Third Grade Lessons
Lesson One:
Materials: Posters: Cognates
Extras: Map of the World, soft ball or stuffed
animal or bean bag
Greeting: Buenos días/tardes clase. ¿Como están? …
¿Están listos para empezar? (Have students respond sí/no)
Lesson:
1) Write on the board Hola and Soy and introduce yourself. 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,
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
and give three examples of each using cognate words poster.
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)
Play “Hangman” game
pg#36 using the student names for words.
As they figure them out, ask “Quién es ____” and have the student whose
name you used stand up and say “Yo soy ___”.
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, Direcciones
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
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 ___? Practice counting by 10’s.
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)
4) Introduce Direcciones with song#11, poster and
movements (see page 51). Practice 1-2
times with the CD and then have the students form a congo line and do the second
half of the song only in a “congo” line led/sang by you (refer to video for a
visual).
Extra Time:
If time permits, put the
“ball” (ball = pelota/bola, stuffed animal = mono de peluche, bean bag = saquito relleno)
above/below/inside/etc. a box/chair/desk/etc. and ask the class “¿Donde
está?”. Have them respond using the
Spanish directions.
Goodbye: Nos vemos la próxima clase. ¡Adiós amigos!
Halloween Lesson:
Materials: Posters: Colors,
Numbers, Alphabet
Songs: Colors, Body Parts 1, Body Parts II,
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)
Las
Consonantes Review the key consonant sounds.
3)
Los Números 0-100. Say each number and let students
repeat. (Note: Ask advanced
students to focus on the spelling of each number name) Practice counting by 10’s.
Lesson:
1)
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 with
movements. Have class sing with CD.
2)
El Cuerpo
II. Introduce El Cuerpo II using the
Body poster. Say each body part and have
class repeat. Play El Cuerpo II song #9
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. (Note: You may want to consider using the overhead projector to read the Spanish names of the colors, numbers, magic words, etc. for the benefit of those who have had little exposure to the Spanish alphabet)
2) 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: Alphabet, El Cuerpo I, Direcciones, 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) Quickly review meaning of gracias, por favor, perdón,
de nada.
4) El Alfabeto y Vocales Review the alphabet and vowels using the poster and
song.
5)
Las
Consonantes Review the key consonant sounds.
6) Los Colores
Using the poster, say each color and let students repeat (ask advanced students to focus on the spelling of each
color name).
7) Use “ball” randomly to select a student and ask
question ¿Cuál es tu color favorito?. Have selected student respond Mi color
favorito es __. Remind class
of meaning of cuál and es.
8)
Los Números 0-100. Say each number and let students
repeat. (Note: Ask advanced
students to focus on the spelling of each number name)
9)
El Cuerpo I with
song #8, poster and movements.
10)
Direcciones with
song #11, poster and movements (see page 51). (Don’t do “
Lesson:
1)
Using chart,
count by hundreds from cien to mil.
2)
Make Flash Cards: Hand out a set of 20 note cards
to each student. Have everyone make a
set of number flash cards for counting by 10s and 100s. Write a number between 10-100 [inclusive] and
corresponding 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. So, for example, one card will have the
number 20 on one side and on the back.
Note that the cien flashcard can be reused with the second set. Use the single word version of the names such
as seiscientos. 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:
3)
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
Song: Alphabet,El Cuerpo
I, Saludos, Buen Día, Direcciones
Extras:
lyrics for Buen Día, Saludos and Nombre y Dirección songs (either poster
or hand out for children)
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo
están? (Students
respond muy bien/mal) ¿Listos para empezar? (Students respond
sí/no)
Review:
1)
El Alfabeto y
Vocales Review the alphabet and
vowels using the poster and song.
2)
Las
Consonantes Review the key consonant sounds.
3)
Los Colores Using the poster, say each color and let students
repeat (ask advanced students to focus on the spelling
of each color name).
4)
Los Números 0-mil. Say each number and let students repeat. (Note:
Ask advanced students to focus on the spelling
of each number name) Count back
and forth and ask ¿Qué número es ___? (write number on board for everyone to
see). Remind class of the meaning of
Qué. Repeat counting by 10s sequence.
5)
Direcciones with
song #11, poster and movements (see page 51). (Don’t do “
6)
El Cuerpo I &
II with song #8 and #9, poster and movements.
Point out color coding.
