3RD GRADE CURRICULUM

3RD GRADE CURRICULUM 1

Published by the King Juan Carlos I of Spain Center New York University 53 Washington Square South, Suite 201 New York, NY 10012 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 www.nyu.edu/pages/kjc. 2

TABLE OF CONTENT 1) Why learn Spanish? Por qué aprender español? 5 2) Repaso: Cómo te llamas?, Cómo estás?, Me gusta, Los numeros 1-20 (adding 20-100) 9 3) Las Islas 11 4) Caribbean Diversity - Powerpoint 15 5) Geography of the Caribbean - Powerpoint 19 6) Caribe geography cont d - Tesoro Powerpoint / Dónde está...? 23 7) Flags of the Caribbean / Geometric Shapes 29 8) Las Banderas del Caribe cont d 35 9) Pasaporte Intro lesson 39 10) Pasaporte #1 - Cuba 43 11) María Isabel 45 12) Campo Vocabulary lesson 53 13) Pasaporte #2 - Puerto Rico 55 14) Taíno Introduction 57 15) Taínos cont d - Powerpoint - palabras taínas 59 16) The Golden Flower 61 3

17) Taíno to Spanish transition - Encounter 63 18) Pasaporte # 3 - La Cultura de España 67 19) La Cultura de España cont d 69 20) African Caribbean Intro / historia/ música 71 21) Afro - Caribe cont d 71 22) Afro - Caribe cont d - The Red Comb 79 23) Pasaporte # 4 - La República Dominicana 81 24) La ciudad vocabulary - Introduction to Professions 83 25) Community Professions - Powerpoint 85 Extra Sessions: A. El Día de la Raza 87 B. The Birthday of José Martí 89 Universal Activities 91 4

SESSION 1 WHY LEARN SPANISH? POR QUÉ APRENDER ESPAÑOL? 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. Sing: Hola, hola, hola. From now on, you may want to begin every class with this song. In-class activities: Ice-breaker, lead a discussion about the Spanish influences they have seen in their lives (words, foods, friends, celebrities, etc.) over the last two years. Who are the Spanish-speaking people in the students lives and communities? How has their study of Spanish changed their understanding of these things? Go over the Spanish calendar, reviewing days of the week, months, dates, year and weather. Ask if there are any cumpleaños this week. If there are, ask for the date and have the class sing Cumpleaños feliz. This is a good time to review Cuántos años tienes? Tengo años. (From now on, you should open every lesson with the calendar and these activities.) Review alphabet by playing Around the World. (See attached list of games.) Close with Adiós, amigos, adiós (you may want to end each class with this song from now on.) Give out Spanish folders, stickers and blank labels. Have the students decorate their own folders however they like. However, they must include the following information on the labels: nombre, escuela, grado, 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 trip days where they cannot have Spanish class for some reason. Materials needed: el calendario, Spanish folders for all students, alphabet flash cards 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. They should take them home with them to practice or work on unfinished activity sheets, but they need to have them 5

back in class for the next week s Spanish lesson. Additional suggestion: Keep a list of borrowed Spanish words and add to the list every time you and your students come up with a new word.**** 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. 6

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SESSION 2 REPASO: CÓMO TE LLAMAS?, CÓMO ESTÁS?, TE GUSTA...?, LOS NUMEROS 1-20 Goals: To review several question / answer phrases from previous years and reinforce their use for the rest of the year. To review los numeros 1-20 and teach numbers 20-100. In class activities: Review phrases with the class by asking several students the questions Cómo estás? Cómo te llamas? Te gusta (bailar, cantar, jugar, leer, etc.? ) If they do not remember the correct form to answer in or they cannot remember the sentimiento / action verb vocabulary, refresh their memories by modeling for them. Once they have had some time to practice, have the class sit in a circle to play the ball pass game. Roll the ball to one student asking them one of the above questions. When they receive the ball, they have to answer the question and then direct another question to another student while rolling them the ball. This is a fun way to practice these conversation pieces. Review numbers 1-20 using number flashcards or a number chart (with spellings). See how much they remember by counting chorally and then go around the circle having each student say the numbers in order. Then using the number flashcard and/or number chart teach them numbers 20-30, explaining that 2-9 are the same for all (20-100). If they are grasping it and time allows, you can continue to teach the numbers up to 100. To practice the new numbers you can play one of 2 games. You can place the flashcards of the new numbers on the floor and ask individual students Dame el número... and they have to find the given number and bring it up to you. Then you can choose students to come up and do the asking. When they bring the number up they have to say the number in Spanish as extra practice. For future reference or if time allows, you can play this using addition as well. For example: they have to bring you two cards that add up to the number you are asking for saying número más número son número. Or you can play a game of Olé. The students sit in a circle and you pick a number such as five. The students begin counting off. When they arrive at a number that is a five, a multiple of five, or a number containing the number 5, they have to say Olé! and then the next student goes on to the next number. Ex: 21, 22, 23, 24, olé, 26, 27, 28, 29, olé. All of the 50 s would be Olé s The teachers and students (teacher writes from student suggestions) should make a poster together of words and phrases that they have learned last year and the year before. This list should include the review phrases from today s lesson. Make sure phrases that can / should be used during class from the remainder of the year are included in the list such as hola, 9

adios, por favor, gracias, de nada, buenos días, hasta luego, etc.) Materials needed: number flashcards or chart, ball, poster for class word/ phrase list, el calendario 10

