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NEWARK PUBLIC SCHOOLS

K-8

WORLD LANGUAGES CURRICULUM GUIDE

REVISED 2013

Newark Public Schools

K-8 WORLD LANGUAGES

CAMI ANDERSONState District Superintendent

2013 REVISIONVictoria Borja, Director

Office of World Languages

Academic Contributions:

Maria Bazarra Michelle HernandezMaria Chang Jaqueline Mole-HischLeticia Dominguez Nelson MontoyaLiz Hernandez Pilar Verú

NEWARK PUBLIC SCHOOLS ADVISORY BOARD MEMBERS

2013

Ms. Antoinette Baskerville-Richardson, Chairperson Mr. Marques-Aquil Lewis, Vice Chairperson Mr. Rashon K. Hasan Mr. Alturrick Kenney Ms. DeNiqua Matias Dr. Rashied McCreary Ms. Ariagna Perello Mr. Khalil Sabu Rashidi

NEWARK PUBLIC SCHOOLS

A D M I N I S T R A T I O N2012-2013

State District Superintendent…………………………………………….. Cami Anderson

Chief of Staff & General Counsel. ………………………………………. Charlotte Hitchcock

Assistant Superintendent………………………………………………… Mitch Center

Assistant Superintendent………………………………………………… Brad Haggerty

Assistant Superintendent………………………………………………… Tiffany Hardrick

Assistant Superintendent………………………………………………… Roger Leon

Assistant Superintendent………………………………………………… Aqua Stovall

Assistant Superintendent………………………………………………… Peter Turnamian

Special Assistant, Office of the Superintendent………………………… Keith Barton

Executive Director, Office of Special Education……………………….. Dr. Lauren Katzman

Special Assistant, Office of Curriculum Services……………………… Dr. Caleb Perkins

Chief Talent Officer……………………………………………………. Vanessa Rodriguez

Special Assistant, Office of the Superintendent……………………….. Tritia Samaniego

School Business Administrator…………………………………………. Valerie Wilson

TABLE OF CONTENTS

Title Page……………………………………………………………………….. 1

Board Members…………………………………………………………………. 2

Administration………………………………………………………………….. 3

Table of Contents……………………………………………………………….. 4

Curriculum Units……………………………………………………………….. X

New Jersey State Standards. …………………………………..……………….. X

Appendix………………………………………………………………………… X

Belief Statement

Unlike other New Jersey Core Curriculum Content Standards areas, the world languages standard is benchmarked by proficiency levels, rather than grade levels. The levels are fully defined in the World Languages Performance Descriptors Table on the New Jersey Department of Education website.

This curriculum is designed to prepare students to function linguistically and culturally at the NOVICE-MID Learner Range. The NOVICE-MID Level student is able to communicate using memorized words and phrases to talk about familiar topics related to school, home, and the community.

The primary goal in this course is to achieve student understanding and use of languages by highlighting what students can do with language rather than what students know about the language. Therefore, it challenges students to use language in meaningful contexts every day, rather than focusing on the mastery of grammar and vocabulary.

The New Jersey Core Curriculum Content Standard for World Languages was revised in 2009 and incorporates the following changes:

The communication and culture standards have been combined into one standard that continues to be organized by proficiency levels, but now also encompasses a broader spectrum of proficiency levels.

World languages content is both linguistic and cultural, and includes personal and social topics and concepts as well as ideas from other content areas. Both linguistic and cultural content statements have been added for each strand to provide a context for the cumulative progress indicators (CPIs) at each proficiency level.

Linguistic content varies and is dependent on the mode of language use. Proficiency does not occur at the same rate for all students in all skill areas.

Cultural content recurs across the modes of communication because communication always occurs within a cultural context. The 21st century themes identified in the Partnership for 21st Century Skills Framework are incorporated in many of these content statements. Students spiral through this content with increasing depth and sophistication as they attain higher levels of language proficiency. Therefore the extent to which a theme is addressed at a given point in time depends on age- and developmental appropriateness as well as on proficiency level.

Integration of technology within the CPIs necessitates its use as a tool in instruction and assessment.

World Language instruction in the elementary and middle schools strives to build communication skills in a new language and to promote understanding of the peoples, places, lifestyles and traditions of other cultures in a continuum that includes differentiated approaches to meet the diverse needs and interests of both students new to the language as well as heritage speakers.

The curriculum uses the Backwards Design Model as the organizing principle (Wiggins & McTighe, 1998). This model promulgates starting with the end result in mind and the use of essential questions to achieve the objectives. Our curriculum is designed with a focus on an essential

question: How do I exchange information and connect with multilingual communities at home and around the world, in a variety of contexts and culturally appropriate ways?The curriculum is divided into three units of study. The curricular units are clustered by grade levels: K-2, 3-5, and 6-8 (beginning with the

students’ immediate world (Myself in My World) and gradually spiraling outward to the community (Myself in My Community), and the world at large (Myself in the World).

Units of Study and Related Themes

1. Grades K-2 – Myself In My WorldMy ClassroomMy FamilyNatureRelationships

2. Grades 3-5 – Myself In My CommunityMy SchoolMy HouseMy CityRoutines

3. Grades 6-8 – Myself in the WorldEducational EnvironmentCommunity LifeNatureTarget Language World

The K-8 World Languages Program uses a multi-section class period. The components of this model are: the warm-up, review, presentation of new material with follow-up activities, and a closing/assessment opportunity.

Warm-up – occurs in the first 2 to 5 minutes of class and serves as a transition for the student from the first-language to the target-language environment. It should include routine activities that encourage and facilitate student participation because they are predictable and familiar.

Review Activities – act as reminders of material recently learned as well as of vocabulary and structures learned previously. In the Activity Resource Guide appropriate review activities have been provided for the teacher. When planning a successful review activity teachers must remember to tie the review to the new learning in a meaningful way, and always incorporate and practice TPR commands learned up to that point.

Presentation of New Material - includes the presentation of the core vocabulary, language structures, and cultural connections for the topic being studied. Teachers then follow the presentation with 2 or 3 additional activities that allow the students to use the taget language and practice the new material that has just been presented.

Closing/Assessment Activities – offer an opportunity for a final review/summary of the lesson as well as an opportunity for feedback to the teacher of how well the students have understood and internalized the new material.

The curriculum guide is organized in three sections that correspond with the three units of study. Each section contains Scope and Sequence Charts and an Activity Resource Guide. Adaptations for Special Needs students and Culture Embedded Activities are also included for each grade cluster.

The Scope and Sequence charts provide a graphic representation of the respective units of study, related themes, and related topics or sub themes.

The Activity Resource Guide provides the teacher with a template for lesson planning and preparation. The suggested activities are aligned with the standards, yet they are flexible and subject to teacher modification and/or adaptation. The Activity Resource Guide does not attempt to cover every aspect of the lesson. However, a review activity and a presentation activity have been prepared for each week as an example and guide for teachers in their preparation of additional activities. Examples of appropriate assessment activities have also been prepared to give some idea of the variety of meaningful ways in which students’ mastery can be assessed. One last aspect to mention is the notation listing the TPR verbs/commands to be introduced and used in a particular lesson. The purpose of this notation is to give teachers the most useful and appropriate verbs to tie in with a particular activity, as well as keep teachers conscious of the need to introduce and recycle these commands in their target language use.

Adaptations for Special Needs students and Culture Embedded Activities were created to complement and supplement the K-8 World Languages Curriculum Guide. They provide teachers with specific teaching suggestions/activities/techniques to differentiate instruction for students with special needs, as well as plan meaningful cultural activities while implementing the world languages standards.

SCOPE AND SEQUENCE

*My Classroom *Greetings *Classroom Objects *Numbers (0-50) -Sequences -Recognition in isolation*My Family *Colors/Shapes *Nuclear/Extended Family *Celebrations *Columbus Day *Halloween/Day of the Dead/ Christmas*Nature *Seasons/Calendar *Weather *Clothing*Relationships *Animals *Feelings *Myself -Parts of the face -Parts of the body

MYSELF IN…

K-2My World

3-5My Community

6-8The World

*My School*Subjects/School

Activities -Telling Time -Schedules -Numbers (0-500) *School Places *School Professions*My House *Extended Family *Outside/Inside the House -Rooms/Furniture -Daily Activities *Birthdays/Celebrations

-Months/Weather/Seasons

*My City*Places/Activities*My Neighborhood*Festivals*Routines*Foods and Meals*Vacations/Travel*Shopping

*Educational Environment

*Welcome *School Schedule -Numbers (0-1000) -Telling time to quarter of an hour *Relationships: -peers/teachers*Community Life *Historic Places *Professions and Careers *Famous People*Nature *Nutrition *Health Topics -Hygiene, aches/pains*Target Language World *Countries *Technology *Ancient

Civilizations

K – 2 Thematic Web September – January

MYSELF IN...MY

WORLD

MY CLASSROOMSeptember-November

GREETINGS

CLASSROOM OBJECTS

NUMBERSCOLORS/SHAPES

CELEBRATIONS

FAMILY

*Good morning, Good afternoon,Good-bye

*Introduce - Yourself - Someone else

*Look Around*My Book Bag

*K: 0-10* Gr. 1:0-25* Gr. 2:0-50*Sequences*Recognition in isolation

*Columbus Day*Halloween/ Day of the Dead*Christmas

*K: 4-6 Basic Colors *Gr. 1-2: 10-12 Colors*Basic Shapes

*K: Nuclear Family*Gr. 1-2: Extended Family

MY FAMILYNovember-January

GOAL/OBJECTIVE: To demonstrate comprehension of greetings and courtesy expressions in the target language.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES

EXAMPLES OF THE TYPE OF WORK STUDENTS SHOULD BE ABLE TO DO TO MEET THE STANDARDS AND CUMULATIVE PROGRESS INDICATORS

REFERENCES FOR CROSS-CONTENT CONNECTIONS/TEACHER’S NOTES

LINKED RESOURCESMULTIMEDIABIBLIOGRAPHYWEB LINKS

THEME:Myself in…My Classroom

CONTENT:

GreetingsBasic Commands

Language Structures:Good MorningGood AfternoonGood EveningGoodbye

Language in Use:Greetings

TPR Command:stand upsit down

STA T E 7.1.NM.A.17.1.NM.A.27.1.NM.B.17.1.NM.B.2

N A TI O NAL 2.12.23.13.24.14.25.1

First Marking PeriodFirst Week

New Material: Introduce greetings and basic commands.Play the song “Good Morning to You”.

Students role-play greetings using the vocabulary for different times of the day with appropriate gestures.

Distribute masks showing different states of being and ask the question, “How are you? “

Students respond to the question with the expression that corresponds to his/her mask.

Variation 1: Use the hand puppet to model the above question.

Assessment: Stand up and sit down commands introduced through TPR techniques should be used each time greetings and introductions are made.

Social Studies:6.5

tpr3stepshandout

Viva …Kit A Teacher’s Manual page 1.Resource Book Masters 7,8,9

target language namesname cards

“Good Morning Song” by Jose Luis Orosco

GOAL/OBJECTIVE: To ask and respond to simple questions about names.

http://www.blaineraytprs.com/

http://www.google.com/#http://www.google.com

http://www.nj.gov/njded/cccs/

THEME/CONTENT

STATE/NATIONAL

STANDARDSACTIVITIES

EXAMPLES OF THE TYPE OF WORK STUDENTS SHOULD BE ABLE TO DO TO MEET THE

STANDARDS AND CUMULATIVE PROGRESS INDICATORS



THEME:Myself in….My Classroom

CONTENT:Greetings

Language Structures:What’s your name?What’s his/her name?My name is___.His/her name is ___.

Language in Use:Introductions

TPR Commands:stand upsit down

STATE7.1.NM.A.17.1.NM.A.27.1.NM.B.17.1.NM.B.2

NATIONAL2.12.23.1

3.24.15.1

First Marking Period Second Week

Review: Divide the class into two groups, play the song “Good Morning to You”. Each group takes turns to sing a part of the song back and forth – i.e. Group 1:Good morning, Group 2: Good morning, etc.

New Material: Introduce names in target language and have

students choose a target language name.

Model how to introduce himself or herself in the target language.

Variation 1: use hand puppet to model the names.

Variation 2: model the question/answer pattern with three or four students,” What’s your name? My name is….

Assessment: Students will introduce themselves to a partner and introduce the partner to the rest of the class.

TPR: stand up and sit down commands are to be used as part of the activities, i.e. “Stand up. What’s your name?”

Social Studies:6.5

Correlation to Common Core:

Anchor Standard 1 and 2, ELA Reading

Anchor Standard 1 ELA Speaking and Listening

Viva… Kit A pages 1-8.

Target Language Names

Puppet

GOAL/OBJECTIVE: To demonstrate comprehension of vocabulary for classroom objects.



THEME/CONTENT

STATE/NATIONAL

STANDARDSACTIVITIES






CONTENT:Look Around

Language Structures:What is this?It is _____.Is it _____?Yes /No

Vocabulary:K: chalkboard, table, chair, chalk, eraserGr. 1: wastebasket, book, globe, flag, desk.Gr. 2: computer, map, clock, door, window

Language in Use:Identifying

TPR Commands:touch, show me

STATE7.1.NM.A.17.1.NM.C.3

NATIONAL1.12.13.24.2

First Marking Period Third Week

Review: Review names by selecting children at random and eliciting whole group responses.

Example: T- Hello. What is your name? S- My name is _______.

T- What is the girl’s name ______? Class- Her name is ______.

S- What is the boy’s name?S- His name is _______.

New Material: Introduce the classroom objects vocabulary by pointing to the item in the classroom or to the flash cards.

Students practice the classroom vocabulary by repeating the words and participating in TPR activities using touch and show me.

Assessment: Line up flash cards on a table or desk at the front of the room. Have students use TPR to demonstrate knowledge of new vocabulary.

Example: T- Stand up, please and show me the table.

S- (Touches or points to the table) T- Thank you, sit down.



Anchor Standard 4 ELA Speaking and Listening

vivaspanish

Viva …Kit A Teacher’s Manual, page 281.

Workbook, pages 7-13.

Resource Book, Masters 1-5

http://www.livingston.org/worldlang/



GOAL/OBJECTIVE: To demonstrate comprehension of vocabulary for classroom objects that are normally found in a book bag.

THEME/CONTENT

STATE/NATIONAL

STANDARDS

ACTIVITIESEXAMPLES OF THE TYPE OF WORK

STUDENTS SHOULD BE ABLE TO DO TO MEET THE STANDARDS AND CUMULATIVE PROGRESS

INDICATORS




CONTENT:My Book Bag

Language Structures:What is in the book bag?There is ____.

Vocabulary:K: pencil, scissors, paper, crayons, glue,book bag.Gr. 1: folder, eraser, ruler, pen, book.Gr. 2: notebook, workbook, calculator


TPR Commands: find


NATIONAL1.12.3.24.2

First Marking Period Fourth Week

Review: The students point to any classroom object they remember in the target language and name it.

Students will practice the learned vocabulary and language structures in partners using a vocabulary sheet and taking turns asking and answering questions.

New Material: Teacher will use flash cards or a book bag with objects in it to present the new vocabulary. The teacher will instruct one student to take an item from the book bag.

Students will practice the vocabulary through repetition and will show vocabulary retention by responding to TPR commands (find, show me and touch) with the new vocabulary words.

Assessment: Teacher will show book bag items, the students will name them. When a student names the item correctly the teacher gives the student the item. Repeat this activity until the vocabulary is mastered. (The teacher periodically asks, What is this? to those who are holding the various items). Next, teacher will display all the items on a table; students will come up and select the correct item, and finally, the teacher will show the students an item and ask Is this a ____? They will respond with yes or no.



Viva …Kit A . Resource Book, Master 5.

See previous lesson

GOAL/OBJECTIVE: To identify classroom and book bag objects.



THEME/CONTENT

STATE/NATIONAL

STANDARDSACTIVITIES






CONTENT:Look AroundMy Book Bag

Language Structures:Where is _____?It is _________.

Language in Use:Asking for/giving information.

TPR Commands:cut, glue, combine

STATE7.1.NM.A.17.1.NM.B.17.1.NM.C.3

NATIONAL1.12.13.24.25.1

First Marking PeriodFifth Week

Review: The teacher will model the previously learned language structures using the puppet and having the class choral and respond to the questions.

Laminated pictures of classroom objects, book bag objects or real objects will be placed around the classroom for students to identify.

Ex:Tape a picture of a pencil to the chalkboard and ask,

T - Where is the pencil?S - It is on the chalkboard or simply, the chalkboard.

New Material: Teacher will introduce orally each classroom object and the corresponding word label. Next, the teacher will put all the pictures and word labels around the room. Using TPR commands, the teacher will ask the students to match pictures to word labels.

Assessment: Students will demonstrate achievement by matching the pictures of classroom objects to their word labels in a cut and paste activity worksheet.

Note to teacher: use this word label activity for every new topic.

See previous lesson

Hola! Resource Book Master 11.

GOAL/OBJECTIVE: To demonstrate comprehension of numbers.



THEME/CONTENT

STATE/NATIONAL

STANDARDSACTIVITIES






CONTENT:Numbers

Language Structures:What number is it?It is ------.

Vocabulary:K 0-5Gr. 1 0-10 reviewGr. 2 0-25 review

Language in Use: Expressing knowledge

TPR Commands:count

STATE7.1.NM.A.17.1.NM.A.37.1.NM.B.17.1.NM.C.2

NATIONAL1.11.32.12.24.15.1

First Marking Period Sixth Week

Review: Use flashcards and real classroom objects to review greetings and classroom vocabulary. Create a question/ response chain drill to give every student the opportunity to ask and respond to the question, How are you? Review all classroom objects by calling on students to look for a specific item in a bag containing pictures of classroom objects. Repeat with class, “What is it?, It’s ____.New Material: K: the teacher will model the pronunciation of the new vocabulary and introduce counting using the puppet to count 1-5. Count pencils and students by asking 5 volunteers to stand at the front of the class (indicate 0 with a fist). Write numbers on the board and count while pointing to the numbers. Use number cards to practice numbers out of order. Shuffle number cards, select one and ask: What number is it? Place the number cards around the room and use TPR commands to practice the numbers.Gr. 1: Review counting 0-5 and introduce 6-10 using the same techniques as above. Reinforce number identification by playing Simon Says using the commands “show me”, “touch”, “count”.Gr. 2: Review counting 0-10 and introduce 11-25. Use the Concentration Game to reinforce the association of numerals and number words.

Assessment: Students will count other classroom objects, on a worksheet label pictures of classroom objects with a number given by the teacher (ex.: “#3 on the chair”). For grade 2 play the Concentration Game matching numerals and number words.

Viva …Kit A Teacher’s Manual, pages 11-19, 265,page 285 Ten Little Children Song.Resource Book, Masters 73-75

Resource Bag containing classroom objects/pictures

GOAL/OBJECTIVE: To demonstrate comprehension of numbers.



THEME/CONTENT

STATE/NATIONAL

STANDARDSACTIVITIES






CONTENT:Numbers

Language Structures:How many?

Vocabulary:K: 6-10Gr. 1: 11 - 15Gr. 2: 26 - 40

Language in Use:Expressing knowledge

TPR Commands:Find, show me, touch, stand up, sit down

STATE7.1.NM.A.27.1.NM.A.57.1.NM.B.37.1.NM.C.27.1.NM.C.3

NATIONAL1.11.22.12.23.1

4.1

First Marking Period Seventh Week

Review: Display a picture of an athlete wearing a sports T-shirt. Review numbers by putting flashcards on the back of the athlete’s shirt.

For grades 1 and 2 play “The Races”. Divide the class into 2 teams, teacher calls out a number, students run to the chalkboard and write the number.

New Material: K: Teacher will introduce numbers 6 - 10 following last week’s procedures. Give each student a number sheet (0-10) for a “show me” and “touch the number” TPR activity.

Gr. 1: Introduce new numbers following last week’s procedures. Give students number cards 0 - 15 and create a word card for each number. Count numbers orally and then match them to number words

Gr. 2: Introduce 26 - 40 using the same techniques as in first grade. Refer to the calendar as another opportunity to review numbers.

Assessment: Students will write numbers 0 –10 for K, 0 -15 for Gr. 1 or 0 – 40 for Gr. 2. Students will listen for the number the teacher calls out. The teacher may show number words for number symbols to 1st and 2nd graders.

Viva …Kit A Teacher’s Manual, page 262“The Races”.Resource Book Masters 47, 73

See previous lesson

GOAL/OBJECTIVE: To demonstrate comprehension of numbers learned by putting them in sequence, counting by twos, fives, tens, and knowing what number comes before and after.



THEME/CONTENT

STATE/NATIONAL

STANDARDSACTIVITIES





THEME:Myself in..My Classroom

CONTENT:Numbers

Language Structures:BeforeAfterCount by 2s, by 5s, and by 10s

Vocabulary:K: 0-10Gr.1: 16 – 25Gr.2: 41 - 50


TPR Commands:put


NATIONAL1.11.22.12.23.14.15.1

First Marking Period Eighth Week

Review: Use the Catch the Ball Game to review greetings and names. A student catches the ball and says, “Good morning. My name is…” As he/she throws the ball to another student he/she greets them and asks their name.

Make number cards from black line master # 73 and give each student an envelope. Have K review numbers 0-9 by pointing to them. Review numbers with number cards 0-9 for grades 1 and 2. Grades 1 and 2 can use the numbers in the envelope to form 2-digit numbers.

K: Review numbers 0-10 in random order, and also introduce before, and after. Example: ____4____, What number comes before and after?

Gr.1: Introduce 17-25 as in previous weeks, and then continue with activities for before and after, counting by 2s and using a number line on the chalkboard.

Gr.2: Introduce 40-50 as in previous weeks. Continue with activities for before, after, counting by 2s, 5s, and 10s, using a number line.

Assessment: Use number cards with TPR commands (one set per child).

Foam Ball

Number Line

See previous lesson

GOAL/OBJECTIVE: To demonstrate comprehension of the names of colors.



THEME/CONTENT

STATE/NATIONAL

STANDARDSACTIVITIES





THEME:Myself in…My Family

CONTENT:Colors/Shapes

Language Structures:What color is it?

Vocabulary:K: red blue, yellow, green, black and whiteGr. 1-2: orange, purple, brown, gray and pink


TPR Commands:Show meGive me

STATE7.1.NM.A.17.1.NM.A.37.1.NM.B.3

NATIONAL1.11.22.13.15.1

Second Marking Period First Week

Review: Each student will receive an envelope with number cards 0-9, the teacher will call out a number, and the students will hold up the card with that number. Gr. 1-2: will form two digit numbers.

New Material: K: Introduce four basic colors using shapes cut out of construction paper. Display a shape and ask, “What color is it?” Give the class the correct answer.

Variation 1: use the hand puppet to point and take colors.

Teacher will place several colored shapes on student tables, name a color and invite a student to choose that color and give the colored shape to the teacher or to another student as directed. Use the appropriate TPR commands.

Gr. 1-2: Review red, blue, yellow, green, black, and

white using the colored shapes and TPR commands.Introduce orange, purple, brown, gray, and pink

using different classroom objects and numbers cut out of colored paper.

.Assessment: Count different shapes and

classroom objects and identify them by color.

Viva …Kit ATeacher’s Manual, page 27Resource Book,Master 6Workbook, page19

“Hola”Teacher’s Edition,page 46Transparency # 13Resource BookCassette, song on page 50 “The Colors”

GOAL/OBJECTIVE: To demonstrate comprehension of the names of colors.



THEME/CONTENT

STATE/NATIONAL

STANDARDSACTIVITIES







Language Structures:What color is it?

Vocabulary:See previous page


TPR Commands:give me

STATE

7.1.NM.A.17.1.NM.A.37.1.NM.B.37.1.NM.C.2

NATIONAL1.11.22.13.15.1

Second Marking Period Second Week

Review: Using flash cards with numbers 0-9 in different colors. Ask the students, What color is 5? Continue with: Show me red, Show me 9, What color is it?

New Material: K: Review four basic colors and introduce black and white using cut out shapes made of construction paper. Display a shape to the class and ask, “What color is it?” Give the class the correct answer.

Variation 1: Use the hand puppet to point to, and to select colors.

Teacher will place colored shapes on students’ desks, name a color and invite a student to select it, and give it to the teacher or to another student. Use the appropriate TPR commands.

Gr.1-2: Review red, blue, yellow, green, black, and white using the colored shapes and TPR commands.

Review orange, purple, brown, gray, and pink using different classroom objects and numbers.

Assessment: Hand out master # 41 to each student. Teacher will give the following directions: find number #1, color #1 red, and so on.

Viva …Kit CResource BookMaster 41Resource BookMasters 36-37

Colored shapes made from construction paper in different sizes

“Hola” Transparency # 13

Numbers in different colors

GOAL/OBJECTIVE: To recognize basic shapes in the target language.



THEME/CONTENT

STATE/ NATIONAL

STANDARDS


STUDENTS SHOULD BE ABLE TO DO TO MEET THE STANDARDS AND CUMULATIVE PROGRESS INDICATORS





Language Structures:What is it?

Language in Use:IdentifyingGiving Information

Vocabulary:Triangle, rectangle,circle, square

TPR commands:walkgive me

STATE7.1.NM.A.17.1.NM.A.37.1.NM.A.57.1.NM.B.17.1.NM.C.1


5.1

Second Marking Period Third Week

Review: Use the structure “What color is it? “ to review the colors. Play “Stand up and Sit down”; the students obey the commands depending on the colors they are wearing. Play the “Indian Hat Game” (A child comes to the front, the teacher puts a headband with a colored feather on his head. The class asks: What color is it? The student has three chances to answer correctly).

New Material: Introduce the names of four geometric shapes using the structure “What is it?”

Variation 1: use the puppet to model the answer. Include colors words in your response.

Teacher will place cut out shapes with labels along the chalk rail. Invite the students as a class to answer the question “What is it?” Ask the students to count the shapes.

Students will identify four geometric shapes and answer the question “What is it?”

Assessment: Fold a blank paper in four sections and number each section 1-4 or 1-8. Teacher gives directions assessing colors, quantities and shapes. Ex. “In the first square, draw 4 red rectangles”.

Homework Announcement: students need to bring a photo of their family to use in week 5.

See previous lesson

GOAL/OBJECTIVE: To identify family members with target language vocabulary.

THEME/ STATE/NATIONAL ACTIVITIES REFERENCES FOR LINKED RESOURCES



CONTENT STANDARDS EXAMPLES OF THE TYPE OF WORK STUDENTS SHOULD BE ABLE TO DO TO MEET THE


CROSS-CONTENT CONNECTIONS/TEACHER’S NOTES

MULTIMEDIABIBLIOGRAPHYWEB LINKS

THEME:Myself inMy Family

CONTENT:Family Members

Language Structures:Who is this?

Vocabulary:K: mother, father, sister, brother, baby

Gr. 1: grandmother, grandfather

Gr. 2: aunt, uncle, cousins

Language in Use:Introducing

TPR Commands:give me, show me, touch


NATIONAL1.11.22.23.14.15.1

Second Marking Period Fourth Week

Review: K: Use flash cards to review geometric shapes and colors using the structures: What is this? and What color is this?

Gr. 1-2: The students will look around the classroom and find classroom objects with different shapes.

Example: Find a circle. The clock is a circle.

New Material: Display flash cards or pictures of family members. Model the following structures using the puppet:

Example: Showing the picture of the father. T – This is the father. Puppet -Who is this? T- This is the father.Repeat each word three times, and then

introduce the next family member. Check for understanding as each new word is introduced.

Follow up with the flash cards using TPR commands such as touch, show me, give me.

Variation: Bring an object that represents each family member or act like a family member.

