2ND GRADE CURRICULUM

Transcription

1 2ND GRADE CURRICULUM 1

2 Published by the King Juan Carlos I of Spain Center New York University 53 Washington Square South, Suite 201 New York, NY Copyright 2004 by the King Juan Carlos I of Spain Center. All rights reserved. This project has been possible by a grant from the Coca-Cola Foundation and by an Anonymous Foundation. For further information visit the HRN website at 2

3 TABLE OF CONTENT 1) Why learn Spanish? Por qué aprender español? 5 2) Los números / el calendario repaso 9 3) México cultura - Día de los Muertos 15 4) El alfabeto repaso / Dónde vives? De dónde eres? 19 5) Me gusta / color / fruta repaso 21 6) El cuerpo 27 7) El cuerpo cont d - Powerpoint el cuerpo 33 8) La familia 41 9) La familia cont d / Cómo se llama? - Powerpoint 45 10) Los 5 condados de Nueva York 49 11) Excursión al Bronx NYC, Zoo Animals - Powerpoint 53 12) Excursión a Brooklyn Animales del acuario- Powerpoint 57 13) Review of animales del zoológico y animales del acuario 61 14) El transporte - Powerpoint 67 15) El transporte cont d 69 3

4 16) Excursión a Queens Shea Stadium- El béisbol 71 17) La ropa 75 18) La ropa cont d 77 19) Classroom vocabulary 83 20) Classroom vocabulary cont d 85 21) Las estaciones / Los meses 87 22) Cinco de Mayo 91 23) May 5- Cinco de Mayo Piñata party 97 24) Las figuras- Preposition and Color repaso ) Repaso / Canciones ) Universal Activities 108 4

5 SESSION 1 WHY LEARN SPANISH? POR QUÉ APRENDER ESPAÑOL? SAY HOLA TO SPANISH OTRA VEZ Goals: To discuss with students the importance of learning a second language. To ask the students how they were able to practice their Spanish over the summer. To teach new vocabulary from the story, Say Hola to Spanish Otra Vez. Sing: Hola, hola, hola. From now on, you may want to begin every class with this song. Read: Say Hola to Spanish Otra Vez. In-class activities: Discuss vocabulary from book. Review alphabet by playing Around the World. (See attached - universal activities). Give out Spanish folders and stickers. Have the students decorate their own folders however they like. They must include the following information: name, school, grade, class, and that it is their Spanish folder (folleto de español). While the students are working on their folders, Spanish teachers should take the opportunity to talk to classroom teachers about their students Spanish folders, where they can be kept, and that they can take them home to work on their sheets as long as they have them back by the next Spanish class. It is also a good idea to exchange phone numbers with the classroom teacher so that they can inform you of any upcoming trips or days where they cannot have Spanish class for some reason. All administrative issues should also be handled today such as getting class lists from teachers, finding out about half days and other calendar issues so that changes in the schedule can be planned in advance. Close with Adiós, amigos, adiós. Materials needed: Say Hola to Spanish Otra Vez, alphabet flash cards, Spanish folders for each student, stickers 5

6 Classroom teacher: Read and discuss Pepita Talks Twice, by Ofelia Dumas Lachtman. ****Find a spot in the classroom where the students can leave their Spanish folders. If there is free time during the week, it would be great to have the class take out their Spanish folders and finish any unfinished activity sheets. They should be able to take them home with them to practice or work on unfinished activity sheets, but they need to have them back in class for the next week s Spanish lesson. Additional suggestion: Keep a list of borrowed Spanish words and add to list every time you and your students come up with a new one.**** 6

7 Suggested activities for Spanish FLEX Program - Grades 1-5 Children work well within a structured environment, so it may be helpful to develop an opening and closing routine for your class. Here are several songs to try: Hola, Hola, Hola (chant) You: Hola, hola, hola Kids: Hola, hola, hola You: Digo yo (point to yourself) Kids: Digo yo You: Dices tú Kids: Dices tú You: Buen día para escuchar (hold hand up to ear) Kids: Buen día para escuchar You: Buen día para mirar (hold hand to shade your eyes and look around) Kids: Buen día para mirar You: Hola, hola, hola Kids: Hola, hola, hola repeat twice Adiós amigos Adiós amigos, adiós (clap, clap) Adiós amigos, adiós (clap, clap) Es hora de partir (point to watch the clock) Adiós, amigos, adiós (slap, slap, clap, clap snap, snap) (You can make up your own melody and hand movements) 10 Niñitos Uno, dos, tres niñitos cuatro, cinco, seis niñitos siete ocho, nueve niñitos Diez niñitos hay. (also try counting backwards) 7