SESSION 3 LAS ISLAS Goals: To learn about islands and their geography. To learn new Spanish isla vocabulary. To explore the relationship between islands and culture. In class activities: Slowly, read the book (in Spanish) Atlas de las islas, by Gaillimard Jeunesse. See how much the students understand by asking questions at the end of each page. Before you read, explain to them that this book is written in español and that they won t understand all of it. Tell them that they can use the pictures as a guide. Ask them to listen to the words and see if they hear some words that are similar in English or Spanish words that they may have heard before. Let them make guesses and inferences about the language and content of the book as you read along. Next, read the book Atlas of Islands in English and see how much they got from the Spanish version. Talk a bit about the geography of an island. What things do all islands have in common? What do they have that may be different? Try to introduce some Spanish vocabulary while talking about the geography of islands. For example, you will talk about an island being a body of land surrounded by water. Out of that, you can teach the words la isla, la tierra, and el agua. You will talk about the formation of many islands by volcanos (teach the word el volcán). The words don t necessarily need to be written in the book. Other vocabulary possibilities are: la playa, la arena, el viento,el océano, el mar, el archipiélago, and la planta. As you talk about the geography of an island and discover new Spanish vocabulary, make a list of the new Spanish words on the posterboard for them to have. Lead a conversation about how being an island affects culture. How does its geography shape life on an island? Relate this to the students classrooms. How does having their own classroom affect them? How would it be different if the whole grade were together? Do the worksheets. Materials needed: Atlas of Islands, and Atlas de las islas, by Gaillimard Jeunesse, posterboard, worksheet, el calendario 11

Nombre: 1) What makes an island an island? Write 1 thing that ALL islands have in common: 2) Islands are different too. Think of 2 islands (A and B) and write them down. A) B) Now, write 2 things that are DIFFERENT about them: 1. 2. 3) Now, what about 3 rd grade classrooms? Write 3 things all 3 rd grade classrooms have in common: 1. 2. 3. 4) But classrooms aren t all the same list 3 things in your classroom that can be DIFFERENT from other 3 rd grade classes: 1. 2. 3. 12

Nombre: Match the Spanish word with the correct English word. la isla sea el volcán land la arena plant el mar ocean el viento island la planta archipielago el agua beach la tierra volcano la playa sand el océano water el archipiélago wind 13

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SESSION 4 CARIBBEAN DIVERSITY POWERPOINT Goals: To present an overview of El Caribe, which accounts for a good part of the third grade curriculum. To introduce and provide an outline of the diverse topics under the Caribbean heading that we will be learning about in future classes. To establish an understanding of characteristics of the Caribbean islands that are similar or unique. To explore the identity and the diversity of Las Islas del Caribe. In class activites: Give out the Manzanas y Naranjas worksheet. Discuss and do the written activity together. Do the Caribbean diversity Powerpoint presentation. Lead a class discussion / question and answer session about the presentation. Assist the students at their seats in completing Las Islas del Caribe - Identidad y Diversidad worksheets. You may want them to work in groups as you go around and help. Materials needed: Caribbean diversity Powerpoint presentation, Macintosh laptop computer, projector, worksheets, el calendario 15

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SESSION 5 GEOGRAPHY OF THE CARIBBEAN - POWERPOINT Goals: To establish why we are talking about the Caribbean in Spanish class. To familiarize the students with the islands of the Caribbean and their geographical locations. In class activities: Do the Caribe geography Powerpoint presentation. Stop and ask information about previous slides as you go along to help them remember. Do the geography worksheets (color in map, and map labeling activities). Materials needed: Caribe geography Powerpoint presentation, Macintosh laptop computer, projector, worksheets, el calendario 19

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SESSION 6 GEOGRAPHY OF THE CARIBBEAN CONT D - TESORO POWERPOINT / DÓNDE ESTÁ...? / DIRECTIONS Goals: To review the geography of the islands of the Caribbean, to teach directions in Spanish, and to review the question Dónde está...? and the answer Está en... In class activities: Do a quick review of the islands of the Caribbean and where they are located (using a map). Then to test the students memories, run the Tesoro Powerpoint game. See if they remember what the question Dónde está? means. You should call on students with raised hands for the answer to the question Dónde está el tesoro? They should answer using a whole sentence ( El tesoro está en Cuba ). This way, you can help the students learn about geography while reinforcing the language component. Next, you can do the same Tesoro activity (not using the computer). Hang a map of the Caribbean and surrounding area on the wall. You can do the activity two ways. 1) You put a marker (looks like a tesoro) on a spot on the map and ask Dónde está el tesoro? and the students have to say where it is ( Está en... ) 2)You can say El tesoro está en... and call on a student to identify that place on the map and place the tesoro marker on it. Note: - If time is an issue and you feel that there won t be enough time for both of the above activities, you can decide to do one OR the other (tesoro with or without the computer). Review the 4 directions (in English) with the students, using the map as a guide. Once you are convinced that they know where North, South, East, and West are in English, introduce the words in Spanish (norte, sur, este, oeste). Have the students repeat the words in Spanish. Ask students to come up and point to a direction you give in Spanish. Then you can ask questions using the Caribbean islands such as Puerto Rico está al oeste o al este de Cuba? Do the directions and the tesoro worksheets. Materials needed: Tesoro caribe Powerpoint presentation, Macintosh laptop computer, projector, map of the Caribbean, tesoro marker, worksheet, el calendario 23

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Nombre: Mark the spot Read the descriptions at the bottom of the page of the location of the buried treasure. Put the number on the map to mark the spot described. 1. El tesoro está al norte de Cuba, al sur de La Florida y al oeste de las Bahamas. 2. El tesoro está al este de la República Dominicana y al oeste de Puerto Rico. 3. El tesoro está al este de Cuba y al oeste de Haití. 4. El tesoro está al norte de las Bahamas y al este de la Florida. 26

