Second Grade Curriculum NEW

2ND 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)
Los números / el calendario repaso
9
3)
México cultura - Día de los Muertos
15
4)
El alfabeto repaso / “¿Dónde vives?” “¿De dónde eres?”
19
5)
Me gusta / color / fruta repaso
21
6)
El cuerpo
27
7)
El cuerpo cont’d - Powerpoint “el cuerpo”
33
8)
La familia
41
9)
La familia cont’d / “¿Cómo se llama?” - Powerpoint
45
10)
Los 5 condados de Nueva York
49
11)
Excursión al Bronx – NYC, Zoo Animals - Powerpoint
53
12)
Excursión a Brooklyn – Animales del acuario- Powerpoint
57
13)
Review of animales del zoológico y animales del acuario
61
14)
El transporte - Powerpoint
67
15)
El transporte cont’d
69
3
16)
Excursión a Queens– Shea Stadium- El béisbol
71
17)
La ropa
75
18)
La ropa cont’d
77
19)
Classroom vocabulary
83
20)
Classroom vocabulary cont’d
85
21)
Las estaciones / Los meses
87
22)
Cinco de Mayo
91
23)
May 5- Cinco de Mayo Piñata party
97
24)
Las figuras- Preposition and Color repaso
103
25)
Repaso / Canciones
107
26)
Universal Activities
108
4
SESSION 1
WHY LEARN SPANISH? ¿POR QUÉ APRENDER ESPAÑOL?
SAY HOLA TO SPANISH OTRA VEZ
Goals: To discuss with students the importance of learning a second language. To ask the
students how they were able to practice their Spanish over the summer. To teach new
vocabulary from the story, Say Hola to Spanish Otra Vez.
Sing: “Hola, hola, hola”. From now on, you may want to begin every class with this song.
Read: Say Hola to Spanish Otra Vez.
In-class activities: Discuss vocabulary from book. Review alphabet by playing “Around the
World.” (See attached - universal activities).
Give out Spanish folders and stickers. Have the students decorate their own folders however
they like. They must include the following information: name, school, grade, class, and that it
is their Spanish folder (folleto de español).
While the students are working on their folders, Spanish teachers should take the opportunity
to talk to classroom teachers about their students’ Spanish folders, where they can be kept,
and that they can take them home to work on their sheets as long as they have them back by
the next Spanish class. It is also a good idea to exchange phone numbers with the classroom
teacher so that they can inform you of any upcoming trips or days where they cannot have
Spanish class for some reason.
All administrative issues should also be handled today such as getting class lists from teachers,
finding out about half days and other calendar issues so that changes in the schedule can be
planned in advance.
Close with “Adiós, amigos, adiós”.
Materials needed:
Say Hola to Spanish Otra Vez,
alphabet flash cards,
Spanish folders for each student,
stickers
5
Classroom teacher: Read and discuss Pepita Talks Twice, by Ofelia Dumas Lachtman.
****Find a spot in the classroom where the students can leave their Spanish folders. If there is
free time during the week, it would be great to have the class take out their Spanish folders
and finish any unfinished activity sheets. They should be able to take them home with them
to practice or work on unfinished activity sheets, but they need to have them back in class for
the next week’s Spanish lesson.
Additional suggestion: Keep a list of “borrowed” Spanish words and add to list every time you
and your students come up with a new one.****
6
Suggested activities for
Spanish FLEX Program - Grades 1-5
Children work well within a structured environment, so it may be helpful to develop an
opening and closing routine for your class. Here are several songs to try:
Hola, Hola, Hola (chant)
You: Hola, hola, hola
Kids: Hola, hola, hola
You: Digo yo (point to yourself)
Kids: Digo yo
You: Dices tú
Kids: Dices tú
You: Buen día para escuchar (hold hand up to ear)
Kids: Buen día para escuchar
You: Buen día para mirar (hold hand to shade your eyes and look around)
Kids: Buen día para mirar
You: Hola, hola, hola
Kids: Hola, hola, hola
repeat twice
Adiós amigos
Adiós amigos, adiós (clap, clap)
Adiós amigos, adiós (clap, clap)
Es hora de partir (point to watch the clock)
Adiós, amigos, adiós (slap, slap, clap, clap snap, snap)
(You can make up your own melody and hand movements)
10 Niñitos
Uno, dos, tres niñitos
cuatro, cinco, seis niñitos
siete ocho, nueve niñitos
Diez niñitos hay.
