1ST GRADE CURRICULUM

Transcription

1 1ST 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 CONTENTS 1) Why learn Spanish? Por qué aprender Español? 5 2) El Abecedario 13 3) ABC S Cont d 15 4) Say hola to Spanish 17 5) Thanksgiving/ El día de Acción de Gracias 19 6) Los Números y el Calendario 21 7) Los Saludos 25 8) Los Colores 29 9) De Colores 35 10) Cómo te Llamas? 39 11) Los Sentimientos 49 12) Los Sentimientos (Cont d) 53 13) Las Frutas- Powerpoint 59 14) Cuantos Años Tienes? / Me Gusta- No me Gusta 63 15) Me Gusta, No me Gusta Cont d 67 16) Me Gusta, No me Gusta Cont d 69 17) Dónde Vives? / Spanish Culture 71 18) Los Animales de la Granja- Powerpoint 75 19) Los Animales de la Granja Cont d 81 3

4 20) Los Cinco Crayones - Chapter ) Los Cinco Crayones - Chapter ) Los Cinco Crayones - Chapter ) Las Preposiciones 97 24) Repaso: Los Cinco Crayones / Las Preposiciones ) Repaso En General y Las Canciones ) Universal Activities 119 4

5 SESSION 1 WHY LEARN SPANISH? POR QUÉ APRENDER ESPAÑOL? Goals: To make students aware of the value of acquiring a foreign language. To make students aware of the richness and diversity of Spanish-language culture throughout the world. To make students aware of the importance of the Spanish language in New York City, where roughly 25% of the population speaks Spanish. To establish that each week at this time, they will have Spanish class and be learning new things and receiving new things that they should keep in their new Spanish folders. In-class activities: Sing: Hola, Hola, Hola song. Read: Short story about the importance of being bilingual (optional). Ice-breaker, lead a discussion about the issues described in the goals above. How many students speak another language at home? Why learn other languages? Why learn Spanish? Where is Spanish spoken? Who are the Spanish-speaking people in the students lives and communities? Present the list of English words that have been borrowed from Spanish. Talk about why languages might borrow words from other languages. Discuss some of the words on list. Practice pronouncing some of them in Spanish. Give out Spanish folders and stickers. Have the students decorate their own folders however they like. They must include the following information: nombre, clase 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. If time permits: introduce numbers 1-10 (or higher if appropriate). Sing: 10 Niñitos, 5

6 Sing: Adios, amigos, adios. Materials needed: Why it is important to be bilingual short story, list of borrowed Spanish words, number flash cards, Hola, Hola, Hola song, Adios, amigos, adios song and Diez Niñitos song Spanish folders for each student, stickers Classroom teacher: ****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. If they want, 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 Practice our Spanish Songs! Hope you remember the tunes! Hola Hola Song Hola, Hola, Hola - teacher (Hola Hola, Hola) - students repeat Digo yo (Digo yo) - teacher Dices tú (Dices tú) - students repeat Buen día para escuchar (hold hand up to ear) - teacher (Buen día para escuchar) - students repeat Buen día para mirar (hold hand to shade eyes) - teacher (Buen día para mirar) - students repeat Escuchar (Escuchar) - teacher (students) Mirar (Mirar) - teacher (students) Mirar (Mirar) - teacher (students) Escuchar (Escuchar) - teacher (students) Escuchar y Mirar - teacher (Escuchar y Mirar) (students) Hola, Hola, Hola - teacher (Hola Hola, Hola) - students repeat Hola Hola, Hola - teacher (Hola Hola,Hola) - students repeat 7

8 Días de la Semana Song Lunes, martes, miércoles, jueves, viernes, sabado, domingo Qué día es hoy? Las Vocales Song Las vocales en español Las vocales en español A, E, I, O, U La (m) can la A, dice MA La (m) con la E, dice ME Con la I, dice MI Con la O, dice MO La (m) con la U, dice MU MA, ME, MI, MO, MU Las vocales en español Las vocales en español A, E, I, O, U Sí, Señor!! 8