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SESSION 7 FLAGS OF THE CARIBBEAN / GEOMETRIC SHAPES - POWERPOINT Goals: To do a review of los colores and las figuras as a lead in to the flags of the Caribbean where we will use the Spanish names for the shapes and colors to describe the flags. In class activities: Do a quick review of the colors using colored objects / paper / students clothing and asking De qué color es? Review the shapes using the poster to start and then have the students point out in the class where they see certain colors and shapes. You can ask Dónde está el triángulo verde? Or point to an object and ask the students (individually) to describe the color and shape. For example, pointing to the dry erase board, the correct answer would be Es un rectángulo blanco. A game that can be played to practice the shapes is Palitos. Place a bunch of pick up sticks on the rug in front of the students who sit in a círculo. Choose students one at a time and give them instructions such as Toma un palito verde and have them make a shape. They have to say what shape they have made when you are finished giving instructions ( Es un cuadrado rojo ). Or after telling them to take one or two colored sticks you can say Haga un cuadrado. Do the Caribe Banderas - colores y figuras Powerpoint. Do the workseet - Dónde están las figuras? Do the figuras worksheet that asks them to draw and color certain colored shapes. Materials needed: colored paper or objects, Figuras poster, pick up sticks, Caribe Banderas - colores y figuras Powerpoint presentation, projector, Macintosh laptop computer. two Figuras worksheets, el calendario 29

Nombre: Connect the shape with its name in Spanish by drawing a line between them el círculo el triángulo el óvalo el rectángulo el cuadrado Write the name of the shape en español! 30

Nombre: LAS FIGURAS Dibuja y Colorea On the back of this worksheet: Number, draw and color the following: 1. Dibuja un círculo rojo. 2. Dibuja un rectángulo negro. 3. Dibuja un triángulo verde. 4. Dibuja un cuadrado amarillo. 5. Dibuja un óvalo café. 6. Dibuja una estrella violeta. 7. Dibuja un triángulo anaranjado. BONUS QUESTIONS 8. Dibuja un círculo pequeño dentro de un óvalo grande. 9. Dibuja un cuadrado café encima de dos estrellas verdes. 10. Dibuja dos triángulos rojos debajo de cinco rectángulos amarillos. 31

Nombre: Dónde están las figuras? Circle all the shapes you see. 32

Nombre: Answer the following by referring to the pictures in the previous page. Ejemplo: Cuántos cuadrados hay? Hay (número) cuadrados. Cuántos círculos hay? Cuántos rectángulos hay? Cuántos óvalos hay? Cuántos cuadrados hay? Cuántas estrellas hay? Cuántos triángulos hay? 33

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SESSION 8 LAS BANDERAS DEL CARIBE CONT D - POWERPOINT Goals: To learn what the different flags of the Caribbean nations look like and design their own flags. In class activities: Do Caribe - Banderas Review Powerpoint presentaion. Do Banderas worksheet. Have the students design a flag they would want for their class. What would they put in it? What colores? What figuras? What do they symbolize for them? They can draw sketches of what they think they would like it to look like. Materials needed: Caribe Banderas Review Powerpoint presentation, projector, Macintosh laptop computer, Banderas worksheet, paper, pencils, crayons to design flags, el calendario 35

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SESSION 9 PASAPORTE INTRO LESSON - A DÓNDE VA? VOY A... NUMEROS / FECHA REPASO Goals: To introduce the students to their pasaportes al Caribe. To introduce the travel question and answer A dónde va? Voy a... In class activities: Show the students a copy of the Pasaporte al Caribe. Explain that during the year we are going to travel to different countries in this region. (Vamos a viajar). When we travel to other countries in real life we need a passport. Ask them if they know what a pasaporte is and if anyone in the class has and/or has ever used a passport. Explain that our pasaporte has an information page like real passports that contains their names (apellidos y nombres), their dates of birth (fechas de nacimiento - día, mes, y año), their place of birth (lugar de nacimiento), and their picture (fotografía). Explain that when people travel to other countries, when they arrive at the airport or at the border (la frontera), you have to show your passport at immigration or customs (la aduana) and an official from that country stamps it and allows you to enter the country. Tell the students that we are going to travel to several different countries in class and they can travel to several different countries on their own. When they complete all of the activities in their pasaporte, then they can get their stamp (sello) for that country (show them the pages of one country in the pasaporte as an example). Introduce the question answer phrase A dónde va? Voy a.... If time allows, to practice this phrase as well as the names of the countries in their pasaporte, you can play the globo game. In this game, you have all the students sitting in a circle on the rug. One must roll the globe ball to a classmate asking the question A dónde va?, and the person receiving the ball must pick a place (somewhere in the Caribbean) and answer Voy a... They can use the globe ball to locate, identify and choose a place. Then they must ask another student the question and roll the ball to them, and around and around it goes. At the end of class, give out the individual pasaportes to each student and stress that they should be very careful not to lose them. They should draw a picture of themselves in the fotografía box (or if the teacher chooses, they can have them bring in a small photo to put in the box next week). They should then fill out the information page of the passport. This sheet will also be a review of the numbers and how they are written as well as the months of the year in Spanish. Make sure to go over what the following terms on the sheet mean: fecha de nacimiento (día, mes, año), and lugar de nacimiento. Materials needed: pasaportes al Caribe, globe ball, map 41