Lesson:
1)
Olimpo y Ana: Introduce masculine/feminine concept. Ask why words are pink and blue on a
poster. See Olimpo y Ana pg#47.
2)
Play Nombre y Dirección song and explain lyrics to the students. Have
the students read along while they sing.
Extra Time:
Turn the body parts
posters around and write down a body part on the board. Ask for volunteers to tell you whether a body
part is feminine or masculine just based on the name. Repeat with a new part.
Goodbye: Buen Día + Nos vemos la próxima clase.
¡Adiós amigos!
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.
4) El Alfabeto y Vocales Review the alphabet and vowels 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-mil. 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, review the feminine
and masculine concept. Point out the
color coding of pink and blue and how the masculine (or blue) words end in o and the feminine (or pink) words end
in a.
Read the lyrics with the class and point out the feminine and masculine
versions used for the different family members.
El Pavo (known
as guajolote in
Goodbye: Buen
Día song + Nos vemos la próxima clase. ¡Adiós amigos!
Lesson Six:
Materials: Posters: Colors, Numbers,
Alphabet
Song: Alphabet, El
Cuerpo I, Saludos, Buen Día, Direcciones
Extras:
“ball”, puppets, skit #2 handout for students,
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo
están? (Students
respond muy bien/mal) ¿Listos para empezar? (Students respond
sí/no)
Review:
1)
El Alfabeto y
Vocales Review the alphabet and vowels
using the poster and song.
2)
Las
Consonantes Review the key consonant sounds.
3)
Los Colores Using the poster, say each color and let students
repeat (ask advanced students to focus on the spelling
of each color name).
4)
Use “ball”
randomly to select a student and ask question ¿Cuál es tu color favorito?. Have selected
student respond Mi color favorito es __. Remind class of the
meaning of Cuál.
5)
El Cuerpo I with
song #8, poster and movements. Practice
articles el, la, los, las with a body posters as you identify feminine and
masculine body parts.
6)
Direcciones with
song #11, poster and movements (see page 51). (Don’t do “
7)
Los Números 0-mil. Say each number and let students repeat. (Note:
Ask advanced students to focus on the spelling
of each number name)
Lesson:
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. Ask for
volunteers to act out the skit while the others watch. Have the students use their own
names/ages. You may want to use a couple
of puppets to entice the students to participate. The students can use their skit handouts to
read from as they act their parts. At
the end of the lesson, ask for volunteers to state the meaning of y, tú, yo, dónde,
vives/vivo, tengo, etc. to the class.
Reiterate the meaning of these. You may want to make the comparison
between ¿Cuántos
años tienes? and ¿Cuántos años tienes tú? and also between Tengo
6 años
and Yo
tengo 6_ años. Tener
is to have, tienes
is you have, and tengo is I have so the
you and I are implied.
Student 1: Hola ¿cómo estás?
Student
2: Muy bien, gracias ¿y tú?
Student 1: Así, así. ¿Cómo te llamas?
Student
2: Me Ilamo Carlos.
Student 1: ¿Cómo se llama
ella/el?
Student
2: Se llama Ana/Tom.
Student 1: ¿Dónde vives?
Student
2: Vivo en [
Student 1: ¿Cuántos años tienes?
Student
2: Tengo 6 años, ¿y tú?
Student
1: Yo también.
Student 2: ¡Mucho gusto!
Student
1: ¡Bienvenido!
Goodbye: Buen Día + Nos vemos la próxima clase.
¡Adiós amigos!
Lesson Seven:
Materials: Posters: Colors, Numbers,
Alphabet
Song: Colors,
Alphabet,El Cuerpo I, Saludos, Buen Día
Extras:
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 6 años.
2)
El Alfabeto y
Vocales Review the alphabet and
vowels using the poster and song.
3)
Las
Consonantes Review the key consonant sounds.
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/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.
5)
Quickly review
meaning of gracias, por favor, perdón, de nada.
6)
Los Números 0-mil. Say each number and let students
repeat. (Note: Ask advanced
students to focus on the spelling of each number name) Repeat counting by 10’s and 100’s sequence.
Lesson:
7)
Have students pair
up and review counting by 10’s and 100’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, 10’s,
and 100’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, Saludos, Nombre y Dirección, Direcciones, Buen Día
Extras: “ball”, Spanish-English dictionary
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo
están? (Students
respond muy bien/mal) ¿Listos para empezar? (Students respond
sí/no)
Review:
1)
El Alfabeto y
Vocales Review the alphabet and
vowels using the poster and song.