9 Buenos Días Song (to the tune of Frere Jacques) Buenos días, buenos dîas Cómo estás?, cómo estás? Muy bien, gracias, muy bien, gracias Y Usted?, Y Usted? Repeat with buenas tardes and buenas noches. Adios Song Adios amigos, adios (clap, clap) Adios amigos, adios (clap, clap) Es hora de partir, (point to watch) Adios amigos, adios (slap, slap, clap, clap, snap snap, etc.) 10 Niñitos (to the tune of 10 little Indians) Uno, dos tres niñitos cuatro, cinco, seis niñitos siete, ocho, nueve niñitos diez niñitos hay 9

10 SOME ENGLISH WORDS BORROWED FROM SPANISH PLACE NAMES FOOD-DRINKS CLOTHES Florida tortilla poncho Nevada mango sombrero Montana papaya guarache (sandal) Las Vegas taco Los Angeles salsa Colorado chile con carne Boca Raton chile (pepper) Cayo Hueso (Key guacamole West) tequila San Diego alfalfa Puerto Rico banana COWBOYS BUILDING GEOGRAPHY rodeo patio mesa lasso plaza canyon (cañón) corral adobe sierra stampede (estampida) hacienda bronco CUSTOMS POLITICS MUSIC-DANCE fiesta guerrilla salsa siesta junta tango piñata merengue domino flamenco Padres (missionary rumba priests) matador mambo maracas mariachis ANIMALS burro coyote cockroach (cucaracha) armadillo pinto palomino chihuahua toro EXPRESSIONS pronto (fast, right away) vamos (let s go) basta (enough already!) hasta la vista (until the next time I see you) Qué será, será (whatever will be, will be) Adiós mañana 10

11 Había tres ratones y un gato. Un ratón corrió y el gato estaba cazándolo. El ratón dijo - Eek! Eek! - y el gato se lo comió. El según ratón corrió y el gato estaba cazándolo cuando el ratón le dijo, - Eak! Eak! - y el gato se lo comió. El tercer ratón, que era muy inteligente, corrió y el gato estaba cazándolo cuando el ratón dijo, - Woof! Woof! - y el gato se fué. LA MORALEJA - Es importante ser bilingüe. Once upon a time, there were three mice and a cat. One mouse ran and the cat was hunting him. The mouse said Eek! Eek! and the cat ate him. The second mouse ran and the cat was hunting him when the mouse said Eek! Eek! and the cat ate him. The third mouse, who was very intelligent, ran and the cat was hunting him when the mouse said Woof! Woof! and the cat ran away. THE MORAL - It is important to be bilingual. 11

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13 SESSION 2 EL ABECEDARIO Goals: To teach the alphabet in Spanish. To teach the vowels in Spanish and the sounds that they make. In-class activities: To teach el alfabeto, use Spanish alphabet flash cards. Introduce and have the students repeat the letter in Spanish. Point out the letters that do not exist in the English alphabet (ch, ñ, ll, rr). Show the cards one more time and have the students stand up if their first name begins with that letter. Sing: Las Vocales song, Let s sing and learn in Spanish. Play: Hangman, making sure to use words that the students are somewhat familiar with, reinforcing the letters in español. Take home: el alfabeto sheet to practice letter names in Spanish with their families. Materials needed: Spanish alphabet flash cards, el alfabeto sheet, Let s Sing and Learn in Spanish tape, Classroom teacher: Review alphabet with students. Create a word wall in Spanish and add new words as they are learned. 13

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15 SESSION 3 ABC S CONT D Goals: To review el alfabeto. To review the vowels and their corresponding sounds. In-class activities: Review the alphabet by showing the flash cards and having children repeat the name of each letter after you. Lay out some of the alphabet flash cards on the floor and have two children try to find the letter you call out. The first one to correctly identify the letter wins. You can play in teams. Sing: Las Vocales song again, this time challenging the students to think of words in Spanish that begin with the consonant - vowel combination that you ve chosen. For example, for sa, se, si, so, su, they might come up with sábado, septiembre, señor, silla, sopa, super. Help them and teach new words if they can t come up with their own words. At this early stage, you may want to rely on the Spanish-speaking students in the class to volunteer words that the other students don t know yet. This usually makes the Spanish speakers feel helpful and special and it is nice to have students teaching other students instead of having it teacher centered. (You may want to use this song as a warm-up activity in the future to remind the students of the vowel sounds and as they progress they will know more words to use as examples). If time allows, you can begin reading Say Hola to Spanish by Susan Middleton Elya, pointing out in the book the new letters and sounds they have learned. Materials needed: Let s Sing and Learn in Spanish tape, Spanish alphabet flash cards, Say Hola to Spanish, Susan Middleton Elya, 15

