1ST GRADE URRICULUM - New York University

Transcripción

1ST GRADE CURRICULUM
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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.
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TABLE OF CONTENTS
1) Why learn Spanish? ¿Por qué aprender Español?
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2) El Abecedario
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3) ABC’S Cont’d
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4) Say hola to Spanish
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5) Thanksgiving/ El día de Acción de Gracias
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6) Los Números y el Calendario
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7) Los Saludos
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8) Los Colores
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9) “De Colores”
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10) ¿Cómo te Llamas?
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11) Los Sentimientos
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12) Los Sentimientos (Cont’d)
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13) Las Frutas- Powerpoint
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14) ¿Cuantos Años Tienes? / Me Gusta- No me Gusta
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15) Me Gusta, No me Gusta Cont’d
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16) Me Gusta, No me Gusta Cont’d
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17) ¿Dónde Vives? / Spanish Culture
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18) Los Animales de la Granja- Powerpoint
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19) Los Animales de la Granja Cont’d
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20) Los Cinco Crayones - Chapter 1-2
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23) Las Preposiciones
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24) Repaso: Los Cinco Crayones / Las Preposiciones
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25) Repaso En General y Las Canciones
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26) Universal Activities
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SESSION 1
WHY LEARN SPANISH? ¿POR QUÉ APRENDER ESPAÑOL?
Goals: To make students aware of the value of acquiring a foreign language. To make students aware of the richness and diversity of Spanish-language culture throughout the world.
To make students aware of the importance of the Spanish language in New York City, where
roughly 25% of the population speaks Spanish. To establish that each week at this time, they
will have Spanish class and be learning new things and receiving new things that they should
keep in their new Spanish folders.
In-class activities: Sing: “Hola, Hola, Hola song. ”
Read: Short story about the importance of being bilingual (optional).
Ice-breaker, lead a discussion about the issues described in the goals above. How many
students speak another language at home? Why learn other languages? Why learn Spanish? Where is Spanish spoken? Who are the Spanish-speaking people in the students’ lives
and communities? Present the list of English words that have been “borrowed” from Spanish.
Talk about why languages might “borrow” words from other languages. Discuss some of the
words on list. Practice pronouncing some of them in Spanish.
Give out Spanish folders and stickers. Have the students decorate their own folders however
they like. They must include the following information: nombre, clase and that it is their
Spanish folder (folleto de español).
While the students are working on their folders, Spanish teachers should take the opportunity
to talk to classroom teachers about their students’ Spanish folders, where they can be kept,
and that they can take them home to work on their sheets as long as they have them back by
the next Spanish class. It is also a good idea to exchange phone numbers with the classroom
teacher so that they can inform you of any upcoming trips or days where they cannot have
Spanish class for some reason.
All administrative issues should also be handled today such as getting class lists from teachers, finding out about half days and other calendar issues so that changes in the schedule can
be planned in advance.
If time permits: introduce numbers 1-10 (or higher if appropriate).
Sing: “10 Niñitos,”
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Sing: “Adios, amigos, adios.”
Materials needed: “Why it is important to be bilingual” short story,
list of “borrowed” Spanish words,
number flash cards,
“Hola, Hola, Hola” song, “Adios, amigos, adios” song and “Diez
Niñitos” song
Spanish folders for each student,
stickers
Classroom teacher: ****Find a spot in the classroom where the students can leave their
Spanish folders. If there is free time during the week, it would be great to have the class take
out their Spanish folders and finish any unfinished activity sheets. If they want, they should
be able to take them home with them to practice or work on unfinished activity sheets, but
they need to have them back in class for the next week’s Spanish lesson.
Additional suggestion: Keep a list of “borrowed” Spanish words and add to list every time you
and your students come up with a new one.****
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Practice our Spanish Songs!
Hope you remember the tunes!
Hola Hola Song
Hola, Hola, Hola - teacher
(Hola Hola, Hola) - students repeat
Digo yo (Digo yo) - teacher
Dices tú (Dices tú) - students repeat
Buen día para escuchar (hold hand up to ear) - teacher
(Buen día para escuchar) - students repeat
Buen día para mirar (hold hand to shade eyes) - teacher
(Buen día para mirar) - students repeat
Escuchar (Escuchar) - teacher (students)
Mirar (Mirar) - teacher (students)
Mirar (Mirar) - teacher (students)
Escuchar (Escuchar) - teacher (students)
Escuchar y Mirar - teacher
(Escuchar y Mirar) (students)
Hola, Hola, Hola - teacher
(Hola Hola, Hola) - students repeat
Hola Hola, Hola - teacher
(Hola Hola,Hola) - students repeat
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Días de la Semana Song
Lunes, martes, miércoles, jueves, viernes,
sabado, domingo
¿Qué día es hoy?