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SESSION 10 PASAPORTE # 1 - CUBA Note: There will be four pasaporte lessons in the 3rd grade: Puerto Rico, Cuba, La República Dominicana, and España. There are two ways to teach these lessons. For each country there will be one or more books that provide the class with information about that particular country. You can choose to read the books to the class (or select certain parts of the books to read) and then have a class discussion / question answer session, followed by having the students do activities from the pasaporte del Caribe for that country. Or, since most of the books are divided into topics, you can have the students teach each other about the different aspects of that country through group presentations. The way to do that is to photocopy the different pages of the book and assign one or two topics to each table. Give out the photocopies to each table. Have the students at their tables read the information and figure out a way to teach what they have learned to the rest of the class. They should not just be reading the exact text back to the class, but they should re-tell what they have learned to the rest of the class. Then their classmates could ask questions about their topics. This would also be followed by the activities in the pasaporte del Caribe (there are several for each country, so depending on time, you can assign one or two to do that day and give another or others for homework. Or, allow them to finish all the activities on their own time or as a project for vacation fun during their school holidays. When they have finished all the activities for a given country, they should show you and then you should give them a stamp. You may decide to do a combination of the two lessons. For example, you may want to read briefly about an important aspect of the country and then assign reading to the tables on various other aspects of the country s history / culture. You mix should it up, perhaps doing two as a reading lesson and two as a more interactive lesson. You may want to decide about this based on your students responses. See which may be a more successful method for each particular class. There is also some leeway in how much vocabulary you may want to incorporate into the pasaporte lessons. You can make them totally culturally focused or you can incorporate some appropriate vocabulary into the lessons. For example, for the España pasaporte lesson, you may want to include a brief vocabulary part when talking about the foods they eat and their dining customs. In this case, you would teach words such as: la comida, la siesta, la paella, la tortilla de patatas, etc... Goals: To travel to and learn about the history, people and culture of the Caribbean nation of Cuba. Read: Countries of the World - Cuba, by William P. Mara Supplementary books: Cuban Kids, by George Acona, Cuba in Pictures, by Lerner Publications 43

Materials needed: pasaportes for all students, Countries of the World - Cuba, Cuban Kids 44

SESSION 11 MARÍA ISABEL Goals: To teach an authentic Caribbean song. To learn some Spanish words from the lyrics and make connections to the English language. In class activities: Teach lyrics and melody to María Isabel Practice song several times with the students. Point out new vocabulary words. Discuss what the song is about and its connection to the Caribbean. Do the Fill in the Blank worksheet and the Word Explorers worksheet. Materials needed: Lyric poster to María Isabel, María Isabel worksheets, Word Explorers worksheets, el calendario 45

MARIA ISABEL La playa estaba desierta, y el mar bañaba tu piel; cantando con mi guitarra para ti, María Isabel (2x) Estribillo Coge tu sombrero y póntelo; vamos a la playa calienta el sol (2x) Chiri biri bin po ro po po (4x) En la arena escribí tu nombre y luego yo lo borré para que nadie pisara tu nombre, María Isabel (2x) estribillo La luna va caminando sobre las olas del mar; celosa de ver tus ojos y tu forma de mirar. (2x) estribillo 46

Nombre: Fill in the blanks with the correct word from the word bank at the bottom of the page. MARIA ISABEL La playa estaba desierta, y el mar bañaba tu piel; cantando con mi para ti, María Isabel (2x) Estribillo Coge tu y póntelo; vamos a la playa calienta el (2x) Chiri biri bin po ro po po (4x) En la arena escribí tu nombre y luego yo lo borré para que nadie pisara tu nombre, María Isabel (2x) estribillo La va caminando sobre las olas del mar; celosa de ver tus y tu forma de mirar. (2x) estribillo luna sol ojos sombrero guitarra 47

WORD EXPLORERS Treasure Hunt: Study the lyrics to the song María Isabel in English and Spanish. Then look at the list of English Expressions. Each one of them has a Spanish word hidden within it; they are all words from the song María Isabel or related to the themes of the song. Circle the hidden word, and think about the connections between the English expression and the Spanish word hidden within it. MARIA ISABEL La playa estaba desierta, The beach was deserted Y el mar bañaba tu piel; and the sea was washing your skin Cantando con mi guitarra I was singing with my guitar Para ti, María Isabel. [2 x] for you, María Isabel. [2 x] (estribillo) (chorus) Coge tu sombrero Grab your hat Y póntelo; and put it on; Vamos a la playa let s go to the beach Calienta el sol [2 x] the sun is heating up [2 x] Chiri biri bin Po ro po po [4 x] En la arena escribí tu nombre In the sand I wrote your name y luego yo lo borré and later I erased it Para que nadie pisara so that no one would ever step on Tu nombre, María Isabel. [2 x] your name, María Isabel. [2 x] (estribillo) (chorus) La luna va caminando The moon is out walking Sobre las olas del mar above the waves of the sea Celosa de ver tus ojos the moon is jealous of your eyes Y tu forma de mirar [2 x] and the way you have of looking with them [2 x] (estribillo) (chorus) 48

Circle the Spanish words hidden within the English words. Think about the connections between the English and the Spanish words. Example: Long Island Expressway Seattle Mariners solar energy describing Marina Café pink parasol nuclear submarine Treasure Island lunatic Lunar landing solar system Madison Square Garden arena arenaceous (check the dictionary, it s really a word!) 49

