Kindergarten Spanish Distance Learning Program. Contents

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2 Kindergarten Spanish Distance Learning Program Contents Page Numbers Bienvenidos, Nuevos Amigos! 3 Teaching a World Language in Kindergarten 4 The Goals of Nuevos Amigos 5 The Objectives of Nuevos Amigos 6 Program Design/ What is Distance Learning?/ Video Viewing Strategies 7 Letter to Parents 8 Certificate of Completion for Students 9 How to Implement Nuevos Amigos in the Classroom 10 Spanish Word Wall/Spanish Journal 11 Heritage Speakers/Spanish Fiesta 12 Instructions for Assessments 13 Student Progress Chart 14 Student Vocabulary Chart 15 Script for Administering Assessment Unit 1 16 Unit 1 Assessment 17 Script for Administering Assessment Unit 2 18 Unit 2 Assessment 19 Unit 1 Vocabulary Unit 2 Vocabulary Spanish Pronunciation Guide Overview of Program: Lessons

3 BIENVENIDOS, NUEVOS AMIGOS! Due to the great interest and motivation in introducing the Spanish language at the kindergarten level, we have designed a developmentally age appropriate program to meet your needs. The NUEVOS AMIGOS distance learning program incorporates games, songs, puppets and culture lessons for second language learners. About the Authors: Four elementary teachers with varied backgrounds and proficiency in Spanish have collaborated in writing the curriculum for NUEVOS AMIGOS. Let s meet them! Mrs. Rebecca García-Arango Elementary Spanish as a Second Language Teacher Dallas Independent School District Ms. Chandra Cooper Kindergarten English as a Second Language Teacher Dallas Independent School District Mrs. Irma Minjares Elementary Spanish as a Second Language Teacher Garland Independent School District Mrs. Maricela Rassmussen Kindergarten Bilingual Teacher Dallas Independent School District 3

4 Teaching a World Language in Kindergarten Communication: Communication skills are the primary focus of language. Studies have shown that the window of opportunity for learning a second language must take place before the age of ten. (Jacqueline Thomas, Professor of Languages at Texas A&M, 1996) Cultures: Students learn about and experience other cultures as an integral part of studying languages other than English. Children who have studied a world language develop a sense of cultural pluralism (openness to and appreciation of other cultures). (Lipton, page 36) Because language acquisition is an important element in the learning development of the kindergarten student, culture plays a vital role. Through art, music, dance, drama, poetry and literature, second language acquisition can be easily developed. (LOTE, page 46) Comparisons: A natural result of learning another language is the comparison of the language being learned with the native language. Children who have studied a world language show greater cognitive development in such areas as mental flexibility, creativity, divergent thinking and higher order thinking skills. (Lipton, page 36) Connections: Knowledge of other languages and cultures provides the tools and context for connecting with other subject areas including the arts, health, social studies, sciences, mathematics and English. Because linguistic development takes place simultaneously in the early elementary grades, connections to the learning of basic concepts are readily acquired. (LOTE, page 52) It has also been shown that children who have studied a world language in the elementary school achieve expected gains and even higher scores on standardized tests in reading, language arts and mathematics. (Lipton, page 36) Communities: Learning languages other than English increases opportunities for participation in communities in Texas, in other states and around the world. Students use languages to enhance their personal and public lives and to meet the career demands of the 21st century. (LOTE, page 66) *(A Texas Framework for Languages Other Than English, Texas Education Agency, 1997) and (Gladys C. Lipton, Elementary Foreign Language Programs Fles* An Administrators Handbook. Illinois: NTC, 1992) 4

5 The Goals of NUEVOS AMIGOS By the end of the school year, the children will be able to Communication Develop listening and speaking skills to become proficient in a second language. Understand basic vocabulary and Spanish expressions that are necessary for everyday communication. Respond to simple questions and commands. Students sing songs and play games in Spanish to practice the language. Cultures Explore the cultural diversity and similarity within the Spanish-speaking countries and the United States. Students compare how Independence Day is celebrated in the United States and Mexico. Connections Use the language to provide the tools and context for connecting with other subject areas including arts, health, social studies, sciences, mathematics and English. The science connection is made when the students learn the names of the forest animals in Spanish. Comparisons Demonstrate an understanding of the influence of one language and culture on another. Students compare how they greet each other in English to the way they greet each other in Spanish. Communities Use the language both within and beyond the school setting through activities such as participating in cultural events. The distance learning teacher visits the classrooms to provide student exposure to a native language speaker. 5

6 The Objectives of NUEVOS AMIGOS By the end of Unit 1, the students will be able to understand: * greetings * colors * numbers * clothes * body parts * vegetables * fruits The students will be able to demonstrate the following verbs: * bailar - to dance * cantar - to sing * saludar - to greet someone * pintar - to paint * contar - to count * vestir - to dress * comer - to eat By the end of Unit 2, the students will be able to understand: * animals * days of the week * months * seasons * manners The students will be able to demonstrate the following verbs: * correr - to run * caminar - to walk * aplaudir - to clap * indicar - to point * abrazar - to hug 6

7 Program Design The program is divided into two units based on the stories The Princess and the Pea in Unit 1 and The Tortoise and the Hare in Unit 2. Each unit consists of a review and an assessment. There is also a theme to every lesson with a new verb being introduced while recycling the previous verb. Every lesson has two sets of vocabulary words that can be adapted to different skill levels: basic vocabulary and enrichment vocabulary. Each vocabulary list has its own activity which reinforces the lesson. The basic vocabulary is supported by Activity One, and the enrichment vocabulary is reinforced by Activity Two. What is Distance Learning? Distance - teacher and student are separated by distance. Learning - knowledge is gained through the use of technology. Technology bridges the distance - carries the message. Video Viewing Strategies In order for this program to be successful, the following procedures are suggested: * Teachers are responsible for previewing and playing the lessons. * Each lesson is to be viewed two times per week. * It is suggested that one teacher/facilitator from each school be designated as the coordinator of the program. * Set a time for Spanish only and reflect it in your daily schedule. * Encourage students to share the Spanish vocabulary with parents. * Bring in songs, books and community resources. * Repetition of vocabulary learned is to be used. * Having fun and a good attitude makes a difference in the learning performance of the students. * Administer the assessments. 7

8 Kindergarten Spanish Distance Learning Program Dear Parents: Hola! (Hello!) Your child will be learning this and other Spanish expressions in special video lessons based on two children s stories. Your child s school is one of the schools participating in the NUEVOS AMIGOS distance learning program. This program was designed especially for kindergarten students. Your child will delight in sharing his or her knowledge with you. Studies have shown that the earlier a second language is introduced the more successful the acquisition. Please encourage your child to teach you the new songs or games which he/she has learned. I look forward to having your child participate in NUEVOS AMIGOS this year. Sincerely, Rebecca García-Arango Spanish Distance Learning Teacher 8

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10 How to Implement NUEVOS AMIGOS Before starting the program: Before viewing the program: (1) Spanish Word Wall (2) Spanish Journal (1) Preview the video. (2) Read the story to the class. (3) Write or glue vocabulary onto the Spanish Word Wall. View the video: After viewing the video: (1) Show the video to the class at the beginning of week. (2) Students repeat the vocabulary. (3) Students sing songs. (1) Practice singing songs together. (2) Learning Centers: Drama Center - Sing songs and have students find words on the Spanish Word Wall. Game Center - Play games. View the video again: After viewing the video: (1) Show the video again during the middle of week. (2) Students repeat the vocabulary. (3) Students sing songs. (1) Practice singing songs. (2) Learning Centers: Writing Center - Have the students write in Spanish Journal. Reading Center - Have students read to a friend. 10

11 Spanish Word Wall (1) Select a space to secure the Spanish Word Wall. (2) Leave enough space between letters to glue the vocabulary cards. (3) Use the uppercase letters except for rr. (1)Select a space to secure the Spanish Word Wall. A B C CH D E F G (2) Leave enough space between letters to glue the vocabulary cards. (3) Use the uppercase Spanish letters. Word Wall H I J K L Ll M N Ñ O P Q R rr S T U V W X Y Z Spanish Journal (1) Students may use a notebook, spiral, folder or stapled paper. (2) The notebook cover should have name of student and title: My Spanish Journal. Name: My Spanish Journal 11

12 Heritage Speakers Students whose native language is Spanish can definitely enhance the program by providing many assets such as: Provide assistance in the pronunciation of Spanish words and share their knowledge of other words that are used in their country of origin. Example: La pluma for a ballpoint pen in Mexico is also called el bolígrafo or el boli in Spain and in some of the Spanish-speaking countries. Also, if speakers of Spanish question the usage or pronunciation of a word or expression, tell them that they are fortunate to now know two ways of saying the same thing. Example: The color café for brown is also called marrón, and the color anaranjado for orange is also known as naranja. Heritage Speakers of languages other than Spanish can also offer enriching opportunities to talk about their native language, cultural customs and traditions. Spanish Fiesta Take this opportunity to prepare a performance for family and friends. What a better way to exhibit what the students have learned than to have them perform the songs! Students may perform on the school stage and later have refreshments in their classroom to show off their class work. Here s an example of an invitation: Bienvenidos a la fiesta de (Name of Class)! Come and join our fiesta! Watch us sing our songs in Spanish! Fecha(Date): 12

13 Instructions for Assessments for Unit 1 and 2 As students acquire a second language, assessment and evaluation serve as an important tool in maintaining students enthusiasm for language learning. Oral Language Assessment The goal of the Spanish program is to develop oral language communications skills in a second language. Therefore, the different manners to test the various levels of language learning can incorporate the informal and formal types of assessments. Types of Assessment: Informal and Formal Assessments Informal Assessments These exams can be spontaneous and may be administered without reflecting a score result. It may be as simple as taking note as to how two students are using the newly acquired Spanish vocabulary or looking at the drawings and writings in a student s Spanish Journal. Formal Language Assessments It is necessary to give formal assessments, but they are not to be given as to create anxiety in the students. Create an atmosphere in which the students see formal testing as something between you and them. Use this assessment as a tool for helping the learner. Formal Assessments Use the Unit I and Unit 2 Assessments to measure the basic vocabulary after viewing the lessons within each unit. Assessment Strategies: * Group Assessment Observe and monitor activity while the group is performing a song, poem or game. * Portfolio Assessment - Create portfolios of written work and projects, and you may even take pictures of the Group Assessment. Observe and monitor activity while the group is performing a song, poem or game. * Peer Assessment Many of the activities are designed for pair and group work. By playing games together and singing songs, students can practice the language with each other. Use the Rubric for Holistic Assessment and Vocabulary Chart to record students responses. 13

14 Student Progress Chart Check the appropriate box under each relevant item. There is space available for comments and an example of comments is given. Student s Name Date: NEVER SOMETIMES ALWAYS NOT APPLICABLE 1. Listens but does not respond orally. ο ο ο ο Comment: 2. Listens and repeats. ο ο ο ο Comment: 3. Sings along with videotape. ο ο ο ο Comment: 4. Sings along with the class. ο ο ο ο Comment: 5. Responds to commands appropriately. ο ο ο ο Comment: 6. Answers non-personal questions. ο ο ο ο Comment: 7. Answers personal questions. ο ο ο ο Comment: 8. Participates in classroom activities. ο ο ο ο Comment: 9. Is willing or volunteers to speak Spanish. ο ο ο ο Comment: 10. Writes and draws in Spanish journal. ο ο ο ο Comment: Comments: Repeats (more) easily. Pronunciation seems to be (more) accurate. Is able to sing (some/more/all of) the song(s). 14

15 Nuevos Amigos Student Vocabulary Chart Name of Student: Name of School: Date: Teacher Name: Pre-Test: Post-Test: Oral Assessment - #1 Greetings: Colors: Numbers: Unit 1 (Basic Vocabulary) hola (hello) - azul (blue) - uno (one) - Adiós. (Goodbye.) - verde (green) - dos (two) - Please show level of Buenos días.(good morning.) - rojo (red) - tres (three) - knowledge using the Buenas tardes.(good afternoon.)- anaranjado (orange) - cuatro (four) - following words: Buenas noches.(good evening.) - morado (purple) - cinco (five) - Hasta luego. (See you later.) - amarillo (yellow) - seis (six) - Complete knowledge of siete (seven) - vocabulary - Sí (color code: purple) ocho (eight) - nueve (nine) - No knowledge of vocabulary - diez (ten) - No (color code: orange) Clothes: Fruits: Verbs: bailar (to dance) - zapatos (shoes) - manzana (apple) - cantar (to sing) - vestido (dress) - naranja (orange) - saludar (to greet someone) pantalones (pants) - uvas (grapes) - pintar (to paint) - camisa (shirt) - plátano (banana) - contar (to sing) - piyama (pajamas) - limón (lemon) - vestir (to dress) - Date: comer - to eat Oral Assessment - #2 Animals: Days of Week: Months: Unit 2 enero (January) - (Basic Vocabulary) zorro (fox) - lunes (Monday) - febrero (February) - liebre (hare) - martes (Tuesday) - marzo (March) - Please show level of tortuga (turtle) - miércoles (Wednesday) - abril (April) - knowledge using the ganso (goose) - jueves (Thursday) - mayo (May) - following words: viernes (Friday) - junio (June) - sábado (Saturday) - julio (July) - Complete knowledge of vocabulary domingo (Sunday) - agosto (August) - Knowledge - Sí (color code: purple) Seasons: Manners: septiembre (September) - octubre (October) - No knowledge of vocabulary - el otoño (fall)- por favor (please) - noviembre (November) - No (color code: orange) el invierno(winter)- gracias (thank you) - diciembre (December) - la primavera (spring) - por/de nada (your welcome) - Verbs: el verano (summer)- con permiso (excuse me) - caminar (to walk) - pase usted (come in or gives correr (to run) - permission to cut in line) - aplaudir (to applaud) - indicar (to indicate) - abrazar (to hug) -

16 Script for Administering Unit 1 Assessment Unit 1 Assessment covers lessons 1-7: Materials to gather: Unit 1 Assessment One pencil or crayon per child Crayons in red, green, blue, orange, brown, black and yellow for each child. Question #1: Greetings Teacher: Hola, amigos! It s time to find out what you have learned in Spanish. Put your pencil on number one and take a look at three pictures. You are seeing three pictures that show Buenos días (Good morning), Buenas tardes (Good afternoon) and Buenas noches (Good evening). Listen to the greeting that I will say and circle the greeting you hear. Listen first, then circle, then check your answer. Buenas tardes. Buenas tardes. Buenas tardes. Question #2: Colors Teacher: Let s continue and now place your pencil on number 2. We will be using the crayons to color the three objects. Color the heart red, the orange orange and the banana yellow. When you have finished coloring all three pictures, place your crayons down. Now, listen to the color I will say and let s circle the object. amarillo amarillo amarillo Question #3: Numbers Teacher: Place your pencil on number 3. We will be counting the number of balloons that a clown is holding or juggling. I will call out a number in Spanish. You are to find that number by counting the balls and balloons. Listen carefully and circle the number. cinco cinco cinco Question #4: Clothes Teacher: Place your pencil on number 4. You are looking at pictures of clothes. Do you remember studying the names for clothes in Spanish? I will call out a name. You are to circle the name I call out. vestido vestido vestido Question #5: Fruits Teacher: Place your pencil on number 5. There are three pictures of fruits. You are to circle the fruit that I call out in Spanish. Listen carefully. uvas uvas uvas 16

17 Nuevos Amigos Unit 1 Assessment Buenos días. Buenas tardes. Buenas noches. 1 rojo anaranjado amarillo zapatos camisa vestido 4 manzana 5 limón uvas

18 Script for Administering Unit 2 Assessment Unit 2 Assessment covers lessons Materials to gather: Unit 2 Assessment One pencil or crayon per child Question #1: Animals Teacher: Hola, amigos! It s time again to find out what you have learned in Spanish. Put your pencil on number one and take a look at three pictures. You are seeing three pictures of animals. I will say the name of the animal in Spanish. You are to draw a circle around the animal that I call out in Spanish. Remember, listen carefully. tortuga tortuga tortuga Question #2: Months of the Year Teacher: Let s continue and now place your pencil on number 2. We will be looking at pictures that remind us of the months of the year. When I say the name of the month in Spanish, you are to circle that month. Listen and think before answering. octubre octubre octubre Question #3: Seasons Teacher: Place your pencil on number 3. I am going to call out a season of the year. The pictures that you are looking at remind us of the time of the year. Listen carefully and circle the season. el otoño el otoño el otoño Question #4: More animals Teacher: Place your pencil on number 4. You are looking at pictures of three animals. Look for the picture of the animal that I call out. oso oso oso Question #5: Vegetables Teacher: Place your pencil on number 5. There are three pictures of vegetables. You are to circle the vegetable that I call out in Spanish. Listen carefully. papas papas papas 18