Las Vocales Song
Las vocales en español
A, E, I, O, U
La (m) can la A, dice MA
La (m) con la E, dice ME
Con la I, dice MI
Con la O, dice MO
La (m) con la U, dice MU
MA, ME, MI, MO, MU
A, E, I, O, U
Sí, Señor!!
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Buenos Días Song
(to the tune of Frere Jacques)
Buenos días, buenos dîas
¿Cómo estás?, ¿cómo estás?
Muy bien, gracias, muy bien, gracias
¿Y Usted?, ¿Y Usted?
Repeat with buenas tardes and buenas noches.
Adios Song
Adios amigos, adios (clap, clap)
Adios amigos, adios (clap, clap)
Es hora de partir, (point to watch)
Adios amigos, adios (slap, slap, clap, clap, snap snap, etc.)
10 Niñitos (to the tune of 10 little Indians)
Uno, dos tres niñitos
cuatro, cinco, seis niñitos
siete, ocho, nueve niñitos
diez niñitos hay
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SOME ENGLISH WORDS BORROWED FROM SPANISH
PLACE NAMES
Florida
Nevada
Montana
Las Vegas
Los Angeles
Colorado
Boca Raton
Cayo Hueso (Key
West)
San Diego
Puerto Rico
FOOD-DRINKS
tortilla
mango
papaya
taco
salsa
chile con carne
chile (pepper)
guacamole
tequila
alfalfa
banana
CLOTHES
poncho
sombrero
guarache (sandal)
COWBOYS
rodeo
lasso
corral
stampede (estampida)
bronco
BUILDING
patio
plaza
adobe
hacienda
GEOGRAPHY
mesa
canyon (cañón)
sierra
CUSTOMS
fiesta
siesta
piñata
domino
Padres (missionary
priests)
matador
POLITICS
guerrilla
junta
MUSIC-DANCE
salsa
tango
merengue
flamenco
rumba
mambo
maracas
mariachis
ANIMALS
burro
coyote
cockroach (cucaracha)
armadillo
pinto
palomino
chihuahua
toro
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EXPRESSIONS
pronto (fast, right away)
vamos (let’s go)
basta (enough already!)
hasta la vista (until the next time I see you)
Qué será, será (whatever will be, will be)
Adiós
mañana
Había tres ratones y un gato.
Un ratón corrió y el gato estaba cazándolo. El ratón
dijo - “¡Eek! ¡Eek!” - y el gato se lo comió.
El según ratón corrió y el gato estaba cazándolo cuando el
ratón le dijo, - “¡Eak! ¡Eak!” - y el gato se lo comió.
El tercer ratón, que era muy inteligente, corrió y el gato
estaba cazándolo cuando el ratón dijo, - “¡Woof! ¡Woof!” - y el
gato se fué.
LA MORALEJA - Es importante ser bilingüe.
_______________________________________________________
Once upon a time, there were three mice and a cat. One mouse ran
and the cat was hunting him. The mouse said “Eek! Eek!” and the cat ate
him.
The second mouse ran and the cat was hunting him when the mouse
said “Eek! Eek!” and the cat ate him.
The third mouse, who was very intelligent, ran and the cat was hunting him when the mouse said “Woof! Woof!” and the cat ran away.
THE MORAL - It is important to be bilingual.
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SESSION 2
EL ABECEDARIO
Goals: To teach the alphabet in Spanish. To teach the vowels in Spanish and the sounds that
they make.
In-class activities: To teach el alfabeto, use Spanish alphabet flash cards. Introduce and
have the students repeat the letter in Spanish. Point out the letters that do not exist in the
English alphabet (ch, ñ, ll, rr). Show the cards one more time and have the students stand up
if their first name begins with that letter.
Sing: “Las Vocales” song, Let’s sing and learn in Spanish.
Play: “Hangman”, making sure to use words that the students are somewhat familiar with,
reinforcing the letters in español.
Take home: “el alfabeto” sheet to practice letter names in Spanish with their families.
Materials needed: Spanish alphabet flash cards,
“el alfabeto” sheet,
Let’s Sing and Learn in Spanish tape,
Classroom teacher: Review alphabet with students. Create a word wall in Spanish and add
new words as they are learned.
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SESSION 3
ABC’S CONT’D
Goals: To review el alfabeto. To review the vowels and their corresponding sounds.
In-class activities: Review the alphabet by showing the flash cards and having children
repeat the name of each letter after you. Lay out some of the alphabet flash cards on the floor
and have two children try to find the letter you call out. The first one to correctly identify the
letter wins. You can play in teams.
Sing: “Las Vocales” song again, this time challenging the students to think of words in Spanish that begin with the consonant - vowel combination that you’ve chosen. For example, for
sa, se , si , so, su, they might come up with sábado, septiembre, señor, silla, sopa, super.
