3rd grade curriculum - New York University

Transcripción

3RD 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 CONTENT
1)
Why learn Spanish? ¿Por qué aprender español?
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2)
Repaso: “¿Cómo te llamas?”, “¿Cómo estás?”, “Me gusta”,
Los numeros 1-20 (adding 20-100)
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3)
Las Islas
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4)
Caribbean Diversity - Powerpoint
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5)
Geography of the Caribbean - Powerpoint
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6)
Caribe geography cont’d - Tesoro Powerpoint / “¿Dónde está....?”
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7)
Flags of the Caribbean / Geometric Shapes
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8)
Las Banderas del Caribe cont’d
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9)
Pasaporte Intro lesson
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10)
Pasaporte #1 - Cuba
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11)
María Isabel
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12)
Campo Vocabulary lesson
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13)
Pasaporte #2 - Puerto Rico
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14)
Taíno Introduction
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15)
Taínos cont’d - Powerpoint - palabras taínas
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16)
The Golden Flower
61
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17)
Taíno to Spanish transition - Encounter
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18)
Pasaporte # 3 - La Cultura de España
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19)
La Cultura de España cont’d
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20)
African Caribbean Intro / historia/ música
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21)
Afro - Caribe cont’d
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22)
Afro - Caribe cont’d - The Red Comb
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23)
Pasaporte # 4 - La República Dominicana
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24)
La ciudad vocabulary - Introduction to Professions
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25)
Community Professions - Powerpoint
85
Extra Sessions:
A. El Día de la Raza
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B. The Birthday of José Martí
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Universal Activities
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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
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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.
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THIS PAGE WAS INTENTIONALLY LEFT BLANK
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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,
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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
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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
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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 3rd grade classrooms? Write 3 things all 3rd 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 3rd grade classes:
1.
2.
3.
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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
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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
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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,
projector,
worksheets,
el calendario
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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,
projector,
map of the Caribbean,
tesoro marker,
worksheet,
el calendario
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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.
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Nombre:_____________________________________________________________________
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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
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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!
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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.
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Nombre:___________________________________________
¿Dónde están las figuras? Circle all the shapes you see.
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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?
___________________________________________________________________
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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,
“Banderas” worksheet,
paper, pencils, crayons to design flags,
el calendario
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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
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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
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Materials needed: pasaportes for all students,
Countries of the World - Cuba,
Cuban Kids
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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
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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
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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)
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
____________________________________________________________
sol
ojos
sombrero
guitarra
luna
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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
Y el mar
Cantando
Para ti,
estaba desierta,
bañaba tu piel;
con mi guitarra
María Isabel. [2 x]
(estribillo)
Coge tu sombrero
Y póntelo;
Vamos a la playa
Calienta el sol
(chorus)
[2 x]
Chiri biri bin
Po ro po po
[4 x]
Para que nadie pisara
Tu nombre, María Isabel. [2 x]
(estribillo)
La luna va caminando
Sobre las olas del mar
Celosa de ver tus ojos
Y tu forma de mirar [2 x]
(estribillo)
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The beach was deserted
and the sea was washing your skin
I was singing with my guitar
for you, María Isabel. [2 x]
Grab your hat
and put it on;
let’s go to the beach
the sun is heating up [2 x]
———————
———————
In the sand I wrote your name
and later I erased it
so that no one would ever step on
your name, María Isabel. [2 x]
(chorus)
The moon is out walking
above the waves of the sea
the moon is jealous of your eyes
and the way you have of looking
with them [2 x]
(chorus)
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
Lunar landing
solar system
Madison Square Garden arena
lunatic
arenaceous (check the dictionary, it’s really a word!)
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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
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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
________________________________________
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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
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SESSION 13
PASAPORTE # 2 - PUERTO RICO
Puerto Rico.
Read: True Book - Puerto Rico, by Elaine Landau
Do the Puerto Rico pasaporte activities.
A True Book - Puerto Rico, by Elaine Landau
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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
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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?
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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,
worksheet,
el calendario
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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
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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.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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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
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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.”
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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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
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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.
Countries of the World - Spain, Kathleen W. Deady,
Getting to Know Spain and Spanish, Janet De Saules
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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 “AfroCaribbean” 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
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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.
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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
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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.
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.
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.
- muchísimos más Son muchos más
Todavía son muchos más.
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“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.
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!
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.
- far many more! Are many more
Still they are many more.
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Across:
1. trombón
3. güiro
5. timbales
7. conga
Down
2. maracas
4. piano
6. bongó
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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
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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?
______________________________________________________________
______________________________________________________________
______________________________________________________________
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SESSION 23
PASAPORTE # 4 - LA REPÚBLICA DOMINICANA
the Dominican Republic.
Read: True Book - Dominican Republic, by Elaine Landau
True Book - Dominican Republic, by Elaine Landau
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LA CIUDAD
SESSION 24
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
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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,
Oficios y Más Oficios, Beatriz Bennett,
paper and pencils,
el calendario
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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
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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
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3rd grade curriculum - New York University

Transcripción

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Lesson Plan

SPANISH LESSON PLANS FOR KIDS