First Grade Lessons

First Grade Lessons

Note: For first grade, a simpler colors poster than the Risas y Sonrisas colors poster can be used in order for the children to focus only on the color and color name.

Lesson One:
Materials: Posters: Cognates

Extras: Map of the World, soft ball or stuffed animal or bean bag

Greeting: Buenos días/Buenas tardes clase.

Lesson:

1) Write on the board Hola and Soy and introduce yourself. Ask/explain what “Soy” and “Hola” mean.

2) Discuss the importance of Learning Spanish. Let the students give their input before you do.

3) Show a map of Spanish speaking countries and there proximity to Texas to give them a visual of why it is particularly useful/important for them to learn Spanish.

4) Give positive class expectations. We will learn Spanish with games, songs and acting.

5) Explain why it’s important to sing. We learn faster when we use different parts of our brain to learn.

6) Explain that Spanish and English are similar. Have students figure out the words you read from the Cognates poster. Ask for a volunteer to read a cognate on his/her own and tell you what it means.

7) Introduce…

Phrase: ¿Cómo te llamas? Me llamo. ./Se llama.. Write phrases on white board

Activity: Throw a ball/stuffed animal/bean bag to a student and ask him/her “¿Cómo te llamas?”. Have the student respond “Me llamo ___”. Then have the class say “Se llama ___”. Have the 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:

8) 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.

Goodbye: Nos vemos la próxima clase. ¡Adiós amigos!

Lesson Two:
Materials: Posters: Colors, Numbers, Alphabet

Song: Colors, Alphabet, Numbers 11-100, Saludos
Greeting: Buenos días/Buenas tardes clase.

Lesson:

1) Write ¿Hola cómo estas? Muy bien gracias, ¿y tú? on the chalkboard/whiteboard. Explain to class what each phrase means. Tell the class that you will now practice it together. Ask them ¿Hola cómo estas? and have them respond Muy bien gracias, ¿y tú?

2) Shake hands with each student and also ask: ¿Cómo te llamas? Me llamo... Alternatively, you could have the students line up in two rows, facing each other, and have them introduce themselves to the person in front of them. Give each line a turn at leading the introduction.

3) El Alfabeto Introduce the alphabet with poster and song #1. Point out similarities to the English alphabet.

4) Los Colores Introduce the colors with poster and song #5 (Ask advanced students to focus on the spelling of each color name)

5) Los Números Introduce numbers 0-20 using the poster. (Ask advanced students to focus on the spelling of each number name) Count back and forth and ask ¿Qué número es? using your fingers or by pointing to a number on the chart. For numbers 11-20, point out the number patterns from 11-15 and 16-19. Count back and forth from 11-20. Play song #13 (‘til 20).

6) Play “Guess my number 1-20” game pg#45

Extra Time:

Teach the class the Saludos song #6 using the CD.

Goodbye: Nos vemos la próxima clase. ¡Adiós amigos!

Lesson Three:
Materials: Posters: Colors, Numbers, Alphabet

Song: Colors, Alphabet, Numbers 11-100, Saludos, El Cuerpo I

Extras: soft ball or stuffed animal or bean bag
Greeting: Saludos song + Buenos días/Buenas tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)

Review:

1) Select a few random students and rehearse phrases ¿Hola como estás? Muy bien gracias ¿y tú? ¿Cómo te llamas? Me llamo ____.

2) El Alfabeto Review the alphabet using the poster and song.

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). Play Los Colores song #5.

4) Los Números 0-20. Say each number and let students repeat. (Note: If children know more than from 0-20, keep counting to 100. Ask advanced students to focus on the spelling of each number name) Count back and forth and ask ¿Qué número es ___?

5) El Cuerpo I with song #8 and movements.

Lesson:

1) Introduce the Vowels with song #2. Use “ball” randomly to ask question ¿AEIOU Cuántos años tienes tú? Have selected student respond Yo tengo ___ años.

2) Play “Hangman” game pg#36 with magic words. If time permits, continue game with color names and/or number names. Use Spanish names when drawing a body part.

Goodbye: Nos vemos la próxima clase. ¡Adiós amigos!

Halloween Lesson:
Materials: Posters: Colors, Numbers, Alphabet

Songs: Colors, Numbers, Alphabet, Body Parts 1, Saludos

Extras: paper for monstruo

Greeting: Saludos song + Buenos días/Buenas tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)

Review:

1) El Alfabeto Review the alphabet using the poster and song.

2) Los Números 0-20. Say each number and let students repeat. (Note: If children know more than from 0-20, keep counting to 100. Ask advanced students to focus on the spelling of each number name) Count back and forth and ask ¿Qué número es ___?

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). Play Los Colores song #5.