Example: baby bottle (baby), a ball (brother), a doll (sister), a cane (grand mother)

Assessment: Place the flash cards or pictures around the room. Teacher will point to different pictures of family members and ask, Who is this? Extension: Students can volunteer to take on the role of the teacher and ask the questions to the class.

dictionaryuse

Viva … Kit ATeacher’s Manual,page 83Resource Book,Masters 22-24Flash Cards 34-40

“Hola”Resource BookCassettePage 59Song “Only the Family”Masters 31- 33Transparencies 33-35

GOAL/OBJECTIVE: To introduce the members of their families.

http://www.spanishdict.com/AE.cfm?e=hello



THEME/CONTENT

STATE/NATIONAL

STANDARDSACTIVITIES





THEME:Myself In…My Family


Language Structures:This is my______

Vocabulary:See previous lesson

Language In Use:Introducing

TPR Commands: show me, give me, touch

STATE7.1.NM.A.17.1.NM.A.47.1.NM.B.37.1.NM.B.47.1.NM.C.3

NATIONAL1.11.22.23.14.15.1

Second Marking Period Fifth Week

Review: Display pictures of family members on the board. Ask volunteers to come up and identify the family member named by the teacher. Follow up with TPR commands to introduce the following structures (this activity can be done in teams).

New Material: Teacher will show a personal family photograph explaining to the students about her/his family using “my”.

Example: T- This is my family. T - This is my mother. Her name is______ T - This is my father. His name is______Point to the mother and ask the students Is this my mother? The students respond by showing thumbs up if the answer is correct, thumbs down if it is incorrect.Assessment: Divide the class into small groups. Using their own family photos, students will ask and answer questions such as:

- How many _____ are there?- There are_________.- Who is this?- This is my ______.- What is his/her name?- His/her name is ______.- What is your name?- My name is______.

royalfamilyl

See previous lesson

http://www.casareal.es/casareal/home2i.html



GOAL/OBJECTIVE: To demonstrate comprehension of vocabulary for family members by responding to simple commands, questions, and visual cues.

THEME/CONTENT

STATE/NATIONAL

STANDARDSACTIVITIES







Language Structures:Who is this?

Language in Use:GreetingsIntroducing

TPR Commands:cut, glue

STATE7.1.NM.A.17.1.NM.A.37.1.NM.A.47.1.NM.B.37..NM.C.3

NATIONAL1.11.22.23.14.15.1

Second Marking Period Sixth Week

Review: K: Showing the students a flash card, the teacher will ask, Is this the mother? Students demonstrate comprehension through physical response activities.

Gr. 1-2: Teacher will use a puppet to model. This activity is commonly known as “Seven Up”.

Use flash cards of family members. Have students stand up in front of the class, each one holding one card. Have the rest of the class put their heads down on the desk. Each child that has a flash card must name one person. Once every one has been selected, those who were selected have to guess who selected him or her.

Example: Who is this? It is the mother.Do worksheet activity cutting and gluing, see

Appendix D.

Assessment: Showing the students “The Family Big Book” have them identify the family members.

“Teach Them by Grade.”Spanish Book

Viva … Kit ABig Book“The Family”

See previous lesson



GOAL/OBJECTIVE: To identify holiday practices of people in the target culture

THEME/CONTENT

STATE/NATIONAL

STANDARDSACTIVITIES






CONTENT:CelebrationsColumbus DayDay of the Dead

Cultural Products:Christopher ColumbusThe ships: la Niña, la Pinta y la Santa María

Cultural Practice:Meeting of two cultures: Native Americans and Europeans

STATE7.1.NM.A.37.1.NM.A.57.1.NM.A.6

NATIONAL1.11.22.23.24.25.2

Second Marking Period Seventh Week

Review: referring to a picture of the Royal Family of Spain, review the vocabulary for family members.

New Material: Tell the story of the discovery of America by Christopher Columbus using simple words, TPRS techniques and a world map.Variation 1: Use the hand puppet to tell the story of Columbus’ trip to America. Students will act out the story or parts of it and explore the route to America by using a map and small paper ships. Refer to a calendar to have students identify the date of the discovery of America.

Teacher will introduce the symbols associated with Halloween and the Day of the Dead (candles, cemetery, skeletons, and ghosts).Students will create their own artwork representing the target culture customs.

Assessment: Students will compare/contrast the celebrations of Halloween and the Day of the Dead using a Venn Diagram.

Social studies:6.5, 6.7.11

Art:1.3.1

Dayofthedeadhistory

MapPuppetPictures of the Royal Family and Day of the Dead Activities

http://www.azcentral.com/ent/dead/history/



GOAL/OBJECTIVE: To identify and reproduce expressive products typical of the holidays in the target culture.

THEME/CONTENT

STATE/NATIONAL

STANDARDSACTIVITIES






CONTENT:CelebrationsChristmas Day

Cultural Products:Symbols associated with Christmas

Cultural Practices:How we celebrate Christmas?Greetings

STATE7.1.NM.A.37.1.NM.A.57.1.NM.A.6

NATIONAL1.11.22.23.24.25.2

Second Marking Period Eighth Week

Review: Using a Santa Claus stuffed toy, review colors and greetings (students pretend to greet Santa Claus).

New Material: Play a Christmas song. Teacher will select a Christmas story from a target culture country. Read the book to the children and discuss how Christmas is celebrated. Using photos, pictures, and realia compare/contrast customs and traditions.

Students will create their own illustrations and use them for Christmas cards.

Assessment: Students will use their illustrations to describe how a family from the target culture celebrates the Christmas Holiday.

Music:1.3.1

Art:1.3.1

Christmas worldview

“I Want to Wish You a Merry Christmas”Song by Jose Feliciano.

http://christmas.com/worldview/



K – 2Thematic Web

February - June

MYSELF IN... MY WORLD

NATUREFebruary-April

SEASONS/ CALENDAR

WEATHER

CLOTHINGANIMALS MYSELF

FEELINGS*Months *Months Grouped by Season*Birthdays

*Connected to the Seasons

*K: Basic Clothing*Gr. 1-2: ClothingConnected toWeather

*K: Parts of the Face * Gr. 1-2: Parts of the Body

*K: Domestic *Gr. 1: Farm*Gr. 2: Zoo *Comparisons

*K: Basic Feelings*Gr. 1-2: Expressions with Feelings

RELATIONSHIPSApril-June

GOAL/OBJECTIVE: To demonstrate comprehension of the vocabulary for seasons and months of the year.

THEME/CONTENT

STATE/ NATIONAL

STANDARDSACTIVITIES





THEME:Myself in…Nature

CONTENT:SeasonsMonths of the Year

Language Structures:“What season is it?”“What month is it?”I like, I don’t like

Vocabulary:K: winterJanuary-MarchGr. 1-2: winter, springJanuary- June

Language in Use:Expressing knowledge, identifying

TPR Commands:touch, take


NATIONAL1.22.13.14.25.1

Third Marking PeriodFirst Week

Review: Using a transparency of a family, play the Swat Game. Divide the class into teams. Have two students, one from each team, stand on either side of the family picture. Assign a third student to call out a family member. The first student to swat and name the correct family member gets a point.

New Material: Introduce the seasons by using pictures. Attach them to the chalkboard. Use the hand puppet to point to them. Students repeat the words with the teacher and then by themselves.

Follow the same procedure for the months of the year.

Display a calendar in the target language to explain the symbols and cognates. Point to each of the months, count them, and say: - This month is January

- What month is this?- January. This month is January.- I like January/I don’t likeJanuary

Assessment: Teacher hands out flashcard for the months and seasons studied. The students with the months go to the front of the class and get in order. As the teacher points to the first student, the class has to say January and so on. When the months are in order the seasons stand up and call for their corresponding months to stand next to them.

Students will continue to practice new vocabulary through TPR activities.

Science: 5.8

Workplace Readiness:1.3

Viva…Kit A flashcards 34-40, 62-64Teacher’s Manual pages 111,143Resource Book Masters 28, 39, 40Workbook pages 75, 93

Viva…Kit B Resource Book Masters 49-52

Hola Transparencies 24, 25Resource Book Masters 20, 23

puppetlabelscalendar



GOAL/OBJECTIVE: To demonstrate comprehension of the vocabulary for seasons and months of the year.

THEME/CONTENT

STATE/ NATIONAL

STANDARDSACTIVITIES






CONTENT:SeasonsMonths of the Year

Language Structures:“What season is it?”“What month is it?”I like, I don’t like

Vocabulary:K: winter, springJanuary-JuneGr. 1-2: summer, fallJuly - December

Language in Use:Expressing opinions

TPR Commands:touch, take


NATIONAL1.22.13.14.25.1

Third Marking Period Second Week

Review: Review winter and spring by asking students to name the current season. Call out names of different months and ask the students what season corresponds to them

New Material: Introduce summer and fall and July-December using the same procedures used last week. Use TPR activities to practice vocabulary, including vocabulary from last week.

To teach the song “The Months of the Year”, play the song twice and then practice the lyrics line by line by having students choral.

Assessment: Teacher will draw four columns on the chalkboard. Label each column with the name of a different season and display realia and/or drawings that represent each season. Students will assign realia to appropriate season. This activity can be done in teams.

Students create collages of the seasons studied using cut out pictures and other illustrations.

See previous lesson



GOAL/OBJECTIVE: To participate in age appropriate activities related to special dates celebrated in the target language.

THEME/CONTENT

STATE/NATIONAL

STANDARDSACTIVITIES






CONTENT:My birthday is____.

Language Structures:When is your birthday?My birthday is the____of ______.

Language in Use:Giving dates

TPR Commands:run, walk, show me

STATE7.1.NM.A.47.1.NM.B.27.1.NM.B.37.1.NM.C.27.1.NM.C.3

NATIONAL1.22.13.24.25.2

Third marking Period Third Week

Review: Review the months of the year by distributing vocabulary cards that have the months of the

year and by using TPR commands. When a month is called out, the student who has the vocabulary card for the

month being called must respond to the command.January: stand up

March: run to the deskAugust: walk to the chalkboardFebruary: show me the map.

New Material: Teacher will display the “Piñata” and explain the Mexican tradition of breaking a piñata. Ask children to name

the colors in the piñata. Use the calendar to model:- When is your birthday?

- My birthday is the____ of ____.Work with children in pairs to ask and respond

to the above the question.Students will engage in a dialogue asking each other’s birthday dates.

Assessment: Teacher will observe students’ dialogues for oral assessment.

Workplace Readiness: 4.2

Science:5.8

gamesandsongs

Viva…Kit A Resource Book Master 20

Realia about Seasons

Posters

Piñata

Song “The Piñata”

http://www.hevanet.com/dshivers/juegos/



GOAL/OBJECTIVE: To demonstrate comprehension of expressions related to the weather.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Weather

Language Structures:It is --------.How is the weather?

Vocabulary:It is sunny, cloudy, hot, cold, snowing, raining, windy

Language in Use:Describing

TPR Commands: Walk, stand up, look

STATE7.1.NM.A.17.1.NM.A.47.1.NM.B.17.1.NM.B.37.1.NM.C.27.1.NM.C.3

NATIONAL1.11.22.23.14.15.2

Third Marking Period Fourth week

Review: Play a guessing game whereby the teacher asks, “In this season the weather is hot. What is the

season?” Students will respond individually or as a group.Have students name the months for the season

being called.

New Material: Use a puppet and TPRS techniques to model expressions about the weather. Students

will practice the weather vocabulary by mimicking the teacher’s gestures for a weather word/expression and by

repeating each word/expression.Student practice weather expressions by walking

to the window and describing the weather outside. Or teacher displays the flash card and asks students to describe the

weather.Hand out a worksheet with pictures of different

types of weather. Students will point or touch the appropriate picture as teacher calls out the different weather vocabulary

words.

Assessment: Have students take turns going in front of the class and pantomiming different types of weather. Students will guess the weather being pantomimed. The student who

guesses correctly will then go to the front of the class to pantomime a different type of weather.

Science: 5.8

spanishflashcards

Viva…Kit A Flashcards 41-43Resource Book Masters 25-27Workbook pages 63,75Teacher’s Manual page 93

Hola Resource Book Masters 21,22Hola Transparency 22

http://www.members.tripod.com/spanishflashcards/



GOAL/OBJECTIVE: To demonstrate comprehension of expressions related to the weather.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Weather

Language Structures:How is the weather?It is________.


TPR Commands:stand up, show me


NATIONAL1.11.22.23.24.15.2

Third Marking Period Fifth Week

Review: Divide the class into groups. Give each group a weather picture/card with TPR commands. As the teacher calls out the weather expression the students have to act out the command.

Example: T - It is hot. S- Stand upShow pictures with different celebrations and ask

questions about the weather, the season, and the month for each picture.

Example: T - Shows Christmas picture S - It is cold, December, winter (Mother’s Day picture) S – It’s raining, spring, May (Independence Day picture) S – It is hot, summer, July

Assessment: Using Backline Master # 27 from last week, students work in partners and take turns practicing weather structures.

Science:5.8

See previous lesson



GOAL/OBJECTIVE: To identify and name articles of clothing by responding to simple commands and questions.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Clothing

Language Structures:What is it?It is -------.What are these?These are -------.What color is this?This is ----.What color are these?There are ----.

Vocabulary:pants, shirt, blouse, socks, shoes, skirt


TPR Commands:open, close


NATIONAL1.22.23.24.25.1

Third Marking Period Sixth week

Review: Practice the names of the months, seasons and weather expressions. Display flash cards along the chalk rail and have students practice the language structures related to the seasons, months and the weather. Distribute the vocabulary cards describing the card orally as you hand each student a card. Explain that you will name a month and give a command. Students must respond by acting out the command.Example: T - May, put May on any table

T - June, show me June T - July, walk to the window

New Material: Teacher will introduce the clothing vocabulary using a “magic box”. Before teaching the vocabulary ask the students to describe the box (i.e. What color is it? and What shape is it?). The teacher will ask a student to come up to the front of the class and ask him/her, What is your name? How old are you? When is your birthday?The student will stand next to the magic box, close his/her eyes, get any item from the box and give it to the teacher. The teacher will pronounce the word and all the students will repeat it three times. Check for understanding after each new word is introduced.Assessment: Name an article of clothing and the students who are wearing that article of clothing have to stand up. Use master # 38 along with the TPR commands show me and touch for students to demonstrate their knowledge of the words studied.

Science:5.8

themesspanishresources

Viva…Kit A Flashcards51-61Resource Book Master 38Teacher’s Manual page 123Workbook pages 81-92

Magic box

Realia (clothing)

http://www.enchantedlearning.com/themes/spanish.shtml



GOAL/OBJECTIVE: To identify and name articles of clothing.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Clothing

Language Structures:How is it?Size

Vocabulary:hat, sweater, dress, jacket, pajamas, bathing suit

Language in Use:Describing Expressing likes and dislikesExpressions of size

TPR Commands:put on



5.1

Third Marking Period Seventh week

Review: Display real articles of clothing. Students answer questions about them and follow commands. Tape pictures of the four seasons around the classroom. Have students take an article of clothing, name it and place it near the picture of the appropriate season.

Review the expressions “I like” and “I don’t like” by having students tell what they like or don’t like.

Example: I like red shoes. I don’t like yellow pants.

New Material: Use the magic box and follow the same procedure as before adding big and small for large and small articles of clothing.

Assessment: Distribute copies of masters 33 through 37. Call out the numbers very slowly allowing time for the students to connect the dots. When the students complete the task, ask the question, What is it? Keep the previous worksheet to use with master 38. Then give the students the following commands “show me the big shirt”, “show me the little shoes”.

See previous lesson

Viva…Kit A Resource Book Masters 33-37

Labels for the Seasons



GOAL/OBJECTIVE: To describe clothing items by using adjectives.

THEME/CONTENT

STATE /NATIONAL

STANDARDSACTIVITIES






CONTENT:ClothingAdjectives

Language Structures:How is it?It is_____.

Vocabulary:pretty, ugly,big, small

Language in Use:Describing Expressing opinions

TPR Commands:


NATIONAL1.22.23.24.25.2

Third Marking Period Eighth Week

Review: Practice the names of clothing, colors, family

members, and numbers by showing a few minutes of the video “The Perez Family” or you may wish to use the big book. Ask questions such as:

- What color is the father’s shirt? - What is the mother wearing? - What color is it? - How many people are in the family?

New Material: Teacher will model the language structures when she/he sees something pretty, ugly, big, small, using the big book and realia.

Assessment: Use masters 33-37, give commands using colors from the activity they did in the class before.

Example: -Color the shirt green. -Color the dress orange, etc.

Note: Teacher must prepare the colors for the clothes to use for K, Gr. 1, and Gr. 2. Check the assessment and make sure to cover the vocabulary learned at each grade level.

:

See previous lesson

Viva…Kit AVideo, The Perez FamilyBig Book, The Perez Family



GOAL/OBJECTIVE: To identify and recognize domestic, farm, and zoo animals by responding to simple commands and questions.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in… Relationships

CONTENT:Animals

Language Structures:What animal is this?Where are you going?

Vocabulary:K: cat, dog, fish, bird, rabbitGr. 1: donkey, cow, pig, rooster, henGr. 2: bear, tiger, parrot, flamingo, giraffe


TPR Commands:jump, walk, run

STATE7.1.NM.A.17.1.NM.A.37.1.NM.A.47.1.NM.B.27.1.NM.B.3

NATIONAL1.11.23.14.15.1

Fourth Marking Period First Week

Review: Practice clothing vocabulary with colors by playing “Simon Says” (ex. Stand up if you are wearing blue pants)New Material: K: Introduce the names of the animals using

flash cards, animal figurines, and/or puppets. Give each student the picture of one animal. Call out the name of an animal and have the students that have that animal either

walk, jump, or run in place.Gr. 1-2: Introduce farm animals by modeling the

structures:“What animal is?” And “This is a_________.” To

elicit choral responses. Distribute flash cards to students to play the “Chain Game” using these structures: - What animal is this? - Is it the dog or the rabbit? - This is the dog.Use TPR commands and flash cards to model the following structures: - Carlos, show me the cat

- Juan, jump with the rabbit.Assessment: Use the Resource Book Master #19 to have students name the animals that are illustrated..

.

Science:5.5

Viva…Kit A Teacher’s Manual page 54Resource Book Master 19

Hola Resource Book Masters 14, 51-56Hola Transparencies 14, 15

Pictures of a house, farm and a zoo

Poster



GOAL/OBJECTIVE: To make brief statements using learned vocabulary to describe animals.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Animals

Language Structures:What animal is this?How is the animal?What color is it?

Vocabulary:cow, horse, pig, hen

Language in Use:Asking for/giving information

TPR Commands: stand up, touch, show me

STATE7.1.NM.A.17.1.NM.A.37.1.NM.A.47.1.NM.A.57.1.NM.B.27.1.NM.B.3


5.1

Fourth Marking PeriodSecond Week

Review: Practice the names of the animals by displaying the poster and asking the students to respond to TPR commands. To review colors point to some animals and ask:

- What animal is this?- What color is the cat?

New Material: Introduce the new words using the same procedure as in the previous lesson.

To introduce the structures: “How is the ____?” “The ___ is big/small.” Distribute pictures of animals in different sizes. Have students work in groups to classify them by size and to describe their animals using sizes and colors in their descriptions.

Using a Venn Diagram, students will list similarities and differences between two animals. This activity can be done by having students work in pairs.

Assessment: Students will compare/contrast animals by using a Venn Diagram.

Science:5.5, 5.1

the animals

See previous lesson

Viva…Kit AAnimal Poster

Hola Transparencies 13-15

http://www.bronxzoo.com/



GOAL/OBJECTIVE: To make brief descriptive statements using learned vocabulary to describe animals.

THEME/CONTENT

STATE /NATIONAL

STANDARDSACTIVITIES

EXAMPLES OF THE TYPE OF WORK STUDENTS SHOULD BE ABLE TO DO TO MEET THE STANDARDS AND

CUMULATIVE PROGRESS INDICATORS




CONTENT:Animals

Language Structures:My animal is_____.It has _____.It is ______.Who has the _____?I have the_____.



NATIONAL1.11.23.14.15.15.2

Fourth Marking Period Third Week

Review: Teacher will review the names of animals by using the structures What animal is this? What color is it? How is the animal?

New Material: K-1: To introduce the structures “Who has a ____?” and” I have a _____.”; show a picture of an animal and

say I have a_______. Give it to a student and ask;- What do you have?- I have a cat.- Who has the cat?

- Rosco, who has the rabbit?- The girl has the rabbit.

- Class, who has the rabbit?Continue in a likely manner with all the animals

studied.Gr. 2: Teacher will provide a writing template or

framework to describe an imaginary animal. Have the animal poster with body parts labeled on the board as reference.

- My animal is a ______. - It has the ______ of a _____. - It has the _______of a _____.

- It is ________and _________.

Assessment: Students will create their own imaginary animal by combining the physical features of three animals. Students must name and describe their animal using the writing template. Students will present their imaginary animal to the class.

FabulasEsopoanimalsanimalsounds

See previous lesson

Viva…Kit AAnimal FlashcardsWorkbook pages 39-50

Labels of body parts

Languages and Children Making the Match, page 77

http://www.georgetown.edu/faculty/ballc/animals/

http://www.edyd.com/Fabulas/Esopo/Eindice.htm



GOAL/OBJECTIVE: To identify and use expressions for some basic feelings.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in…Relationships

CONTENT:Feelings

Language Structures:What does the_____ say?I am______.

Vocabulary:K: happy, sad, cold, angry, hotGr. 1-2: hungry, thirsty, afraid, tired, hurt

Language in Use:Expressing basic feelings

TPR Commands: stand up, sit down


NATIONAL1.11.22.13.14.25.2

Fourth Marking Period Fourth Week

Review: Practice the names of animals by using the poster “The Party Animals” and familiar TPR commands. Ask for volunteers to imitate an animal for the class to guess. Encourage students to use movements, gestures, as well as sounds.

New Material: Teacher uses flash cards and a puppet to introduce the new vocabulary:

T: What animal is this? P: It is the cat. T: What does the cat say? P: The cat says, “I’m cold”Teacher points to the flashcard and

pantomimes feeling cold. Students will repeat each new phrase three times while pointing to the flashcard and acting out the expression. Continue giving different expressions as students act them out.

Assessment: Use Viva…Kit A Workbook pages 116-117 as an assessment activity using a combination of oral and written responses appropriate for each grade level.

Viva…Kit A Teacher’s Manual page 182Workbook pages 115-120Resource Book Masters 7-10flashcards

GOAL/OBJECTIVE: To demonstrate knowledge of expressions for basic feelings by applying them appropriately in different role-playing and hands on activities.



THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Feelings

Language Structures:I need _______.I am_________.

Language in Use: Expressing basic feelings

TPR Commands: stand up, come here, find


NATIONAL1.11.22.13.14.2

5.2

Fourth Marking Period Fifth Week

Review: Quickly review vocabulary from previous week using flashcards. Play the game Charades. Teacher whispers an expression to a student; the student acts out the expression and the rest of the class guesses it.

New Material: Introduce the phrase I need with objects that represent being hot, cold, hungry, thirsty, sleepy, and hurt (Ex: a fan, a coat, a plastic food item, a cup, a pillow, an empty aspirin bottle or a band aid). Teacher will model the following structures

- “I need a_____. (Show the coat)- “I am cold”.

Continue the above procedure with all the other objects and have all students take turns. Divide the class into teams. Teacher says, “I am ______” and the students select the item that corresponds to that expression and says, “I need a ___”.

Assessment: Use the worksheet with the animals used previously and ask the students to number the animal representing the expression of feeling the teachers says. (Ex: #1: I am cold). Prepares a sheet representing happy, sad, angry and afraid with different faces. Students color the faces according to the teacher’s instructions (Ex: I am happy – red).

Clipartfeelings

See previous lesson

http://www.sla.purdue.edu/fll/japanProj/FLClipart/Adjectives.html



GOAL/OBJECTIVE: To identify and name parts of the body by responding to simple commands and questions.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Parts of the Body

Language Structures:What are these?These are my_____What is this?This is my________

Vocabulary:K: head, face, eyes, nose, mouthGr. 1-2: review parts of the face

Language in Use:Inquiring about or expressing opinions

TPR Commands: touch, open, close


NATIONAL1.12.13.14.15.1

Fourth Marking Period Sixth Week

Review: Ask children at random how they are feeling. Show flash cards about feelings to review the vocabulary presented in the previous lesson.

Variation: same activity as before but give students the black line master to answer the questions about feelings.

New Material: Use flash cards to model each part of the face. Follow the procedure described in the previous lesson to introduce the new vocabulary.

Give TPR commands and have children respond using the flash cards or their own faces.

Use the puppet to model the following questions and responses.

T – (pointing to the ears) What are these? Eyes or

Ears? S - They are ears.Variation for Gr. 1-2: Show the students the

words that identify each illustration and ask them to read them with you.

Assessment: Invite the student to play “Simon Says” Practice the command “touch” before starting the game.

Science:5.5

Viva…Kit A Teacher’s Manual page 46FlashcardsResource Book Masters 8-12Workbook page 33



GOAL/OBJECTIVE: To demonstrate mastery of vocabulary for parts of the body

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES







Language Structure:It is my_______

Vocabulary:K: hair, ears, teeth, eyebrowsGr. 1: arm, hands, fingers, legs, feetGr. 2: waist, shoulders


TPR Commands:Count, throw


NATIONAL1.11.22.13.14.15.1

Fourth Marking PeriodSeventh Week

Review: Practice the numbers. Have children come up in pairs and throw the ball to one another with the class clapping and counting each time the ball is caught. If someone misses the ball, have that pair sit down and another pair of students comes up. Repeat this activity until the class has counted at least twice. Continue to play the game reviewing body parts. Name a body part, throw the ball, the student who catches the ball has to name a different body part and then throw the ball to someone else.

New Material: Introduce the vocabulary using the same procedure as last week.

K- Gr. 1: using a worksheet of a body, students will work in groups or pairs to put numbers on body parts as the teacher names them. Example #1 eyes, #2 mouth, etc.

Gr. 2: as a whole group activity, use a large poster of the body. Have students label the parts of the body using word cards. Leaving the poster up as reference, students will then do the same activity as in K-1 but in addition ask students to write the words.

Use this activity as an assessment

See previous lesson

foam ball

Viva…Kit AResource BookModify Masters 13,15

GOAL/OBJECTIVE: To apply vocabulary for parts of the body.



THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES







Language Structure:It is________



NATIONAL1.11.32.23.24.25.2

Fourth Marking Period Eighth Week

Review: Use pictures to review the parts of the body. Practice all the vocabulary words introduced in the previous lesson by asking students to choral.

T - It is the head. T - It is the mouth.Display flash cards along the chalk rail and

ask the question: T – What is this? Is it the mouth or the

nose? S – It is the ______.

Assessment: K-1 Students will form a face using different colored body parts given by the teacher. Once the picture is complete, students will describe their face: ex. Two blue eyes Gr. 2: Give the students a blank paper. Students will draw as the teacher gives directions: ex: 3 heads, 7 eyes, etc. Proceed until a complete body is formed.

See previous lesson

Body parts cut outs



Adaptations for Students with Special Needs

Grade: K-2 Theme: Myself in My World

Topic: My Classroom Content: Greetings

Objective: To demonstrate comprehension of greetings, courtesy expressions and ask/respond to simple questions about names.

Activities: To reinforce greetings, play the song “Good Morning to You” Encourage students to follow along as you sing. Create a role-play situation for students so that it engages them in greetings using the vocabulary for different times of the day (good morning, good afternoon, good

evening, good night) with appropriate gestures using hand and facial expressions. Provide white paper plates and lollipop sticks to help students create self-portrait masks depicting different expressions. Play the Chain Game. Sit students in a circle and persuade them to ask open-ended questions using greetings and introductions, i.e.: Good morning. How are you? What

is your name?

Assessment: Ask students how they feel and encourage them to express themselves freely, using physical gestures or/and oral responses. Have students respond to the question, Are you happy/sad? by showing you the appropriate mask.

Paraprofessional Assistance: The PP will role-play using greetings and introductions with the teacher and students and assist students in cutting, coloring, and gluing their state of being masks.



Topic: My Classroom Content: Classroom Objects - My Book Bag

Objective: To demonstrate comprehension of vocabulary for classroom objects.

