Fifth Grade Lessons
Lesson One:
Materials: Posters: Cognates
Extras: Map of the World, soft ball or stuffed
animal or bean bag
Greeting: Buenos
días/tardes clase. ¿Como están? … ¿Están listos para empezar? (Have students respond sí/no)
Lesson:
1. Write on the board Hola and Soy and introduce yourself… “Soy
[la Señora/el Señor] ___.” Ask what “Soy” means.
2. Importance of Learning Spanish. Let
students give their input before you do.
3. Show a map of Spanish speaking countries and there proximity to
4. Give positive class expectations. We
will learn Spanish with games, songs and acting. Explain why it’s important to sing: we
learn faster when we use different parts of our brain to learn.
5. Spanish and English are similar. Ask
student volunteers to read words from
the Cognate Poster and figure out the English word.
Phrases: Introduce: ¿Cómo te llamas? Me llamo. ./Se llama.. *throw a
ball/stuffed animal/bean bag to a student and ask him/her “¿Cómo te llamas?”. Have student respond “Me llamo ___”. Then have the class say “Se llama ___”. Have student throw back the “ball” and
repeat. Randomly throw the ball back to
a student who has already introduced himself/herself and ask the class “¿Cómo se
llama [el/ella]?”. Continue until each
child has had a turn to introduce himself/herself.
Extra Time:
1. Try to get a feel for
how many students have been exposed to Spanish and what they know. Ask them what they enjoyed from previous
Spanish classes.
2. Review Alphabet and
vowels.
Goodbye: Nos vemos la próxima clase. ¡Adiós amigos!
Lesson Two:
Materials: Posters:
Colors, Numbers, Alphabet, Vowel Sounds, Consonants, Body Parts
Songs: Alphabet, Vowels, Colors, and Numbers
Extras: Ball, Bingo, Dry erase boards and
markers
Greeting: Buenos días/tardes clase. ¿Como
están? … ¿Están listos para empezar? (Have students respond sí/no)
Phrases: Review: ¿Cómo te llamas? Me llamo ____________.
Introduce:
¿Hola cómo estas? Muy bien gracias, ¿y tú?
Randomly
throw ball to students and let each child have a turn responding to either
question. Alternatively, have the
students line up in two rows, facing each other, and have them introduce
themselves to the person in front of them, practicing both phrases. Give each line a turn at leading the
introduction.
Review: Begin reviewing the
following modules: Alphabet, Vowels,
Consonants, Colors, Numbers, Body Parts, Saludos, Las Palabras Magicas, Direcciónes,
Family. Review as much as possible
noting what modules have and have not been mastered by your students. You will incorporate the modules that have
not been mastered into future lessons.
1. El Alfabeto with
poster and song #1. Point out
similarities to the English alphabet.
2. Vowel Sounds with
poster. Vowel song #2 optional. Vowels always sound the same in Spanish.
3. Consonant Poster. Review major
concepts: Rolled R’s, silent H’s,
etc. Optional practice exercise for
rolled r’s:
Los carros corren rápido en el
ferrocarril. The cars run rapidly on
the railway.
(Los kah-ros korren rah-pee-tho en el
ferro-kah-reel).
4. Los Colores with
poster. Color song #5 optional. (Ask advanced students to focus on the spelling of each
color name).
5. Los Números 0-million
with posters and song #13. (Ask advanced students to focus on the spelling of each
number name).
Activities (Pick One):
1. Bingo
2. Around the World with
Numbers
3. Dry erase boards: practice spelling familiar words in Spanish
and have children write letters/words on dry erase board.
4. Call on students to
spell their names in Spanish
5. Play hangman using
familiar Spanish words, such as colors, numbers, body parts, etc.
6. Alphabet or number matamoscas.
Goodbye: Nos vemos la próxima clase. ¡Adiós amigos!
Lesson Three:
Materials:
Posters: Body Parts, Family, Direcciónes
Songs: Body Parts, Saludos, Las Palabras
Magicas, Family, Direcciónes
Extras: Ball, dry erase boards, bingoor other
selected game
Greeting: Buenos días/tardes clase. ¿Como
están? … ¿Están listos para empezar? (Have students respond sí/no)
Phrases: Review: ¿Cómo te llamas? Me llamo ____________ and Hola cómo
estas? Muy bien gracias, ¿y tú?
Introduce: ¿Puedo ir al baño? or another useful phrase
from the list of phrases of the week.
Teachers should try and have each student speak a Spanish phrase during
each class.
Review: Continue reviewing the
following modules: Alphabet, Vowels,
Consonants, Colors, Numbers, Body Parts, Saludos, Las Palabras Magicas, Direcciónes,
Family. Review as much as possible noting the modules that have and have not
been mastered by your students. You will
incorporate the modules that have not been mastered into future lessons.
1. Body Parts I and II
with poster and songs #8-9.
2. Family with poster. Song #15 optional.
3. Saludos with song
#6.
4. Las Palabras Magicas
with song #27.
5. Direcciones with poster and song #11.
Activities (Pick One):
1. Simon Says
2. Around the World with
Body Parts
3. Dry erase boards: practice spelling familiar words in Spanish
and have children write letters/words on dry erase board.
4. Call on students to
spell their names in Spanish
5. Play hangman using
familiar Spanish words, such as colors, numbers, body parts, etc.
Goodbye: Nos vemos la próxima clase. ¡Adiós amigos!
Halloween Lesson:
Materials:
Posters:
Body Parts I & II and colors
Extras: Ball, Project paper and blank
8.5x11 paper (on counter in
Spanish room) for class and individual monstrous
Greeting: Buenos días/tardes
clase. ¿Como están? ¿Están listos para
empezar? (Have students respond sí/no)
Phrases: Briefly Review:¿Cómo te llamas? Me llamo ____________ .
¿Hola cómo estas? Muy bien gracias, ¿y tú?
¿Cómo se dice _____
en Español?
Introduce: ¿Puedo ir al baño? or another useful phrase
from the list of phrases of the week.
Cultural: Briefly discuss Dia de los
Muertos. Look in 5th grade bin for brief summary.
Review: El Cuerpo I with song #8, poster and movements.
El
Cuerpo II with song #9, poster and movements.
Leave El
Cuerpo posters on board and add color poster for student reference.
Activity: ¡El monstruo! Hand out project
paper and ask students to get out colors/markers. Have each student put together a
monster. Have them use as many body
parts as they want. Make the body parts
of different colors. Ask students to
label the body parts. Ask student
volunteers to share their monster and count the body parts like “Mi monstruo
tiene cinco ojos verdes, una boca roja, …”.
You may want to do a class monster where each child gets to help
glue/draw the parts and then identify and count the body parts as a class. Ask “¿Cuántas/Cuántos ____ tiene el
monstruo?”
*Allow at least 15
minutes for this activity. Have students
fold and keep this in their Spanish folder for body part review. They can continue to color, label, and share
their monstruos in future classes.
Goodbye: Nos vemos la próxima clase. ¡Adiós amigos… Feliz
Halloween y Dia de los Muertos!
Class Assessment Lesson:
Materials:
Posters:
Alphabet and Numbers
Extras: Ball, Assessment quiz, word search or other handout
Greeting: Buenos días/tardes clase. ¿Como
están? … ¿Están listos para empezar? (Have students respond sí/no)
Phrases: Review: ¿Cómo te llamas? Me llamo ____________ and Hola cómo
estas? Muy bien gracias, ¿y tú?
Introduce:
¿Cómo se dice _____ en Español? or another useful phrase from the list of
phrases of the week. Teachers should try
and have each student speak a Spanish phrase during each class.
Assessment: Pass out the assessment quiz and tell the students that this is not a test but just a means of gauging where each person is at. Remind them that you understand some of them may never have been exposed to Spanish before. Ask them to only answer whatever they are confident about and not to guess or help each other. You may also want to encourage them to write little notes for you next to each section if they want to give you more info about their comfort level with the material.
