Second 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.
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
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, Vowel Sounds, Consonants
Song: Colors, Alphabet,
Numbers 11-100, Saludos
Greeting: Buenos días/tardes clase. ¿Como están? …
¿Listos para empezar? (Have students respond sí/no)
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)
Las Vocales Introduce vowel
sounds with the poster. Explain how reading
in Spanish is easy because-
vowels always sound the same.
5)
Las
Consonantes Introduce consonant poster
but only review sounds of h, ll, rr, ñ, z, j for now.
6)
Los Colores Introduce the colors with poster and song #5 (Ask advanced students to focus on the spelling of each
color name)
7)
Los Números Introduce numbers 0-100 using the poster. (Ask advanced
students to focus on the spelling of each number name) Count back and forth and ask ¿Que
numero 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. Play song #13 (‘til 20).
8)
Place the number
posters on the whiteboard for the students to use as a reference and play
“Hangman” game pg#36 using number names for words
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, Vowels, Consonants, Cognates Poster
Song: Alphabet, Saludos
Extras: soft ball or stuffed animal or bean bag
Greeting:
Saludos song + Buenos días/tardes clase. ¿Como están? … ¿Listos para empezar? (Have students respond sí/no)
Review:
1)
Using “ball”, select
a few random students and rehearse phrases ¿Hola
2)
El Alfabeto y
Las Vocales Review the alphabet and
vowels using the poster and song.
3)
Las
Consonantes Review the consonant sounds
of h, ll, rr, ñ, z, j and give three examples of each using cognate words
poster.
4) Los Números 0-100
with poster and song #13. 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 ___?
Lesson:
1) Write down A, E, I, O, U ¿Qué numero tienes tú? and Yo
tengo ___ on board. Explain to the
children what these mean. Select a
number on the Numbers poster and use “ball” randomly to ask question A, E, I,
O, U ¿Qué numero tienes tú? Have
selected student respond Yo tengo ___ .
Repeat 2-3 times. Review with
class what qué, tienes, tú, yo, and tengo mean.
2) Write down ¿Cuál es tu color favorito? Mi color favorito es __ on the board.
Explain to the children what these mean.
Use “ball” randomly to ask question ¿Cuál es tu color favorito?. Have selected
student respond Mi color favorito es __. Repeat 3-4 times. Review the rest of the colors by asking the
class as a whole, ¿Qué color es ___?
3) Write down ¿Cómo se dice ___ en Español? / How do you
say ___ in Spanish? on the board and explain the meaning to the class. Using ¿Cómo se dice ___ en Español?, get
volunteers to tell you the magic words (hola, por favor, perdón, gracias, de
nada, muy amable)
Extra Time:
4) Play “Hangman” game pg#36 with magic words (hola, por
favor, perdón, gracias, de nada, muy amable).
Hangman is a good way of reviewing vocabulary, letter sounds and body
parts.
Goodbye: Nos vemos la próxima clase. ¡Adiós amigos!
Halloween Lesson:
Materials: Posters: Colors, Numbers,
Alphabet
Songs: Colors, Body Parts 1, Saludos
Extras: paper for monstruo
Greeting: Saludos song + Buenos
días/tardes clase. ¿Como están? … ¿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 0-100. 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
___?
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! 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?” 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!
Class Assessment
Lesson:
Materials: Posters: Colors,
Numbers, Alphabet
Songs: Colors, Alphabet, Saludos, Buen Día
Extras: Assessment quiz materials
Greeting: Saludos song + Buenos
días/tardes clase. ¿Como están? … ¿Listos para
empezar? (Have
students respond sí/no)
Lesson:
1) 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.
2) Using the overhead projector, read the Spanish names of the colors, numbers, magic words, etc. for the benefit of those who don’t read Spanish yet. Allow those who can read Spanish to move on ahead.
3) Pass out a numbers activity sheet such as a word search for numbers up to 100 as they “finish” their quiz. Alternatively, you can hand them a body parts reference sheet and have them continue to work on and label their monstruos.
Review:
1)
El Alfabeto y
Vocales Review the alphabet and vowels using the
poster and song.
2)
Los Números 0-100. 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 ___?
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:
Introduce Buen Día song
#4 and explain what the different words (not just phrases) mean so that they
understand the more literal translation.
Goodbye: Nos vemos la próxima clase. ¡Adiós amigos!