Lesson:

El Cuerpo I. Introduce El Cuerpo I using the Body poster. Say each body part and have class repeat. Play El Cuerpo I song #8 and teach to class with movements. Have class sing with CD.

Activity (At least 15 minutes needed):

El monstruo! Give each child a piece of paper and have them get out crayons/markers. Call out a body part for them to draw and color (such as “Tres brazos azules” and then say it in English) until you have created a monster using as many body parts as possible. For older classes, write name of body part on white board and have them label body parts. Have the students personalize their monstruo by adding more body parts of their choice. As the children are working at their desks, call individual students to come help with a class monster. Have each child help with a body part(s). Share the final monster with the class. Count the body parts and identify their colors as a class. If time permits, allow some student volunteers to share their monster. Have the students keep their monstruo in their Spanish folders to continue to color and/or share in future classes.

Goodbye: Nos vemos la próxima clase. ¡Adiós amigos!

Class Assessment Lesson:
Materials: Posters: Colors, Numbers, Alphabet

Songs: Colors, Numbers, Alphabet, Magic Words, Saludos

Extras: Assessment quiz materials

Greeting: Saludos song + Buenos días/Buenas tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)

Lesson:

1) Pass out a Color answer sheet and a Listen for the Numbers sheet to each child. Tell the class that they will be taking a little assessment quiz BUT that it is simply to guage where they are at and that you realize that many of them may not know most of their colors and numbers yet. Explain to them that they shouldn’t even guess only answer what they are confident about.

2) Place the Color Quiz foam board on the whiteboard where everyone can see it. Using the overhead projector, read the color names on the Color answer sheet one at a time – with enough time between each color to allow the students to find and write the corresponding number.

3) Using the overhead projector, read the numbers on the Listen for the Number sheet and have them circle the right number as you call it out. Ask them to simply write a “?” next to the number word if they don’t know it.

Review:

1) El Alfabeto Review the alphabet and vowels using the poster and song.

2) Los Números 0-20. Say each number and let students repeat. (Note: If children know more than from 0-20, keep counting to 100. Ask advanced students to focus on the spelling of each number name).

3) Los Colores. Say each color and let students repeat. (Ask advanced students to focus on the spelling of each color name) Play Los Colores song #5.

Extra Time:

Review the Magic Words with song #27. You can play hang man with these to get the class to practice their letters, magic words, and body parts (as you draw them).

Goodbye: Nos vemos la próxima clase. ¡Adiós amigos!

Lesson Four:
Materials: Posters: Colors, Numbers, Alphabet

Song: Colors, Alphabet, Numbers 11-100, Buen Día, Saludos

Extras: ball, stuffed animal, or bean bag

Greeting: Saludos song + Buenos días/Buenas 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 6 años. ¡Mucho gusto ___!

2) El Alfabeto Review the alphabet and vowels using the poster and song.

3) Los Números 0-20. Say each number and let students repeat. (Note: If children know more than from 0-20, keep counting to 100. Ask advanced students to focus on the spelling of each number name) Count back and forth and ask ¿Qué número es ___?

4) Buen Día song #4. Review the meaning of the words buenos, días, tardes, noches, and adiós. Explain the meaning of aquí estoy, terminé, and ya me voy.

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). Play Los Colores song #5.

Lesson:

1) Introduce phrases: ¿Te gusta el color _ ? Sí, /No, no me gusta el color ___. Using the “ball” select a few random students to ask the question and respond.

2) Introduce ¿Cómo se escribe _? Se escribe _. Write the phrase on the board. Read and translate the phrase (sandwich style). Let students echo after teacher.

3) Display a numbers poster that includes 0-20 and the names of each number. Write a number between 0-20 on the board and you ask the students what it’s Spanish name is. Then ask ¿Cómo se escribe _? Have volunteer respond Se escribe _ and use the Spanish letter names. Repeat with new numbers and volunteers.

Goodbye: Nos vemos la próxima clase. ¡Adiós amigos!

Lesson Five:
Materials: Posters: Colors, Numbers, Alphabet

Song: Colors, Alphabet, Numbers 11-100, El Cuerpo I, Buen Día, Saludos

Extras: ball, stuffed animal, or bean bag

Greeting: Saludos + Buenos días/Buenas 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 ____. ¡Mucho gusto ___!

2) El Alfabeto Review the alphabet using the poster and song.

3) Review vowels. Ask ¿AEIOU Cuántos años tienes tú? and throw “ball” to random student. Have selected student respond Yo tengo ___ años.

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). Play Los Colores song #5.

6) Using the “ball” select a random student and rehearse phrases ¿Te gusta el color _ ? Sí, /No, no me gusta el color ___.

