FOREIGN LANGUAGE AND YOUTH · SAY, MAY, FLAY Certificate of Accomplishment Rubrics that can be used...

_______________________________________________ FOREIGN LANGUAGE AND

YOUTH

______________________________________________________________________________________CERRA – SOUTH CAROLINA © 2010 PAGE 2

Center for Educator Recruitment, Retention, & Advancement

INTRODUCTION TO FLAY CURRICULUM

Teacher Cadet instructors and the Center for Educator Recruitment, Retention, and Advancement (CERRA) staff members helped to develop the lessons in this Foreign Language and Youth (FLAY) curriculum. The South Carolina State Board of Education labeled foreign language as a critical shortage in 1984, the first year that subject shortage areas were identified statewide. As part of CERRA’s mission to recruit teachers for the “critical need” subject areas of foreign languages, Teacher Cadets will enhance students’ skills in elementary and middle school classes as well as enhance their own ability to conduct lessons in foreign languages. The FLAY lessons make learning fun for both the students and the Teacher Cadets, and, hopefully, will inspire some young people to pursue a career in teaching a foreign language. While the FLAY activities are fun and easy to use, they are sophisticated in the skills and knowledge that young people will gain from them. Each lesson has the following:

Objective Materials Procedures Recommended grade level(s) Assessment Reference

The lessons are also based on cross-age teaching, which emphasizes the value of social interactions and cooperative learning to enhance subject mastery. The FLAY curriculum emphasizes how foreign languages relate to everyone’s daily life and community. Each lesson includes a recommended grade level to indicate appropriate age groups to do the lessons. However, Teacher Cadet instructors, classroom teachers, and Teacher Cadets may exercise some flexibility in determining what is most suitable for the physical, social, and academic skills of the students with whom they work. Within Experiencing Education (Theme IV of the Teacher Cadet curriculum) are the following:

SAY/MAY/FLAY Letter to Principals Forms to Schedule SAY, MAY, or FLAY Lessons SAY, MAY, FLAY Evaluations SAY, MAY, FLAY Certificate of Accomplishment Rubrics that can be used to evaluate lessons taught by the Teacher Cadets

(Note: SAY stands for Science and Youth; MAY stands for Math and Youth. These supplementary curricula all enhance skills and interest in teaching these three critical need subjects.)

CERRA FOREIGN LANGUAGE AND YOUTH CURRICULUM PAGE 3

Theme III, Unit 3, of Experiencing Education, 10th Edition, of the Teacher Cadet curriculum contains instructions regarding numerous ways in which FLAY lessons can be incorporated, presented, and assessed. Also listed are the numerous standards addressed in the Teacher Cadet course. These FLAY lessons are designed with much of the educational philosophies presented throughout Experiencing Education, 10th edition, including the following: Gardner’s Multiple Intelligences, analytical and global learning preferences, Maslow’s Hierarchy of Needs, cognitive development (as presented by Piaget) and language/cultural development (as presented by Vygotsky), brain-based learning research, Bloom’s Taxonomy, and use of various instructional strategies. Teacher Cadets are encouraged to use other valid sources for additional information in preparation to teach these FLAY lessons. They may want to become more familiar with terms related to various foreign languages, develop processing questions, prepare visuals and models beforehand to use in instruction, and read materials related to the standards and content of the lessons selected to teach. July 2010 www.cerra.org www.teachercadets.com

wwwwwwwww.cerra.org www.teachercadets.com www.cerra.org www.teachercadets.com


Table of Contents

List of Materials Suggested for FLAY Lessons ...............................................................................5

Lesson 1: Animals .........................................................................................................................6

Lesson 2: Clothing.........................................................................................................................9

Lesson 3: Colors .........................................................................................................................12

Lesson 4: Days of the Week .......................................................................................................28

Lesson 5: Family Members .........................................................................................................30

Lesson 6: Food............................................................................................................................32

Lesson 7: I Have…Who Has? .....................................................................................................34