Lesson Four:
Materials: Posters: Colors, Numbers,
Alphabet
Song: Colors, Alphabet,
El Cuerpo I, Saludos, Buen Día
Extras: “ball”, Set of 10 blank index cards and a sheet of
paper for each child (and a rubber band for each set)
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo están? (Students respond muy bien/mal) ¿Listos para empezar? (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) Review meaning of gracias, por favor, perdón, de nada. Point
out that the literal translation of por
favor is for favor and the literal translation of de nada is of nothing.
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). Play Los Colores
song #5.
6) Use “ball” randomly to select 1-2 students and ask
question ¿Cuál es tu color favorito?. Have selected student respond Mi color
favorito es __. Remind class
of meaning of cuál and es.
7)
Los Números 0-100. 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). Repeat counting by 10s sequence.
8)
El Cuerpo I with
song #8, poster and movements.
Lesson:
1)
Make Flash Cards: Hand out a set of 10 note cards
to each student. Have everyone make a
set of number flash cards for counting by 10s.
Write a number and name on the board for the children to reference when
doing each flash card. The children should
write the number on the front and the name on the back. Each child can keep his/her set of flashcards
in his/her Spanish folder. They should
be encouraged to take them home and
study them but should bring them back before the next class.
Extra Time:
2)
Count and Catch the Ball: Play Cuenta y Cacha la Bola game on page 45. Start at 11 and have the children count up to
20. Then start game again but counting
by 10s. The goal is for the kids to keep
the ball among the class and not have to return it to the teacher. Make sure everyone gets a chance to
participate. Have the advanced students
spell the number before throwing the ball to the next player (you may want to
let them write it down quickly before spelling it). To challenge them further, have them spell it
in Spanish. If time permits, play the
game again counting down.
Goodbye: Buen Día + Nos vemos la próxima clase.
¡Adiós amigos!
Lesson Five:
Materials: Posters: Colors, Numbers,
Alphabet, skit #2
Song: Colors, Alphabet,
El Cuerpo I, Buen Día, Saludos
Extras: “ball”,
puppets, skit #2 handout for students,
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 Review the alphabet using the poster and song.
2)
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.
3)
Use “ball”
randomly to select 1-2 students and ask question ¿Cuál es tu color favorito?. Have selected
student respond Mi color favorito es __.
4)
Los Números 0-100. 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). Repeat counting by 10s sequence.
Lesson:
1)
Play and sing
Buen Día song #4. Have the students read
along while they sing. Review meaning of
buenos días/tardes/noches.
2)
Play Saludos and Nombre y Dirección song and explain lyrics to the
students. Have the students read along
while they sing.
3)
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. 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!
Extra Time:
Get volunteers to read
and act out the skit while the others watch.
You may want to use a couple of puppets to entice the students to
volunteer.
Goodbye: Nos vemos la próxima clase. ¡Adiós amigos!
Thanksgiving Lesson:
Materials: Posters: Colors,
Numbers, Family
Songs: Colors, The Family, Saludos, Buen Día
Extras:”ball”,
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. Explain the literal translation of each (for
favor, pardon, of nothing).
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 0-100. Say each number and let students repeat. (Note:
Ask advanced students to focus on the spelling
of each number name) Repeat
counting by 10s sequence.
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, introduce 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, Skit #2
Song: Colors, Alphabet,
El Cuerpo I, Saludos, Buen Día
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 using the poster and song.
2)
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/sing
Los Colores song #5. Have the students read the lyrics as they sing to engage
more individuals, emphasize spelling, and reinforce the concept of es.
3)
Use “ball”
randomly to select 1-2 students and ask question ¿Cuál es tu color favorito?. Have selected
student respond Mi color favorito es __.
4) Quickly review meaning of gracias, por favor, perdón,
de nada.
5)
El Cuerpo I with
song #8, poster and movements. Emphasize
feminine and masculine concept by pointing out the color coding on the poster
and the o/a in the words.
6)
Los Números 0-100. Say each number and let students
repeat. (Note: Ask advanced
students to focus on the spelling of each number name) Play a quick game of Cuenta y Cacha La Bola (pg.
45) to review counting by 10s sequence.
Lesson:
7)
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 skit #2 lesson and have
them 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. 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, dónde,
vives/vivo, tengo, etc. 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: ¿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!
Lesson Seven:
Materials: Posters: Colors, Numbers,
Alphabet
Song: Colors, Alphabet, Cuerpo
I, Saludos, Buen Día
Extras:
“ball”, number cards with the name
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 ____. ¡Mucho gusto ___! ¿Cuántos años tienes? Tengo _ años.
