name? is. teacher s name?
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1 1 Students tell the name of another person. Students comprehend the question, Cómo se llama él/ella? Students comprehend the question, Cómo se llama tu maestro/a? Students answer the questions using the phrases, Él se llama and Ella se llama. Students distinguish the difference between feminine and masculine noun endings. Cómo se llama él/ella? Él/Ella se llama. Cómo se llama tu maestro/a? mi maestro/a mi amigo/a la escuela What s his/her name? His/her name is. What is your teacher s name? my teacher my friend school (Track #) Cada vez que nos juntamos (1) Buenos días (2) Me llamo, me llamo (3) El sol se llama Lorenzo (15) Me volteo (23) El tren de los días de la semana (27) Aplaudimos (3) Tortillitas (4) Los deditos (5) Estos piecitos (7) Spot va a la escuela, by Eric Hill La escuela, by Samantha Berger and Pamela Chanko Mi escuela, by Rebecca Emberley Nombres de animals bebé, by Bobbie Kalman Cómo se llama tu maestro/a? Amigo tonto
2 1 Summary: Through role-play and the art project, students learn how to tell the name of another person, such as their teacher, and present that information to their classmates. Supplies: Nonsense name cards (see step 2 under below) 1. Greeting and Roll Call (1.1, 1.2, 4.1) 2. Circle Time (1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 4.1, 4.2, 5.2) Start with chalkboard activities. Warm up with songs, chants, and poems. Do the Cómo se llama él/ella? activity: 1. Begin by illustrating the difference between él and ella. Point to a boy and say, él. Have students repeat. Point to a girl and say, ella. Have students repeat. 2. Continue by pointing to different boys and girls in the class and asking students, Él or ella? 3. Then point to a student and state, Él/Ella se llama. Have students repeat. 4. Then point to a student and ask, Cómo se llama él/ella? Have students answer using the phrase, Él/Ella se llama. 3. Story Time (1.2, 3.1, 4.1) 4. Art Time (1.2, 1.3, 3.1, 4.1) 5. Good-bye (1.1) 1. Greeting and Roll Call (1.1, 1.2, 4.1) 2. Circle Time (1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 4.1, 4.2, 5.2) Start with chalkboard activities. Warm up with songs, chants, and poems. Do the Cómo se llama él/ella? activity with these additions: 1. Repeat steps Before step 4, pass out cards that have nonsense names on them, such as: Dodo Fifi, Bulo Chulo, Pupa Pepa, etc. 3. Then point to a student and ask, Cómo se llama él/ella? 4. Now, when students answer, Él/Ella se llama, say, No, ella no se llama, ella se llama (insert nonsense name). 5. Then point to another student and ask, Cómo se llama él/ella? When students answer, Él/Ella se llama, say, No, ella no se llama, ella se llama (insert nonsense name). 6. Repeat with the other students. 3. Story Time (1.2, 3.1, 4.1) 4. Art Time (1.2, 1.3, 3.1, 4.1) 5. Good-bye (1.1) On the second day, you can also start asking students, Cómo se llama tu maestro/a?
3 Students create a portrait of their teacher and indicate his/her name, using the vocabulary Él/ella se llama. Construction paper Crayons 1. Find out the names of several of your students teachers. On the board write the question, Cómo se llama tu maestro/a? Then ask one of the students, Cómo se llama tu maestro/a? Help the student to answer, Él/ella se llama. Repeat with several students. 2. Show students a finished art project that has a picture of a teacher and is labeled with the question, Cómo se llama tu maestro/a? 3. Pass out paper and crayons. Have students draw a picture of their teacher and tell them they can refer to the chalkboard to write the question. Monitor students to make sure they are writing the question correctly. 1. On the board, write the answer to the first day s question, Él/Ella se llama. 2. As you pass out the drawings, ask each student, Cómo se llama tu maestro/a? Have them answer with the correct phrase. 3. Monitor students to make sure they are writing the answer correctly. 4. When everyone is finished, have students present their drawings to the class. Have them show their drawing and ask them, Cómo se llama tu maestro/a? Have students answer with Él/Ella se llama. If some students finish early, engage them in a Q&A about the names of the principal of the school, their friends, family members, etc.