Lesson 8: Numbers .....................................................................................................................36

Lesson 9: Sayings .......................................................................................................................38

Lesson 10: Shapes........................................................................................................................40


List of Basic Materials Suggested for FLAY Lessons

Construction paper Counters (i.e., chips, game pieces, tallies) Crayons or color pencils Glue Hole punch Index cards Markers (washable) Old magazines Paper clips Poster board or butcher paper Puppets (possibly recycled from earlier Teacher Cadet project) Scissors Sentence strips or large index cards Tape or Velcro® squares Ziploc© bags


Animals

OBJECTIVE: To recognize the Spanish or French words for selected animals MATERIALS:

• Pictures of animals • Index cards - one per animal • Markers • Tape, Velcro®, or clips

PROCEDURE: 1. Prior to the lesson, the teacher copies the pictures of animals. In order for students to see

them better from a distance, these pictures may be enlarged to fit an 8 1/2” x 11 1/2” sheet of paper. The teacher may also choose to color these. The teacher writes the name of an animal on each index card.

2. Begin the lesson by pronouncing the Spanish or French word for the different kinds of

animals while holding each picture and index card with the Spanish or French word on it. Then the teacher places the pictures of the animals on the chalkboard or a wall. The teacher calls on a student to draw an index card and match the Spanish or French word to the picture it represents. The index card is attached below the picture of the animal with tape, Velcro®, or a clip. Repeat this process until all of the cards have been matched to the animals. The teacher may remove the index cards, and start the procedure again in order that each student might have a turn.

3. To close the lesson, the teacher has the students repeat the Spanish or French word for each

animal as the teacher points to the picture. EXTENSION: This activity may be used to match other pictures of objects. RECOMMENDED GRADE LEVELS: 1st – 6th ASSESSMENT: Observation of how well the students match the correct word with the picture of the animal


Animals Worksheet ENGLISH SPANISH FRENCH dog el perro le chien frog la rana la grenouille rooster el gallo le coq elephant el elefante l’éléphant zebra la zebra le zèbre lion el león le lion giraffe la jirafa la girafe turtle la tortuga la tortue bear el oso l’ours horse el caballo le cheval cow la vaca la vache squirrel la ardilla l’écureuil


Pictures of Animals --------------------------------------------------------------------------------------------------------


Clothing

OBJECTIVE: To recognize the Spanish or French words for articles of clothing MATERIALS:

• Sentence strips or large cards - one for each article of clothing • Cards - one set for each group of four students • Markers, crayons or color pencils • Ziploc® bag - one per group of four students • A pair of scissors

PROCEDURE: 1. Prior to this activity, copy a set of cards for each group of four students in the class. The

teacher may wish to color the pictures or to copy them on colored paper. The teacher may choose to laminate the cards. Cut the cards along the lines. The teacher puts a set of cards in a Ziploc® bag. The teacher prints the name of each article of clothing on a sentence strip or a large card. Each article of clothing will have a separate sentence strip or card.

2. To begin the lesson, the teacher points to an article of clothing while he or she shows the

sentence strip with the Spanish or French word on it. For example, the teacher may point to a pair of pants a student is wearing and say in Spanish “los pantalones”. The teacher will need to repeat the word a couple of times. Then, the students repeat the word several times. Next, the teacher points to a shirt that a student is wearing and says in Spanish “la camisa”. Again, the teacher repeats the word and allows the students to repeat it a couple of times. The teacher continues this process until all of the articles of clothing have been pronounced. Then, the teacher reviews all of these with the class again.

3. The teacher divides the class into groups of four and hands each group a Ziploc® bag of

cards. A student shuffles the cards and passes the cards evenly to each student. (Three students will receive four cards, and one student has five cards.) If a student has a match (an article of clothing and the correct Spanish or French word), the student puts the match on the desk. One student draws a card from the student to the left. If the card matches a picture or a word, the student puts the match on the desk. If the card does not match another card, the student holds the card in his/her hand. The student from whom the card was drawn now draws a card from the student to the left. If the card matches a picture or a word, the student puts the match on the desk. The students continue the process until all of the cards have been matched and one student is left with the card “espanol (francais).” This student is the winner.

