Curriculum Map/Unit Lesson Plan

Transcription

1 Curriculum Map/Unit Lesson Plan TEACHER: Olga Unangst COURSE: Spanish - Kindergarten YEAR: Essential Questions: Content: Learning Targets/Skills Assessment Activities/ Where is Spanish spoken? How many Spanishspeaking countries are there? Which four U.S. states are the closest to Mexico? How do I say the days of the week and the months? How do I pray in Spanish? Appreciation Spanish Language and culture Spanish Names Sign of the Cross and Prayer Song: Jesus Loves The Little Children with sign language Identify on a map Mexico and explain how it is connected to the U.S. Identify themselves and each other by the Spanish names given. Oral Aspects: Cómo te llamas? Me llamo. Cómo se llama el/ella? El/Ella se llama. Identify the days of the week and the months. Students will be able to make the sign of the cross and recite a prayer. They will sing, Jesus Loves The Little Children in English, Spanish and in sign language. Oral Aspects: Sigh of the cross: En el nombre del padre, del hijo, y del espíritu santo, Amén Prayer: Con dios me acuesto, con dios me levanto, con la gracia de dios y del espíritu santo. by answering specific questions Participation demonstration and application of oral expressions Maps of Mexico Map of the U.S. Map of the Rio Grande Pointing to the locations on maps Students will play games with Spanish names. Students will sing a song translating the days of the week. Students will recite and sign, the song, the sign of the cross, and the prayer, at the beginning of each class. 4FL-R1 SLE s- 5a P.2.4 SLE s 1a, 1b comprehension P.1.1

2 What are physical activities called? What is Independence Day? When is Independence Day in the United States? When and why is it Independence Day in Mexico? Simple commands Mexican Independence Day: 16 de septiembre Identify, pronounce and apply in demonstration sixteen physical activity commands. The following verbs will be presented in command form and in 3 rd person singular, den vueltas, escóndanse, canten, corran, caminen, suban, bajen, bailen, abrasen, levanten, tomen, señalen, sonreír, pongan: ie salten mala cara, alto (parar) Identify Mexican Independence Day demonstrating correct TPR actions Oral expressions Model through TPR method actions Play/Sing Spanish Action Games Student demonstrations Smart board work sheets and coloring pages Play/games: Simon Says Charades SLE s 2a 2

3 What do I call the different body parts of my body? How do we know which word to use for the? What is the difference between Halloween and The day of the Dead? Body Parts Grammar: Genders with the articles el/la Día de los Muertos Identify, pronounce and apply through demonstrations the following body parts with the verbs - tóquense y enséñenme - el pelo, la cabeza, la oreja, el ojo, la boca, la nariz, el brazo, el pie, la pierna, el estómago, el hombro, la mano, el dedo, los dientes, la lengua. The articles el / la will be presented with each body part. Identify and participate in the celebration of The Day of the Dead - Día de los Muertos comprehension demonstrations Compare and contrast through oral expressions Halloween and The Day of the Dead Model TPR actions Sing/Play Action games: Head and Shoulders Knees and Toes Hokey Pokey Simon Says Drawing pictures Smart Board Construction of Skeleton or other Figurines Participate in Day of the Dead Altar by bringing pictures and eating the traditional bread Pan de Muerto P.2.5 SLE s 3a, 3c SLE -4b 3

4 How do I identify my family in Spanish. Family members Our Lady of Guadalupe Identify, pronounce and apply The following family members: el papá, la mamá, el hermano, la hermana, el bebé, el abuelo, la abuela, la mascota demonstration TPR action demonstrations Games: Charades Memory game drawing and coloring P.2.5 SLEs- 1a, 3b Las Posadas The Mexican flower La Flor de Noche Buena The Holy Family In conversation students will ask and answer the following questions: Cómo se llama tu? Mi se llama. Identify the celebration of Our Lady of Guadalupe and Las Posadas, the Poinsettia through story books and video. Oral expressions Materials used: Visual aids Smart Board White boards Video or book of a family Books SLEs- 3b Sing Christmas Songs which identify the Holy Family. 4

5 How do I count in Spanish? What do I call the numbers that I say when I don t count? How do I say how old I am? Numbers 0 10 count, identify, pronounce and apply the following numbers: cero, uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez, once, doce, trece, catorce, quince, dieciséis, diecisiete, dieciocho, diecinueve, veinte. demonstrations Oral expressions visual aids Identify correct number/s sing/play songs Smart board Games: Pictionary Counting Coloring P.2.3 SLE s 2a, 3a Conversation: Qué número es? Es número. Cuántos años tienes? Tengo años. 5

6 How do I identify the colors in Spanish? What colors do you like? What is the difference between the ways that we celebrate Easter and the ways that they celebrate Easter in Spain? Colors Grammar: Noun/Adjective agreement Easter Lenten Prayer Identify, and recite the following colors: rojo, amarillo, azul, verde, morado, blanco, café, rosado, negro, gris, anaranjado, marrón. Noun/Adjective agreements will be introduced. Conversational Aspects: De qué color es? Es color. Oral expressions Visualize as they color pictures in Spanish Game/Songs: Play hide the colored egg game Memorize and recite the Lenten prayer: Oración de Cuaresma P.2.1 SLE s 2a, 3a SLE 1a Te gusta el color? Si/no, me gusta el color. 6

7 How do I identify the classroom and the things in the class? How are schools in Mexico and in Spain different form schools in the United States? How are they the same? Classroom objects Grammar: Genders with articles el/la will be introduced Schools in Mexico/Spain Identify, pronounce and apply in demonstration the following classroom and classroom objects: el cuarto, la alfombra, la puerta, la ventana, la silla, la mesa, la pizarra, el tablón blanco, los colores, el lápiz, el libro, la campana, las tijeras, el borrador, el papel, la pelota, la caja, el dulce. Discussions Demonstrate through TPR actions for each vocabulary word. Games mystery box Smart Board and Pictionary Schools in Mexico Video P.2.5 SLEs 3b 5a 5FL-R1 Identify schools in Mexico/Spain and compare the difference between schools in the U.S. 7

8 How do I identify what I see at the rodeo? What do Mexican American people remember when we celebrate Cinco de Mayo? What are animals called? Rodeo people, animals Western items Cinco de Mayo Farm Animals identify, pronounce, read and apply the following vocabulary for the Rodeo: el vaquero, la vaquera, el toro, el caballo, las botas, la vaca, el sombrero, la guitarra, las espuelas, las chaparreras el lazo, la silla de montar, el rancho, el pañuelo/la bandana Identify the celebration of Cinco de Mayo Identify the following farm animals: el gallo, la gallina, el caballo, la vaca, el cerdo, el pato, el pavo, la cabra, el borrego, el gato, el perro, The Farm- La Granja TPR demonstrations performance TPR demonstrations Pronunciation TPR actions Smart board tools Document camera work sheets Games: Charades, Memory and Pictionary Role play as students sing and demonstrate a story. Make, eat and enjoy Salsa 3FL-R3 SLEs- 3a, b, c SLEs -3b 8