Help them and teach new words if they can’t come up with their own words. At this early
stage, you may want to rely on the Spanish-speaking students in the class to volunteer words
that the other students don’t know yet. This usually makes the Spanish speakers feel helpful
and special and it is nice to have students teaching other students instead of having it teacher
centered. (You may want to use this song as a warm-up activity in the future to remind the
students of the vowel sounds and as they progress they will know more words to use as
examples).
If time allows, you can begin reading Say Hola to Spanish by Susan Middleton Elya, pointing
out in the book the new letters and sounds they have learned.
Materials needed: “Let’s Sing and Learn in Spanish” tape,
Spanish alphabet flash cards,
Say Hola to Spanish, Susan Middleton Elya,
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SESSION 4
SAY HOLA TO SPANISH
Goals: To read a book and learn some new Spanish words. To use these words to practice
how to pronounce words in Spanish as a follow up to learning the ABC’s in Spanish the last 2
classes. To review the vowels and their corresponding sounds.
In-class activities: Slowly read aloud Say Hola to Spanish by Susan Middleton Elya. Have
the students repeat the words in Spanish aloud after you read them. When possible, point out
the pronunciation of the words and emphasize the corresponding letters in the words to their
sound. For example, when you get to “perro,” have them practice rolling their tongues and
making the “rr” sound. Point out some words that will help them with the vowel sounds such
as “ojos” for the vowel “o”. Bring up the letter “ñ” when you get to the words “niño” and “piña”
and ask the students if they remember learning this special letter in Spanish. Do the same for
ll when you get to “caballo.” Practice the pronunciation with them of some of the more difficult
letters like “j,” using “jamón” and “jabón.” Finally, point out the words at the end of the book
that we get from Spanish as they see that they are the same in English and Spanish (piñata,
mosquito, burrito).
Give out the “Say Hola to Spanish” worksheet.
Materials needed: Say Hola to Spanish, Susan Middleton Elya,
Say Hola to Spanish worksheet,
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SESSION 5
THANKSGIVING/ EL DÍA DE ACCIÓN DE GRACIAS
Goals: To teach students how to say thank you, (gracias), you’re welcome, (de nada) Thanksgiving Day (el Día de Acción de Gracias), turkey (pavo) pilgrims (peregrinos).
Read: Gracias, the Thanksgiving Turkey, Joy Cowley.
In-class activities: After reading the story, have class brainstorm a list of things for which
they are thankful. Have the students make thank-you cards for a family member or friend.
Show them how to write “Gracias por....”
Materials needed: Gracias, the Thanksgiving Turkey, Joy Cowley
pencils,
crayons,
construction paper
Classroom teacher: Whenever possible, reinforce the use of “gracias” and “de nada” in the
classroom.
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SESSION 6
LOS NÚMEROS Y EL CALENDARIO
Goals: To learn numbers from 1-10. To introduce the calendar in Spanish, days of the week,
date, month, year and weather.
In-class activities: Begin with a number ladder to review los números. Students start in a
squatting position on the floor as we begin counting the numbers en español. With each
number they slowly rise up until they jump up with both arms in the air on number 10. After 10,
the immediately sit back down in silence. Repeat.
Listen to: “Spanish Numba Rumba” Sesame Street CD.
Introduce el calendario, going over the days of the week, the date, month, year and weather.
Focus on “Qué día es hoy?” and teach the “Days of the Week” song.
lunes, martes, miércoles, jueves, viernes
sábado, domingo (clap)
¿Qué día es hoy?
Talk about today’s date briefly, the day, the month and year in Spanish teaching the correct
form - “Hoy es miércoles, el 17 de Octubre de dos mil uno.”
Review the different weather conditions using the markers on the calendar. “Hace sol”, “está
lloviendo”, está nublado”, “está parcialmente nublado”, “está nevando”, “está haciendo viento”,
“hace mal tiempo”.
Then ask again “Qué dia es hoy? Pick a student to tell the class today’s date in Spanish.
Since this is all new to them, help them along these first few weeks. Next ask “Qué tiempo
hace hoy? Choose a student to tell the class today’s weather and have them come up to the
front to put the right weather card on today’s date on the calendar. (From now on, you should
open every lesson with the calendar as a routine).
You may want to introduce the question/answer form that you can use with any topic as you
go along in the year “¿Cuál es tu ____ favorito(a)?” “Mi _____ favorito es ______.” In this
case, you can make and use the poster of the bar graph of “¿Cuál es tu día favorito?” You can
also use this chart to practice the numbers (How many students said that viernes was their
favorite day? Then they have to read the bar graph and tell the correct number in Spanish.
Do the “números” and “tiempo” worksheets.
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If time permits: wrap up with “número secreto.” You write a number (1-10) on a piece of paper
and have the students guess your secret number. If they cannot remember how to say a
number, teach them how to ask “¿Cómo se dice?” and reinforce throughout the year.