19 Nuevos Amigos Unit 2 Assessment búho tortuga zorro 1 diciembre octubre febrero 2 otoño invierno verano 3 liebre oso rana 4 papas tomates guisantes 5

20 Kindergarten Spanish Vocabulary Unit 1: The Princess and the Pea Lesson 1: Introduction to Spanish Objective: Students will become exposed to a second language by listening, reading, writing and speaking using a fun and informal interative approach. Verbs: 1. bailar to dance 2. cantar to sing Basic Vocabulary: 3. hola hello 4. nuevos new 5. amigos friends 6. Adiós. Goodbye. Enrichment Vocabulary: 1. amigo/amiga friend 2. tengo I have Cultural Lesson: Students practice saying hola to friends and family. Lesson 2: Greetings Objective: Students will be able to greet each other in Spanish. Verbs: 1. cantar to sing 2. saludar to greet someone Basic Vocabulary: 1. Buenos días. Good morning. 2. Buenas tardes. Good afternoon. 3. Buenas noches. Good evening. 4. Hasta luego. See you later. Enrichment Vocabulary: 1. Cómo estás tú? How are you? (informal) 2. Cómo está usted? How are you? (formal) Cultural Lesson: Use tú to greet friends and usted to greet adults. Lesson 3: Colors Objective: - Students will identify and name eight colors in Spanish. Verbs: 1. saludar to greet someone 2. pintar to paint 20

21 Basic Vocabulary: 1. azul blue 2. verde green 3. rojo red 4. anaranjado orange 5. morado purple 6. amarillo yellow Enrichment Vocabulary: 1. gris gray 2. blanco white 3. rosado pink 4. café brown 5. negro black Cultural Lesson: Talk about why the native people from Peru, Mexico and Central America use bright colors. Lesson 4: Numbers Objective: Students will identify, name and count numbers one through ten in Spanish. Verbs: 1. pintar to paint 2. contar to count Basic Vocabulary: 1. uno - one 2. dos - two 3. tres - three 4. cuatro - four 5. cinco - five 6. seis - six 7. siete - seven 8. ocho - eight 9. nueve - nine 10. diez - ten Enrichment Vocabulary: 1. princesa - princess 2. prueba - test 3. once - eleven 4. doce - twelve 5. trece - thirteen 6. catorce - fourteen 7. quince - fifteen 8. dieciséis - sixteen 21

22 9. diecisiete - seventeen 10. dieciocho - eighteen 11. diecinueve - nineteen 12. veinte twenty Culture Lesson: Talk about how the Mayans counted using a dot to represent one and a bar to represent five. Lesson 5: Clothes and Body Parts Objective: Students will be able to name and recognize clothing items and body parts in Spanish. Verbs: 1. contar to count 2. vestir to dress Basic Vocabulary: 1. zapatos shoes 2. vestido dress 3. pantalones pants 4. camisa shirt 5. piyama pajamas Enrichment Vocabulary: 1. la espalda back 2. la cabeza head 3. los brazos arms 4. las piernas legs 5. los pies feet Cultural Lesson: Talk about the different clothes that are worn by vaqueros or cowboys. Lesson 6: Fruits and Vegetables Objective: Students will be able to name some fruits and vegetables in Spanish. Verbs: 1. vestir to dress 2. comer to eat Basic Vocabulary: 1. manzana apple 2. naranja orange 3. uva grape 4. plátano banana 5. limón lemon Enrichment Vocabulary: 1. papa potato 22

23 2. tomate tomato 3. me gusta I like (singular noun or direct object). 4. me gustan I like (plural noun or direct object). Cultural Lesson: Take a visit to a local grocery store and/or bring tropical fruit for show and tell such as a mango, a jícama, a guava and/or a papaya. Lesson 7: Puppet Play of The Princess and the Pea Objective: Students will view the video of the puppet play in Spanish of La princesa y el guisante. Culture Lesson: Talk about siestas or naps that the students take daily and compare to the siestas that the students take daily in Spanish-speaking countries. Unit 2: The Tortoise and the Hare Lesson 8: Review and Assessment Objective: Students will be able to demonstrate knowledge and understanding of targeted vocabulary. Lesson 9: Animals Objective: Students will be able to name animals in Spanish. Verbs: 1. correr to run 2. caminar to walk Basic Vocabulary: 1. zorro fox 2. liebre hare 3. tortuga turtle 4. ganso goose Enrichment Vocabulary: 1. ratón mouse 2. león lion 3. rana frog 4. oso bear Culture Lesson: Talk about how there is more than one way of doing things. Everyone walks and runs differently. Relate to the story of The Tortoise and the Hare. Lesson 10: Days of the Week Objective: Students will say the days of the week in Spanish. Verbs: 1. caminar to walk 2. aplaudir to applaud 23

24 Basic Vocabulary: 1. lunes - Monday 2. martes - Tuesday 3. miércoles - Wednesday 4. jueves - Thursday 5. viernes - Friday 6. sábado - Saturday 7. domingo - Sunday Enrichment Vocabulary: 1. Qué día es hoy? What is today? 2. Hoy es. Today is (day of week). 3. Qué día fue ayer? What day was it yesterday? 4. Ayer fue. Yesterday was (day of the week). 5. Qué día será mañana? What day will tomorrow be? 6. Mañana será. Tomorrow will be (day of the week). Culture Lesson: Talk about the different percussion instruments. Lesson 11: Months of the Year Objective: Students will say the months of the year in Spanish. Verbs: 1. aplaudir to applaud 2. correr to run Basic Vocabulary: 1. enero - January 2. febrero - February 3. marzo - March 4. abril - April 5. mayo - May 6. junio - June 7. julio - July 8. agosto - August 9. septiembre - September 10. octubre - October 11. noviembre - November 12. diciembre - December Enrichment Vocabulary: 1. año year 2. meses - months 3. cumpleaños - birthdays 4. Cuál es la fecha de tu cumpleaños? What s the date of your birthday? 24

25 5. Mi cumpleaños es el (day) de (month). My birthday is on (Month) (day). Culture Lesson: Talk about how the months of the year are not capitalized in Spanish. Lesson 12: Seasons Objective: Students will describe and illustrate the four seasons when presented with picture clues. Verbs: 1. correr to run 2. indicar to indicate Basic Vocabulary: 1. el otoño - fall 2. el invierno - winter 3. la primavera spring 4. el verano summer Enrichment Vocabulary: 1. igual same 2. diferente different 3. las estaciones the seasons Culture Lesson: Talk about how the seasons of the year are different in other parts of the world. Lesson 13: Manners Objective: Students will express in Spanish responses associated with good manners. Verbs: 1. indicar to indicate Basic Vocabulary: 1. gracias thank you 2. por favor please 3. por nada/de nada you re welcome 4. con permiso excuse me 5. pase usted come in (or) gives one permission to cut in line Enrichment Vocabulary: 1. abrazo hug 2. beso kiss Culture Lesson: Teach the concept of hugging used as a greeting that is given to adults and friends. 25

26 Lesson 14: The Tortoise and the Hare Objective: Students will view the video of the puppet play The Tortoise and the Hare in Spanish. Culture Lesson: Talk about the moral that is depicted in the fable of The Tortoise and the Hare : Hard work and perseverance bring rewards. Review: Recycle the vocabulary. 26

27 Spanish Pronunciation Guide A abrazar [a-bra sar] to hug (Lesson 13) abrazo [a-bra so] embrace, hug (Lesson 13) abril [a-breel ] April (Lesson 11) Adiós. [a-dyos ] Goodbye. (Lesson 1) agosto [a-gos to] August (Lesson 11) amarillo [a-ma-ree yo] yellow (Lesson 3) amigo,a [a-mee go] friend (Lesson 1) anaranjado [a-na-ran-ha do] orange (Lesson 3) año [a nyo] year (Lesson 11) aplaudir [a-plow-deer ] to applaud (Lesson 10) arco iris [ar co ee rees] rainbow (Lesson 7) azul [a-sool ] blue (Lesson 3) B bailar [bi-lar ] to dance (Lesson 1) beso [be so] kiss (Lesson 13) blanco [blan co] white (Lesson 3) brazo [bra so] arm (Lesson 5) Buenos días. [bwe nos dee as] Good morning. (Lesson 2) 27

28 Buenas noches. [bwe nas no ches] Good night. (Lesson 2) Buenas tardes. [bwe nas tar des] Good afternoon. (Lesson 2) búho [boo oh] owl (Lesson 9) C cabeza (la) [ca-be sa] head (Lesson 5) café [ca-fe ] brown (Lesson 3) calcetines [cal-se-teen es] socks (Lesson 5) caminar [ca min-ar] to walk (Lesson 9) camisa [ca-mee sa] shirt (Lesson 5) cantar [can-tar ] to sing (Lesson 1) carrera (la) [ca-rre ra] race (Lesson 14) catorce [ca-tor se] fourteen (Lesson 4) cinco [seen co] five (Lesson 4) colchones [col-cho nes] mattresses (Lesson 7) comer [co-mer ] to eat (Lesson 6) Cómo estás tú? [co mo es-tas too] (Informal) How are you? (Lesson 2) Cómo está usted? [co mo es-ta oos ted] (Formal) How are you? (Lesson 2) conejo [co-ne ho] rabbit (Lesson 9) con permiso [con per-mee so] excuse me (Lesson 13) contar [con-tar ] to count (Lesson 4) 28

29 correr [co-rehr ] to run (Lesson 9) cuatro [kooa tro] four (Lesson 4) cumpleaños [koom-ple-a nyos] birthday (Lesson 11) D de nada [de na da] you are welcome (Lesson 13) despacio [des-pa syo] slow (Lesson 14) diciembre [dee-syem bre] December (Lesson 11) dieciséis [die-see-seh eese] sixteen (Lesson 4) diecisiete [die-see syeh-teh] seventeen (Lesson 4) diecinueve [die-see nweh-beh] nineteen (Lesson 4) dieciocho [die-see oh-cho] eighteen (Lesson 4) diez [diez] ten (Lesson 4) diferente [dee-fe-ren te] different (Lesson 12) doce [do seh] twelve (Lesson 4) domingo [do-min go] Sunday (Lesson 10) dormir [dor-meer ] to sleep (Lesson 7) dos [dos] two (Lesson 4) E enero [e-ne ro] January (Lesson 11) 29

30 espalda (la) [es-pal da] back (Lesson 5) estaciones (las) [es-ta-syon es] seasons (Lesson 12) F febrero [fe-bre ro] February (Lesson 11) G ganso [gan so] goose (Lesson 9) gracias [gra syas] thank you (Lesson 13) guisantes [gee-san te] peas (Lesson 6) H hasta luego [as ta lwe go] see you later (Lesson 2) hola [o la] hello (Lesson 1) I igual [ee-gwal ] same (Lesson 12) indicar [een-dee-car ] to indicate (Lesson 12) invierno (el) [een-byer no] winter (Lesson 12) 30

31 J jueves [hue vez] Thursday (Lesson 10) julio [hu lyo] July (Lesson 11) junio [hu nyo] June (Lesson 11) L león [le-on ] lion (Lesson 9) liebre [lye bre] hare (Lesson 9) limón [lee-mon ] lemon (Lesson 6) lunes [lu nes] Monday (Lesson 10) M mamá [ma-ma ] mother (Lesson 7) mano (la) [ma no] hand (Lesson 5) manzana [man-sa na] apple (Lesson 6) marrón [ma-rron ] brown (Lesson 3) martes [mar tes] Tuesday (Lesson 10) marzo [mar so] March (Lesson 11) mayo [ma yo] May (Lesson 11) meses [mes es] months (Lesson 11) miércoles [myer co-les] Wednesday (Lesson 10) 31

32 mira [mee rah] look (Lesson 7) morado [mo-ra do] purple (Lesson 3) N naranja [na-ran ha] orange (Lesson 6) negro [ne gro] black (Lesson 3) noviembre [no-byem bre] November (Lesson 11) nueve [nwe beh] nine (Lesson 4) nuevo,a [nwe bo] new (Lesson 1) O ocho [o cho] eight (Lesson 4) octubre [oc-tu bre] October (Lesson 11) once [on se] eleven (Lesson 4) oso [o so] bear (Lesson 9) otoño (el) [o-to nyo] fall (Lesson 12) P pajaritos [pa-ha-ree tos] birds (Lesson 7) pantalones [pan-ta-lo nes] pants (Lesson 5) papá [pa-pa ] father (Lesson 7) 32

33 papas [pa pas] potatoes (Lesson 6) pase usted [pa se oos ted] come in (Lesson 13) pierna (la) [pyer na] leg (Lesson 5) pies (los) [pyes] feet (Lesson 5) piyama [pee-ya ma] pajamas (Lesson 5) pijama [pee-ha ma] pajamas (Lesson 5) pintar [peen-tar ] to paint (Lesson 3) plátano [pla ta-no] banana (Lesson 6) por favor [por fa-bor ] please (Lesson 13) primavera (la) [pree-ma-be ra] spring (Lesson 12) princesa [preen-se sa] princess (Lesson 4) pronto [pron to] fast (Lesson 14) prueba [pru-e ba] test (Lesson 4) Q quince [kin ce] fifteen (Lesson 4) R rana [rra na] frog (Lesson 9) rápido [rra pee-do] fast (Lesson 14) ratón [rra-ton ] mouse (Lesson 9) 33

34 rojo [rro ho] red (Lesson 3) rosado [rro sa-do] pink (Lesson 3) S sábado [sa ba-do] Saturday (Lesson 10) saludar [sal-u-dar ] to greet (Lesson 2) seis [seh eese] six (Lesson 4) septiembre [sep-tyem bre] September (Lesson 11) siete [si-e te] seven (Lesson 4) T tengo [ten go] I have (Lesson 1) tomates [to-ma tes] tomatoes (Lesson 6) tortuga [tor-tu ga] turtle (Lesson 9) trece [tre se] thirteen (Lesson 4) tres [tres] three (Lesson 4) tú [too] you informal (Lesson 2) U uno [oo no] one (Lesson 4) usted [oos ted] you formal (Lesson 2) 34

35 uvas [u bas] grape (Lesson 6) V veinte [beh-een teh] twenty (Lesson 4) verano (el) [bah-rah no] summer (Lesson 12) verde [behr deh] green (Lesson 3) vestido [bes-tee do] dress (Lesson 5) vestir [bes-teer ] to dress (Lesson 5) viernes [byer nes] Friday (Lesson 10) Z zapato [sa-pa to] shoe (Lesson 5) zorro [so rro] fox (Lesson 9) 35

36 Overview of Program Unit 1: The Princess and the Pea Unit 1 Pre-Assessment Nuevos Amigos Kindergarten Lessons Pages Lesson #1: Introduction to the Spanish Language 1-3 Scope and Sequence A Songs 4-7 Black Line Master Lesson #2: Greetings 8-11 Scope and Sequence B Songs Black Line Master Lesson #3: Colors Scope and Sequence C Songs and Games Black Line Master Lesson #4: Numbers Scope and Sequence D Songs and Games Black Line Master Lesson #5: Clothes and Body Parts Scope and Sequence E Songs 28 Black Line Master 36

37 Pages Lesson #6: Vegetables and Fruits Scope and Sequence F Songs 31 Black Line Master Lesson #7: The Princess and the Pea Scope and Sequence G Songs 34 Puppet Play: The Princess and the Pea 1-8 Unit 2: The Tortoise and the Hare Nuevos Amigos Kindergarten Lessons Lesson 8: Review Scope and Sequence H Songs and Games Unit 1 Post-Assessment Unit 2 Pre-Assessment Lesson #9: Animals Scope and Sequence I Songs and Games Black Line Master Lesson #10: Days of the Week Scope and Sequence J Songs Black Line Master 37

38 Pages Lesson #11: Months of the Year Scope and Sequence K Songs and Art Activity Black Line Master Lesson #12: Seasons Scope and Sequence L Songs and Poems 57 Black Line Master Lesson #13: Manners Scope and Sequence M Songs 60 Black Line Master Lesson #14: The Tortoise and the Hare 61 Scope and Sequence N Songs The Puppet Play: The Tortoise and the Hare 1-6 Review Unit 2 Post-Assessment Supplementary Activities 1. Parrot Coloring Page - Lesson 3 2. Castle Pages - Lesson 3 3. Numbers in Spanish from #1-10 and # Lesson 4 4. Mayan Counting Book - Lesson 4 5. Paper doll of the Princess - Lesson 5 6. Paper dolls from Mexico - Lesson 5 7. Fruits Lesson 6 8. Celebrating Independence Day - Lesson Seasons of the year - Lesson The Tortoise and the Hare Color Page Lesson 14 38