4 Students create a portrait of an imaginary friend and indicate his/her name, using the vocabulary Él/ella se llama. Construction paper or other drawing paper Crayons Colored pencils 1. Tell students, Tengo un amigo muy bueno, pero muy extraño. Show them a portrait you drew of that friend. Say, Mi amigo se llama Dodo Fifi (or whatever you name him). Then ask: Clase, Cómo se llama él? When your students answer, reinforce gender agreement by repeating: Si, él se llama Dodo Fifi. 2. Review body parts and colors vocabulary as you describe your friend. For example, Mi amigo tiene tres ojos. De qué color es el pelo? Tiene cuernas? Cuántos brazos tiene él? 3. Have students draw a portrait of their own strange and wonderful friend. Encourage them to be creative. 4. As students begin to work, go around and ask questions about their amigos. When they are finished, have them label their page: Mi amigo se llama. If your students are capable, have them add another sentence of description, such as Ella es muy flaca. 1. Have students present their drawings to the class. Have them use the vocabulary from the lesson to share the name of their amigo and any other information they wrote about him or her. Let your students use their imaginations and be goofy. The more lighthearted this activity is, the more they will enjoy it. Use each amigo as an opportunity to ask questions that reinforce the communication objective; you can also take this opportunity to review past vocabulary and concepts in the context of the portraits.
5 Date Student 1 Students tell the name of another person. Students comprehend the question, Cómo se llama él/ella? Students comprehend the question, Cómo se llama tu maestro/a? Students answer the questions using the phrases, Él se llama and Ella se llama. Students distinguish the difference between feminine and masculine noun endings. Cómo se llama él/ella? Él/Ella se llama. Cómo se llama tu maestro/a? mi maestro/a mi amigo/a la escuela What s his/her name? His/her name is. What is your teacher s name? my teacher my friend school (Track #) Cada vez que nos juntamos (1) Buenos días (2) Me llamo, me llamo (3) El sol se llama Lorenzo (15) Me volteo (23) El tren de los días de la semana (27) Aplaudimos (3) Tortillitas (4) Los deditos (5) Estos piecitos (7) Spot va a la escuela, by Eric Hill La escuela, by Samantha Berger and Pamela Chanko Mi escuela, by Rebecca Emberley Nombres de animals bebé, by Bobbie Kalman Review your child s art project. Have your child use the vocabulary from the lesson to tell you the name of his or her teacher.
6 11 Students use adjectives and the verb ser to describe the members of their family. Students comprehend the question, Cómo es (tu papá, tu mamá, tu hermana, etc.)? Students answer the question using adjectives in the phrase, Mi es... Cómo es tu? What is your like? Mi es... My is... mamá mom papá dad abuela/o grandma/grandpa tía/o aunt/uncle prima/o cousin bonita/o pretty, handsome cariñosa/o caring, loving alta/o tall flaca/o skinny fuerte strong rubia/o blonde morena/o brunette joven, vieja/o young, old Cada vez que nos juntamos (1) Me llamo, me llamo (3) Te quiero (12) Mamá y papá (13) Qué chunga (20) Me volteo (23) Tortillitas (4) Los deditos (5) La panaderita (11) La granja (14) Sana, sana (16) (Track #) La familia ocupada de oso, by Stella Blackstone Quiero a mi mamá porque..., by Laurel Porter-Gaylord Quiero a mi papá porque, by Laurel Porter-Gaylord Mi familia y yo, by Gladys Rosa-Mendoza A comer!, by Ana Zamorano Qué semana, Luchito!, by Ina Cumpiano Yo tenía un hipopótamo, by Hector Viveros Lee Describe la familia