2)
Las
Consonantes Review the key consonant sounds.
3)
Los Colores Using the poster, say each color and let students
repeat (ask advanced students to focus on the spelling
of each color name).
4)
Use “ball”
randomly to select a student and ask question ¿Cuál es tu color favorito?. Have selected
student respond Mi color favorito es __. Remind class of the meaning of Cuál.
5)
Los Números 0-mil. Say each number and let students
repeat. (Note: Ask advanced
students to focus on the spelling of each number name) Count back and forth and ask ¿Qué número es
___? (write number on board for everyone to see). Remind class of the meaning of Qué. Repeat counting by 10’s and 100’s sequence.
6)
Review meaning of
buenos días/tardes/noches.
7)
Play and sing Nombre y Dirección song #7. Have the students read the lyrics as they
sing along.
8)
Direcciones with
song #11, poster and movements (see page 51). (Don’t do “
9)
El Cuerpo I with
song #8, poster and movements. Practice articles el, la, los, las with the body
poster as you identify feminine and masculine body parts.
Lesson:
1)
El Cuerpo II
Play El Cuerpo II song #9 with movements. Review feminine/masculine concept by
pointing out color coding and the use of o/a in the names. Practice articles el,
la, los, las with the body poster as you identify feminine and masculine body
parts.
2)
Introduce
Skit #1. Write the phrases [below] on the board (or use
phrase cards/poster if available). Read
and translate each phrase (sandwich style).
Let students echo after teacher.
Read along with students as a group.
Half of the class asks, the other half answers and switch. Mention that in class you expect students to
understand and use these phrases in class.
Ask for a volunteer to ask you one of the first three questions below
and answer them using the corresponding phrase (look up answer in dictionary,
if necessary).
¿Cómo
se escribe _? Se escribe _.
¿Cómo se dice — en español? Se dice —.
¿Qué significa — en inglés? Significa —.
¿Comprendes? Sí, /No, no comprendo.
Extra Time:
3)
Using
ball, randomly pick a student and ask him/her “¿Cómo
se escribe tu nombre? Por favor,
responde Se escribe ___. ¿Comprendes?”
Have the student respond “Sí, /No, no comprendo”
and [explain instruction if necessary and] then have him/her respond “mi nombre
se escribe ___” using the Spanish letter pronunciation. Repeat. (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 y
Vocales Review the alphabet using the
poster and song.
3)
Las
Consonantes Review the key consonant sounds.
4)
Los Números 0-mil. Say each number and let students
repeat. (Note: Ask advanced students
to focus on the spelling of each number name) Repeat counting by 10’s and 100’s sequence
(maybe as a quick game of Cacha la Bola pg.45).
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 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 _
años.
2)
El Alfabeto y
Vocales Review the alphabet and
vowels using the poster and song.
3)
Las
Consonantes Review the key consonant sounds.
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. Have the students read the lyrics as they sing along.
5)
Los Números 0-mil. 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
___? Repeat counting by 10’s and 100’s
sequence.
6)
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:
1)
Teach the class
the meaning of the words (simple commands): Ve a la, dame, toca, párate, siéntate, busca (go to the,
touch, stand up, sit down, find). Explain
the difference between these and their plural form: vallan
a la, denme, toquen, párense, siéntense, y busquen.
2)
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:
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 Ten:
Materials: Posters: Colors, Numbers,
Alphabet, Días de la Semana, Meses del Año
Song: Alphabet, Saludos,
Buen Día, Días de la Semana
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo
están? (Students
respond muy bien/mal) ¿Listos para empezar? (Students respond
sí/no)
Review:
1)
Select a random
student and rehearse phrases ¿Hola cómo estás? Muy bien gracias ¿y tú? ¿Cómo te
llamas? Me llamo ____. ¿Cuántos
años tienes? Tengo _ años.
2)
El Alfabeto Review the alphabet and vowels using the poster and
song. Review key consonant sounds.
3)
Los Números 0-mil. 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 y Los
Meses del Año Review the days of the week with song and
poster and the months of the year.
Lesson:
1)
Review
Skit #1. Write the phrases [below] on the board (or use
phrase cards/poster if available). Read
and translate each phrase (sandwich style).
Let students echo after teacher.
Read along with students as a group.
¿Cómo
se dice — en español? Se dice —.