39 NUEVOS AMIGOS Kindergarten Spanish Distance Learning Program Unit 1: The Princess and the Pea Lesson 1 Introduction to the Spanish Language Lesson 2 Greetings Lesson 3 Colors Lesson 4 Numbers Lesson 5 Clothes and Body Parts Lesson 6 Vegetables and Fruits Lesson 7 Puppet Play The Princess and the Pea Unit 2: Jack and the Beanstalk Lesson 8 Review Lesson 9 Animals Lesson 10 Days of the Week Lesson 11 Months of the Year Lesson 12 Seasons Lesson 13 - Manners Lesson 14 Puppet Play The Tortoise and the Hare 39

40 Lesson 1: Introduction to the Spanish Language Objective: Students will become exposed to a second language by listening, reading, writing and speaking and by using an informal and a fun interactive approach. Review: Read the story of The Princess and the Pea in English. NUEVOS AMIGOS 1 Verbs: 1. bailar to dance 2. cantar to sing Basic Vocabulary: 1. hola - hello 2. nuevos - new 3. amigos friends 4. Adiós. - Goodbye. Activity One: Sing the Nuevos Amigos Theme Song by introducing the verbs bailar (to dance) and cantar (to sing). The song is sung to the tune of La víbora de la mar. Materials needed: Assessment- 1. Spanish Journals 2. pencils 3. crayons Class big book- 1. paper 2. stapler 3. pencils 4. crayons Directions: Have the students stand in a circle and sing a song while greeting each other and performing action of verb. NUEVOS AMIGOS Hola! Hola! NUEVOS AMIGOS, NUEVOS AMIGOS, NUEVOS AMIGOS. Hola! Hola! NUEVOS AMIGOS, TEKS: Social Studies K.15-A, B, C, D Language Arts K.2-B; K.13-A, B Kindergarten 1

41 Hoy vamos a bailar. Bailar, bailar, bailar, bailar, bailar, bailar. (6) La, la, la, la, la, la, la, la, la, la. (10) NUEVOS AMIGOS Hola! Hola! NUEVOS AMIGOS, NUEVOS AMIGOS, NUEVOS AMIGOS. Hola! Hola! NUEVOS AMIGOS, Hoy vamos a cantar. Cantar, cantar, cantar, cantar,cantar, cantar. (6) La, la, la, la, la, la, la, la, la, la. (10) Activity Two: Sing the song: Tengo, tengo to the tune of Ten Little Indians. Directions: Have the students stand in a circle and select one student to walk around the inside of the circle and select one friend by the end of the tune. Keep adding one more amigo and counting until reaching the number five. Tengo, tengo Tengo, tengo un amigo. Tengo, tengo un amigo. Tengo, tengo un amigo. Tengo un amigo. Tengo, tengo dos amigos. Tengo, tengo dos amigos. Tengo, tengo dos amigos. Tengo dos amigos. Tengo, tengo tres amigos. Tengo, tengo tres amigos. Tengo, tengo tres amigos. Tengo tres amigos. Tengo, tengo cuatro amigos. Tengo, tengo cuatro amigos. Tengo, tengo cuatro amigos. Tengo cuatro amigos. Kindergarten Tengo, tengo cinco amigos. Tengo, tengo cinco amigos. Tengo, tengo cinco amigos. Tengo cinco amigos. 2

42 Enrichment Vocabulary: 1. amigo/amiga - friend 2. tengo - I have Titles in Spanish: In Spanish, only the first letter of the first word of a title is capitalized. For example, Tengo, tengo ( I have, I have ) or the title of a story La princesa y el guisante ( The Princess and the Pea ). Culture Lesson: What kind of friends do you have? By speaking more languages, you make more friends. Have the students practice saying hola to everyone they see. Assessment: 1. Journal *(Art): Draw friends. 2. *(Math and Art): Make a Tengo un amigo big book. *Kindergarten Center Activities Kindergarten 3

43 Unit 1: The Princess and the Pea Lesson 1 - Introduction to Spanish Objective: Students will become exposed to a second language by listening, reading, writing and speaking using a fun and informal interactive approach. Review: Read the book The Princess and the Pea. Sing the NUEVOS AMIGOS Theme Song using the verbs cantar and saludar. SPECIFIC TEKS: K.1 - A, B, C, D, E K.2 - A, B K.8 - A, C K.9 - B K.10 - A Activity #2: Sing the song: Tengo,tengo. Verbs: 1. cantar to sing 2. saludar to greet someone Basic Vocabulary: 1. hola - hello 2. nuevos - new 3. amigos friends 4. bailar - to dance 5. cantar - to sing 6. Adiós. - Goodbye. Enrichment Vocabulary: 1. amigo/a - friend 2. tengo - I have Activity: Sing the NUEVOS AMIGOS Theme Song. Culture Lesson: Explain to children that knowing more than one language leads to making more firends. Tell children to practice saying hola to everyone they see at school. TEKS: Social Studies - K A, B, C, D Language Arts - K.2 - B K.13 - A, B Assessment: 1. Journal writing: Draw friends in journal. 2. Make a class big book drawing friends and write: Tengo un amigo. Then on the last page write: Tengo (number) amigos. A

44 All lessons NUEVOS AMIGOS Theme Song (Tune to La víbora de la mar ) Hola! Hola!, NUEVOS AMIGOS, NUEVOS AMIGOS, NUEVOS AMIGOS. (ola, ola, nu-e-vos a-mi-gos, nu-e-vos a-mi-gos, nu-e-vos a-mi-gos.) Hola! Hola, NUEVOS AMIGOS! (ola, ola, nu-e-vos a-mi-gos!) Hoy vamos a *bailar. (oy va-mos a bai-lar.) *Substitute with a verb. Bailar, bailar, bailar, bailar, bailar, bailar. (6) (Act out action of verb) La, la, la, la, la, la, la, la, la, la. (10) Hola! Hola!, NUEVOS AMIGOS, NUEVOS AMIGOS, NUEVOS AMIGOS. Hola! Hola, NUEVOS AMIGOS! Hoy vamos a cantar. Cantar, cantar, cantar, cantar, cantar, cantar. (6) La, la, la, la, la, la, la, la, la, la. (10) ****************************************************** Kindergarten 4

45 A verb will be introduced at the beginning of each lesson. Directions: Please review the verb from the last lesson and substitute the new verb in each lesson by singing the NUEVOS AMIGOS Theme Song. 1. bailar (to dance), cantar (to sing) - Lesson 1 (bai-lar) (can-tar) 2. (review or R ) cantar, saludar (to greet someone) - Lesson 2 (sa-lu-dar) 3. R saludar, pintar (to paint) - Lesson 3 (pin-tar) 4. R pintar, contar (to count) - Lesson 4 (con-tar) 5. R contar, vestir (to dress) - Lesson 5 (ves-tir) 6. R vestir, comer (to eat) - Lesson 6 (co-mer) 7. R comer, caminar (to walk) - Lesson 9 (ca-mi-nar) 8. R camimar, aplaudir (to clap) - Lesson 10 (a-plau-dir) 9. R aplaudir, correr (to run) - Lesson 11 (co-rrer) 10. R correr, indicar (to indicate) - Lesson 12 (in-di-car) 11. R indicar, abrazar (to hug) - Lesson 13 (a-bra-zar) Kindergarten 5

46 New Friends (Song to the tune of La vívora de la mar ) Hello! Hello! New friends, new friends, new friends. Hello! Hello! New friends, we re going to sing today. (Substitute verb) Sing, sing, sing, sing, sing, sing. (6) (Act out verb.) La, la, la, la, la, la, la, la, la, la. (10) 1. to dance, to sing - Lesson 1 2. (review or R) to sing, to say hello - Lesson 2 3. R to say hello, to paint - Lesson 3 4. R to paint, to count - Lesson 4 5. R to count, to dress - Lesson 5 6. R to dress, to eat - Lesson 6 7. R to eat, to walk - Lesson 9 8. R to walk, to clap - Lesson R to clap, to jump over - Lesson R to jump over, to indicate - Lesson R to indicate, to hug - Lesson 13 Kindergarten 6

47 Lesson 1 Tengo, tengo (Tune to Ten Little Indians ) Tengo, tengo un amigo. (Ten-go, ten-go, un a-mi-go.) Tengo, tengo un amigo. Tengo, tengo un amigo. Tengo un amigo. Tengo, tengo dos amigos. (4) Tengo, tengo tres amigos. (4) Tengo, tengo cuatro amigos. (4) Tengo, tengo cinco amigos. (4) I Have, I Have I have, I have, I have a friend. I have, I have, I have a friend. I have, I have, I have a friend. I have, I have, I have a friend. I have, I have, I have two friends. (4) I have, I have, I have three friends. (4) I have, I have, I have four friends. (4) I have, I have, I have five friends. (4) Kindergarten 7

48 Nuevos Amigos Lesson 1: Introduction to Spanish Kindergarten hola nuevo amigos Adiós. bailar cantar

49 Lesson 2: Greetings Objective: Students will be able to greet each other in Spanish. Review: Sing the NUEVOS AMIGOS Theme Song. Review cantar (to sing) and introduce saludar (to greet someone). NUEVOS AMIGOS Hola! Hola! NUEVOS AMIGOS, NUEVOS AMIGOS, NUEVOS AMIGOS. Hola! Hola! NUEVOS AMIGOS, Hoy vamos a cantar. Cantar, cantar, cantar, cantar,cantar, cantar. (6) La, la, la, la, la, la, la, la, la, la. (10) NUEVOS AMIGOS 2 Materials needed: Assessments- 1. Spanish Journals 2. Pencils 3. Crayons NUEVOS AMIGOS Hola! Hola! NUEVOS AMIGOS, NUEVOS AMIGOS, NUEVOS AMIGOS. Hola! Hola! NUEVOS AMIGOS, Hoy vamos a saludar. Saludar, saludar, saludar, saludar, saludar, saludar. (6) La, la, la, la, la, la, la, la, la, la. (10) Verbs: 1. cantar to sing 2. saludar to greet someone TEKS: Language Arts K.2-B; K-13-A,B Social Studies K.15-A, B, C, D Kindergarten 8

50 Basic Vocabulary: 1. Buenos días. - Good morning. 2. Buenas tardes. - Good afternoon. 3. Buenas noches. - Good night. 4. Hasta luego. - See you later. Other Ways of Saying Goodbye in Spanish: There are other ways of saying goodbye that begin with the term hasta, and they also are translated as see you later. Hasta la vista means until next time, and hasta la próxima vez means until next time. Hasta mañana is often translated as see you later. Activity One: Sing the song Buenos días to the tune of Mary Had a Little Lamb. Directions: Have the students greet each other using the greetings. Divide the class into two groups. One group will ask the question, and the second will answer. Buenos días (Sung to the tune of Mary had a Little Lamb ) Buenos días. Cómo estás tú?, Cómo estás tú? Cómo estás tú? Buenos días. Cómo estás tú? Cómo estás tú? Muy bien, gracias, gracias, gracias. Muy bien, gracias, Muy bien, gracias. (Ask the teacher or an adult.) Buenos días. Cómo está usted?, Cómo está usted? Cómo está usted? Buenos días. Cómo está usted? Cómo está usted? Muy bien, gracias, gracias, gracias. Muy bien, gracias, Muy bien, gracias. Special Punctuation: The Spanish language uses special punctuation to warn the reader that the sentence will be either a question or an exclamation. To begin a question, an upsidedown question mark is used, and an upside-down exclamation point demonstrates an exclamation. Kindergarten 9

51 Activity Two: Sing the Finger Play Greeting Song to the tune of Thumpkin. Directions: Use one pointer finger to ask the question, and the second to answer the question. Finger Play Greeting Song Buenos días. Buenos días. Cómo estás? Cómo estás? Muy bien, gracias. Muy bien, gracias. Adiós. Adiós. Buenas tardes. Buenas tarde. Cómo estás? Cómo estás? Muy bien, gracias. Muy bien, gracias. Hasta luego. Hasta luego. Buenas noches. Buenas noches. Cómo estás? Cómo estás? Muy bien, gracias. Muy bien, gracias. Adiós. Adiós. Or Hasta luego. Hasta luego. Enrichment Vocabulary: 1. tú - you (familiar) 2. usted - you (formal) 3. Cómo estás tú - (familiar) How are you? 4. Cómo está usted? - (formal) How are you? Kindergarten 10

52 Culture Lesson: Tell the students that in Spanish you greet teachers and adults using usted, and tú is used to greet your friends. Have the students practice greeting friends and teachers using the appropriate form of you in Spanish. Tú and usted: There are two ways to express you in Spanish, the formal (usted) and the familiar (tú). The formal is used as an indication of respect when addressing elders and people in positions of authority, or when speaking to strangers. The familiar is used when addressing family, friends and colleagues. Assessment: 1. Journal (*Art): Have the students draw different times of the day and then take turns going in front of the class to say what greeting would be used in Spanish. 2. *(Social Studies): How many people did you greet? Make a graph dividing the class between groups or gender. *Kindergarten Center Activities Kindergarten 11

53 Unit 1: The Princess and the Pea Lesson 2 - Greetings Objective: Students will be able to greet each other in Spanish. Review: (re) review (in) - introduce Sing the song NUEVOS AMIGOS Theme Song using the verbs (re) cantar and (in) saludar. Verbs: 1. cantar to sing 2. saludar to greet someone Basic Vocabulary: 1. Buenos días. - Good morning. 2. Buenas tardes. - Good afternoon. 3. Buenas noches. - Good evening. 4. Hasta luego. - See you later. Activity: Sing the song Buenos días amigos. Sing to the tune of Mary had a Little Lamb. Culture Lesson: Explain to children that tú and usted both mean you; however, usted is used with strangers and adults out of respect. Children will sing the Finger Play Greeting Song sung to the tune of the Where is Thumpkin?. SPECIFIC TEKS: K.1 - A, B, C, D K.2 - A, B K.8 - A, C TEKS: Language Arts - K.2 B; K.13 - A Social Studies - K.15 - A, B, C, D Enrichment Vocabulary: 1. tú you (familiar) 2. usted you (formal) 3. Cómo estás tú? (informal) - How are you? 4. Cómo está usted? (formal) - How are you? Activity 2: Sing the song Buenos días. Sing to the tune of Where is Thumpkin? Assessment: 1. Journal writing: Have the students draw a morning, afternoon and evening scene. Then, have the students take turns going in front of the class to say what greeting would be said for that time of the day in Spanish. TEKS: Language Arts - K.8 A; K.10 C; K.14 - D, E ; K.15 - A, B, C ; K.16 B

54 Buenos días Kindergarten (Tune to the of Mary Had a Little Lamb ) Buenos días. Cómo estás tú? (Bue-nos dí-as, có-mo es-tás tú?) Cómo estás tú? Cómo estás tú? Buenos días. Cómo estás tú? Cómo estás tú? Muy bien, gracias, (Mui bien, gra-ci-as) gracias, gracias. Muy bien, gracias. Muy bien, gracias. (Ask the teacher or an adult.) Buenas tardes. Cómo está usted?, (Bue-nas tar-des. Có-mo es-tá us-ted?) Cómo está usted? Cómo está usted? Buenas tardes. Cómo está usted? Cómo está usted? Muy bien, gracias, gracias, gracias. Muy bien, gracias. Muy bien, gracias. Buenas noches. Cómo estás tú?, (Bue-nas no-ches. Có-mo es-tás tu?) Cómo está usted? Cómo estás tú? Buenas noches. Cómo estás tú? Cómo estás tú? Muy bien, gracias, gracias, gracias. Muy bien, gracias. Muy bien, gracias. Lesson 2 12

55 Greeting Song Good morning. How are you? How are you? How are you? Good morning. How are you? How are you? Very well, thank you, thank you, thank you. Very well, thank you, thank you, thank you. Very well, thank you, very well, thank you. (Repeat two more times.) 1. Good afternoon 2. Good evening Kindergarten 13

56 Lesson 2 Finger Play Greeting Song (Song is sung to the tune of Where is Thumpkin? ) Buenos días. Buenos días. Cómo estás? Cómo estás? Muy bien, gracias. Muy bien, gracias. Adiós; adiós. (A-dios; a-dios.) Repeat two more times. 1. Buenas tardes. 2. Buenas noches. Finger Play Greeting Song (Song is sung to the tune of Where is Thumpkin? ) Good morning. Good morning. How are you? How are you? Very well thank you. Very well thank you. Goodbye; goodbye. Repeat two more times. 1. Good afternoon. 2. Good evening. Kindergarten 14