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/sing
Los Colores song #5. Have the students read the lyrics as they sing to engage
more individuals, emphasize spelling, and reinforce the concept of es.
4)
Use “ball”
randomly to select 1-2 students and ask question ¿Cuál es tu color favorito?. Have selected
student respond Mi color favorito es __.
5)
Quickly review
meaning of gracias, por favor, perdón, de nada.
6)
Los Números 0-100. 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 sequence.
Lesson:
7)
Have students pair
up and review counting by 10’s by using their flashcards. Have them alternate flashing each other. Each person should be flashed twice – once in
order and then with the cards shuffled.
Around the World: Play around the world (page 27)
using numbers. Emphasize teens and
10’s. Challenge anyone who already
recognizes all their numbers by using the number name cards and concealing the
digits.
Goodbye: Buen Día + Nos vemos la próxima clase.
¡Adiós amigos!
Lesson Eight:
Materials: Posters: Colors, Numbers,
Alphabet
Song: Colors, Alphabet,
El Cuerpo I, El Cuerpo II, Buen Día, Saludos, Nombre y Dirección
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)
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 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. Have the students read the lyrics as they sing along.
4)
Use “ball”
randomly to select 1-2 students and ask question ¿Cuál es tu color favorito?. Have selected
student respond Mi color favorito es __.
5)
Los Números 0-100. 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). Repeat counting by 10s sequence.
6)
Play and sing Saludos and Nombre y Dirección songs #6 and #7. Have the students read the lyrics as they
sing along.
7)
El Cuerpo I with
song #8, poster and movements.
Lesson:
1)
El Cuerpo II
Introduce 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.
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. (Suggestion: Start with advanced students)
Goodbye: Buen Día + Nos vemos la próxima clase.
¡Adiós amigos!
Christmas Lesson:
Materials: Posters: Colors,
Numbers, Family, Alphabet
Songs: Colors, The Family, Saludos, Buen Día
Extras: Arbol de Navidad Activity Sheet
(ArbolDeNavidad.pdf)
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 ____. ¡Mucho gusto ___! ¿Cuántos años tienes? Tengo 6 años.
2)
El Alfabeto Review the alphabet using the poster and 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) Repeat counting by 10s sequence (possibly as
a quick game of Cacha la Bola pg.45).
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 read the lyrics as they 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. 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:
El Árbol de Navidad: Give each child a copy of the
Arbol de Navidad activity sheet and have them get out crayons/markers. Ask for volunteers to read the names of the different
shapes and the designated color aloud. Take
the opportunity to point out certain sounds such as (ll, z, j) and the
significance of the accents. You may
want to challenge them to use the appropriate article (el or la). For example, have them say “la estrella amarilla”
or “la estrella color
Goodbye: Buen Día + Nos vemos la próxima clase.
¡Feliz Navidad!
Lesson Nine:
Materials: Posters: Colors, Numbers,
Alphabet
Song: Colors, Alphabet,
Saludos, Buen Día, Los Días de la Semana, El Cuerpo II
Extras:
lyrics handout of Los Días de la Semana 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 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. Have the students read the lyrics as they sing along.
4)
Los Números 0-100. 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) Count back and forth and ask ¿Qué número es
___?
5)
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).
Lesson:
4)
Teach the class
the meaning of the words (simple commands): toca, párate, siéntate.
Explain the difference between these and toquen, párense, and
siéntense.
5)
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:
6)
If time permits, sing/play Body Parts I song
with the movements.
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Adiós amigos!
Lesson Ten:
Materials: Posters: Colors, Numbers,
Alphabet
Song: Colors, Alphabet,
Saludos, Buen Día, Los Días de la Semana, Los Meses del Año, El Cuerpo II, Las
Direcciones
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)
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. Have the students read the lyrics as they sing along.
4)
Los Números 0-100. 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)
. Using a 5 minute timer, ask for
volunteers to run through counting by 10’s sequence. Try to get new volunteers in every class.
5)
Los Días de la
Semana 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).
6)
Los Meses del
Año
Review the months of the year with the class. Point out how the names are all similar to
the English version with the exception of Enero.
7)
Review the
meaning of the words (simple commands): toca,
párate, siéntate. Explain the
difference between these and toquen, párense, and siéntense.
8)
El Cuerpo II
Review body parts II with movements and poster. Point out corresponding feminine/masculine
article.