WORD EXPLORERS Learning Spanish will help you become a better user of the English language. Here are some examples of what you can learn about English through Spanish words, la isla (the island) and el mar (the sea.) La isla = the island SPELLING *You know how the English word island has that tricky silent s? Since the s in isla is not silent, knowing the Spanish word should help you remember how to spell the English word. WORD FAMILIES *You can really show off with this word fact! The prefix pen in English means almost like in the unusual word penultimate, which means almost last or next to last. The Spanish word isla is related to the Latin word insula which also means island. If you put these two word facts together, you get pen + insula = almost an island. What is a peninsula? How is it almost an island? *Here are some other words in English related to the word isla. Do you know what they mean? If not, try to find out by looking in a dictionary or talking with a friend. Think about how the meaning of these words could be related to the idea of an island, a piece of land surrounded by water, separate from other pieces of land. insulate isolate aisle 50

El mar = the sea SPELLING *You are the last person standing in the state-wide spelling bee. You are asked to spell the word that means a special kind of vessel or ship that can travel under the sea. You re not sure how to spell it; you re especially uncertain about what letter comes between the m and the r. You take a deep breath. And remember that sub is a prefix meaning below and the mar is sea in Spanish. Spelling the word becomes a piece of cake: submarine [in Spanish, submarino.] You are the champion! WORD FAMILIES Here are some other English words related to the Spanish word mar. Do you know what they mean? How are they related to the sea? marina marine mariners maritime Have a guess at the meaning of these expressions in Spanish: Las islas del Mar Caribe La península de la Florida La isla del tesoro La isla de los piratas El Mar Atlántico El Mar Pacífico 51

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SESSION 12 CAMPO VOCABULARY LESSON Goals: Introduce new vocabulary from el campo. To review las figuras and Dónde está?. In class activities: Using a poster with a picture of the country side, begin to review las figuras. You can ask Vean un cuadrado café? The students must look in the poster and find the colored shapes within the campo picture. After you have done that for several shapes and colors, you can now use the shapes to introduce the new vocabulary. For example: Ask Dónde está la casa? Since they do not know what la casa means yet, you can give hints using the colored shapes. Say La casa es un cuadrado café con nueve cuadrados blancos. When a student can guess it, call on him/her to come up and label the object (give them a post-it with the Spanish word on it). Once they have identified the new object, have them pronounce it aloud and have the class repeat chorally. Introduce the following vocabulary in a similar fashion: las nubes, las montañas, el cielo, el sol, el río, el arco iris, la hierba, las flores, el arbol, la nieve, la arena, la playa, el mar, el océano (the last four they should know from la isla lesson). After all of the words have been labeled, remove the post-its and see if the students can produce the new vocabulary words without hints. If they are struggling, continue to give them hints in Spanish. Do the worksheet. Materials needed: El campo poster, post-its with new vocabulary words on them, worksheet, el calendario 53

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SESSION 13 PASAPORTE # 2 - PUERTO RICO Goals: To travel to and learn about the history, people and culture of the Caribbean nation of Puerto Rico. Read: True Book - Puerto Rico, by Elaine Landau Do the Puerto Rico pasaporte activities. Materials needed: pasaportes for all students, A True Book - Puerto Rico, by Elaine Landau 55

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SESSION 14 TAÍNO INTRODUCTION Goals: To introduce the students to the Native American culture that existed in the Caribbean Islands before Columbus arrived there. To learn about the lives including the community and the agriculture of the Taínos, the largest group of Native Americans in the Caribbean. To learn some Taíno words and their relation to both Spanish and English words. In class activities: Read and distribute parts of books to introduce who the Taíno people were Some good book suggestions are as follows: Taínos, by Michael Dorris, Taínos de Borinquen: Puerto Rico before Columbus, by Ciro Sepúlveda, Taíno: The Activity Book, by Edwin Fontánez. Lead discussions / question and answer sessions about the subject matter as you go along in the readings. Do worksheet. Materials needed: Taíno books, worksheets, el calendario 57

Nombre: Preguntas de discusión 1. Why did Colón call the inhabitants of las islas del Caribe Indios? 2. Where did the Indios of El Caribe come from? 3. Did the inhabitants of the Americas get along? 58

SESSION 15 TAÍNOS CONT D - POWERPOINT Goals: To continue to learn about the interesting culture of the Taínos. To learn more Taíno words and their relationship to the Spanish and English languages. To learn how the Taínos have influenced the lives and languages of different societies up to the present time. In class activities: Do the Taíno words Powerpoint presentation. Lead discussions / question and answer sessions about the subject matter as you go along in the presentation. Do the worksheet. Materials needed: Taíno words Powerpoint presentation, projector, Macintosh laptop computer, worksheet, el calendario 59

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SESSION 16 THE GOLDEN FLOWER Goals: To read a Taíno myth and get a better understanding of the Taíno culture. To make connections between the story and the geography of an island (things that are characteristic of una isla (ex: the sea, mountain, flowers, trees, etc.) To learn and/or review some Taíno words. In class activities: Read The Golden Flower, Nina Jaffe to the class. Discuss the idea of a myth and what this myth represents. Talk about the culture of the Taínos from what they have learned from the past 2 lessons and now from this book. Ask them what they remember about the geography of islands from a previous class. How does this book relate to that geography? Do the Golden Flower worksheet. Materials needed: The Golden Flower, Nina Jaffe, worksheet, el calendario 61

OMBRE: : NOMBRE EXPLORATION In the story, the pumpkin bursts open and the mountain becomes an island because of a fight between two men, looking for power. Do you think the story presents the creation of the ocean and the island as a good thing or a bad thing? Waves of water poured out of the pumpkin. The waves began to cover the earth... rising higher and higher. Will the whole earth be covered? cried the people Imagine that you are the boy who planted the pumpkin seed. The people are angry at you because they are afraid that the water that is coming out of the pumpkin might keep rising and rising until it floods the entire mountain. Imagine what you might say to them. 62