7) El Cuerpo I with song #8 and movements.

Lesson:

1) Using overhead, work on Spanish Numbers 1-12 crossword puzzle together as a class. Ask the class “¿Cómo se dice #__ en español?”. Once you get the answer, ask them ¿Cómo se escribe __? Have the volunteer answer “Se escribe _”. If you don’t get a volunteer, you say “Se escribe ___” and have the students write the number down on the puzzle as you spell it (in Spanish).

Goodbye: Buen Día song + Nos vemos la próxima clase. ¡Adiós amigos!

Thanksgiving Lesson:
Materials: Posters: Colors, Numbers, Alphabet, Family

Songs: Colors, Numbers, The Family, Saludos, Buen Día

Extras: ColorByNumberTurkey Activity Sheet (colorbynumber_turkey_spanish.pdf)

Greeting: Saludos song. Buenos días/Buenas 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 ____. ¡Mucho gusto ___!

2) El Alfabeto Review the alphabet using the poster and song.

3) Los Números 0-20. Say each number and let students repeat. (Note: If children know more than from 0-20, keep counting to 100. Ask advanced students to focus on the spelling of each number name) Play Los Números song #3 and have them sing with CD.

4) Los Colores. Using the poster, say each color and let students repeat (ask advanced students to focus on the spelling of each color name). Play Los Colores song #5 and ask the class to sing along.

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. Play La Familia song #15 and point to the appropriate family member on the poster as you sing along. Have class sing with CD.

Activity (At least 15 minutes needed):

El Pavo (known as guajolote in Mexico): Give each child a copy of the Pavo activity sheet and have them get out crayons. Using the overhead projector, have the students write the corresponding number to the left of each number label (for example: 1 uno). Next, have them draw a line from the number label to the color label using a crayon of that color. For example, have the students draw an orange line between the words uno and anaranjado, a yellow line between dos and amarillo, etc. Once you’re done with the key, instruct the children to find all the feathers with the uno label on them (reminding them that uno is one) and color them anaranjado. Repeat this process with the rest of the keys.

Goodbye: Buen Día song + Nos vemos la próxima clase. ¡Adiós amigos!

Lesson Six:
Materials: Posters: Colors, Numbers, Alphabet, skit #2 poster

Song: Colors, Alphabet, Numbers 11-100, El Cuerpo I, Buen Día, Saludos

Extras: puppets, sheets with skit for students to read from

Greeting: Saludos song + Buenos días/Buenas 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 ____.

2) El Alfabeto Review the alphabet and vowels using the poster and song.

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). Play Los Colores song #5.

Lesson:

1) Introduce Skit #2 [Modified]. 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. Get volunteers to act out the skit while the others watch. You may want to use a couple of puppets to entice the students to volunteer. At the end of the lesson, ask for volunteers to state the meaning of y, tú, yo, and mucho to the class. Reiterate the meaning of these.

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: ¿Cuántos años tienes?

Student 2: Tengo 6 años, ¿y tú?

Student 1: Yo también.
Student 2: ¡Mucho gusto!

2) Sing/Play Buen Día song #4. Ask for volunteers to explain the meaning of the phrases buenos días, buenas tardes, buenas noches, and the words aquí, estoy, terminé, ya, me, voy, adiós.

Goodbye: Nos vemos la próxima clase. ¡Adiós amigos!

Lesson Seven:
Materials: Posters: Colors, Numbers, Alphabet, skit #2 poster

Song: Colors, Alphabet, Numbers 11-100, Saludos, Buen Día, Los Días de la Semana

Extras: puppets

Greeting: Saludos song + Buenos días/Buenas 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 ____.

2) El Alfabeto Review the alphabet and vowels using the poster and song.

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). Play Los Colores song #5.

Lesson:

3) Introduce Los Días de la Semana song #17. Teach the students the song and point out that in this song we start with Monday (many English Days of the Week songs start with Sunday).

4) Review Skit #2 [Modified]. 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. Choose students who were not able to act out a part during the previous lesson and have them act out the skit while the others watch. You may want to use a couple of puppets to entice the students to participate. If you gave the children sheets with the skit parts to read from, have them use these when reading their parts. At the end of the lesson, ask for volunteers to state the meaning of y, tú, yo, and mucho to the class. Reiterate the meaning of these.

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: ¿Cuántos años tienes?

Student 2: Tengo 6 años, ¿y tú?

Student 1: Yo también.
Student 2: ¡Mucho gusto!

Goodbye: Buen Día song + Nos vemos la próxima clase. ¡Adiós amigos!