From now on, finish class with “Adiós” song.
Materials needed: Sesame Street Fiesta CD,
number flash cards,
“números” and “tiempo” worksheets,
el calendario
Classroom teacher: Practice the numbers 1-10 with your class.
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Nombre:___________________________________
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SESSION 7
LOS SALUDOS
Goals: To review the numbers. To learn some salutations and important words to be used in
the future. To learn “¿Cómo estás?”
In-class activities: From now on, begin class with el calendario.
Do a quick review of los números (ladder, song or another quick activity)
Sing “Hola, hola, hola” song. This will help get the students focused. Emphasize escuchar
and mirar so the students will understand when you use those words in the command form in
the future. This song also provides a good opportunity to introduce new verbs, (buen día para
escuchar, buen día para bailar, etc.) From this point on, begin your classes with the “Hola,
hola, hola” song (followed by el calendario).
Allow this song to transition into greetings, etc. They now know how to say hello and good
bye. Introduce “Hasta luego”, “hasta la vista”, “hasta mañana” and “buenos dias” Also, introduce “por favor” that they should use from now on when asking for something and “gracias” to
say when they receive something, along with “de nada” (the last two should be a review from
the Thanksgiving lesson).
Teach - Sing: “Buenos dias / buenas tardes / buenas noches” song. Go over the meanings of
the new phrases.
Role-plays: To reinforce the new vocabulary and to encourage communication and conversation, model them and have students volunteer to do short role-plays. For example, a 2
person role-play can consist of entering, some sort of greeting (using the newly learned “hola”,
“buenos dias”, “buenas tardes” or “buenas noches”. Then one can ask “¿Cómo estás?” and
the other can reply “muy bien gracias, ¿y Ud?” (from the song) or ¿y tú? (you may want to
briefly discuss the difference between informal and formal on a VERY elementary level here.)
Then they can say goodbye by using “adios”, hasta luego”, hasta la vista” or “hasta mañana”
and exit. You can introduce the activity as pretending to be “actors in a play” and that everyone who is not “performing” should be intently listening and learning as if they were in a
theatre. You should have some written representation of the new phrases for the students to
use as a guide when performing (you have written them on a dry erase board or have written
them before class on a poster)
Hand out greetings worksheet.
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Materials needed: poster or dry erase board,
“Buenos dias” song (De Colores CD),
greetings worksheet,
el calendario
Classroom teacher: Practice the “Buenos dias” song with your students.
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SESSION 8
LOS COLORES
Goals: To teach the names of los colores red, blue, yellow, orange, purple, green, brown,
black and white (rojo, azul, amarillo, anaranjado, violeta, verde, café, negro y blanco) in Spanish.
In-class activities: To teach colors, use objects of different colors (unifix cubes, construction
paper, crayons).
Play song: “¿Los colores?” Let’s sing and learn in Spanish
Give the students a coloring activity (see attached) for them to do at their seats. To help them,
prepare a color guide with the Spanish color names on a large piece of paper.
Play: “¿Qué color falta?” This is played by showing the students several colors and then
hiding one behind your back while they close their eyes. When they open their eyes, everyone says “¿Qué color falta?” Each students tries to guess the missing color. Reinforce
appropriate behavior by saying that you are looking for children who are sitting nicely (“bien
sentados”) with their hands raised (“con las manos levantadas”).
OR
Make and use a poster of the bar graph of “¿Cuál es tu color favorito?” to practice the
question/answer “Mi color favorito es...” form, the colors, as well as the numbers (“¿Cuántos
niños le gustan el rojo?”) They can answer (and chart) by saying “Mi color favorito es...” If
time does not allow for this activity, you can do this on the day of the Fruta Powerpoint / color
repaso.
Materials needed: unifix cubes, crayones, or construction paper in different colors ,
coloring activity,
“Let’s sing and learn in Spanish” tape,
portable stereo,
el calendario
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SESSION 9
“DE COLORES”
Goals: To learn the song “De Colores”, learn new vocabulary while reviewing los colores.
In class activities: Read the “De Colores” big book that actually is the lyrics to the “De
colores” song. Use the pictures to help comprehension. The students should recognize at
least the color words in the song from the last week and you should emphasize those words
in the lesson.
Show the lyrics to “De Colores” while ou play the song to hear the tune. Go over the lyrics
once slowly without the music to get pronunciation. Translate the idea of each verse so they
understand the meaning of the song. Teach some new vocabulary from the song (campos,
primavera, pajarito, arco iris, gallo, gallina, pollitos, me gustan a mí). Play the song one more
time. Now, have everyone try to sing it while you point to the lyrics in the book. Sing it again.
Give the students a copy of the songs lyrics and give out the coloring activity (see attached)
for them to do at their seats.
Materials needed: “De colores” big book,
lyric sheet,
coloring activity,
“De colores”, by Jose Luis Orozco CD,
portable stereo,
el calendario
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SESSION 10
¿CÓMO TE LLAMAS?