(also try counting backwards)
7
THIS PAGE WAS INTENTIONALLY LEFT BLANK
8
SESSION 2
LOS NUMEROS / EL CALENDARIO REPASO
Goals:To review and reinforce the different parts of el calendario, including the days of the
week, the months, the dates (numbers), the year, fiestas (including cumpleaños), and the
weather. To review the numbers 1-10 and teach 11-20.
Classroom activities: Using number flashcards, review numbers 1-10 by holding up each
card and saying the number in Spanish while students repeat. Next, hold up the cards and
have the students tell you the numbers in Spanish. Teach numbers 11-20 by using the
flashcards. Next, split the class into two teams and hold up the flashcards 1-20 (one at a
time). The first person that raises their hand has a chance to guess the number for their team
(keep score using numbers in Spanish).
Sing the “dias de la semana” song.
Lunes, martes, miércoles, jueves, viernes,
sábado, domingo,
¿Qué día es hoy?
Talk about today’s date, practice the months, days and year in Spanish. Review the different
weather conditions using the markers on the calendar. hace sol, está lloviendo, está nublado,
está parcialmente nublado, está nevando, está haciendo viento, hace mal tiempo. Also include
hace frio and hace calor. Using hand motions, act out a weather condition, and have the
class guess what they are. Ex: Teacher gives herself a bear hug and says “Brrrrrr” to generate
the student response hace calor.
Then ask again ¿Qué día es hoy? And pick a student to tell the class today’s date in Spanish.
Next ask ¿Qué tiempo hace hoy? Choose a student to tell the class today’s weather and have
them come up to the front to put the right weather card on today’s date on the calendar. (From
now on, you should open every lesson with the calendar.)
You can chart a bar graph using ¿Cuál es tu día favorito? on one side and the days of the
week on the other to practice the days of the week as well as promote the question/answer
formation. You can also use this chart to practice the numbers by asking them to answer from
the bar graph ¿Cuántos niños le gustan el sábado?. You can take a survey of your students’
favorite days of the week and make a bar graph for their class (today or another day when
time allows).
You may want to expand this year on the calendar vocabulary by asking more questions as
9
they become more comfortable with el calendario. For example: After “¿Qué día es hoy?”,
you may ask: “si hoy es martes, ¿Qué día será mañana? / ¿Qué día fue ayer?” Give out “el
calendario” and “los números” worksheets.
Materials: number flashcards,
“el calendario” and “los numeros” worksheets,
el calendario
10
11
12
13
14
SESSION 3
CULTURA DE MEXICO Y EL DÍA DE LOS MUERTOS
Goals: To identify Mexico on a map. To teach students about Mexican/Central American
holiday, “The Day of the Dead.”
In-class activities: Identify Mexico as a Spanish-speaking country and locate it on the globe,
making sure that students understand that Mexico borders the United States. Mention that in
Mexico and other Central American countries, they celebrate a holiday called “El Día de los
Muertos” to honor family members who have passed away. Discuss similarities/differences
between Day of the Dead and Halloween.
Read: The Spirit of Tío Fernando, Janice Levy
Materials needed: globe or map,
The Spirit of Tío Fernando,
coloring sheet,
el calendario.
Take home activity: Coloring sheet, “La Calavera”.
Classroom teacher: Collect and post above coloring activity around the room to decorate
for El día de los Muertos.
15
16
17
18
SESSION 4
EL ALFABETO REPASO AND ¿DÓNDE VIVES? / ¿DE DÓNDE ERES?