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17 SESSION 4 SAY HOLA TO SPANISH Goals: To read a book and learn some new Spanish words. To use these words to practice how to pronounce words in Spanish as a follow up to learning the ABC s in Spanish the last 2 classes. To review the vowels and their corresponding sounds. In-class activities: Slowly read aloud Say Hola to Spanish by Susan Middleton Elya. Have the students repeat the words in Spanish aloud after you read them. When possible, point out the pronunciation of the words and emphasize the corresponding letters in the words to their sound. For example, when you get to perro, have them practice rolling their tongues and making the rr sound. Point out some words that will help them with the vowel sounds such as ojos for the vowel o. Bring up the letter ñ when you get to the words niño and piña and ask the students if they remember learning this special letter in Spanish. Do the same for ll when you get to caballo. Practice the pronunciation with them of some of the more difficult letters like j, using jamón and jabón. Finally, point out the words at the end of the book that we get from Spanish as they see that they are the same in English and Spanish (piñata, mosquito, burrito). Give out the Say Hola to Spanish worksheet. Materials needed: Say Hola to Spanish, Susan Middleton Elya, Say Hola to Spanish worksheet, 17

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19 SESSION 5 THANKSGIVING/ EL DÍA DE ACCIÓN DE GRACIAS Goals: To teach students how to say thank you, (gracias), you re welcome, (de nada) Thanksgiving Day (el Día de Acción de Gracias), turkey (pavo) pilgrims (peregrinos). Read: Gracias, the Thanksgiving Turkey, Joy Cowley. In-class activities: After reading the story, have class brainstorm a list of things for which they are thankful. Have the students make thank-you cards for a family member or friend. Show them how to write Gracias por... Materials needed: Gracias, the Thanksgiving Turkey, Joy Cowley pencils, crayons, construction paper Classroom teacher: Whenever possible, reinforce the use of gracias and de nada in the classroom. 19

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21 SESSION 6 LOS NÚMEROS Y EL CALENDARIO Goals: To learn numbers from To introduce the calendar in Spanish, days of the week, date, month, year and weather. In-class activities: Begin with a number ladder to review los números. Students start in a squatting position on the floor as we begin counting the numbers en español. With each number they slowly rise up until they jump up with both arms in the air on number 10. After 10, the immediately sit back down in silence. Repeat. Listen to: Spanish Numba Rumba Sesame Street CD. Introduce el calendario, going over the days of the week, the date, month, year and weather. Focus on Qué día es hoy? and teach the Days of the Week song. lunes, martes, miércoles, jueves, viernes sábado, domingo (clap) Qué día es hoy? Talk about today s date briefly, the day, the month and year in Spanish teaching the correct form - Hoy es miércoles, el 17 de Octubre de dos mil uno. 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. Then ask again Qué dia es hoy? Pick a student to tell the class today s date in Spanish. Since this is all new to them, help them along these first few weeks. 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 as a routine). You may want to introduce the question/answer form that you can use with any topic as you go along in the year Cuál es tu favorito(a)? Mi favorito es. In this case, you can make and use the poster of the bar graph of Cuál es tu día favorito? You can also use this chart to practice the numbers (How many students said that viernes was their favorite day? Then they have to read the bar graph and tell the correct number in Spanish. Do the números and tiempo worksheets. 21

22 If time permits: wrap up with número secreto. You write a number (1-10) on a piece of paper and have the students guess your secret number. If they cannot remember how to say a number, teach them how to ask Cómo se dice? and reinforce throughout the year. From now on, finish class with Adiós song. Materials needed: Sesame Street Fiesta CD, number flash cards, números and tiempo worksheets, el calendario Classroom teacher: Practice the numbers 1-10 with your class. 22