57 Nuevos Amigos Lesson 2: Greetings Kindergarten Buenos días. Buenas tardes. Buenas noches. Hasta luego. saludar

58 Lesson 3: Colors Objective: Students will identify and name colors. Review: Sing the Nuevos Amigos Theme Song. Review saludar (to greet someone) and introduce pintar (to paint). Refer to lesson 1 for the words to the song. NUEVOS AMIGOS 3 Verbs: 1. saludar to greet someone 2. pintar to paint Materials needed: Basic Vocabulary: TEKS: Language Arts K.2-A, B, C, C; K.2-A, B; K.4-A, C; K.13- A, B Social Studies K.15-A, B, C, D Kindergarten 1. rojo - red 2. azul - blue 3. amarillo - yellow 4. anaranjado - orange 5. morado - purple 6. verde - green 7. De qué color es (color)? - What color is the (color)? Activity One: Sing the song: De qué color es el cielo? to the tune of For He s a Jolly Good Fellow. De qué color es el cielo? De qué color es el cielo? (3) El cielo es azul. De qué color es Picos? (3) Picos es verde. Activity #2- Flyswatter Game- 1. Two flyswatters 2. Color cards 3. Glue 4. Poster Culture Lesson- Parrot Feather Game- 1. Six colors of construction paper 2. Scissors 3. Glue/stapler 4. Sentence strips Assessment- 1. Spanish Journal 2. Six colors of construction paper 3. Handout of parrot 3. Glue 4 Scissors 15

59 De qué color es el arco iris? (3) El arco irs es rojo. El arco iris es anaranjado. El arco iris es amarillo. El arco iris es verde. El arco iris es azul. El arco iris es morado. Enrichment Vocabulary: 1. negro - black 2. blanco - white 3. café - brown 4. rosado pink Activity Two: Play the Matamoscas ( The Flyswatter Game ) by using two flyswatters and nine color cards. Directions: You will need two flyswatters and nine color cards with pictures. Place the cards on the floor. Divide the class into two teams. Teacher or student calls out the vocabulary word. First person to touch the correct picture with the flyswatter gets a point for their team. Kids love this game! Culture Lesson: Why do the native people such as the Inca from Perú, the Maya from Mexico and Central America and the Aztec from Mexico use bright colors? They took all of their colors from nature such as the bright colors of the parrot, the quetzal bird and/or the papagallo. Have the students color a parrot. Directions: Have the students color the parrot by using different colors and also by reviewing the names of the colors in Spanish. Have the students refer to a picture of a parrot. Assessment: Kindergarten 1. Journal: Draw pictures to depict the different colors and label the colors in Spanish. 2. *(Art): Color parrot and draw his tail with feathers in six colors learned in Spanish. 3. *(Language Arts): Play the Parrot Feather Game to review the colors. *Kindergarten Center Activities 16

60 Parrot Feather Game : Directions: Make extra feathers in different colors and use a sentence strip to attach feathers. Choose one child to go to the front of the class and sit with his/ her back to the class. Two teams can be formed. Place the headband on the child s head and tape or staple a feather. The child has three chances to guess the color of the feather. Student: Es amarilla? Class: No, no es amarilla. Student: Es azul? Class: Sí, es azul. If the child guesses correctly, he or she may choose another feather for the next round. If the child does not guess correctly, he or she must give the headband to a student from the other team. Gender of the Color: When colors are used as adjectives in Spanish, the gender of color must agree with the gender of the noun being described. For example, using el pájaro amarillo, pájaro is masculine, so amarillo must also be masculine. Exclamations and Interrogatives in Spanish: The following words have a specific meaning when spelled with an accent: qué what cómo what, how quién who dónde where cuánto how many The same words change in meaning when spelled without an accent: que that como as, like quien who noninterrogative donde where, wherein, whither, in which cuanto with regard to, as for Kindergarten 17

61 Unit 1: The Princess and the Pea Lesson 3 - Colors Objective: Students will identify and name eight colors in Spanish. Review: Sing the Nuevos Amigos Theme Song and (re) saludar and (in) pintar. Verbs: 1. saludar to greet someone 2. pintar to paint Basic Vocabulary: 1. azul - blue 2. verde - green 3. rojo - red 4. anaranjado - orange 5. morado - purple 6. amarillo - yellow Activity #1: Sing the song De qué color es?. Sing to the tune of For He s a Jolly Goodfellow. Culture Lesson: Show a picture of a tropical forest bird such as the guacamaya or the quetzal to depict the many colors in nature. Explain to students that the natives chose to dress in these bright colors because they loved nature. Play the Parrot Feather Game. SPECIFIC TEKS: Language Arts: K.1 - A, B, C, D K.2 - A, B K.4 - A K.8 - A, C TEKS: Language Arts - K.2 B; K.13 A Social Studies - K.15 - A, B, C, D Enrichment Vocabulary: 1. gris - gray 2. blanco - white 3. rosado - pink 4. café - brown 5. negro - black Activity #2: Play the Flyswatter Game. Assessment: 1. Make a parrot (guacamaya or quetzal) and make his tail with feathers in six colors learned in Spanish. TEKS: Science - K.6-6C C

62 De qué color es el cielo? (Sung to the tune of For He s a Jolly Good Fellow ) De qué color es el cielo? (3) El cielo es azul. De qué color es Picos? (3) Picos es verde. De qué color es el arco iris? (3) El arco iris es rojo. El arco iris es anaranjado. El arco iris es amarillo. El arco iris es verde. El arco iris es azul. El arco iris es morado. What Color is the Sky? (Sung to the tune of For He s a Jolly Good Fellow ) What color is the sky? What color is the sky? What color is the sky? The sky is blue. What color is Picos? What color is Picos? What color is Picos? Picos is green. What color is the rainbow?(3) The rainbow is red. The rainbow is orange. The rainbow is yellow. The rainbow is green. The rainbow is blue. The rainbow is purple. Lesson 3 Kindergarten 18

63 The Flyswatter Game : Play the Matamoscas ( The Flyswatter Game ) by using two flyswatters and nine color cards. Directions: You will need two flyswatters and nine color cards with pictures. Place the cards on the floor. Divide the class into two teams. Teacher or student calls out the vocabulary word. First person to touch the correct picture with the flyswatter gets a point for their team. Kids love this game! The Parrot Feather Game : Play Las plumas del loro ( The Parrot Feather Game ) by using the feather pattern to make feathers in different colors and make a feathered headband. Directions: Make extra feathers in different colors and use a sentence strip to attach feathers. Choose one child to go to the front of the class and sit with his/ her back to the class. Two teams can be formed. Place the headband on the child s head and tape or staple a feather. The child has three chances to guess the color of the feather. Student: Es amarilla? Class: No, no es amarilla. Student: Es azul? Class: Sí, es azul. If the child guesses correctly, he or she may choose another feather for the next round. If the child does not guess correctly, he or she must give the headband to a student from the other team. Kindergarten 19

64 pintar Nuevos Amigos Lesson 3: Colors Kindergarten rojo amarillo verde azul anaranjado morado

65 Lesson 4: Numbers NUEVOS AMIGOS Objective: Students will identify, name and count numbers one through ten. Review: Sing the Nuevos Amigos Theme Song. Review pintar (to paint) and introduce contar (to count). Refer to lessons 1 and 2 for the words to the song. Verbs: Basic Vocabulary: TEKS: Social Studies K.15-A, B, C, D Math K.1-A, B, C Language Arts K.1-A, B, C, D; K.2-A, B; K.4-A, C; K.13- A, B Kindergarten 1. pintar to paint 2. cantar to sing 1. uno - one 2. dos - two 3. tres - three 4. cuatro - four 5. cinco - five 6. seis - six 7. siete - seven 8. ocho - eight 9. nueve - nine 10. diez ten Activity One: Sing the song Había una vez una princesa linda to the tune of El barquito. Había una vez una princesa linda Había una vez una princesa linda. (3) Y sabía, y sabía, y sabía como contar. (2) 1-2-3, 4-5-6, 1-2-3, 4-5-6, 1-2-3, 4-5-6, 4 Materials needed: Activity #2- Game 1. Number cards Culture Lesson- Mayan numbers: 1. Handout of Mayan numbers 2. Beans 3. Pretzels 4. Glue 5. Paper Assessment- Bean Bag Toss: 1. Bean bags 2. Shape of castle 3. Marker to write numbers on poster 20

66 , 9 y , 9 y 10. Enrichment Vocabulary: 1. princesa - princess 2. prueba - test 3. once - eleven 4. doce - twelve 5. trece - thirteen 6. catorce - fourteen 7. quince - fifteen 8. dieciséis - sixteen 9. diecisiete - seventeen 10. dieciocho - eighteen 11. diecinueve - nineteen 12. veinte - twenty Activity Two: Play the game Cuál falta? (What number is missing? ). The objective of the game is to figure out what numbers are missing. Directions: Students are given number cards and are to put the number cards in sequence on the chalk tray. Remove one of the cards and have the students recite in Spanish which card is missing. Culture Lesson: Demonstrate how different cultures count. The Mayan used cacao beans. Talk about the Mayan culture. Tell the students that the Mayans lived in Central America and Mexico for thousands of years. Mention how they developed a more efficient system of arithmetic than the Romans. In Mayan numbers, a dot represented one and a bar represented five. Traders used cacao beans and sticks to show dots and bars, with a shell meaning zero. Play The Mayan Counting Game and make a counting book. Use one shell, pinto beans and long pretzels to teach students how the Mayan people counted. Assessment: 1. Journal (*Math): Write the numbers from (*Math): Play the Bean Bag Toss to review the numbers from Kindergarten 21

67 Throw a bean bag on a number and have the students say it in Spanish. 3. (*Art): Use the castle page and have the students make a puzzle by cutting it into ten puzzle pieces. *Kindergarten Center Activities Kindergarten 22

68 Unit 1: The Princess and the Pea Lesson 4 - Numbers Objective: Students will identify, name and count numbers one through ten. Review: Sing the song NUEVOS AMIGOS Theme Song using the verbs (re) pintar and (in) cantar. SPECIFIC TEKS: Language Arts: K.1 - A, B, C, D K.2 - A, B K.4 - A K.8 - A, C Math K.1 Enrichment Vocabulary: 1. princesa - princess 2. prueba - test 3. once - eleven 4. doce - tweleve 5. trece - thirteen 6. catorce - fourteen 7. quince - fifteen 8. dieciséis - sixteen 9. diecisiete - seventeen 10. dieciocho - eighteen 11. diecinueve - nineteen 12. veinte - twenty Verbs: 1. pintar to paint 2. cantar to sing Basic Vocabulary: 1. uno - one 2. dos - two 3. tres - three 4. cuatro - four 5. cinco - five 6. seis - six 7. siete - seven 8. ocho - eight 9. nueve - nine 10. diez - ten Activity #2: Activity: Play the game Cuál falta? Sing the song Había una vez una princesa linda. Assessment: Culture Lesson: Demonstrate how different cultures count. Show how the Mayans counted. Use pinto beans and long pretzels to teach students how Mayans counted. *Make a Mayan Counting Book. TEKS: Social Studies: K.15 - A, B, C, D Math: K.1 - A, B, C Language Arts: K.2 - B K.13 - A, B 1. Play the Bean Bag Toss Game to review the numbers Make the game board in the shape of a castle. TEKS: Math: K.1 - A, B, C D

69 Lesson 4 Había una vez una princesa linda (Sung to the tune of Había una vez un barco chiquitito ) Había una vez una princesa linda. (3) Y sabía, y sabía, y sabía como contar. (2) 1-2-3, 4-5-6, 1-2-3, 4-5-6, 1-2-3, 4-5-6, 7-8, 7-8, 7-8, , 7-8, 7-8, Once Upon a Time There was a Little Princess Once upon a time there was a little princess. (3) And she knew, and she knew, and she knew how to count. (2) 1-2-3, 4-5-6, 1-2-3, 4-5-6, 1-2-3, 4-5-6, 7-8, 7-8, 7-8, , 7-8, 7-8, Kindergarten 23

70 What number is missing? - Play the game Cuál falta? ( What number is missing? ) The objective of the game is to figure out what numbers are missing. Directions: Students are given number cards and are to put the number cards in sequence on the chalk tray. Remove one of the cards and have the sudents recite in Spanish which card is missing. The Bean Bag Toss - Play The Bean Bag Toss to review the numbers from Directions: Write numbers on a poster from 11 to 20. Throw a bean bag on a number and have the students say it in Spanish. Play the game the Bean Bag Toss by using fruit pictures. Directions: Have the students take turns throwing a bean bag on a picture of fruit while saying the name of the fruit in Spanish. Kindergarten 24

71 diez contar Nuevos Amigos Lesson 4: Numbers Kindergarten uno dos tres cuatro cinco seis siete ocho nueve 10

72 Nuevos Amigos Lesson 4: Numbers Kindergarten once doce trece catorce quince dieciseis diecisiete dieciocho diecinueve 20 veinte contar

73 Lesson 5: Clothes and Body Parts Objective: Students will be able to name family members and body parts in Spanish. Review: Sing the Nuevos Amigos Theme Song. Review contar (to count) and introduce vestir (to dress). Verbs: 1. contar to sing 2. vestir - to dress NUEVOS AMIGOS 5 Materials needed: Basic Vocabulary: 1. zapatos - shoes 2. vestido - dress 3. pantalones - pants 4. camisa - shirt 5. calcetines - socks 6. piyama pajamas Activity #1-1. Paper dolls 2. Scissors Assessment- 1. Spanish Journal 2. Handout of paper dolls Activity One: Color and cut paper doll. Dress with clothing items. Enrichment Vocabulary: 1. la espalda - back 2. la cabeza - head 3. los brazos - arms 4. las manos - hands 5. las piernas - legs 6. los pies - feet Definite Article: Use the definite articles to talk about a part of the body or an article of clothing when the possesor is clearly understood. For example: Me duele la cabeza. TEKS: Language Arts K.1-A, B, C, D; K.2-A, B; K.8-A, C; K.13-A, B Kindergarten 25

74 Singular: Plural: el brazo los brazos la mano las manos la pierna las piernas el pie los pies Activity Two: Sing the song: Me duele to the tune of A Tisket-A-Tasket. Me duele Me duele, me duele, me duele la espalda, y no sé por qué, me duele la cabeza. Me duelen, me duelen, me duelen los brazos, y no sé por qué, me duelen las manos. Me duelen, me duelen, me duelen las piernas, y no sé por qué, me duelen los pies. Y ya no puedo bailar el cha-cha-cha! Culture Lesson: Clothes are used for different occasions. For example, special clothes that are worn by cowboys such as sombrero, chaparreras (chaps in English), and bandana (bandanna in English) come from the Spanish language. Did you know that the first vaqueros were from Spain? Vocabulario In the charro culture of northern Mexico, a rancho was an estate devoted to cattle raising. These longhorn vacas were herded by vaqueros, a word which was altered by Texans to buckaroos. In the same way mesteno became mustang, jaquima became hackamore, and juzgado (jail) became hoosegow. The vaquero wore a sombrero and chaparreras, shortened to chaps. Other charro terms which became part of the western vocabulary included bronco, corral, la reata, lazo, rodear, remuda, caballado, adobe and arroyo. (Historic Ranches of the Old West, page 2) Kindergarten 26

75 Assessment: 1. Journal (*Art): Have the students draw or label parts of the body. 2. (*Art and Language Arts): Students will name clothes and body parts. *Kindergarten Center Activities More than One Name for Clothing Items: There are various ways of naming one item in Spanish. This is due to regional, cultural and dialectal influences on the the language. This example can be clearly exhibited by examining the different names for pajamas in Spanish. Pajamas are called the following names and may be used in the feminine or singular form and also in the singular or plural form: Singular: la piyama la payjama el pijama el pyjama Plural: las piyamas las payjamas los pijamas los pyjamas Kindergarten 27