¿Cómo se escribe _? Se escribe _.
¿Qué significa — en inglés? Significa —.
¿Comprendes? Sí, /No, no comprendo.
2)
Introduce
the places in the school (oficina,
biblioteca, cafetería, baño, enfermería) and ask for volunteers to answer questions
such as ¿Cómo se dice office en
español?, ¿Cómo se escribe oficina?, and ¿Qué significa oficina en inglés?. Run through each new vocabulary word in this
manner.
3)
Ask the class ¿Cómo se dice “Can
I go to the bathroom” en español?, ¿Cómo
se dice “Can I go to the office” en español?,
¿Cómo
se dice “Can I go to the library” en español?, ¿Cómo
se dice “I want to eat in the cafeteria” en español?, ¿Cómo se dice “I want to go to the nurse’s office
(infirmary) ” en español?,
Extra Time:
5)
Practice
Directions song and movements in a
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Adiós amigos!
Lesson Eleven:
Materials: Posters: Numbers, Alphabet
Song: Alphabet, Saludos,
Buen Día, Los Días de la Semana, 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 Números 0-mil. Say each number and let students
repeat. (Note: If children know more than from 0-mil, keep
counting to millón. Ask advanced students to focus on the spelling of each number
name) . Using a 5 minute timer,
ask for volunteers to run through counting by 10’s sequence. Try to get new volunteers in every class.
4)
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).
5)
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.
6)
Review the
meaning of the words (simple commands): toca,
párate, siéntate. Explain the
difference between these and toquen, párense, and siéntense.
7)
El Cuerpo II
Review body parts II with movements and poster. Point out corresponding feminine/masculine
article.
Lesson:
4)
Las Direcciones Do the directions song with movements. Form a
5)
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:
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 Twelve:
Materials: Posters: Numbers,
Alphabet, Los Verbos
Song: Alphabet, Saludos,
Buen Día,, Las Direcciones,Los Verbos
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 Números 0-mil. Say each number and let students
repeat. (Note: If children know more than from 0-mil, keep
counting to millón. Ask advanced students to focus on the spelling of each
number name) . Using a 5 minute
timer, ask for volunteers to run through counting by 10’s sequence. Try to get new volunteers in every class.
4)
Review the
meaning of the words (simple commands): toca,
párate, siéntate. Explain the
difference between these and toquen, párense, and siéntense.
5)
Las Direcciones Do the directions song with movements.
Lesson:
1)
Introduce the class to the Verbs poster and song. Play a game of Charades (see teacher’s manual
page 54) using the verbs.
Extra Time:
2)
If time permits, sing/play Body Parts I and II songs
with the movements.
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Adiós amigos!
Lesson Thirteen:
Materials: Posters: Numbers,
Alphabet, Los Verbos
Song: Alphabet, Saludos,
Buen Día,, Las Direcciones,Los Verbos
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 Números 0-mil. Say each number and let students
repeat. (Note: If children know more than from 0-mil, keep
counting to millón. Ask advanced students to focus on the spelling of each
number name) . Using a 5 minute
timer, ask for volunteers to run through counting by 10’s sequence. Try to get new volunteers in every class.
4)
Review the
meaning of the words (simple commands): toca,
párate, siéntate. Explain the
difference between these and toquen, párense, and siéntense.
5)
Las Direcciones Do the directions song with movements.
Lesson:
3)
Review the Verbs poster and song.
Continue playing a game of Charades (see teacher’s manual page 54) using
the verbs. Challenge the children to
make compound phrases such as “Yo quiero comer” or “tú párate y brinca”. Note:
Teach the kids the ASL movement for “and” (see the ASL dictionary link
on the Spanish web page) or make a plus sign with your fingers.
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Adiós amigos!
Valentine’s Day
Lesson:
Materials: Posters: Numbers, Alphabet, Los Verbos
Song: Alphabet, Saludos,
Buen Día, El Cuerpo 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-mil. Say each number and let students
repeat. (Note: If children know more than from 0-mil, keep
counting to millón. Ask advanced students to focus on the spelling of each
number name) . Count back and
forth and ask ¿Qué número es ___? (write number on board for everyone to
see). Repeat counting by 10s and 100s
sequence.
4)
Las Direcciones Do the directions song with movements (by
their desks).
5)
El Cuerpo II
Review body parts II with movements.
6)
Los Verbos Review the Verbs poster.