Goals: To review El alfabeto and “¿De dónde eres?”, “¿Dónde vives?”, “Soy de ......”, “Vivo
en ......” To discuss the diverse Spanish-speaking population in New York. To identify Puerto
Rico on a map and compare its location to New York.
In-class activities: Review all the letters in the Spanish alphabet once by using flashcards.
Give out “test” worksheet with the ten lines of letters. Say a letter from each horizontal line
aloud and see if the students can determine which letter it is from your pronunciation of the
letter. They should circle the right answer.
Ask the questions ¿De dónde eres? and ¿Dónde vives? and discuss the differences including
the responses “Soy de .....” and “Vivo en ......”.
Read and discuss: Abuela, by Arthur Dorros.
Play: Hangman, using vocabulary from Abuela.
Materials needed: alphabet flashcards,
“alfabeto test” worksheet,
globe or map,
Abuela,
el calendario
Classroom teacher: Read Subway Sparrow, Leyla Torres.
19
20
SESSION 5
ME GUSTA / COLOR / FRUTA REPASO
Goals: To review los colores. To review “me gusta, no me gusta.” To review “las frutas.”
In-class activities: Listen to and sing “Me Gusta” and “No me gusta” songs
Listen to and sing: “Me Gusta” and “No Me Gusta,” as a review.
Teach the new song “Los Colores Del Arco Iris”.
Review fruit vocabulary. Ask the children if they like/dislike the different fruits. On chart
paper, have students plot out what fruit they like in the form of a bar graph. Each student will
have to choose which fruit they like the best and come up to the chart and put an X over the
fruit they have chosen, while saying, “Me gusta........” Review that another way to express
likes is to say what their favorite is: Review “¿Cuál es tu fruta favorita?” Next, review los
colores using las frutas and the newly learned song “Los colores del Arco Iris”. Make a poster
of the bar graph of “¿Cuál es tu color favorito?” to practice the question/answer, the colors, as
well as the numbers (“¿a cuántos niños le gusta el rojo?”) If time allows, you can do a bar
graph/chart for “¿Cuál es tu color favorito?” for your class. They can answer (and chart) by
saying “Mi color favorito es .....” or “Me gusta .....”
Pass out “las frutas/los colores” worksheets.
Materials needed: “Me gusta” and “No me gusta” songs,
“Los colores del arco iris” song,
portable stereo,
chart paper,
markers,
el calendario
Classroom teacher: Sing “Me gusta”, “No me gusta” and “Los colores del arco iris” with
students. Review fruit vocabulary on the chart.
21
22
23
24
25
THIS PAGE WAS INTENTIONALLY LEFT BLANK
26
SESSION 6
EL CUERPO
Goals: To introduce the parts of el cuerpo. To teach 2 new songs, “Cabeza, cintura, rodillas,
pies” and “Mi cuerpo (hace música)”.
In-class activities: Introduce new body parts vocabulary (la cabeza, los brazos, las piernas,
los pies, la cintura, las manos, las rodillas, la cara, los hombros) using poster of body parts.
Have students touch body part as you do while repeating the name in Spanish.
Sing and mime: “Cabeza, cintura, rodillas y pies,” Let’s Sing and Learn in Spanish.
Sing and mime: “Mi cuerpo (hace música)”. Teach lyrics and dance to “Mi cuerpo (hace
m˙sica)” using the lyric poster and modeling the dance movements. (Ex: clap hands after “Mis
manos hacen...”, stamp feet after “Mis pies hacen...”, sing “la, la , la” after “Mi boca hace”,
shake hips and sing “cha cha cha” after “Mi cintura hace...”.
Pass out: “el cuerpo” and/or “time/color/body part” worksheets.
Materials needed: “El cuerpo” poster,
“Mi cuerpo” lyric poster,
Let’s Sing and Learn in Spanish tape,
“Mi cuerpo hace música,” from Sol y Canto, el doble de mis amigos CD,
portable stereo,
el cuerpo sheet,
el calendario.
Classroom teacher: Practice “el cuerpo” songs with students.