RECOMMENDED GRADE LEVELS: 1st – 6th ASSESSMENT: Observation of how well the students pronounce the Spanish or French words and match the Spanish or French words to the pictures of the clothes


Clothing Worksheet ENGLISH SPANISH FRENCH Clothes la ropa les vêtements Shirt la camisa la chemise Pants los pantalones le pantalon Dress el vestido la robe Shorts los pantalones cortos le short sweater el suéter le pull-over Socks los calcetines les chaussettes Shoes los zapatos les chaussures Hat el sombrero le chapeau Tie la corbata la cravate Jacket la chaqueta le blouson scarf la bufanda l’écharpe Coat el abrigo le manteau Cap la gorra la casquette tennis shoes los zapatos de tenis les tennis mittens los guantes les gants Zipper la cremallera la fermeture éclair


Pictures of Clothing Items


Colors

OBJECTIVE: To recognize the Spanish or French words for various colors

Colors

OBJECTIVE: To recognize the Spanish or French words for various colors MATERIALS:

FLINGO card - one for each student (20 versions provided) Counter sheet - one for each student (Any of the following may be used: poker chips,

small squares made from construction paper, small discs, etc.) Crayons, color pencils, or markers Scissors Construction paper or colored paper - one per color Plastic bag - one per student

PROCEDURE: 1. Prior to the lesson, the teacher should copy the FLINGO cards. If there are more students in

the class than the number of FLINGO cards provided, the teacher should create enough cards for each student to have a different card.

2. If teacher-made counters are used, the teacher may have each child color and cut the

counters or the teacher may choose to color and cut these prior to the lesson to save time. If the teacher colors and cuts the counters, the card and the counters may be placed into a Ziploc bag (one per student).

3. To begin the lesson, the teacher holds a piece of construction paper and pronounces the

Spanish or French word for that color. The teacher then holds up a card with the written form of the word. The students need to practice pronouncing the word. The teacher continues this process until all of the colors have been presented. The teacher may choose to review these colors again.

4. The teacher hands each student a Ziploc bag containing a FLINGO card and counters (or

scissors, crayons, and counter sheet). The students open their bags. As the teacher holds up one of the sheets of construction paper, the students look at their cards for the correct word. If the student has a card with the correct word, he or she will need to place a counter with that color on the word. Three words in a row either horizontally, vertically, or diagonally will result in a win. The teacher may do this activity several times in order to have several winners and reinforce the Spanish or French word for the various colors.

EXTENSION: FLINGO cards may be used to teach or review other words. RECOMMENDED GRADE LEVELS: 1st – 6th ASSESSMENT:


Observation of how well the students recognize the correct word on their cards Colors Worksheet ENGLISH SPANISH FRENCH Brown marrón marron Black negro noir White blanco blanc Blue azul bleu Purple morado violet Yellow amarillo jaune Red rojo rouge Green verde vert Grey gris gris Orange anaranjado orange Pink rosado rose


SPANISH FLINGO

marrón

morado

rosado

rojo

verde

gris

anaranjado

azul

blanco

-------------------------------------------------------------------------------------------

SPANISH FLINGO

blanco

marrón

verde

rojo

rosado

morado

gris

azul

anaranjado

-------------------------------------------------------------------------------------------

SPANISH FLINGO

negro

blanco

azul

morado

amarillo

rojo

verde

gris

marrón


SPANISH FLINGO

morado

gris

blanco

verde

negro

marrón

rojo

azul

amarillo

-------------------------------------------------------------------------------------------

SPANISH FLINGO

anaranjudo

blanco

marrón

negro

azul

rosado

verde

morado

rojo

-------------------------------------------------------------------------------------------