Lesson Eight:
Materials: Posters: Colors, Numbers, Alphabe

Song: Colors, Alphabet, Numbers 11-100, Saludos, Buen Día, Los Días de la Semana, El Cuerpo I

Greeting: Saludos song + Buenos días/Buenas 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 6 años.

2) El Alfabeto Review the alphabet and vowels using the poster and song.

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). Play Los Colores song #5.

5) Los Días de la Semana Sing/play song #17 and ask the students to sing along with you. Point out that in this song we start with Monday (many English Days of the Week songs start with Sunday).

Lesson:

5) Teach the class the meaning of the words (simple commands): toca, párate, siéntate. Explain the difference between these and toquen, párense, and siéntense.

6) Play Simon Says (Simón Dice page 49 but with simple commands) using the plural version of the simple commands and body parts cabeza, hombros, rodillas, pies, ojos, orejas, boca, nariz, mejilla. For example, you can say “Simón dice párense”, “Simón dice toquen su cabeza”, “Simón dice toquen sus hombros”, “toquen sus rodillas”, …, “Simón dice siéntense”. You can then select one student and say “Simón dice párate”, “toca tu cabeza”, “Simón dice sientate”. Then go back to speaking in plural for the class to continue as a whole.

Extra Time:

7) If time permits, 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, Family, Alphabet

Songs: Colors, Numbers, The Family, Saludos, Buen Día

Extras: Arbol de Navidad Activity Sheet (ArbolDeNavidad.pdf)

Greeting: Saludos song + Buenos días/Buenas 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 ____. ¡Mucho gusto ___! ¿Cuántos años tienes? Tengo 6 años.

2) El Alfabeto Review the alphabet using the poster and song.

3) Los Números 0-20. Say each number and let students repeat. (Note: If children know more than from 0-20, keep counting to 100. Ask advanced students to focus on the spelling of each number name) Play Los Numeros song #3 and have them sing with CD.

4) Los Colores. Using the poster, say each color and let students repeat (ask advanced students to focus on the spelling of each color name). Play Los Colores song #5 and ask the class to sing along.

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. Play La Familia song #15 and point to the appropriate family member on the poster as you sing along. Have class sing with CD.

Activity (At least 15 minutes needed):

El Árbol de Navidad: Give each child a copy of the Arbol de Navidad activity sheet and have them get out crayons. Using the overhead projector, have the students color each shape the specified color. Read to them the name of the shape they are coloring and have them repeat the shape and color aloud. For example, have them say “la estrella amarilla” or “la estrella color amarillo” as they are coloring the star yellow. Once you’re done with the key, have the students start coloring the tree. Note that the key is actually meant to be a shape cutting exercise. The children can cut out the shapes and glue them to their corresponding position on the tree as ornaments. The tree can be cut out and used in making a Christmas card for their parents.

Goodbye: Buen Día + Nos vemos la próxima clase. ¡Feliz Navidad!

Lesson Nine:
Materials: Posters: Numbers, Alphabet, Days of the Week

Song: Alphabet, Numbers 11-100, Saludos, Buen Día, Los Días de la Semana

Extras: ball, stuffed animal, or bean bag, colorines set for each child

Greeting: Saludos song + Buenos días/Buenas 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 6 años.

2) El Alfabeto Review the alphabet and vowels using the poster and song.

3) Use “ball” randomly to ask question ¿AEIOU Cuántos años tienes tú? Have selected student respond Yo tengo ___ años. After a couple of students have responded, you may want to review the meaning of the words tú and yo and point out that they are actually redundant in this context. Make the comparison between ¿Cuántos años tienes? and ¿AEIOU Cuántos años tienes tú? and also between Tengo 6 años and Yo tengo ___ años. Tener is to have, tienes is you have, and tengo is I have so the you and I are implied.

5) Los Días de la Semana Sing/play song #17 and ask the students to sing along with you. Point out that in this song we start with Monday (many English Days of the Week songs start with Sunday).

6) Review the meaning of the words (simple commands): toca, párate, siéntate. Review the difference between these and toquen, párense, and siéntense.

Lesson:

Secret color game: Give each child a set of colorines. Have the children open and stand their Spanish folder up on their desk to use as a “shield” from neighboring eyes. Select a color for the children to find but don’t show them the colorin. Write the Spanish color name on the board and read it as a class. Ask them to peek into their color sets (hidden behind their folder) and find the colorin of that color. Have them hold the colorin but not show it until everyone is ready. Ask those who are ready to put their head down and go around the room whispering hints or the answer to those who don’t remember. Once everyone is ready, have them hold up the colorin. Show the class your colorin and ask them to make sure they are holding the same one. Have them put the colorin back in the stack. Repeat until you get through all colors. This should give you a quick visual of how many children know their colors.