Activities: Review 3 to 4 words of the classroom objects at a time. Use choral repetition and visual aids to reinforce the vocabulary. Use the vocabulary from p. 21 of the curriculum guide to create two sets of index cards. Place the index cards on the board or on a desk. Each student will flip over two

cards. If they find the matching card, they say the word (allow extra response time). Play Hot Potato - the student holding the ball will respond to the picture that you show. Adaptation: Students that are speech impaired will point to the picture that is

called out. Play I Spy - the students must walk around the classroom and show or touch the object that you see. Adaptation: students with physical disabilities will be given several

pictures to choose from. Each student creates his/her own book bag and personalizes it. Inside their bags, they place small pictures of the vocabulary of classroom objects. Allow enough time

during the lesson for students to practice cutting with scissors.

Assessment: Each student is asked to pick out a picture from the book bag and name it. Allow students extra processing and response time. Students will have a sheet with various pictures of classroom objects. When the teacher names an object the student must circle the picture of the classroom object.

Paraprofessional Assistance: Provide the PP with a list of the vocabulary. PP should participate and assist students as the students repeat the vocabulary words, play activity games (sitting down in a

circle, passing the ball) and helping students cut, paste and decorate their book bags



Topic: My Classroom Content: Numbers

Objective: To demonstrate comprehension of numbers.

Activities: Use flashcards to review 3 to 4 numbers at a time. Use choral repetition after each number. Use the calendar as a daily routine to count the days of the month. Play a song like the Number Song. First ask students to listen to the song, watch as the teacher sings using his/her fingers, and then ask them to sign along using their

fingers to show the numbers. Set number cards on the board in order or by 2’s, 5’s. Remove one number and ask: Which number is missing? Allow extra response time. Play the Chain Game - each student has to say the next number. If the student breaks the chain (by not knowing the next number), they have to sit down. Adaptation:

students with speech impediments can be provided with number cards to respond. Create a Bingo Game using numbers that are grade appropriate.

Assessment: Show isolated numbers to the students, students respond verbally. Adaptation: Students with speech impairments may show the number that is being called out. Ask students to count out loud the objects (pencils, books, crayons, etc.) and tell how many of each item, i.e.: 10 pencils, 2 crayons, 5 books, etc.

Paraprofessional Assistance: PP should participate in choral and individual repetition of the new vocabulary and assist students in the activity games (assisting them around the classroom, helping

them pick a card) PP should help the students to create a bingo card that is grade appropriate (fewer numbers, bigger numbers for smaller children, etc).



Topic: My Family Content: Colors/Shapes

Objective: To recognize basic shapes and colors.

Activities: Review colors/shapes separately. Combine color words with shapes, i. e.: red circle, blue square. Provide students with visual aids of colors/shapes and ask them to tell you what they have. Identify real-life examples to match colors, i.e.: yellow sun, yellow banana, and yellow pencil. Students create a “repeat pattern” using the same color with different shapes, ie.: red circle, red square, red triangle, blue circle, blue square, blue triangle. Play a color/shape Bingo Game. Repeat the commands at least twice and allow extra time for students to find the numbers/shapes. Create a chart of color shapes. Print it out and distribute to students along with small color shapes. Students count how many shapes they have in each color and tally

them on the chart. Students can work individually or in pairs.

Assessment: Students pick out of a bag a color shape and verbally name it. If the student names it correctly, the teacher gives the student the item. Adaptation: provide students with

speech impairments with several color shapes and ask them to identify them by pointing to them as they are being called out. Create a sheet with different shapes. Tell the students the color that each shape should be. After they color, assist them in cutting and pasting them to create a collage.

Paraprofessional Assistance: The PP should participate in playing the color/shape Bingo Game and assist students in the repetition and identification of the new vocabulary. Assist students in the activity games (assisting them around the classroom, helping them pick bingo cards) and in coloring the shapes, cutting, pasting and labeling as they

make their collages.



Topic: My Family Content: Family Members

Objective: To demonstrate comprehension of the vocabulary for family members by responding to simple commands, questions, and visual cues.

Activities: Provide students with visual aids of family members to help them as they chorally repeat and identify family members.

Provide students with two pictures of family members and ask them: Which one is the sister/brother/mother/father? Adaptation: students with speech impairments can point to the pictures.

Set cards of family members on the board or table. Remove one card and ask: Who is missing? Play Tic-Tac-Toe - put the index cards of family members backwards on the board or table. Create another set of index cards with X and O, one for each team. If they

say it right, they will put the X or O card over it. The team with the most cards X/O wins. Adaptation: for students with physical disabilities the cards can have a number on the back, so they may call out the card they want turned over. Students with speech impairments can choose a card and be asked: Is this the mother or the sister?

Create a family album students color and paste the pictures of the family members on the construction paper. They label each picture or write a short sentence, i.e.: Mi mama se llama_____.”

Assessment: Use the students’ albums to asses by asking the students to look for specific family members, i.e.: Where is the brother? The sister? Students respond to simple questions about their family, i.e.: What is you mother’s name? How many sisters/brothers do you have? Allow adequate time to respond.

Paraprofessional Assistance:The PP should participate and assist students with repeating and identifying the new vocabulary, in the activity games, and in creating the family album.



Topic: My Family Content: Celebrations

Objective: To identify holiday practices of people in the target culture.

Activities: Introduce the concept of holiday/celebration using maps, pictures prompts and materials to help students make associations among the history of the holiday/celebration

and the symbols used. Use bold outlines on maps and charts. Play songs about a holiday or celebration and have students sing along and place decorations around the classroom. Read a big book of the holiday/celebration. Emphasize target words (colors, numbers, shapes, new vocabulary). Ask students to draw a picture of the story with the title of

the celebration. Show videotapes such as: Dora the Explorer and documentaries of the celebration in different cultures.

Assessment: Brainstorm with students about cultural objects they can recall of the holiday/celebration and make a list. Provide students with paper materials or clay to create a cultural item i.e.: make a piñata with clay. Display student work as a gallery in the classroom. Encourage students to share the history of their artwork.

Paraprofessional Assistance: Provide the PP with reading material of the different celebrations so that she/he can provide support during the lesson. The PP will participate in assisting students by repeating and identifying the new vocabulary and assisting students with motor skill difficulties as they label, cut and glue.



Topic: Nature Content: Seasons/Calendar

Objective: To demonstrate comprehension of the seasons and months of the year.

Activities: Introduce one season of the year and the months within each season at a time. Provide students with visual aids of the season/months and ask them to repeat with you

chorally and individually. Use visual aids of the seasons and list the months of the season under each visual. Play songs of the season/months and involve students in singing along. As they sing encourage them to use TPR to describe the seasons. Read a story of the season/months with emphasis on target words (colors, numbers, shapes and new vocabulary). For a team activity, place the cards of the months on the board or on a desk and have students put the months in the correct order. Have students categorize the months by seasons and create a chart. Instruct students to fold a white construction paper into four parts. In each box they label the season

and list the months that correspond to that season.

Assessment: Students verbally name the seasons as the teacher shows a picture or chart. As the students identify the picture, they are given to the students. Ask students to say the months of the year. Students with speech impediments can place the index cards of the months in the correct order.

Paraprofessional Assistance: The PP should participate in assisting students as they sing, repeat and identify the new vocabulary. Assist students with motor skill difficulties as they draw and label.

Assist students in the activity games (assisting them around the classroom, helping them pick cards, et.).



Topic: Nature Content: Weather

Objective: To demonstrate comprehension of expressions related to the weather.

Activities: Use the weather as part of a daily routine. Show students pictures of different weather conditions and ask the students to write: Today is______ (sunny, rainy, cold, etc.)

Pick a student to share with the class the day’s weather and place it on the calendar. Adaptation: Use a portable calendar for students with physical disabilities. Use TPR activities to describe the weather as you pantomime: “It is hot/cold/rainy” Pick a student to respond with the correct weather expression “It’s sunny/cloudy/not

sunny” Adaptation: students with speech impairment can respond with pictures of the weather. Create a chart. Fold a white construction paper in as many boxes as necessary to accommodate the new vocabulary. Students draw a picture and label the weather

condition depicted. Set pictures depicting various weather conditions on the board or a desk. Provide the students with index cards of the months of the year. Students pick a month and place

it on the corresponding weather condition.

Assessment: Show students a picture and ask: How is the weather? Allow adequate response time and repeat or clarify directions when necessary. Adaptation: students with speech

impairments can be asked to show or give you the picture of the weather. Provide questions (What’s the weather?) with a picture of the weather next to it. Students fill in the blanks: The weather is___. To facilitate student participation, place a

list of the vocabulary on the board. Adaptation: students with motor skill difficulties can be assisted in gluing labeled strips of the weather to fill in the blanks.

Paraprofessional Assistance:

The PP should participate in assisting students by repeating and identifying the new vocabulary and assisting students with motor skill difficulties as they fold paper, label and draw cut out strips.



Topic: Nature Content: Clothing

Objective: To identify, name, and describe articles of clothing.

Activities: Practice with students the clothing vocabulary by using visual aids and realia. Show each student two pictures of clothing and ask them to point the one you call out. Play True or False - show the class a picture of a garment and say. “This is a blouse (it may or may not be a blouse). If the student thinks it is a blouse, he/she stands up.

If they think it’s not a blouse, they stay in their seats. If the picture is not a blouse but a sweater, the teacher picks out a student that is sitting to say the correct word. Set pictures of clothing items on the board. Call out garments from the pictures and ask: What color is the _____? Adaptation: students with speech impediments can be

provided with color cards and respond by raising the color card. Play Seven Up - pick seven students to go around the class and tap the students thump while their heads are down. When finished the seven students will stand in front of

the class holding a picture of a garment. Students identify the person that tapped them by calling out the picture of the garment the students holds, i.e.: It is the hat. It is a sweater.

Write simple sentences on the board. Have students read them. Ask students to give you some sentences. Write them on the board. Have students read and copy them, i.e.: My pants are black. Mike’s shirt is yellow. Susan’s blouse is small.

Assessment: Ask students: What are you wearing? What color is your shirt? Adaptation: Students with speech impairments can be asked to show or give you the cards of the clothing

or colors to respond to the questions. Instruct students to make a book out of construction paper. They cut and paste the pictures clothing items on each page. Students can label or write short sentences.

Paraprofessional Assistance: PP should assist students with coloring, cutting, pasting and labeling.



Topic: Relationships Content: Animals

Objective: To make brief statements to describe animals.

Activities: Provide students with visual aids of the animals and ask them to identify and describe them by color and size. Play Charades - a student stands in front of the class and makes the sound of an animal. The rest of the class has to guess by naming the animal. Adaptation: students

with speech impairments can be provided with pictures of the animals and be instructed to show the picture of the animal that makes that sound. Divide the class in two teams. Place a set of cards on two desks. One member of each team stands or sits in front of each desk. When the teacher calls the name of an

animal the student that raises the correct card first gets a point. Pair students and provide them with a working sheet with boxes already numbered. Provide each pair with animal pictures and crayons. Instruct students to show you the

cow, glue it in the first box, and color it black and white. Continue in a likewise manner until all boxes are filled.

Assessment: Give students an oral assessment by asking them to pick a card and name the animal on the picture. Adaptation: students with speech impairments can be asked to show

or give you the card of the animal you ask for. Create a puzzle of the animals using the new vocabulary.

Paraprofessional Assistance: Assist students by ensuring that they are gluing and coloring the pictures correctly.



Topic: Relationships Content: Myself - Body Parts

Objective: To identify and name parts of the body.

Activities: Review body parts. Practice with students the vocabulary by showing them a picture of the body and asking them to repeat individually and in unison. Play the Body Parts Song. As you point to each body part, ask students to sing along and repeat several times. As the teacher sings along pause and allow the students to

recall the rest of the song. Play Potato Head - students select a body part and place the part on the potato head. Adaptation: Students with physical disabilities can respond by saying yes or no as

you point and ask questions. Play Simon Says. Start by naming the body part and doing it along with the students and slowly letting them continue as you name the parts. Adaptation: Students with

physical disabilities can say yes or no as the teacher gives the command and points to the body part. Provide students with an outline of a body and ask them to label the parts of the body. Adaptation: gluing strips already labeled can assist students with physical or motor

difficulties.

Assessment: Give students an oral assessment by asking them to find the matching index card and naming the body part. Adaptation: Students with

speech impairments can be provided with index cards with words instead of pictures. When they find the matching card they must point to that body part.

Create a Soup Puzzle with the body parts. Assist students with strategies that will facilitate the search. Adaptation: Provide students with motor skill difficulties with a true/false activity. Write a sentence: This is an eye (with a picture next to it). The student’s assistant writes True or False for the student.

Paraprofessional Assistance: The PP should participate in assisting students by repeating, singing and identifying the new vocabulary. Assist students with motor skill difficulties in gluing, labeling the pictures, and in writing the true/false activity.

Culture Embedded Activities

Grades: K-2 Theme: Myself in My World

Topic: My Classroom Content: Greetings

Objective: To demonstrate comprehension of greetings and courtesy expressions in the target culture.

Activities: Review greetings and ask students to tell you how we greet each other in the U.S. and if they know of any other way people greet each other. Model the different greetings that are used in Spanish speaking countries, i.e.: in Spain a greeting is marked by a handshake and a kiss on both cheeks. In other countries,

a handshake and a kiss on one cheek are acceptable. Hugs are common in other countries. Compare/Contrast greetings in the United States and in some of the Spanish speaking countries.

TPR Activity: Students follow commands such as: Maria, please stand up, greet Juan, and sit down (student stands and greets the person using appropriate expressions such as: good morning, good afternoon, good evening, good night).

Assessment: Students role-play a greeting scenario using handshakes, imitating kisses and using appropriate expressions to greet each other.

Cultural Note: Greetings are universal. Different cultures use unique expressions that are used when people greet each other. In the US we use good morning, good afternoon, good evening and good night. “Good evening” is not used in the Spanish language. Hispanics use “good night” only. In some Spanish speaking countries, they rarely greet friends with a hug the way Americans do.

In the US, it is appropriate to use titles (Dr, Mr, Mrs, etc) with the last name only, i.e.: Mr. Castillo, Dr. Negrón. In Spanish speaking countries, it is appropriate to use the title with the first name, i.e.: Señora María, Dr. Jose, Señor Juan, etc.



Topic: My Family Content: Colors and Shapes

Objective: To recognize basic shapes and colors.

Activities: Show students the flags of the US, Cuba, Chile and Panama. Use one flag at a time to name the flag and to review the shapes and colors found in each flag. Use a map to locate the US, Cuba, Chile, and Panama. Have students come up and point to these countries on the map. Using one flag at a time to highlight similarities/differences with the flag of the United States. Have students answer questions such as: What is this? What shape is this? What color is this? How many colors/stripes/stars does this flag have? Where is this flag from? Distribute handouts of the three flags. Students color their flag. Teacher walks around using TPR commands to assess students’ comprehension of colors and shapes. Use two other flags to model a Venn Diagram comparing/contrasting the two flags. Students use a Venn Diagram to compare/contrast their flag and the flag of the U.S.

Assessment: Students come to the front of the class to name their flag, describe it, point to the country it represents on the map, and present their Venn Diagrams.

Cultural Note: Using different flags, explain their significance and importance. Explain that each country has its own flag and that each symbol, stripe, color has a special meaning for the country they represent.



Topic: My Family Content: Nuclear and Extended Family

Objective: To demonstrate comprehension of the vocabulary for family members.

Activities: Hold pictures depicting different families. Separate them by ethnic group and number of family members. Discuss the concept of nuclear and extended

families. Show pictures depicting nuclear and extended families. Ask students questions such as: Is this a nuclear family/extended family? Why? Name the members of this

nuclear/extended family. Use a picture of a traditional Hispanic family to activate background knowledge by asking questions such as: Who is this? Is this the mother or the sister? Is

this a big/small family? How many boys/girls/adults are there? Ask students: What are some of the holidays/celebrations that bring families together? What are some of the foods that are used in these holidays/celebrations? Make a list of some of the foods that are used in some holidays/celebrations. Show a picture of an empanada and use the book In My Family to introduce how making empanadas is a cultural practice in some Spanish-speaking countries

that helps to bring families together. Place pictures/flash cards around the room. Point to the pictures and ask: Where are the empanadas? Are they on the chair or on the board? Are they on the table or on

the door? How many empanadas are there?

Assessment: Students draw and label pictures of nuclear and extended families.

Cultural Note: Highlight the fact that food is a very important part of any culture. It brings families and friends together. Through the cultural practice of making empanadas, tamales, arepas, pupusas, tacos, etc., families, neighbors and friends spend time together to celebrate special occasions.



Topic: Myself in My Family Content: Celebrations -Day of the Dead

Objective: to identify holiday practices of people in the target culture.

Activities: Review some of the holidays/ celebrations that bring families together. Explain that in some Spanish speaking countries the Day of the Dead is celebrated on November

2nd. Have students come up to the calendar, point to November 2nd, and find a holiday that is around November 2nd that is celebrated in the US (Halloween). Discuss how it is celebrated and the cultural products associated with it. List them on the board or chart. Use different realia to introduce the vocabulary of the cultural products related to the Day of the Dead: (skulls, candles, papel picado, altars, pictures, flowers, music,

food). Explain what an altar is and some of the things one might find in an altar. Use TPR commands to distribute the different cultural products to the students i.e.: Rita, stand up, come get the candle, and sit down. Students keep the products and then are called in front of the class to construct an altar. Make a listing of the cultural products and practices used to celebrate the Day of the Dead. Compare/Contrast the listing of cultural products and practices for both holidays and start a Venn Diagram.

Assessment: Guide students to complete the Venn Diagram comparing and contrasting cultural products and practices associated with Halloween and the Day of the Dead

Cultural Note: Explain the cultural perspective that Mexicans are not afraid of death because they perceive death as a continuation of life. They honor their loved ones by visiting the cemetery on November 2nd. On the graves they construct altars with food, flowers, pictures, and other items. These practices are derived from the Aztecs and the Mayans (ancient civilizations that lived in Mexico). The Day of the Dead is celebrated in many Spanish-speaking countries. However, the practices may vary a little according to the country’s perspectives.



Topic: My Family Content: Celebrations - Three Kings Day

Objective: To identify holiday practices of people in the target culture.

Activities: Use a calendar to review the months of the year, the numbers (1-31), and the dates of some holidays. Highlight December and January. Ask students to name some of the holidays that are celebrated in December and January. List them as they are named. Pointing to Christmas, ask students to tell the date that it is celebrated. Discuss some of the practices associated with Christmas. Use the calendar to highlight January 6th. Explain that on January 6th Three King’s Day is celebrated in some Spanish speaking countries. On this day, children

receive extra gifts. Discuss some of the practices associated with Three King’s Day. Compare/Contrast to Christmas practices. Use pictures, puppets or props to introduce the three kings: Melchor, Gaspar and Baltazar. Use TPR storytelling techniques by assigning a gesture or prop to the main vocabulary and by modeling the gestures as you say the words /phrases.

- The three kings walk with three camels.- The three kings are tired.- The three kings are hungry. - The three kings are thirsty. - The three kings are scared.- The three kings are lost.- The three kings see a star and follow it.- The three kings find a family and offer gifts.- What do you think the gift was?

Students practice gestures with the teacher.

Assessment: Students act out the story as another student or teacher narrates it.

Variation: Distribute sentence strips to reorder the story by sequence of events as students listen to the song “Los Caminos de Belen”.

Cultural Note: In Puerto Rico, Three Kings Day is celebrated with “La Parranda”, which is Christmas caroling Puerto Rican style. Carolers go singing to peoples’ houses. The people let the carolers in, give them food and drinks, and have a party at their house. They stay for about an hour, then the owner of the house joins the group and goes caroling at another house. The parranda music is very lively and is traditional Puerto Rican music played with guitars, maracas and other kinds of percussion instruments.

In Mexico, they celebrate something similar named “Las Posadas” for Christmas. Each family narrates the Nativity scene. They request lodging in three different houses but only the third one allows them in. That is the house that is supposed to have the Posada for that evening. As is Mexican tradition, there is a piñata filled with peanuts in the shell, oranges, tangerines, sugar canes and wrapped hard candies.

In many Spanish speaking countries children are told that the Three Kings are the bearers of the gifts they receive on January 6th. Thus, children put a shoe or a box under the bed or by a window with candy, grass, and list of the gifts they would like to receive on Three Kings Day.



Topic: Nature Content: Clothing

Objective: To identify and name articles of clothing that are particular to a culture.

Activities: Use the Cuban flag to activate previous knowledge about shapes and colors. Ask what object is this? Where is it from? What shape is this? Locate Cuba in the map and show the region of the Caribbean. Explain that in Cuba and in other Caribbean countries people wear “la guayabera” and “el sombrero”

(show products or pictures). “La guayabera” is used for any occasion (leisure, sports, casual or dressy). Show a “guayabera” and a “sombrero” and ask questions like: What color/shape is it? Is it a circle or square? Does it have pockets? How many pockets does it have? Model the cultural practices associated with the “Cuban Sombrero” i.e., you take it off to show respect. You fan yourself with it when you are hot and to protect you from

sunburn, or you can use it to beg for money.At the end of the class give students an opportunity to wear the “guayabera” and “sombrero” while listening to Cuban music in the background.

Assessment: Use different flags to have students identify the Cuban flag.Students design their own guayabera and present it to the class by describing the parts of the shirt and the pockets. Decorate the class with the students’ guayaberas.

Cultural Note: The guayabera is a national symbol in Cuba. It was originally used by the peasant class, but now it is used by all social classes. Guayaberas are made of linen and cotton because of the tropical weather. Guayaberas are worn by children and adults.



Topic: Relationships Content: Animals - Coquí

Objective: To make brief statements using learned vocabulary to describe animals.

Activities: Listening to the music of “Que Bonita Bandera” in the background, reintroduce the flags of Cuba, Chile, Panama and USA and ask what these flags have in common.

Discuss their similarities and differences. Introduce the Puerto Rican flag and use the flags to review colors, shapes and numbers. Locate Puerto Rico on the map and have students come up and locate Cuba, Chile and Panama. Use pictures/realia/flashcards to review farm, domestic, and zoo animals. To create a meaningful context to introduce the “coquí” pretend that you are receiving a phone call from Puerto Rico.Use a telephone to pantomime the following

conversation: -Hola, quien es? -Si, de Puerto Rico? -No me digas eso. Es incredible.

Ask the class to tell you what the conversation was about and where was the call from. Inform the class that you have just received a phone call from Puerto Rico (point to the map) informing you that they have lost a little, green animal named coquí. They think that it might be in Newark (point to the map) and are asking for our help to find it.

Ask the students, where do they think it is? Take a vote. How many think that the coqui is in Puerto Rico and how many think that it is in Newark. Record their answers on the board.

Show the class a magic box filled with farm, domestic and zoo animals. Ask the class: Do you think that the little, green animal might be in the magic box?

As you pull out different animals from the magic box (leave the coquí for the end), have students describe them by name, color, and size by asking questions such as: What animal is this? What color is the animal? Is it big/small? Is this animal little and green? Is this the coqui?

Make a coquí sound and state that the coquí is in the classroom! Ask, “Where is it? Is it on the board/window/table/chair/desk? Is it inside/outside the magic box? Pick a student to come to the magic box to pull out the coquí. Teacher elicits responses that describe the coquí and informs students that the coquí is only found in Puerto Rico and that the name coquí comes from the sound it makes.

Assessment: Solicit responses to the following questions: Where is the “coqui” from? Why is it so special? Where did the name come from? What color is it?”

Cultural Note: The coquí is a very popular frog throughout the island of Puerto Rico. It is said that the coquí harmonizes the evenings with its graceful melody. The people on the island love to listen to the coquí sing at bedtime and its melody is dearly missed by Puerto Ricans who are away from home. Only male coquíes can make that sound. The name coquí comes from the sound it makes.

The coquí is quite unique and found nowhere else in the planet. Although some coquíes have been successfully exported to other countries, they can never sing once removed from the island of Puerto Rico!

The coquí is considered to be an important part of the islands’ natural and cultural heritage.

Thematic Web3-5

September-January

MYSELF IN…MY COMMUNITY

GOAL/OBJECTIVE: To identify favorite classes by responding to simple questions and commands.

THEME/CONTENT

STATE /NATIONAL

STANDARDSACTIVITIES





*School Subjects*Telling Time*Schedules: days, numbers (0-500)

*Cafeteria*Gym *Support Staff

*Office Staff

*Months/Weather Seasons*Cultural Similarities & Differences

*Rooms/ Furniture*Daily Activities*Extended Family

MY SCHOOL

MYHOUSE

November-January

SUBJECTS/SCHOOL

ACTIVITIES

SCHOOL PLACES

BIRTHDAYS/CELEBRATIONS

SCHOOL PROFESSIONS

MYFAMILY

OUTSIDE/INSIDE THE HOUSE

THEME:My self in…My school

CONTENT:Favorite Classes

Language Structures:What is your favorite class?My favorite class is____.

Vocabulary:Gr. 3-4: Science,Art, Music, Math.Gr. 5: Social Studies, Gym, English, Library, Computers.

Language in Use:Identify

TPR Commands:show me

STATE

7.1.NM.A.17.1.NM.A.37.1.NM.B.17.1.NM.B.37.1.NM.C.3

NATIONAL1.12.13.24.25.1

First Marking Period First Week

New Material: Reintroduce greetings and useful phrases. Introduce the new vocabulary using pictures, flash cards or a transparency. Play “Simon Says”.

Students identify their favorite classes through TPRcommands and by matching the labels to the pictures.

Introduce the structures: T. What is your favorite class? S. My favorite class is_______.

Activity: Students practice the structures through a chain drill and by working in pairs.Students write sentences like:I like math, reading, and art. My favorite class is _____>

Assessment: Students draw, color and label their favorite classes.Example: My favorite classes are:_______,_______, and ________.

Visual P. Arts:1.3.1

Holap.188Transparency 31Workbook pp. 59-61

http://members.tripod.com/spanishflashcards/

GOAL/OBJECTIVE: To exchange information about telling time.

THEME/CONTENT

STATE / NATIONAL ACTIVITIESEXAMPLES OF THE TYPE OF WORK

REFERENCES FOR CROSS-CONTENT

LINKED RESOURCESMULTIMEDIA






STANDARDS STUDENTS SHOULD BE ABLE TO DO TO MEET THE STANDARDS AND CUMULATIVE PROGRESS

INDICATORS

CONNECTIONS/TEACHER’S NOTES

BIBLIOGRAPHYWEB LINKS

THEME:Myself in…My School

CONTENT:Telling Time

Language Structures:What time is it?It’s_____.

Vocabulary:Numbers 0-100Gr.3: It’s __o’clock.Gr. 4-5: It’s ___thirty.

Language in Use:Asking for/giving information

TPR Commands:point to

STATE

7.1.NM.A.17.1.NM.A.57.1.NM.B.17.1.NM.B.37.1.NM.C.2

NATIONAL

1.12.13.14.25.1

First Marking Period Second Week

Review: Use a number chart to review numbers 0-50 and introduce 51-100. Use a number grid chart to introduce and to practice counting by 10’s and by 5’s.

New Material: Use a paper plate clock to show different times and to model the appropriate statements related to telling time. Example: It’s one o’clock.

It’s one thirty What time is it?

It’s_______.

Pair/Group Activity: students will make their own paper plate clocks and practice telling time.

Assessment: Place paper plate clocks on the board and select students randomly to tell the time. Ask students to draw clocks and label their time.

Example: It’s three o’clock. It’s three-thirty.

Hola Resource Book master 190

Paper plates.

basic-spanish-expressions.

GOAL/OBJECTIVE: To ask and answer questions about class schedules.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES


REFERENCES FOR CROSS-CONTENT CONNECTIONS/

LINKED RESOURCESMULTIMEDIABIBLIOGRAPHY

http://www.spanishintheworld.com/resources/basic-spanish-expressions.html

http://www.spanishintheworld.com/resources/basic-spanish-expressions.html



STANDARDS AND CUMULATIVE PROGRESS INDICATORS TEACHER’S NOTES WEB LINKS


CONTENT:Class Schedule

Language Structures:What class do you have at….?I have…

Vocabulary:days of the weekschedule

Language in Use:Asking for/giving information.



NATIONAL1.12.13.14.25.1

First Marking Period Third Week

Review: Show a school schedule to review subjects and class times.