Goals: To teach “¿Cómo te llamas?” and “Me llamo......”
To teach “Cumpleaños Feliz” song.
In-class activities: While doing the calendar,ask if anyone in the class has a birthday this
month. Teach/Sing: “Cumpelaños Feliz” song.
Model ¿Cómo te llamas? Introduce yourself saying “Me llamo.......” and ask a student his/her
name in Spanish. Demonstrate how to respond by having them repeat after you “Me
llamo.........¿Cómo te llamas tú?” and have them direct the question to another student. You
can have the students clap and point or roll a ball to the student as they ask the question
“¿Cómo te llamas tú?”
This question and answer form should be used between you and the students randomly
throughout the year so they don’t forget it. For example as a warm up at the beginning of any
given lesson, just ask a few students “¿Cómo te llamas?” and have them answer and maybe
ask another student.
Read: Margaret and Margarita, Margarita y Margaret, Lynn Reiser
Materials needed: a ball (optional),
“Lírica Infantil” tape,
Margaret and Margarita, Margarita y Margaret, Lynn Reiser,
Margaret and Margarita worksheets,
el calendario
Classroom teacher: Reinforce “¿Cómo te llamas tú?” and “Me llamo...”
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SESSION 11
LOS SENTIMIENTOS
Goals: To review the names of the colors. To teach the names of the feelings, happy, sad,
so-so, mad, sick, sleepy, cold and hot in Spanish. To ask “how are you?” in Spanish (“¿Cómo
estás?”).
In-class activities: Review colors by holding up objects again and having them repeat names
of colors. Play “¿Qué color falta?” or call out a color and have students stand if they are
wearing that color. Sing “Los colores.”
Re-introduce “¿Cómo estás?” They should already recognize it from the “Buenos dias” song
and saludos lesson. Continue with “Estoy...... (muy) bien, mal, así así, triste, enojado, enfermo,
cansado, tengo frio, tengo calor”. Illustrate with the students’ different facial expressions on a
large piece of paper (which can later be displayed in the classroom). On paper, draw 8 circles
(faces) leaving enough room under each to write in the feeling. For example: Johnny is angry
(enojado). In one of the circles (faces), draw Johnny with an angry expression and underneath write the word “enojado.”
Pass out “¿Cómo estás?” and /or “Cómo estás Margarita?” worksheets for students to work
on at their seats.
Materials needed: chart paper,
markers,
“¿Cómo estás?” worksheet,
Let’s sing and learn in Spanish tape,
el calendario
Classroom teacher: Play and sing “Los Colores.” Review the feelings.
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SESSION 12
LOS SENTIMIENTOS (CONT’D)
Goals: To review the names of the feelings, happy, sad, so-so, mad, sick, sleepy, cold and
hot in Spanish. To review “how are you?” in Spanish.
In-class activities: Review los sentimientos using facial expressions. Ask children “¿cómo
estás?” and have them answer “Estoy_________ gracias.”
Sing “Buenos Días” song (again). Focus on “¿Cómo estás?” portion of the song.
Play a game of charades. Ask for volunteers to act out feelings. Have the class guess the
correct feeling (sentimiento).
Do “sentimientos” worksheets.
Materials needed: “De Colores” tape/CD,
chart of facial expressions from previous lesson,
el calendario
Classroom teacher: Review feelings.
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SESSION 13
LAS FRUTAS - POWERPOINT
REPASO DE LOS COLORES / “DE COLORES”
Goals: To learn the names of las frutas via a Powerpoint presentation and game. To review
the song “De Colores”. To review los colores using las frutas.
In-class activities: This lesson will be taught using a Powerpoint presentation. The teacher
first presents each slide that contains an image of a fruit with its name in Spanish spelled out.
The teacher gives the correct pronunciation and has the class repeat in unison. As the slides
progress, there will be section where part of the word is shown and the students have to
remember the rest of the word. Starting with this exercise, the teacher should call on individual students. If no one raises their hand, the teacher should give hints and offer help. If it
seems as if the students do not remember any of the new vocabulary, repeat part one of the
presentation (go back and re-show fruit slides and have students repeat the words).
Once the students are more comfortable with the new fruit vocabulary, the teacher will incorporate a review of the colors using the fruit. After each fruit appears and the correct answer is
given, the teacher will ask “¿De qué color es la manzana?” (or whatever the given fruit is)
The teacher will then play the “¿Qué fruta sobra?” game (on Powerpoint), a fun way to reinforce today’s new vocabulary.
At the end of class, the students will do the “Fruta” activity sheets at their desks or on the rug.