Activity Sheet: Pass out an activity sheet such as a word search for Verbs as they “finish” their quiz while class finishes assessment. Alternatively, you can hand them a body parts reference sheet and have them continue to work on and label their monstruos.
Extra time: Review materials or
play a quick game.
Review:
Numbers 0-million. ¿Qué número es? Have
them respond: El numero es ___________.
Review:
Alphabet. or
Play
a quick game such as hangman.
Goodbye: Nos vemos la próxima clase. ¡Adiós amigos!
Lesson Four:
Materials: Posters: Colors, Numbers,
Alphabet
Song: Alphabet,El Cuerpo
I, Saludos, Buen Día, Direcciones
Extras:
lyrics for Buen Día, Saludos and Nombre y Dirección songs (either poster
or hand out for children)
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo
están? (Students
respond muy bien/mal) ¿Listos para empezar? (Students respond
sí/no)
Review:
1)
El Alfabeto y
Vocales Review the alphabet and
vowels using the poster and song.
2)
Las
Consonantes Review the key consonant sounds.
3)
Los Colores Using the poster, say each color and let students repeat
(ask advanced students to focus on the spelling of
each color name).
4)
Los Números 0-millón. Say each number and let students
repeat. (Note: Ask advanced
students to focus on the spelling of each number name) Count back and forth and ask ¿Qué número es
___? (write number on board for everyone to see). Remind class of the meaning of Qué. Repeat counting by 10s sequence.
5)
Direcciones with
song #11, poster and movements (see page 51). (Don’t do “
6)
El Cuerpo I &
II with song #8 and #9, poster and movements.
Point out color coding.
Lesson:
1)
Olimpo y Ana: Introduce masculine/feminine concept. Ask why words are pink and blue on a
poster. See Olimpo y Ana pg#47.
2)
Practice articles
el, la los, las with body posters.
3)
Play Nombre y Dirección song and explain lyrics to the students. Have
the students read along while they sing.
Extra Time:
Turn the body parts
posters around and write down a body part on the board. Ask for volunteers to tell you whether a body
part is feminine or masculine just based on the name. Repeat with a new part.
Goodbye: Buen Día + Nos vemos la próxima clase.
¡Adiós amigos!
Lesson Five:
Materials: Posters: Colors, Numbers,
Alphabet
Song: Alphabet, El
Cuerpo I, Saludos, Buen Día, Direcciones
Extras:
“ball”, puppets, skit #2 handout for students,
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo
están? (Students
respond muy bien/mal) ¿Listos para empezar? (Students respond
sí/no)
Review:
1)
El Alfabeto y
Vocales Review the alphabet and
vowels using the poster and song.
2)
Las
Consonantes Review the key consonant sounds.
3)
Use “ball”
randomly to select a student and ask question ¿Cuál es tu color favorito?. Have selected
student respond Mi color favorito es __. Remind class of the
meaning of Cuál.
4)
El Cuerpo I with
song #8, poster and movements. Practice
articles el, la, los, las with a body posters as you identify feminine and
masculine body parts.
5)
Direcciones with
song #11, poster and movements (see page 51). (Don’t do “
6)
Los Números 0-millón. Say each number and let students
repeat. (Note: Ask advanced
students to focus on the spelling of each number name) Repeat counting by 10’s and 100’s sequence
(maybe do a quick game of Cuenta y Cacha la Bola pg 45).
Lesson:
4)
Introduce
Skit #2 [Modified]. Pass out a skit #2 handout to each
student. Read and translate each phrase
(sandwich style). Let students echo
after teacher. Take the opportunity to
point out the sounds of certain letters such as ‘H’, ‘ll’, and the meaning of
the accents. Read along with students as
a group. Half of the class asks, the
other half answers and switch. Ask for
volunteers to act out the skit while the others watch. Have the students use their own
names/ages. You may want to use a couple
of puppets to entice the students to participate. The students can use their skit handouts to
read from as they act their parts. At
the end of the lesson, ask for volunteers to state the meaning of y, tú, yo, dónde,
vives/vivo, tengo, etc. to the class.
Reiterate the meaning of these. You may want to make the comparison
between ¿Cuántos
años tienes? and ¿Cuántos años tienes tú? and also between Tengo
6 años
and Yo
tengo 6_ años. Tener
is to have, tienes
is you have, and tengo is I have so the
you and I are implied.
Student 1: Hola ¿cómo estás?
Student
2: Muy bien, gracias ¿y tú?
Student 1: Así, así. ¿Cómo te llamas?
Student
2: Me Ilamo Carlos.
Student 1: ¿Cómo se llama
ella/el?
Student
2: Se llama Ana/Tom.
Student 1: ¿Dónde vives?
Student
2: Vivo en [
Student 1: ¿Cuántos años tienes?
Student
2: Tengo 6 años, ¿y tú?
Student
1: Yo también.
Student 2: ¡Mucho gusto!
Student
1: ¡Bienvenido!
Goodbye: Buen Día + Nos vemos la próxima clase.
¡Adiós amigos!
Thanksgiving Lesson:
Materials: Posters: Colors,
Numbers, Family
Songs: Colors, The Family, Saludos, Buen Día
Extras:
Greeting: Saludos song + Buenos días/tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)
Review:
1) Using “ball”, select a couple of random students and
rehearse phrases ¿Hola
2) Quickly review meaning of muy, bien, y, tú, yo, cómo,
te, llamo/llamas, nombre, cuantos, tienes, and tengo.
3) Quickly review meaning of por favor, perdón, de nada.
4) El Alfabeto
Review the alphabet using the poster and song.
5) Los Colores
Using the poster, say each color and let students repeat (ask advanced students to focus on the spelling of each
color name). Give the students
the lyrics to Los Colores song #5. Point
out that es means is.
Play/sing the song and have the students read the lyrics as they sing
along.
6)
Los Números 0-millón. Say each number and let students
repeat. (Note: Ask advanced
students to focus on the spelling of each number name) Repeat counting by 10’s and 100’s sequences.
Lesson:
El Día de Acción de Gracias: Explain that Thanksgiving
day translates to el día de acción de gracias.
You may want to mention that acción means act/action. The word dar means to give.
La Familia. Discuss that
most Americans celebrate Thanksgiving by gathering at home with family and
friends and having a feast. Introduce La
Familia using the Family poster. Say
each family member (madre/mamá,
padre/papá, hermano, hermana, bebé, hijo, hija) and have the class repeat. Give
the class a copy of the lyrics to La Familia.
Play La Familia song #15 and point to the appropriate family member on
the poster as you sing along. Now ask
the class to join you in singing the song using the lyrics handout. Using the family poster, review the feminine
and masculine concept. Point out the
color coding of pink and blue and how the masculine (or blue) words end in o and the feminine (or pink) words end
in a.
Read the lyrics with the class and point out the feminine and masculine
versions used for the different family members.
El Pavo (known
as guajolote in
Goodbye: Buen
Día song + Nos vemos la próxima clase. ¡Adiós amigos!
Lesson Six:
Materials: Posters: Colors, Numbers,
Alphabet
Song: Colors, Alphabet,
El Cuerpo I, El Cuerpo II, Saludos, Nombre y Dirección, Direcciones, Buen Día
Extras: “ball”, Spanish-English dictionary
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo
están? (Students
respond muy bien/mal) ¿Listos para empezar? (Students respond
sí/no)
Review:
1)
El Alfabeto y
Vocales Review the alphabet and
vowels using the poster and song.
2)
Las
Consonantes Review the key consonant sounds.
3)
Los Colores Using the poster, say each color and let students
repeat (ask advanced students to focus on the spelling
of each color name).
4)
Use “ball”
randomly to select a student and ask question ¿Cuál es tu color favorito?. Have selected
student respond Mi color favorito es __. Remind class of the meaning of Cuál.
5)
Los Números 0-millón. Say each number and let students
repeat. (Note: Ask advanced
students to focus on the spelling of each number name) Count back and forth and ask ¿Qué número es
___? (write number on board for everyone to see). Remind class of the meaning of Qué. Repeat counting by 10’s and 100’s sequence.