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9 SESSION 2 LOS NUMEROS / EL CALENDARIO REPASO Goals:To review and reinforce the different parts of el calendario, including the days of the week, the months, the dates (numbers), the year, fiestas (including cumpleaños), and the weather. To review the numbers 1-10 and teach Classroom activities: Using number flashcards, review numbers 1-10 by holding up each card and saying the number in Spanish while students repeat. Next, hold up the cards and have the students tell you the numbers in Spanish. Teach numbers by using the flashcards. Next, split the class into two teams and hold up the flashcards 1-20 (one at a time). The first person that raises their hand has a chance to guess the number for their team (keep score using numbers in Spanish). Sing the dias de la semana song. Lunes, martes, miércoles, jueves, viernes, sábado, domingo, Qué día es hoy? Talk about today s date, practice the months, days and year in Spanish. Review the different weather conditions using the markers on the calendar. hace sol, está lloviendo, está nublado, está parcialmente nublado, está nevando, está haciendo viento, hace mal tiempo. Also include hace frio and hace calor. Using hand motions, act out a weather condition, and have the class guess what they are. Ex: Teacher gives herself a bear hug and says Brrrrrr to generate the student response hace calor. Then ask again Qué día es hoy? And pick a student to tell the class today s date in Spanish. Next ask Qué tiempo hace hoy? Choose a student to tell the class today s weather and have them come up to the front to put the right weather card on today s date on the calendar. (From now on, you should open every lesson with the calendar.) You can chart a bar graph using Cuál es tu día favorito? on one side and the days of the week on the other to practice the days of the week as well as promote the question/answer formation. You can also use this chart to practice the numbers by asking them to answer from the bar graph Cuántos niños le gustan el sábado?. You can take a survey of your students favorite days of the week and make a bar graph for their class (today or another day when time allows). You may want to expand this year on the calendar vocabulary by asking more questions as 9

10 they become more comfortable with el calendario. For example: After Qué día es hoy?, you may ask: si hoy es martes, Qué día será mañana? / Qué día fue ayer? Give out el calendario and los números worksheets. Materials: number flashcards, el calendario and los numeros worksheets, el calendario 10

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15 SESSION 3 CULTURA DE MEXICO Y EL DÍA DE LOS MUERTOS Goals: To identify Mexico on a map. To teach students about Mexican/Central American holiday, The Day of the Dead. In-class activities: Identify Mexico as a Spanish-speaking country and locate it on the globe, making sure that students understand that Mexico borders the United States. Mention that in Mexico and other Central American countries, they celebrate a holiday called El Día de los Muertos to honor family members who have passed away. Discuss similarities/differences between Day of the Dead and Halloween. Read: The Spirit of Tío Fernando, Janice Levy Materials needed: globe or map, The Spirit of Tío Fernando, coloring sheet, el calendario. Take home activity: Coloring sheet, La Calavera. Classroom teacher: Collect and post above coloring activity around the room to decorate for El día de los Muertos. 15

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19 SESSION 4 EL ALFABETO REPASO AND DÓNDE VIVES? / DE DÓNDE ERES? Goals: To review El alfabeto and De dónde eres?, Dónde vives?, Soy de..., Vivo en... To discuss the diverse Spanish-speaking population in New York. To identify Puerto Rico on a map and compare its location to New York. In-class activities: Review all the letters in the Spanish alphabet once by using flashcards. Give out test worksheet with the ten lines of letters. Say a letter from each horizontal line aloud and see if the students can determine which letter it is from your pronunciation of the letter. They should circle the right answer. Ask the questions De dónde eres? and Dónde vives? and discuss the differences including the responses Soy de... and Vivo en.... Read and discuss: Abuela, by Arthur Dorros. Play: Hangman, using vocabulary from Abuela. Materials needed: alphabet flashcards, alfabeto test worksheet, globe or map, Abuela, el calendario Classroom teacher: Read Subway Sparrow, Leyla Torres. 19