SPANISH FLINGO

rosado

anaranjudo

gris

marrón

amarillo

rojo

verde

morado

blanco


SPANISH FLINGO

azul

rojo

anaranjado

blanco

morado

marrón

negro

verde

gris

-------------------------------------------------------------------------------------------

SPANISH FLINGO

azul

negro

amarillo

verde

morado

gris

marrón

blanco

rojo

-------------------------------------------------------------------------------------------

SPANISH FLINGO

verde

gris

azul

amarillo

negro

blanco

anaranjado

rojo

marrón


SPANISH FLINGO

marrón

rojo

morado

anaranjado

verde

azul

blanco

amarillo

gris

-------------------------------------------------------------------------------------------

SPANISH FLINGO

rojo

negro

anaranjado

gris

amarillo

rosado

azul

verde

blanco

-------------------------------------------------------------------------------------------

SPANISH FLINGO

rosado

verde

negro

anaranjado

azul

rojo

blanco

amarillo

marrón


SPANISH FLINGO

gris

azul

anaranjado

verde

marrón

blanco

negro

rojo

rosado

-------------------------------------------------------------------------------------------

SPANISH FLINGO

amarillo

verde

azul

blanco

marrón

rosado

gris

rojo

anaranjado

-------------------------------------------------------------------------------------------

SPANISH FLINGO

blanco

gris

amarillo

marrón

rojo

azul

rosado

verde

anaranjado


SPANISH FLINGO

amarillo

blanco

verde

azul

gris

rosado

rojo

negro

marrón

-------------------------------------------------------------------------------------------

SPANISH FLINGO

rojo

amarillo

rosado

negro

blanco

verde

marrón

gris

azul

-------------------------------------------------------------------------------------------

SPANISH FLINGO

azul

rosado

verde

rojo

anaranjado

marrón

gris

rosado

blanco


SPANISH FLINGO

marrón

negro

blanco

azul

morado

amarillo

rojo

verde

gris

-------------------------------------------------------------------------------------------

SPANISH FLINGO

anaranjado

negro

rosado

azul

morado

amarillo

rojo

verde

marrón

-------------------------------------------------------------------------------------------


FRENCH FLINGO

marron

noir

blanc

bleu

violet

jaune

rouge

vert

gris

-------------------------------------------------------------------------------------------

FRENCH FLINGO

orange

noir

roseo

bleu

violet

jaune

rouge

vert

marron

-------------------------------------------------------------------------------------------

FRENCH FLINGO

noir

blanc

bleu

violet

jaune

rouge

vert

gris

marron


FRENCH FLINGO

violet

gris

blanc

vert

noir

marron

rouge

bleu

jaune

-------------------------------------------------------------------------------------------

FRENCH FLINGO

orange

blanc

marron

noir

bleu

rose

vert

violet

rouge

-------------------------------------------------------------------------------------------

FRENCH FLINGO

rose

orange

gris

marron

jaune

rouge

vert

violet

blanc


FRENCH FLINGO

bleu

rouge

orange

blanc

violet

marron

noir

vert

gris

-------------------------------------------------------------------------------------------

FRENCH FLINGO

bleu

noir

jaune

vert

violet

gris

marron

blanc

rouge

-------------------------------------------------------------------------------------------

FRENCH FLINGO

vert

gris

bleu

jaune

noir

blanc

orange

rouge

marron


FRENCH FLINGO

marron

rouge

violet

orange

vert

bleu

blanc

jaune

gris

-------------------------------------------------------------------------------------------

FRENCH FLINGO

rouge

noir

orange

gris

jaune

rose

bleu

vert

blanc

-------------------------------------------------------------------------------------------

FRENCH FLINGO

rose

vert

noir

orange

bleu

rouge

blanc

jaune

marron


FRENCH FLINGO

gris

bleu

orange

vert

marron

blanc

noir

rouge

rose

-------------------------------------------------------------------------------------------