6)
Review meaning of
buenos días/tardes/noches.
7)
Play and sing Nombre y Dirección song #7. Have the students read the lyrics as they
sing along.
8)
Direcciones with
song #11, poster and movements (see page 51). (Don’t do “
9)
El Cuerpo I with
song #8, poster and movements. Practice articles el, la, los, las with the body
poster as you identify feminine and masculine body parts.
Lesson:
1)
El Cuerpo II
Play El Cuerpo II song #9 with movements. Review feminine/masculine concept by
pointing out color coding and the use of o/a in the names. Practice articles el,
la, los, las with the body poster as you identify feminine and masculine body
parts.
2)
Introduce
Skit #1. Write the phrases [below] on the board (or use
phrase cards/poster if available). Read
and translate each phrase (sandwich style).
Let students echo after teacher.
Read along with students as a group.
Half of the class asks, the other half answers and switch. Mention that in class you expect students to
understand and use these phrases in class.
Ask for a volunteer to ask you one of the first three questions below
and answer them using the corresponding phrase (look up answer in dictionary,
if necessary).
¿Cómo
se escribe _? Se escribe _.
¿Cómo se dice — en español? Se dice —.
¿Qué significa — en inglés? Significa —.
¿Comprendes? Sí, /No, no comprendo.
Extra Time:
3)
Using
ball, randomly pick a student and ask him/her “¿Cómo
se escribe tu nombre? Por favor,
responde Se escribe ___. ¿Comprendes?”
Have the student respond “Sí, /No, no comprendo”
and [explain instruction if necessary and] then have him/her respond “mi nombre
se escribe ___” using the Spanish letter pronunciation. Repeat.
4)
Use the phrases above
to ask how to write, say, or the meaning of the magic words (hola, por favor,
perdón, gracias, de nada, muy amable)
Goodbye: Buen Día + Nos vemos la próxima clase.
¡Adiós amigos!
Lesson Seven:
Materials: Posters: Colors, Numbers,
Alphabet
Song: Alphabet, Saludos,
Buen Día, Los Días de la Semana, Los Meses del Año, El Cuerpo II
Extras:
lyrics handout of Los Días de la Semana and Los Meses del Año song for each
child
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo
están? (Students
respond muy bien/mal) ¿Listos para empezar? (Students respond
sí/no)
Review:
1)
Select a random
student and rehearse phrases ¿Hola cómo estás? Muy bien gracias ¿y tú? ¿Cómo te
llamas? Me llamo ____. ¿Cuántos
años tienes? Tengo _ años.
2)
El Alfabeto Review the alphabet and vowels using the poster and
song.
3)
Los Números 0-millón. Say each number and let students
repeat. (Ask
advanced students to focus on the spelling of each number name) Count back and forth and ask ¿Qué número es
___? Repeat counting by 10’s and 100’s
sequences.
4)
Los Días de la
Semana Hand each student a copy of the lyrics. Sing/play song #17 and ask the students to
read the lyrics as they sing along with you.
Point out that in this song we start with Monday (many English Days of
the Week songs start with Sunday).
5)
Los Meses del
Año
Hand each student a copy of the lyrics.
Sing/play song #21 and ask the students to read the lyrics as they sing
along with you.
Lesson:
6)
Teach the class
the meaning of the words (simple commands): Ve a la, dame, toca, párate, siéntate, busca. Explain the difference between these
and vallan a la, denme, toquen, párense, siéntense, y busquen.
7)
Play Simon Says (Simón Dice page 49 but with
simple commands) using the plural version of the simple commands and body parts
espalda, pecho, estómago,
cuello, pelo, barba, frente, brazos, manos, dedos, uñas, lengua, dientes,
cejas, pestañas, piernas. For
example, you can say “Simón dice párense”, “Simón dice toquen su espalda”,
“Simón dice toquen sus brazos”, “toquen su pecho”, …, “Simón dice siéntense”.
You can then select one student and say “Simón dice párate”, “toca tu cuello”,
“Simón dice sientate”. Then go back to
speaking in plural for the class to continue as a whole.
Extra Time:
8)
If time permits, continue simon says game with
commands vallan a la, denme, and busquen.
9)
Sing/play Body Parts I song with the movements.
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Adiós amigos!
Christmas Lesson:
Materials: Posters: Colors, Numbers,
Alphabet
Song: Alphabet, Saludos,
Buen Día, Las Direcciónes
Extras:
Navidad.doc handout for each child
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo
están? (Students
respond muy bien/mal) ¿Listos para empezar? (Students respond
sí/no)
Review:
1)
Select a random
student and rehearse phrases ¿Hola cómo estás? Muy bien gracias ¿y tú? ¿Cómo te
llamas? Me llamo ____. ¿Cuántos
años tienes? Tengo _ años.
2)
El Alfabeto Review the alphabet and vowels using the poster and
song.
3)
Los Números 0-millón. Say each number and let students repeat. (Ask advanced
students to focus on the spelling of each number name) Count back and forth and ask ¿Qué número es
___? Repeat counting by 10’s and 100’s
sequences.
4)
Las
Direcciónes with song #11, poster and
movements (see page 51).
5) Review simple commands: ve
a la, dame, toca, párate, siéntate, busca.
Ask for a volunteer to explain the difference between these and vallan a la, denme, toquen, párense, siéntense, y busquen.
Lesson:
La Navidad: Explain that Christmas
translates to la Navidad (for the nativity of Jesus). Explain that not everyone celebrates
Christmas. Ask if anyone has a different
celebration during the winter holidays.
La Familia. Discuss that
most Americans celebrate the winter holidays by gathering at home with family
and friends as they do on Thanksgiving.
Review La Familia using the Family poster. Say each family member (madre/mamá, padre/papá, hermano,
hermana, bebé, hijo, hija) and have the
class repeat. Using the family poster,
review the feminine and masculine concept. Point out the color coding of pink and blue
and how the masculine (or blue) words end in o and the feminine (or pink) words end in a. Read the lyrics with the
class and point out the feminine and masculine versions used for the different
family members.
Activity:
Pass the students a copy
of the Navidad handout. Ask for
volunteers to read a line first in Spanish and then the English
translation. Discuss the meaning of
these with your class.
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Feliz Navidad!
Lesson Eight:
Materials: Posters: Colors, Numbers,
Alphabet, Días de la Semana, Meses del Año
Song: Alphabet, Saludos,
Buen Día, Días de la Semana
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo
están? (Students
respond muy bien/mal) ¿Listos para empezar? (Students respond
sí/no)
Review:
1)
Select a random
student and rehearse phrases ¿Hola cómo estás? Muy bien gracias ¿y tú? ¿Cómo te
llamas? Me llamo ____. ¿Cuántos
años tienes? Tengo _ años.
2)
El Alfabeto Review the alphabet and vowels using the poster and
song. Review key consonant sounds.
3)
Los Números 0-millón. Say each number and let students
repeat. (Ask
advanced students to focus on the spelling of each number name) Using a 3 minute timer, ask for volunteers to
run through counting by 10’s and 100’s sequences. Try to get new volunteers in every class.
4)
Los Dias de la
Semana y los Meses del Año Review the
days of the week with song and poster.
Review the months of the year with poster.
5)
Los Verbos Review the
verbs comer, tomar, dormir, ver, tocar, escuchar/oír, hablar with the class
using the poster. Also review the useful
verbs quiero and puedo.
Lesson:
1)
Review
Skit #1. Write the phrases [below] on the board (or use
phrase cards/poster if available). Read
and translate each phrase (sandwich style).
Let students echo after teacher.
Read along with students as a group.
¿Cómo
se dice — en español? Se dice —.
¿Cómo se escribe _? Se escribe _.
¿Qué significa — en inglés? Significa —.
¿Comprendes? Sí, /No, no comprendo.