Extra Time:

7) If time permits, play Cuenta y Cacha la Bola (page 45) counting from 0-20. If the class is more advanced, use counting by 10’s.

Goodbye: Buen Día song + Nos vemos la próxima clase. ¡Adiós amigos!

Lesson Ten:
Materials: Posters: Colors, Alphabet, Days of the Week

Song: Alphabet, Saludos, Buen Día, Los Días de la Semana

Extras: ball, stuffed animal, or bean bag, numbered colorines set (or 0-9 number flash cards) for each child

Greeting: Saludos song + Buenos días/Buenas 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 6 años.

2) El Alfabeto Review the alphabet and vowels using the poster and song.

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 Días de la Semana Sing/play song #17 and ask the students to sing along with you.

5) Review the majic words: por favor, perdón, gracias, de nada, muy amable. Point out that the literal translation of por favor is for favor and the literal translation of de nada is of nothing.

Lesson:

Secret number game: Give each child a set of numbered colorines. Have the children open and stand their Spanish folder up on their desk to use as a “shield” from neighboring eyes. Select a number for the children to find or assemble (by putting two numbers together such as 1 and 3 to form 13). Write the number name on the board and read it together as a class. Ask them to find/assemble the number but keep it hidden on their desk behind their folder. Ask those who are ready to put their head down and go around the room whispering hints or the answer to those who don’t remember. Once everyone is ready, have them hold up the number colorin or the two colorines forming a two-digit number. Write the correct number on the board next to the number name. Have them put the colorin back in the stack. Repeat until you get through 0-20 or you run out of time. This should give you a quick visual of how many children know their numbers.

Goodbye: Buen Día song + Nos vemos la próxima clase. ¡Adiós amigos!

Lesson Eleven:
Materials: Posters: Colors, Alphabet, Days of the Week

Song: Alphabet, Saludos, Buen Día, Los Días de la Semana

Extras: ball, stuffed animal, or bean bag, numbered colorines set (or 0-9 number flash cards) for each child

Greeting: Saludos song + Buenos días/Buenas 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 6 años.

2) El Alfabeto Review the alphabet and vowels using the poster and song.

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 Días de la Semana Sing/play song #17 and ask the students to sing along with you.

6) Review Body Parts I with song and movements.

Lesson:

Play hangman game with body parts: Give the number of letters in the body part as well as the English name of the body part. Don’t show the poster as a reference. The children need to use their song reference as well as the Spanish letters/sounds that you’ve been reviewing with the alfabeto. Cabeza is a good z makes the s sound reference, hombros emphasizes the silent h, rodillas practices the ll sound and pies emphasizes pronouncing each vowel sound.

Extra Time:

Review the magic words.

Goodbye: Buen Día song + Nos vemos la próxima clase. ¡Adiós amigos!

Lesson Twelve:
Materials: Posters: Colors, Numbers, Alphabet, Los Meses del Año

Song: Colors, Alphabet, Numbers 11-100, El Cuerpo I, Buen Día, Saludos, Los Meses del Año

Extras: ball, stuffed animal, or bean bag

Greeting: Saludos + Buenos días/Buenas 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 ____. ¡Mucho gusto ___!

2) El Alfabeto Review the alphabet using the poster and song.

3) Review vowels. Ask ¿AEIOU Cuántos años tienes tú? and throw “ball” to random student. Have selected student respond Yo tengo ___ años.

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). Play Los Colores song #5.

6) Using the “ball” select a random student and rehearse phrases ¿Te gusta el color _ ? Sí, /No, no me gusta el color ___.

7) El Cuerpo I with song #8 and movements.

Lesson:

1) Play/Sing the song Los Meses del Año with the class.

2) Using overhead, work on activity sheet WordSearchMonths together as a class. Ask the class “¿Cómo se dice January en español?”. Have the kids write the word January next to Enero. Once everyone has written January next to Enero, ask them to help you find it by looking for all the E’s. Repeat with the next month. Do as many months as you can. Continue lesson in next class.

Goodbye: Buen Día song + Nos vemos la próxima clase. ¡Adiós amigos!

Lesson Thirteen:
Materials: Posters: Colors, Numbers, Alphabet, Los Meses del Año

Song: Colors, Alphabet, Numbers 11-100, El Cuerpo I, Buen Día, Saludos, Los Meses del Año

Extras: ball, stuffed animal, or bean bag

Greeting: Saludos + Buenos días/Buenas 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 ____. ¡Mucho gusto ___!

2) El Alfabeto Review the alphabet using the poster and song.

3) Review vowels. Ask ¿AEIOU Cuántos años tienes tú? and throw “ball” to random student. Have selected student respond Yo tengo ___ años.

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). Play Los Colores song #5.