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25 SESSION 7 LOS SALUDOS Goals: To review the numbers. To learn some salutations and important words to be used in the future. To learn Cómo estás? In-class activities: From now on, begin class with el calendario. Do a quick review of los números (ladder, song or another quick activity) Sing Hola, hola, hola song. This will help get the students focused. Emphasize escuchar and mirar so the students will understand when you use those words in the command form in the future. This song also provides a good opportunity to introduce new verbs, (buen día para escuchar, buen día para bailar, etc.) From this point on, begin your classes with the Hola, hola, hola song (followed by el calendario). Allow this song to transition into greetings, etc. They now know how to say hello and good bye. Introduce Hasta luego, hasta la vista, hasta mañana and buenos dias Also, introduce por favor that they should use from now on when asking for something and gracias to say when they receive something, along with de nada (the last two should be a review from the Thanksgiving lesson). Teach - Sing: Buenos dias / buenas tardes / buenas noches song. Go over the meanings of the new phrases. Role-plays: To reinforce the new vocabulary and to encourage communication and conversation, model them and have students volunteer to do short role-plays. For example, a 2 person role-play can consist of entering, some sort of greeting (using the newly learned hola, buenos dias, buenas tardes or buenas noches. Then one can ask Cómo estás? and the other can reply muy bien gracias, y Ud? (from the song) or y tú? (you may want to briefly discuss the difference between informal and formal on a VERY elementary level here.) Then they can say goodbye by using adios, hasta luego, hasta la vista or hasta mañana and exit. You can introduce the activity as pretending to be actors in a play and that everyone who is not performing should be intently listening and learning as if they were in a theatre. You should have some written representation of the new phrases for the students to use as a guide when performing (you have written them on a dry erase board or have written them before class on a poster) Hand out greetings worksheet. 25

26 Materials needed: poster or dry erase board, Buenos dias song (De Colores CD), greetings worksheet, el calendario Classroom teacher: Practice the Buenos dias song with your students. 26

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29 SESSION 8 LOS COLORES Goals: To teach the names of los colores red, blue, yellow, orange, purple, green, brown, black and white (rojo, azul, amarillo, anaranjado, violeta, verde, café, negro y blanco) in Spanish. In-class activities: To teach colors, use objects of different colors (unifix cubes, construction paper, crayons). Play song: Los colores? Let s sing and learn in Spanish Give the students a coloring activity (see attached) for them to do at their seats. To help them, prepare a color guide with the Spanish color names on a large piece of paper. Play: Qué color falta? This is played by showing the students several colors and then hiding one behind your back while they close their eyes. When they open their eyes, everyone says Qué color falta? Each students tries to guess the missing color. Reinforce appropriate behavior by saying that you are looking for children who are sitting nicely ( bien sentados ) with their hands raised ( con las manos levantadas ). OR Make and use a poster of the bar graph of Cuál es tu color favorito? to practice the question/answer Mi color favorito es... form, the colors, as well as the numbers ( Cuántos niños le gustan el rojo? ) They can answer (and chart) by saying Mi color favorito es... If time does not allow for this activity, you can do this on the day of the Fruta Powerpoint / color repaso. Materials needed: unifix cubes, crayones, or construction paper in different colors, coloring activity, Let s sing and learn in Spanish tape, portable stereo, el calendario 29

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35 SESSION 9 DE COLORES Goals: To learn the song De Colores, learn new vocabulary while reviewing los colores. In class activities: Read the De Colores big book that actually is the lyrics to the De colores song. Use the pictures to help comprehension. The students should recognize at least the color words in the song from the last week and you should emphasize those words in the lesson. Show the lyrics to De Colores while ou play the song to hear the tune. Go over the lyrics once slowly without the music to get pronunciation. Translate the idea of each verse so they understand the meaning of the song. Teach some new vocabulary from the song (campos, primavera, pajarito, arco iris, gallo, gallina, pollitos, me gustan a mí). Play the song one more time. Now, have everyone try to sing it while you point to the lyrics in the book. Sing it again. Give the students a copy of the songs lyrics and give out the coloring activity (see attached) for them to do at their seats. Materials needed: De colores big book, lyric sheet, coloring activity, De colores, by Jose Luis Orozco CD, portable stereo, el calendario 35