2)
Using
the verbs poster as a reference, ask for volunteers to answer questions such as
¿Cómo se dice eat en español?, ¿Cómo se escribe comer?, and ¿Qué significa comer en
inglés?. Run through each verb. You can then challenge the class by turning
the poster around and asking them some of these questions over again.
Extra Time:
6)
Review the places
in the school (oficina, biblioteca, cafetería, baño, enfermería) and ask the
class ¿Cómo
se dice “Can I go to the bathroom” en español?, ¿Cómo se dice “Can I go to the office” en
español?, ¿Cómo se dice “Can I go to the
library” en español?, ¿Cómo se dice “I
want to eat in the cafeteria” en español?,
¿Cómo
se dice “I want to go to the nurse’s office (infirmary) ” en español?,
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Adiós amigos!
Lesson Nine:
Materials: Posters: Colors, Numbers,
Alphabet, Questions
Song: Alphabet, Saludos,
Buen Día, Preguntas
Extras:
“ball”
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo
están? (Students
respond muy bien/mal) ¿Listos para empezar? (Students respond
sí/no)
Review:
1)
El Alfabeto Review the alphabet and vowels using the poster and
song. Review key consonant sounds.
2)
Los Números 0-millón. Say each number and let students
repeat. (Ask
advanced students to focus on the spelling of each number name) Using a 3 minute timer, ask for volunteers to
run through counting by 10’s and 100’s sequences. Try to get new volunteers in every class.
3)
Los Verbos Review the
verbs comer, tomar, dormir, ver, tocar, escuchar/oír, hablar with the class
using the poster. Also review the useful
verbs quiero and puedo.
Lesson:
3)
Introduce the
students to the Preguntas song #10. Sing
with the class a couple of times. Using
the poster, go over the meaning of each question.
4)
Using a “ball”,
randomly select a student and ask him/her one of the following questions. Make sure everyone in the room gets a chance
to catch the ball and respond to a question.
Allow them to use the poster as a reference but also translate the
meaning of these for the class if they are struggling. Go around the room multiple times.
¿Quién es…? Es…
¿Qué es esto…? Eso es…
¿Cómo estás? Estoy… (contento/bien triste/mal)
¿Por qué te gusta (comer
chocolate)? Me gusta (comer chocolate)
porque (es delicioso)
¿Cuántos años tienes? Tengo
_ años.
¿Cuánto cuesta?
Cuesta…
¿Cuándo es tu cumpleaños? Mi cumpleaños es…
¿Dónde está…? …está
¿Cuál es tu color
favorito? Mi color favorito es…
Extra Time:
4)
Review the
directions, days of the week, and magic words.
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Adiós amigos!
Restaurant Lesson:
Materials: Posters: Colors, Numbers,
Alphabet, Verbs, Food, Questions
Song: Alphabet, Saludos,
Buen Día
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo
están? (Students
respond muy bien/mal) ¿Listos para empezar? (Students respond
sí/no)
Review:
1)
Select a random
student and rehearse phrases ¿Hola cómo estás? Muy bien gracias ¿y tú? ¿Cómo te
llamas? Me llamo ____. ¿Cuántos
años tienes? Tengo _ años.
2)
El Alfabeto Review the vowels and key consonant sounds (h, j, ll,
qu, rr, ñ, z).
3)
Los Números 0-millón. Say each number and let students
repeat. (Ask
advanced students to focus on the spelling of each number name) Using a 3 minute timer, ask for volunteers to
run through counting by 10’s and 100’s sequences. Try to get new volunteers in every class.
4)
Los Verbos Review the
verbs comer, tomar, dormir, ver, tocar, escuchar/oír, hablar with the class
using the poster. Also review the useful
verbs quiero and puedo.
Lesson:
5)
La Comida
(pollo, pescado, tocino,
carne, frijoles, huevos, arroz, pan, refresco, jugo, agua, leche, galletas,
pastel, dulce, helado) Introduce the children to the meaning of each of
these foods using the food poster.
6)
Las Preguntas (Cuántas/ Cuántos, Qué,
Cómo) Go over the meaning of the
questions that will be used in the skit.
7)
Introduce the children to the following skit. Ask for volunteers to read each line in
Spanish and English. Point out how the
skit assumes there are multiple people in the party.
Mesero: Buenas tardes. ¿Cuántas personas son? Waiter: Good afternoon. How many people are [in your party]?
Cliente: Somos ___. Client: We are ___.
Mesero: Por aquí por favor. Waiter: This way please.
Mesero: Aquí está el menú. ¿Desean tomar algo? Waiter: Here is the menu. Would you like something to drink?
Cliente: Por el momento, agua para todos. Client: For the moment, water for all of us.
Mesero: Estoy listo para tomar su orden. ¿Qué desean? Waiter: I’m ready to take your order. What would you like?
Clientes: Yo quiero ______. Clients: I want _____.
Mesero: ¿Cómo está todo? Waiter: How is everything?
Cliente: Muy delicioso gracias. Client: Very delicious thank you.
Cliente: ¿Me podría
traer un jugo de naranja por favor? Client: Could you bring me an orange juice please?
Waiter: Si
Mesero: ¿Necesitan algo más? Waiter: Do you need anything more?
Cliente: Solo la cuenta por favor. Client: Just the check please.
Extra Time:
Review Directions with song and
movements.
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Adiós amigos!
Restaurant Lesson 2:
Materials: Posters: Colors, Numbers,
Alphabet, Verbs, Food, Questions
Song: Alphabet, Saludos,
Buen Día, Días de la Semana
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo
están? (Students
respond muy bien/mal) ¿Listos para empezar? (Students respond
sí/no)
Review:
1)
Select a random
student and rehearse phrases ¿Hola cómo estás? Muy bien gracias ¿y tú? ¿Cómo te
llamas? Me llamo ____. ¿Cuántos
años tienes? Tengo _ años.
2)
El Alfabeto Review vowels and key consonant sounds (h, j, ll, qu,
rr, ñ, z).
3)
Los Números 0-millón. Say each number and let students
repeat. (Ask
advanced students to focus on the spelling of each number name) Using a 3 minute timer, ask for volunteers to
run through counting by 10’s and 100’s sequences. Try to get new volunteers in every class.
4)
Los Verbos Review the
verbs comer, tomar, dormir, ver, tocar, escuchar/oír, hablar with the class
using the poster. Also review the useful
verbs quiero and puedo.
5)
La Comida
(pollo, pescado, tocino,
carne, frijoles, huevos, arroz, pan, refresco, jugo, agua, leche, galletas,
pastel, dulce, helado) Review these foods using the food poster.
6)
Las Preguntas (Cuántas/ Cuántos, Qué,
Cómo) Go over the meaning of the
questions that will be used in the skit.
Lesson:
7)
Discuss the meaning of Ser and Estar – to
be. Tell the class that we use ser when
describing something/someone or to express possession and we use estar to
indicate a location or a temporary condition or together with an action word if
the action word ends in “ando, iendo”.
Give as examples, the lines in the skit “Somos ___” and “Estoy
listo….”. Discuss the difference between
Somos and Soy and how you could answer “Soy uno” (I’m one) if you were alone.
8)
Pair up the students in the class and have them
act out the skit. Have each pair take
turns being the waiter and the client.
Mesero: Buenas tardes. ¿Cuántas personas son? Waiter: Good afternoon. How many people are [in your party]?
Cliente: Somos ___. Client: We are ___.
Mesero: Por aquí por favor. Waiter: This way please.
Mesero: Aquí está el menú. ¿Desean tomar algo? Waiter: Here is the menu. Would you like something to drink?
Cliente: Por el momento, agua para todos. Client: For the moment, water for all of us.
Mesero: Estoy listo para tomar su orden. ¿Qué desean? Waiter: I’m ready to take your order. What would you like?
Clientes: Yo quiero ______. Clients: I want _____.
Mesero: ¿Cómo está todo? Waiter: How is everything?
Cliente: Muy delicioso gracias. Client: Very delicious thank you.
Cliente: ¿Me podría
traer un jugo de naranja por favor? Client: Could you bring me an orange juice please?