6) Using the “ball” select a random student and rehearse phrases ¿Te gusta el color _ ? Sí, /No, no me gusta el color ___.

7) El Cuerpo I with song #8 and movements.

Lesson:

1) Play/Sing the song Los Meses del Año with the class.

2) Using overhead, continue working on activity sheet WordSearchMonths together as a class. Ask the class “¿Cómo se dice ___ en español?” (using the month where you left off in the previous class). Have the kids write the English month name next to the corresponding Spanish month name. Once everyone has written the month name translation, ask them to help you find it by looking for the Spanish month name on the word search. Repeat with the next month. Finish the worksheet.

Extra Time:

Review the days of the week and magic words.

Goodbye: Buen Día song + Nos vemos la próxima clase. ¡Adiós amigos!

Valentine’s Day Lesson:
Materials: Posters: Colors, Numbers, Alphabet, Days of the Week, Months of the year

Songs: Colors, Alphabet, Numbers, Saludos, Buen Día, Los Días de la Semana, Los Meses del Año

Extras: “ball”, Valentine’s Day activity sheets, Valentine’s Day Phrases sheet

Greeting: Saludos song. Buenos días/Buenas 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 __________. Next, ask him/her ¿Te gusta el color ____? And 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) El Alfabeto. Play El Alfabeto song #1 with poster and have them sing along.

3) Los Números 0-20. Say each number and let students repeat. (Note: If children know more than from 0-20, keep counting to 100. Ask advanced students to focus on the number name) Quiz the kids using scrambled flash cards or by pointing to random numbers.

4) Los Colores. Say each color and let students repeat (ask advanced students to focus on the color name). Play Los Colores song #5.

5) Los Días de la Semana Sing/play song #17 and ask the students to sing along with you.

6) Los Meses del Año Play/Sing the song Los Meses del Año with the class.

Lesson:

Valentine’s Day Activity (Pick One): Explain the meaning of ¡Feliz Día de San Valentín!

1) Heart Penguin: Pass out a Penguin activity sheet and explain to the children that the various hearts, glued together, will form a penguin as shown in the drawing on the left hand corner. If the class has a projector, use it to show the students or work on an activity sheet with the students showing them which part you’re working on. Color the various hearts and cut them out. Start gluing them together one at a time using the appropriate Spanish body part name.

2) Spanish Valentines: Pass out a coloring valentine to each child and allow them to color it in. They can fill in the inside of their valentine with the name of the person they are giving it to and with their signature. Put the Valentine’s Day Phrases sheet on the overhead projector or write Spanish Valentine phrases on the board, such as ¡Te Quiero!, for them to copy if they would like to.

Goodbye: Buen Día song. Nos vemos la próxima clase. ¡Adiós amigos!

Lesson Fourteen:
Materials: Posters: Colors, Numbers, Alphabet

Songs: Colors, Alphabet, Numbers, Saludos, Buen Día, Las Palabras Mágicas, La Familia, Porra Mexicana

Extras: “ball”, drawing paper for each student

Greeting: Saludos song. Buenos días/Buenas tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)

Review:

2) El Alfabeto. Play El Alfabeto song #1 and have them sing with CD.

4) Los Colores. Say each color and let students repeat (ask advanced students to focus on the color name). Play Los Colores song #5.

5) Magic Words Review the magic words (gracias, por favor, perdón, de nada, muy amable) and song #27 with the class.

Lesson:

La Familia: Play the family (#15) song and review each family member with the poster. Have the students sit at their desks and pass out a sheet of paper to each of them. Ask the class to draw a picture of their family. Using the poster as a reference (or simply writing each family member name on the board one at a time), ask the children to label their picture.

Porra Mexicana: Introduce the class to the Mexican porra (song #14) while they are working. Play it a couple of times so that they get use to it. You may also want to sing the second cheer part (a la bio, a la bao…) one time for them a bit slowed down so that they get the words and ask them to repeat after you.

If time permits, ask for volunteers to share their family pictures with the class.

Goodbye: Buen Día song. Nos vemos la próxima clase. ¡Adiós amigos!

Lesson Fifteen:
Materials: Posters: Colors, Numbers, Alphabet, Days of the Week, Months of the year

Songs: Colors, Alphabet, Numbers, Saludos, Buen Día, Las Palabras Mágicas, La Familia, Porra Mexicana

Extras: “ball”, drawing paper for each student

Greeting: Saludos song. Buenos días/Buenas 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) El Alfabeto. Play El Alfabeto song #1 and have them sing with CD.

4) Los Colores. Play Los Colores song #5. “Quiz” the kids by asking “¿Qué color es éste?” while pointing to a color.