76 Unit 1: The Princess and the Pea Lesson 5 - Clothes and Body Parts Objective: Students will be able to name and recognize clothing items and body parts in Spanish. Review: Sing song NUEVOS AMIGOS Theme Song using verbs (re) contar and (in) vestir. Verbs: 1. contar to count 2. vestir to dress Basic Vocabulary: 1. zapatos - shoes 2. vestido - dress 3. pantalones - pants 4. camisa - shirt 5. piyama - pajamas *pijama is another way of saying pajamas in Spanish. Activity #1: Color and cut paper doll. Dress with clothing items. Culture Lesson: Clothes are used for different occasions. For example, special clothes are worn by cowboys. In Spanish, the cowboy is called a vaquero. The Spaniards were the first vaqueros. TEKS: Language Arts: K.2 - B K.13 - A, B SPECIFIC TEKS: K.1 - A, B, C, D K.2 - A, B K.8 - A, C Enrichment Vocabulary: 1. la espalda - back 2. la cabeza - head 3. los brazos - arms 4. las manos - hands 5. las piernas - legs 6. los pies - feet Singular Plural 1. el brazo los brazos 2. la manos las manos Activity #2: Sing the song: Me duele. Assessment: 1. Journal: Have the students draw and/or label the parts of the body in Spanish. 2. Students will name clothes and body parts. Use the paper doll handout. TEKS: Language Arts: K.8 - A E

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78 Me duele (Sung to the tune of A Tisket-A-Tasket ) Lesson 5 Me duele, me duele, me duele la espalda, y no sé porqué, me duele la cabeza. Me duelen, me duelen, me duelen los brazos, y no sé porqué, me duelen las manos. Me duelen, me duelen, me duelen las piernas, y no sé porqué, me duelen los pies. Y ya no puedo bailar el cha-cha-cha! It Hurts (Sung to the tune of A-Tisket-A-Tasket ) My back is hurting. My back is hurting. And I don t know why, my head is also hurting. My arms are hurting. My arms are hurting. And I don t know why, my hands are also hurting. My legs are hurting. My legs are hurting. And I don t know why, my feet are also hurting. And I don t know why, my feet are also hurting. I can t dance my favorite, my favorite cha-cha-cha. Kindergarten 28

79 Nuevos Amigos Lesson 5: Clothes Kindergarten zapatos vestido pantalones piyama camisa vestir

80 Lesson 6: Fruits and Vegetables NUEVOS AMIGOS Objective: Students will be able to name some fruits and vegetables. Review: Sing the song Nuevos Amigos. Review the verb vestir (to dress) and introduce the verb comer (to eat). Verbs: Basic Vocabulary: 1. vestir to dress 2. comer to eat *More than one: Singular Plural la manzana las manzanas la naranja las naranjas la uva las uvas el plátano los plátanos el limón los limones 1. manzana - apple 2. naranja - orange 3. uvas - grapes 4. plátano - banana 5. limón lemon 6 Materials needed: Activity #1-1. Bean bags 2. Fruit pictures Assessment- 1. Spanish Journals 2. Paper (for book) 3. Crayons 4. Stapler Activity One: Play the game the Bean Bag Toss by using fruit pictures. Directions: Have the students take turns throwing a bean bag on a picture of a fruit while saying the name of the fruit in Spanish. TEKS: Language Arts K.1- A, B, C, D; K.2-A, B; K.2-3; K.8-A, C; K.10; K.13-A, B; K.14-D, E Math K.8; K.9-B Social Studies K.15-A, B, C, D Kindergarten 29

81 Enrichment Vocabulary: 1. papas - potatoes 2. tomates - tomatoes 3. guisantes - peas 4. Me gusta. - I like it. 5. Me gustan. - I like them. *More than one: Singular Plural la papa las papas el tomate los tomates el guisante los guisantes me gusta me gustan Activity Two: Sing the song Me gustan to the tune of We Wish You a Merry Christmas. Me gustan Me gustan los vegetales. Me gustan los vegetales. Me gustan los vegetales, y las frutas también. Manzanas, naranjas, uvas y limón, Papas, tomates, guisantes de a montón. Culture Lesson: Take a visit to a local grocery store and/or bring a tropical fruit for show and tell such as a mango, a jícama, a guava (a star fruit) and a papaya. Assessment: 1. Journal (*Art): Draw the fruits and vegetables. 2. (*Language Arts and Art): Make a Me gustan los vegetales book and include vegetables and fruits. 3. (*Langage Arts and Art): Color fruits and vegetables page. *Kindergarten Center Activities Kindergarten 30

82 Unit 1: The Princess and the Pea Lesson 6 - Fruits and Vegetables Objective: Students will be able to name some fruits and vegetables. Review: Sing the song NUEVOS AMIGOS Theme Song using the verbs (re) vestir and (in) comer. Verbs: 1. vestir to dress 2. comer to eat Basic Vocabulary: 1. manzana - apple 2. naranja - orange 3. uva - grape 4. plátano - banana 5. limón - lemon Activity #1: Play the game of the Bean Bag Toss Game using the fruit pictures. Have the students take turns throwing a bean bag on a fruit and naming the fruit in Spanish. Culture Lesson: Take a visit to a local grocery store and/or bring a tropical fruit for show and tell such as a mango, a jícama, a guava and a papaya.. TEKS: Language Arts: K.2-3 K.13 - A, B Social Studies: K.15 - A, B, C, D SPECIFIC TEKS: Langugage Arts: K.1 - A, B, C, D K.2 - A, B K.8 - A, C Math K.8 K.9 - B Enrichment Vocabulary: 1. papa - potato 2. tomate - tomato 3. guisantes - peas 3. me gusta - I like 4. me gustan - I like them Activity #2: Sing the song Me gustan los vegetales. Assessment: 1. Journal: Draw the fruits and vegetables and say and/or write their names in Spanish. 2. Make a Me gustan los vegetales ( I Like Vegetables ) big book. Include fruits and vegetables. TEKS: Language Arts: F

83

84 Me gustan los vegetales (Sung to the tune of We Wish You a Merry Christmas ) Me gustan los vegetales. Me gustan los vegetales. Me gustan los vegetales, y las frutas también. Manzanas, naranjas, uvas y limón, Papas, tomates, guisantes de a montón. Lesson 6 Fruits and Vegetables I like all kinds of veggies. I like all kinds of veggies. I like all kinds of veggies, And all kinds of fruit too. Apples, oranges, grapes and lemons, Potatoes, tomatoes, and lots and lots of peas. Kindergarten 31

85 Nuevos Amigos Lesson 6: Fruits Kindergarten manzana uvas plátano limón naranja comer

86 Lesson 7: The Princess and the Pea ( La princesa y el guisante ) Objective: Students will view the video of the puppet play in Spanish of La princesa y el guisante and review learned vocabulary. Review Basic Vocabulary: 1. Greetings 2. Colors 3. Numbers 4. Clothes and Body Parts 5. Vegetables and Fruits Activity One: View video. Enrichment Vocabulary: 1. arco iris - rainbow 2. pajaritos - birds 3. dormir - to sleep 4. colchones - mattresses 5. mira - look 6. papá - father 7. mamá - mother Activity Two: View video and find familiar vocabulary learned in lessons 1-6. Assessment: Act out puppet play. TEKS: Language Arts K.1-D, E; K.3-C; K.8-B; K.13- A, B Social Studies K.15-A, B, C, D Math K.1 Kindergarten NUEVOS AMIGOS 7 Materials needed: 1. TV/VCR 2. Puppet play video Assessment: 1. Puppet play - use paper to make copies of the puppet play. Diminutive Form: The endings of -ita and -ito indicate something small or young and also affection when addressing a young child. The word is pájaro, and the diminutive form is parjarito. The ita ending is used for feminine words such as the name Ana is Anita. 32

87 Sing the song: De colores and find words that are familiar like colores and me gustan. Also discover new words and have the students add these to their journals. De colores De colores, De colores se visten los campos en la primavera. De colores, De colores son los pajaritos que vienen de afuera. De colores, De colores es el arco iris Que vemos lucir. Y por eso Los grandes amores De muchos colores Me gustan a mí. (2) Culture Lesson: Talk about siestas (naps) that the students take daily and compare to the siestas that are also taken daily in Spanish-speaking countries. Explain how they close their shops during the afternoon to take their siestas and that this has been done for many hundreds of years. It is a custom. Ask the students if their parents take siestas. Make a chart to find out how many families do practice this custom. Kindergarten 33

88 Unit 1: The Princess and the Pea Lesson 7 - The Puppet Play Objective: Basic Vocabulary: Activity: Culture Lesson: Students will view the video of the puppet play in Spanish La princesa y el guisante. Review: Read the story of The Princess and the Pea before viewing the puppet play video. Review targeted vocabulary learned in lessons 1-6. TEKS: Social Studies: K.15 - A, B, C, D SPECIFIC TEKS: Language Arts: K.1 - D, E K.3 - C K.8 - B K.13 - A, B Math: K.1 K.1 Enrichment Vocabualry: View video. Activity #2: Sing De colores. View video. Talk about siestas (naps) that the kindergarten students take daily and compare to the siestas that are also taken daily in Spanish-speaking countries. Explain how they close their shops during the afternoon to take their siestas and that this has been done for many years. It is a custom. Ask the students if their parents take siestas. Make a chart. TEKS: Social Studies: K.15 - A, B, C, D Assessment: 1. Act out the puppet play. G

89 De colores De colores, de colores se visten los campos en la primavera. Lesson 7 De colores, de colores son los pajaritos que vienen de afuera. De colores es el arco iris que vemos lucir. Y por eso los grandes amores de muchos colores me gustan a mí. (2) Of Colors When the meadows, when the meadows burst forth in the cool dewy colors of springtime. When the swallows, when the swallows come bringing in clouds of bright colors from far off... When the rainbow, when the rainbow, spreads ribbons of color all over the sky. And I know why the splendors of true love are great and their colors the best ones of all. Kindergarten 34

90 La princesa y el guisante The Princess and the Pea (Spanish) Characters: La princesa Ana María El príncipe Pedro La reina Isabela El perro Doña Juana, La cubana, la criada (English) Characters: Princess Anne Marie Prince Peter Queen Isabel The dog Mrs. Joan, the Cuban, the maid Setting: During the Colonial period in Latin-America or during the time of El zorro. Scene I The prince is sitting on a chair in a room in a colonial castle. He is sad, pensive and tired. It is the afternoon. Narrator: Había una vez un príncipe que se quería casar con una verdadera princesa. No quería manzana, ni uvas, ni plátano. No quería comer nada. Estaba cansado de buscar y buscar y buscar a una verdadera princesa y no la podía encontrar. (Use shadow puppets to show the hundreds of princesses that have been interviewed by the queen and the prince.) Príncipe: Cien princesas! y no te gusta ninguna de ellas. Reina: No, no son verdaderas princesas. (Vocal crescendo.) No pasaron la prueba; no pasaron la prueba; no pasaron la prueba! Narrator: Once upon a time there was a prince who wanted to marry a real princess. He did not want to eat an apple, grapes or a banana. He did not want anything. He was tired of looking and looking and looking for a real princess, and he could not find one. Prince: One hundred princesses!!! And you do not like any of them. Queen: No, they are not real princesses. (Vocal crescendo.) They did not pass the test; they did not pass the test! 1

91 La princesa y el guisante The Princess and the Pea Príncipe: Por favor, mamá, tiene que haber una verdadera princesa. Reina: Sí, sí, sí. (Waving her hands in the air as if dismissing her son s wishes.) Prince: Please, mother, a real princess has to exist somewhere. Queen: Yes, yes, yes. (Waving her hands in the air dismissing her son s wishes.) (The queen and the prince exit stage.) Scene II SFX: Thunder, lightning and a knock at the door. Doña Juana, La cubana : (Doña Juana opens the door while singing the song.) Soy doña Juana, la cubana; soy doña Juana la cubana. ( She acts surprised.) Hola, buenas tardes, cómo está usted? Princesa Ana María: Hola, señora, estoy cansada y mojada. Doña Juana: Pase, por favor. (The princess enters the castle, and the maid closes the doors.) Scene II Mrs. Joan, The Cuban : (Mrs. Joan opens the door while singing the song.) I am Joan, the Cuban; I am Joan, the Cuban. (She acts surprised.) Hello, good afternoon. How are you? (formal) Princess Anne Marie: Hello, madam, I am tired and wet. Mrs. Joan: Please come in. (The princess enters the castle, and the maid closes the doors.) SFX: Door closing. Princesa Ana María: Yo soy una princesa. Me llamo la princesa Ana María, y mi papá me mandó. Reina Isabela: (The queen enters with the dog.) Quién es ella? Doña Juana: Ella dice que es una Princess Anne Marie: I am a princess. My name is Princess Anne Marie, and my father has sent me. Queen Isabel: (The queen enters with the dog.) Who is she? Mrs. Joan: She says that she is a real 2

92 La princesa y el guisante The Princess and the Pea princesa. Princesa Ana María: Sí, yo soy una verdadera princesa. Soy la princesa Ana María. (The dog makes a strange sound as if he were questioning her statement.) Reina Isabela: Pero, mira tu pelo. Qué horrible!; y mira tus zapatos sucios; y mira tu vestido. Qué feo! Princesa Ana María: Pero, sí soy una verdadera princesa. Reina Isabela: Ya veremos; ya veremos; ya veremos. (The queen points her finger and shakes her head as if she is planning to give her an exam.) princess. Princess Anne Marie: Yes, I am a real princess. I am a real princess. Queen Isabel: But, look at your hair. How horrible!; and look at your dirty shoes; and look at your dress. How ugly! Princess Anne Marie: But, I am truly a real princess. Queen Isabel: We shall see; we shall see; we shall see. (The queen points her finger and shakes her head as if she is planning to give her an exam.) Scene III Scene opens in a bedroom in the castle. The queen counts the mattresses and places a pea under the bottom of one. The maid piles the mattresses, and el perro tries to help. He bites one of the mattresses. Reina Isabela: Haber si pasa la prueba del guisante. (She laughs mischievously.) Vamos a contar los colchones: 1, 2, 3, 4, 5. Princesa Ana María: (The princess Queen Isabel: Let us see if she passes the pea test. (She laughs mischievously.) Let us count the mattresses: 1, 2, 3, 4, 5. Princess Anne Marie: (The Princess 3

93 La princesa y el guisante The Princess and the Pea enters and says that she would like to take a nap.) Mira a los colchones. Qué suaves son los colchones! (She yawns.) Voy a tomar una siesta. enters and says that she would like to take a nap.) Look at the mattresses. The mattresses are so soft! (She yawns.) I am going to take a nap. (Everyone exits the stage, and the princess climbs on to the mattresses and tries to sleep.) Princesa Ana María: No puedo, no puedo dormir. Me duele la cabeza. (She rings a bell. Doña Juana enters the room.) Doña Juana: (Sings song.) Soy doña Juana, la cubana; soy doña Juana, la cubana. Mande usted, qué necesita? Princesa Ana María: No puedo, no puedo dormir. Me duele la cabeza. Necesito más colchones. Doña Juana: Sí, señorita, con mucho gusto. Princesa Ana María: (The princess climbs down and waits for the mattresses and sings.) Me duele, me duele, me duele la cabeza, y no sé por qué me duele la cabeza. Princesa Ana María: Voy a contar los colchones: (She sings.) 1, 2, 3, 4, 5, 6, 7, 8, 9,10. (She climbs into bed and tosses and turns. Again Princess Anne Marie: I cannot; I cannot go to sleep. My head hurts. (She rings a bell. Mrs. Joan enters the room.) Mrs. Juana: (Sings song.) I am Joan, the Cuban; I am Joan, the Cuban. Yes, madam, what are you needing? Princess Anne Marie: I cannot; I cannot go to sleep. My head hurts. I need more mattresses. Mrs. Joan: Yes, madam, it is my pleasure to serve you. Princess Anne Marie: (The princess climbs down and waits for the mattresses and sings.) My head is hurting; my head is hurting, and I don t know why my head is hurting. Princess Anne Marie: I am going to count the mattresses: (She sings.) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10). (She climbs into bed and tosses and turns. Again 4

94 La princesa y el guisante The Princess and the Pea she complains about not being able to sleep.) No puedo, no puedo dormir. Me duelen los brazos. (She rings a bell.) Doña Juana: (She enters the stage and sings song.) Soy doña Juana, la cubana; soy doña Juana, la cubana. Mande usted, qué necesita? Princesa Ana María: No puedo, no puedo dormir. Me duelen los brazos. Dame más colchones por favor. Doña Juana: Sí, señorita, con mucho gusto. (Doña Juana exits.) Princesa Ana María: (Princess climbs down and waits for the mattresses and sings.) Me duelen, me duelen los brazos. Y no sé por qué me duelen los brazos. Mrs. Joan: (Doña Juana exits and enters again with dog. Placing the mattresses while singing a song, and Perro Pepe tries to help. He bites and pulls one. They name the mattresses by color as they stack them: red, green, black, orange and white.) Rojo, verde, negro, anaranjado y blanco. (She exits, and the dog barks.) Princess Ana María: (Princess she complains about not being able to sleep.) I cannot; I cannot sleep. My arms are hurting. Mrs. Joan: (She enters the stage and sings song.) I am Mrs. Joan, the Cuban; I am Joan, the Cuban. Yes, madam, what are you needing? Princess Anne Marie: I cannot; I cannot sleep. My arms are hurting. Please, give me more mattresses. Mrs. Joan: Yes, madam, it is my pleasure to serve you. (Mrs. Joan exits with dog.) Princess Anne Marie: (The princess climbs down and waits for the mattresses and sings.) My arms are hurting; My arms are hurting, And I don t know why, my arms are hurting. Doña Juana: (Doña Juana enters with dog. Placing the mattresses while singing a song, and Perro Pepe tries to help. He bites and pulls one. They name the mattresses by color as they stack them: red, green, black, orange and white.) Red, green, black, orange and white. (She exits, and the dog barks.) Princesa Ana María: (The princess 5