Lesson:
Valentine’s Day Activity: Explain the
meaning of ¡Feliz Día de San Valentín! Pass
out a coloring valentine to each child and allow them to color it. Put the Valentine’s Day Phrases sheet on the
overhead projector or write Spanish Valentine phrases on the board, such as ¡Te
Quiero!. The children can write a
Spanish Valentine’s Day phrase inside and give it away as a valentine.
Goodbye: Buen Día song. Nos vemos la próxima clase. ¡Adiós amigos!
Lesson Fourteen:
Materials: Posters: Numbers
Song: Saludos, Buen Día, Porra Mexicana
Extras:
“ball”, Verbs 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-mil. Say each number and let students
repeat. (Ask
advanced students to focus on the spelling of each number name). Ask for a couple of volunteers to run through
counting by 10’s and 100’s sequence. Try
to get new volunteers in every class. Ask
¿Qué número es ___? (write number on board for everyone to see).
Lesson:
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.
Verbs Bingo: Play verbs bingo with the class. Use the verbs labels as the teacher cards
instead of the drawings. First read the
name and then spell it out while writing it on the board (or while putting the
magnetic label on the board) and then read it again. Let the students attempt to match the label
without translating it for them (or allowing others to translate). By not showing the picture card, the class
should be putting more focus on reading the names of the verbs rather than just
matching pictures. Translate the verb
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)
Los Números 0-mil. Say each number and let students
repeat. (Ask
advanced students to focus on the spelling of each number name). Ask for a couple of volunteers to run through
counting by 10’s and 100’s sequence. Try
to get new volunteers in every class. Ask
¿Qué número es ___? (write number on board for everyone to see).
Lesson:
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, Los Meses del Año
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...”. Repeat with one or two more students. Ask the class what the meaning of te,
gusta, el, and color are.
2) Review meaning of
buenos días, buenas tardes, and buenas
noches.
3)
Los Números 0-mil. Say each number and let students
repeat. (Note: If children know more than from 0-100, keep
counting to mil. Ask advanced students to focus on the spelling of each number name). Ask for a couple of volunteers to run through
counting by 10’s and 100’s sequence. Try
to get new volunteers in every class. Ask
¿Qué número es ___? (write number on board for everyone to see).
Lesson:
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. They must spell the words using
the Spanish letter names. Allow them to
use the poster as a reference in remembering the Spanish letter name.
3) Los Números 0-mil.
Say each number and let students repeat.
(Note: If children know more than
from 0-mil, keep counting to millón. Ask advanced students to focus on the number name) Review counting by 10’s and 100’s
sequence. Quiz the kids using scrambled
flash cards or by selecting a random number on the poster and asking “¿Qué
número es éste?”
4)
Los Meses del Año Review with the song
with the chart.
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. 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
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) Los Números 0-mil.
Say each number and let students repeat.
(Note: If children know more than
from 0-mil, keep counting to un millón. Ask advanced students to focus on the number name) Quiz the kids using scrambled flash cards or
by selecting a random number on the poster and asking “¿Qué número es éste?”
3)
Places in the school Review the places in
the school (oficina, biblioteca, cafetería,
baño, enfermería) by asking for a volunteer to answer “Cómo se dice ___ en español?”
4)
Las Letras: Ask for volunteers to answer “Cómo se escribe ____?”
using some places in the school. Review
key letter sounds (such as the vowels, h, j, ll, ñ, qu, z, ge, gi, gue,
gui). Introduce the class to gimnasio
(gymnasium) and use it as an example for teaching the function of the silent u
(to make the g keep the ‘g’ sound instead of changing to the ‘h’ sound) when
between g and e or g and i. You can use
hamburguesa as an example where the u in “gue” is silent and is present only to
make the g keep the ‘g’ sound.
Lesson:
Review
the Mexican cheer in honor of the teacher.
[porra]
A la bio, a la bao,
a la bim, bom, ba.
La maestra, la maestra,
ra, ra, ra.
Now review the first four
lyric lines of the song below. Break the
song down for them one phrase at a time and have them repeat after you. Read the last four lines of the song lyrics
one at a time and tell them the translation.
Repeat each of the last four lines one at a time and ask them to try to
repeat after you.
Translation:
[canción] [song]
Con cariño y alegría With
affection and happiness
celebramos este día we celebrate this day,
dedicado a la maestra dedicated
to the teacher
que trabaja noche y día. that
works night and day.