SESSION 17 TAÍNO TO SPANISH TRANSITION - ENCOUNTER Goals: To read the book Encounter, Jane Yolen. To make the logical transition from learning about the Taínos to learning about the Spanish conquest / Spaniards and the culture of Spain. In class activities: Read Encounter. Have a class discussion. How do the students feel about what happened to the Taínos? Do they know about other cultures to whom this occurred? Do the worksheet / writing exercise. Materials needed: Encounter, Jane Yolen, worksheet, el calendario 63

Nombre: In the book Encounter, the author, Jane Yolen, tells the story of the arrival of the Spaniards to the Caribbean. She tells the story from the point of view of a young Taino boy. Read this passage from the book. Think about the way the narrator describes things she tries to tell the story like a Taino would. Sometimes she makes unusual word choices. (Kind of like metaphors). What is another way of describing these things? The baby canoes spat out many strange creatures, men but not men. We did not know them as human beings, for they hid their bodies in colors, like parrots. Their feet were hidden, too. And many of them had hair growing like bushes on their chins. Three of them knelt before their chief and pushed sticks into the sand. Then I was even more afraid. 1. What do you think the narrator means by baby canoes? 2. Why do you think the Spaniards are described as men but not men? Why do you think she says that the Spaniards are like parrots? 3. What do you think she means when she says the Spaniards had hair growing like bushes on their chins? 4. What do you think the sticks that they pushed in the ground are? 5. Does this way of describing things give you some ideas about Taino culture and what Taino life was like? What do you think? 64

The book Encounter by Jane Yolen tells the story of the arrival of the Spaniards to the Caribbean from the point of view of a taíno child. Read this passage from the book and write a reaction to it. Think about the comparisons made by the narrator and what they tell us about his culture: landing boats = baby canoes; Spaniards = men = not men; Spaniards = parrots; hair = bushes; sticks = flags. The baby canoes spat out many strange creatures, men but not men. We did not know them as human beings, for they hid their bodies in colors, like parrots. Their feet were hidden, too. And many of them had hair growing like bushes on their chins. Three of them knelt before their chief and pushed sticks into the sand. Then I was even more afraid. 65

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SESSION 18 PASAPORTE # 3 - LA CULTURA DE ESPAÑA Goals: To travel to and learn about the history, people and culture of the European nation of Spain. In class activities: This is a good pasaporte lesson to do in groups and having the students teach each other. You can make copies of the different pages in Getting to Know Spain and Spanish and Countries of the World - Spain. Do a quick intro to España by reading the first few pages of the books to the class. Then distribute the copies of the different aspects of Spanish life to the different tables. Let them take the rest of the period to prepare what they will present to the rest of the class the following week. Tell them they will receive their pasaportes a España next week when they do their presentations. Materials needed: Countries of the World - Spain, Kathleen W. Deady, Getting to Know Spain and Spanish, Janet De Saules, copies of the pages from the books to give out to groups 67

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SESSION 19 PASAPORTE # 3 - LA CULTURA DE ESPAÑA CONT D Goals: To travel to and learn about the history, people and culture of the European nation of Spain. In class activities: Have the different tables make their presentations to the rest of the class. Give out the pasaportes to the students and have them do the activities. Materials needed: pasaportes for all students, Countries of the World - Spain, Kathleen W. Deady, Getting to Know Spain and Spanish, Janet De Saules 69

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SESSION 20 AND SESSION 21 AFRICAN CARIBBEAN INTRO / HISTORIA / MÚSICA Goals: To learn about the history and present-day culture of the African Caribbean. In class activities: Use the following information compiled by Adrián Hernández to have a discussion about the different aspects of Afro-Caribbean culture. For the music section, you may want to read the book Salsa by Lillian Colón Vilá and practice the following vocabulary for the Instrumentos de Salsa crossword puzzle: bongo, trombón, conga, giro, timbales, maracas, piano. Teach and sing (at least the chorus) of the Salsa song, Todavía. Introduction: What is the Afro-Caribbean? The Afro-Caribbean, as the word tells us, is composed of two important parts: Africa and the Caribbean. More exactly, the Afro-Caribbean is a particular blend of African and Caribbean cultures. It all began when people born in Africa first arrived in the Caribbean islands back in the 16th century. Africans, and then their descendants, have lived, worked and created cultures of their own on the islands of the Caribbean Sea for over 400 years now. Depending on how you choose to think about this, there are different ways of explaining what an Afro- Caribbean is. For example, you can think of the first Africans and their families, or of their grandchildren, great-grandchildren, great-great-grandchildren, as all being Afro-Caribbeans. You can also think of how the languages, foods, religions, musical instruments and dances they brought from Africa still exist today and represent a large portion of Caribbean culture as a whole. History: How Africans first arrived in the Caribbean There are many stories of how Africans first arrived on the Caribbean islands. They went there to work, often in large groups and often without their families. Most of the African workers were men, and not many women traveled at first, but eventually many women also went to the Caribbean and worked just as hard as the men. But Africans did not end up in the Caribbean because they wanted to travel abroad. They were seized by European people who wanted workers for the sugar-cane plantations. The reason why many Afro-Caribbeans from Puerto Rico, Cuba and the Dominican Republic speak Spanish today is because most of the people who seized and took their African ancestors to these islands were Spaniards or worked for the Spanish kings. On the islands of Cuba (by far the largest island of the Caribbean), Hispaniola, and Puerto Rico, Africans learned Spanish and were also forced to become Catholics. Although many Catholics tried to help and protect black slaves, the Catholic Church did not approve of their African religions, which the slaves then had to preserve by keeping them secret, or by pretending to be Catholics while still practicing the religions of the 71

