meat is in the category of meats.) Sí, es una manzana. (Yes, it s an apple.) La manzana está en el grupo de las frutas. (The apple is in the fruit group.) As you say the name of the food item, place the picture near the food group to which it belongs. Continue until all the food items have been identified and placed into a food group. 53. Distribute Attachment J, Colorear los grupos de comida. Have students color the foods according to the food-group visuals you enlarged. 9

10 54. Have each student cut apart the foods and food groups that they have colored and place them in an envelope. Have students write their names on the envelopes. Collect the envelopes to use on Day 11. Day Give each student a set of food visuals in envelopes from Day Ten. Have students spread their cutouts on their desks with the pictures facing up. 56. Say a food group in the target language--carnes (meats) and ask students to hold up a picture of a food item that goes in that group. 57. Say a food in Spanish, such as la naranja (orange), and ask students to hold up the food group to which that item belongs. Observe students to check their comprehension. 58. Working in pairs, have students place the five pictures that represent the food groups face up on their desks. Ask them to hold the remaining food cards in their hands. Have partners take turns drawing a food card from each other s hands and placing it beneath the picture of the appropriate food group as they say the word for that food in Spanish. 59. Walk around the classroom and observe the game. Listen as students say the food words in Spanish. Continue playing the game as time permits. Day Review food vocabulary by hiding a visual from Attachment J, Colorear los grupos de comida. Give clues, such as the following, to enable students to guess the answer. Es amarillo. (It is yellow.) Es rectangular. (It is rectangular.) Está en el grupo de leche. (It is in the milk group.) A volunteer guesses el queso (cheese); Es amarilla. (It is yellow.) Es redonda. (It is round.) Está en el grupo de pan. (It is in the bread group.) A volunteer guesses la tortilla (tortilla). 61. Using their own visuals from Day 11, Attachment I, Colorear los grupos de comida, allow student volunteers to describe the foods. The remaining students guess which food is being described and hold it up. 62. To review food groups, place the food group pictures from Attachment J, Colorear los grupos de comida at the board. Say the name for each group as you place the picture. 63. Have students put the food cutouts face up on their desks. Ask questions, such as, Cuál es una comida del grupo de leche? (Which is a food from the milk group?) 64. Have volunteers say the name of one of their food items, then place it beside the food group to which it belongs. Have students say the food group as they place the item. When all 12 food items have been placed, reinforce learning by saying, Muy bien! Aquí en el grupo de frutas hay la naranja. (Very good! Here in the fruit group is the orange.) Aquí en el grupo de carne hay el pollo. (Here in the meat group is chicken.) Continue in this way until you have placed all food items into a food group. 10

11 Day Conduct the interpretive formative assessment with individual students using Attachment J, Colorear los grupos de comida. Display the cutouts. Using the food group visuals, point to a picture of one of the food groups and say the name of that food group. Ask students, Cuál es una comida del grupo de leche? (What s one food in the milk group?) Have students choose one of the 12 food items, say its name and then place it in the correct food group. Ask at least one question for each food group. Students should be able to pronounce and place at least eight of the 12 foods correctly. Instructional Tips: While you are working individually with students, have activities available for the others to do. They may look at Spanish picture books related to food, play Go Fish games with food items or color food-related pictures (preferably with authentic pictures related to Hispanic culture.) This would be an ideal day to have a parent volunteer keep students occupied so that you can evaluate students individually. Lesson Four Day Introduce the vocabulary found in Attachment B, Tengo hambre. Display the food visuals in the correct amounts found in the song. Hold up the egg, say un huevo, then have students echo you. Hold up the two apples, say dos manzanas. Have students echo you. Hold up the three cookies, say tres galletas. Have students echo you. Continue doing this for the remainder of the food items found in the song. 67. Hold up the various food items. Ask students to name the food items and to tell you the quantity of the food item you are holding up. If you hold up the oranges, students should say, diez naranjas (10 oranges). If you hold up the cookies the students should say, tres galletas (three cookies). Repeat for all of the food items found in the song. 68. Distribute Attachment K, Las Comidas en Tengo hambre. Have students draw the food items found in the song. Show them how to make the drawings on the chalkboard. Draw an egg while you say, un huevo (an egg). Students draw an egg in the space next to the words un huevo (an egg). Draw two apples while you say, dos manzanas (two apples). Students draw two apples in the space next to the words dos manzanas (two apples). 69. Continue the activity until students have drawn all of the pictures for the song. 70. Collect Attachment K, Las Comidas en Tengo hambre, because it will be used in the next lesson. 11