27
28
29
30
31
THIS PAGE WAS INTENTIONALLY LEFT BLANK
32
SESSION 7
EL CUERPO CONT’D POWERPOINT “EL CUERPO”
Goals: To review body parts. To introduce the parts of la cara (la boca, los ojos, la nariz, la
frente, el cuello, los dientes, la lengua, la barbilla, las orejas)
In-class activities: Review body part vocabulary. Bring in a large sheet of paper with an
outline of a body drawn on it. Have the students fill in the parts that are missing. With the
class, label the body parts that you taught the previous class.
Introduce the parts of la cara using a poster of “la cara”. Then point (or touch) the part of the
face while saying the word and have students do the same.
Play: “Simón Dice” (Simon Says) with “la cara” vocabulary.
Ex: You say, “Simón dice “toquen la nariz.” (the students must touch their nose). You say
“Toquen la boca.” (the students should NOT move as you didn’t say “Simón dice.”
Sing: Practice (quickly) the two “cuerpo” songs from the last class. Another similar song can
be added and taught for practicing body parts. It is a version of “Head, Shoulders, Knees and
Toes” in Spanish, using the same tune. It can be done with knees and feet (Cabeza, hombros,
rodillas y pies) or with hands and feet (manos y pies). Then you can do it “Rápido!” or
“Despacio!”. It is usually a lot of fun for the students. They especially like the “Rápido!”
Another fun song/dance option to review some body parts (and teach a few “bird body parts”)
is the song “Golondrina” which is sung to the tune of “Alloutte”. A simple dance can be made
up to go to the song, incorporating miming the different body parts mentioned in the song”.
Play: “Simón Dice” (Simon Says), with el cuerpo vocabulary.
Instead of this lesson or as an additional lesson, you can do “Las partes del cuerpo” Powerpoint
and/or “La cara” Powerpoint and “¿Qué falta del cuerpo?” worksheet.
Pass out: “Buscapalabras”, “Crucigrama” and /or “La cara” worksheets.
Materials needed: “La cara” poster,
Large piece of paper,
markers,
“buscapalabras” and “crucigrama” worksheets,
el calendario
33
34
35
36
37
38
39
THIS PAGE WAS INTENTIONALLY LEFT BLANK
40
SESSION 8
LA FAMILIA
Goals: To teach family vocabulary (madre, padre, hermano, hermana, hijo, hija, bebé, tía,
tío, abuela, abuelo) To teach “¿Con quién vives?” “Vivo con......”
In-class activities: As you sing “Mira, mira,” have students role play the different characters
mentioned.
Listen to and sing: “Mira, Mira,” I Can Sing en español.
Read: ¿Eres Tú mi Mamá?, by P.D. Eastman
Make a list of the names of different family members. Ask the students who they live with
(¿Con quién vives? Vivo con.....)
Pass out: “la familia” worksheet.
Materials needed: I Can Sing en español tape,
¿Eres Tú Mi Mamá?,
“la familia” worksheet,
el calendario
Classroom teacher: Have students draw a family portrait, labeling members of their families
in Spanish.
41
42
43
THIS PAGE WAS INTENTIONALLY LEFT BLANK
44
SESSION 9
LA FAMILIA, CONT’D / ¿CÓMO SE LLAMA? / ¿CUÁNTOS AÑOS TIENES?
POWERPOINT
Goals: To review names of family members. To review “¿Cuántos años tienes?” and introduce
the difference between 2nd and 3rd person questions by pointing out the difference between
“¿Cuántos años tienes?” and “¿Cuántos años tiene (su mamá)?” To introduce the concept of
answering questions in first person “Tengo ____ años”.
In-class activities: Review list of family members. Play hangman, using family vocabulary.
Ask students ¿Cuántos años tienes? Then ask them about some of their family members
(“¿Cuántos años tiene su hermano?”) Exaggerate the ending of the question to emphasize
the difference between tienes and tiene. See if the students can guess the difference. Briefly
discuss the difference between 2nd and 3rd person through this example. Point out that when
they answer “Tengo ____ años”, it is the first person. Once again, briefly emphasize the
difference in the ending. Do the same in pointing out 1st, 2nd and 3rd persons using “¿Cómo TE
llamAS?” and “¿Cómo SE llama?” and “ME llamO...”.