FRENCH FLINGO

jaune

vert

bleu

blanc

marron

rose

gris

rouge

orange

-------------------------------------------------------------------------------------------

FRENCH FLINGO

blanc

gris

jaune

marron

rouge

bleu

rose

vert

orange


FRENCH FLINGO

jaune

blanc

vert

bleu

gris

rose

rouge

noir

marron

-------------------------------------------------------------------------------------------

FRENCH FLINGO

rouge

jaune

rose

noir

blanc

vert

marron

gris

bleu

-------------------------------------------------------------------------------------------

FRENCH FLINGO

bleu

rose

vert

rouge

orange

marron

gris

noir

blanc


FRENCH FLINGO

marron

violet

rose

rouge

vert

gris

orange

bleu

blanc

-------------------------------------------------------------------------------------------

FRENCH FLINGO

blanc

marron

vert

rouge

rose

violet

gris

bleu

orange

-------------------------------------------------------------------------------------------


Days of the Week

OBJECTIVE: To recognize the Spanish (or French) words for the days of the week MATERIALS:

Calendar made on poster board or bulletin board paper Cards with the days of the week written in Spanish or French Tape, Velcro, or clips

PROCEDURE: 1. Prior to the lesson, the teacher should make a calendar. Be sure to leave enough space to

place a card with each day of the week on the calendar. Also, the teacher should make a card for each day of the week in Spanish (French).

2. The teacher starts the lesson by pronouncing the days of the week in Spanish (French). The

teacher also shows the card with the word for the day of the week. The students should practice saying the words and seeing these words several times. Then, the teacher has the students say the days in order.

3. The teacher gives a card for each day of the week to seven different students. Each student

goes to the calendar and places his or her word in the correct position. (The cards can be attached with tape, Velcro, or clip.) Do this procedure several times choosing different students to participate.

EXTENSION: Cards may be made for the months of the year or numbers for the days of the week. RECOMMENDED GRADE LEVELS: 1st – 6th ASSESSMENT: Observation of how well the students recognize the correct word on their cards


Days of the Week Worksheet ENGLISH SPANISH FRENCH Monday lunes lundi Tuesday martes mardi Wednesday miércoles mercredi Thursday jueves jeudi Friday viernes vendredi Saturday sábado samedi Sunday domingo dimanche


Family Members

OBJECTIVE: To recognize the Spanish or French words for members of the family MATERIALS:

Sentence strips or large cards - one for each family member given Copy of house - one per student Cards of words or pictures of family members - one set for each group of four students Markers, crayons, or color pencils Ziploc® bag - one per group of four students A pair of scissors

PROCEDURE: 1. Prior to this activity, create a picture of a house for each student. Also, create a set of

“people” cards for every four students in the class. The teacher may color the pictures or to copy them on colored paper. The teacher may laminate the cards and the houses. Cut the cards along the lines. The teacher puts a set of cards in a Ziploc® bag. The teacher prints the name of a family member on a sentence strip or a large card. Each family member will have a separate sentence strip or card.

2. To begin the activity, the teacher asks the students to name members of their families. As

each family member is named, the teacher holds the sentence strip with the Spanish or French word for that family member on it. The teacher pronounces the word and has the students repeat the word several times. After all of the family members have been named, the teacher reviews by pronouncing each family member and selecting various students to repeat the Spanish or French word.

3. Then, the teacher gives each student a "house" for his or her family members. The teacher

divides the class into groups of four and hands each group a Ziploc® bag of cards. The students place the cards face down on a desk in the middle of the group. The students take turns drawing a card, saying the word, and placing the family member in their house.

4. For example, the first student in a group draws a card with a mother on it. The student puts

this card inside the house. Then, each of the other students in the group draws a card and does the same as the first student. This student then draws his/her second card. If it is a picture of a mother, the student places the card face down on the bottom of the deck because the student already has a picture of a mother in his/her house. If the card is a picture of another family member, the student places the card in his/her house along with the picture of the mother.