Materials needed: Macintosh laptop computer,
projector,
“Las frutas” Powerpoint presentation,
“Las frutas” activity sheets,
el calendario
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¿CUÁNTOS AÑOS TIENES? / ME GUSTA
SESSION 14
- NO ME GUSTA
Goals: To teach “¿Cuántos años tienes?” “Tengo ..... años,” “Me gusta.”
In-class activities: Sing “Cumpleaños Feliz,” Lírica Infantíl. Ask the students to state their
age as you ask them “¿Cuántos años tienes?” They should say “Yo tengo ....... años.”
Listen and sing “Me Gusta” song from Sesame Street Fiesta Songs CD. Have the students
listen once while you act out the song. Then have them sing along with you, mimicking your
actions. Brainstorm with class about things that they like and make a class list using “Me
Gusta” as a header. Then, give out “me gusta” worksheet. (See attached.)
Have students work on the “Me gusta” worksheet at their seats.
Materials needed: Sesame Street Fiesta Songs CD,
Lírica Infantil tape,
“Me gusta” worksheet,
el calendario
Classroom teacher: Sing “Feliz Cumpleaños” for students’ birthdays.
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SESSION 15
“ME GUSTA”, “NO ME GUSTA” CONT’D
Goals: To review “Me gusta” and to teach “No me gusta.”
In-class activities: Sing and mime “Me Gusta” song for review. Focus on the verbs in the
song (cantar, bailar, jugar, contar, comer, leer, reír, vivir). Ask the students to determine the
meaning of “no me gusta”
Listen to “No me gusta” song. Brainstorm with students a list of things they do not like using
“No Me Gusta” as a header (encourage the usage of the verbs from the song).
Sing and act out both songs. You may want to choose a volunteer to lead the songs.
Pass out “Me Gusta” worksheet. Have students work on the worksheet at their seats. They
can add a “No” in front of “Me gusta” to show their dislike and to show that they have learned
the negative.
Materials needed: Sesame Street Fiesta Songs CD,
“Me gusta” worksheet,
el calendario
Classroom teacher: Play “Me Gusta” and “No Me Gusta” songs.
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SESSION 16
ME GUSTA AND NO ME GUSTA CONT’D
Goals: To review “Me gusta”, “No me gusta” and the verbs from the song.
In class activities: Sing the “Me gusta” and “No me Gusta” songs again.
Using the “Me gusta song” flashcards that you have prepared, review the different verbs.
Give out the “Me gusta” bingo boards. Have the students play in pairs. Hold up (one at a
time), a picture of the verbs. Call on a student to say “Me gusta (whatever the pictured verb
is).” Have the class repeat and then have them look on their bingo boards to see if they have
that picture of the verb. If they do, they place a marker on it. Continue the game until someone has BINGO.
Repeat.
Materials needed: “Me gusta” song flashcards”,
“Me gusta bingo boards”,
“Me gusta” verb cards,
el calendario
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SESSION 17
¿DÓNDE VIVES? /SPANISH CULTURE
Goals: To teach the question “¿Dónde vives?” and the response “Yo vivo en...” To teach the
students how to identify places on the globe. To identify Spain on a map or globe.
In-class activities: Using a map or a globe, model “Yo vivo en Nueva York.” Then ask
students, “¿Dónde vives tú?” After several student responses, you can ask them to pretend
that they live in other places in the world. Have the students sit in a circle. Have the students
ask each other where they live, “¿Dónde vives?” rolling the globe ball to the student they are
asking. The student who receives the globe must answer the question using “Vivo en
....................” Then they roll the globe ball to the next student asking, “¿Dónde vives?”
Read If I lived in Spain, Rosanne Knorr. First identify Spain on the globe. Ask the students to
raise their hand when they hear a word in Spanish during this story. Discuss the words, and
the differences/similarities they notice between Spanish and American culture.
Have the students divide a sheet of paper in 2 and label one half “Espana” and the other half
“EEUU (Los Estados Unidos)”. Have them draw 2-3 things one each side showing what
cultural things that they learned about Spain from the book and how it is different from this
country. They can also label things that they draw using the vocabulary from the book. To
help them, make a list of the Spanish words from the book on the wipeboard.
Materials needed: Inflatable or stuffed globe ball,
If I Lived in Spain, Rosanne Knorr,
el calendario
Classroom teacher: As in the book “If I Lived in Spain,” have students write or discuss a
typical day here in the United States as if they were explaining it to a student from Spain.
Discuss the similarities and differences.
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SESSION 18
LOS ANIMALES DE LA GRANJA - POWERPOINT
Goals: To teach the names of farm animals, horse, cow, duck, chick, rooster, donkey, pig,
sheep, cat, dog (caballo, vaca, pato, pollito, gallo, burro, cerdo, gato,perro) and the sounds
they make in Spanish.
In-class activities: Using “La granja” Powerpoint presentation, introduce and practice the
names of farm animals in Spanish.