95 La princesa y el guisante The Princess and the Pea counts the number of mattresses in Spanish from 1-15). Voy a contar los colchones: 1, 2, 3, 4, 5, 6, 7, 8, 9. 10, 11, 12, 13, 14, 15. (She climbs into bed and tosses and turns. And again she complains about not being able to sleep.) No puedo, no puedo dormir. Me duele la espalda. (She rings the bell, and the prince enters.) Príncipe Pedro: Hola, buenas tardes princesa Ana María. Soy el príncipe Pedro. (He bows.) Estoy aquí para servirle. Qué necesita usted? Princesa Ana María: (She covers her face with her blanket or dress as if showing embarrassment on seein the prince entering her bedroom.) Buenas tardes, Príncipe Pedro, no puedo, no puedo dormir. Me duele la espalda. (She climbs down and waits.) Príncipe Pedro: Un momento por favor. (He exits and places 5 more mattresses.) Princesa Ana María: (Princess climbs down and waits for mattresses and sings.) Me duele, me duele, me duele la espalda, y no sé por qué me duele la espalda. Princesa Ana María: (She counts the mattresses and climbs on the counts the mattresses from 1-15.) I am going to count the mattresses: 1, 2, 3, 4, 5, 6, 7, 8, 9. 10, 11, 12, 13, 14, 15. (She climbs into bed and tosses and turns. And again she complains about not being able to sleep.) I cannot: I cannot sleep. (She rings the bell, and the prince enters.) Prince Peter: Hello, good afternoon, Princess Anne Marie. I am Prince Peter. (He bows.) I am here to serve you. What are you needing? Princesa Ana María: (She covers her face with her blanket or dress as if showing embarrassment on seeing the prince entering her bedroom.) Good afternoon, I cannot, sleep. My back is hurting. (She climbs down and waits.) Prince Peter: One moment please. (He exits and places 5 more mattresses.) Princess Anne Marie: (Princess climbs down and waits for the mattresses and sings.) My back is hurting; my back is hurting; and I don t know why my back is hurting. Princess Anne Marie: (She counts the mattresses and climbs on the 6

96 La princesa y el guisante The Princess and the Pea mattresses.) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20. (She climbs the mattresses and again tries to sleep.) mattresses.) I am going to count the mattresses: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20. (She climbs the mattresses and again tries to sleep.) Príncipe Pedro: (Prince enters with guitar and sings serenade to princess.) Puede ser una verdadera princesa? Puéde ser una verdadera princesa? (The prince rests his foot on a chair.) Le voy a cantar una canción. De Colores De colores, de colores se visten los campos en la primavera. SFX: spring De colores, de colores son los pajaritos que vienen de afuera. SFX: birds De colores, de colores es el arco iris que vemos lucir. (Music fades.) Scene IV Reina Isabela: (Asks with sarcasm.) Dormiste bien? Princesa Ana María: Lo siento, lo siento, pero no pude dormir. Príncipe Pedro: (Prince talks to queen.) Pasó la prueba. Pasó la Prince Pedro: (Prince enters with guitar and sings serenade to princess.) Can she really be a real princess? Can she really be a real princess? (The prince rests his foot on a chair.) I am going to sing a song to you. Of Colors When the meadows, when the meadows burst forth in the cool dewy colors of Springtime. bringing in clouds of bright colors from far of... When the rainbow, when the rainbow spreads ribbons of color all over the sky. Scene IV Queen Isabel: (Asks with sarcasm.) Did you sleep well? Princess Anne Marie: I am sorry. I am sorry, but I could not sleep. Prince Peter: (Prince talks to queen.) She passed the test. She passed the 7

97 La princesa y el guisante The Princess and the Pea prueba. Yo sabía que era una verdadera princesa. (Kneels and holds princess hand.) Quiéres ser mi esposa? Princesa Ana María: (She answers while falling asleep.) Sí, sí, sí. test. I knew that she was a real princess. (Kneels and holds princess hand.) Will you be my wife? Princess Anne Marie: (She answers while falling asleep.) Yes, yes, yes. (All of the characters are on stage singing song, while the couple dance a waltz to the song.) (All of the characters are on stage singing De colores,, while the couple dance a waltz to the song.) De Colores Y por eso, los grandes amores de muchos colores me gustan a mi. (2) Narrador: Ahora, esto sí fue una verdadera historia. Of Colors And I know why the splendors of true love are great and their colors the best ones of all. (2) Narrator: Now, this really was a real story. (When the dog comes in, he pulls a bone from under a mattress.) 8

98 Lesson 8: Review and Assessment Objective: Students will be able to demonstrate knowledge and understanding of targeted vocabulary. Review: Recycle vocabulary by singing songs and performing activities presented in previous lessons. Basic Vocabulary: Greetings: Colors: Numbers: Clothes: hola azul uno zapatos Adiós. verde dos vestido Buenos días. rojo tres pantalones Buenas tardes. anaranjado cuatro camisa Buenas noches. morado cinco piyama Hasta luego. amarillo siete ocho nueve diez Fruits: Verbs: NUEVOS AMIGOS 8 Materials needed: 1. Use games to review the vocabulary words. manzana naranja uvas plátano limón bailar cantar saludar pintar vestir comer Activity one: Suggested songs to sing: Nuevos Amigos Theme Song, Tengo, tengo, The Greeting Song, The Color Song, The Number Song, Me duele, The Clothes Song and Me gustan. TEKS: Social Studies K.15-A, B, C, D Language Arts K.1-A, B, C, D; K.2-A,B; K.3-A Kindergarten 35

99 Activity Two: Play the game of the Human Bingo Game using the parts of the body vocabulary. Directions: Make cards with parts of the body and have the students stand when their card is called. The first row to stand calls out bingo. Assessment: 1. (*Art) Journal writing 2. (*Language Arts and Music): Sing songs. 3. (*Physical Education and Motor Skills): Play games. *Kindergarten Center Activities Kindergarten 36

100 Unit 2: The Tortoise and the Hare Lesson 8 - Review and Assesment Objective: Students will be able to demonstrate knowledge and understanding of targeted vocabulary. Review: Recycle vocabulary by singing songs and performing activities presented in previous lessons. Basic Vocabulary: Activity: Suggested songs: 1. Nuevos Amigos Theme Song 2. Tengo, Tengo 3. Buenos días 4. Finger Play Greeting Song 5. De qué color es? 6. Había una vez una princesa linda 7. Me duele 8. Me gustan los vegetales 9. De colores Suggested games: 1. The Flyswatter Game 2. Cuál falta? 3. Bean Bag Toss Culture Lesson: SPECIFIC TEKS: Social Studies: K.15 - A, B, C, D Language Arts: K.1 - A, B, C, D K.2 - A, B K.3 - A Enrichment Vocabulary: Activity #2: Assessment: 1. Journal writing: Have the students draw and/or write their favorite words in Spanish. 2. Oral Language: Sing songs and play games. 3. Give a performance and invite parents to attend. TEKS: Language Arts: K.8 - A K.10-10C K.14 - D, E K.15 - A, B, C; K.16 H

101 Lesson 8 De colores De colores, de colores se visten los campos en la primavera. De colores, de colores son los pajaritos que vienen de afuera. De colores es el arco iris que vemos lucir. Y por eso los grandes amores de muchos colores me gustan a mi. (2) Of Colors When the meadows, when the meadows burst forth in the cool dewy colors of springtime When the swallows, when the swallows come bringing in clouds of bright colors from far of... When the rainbow, when the rainbow, spreads ribbons of color all over the sky. And I know why the splendors of true love sre great and their colors the best ones of all. Kindergarten 37

102 Human Bingo Game - Activity Two: Play the game of the Human Bingo Game using the parts of the body vocabulary. Directions: Make cards with parts of the body and have the students stand when their card is called. The first row to stand calls out bingo. Kindergarten 38

103 Lesson 9: Animals Objective: Students will name animals in Spanish. NUEVOS AMIGOS Review: Sing the song Nuevos Amigos. Review the verb correr (to run) and introduce the verb caminar (to walk). Verbs: Basic Vocabulary: 1. correr to run 2. caminar to walk 1. zorro - fox 2. liebre - hare 3. tortuga - turtle 4. ganso - goose 5. búho - owl Gender: The definite articles in Spanish signal the gender and number of the noun to which they refer. The masculline articles are el and los, and the indefinite articles are un and unos. The feminine definite articles are la and las, and the indefinite articles are una and unas. * Masculine Feminine el zorro la liebre el ganso la tortuga el búho 9 Materials needed: Activity #2-7-Up Game 1. Seven vocabulary animal cards Assessment- 1. Spanish Journals 2. Paper (for book on days of the week) 3. Crayons 4. Pencil 5. Stapler Activity One: Sing the song La carrera to the tune of La raspa. TEKS: Language Arts K.1-A, B, C, D; K.2-A, B; K.8-A, B; K.10-C; K.14-D, E; K.15-A, B, C; Kindergarten 39

104 La carrera Una liebre corrió, la tortuga la alcanzó. Los animales del bosque, cantaron esta canción. Corre, corre tortuga, corre, corre y ganarás. Corre, corre tortuga, corre, corre y ganarás. Pronunciation of rr Sound: The pronunciation of the word zorro requires close attention. Try to discern the difference between the rr sound of zorro and the pronunciation of the r in tortuga. It is necessary to note this difference and to pronounce the rr, or you will be saying another word. For instance, if you say pero instead of perro, you will have said but instead of dog. Enrichment Vocabuary: 1. ratón - mouse 2. león - lion 3. rana - frog 4. oso - bear 5. conejo - rabbit *Gender Masculine el ratón el leon el oso el conejo Feminine la rana la liebre Activity Two: Play the game: Siete arriba ( 7-Up ). Kindergarten 40

105 Directions: Use vocabulary cards with pictures of animals learned. Choose seven children to stand in front of class. Hand each student a vocabulary card and introduce the student to the class. Example: T: (handing a child a card) Clase, éste es el zorro. - Class, this is the wolf. (or) Clase, ésta es la tortuga. - Class, this is the turtle. All the students at their seats put their heads down and their thumbs up. The seven children walk around the room, each tapping a thumb. Then they return to the front, and say: Siete arriba! (Seven-Up) The seven students who were tapped must stand and try to guess which child tapped them. Each child has only one guess. Student: Es María? or Es el zorro? If a child guesses correctly, he or she exchanges places with the child at the front. Culture Lesson: There is more than one way of doing things. Everyone walks and runs in different ways. Have the students demonstrate how they walk when they go to church, school or run in the playground. Refer to the fable of The Tortoise and the Hare. Assessment: 1. (*Art): Draw animals and label them in Spanish. *Kindergarten Center Activity Kindergarten 41

106 Unit 2: The Tortoise and the Hare Lesson 9 - Animals Objective: Students will name animals in Spanish. Review: Sing the NUEVOS AMIGOS Theme Song using (re) correr and (in) caminar for the verbs. Read the story The Tortoise and the Hare. Verbs: 1. correr to run 2. caminar to walk Basic Vocabulary: 1. zorro - fox 2. liebre - hare 3. tortuga - turtle 4. ganso - goose 5. búho - owl Activity #1: Sing the song La carrera. Culture Lesson: There is more than one way of doing things. Everyone walks and runs in different ways. Have the students demonstrate how they walk when they go to church and to school. Compare and contrast the ways animals walk. How do turtles and hares walk? TEKS: Language Arts: K. 2 - B K.13 - A, B TEKS: Enrichment Vocabulary: Activity #2: Assessment: Language Arts: K.1 - A, B, C, D K.2 - A, B K.8 - A, C 1. ratón - mouse 2. león - lion 3. rana - frog 4. liebre - hare 5. oso - bear Masculine el ratón el león el oso Feminine la rana la liebre Play the game 7-Up game. 1. Spanish Journals: Have the students draw and/or write the names of the animals in Spanish. 2. Play the 7-up game. TEKS: Language Arts: K.8 - A K.10- C K.14 - D, E K.15 - A, B, C; K.16 I

107 La carrera (Sung to the tune of La raspa ) Lesson 9 Una liebre corrió, la tortuga la alcanzó. Los animales del bosque, cantaron esta canción. Corre, corre tortuga, corre, corre y ganarás. Corre, corre tortuga, corre, corre y ganarás. The Race A hare wanted to race. A tortoise caught up at last. The forest animals sang this song. Run, run tortoise. Run, run and you will win. Run, run tortoise. Run, run and you will win. Kindergarten 42

108 7-up - Play the game 7-Up that is played like the traditional 7-Up in which seven persons are chosen to be it. All other persons in a classroom situation must put their heads down and place their thumb on their head. One of the seven persons calls out heads down. Then each of the seven players walks around and chooses one thumb to touch. They then return to the front of the class and say heads up. Those persons whose thumbs were touched stand up and try to guess which player touched them. In the Spanish version, each one of the seven players is assigned a vocabulary word (the animal names in Spanish) instead of the player s name. If they guess correctly, they become a player and use a new vocabulary word for their name. The player whose name is called must sit down and join the rest of the group. Kindergarten 43

109 Nuevos Amigos Lesson 9: Animals zorro liebre Kindergarten tortuga ganso búho caminar

110 Lesson 10: Days of the Week Objective: Students will say the days of the week. Review: Sing the Nuevos Amigos Theme Song. Review the verb caminar (to walk) and introduce the verb aplaudir (to applaud). Verbs: Basic Vocabulary: 1. caminar to walk 2. aplaudir to applaud 1. lunes - Monday 2. martes - Tuesday 3. miércoles - Wednesday 4. jueves - Thursday 5. viernes - Friday 6. sábado - Saturday 7. domingo - Sunday Activity One: Sing the song of Days of the Week to the tune of Conga. Directions: Make a Conga line. Have the students form a train while singing. NUEVOS AMIGOS 10 Materials needed: Assessment- 1. Spanish Journals 2. Paper (for days of the week book) 3. Crayons 4. Pencils 5. Stapler Days of the Week Lunes, lunes, lunes, lunes, lunes, lunes, lunes, lunes, lunes. (9) Pa, pa, pa, pa, pam, (5) martes! (Raise arms.) Martes, martes, martes, martes, martes, martes, martes, martes, martes. (9) Pa, pa, pa, pa, pam, (5) miércoles! (Raise arms.) Capitalization: The days of the week are not capitalized in Spanish. The week begins on Monday, rather than on Sunday. TEKS: Language Arts K.1-A, B, C, D; K.2-A, B; K.8-A, C Math K.11-D Kindergarten 44

111 Miércoles, miércoles, miércoles, miércoles, miércoles, miércoles, miércoles, miércoles, miércoles. (9) Pa, pa, pa, pa, pam, (5) jueves! (Raise arms.) Jueves, jueves, jueves, jueves, jueves, jueves, jueves, jueves, jueves. (9) Pa, pa, pa, pa, pam, (5) viernes! (Raise arms.) Viernes, viernes, viernes, viernes, viernes, viernes, viernes, viernes, viernes. (9) Pa, pa, pa, pa, pam, (5) sábado! (Raise arms.) Sábado, sábado, sábado, sábado, sábado, sábado, sábado, sábado, sábado. (9) Pa, pa, pa, pa, pam, (5) domingo! (Raise arms.) Domingo, domingo, domingo, domingo, domingo, domingo, domingo, domingo, domingo. (9) Pa, pa, pa, pa, pam, (5) lunes! (Raise arms.) (Start again.) Enrichment Vocabulary: 1. Qué día es hoy? - What day is it? 2. Hoy es. - Today is. 3. Ayer fue. - Yesterday was. 4. Mañana será. - Tomorrow will be. Activity Two: Say the Days of the Week Cheer. Directions: Have the students use clapping of hands to say the cheer. Students will hit the table twice, A-A, and clap hands twice, B-B. Days of the Week Cheer A- A B-B A-A B-B When I say Monday, you say lunes, A-A B-B A-A B-B Monday, lunes, Monday, lunes. When I say Tuesday, you say martes, Tuesday, martes, Tuesday, martes. When I say Wednesday, you say miércoles, Wednesday, miércoles, Wednesday, miércoles. Kindergarten 45