5. The winner of this game is the student who finishes filling his/her house with each family

member. This game may be repeated if time allows. RECOMMENDED GRADE LEVELS: 1st – 6th ASSESSMENT: Observation of how well the students pronounce the Spanish or French words and place the family members in the “house”


Family Members Worksheet English Spanish French Family la familia la famille Mother la madre la mère Father el padre le père Sister la hermana la soeur brother el hermano le frère grandmother la abuela la grand-mère grandfather el abuelo le grand-père Aunt la tía la tante Uncle el tío l’oncle Cousin el primo le cousin


Food

OBJECTIVE: To recognize the Spanish or French words for various foods MATERIALS:

Index cards - one for each type of food Pictures of food (found in old magazines) Markers, crayons, or color pencils Cards - one set for the class A pair of scissors

PROCEDURE: 1. Prior to the lesson, the teacher copies the pictures of the different kinds of food. In order that

the students can see them better from a distance, these pictures may be enlarged to fit an 8 1/2” x 11 1/2” sheet of paper. The teacher may also choose to color these. The teacher writes a name of a type food on each index card. The teacher copies a set of cards, colors them, and writes the numbers 1 - 32 on the back of the appropriate card. These may be laminated. These cards will be used for the concentration or memory game.

2. Begin the lesson by pronouncing the Spanish or French word for the different kinds of food while holding each picture and index card with the Spanish or French word on it. Then the teacher places the pictures of the food on the chalkboard or a wall. The teacher calls on a student to draw an index card, and match the Spanish or French word to the picture it represents. The index card is attached below the picture of the food with tape, Velcro®, or a clip. Repeat this process until all of the cards have been matched to the different types of food. The teacher may remove the index cards, and start the procedure again in order that each student might have a turn.

3. To practice the lesson, the teacher places the cards with the pictures and the Spanish or

French words on a poster board, chalkboard, or bulletin board with the numbered side facing the students. The teacher divides the class into two teams. A student from one team calls out a number and the teacher turns over the card. Then the same student will turn over another card hoping to match the food and the Spanish or French word. If the match is made, the student keeps the pair of cards and the team gets another turn. If the match is not made, it is the other team’s turn to try. The game continues until all pairs have been matched. The team with the most cards wins the game.

EXTENSION: This activity may be used to match other pictures of objects. RECOMMENDED GRADE LEVELS: 1st – 6th ASSESSMENT: Observation of how well the students match the correct word with the picture of the food item


Food Worksheet English Spanish French Candy el caramelo le bonbon Cake la torta le gâteau strawberry la fresa la fraise Bread el pan le pain Cheese el queso le fromage Orange la naranja l’orange Pear la pera la poire Banana la banana la banane Grapes las uvas le raisin Apple la manzana la pomme sandwich el bocadillo le sandwich Butter la mantequilla le beurre hamburger la hamburguesa le hamburger Fries las patatas fritas les frites Pizza la pizza la pizza Carrot la zanahoria la carotte


I Have… Who Has?

OBJECTIVE: To recognize the Spanish (or French) words for numbers through the use of a game MATERIALS:

Index cards - enough that each student in the class will receive at least one card Markers

PROCEDURE: 1. This activity may be used only after the students are familiar with the Spanish or French

words for the numbers. The examples given are for a class of twenty students. If there are more than twenty students in the class, the teacher may include more problems so that each student will have an index card. Use the markers to prepare the index cards using the following procedure.

2. On the back of one index card, write a math problem. For example, 2 + 1 = . On the front of

another card write tres (Spanish) or trois (French). Write another problem on the back of the card that had the answer on it. Then, write the solution on a third card. Continue this process until all the cards have been used. The solution to the last problem should be written on the front of the first card.