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39 SESSION 10 CÓMO TE LLAMAS? Goals: To teach Cómo te llamas? and Me llamo... To teach Cumpleaños Feliz song. In-class activities: While doing the calendar,ask if anyone in the class has a birthday this month. Teach/Sing: Cumpelaños Feliz song. Model Cómo te llamas? Introduce yourself saying Me llamo... and ask a student his/her name in Spanish. Demonstrate how to respond by having them repeat after you Me llamo... Cómo te llamas tú? and have them direct the question to another student. You can have the students clap and point or roll a ball to the student as they ask the question Cómo te llamas tú? This question and answer form should be used between you and the students randomly throughout the year so they don t forget it. For example as a warm up at the beginning of any given lesson, just ask a few students Cómo te llamas? and have them answer and maybe ask another student. Read: Margaret and Margarita, Margarita y Margaret, Lynn Reiser Materials needed: a ball (optional), Lírica Infantil tape, Margaret and Margarita, Margarita y Margaret, Lynn Reiser, Margaret and Margarita worksheets, el calendario Classroom teacher: Reinforce Cómo te llamas tú? and Me llamo... 39

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45 SESSION 11 LOS SENTIMIENTOS Goals: To review the names of the colors. To teach the names of the feelings, happy, sad, so-so, mad, sick, sleepy, cold and hot in Spanish. To ask how are you? in Spanish ( Cómo estás? ). In-class activities: Review colors by holding up objects again and having them repeat names of colors. Play Qué color falta? or call out a color and have students stand if they are wearing that color. Sing Los colores. Re-introduce Cómo estás? They should already recognize it from the Buenos dias song and saludos lesson. Continue with Estoy... (muy) bien, mal, así así, triste, enojado, enfermo, cansado, tengo frio, tengo calor. Illustrate with the students different facial expressions on a large piece of paper (which can later be displayed in the classroom). On paper, draw 8 circles (faces) leaving enough room under each to write in the feeling. For example: Johnny is angry (enojado). In one of the circles (faces), draw Johnny with an angry expression and underneath write the word enojado. Pass out Cómo estás? and /or Cómo estás Margarita? worksheets for students to work on at their seats. Materials needed: chart paper, markers, Cómo estás? worksheet, Let s sing and learn in Spanish tape, el calendario Classroom teacher: Play and sing Los Colores. Review the feelings. 45

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49 SESSION 12 LOS SENTIMIENTOS (CONT D) Goals: To review the names of the feelings, happy, sad, so-so, mad, sick, sleepy, cold and hot in Spanish. To review how are you? in Spanish. In-class activities: Review los sentimientos using facial expressions. Ask children cómo estás? and have them answer Estoy gracias. Sing Buenos Días song (again). Focus on Cómo estás? portion of the song. Play a game of charades. Ask for volunteers to act out feelings. Have the class guess the correct feeling (sentimiento). Do sentimientos worksheets. Materials needed: De Colores tape/cd, chart of facial expressions from previous lesson, el calendario Classroom teacher: Review feelings. 49

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53 SESSION 13 LAS FRUTAS - POWERPOINT REPASO DE LOS COLORES / DE COLORES Goals: To learn the names of las frutas via a Powerpoint presentation and game. To review the song De Colores. To review los colores using las frutas. In-class activities: This lesson will be taught using a Powerpoint presentation. The teacher first presents each slide that contains an image of a fruit with its name in Spanish spelled out. The teacher gives the correct pronunciation and has the class repeat in unison. As the slides progress, there will be section where part of the word is shown and the students have to remember the rest of the word. Starting with this exercise, the teacher should call on individual students. If no one raises their hand, the teacher should give hints and offer help. If it seems as if the students do not remember any of the new vocabulary, repeat part one of the presentation (go back and re-show fruit slides and have students repeat the words). Once the students are more comfortable with the new fruit vocabulary, the teacher will incorporate a review of the colors using the fruit. After each fruit appears and the correct answer is given, the teacher will ask De qué color es la manzana? (or whatever the given fruit is) The teacher will then play the Qué fruta sobra? game (on Powerpoint), a fun way to reinforce today s new vocabulary. At the end of class, the students will do the Fruta activity sheets at their desks or on the rug. Materials needed: Macintosh laptop computer, projector, Las frutas Powerpoint presentation, Las frutas activity sheets, el calendario 53

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59 SESSION 14 CUÁNTOS AÑOS TIENES? / ME GUSTA - NO ME GUSTA Goals: To teach Cuántos años tienes? Tengo... años, Me gusta. In-class activities: Sing Cumpleaños Feliz, Lírica Infantíl. Ask the students to state their age as you ask them Cuántos años tienes? They should say Yo tengo... años. Listen and sing Me Gusta song from Sesame Street Fiesta Songs CD. Have the students listen once while you act out the song. Then have them sing along with you, mimicking your actions. Brainstorm with class about things that they like and make a class list using Me Gusta as a header. Then, give out me gusta worksheet. (See attached.) Have students work on the Me gusta worksheet at their seats. Materials needed: Sesame Street Fiesta Songs CD, Lírica Infantil tape, Me gusta worksheet, el calendario Classroom teacher: Sing Feliz Cumpleaños for students birthdays. 59