5) Los Días de la Semana Sing/play song #17 and ask the students to sing along with you.

6) Los Meses del Año Play/Sing the song Los Meses del Año with the class.

Lesson:

Share Family or Monster Drawing: Sing the family song (#15) as well as the body parts I (#8) song with the class. Ask for volunteers to share their family or old Halloween monster pictures with the class. Ask them to use phrases such as “mi monstruo tiene…” and “en mi familia hay…” and then use the Spanish numbers, colors (for monster body parts), body parts, or family member.

Porra Mexicana: Play the Mexican porra (song #14). Sing the second cheer part (a la bio, a la bao…) one time for them a bit slowed down so that they get the words and ask them to repeat after you.

Goodbye: Buen Día song. Nos vemos la próxima clase. ¡Adiós amigos!

Lesson Sixteen:
Materials: Posters: Colors, Numbers, Alphabet

Songs: Colors, Alphabet, Numbers, Saludos, Buen Día, Las Palabras Mágicas, La Familia, Porra Mexicana

Extras: “ball”, Birthday Calendar Sheet (BirthdayCakes.doc or BirthdayCakes.htm) & “Candles” for each student

Greeting: Saludos song. Buenos días/Buenas tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)

Review:

2) Review meaning of buenos días, buenas tardes, and buenas noches.

3) El Alfabeto. Play El Alfabeto song #1 and have them sing with CD.

4) Los Números 0-20. Say each number and let students repeat. (Note: If children know more than from 0-20, keep counting to 100. 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?”

5) Los Colores. Play Los Colores song #5. “Quiz” the kids by asking “¿Qué color es éste?” while pointing to a color.

6) Los Días de la Semana Sing/play song #17 and ask the students to sing along with you.

7) El Cuerpo I: sing song with movements.

Lesson:

Birthday Calendar Activity: Pass out a birthday calendar sheet and [at least] two candles to each person. Review the months of the year song with the birthday cake sheet on the overhead projector. Ask the children to put their name and age (“put your name and age”/“pon tu nombre y edad”) on two of the candles. Ask them to glue one of the candles on the cake corresponding to their birthday month. Now go through each month in Spanish and have the children whose birthday falls on that month come up and give you a candle (with their name and age) for you to glue to the class version of the worksheet.

Porra Mexicana: Sing the second cheer part (a la bio, a la bao…) one time for them a bit slowed down so that they get the words and ask them to repeat after you.

Goodbye: Buen Día song. Nos vemos la próxima clase. ¡Adiós amigos!

Lesson Seventeen:
Materials: Posters: Colors, Numbers

Songs: Colors, Alphabet, Numbers, Saludos, Buen Día, Los Meses del Año, Porra Mexicana

Extras: “ball”, lyrics to La Maestra

Greeting: Saludos song. Buenos días/Buenas tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)

Review:

2) El Alfabeto. Play El Alfabeto song #1 and have them sing with chart and CD.

4) Los Colores Review colors with the song. Quiz the kids using scrambled color flash cards or by selecting a random number on the poster and asking “¿Qué color es éste?”

5) Los Meses del Año Review with the song. Pick a month and ask the class “Cómo se dice ___ en español?”.

Lesson:

Introduce the class to a new Mexican cheer in honor of the teacher. It’s a wonderful way for them to honor their teacher on Teacher Appreciation Day (usually celebrated during the first full week of May in the United States) as well as great practice at reading vowel sounds and reinforcement of the day/night concept. First, have them listen to the Mexican Porra song (#14). The second part of the cheer is the standard cheer used in Mexico and only varies in what you are cheering for. Now teach the kids that a female teacher is referred to as La Maestra (note that a la means to the but bio, bao, bim, bom, and ba are nonsensical words, as is ra). Then break the cheer down for them one phrase at a time and have them repeat after you. Practice it a few times as a class.

This is a good opportunity for them to practice reading in Spanish so ask for volunteers and select words/lines for them to read.

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 explain to 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 Eighteen:
Materials: Posters: Colors, Numbers

Songs: Colors, Alphabet, Numbers, Saludos, Buen Día, El Cuerpo I

Extras: “ball”, LaComidaColores activity sheet for each child

Greeting: Saludos song. Buenos días/Buenas tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)

Review:

2) El Alfabeto. Play El Alfabeto song #1 and have them sing with chart and CD.

4) Los Colores Review colors with the song.

5) El Cuerpo I Review with the song. Pick a body part and ask for a volunteer to answer “Cómo se dice ___ en español?”

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. 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 Nineteen:
Materials: Posters: Colors, Numbers

Songs: Colors, Alphabet, Numbers, Saludos, Buen Día, Las Palabras Mágicas

Extras: “ball”, craft paper for making a class menu.