Waiter: Si
Mesero: ¿Necesitan algo más? Waiter: Do you need anything more?
Cliente: Solo la cuenta por favor. Client: Just the check please.
Extra Time:
Review magic words, colors, days of
the week, and months of the year.
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Adiós amigos!
Restaurant Lesson 3:
Materials: Posters: Numbers, Alphabet,
Verbs
Song: Alphabet, Saludos,
Buen Día, Días de la Semana
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo
están? (Students
respond muy bien/mal) ¿Listos para empezar? (Students respond
sí/no)
Review:
1)
Select a random
student and rehearse phrases ¿Hola cómo estás? Muy bien gracias ¿y tú? ¿Cómo te
llamas? Me llamo ____. ¿Cuántos
años tienes? Tengo _ años.
2)
El Alfabeto Review the alphabet and vowels using the poster and
song. Review key consonant sounds.
3)
Los Números 0-millón. Say each number and let students
repeat. (Ask
advanced students to focus on the spelling of each number name) Using a 3 minute timer, ask for volunteers to
run through counting by 10’s and 100’s sequences. Try to get new volunteers in every class.
4)
Los Verbos Review the
verbs comer, tomar, dormir, ver, tocar, escuchar/oír, hablar with the class
using the poster. Also review the useful
verbs quiero and puedo.
Lesson:
5)
Review the meaning of Ser and Estar and
introduce the students to Tener.
Reference page #67 of the teachers manual for a discussion on how to
present these concepts to the class. Use
“tengo sed” (I am thirsty) as an example of Tener. Review the instances of ser and estar in the
restaurant skit and mention that we could have said “Tengo sed ¿Me podría traer
más agua por favor?” to use tener.
6)
Point out the difference between tú and ustedes,
yo, and nosotros. With the class, change
the skit so that the party includes only one person and change all the plural
forms to singular. For example, “Somos __”
to “Soy uno” (I’m one), remove “para todos”, “Desean” to “Desea”, “Necesitan”
to “Necesita”.
Mesero: Buenas tardes. ¿Cuántas personas son? Waiter: Good afternoon. How many people are [in your party]?
Cliente: Somos ___. Client: We are ___.
Mesero: Por aquí por favor. Waiter: This way please.
Mesero: Aquí está el menú. ¿Desean tomar algo? Waiter: Here is the menu. Would you like something to drink?
Cliente: Por el momento, agua para todos. Client: For the moment, water for all of us.
Mesero: Estoy listo para tomar su orden. ¿Qué desean? Waiter: I’m ready to take your order. What would you like?
Clientes: Yo quiero ______. Clients: I want _____.
Mesero: ¿Cómo está todo? Waiter: How is everything?
Cliente: Muy delicioso gracias. Client: Very delicious thank you.
Cliente: ¿Me podría
traer un jugo de naranja por favor? Client: Could you bring me an orange juice please?
Waiter: Si
Mesero: ¿Necesitan algo más? Waiter: Do you need anything more?
Cliente: Solo la cuenta por favor. Client: Just the check please.
Conversion:
Mesero: Buenas tardes. ¿Cuántas personas son? Waiter: Good afternoon. How many people are [in your party]?
Cliente: Soy uno. Client: I’m one.
Mesero: Por aquí por favor. Waiter: This way please.
Mesero: Aquí está el menu. ¿Desea tomar algo? Waiter: Here is the menu. Would you like something to drink?
Cliente: Por el momento, agua. Client: For the moment, water.
Mesero: Estoy listo para tomar su orden. ¿Qué desea? Waiter: I’m ready to take your order. What would you like?
Clientes: Yo quiero ______. Clients: I want _____.
Mesero: ¿Cómo está todo? Waiter: How is everything?
Cliente: Muy delicioso gracias. Client: Very delicious thank you.
Cliente: ¿Me podría
traer un jugo de naranja por favor? Client: Could you bring me an orange juice please?
Waiter: Si
Mesero: ¿Necesita algo más? Waiter: Do you need anything more?
Cliente: Solo la cuenta por favor. Client: Just the check please.
Extra Time:
Review magic words, colors, days of
the week, and months of the year.
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Adiós amigos!
Valentine’s Day
Lesson:
Materials: Posters: Numbers, Alphabet, Los Verbos, Las Preguntas
Song: Alphabet, Saludos,
Buen Día, Las Preguntas, Las Direcciones
Extras: “ball”,
Valentine’s Day activity sheets, Valentine’s Day Phrases sheet
Greeting: Saludos song. Buenos días/tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)
Review:
1)
Select random
students and rehearse phrases ¿Hola cómo estás? Muy bien gracias ¿y tú? ¿Cómo
te llamas? Me llamo ____. ¿Cuántos años tienes? Tengo 6 años.
2)
El Alfabeto Review the alphabet and vowels using the poster and
song.
3)
Los Números 0-mil. Say each number and let students
repeat. (Note: If children know more than from 0-mil, keep
counting to millón. Ask advanced students to focus on the spelling of each
number name) . Count back and
forth and ask ¿Qué número es ___? (write number on board for everyone to
see). Repeat counting by 10s and 100s
sequence.
4)
Las Direcciones Do the directions song with movements (by
their desks).
5)
Las Preguntas Review the questions with the song.
6)
Los Verbos Review the useful verbs quiero
and puedo. Explain the different meaning
of quiero when it is said as “te quiero” (I love you instead of I want)
Lesson:
Valentine’s Day Activity: Explain the
meaning of ¡Feliz Día de San Valentín!
Pass out a coloring valentine to each child and allow them to color
it. Put the Valentine’s Day Phrases
sheet on the overhead projector or write Spanish Valentine phrases on the
board, such as ¡Te Quiero!. The children
can write a Spanish Valentine’s Day phrase inside and give it away as a
valentine. You may want to challenge the
kids to come up with their own phrases using the words from the phrase sheet
and other handouts you may have given them.
Help them to word them properly.
Goodbye: Buen Día song. Nos vemos la próxima clase. ¡Adiós amigos!
Lesson Ten:
Materials: Posters: Numbers
Song: Saludos, Buen Día
Extras:
“ball”, verbs and food bingo, prizes for the winners
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo
están? (Students
respond muy bien/mal) ¿Listos para empezar? (Students respond
sí/no)
Review:
1)
Select a random
student and rehearse phrases ¿Hola cómo estás? Muy bien gracias ¿y tú? ¿Cómo te
llamas? Me llamo ____. ¿Cuánto
cuesta un helado? ¿Dónde esta el baño? ¿Quién es tu maestro/a?
2)
Las Letras: Review key letter sounds (such as the vowels, h, j,
ll, ñ, qu, z). Ask the class ¿Cómo se dice — en español? Followed by ¿Cómo se escribe _? Using vocabulary that they have
been studying such as numbers, colors, body parts, directions, etc. or their
names. Make them answer using the
Spanish letter names. Allow them to use
posters if they need a visual to say it faster.
3)
Los Números 0-millón. Say each number and let students
repeat. (Ask
advanced students to focus on the spelling of each number name). Ask for a couple of volunteers to run through
counting by 10’s and 100’s sequence. Try
to get new volunteers in every class. Ask
¿Qué número es ___? (write number on board for everyone to see).
Lesson:
Verbs and Food Bingo: Play verbs and food bingo with the class (one
of each card per student). Use the
verbs/food labels as the teacher cards instead of the drawings. First read the name and then spell it out
while writing it on the board (or while putting the magnetic label on the
board) and then read it again. Let the
students attempt to match the label without translating it for them (or
allowing others to translate). By not
showing the picture card, the class should be putting more focus on reading the
names of the verbs/food rather than just matching pictures. Translate the verb/food for them once they’ve
had a good chance to match the label.
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Adiós amigos!
Lesson Eleven:
Materials: Posters: Numbers
Songs: Saludos,
Buen Día
Extras: “ball”,
flash cards, copies of the Risas y Sonrisas reproducible Time sheet.