African ancestors. African slaves were not treated well, and in most cases they were treated with brutality. Africans were taken to the Caribbean as slaves, they were bought in exchange for money by slave-owners, and they were exploited and treated inhumanly. Relations between white, Spanish colonials and black, African slaves were difficult and painful, and black people across the Caribbean and the United States still remember those times with sadness, horror and anger. We should never forget any of this. The End of Slavery It was very hard for black slaves to gain their independence and become free people, with the same rights as their white owners. Before slaves could gain their independence, there was a long period of slave revolts and failed attempts at becoming free from their white masters in sugar-cane and other plantations throughout the Caribbean islands. But the slave Revolution in Haiti, on the island of Hispaniola, culminated in Haiti s Independence from France in 1804, and the example of Haiti helped the slaves on other Caribbean islands to try to gain freedom from their masters. The island of Cuba had the largest slave population and they were also the last to be freed in all of the Caribbean. While some slaves had been freed earlier on and become free people of color, others still had to work for very low wages and survive through many hardships while their white owners enjoyed a much better life and, in many cases, were among the richest people in Spain. It would be a long time before, even as free people and no longer slaves to anyone, Caribbean people of color could be truly free from violence and repeated abuse. Afro-Caribbeans in New York City New York has for a very long time been home to many people of Caribbean descent. Today, New York has the largest Caribbean population in the world, which includes people from many different islands and nations: Puerto Rico, the Dominican Republic, Cuba, Haiti, Jamaica, Barbados, Trinidad and Tobago, St. Lucia, etc. Most of them are Spanish-speaking Caribbeans, and many have Afro-Caribbean backgrounds. Most Puerto Ricans began arriving in New York City in large groups in 1946, right after the Second World War. There are almost three million Puerto Ricans living the United States today, and almost four million live on the island of Puerto Rico. People from the Dominican Republic are the second largest group of Spanish-speaking Caribbeans in New York City. Both Puerto Ricans and Dominicans share a common cultural heritage. Their food, music, religion, and dress styles are usually similar, and both Puerto Ricans and Dominicans often travel back and forth between their islands and New York. Historically, Hispanic Caribbeans have lived in barrios, neighborhoods in the Bronx, in East Harlem, Queens, Brooklyn, Washington Heights and across the Hudson River in New Jersey. In many cases, Puerto Ricans and Dominicans living in New York City share their neighborhoods with African Americans, and thanks to their common African heritages, they also share musical styles such as soul and jazz, rhythm and blues and hip-hop. There is English-language rap and Spanish-language rap music; rap has become an international musical language, and you can hear it used in hundreds of songs here in New York, in Puerto Rico, and throughout the world. So rap went from being an African-American style, to becoming a Caribbean style as well. 72

Music Today, salsa is a popular and important music style among Puerto Ricans, Dominicans and other Hispanic Caribbeans in New York City. Other styles, such as plena and bomba, Latin soul and Boogaloo, are also important for many Hispanic Caribbeans living in New York City and commuting between the city and the islands. Boogaloo (or bugalú) was an important style created by African Americans and Hispanics in the 1950 s and 1960 s. It can still be heard today, and you can dance and sing to it just as with salsa. The word salsa means sauce in Spanish; it probably refers to flavor and spices in music. Salsa has many forms, and its main influence comes from Afro-Cuban styles. There are thousands of salsa songs and tunes, and most Hispanics in New York, including Puerto Ricans, Dominicans, Cubans, Colombians, Venezuelans, Ecuadorians, Mexicans, Guatemalans, and others, know many of these songs and use them in their daily lives in the city. Materials needed: Salsa, Lillian Colón-Vilá, Instrumentos de Salsa worksheet, el calendario 73

AFRO-CARIBE MUSIC LESSON TODAVÍA (PERÍN VÁZQUEZ) Todavía hay azul en el cielo Todavía florecen los plantíos Todavía hay aguas en los ríos Aire, sol y rocío en el amanecer. Todavía nos llega un nuevo día Tan lleno de alegría y tanto de querer Todavía surgen nuevos amores Todavía hay risas que escuchar. Todavía hay perfume en las flores Y mieles y sabores Y un Dios para adorar. Todavía son muchos más los buenos, Y todavía hay anhelos de vivir para amar. Los buenos son muchos más Son muchos más Todavía son muchos más (X2) Y todavía queda la gente buena del mundo Pero que brinda su amor profundo Y una amistad bien sincera. Los buenos son muchos más Son muchos más Todavía son muchos más Gente, gente chévere en Perú, En México y en Venezuela, Y en Colombia y Costa Rica, Le digo que allí sí que hay gente buena. Los buenos son muchos más Son muchos más Todavía son muchos más Que en mi vida yo he tenido Sinsabores a granel Me he encontrado gente mala Le digo que esos, pero no pasan de cien. 74 Los buenos son muchos más - muchísimos más - Son muchos más Todavía son muchos más.