Lesson:
1)
Las Direcciones Do the directions song with movements. Form a
2)
Using a ball/puppet and maybe a box, ask the class “Donde esta” while
placing the “ball” over, under, behind, in front of, inside, outside (to the
right, to the left). Have them respond
using the appropriate Spanish direction.
Extra Time:
3)
If time permits, sing/play Body Parts I song
with the movements.
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Adiós amigos!
Lesson Eleven:
Materials: Posters: Colors, Numbers,
Alphabet, Olimpo y Ana, El Cuerpo I and II
Song: Colors, Alphabet,
Saludos, Buen Día, El Cuerpo I & II, Las Direcciones
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)
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. Have the students read the lyrics as they sing along.
4)
Los Números 0-100. 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)
. Using a 5 minute timer, ask for
volunteers to run through counting by 10’s sequence. Try to get new volunteers in every class.
5)
Las Direcciones Do the directions song with movements.
6)
El Cuerpo I & II Review body parts I and II with movements and
poster.
Lesson:
1)
Review the different versions of “the” using the Olimpo y Ana poster. Discuss the appropriate article for each of
the body parts in the body parts poster and point out how mano(s) is an
exception. Discuss the difference
between singular and plural versions (such as mano vs. manos) and the
appropriate article (la vs. las) for these.
2)
Turn the posters over and make two teams for a quick competition. A member of each team is chosen to add the
correct article to a body part of your choice.
For example, point to your hand and ask “¿Qué es?” The first person to say “la mano” wins a
point for their team. Pick another pair
and another body part and repeat.
Extra Time:
3)
Continue the game using plural forms.
Ask “Qué son?” and have the students answer “son las/los…”.
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Adiós amigos!
Lesson Twelve:
Materials: Posters: Colors, Numbers,
Alphabet, Olimpo y Ana, El Cuerpo I and II
Song: Colors, Alphabet,
Saludos, Buen Día El Cuerpo I & II,
Las Direcciones
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)
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. Have the students read the lyrics as they sing along.
4)
Los Números 0-100. 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)
. Using a 5 minute timer, ask for
volunteers to run through counting by 10’s sequence. Try to get new volunteers in every class.
5)
Las Direcciones Do the directions song with movements.
6)
El Cuerpo I & II Review body parts I and II with movements and
poster.
Lesson:
1)
Introduce the class to the un/unos una/unas
concept (these articles mean a/some)
using the Olimpo y Ana poster. Discuss the appropriate
article for each of the body parts in the body parts poster and point out how
mano(s) is an exception. Discuss the
difference between singular and plural versions (such as mano vs. manos) and
the appropriate article (una vs. unas) for these.
2)
Turn the posters over and make two teams for a quick competition. A member of each team is chosen to add the
correct article to a body part of your choice.
For example, point to your hand and ask “¿Qué es?” The first person to say “una mano” wins a
point for their team. Pick another pair
and another body part and repeat.
Extra Time:
3)
Continue the game using plural forms.
Ask “Qué son?” and have the students answer “son unas/unos…”.
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Adiós amigos!
Lesson Thirteen:
Materials: Posters: Numbers, Alphabet
Song: Alphabet, El
Cuerpo I, El Cuerpo II, Buen Día, Saludos
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)
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)
Use “ball”
randomly to select 1-2 students and ask question ¿Cuál es tu color favorito?. Have selected
student respond Mi color favorito es __.
4)
Los Números 0-100. 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). Repeat counting by 10s sequence.
5)
El Cuerpo I &
II with song #8 & #9, poster and movements. Review feminine/masculine
concept by pointing out color coding and the use of o/a in the names
Lesson:
1)
Review
the phrases from Skit #1. Write the phrases [below] on the board (or use
phrase cards/poster if available). Ask
for volunteers 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.
2)
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 and use various
questions that will allow you to use vocabulary (such as body parts,
directions, magic words, etc.) that the class has studied. (Suggestion: Start with advanced students)
Goodbye: Buen Día + Nos vemos la próxima clase.
¡Adiós amigos!
Valentine’s Day
Lesson:
Materials: Posters: Numbers,
Alphabet, Directions, El Cuerpo I and II
Song: Alphabet, Saludos,
Buen Día, El Cuerpo I & II, 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 0-100. 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)
. Count back and forth and ask ¿Qué número
es ___? (write number on board for everyone to see). Repeat counting by 10s sequence.