Greeting: Saludos song. Buenos días/Buenas tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)

Review:

2) El Alfabeto. Play El Alfabeto song #1 and have them sing with chart and CD.

4) Los Colores Review colors 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: Colors, Numbers

Songs: Colors, Alphabet, Numbers, Saludos, Buen Día, Las Palabras Mágicas, La Maestra

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/Buenas tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)

Review:

2) Los Números 0-20. Say each number and let students repeat. (Note: If children know more than from 0-20, keep counting to 100. 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) La Maestra Sing the porra La Maestra with the class and have them repeat each line of the song after you.

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 Mexico and are especially used in Easter celebrations. Some people believe that breaking a cascarón symbolizes the resurrection of Jesus Christ from the tomb, just as a new born chick breaks its shell when hatching.

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) El Alfabeto. Play El Alfabeto song #1 and have them sing with CD. Remind them of the various letter sounds.

2) Los Colores. Play Los Colores song #5.

3) Magic Words Review the magic words (gracias, por favor, perdón, de nada, muy amable) and song #27 with the class.

Goodbye: Buen Día song. Nos vemos la próxima clase. ¡Adiós amigos!

Lesson Twenty:

Materials: Posters: Numbers, Colors

Song: Alphabet, Saludos, Buen Día, Las Palabras Mágicas

Extras: “ball”, El Menú, Restaurant props (napkin, pad of paper, apron, play/paper food, plate and utencils)

Greeting: Saludos song + Buenos días/Buenas 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 song.

3) Los Números 0-20. Say each number and let students repeat. (Ask advanced students to focus on the spelling of each number name)

4) Los Colores Review colors with the song.

5) Los Meses del Año Review with the song.

6) La Maestra Sing the porra La Maestra with the class and have them repeat each line of the song after you.

Lesson:

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. Waiter: Good afternoon.

Client: Buenas tardes. Client: Good afternoon.

Mesero: Aquí está el menú. ¿Qué quiere tomar? Waiter: Here is the menu. What do you want to drink?

Cliente: Agua por favor. Client: Water please.

Mesero: ¿Qué quiere comer? Waiter: What do you want to eat?

Cliente: Yo quiero ______. Client: I want _____.

Mesero: Aquí está. Waiter: Here it is.

Cliente: Gracias. Client: Thank you.

Goodbye: Buen Día song + Nos vemos la próxima clase. ¡Adiós amigos!

Lesson Twenty-One:

Materials: Posters: Numbers, Alphabet

Song: Alphabet, Saludos, Buen Día, El Cuerpo I, La Maestra

Greeting: Saludos song + Buenos días/Buenas 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 0-20. 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) El Cuerpo I Review body I 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:

Review 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. Waiter: Good afternoon.

Client: Buenas tardes. Client: Good afternoon.

Mesero: Aquí está el menú. ¿Qué quiere tomar? Waiter: Here is the menu. What do you want to drink?

Cliente: Agua por favor. Client: Water please.

Mesero: ¿Qué quiere comer? Waiter: What do you want to eat?

Cliente: Yo quiero ______. Client: I want _____.

Mesero: Aquí está. Waiter: Here it is.

Cliente: Gracias. Client: Thank you.

Goodbye: Buen Día song + Nos vemos la próxima clase. ¡Adiós amigos!

Lesson Twenty-Two:
Materials: Posters: Colors, Numbers, Alphabet, Los Días de la Semana, Los Meses del Año

Songs: Colors, Alphabet, Numbers, Saludos, Buen Día, Los Días de la Semana, Los Meses del Año, La Maestra

Extras: Spanish cheer

Greeting: Saludos song. Buenos días/Buenas 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 0-20. Say each number and let students repeat.

3) Los Días de la Semana Sing/play song #17 and ask the students to sing along with you.

4) Los Meses del Año Play/Sing the song Los Meses del Año with the class.

5) La Maestra Sing the porra La Maestra with the class and have them repeat each line of the song after you.

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 Mexico, primarily celebrated in the state of Puebla, with some limited recognition in other parts of Mexico. The holiday commemorates the Mexican army's unlikely defeat of French forces at the Battle of Puebla on May 5, 1862, under the leadership of Mexican General Ignacio Zaragoza Seguín.^[3][4]
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 Americas.^[6] While this significant, however, Cinco de Mayo is not an obligatory federal holiday in Mexico.
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 United States is that Cinco de Mayo is Mexico's Independence Day.^[10] Mexico's Independence Day is actually September 16 (dieciséis de septiembre in Spanish)^[11], which is the most important national patriotic holiday in Mexico.^[12]

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/Buenas 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 0-20. 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! ¡Hasta Pronto!