Greeting: Saludos song. Buenos días/tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)
Review:
1)
Select a random
student and rehearse phrases ¿Hola cómo estás? Muy bien gracias ¿y tú? ¿Cómo te
llamas? Me llamo ____. ¿Cuánto
cuesta un helado? ¿Dónde esta el baño? ¿Quién es tu maestro/a?
Lesson:
Introduce the class to the
following concepts: hoy (today), hora
(hour), ahora (now), tiempo (time vs. weather).
Introduce the class to the following phrases:
·
¿Qué
fecha es hoy /mañana? (What date is today/tomorrow?)
·
¿Cómo
está el tiempo hoy? (What is the
weather like today?)
·
Hoy
hace frío /calor. (It is cold/hot.)
·
¡Qué
frío! ¿Tienes frío? (What cold!
Are you cold?)
·
Hand each child a copy of the time sheet. Explain the time poster to the class (reference Teacher’s Manual page 66 for instructions on how to present time). ). Introduce the class to the following phrases:
·
¿Qué
hora es? Es la una /Son las (2,3... 12).
(What time is it? It is …)
·
¿A
qué hora te tienes que ir? (At what time do you have to go?)
·
Me
tengo que ir a la
una/las (2,3... 12). (I have to go at…)
Extra Time:
Flash Card
Challenge: Divide the class into two
teams. Give each child a flash
card. Call one member from each team to
the front of the class. Have the two
children show their flash cards to the class and READ the Spanish name of the
item depicted. Give a point to each team
whose member reads his/her card properly. Give the students new cards
for a second round.
Goodbye: Buen Día song. Nos vemos la próxima clase. ¡Adiós amigos!
Lesson Twelve:
Materials: Posters: Numbers
Songs: Saludos, Buen Día
Extras: “ball”,
a reward for each student or the class as a whole
Greeting: Saludos song. Buenos días/tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)
Review:
1) Throw the “ball” to a
random student and ask ¿Cómo te llamas? Have him/her respond: Me llamo
__________. Pick another student and ask
him/her ¿Te gusta el color ____? Have him/her
respond “Sí,/No, no me gusta el color...”. Repeat with one or two more students. Ask the class what the meaning of te,
gusta, el, and color are.
2) Review meaning of
buenos días, buenas tardes, and buenas
noches.
3)
Los Números 0-mil. Say each number and let students
repeat. (Note: If children know more than from 0-100, keep
counting to mil. Ask advanced students to focus on the spelling of each number name). Ask for a couple of volunteers to run through
counting by 10’s and 100’s sequence. Try
to get new volunteers in every class. Ask
¿Qué número es ___? (write number on board for everyone to see).
Lesson:
Personal
Pronouns: Review yo, tú, él, ella, usted, nosotros, ellos,
ellas. Explain difference between tú, usted and ustedes.
Play a game where you challenge
the class to translate some of the phrases below. They can work together on the translation
while you write their translation on the board (as they are parsing the
words). Be prepared to reward the class
with something if they successfully translate a certain number of these.
·
¿Cómo
se escribe ____? (how is it
written/how do you write?)
·
¿Cómo
se dice ____? (how do you say?)
·
No
comprendo. (I don’t understand)
·
No
sé. (I don’t know)
·
¿Qué
es? (What is?)
·
¿Quién
es? (Who is?)
·
Qué día es mañana? (what day is tomorrow?)
·
¿Dónde
está
·
No
está aquí. (She’s not here.)
·
¿Qué
es eso? (What is that?)
·
¿Te
gusta...? (Do you like…?)
·
¿Estás
listo(a)? (Are you ready?)
·
Si, /No, no estoy listo(a). (Yes/No, I’m [not] ready.)
·
¿Cuándo
es... tu cumpleaños? (When is …
your birthday?)
Goodbye: Buen Día song. Nos vemos la próxima clase. ¡Adiós amigos!
Lesson Thirteen:
Materials: Posters: Colors,
Numbers
Songs: Colors, Alphabet, Numbers, Saludos, Buen
Día, El Cuerpo II, Porra Mexicana
Extras: “ball”, lyrics to La Maestra
Greeting: Saludos song. Buenos días/tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)
Review:
1) Throw the “ball” to a
random student and ask ¿Cómo te llamas? Have him/her respond: Me llamo __________. Pick another student and ask him/her ¿Te gustan los helados? Have him/her
respond “Sí,/No, no me gustan los helados.”.
2)
Las Letras: Review key letter sounds (such as the vowels, h, j,
ll, ñ, qu, z, ge, gi, gue, gui). Ask for
volunteers to answer “Cómo se escribe ____?” using some of the vocabulary
taught. They must spell the words using
the Spanish letter names. Allow them to
use the poster as a reference in remembering the Spanish letter name.
3) Los Números 0-millón.
Say each number and let students repeat.
(Note: Ask
advanced students to focus on the number name) Review counting by 10’s and 100’s
sequence. Quiz the kids using scrambled
flash cards or by selecting a random number on the poster and asking “¿Qué
número es éste?”
4)
El Cuerpo II Review with the song and
movements.
Pick a body part and ask the class “Cómo se dice [the]___ en
español?”. Encourage them to respond
with the appropriate article: el, la, los, or las.
Lesson:
Pass
out a copy of the La Maestra lyrics to each student. Introduce the class to this new Mexican cheer
in honor of the teacher. First, have
them listen to the Mexican Porra song (#14).
The second part of the cheer is the standard cheer used in
Translation:
[porra] [cheer]
A la bio, a la bao, A
la bio, a la bao,
a la bim, bom, ba. a
la bim, bom, ba.
La maestra, la maestra, the
teacher, the teacher,
ra, ra, ra. rah,
rah, rah.
Now review the first two
lyric lines of the song below. Break the
song down for them one phrase at a time and have them repeat after you. Point out special sounds like the ñ, ch, and
the j.
[canción] [song]
Con cariño y alegría With
affection and happiness
celebramos este día we
celebrate this day,
dedicado a la maestra dedicated
to the teacher
que trabaja noche y día. that
works night and day.
Teach the class the second two lyric lines.
You may want to mention to the class that calling someone cariño is similar to calling someone sweetie or dear. Discuss the meaning of alegría – happiness. Felicidad is also happiness and the children are familiar with the word feliz so point out that alegre is another word for happy. Ask for a volunteer to guess the meaning of celebramos (give them a hint using the root word celebrar – to celebrate). Tell the class that este [in this case] means this and ask for a volunteer to tell you what día is. Take this opportunity to remind the class that día actually means day (not morning) but that in Spanish you say buenos días to say good morning. Remind the class that trabajar means to work.
Sing the porra (cheer) together one more time as a class and then have the students repeat the first four lyric lines after you.
Extra Time:
Begin discussion on
food. Ask for volunteers to say some of
their favorite Mexican food items. Write
them on the board and sound out the word noting special letter sounds such as
the ‘y’ sound of ‘ll’ in tortilla, the ‘k’ sound of ‘qu’ in queso, ‘h’ sound of
jalapeño, etc.
Goodbye: Buen Día song. Nos vemos la próxima clase. ¡Adiós amigos!
Lesson Fourteen:
Materials: Posters: Colors,
Numbers
Songs: Colors, Alphabet, Numbers, Saludos, Buen
Día
Extras: “ball”, LaComidaColores activity sheet
for each child
Greeting: Saludos song. Buenos días/tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)
Review:
1) Throw the “ball” to a
random student and ask ¿Cómo te llamas? Have him/her respond: Me llamo
__________. Pick another student and ask
him/her ¿Te gustan las hamburguesas? Have him/her
respond “Sí,/No, no me gustan las hamburguesas.”.
2) Los Números 0-mil.
Say each number and let students repeat.
(Note: If children know more than
from 0-mil, keep counting to un millón. Ask advanced students to focus on the number name) Quiz the kids using scrambled flash cards or
by selecting a random number on the poster and asking “¿Qué número es éste?”