4)
Las Direcciones Do the directions song with movements (by
their desks).
5)
El Cuerpo I & II Review body parts I and II with movements and
poster.
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. The children can write a Spanish Valentine’s
Day phrase on the back and give it away as a valentine.
2)
Spanish Valentines:
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.
Goodbye: Buen Día song. Nos vemos la próxima clase. ¡Adiós amigos!
Lesson Fourteen:
Materials: Posters: Numbers
Song: Saludos, Buen Día, Porra Mexicana
Extras:
“ball”, Body Parts bingo and prizes
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 6 años.
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 0-100. 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 sequence. Try to get
new volunteers in every class. Ask ¿Qué
número es ___? (write number on board for everyone to see).
Lesson:
Porra Mexicana: Introduce the class to the Mexican porra
(song #14). 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.
Body Parts Bingo: Play body parts bingo with the class. Use the body parts 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. Be sure to point out the appropriate article
for it. 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 the names of the body parts
rather than just matching pictures.
Translate the part 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 Fifteen:
Materials: Posters: Numbers
Songs: Saludos,
Buen Día, Porra Mexicana
Extras: “ball”,
flash cards
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 ____. ¿Cuántos
años tienes? Tengo 6 años.
2)
Las Letras: Review key letter sounds (such as the vowels, h, j,
ll, ñ, qu, z, ge, gi, gue, gui).
3)
Ask for volunteers to answer ¿Cómo se dice —
en español? using directions such as up, down, to the center, etc.
4)
Ask for a couple
of volunteers to run through counting by 10’s sequence. Try to get new volunteers in every class. Ask ¿Qué número es ___? (write number on board
for everyone to see).
Lesson:
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.
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: Numbers
Songs: Saludos, Buen Día
Extras: “ball”,
Birthday Calendar Sheet (BirthdayCakes.doc or BirthdayCakes.htm) &
“Candles” for each student
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...”.
2) Review meaning of
buenos días, buenas tardes, and buenas
noches.
3)
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.
4)
Los Números 0-100. 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 sequence. Try to get
new volunteers in every class. Ask ¿Qué
número es ___? (write number on board for everyone to see).
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 and ask for a
volunteer to read the name in Spanish. 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.
Extra Time:
Review articles un, una,
unos, unas and family using articles un, una.
Then remind students of the meaning of “mi” put together with different
family members.
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/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...”.
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 0-100.
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 number name) Review counting by 10’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)
Los Meses del Año Review with the song. Pick a month
and ask the class “Cómo se dice ___ en español?”.
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. Teach 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/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...”.
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 0-100.
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 number name) 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 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. 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 Nineteen:
Materials: Posters: Colors,
Numbers
Songs: Colors, Alphabet, Numbers, Saludos, Buen
Día, Body Parts II
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 ¿Te gusta el color ____? Have him/her
respond “Sí,/No, no me gusta el color...”.
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 0-100.
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 number name) 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 body parts II 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, Días de la Semana, Meses del Año
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 ¿Te gusta _[Mexican food item]_? Have him/her
respond “Sí,/No, no me gusta ___...”.
2) Los Números 0-100.
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 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
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.
2) Los Colores.
Play Los Colores song #5. “Quiz” the kids by asking “¿Qué color es éste?” while
pointing to a color.
3) Magic Words Review the magic words (gracias, por favor,
perdón, de nada, muy amable) and song #27 with the class.
4) Days of the Week (#17)
5) Months of the year (#21)
Goodbye: Buen Día song. Nos vemos la próxima clase. ¡Adiós amigos!
Lesson Twenty:
Materials: Posters: Numbers,
Alphabet
Song: Alphabet, Saludos,
Buen Día, Las Direcciones
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 ____. ¿Cuántos
años tienes? Tengo _ años.
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)
Las Direcciones 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:
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 Twenty-One:
Materials: Posters: Numbers,
Alphabet, Días de la Semana
Song: Alphabet, Saludos,
Buen Día, Días de la Semana, El Cuerpo I
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 0-100. 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) 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 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 Twenty-Two:
Materials: Posters: Colors,
Numbers, Alphabet, Body Parts II, Directions
Songs: Colors, Alphabet, Numbers, Saludos, Buen
Día, El Cuerpo II, 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 0-100. Say each number and let students
repeat.
3)
El Cuerpo II Review the body parts II with the song.
4)
Las Direcciones with song #11, poster and movements (see page 51).
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
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 0-100. 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!