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21 SESSION 5 ME GUSTA / COLOR / FRUTA REPASO Goals: To review los colores. To review me gusta, no me gusta. To review las frutas. In-class activities: Listen to and sing Me Gusta and No me gusta songs Listen to and sing: Me Gusta and No Me Gusta, as a review. Teach the new song Los Colores Del Arco Iris. Review fruit vocabulary. Ask the children if they like/dislike the different fruits. On chart paper, have students plot out what fruit they like in the form of a bar graph. Each student will have to choose which fruit they like the best and come up to the chart and put an X over the fruit they have chosen, while saying, Me gusta... Review that another way to express likes is to say what their favorite is: Review Cuál es tu fruta favorita? Next, review los colores using las frutas and the newly learned song Los colores del Arco Iris. Make a poster of the bar graph of Cuál es tu color favorito? to practice the question/answer, the colors, as well as the numbers ( a cuántos niños le gusta el rojo? ) If time allows, you can do a bar graph/chart for Cuál es tu color favorito? for your class. They can answer (and chart) by saying Mi color favorito es... or Me gusta... Pass out las frutas/los colores worksheets. Materials needed: Me gusta and No me gusta songs, Los colores del arco iris song, portable stereo, chart paper, markers, el calendario Classroom teacher: Sing Me gusta, No me gusta and Los colores del arco iris with students. Review fruit vocabulary on the chart. 21

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27 SESSION 6 EL CUERPO Goals: To introduce the parts of el cuerpo. To teach 2 new songs, Cabeza, cintura, rodillas, pies and Mi cuerpo (hace música). In-class activities: Introduce new body parts vocabulary (la cabeza, los brazos, las piernas, los pies, la cintura, las manos, las rodillas, la cara, los hombros) using poster of body parts. Have students touch body part as you do while repeating the name in Spanish. Sing and mime: Cabeza, cintura, rodillas y pies, Let s Sing and Learn in Spanish. Sing and mime: Mi cuerpo (hace música). Teach lyrics and dance to Mi cuerpo (hace m sica) using the lyric poster and modeling the dance movements. (Ex: clap hands after Mis manos hacen..., stamp feet after Mis pies hacen..., sing la, la, la after Mi boca hace, shake hips and sing cha cha cha after Mi cintura hace.... Pass out: el cuerpo and/or time/color/body part worksheets. Materials needed: El cuerpo poster, Mi cuerpo lyric poster, Let s Sing and Learn in Spanish tape, Mi cuerpo hace música, from Sol y Canto, el doble de mis amigos CD, portable stereo, el cuerpo sheet, el calendario. Classroom teacher: Practice el cuerpo songs with students. 27

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33 SESSION 7 EL CUERPO CONT D POWERPOINT EL CUERPO Goals: To review body parts. To introduce the parts of la cara (la boca, los ojos, la nariz, la frente, el cuello, los dientes, la lengua, la barbilla, las orejas) In-class activities: Review body part vocabulary. Bring in a large sheet of paper with an outline of a body drawn on it. Have the students fill in the parts that are missing. With the class, label the body parts that you taught the previous class. Introduce the parts of la cara using a poster of la cara. Then point (or touch) the part of the face while saying the word and have students do the same. Play: Simón Dice (Simon Says) with la cara vocabulary. Ex: You say, Simón dice toquen la nariz. (the students must touch their nose). You say Toquen la boca. (the students should NOT move as you didn t say Simón dice. Sing: Practice (quickly) the two cuerpo songs from the last class. Another similar song can be added and taught for practicing body parts. It is a version of Head, Shoulders, Knees and Toes in Spanish, using the same tune. It can be done with knees and feet (Cabeza, hombros, rodillas y pies) or with hands and feet (manos y pies). Then you can do it Rápido! or Despacio!. It is usually a lot of fun for the students. They especially like the Rápido! Another fun song/dance option to review some body parts (and teach a few bird body parts ) is the song Golondrina which is sung to the tune of Alloutte. A simple dance can be made up to go to the song, incorporating miming the different body parts mentioned in the song. Play: Simón Dice (Simon Says), with el cuerpo vocabulary. Instead of this lesson or as an additional lesson, you can do Las partes del cuerpo Powerpoint and/or La cara Powerpoint and Qué falta del cuerpo? worksheet. Pass out: Buscapalabras, Crucigrama and /or La cara worksheets. Materials needed: La cara poster, Large piece of paper, markers, buscapalabras and crucigrama worksheets, el calendario 33