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63 Goals: To review Me gusta and to teach No me gusta. SESSION 15 ME GUSTA, NO ME GUSTA CONT D In-class activities: Sing and mime Me Gusta song for review. Focus on the verbs in the song (cantar, bailar, jugar, contar, comer, leer, reír, vivir). Ask the students to determine the meaning of no me gusta Listen to No me gusta song. Brainstorm with students a list of things they do not like using No Me Gusta as a header (encourage the usage of the verbs from the song). Sing and act out both songs. You may want to choose a volunteer to lead the songs. Pass out Me Gusta worksheet. Have students work on the worksheet at their seats. They can add a No in front of Me gusta to show their dislike and to show that they have learned the negative. Materials needed: Sesame Street Fiesta Songs CD, Me gusta worksheet, el calendario Classroom teacher: Play Me Gusta and No Me Gusta songs. 63

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67 SESSION 16 ME GUSTA AND NO ME GUSTA CONT D Goals: To review Me gusta, No me gusta and the verbs from the song. In class activities: Sing the Me gusta and No me Gusta songs again. Using the Me gusta song flashcards that you have prepared, review the different verbs. Give out the Me gusta bingo boards. Have the students play in pairs. Hold up (one at a time), a picture of the verbs. Call on a student to say Me gusta (whatever the pictured verb is). Have the class repeat and then have them look on their bingo boards to see if they have that picture of the verb. If they do, they place a marker on it. Continue the game until someone has BINGO. Repeat. Materials needed: Me gusta song flashcards, Me gusta bingo boards, Me gusta verb cards, el calendario 67

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69 SESSION 17 DÓNDE VIVES? /SPANISH CULTURE Goals: To teach the question Dónde vives? and the response Yo vivo en... To teach the students how to identify places on the globe. To identify Spain on a map or globe. In-class activities: Using a map or a globe, model Yo vivo en Nueva York. Then ask students, Dónde vives tú? After several student responses, you can ask them to pretend that they live in other places in the world. Have the students sit in a circle. Have the students ask each other where they live, Dónde vives? rolling the globe ball to the student they are asking. The student who receives the globe must answer the question using Vivo en... Then they roll the globe ball to the next student asking, Dónde vives? Read If I lived in Spain, Rosanne Knorr. First identify Spain on the globe. Ask the students to raise their hand when they hear a word in Spanish during this story. Discuss the words, and the differences/similarities they notice between Spanish and American culture. Have the students divide a sheet of paper in 2 and label one half Espana and the other half EEUU (Los Estados Unidos). Have them draw 2-3 things one each side showing what cultural things that they learned about Spain from the book and how it is different from this country. They can also label things that they draw using the vocabulary from the book. To help them, make a list of the Spanish words from the book on the wipeboard. Materials needed: Inflatable or stuffed globe ball, If I Lived in Spain, Rosanne Knorr, el calendario Classroom teacher: As in the book If I Lived in Spain, have students write or discuss a typical day here in the United States as if they were explaining it to a student from Spain. Discuss the similarities and differences. 69

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71 SESSION 18 LOS ANIMALES DE LA GRANJA - POWERPOINT Goals: To teach the names of farm animals, horse, cow, duck, chick, rooster, donkey, pig, sheep, cat, dog (caballo, vaca, pato, pollito, gallo, burro, cerdo, gato,perro) and the sounds they make in Spanish. In-class activities: Using La granja Powerpoint presentation, introduce and practice the names of farm animals in Spanish. Sing La Granja, from De Colores CD. Explain the different animal sounds in Spanish. How are they similar or different from animal sounds in English? Make a chart writing name of animal, baby animal (diminutive) and the sound they make. Have students imitate animal sounds as you call out the animal. Have them identify which animal goes with the sound you are making. Also, have them match the baby animal with big animal. (la vaca, la vaquita). Sing the La Granja again, this time, pointing to each animal on the chart so students can sing along. Using a poster you have made of the bar graph of Cuál es tu animal favorito?, have the students come up to the graph as you ask them the question. They have to answer in a full sentence and put a sticker (that you give them) on the graph in the appropriate spot (for example, if they are the first one to pick el perro, they put their sticker corresponding to uno on the left and perro on the bottom. They will make the bar graph out of their stickers and at the end you can ask them the number of students that picked each animal as their favorite. Pass out animal activity sheet. Materials needed: Macintosh laptop computer, projector, La Granja Powerpoint presentation, De Colores CD/tape, portable stereo, animal activity sheet, el calendario 71