New Material: Introduce the days of the week using a calendar placed on the board. Use TPR commands to practice the days of the week and numbers

Activity: Draw a table on the board with the days of the week across the top and hours of the day down the side.Students will fill in the table with their classes and activities. T: What classes do you have on____________? On ________I have_______, _______, ______ and ______.

Model the structure: T. What classes do you have on_______ at_______? S. I have _________ at ___________.

Assessment: Students design a class schedule and work in pairs to talk about their own schedule and their partner’s. Students write sentences about their class schedules.

Example: In the morning I have _____ at, ______ at _______, and _______ at________.

In the afternoon I have _______ at and _______ at _______.

L.A./Literacy:3.3, 3.4


Class schedule(Appendix A p.144)

www.tellingtime.com

GOAL/OBJECTIVE: To identify, ask and answer questions about places within the school.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES


REFERENCES FOR CROSS-CONTENT CONNECTIONS/

LINKED RESOURCESMULTIMEDIABIBLIOGRAPHY

http://spanish.allinfo-about.com/vocabulary/vo-time.html4.2




TEACHER’S NOTES WEB LINKS


CONTENT:School Places

Language Structures:Where are you going?I am going to_____.What do you do?I ___ in the _____.

Vocabulary:Gr.3: cafeteria, gym, office, eat, play

Gr.4-5: library, nurse’s office, patio, art room,

drawLanguage in Use:

Identifying, asking for/giving informationTPR Commands:

show me, bring, draw

STATE

7.1.NM.A.17.1.NM.A.37.1.NM.B.47.1.NM.C.1

NATIONAL1.22.13.24.25.1

First Marking Period Fourth Week

Review: Elicit responses about students’ schedules and favorite classes.

New Material: Introduce the vocabulary by using picture cards or a transparency. Place picture cards on the edge of the chalkboard. Use TPR commands to help students identify and practice vocabulary.

Model the structures: T. Where are you going? S. I am going to ______. T. What do you do in the cafeteria, gym, etc. S. I _________ in the _______.

Pair activity: Guide students in drawing a school map and to use their maps to have an interpersonal exchange using the structures learned.

Assessment: Students present their dialogues to the class.

Social Studies: 6.7.11

Que TalTeacher Manual p..262Transparency 34

Muy BienWorkbook p.23

Adelante Ven Conmigo p. 181

GOAL/OBJECTIVE: To identify different kinds of fruits and drinks served in the school cafeteria.



THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Fruits, Drinks

Language Structures:What is this?It’s______.What do you have?I have___.

Vocabulary:Gr. 3: milk, banana, orange, apple,Gr.4- 5: juice, pineapple, grapes, watermelon.


TPR Commands:show me, find, bring


NATIONAL1.1

2.13.14.25.1

First Marking Period Fifth Week

Review: Use a number chart to review numbers 0-100New Material: Use a fruit basket, pictures or realia to introduce the vocabulary. Students will practice the new words by responding to TPR commands (find, show me, bring me). Display flashcards, pictures or realia to model the following: T. What is this _______? S: It’s __________. T: What do you have? S: I have ___bananas, ______oranges, and _____apples.

Activity: Students will make their own fruit basket by cutting, coloring, and pasting pictures of fruits onto paper plates.Pair activity: Students will use their fruit baskets to name and label the fruits they have and to practice the above structures.Variation Gr. 5: Extend the vocabulary by adding other fruits. Show students how to construct a simple bar graph. Use the bar graph to practice structures like: I have 10 apples. I have 5 oranges and 20 bananas, etc.

Assessment: Using hand outs ask students to identify and label the fruits they know.Variation Gr.4-5: Students will create a bar graph and describe it to using language structures learned.


Mathematics:4.1, 4.4

Science: 5.4

Viva…Kit BTeacher’s Manual p. 124

Vocabulary pictures Masters 53-57

Favorite Fruits-bar graph (Appendix B p. 145)

Que tal? Workbook pg.110

http://www.gomadrid.com/learn-spanish/vls/flash/sports_hobbies.htm

www.fruitsotheAmericas

GOAL/OBJECTIVE: To identify and exchange information about school sports.

http://www.learner.org/channel/libraries/tfl/spanish/rodriguez/

http://www.learner.org/channel/libraries/tfl/spanish/rodriguez/






THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Sports Vocabulary

LanguageStructures:What sport is this?It’s _______.What sport do you play?I play _______.When do you play?What’s your favorite sport?Vocabulary:football, baseball,dodge ball, soccer,volleyball, basketball

Language in Use:IdentifyingTPR Commands:touch, show, create

STATE7.1.NM. A.17.1.NM. A.37.1.NM.B.17.1.NM.B.37.1.NM.C.3


5.1

First Marking Period Sixth WeekReview: Use a calendar to review the months

of the year and seasons.

New Material: Introduce the vocabulary using a transparency or picture cards. Students practice the vocabulary through repetition and TPR activities. Classify sports by season/months.Pointing at pictures, the teacher will model the structures: T: What sport is this? S: It’s _______. T: What sports do you play? When do you play? S: I play _____ at _______. S: I play _____at _______.

Activity: Students create a collage using pictures of different sports and labeling them.

Assessment: Pair activity: Using their collages, students will name their favorite sport and the month/season it is played.

Variation Gr.4-5: Students will label sports and write simple sentences about the sports they play and sports they like/dislike. Ex: I play baseball. My favorite sport is soccer. I don’t like basketball.


Science: 5.5


Que tal? Resource and Activity Master 200

Adelante- Ven Conmigo level IA p.44

http://www.studyspanish.com/vocab/sports.htm

GOAL/OBJECTIVE: To identify professions related to school personnel.






THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:School Professions

Language Structures:Who is this?It is _______.Where is he/she?He/She is in_______.

Vocabulary:cook, teacher’s aid,custodian, security guard, librarian

Language in Use:IdentifyingAsking for/giving information.



NATIONAL1.12.13.14.25.1

First Marking Period Seventh Week

Review: Use picture cards to review places within the school.

New Material: Introduce various school professions using picture cards or a transparency. Display all pictures around the classroom. Students practice the vocabulary by responding to TPR commands.

Use pictures to model the structures: T: Who is this? S: This is _______. T: Where is he/she? S: He/She is in_______.

Assessment: Gr.3: Place a school map on the board and ask

students to match pictures of workers and the place they work.Gr. 4-5: Put all the picture cards on the board and write the words for each card. Call on students to read the words and write the correct word under each picture card. Students write simple sentences. Example: The cook is in the cafeteria. The librarian is in the library.

L.A./Literacy: 3.3, 3.2


Que Tal!Resource and Activity Book, Master 149

“Muy Bien” level B(Teacher’s Guide)

Que Tal? Transparency 34-35

www.shoolprofessionsvocb.com

http://seeds.coedu.usf.edu/spanishEnhance/webquests/questhtml/webquest17.html

http://seeds.coedu.usf.edu/spanishEnhance/webquests/questhtml/webquest17.html



GOAL/OBJECTIVE: To exchange information about school places and professions.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:School Professions

Language Structures:Who is this?Where is?

Vocabulary:secretary, principal, vice-principal, nurse.

Language in Use:Identifying.



NATIONAL1.22.13.14.25.1

First Marking Period Eighth Week

Review: Name some staff members. Ask students to name the profession and where the person works.

Example: Ms. Rios is the librarian. She works in the library.

New Material: Introduce the vocabulary using pictures or flash cards. Place cards on easel or board and ask: Who is? Where is? Students will identify the profession and the location.

Variation Gr.4-5: Teacher will extend the vocabulary to other professions and write simple sentences. Example: This is the principal. He/she is in the office.

Assessment: Hand out copies of Que Tal? Master 148 or picture cards. Ask students to identify the professions and the place they work. Have students create their own book of professions and write simple sentences to describe their pictures.


Social Studies:6.5.9

Visual P.Arts:1.3.1

“Que Tal? Resource and Activity Book, master 148

Spanish Professions

http://spanish.allinfo-about.com/vocabulary/vo-professions.html



GOAL/OBJECTIVE: To identify extended family members.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in…My House


Language Structures:Who is this?This is____.Who is that?That is____.

Vocabulary:Gr.3: aunt, uncle, cousinsGr.4: stepmother, stepfatherGr.5: godmother, godfather, husband and wife.Language in Use:IdentifyingTPR Commands:show me, touch, point to, draw, label

STATE7.1.NM.A.17.1.NM.A.37.1.NM.A.47.1.NM.B.3


4.2

Second Marking Period First Week

Review: After showing pictures of nuclear family members ask questions such as: “Who is this? What is your _____’s name?”

New Material: Use flashcards to introduce vocabulary words. Show pictures and have students respond in unison when asked:

T: Who is this? S: This is the uncle.

To practice TPR commands teacher places flashcards around the room and says:

T: Show me the uncle. Point to the godfather.

Activity: Draw and label a family tree with student input.

Assessment: Place flashcards around the room. Have students identify them by responding to appropriate TPR commands. Students draw and label their family tree.

Viva…Kit A Flashcards 34-40

In My Family by Carmen Lomas Garza

http://www.eslimages.com/





GOAL/OBJECTIVE: To ask and respond to questions about extended family members.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES







Language Structures:How many _____do you have?I have_______.

Vocabulary:NumbersSee previous lesson

Language in Use:QuestioningTPR Commands:show me, touch

STATE7.1.NM.A.17.1.NM.A.27.1.NM.A.37.1.NM.B.17.1.NM.B.27.1.NM.C.2

NATIONAL1.11.22.13.14.25.1

Second Marking Period Second Week

Review: Use the big book “La Familia Perez” to review family members. Students review previous vocabulary by using flashcards and TPR activities.

New Material: Teacher introduces and models new structures.

Activity: Students come up in front of class and describe their family tree done in the previous class. Teacher asks questions:

T: “How many cousins do you have?” S: I have _________ cousins.

Class plays family Bingo. Bring in a family album. Discuss the members of the family.

Assessment: Students create a family album and label their pictures with simple sentences.

Ex: This is my mother. I have two uncles.

Viva…ABig Book“The Family”

Family Bingo

Family Album



GOAL/OBJECTIVE: To understand the concept of inside and outside and identify the rooms of the house.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in…My house

CONTENT:InsideOutsideInside the House

Language Structures:What is it?It is ______.Where is it?It is insideVocabulary: house, apartment house, building, living room, dining room, bedroom, bathroom, kitchen

Language in Use:IdentifyingDescribing

TPR Commands:touch, show me, color, label



Second Marking Period Third Week

Review: family members by using TPR activities and by asking randomly:

What is your __________’s name? How many __________do you have?

New Material: Use flashcards to present new vocabulary. Place flashcards around the room and use TPR commands to practice the new vocabulary. To introduce the concept of inside and outside; the teacher goes to the door and steps outside, telling the class, “Outside”, comes back in and tells the class “Inside”. Have students go in and out the door modeling vocabulary words. Apply the concept of inside to things inside the house. Model the following structures, T: What is it?

S: It’s the ____. T: Where is it? S: It’s inside/outside.

Assessment: Students make a mini book of the inside of the house. They will color, label and write simple sentences to describe their illustrations.

Que Tal?Resource and Activity book Master 56-58

Book p. 88


http://www.enchantedlearning.com/








GOAL/OBJECTIVE: To identify areas outside the house and demonstrate comprehension of the concept outside/inside the house.

THEME/CONTENT STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:InsideOutsideOutside the House

Language Structures:What is it?Where is it?It’s outside.

Vocabulary:garage, garden roof, patio

Language in Use:IdentifyingDescribing

TPR Commandstouch, show me


NATIONAL1.12.13.24.25.1

Second Marking Period Fourth Week

Review: Use flashcards and TPR activities to review previous vocabulary. Ask randomly, “ What is it? Where is it? How many ______do you have?

New Material: Use flash cards to introduce vocabulary words using same method as previous lesson.

Activity: Students will draw, color and label the inside and outside of the house.

Assessment: Students write simple sentences describing their houses. Ex: The garage is outside.

The house is big/small/white.

The living room is inside. The garden is outside.

Que tal,book pg. 82-86

workbook pg. 55

flashcards 51-59






GOAL/OBJECTIVE: To ask and answer questions about the inside/outside the house.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Parts of the house

Language Structures:What is it?This is my ______-Where is it?It is ___________.Does your house have a ________?Yes/No my house does/not have a________.Vocabulary:See previous lessonsLanguage in Use:Describing

TPR CommandsShow me


NATIONAL1.11.32.23.14.15.1

Second Marking Period Fifth Week

Review: Students come up in front of class and display their mini books. Students describe the different parts of the house using the phrases,” This is the house. This is the kitchen Model:

T: Where is the kitchen, inside or outside?S: It is inside.Have students practice in pairs.

New Material: Using flashcards of the house, teacher introduces the structure “to have”. For example,

Ex: T: Does your house have a garden? S: Yes, my house has a garden.

Introduce the negative form of the verb using pantomime.Repeat using cards for every part of the house studied.

Activity: Students answer questions about their houses.

Ex: “What color is your room? Is it big/small? How many bathrooms do you have? Do you have a garage?

Assessment: Students interview each other asking questions about their houses.

Que tal?Workbook pg. 56,57






GOAL/OBJECTIVE: To identify different activities that take place in different parts of the house.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Daily Activities

Language Structures:What do you do in the __________.

I ________.

Vocabulary:watch TV, to cook, to eat, to sleepGr. 4-5: to read, to brush my teeth


TPR Commandsshow me, touch


NATIONAL1.11.32.13.14.14.2

Second Marking Period Sixth Week

Review: Students come in front of the class and describe their houses to the class. Teacher models correct question/answer exercise. Ex: “What’s this? It is my kitchen.

New Material: Use flashcards and realia to introduce different activities done in the house. (I sleep, I eat, I watch TV).

T: What is this?S: It is the bedroom.T: What do you do in the bedroom? (Holding up a pillow)S: I sleep.

Activity: Students will role-play different activities using new materials.

Assessment: Students will write simple sentences describing what they do in different parts of the house. Ex.: “I eat in the kitchen. I sleep in the bedroom” etc…

Realia: pillow, toothbrush, kitchen utensils, TV card, book



GOAL/OBJECTIVE: To recognize the months of the year and the dates of their birthdays with the weather conditions associated with those dates.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Months, Weather

Language Structures:When is your birthday?What is weather like on your birthday?

Vocabulary:months, numbers, weather


TPR Commandsshow me, touch


NATIONAL1.12.13.14.25.15.2

Second Marking Period Seventh Week

Review: use a calendar to review months of the year and weather conditions. Holding pictures depicting different weather conditions ask students:

T: Is it rainy/ snowy/sunny?

New Material: Use a pre-made birthday cake to introduce birthday. Point to the calendar and ask,

My birthday is on _______. Then ask, “ When is your birthday?”

Have students point to the calendar as they respond,” My birthday is on ________.”

Holding up pictures of different weather conditions, ask students,

T: What is the weather like on your birthday? S: It is ____________.

Activity: Students listen to the story “Birthday Barbecue”. As the teacher reads, students identify words they recognize in the pictures.

Culture: Students will recognize the importance and tradition of the piñata. Students make a piñata.

Assessment: Using a pre-made birthday cake, students come up in front of class and answer simple questions. Students label the months of the year and the weather conditions.

Viva…A workbook pp. 93-94

Hola Resource and Activity Book Master 148

In My Family, Birthday Barbecue










GOAL/OBJECTIVE: To exchange information about age and birthdays.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:My Birthday

Language Structures:How old are you?I am _____yrs old.

Vocabulary:months, numbers

Language in Use:telling

TPR CommandsColor, cut, glue


NATIONAL1.12.13.13.24.14.25.15.2

Second Marking Period Eighth Week

Review: months of the year and weather conditions.

T: When is your birthday? S: My birthday is on ______.

New Material: Showing a picture of a birthday cake, ask

T: How old are you? S: I am _____years old.

Students make a birthday cake by coloring, cutting and gluing. They label their cakes by writing, “I am ____yrs old”.

Activity: Students engage in an interpersonal activity by asking questions about their birthdays.

Assessment: Students come up in front of class and answer simple sentences such as:

T: How old are you? When is your birthday?

How is the weather on your birthday?Students write a short paragraph using previous questions as a guide. Ex: “My name is _______. I am ____ years old. My birthday is on ________. It is cold/hot in January.


Hola Resource and Activity Book Master 148



Thematic Web3-5

February – June

GOAL/OBJECTIVE: To identify places in a city by responding to simple questions and commands.

MYSELF IN…MY

COMMUNITYMY CITY February-April

SHOPPING

FOODS AND MEALS

FESTIVALS

MY NEIGHBOR-HOOD

PLACES/ACTIVITIES

ROUTINESMay-June

TRIPS

*Hispanic Heritage Month* Black History Month

*Breakfast*Lunch*Dinner*Cultural Similarities and Differences

*Clothing*Food *Trips

*Let’s take a Trip to the Zoo

*Streets*Directions/Requests *Shapes/ Architecture, City Blocks and Parks

*Restaurants*Parks*Stores*Museums*Stadiums/Arena

THEME/CONTENT

STATE /NATIONAL

STANDARDSACTIVITIES





THEME:Myself in …My City

CONTENT:Places

Language Structures:What are some of the places in your city? A …What place is this?It’s the …

Vocabulary:restaurant,park, store, movie theatre, museumstadium/arena

Language in Use: Describing places

TPR Commands: show me


NATIONAL1.11.32.14.25.

Third Marking Period First Week

New Material: Brainstorm with the students to name places in their city. Write the responses on the board. Model the language structure below and follow with a brief question and answer activity.

T. What are some of the places in your city?S. Restaurant

Introduce the vocabulary by describing a large poster, transparency or flash cards of places in a city of the target language

Activity: Students respond to questions posed by the teacher as he/she points to various places on the poster and asks:

T. What place is this?S. It’s the …

The entire class participates in a choral Rap drill

What place is this? It’s the________.Students color and label a handout depicting

places in a city.Lesson Variation: Topics discussed in detailGr. 3: Restaurant, Park

Gr. 4; store, movie theatreGr. 5: stadiums/arenaStudents write the vocabulary words in their

notebooks develop simple sentences and complete word search handed out by the teacher.

Assessment: The students label places in a cityusing word cards. Working in pairs, students engage in a short dialogue using the structures learned.



Posters

Flashcards

Adelante ¡Ven Conmigo! p. 163

Workbooks:Learning System B pp.131, 132¡Adelante! ¡Viva el Español! p. 118

Adelante! ¡Viva el Español p. 45

¡Adelante! ¡Viva el Español! Blackline Masters Resource & Activity Book p.141

www.puzzlemaker.com

http://www.puzzlemaker.com/



GOAL/OBJECTIVE: To exchange information by engaging in conversations in a mock restaurant setting.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself In …My City

CONTENT:Places

Language Structures:How may I help you?I/We would like…May I have the bill/check?Yes I’ll be right with you.

Vocabulary:restaurant, waiter, menu, tip, bill, money

Language in Use:Asking/Answering questions

TPR Commands:bring me, sit down/take your seats


NATIONAL1.11.22.13.14.25.2

Third Marking Period Second Week

Review: places in a city through the use of flash cards and the choral Rap drill. Use a number chart to review the numbers.

New Material: Introduce new vocabulary through the use of flashcards, story board or poster.

Ex: T. What would you like?S. I would like_____.

Students take turns practicing the structures. Interpersonal activity: Students work in pairs or

groups, asking and answering each other questions with flashcards that contain pictures and the words describing activities that take place in a restaurant.

Independent writing activity: After copying the vocabulary words, the students use simple sentences.

Variation GR.4, 5: create a menu; calculate the amount of the order and the percentage of the tip.

Note: The teacher may use additional vocabulary of foods and eating utensils in context. A native speaker or advanced student along with the teacher will role-play a restaurant scene (ordering/paying for food).

Sing the song: “When we go out to eat”.Assessment:Role-play: Use props to set up the classroom like

a restaurant. Divide students into groups of four or five. Student will play the role of a waiter, waitress, or client to role play a restaurant scene. They will ask for a menu, order and pay for foods.

The entire class will sing the song: When We Go Out To Eat.



Storyboard

Flashcards

Adelante! ¡Viva el Español p. 176

Workbooks:Adelante! ¡Viva el Español p.101Learning System B pp. 81-82

McDougal Littell, Español uno Songbook

CD Player

Monopoly play money



GOAL/OBJECTIVE: To describe objects and activities that usually take place in a park.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in … My City

CONTENT:Places

Language Structures:What do you see in the park?I see ______.

What can you do in the park?

I can______.

Vocabulary:Gr. 3: plants, lakes fountains, benches, zooGr. 4-5 :museum, track, field, stadium, arena, restaurantsChapultepec

Language in Use:DescriptionsTPR Commands:walk, run, sit, write


NATIONAL1.11.22.13.14.1.2

Third Marking Period Third Week

Review: Use flashcards to review vocabulary related to restaurant. Song: ” When we go out to eat”

Ask the students what objects and activities take place in the park in their city. Use the left side of a Venn Diagram to record students’ responses.

New Material: Introduce new vocabulary through pictures, flashcards, or posters. Ask questions like:

What do you see in the park? I see a _______.

What’s this? It’s a ________.Students engage in a group speaking activity

describing objects and activities in a park, while labeling a handout matching vocabulary to pictures.

Culture: Present a picture walk of Parque de Chapultepec in México, through the use of PowerPoint, pictures, slides or a book; students describe orally and then in writing what they see in simple sentences.

Assessment: Have students copy the responses that were written on the board on one side of the Venn Diagram. Complete it with activities and objects of Parque de Chapultepec on the other and objects that are common to both in the center.

Social Studies:6.5, 6.7.11

Science:5.2

Technology:8.1.A.68.1.B.6

ChalkboardCD Player

Posters

McDougall LittellEspanol uno,Song book

Adelante! ¡Viva el Español

Adelante! Ven Conmigo, p. 100

www.goole.com,Mexico + Bosque de Chapultepec

www.eduplace.com

Venn Diagram (Appendix B p. 146)

http://www.eduplace.com/

http://www.goole.com/



GOAL/OBJECTIVE: To identify useful words for getting around in a city and describe distances.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Streets, Directions, RequestsLanguage Structures:Where is _____?It ‘s close to ____?How far is the ____?It’s __ ___ from here?Vocabulary:Gr. 3: on the right, on the left, far from, here, there, block Gr. 4-5: street, behind, next to, in front of, corner, traffic light, near, far,blockLanguage in Use:Giving/Requesting DirectionsTPR Commands:

STATE7.1.NM.A.37.1.NM.B.17.1.NM.B.37.1.NM.B.47.1.NM.C.1

NATIONAL1.11.22.13.14.15.1

Third Marking Period Fourth Week

Review: Use the vocabulary words from previous lesson on Parque de Chapultepec to play Hangman.

New Material: Present the new vocabulary by describing a map or transparency of streets, roads and places in a city. Use previously learned vocabulary such as: restaurants, parks, museums, and stores to describe location and distances.

S. Where is ______?S. It’s ______.

Students ask and answer each other questions about locations and distances and work in pairs to complete activities in their workbooks that describe locations and distances.

Culture: The teacher will inform the students that in the Latin American culture a square block is called “la manzana” which literally means apple.

Gr. 4-5: Kilometers versus miles will be discussed in detail. Assessment:

Gr. 3: Answer orally and in writing to questions like:

T. Where is the _______?S. ______________ is next to the park.T. How far is the museum?S. It’s ______________ blocks away.

Gr.4-5: Provide a map with incomplete sentences. Students complete sentences based on the map.Note: In preparation for the next two classes divide the class into groups of four, and encourage the students to bring all materials of the three previous lessons.

Social Studies:6.5.9, 6.7.11

Workplace Readiness:3.12, 4.2

¡Adelante! ¡Viva el Español pp.192, 213-214

¡Adelante! ¡Ven Conmigo! p. 163

Workbook: ¡Adelante! ¡Viva el Españoll! pp. 111, 123

Map, Transparency, markers



walk, point

GOAL/OBJECTIVE: To describe and analyze shapes as it relates to the architecture and places in a city.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:My Neighborhood: Shapes and Architecture

Language Structures:What shape is this? It’s ________.What is the shape of_______? It’s _______.

Vocabulary: houses, buildings/skyscraper, parks, city blocksLanguage in Use:Describing shapes

TPR Commands:choose, walk, look, hand me

STATE7.1.NM.A.37.1.NM.B.27.1.NM.B.37.1.NM..4

NATIONAL1.11.32.23.24.25.1

Third Marking Period Fifth Week

Review: Use map, transparency, poster or picture to ask randomly questions like:

T. Where is the park?S. It’s next to the ___________________.Review shapes

New Material: Introduce the new structure by asking :

T. What shape is the ______________?S. It’s ____________.

Display transparencies of different places in a city and the Parque de Chapultepec in Mexico. Ask students to find the different shapes in the picture and answer questions like:

T. What is the shape of __________?S. It’s _________.

Students write the vocabulary words in their notebooks.

Unit Assessment: Teacher asks questions about the topic discussed in class today and the four previous lessons.


Transparency

Microsoft Word:Clip Art

¡Hola Workbook, p. 31

Adelante! Vical el español! pp. 70-71



the___.

GOAL/OBJECTIVE: To apply, analyze, and create an oral and written presentation as it relates to the topic Myself In my City.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Places: My Neighborhood

Language Structures:See previous lessons

Language in Use:See the previous five lessons

TPR Commands:look, show me, speak, listen, write

STATE7.1.NM.A.57.1.NM.B.47.1.NM.C.17.1.NM.C.2

NATIONAL1.11.32.23.24.25.2

Third Marking Period Sixth Week

Unit Assessment continued from last week.

Group Project:Gr. 3: Students create a poster of different

places in “My City” or organize their work in a portfolio and present their poster/portfolio to the class.

Gr. 4 - 5: Students construct a topographical map that contains places in my city: restaurants, parks, movie theatre, stadiums, stores, streets, shapes and architecture. Each group will select a member who will be called the Technology Coordinator (TC). Under the guidance of the teacher, the TC will research information and create computer-generated graphics.

Upon completion each group gives an oral and handwritten presentation.

This culminating activity will allow the students to use his or her critical thinking skills, by creating, selecting and evaluating the information they will use in their oral and written presentation.





Markers, color pencils, watercolors, maps, construction paper, popsicle

sticks, toothpicks, cardboard, play dough, three ring binders, 8 ½ x 11 plastic presentation covers

Microsoft: Word,

InspirationTables,

Clip Art

www.caslt.org/research/clipart.htm

http://www.caslt.org/research/clipart.htm

http://www.caslt.org/research/clipart.htm



GOAL/OBJECTIVE: To demonstrate an understanding of Hispanic heritage in the contributions of a few Hispanics.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in… My City

CONTENT:Festival - Hispanic Heritage Month

Language Structures:Why is Hispanic Heritage Month celebrated?To recognize famous Hispanics.

Vocabulary:Gr.3: celebrate, festival, to dance, Central AmericaGr. 4-5 countries of Caribbean and South America, Mexico


NATIONAL1.11.32.23.24.25.2

Third Marking Period Seventh Week

Review: professions and the following structures:What is…? What is he/she? It’s a … Who is it?

It’s ___ Where is he/she from?

New Material: Discuss the meaning of Hispanic Heritage Month and describe a poster that depicts a Hispanic Heritage Month Festival/Parade. Model the structures:

T. Why is Hispanic Heritage Month celebrated?S. To recognize famous Hispanics.

Show the class pictures of a few notable Hispanics. Identify them by name, profession and country of origin. Use the map for students to find the country of origin. Question and answer activity will follow.

Who is it? It’s _______________________________.

Where is he/she from? He/she is from_____________.

What is he/she? He/she is a ___________________.

Note: Hispanic Heritage Month is celebrated in September because Central America’s Independence Day (except Panama) is celebrated September 15.

Gr. 3: Read a folktale or an excerpt from a text written by a Central American author.

Discuss the folktale/excerpt.

Gr. 4: Students describe famous people and festivals of the Caribbean community such as: Puerto Ricans, Cubans, and Dominicans.