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41 SESSION 8 LA FAMILIA Goals: To teach family vocabulary (madre, padre, hermano, hermana, hijo, hija, bebé, tía, tío, abuela, abuelo) To teach Con quién vives? Vivo con... In-class activities: As you sing Mira, mira, have students role play the different characters mentioned. Listen to and sing: Mira, Mira, I Can Sing en español. Read: Eres Tú mi Mamá?, by P.D. Eastman Make a list of the names of different family members. Ask the students who they live with ( Con quién vives? Vivo con...) Pass out: la familia worksheet. Materials needed: I Can Sing en español tape, Eres Tú Mi Mamá?, la familia worksheet, el calendario Classroom teacher: Have students draw a family portrait, labeling members of their families in Spanish. 41

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45 SESSION 9 LA FAMILIA, CONT D / CÓMO SE LLAMA? / CUÁNTOS AÑOS TIENES? POWERPOINT Goals: To review names of family members. To review Cuántos años tienes? and introduce the difference between 2 nd and 3 rd person questions by pointing out the difference between Cuántos años tienes? and Cuántos años tiene (su mamá)? To introduce the concept of answering questions in first person Tengo años. In-class activities: Review list of family members. Play hangman, using family vocabulary. Ask students Cuántos años tienes? Then ask them about some of their family members ( Cuántos años tiene su hermano? ) Exaggerate the ending of the question to emphasize the difference between tienes and tiene. See if the students can guess the difference. Briefly discuss the difference between 2 nd and 3 rd person through this example. Point out that when they answer Tengo años, it is the first person. Once again, briefly emphasize the difference in the ending. Do the same in pointing out 1 st, 2 nd and 3 rd persons using Cómo TE llamas? and Cómo SE llama? and ME llamo.... Pass out: la familia worksheet and have students work on it at their seats. Materials needed: la familia powerpoint presentation, Macintosh laptop computer, projector, la familia worksheet, el calendario Classroom teacher: Read In My Family/En mi familia, by Carmen Lomas Garza. Sing Mira, mira with the students. 45

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49 SESSION 10 NEW YORK S FIVE BOROUGHS / LOS CINCO CONDADOS DE NUEVA YORK Goals: To teach students the names and location of New York s five boroughs in both English and Spanish (el Bronx, La Isla Staten, Manhattan, Brooklyn, Queens.) To teach them to identify boroughs by size and location (biggest, smallest, farthest north, etc.) To teach the cardinal directions: north, south, east, west. In-class activities: Using a map of New York City, identify the five boroughs. Ask students in which borough do they live. Which one is bigger? Which is smaller? Which one is farthest north, south, east, west? Ask questions about landmarks in New York City (ex. In which borough can one find the Empire State Building? Hand out: activity sheet on the five boroughs. (You will need to guide the students through this worksheet.) Materials needed: map of New York City, activity sheet on the five boroughs el calendario 49

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53 SESSION 11 EXCURSIÓN AL BRONX - NEW YORK CITY, ZOO ANIMALS POWERPOINT Goals: To review the names and location of New York s five boroughs. To locate the Bronx where we find El Zoológico del Bronx. To teach the names of zoo animals (el elefante, el chimpancé, la cebra, la jirafa, el tigre, el león). In-class activities: Do the Powerpoint presentation and game. Pass out animales del zoológico worksheet Materials needed: Excursión al Bronx Powerpoint presentation, Macintosh laptop computer, projector, animales del zoológico worksheet, Zoo Looking, En el zoológico, el calendario Classroom teacher: Read Zoo Looking, and/or En el zoológico, Mem Fox. 53