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75 SESSION 19 LOS ANIMALES DE LA GRANJA CONT D DIMINUTIVOS DENTRO / FUERA POWERPOINT PRESENTATION AND GAME Goals: To continue and review learning about the farm animals with an emphasis on the diminutives (perrito, gatito). To introduce the concepts of dentro y fuera. In-class activities: Sing la granja again as a review from the last class. Practice the farm animals and the diminutives as well as introduce the concepts of dentro and fuera using the Powerpoint presentations. ( granja/dentro fuera - ito). If time allows, do the granja, hide and seek and/or granja - big bad wolf Powerpoint games. Materials needed: Macintosh laptop computer, projector, La Granja Powerpoint presentations and games, De Colores CD/tape, portable stereo, el calendario 75

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81 SESSION 20 LOS CINCO CRAYONES - CHAPTER 1-2 Chapter 1 Goals: To introduce students to their first Spanish language chapter book. To learn new vocabulary and get students interested in the story we will be working on for the next 5 weeks. To teach new vocabulary: crayones, resfriado, aburrido, Quieres?, leer, jugar, dibujar, Dónde estas?, la mesa, la cama, el piso. In-class activities: To start out the lesson, introduce the book and discuss the cover. Try to elicit information from the students from what they see on the cover. Read Chapter 1 (alone or with tape). Discuss vocabulary. Vocabulary: crayones, resfriado, aburrido, Quieres?, leer, jugar, dibujar (see if they remember any of these verbs from the Me Gusta song), Dónde estás?, la mesa, la cama, el piso. Have students repeat while you point to the pictures in the book. Read the chapter to them again. Ask questions: Nicolas y Juan son amigos? Son hermanos? Quieres leer? (No, no quiero leer) Quieres jugar? (No, no quiero jugar) Quieres dibujar? (Si, quiero dibujar) Ask students to predict what will happen in the next chapter of Los Cinco Crayones. Chapter 2 Read Chapter Two. Vocabulary: rooms in the house: (la cocina, el dormitorio, la sala, el baño, el comedor objects: una taza, un zapato, un sillon, un cepillo de dientes, una bandeja) Read chapter with class again. Have the students try to remember where Nicolás and Juan found the different colored cray- 81

82 ons. They can answer in Spanish or English, but reinforce the Spanish words. Ex: Dónde está el crayon rojo? Talk briefly about the prepositions found in this chapter. (dentro de, debajo de, junto a, en) Give out and explain the first worksheet. Materials needed: (for sessions 18-22) Los Cinco Crayones (Berlitz), worksheets for Los Cinco Crayones, Corre perro, corre, P.D. Eastman, vocabulary objects or drawings, Los Cinco Crayones Powerpoint, activity sheets, Macintosh laptop computer, projector, el calendario Classroom teacher: If possible, ask questions using Quieres...? and students should answer using Quiero... or No quiero... Go over vocabulary from Chapter 1 and discuss what is going on in the book. Go over Chapter 2 vocabulary, reinforce using objects around the classroom with prepositions (inside, above, below, next to, etc.) You may even want to use objects from the book - cup, shoe, chair, tray. Ex: dentro de una taza, debajo de un zapato 82