7 11 Summary: Through the activity, the story, and the art project, students learn to use Spanish adjectives to describe the different members of their family. Supplies: Photos or drawings of different members of your family (or photos cut out from magazines) 1. Greeting and Roll Call (1.1, 1.2, 4.1) 2. Circle Time (1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.2) Start with chalkboard activities. Warm up with songs, chants, and poems. Review with games and activities from previous lessons. Do the Describe la familia activity: 1. Start by reviewing the vocabulary for the names of different family members. 2. Brainstorm with students and create a list of adjectives: Ask students for suggestions for words that could describe their family. As they make their suggestions, write them on the board in Spanish. 3. Tell students that the way we ask what someone is like is to say, Cómo es? Write the question on the board. 4. Show students photos (or drawings) of your family. Point to a member of your family and say, Mi papá es flaco. Cómo es tu papá? Have students use the adjectives from the list you created. 5. Repeat this with other family members. 3. Story Time (1.2, 2.1, 3.2) As you read, point to the different family members in the story and ask, Cómo es? 4. Art Time (1.1, 1.2, 1.3, 4.1) 5. Good-bye (1.1) 1. Greeting and Roll Call (1.1, 1.2, 4.1) 2. Circle Time (1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.2) Start with chalkboard activities. Warm up with songs, chants, and poems. Review with games and activities from previous lessons. Do the Describe la familia activity again. 3. Story Time (1.2, 2.1, 3.2) As you read, point to the different family members in the story and ask, Cómo es? 4. Art Time (1.1, 1.2, 1.3, 4.1) 5. Good-bye (1.1) If you don t have pictures of your family (or prefer not to use them), you can simply use photos of people cut out of magazines. Encourage students to come up with positive adjectives when describing family members.
8 Students make paper dolls of the different members of their family and then use Spanish adjectives to describe them. La familia photocopy, as many as needed for each student (see Reproducibles, page 221) Scissors Glue Construction paper Crayons 1. Show students a model of a finished art project. Point to each paper doll and its corresponding description. Read the description for students. 2. Ask students, Cuántas personas hay en tu familia? Give students the number of dolls they need. 3. Then have students cut dolls out and glue or staple them onto a piece of construction paper (see Helpful Hints below). Have them label their family members, papá, mamá, etc. 4. As students are working, go around and point to the different family members and ask, Cómo es tu? 1. Have students write the question, Cómo es? at the top of their paper. 2. Review with students your descriptions of family members on your finished art project. 3. Have students describe their family members: Next to each paper doll, have them write, Mi papá (mamá, etc.) es When students are finished, have them share their work with the class. As they share, you can ask them, Cómo es tu papá, (mamá, etc.)? Some students may have large immediate families. If that s the case, you can be creative as to how you fit the family members on the page. You may suggest, for example, that students glue/staple one side of the doll so that they can flip it open and write the family member label underneath.
9 Date Student 11 Students use adjectives and the verb ser to describe the members of their family. Students comprehend the question, Cómo es (tu papá, tu mamá, tu hermana, etc.)? Students answer the question using adjectives in the phrase, Mi es... Cómo es tu? What is your like? Mi es... My is... mamá mom papá dad abuela/o grandma/grandpa tía/o aunt/uncle prima/o cousin bonita/o pretty, handsome cariñosa/o caring, loving alta/o tall flaca/o skinny fuerte strong rubia/o blonde morena/o brunette joven, vieja/o young, old Cada vez que nos juntamos (1) Me llamo, me llamo (3) Te quiero (12) Mamá y papá (13) Qué chunga (20) Me volteo (23) Tortillitas (4) Los deditos (5) La panaderita (11) La granja (14) Sana, sana (16) (Track #) La familia ocupada de oso, by Stella Blackstone Quiero a mi mamá porque..., by Laurel Porter-Gaylord Quiero a mi papá porque, by Laurel Porter-Gaylord Mi familia y yo, by Gladys Rosa-Mendoza A comer!, by Ana Zamorano Qué semana, Luchito!, by Ina Cumpiano Have your child describe the different members of your family using the Spanish vocabulary from the lesson.
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