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57 SESSION 12 EXCURSIÓN A BROOKLYN ANIMALES DEL ACUARIO POWERPOINT Goals: To review the names and location of New York s five boroughs. To locate Brooklyn where we find El Acuario. To teach the names of aquarium animals (el pez, el delfín, la foca, la tortuga, la ballena, el tiburón). In-class activities: Do the Powerpoint presentation and game. Pass out animales del aquario worksheet Materials needed: Excursión a Brooklyn Powerpoint presentation, animales del aquario worksheet, Macintosh laptop computer, projector, el calendario 57

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61 SESSION 13 REVIEW OF ANIMALES DEL ZOOLÓGICO Y ANIMALES DEL ACUARIO Goals: To review the zoo and aquarium animals. To learn tener hambre and the verb comer and to answer the question Qué come...? In class activities: Make zoo animal flashcards and review the different animals learned through the Excursión al Bronx Powerpoint presentation. Play a game of charades. Choose students one by one to come up to the front of the class to mime one of the zoo animals. They can use sound effects as well. The rest of the class has to guess the animal in Spanish. The students should raise their hands if they know the answer and the student in front should call on someone. The student who gets the answer right is the next performer. Do this three or four times. Next, review the aquarium animals learned in the Excursión a Brooklyn Powerpoint presentation using flashcards. Repeat the charades game with los animals del acuario. Next, tell them that the animals are hungry. Los animales tienen hambre. Introduce and write down the question Qué come? and the answer (El animal) come...? Finally, show a flashcard of a zoo animal and a flashcard of an aquarium animal. For example, you hold up a flashcard of a tiger and a fish. The students must generate the sentence El tigre come el pez.. Do this a few times and then have the students play a game of charades once again; this time miming a zoo animal AND an aquarium animal. The students must guess and answer in the above form. If time allows, have the students return to their seats and work in pairs. One student acts out a zoo animal and an aquarium animal while their partner has to verbally put the sentence together. Then they switch roles. Another option for seat work if they have grown tired of the charades game is to have them draw a zoo animal and an aquarium animal on a piece of paper and then have to write the sentence El animal del zoolóigico come el animal del acuario. Have them do the worksheets. Materials needed: los animales del zoológico flashcards, los animales del acuario flashcards, El tiburon y el tigre tienen hambre worksheet, paper, markers, el calendario 61

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67 SESSION 14 EL TRANSPORTE - POWERPOINT Goals: To teach the names of modes of transportation (el coche, el taxi, el helìcoptero, el globo, el autobus escolar, la motocicleta, el avión, el tren, la nave espacial). To discuss transportation in New York City. In-class activities: Do the El transporte Powerpoint presentation and game. Ask the students how they get to school, how they visit their relatives, etc. by using Voy en... and using the newly learned transportation vocabulary. Pass out el transporte worksheet. Materials needed: El transporte Powerpoint presentation, Macintosh laptop computer, projector, el transporte worksheet, el calendario 67

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69 SESSION 15 EL TRANSPORTE CONT D Goals: To review the names of modes of transportation (el coche, el taxi, el helicóptero, el globo, el autobus escolar, la motocicleta, el avión, el tren, la nave espacial) and to review los animales. In-class activities: Using the transportation flashcards, review the different modes of transport learned through the Powerpoint presentation from last class. Play a game of charades. Choose students one by one to come up to the front of the class to mime one of the modes of transportation. They can use sound effects as well. The rest of the class has to guess the mode of transportation in Spanish. The students should raise their hands if they know the answer and the student in front should call on someone. The student who gets the answer right is the next performer. Do this three or four times. Next, review the zoo and aquarium animals using flashcards. Repeat the charades game with los animales. Finally, show a flashcard of an animal and a flashcard of a mode of transportation. For example, you hold up a flashcard of a tiger and a motorcycle. The students must generate the sentence El tigre va a escuela en motocicleta. Do this a few times and then have the students play a game of charades once again; this time miming an animal AND a mode of transportation. The students must guess and answer in the above form. If time allows, have the students return to their seats and work in pairs. One student acts out an animal and mode of transport while their partner has to verbally put the sentence together. Then they switch roles. Another option for seat work if they have grown tired of the charades game is to have them draw an animal and a mode of transport on a piece of paper and then have to write the sentence El animal va a escuela en modo de transporte. Materials needed: el transporte flashcards, los animales del zoológico flashcards, los animales del acuario flashcards, paper, markers, el calendario 69