12 Day Redistribute Attachment K, Las Comidas en Tengo hambre. 72. Have students point to the food items as you call the names of the food items aloud in the target language. Instructional Tip: Ask the music teacher before you do this lesson to teach the children the song My Darling Clementine. Have him or her make a recording of the melody so that students can sing along with the Tengo hambre song. 73. Sing the song through one time in the target language with the musical recording. Have students listen and watch as you point to the food items and sing. 74. Teach students the song in an echo-response format. For example, Sing, Tengo hambre, tengo hambre, tengo hambre, señor, (I am hungry, I am hungry, I am hungry, sir). Ask students to sing this line back to you. Sing, un huevo, un huevo, un huevo, por favor (an egg, an egg, an egg, please). The students sing this line back to you. 75. Continue until you complete the entire song with students. 76. If time permits, repeat the echo-response format again with the song. Day Review the food items found in the song by using food visuals. Students may have Attachment K, Las Comidas en Tengo hambre, in front of them for support. 78. Review the quantity of each food needed in the song. Ask students, Cuántas naranjas? (How many oranges?) Students respond, diez (ten). 79. Once again using the echo-response format, go through the song line by line. 80. Ask for student volunteers to sing each line. You will need 10 volunteers. 81. Have the class sing the song without your help, along with the musical recording. Day Have the class sing Tengo hambre in its entirety with the musical recording, without your help. 83. Conduct the Post-Assessment. Use Attachment C, Scoring Rubric for Song. Have small groups of students perform the song for the class. 84. Record the students singing the song. Use a tape recorder if there is no video camera at your school. 85. Have all student watch or listen to their classmates perform the song. Instructional Tip: Use the same strategies for keeping students occupied while small groups are being assessed as previously mentioned. 12

13 Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicators. Have students who don t show evidence of meeting a specific standard practice food, color or shape flash cards with a partner. Students who are not showing evidence of meeting the standards when following directions in Spanish for making the taco should be paired with a student who is strong in oral production as a peer tutor. Students who are not showing evidence of meeting the standard when acting out the song should be paired with students who demonstrate a clear understanding of the song. Have students who demonstrate evidence of exceeding the standards say the names of foods to their fellow students when playing games outlined in this unit. Have students who show strong comprehension and good oral production in the target language when following directions on making a taco give directions on how to make a taco to a partner. Have students who have strong comprehension and good oral production in the target language write out and spell correctly the food items or the numeral words found in the song. Extensions: Say the names of other foods that are Spanish-English cognates, such as cereal, spaghetti, pizza, taco, pear, pineapple, broccoli, ham, peppers, macaroni. See how many students can identify these items and put them into the right food group. Have students follow directions on how to prepare snacks, such as a personal pan pizza, hot dog or hamburger. Have students submit directions for making a taco in the school newsletter. Make a Spanish tortilla for your students. Compare it with a Mexican tortilla. Have a taco party at school. Have students perform the Tengo hambre song at an assembly or for other classrooms in the school. Have students change the food items found in the song and create a new version. Have students plant a small garden on the school grounds and include a few of the foods studied that are easy to grow. Label the rows in Spanish and eat the produce when it is ready. Home Connections: Parents may prepare tacos with their children using some of the foods studied. Students could chart each family member s favorite taco ingredients. Students may dramatize the song at home for their families. Students may take the food group chart home and list foods with their parents. List foods that they have in their refrigerators in the correct food group. 13

14 Interdisciplinary Connections: Music Creative Expression and Communication Me gusta comer! Kindergarten Benchmark A Sing and/or play instruments, alone and with others, demonstrating a variety of repertoire, using proper technique, accurate rhythm and pitch and appropriate expressive qualities. Indicator 1 Sing, alone and with others, a varied repertoire of songs maintaining a steady beat. Science Physical Sciences Benchmark A Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change. Indicator 3 Describe and sort objects by one or more properties (e.g., size, color and shape). Materials and Resources: The inclusion of specific resources in any lesson should not be interpreted as an endorsement of that particular resource or its contents by the Ohio Department of Education. Please note that information published on the Internet changes over time and that links may no longer contain the specific information related to a given lesson. Therefore, teachers are advised to preview all sites before using them with students. For the teacher: For the student: copies of attachments A-K, representations of food or visuals of food for activities, song prerecorded on tape without singing, tape or CD player, food items made out of construction paper, foods for tasting (grapes, avocados, mango, plantains), baggies, cookies, paper plates, napkins, chart paper, chalk, crayons, drawing paper, supplemental materials for center activities pencil, scissors, glue, crayons Vocabulary and Structures: Vocabulary: el aguacate avocado la carne meat la cebolla onion esparce sprinkle las frutas y verduras fruits and vegetables 14

15 la galleta cookie los granos grains el grupo group el huevo egg la leche milk la lechuga lettuce el limón lemon el mango mango las manzanas apples las naranjas oranges las papitas French fries el plátano plantain el queso cheese el taco taco el tomate tomato la tortilla tortilla las uvas grapes los otros others los pepinos cucumbers pon place sobre over los tacos tacos toma take los tomates tomatoes Sequencing words después after entonces next luego then primero first y ahora and now y por último and finally Phrases a comer let s eat me gusta(n) I like no me gusta(n) I don t like te gusta(n) you like no te gusta(n) you don t like Me gusta comer! Kindergarten 15