Pass out: “la familia” worksheet and have students work on it at their seats.
Materials needed: “la familia” powerpoint presentation,
Macintosh laptop computer,
projector,
“la familia” worksheet,
el calendario
Classroom teacher: Read In My Family/En mi familia, by Carmen Lomas Garza. Sing
“Mira, mira” with the students.
45
46
47
48
SESSION 10
NEW YORK’S FIVE BOROUGHS / LOS CINCO CONDADOS DE NUEVA
YORK
Goals: To teach students the names and location of New York’s five boroughs in both English
and Spanish (el Bronx, La Isla Staten, Manhattan, Brooklyn, Queens.) To teach them to
identify boroughs by size and location (biggest, smallest, farthest north, etc.) To teach the
cardinal directions: north, south, east, west.
In-class activities: Using a map of New York City, identify the five boroughs. Ask students in
which borough do they live. Which one is bigger? Which is smaller? Which one is farthest
north, south, east, west? Ask questions about landmarks in New York City (ex. In which
borough can one find the Empire State Building?
Hand out: activity sheet on the five boroughs. (You will need to guide the students through
this worksheet.)
Materials needed: map of New York City,
activity sheet on the five boroughs
el calendario
49
50
51
THIS PAGE WAS INTENTIONALLY LEFT BLANK
52
SESSION 11
EXCURSIÓN AL BRONX - NEW YORK CITY, ZOO ANIMALS POWERPOINT
Goals: To review the names and location of New York’s five boroughs. To locate the Bronx
where we find El Zoológico del Bronx. To teach the names of zoo animals (el elefante, el
chimpancé, la cebra, la jirafa, el tigre, el león).
In-class activities: Do the Powerpoint presentation and game.
Pass out “animales del zoológico” worksheet
Materials needed: “Excursión al Bronx” Powerpoint presentation,
Macintosh laptop computer,
projector,
“animales del zoológico” worksheet,
Zoo Looking,
En el zoológico,
el calendario
Classroom teacher: Read Zoo Looking, and/or En el zoológico, Mem Fox.
53
54
55
56
SESSION 12
EXCURSIÓN A BROOKLYN – ANIMALES DEL ACUARIO – POWERPOINT
Goals: To review the names and location of New York’s five boroughs. To locate Brooklyn
where we find El Acuario. To teach the names of aquarium animals (el pez, el delfín, la foca,
la tortuga, la ballena, el tiburón).
In-class activities: Do the Powerpoint presentation and game.
Pass out “animales del aquario” worksheet
Materials needed: “Excursión a Brooklyn” Powerpoint presentation,
“animales del aquario” worksheet,
Macintosh laptop computer,
projector,
el calendario
57
58
59
60
SESSION 13
REVIEW OF ANIMALES DEL ZOOLÓGICO Y ANIMALES DEL ACUARIO
Goals: To review the zoo and aquarium animals. To learn tener hambre and the verb comer
and to answer the question “¿Qué come...?”
In class activities: Make zoo animal flashcards and review the different animals learned
through the “Excursión al Bronx” Powerpoint presentation. Play a game of charades. Choose
students one by one to come up to the front of the class to mime one of the zoo animals. They
can use sound effects as well. The rest of the class has to guess the animal in Spanish. The
students should raise their hands if they know the answer and the student in front should call
on someone. The student who gets the answer right is the next “performer”. Do this three or
four times.
Next, review the aquarium animals learned in the “Excursión a Brooklyn” Powerpoint
presentation using flashcards. Repeat the charades game with los animals del acuario.
Next, tell them that the animals are hungry. “Los animales tienen hambre.“ Introduce and
write down the question “¿Qué come? and the answer (El animal) come...? Finally, show a
flashcard of a zoo animal and a flashcard of an aquarium animal. For example, you hold up
a flashcard of a tiger and a fish. The students must generate the sentence “El tigre come el
pez.”. Do this a few times and then have the students play a game of charades once again;
this time miming a zoo animal AND an aquarium animal. The students must guess and
answer in the above form.