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85 SESSION 21 LOS CINCO CRAYONES - CHAPTER 3-5 Chapter 3 Goals: To continue with Los Cinco Crayones. To teach new vocabulary (see below). In-class Activities: Read Chapter 3. Go over new vocabulary. Make sure that they notice te gustan and me gustan. Review and sing the Me gusta song. Teach new vocabulary using already prepared props (real objects or drawings) of red vocabulary. Ex: manzanas, cerezas, coches de bomberos, rosas. Students learn new vocabulary more quickly when you use visuals. Read: Chapter 3 Extended vocabulary: una escalera, el árbol, Mira!, Rápido!, Pasa la página! To review new red vocabulary, you can play Qué falta? using objects/drawings. Show the objects and then take one away and ask Qué falta? Ask students to make predictions about the next chapter. Chapter 4 Goals: To continue with Los Cinco Crayones. To learn new vocabulary (see below). In-class Activities: Read: Chapter 4 once. Go over blue vocabulary using prepared objects/ drawings again (from the blue objects in this chapter): la camisa, el cielo, la tinta (el frasco de tinta azul) un día soleado, hay viento (tie in with el calendario). Extended vocabulary: limpiar, los chicos, las manos, las rodillas, la cara 85

86 Chapter 5 Read: Chapter 5. Vocabulary: el sol, los leones, las bananas, el autobús, un camión Give out worksheets. Classroom teacher: Go over new vocabulary from the red crayon chapter. Brainstorm a list of red things. You can have the students look up these red words in a Spanish/English dictionary. Go over Chapters 4 & 5 vocabulary and ask questions about the story, keeping the students up to speed for the next chapters. 86

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91 SESSION 22 LOS CINCO CRAYONES - CHAPTERS 6-8 Goals: To review Chapters 3-5. To expand vocabulary. To read Chapters 6-8. In-class activities: Review vocabulary from Chapters 3-5. Chapter 6 Read: Chapter 6. Vocabulary: los arboles, las ranas, los loros. Extended vocabulary: la cola, Salta!, demasiado. Chapter 7 Read: Chapter 7. Vocabulary: la luna, burbujas (de jabón), la nieve (copos de nieve) (hombre de nieve), abrigo, una barra, espuma, tengo frío (the students should already know this from the sentimientos lesson and the calendar). Review prepositions using Chapters 6-8 (la rana encima del loro, la luna arriba, la nieve junto al árbol, etc.). Chapter 8 Goals: To review, learn new vocabulary and finish the book! In-class activities: Vocabulary: descansar, cofre de tesoros, me siento, Cómo estás? Review los sentimientos: me siento (mejor). cofre de tesoros (have the students guess what a cofre de tesoros is. Tell them there is a cofre de tesoros in the story. Ask the students what they think Nicolas and Juan might find in the cofre de tesoros. Read: Chapter 8. Ask the students what they liked about the book and what they didn t like about the book. 91

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97 SESSION 23 LAS PREPOSICIONES Goals: To reinforce vocabulary, especially the new prepositions they learned in the last class. To teach a few more prepositions, (encima de, sobre). To learn a new song. In-class activities: Review Chapter 2 and reinforce the prepositions in Chapter 2. Using classroom objects (crayones, zapatos, una taza, etc.), reinforce preposition vocabulary (dentro de, debajo de, junto a, etc.). Ask students to place objects according to the instructions you give them in Spanish. (Ex. Pon el libro debajo de la mesa.) If time allows, play the preposition card game. You have two stacks of playing cards - (provided) face down. One stack has colored crayons (you should color in the crayons) on the flipside and the other stack has pictures of locations around the house. The two cards together should generate a sentence. A student flips over one card from each stack and has to generate a sentence. Ex: A student flips over a picture of a red crayon from the first stack (first part of the sentence) and a picture of a crayon inside a cup from the second stack (second part of the sentence). Students should generate the sentence El crayon rojo está dentro de la taza. Sing Arriba, abajo, Let s Sing and Learn in Spanish, using hand movements and dance. Read Corre, perro, corre, P.D Eastman. Ask the students to identify the prepositions. Teach prepositions encima de, sobre as shown in the book. Use the pictures in the book to ask questions and elicit responses from the class. Ex: page 25 - Ask, El perro está arriba del agua Give out prepositions worksheet. Classroom teacher: Sing Arriba, abajo with the class. Reinforce the prepositions. 97

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115 SESSION 24 REPASO: LOS CINCO CRAYONES / LAS PREPOSICIONES Goals: To review Los Cinco Crayones, with an emphasis on the prepositions. 115

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117 Goals: To review the year s work and songs. SESSION 25 REPASO EN GENERAL Y LAS CANCIONES In clas activities: Sing the classes favorite Spanish songs of the year together and review some of the years work. 117

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