Visual P. Arts:1.3.1, 1.3.11

Microsoft Publisher

construction paper, crayons, markers, CD’s and CD playerwith magazine and newspaper clippings

www.scholastic.comwww.elboricua.comwww.eslimages.com

El Diario La Prensa

HoyMaps of Mexico, Central AmericaThe Caribbean and South America

Lobb, Nancy,16 Extraordinary Hispanic Americans J. Weston Walch, Publisher © 1995

Marqués, Sarah La lengua que heredamos 1986, 92, 96, 2000 by John Wiley & Sons, Inc.


http://www.elboricua.com/

http://www.scholastic.com/




THEME/CONTENT

STATE /NATIONAL

STANDARDSACTIVITIES





Language in Use:Describing values, places, and people

TPR Commands:Look, write, color, point, dance

(Continued from previous lesson)

Gr. 5: Students describe famous people and festivals of South American and Mexico.

Teacher models the strategies for writing the information learned on a graphic organizer. Students work in pairs or in groups to complete the graphic organizer provided by the teacher.

Assessment:Gr. 3: Students label and color a map of

Central America and develop three simple sentences identifying a notable Hispanic including his/her profession and country of origin.

Gr. 4-5: Oral and written presentation- students work in groups to create a poster containing the following: the reason Hispanic Heritage Month is celebrated; a map of the Caribbean, Mexico and South America; and a few notable Hispanic Americans.

At the end of the class, the entire class will dance Salsa, Cumbia, Merengue, Bachata, Reggueton, or MexTex music. A notable Hispanic community leader will be invited to the class. Light snacks of the target culture can be served.

Graphic Organizer (Appendix B p. 147)

GOAL/OBJECTIVE: To exchange information and identify the many contributions Afro-Latinos have made to the world.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Festivals, Black History Month

Language Structures:What did ____ do?

Vocabulary:Gr. 3: race, liberator, poet, doctor, writerGr. 4: painter, educator, historian, president, violinist, musicianGr. 5: poet, Sociologist, explorer, professor, poet, farmer, cowboy


NATIONAL1.11.32.23.24.25.2


Review Hispanic Heritage Month and famous Hispanics by holding up and pointing to a map and asking:

T. Where is he/she from?S. He/she is from __________.The entire class will sing, “Where is he/she from?”New Material: Teacher models new vocabulary

through the use of posters or transparencies. Briefly explains when and why Black History Month is celebrated. Model:

T. Why is Black History Month celebrated? S. To recognize accomplishments of African-

Americans.Note: Carter G. Woodson developed the Black

History Month concept; James Weldon Johnson created the Negro National Anthem “Lift Every Voice and Sing.”

Use posters or storyboards to describe famous Afro-Latinos, country of origin and their accomplishments.

T. Who is it? Its ________________________.S. Where is he/she from? He/she is from

___________.T. What is he/she? S. He/she is a

_________________.T. What did ___________do?S. ______ wrote/painted/played __________.Teacher models the strategies for writing the

information learned on a graphic organizer. Students work in pairs or in a group to complete the graphic organizer handed out by the teacher.

Social Studies:6.4,6.5.9


Map, pictures, posters, videos, transparencies, construction paper, lined paper, markers, crayons

McDougal Littell

2004, Español uno Songbook

African Presence in the Americas, Carlos Moore, pp. 497-501 Africa World Press, Inc. Trenton NJ,1995

World’s Great Men of Color, Volume II, J.A. Rogers, Touchstone Book,

© 1947, 1975, 1996

www.elboricua.com

www.hrw.worldatlas.com

http://www.hrw.worldatlas.com/

http://www.hrw.worldatlas.com/




THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





Language in Use:Identifying people and historical events

TRP Commands:read, listen, walk, sing


Lesson Variation:Gr.3: Justo Arroyo (Panama) Poet, Bassette

Cayasso(Nicaragua) Medical Doctor, Quince Duncan

(Costa Rica) Writer, Professor of Literature, Rafael Carrera (Guatemala)

Gr. 4: Jose Campache (Puerto Rico), Rafael Cordero (Puerto Rico) Educator, born in 1790, Arturo Alfonso Schomburg (Puerto Rico) collected books and artifact about people of African descent from throughout world. Bebo Valdes (Cuba) Musician and 2004 Grammy Award winner, Ulises Heureaux (Dominican Republic) President, Claudio J. D. Brindis de Sala (Cuba) late 19th century German Baron and Court Violinist

Gr. 5: Estevancio Dorantes (Mexico) explorer, Jose Carlos Luciano Huapaya (Peru) Sociologist, Antonio Precadio Bedoya (Ecuador) Poet, Manuel Zaspata Olivella (Colombia) Medical Doctor, Writer, Cowboys from Peru, Benardin Rivadavia (Argentina) First President of the Argentine Republic after it obtained its independence from Spain.

Assessment: Oral and Written Presentation-With the assistance of the teacher, students will

work in groups to create a multimedia presentation poster with maps and pictures. The teacher will develop an audio and video recording of the students’ presentation “El Mes de la Herencia Africana” Black History Month”. The entire class will sing:

“Where is he/she from?” A notable Afro-Latino of the community will be invited to class as guest speaker.

Parents, the administration, and community leaders/organizations that have vested interest in the World Language Curriculum will be invited to view the students cycle III work, as it relates to Myself in My City.

Suggestions: Class Trip- Schomburg Center for Research in Black Culture Lenox Avenue and 135th St., New York City, New York

www.dartmouth.edu/awilson/submissions/history

www.mexconnect.com/mex_/feature/ethnic/bv/vaughnindex.htmal

www.si.umich.edu/CHICO/Schomburg/text/work17b.html

www.lonelyplanet.com/destinations/caribbean/dominican_reppublic/culture.htm

Appendix B p. 148

http://www.lonelyplanet.com/destinations/caribbean/dominican_reppublic/culture.htm



http://www.si.umich.edu/CHICO/Schomburg/text/work17b.html



http://www.mexconnect.com/mex_/feature/ethnic/bv/vaughnindex.htmal



http://www.dartmouth.edu/awilson/submissions/history



GOAL/OBJECTIVE: To identify and use vocabulary related to breakfast in simple sentences.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in …Routines

CONTENT:Foods and Meals -Breakfast

Language structures:What do you eat forbreakfast?Use of “to eat”Vocabulary:Gr.3: eggs, cereal, bread, juice,chocolateGr4-.5: scrambled eggs, jelly, ham,coffee, milk


TPR Commands:drawing, coloring.


NATIONAL1.11.22.23.14.2

Fourth Marking Period First Week

New Material: Display flash cards of breakfastVocabulary. Identify the vocabulary and make a

list of all the breakfast words that are cognates.Teacher and students sing “the Chocolate”

song.

Students cut, paste, color and label different combinations of breakfast foods on plain paper plates.

Model the question: What do you eat for breakfast? I eat…and…

Variation Gr. 5:Students pantomime a Gouin series as teacher

repeatsorally: This is the breakfast, I like breakfast. I

have cereal for breakfast. I eat the breakfast.

Assessment:The students mix up the labels, exchange plates

with a partner and practice the structure: What do you eat/have for breakfast? I eat/have …and…

Health/Phys. Ed.:2.6.12



Que tal?Resource and Activity BookVocabulary CardsCD Player.

www.enchantedlearning.com

Paper plates

Languages and Children. Curtain,Dahlberg .2004Gouin series, page 51-52.





GOAL/OBJECTIVE: To identify and use vocabulary related to lunch.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Foods / Meals- Lunch

Language Structures:What do you eat forlunch?Use of “to eat”

Vocabulary:Gr. 3; chicken, soup, salad, hamburger, sandwichGr.4- 5: meat, fish, corn, turkey


TPR Commands:stand up, touch andsit-down.


NATIONAL1.11.22.23.14.2

Fourth Marking Period Second Week

Review: Using breakfast vocabulary cards hand out two word cards to each student and ask each student to select

the one they like/don’t like and say: I like___/ I don’t like___.

New Material: Use overhead transparency to point to different food items. Introduce TPR commands such as :

stand up, touch and sit-down

Model the question using different food pictures and asking:

T; What do you eat/have for lunch? S: I eat/have_______.The students answer by showing the food

items on the transparency.Play “Memory” using a handout with

pictures of food items.

Assessment: Working by pairs, students ask each other: What do you eat for breakfast/lunch? The partner answers according to the vocabulary card.

Students write simple sentences about foods they like for breakfast/lunch.

Ex.: I eat/have cereal for breakfast. I eat/have salad for lunch.


Que tal?Overhead Transparencies

Vocabulary cards

www.solyviento

Building SpanishVocabulary. Level 1Page 63.

http://www.mhhe.com/solyviento



GOAL/OBJECTIVE: To ask and respond to questions about food and meals.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in…Routines

CONTENT:Foods / MealsCultural Similarities/Differences

Language Structure:What do you want for dinner?Use of want /drink

Vocabulary:rice, beans, chilies, tortillas.

Language in Use:ExpressingPreferences

TPR Commands:drink, eat.


NATIONAL1.11.22.23.14.2

Fourth Marking Period Third Week

Review: Breakfast/lunch foods

New Material:Introduce dinner vocabulary through pictures,

flashcards, transparencies or realia. Present some take-out menus. Pointing to any food on the menu model the structure: What do you want for dinner?

I want________ and_________.Students practice the new structure by

working with a partner.

Variation for grade 5: Play “Find Someone Who” interview activity. Use TPR commands to review eat and drink.

Prepare “A Dominican Shake” and model the expression “I like to drink _______”.

Students taste the new beverage and practice the expressions “I like “or “I don’t like”.

Students write simple sentences stating what they like/don’t like.

Assessment: Students create a new menu using the vocabulary for food including breakfast, lunch, dinner and prices.



Que Tal?Culture Resource Book, Master 17.

Menus

Language and Children.Curtain,Dahlberg. 2004Worksheet for “FindSomeone who” Page 115.



GOAL/OBJECTIVE: To participate in guided conversations regarding to shopping for clothing.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT: Shopping for Clothing

Language Structures:What would you like to buy? I would like..How much?Vocabulary:Gr 3: dress, pants,shirt, shoes.Gr 4: skirt, socks, jaquet, hat.Gr 5: blouse, sweater, swimsuit, sombrero.Language in Use:Asking for/GivingInformationTPR Commands:touch, give me.

STATE7.1.NM.A.17.1.NM.A.37.1.NM.A.47.1.NM.A.5

NATIONAL1.21.12.23.14.15.1

Fourth Marking Period Fourth Week

Review: Colors and places (store, mall, market).

New Material: Introduce the new vocabulary with picture cards and reintroduce the structures: What is this? This Is... And What color is it? It’s _______.

Use the flash cards to model the structures. Students will repeat chorally and individually.

Students practice the new vocabulary by asking their classmates about their clothes.

Variation for Gr 4 – 5: Place the picture cards of different clothes with price tags on top of a table. Point to the item as you ask: What would you like to buy? How much is it?

Students practice TPR commands with clothing items. Use magazine cut outs or newspaper adds to guide students in a dialogue. To practice, use the same dialogue, but have students change the prices and the items of clothing.

Assessment: Select pairs of students to dramatize the conversations in clothing store.

Students look and read the prices under each picture and complete each sentence with the correct word.



Muy Bien. Level BFlash Cards 124-133Workbook p. 57Blackline Master 57

http://compras.terra.com.pe/multimedia.shtml

.






GOAL/OBJECTIVE: To participate in guided conversations regarding shopping for food.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Shopping for Food

Language Structures:What would you like to buy?I would like…How much?

Vocabulary:See previous lessonon foods

Language in Use:Asking for/GivingInformation

TPR Commands:touch, give me

STATE7.1.NM.A.17.1.NM.A.37.1.NM.A.47.1.NM.A.5

NATIONAL1.21.32.13.14.15.1

Fourth Marking Period Fifth Week

Review: Use flash cards and realia to review food items.

New Material: Write three columns on the board for each meal: breakfast, lunch and dinner.

Students classify each food item and write the names of food items in each column.

Place realia and pictures of food with price tags on a table. Model the structures:

What would you like to buy? I would like______.

How much is it? It’s_______.Use TPR activities to practice food items.

Students use flash cards to select a special meal and assign prices.

Variation for Gr 5: Students research a target culture

traditional dish. Guidelines might include ingredients used, history of the meal, nutritional value and price.

The teacher introduces the meaning of “bodega” vs. store.

Assessment: Working in pairs the students dramatize a conversation between the vendor and client in a grocery store.


Technology:8.1.B.2

Flash cards

Foods Items

http://webquest.sdsu.edu

Hola BookCulture Resource Book.“Make a Mercado”Page 6.

Building SpanishVocabulary. Level 1pp. 64-70

http://webquest.sdsu.edu/

http://webquest.sdsu.edu/



GOAL/OBJECTIVE : To describe modes of transportation.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Vacations/TravelModes ofTransportation

Language Structure:How is It?It is ……

Vocabulary:Gr 3: bus, auto, train, airplane.Gr.4- 5: ship, truck.


TPR Commands:bring me, give to.

STATE7.1.NM. A.37.1.NM. A.47.1.NM. B.3

NATIONAL1.11.22.23.14.1

Fourth Marking Period Sixth Week

Review: Use flash cards to review land, air, water, animals, color and sizes.

New Material: Introduce the vocabulary for modes of transportation and associate them with natural elements: in the air, on land and in the water.

Place the items for modes of transportation in a box, revealing a little bit at a time, have students take turns either guessing each item or describing it. Practice the structures: How is the bus? The bus is………

Use TPR commands to practice the new vocabulary.

Reserve the computer lab. Assign a research project on a target culture mode of transportation.

Students present their project to the class and describe the cultural product using color, size and the natural element.

Assessment: Using ideas from their research, students create their own mode of transportation. Present it to the class using the new language structures.

Science:5.2




Building Spanish Vocabulary. Level 1 Pages 93-94.

Magic box.

Items for modes of transportation.

www.miscositas.com

Computer Lab.

http://www.miscositas.com/



GOAL/OBJECTIVE: To demonstrate comprehension of the names of zoo animals in the target culture.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:TripsLet’s take a trip to the zoo.

Language Structure:What animal is this?

Vocabulary:Gr 3: lion, bird, tiger, elephant, sealGr 4- 5: bear, monkey, giraffe

Language in Use:Describing/Expressing Preferences

TPR Commands:touch, give ,bring


NATIONAL1.11.22.23.14.15.1


Review: Farm/domestic animals and have students describe

them by size.New Material: Display a poster of a zoo and

invite the students to identify familiar words and phrases.Introduce the word “ zoo” by displaying the

poster “Let’s go to the zoo”, and pointing to the poster the teacher will say:

What is this? It’s the zoo. There are lots of animals in the zoo. There are big animals in the zoo. There are also small animals in the zoo.Introduce lion, bird, tiger, elephant and seal

using flash cards Pointing to an animal say: This animal is big. It’s in the zoo. This animal is the lion. The lion is very big. What is It? Is the lion.Display flash cards along the chalk ledge to

practice TPR commands: Touch the bird Give the elephant to… Bring me the lion.With students input, complete a Venn Diagram

comparing and contrasting farm and zoo animals.Assessment: Compare and contrast farm and

zoo animals by using a Venn Diagram.

Science:5.1, 5.5


Learning System Bp. 275.

Flash cards animals



GOAL/OBJECTIVE: To develop interpersonal skills by participating in group activities related to animal.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:My self in…Routines

CONTENT:TripsLet’s take a trip to the zoo

Language Structure:What are you?I’m…



TPR Commands:walk, take


NATIONAL1.11.22.23.14.15.1

Fourth Marking PeriodEighth Week

Review: Use the flash cards of animals to model the question and response: What animal is this?

It’s the______.

New material: Assign a specific animal to each student and ask:

What animal are you? What are you? What are you? I’m the lion. I’m the lion.

Continue to model the conversation with a few more animals. Encourage children to make appropriate noises and movements as they respond.

Students choose an animal, make a mask and create an imaginary zoo in the classroom.

Present the coqui as a characteristic animal of Puerto Rico. Students describe the coqui.

Assessment: Gr 3: Students create a bulletin board titled “La feria de los animales”, Each student makes a label that includes the name, size and color of the animal.

Gr 4- 5: Students research a native south American animal and write a short report to present It to the class.

Science:5.1, 5.5



Animals flash cards

http://www.zoomadrid.com/index.php3

Mask materials

Computer lab.

Pictures of”coqui.”Map of Puerto Rico.







Grade: 3-5 Theme: Myself in My Community

Topic: My School Content: Subjects/Activities - Numbers

Objective: To provide additional practice with the numbers 1-00.

Activities: Review a few numbers at a time. Use visual aids of the numbers as students repeat in chorally and individually. Play the Chain Game - students can stand or sit down in a circle, each student has to say the next number, if the student breaks the chain (by not recalling the following

number) he/she is asked to sit down. Create Bingo Cards with the numbers 1-100. Use them to play Bingo. Have students copy the numbers in their journal. Provide a fill in the missing number activity, i.e.: fifty, ________, fifty two; thirty nine, _________, forty one; eighty two, _________, eighty four, etc. Adaptation:

provide students with physical disabilities labeled cards with the numbers and assist them in placing the cards in the blanks.

Assessment: Write on the board two vertical columns, on one side copy the number word on the other side copy the numbers. Students copy both columns and draw a line to make the

connection between the word and the number. Adaptation: Students with physical disabilities can be assessed by showing the index card with the number that you call out.

Paraprofessional Assistance: Provide PP with an outline of lesson and some number cards to work with students in identifying the numbers and the quantities of the objects (books, pencils, desks,

etc.).



Topic: My School Content: School Places

Objective: To identify, ask, and answer questions about places within the school.

Activities: Use the picture of a school to review school different places around the school: library, cafeteria, gym, office. Point to the rooms above, say: This is the library. This is the office. The cafeteria is in the basement. The gym is in the second floor. The office is in the first floor. Have students come up and pick the card that you name. Perform a gesture that could be associated with a specific place in the school (exercising gestures for the gym; mimic eating for the cafeteria, pick up books for the library,

etc.). As you perform the gesture say the word/place associated with it. Have students make the gestures as they identify the different places in the school. Make a specific gesture and pose questions such as: Where I am? Where are you? Where do you go next? Allow extra time for responses. Review the expression “I need.” Ask questions like: If you need crayons, where do you go? I go to the classroom. Students respond in their journals to questions and answers similar to the ones used above.

Assessment:

Pair students to draw and label a map of the school. Encourage a volunteer to come up to the front. The student is asked to make a gesture and have the class identify what room he/she is in. Provide clues and prompts.

Paraprofessional Assistance Intervention: Provide PP with outline of the lesson and ask him/her to work with the students to identify the rooms in the school and help with the various activities.



Topic: My School Content: School Professionals

Objective: To exchange information about school places and professions.

Activities: Provide visual aids as students repeat the vocabulary related to school professions. Create a big poster. Divide the poster in boxes and draw the places of the school (classroom, office) in each box. In small index cards draw a principal, teacher, secretary,

etc. Call a student and ask him/her to pick a card. If the student picks the teacher instruct him/her where to place the teacher on the poster, i.e. the teacher is in the classroom.

Play a guessing game. Students come to the front, pick an index card with a clue and read it out loud to the class i.e.:Works in the library. The student that responds correctly “librarian” gets the chance to go to the front and pick another clue.

Display the big poster of the school and place the pictures of the school personnel in different places. Students fill in the blanks according to the location of the person on the poster i.e.: The principal is in the ____.

Students copy the sentences in their journal. Give a list of adjectives that could be used to describe people (pretty, tall, old, etc). Write simple sentences, i.e.: The teacher is in the classroom. The teacher is pretty. The

principal is in the office. The principal is tall. Have students copy the sentences in their journals.

Assessment: Ask students to make a small poster with their favorite school personnel and compose short sentences using an adjective to describe that person i.e.: My teacher’s name

is____. She is pretty___.

Paraprofessional Assistance: PP assists the students in identifying vocabulary and in all the activities.



Topic: My House Content: Extended Family

Objective: To ask and respond to questions about extended family members.

Activities: Use pictures prompts and encourage choral repetition in reviewing family members. Place two sets of index cards with pictures of the family members on a desk. Divide the class in two teams one member of each team stands in front of a desk. When

the teacher calls out the word the first student to pick up the correct card gets a point. Adaptation: students with physical disabilities can be shown a picture of the family member and respond verbally.

Set pictures of the family members on the board and place labeled index cards of the family’s vocabulary in a bag. One by one, students pick a card and put it on the correct picture.

Encourage students to recall different adjectives and make a list on the board. Use the adjectives to write simple sentences on the board. Ask students to create short sentences to describe family members by using the adjectives on the list, i.e.: The mother is sweet. The uncle is strong.

Assessment:

Provide a family tree worksheet and ask students to label it or bring a photo of a family member. Ask students, depending on their fluency, to use one word (adjective) to describe that family member.

Paraprofessional Assistance: PP should help the students as they are writing their sentences and labeling their family trees.



Topic: My House Content: Outside/Inside-The House

Objective: To understand the concept of inside and outside and identify the rooms of the house.

Activities: Provide a model house, preferably a real dollhouse and use it to introduce the new vocabulary (include the inside and outside concept). Point and state sentences like:

This is the garden. It is outside the house. This is the bedroom. It is inside the house. Write the sentences on the board and have students read and copy them in their journals. Have students practice by volunteering to come up to the model house and answer questions like: Is the yard inside or outside? Is the roof inside or outside? Perform a gesture that can be associated with a specific room, such as: bedroom (sleeping - by yawning and making a sleeping gesture), bathroom (brushing teeth

gestures). Describe what you are doing at all times. Students practice individually by identifying the gestures the teacher makes and what room of the house that activity mostly depicts.

True or false Activity - provide students with statements about the locations of the rooms in the house. Students identify and write true or false next to each statement according to the arrangement of the rooms in the model house i.e.: The kitchen is upstairs (false). The blue bathroom is downstairs (true).

Assessment: Students are asked to draw and label the rooms in their house. Allow students to use your dollhouse as a model. Ask for volunteers to come up and share the drawing of

their house with the class.

Paraprofessional Assistance: PP should assist students in drawing and labeling their homes.



Topic: My House Content: Birthdays/Celebrations

Objective: To recognize the months/seasons of the year and the dates of the birthdays associated with the seasons.

Activities: Use a calendar to review the months and weather expressions. Teach the Months of the Year Song. Students sing along to the tape. Provide students with the words and have them write the song in their journals. Take the tape

off and encourage students to sing without the music. To play Memory, have a student come up to the front of the room. Give them a picture of a weather condition and ask them to mimic a certain gesture. The student

that can identify it can do the next one. Create a chart. Ask students to fold the construction paper in four and draw the seasons on each segment. Refer students to the vocabulary of the months on the board

and instruct them to write the four months that correspond to each season. Ask students to write their birth date and to locate the month on the season chart. Use the chart to assist students in forming sentences such as: My birthday is

November 2, 2001. My birthday is in the fall/spring/summer winter. Play Hot Potato. Use index cards to write questions, i.e.: When is your birthday? What is the weather like? What season is on your birthday? Place them in different

color envelopes. The student that is holding the ball when the music stops has to pick a card and respond to the question.

Assessment: Play a game by dividing the class into groups of two and ask them to identify the month and the seasons from the vocabulary list, i.e.: Show

a cut out of a Christmas tree and ask: What month is it, December or March?

Paraprofessional Assistance Intervention: Provide the new vocabulary to the PP. The PP should assist students in identifying the new vocabulary and help students with physical disabilities to complete the chart

of the months/seasons.



Topic: My City Content: Places/Activities

Objective: To identify places in a city by responding to simple questions and commands.

Activities:

Ask students to name places and activities they enjoy to do in the city. List on the board some of the places/activities that student’s name. Display a city map and divide the class into two teams. A member of each team comes to the front and finds the place as the teacher asks: Where is the school?

Where is Branch Brook Park? Where is the Newark Museum? If the student locates the place, he/she earns a point for the team. Play the Ball/Sock Game - students can stand or sit in a circle. A student throws the ball/sock to another student and asks: I like to? The teacher shows a flashcard of

different activities each time i.e.: run, watch a movie, play soccer. If the student cannot identify the activity he/she moves out of the circle. The student that answers correctly gets the chance to throw the ball/sock and ask another student.

Fill in the blank with the place that relates to the activity, i.e.: If I want to see a movie; Where do I go? _____. If I want to run and play; Where do I go? _____ Provide students with a list of places they can pick from.

Write on the board a list of places in the city on the other side write a list of activities. Students need to copy both lists and draw a line to connect the place with the activity, i.e.: stadium------baseball, store------shopping, etc.

Assessment: Students work in pairs to make a simple sketch of their city. They need to draw and label the places in their city (parks, stadium, library). Encourage students to share and

present their map to the class.

Paraprofessional Assistance Intervention: Provide PP with an outline of the lesson/vocabulary. PP works with the student to identify places/activities and assist students with physical disabilities with labeling and

drawing the map.



Topic: My City Content: My Neighborhood

Objective: To identify useful words for getting around in the city.

Activities: Use a map to review the cardinal points (north, south, west, east). Use choral repetition and visual aids (city maps) to reinforce the use of the vocabulary, i.e.: The store is in the north. The school is in the south. The hospital is located

in the west, etc. Place a map on the board and create labels with the cardinal points. Ask students to come up to the front to find different places (library, parks, museums, etc) in the

map and choose the cardinal point that represents the location of the place (i.e.: The park is in the south. Student should place the south label by the park. Provide students with a picture of a neighborhood and a separate work sheet where students will find a list of different sentences (6 to 8 sentences maximum) about

places in the neighborhood with a blank line in front to be filled with the cardinal position, i.e.: The hospital is located in the east side of town. Play the Traffic Director Game. The teacher places a picture prompt of a neighborhood on the board, students take turns to give directions to each other in how to

get to one place in the city, i.e.: a student chooses to provide directions to the police station, but he/she will not provide the name of the place he/she is thinking, only the cardinal points until someone guesses it.

Assessment: Place a neighborhood picture on the board and provide students with True/False statements, i.e.: The museum is located in the north side of the town. The library is

located in the east side of the town.

Paraprofessional Assistance Intervention: Provide PP with a copy of the neighborhood picture and a copy of the work sheet. Encourage PP to help student to identify the different locations in the game activity. Encourage PP to assist student answer the T or F assessment sheet, without providing the answers.



Topic: My City Content: Festivals

Objective: To demonstrate an understanding of the concept of heritage.

Activities: Use maps, pictures, prompts, and other materials to review and help students develop an understanding of the concept of heritage. Explain the history behind the

Hispanic Heritage Month and Black History Month. During the heritage month (Hispanic Heritage Month, Black History Month) read simple excerpts about the months’ commemorations. Play songs by Hispanic/African American artists, i.e.: Celia Cruz, Louis Armstrong. Provide students with a brief biography of the artists. Assign students to work in pairs to make a collage of a heritage artist. Encourage students to share with the class. Show students a documentary related to Hispanic/Black Heritage and provide them with a simple viewing guide that has multiple-choice question, i.e.: When is

Hispanic History Month celebrated? A. March B. June C. September. Discuss and review orally their viewing guide.

Assessment: Ask students to brainstorm about different objects/items that are characteristic of Hispanic/Black Heritage. Write a list of the students’ ideas and provide students with

paper materials necessary to create an object, collage or poster i.e.: A piñata using paper bags for Hispanic Heritage Month. Display student work as a gallery in the classroom. Encourage students to share the history of their artwork.

Paraprofessional Assistance Intervention: Provide the PP with reading material of the celebrations so she/he can provide support during the lesson and assist students with physical disabilities as they label, cut and

glue.



Topic: Routines Content: Foods and Meals

Objective: To ask and respond to questions about food and meals.

Activities: Identify the vocabulary and introduce it by showing flashcards of different meals: breakfast, lunch, dinner. Choose and show different foods that are consistent to each meal (eggs-breakfast, sandwich-lunch, steak-dinner). Create simple sentences. I want to eat eggs and

bacon for breakfast. I eat fruit as a snack. I eat a sandwich for lunch. Ask students what they like for breakfast, lunch, or dinner. List the food items they name on the board. Provide paper plates and ask students to draw what they like to eat at breakfast, lunch or dinner. Encourage students to share with the class their choices.