If time allows, have the students return to their seats and work in pairs. One student acts out
a zoo animal and an aquarium animal while their partner has to verbally put the sentence
together. Then they switch roles.
Another option for seat work if they have grown tired of the charades game is to have them
draw a zoo animal and an aquarium animal on a piece of paper and then have to write the
sentence El animal del zoolóigico come el animal del acuario.
Have them do the worksheets.
Materials needed: “los animales del zoológico” flashcards,
“los animales del acuario” flashcards,
“El tiburon y el tigre tienen hambre” worksheet,
paper,
markers,
el calendario
61
62
63
64
65
66
EL TRANSPORTE
SESSION 14
- POWERPOINT
Goals: To teach the names of modes of transportation (el coche, el taxi, el helÌcoptero, el
globo, el autobus escolar, la motocicleta, el avión, el tren, la nave espacial). To discuss
transportation in New York City.
In-class activities: Do the “El transporte” Powerpoint presentation and game. Ask the students
how they get to school, how they visit their relatives, etc. by using “Voy en ... “ and using the
newly learned transportation vocabulary.
Pass out “el transporte” worksheet.
Materials needed: “El transporte” Powerpoint presentation,
Macintosh laptop computer,
projector,
“el transporte” worksheet,
el calendario
67
68
SESSION 15
EL TRANSPORTE CONT’D
Goals: To review the names of modes of transportation (el coche, el taxi, el helicóptero, el
globo, el autobus escolar, la motocicleta, el avión, el tren, la nave espacial) and to review los
animales.
In-class activities: Using the transportation flashcards, review the different modes of transport
learned through the Powerpoint presentation from last class. Play a game of charades.
Choose students one by one to come up to the front of the class to mime one of the modes of
transportation. They can use sound effects as well. The rest of the class has to guess the
mode of transportation in Spanish. The students should raise their hands if they know the
answer and the student in front should call on someone. The student who gets the answer
right is the next “performer”. Do this three or four times.
Next, review the zoo and aquarium animals using flashcards. Repeat the charades game
with los animales.
Finally, show a flashcard of an animal and a flashcard of a mode of transportation. For
example, you hold up a flashcard of a tiger and a motorcycle. The students must generate the
sentence “El tigre va a escuela en motocicleta”. Do this a few times and then have the
students play a game of charades once again; this time miming an animal AND a mode of
transportation. The students must guess and answer in the above form.
If time allows, have the students return to their seats and work in pairs. One student acts out
an animal and mode of transport while their partner has to verbally put the sentence together.
Then they switch roles.
Another option for seat work if they have grown tired of the charades game is to have them
draw an animal and a mode of transport on a piece of paper and then have to write the
sentence “El animal va a escuela en modo de transporte”.
Materials needed: “el transporte” flashcards,
“los animales del zoológico” flashcards,
“los animales del acuario” flashcards,
paper,
markers,
el calendario
69
70
SESSION 16
EXCURSIÓN A QUEENS – SHEA STADIUM - EL BÉISBOL
Goals: To review the names and location of New York’s five boroughs. To locate the borough
of Queens where we find El Estadio de Shea. To teach the names of some baseball terms and
things they would see and eat at a baseball game/stadium.
In-class activities: Do the Powerpoint presentation.
Practice using the new vocabulary en el estadio, vamos a ver (baseball terms.) and en el
estadio, vamos a comer (food terms).
Pass out “béisbol” worksheets.
Materials needed: “Excursión a Queens” Powerpoint presentation,
Macintosh Laptop Computer,
projector,
“béisbol” worksheets,
el calendario
71
72
73
THIS PAGE WAS INTENTIONALLY LEFT BLANK
74
SESSION 17
LA ROPA
Goals: To learn the clothing vocabulary. To learn “¿Qué llevas?” To learn “¿Quién lleva?” To
learn command form of “poner” (Ponte la camiseta roja). To review colors.