Nos enseña a leer, She
teaches us to read,
A sumar y a restar. to
add and to subtract,
a ser buenos estudiantes to
be good students,
y también a respetar. And
also to respect.
Sing the porra (cheer) together one more time as a class.
Food: Pass out a La Comida paper for each
child. For each color, ask for
volunteers to say a Mexican food item of that color. You may want to help give
them ideas such as salsa roja, blue corn (maíz azul) tortilla chips, queso o
tortillas de maíz (corn), guacamole, frijoles negros, tortillas de harina
(flour), uvas, frijoles o chocolate, helado de fresa, pescado gris o almejas
(clams), jugo de naranja, etc. Allow the
children to draw pictures of food items of a particular color in the
corresponding square and label them. So,
for example, the rojo square could have a picture of red salsa and be labeled
salsa roja. Ask the class why they would
say salsa roja instead of salsa rojo (reminding them of feminine vs. masculine
concept – salsa is feminine). Have each
child draw their favorite food item in the last square. Save the sheets in their Spanish folders.
Goodbye: Buen Día song. Nos vemos la próxima clase. ¡Adiós amigos!
Lesson 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-mil.
Say each number and let students repeat.
(Note: If children know more than
from 0-mil, keep counting to un millón. Ask advanced students to focus on the number name). Review Counting by 10’s and 100’s sequence. Quiz the kids using scrambled flash cards or
by selecting a random number on the poster and asking “¿Qué número es éste?”
4)
El Cuerpo II Review 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, Los Verbos
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 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) Los Números 0-mil.
Say each number and let students repeat.
(Ask advanced students to focus on the number
name) Quiz the kids using
scrambled flash cards or by selecting a random number on the poster and asking
“¿Qué número es éste?”
Lesson:
Cascarones: Discuss the significance and origin of
cascarones: Cascarones are hollowed egg
shells that are filled with confetti and are meant to be broken over someone’s
head, usually as a surprise. Having an
egg broken over one’s head is said to bring good luck. Cascarones derived from
Give each child a
cascarón to decorate with markers/crayons, stickers, etc. or have each child
fill and cover their own cascarón and decorate it. Give each child a paper bag and a handful of
shredded paper to use in making a “nest” that the cascarón could sit and be
carried home in. Be sure to have some
extras just in case someone accidentally breaks their during the decorating
process.
As they work, ask the
students to sing the following songs for review:
1) 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) Los Verbos (#23)
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
& II
Greeting: Saludos song + Buenos días/tardes clase. ¿Cómo están?
(Students
respond muy bien/mal) ¿Listos para empezar? (Students respond
sí/no)
Review:
1)
Select a random
student and rehearse phrases ¿Hola cómo estás? Muy bien gracias ¿y tú? ¿Cómo te
llamas? Me llamo ____. ¿Cuántos
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-mil. Say each number and let students
repeat. (Ask
advanced students to focus on the spelling of each number name) Using a 3 minute timer, ask for volunteers to
run through counting by 10’s and 100’s sequences. Try to get new volunteers in every class.
4)
Los Días de la
Semana Review the days of the week with the class
using the poster.
5)
El Cuerpo I & II Review body I & II with the songs.
Lesson:
Review and act out the following modified version of the
restaurant skit using your class menus.
Have the children take turns being waiter and client.
Mesero: Buenas tardes. ¿Cuántas personas son? Waiter: Good afternoon. How many people are [in your party]?
Cliente: Sólo una [persona]. Client: Only one [person].
Mesero: Por aquí por favor. Waiter: This way please.
Mesero: Aquí está el menú. ¿Desea tomar algo? Waiter: Here is the menu. Would you like(/desire) something to drink?
Cliente: Agua por favor. Client: Water please.
Mesero: Estoy listo para tomar su orden. ¿Qué desea? Waiter: I’m ready to take your order. What would you like(/desire)?
Cliente: Yo quiero ______. Client: I want _____.
Mesero: ¿Cómo está todo? Waiter: How is everything?
Cliente: Muy delicioso gracias. Client: Very delicious thank
you.
Mesero: ¿Necesita algo más? Waiter: Do you need anything more?
Cliente: No gracias./Sí, más/otro/otra/un/una ____ por
favor. Client: No thank you. / Yes,
more/another/a ___ please.