Assessment: Create a menu. Students make believe they own a restaurant and make simple menus for each meal.

Paraprofessional Assistance Intervention: Provide the PP with the new vocabulary. PP should assist students with the new vocabulary. The PP should help students as they are creating their menus.



Topic: Routines Content: Shopping for Food

Objective: To participate in guided conversations regarding food shopping.

Activities: Use flashcards/pictures to review different kinds of stores. Write a listing of the stores in the blackboard. Highlight the word supermarket and show visual aids of the foods you might purchase in a supermarket. Make a list on the board and have students copy in their

journals. Provide a writing frame for students to fill in, i.e.: I would like to buy _______. The ______costs $ . The peaches cost $ . I have _____. I ______

(can/cannot) buy the peaches. Inform students that they are going to have a guest over for dinner. Therefore, they need to write a grocery list in their journals before they go out to the super market. Play a real-life shopping scenario. Provide students with play money to use for the activity. Each item should have a tag displaying its price. Ask a volunteer to come

up with his/her shopping list and order what they need. Let them figure out if they have enough money to pay for what they need. Play I Spy. Divide class in two groups. Display the items and request a representative from each group to come to the board i.e.: You say: I see beans. The student

that brings the item to you first accumulates a point for their team.

Assessment: Provide students with a grocery list and indicate the price of each item. Instruct students that they need to go food shopping with $20.00. Students need to write the list in

their journal and solve the problem by adding up the items and figuring out if they have enough money to shop for the items they have on the list.

Paraprofessional Assistance Intervention: PP should assist the students as they make their grocery lists and figuring out whether they have enough money to buy the items they want.



Topic: Routines Content: Trips - A Trip to the Zoo

Objective: To name and describe zoo animals.

Activities: Use flashcards/realia and picture labels to review the vocabulary. Display animal flashcards and labels. Name an animal and have students find the label that matches

the animal. Show a picture of an animal and model by saying: This is a lion. It is big. It is brown. It is strong. Showing a cat say: This is a cat. It is small. It is white. It is soft.

Have students copy the sentences in their journals. While holding flashcards, ask: What animal is this? Is this animal big or small? What color is the _______? Use TPR commands and say: If you have the cat, give it to _______. If you have the lion, walk to the door. If you have the bear, jump 5 times, etc. Draw a Venn Diagram label it farm and zoo animals. Make two lists one with farm animals and another with zoo animals. Instruct students to place the animals that

correspond to each category and also decide which of the animals could be found in both environments. Have students work independently or in pairs.

Assessment: Play Charades by putting the labels of the animals in the bag and asking a student to pick one. The student whispers in the teacher’s ear the animal’s name. If correct,

he/she turns to the rest of the class and makes the sound or gesture that is proper to that animal and the class guesses what animal the student is imitating.

Paraprofessional Assistance Intervention: Provide the PP with the new vocabulary. The PP should assist students in responding the questions and completing the Venn Diagram.


Grades: 3-5 Theme: Myself in My Community

Topic: My House Content: Extended Family

Objective: To identify members of the extended family.

Activities: Tap on background knowledge by using pictures of the house and rooms of the house. Review family members and distinguish between nuclear and extended families. Identify grandparents, uncle, aunts, and cousins as members of the extended family. Give students an opportunity to talk about their extended family. Use the picture of a big house to explain that this could be a grandparents’ house. Have students look at the picture and describe the house (number of rooms, age, color,

size, etc.) Point to the kitchen and the patio as you explain the cultural value of these two parts of the house for the Hispanic family, i.e., the patio is used for family gatherings

throughout the year and the kitchen is used not only to eat, but also to socialize with friends and neighbors. Read “La Casa de Mis Abuelos” Use the following frame to present the cultural connotations associated with grandparents and their homes.

La Casa de Mis Abuelos -Esta casa es de _____________(mis abuelos).

-Esta casa es ___________ _(vieja, nueva).

-Esta casa es _____________(grande, pequena).

-Esta casa tiene ___________,___________,___________, y _____________

(cuartos, baños, cocina, patio).

-Mi lugar favorito es_____________( la cocina, el patio).

-Esta casa es mi casa. Mi casa es tu casa.

Assessment: Students draw their house and use the previous frame to describe their house.

Cultural Note: In many Spanish-speaking countries, the hub of social gatherings is the grandparents’ house. Celebrations such as Christmases, baptisms, weddings, birthdays, anniversaries, etc. are often celebrated at the grandfather’s house.



Topic: My House Content: Birthdays/Celebrations

Objective: to exchange information about birthday celebrations in target cultures.

Activities: Review family members using pictures and vocabulary of family members. Name some of the holidays/celebrations that brings families together.

Distribute a handout of the story and picture of “Birthday Barbecue” (Lomas Garza, 1996) (see appendix____________). Pointing to the picture ask: What are they celebrating? Have a small discussion about birthday celebrations and give students an opportunity to talk about how they

celebrate their birthdays. Using the picture of “Birthday Barbecue”, emphasize some of the cultural products (piñata, papel picado, pastel) that are used in this birthday celebration. Holding a piñata or a picture of it, explain what a piñata is and that in some Spanish speaking countries a piñata is used in birthday celebrations. Use the following Natural Approach sequence of questions to provide experiences and associations with vocabulary in a meaningful context:

-Who has the piñata? -Does the sister have the piñata?-Does the sister have the piñata or the cake?-What does the sister have?-Where is the piñata, inside or outside the house?-Where is the piñata, in the patio or in the kitchen? -What are they celebrating?

Brainstorm birthday words, write them on the board so that students can use them as a reference when they are doing the assessment activity. Assessment:Use a real piñata and have students fill it with words related to a Hispanic birthday. Use words from the story, from the board, or previously learned vocabulary.

Each student will place his or her word inside the piñata. After the piñata is filled, students come up to the front, one at a time, and take a word out of the piñata and read it to the class. Students explain some of the similarities/differences among how they celebrate their birthdays and how it was celebrated in “Birthday Barbecue”.

Cultural Note:Breaking a piñata at home is a cultural practice used in some Spanish-speaking countries for birthdays. However, in Mexico, piñatas are used for other occasions as

well. Children believe that braking a piñata is the best way to celebrate a birthday with family, friends and neighbors.

Among the very special birthdays that are celebrated in the U.S, is the “Sweet Sixteen”. In many Spanish-speaking countries, the Fifteenth birthday is celebrated rather than the sixteenth.



Topic: Foods and Meals Content: Food and Meals

Objective: to identify and use vocabulary related to food and meals.

Activities: Use a transparency to review food items, mealtimes and menus. Using the Natural Approach sequence used in the previous lesson, ask questions like:

- What is this? - Do you like_________?

- Do you eat ________for breakfast or lunch? - When do you eat_______________?- What do you eat for breakfast, lunch or dinner? - What is your favorite food?

Point to the map and review previous countries that have been located on the map (US, Mexico, Cuba, Puerto Rico, Panama, etc.). Explain that food is important to all the cultures in the world. Ask them to remember some of the foods they have studied before (empanadas, pasteles, tamales, arepas, tacos, etc)

Ask students to tell you some of the foods that are common in the U.S and make a listing on the board. Ask questions such as: “Where do you think pizza or spaghetti and meatballs come from? What about tacos? Noodles and egg rolls? Sushi?

Pointing to the foods on the board, ask questions such as: Where do you think this food is from? Locate and introduce Spain on the map. Explain that there are many traditional dishes from Spanish-speaking countries. Use a flashcard or transparency to introduce “La Paella” as an example of a typical dish found in Spain. Explain that the “Paella” is made of yellow rice, shrimp, seafood,

peas and red pepper. The secret ingredient that gives “Paella” it’s distinctive color is “saffron” Use the Gouin Series to make imaginary paella. Write the following sequence on the board.

-I take the pot. -I put the rice. -I put the seafood. -I put the peas. -I put the red pepper. -I put the secret ingredient-the saffron. -I eat the paella. -I love the paella.

Repeat series orally as students pantomime only. Class pantomimes as teacher repeats orally but does not model actions. Pantomime the series as teacher repeats orally. Class/groups pantomime orally and physically.

Assessment:In pairs, student narrates the series while the other student pantomimes.

Variation: Have students rewrite the series by changing one ingredient. Talk about another recipe, give them the ingredients and have students write their own Gouin Series by using the sequence above.

Cultural Note:Paella is a traditional dish of Spain. It originated in Valencia, but variations exist in the different Spanish provinces. Paella’s name comes from the “paellera”, the flat,

round pan in which it is cooked. Traditionally, the paella is cooked outdoors, over a wood fire.

Thematic Web6-8

September-January

MYSELF IN…THE WORLD

EDUCATIONALENVIRONMENTSeptember-November

COMMUNITY LIFE

November-January

GOAL/OBJECTIVE: To exchange personal information.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





WELCOME

SCHOOL SCHEDULE

RELATIONSHIPS

*Personal Information: address, age, nationality*Useful Phrases *Telling time to

quarter of an hour*Numbers 0- 1000

*Peers

*

HISTORIC PLACES

FAMOUS PEOPLE

PROFESSIONS AND CAREERS

*Landmarks*Directions

Art MusicSportsPoliticsLiteratureScience

*Policemen*Firemen*Doctors

THEME:Myself in…Educational Environment

CONTENT:Personal Information

Language Structures:What is your name? My name is _____.How old are you? I am ________yrs old.Where are you from? I am from __.What do you like? I like ______.Vocabulary:greetings, personal information, likes/dislikes, courtesy expressionsnationalitiesLanguage in Use:Exchanging InformationTPR Commands:come up, write

STATE7.1.NM.B.17.1.NM.B.27.1.NM.B.37.1.NM.C.3

NATIONAL1.11.21.35.15.2

First Marking PeriodFirst Week

Review – introductions and greetings

New Material: Use sentences strips to introduce yourself to the class.

T: Good morning class. My name is ___________.

I am __________years old. I am from _______.

I live in _______________. I like/dislike _______.

Have students come up in front of class and role-play the language structures.

Write the following questions on the board to guide students in writing a short paragraph as they answer the questions:

What is your name? How old are you? Where do you live? What do you like/dislike?

Students complete a personal information worksheet.

Review the concept of letter writing, its purpose and different parts of a letter.

Variation: Introduce nationalities using the structure “I am +

nationality” - I am Mexican.

Assessment: Students write a letter to someone in the class introducing themselves using the language structures. They must ask personal information questions to the reader of the letter.

“What is your name worksheet”

(Appendix B p. 1)

Sentence strips listing of nationalities personal letters

GOAL/OBJECTIVE: To recognize and apply useful phrases that are used in the classroom.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES








CONTENT:Useful Phrases

Language Structures:open your books,stand up, sit down,raise your hands, hands down, listen closely, look at the chalkboard

Language in Use:Apply, Recognize

TPR Commands:

open, stand, sit, raise, look, listen

STATE7.1.NM.A.17.1.NM.B.17.1.NM.B.37.1.NM.C.2

NATIONAL1.11.23.1

5.2

First Marking PeriodSecond Week

Review: Ask questions used in the previous lesson to review language structures requesting personal information. Students will receive a letter from someone written in the previous class. The students must answer the letter using the language structures studied. When students are finished they will return the letter to the original author.

New Material: Introduce the language structures using pantomime and sentences strips. Use TPR commands to practice the language structures.

Activity: Students work in pairs and complete a worksheet on what phrases to use in a given situation.

ex: “The teacher wants the student to sit down. What does the teacher say?

Everyone is calling out the answers, What does the teacher say?”

Assessment: Students complete a worksheet “My Spanish Class” (Appendix B p. 156).


Ven Conmigo, Adelante

p.10

“My Spanish class worksheet”

(Appendix B p. 156)



GOAL/OBJECTIVE: To ask and answer questions using useful classroom phrases.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Useful Phrases

Language Structures:May I use the bathroom? I don’t understand. How do you say ____in ______? How do you write ______? I don’t know. I have a question. Can you repeat that please?

Language in Use:Asking for/Giving Information

TPR Commands:

STATE7.1.NM.A.17.1.NM.B.17.1.NM.B.37.1.NM.C.1


5.2

First marking PeriodThird Week

Review useful phrases using TPR commands. For example: “Look at the blackboard. Raise your hands. Stand up. Sit down”.

New Material: Introduce questions and answers used in the classroom using pantomime and sentence strips. For example: “I don’t understand. May I use the bathroom? Can you repeat that, please”.

Activity: Present situations to the class where questions and answers are to be used. For example: “If you don’t understand something, you will say. I don’t understand. If the teacher is talking too fast, you will ask: Can you repeat that please? You need to use the bathroom, you will ask: May I use the bathroom?”

Copy all the language structures on the board or a chart. As you point to each structure, students read and answer questions.

Assessment: Working in pairs, have students create their own rebus stories using the language structures. Students act out their rebus stories.


AdelantePg.11



GOAL/OBJECTIVE: To recognize and use vocabulary related to time and numbers.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:School ScheduleTelling TimeNumbers

Language Structures:What time is it?It’s ______to ____.It’s quarter of ____.At what time do we ____? We _____ at ______.Vocabulary:quarter, schedule, half hour


TPR Commands:touch, walk


NATIONAL1.11.22.13.14.15.1

First Marking PeriodFourth Week

Review: Use a number chart to review the numbers 1-100. Write by the hundreds on the board 100, 200, 300 …Have students read them as a group. Use TPR commands (touch, walk, point) to practice 100 - 500. Briefly discuss the number of hours in one day/one week; the number of days in a year and the number of school days. Review subjects and school activities.

New Material: Draw a few clocks on the board showing time to the hour, half hour and quarter of an hour. Ask: What time is it? Present a schedule of classes and discuss the time different activities occur. Ex: At 9:00 a.m. we have mathematics. At 11:30 a.m. we have lunch. At 2:45 p.m. we go home. Teacher points to various clocks and asks:

T. What time is it? S. It’s _______.T. At what time do we _____? We ____ at

______.

Assessment: Students fill in a schedule and write sentences describing what they do at a certain time.



Number poster

Class Schedule (Appendix B p. 157)

Muy Bien Level B

p.105-106



GOAL/OBJECTIVE: To recognize and use vocabulary related to addition, subtraction, multiplication and measurement.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in…Educational EnvironmentCONTENT:Numbers: 0 –1000,Measuring DistancesLanguage Structures:How much is ___andplus_____?How much does ___minus __equal? How much is ____ multiplied by ___?Gr.7-8: The country ____ is ____ square miles.What is the distance between ____and _______?Vocabulary:plus, and, minus, equals, multiplyGr. 7-8: miles, kilometers, square miles, north, south, east, west, northeast, south west


NATIONAL1.11.22.13.14.15.1

First Marking PeriodFifth Week

Review: Use a number chart to review your numbers. Point to a few numbers and ask for the numbers that precede or follow. Play the number song.

New Material: Present a poster with the numbers 0-1000. Read the numbers by the hundreds. Practice by using a chain drill. Ask volunteers to read five numbers they recognize. Students practice TPR commands: stand up, walk, touch, and say by using a poster with numbers.

Ex: “Michael please standup, walk to the chalkboard, touch the number 900 and say the number.

Introduce vocabulary related to addition, subtraction, multiplication, equal and minus using numbers 500-1000.

Lesson variationGr.7-8: Discuss the difference between miles and kilometers. Use a map, select a country of the target language and determine its square miles through the use of the miles/kilometers graph found on the map. Select two major cities and measure the distance between both cities.Ex: The country ________ is ______square miles.

What is the distance between ____and _______?

The distance between ____ and ___ is ___miles/kilometers.

Assessment: Gr. 6: Students solve word problems by adding and subtracting

Gr. 7-8: Students measure square miles, distances between cities of the target language country they have been assigned and give an oral presentation of their assignment.

Number chart/poster

Song “The Hour”

Muy Bien cassette

Map, handouts from

Multicultural Clip Art, Instructional Fair Grand Rapids, MI, The Peoples’ Publishing Group Inc. pp.76, 86, 95, 102

Appendix Bp. 158-160



GOAL/OBJECTIVE: To identify and form opinion about peer relationships in an educational environment.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Relationships with Peers

Language Structures:Who are your peers?What is/are your peer(s) like?Do you have a good relationship with your peer(s)?Why?Because____.

STATE7.1.NM.A.37.1.NM.B.37.1.NM.B.4

NATIONAL1.31.22.13.14.15.1

First Marking PeriodSixth Week

Review: A brief question and answer activity.Ex: Who is your friend? My friend is _____ How many friends do you have? I have __ friends. What time is it? It’s ___ o’clock.When do you have math? I have math at___ .

New Material: Use pictures to review feelings. Use a transparency, a magazine a newspaper article or a poster of pictures of young adolescents in an educational environment. Model the new vocabulary and describe the relationship he/she perceives is going on in the poster or transparency.

T. They are peers. They have a good relationship. These peers respect one another. He/she is intelligent. He/she is happy.

T. What is/are your peer(s) like? S. My peer(s) is/are______.

T. Do you have a good relationship with your peer(s)?

S. Yes/No. T. Why? S. Because he/she is ____.

Use the following frame to have students practice the structures:

T. Who are your peers?S. My peers are _______, ______, and _______.T. What are they like?



Science:5.10

Transparencies, posters, magazine clippings

Appendix B p. 161



Vocabulary:Gr. 6: peer, sincere, respect, intelligent, play, why, becuasehappy, sadGr. 7: interesting, boring, important, frustrated, relaxed, happy honestGr. 8: responsible, enjoy, accountable,irritated, happy (contento), trust, laugh, cry, comical

Language in Use:Describing/Identifying

TPR Commands:speak, write, answer

(Continued from previous page)

S. Rasheed is ______. Malylea is _________.S. Do you have a good relationship with your peers?

S. Yes, I have a good relationship with ______, because

he/she is __________. No, I don’t have a good relationship

with ______, because he/she is _________.

Students ask and answer each other questions about their peers.

Independent Activity: Students write the vocabulary questions and answers in their notebooks.

Assessment: Randomly select students and ask questions about their relationship with their peers. Students write responses to questions.

Gr. 7-8: Students write a short paragraph using the following questions to guide them:

What is your name?What grade are you in?What kind of relationship do you have with

your peers? (name at least three)What is each one like?What kind of relationship do you have with

each peer, and why?

GOAL/OBJECTIVE: To form opinions about self and peers and be able to explain likes and dislikes.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in …Educational EnvironmentCONTENT:Relationship with PeersLanguage Structures:How do you feel when you are with your peer(s)?I feel _____. Why?What do you and your peer like to do?We like to ______.Vocabulary:Gr. 6: feel, proud, nervous, go, good, humble, play gamesGr. 7: dance, swim, baseball, basketball, footballGr. 8: play chess, dominos, dance, listen to music, travel, go shoppingLanguage in Use:Forming Opinion, Likes/Dislikes


NATIONAL1.31.22.13.14.15.1

First Marking PeriodSeventh Week

Review: Use flashcards describing emotions or moods, which contain vocabulary of previous lesson, ask students to form opinions about their peer(s).

New Material: Use transparencies, poster or flashcards to model vocabulary associated with forming opinions about peers and activities they like/dislike to do. Vocabulary the teacher is using should be written on the board

Ex: I feel good when I am with _______. I don’t feel good when I am with _______ because he is always______. We like to ______.

Activities: Students will be given flashcards or handouts that express feelings, mental conditions and adolescents engaged in numerous activities. Select a few students and ask:

T. How do you feel when you are with________?

S. I feel _________.T. What do you and your peer (s) like to do?S. We like to ________.

Assessment:Grade 6: Match vocabulary to pictures.Gr. 7: Answer teacher made questionsGr. 8: Develop five sentences forming opinions,

likes and dislikes.After students have completed their written assignment, each student gives an oral presentation of the task they have completed.


Workplace Readiness:

3.5, 4.2

Board, chalk, flashcards,

Appendix B p. 162-163

¿Qué tal? Resource Activity book p.15

Adelante Ven conmigo! p. 206 Videocassette 1: 45:34-56:20



GOAL/OBJECTIVE: To identify and form opinion about relationships with teacher(s) in an educational environment.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in… Educational EnvironmentCONTENT:Relationship with teacher(s)Language Structures:What is/are your teacher(s) like?My teacher(s) is/are_______.Do you get along with your teacher(s)? Yes/No.Vocabulary:Gr. 6: interesting, boring, to study, fair, strict, good, bad, whyGr. 7: helpful, mean, trustworthy, homework, to learn, because Gr. 8: humble, arrogant, enjoy, to work, think criticallyLanguage in Use:Forming opinions


NATIONAL1.31.22.13.14.15.1

First Marking PeriodEight Week

Review: Asking students to share information about their peers.

New Material: Use of pictures or a poster depicting educators to conduct the conversation:

T. Who are your teachers? T. Do you like Mr./Mrs. ____?

T. What is your teacher like?S. He/she is _____________.T. Do you get along with your teacher?

S. Yes/No. T. Why?S. Because he/she is _______.

Students work in pairs to ask and answer each other questions about their teachers, and to write the dialogue in their notebooks.

Use a graphic organizer to discuss things they see, smell, hear, touch, and taste

Assessment: Use a graphic organizer to write things they see, smell, hear, touch, and taste.

Students create a poem or a rap, forming opinions about relationships with peers and teachers in an educational environment.

Social Studies:6.5.9, 6.5


Science:5.5


Posters, pictures, handouts,

Marzán, Julio, Luna, Luna, Creative Writing Ideas from Spanish, Latin American, & Latino Literature, pp.22-9, ©1996,Teachers & Writers Collaborative, New York, NY

Appendix B p. 164-165



GOAL/OBJECTIVE: To ask and answer questions about historic places and landmarks..

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself inCommunity Life

CONTENT:Historic Places and Landmarks

Language Structures:Where is_____?Is in_________.How is_______?It is _________.

Vocabulary:Gr. 6 on, next to, underGr. 7-8: in, in front of, behind, on top ofSee previous lessons on objects and animals.


TPR Commands:walk, stand up


NATIONAL1.11.22.13.24.25.1

Second Marking periodFirst Week

Review: Distribute index cards with a Spanish name, address, age and nationality. Students will use index cards to introduce the person in their cards and to practice introducing themselves to the class: Write the following questions on the board:

What’s your name? Where do you live? How old are you? Where are you from?Students use them as a guide to write a short

paragraph about themselves. Review classroom objects.

New Material: Show a book and ask: What’s this?Place the book on/under/next to the table and

ask: Where is the book? The book is on/under/next to the table. Have students practice the structures substituting other classroom objects. Have students describe the book.

Practice TPR commands with statements such as:

Michael, walk to the desk, stand up next to the flag.

Assessment: Hand out photos of different people. Students match descriptions to photos and ask their partner for the missing information. Partners record student responses Ex: What’s his/her name?

How old he/she is? Where is he/she from?Students write responses to the previous

questions.Students use the photos and responses to the

questions to present to the class.


Muy Bien, Level Bpp. 12-13

www.ccph.com/ares/site/index.html

Adelante, Level AActivities for Communication,p. 3

Pictures, classroom objects.

http://www.ccph.com/ares/site/index.html

http://www.ccph.com/ares/site/index.html



GOAL/OBJECTIVE: To identify different landmarks from the target culture and compare them to local landmarks.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME: Myself in … Community Life


Language Structure:This is _________.Where is _______?How is _________?

Vocabulary:Adjectives:elegant, fabulous,sophisticated, marvelous, stupendous andspectacular

Language in Use:Expressing KnowledgeTPR Commands:stand up, look,pick up and give to.

STATE7.1.A.17.1.A.37.1.A.57.1.B.47.1.C.27.2.A.17.2.A.37.2.C.1

NATIONAL1.11.22.13.24.25.1

Second Marking PeriodSecond Week

Review: Display pictures of different landmarks and monuments and practice interrogative words:

What’s this? Where is ____? This is_____. The_____ is in /on/next

to_____.

New Material: Hold a picture of a landmark from the target culture and act out commands such as:

Stand up. Look at the____. Pick up the_____, Give it to_____.

Have students practice the commands with the teacher and with each other.

List the vocabulary adjectives on the board. Ask for their cognates.

Hold any landmark picture and say: This is____. The ____is in________. The ________ is elegant and fabulous.

Mix landmark pictures, index cards with labels of landmarks and adjectives on a table.

Students choose one picture, find the name of the landmark and assign an adjective. Students will write 5 sentences using the previous procedure.

Using a Venn Diagram compare/contrast a local and a foreign church.

Assessment: Students compare one of the landmarks from

the target culture with one from their own culture, finding similarities and differences between the two landmarks.



Science:5.2


www.chileaustral.com/parenas/pinguinos.htm

Architecture of South America

Guatemala City | Attractions & Landmarks

Venn DiagramAppendix B p. 146

NJ Framework. LearningScenario “Piece by Piece”, p. 159.

http://www.wcities.com/en/cat/150/129/category.html



http://www.glasssteelandstone.com/SouthAmerica.html

http://www.glasssteelandstone.com/SouthAmerica.html

http://www.chileaustral.com/parenas/pinguinos.htm

http://www.chileaustral.com/parenas/pinguinos.htm



GOAL/OBJECTIVE: To take a fantasy trip to a landmark from the target culture by using the computer lab resources.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in …Community Life


Language Structures:See previous lessons oninterrogative words

Vocabulary:See adjectives on previous lesson

Language in Use:Inviting

TPR Commands:show me , walk

STATE7.1.NM.A.57.1.NM.B.4

NATIONAL1.11.32.23.24.25.2

Second Marking PeriodThird Week

Review: Present pictures of landmarks to the class and will review their names, location and describe

them by using adjectives:ex. This is the Panama Canal, It’s in Panama

and it’s fabulous.

New Material: Plan a simple fantasy experience to “The Middle of the World” in Ecuador by dividing the classroom in two parts with a masking tape line. Play soft Ecuadorian music. With music in the background the teacher counts off the hours of air travel, reminding the children to stay seated and to sleep while traveling. After six hours, direct the children to wake up, stretch and look at the transparency of the monument.

Students choose one side of the classroom to stand and pretend they are in either the northern or southern hemisphere.

Practice TPR commands such as: Jean walk to the monument, show me the Ecuadorian line, and walk to the southern hemisphere.

Gr. 7-8: Provide web sites links of different landmarks and a writing template. Model the use of the writing template.

Assessment: Students research a specific landmark and complete the writing template: ex. Hello, my name is____. I am from _______. Welcome to _________, This is _______, It’s _______and ___________.



Science:5.8

virtual trip

www.virtualmex.com/map.hym

Landmark pictures and posters.

H Curtain. Language and Children, pp. 236-237.

New Jersey World Language Curriculum FrameworkGetting Around Thecapital. Learning scenario, p. 175.

Writing template.

http://www.virtualmex.com/map.hym

http://www.virtualmex.com/map.hym



GOAL/OBJECTIVE: To ask and respond to questions about school professions and school places.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Professions andCareers

Language Structures:Who is___?Where does he/she work?

Vocabulary:See previous lesson on school professions

Language in Use:Expressing Knowledge



NATIONAL1.11.22.13.14.15.1

Second Marking PeriodFourth Week

Review: Show a map of the school to the class. Use commands such as: Point to the office.

Point to the library. Point to the cafeteria. Select a few students and ask them to point and name various places in a school.

New material: Hold a picture of different school workers. Point to the picture of the Principal and ask:

Where does Mr./Mrs. _____work? Mr./Mrs. works in the ___________.Repeat same procedure with other pictures.

Give students removable stick on labels containing names of places in the school such as: office, classroom, cafeteria.

Students place these labels on a map of the school.

Teacher gives other students labels with job titles and names of the school principal, teachers and the staff.

Students match the labels with professions written on them, with the places of the work area found on the map.

Assessment: Students write brief sentences using job title names and places:

Ex.: This is Mr./Mrs. ________, He/She _______works in the______. He/She is the _____ of _____ school.


Viva…LearningSystem C, Teacher’s Manualp. 222

Map of the school

pictures, flash cards, labels



GOAL/OBJECTIVE: To name occupations in the community.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in…Community Life

CONTENT:Professions andCareers

Language Structures:What do you want to be?I want to be a _____.