112 When I say Thursday, you say jueves, Thursday, jueves, Thursday, jueves. When I say Friday, you say viernes, Friday, viernes, Friday, viernes. When I say Saturday, you say sábado, Saturday, sábado, Saturday, sábado. When I say Sunday, you say domingo, Sunday, domingo, Sunday, domingo. Culture Lesson: There are many different kinds of percussion instruments in Latin America such as the drums, the maracas, the clave and the huido. Have students make a percussion instrument. Directions: Have the students decorate their plates. Use two small paper plates and beans, rice or macaroni. Staple the plates and fill with anything that will make noise. Tissue streamers in different colors may be glued on. Assessment: 1. Journals (*Art): Make a circle and write the days of the week in Spanish. 2. (*Art and Language Arts): Make a days of the week book. *Kindergarten Center Activities Kindergarten 46

113 Unit 2: The Tortoise and the Hare Lesson 10 - Days of the Week Objective: Students will say the days of the week in Spanish. Review: Sing NUEVOS AMIGOS Theme Song using verbs (re) caminar and (in) aplaudir. Verbs: 1. caminar to walk 2. aplaudir to applaud Basic Vocabulary: 1. lunes - Monday 2. martes - Tuesday 3. miércoles - Wednesday 4. jueves - Thursday 5. viernes - Friday 6. sábado - Saturday 7. domingo - Sunday Activity #1: Say the cheer: Days of the Week Conga. Culture Lesson: There are many different percussion instruments used in Latin-American music: -maraca -clave -timbal -tambor (drum) -castañuela (castanets) Can you make a percussion instrument? TEKS: Language Arts: K.2 - B K.13 - A, B SPECIFIC TEKS: Language Arts: K.1 - A, B, C, D K.2 - A, B K.8 - A, C Math: K.5 K.11 - D Enrichment Vocabulary: Dialogue: Qué día es hoy? Hoy es. Qué día fue ayer? Ayer fue. Qué día será mañana? Mañana será. Activity #2: Say the cheer: Days of the Week Conga. Assessment: 1. Journals: Write and/or make a drawing of your favorite day of the week. 2. Make a Los días de la semana ( Days of the Week ) book. TEKS: Language Arts: K.8 - A K.10 - C K.14 - D, E; K.15 - A, B, C; K.16 J

114 La conga Lesson 10 Lunes, lunes, lunes, lunes, lunes, lunes, lunes, lunes, lunes, (9) Pa, pa, pa, pa, pam, (5) martes! (Raise arms.) Martes, martes, martes, martes, martes, martes, martes, martes, martes, (9) Pa, pa, pa, pa, pam, (5) miércoles! Miércoles, miércoles, miércoles, miércoles, miércoles, miércoles, miércoles, miércoles, miércoles, (9) Pa, pa, pa, pa, pam, (5) jueves! Jueves, jueves, jueves, jueves, jueves, jueves, jueves, jueves, jueves, (9) Pa, pa, pa, pa, pam, (5) viernes! Viernes, viernes, viernes, viernes, viernes, viernes, viernes, viernes, viernes, (9) Pa, pa, pa, pa, pam, (5) sábado! Sábado, sábado, sábado, sábado, sábado, sábado, sábado, sábado, sábado, (9) Pa, pa, pa, pa, pam, (5) domingo! Domingo, domingo, domingo, domingo, domingo, domingo, domingo, domingo, domingo, (9) Pa, pa, pa, pa, pam, (5) lunes! (Start again.) Kindergarten 47

115 Lesson 10 La conga Monday, Monday, Monday, Monday, Monday, Monday, Monday, Monday, Monday. (9) Pa, pa, pa, pa, pam, (5) Tuesday! (Raise arms.) Tuesday, Tuesday, Tuesday, Tuesday, Tuesday, Tuesday, Tuesday, Tuesday, Tuesday. (9) Pa, pa, pa, pa, pam, (5) Wednesday! (Raise arms.) Wednesday, Wednesday, Wednesday, Wednesday, Wednesday, Wednesday, Wednesday, Wednesday, Wednesday. (9) Pa, pa, pa, pa, pam, (5) Thursday! (Raise arms) Thursday, Thursday, Thursday, Thursday, Thursday, Thursday, Thursday, Thursday, Thursday. (9) Pa, pa, pa, pa, pam, (5) Friday! Friday, Friday, Friday, Friday, Friday, Friday, Friday, Friday, Friday. Pa, pa, pa, pa, pam, (5) Saturday! Saturday, Saturday, Saturday, Saturday, Saturday, Saturday, Saturday, Saturday, Saturday. (9) Pa, pa, pa, pa, pam, (5) Sunday! Sunday, Sunday, Sunday, Sunday, Sunday, Sunday, Sunday, Sunday, Sunday. (9) Pa, pa, pa, pa, pam, (5) Monday! (Start again.) Kindergarten 48

116 Lesson 10 Days of the Week Cheer A- A B-B A-A B-B When I say Monday, you say lunes, A-A B-B A-A B-B Monday, lunes, Monday, lunes. When I say Tuesday, you say martes, Tuesday, martes, Tuesday, martes. When I say Wednesday, you say miércoles, Wednesday, miércoles, Wednesday, miércoles. When I say Thursday, you say jueves, Thursday, jueves, Thursday, jueves. When I say Friday, you say viernes, Friday, viernes, Friday, viernes. When I say Saturday, you say sábado, Saturday, sábado, Saturday, sábado. When I say Sunday, you say domingo, Sunday, domingo, Sunday, domingo. Kindergarten 49

117 Nuevos Amigos Lesson 10: Days of the Week Kindergarten lunes martes miércoles jueves viernes sábado domingo aplaudir

118 Kindergarten Lesson 11: Months of the Year Objective: Students will name the months of the year in Spanish. Review: Sing the song Nuevos Amigos. Review the verb aplaudir (to applaud) and introduce the verb correr (to run). Verbs: Basic Vocabulary: 1. aplaudir to applaud 2. correr to run 1. enero - January 2. febrero - February 3. marzo - March 4. abril - April 5. mayo - May 6. junio - June 7. julio - July 8. agosto - August 9. septiembre - September 10. octubre - October 11. noviembre - November 12. diciembre - December Activity One: Sing the song Months of the Year Conga Dance and say the months of the year. Months of the Year Conga Dance Enero, enero, enero, enero, enero, enero, enero, enero, enero. (9) Pa, pa, pa, pa, pam, febrero! (Raise arms.) Febrero. (Repeat 9 times.) Pa, pa, pa, pa, pam, marzo! (Raise arms.) TEKS: Social Studies K.1-A Language Arts K.1- A, B, C, D; K.2-A, B; K.8-A, C; K.13-A, B Social Studies K.11-D NUEVOS AMIGOS 11 Mateials needed: Activity #2-1. Paper (for book on months of the year) 2. Crayons 3. Pencil Culture Lesson- 1. Use Word Wall to see how months are written in a lower case letter Assessment - 1. Spanish Journals 2. Pencil Capitalization: Like the days of the week, the months of the year are not capitalized in Spanish. 50

119 Marzo (Repeat 9 times.) Pa, pa, pa, pa, pam, abril! (Raise arms.) Abril (Repeat 9 times.) Pa, pa, pa, pa, pam, mayo! (Raise arms.) Mayo (Repeat 9 times.) Pa, pa, pa, pa, pam, junio! (Raise arms.) Junio (Repeat 9 times.) Pa, pa, pa, pa, pam, julio! (Raise arms.) Julio (Repeat 9 times.) Pa, pa, pa, pa, pam, agosto! (Raise arms.) Agosto (Repeat 9 times.) Pa, pa, pa, pa, pam, septiembre! (Raise arms.) Septiembre (Repeat 9 times.) Pa, pa, pa, pa, pam, octubre! (Raise arms.) Octubre (Repeat 9 times.) Pa, pa, pa, pa, pam, noviembre! (Raise arms.) Noviembre (Repeat 9 times.) Pa, pa, pa, pa, pam, diciembre! (Raise arms.) Diciembre (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) Olé! (Raise arms.) Enrichment Vocabulary: 1. año - year 2. meses - months 3. cumpleaños - birthday 4. Cuál es la fecha de tu cumpleaños? - What s the date of your birthday? 5. Mi cumpleaños es el (date) de (month). - My birthday is on (date) of (month). Kindergarten 51

120 Activity Two: Students will make a big book with months of the year. Culture Lesson: The months of the year are not capitalized in the Spanish language. Compare how the months of the year are capitalized in English and in Spanish. Assessment: 1. (*Art and Language Arts): Have the students draw and say the months of the year to make a class big book of Los meses del año. 2. (*Fine Arts and Social Studies): Students will sing the song Months of the Year Conga Dance. * Kindergarten Center Activities How to write the Date in Spanish: The definite article and the cardinal number appear first, followed by de, which is then followed by the month: el diesiséis de mayo. In Spanish the date would be written as: 16/05/01. Kindergarten 52

121 Unit 2 The Tortoise and the Hare Lesson 11: Months of the Year Objective: Students will name the months of the year in Spanish. Review: Sing the NUEVOS AMIGOS Theme Song using the verbs (re) aplaudir and (in) correr. SPECIFIC TEKS: Language Arts: K.1 - A, B, C, D K.2 - A, B K.8 - A, C Math: K.11 - D Enrichment Vocabulary: 1. año - year 2. meses - months 3. cumpleaños - birthday 4. Cuál es la fecha de tu cumpleaños? - When is your birthday? 5. Mi cumpleaños es el (day) de (month). - My birthday is on (month) (day). Verbs: 1. aplaudir to applaud 2. correr to run Basic Vocabulary: 1. enero - January 2. febrero - February 3. marzo - March 4. abril - April 5. mayo - May 6. junio - June 7. julio - July 8. agosto - August 9. septiembre - September 10. octubre - October 11. noviembre - November 12. diciembre - December Activity #1: Activity #2: Students will make a big book with seasonal illustrations. Sing the Months of the Year Conga Song. Culture Lesson: In the Spanish-speaking countries the months of the year are written in a lower case letter. Compare independence days of Mexico, 16th of September to United States, 4th of July. TEKS: Social Studies: K.1 - A Language Arts: K.2 - B K.13 - A, B Assessment: 1. Journal: Draw and/or write your favorite month of the year. Say the name of the month in Spanish. 2. Sing or recite the sequence of the months of the year in Spanish. TEKS: Language Arts: K.1 - C K.10 C Math: K.11 - D K

122 Months of the Year Conga Dance Lesson 11 Enero, enero, enero, enero, enero, enero, enero, enero, enero. (9) Pa, pa, pa, pa, pam, (5) febrero! (Raise arms.) Febrero (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) marzo! (Raise arms.) Marzo (Repeat 9 times). Pa, pa, pa, pa, pam, (5) abril! (Raise arms.) Abril (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) mayo! (Raise arms.) Mayo (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) junio! (Raise arms.) Junio (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) julio! (Raise arms.) Julio (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) agosto! (Raise arms.) Agosto (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) septiembre! (Raise arms.) Septiembre (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) octubre! (Raise arms.) Octubre (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) noviembre! (Raise arms.) Noviembre (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) Diciembre! (Raise arms.) Diciembre (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) Olé! (Raise arms.) Kindergarten 53

123 Months of the Year Conga Dance Lesson 11 January (9) Pa, pa, pa, pa, pam, (5) febrero! (Raise arms.) February (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) marzo! (Raise arms.) March (Repeat 9 times). Pa, pa, pa, pa, pam, (5) abril! (Raise arms.) April (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) mayo! (Raise arms.) May (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) junio! (Raise arms.) June (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) julio! (Raise arms.) July (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) agosto! (Raise arms.) August (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) septiembre! (Raise arms.) September (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) octubre! (Raise arms.) October (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) noviembre! (Raise arms.) November (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) Diciembre! (Raise arms.) December (Repeat 9 times.) Pa, pa, pa, pa, pam, (5) Olé! (Raise arms.) Kindergarten 54

124 Nuevos Amigos Lesson 11: Months of the Year Kindergarten enero febrero marzo abril mayo junio julio agosto septiembre octubre noviembre diciembre correr

125 Lesson 12: Seasons Objective: Students will describe and illustrate the four seasons of the year when presented with picture clues. Review: Sing the Nuevos Amigos Theme Song. Review the verb correr (to run) and introduce the verb indicar (to indicate). Verbs: Basic Vocabulary: 1. correr - to run 2. indicar - to indicate 1. el otoño - fall 2. el invierno - winter 3. la primavera - spring 4. el verano - summer Activity One: Recite the poem: Las estaciones del año (The Seasons of the Year). Las estaciones del año Las hojas se caen en el otoño. En el invierno, frías, frías están. En la primavera, hojas nuevas traen. En el verano, todas las hojitas verdes, verdes están. Enrichment Vocabulary: 1. igual - same 2. diferente - different 3. las estaciones - the seasons NUEVOS AMIGOS 12 Materials needed: Culture Lesson - 1. Globe Assessment - 1. Spanish Journals 2. Pencil Capitalization: The seasons of the year are not capitalized. Activity Two: Sing the season of the year song Las estaciones del año to the tune of Alueta. TEKS: Language Arts K.1-A, B, C, D; K.2- A, B; K.3-D; K.8-A, C; K.13-A, B; K.14-D, E; K.15- A, B, C; K.16 Science K.5-B; K.7-C Kindergarten 55

126 Las estaciones del año: (the song) El otoño, el otoño, el otoño, una estación del año es. El invierno, el invierno, el invierno, una estación del año es. La primavera, la primavera, la primavera, una estación del año es. El verano, el verano, el verano, una estación del año es. Culture Lesson: Explain to students that seasons are different in other parts of the world. Use the globe or map to show how we have opposite seasons. For example, in Chile and Argentina, it is summer when they celebrate Christmas, while we in North America are experiencing the winter season. And when the U. S. is enjoying warm summer days, Chile and Argentina are in the middle of their winter. Assessment: 1. (*Art and Social Studies): Journal: Students will fold a paper into four squares. Students will draw a tree depicting the season. 2. (*Language Arts): Have the students sing and recite the poem and song on the seasons of the year. *Kindergarten Center Activities Kindergarten 56

127 Unit 2: The Tortoise and the Hare Lesson 12 - Seasons Objective: Verbs: Activity #1: Culture Lesson: Students will describe and illustrate the four seasons when presented with picture clues. Review: Sing the NUEVOS AMIGOS Theme Song using the verbs (re) correr and (in) indicar. SPECIFIC TEKS: Enrichment Vocabulary: 1. correr to run 2. indicar to indicate Basic Vocabulary: 1. el otoño - fall 2. el invierno - winter 3. la primavera - spring 4. el verano - summer Activity #2: Recite poem Las estaciones. Assessment: Explain to students that seasons are different in other parts of the world. Use a globe to explain how a country in South America is experiencing summer during December, while we are in the winter season. TEKS: Social Studies: K.5 - A Language Arts: K.13 - A, B Language Arts: K.1 - A, B, C, D K.2 - A, B K.3 - D K.8 - A, C Science: K.5 - B K.7 - C 1. igual - same 2. diferente - different 3. las estaciones - the seasons Sing song Las estaciones. 1. Journal Writing: Students will fold a paper into four squares. Then they will draw a tree or a weather scene to depict each season of the year. TEKS: Language Arts: K.8 - A K.10 - C K.14 - D, E K.15 - A, B, C L

128 Lesson 12 Las estaciones del año (el poema) Las hojas se caen en el otoño. En el invierno, frías, frías están. La primavera nos trae nuevas hojas. En el verano, todas las hojitas verdes, verdes están. The Seasons of the Year (the Poem) The leaves in the autumn fall. During winter time cold, cold are they. The spring time brings new leaves. In the summer time, all the leaves are green. Lesson 12 Las estaciones del año (la canción) (Sung to the tune of Alueta ) El otoño, el otoño, una estación del año es. El invierno, el invierno, una estación del año es. La primavera, la primavera, una estación del año es. El verano, el verano, una estación del año es. The Seasons of the Year (the song) (Sung to the tune of Alueta ) A-a-autumn, a-a-autumn, a season of the year it is. W-w-inter, w-w-winter, a season of the year it is. S-s spring, s-s-spring, a season of the year it is. Kindergarten S-s-summer, s-s-summer, a season of the year it is. 57