Other key vocabulary:
Napkin = servilleta
A fork = un tenedor
A spoon = una cuchara
A knife = un cuchillo / un trinche
A straw = un popote
A plate = un plato
Goodbye: Buen
Día song + Nos vemos la próxima clase. ¡Adiós
amigos!
Lesson Twenty-Two:
Materials: Posters: Colors,
Numbers, Alphabet, Verbs, Directions
Songs: Colors, Alphabet, Numbers, Saludos, Buen
Día, Los Verbos, 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-mil. Say each number and let students
repeat.
3)
Los Verbos Review the verbs with the song. Also review
the useful verbs quiero and puedo.
4)
Las Direcciones with song #11, poster and movements (see page 51).
Lesson:
Discuss
the tradition of the piñata and teach the children the rhyme to sing when
breaking it. Give them a copy of the
cheer to keep.
You
may also want to discuss/demonstrate the process of making a piñata. See http://www.wikihow.com/Make-a-Pi%C3%B1ata
for a reference.
(From Wikipedia.com) A piñata is a brightly-colored paper container filled with candy
and/or toys. It is generally suspended on a rope from a tree branch or ceiling
and is used during celebrations. A succession of blindfolded, stick-wielding
children try to break the piñata in order to collect the sweets (traditionally
sugarcane) and/or toys inside of it. It has been used for hundreds of years to
celebrate special occasions such as birthdays, Christmas, and Easter.
In the Mexican Catholic celebration of
Christmas, the piñata is traditionally shaped like a seven-pointed star
which represents the devil and the seven deadly sins, while the contents are
the goods or blessings he is withholding. Striking the devil with faith,
symbolized by being blindfolded, releases the blessings.
While hitting the piñata the following rhyme is commonly sung:
Translation:
Dale, dale, dale, Hit
it, hit it, hit it (or "give it, give it, give it"… as in “give it a
good whack”)
no pierdas el tino; Don't
lose your aim
Porque si lo pierdes Because
if you lose it (your aim)
pierdes el camino. You
will lose the path.
Ya le diste una, You've
already hit it once (or "You already gave it one")
ya le diste dos; You've
already hit it twice (or "You already gave it two")
Ya le diste tres, You've
already hit it thrice (or "You already gave it three")
y tu tiempo se acabo! And
your time is over
Goodbye: Buen
Día song + Nos vemos la próxima clase.
¡Adiós amigos!
5 de Mayo Fiesta:
(From
Wikipedia.com) Cinco de Mayo is a regional holiday in
The Battle was significant for at
least two reasons. First, while outnumbered almost two-to-one, the Mexicans defeated
a much better-equipped French army that had known no defeat for almost 50
years.[5] Second, it was also significant because since Cinco de
Mayo no army from another continent has again invaded the
While Cinco de Mayo has limited or
no significance nationwide in Mexico, the date is observed in the United
States and other locations around the world as a celebration of Mexican
heritage and pride.[9] However, a common misconception in the
Lesson:
Have a fiesta with your class!!! Piñatas and food are allowed on this occasion
so have fun with it!
Feel
free to discuss and celebrate other cultures and traditions as well.
Goodbye: Nos vemos la próxima clase. ¡Adiós amigos!
Last Day of Class:
Materials: Posters: Colors,
Numbers, Alphabet
Songs: Colors, Alphabet, Numbers, Saludos, Buen
Día, Las Palabras Mágicas
Extras: Spanish certificates for each student,
(Extra reference sheets)
Greeting: Saludos song. Buenos días/tardes clase. ¿Estan listos para empezar? (Have students respond sí/no)
Review:
1)
El Alfabeto y
Vocales Review the alphabet and
vowels using the poster and song.
2)
Los Colores Using the poster, say each color and let students
repeat.
3)
Los Números 0-millón. Say each number and let students
repeat.
4)
Las Palabras Mágicas Review the magic words (por favor, gracias,
perdón, de nada, muy amable).
5)
Review buenos días, buenas tardes, buenas noches.
Lesson:
Sing
the class’ favorite songs and/or play their favorite game(s).
Pass
out a Spanish certificate to each student.
Pass out any other reference/review sheets you would like for the
students to keep and ask them to put them in their Spanish folder. Encourage the class to take their Spanish
folders home and practice their Spanish skills over the summer at home and in
restaurants!
Goodbye: Buen Día song. ¡Adiós amigos! ¡Hasta Pronto!