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71 SESSION 16 EXCURSIÓN A QUEENS SHEA STADIUM - EL BÉISBOL Goals: To review the names and location of New York s five boroughs. To locate the borough of Queens where we find El Estadio de Shea. To teach the names of some baseball terms and things they would see and eat at a baseball game/stadium. In-class activities: Do the Powerpoint presentation. Practice using the new vocabulary en el estadio, vamos a ver (baseball terms.) and en el estadio, vamos a comer (food terms). Pass out béisbol worksheets. Materials needed: Excursión a Queens Powerpoint presentation, Macintosh Laptop Computer, projector, béisbol worksheets, el calendario 71

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75 SESSION 17 LA ROPA Goals: To learn the clothing vocabulary. To learn Qué llevas? To learn Quién lleva? To learn command form of poner (Ponte la camiseta roja). To review colors. Classroom activities:bring in a suitcase or bag of clothing. As you take each article out, coach students to identify the name in Spanish. After you have introduced the names of all the clothing, play dress up. Ask for a volunteer to dress up as you or students tell him what to put on. The more ridiculous clothing you bring in, the more fun this activity will be. Point out and use different colors in the clothing for a brief review of los colores. Sing: El Burro Enfermo. Have students follow along with the lyric sheet for the first time or two. Have them act out the different articles of clothing. Ex: pretend they are putting on a scarf while singing una bufanda blanca Materials needed: suitcase full of clothing, El Burro Enfermo lyric sheet 75

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77 SESSION 18 LA ROPA, CONT D Goals: To teach the names of articles of clothing in Spanish. To review Qué llevas? Llevo... and Ponte... In-class activities: Read: Froggy Se Viste, by Jonathan London. As you are reading, reinforce the names of clothing and weather conditions. Sing: Once again, sing El Burro Enfermo. See how much they remember by miming the different articles of clothing where they should be in the song, but not singing (try to get the students to come up with the correct clothing lyrics on their own.) Do clothing activity sheet. Materials needed: Froggy Se Viste, by Jonathan London, clothing activity sheet, Dibuja y colorea, el calendario Classroom teacher: Review clothing vocabulary with students. Sing El Burro Enfermo. 77

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83 SESSION 19 CLASSROOM VOCABULARY Goals: To teach classroom vocabulary (la tiza, los marcadores, los crayones, el papel, las tijeras, la pega, el lápiz, el sacapuntas, el borrador, la grapadora, el escritorio, el libro, la pizarra) To teach the verb tener. In-class activities: Pass out classroom objects to students. Then ask who has what. ( Quién tiene los crayones?) The other students may answer, Juan tiene los crayones or Juan may answer, Yo tengo los crayones. Play Bingo using classroom vocabulary. Materials needed: chalk, markers, crayons, paper, scissors, glue, pencil, pencil sharpener, eraser, stapler bingo, el calendario 83

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85 SESSION 20 CLASSROOM VOCABULARY, CONT D Goals: To review classroom vocabulary. To teach other school related vocabulary. In-class activities: Review names of classroom objects. Teach other vocabulary for labeling around the school (la puerta, la oficina, la clase, el aula, las paredes, las computadoras, la cafetería, la biblioteca, el gimnasio, etc.) Assign the classroom and school words to groups of students and have them make bi-lingual signs. They can write the word and the article in Spanish and then the English translation. They can make it as colorful and decorative as they like. Give out pieces of tape and have them put their signs on the objects in the classroom Play Hangman using classroom vocabulary. Materials needed: chalk, markers, crayons, paper, scissors, glue, pencil, pencil sharpener, eraser, stapler bingo, el calendario Classroom teacher: Using a Spanish/English dictionary, help students label different objects around the classroom that they did not label with the Spanish teacher 85