129 Nuevos Amigos Lesson 12: Seasons Kindergarten el invierno la primavera el verano el otoño indicar

130 Lesson 13: Manners Objective: Students will express in Spanish those responses associated with good manners. Review: Sing the song Nuevos Amigos Theme Song. Review the verb indicar (to indicate) and introduce the verb abrazar (to hug). Verbs: 1. indicar to indicate 2. abrazar - to hug Basic Vocabulary: 1. gracias - thank you 2. por favor - please 3. por nada/de nada - you re welcome 4. con permiso - excuse me 5. pase usted - come in Activity One: Role play situation where the targeted vocabulary will be used. For example, a child receiving an object will say gracias, and the other child will answer de nada. Conversation One: Student 1: Dame una manzana, por favor. Student 2: (Gives Student 1 an apple.) Student 1: Gracias. Student 2: De nada. NUEVOS AMIGOS 13 Materials needed: Activity #1-1. Photocopy conversations Assessment- 1. Spanish Journal 2. Pencil Conversation Two: Student 1: (Student wants to get by a group a students.) Con permiso. Student 2: Pase usted. TEKS: Language Arts K.1-A, B, C, D; K.2-A, B; K.4-B; K.8-A, C; K.9-C; K.13-A, B Social Studies K.12-A, B, C Kindergarten 58

131 Enrichment Vocabulary: 1. abrazo - hug 2. beso - kiss Activity Two: Sing the song El abrazo to the tune of Happy Birthday. El abrazo Te doy un abrazo, te doy un abrazo, te doy un abrazo. Porque eres mi amigo, te doy un abrazo. Te doy un abrazo, te doy un abrazo, te doy un abrazo. Porque somos amigos. te doy un abrazo. Culture Lesson: Teach the concept of hugging used as a greeting that is given to adults and friends. With el abrazo, you also kiss the left cheek, and in some Spanish-speaking countries, you kiss both cheeks. Assessment: 1. Teacher observation: Students are to practice using good manners. Kindergarten 59

132 Unit 2: The Tortoise and the Hare Lesson 13 - Manners Objective: Students will express in Spanish responses associated with good manners. Review: Verbs: 1. indicar to indicate 2. abrazar to hug Basic Vocabulary: Activity #1: Do the role-play activity. Culture Lesson: In the Spanish-speaking countries, it is customary to give a person a hug when greeting. You also kiss one cheek, or you may also kiss both cheeks. Sing the NUEVOS AMIGOS Theme Song using the verbs (re) indicar and (in) abrazar. 1. gracias - thank you 2. por favor - please 3. por nada/de nada - you re welcome 4. con permiso - excuse me 5. pase usted - come in (or) gives one permission to cut in line TEKS: Social Studies: K.12 - A, B, C Language Arts: K.2 - B K.13 - A, B SPECIFIC TEKS: Enrichment Vocabulary: Activity #2: Assessment: Language Arts: K.1 - A, B, C, D K.2 - A, B K.4 - B K.8 - A, C K.9 - C 1. abrazo - hug 2. beso - kiss Role play activity. Sing song El abrazo. Teacher observation will serve as an assessment. TEKS: Language Arts: K.3 - A K.4 - B M

133 M

134 El abrazo (Sung to the tune of Happy Birthday ) Lesson 13 Te doy un abrazo, te doy un abrazo. Porque eres mi amigo, te doy un abrazo. Te doy un abrazo, te doy un abrazo. Porque somos amigos, te doy un abrazo. The Hug (Sung to the tune of Happy Birthday ) I give you a hug. I give you a hug. Because you are my friend... I give you a hug. I give you a hug. I give you a hug. Because we are friends... I give you a hug. Kindergarten 60

135 Nuevos Amigos Lesson 13: Manners Kindergarten por/de nada gracias pase usted por favor con permiso

136 Lesson 14: The Tortoise and the Hare ( La tortuga y la liebre ) Objective: Students will view the video of the puppet play in Spanish: La tortuga y la liebre and review the learned vocabulary. NUEVOS AMIGOS Review: Recycle vocabulary by singing songs and performing activities presented in previous lessons. Basic Vocabulary: Animals: Days of the week: Months of the Year: zorro lunes enero liebre martes febrero tortuga miércoles marzo ganso jueves abril viernes mayo sábado domingo junio julio agosto septiembre octubre noviembre diciembre Seasons: Manners: Verbs: el otoño gracias caminar el invierno por favor correr la primavera por nada/de nada aplaudir el verano con permiso indicar pase usted abrazar 14 Materials needed: Activity #2-1. Video of puppet play Assessment- 1. Spanish Journal 2. pencil 3. crayons TEKS: Language Arts K.1-D, E; K.2-B; K.3-C; K.8-B; K.9-B; K.13-A, B Social Studies K.12-A, B, C Kindergarten 61

137 Unit 2: The Tortoise and the Hare Lesson 14 - The Puppet Play Objective: Students will view the video of the puppet play in Spanish: La tortuga y la liebre. Review: Have the students read the story The Tortoise of the Hare before viewing the play. Basic Vocabulary: Activity #1: View the video. Review: Use the songs and games to review. Culture Lesson: Talk about the moral that is depicted in the fable, The Tortoise and the Hare : Hard work and perseverance bring rewards. TEKS: Social Studies: K.12 - A, B, C Language Arts: K.2 - B K.13 - A, B SPECIFIC TEKS: K.1 - D, E K.3 - C K.8 - B K.9 - A, B K.13 - A, B Enrichment Vocabulary: Activity #2: View the video. Assessment: 1. Journal Writing: Have the students draw and/or write their favorite words in Spanish. N

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139 El abrazo (Sung to the tune of Happy Birthday ) Lesson 14 Te doy un abrazo, te doy un abrazo. Porque eres mi amigo, te doy un abrazo. Te doy un abrazo, te doy un abrazo. Porque somos amigos, te doy un abrazo. The Hug (Sung to the tune of Happy Birthday ) I give you a hug. I give you a hug. Because you are my friend... I give you a hug. I give you a hug. I give you a hug. Because we are friends... I give you a hug. Kindergarten 63

140 Lesson 14 La carrera (Sung to the tune of La raspa ) Una liebre corrió, la tortuga la alcanzó. Los animales del bosque, cantaron esta canción. Corre, corre tortuga, corre, corre y ganarás. Corre, corre tortuga, corre, corre y ganarás. The Race A hare wanted to race. A tortoise caught up at last. The forest animals sang this song. Run, run tortoise. Run, run and you will win. Run, run tortoise. Run, run and you will win. Kindergarten 64

141 Lesson 14 Las estaciones del año (la canción) (Sung to the tune of Alueta ) El otoño, el otoño, una estación del año es. El invierno, el invierno, una estación del año es. La primavera, la primavera, una estación del año es. El verano, el verano, una estación del año es. The Seasons of the Year (the song) (Sung to the tune of Alueta ) A-a-autumn, a-a-autumn, a season of the year it is. W-w-inter, w-w-winter, a season of the year it is. S-s spring, s-s-spring, a season of the year it is. S-s-summer, s-s-summer, a season of the year it is. Kindergarten 65

142 Characters: La tortuga La liebre (Spanish) Backdrop: Show the different Aesop s Fables such as the: The Fox and the Grapes, The Goose and the Golden Egg, The Mouse and the Lion. Also show several more forrest animals such as a bear and an owl. La tortuga y la liebre The Tortoise and the Hare Characters: The tortoise The hare (English) Scene I The scene begins during the late summer, and the tortoise and the hare are drinking lemonade. There is also a calendar showing the months of the year. (Trees will show changes of season.) La liebre: (Asks rudely.) Dame más limonada. Pronto! La tortuga: (Says politely.) Se dice: dame más limonada, por favor. La liebre: (Answers sarcastically and quickly.) Por favor, por favor, por favor. La tortuga: (Walks very slowly to get lemonade.) La liebre: (Says impatiently.) Hoy es lunes y será viernes para cuando me traigas la limonada. Son cuatro días. Scene I The hare: (Asks rudely.) Give me more lemonade. Hurry! The tortoise: (Says politely.) You say: Please give me more lemonade. The hare: (Answers sarcastically and quickly.) Please, please, please. The tortoise: (Walks very slowly to get lemonade.) The hare: (Says impatiently.) Today is Monday, and it will be Friday until I get my lemonade. That will be four days later. 1

143 (Show changes of season on trees and calendar to fall. Have the animals wearing clothes for colder weather. Have animals picking potatoes and apples, while the pea soup is cooking.) La tortuga y la liebre The Tortoise and the Hare Narrator: Llegó el otoño, y los días eran frescos. Una vez más se encuentran con la tortuga y la liebre. Están en un jardín recogiendo papas y manzanas. Mientras en la cocina se cocinaba la sopa de guisantes. La liebre: (Says impatiently.) Tengo hambre. Cuándo vamos a comer? (He rushes past the hare.) La tortuga: (Says politely and slowly.) Con permiso, hay que ser paciente. (The tortoise walks over to serve the soup and sets the bowl in front of him.) La liebre: (Quickly rushes to the table and starts eating without waiting for the tortoise to sit down.) La tortuga: (Answers politely but directly.) Qué manera de comportarse! La liebre: Gracias, gracias, gracias. Es que quería la sopa hoy y no el domingo. Van a ser cuatro días después. (Covers face to talk to audience.) No siete días después. Eres muy Narrator: Fall has arrived, and the days are cool. We find the tortoise and the hare in the garden again. They are in the garden picking potatoes and apples. Meanwhile, the pea soup is cooking in the kitchen. The hare: (Says impatiently. I am hungry. When are we going to eat? (He rushes past the hare.) The tortoise: (Says politely and slowly.) Excuse me, you must be patient. (The tortoise walks over to serve the soup and sets the bowl in front of him.) The hare: (Quickly rushes to the table and starts eating without waiting for the tortoise to sit down.) The tortoise: (Answers politely but directly.) What a (bad) way to behave! The hare: Thank you, thank you. It s that I wanted the soup today and not on Sunday. That s four days later. (Covers face to talk to audience.) Not seven days later. You are very 2

144 lento y haces las cosas tan despacio. La tortuga y la liebre The Tortoise and the Hare slow, and you take too much time to do things. La tortuga: Poco a poco se va lejos. La liebre: Ah, sí, lejos! Vamos a ver quién corre más rápido. (Talks to audience.) Yo soy más rápido. La tortuga: Vamos a correr una carrera? La liebre: Sí, una carrera, una carrera, una carrera. Pero te digo una vez más que yo soy el más rápido. The tortoise: Hard work and perseverence bring rewards. The hare: Oh, yes, hard work and perseverance! Well, then, let s see who can run faster. (Talks to audience.) I run faster. The tortoise: Do you want to run a race? The hare: Yes, a race, a race, a race. But I am going to tell you once more that I am the faster runner. (Show changes of season on trees and calendar to winter.) Narrator: Llega el invierno, y hace frío. Mientras la tortuga duerme, la liebre se prepara para la carrera. Narrator: Winter arrives, and it is cold. Meanwhile, the tortoise sleeps, and the hare prepares himself for the race. (The hare is admiring himself in front of the mirror. There is a picture of the tortoise on the wall.) La liebre: Qué guapo soy! Y mira la tortuga. (He laughs.) Qué ojos tan grandes! Qué piernas más largas! Y mira la tortuga. (He laughs.) (He laughs.) Cuando llegue la primavera, estaré listo para la carrera. (Sings the song.) Yo soy el más guapo. Yo soy el más fuerte. The hare: I am so handsome! And look at the tortoise. (He laughs.) What big eyes I have! And looks at the tortoise. (He laughs.) What long legs I have! And look at the tortoise. (He laughs.) When Spring arrives, I will be ready for the race. (Sings the song.) I am the most handsome. I am the strongest. I am 3

145 Yo soy el más rápido. Yo soy el mejor! La tortuga y la liebre The Tortoise and the Hare the fastest. I am the best! (Show changes of season on trees and calendar to spring.) Narrator: Con la primavera llegó el día de la carrera. (Both animals are lining-up. The hare is ready and jumping up and down, while the tortoise is slowly walking towards the starting line.) La liebre: Pronto, pronto, rápido, rápido! La tortuga: (She just keeps walking.) (As they come together, the narrator announces the start of the race.) Narrator: Listos! (Blow a whistle.) La liebre salió adelante, y la tortuga salió despacio. (Show the hare running way ahead of the tortoise.) La liebre: (The hare looks back and laughs.) Tengo tiempo para tomar una siesta. (The tortoise passes the hare several times, while he is sleeping. The tortoise looks focused.) La tortuga: Poco a poco se va lejos. (Repeats it over and over.) Poco a poco se va lejos, una vuelta. Narrator: Spring has arrived and so has the day of the race. The hare: Fast, fast, fast, fast! Narrator: Ready! (Blow a whistle.) The hare takes off ahead, and the tortoise is slowly making his way. The hare: (The hare looks back and laughs.) I have time to take a nap. The tortoise: Hard work and perseverance bring rewards. (Repeats it over and over.) Hard work and perseverance bring rewards. Hard work and 4

146 Poco a poco se va lejos, dos vueltas. La tortuga y la liebre The Tortoise and the Hare rewards. Hard work and perseverance bring rewards. La liebre: (He wakes-up startled.) Qué pasa? Qué pasa? (He tries to catch up.) Aquí vengo! Aquí vengo! (Heard from a distance.) Aquí vengo! Aquí vengo! (Heard closer.) Aquí estoy! La tortuga: (The tortoise trips on the stump and crosses the finish line. Applauding begins.) Poco a poco se va lejos. (Yells.) Poco a poco se va lejos! La liebre: (He walks over slowly to give the tortoise a flower.) Sí, poco a poco se va lejos. La tortuga: Eres mi amigo. La liebre: Sí soy tu amigo. Both: Somos amigos. Somos amigos. Somos amigos. El abrazo Te doy un abrazo (3) porque eres mi amigo. (Repeat) Te doy un abrazo (3) porque somos amigos. (Repeat) The hare: (He wakes-up startled.) What happened? What happened? (He tries to catch up.) Here I come! Here I come! (Heard from a distance.) Here I come! Here I come! (Heard closer.) Here I am! La tortuga: (The tortoise trips on the stump and crosses the finish line. Applauding begins.) Hard work and perserverance bring rewards. (Yells.) Hard work and perserverance bring rewards. The hare: (He walks over slowly to give the tortoise a flower.) Yes, hard work and perserverance bring rewards. The tortoise: You are my friend. The hare: Yes, I am your friend. Both: We are friends. We are friends. We are friends. The Hug I give you a hug (3) because you are my friend. (Repeat) I give you a hug (3) because we are friends. (Repeat) Show scenes of the play to go along 5

147 with words of song, La carrera is being sung. La carrera Una liebre corrió La tortuga la alcanzó. Los animales del bosque cantaron esta canción. Corre, corre tortuga, (Clapping) Corre, corre y ganarás. Corre, corre tortuga, Corre, corre y ganarás. (Repeat) La tortuga y la liebre The Tortoise and the Hare The Race A hare wanted to race. A tortoise caught up at last. The forest animals, Sing this song. Run, run tortoise, (clapping) Run, run and you will win. Run, run tortoise, Run, run and you will win. (Repeat) Las estaciones del año Tune to Alueta El otoño, el otoño, El otoño una estación del año es. El invierno, el invierno, El invierno una estación del año es. La primavera, la primavera, La primavera una estación del año es. El verano, el verano, El verano una estación del año es. (Repeat) The Seasons of the Year Tune to Alueta The fall season, the fall season, the fall season is a season of the year. The winter season, the winter season, the winter season is a season of the year. The spring season, the spring season, the spring season is a season of the year. The summer, the summer, the summer is a season of the year. (Repeat) 6

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149 cinco Los números Traza el número. Luego escríbelo. Nombre uno dos tres cuatro

150 diez Traza el número. Luego escríbelo. seis siete ocho nueve

151 Los números Escriba en español. Nombre 1 uno 2 dos 3 tres 4 cuatro 5 cinco 6 seis 7 siete 8 ocho 9 nueve 10 diez 11 once 12 doce 13 trece 14 catorce 15 quince 16 dieciséis 17 diecisiete 18 dieciocho 19 diecinueve 20 veinte

152 Counting Chart 1 uno 6 seis 2 dos 7 siete 3 tres 8 ocho 4 cuatro 9 nueve 5 cinco 10 diez

153 Frutas la manzana la pera las uvas las fresas las cerezas el limón la naranja el durazno el plátano la piña

154 Las estaciones Escriba las estaciones Nombre el invierno el otoño el verano la primavera

155