16 Technology Connections: Use a cassette player to record and to play the song. Use a video camera to record student performances of the song. Use the Internet to access Web sites about ethnic foods. Key words include Mexican food, tortillas and tacos. Use videos or computer software programs that reinforce student learning of colors, shapes or foods. Library Connections: Collaborate with the library-media specialist to read food-related books in English to the children during library time. Ask the library-media specialist to create a classroom collection of books in Spanish that are food-related. Have this collection in the classroom for student use. Ask your library-media specialist to find other media resources for classroom use that are related to the food industry. Ask your library-media specialist to have students retell stories that have been read during library time in sequential order. Suggest that your library-media specialist find the food sections of online newspapers in the target language. Have students share the newspaper, then locate its origin on a map. Research Connections: Curtain, Helena and Carol Ann Dahlberg. Languages and Children: Making the Match. New York, NY: Longman Publishing, Assessment is done in a meaningful context. Graphic organizers help students to better process and retain information. Learning occurs in meaningful, communicative contexts that carry significance for the student. For the young learner these contexts include social and cultural situations, subject content instruction, games, songs, rhymes. Shrum, Judith L. and Eileen W. Glisan. Teacher s Handbook: Contextualized Language Instruction. Boston, MA: Heinle and Heinle, Teacher-provided language promotion assistance helps encourage students to communicate in the target language. General Tips: It would be helpful to do this lesson after the regular classroom teacher has taught students about healthy choices for breakfast, lunch and dinner, and how the food that we choose to eat keeps us healthy or not. 16

17 It would be fun to do this unit before a school community celebration that involves Hispanic foods. Students should also have had experience putting pictures in sequential order. You could ask the regular classroom teacher to work on picture sequencing before you introduce this taco-making lesson. This unit is very appropriate for first and second graders too. Attachments: Attachment A, Pre-Assessment Checklist Attachment B, Tengo hambre Attachment C, Scoring Rubric for Song Attachment D, Qué comida es? Attachment E, Frutas típicas Attachment F, Tally Sheet Representation Attachment G, Partner Cut and Paste Attachment H, Me gusta Checklist Attachment I, Script for Making a Taco Attachment J, Colorear los grupos de comida Attachment K, Las Comidas en Tengo hambre 17

18 Attachment A Pre-Assessment Checklist As you describe the cookies in Spanish, write in the space provided which colors and shapes individual students were able to identify correctly. Cuál es la galleta redonda y rosada? (Which cookie is round and pink?) Student name Color Form or Shape Color Form or Shape 18

19 Attachment B Tengo hambre (sung to the tune of My Darling Clementine ) Tengo hambre, tengo hambre, tengo hambre señor, Un huevo, un huevo, un huevo por favor. (Hold up one finger.) Tengo hambre, tengo hambre, tengo hambre señor, Dos manzanas, dos manzanas, dos manzanas por favor. (Hold up two fingers.) Tengo hambre, tengo hambre, tengo hambre señor, Tres galletas, tres galletas, tres galletas por favor. (Hold up three fingers.) Tengo hambre, tengo hambre, tengo hambre señor, Cuatro dulces, cuatro dulces, cuatro dulces por favor. (Hold up four fingers.) Tengo hambre, tengo hambre tengo hambre señor, Cinco uvas, cinco uvas, cinco uvas por favor. (Hold up five fingers.) Tengo hambre, tengo hambre, tengo hambre señor, Seis papitas, seis papitas, seis papitas por favor. (Hold up six fingers.) Tengo hambre, tengo hambre, tengo hambre señor, Siete tacos, siete tacos, siete tacos por favor. (Hold up seven fingers.) Tengo hambre, tengo hambre, tengo hambre señor, Ocho plátanos, ocho plátanos, ocho plátanos por favor. (Hold up eight fingers.) Tengo hambre, tengo hambre, tengo hambre señor, Nueve pepinos, nueve pepinos, nueve pepinos por favor. (Hold up nine fingers.) Tengo hambre, tengo hambre, tengo hambre señor, 10 naranjas, 10 naranjas, 10 naranjas por favor. (Hold up 10 fingers.) MMMMMM, Que rico! 19

20 Attachment B (Continued) English Version of the Song I Am Hungry I am hungry, I am hungry, I am hungry can t you see? An egg, an egg, an egg, if you please. (Hold up one finger.) I am hungry, I am hungry, I am hungry can t you see? Two apples, two apples, two apples, if you please. (Hold up two fingers.) Three cookies, three cookies, three cookies, if you please. Four candies, four candies, four candies, if you please. Five grapes, five grapes, five grapes, if you please. Six French fries, six French fries, six French fries, if you please. Seven tacos, seven tacos, seven tacos, if you please. Eight bananas, eight bananas, eight bananas, if you please. Nine cucumbers, nine cucumbers, nine cucumbers, if you please. Ten oranges, ten oranges, ten oranges, if you please. MMMMM, so yummy! 20