Vocabulary:policemanfiremanletter carriersalesmandoctorteacher

Language in Use:Expressing Interest

TPR Commands:take, put, run, and touch.


NATIONAL1.11.22.13.14.15.1

Second Marking PeriodFifth Week

Review: Display flash cards of school professions. Name them and follow up by giving TPR commands example: Michael, bring me the librarian, the nurse and the teacher. Maria take the librarian and the nurse, put them in front of the chalk board. Jean, run to the chalkboard and touch the nurse.

New material: Present the new vocabulary by bringing items representing each profession. Model: Who is he/she? He/she is the policeman/policewoman. Use the same procedure with each profession.

Add a label to each profession and model: Mr. Solis, he is a policeman. Mrs. Castro, she is a sales woman.

Ask: What is he? He is _____. What is she? She is ____.

Students pantomime each profession.Ask a volunteer: What do you want to be, a

policeman or a doctor?Students answer pointing to the item/picture: I want to be a policeman.

Assessment: Divide a piece of paper in two columns, one for the names and one for the professions. Students interview five peers and present the results to the class as a speaking activity: Michael wants to be a _________.

Maria wants to be a ___________, and I want to be a _____.



Viva…Learning System CFlash Cards 55-58.

Professions pictures

realia

Viva…¿Qué Tal?Teacher’s Editionp. 262

songsforteaching./quesere.htm

http://www.songsforteaching.com/liliamareski/quesere.htm

http://www.songsforteaching.com/liliamareski/quesere.htm



GOAL/OBJECTIVE: To demonstrate comprehension of vocabulary related to the doctor’s office by responding to simple commands and questions.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Professions and Careers.

Language Structures:What is hurting you?My_____hurts.My_____hurt.

Vocabulary:

Doctor, patientdoctor’s officeSee the vocabulary of parts of the body

Language in Use:Expressing Feelings

TPR Commands:touch, show me


NATIONAL1.11.22.13.24.25.2

Second Marking PeriodSixth Week

Review: Use a transparency and TPR commands to review parts of the body.

Ex: Isabel touch your head. Gregoria show me your arms.

New Material: Introduce male doctor, female doctor, male patient, female patient and doctor’s office by using flash cards.

To distinguish between male and female, tap a boy/girl and say: This is Michael. Poor Michael is very sick. He is a patient. This is Clara. Poor Clara is very sick. She is a patient.

Introduce the structure by modeling the question and response:

Ex: Michael, what is hurting you? My head hurts.Students dramatize as they respond.Use the same technique to present My

____hurt.

Assessment: Students choose partners. Have them come to the front in pairs to role-play a doctor and patient:

D. I’m the doctor P. I’m the patient D. Good morning, what’s your name? P. Good morning, my name is Michael. D. What’s hurting you, Michael? P. Ay! My head hurts.

Science:5.5


Viva …,LearningSystem C.Flash Cards 43-46Overhead Transparency #88.

realia

http://www.spanishclassonline.com/vocabulary/






GOAL/OBJECTIVE: To describe famous people using adjectives in the target language.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Famous People

Language Structures:Who is_____?What does he/she look like?He/she is______.

Vocabulary:tall – shortstrong – weakhandsome – uglyfat – thinyoung – old


TPR Commands:show me, walk


NATIONAL1.11.23.24.25.1

Second Marking PeriodSeventh Week

Review: Tapping on a student ask: Who is he/she? Is he/she a student or a teacher? What’s her/his name?

New Material: Decorate the classroom with laminated posters of famous Spanish-speaking people. Elicit from students their knowledge of famous Latin American people by eliciting their names and professions.

Choose one poster and present it to the class saying; Good afternoon, I would like to present to you a famous Hispanic/Latin American person.

He/she is ________. He /she is from_______________. His/her name is______________.Use the same procedures with different

posters to model the dialogue:T. Is he/she tall or short? S. He/she is tall.T. Is he/she young or old? S. He/she is

young or old

Assessment: Working in pairs, student A pretends to be a famous Spanish American person and describes himself/herself using clues such as:

Hello, I’m a ______. I’m from_______,

Who am I?Student B has to guess who the famous

person is.


Visual Arts:1.3.1


Ven ConmigoLevel 1Apages 4-5

Nuestro MundoSegundo CursoMcDougal Littell.1997

Laminated Posters

Interview withRigoberta MenchuStandards for Foreign Language Learning in the 21st

Century, p. 469

List of famous Spanish people

hispanic american famous latino people

http://www.archaeolink.com/hispanic_american_latino_america.htm

http://www.archaeolink.com/hispanic_american_latino_america.htm

http://www.nationmaster.com/encyclopedia/List-of-famous-Spanish-people

http://www.nationmaster.com/encyclopedia/List-of-famous-Spanish-people



GOAL/OBJECTIVE: To create artwork related to target cultures.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:My self in …Community Life

CONTENT:Famous People

Language Structures:See previous lesson



TPR Commands:bring me, give to

STATE7.1.NM.A.37.1.NM.B.47.1.NM.C.17.1.NM.C.2

NATIONAL1.11.32.23.24.25.2

Second Marking PeriodEighth Week

Review: Use reproductions of famous Latin-American painters as props in the classroom and present them to the class: I would like to present to you a

famous Latin- American artist. He/she is _______. He/she is from________and his/her name

is_______.

New Material: Focus on the work of a single artist. Introduce him/her by telling a story that captures something of her/his spirit and then various works of the artist’s creation.

Students describe or identify objects or elements of the work that are a familiar part of the daily world: family, pets, animals, holiday, feelings and food.

Gr. 7-8: Students will complete a web quest about the artist’s work and life.

Assessment: Students create their own art work related

to a target culture and present it to the class following the pattern: Good morning.

My name is____. This is my artwork.Students compare and contrast their creation

with the art work of a famous artist of the target language culture.

Gr. 7-8: Students present the results of their web quest.

Social studies:6.5.9



prints

barcelona-Gaudi

Ciudad Botero

Ficha casa azul

CVC. Museo del Prado

computer lab resources

http://cvc.cervantes.es/actcult/museoprado/

http://www.cnca.gob.mx/cnca/inah/monuhis/fazul.html

http://www.terra.com.co/proyectos/museobotero/interiores/bienvenida_lacultura_index.htm

http://www.barcelona-online.com/gaudi.html



Thematic Web6-8

February-June

MYSELF IN…THE WORLD

NATUREFebruary-April

NUTRITION HEALTH TOPICS

*Food Pyramid/ Nutrition*Traditional Dishes*Plants We Eat*Animals We Eat

*Personal Hygiene*Feelings/Aches/ Pains*Describing Personalities

TARGET LANGUAGE WORLD

May-June

COUNTRIES

ANCIENTCIVILIZATIONS

TECHNOLOGY

*News media*Weather*National Products *Aztec, Olmec, Inca,

Maya*Internet*TV, Films, Movies *Audio/Video

GOAL/OBJECTIVE: : To exchange information about the food pyramid.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES

EXAMPLES OF THE TYPE OF WORK STUDENTS SHOULD BE ABLE TO DO TOMEET THE





CONTENT:Nutrition

Language Structures:Is it healthy?Yes, it is healthy.No, it is not healthy.

Vocabulary:Food Groupsprotein, vegetables carbohydrates, fats, meats, fruits, bread, cereal, sweets, sugar, a lot

Language in Use:Exchanging



NATIONAL1.11.21.3

3.1

Third Marking PeriodFirst Week

Review: Use a transparency to review names of foods and for students to come up to the front and point to food items.

New Material: Using a poster or transparency of the food pyramid (appendix B p. 166). Introduce the five basic food groups. Go over the kinds of foods found in each food groups

Asking the students to come up and identify the foods in each food group. Discuss the concept of healthy/not healthy. Model the question: T: Is it healthy?

S: Yes, it is healthy. No, it is not

healthy.

Activity: Students will identify cognates associated with the food groups such as protein, calories, carbohydrates, minerals and vitamins.

Assessment: Divide the class into five groups. Assign a food group to each group. Have students make a poster identifying their group and what foods they contain. Students will include whether or not they are healthy. Students will present their poster to the class and exchange information.

Food Pyramid(Appendix B pp. 166-167

Que tal? Bookp. 218



food pyramid

http://www.kokone.com.mx/tareas/mono/alimentos/piramide.html













GOAL/OBJECTIVE: To name traditional dishes from the target culture.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in …Nature

CONTENT:Nutrition

Language Structures:This is the typical dish of________.What ingredients do you see?I see _________.

Vocabulary:ingredients, food

Language in Use:Expressing

TPR Commands:touch, show


NATIONAL1.1

Third Marking PeriodSecond Week

Review: To review the five food groups use TPR activities and a transparency. Ex: Touch the milk group.

Show me the meat group.

New Material: Teacher introduces flashcards or pictures of traditional dishes from various Spanish-speaking countries. Present the recipe. Discuss ingredients and preparation time.

T: This is the typical dish of Mexico. It is called “Mole”. Which ingredients do you see in this dish?

S: I see chicken and chocolate

Teacher will further question students using previously learned vocabulary structures such as: “Is it healthy? Which food group does it belong to? Do you like it?”

Grade 6: pick two countries and discuss in detail their recipes, ingredients and prep time.

Grade 7 & 8: pick 3 or more countries.

Assessment: Students create a recipe using all the ingredients and food vocabulary learned in previous lessons. Recipes will include: quantity, ingredients, preparation time, and food drawings.

Social Studies: 6.5, 6.5.9

http://www.tienda.com

http://www.tienda.com/



GOAL/OBJECTIVE: To express preferences using learned expressions.

THEME/CONTENT

STATE / NATIONAL

STANDARDS


STUDENTS SHOULD BE ABLE TO DO TO MEET THE STANDARDS AND CUMULATIVE PROGRESS

INDICATORS



THEME:Myself in…Nutrition

CONTENT:Vegetables

Language Structures:What is it? It is____.Is it healthy? Yes/no it is/not healthy.Which do you prefer? I prefer____.

Vocabulary:Gr.6: lettuce, celery, broccoli, cauliflower, potato, corn, beansGr.7-8: carrots, onions, peas, pepper

TPR Commands:touch, run, show me

STATE7.1.NM.B.37.1.NM.B.47.1.NM.C.17.1.NM.C.37.1.NM.C.4

NATIONAL1.11.21.32.12.23.2

4.2

Third Marking PeriodThird Week

Review: Use TPR activities to review fruits and food groups.

Ex: Touch the strawberry. Run with the banana. Show me the

recipe. Show me the recipe. Point to the

vegetables.New Material: Use transparencies flashcards

or realia to introduce vegetables. T: This is a carrot. The carrot is orange. Carrots are great for your eyes. Carrots have lots of vitamins. Carrots are healthy.Practice all the vegetable words by using

structures such as: T: Which do you prefer, the carrots or the broccoli?

S: I prefer the carrots.Have students write sentences listing foods they

prefer. For example: I prefer carrots. Lettuce and celery. Teacher will inquire which food they know are made of corn.

Define and discuss “legend,” as it pertains to a story, and how legends are usually meant to motivate and inspire.

Activity: Using TPR storytelling, pantomime, physical gestures and visuals, teacher reads to the class “The legend of the corn”, designed to help students understand the important role of corn in Mexican life (Appendix B p. 172).

Technology:8.1.B.7


“The legend of the corn” (Appendix B p. 172)

What do you like? Worksheet (Appendix B p. 171)










GOAL/OBJECTIVE: To express preferences using learned expressions.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






Assessment:Gr.6: Students select their favorite meal to

write sentences expressing their preferences. In their meals, they should include fruits and vegetables.

Gr.7: Students will create a collage using all the food they prefer, including drinks, fruits, meals and vegetables. Students write a paragraph that describes their collages using structures that express preferences.

Gr.8: Students will create a big book. Every student gets a blank page except for one sentence printed on that page. The sentence is part of the tale read in class. The students draw a picture depicting the sentence on that particular page. When all is done, the page are put together and “The Legend of the Corn” is displayed in the class library.

Variation: Students might access the internet for more information on corn, the role of corn in other countries, how corn arrived in Spain, or to research “corn tortilla” and corn “muffin” and use a Venn Diagram to compare and contrast them.

GOAL/OBJECTIVE: To demonstrate an awareness of the foods that come from different animals.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Nutrition/Meat

Language Structures:From the _______ we make _______.

Vocabulary:ham, chicken soup, eggs, hamburger, pork chops, bacon, sausage

Language in Use:Demonstrating

TPR Commands:run, touch


NATIONAL1.12.13.13.24.25.15.2

Third Marking PeriodFourth Week

Review: Through the use of farm animals flashcards or realia, review sounds, colors, size and preferences.

New Material: Use flashcards to teach new vocabulary. Practice new vocabulary through TPR Commands, For example: Run with the sausage. Touch the eggs. Recycle “Is it healthy?” Using farm animals, introduce the kinds of meats that are made from those animals. Holding up the pig and the flashcard say:

T: From the pig we make bacon From the pig we make pork chops. From the pig we make sausages.

Culture: Teacher describes cultural differences with regards to foods eaten in the Hispanic culture.

Ex.: cuy (Ecuador); grasshoppers, iguanas, goats, snakes (Mexico); ants, iguanas (Colombia).

Activity: Students will draw pictures of the animals and connect them to the corresponding meat. or food product.

Assessment: Students come up in front of class, hold a picture or realia of an animal and corresponding meat and practice the language structures and vocabulary. For example: “From the chicken we make chicken soup”. They will also express their preferences, “I prefer bacon and eggs”.

Que tal? P. 218










GOAL/OBJECTIVE: To discuss daily routines as they relate to personal hygiene.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in…Health Topics

CONTENT:Personal Hygiene

Language Structures:What do you do?I _______myself.At what time do you ___yourself?Where do you____?I ____myself in____.

Vocabulary:I wake up, I get up, Ibrush my teeth, Iwash myself, I dressmyself, I brush my hairGr. 7: toothbrush, toothpaste, comb, hairbrush, washcloth, mouthwashGr. 8: deodorant, dry off, towel, lotion, perfume


NATIONAL3.15.1

Third Marking PeriodFifth Week

Review: Use TPR activities to practice parts of the house and body parts. Place flashcards around the room and have students practice structures learned. For example:

T: Run with the bedroom. Walk to the bedroom.

Touch the teeth. Touch your hair. Touch your face.

New Material: Using transparency or picture cards to model vocabulary and language structures that describe what is done every morning. Practice the structure and vocabulary.

T: What do you do (in the morning?) S: I brush my teeth.

Review previously learned vocabulary by asking questions such as;

T: At what time do you wash yourself? Where do you wash yourself? Sleep?

Activity: Have students come up in front of class and pantomime the language structures in order.

S: I wake up, I get up, I brush my teeth…Have students write sentences describing what they do at what time. Ex: I wake up at ______. I get up at _______.Use authentic products such as toothbrush, toothpaste, hair brush, comb, bars of soap and a towel and have students role-play brushing their teeth, combing/brushing their hair.

Que tal?Book p 238

Que tal Rource and Activity Book Master 25



GOAL/OBJECTIVE: To discuss daily routines as they relate to personal hygiene.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





TPR Commandsrun, touch


Culture: Inform students that Javier G, Teruel, a Hispanic, Vice Chairman of Colgate-Palmolive, one of the world’s leading producers of personal hygiene products.

Assessment: Students will make a mini book of the language structures by writing a sentence for each routine. For example, At seven o’ clock I wake up.

At seven ten, I get up.

Variation: Gr. 7-8: Students will write sentences describing which part of the house they do the daily routines in.

For example, At seven o’clock I wake up in the bedroom.

At seven thirty I brush my teeth in the

bathroom.

Success and Motivation,March/April 2005 Who’s the Boss in 25 Key U.S. Industries and Why-The success stories of these top Latino executives contain lessons for all by Conrad Dahlson

GOAL/OBJECTIVE: To exchange information about and be able to express what part of the body hurts.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Health Topics

Language Structures:Does it hurt (a lot/ a little)?Yes/No it does/not hurt.

Vocabulary:hurt, a lot, a little

Language in Use:QuestioningExpressing

TPR Commands:touch

STATE7.1.NM.A.17.1.NM.B.27.1.NM.B.37.1.NM.B.47.1.NM.C.3


Third marking PeriodSixth Week

Review: personal hygiene by asking:” What did you do this morning?”(Stretching and yawning). Review body parts by playing Simon Says.

New Material: Teacher points to his/her head and says,” My head hurts. My arm hurts”.

Teacher models “My head hurts. Does your head hurt?” Teacher continues to question students on their aches/pains.

Introduce “No, my head does not hurt” using pantomime.

Students practice the language structures.

Activity: Students pantomime aches/pains in front of

class. Students work in pairs and question each other on their aches/pains.

Pre-reading Activity: Students look at the title, briefly skim through the text, they are asked to identify words previously studied, and words they do not understand. Discuss important points of the story “Delfino”. Class discussion follows. Students listen to the story “Delfino”.

Assessment: Students role-play the story “Delfino” while other students narrate.

Que tal? Workbook p. 19

Learning System C p.187


http://www.abcteach.com/

http://www.abcteach.com/





GOAL/OBJECTIVE: To express through health topics the physical state of being.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES







Language Structures:

I have________.

Vocabulary:Fever, sore throat, cold, thermometer,Gr. 7-8: broke, cut, got hurt, earache, temperature

Language in Use:Expressing what hurts

TPR Commands:Point to

STATE7.1.NM.A.17.1.NM.A.37.1.NM.B.17.1.NM.B.27.1.NM.B.37.1.NM.B.47.1.NM.C.1

NATIONAL1.11.32.15.15.2

Third Marking PeriodSeventh Week

Review: aches/pains by asking: Does your ____ hurt?

New Material: Teacher points to his/her head and says, “I have a headache”.

Holding up a thermometer, says: I have fever.Continue using different realia to model all the

vocabulary words.

Activity: Students come up in front of class and role-play a visit to the doctor’s office. Example:

What is wrong? What ails you? What brings you here today? I have a fever, sore throat, cold or temperature.

Assessment: Students role-play a visit to the Doctors’ office.

Sol y viento p 387Van Patten, Leeser, Keatin,Roman- Mendoza

Thermometer, band aid, Tylenol cold, aspirin



GOAL/OBJECTIVE: To describe personalities.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES







Language Structures:How do you describe yourself?I am _____.He/she is _____.

Vocabulary:happy, sad, dull,intelligent, boring,interesting, funny,serious, pleasant,disagreeable


TPR Commands:ask, respond, write

STATE7.1.NM.A.37.1.NM.C.17.1.NM.C.2

NATIONAL1.11.33.15.15.2

Third Marking PeriodEighth Week

Review: aches/pains through pantomime. Teacher points to

the head and students choral, “My head hurts”.

New Material: Using flashcards or pictures, teacher modelspersonalities through pantomime. Teacher

describes himself/herself: “ I am happy. I am intelligent.”Teacher asks students, “How do you describe

yourself?”Students respond using appropriate vocabulary.Question students using previous learned

vocabulary.For example, “How do you describe your

mother?”Activity: Students will work in pairs and describe

themselves to each other and to write sentences about themselves. Students come up to present themselves.

Assessment: Students will write sentences describing first

themselves and then their families. “My name is_______.

I am ____years old. I am ____-,______,_______.My mother’s

name is ________. My mother is __________and ______. Students present their information to the class.

Extension: Students describe their friends.Students will place an ad in the newspaper

describing their personalities and what personalities they are looking for in a

friend.

See previous page


Appendix B pp. 173-174





GOAL/OBJECTIVE: To exchange information about various news mediums in the target language culture.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in…Target Language Culture

CONTENT:Countries -News Media

Language Structures:This is a/an ______.Where did this _____ come from?It’s from ________.When we return___.

Vocabulary:Gr. 6: news, newspaper, radio, television, magazine, reporter, Gr.7: report, channel, announcer, cable, channel, entertainment news


NATIONAL1.21.32.23.24.25.2

Fourth Marking PeriodFirst Week

Review: Encourage students to share their knowledge of different news mediums of their country. Write responses on the board in the target language and have students copy in their notebooks.

New Material: Decorate the classroom with props to simulate an actual newsroom. Model the vocabulary and language structures by role-playing a news anchor and describing news mediums and their country of origin.

Ex. This is a ________ from Spain/Puerto Rico/Ecuador.

With the news objects provided by the teacher a chain activity will follow.

T. What is this?S. It’s a/an _____________.T. Where did this ____________ come from?

S. It’s from _______________.

Activity: Students ask and answer each other questions about news media. Teacher writes key points of interest on the board, students write information discussed in their notebooks.

Social Studies:6.5


4.2

board, chalk, mock news room, teacher made radio news report, TV, video camera, audio/radio equipment.

Newspapers:El País, Hoy, El Diario La Prensa, Quisqueya

Appendix B p. 175 for a complete listingVanPatten, BillSol y viento p. 261, ©2005, McGraw Hill Co. New York, NY

Magazines:Latina, ¡Hola! Hispanic Magazine, Latin Trade, Latin Style, Hispanic Business, Buenhogar, Estylo, Fama, Cristina, Filipinas

www.univision.comwww.telemundo.com

www.hispanictrends.com

Canal 41 UnivisionCanal 47 Telemundo

http://www.hispanictrends.com/

http://www.telemundo.com/

http://www.univision.com/



Gr. 8: news brief, commercial, tune in


TPR Commands:look at, speak, listen, write


Assessment: Students answer questions posed by the teacher regarding news mediums in the target language culture.

Note: In preparation for next week’s newscast, separate students into groups. Assign a country/area to each group and give them an excerpt from a textbook, newspaper, magazine or the Internet about the national products of the country/area each group was assigned.

Suggested areas: Gr. 6: Central America Gr. 7: South America Gr. 8: Spain, Mexico

and Caribbean

Telefutura1280 AM Radio Wado, Hot 97FM, LaKalle105.9

Marqués, Sarah, La lengua que heredamos, pp. 107,127,149,164,182, 197,267,302,318,354 © 2000 John Wiley & Son

GOAL/OBJECTIVE: To create and present a news broadcast about national products of the target language culture.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in…Target Language Culture

CONTENT:

Products

Language Structures:What is the national product of _______?The _______ is a national product of _____.

Vocabulary:coffee, bananas, silver, flower, emeralds, books, music, textile, petroleum, chocolate, beef


TPR Commands:report, speak,

STATE

7.1.NM.B.47.1.NM.C.17.1.NM.C.3

NATIONAL1.11.32.23.24.25.2

Fourth Marking PeriodSecond Week

Review: Use a Venn Diagram and vocabulary of the previous lesson to compare and contrast news media in the U.S. versus news media in the target language culture.

Recycle: geographical location, greetings, date, time and the vocabulary of the previous lesson.

New Material: Model the new vocabulary by role –playing a journalist/reporter reporting on products and their country of origin.

Ex: ____________ is a national product of _________ and

________ is a national product of _________.Use a chain drill to practice.T. What is the national product of _______?S. The _________ is a national product of

_____.Students use the information given the previous

class to create a news report. Use the following to model a news report.

T. Greetings, today is _____. Welcome to the _________ morning/ afternoon news. Today we are going to visit _________. The national product of ____________ is _______. The _____ is delicious/important to the economy. ________is located in Europe/ Caribbean / Central/South America. This has been ________ reporting.

Assessment: Students present their news report, role-play reporters and report on target language national products. Note: Inform students that next week they will create and present a weather report.


Workplace Readiness:1.3, 3.2, 4.2

Technology:8.1

Map, easel, board, story boards, a sign

Appendix B p. 146

www.nationalgeographic.com

See previous lesson for additional resources.

http://www.nationalgeographic.com/

http://www.nationalgeographic.com/



write

GOAL/OBJECTIVE: To exchange information about the weather in the target language culture.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in…Target Language Countries

CONTENT:Weather Report

Language Structures:What is the weather in _______ today?

The weather in _____ is _____.

Vocabulary: forecast, degrees, windy raining, sunny, snowing, temperature

Language in Use:DescribingTPR Commands:show me, report

STATE7.1.NM.B.27.1.NM.B.37.1.NM.C.1

NATIONAL1.11.32.13.14.15.1

Fourth Marking PeriodThird Week

Review: Weather, date, time and time of the day

(morning or afternoon).New Material: Model weather vocabulary of

the weather by giving a weather report describing a map, giving the time and temperature of the target language country and locating the country on the map.

T. Welcome, my is name is _______today is ___, the time is_____. The temperature in______ is ______. The weather in ___________ is _____.

Teacher places flashcards of the weather on the board and calls out the weather. Students are asked to describe the weather condition. Separate students into groups. Give flashcards containing the name of a country, the geographical location and the forecast to each group. With the assistance of the teacher, students work in groups to develop a weather report.

Culture: “Esta lloviendo a cántaros”, means it is raining buckets.

Assessment: Students role-play a reporter and present a weather report. Teachers will video record presentations


Science:5.8, 5.10


4.2

map, poster, flashcardseasel, TV/VCRvideo camera

Adelante Ven Conmigo p.190

www.weatherchannel.com

www.accuweather.com

http://www.accuweather.com/

http://www.weatherchannel.com/

http://www.weatherchannel.com/



GOAL/OBJECTIVE: To exchange information about computer terms in the target language culture.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in …Target Language WorldCONTENT:TechnologyLanguage Structures:What is this?It’s a __________.What is it used for?It’s used for_______.Vocabulary:Gr. 6-8: use, keyboard, mouse, search, save, print, diskette, benefits,Gr.7: folders, monitor, modem, printer, CD-Rom, download, screen,Gr. 8: Web page,E-mail, search engines, good, message, passwordLanguage in Use:IdentifyingTPR Commands:speak, write

STATE7.1.NM.B.37.1.NM.B.47.1.NM.C.1

NATIONAL1.11.32.23.24.25.2

Fourth Marking PeriodFourth Week

Review: Draw a KWL chart on the board, ask students to name a few technological products. Teacher writes responses on the board, students write in the first and second column of a KWL chart provided by the teacher.

U. What is this?S. It’s a radio/ computer/ CD/ DVD/ television/ VCR/

Audio/Video camera/ telephone/ cell phone.

New Material: Model the new vocabulary by describing a transparency, picture or an authentic computer.

Activity: Students work in pairs asking and answering questions about computer terms. Students write their questions and answers in their notebook.

Assessment: Students will complete the third column of the KWL chart.Gr. 6: Match pictures to wordsGr. 7: Develop sentences describing the use of the different computer terms.Gr. 8: Develop sentences identifying the benefits of using the computer in world language instruction.

Note: Inform students that next week we will research ancient civilizations of Central and South America.

Technology:8.1.A.1, 8.1.A.2

Social Studies:6.5

KWL Chart

www.eduplace.comgraphic organizers in Spanish

board, chalk, handout, computer,

Display authentic technological products: such as a radio, cell phone, VCR, CD, DVD, telephone, computer, television

VanPatten, BillSol y viento p. 260, ©2005, McGraw Hill Co. New York, NY

Appendix B p. 176

http://www.eduplace.com/



GOAL/OBJECTIVE: To use the Internet to research information about the target language cultures ancient civilizations.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES





THEME:Myself in …Target Language World

CONTENT:Ancient Civilizations: Maya, Inca, Aztec, Olmec

Language Structures:What is the ______civilization known for?They are known for________.

Vocabulary:history, civilization, glyphs, agriculture, calendar, sculpture, music, scienceLanguage in Use:DescribingTPR Commands:search for


NATIONAL1.11.32.13.24.25.2

Fourth Marking PeriodFifth Week

Review: Use flashcards to elicit students’ response about computer terms.

New Material: Present a brief picture walk using posters, slides, transparencies or storyboards about the Inca, Maya, Aztec and Olmec civilizations. Use the questions/answers below to practice orally and for students to copy and fill in the blanks.

T. What is the ______civilization known for?

S. They are known for____________________.T. Where are they from?S. They are from ______________.

Use a graphic organizer to discuss a few distinct features of each civilization (Appendix B p. 175).

Divide students in groups of four and inform them that for their final class project, each group will develop a multimedia presentation using information researched on the Internet.