3)
Places in the school Review the places in
the school (oficina, biblioteca, cafetería,
baño, enfermería) by asking for a volunteer to answer “Cómo se dice ___ en español?”
4)
Las Letras: Ask for volunteers to answer “Cómo se escribe ____?”
using some places in the school. Review
key letter sounds (such as the vowels, h, j, ll, ñ, qu, z, ge, gi, gue,
gui). Introduce the class to gimnasio
(gymnasium) and use it as an example for teaching the function of the silent u
(to make the g keep the ‘g’ sound instead of changing to the ‘h’ sound) when
between g and e or g and i. You can use
hamburguesa as an example where the u in “gue” is silent and is present only to
make the g keep the ‘g’ sound.
Lesson:
Review
the Mexican cheer in honor of the teacher.
[porra]
A la bio, a la bao,
a la bim, bom, ba.
La maestra, la maestra,
ra, ra, ra.
Now review the first four
lyric lines of the song below. Break the
song down for them one phrase at a time and have them repeat after you. Read the last four lines of the song lyrics
one at a time and tell them the translation.
Repeat each of the last four lines one at a time and ask them to try to
repeat after you.
Translation:
[canción] [song]
Con cariño y alegría With
affection and happiness
celebramos este día we
celebrate this day,
dedicado a la maestra dedicated
to the teacher
que trabaja noche y día. that
works night and day.
Nos enseña a leer, She
teaches us to read,
A sumar y a restar. to
add and to subtract,
a ser buenos estudiantes to
be good students,
y también a respetar. And
also to respect.
Sing the porra (cheer) together one more time as a class.
Food: Pass out a La Comida paper for each
child. For each color, ask for
volunteers to say a Mexican food item of that color. You may want to help give
them ideas such as salsa roja, blue corn (maíz azul) tortilla chips, queso o
tortillas de maíz (corn), guacamole, frijoles negros, tortillas de harina
(flour), uvas, frijoles o chocolate, helado de fresa, pescado gris o almejas
(clams), jugo de naranja, etc. Allow the
children to draw pictures of food items of a particular color in the
corresponding square and label them. So,
for example, the rojo square could have a picture of red salsa and be labeled
salsa roja. Ask the class why they would
say salsa roja instead of salsa rojo (reminding them of feminine vs. masculine
concept – salsa is feminine). Have each
child draw their favorite food item in the last square. Save the sheets in their Spanish folders.
Goodbye: Buen Día song. Nos vemos la próxima clase. ¡Adiós amigos!
Lesson Fifteen:
Materials: Posters: Colors,
Numbers
Songs: Colors, Alphabet, Numbers, Saludos, Buen
Día, Las Preguntas
Extras: “ball”, craft paper for making a class
menu.
Greeting: Saludos song. Buenos días/tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)
Review:
1) Throw the “ball” to a
random student and ask ¿Cómo te llamas? Have him/her respond: Me llamo
__________. Pick another student and ask
him/her ¿Qué te gusta tomar? Have him/her
respond “Me gusta tomar…”.
2)
Las Letras: Review key letter sounds (such as the vowels, h, j,
ll, ñ, qu, z, ge, gi, gue, gui). Ask for
volunteers to answer “Cómo se escribe ____?” using some of the vocabulary
taught.
3) Los Números 0-millón.
Say each number and let students repeat.
(Note: Ask
advanced students to focus on the number name). Review Counting by 10’s and 100’s
sequence. Quiz the kids using scrambled
flash cards or by selecting a random number on the poster and asking “¿Qué
número es éste?”
4)
Las Preguntas Review questions with the song.
5)
Review meaning of buenos días, buenas tardes,
and buenas noches.
Lesson:
Review
the Mexican cheer in honor of the teacher.
[porra]
A la bio, a la bao,
a la bim, bom, ba.
La maestra, la maestra,
ra, ra, ra.
Now review the lyric lines
of the song below. Break the song down
for them one phrase at a time and have them repeat after you.
Translation:
[canción] [song]
Con cariño y alegría With
affection and happiness
celebramos este día we
celebrate this day,
dedicado a la maestra dedicated
to the teacher
que trabaja noche y día. that
works night and day.
Nos enseña a leer, She
teaches us to read,
A sumar y a restar. to
add and to subtract,
a ser buenos estudiantes to
be good students,
y también a respetar. And
also to respect.
Sing the porra (cheer) together one more time as a class.
El Menú: Have each child cut out the square of their
favorite food on their La Comida activity sheet. Write El Menú at the top of the craft paper
sheet you brought to class. One at a
time, have each student come up to the class, say “Mi comida favorita es ___”
and show the picture of their favorite food.
You can then glue the square to the craft paper. By the end of the class, we should have a
class menu that contains all the children’s favorite foods. Save the menu to use with the restaurant
skit!
Goodbye: Buen Día song. Nos vemos la próxima clase. ¡Adiós amigos!
Easter Lesson:
Materials: Posters: Numbers
Songs: Colors, Alphabet, Saludos, Buen Día, Las
Palabras Mágicas
Extras: “ball”,
Cascarones (either pre-filled or egg shells, confetti, tissue paper,
& glue to make cascarones),
shredded
paper and paper bags for “nests” to carry the cascarones home in, stickers for
decorations
Greeting: Saludos song. Buenos días/tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)
Review:
1) Throw the “ball” to a
random student and ask ¿Cómo te llamas? Have him/her respond: Me llamo
__________. Pick another student and ask
him/her ¿Quieres jugar o trabajar? Have him/her
respond “Quiero [jugar/trabajar].”.
Repeat with one or two more students.
Ask
the class what the meaning of te, gusta, el, and color are.
2) Los Números 0-millón.
Say each number and let students repeat.
(Ask advanced students to focus on the number
name) Quiz the kids using
scrambled flash cards or by selecting a random number on the poster and asking
“¿Qué número es éste?”
Lesson:
Cascarones: Discuss the significance and origin of cascarones: Cascarones are hollowed egg shells that are
filled with confetti and are meant to be broken over someone’s head, usually as
a surprise. Having an egg broken over
one’s head is said to bring good luck.
Cascarones derived from
Give each child a
cascarón to decorate with markers/crayons, stickers, etc. or have each child
fill and cover their own cascarón and decorate it. Give each child a paper bag and a handful of
shredded paper to use in making a “nest” that the cascarón could sit and be
carried home in. Be sure to have some
extras just in case someone accidentally breaks their during the decorating
process.
As they work, ask the
students to sing the following songs for review:
1) Magic Words Review the magic words (gracias, por favor,
perdón, de nada, muy amable) and song #27 with the class.
2) Days of the Week (#17)
3) Months of the year (#21)
4) Verbs (#23)
5) Questions (#10)
6) Directions (#11)
Goodbye: Buen Día song. Nos vemos la próxima clase. ¡Adiós amigos!
Lesson Sixteen:
Materials: Posters: Numbers,
Alphabet
Song: Alphabet, Saludos,
Buen Día, Los Verbos
Extras: “ball”,
El Menú, Restaurant props (napkin, pad of paper, apron, play/paper food,
plate and utencils)
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo
están? (Students
respond muy bien/mal) ¿Listos para empezar? (Students respond
sí/no)
Review:
1)
Select a random
student and rehearse phrases ¿Hola cómo estás? Muy bien gracias ¿y tú? ¿Cómo te
llamas? Me llamo ____. ¿Cuánto
quieres por tu lapiz? “Quiero…”
2)
El Alfabeto Review the alphabet song.
3)
Los Números 0-100. Say each number and let students
repeat. (Ask
advanced students to focus on the spelling of each number name) Review count by 10’s sequence.
4)
Los Verbos Review with the song.
5) La Maestra
Sing the porra La Maestra with the class and have them repeat each line of the song
after you.
Lesson:
1)
Review the meaning of Ser and Estar and
introduce the students to Tener.
Reference page #67 of the teachers manual for a discussion on how to
present these concepts to the class. Use
“tengo sed” (I am thirsty) as an example of Tener. Review the instances of ser and estar in the
restaurant skit and mention that we could have said “Tengo sed ¿Me podría traer
más agua por favor?” to use tener.