Classroom activities:Bring in a suitcase or bag of clothing. As you take each article out,
coach students to identify the name in Spanish. After you have introduced the names of all
the clothing, play dress up. Ask for a volunteer to dress up as you or students tell him what to
put on. The more ridiculous clothing you bring in, the more fun this activity will be. Point out
and use different colors in the clothing for a brief review of los colores.
Sing: “El Burro Enfermo”. Have students follow along with the lyric sheet for the first time or
two. Have them act out the different articles of clothing. Ex: pretend they are putting on a
scarf while singing “una bufanda blanca”
Materials needed: suitcase full of clothing,
“El Burro Enfermo” lyric sheet
75
76
SESSION 18
LA ROPA, CONT’D
Goals: To teach the names of articles of clothing in Spanish. To review “¿Qué llevas?”
“Llevo....” and “Ponte...”
In-class activities:
Read: Froggy Se Viste, by Jonathan London. As you are reading, reinforce the names of
clothing and weather conditions.
Sing: Once again, sing “El Burro Enfermo”. See how much they remember by miming the
different articles of clothing where they should be in the song, but not singing (try to get the
students to come up with the correct clothing lyrics on their own.)
Do clothing activity sheet.
Materials needed: Froggy Se Viste, by Jonathan London,
clothing activity sheet, “Dibuja y colorea,”
el calendario
Classroom teacher: Review clothing vocabulary with students. Sing “El Burro Enfermo.”
77
78
79
80
81
THIS PAGE WAS INTENTIONALLY LEFT BLANK
82
SESSION 19
CLASSROOM VOCABULARY
Goals: To teach classroom vocabulary (la tiza, los marcadores, los crayones, el papel, las
tijeras, la pega, el lápiz, el sacapuntas, el borrador, la grapadora, el escritorio, el libro, la
pizarra) To teach the verb “tener.”
In-class activities: Pass out classroom objects to students. Then ask who has what. (¿Quién
tiene los crayones?) The other students may answer, “Juan tiene los crayones” or Juan may
answer, “Yo tengo los crayones.”
Play Bingo using classroom vocabulary.
Materials needed: chalk,
markers,
crayons,
paper,
scissors,
glue,
pencil,
pencil sharpener,
eraser,
stapler
bingo,
el calendario
83
THIS PAGE WAS INTENTIONALLY LEFT BLANK
84
SESSION 20
CLASSROOM VOCABULARY, CONT’D
Goals: To review classroom vocabulary. To teach other school related vocabulary.
In-class activities: Review names of classroom objects. Teach other vocabulary for labeling
around the school (la puerta, la oficina, la clase, el aula, las paredes, las computadoras, la
cafetería, la biblioteca, el gimnasio, etc.) Assign the classroom and school words to groups
of students and have them make bi-lingual signs. They can write the word and the article in
Spanish and then the English translation. They can make it as colorful and decorative as they
like. Give out pieces of tape and have them put their signs on the objects in the classroom
Play Hangman using classroom vocabulary.
Materials needed: chalk,
markers,
crayons,
paper,
scissors,
glue,
pencil,
pencil sharpener,
eraser,
stapler
bingo,
el calendario
Classroom teacher: Using a Spanish/English dictionary, help students label different objects
around the classroom that they did not label with the Spanish teacher
85
THIS PAGE WAS INTENTIONALLY LEFT BLANK
86
SESSION 21
LAS ESTACIONES / LOS MESES
Goals: To teach the seasons and the months of the year in Spanish.
In-class activities: Do the daily calendar and weather class opener, but spend a little more
time talking about the weather, days, and the months.
For example with the months, you can ask “si este mes es marzo, ¿qué mes fue antes? /
¿Qué mes viene después?” Get an idea of how many months they know how to say. With the
weather, you can ask “¿En enero, hace calor o hace frio?”
Do a formal presentation of the months using month flashcards as you have prepared,
pronouncing all of them and having the class repeat.