3. Pass the prepared cards out to the students so that each student has a card.

4. Choose a student to stand and read the “problem” side of the card to the class. The student

holding the card with the correct response stands and reads the card to the class. The first student determines that the solution is correct and is seated. The second student remains standing and then reads the “problem” side of the card. (In Spanish, the word for + is “y”, - is “menos” and = is “es” for one and = is “son” for two or greater. In French, the word for + is “plus”, - is “minus” and = is “font”.)

5. Play continues until all cards have been read. The first student to stand and read will be the

last person standing.

6. The teacher will need to verify answers. If a student gives an incorrect answer, guide him or her to discover the correct one.

EXTENSION: This activity may be used to practice other math operations involving Spanish or French words. RECOMMENDED GRADE LEVELS: 2nd – 6th ASSESSMENT: Observation of how well the students determine the solution using the Spanish or French words


I Have… Who Has? Worksheet SPANISH FRENCH PROBLEM Seis six 2 + 1 = Tres trois 4 + 5 = Nueve neuf 10 - 5 = Cinco cinq 7 + 3 = diez dix 12 - 4 = Ocho huit 11 + 4 = Quince quinze 18 - 2 = dieciséis seize 19 + 1 = Veinte vingt 17 - 4 = Trece treize 16 + 3 = diecinueve dix-neuf 15 - 4 = Once onze 4 + 3 = Siete sept 11 - 9 = Dos deux 8 - 7 = Uno un 3 + 1 = Cuatro quatre 8 + 4 = Doce douze 7 + 7 = catorce quatorze 14 + 4 = dieciocho dix-huit 19 - 4 = diecisiete dix-sept 3 + 3 =


Numbers

OBJECTIVE: To recognize the Spanish (or French) words for numbers MATERIALS:

Chalkboard, chart paper, or poster board Index cards - one per number Markers Small box or shoe box

PROCEDURE: 1. Prior to the lesson, the teacher writes the Spanish or French word for each number on a

separate index card and places them in a small box. Also, the teacher writes the Spanish or French word on the chalkboard, chart paper, or poster board. Because the class may have more than twenty students, the teacher may need to add additional cards for 21, 22, 23, and so forth.

2. Begin the lesson by pronouncing the Spanish or French word for each number in numerical

order by pointing to the word on the chalkboard, chart paper, or poster board. Slowly, the teacher recites the words a couple of times. Then, the teacher has the students say the Spanish or French words in numerical order. This should be done several times to make the students comfortable with the Spanish or French words.

3. Next, the teacher has a student draw an index card with the Spanish or French word for a

number. The student stands in front of the class. Repeat the procedure again. This student moves to the right or left of the first student so that his/her number is numerically in order. Continue the procedure until every card has been drawn. The students should be standing in numerical order.

4. To close, the teacher has the students repeat the Spanish or French words in numerical

order. RECOMMENDED GRADE LEVELS: 1st – 6th ASSESSMENT: Observation of how well the students are able to place themselves in numerical order


Numbers Worksheet English Spanish French numbers los números les nombres One uno un Two dos deux Three tres trois Four cuatro quatre Five cinco cinq Six seis six Seven siete sept Eight ocho huit Nine nueve neuf Ten diez dix Eleven once onze Twelve doce douze thirteen trece treize fourteen catorce quatorze Fifteen quince quinze Sixteen dieciséis seize seventeen diecisiete dix-sept eighteen dieciocho dix-huit nineteen diecinueve dix-neuf Twenty veinte vingt


Sayings

OBJECTIVE: To recognize the Spanish or French words for familiar sayings MATERIALS:

Sentence strips Markers Puppets

NOTE: These may be the puppets the Teacher Cadets made earlier. PROCEDURE: 1. Prior to the lesson, the teacher writes the Spanish or French words for simple phrases on the

sentence strips. Each saying will be on a different sentence strip.

2. To begin the lesson, the teacher talks about simple greetings and sayings. The teacher pronounces the Spanish or French words for “Good morning!" The students then repeat the greeting. Then the teacher chooses another saying and pronounces the Spanish or French word(s) for it. The teacher should continue this process until the various sayings have been introduced. The teacher will then need to review these with the students.