2)
Introduce and act out the following modified
version of the restaurant skit using your class menu. Have the children take turns being waiter and
client.
Mesero: Buenas tardes. ¿Cuántas personas son? Waiter: Good afternoon. How many people are [in your party]?
Cliente: Sólo una [persona]. Client: Only one [person].
Mesero: Por aquí por favor. Waiter: This way please.
Mesero: Aquí está el menú. ¿Desea tomar algo? Waiter: Here is the menu. Would you like(/desire) something to drink?
Cliente: Agua por favor. Client: Water please.
Mesero: Estoy listo para tomar su orden. ¿Qué desea? Waiter: I’m ready to take your order. What would you like(/desire)?
Cliente: Yo quiero ______. Client: I want _____.
Mesero: ¿Cómo está todo? Waiter: How is everything?
Cliente: Muy delicioso gracias. Client: Very delicious thank
you.
Mesero: ¿Necesita algo más? Waiter: Do you need anything more?
Cliente: No gracias./Sí, más/otro/otra/un/una ____ por
favor. Client: No thank you. / Yes,
more/another/a ___ please.
Other key vocabulary:
Napkin = servilleta
A fork = un tenedor
A spoon = una cuchara
A knife = un cuchillo / un trinche
A straw = un popote
A plate = un plato
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Adiós amigos!
Lesson Seventeen:
Materials: Posters: Numbers,
Alphabet, Días de la Semana
Song: Alphabet, Saludos,
Buen Día, Días de la Semana, El Cuerpo I
& II
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo
están? (Students
respond muy bien/mal) ¿Listos para empezar? (Students respond
sí/no)
Review:
1)
Select a random
student and rehearse phrases ¿Hola cómo estás? Muy bien gracias ¿y tú? ¿Cómo te
llamas? Me llamo ____. ¿Cuántos
hermanos tienes? Tengo _ hermanos
y ___ hermanas. ¿Dónde esta tu
carpeta de español? Aquí esta.
2)
El Alfabeto Review the alphabet and vowels using the poster and
song. Review key consonant sounds.
3)
Los Números 0-millón. Say each number and let students
repeat. (Ask
advanced students to focus on the spelling of each number name) Using a 3 minute timer, ask for volunteers to
run through counting by 10’s and 100’s sequences. Try to get new volunteers in every class.
4)
Los Días de la
Semana Review the days of the week with the class
using the poster.
5)
El Cuerpo I & II Review body I & II with the songs.
Lesson:
Review and act out the following modified version of the
restaurant skit using your class menus.
Have the children take turns being waiter and client.
Mesero: Buenas tardes. ¿Cuántas personas son? Waiter: Good afternoon. How many people are [in your party]?
Cliente: Sólo una [persona]. Client: Only one [person].
Mesero: Por aquí por favor. Waiter: This way please.
Mesero: Aquí está el menú. ¿Desea tomar algo? Waiter: Here is the menu. Would you like(/desire) something to drink?
Cliente: Agua por favor. Client: Water please.
Mesero: Estoy listo para tomar su orden. ¿Qué desea? Waiter: I’m ready to take your order. What would you like(/desire)?
Cliente: Yo quiero ______. Client: I want _____.
Mesero: ¿Cómo está todo? Waiter: How is everything?
Cliente: Muy delicioso gracias. Client: Very delicious thank
you.
Mesero: ¿Necesita algo más? Waiter: Do you need anything more?
Cliente: No gracias./Sí, más/otro/otra/un/una ____ por
favor. Client: No thank you. / Yes,
more/another/a ___ please.
Other key vocabulary:
Napkin = servilleta
A fork = un tenedor
A spoon = una cuchara
A knife = un cuchillo / un trinche
A straw = un popote
A plate = un plato
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Adiós amigos!
Lesson Eighteen:
Materials: Posters: Colors,
Numbers, Alphabet, Questions, Directions
Songs: Colors, Alphabet, Numbers, Saludos, Buen
Día, Las Preguntas, Las Direcciones
Extras: Spanish cheer
Greeting: Saludos song. Buenos días/tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)
Review:
1) El Alfabeto y Vocales Review the alphabet and vowels using the poster and
song.
2)
Los Números 0-millón. Say each number and let students
repeat.
3)
Las Preguntas Review the questions with the song.
4)
Las
Direcciones with song #11, poster and
movements (see page 51).
5)
Los Verbos Review the useful verbs quiero
and puedo.
Lesson:
Discuss
the tradition of the piñata and teach the children the rhyme to sing when
breaking it. Give them a copy of the
cheer to keep.
You
may also want to discuss/demonstrate the process of making a piñata. See http://www.wikihow.com/Make-a-Pi%C3%B1ata
for a reference.
(From Wikipedia.com) A piñata is a brightly-colored paper container filled with candy
and/or toys. It is generally suspended on a rope from a tree branch or ceiling
and is used during celebrations. A succession of blindfolded, stick-wielding
children try to break the piñata in order to collect the sweets
(traditionally sugarcane) and/or toys inside of it. It has been used for
hundreds of years to celebrate special occasions such as birthdays, Christmas,
and Easter.
In the Mexican Catholic celebration of
Christmas, the piñata is traditionally shaped like a seven-pointed star
which represents the devil and the seven deadly sins, while the contents are
the goods or blessings he is withholding. Striking the devil with faith,
symbolized by being blindfolded, releases the blessings.
While hitting the piñata the following rhyme is commonly sung:
Translation:
Dale, dale, dale, Hit
it, hit it, hit it (or "give it, give it, give it"… as in “give it a
good whack”)
no pierdas el tino; Don't
lose your aim
Porque si lo pierdes Because
if you lose it (your aim)
pierdes el camino. You will lose the
path.
Ya le diste una, You've
already hit it once (or "You already gave it one")
ya le diste dos; You've
already hit it twice (or "You already gave it two")
Ya le diste tres, You've
already hit it thrice (or "You already gave it three")
y tu tiempo se acabo! And
your time is over
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Adiós amigos!
5 de Mayo Fiesta:
(From
Wikipedia.com) Cinco de Mayo is a regional holiday in
The Battle was significant for at
least two reasons. First, while outnumbered almost two-to-one, the Mexicans
defeated a much better-equipped French army that had known no defeat for almost
50 years.[5] Second, it was also significant because since Cinco de
Mayo no army from another continent has again invaded the
While Cinco de Mayo has limited or
no significance nationwide in Mexico, the date is observed in the United
States and other locations around the world as a celebration of Mexican
heritage and pride.[9] However, a common misconception in the
Lesson:
Have a fiesta with your class!!! Piñatas and food are allowed on this occasion
so have fun with it!
Feel
free to discuss and celebrate other cultures and traditions as well.
Goodbye: Nos vemos la próxima clase. ¡Adiós amigos!
Last Day of Class:
Materials: Posters: Colors,
Numbers, Alphabet
Songs: Colors, Alphabet, Numbers, Saludos, Buen
Día, Las Palabras Mágicas
Extras: Spanish certificates for each student,
(Extra reference sheets)
Greeting: Saludos song. Buenos días/tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)
Review:
1)
El Alfabeto y
Vocales Review the alphabet and
vowels using the poster and song.
2)
Los Colores Using the poster, say each color and let students
repeat.
3)
Los Números 0-millón. Say each number and let students
repeat.
4)
Las Palabras Mágicas Review the magic words (por favor, gracias,
perdón, de nada, muy amable).
5)
Review buenos días, buenas tardes, buenas noches.
Lesson:
Sing
the class’ favorite songs and/or play their favorite game(s).
Pass
out a Spanish certificate to each student.
Pass out any other reference/review sheets you would like for the
students to keep and ask them to put them in their Spanish folder. Encourage the class to take their Spanish folders
home and practice their Spanish skills over the summer at home and in
restaurants!
Goodbye: Buen Día song. ¡Adiós amigos!