Next, ask the class what four things are the months of the year divided into? They will guess
the four seasons and you can introduce “Las estaciones”. Present the cards while pronouncing
each season and having the class repeat. Make several cards describing weather conditions
(hace frío, hace calor, está lloviendo, está nevando, hace buen tiempo, hace mal tiempo,
hace sol). Next, put all of the cards, including the months and the seasons face DOWN into
one pile, and in the other pile, out the weather cards face DOWN.
Choose students one by one to come up and pick a card form each pile. They then have to
generate a sentence from the two cards. Then the class has to decide of that sentence is
verdad or falso. For example, if a student picks el verano from the first pile, and hace frio from
the second pile, the student has to say “En el verano, hace frio.” Then the class would have
to say °Falso!”
Pass out “las estaciones” worksheets.
Materials needed: “las estaciones” worksheet,
los meses and las estaciones cards,
weather cards,
el calendario
87
88
89
THIS PAGE WAS INTENTIONALLY LEFT BLANK
90
SESSION 22
CINCO DE MAYO
Note: Insert this lesson a week before the 5th of May.
Goals: To teach the historical significance of Cinco de Mayo. To identify Mexico and France
on map or globe.
Read: A World of Holidays - Cinco de Mayo, by Sarah Vázquez
In-class activities: Discuss the historical significance of this holiday (see attached sheets).
Compare to our Fourth of July.
Do “Cinco de Mayo” crucigrama. You will have to guide the students through this and do it as
a class.
Have students make Mexican flags.
Materials needed: A World of Holidays - Cinco de Mayo, Sarah Vázquez,
globe or map,
“Cinco de Mayo” crucigrama,
flag handout,
markers,
crayons,
colored pencils,
el calendario
91
92
93
94
95
THIS PAGE WAS INTENTIONALLY LEFT BLANK
96
SESSION 23
MAY 5 - CINCO DE MAYO –PIÑATA PARTY
Note: Do this lesson the week of May 5th.
Goals: To discuss the significance of 5 de mayo (independence of Mexico from France in
1862).
In-class activities: Have a fiesta. Have children bring in Mexican food (see attached recipes).
Break a piñata. As one students take turns swinging at the piñata, repeat the following chant,
“No queremos oro, no queremos plata, lo que queremos es romper la piñata.”
Materials needed: piñata
Lyrics and / or music to “Cielito Lindo” and/or “La Cucaracha”
piñata party rule sheet
Classroom teacher: Read El Piñatero, by George Ancona
97
98
99
100
101
102
SESSION 24
LAS FIGURAS / PREPOSITION AND COLOR REPASO
Goals: To teach the different figuras in Spanish (el círculo, el triángulo, el óvalo, el rectángulo,
el cuadrado). To review the prepositions and colors in conjunction with the shapes.
In-class activities: Present the different shapes using the “figuras” posterboard that you
have prepared. Pronounce the words and have the class repeat. Then use the preposition
posterboard to talk about where the shapes are in relation to one another. Review encima de,
debajo de, dentro de, and al lado de. Take some object (like a pencil) and place in different
areas around the different shapes on the poster. Do this to try to get the students to practice
the shapes and the prepositions together. Ex: Place a pencil inside the picture on the poster
of a rectángulo. The students have to answer “el lápiz está dentro del rectángulo.” Do this
several times for the different prepositions and the different shapes. Have the students raise
their hands if they know the right answer. This will review the shapes and the prepositions at
the same time. Next, ask the students the colors of the different shapes in Spanish for more
review.
Do the “figuras y colores” Powerpoint game.
Hand out: “las figuras” worksheet.
Materials needed: “las figuras” posterboard,
“figuras y colores” Powerpoint game,
Macintosh laptop computer,
projector,
“las figuras” worksheet,
el calendario
Supplementary activities: Do “la cara” Powerpoint presentation to review
“el cuerpo y las figuras.” Do “la cara / las figuras” worksheet.
103
104
105
106
SESSION 25 – REPASO / CANCIONES
Goals: To review the years work and songs.
Sing: “¿Quién llama a la ventana?” I Can Sing en español.
107
108
109
110
111
112