Sing “La Granja,” from De Colores CD. Explain the different animal sounds in Spanish. How
are they similar or different from animal sounds in English?
Make a chart writing name of animal, baby animal (diminutive) and the sound they make.
Have students imitate animal sounds as you call out the animal. Have them identify which
animal goes with the sound you are making. Also, have them match the baby animal with big
animal. (la vaca, la vaquita). Sing the “La Granja” again, this time, pointing to each animal on
the chart so students can sing along.
Using a poster you have made of the bar graph of “¿Cuál es tu animal favorito?”, have the
students come up to the graph as you ask them the question. They have to answer in a full
sentence and put a sticker (that you give them) on the graph in the appropriate spot (for
example, if they are the first one to pick el perro, they put their sticker corresponding to uno on
the left and perro on the bottom. They will make the bar graph out of their stickers and at the
end you can ask them the number of students that picked each animal as their favorite.
Pass out animal activity sheet.
projector,
“La Granja” Powerpoint presentation,
De Colores CD/tape,
portable stereo,
animal activity sheet,
el calendario
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SESSION 19
LOS ANIMALES DE LA GRANJA CONT’D
DIMINUTIVOS
DENTRO / FUERA
POWERPOINT PRESENTATION AND GAME
Goals: To continue and review learning about the farm animals with an emphasis on the
diminutives (perrito, gatito). To introduce the concepts of “dentro y fuera”.
In-class activities: Sing “la granja” again as a review from the last class.
Practice the farm animals and the diminutives as well as introduce the concepts of dentro and
fuera using the Powerpoint presentations. (“granja/dentro fuera - ito)”.
If time allows, do the “granja, hide and seek” and/or “granja - big bad wolf” Powerpoint games.
projector,
“La Granja” Powerpoint presentations and games,
De Colores CD/tape,
portable stereo,
el calendario
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SESSION 20
LOS CINCO CRAYONES - CHAPTER 1-2
Chapter 1
Goals: To introduce students to their first Spanish language chapter book. To learn new
vocabulary and get students interested in the story we will be working on for the next 5 weeks.
To teach new vocabulary: crayones, resfriado, aburrido, ¿Quieres?, leer, jugar, dibujar, ¿Dónde
estas?, la mesa, la cama, el piso.
In-class activities: To start out the lesson, introduce the book and discuss the cover. Try to
elicit information from the students from what they see on the cover.
Read Chapter 1 (alone or with tape). Discuss vocabulary.
Vocabulary: crayones, resfriado, aburrido, ¿Quieres?, leer, jugar, dibujar (see if they remember any of these verbs from the “Me Gusta” song), ¿Dónde estás?, la mesa, la cama, el piso.
Have students repeat while you point to the pictures in the book. Read the chapter to them
again.
Ask questions:
Nicolas y Juan son amigos? Son hermanos?
¿ Quieres leer?
(No, no quiero leer)
¿Quieres jugar?
(No , no quiero jugar)
¿Quieres dibujar?
(Si, quiero dibujar)
Ask students to predict what will happen in the next chapter of Los Cinco Crayones.
Chapter 2
Read Chapter Two.
Vocabulary:
rooms in the house: (la cocina, el dormitorio, la sala, el baño, el comedor
objects: una taza, un zapato, un sillon, un cepillo de dientes, una bandeja)
Read chapter with class again.
Have the students try to remember where Nicolás and Juan found the different colored cray81
ons. They can answer in Spanish or English, but reinforce the Spanish words.
Ex: ¿Dónde está el crayon rojo?
Talk briefly about the prepositions found in this chapter.
(dentro de, debajo de, junto a, en)
Give out and explain the first worksheet.
Materials needed: (for sessions 18-22)
Los Cinco Crayones (Berlitz),
worksheets for Los Cinco Crayones,
Corre perro, corre, P.D. Eastman,
vocabulary objects or drawings,
“Los Cinco Crayones” Powerpoint,
activity sheets,
Macintosh laptop computer,
projector,
el calendario
Classroom teacher: If possible, ask questions using “Quieres.......?” and students should
answer using “Quiero......” or “No quiero......”
Go over vocabulary from Chapter 1 and discuss what is going on in the book.
Go over Chapter 2 vocabulary, reinforce using objects around the classroom with prepositions (inside, above, below, next to, etc.) You may even want to use objects from the book cup, shoe, chair, tray.
Ex: dentro de una taza, debajo de un zapato
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SESSION 21
LOS CINCO CRAYONES - CHAPTER 3-5
Chapter 3
Goals: To continue with Los Cinco Crayones. To teach new vocabulary (see below).
In-class Activities: Read Chapter 3. Go over new vocabulary. Make sure that they notice
“te gustan” and “me gustan.” Review and sing the “Me gusta” song. Teach new vocabulary
using already prepared props (real objects or drawings) of “red” vocabulary. Ex: manzanas,
cerezas, coches de bomberos, rosas. Students learn new vocabulary more quickly when you
use visuals.