3. To practice this activity, the teacher may divide the students into smaller groups or keep the

students together in one large group. The teacher can have one or two children to come to the front of the class, select a couple of puppets, and have the puppets converse in Spanish or French in a simple conversation using the phrases they have just learned in class. The teacher monitors the children’s conversations to insure that they are saying the Spanish or French word(s) correctly. The teacher provides each student an opportunity to work with the puppets.

EXTENSION: This activity may be used with other phrases RECOMMENDEDGRADE LEVELS: 1st – 6th ASSESSMENT: Observation of how well the students can carry on a simple conversation with their puppets


Sayings Worksheet ENGLISH SPANISH FRENCH Good morning! Buenas dias! Bon matin! Good afternoon! Buenas tardes! Bon après-midi! Good night! Buenas noches! Bonne nuit! Thank you! Gracias! Merci! Hello! Hola! Bonjour! Goodbye! Adiós! Au revoir! How are you? ¿Cómo estas? Ça-va? I am fine. Estoy bien. Ça-va bien. Please! Por favor! S’il vous plaît. You’re welcome. De nada. De rien. What is your name? ¿Cómo te llamas? Comment t’appelles-tu? My name is . Yo me llamo . Je m’appelle .


Shapes

OBJECTIVE: To recognize the Spanish (or French) words for various shapes MATERIALS:

Pictures of shapes Index cards - one per shape Markers Tape, Velcro®, or clips

PROCEDURE: 1. Before the lesson, the teacher draws pictures of the various shapes listed. Put each shape

on a separate sheet of 8 1/2” by 11 1/2” paper. The teacher may choose to color and laminate these. The teacher writes the names of each shape on an index card. These cards may also be laminated.

2. The teacher introduces the lesson by showing the students the pictures of the various shapes

and places them on the chalkboard or bulletin board. Then, the teacher pronounces the Spanish or French word for each shape and places the index card with the name of that shape under the picture by tape, Velcro®, or clips. The students practice saying the Spanish (or French) words for the various shapes several times.

3. The teacher removes the index cards from the pictures and calls on a student to select a card

and then place it under the correct shape. Do this until all of the shapes have been identified. The teacher may choose to do this part of the activity several times. When the teacher feels that the students are comfortable with the Spanish or French words, he/she gives out the worksheet for the students to match the shape to the correct word.

EXTENSION: This activity may be used to match other pictures of objects. RECOMMENDED GRADE LEVELS: 1st – 6th ASSESSMENT: Observation of how well the students match the correct word with the shape or worksheet


Shapes Worksheet ENGLISH SPANISH FRENCH Shapes las formas les formes rectangle el rectángulo le rectangle Circle el círculo le cercle Square el cuadrado le carré triangle el triángulo le triangle diamond el rombo le losange Oval el óvalo l’ovale Cone el cono le cône Star la estrella l’étoile Cube el cubo le cube crescent la media luna le croissant


Shapes Worksheet - Spanish Las Formas Match the Spanish word to the shape. _____ 1. el rectángulo _____ 2. el círculo _____ 3. el cuadrado _____ 4. el triángulo _____ 5. el rombo _____ 6. el óvalo _____ 7. el cono _____ 8. la estrella _____ 9. el cubo _____ 10. la media luna

A. C. E. G. I.

B. D. F. H. J.


Shapes Worksheet - French Les Formes Match the French word to the shape. _____ 1. le rectangle _____ 2. le cercle _____ 3. le carré _____ 4. le triangle _____ 5. le losange _____ 6. l’ovale _____ 7. le cône _____ 8. l’étoile _____ 9. le cube _____ 10. le croissant

A. C. E. G. I.

B. D. F. H. J.

FOREIGN LANGUAGE AND YOUTH · SAY, MAY, FLAY Certificate of Accomplishment Rubrics that can be used...

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