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87 Goals: To teach the seasons and the months of the year in Spanish. SESSION 21 LAS ESTACIONES / LOS MESES In-class activities: Do the daily calendar and weather class opener, but spend a little more time talking about the weather, days, and the months. For example with the months, you can ask si este mes es marzo, qué mes fue antes? / Qué mes viene después? Get an idea of how many months they know how to say. With the weather, you can ask En enero, hace calor o hace frio? Do a formal presentation of the months using month flashcards as you have prepared, pronouncing all of them and having the class repeat. Next, ask the class what four things are the months of the year divided into? They will guess the four seasons and you can introduce Las estaciones. Present the cards while pronouncing each season and having the class repeat. Make several cards describing weather conditions (hace frío, hace calor, está lloviendo, está nevando, hace buen tiempo, hace mal tiempo, hace sol). Next, put all of the cards, including the months and the seasons face DOWN into one pile, and in the other pile, out the weather cards face DOWN. Choose students one by one to come up and pick a card form each pile. They then have to generate a sentence from the two cards. Then the class has to decide of that sentence is verdad or falso. For example, if a student picks el verano from the first pile, and hace frio from the second pile, the student has to say En el verano, hace frio. Then the class would have to say Falso! Pass out las estaciones worksheets. Materials needed: las estaciones worksheet, los meses and las estaciones cards, weather cards, el calendario 87

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91 SESSION 22 CINCO DE MAYO Note: Insert this lesson a week before the 5 th of May. Goals: To teach the historical significance of Cinco de Mayo. To identify Mexico and France on map or globe. Read: A World of Holidays - Cinco de Mayo, by Sarah Vázquez In-class activities: Discuss the historical significance of this holiday (see attached sheets). Compare to our Fourth of July. Do Cinco de Mayo crucigrama. You will have to guide the students through this and do it as a class. Have students make Mexican flags. Materials needed: A World of Holidays - Cinco de Mayo, Sarah Vázquez, globe or map, Cinco de Mayo crucigrama, flag handout, markers, crayons, colored pencils, el calendario 91

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97 Note: Do this lesson the week of May 5 th. SESSION 23 MAY 5 - CINCO DE MAYO PIÑATA PARTY Goals: To discuss the significance of 5 de mayo (independence of Mexico from France in 1862). In-class activities: Have a fiesta. Have children bring in Mexican food (see attached recipes). Break a piñata. As one students take turns swinging at the piñata, repeat the following chant, No queremos oro, no queremos plata, lo que queremos es romper la piñata. Materials needed: piñata Lyrics and / or music to Cielito Lindo and/or La Cucaracha piñata party rule sheet Classroom teacher: Read El Piñatero, by George Ancona 97

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103 SESSION 24 LAS FIGURAS / PREPOSITION AND COLOR REPASO Goals: To teach the different figuras in Spanish (el círculo, el triángulo, el óvalo, el rectángulo, el cuadrado). To review the prepositions and colors in conjunction with the shapes. In-class activities: Present the different shapes using the figuras posterboard that you have prepared. Pronounce the words and have the class repeat. Then use the preposition posterboard to talk about where the shapes are in relation to one another. Review encima de, debajo de, dentro de, and al lado de. Take some object (like a pencil) and place in different areas around the different shapes on the poster. Do this to try to get the students to practice the shapes and the prepositions together. Ex: Place a pencil inside the picture on the poster of a rectángulo. The students have to answer el lápiz está dentro del rectángulo. Do this several times for the different prepositions and the different shapes. Have the students raise their hands if they know the right answer. This will review the shapes and the prepositions at the same time. Next, ask the students the colors of the different shapes in Spanish for more review. Do the figuras y colores Powerpoint game. Hand out: las figuras worksheet. Materials needed: las figuras posterboard, figuras y colores Powerpoint game, Macintosh laptop computer, projector, las figuras worksheet, el calendario Supplementary activities: Do la cara Powerpoint presentation to review el cuerpo y las figuras. Do la cara / las figuras worksheet. 103

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107 Goals: To review the years work and songs. Sing: Quién llama a la ventana? I Can Sing en español. SESSION 25 REPASO / CANCIONES 107

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