STILL Still there is blue in the sky Still the fields are in bloom Still there is water in the rivers Air, sun and dew at dawn. Still a new day arrives So full of joy and love Still new loves occur Still there is laughter to hear. Still there is perfume in flowers And honey and flavors And a God to adore. Still the good ones are many more, And still there is a desire to live and love. The good ones are many more Are many more Still they are many more (X2) And still there are good people in the world Who give out their deepest love And their sincere friendship. The good ones are many more Are many more Still they are many more People, great people in Peru, In Mexico and Venezuela, In Colombia and Costa Rica, I tell you: there are some good people there! The good ones are many more Are many more Still they are many more In my life I have had Plenty of disappointments I have met some bad people I tell you that those are no more than a hundred. The good ones are many more - far many more! - Are many more Still they are many more. 75

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Across: 1. trombón 3. güiro 5. timbales 7. conga Down 2. maracas 4. piano 6. bongó 77

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SESSION 22 AFRO - CARIBE CONT D - THE RED COMB Goals: To read a book that shows the African presence in the Caribbean and the existence of slavery there. In class activities: Read The Red Comb, by Fernando Picó. Lead a discussion / question and answer session about the story. Discuss the characters. Who are they? Where do they live? What are the conditions there? Who were the slaves? Do the worksheet. Materials needed: The Red Comb, by Fernando Picó, worksheet, el calendario 79

Nombre: The Red Comb Why do you think the title of this book is The Red Comb? Who is Pedro Calderón? Why is he the richest man in Río Piedras? Who is siña Rosa? Why does she want to help the runaway slave? 80

SESSION 23 PASAPORTE # 4 - LA REPÚBLICA DOMINICANA Goals: To travel to and learn about the history, people and culture of the Caribbean nation of the Dominican Republic. Read: True Book - Dominican Republic, by Elaine Landau Materials needed: pasaportes for all students, True Book - Dominican Republic, by Elaine Landau 81

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SESSION 24 LA CIUDAD VOCABULARY- INTRODUCTION TO PROFESSIONS Goals: To introduce new vocabulary from la ciudad. To show different industries in a city to transition into community professions ( la gente de mi barrio ). In class activities: Referring to a la ciudad poster, (a poster with a picture of a city on it), use las figuras as you did in the campo lesson as a means to describe the new ciudad vocabulary. You can say El semáforo tiene tres círculos; uno de rojo, uno de verde y uno de amarillo. You can also use other vocabulary (and hand movements to help) if using shapes is not suitable to describe something. For example say, Es MUY, MUY alto (showing tall with your hand) when describing a skyscraper. When a student can guess it, call on him/her to come up and label the object (give them a post-it with the Spanish word on it). Once they have identified the new object, have them pronounce it aloud and have the class repeat chorally. Introduce the following vocabulary in a similar fashion: el edificio, el rascacielo, la calle, la acera, el puente. After all of the words have been labeled, remove the post-its and see if the students can produce the new vocabulary words without hints. If they are struggling, continue to give them hints in Spanish. Now talk about the different industries that exist in cities that account for different occupations. Try to elicit examples (in English) from the students. What places do they know in their barrios? There should be some in the poster and when they name them, teach the words in Spanish and have students come up and label them with post-its. The ones we will learn are: el taxi, la biblioteca, el hospital, la panadería, la peluquería, la casa de bomberos, la estación de policía, la casa de correos. Have them repeat the new words chorally. As you teach the new words, make a chart with the Spanish and the English translations (or if you wish, prepare this chart before class). At the end of the class, explain that next class, we will talk about the people who work in these places en la ciudad or en el barrio. Have the students draw and label a picture of their barrio. They should use the vocabulary words learned today. They can use the word chart you made to help them. If they come up with places en la ciudad that you didn t go over today, you can help them with those new words as well. Materials needed: La ciudad poster, post-its with new vocabulary words on them, el calendario 83

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SESSION 25 COMMUNITY PROFESSIONS - POWERPOINT PRESENTATION / BOOK Goals: To teach students the names of some professions in Spanish. To learn about different professions of people in the community. To teach Yo quiero ser. In-class activities: Do the La Gente de mi Barrio Powerpoint lesson. Talk about the gender differences where the words begin with el or la and point out that in Spanish that is the way we distinguish between male and female. Use the book Oficios y Más Oficios by Beatriz Bennett to talk about other community professions that are not mentioned in the presentation. Ask if the students have these people in their communities or families. Teach Yo quiero ser... using the new vocabulary. Have students indicate what they might want to be when they grow up. (Ex. Quiero ser bombero. ) They can draw a picture of a profession they may want to pursue and write Quiero ser... If time does not allow for this activity, perhaps the classroom teacher can do this with the students at some point during the week. Materials needed: La Gente de mi Barrio Powerpoint presentation, projector, Macintosh laptop computer, Oficios y Más Oficios, Beatriz Bennett, paper and pencils, el calendario 85

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EXTRA SESSION A OCTOBER 12 - EL DÍA DE LA RAZA Goals: To discuss the importance of this Hispanic holiday, the Hispanic population in New York City and the culturally sensitive issue of celebrating Columbus Day. To lead a discussion about whether or not Columbus was a hero. To teach Columbus name in Spanish (Cristóbal Colón) and to point out that the names of his ships (carabelas) were in Spanish, La Niña, La Pinta, La Santa María. Discuss why most Latin America countries speak Spanish and the impact of Spain on the Americas. In-class activities: Start reading the book, Secret Footprints, Julia Alvarez. Classroom teacher: Finish Secret Footprints. Materials needed: Secret Footprints, Julia Alvarez 87

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EXTRA SESSION B JANUARY 28 - BIRTHDAY OF JOSÉ MARTÍ Goals: To discuss importance of José Martí. To teach Guantanamera. In-class activities: Explain that José Martí was a famous Cuban poet, journalist and revolutionary leader who died in 1895 fighting against the Spanish for the independence of Cuba. He lived in the United States for many years and there is a statue of him in Central Park. Sing: Guantanamera. Read: José Martí, by John Gleiter and Kathleen Thompson Make: Cuban flags out of construction paper Materials needed: José Martí, John Gleiter, and Kathleen Thompson, lyrics and music to Guantanamera, construction paper, crayons 89

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