Read: Chapter 3
Extended vocabulary:
una escalera, el árbol, ¡Mira!, ¡Rápido!, ¡Pasa la página!
To review new “red” vocabulary, you can play “¿Qué falta?” using objects/drawings. Show
the objects and then take one away and ask ¿Qué falta? Ask students to make predictions
about the next chapter.
Chapter 4
Goals: To continue with Los Cinco Crayones. To learn new vocabulary (see below).
In-class Activities: Read: Chapter 4 once. Go over blue vocabulary using prepared objects/
drawings again (from the blue objects in this chapter): la camisa, el cielo, la tinta (el frasco de
tinta azul) un día soleado, hay viento (tie in with el calendario).
Extended vocabulary: limpiar, los chicos, las manos, las rodillas, la cara
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Chapter 5
Read: Chapter 5.
Vocabulary: el sol, los leones, las bananas, el autobús, un camión
Give out worksheets.
Classroom teacher: Go over new vocabulary from the red crayon chapter. Brainstorm a list
of red things. You can have the students look up these red words in a Spanish/English
dictionary.
Go over Chapters 4 & 5 vocabulary and ask questions about the story, keeping the students
up to speed for the next chapters.
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SESSION 22
LOS CINCO CRAYONES - CHAPTERS 6-8
Goals: To review Chapters 3- 5. To expand vocabulary. To read Chapters 6-8.
In-class activities: Review vocabulary from Chapters 3- 5.
Chapter 6
Read: Chapter 6.
Vocabulary: los arboles, las ranas, los loros.
Extended vocabulary: la cola, ¡Salta!, demasiado.
Chapter 7
Read: Chapter 7.
Vocabulary: la luna, burbujas (de jabón), la nieve (copos de nieve) (hombre de nieve), abrigo,
una barra, espuma, tengo frío (the students should already know this from the sentimientos
lesson and the calendar).
Review prepositions using Chapters 6-8 (la rana encima del loro, la luna arriba, la nieve junto
al árbol, etc.).
Chapter 8
Goals: To review, learn new vocabulary and finish the book!
In-class activities: Vocabulary: descansar, cofre de tesoros, me siento, ¿Cómo estás?
Review los sentimientos: me siento (mejor).
cofre de tesoros (have the students guess what a cofre de tesoros is. Tell them there is a
cofre de tesoros in the story. Ask the students what they think Nicolas and Juan might find in
the cofre de tesoros.
Read: Chapter 8.
Ask the students what they liked about the book and what they didn’t like about the book.
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Encourage them to use “Me gusta” and “No me gusta”.
Give out worksheets.
Classroom teacher:
Review Chapters 6 -8 vocabulary.
Discuss Los Cinco Crayones with the students and go over last two worksheets.
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SESSION 23
LAS PREPOSICIONES
Goals: To reinforce vocabulary, especially the new prepositions they learned in the last class.
To teach a few more prepositions, (encima de, sobre). To learn a new song.
In-class activities: Review Chapter 2 and reinforce the prepositions in Chapter 2. Using
classroom objects (crayones, zapatos, una taza, etc.), reinforce preposition vocabulary (dentro
de, debajo de, junto a, etc.). Ask students to place objects according to the instructions you
give them in Spanish. (Ex. “Pon el libro debajo de la mesa”.)
If time allows, play the preposition card game.
You have two stacks of “playing cards” - (provided) face down. One stack has colored crayons (you should color in the crayons) on the flipside and the other stack has pictures of
locations around the house. The two cards together should generate a sentence. A student
flips over one card from each stack and has to generate a sentence. Ex: A student flips over
a picture of a red crayon from the first stack (first part of the sentence) and a picture of a
crayon inside a cup from the second stack (second part of the sentence). Students should
generate the sentence “El crayon rojo está dentro de la taza.”
Sing “Arriba, abajo,” Let’s Sing and Learn in Spanish, using hand movements and dance.
Read Corre, perro, corre, P.D Eastman. Ask the students to identify the prepositions. Teach
prepositions encima de, sobre as shown in the book.
Use the pictures in the book to ask questions and elicit responses from the class.
Ex: page 25 - Ask, “ ¿El perro está arriba del agua”
Give out prepositions worksheet.
Classroom teacher: Sing “Arriba, abajo” with the class. Reinforce the prepositions.
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SESSION 24
REPASO: LOS CINCO CRAYONES / LAS PREPOSICIONES
Goals: To review “Los Cinco Crayones”, with an emphasis on the prepositions.
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SESSION 25
REPASO EN GENERAL Y LAS CANCIONES
Goals: To review the year’s work and songs.
In clas activities: Sing the classes’ favorite Spanish songs of the year together and review
some of the years work.
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1ST GRADE URRICULUM - New York University

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