Gr. 6: Maya Civilization: Microsoft Word, Clip Art, play dough figures, masks, temples

Gr. 7: Inca Civilization: Create a brochure on PublisherGr. 8: Aztec, Olmec: Power Point presentation

Activity: Students use web addresses handed out by the teacher to research information about ancient civilizations of the target language cultures.

Social Studies:6.5, 6.5.

Technology:8.1, 8.2

Science:5.8


flashcards, graphic organizer, transparencies, posters, slides

www.yahoo.comwww.jeeves.comwww.altavis.comthen press the following: maya + central America, Inca + Peru, Aztec + Mexico, Olmec + Mexicowww.melanet.com/cleggserieswww.angelfire.com/tx2/ee/olmec.htmlwww.kstrm.net/isk/may/maya/.htmlwww.farhorizon.comwww.kidskonnect.com/AncientAzte/AncientAztecHome.htmlwww.custance.org/old/noah/ch3t.htmlwww.azteccalender.com

http://www.azteccalender.com/

http://www.azteccalender.com/

http://www.custance.org/old/noah/ch3t.html

http://www.custance.org/old/noah/ch3t.html

http://www.kidskonnect.com/AncientAzte/AncientAztecHome.html



http://www.farhorizon.com/

http://www.kstrm.net/isk/may/maya/.html

http://www.kstrm.net/isk/may/maya/.html

http://www.angelfire.com/tx2/ee/olmec.html

http://www.angelfire.com/tx2/ee/olmec.html

http://www.melanet.com/cleggseries

http://www.melanet.com/cleggseries

http://www.altavis.com/

http://www.jeeves.com/

http://www.yahoo.com/



GOAL/OBJECTIVE: To research and categorize information about ancient civilizations of the target language culture.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Ancient Civilizations: Mayas, Incas, Aztecs, Olmec

Language Structures:Do you need help?Yes/no.Let’s look in_____.Research the following information.

Vocabulary:brainstorm, categorize, select, need, want, decide, important, interestingLanguage in Use:Selecting InformationTPR Commands:Search, decide, select, write

STATE 7.1.NM.A.5 7.1.NM.B.4

7.1.NM.C.2

NATIONAL1.11.32.23.14.15.1

Fourth Marking PeriodSixth Week

Review: Technology terms studied in the previous lesson by giving commands and asking questions.

Assessment Project: After students have completed their research a brainstorm activity and a class discussion activity will follow. Teacher will elicit information from students and list their responses randomly on the board.

Topics: country, region, date the civilization existed, historical events, food, art, architecture, beliefs, religion, agriculture, archeology, dance, clothing.

Each group selects a specific topic. Use a web organizer to help students organize their ideas (Appendix B p.178).

Provide each group with an oral and written rubric, and a reflective sheet that should be completed as part of their project.

Note: In preparation for the final presentation, select a few students to do three dances of the ancient civilization. Teach the dances via video or a dance instructor.


Technology:8.1, 8.2

Science:5.8



transparency,board, chalk

Microsoft Word, Clip Art, Publisher, PrintShop, PowerPoint

Web cluster (Appendix B p.178)



GOAL/OBJECTIVE: Compare and contrast distinct features of the ancient civilizations in the target language culture with their descendents today.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Ancient Civilizations: Maya, Inca, Aztec, OlmecLanguage Structures:See column threeVocabulary:Gr. 6: civilization, empire, calendar, religion, glyphs,prediction, tattoo,Gr. 7-8: temples, loincloth, pottery, architecture, music,highways, sculpture, altitude, ornaments, Lake TiticacaLanguage in Use:Describe/IdentifyTPR Commands:

listen, write, continue

STATE7.1.NM.A.57.1.NM.C.2

NATIONAL1.11.32.12.23.24.25.2


Assessment ActivityA brief class discussion about information

needed in their presentation. Model language structures questions and answers.

Review: foods, to learn, to write, clothing,

Language Structures: Where is the _________ civilization from? What distinguishes them from other ancient

civilizations?What did they eat? Describe their clothing?

What was the family, religious and political structure? What happened to them? What was there educational system like?

What type of music and dance did they engage in?

Students ask and answer questions about their research topic.

Use a Venn Diagram to compare and contrast the ancient civilization with their present day descendents.

Guided Practice: Students continue working on their project on the computer.Teacher models public speaking techniques, voice and diction, how to stand in front and look into a camera and the audience.

Social Studies:6.5, 6.5.9, 6.7.11

Technology:8.1, 8.2

Science:5.2


computers, poster paper, construction paper, various colors of computer paper, banner paper to create a banner on Publisher

Venn Diagram (Appendix B p. 146)

TV/VCR, Camcorder



GOAL/OBJECTIVE: To complete a multimedia presentation about ancient civilizations in the target language culture.

THEME/CONTENT

STATE / NATIONAL

STANDARDSACTIVITIES






CONTENT:Ancient Civilizations: Maya, Inca, Aztec, Olmec

Language Structures:Same as previous lesson

Vocabulary:good job, bravo, excellent, sensational

STATE7.1.NM.C.1

NATIONAL1.11.32.12.23.24.25.2

Fourth Marking PeriodEight Week and Ninth Week

Project Completion: Teacher models how to present a

Newscast on an ancient target language civilization. Students practice what the teacher has just modeled. Teacher will tape the students’ conversations, so they can listen to each other. Bring in folkloric music from the ancient civilization and have students select the background music to be used during their newscast.

Note: An invitation to the staff, parents, and the community will be sent out informing them about the ancient civilizations studied and the upcoming newscast.

Project Presentation: Students present their news broadcast to the entire school, parents and community. During commercial breaks dancers will perform. Invited community leaders, parents, administrators will be given the opportunity to give a brief speech.

Social Studies:6.5, 6.5.9, 6.5.11

Technology:8.1, 8.2

Science:3.2, 3.3



3.2, 4.2




Grade: 6-8 Theme: Myself in The World

Topic: Educational Environment Content: Personal Information

Objective: To exchange personal information.

Activities: Review 3 to 4 greetings and personal information phrases at a time. Provide students with visual aids and ask them to repeat with you and after you. Play the Greetings Song and have students sing along. Create a make believe scenario where the teacher interacts with students and the students interact with each other using the new vocabulary. Identify authentic examples of addresses, i.e.: The theater is on 30th Street. My home is on 24th Street. The school is on 14th Avenue. The mall is on 27th Boulevard Create a Repeat Pattern using different greetings, i.e.: How are you? Fine/Very well/Not too bad/Not that well. Bring pictures of different people and tape them to the board. Provide students with different greeting sentences and encourage them to come to the board and place their

sentences where they think they should go.

Assessment: Use a role- play activity to grade students’ interpretational, presentational and interpersonal skills. Provide a list of key words on the chalk board (Greetings: hi, fine, good morning, good afternoon, good night; Courtesy expressions: thank you, my pleasure, you are

welcome, etc) for students to use as a reference.

Paraprofessional Assistance Intervention: Provide PP with a list of the vocabulary and expressions you would like the student (s) to learn in order to achieve better participation. PP should sit together with students and assist them in making connections, writing, etc.



Topic: Educational Environment Content: Telling Time

Objective: To recognize and use vocabulary related to time and numbers.

Activities: Before starting the lesson, review the numbers and take that opportunity to pair academically advanced and academically challenged students to practice the numbers by

sets (first day, numbers from 1 to 30; the next day from 30 to 60, and so on) Provide opportunity for movement, by creating games that motivate students, i.e.: Play the Sock/Ball Game, Throw a ball/sock and ask students questions like, How old

are you?, How old is your mom?, How old is your grandmother, etc. The student who catches the ball answers the question and throws the ball to another peer. Create individual clocks with students. Before teaching concepts (provide paper plates, pins and construction paper) Teach time in three sections. First section should include time to the hour, fifteen minutes, thirty minutes and forty five minutes, i.e.: What time is it? It is one o’clock: It

is two fifteen: It is three thirty: It is five forty five. The second section should include time to 30 minutes and in between, i.e.: It is 20 minutes after six The third section should include time from 30 minutes to 60 minutes, i.e.: It is nine fifty four.

Assessment: Show isolated pictures of different people (family members, school staff, etc) doing certain activities. Ask: At what time do these activities take place?

Paraprofessional Assistance Intervention: PP should work with students as they make their clocks. PP should sit together with student (s) and help them with cutting, gluing, writing, etc.



Topic: Educational Environment Content: Relationships with Peers

Objective: To describe peers using adjectives

Activities: Use visual aids to review the vocabulary of different feelings and activities. Ask students if they can name them. Display on the board pictures of people’s emotions and people performing different activities. Ask students to write a short sentence describing the emotions or activity

that each person demonstrates, i.e.: John is nervous. Rose is dancing. Play Chalk Talk - students can only express themselves using the chalk. Using one descriptive word; students are asked to describe their feelings toward peers, teachers,

friends, etc. Make a big circle on the board and instruct students to write only inside the circle. The teacher can write the first descriptive word on the board and encourage students to come up one by one, i.e.: Describe feelings toward peers: friendly, responsible, funny, etc.

Provide students with a list of people (mother, friend, teacher). Students would write two short sentences describing that person and an activity they would like to do with him/her, i.e.: My friend Anthony is intelligent and responsible. I like to study with him.

Assessment: Allow student to use index cards or personal notes to answer questions. If necessary provide cues in the question to re-direct student’s attention, i.e.: What do you like to

do with your peers at lunch time, play, eat or dance? Adaptation: students with physical disabilities can verbally respond the questions.

Paraprofessional Assistance Intervention: Provide PP with a list of the vocabulary you would like the student to learn and use. Encourage PP to participate in all the activities.



Topic: Community Life Content: Historic Places and Landmarks

Objective: To ask and answer questions about historic places and landmarks.

Activities:

Review no more than 3 to 4 new historic places/landmarks per lesson. Divide the class in two teams and hand out two sets of index cards with questions about personal information, i.e.: Where do you live? Number each set of cards. The

member of one team reads the question and calls the number on the card. The student of the other team with the same number card responds and reads his/her question back.

Play Tic-Tac-Toe. Set index cards with the picture of the landmark backwards on the board or desk. Divide the class into two teams: Present each team with cards marked with an X or an O. Each member turns over a card. If they can name the location of that landmark, they place their card over the X or the O. Adaptations: The cards can have a number on the back. Students with physical impairments can call out the number they want turned over.

Write about a documentary of a historic place or landmark using as many cognates as possible. Pair students up and ask them to look for adjectives that are cognates in the documentary text provided and write simple sentences in which they are required to fill in the blanks by using the adjectives previously taught, i.e.: The Eiffel Tower is enormous)

Assessment: Allow students to randomly pick a picture of a historic landmark or place. Ask them three questions according to what is on the picture, i.e.: What is it? In which country

is the Church of Guadalupe? Can you describe that picture with one word?

Paraprofessional Assistance Intervention: Provide PP with outlines/worksheets with the information needed to support students.



Topic: Community Life Content: Professions/Careers

Objective: To ask and respond to questions about school professions.

Activities: Use choral repetition and visual aids to review professions and careers.

Create a big poster chart. Fold the poster in four boxes and draw different places of the school (cafeteria, classroom, office, etc) in each box. Make cut outs of the school staff (principal, teacher, secretary, etc). Call a student and ask him/her to pick a card and place it where that person works, i.e.: If the student picks the secretary instruct him/her where to place the secretary in the office and say: The secretary is in the office.

Place pictures of different professions/careers on the board or table. Give students labels and have them match the labels with the pictures. Remove one and ask students, Which one is missing? Adaptation: provide students with speech impairment with a red card for yes and a green one for no to use when they respond.

Sit students in a circle and pass a ball. Each student will get a chance to toss the ball to another and ask, What do you want to be? Adaptation: students with speech impairments can respond by pointing at the picture.

Provide a word bank on the chalkboard and write sentences for students to answer individually, i.e.: I want to be a teacher. Mrs. Pinto is the secretary, etc.,

Assessment: Place pictures of different professionals on the board and label each picture with a name (Paul, Jenny, Peter) Students write sentences about the pictures i.e.: Jenny is a

teacher. Paul is a policeman. Encourage students to share their sentences with the class.

Paraprofessional Assistance Intervention: Provide PP with a list of the vocabulary and expressions so that they can sit together with students and assist them in making connections, writing, etc.



Topic: Community Life Content: Famous People

Objective: To describe famous people using adjectives.

Activities:

To review famous people studied; play music, show clips/videos and pictures of the artist. Place a picture of a famous person on the board. Identify the person and ask students to describe him/her using adjectives, i.e.: She is tall. He is handsome. Toss a ball

randomly to a student and ask, Is he/she tall or short? Is he/she thin or fat? Student who catches the ball has to answer.

Make two columns on the board (one for famous women and another one for famous men). Write three sentences in each column using adjectives to describe the famous person. Read the description in each column. Pick a student to guess who it is.

Display pictures of the famous people and ask the students to place the picture in the appropriate column according to the description. Pair students and designate them a famous person. Ask students to write three descriptive sentences of the person and create a collage. Provide them with construction

paper and magazines to use for their presentation.

Assessment: Encourage students to present their collages and read the descriptive sentences. Show students several pictures of famous people. Give students several verbal descriptions of that person. The student has to select the corresponding person according to

the description.

Paraprofessional Assistance Intervention: PP should help student (s) putting the collage together and as they write descriptive sentences.



Topic: Nature Content: Nutrition

Objective: To express preferences using learned expressions.

Activities: Review numbers from 1 to 50. Use realia and pictures to review food items. As the food items are named, write sentences on the board, i.e.: I like carrots, I prefer broccoli. Pass around realia/pictures,

and ask students, Do you like carrots? Which vegetable is better for you, broccoli or cauliflower? Create a make believe food store (cash register, plastic foods and empty bottles of soft drinks). Provide students with play money. Give each student $50 (including cents)

to be used at the store (Teacher role-plays the cash register assistant and students role-play shoppers). Provide simple greeting and day-to-day sentences that could be used when purchasing food, i.e.: Good morning/Good afternoon/Good evening, Mrs. Ruiz, Do you have milk? Do you have ham? Where is the meat? How much is it?

Write 10 sentences about what constitutes a healthy meal using as many cognates as possible. Pair students and ask them to look for food words that are cognates in the text provided. Do a fill in the blanks activity using the vocabulary provided for this lesson, i.e.: The strawberries are________ (fruits, vegetables, fats).

Assessment: Allow students to randomly pick a vegetable, meat, fruit or a soda (3 out of 4). Ask them three questions according to what they choose. i.e.: What is it? Can you describe

that picture with one word? (delicious or bland) What do you like the most? Provide students with a list of the different learned foods and a list of the categories (fruits, vegetables, sodas, juices, meats, etc) to match the words with the appropriate

category.

Paraprofessional Assistance Intervention: Encourage PP to help students with their shopping experience. Have PP practice the questions provided on the board with the students.



Topic: Nature Content: Health Topics

Objective: to exchange information about and express that part of the body that hurts.

Activities: Provide a list of health expressions to students. Practice vocabulary with visual aids and TPR activities: teacher pretends to have a toothache and repeats in the target

language, I have a toothache. Students repeat in choral using TPR. Show students pictures depicting people with different ailments (headache, toothache, stomach ache, etc) and label the pictures. Ask students to write and draw sentences of the appropriate health expressions: I have a headache –a picture of someone with a headache should go in front. Divide the class into two groups, on one side the boys and on the other side the girls. Each group chooses a student to go to the front and mimic a pain and the other group

has to guess what it is in order to get a point. All students must go at least once.

Assessment: Provide a sheet with pictures of sick people and a word bank with the words/expressions taught for this lesson and ask students to place the words in front of the correct

picture. Tell the students to use TPR gestures to express the expression you cite, i.e.: Teacher says, “I have a headache.” The student should touch his head and make a facial

expression of pain.

Paraprofessional Assistance Intervention: Encourage PP to practice TPR health expressions with his/her assigned students.



Topic: Target Language World Content: Countries

Activities: Write a list of the countries you are going to teach on the board and place a map next to the list. Review the names of the countries. Place index cards with the different names of the countries and ask students to pull out one card. Students come up to find the name of

the country that is in their index card. Provide students with simple summaries of the countries (visit http://www.countryreports.org/ to get the information). After matching the appropriate country ask

students to draw the flag of the country in the index card previously provided and to read the summary report about the selected country. Provide students with a worksheet to fill in the blank with basic information about the country they have chosen, i.e.: My country is Chile. The capital of Chile is

Santiago. The national language is Spanish. The colors of the flag are red, white and blue, etc). Play the Ambassador Game. When students have finished drawing the flag of the country and finished the worksheets, students have to come to the front to represent the

country assigned as the formal Ambassador of that country (teacher calls aloud: the ambassador from Chile please come up to tell us about your country and student should come up with the flag and the completed worksheet to tell the class about his/her country).

Assessment: Provide students with a multiple choice questionnaire, i.e.: The flag of Chile is: a. yellow and red b. green, white and blue c. white, red and blue.

http://www.countryreports.org/

Paraprofessional Assistance Intervention: Provide PP with a copy of the summary of the country assigned to student. Encourage PP to help student (s) filling the worksheets together.



Topic: Target Language World Content: Technology

Objective: To exchange information about computer forms in the target language.

Activities: Provide a list of the technology vocabulary and practice the vocabulary with visual aids. Ask students to identify different technology items in the classroom. Ask learners to provide a brief description of the items previously identified in short sentences, i.e. This is the computer. The computer is black and silver. Sit with students around the computer (s) in the classroom and play “What do we need?” Teacher describes an action: I use the ______ to type (mimic action), What is

it? (offer options if necessary, Is it the mouse?, the keyboard? or the monitor?) Write sentences that will reflect the above game activity on the board and ask students to come to the front and find the answer (Example: The _______is used to look for information:

o folderso disketteso search

Provide students with a work sheet where they can find the right matching picture for the words provided. Create a vertical column with the technology words and another vertical column with pictures of the vocabulary and ask students to match them.

Assessment: Students verbally name the technology items in the classroom. Provide a work sheet with a picture of a computer laboratory and ask students to identify at least 6 items in the picture (Visit the following web pages to get assessment

picture prompts http://telemundo.yahoo.com, and http://allsaints.org/school/images/Opening%20Day%20Pics/Computer%20Lab%202.jpg).

Paraprofessional Assistance Intervention: Provide PP with a list of the vocabulary and the working sheets that will be provided to the student (s). Ask PP to practice with students and to help students complete the work sheets



Topic: Target Language World Content: Ancient Civilizations

Objective: To compare/contrast distinct features of ancient civilizations with that their descendents.

Activities: Review some of the highlights of the Incan civilization. Provide a list of the vocabulary needed for this lesson; include some Inca’s daily activities. Show a brief documentary of the Incan civilization and provide a list of 7 or 8 questions where students have to identify the answers, i.e.: According to the documentary,

Where did the Incas live? What kinds of foods did they use to consume? Name one activity they liked to do, etc. Place handcrafts or pictures of the vocabulary on the board/table and go over it with the students. Pass around the handcrafts and pictures and ask students simple

questions: What is it? What is the name of this civilization? Where did they live?, etc. Ask students to tell you some of their favorite activities as you list them on the board. Create a list of the students’ favorite Inca’s activities on the chalkboard. Compare and contrast the two lists. Pair academically advanced and academically challenged students and ask them to choose two activities from the list and go to the following websites to gather some

information to create a poster: http://es.yahoo.com (for Spanish), http://fr.yahoo.com/index_narrow.html (for French) and www.discovery.com and http://gosouthamerica.about.com (students’ native language).

Write frame sentences that students could use to present their posters (Example: The Incas lived in ________. The Incas favorite foods were______ ______. The Incas used to embroider their clothes in these colors ____, ____, ____, etc)

Assessment: Ask students to present their posters and the information gathered about the Incas in their native language. Allow students to use index cards with the information they are going to present based on the sentences provided by the teacher (refer to activity #6).

http://gosouthamerica.about.com/

http://www.discovery.com/

http://fr.yahoo.com/index_narrow.html

http://es.yahoo.com/

http://allsaints.org/school/images/Opening%20Day%20Pics/Computer%20Lab%202.jpg

http://telemundo.yahoo.com/

Paraprofessional Assistance Intervention: Provide PP with a list of the vocabulary and sentence frame needed for this lesson. Ask PP to help students fill in their frames.


Grades: 6-8 Theme: Myself in the World

Topic: Community Life Content: Historic Places/Landmarks - Equator

Objective: To identify and learn about landmarks in the target culture.

Activities: Review the flags of the countries they have studied before. Have students locate countries on the map. Ask students about the landmarks or historic places that they know in New Jersey. List them on a chart. Follow with questions such as: What is this? Where is it Present the flag of Ecuador and locate the country and its capital in the map. Use a PowerPoint presentation or other media to introduce Ecuador, Quito, Middle of the World, and the Equator Line Monument. Using the map locate Ecuador and explain the reason it is said to be in the middle of the world. Pointing to the map, explain the concept of north (northern hemisphere) and south (southern hemisphere) Divide the classroom into northern and southern hemisphere using masking tape. Have students pick one side of the classroom. Follow with questions such as:

- Where are you standing?- Are you standing on the northern or southern hemisphere?

- Where is Rosa standing? Practice TPR commands such as: Walk to the monument, show me the southern hemisphere; show me the capital of Ecuador. Have students come up to the map and locate some countries in the northern and southern hemisphere.

Assessment:Use the picture to answer questions about the Middle of the World Monument in Appendix__AP______.

Cultural Note:

Ecuador is a small country situated in South America. The capital of Ecuador is Quito. Ecuador received its name because it is located on the Equator line. The Equator is an imaginary line that circles the earth and divides it into the northern and southern hemispheres. North of Quito, there is a monument that marks the spot where the Ecuador line lies. The famous Equator Line Monument is one of Ecuador’s most visited attractions. It has the shape of a pyramid and houses a small museum inside. There is a yellow line located at the base of the monument, which represents the Equator line.

Curious facts:

You can have one foot in the Northern Hemisphere and another in the Southern Hemisphere at the same time.

If you weigh yourself in the “Middle of the World”, your weight will be less than in any other part of the earth (Newton’s Law).

If you walk around the monument, you can circle the four Hemispheres in just two minutes and fifty seconds.



Topic: Community Life Content: Historic Places/Landmarks - Obelisk

Objective: To identify different landmarks from the target culture and compare them to local landmarks.

Activities: Review the concepts of north and south. Review Ecuador, its capital and some of the facts about the Equator Line. Have students locate the Ecuador and the U.S on the

map Use the chart on N.J’s landmarks to review them and to introduce famous landmarks in the U.S. Use a chart to make a listing of the various US landmarks. Discuss the landmarks and describe them by location, size, and importance. Inform students that the class will be making a virtual visit to an important landmark in South America. Locate North America, South America, and Argentina on the map. Ask students in what hemisphere is Argentina located and have them point to Bueno Aires, the capital of Argentina. Use a Power Point presentation or other media to introduce Argentina and the Obelisk. Explain that the Obelisk is the symbol of Buenos Aires, capital of Argentina. This awesome monument is located in a very important avenue called, “Avenida Nueve de

Julio”. This avenue is important because it is the broadest avenue in the world. Use different media and TPR commands to revisit some facts about Argentina’s flag, location, tango, soccer and the Obelisk, i.e.: Miguel, walk to the Obelisk. Touch the

soccer stadium.

Review some of the facts about the Equator Monument. Make a listing on the board about some of the facts about the Equator and Obelisk monuments.

Assessment:Use a Venn Diagram to compare and contrast the Obelisk and the Equator Monument.

Cultural Note:The Obelisk was designed by the architect Albert Prebisch and was built in 31 days by 167 workers. It is 67m high and has a 200 step-stairway, which is used mainly to get access to the top for maintenance purposes. The Obelisk has become the natural gathering place for protests, demonstrations, and celebrations. Thus, it is the popular place for celebrating the victories of the Argentinean football team as well as for some political demonstrations. The Obelisk was built to commemorate the 400th anniversary of the first Spanish settlement. Its location in Buenos Aires also marks the site where the Argentinean flag was raised for the first time.

The Obelisk with 67m in height is the second highest monument in the world. The first highest monument is the Washington Monument with 169 meters.




Objective: To describe famous people using adjectives in the target language.

Activities: Present the picture of a famous artist, singer or leader in U.S.A. Describe the pictures using learned structures and ask them, Who is your favorite artist? What does he/she

look like? Ask the students if they can recognize any of the famous people. Introduce the name, country, profession and contribution of each person pointing to the overhead transparency.

Present a graphic organizer to the class using a transparency and inform that today they will visit the “Galeria de los famosos”. Ask the class if they recognize any of the famous people. Introduce the name, country, profession and contribution of each person. Create a “Galeria de los famosos” in the classroom by posting props, and pictures of famous people (Latin music in the background). Allow the students to circulate

around the classroom gallery with a partner and take notes about the different artists.

Assessment: Students walk around the gallery reading the posters as they answer the questions on the handout. (Appendix___P____)When they have completed the handout, students have interpersonal conversations (in pairs) asking each other the questions on the handout. (Appendix________)

Cultural Note: There are many significant Spanish people living in the U.S.A. Their contributions are in different fields such as: sports, arts, politics, science and business. The

following men and women are representatives of the beliefs and dreams of the Hispanic community.- Singers: Shakira (Colombia) and Marc Anthony (Puerto Rico)- Painters: Frida Kahlo (México) and Pablo Picasso (España)

- Leaders: Rigoberta Menchú (Güatemala) and Oscar Arias (Costa Rica)

Cultural Note:

Shakira Mebarak is a famous Colombian singer/song writer. Born from a Colombian mother and a Lebanese father, she is a bilingual and bicultural young singer with a unique musical style that uses: rock rhythms, soft guitars and piano. In her songs she explores the traditional themes of love and human relations from a different poetic perspective.

Shakira won two Grammy awards in 2000 for her song “Ojos asi” which was sung partly in Arabic and partly in Spanish. In 2002 Shakira made a “crossover” to English with her album “Laundry Service” which became very popular in the U.S. Although Shakira’s stature is small, the messages she sends through her songs and the work she does with her foundation are great.

Marc Anthony Muñiz was born on September 16, 1968 in East Harlem, NY. When Marc was a small child his family liked to turn the kitchen table into a stage for him to perform. Marc loved to sing. Although Marc’s parents were from Puerto Rico and spoke Spanish, Marc did not speak much Spanish and never intended to sing in Spanish.

Marc’s skinny stature led him to be picked on as a child and did not fare well as a popular music singer. This led him to begin his professional career as a backup singer for groups such as Menudo and the Latin Rascals. Shortly there after Marc acted in a film and began his career as a salsa singer. He is now considered one of the best salsa singers in the world having won many awards including Billboards and “El premio lo nuestro”

Frida Kahlo was born in Coyoacán, México in 1907. As a child Frida suffered from polio, which left her leg thin and weak. Her peers constantly teased her about her weak leg. To hide it she dressed like a man. Frida’s father, Wilhelm, was a professional photographer who taught Frida all about photography and art. However, photography and art only became important to Frida after she was involved in a very bad bus accident that left her injured in bed for months. While lying in bed recuperating, Frida began painting the only subject she could, herself. Today Frida is considered one of the most important Mexican surrealists. Her paintings are full of vibrant Mexican colors and costumes like the ones she always wore.

Pablo Picasso was born in Malaga, Spain on October 25, 1881. His father was a painter and his mother was a teacher. As a young child Picasso demonstrated great artistic ability and attended fine arts schools.Through his life Picasso’s feelings became evident in his work. As his mood changed, so did the colors with which he painted. His work can be broken down into “periods” including The Blue Period, The Rose Period and his most famous, The Cubist Period. Picasso was one of the pioneers of Cubism and is widely respected for his innovative work. Today he is considered one of the greatest painters and his work can be found in museums all over the world.

Rigoberta Menchu was born in western Guatemala. She is married and has one son. Rigoberta belongs to the indigenous community of Maya Quiche and her personal goal is to help her people. Rigoberta Menchu travels a lot around the world visiting schools and Universities. In her speeches she talks about her own experiences as an indigenous woman and she describes the difficulties of the people of Guatemala. In 1984 she published her autobiography describing her own experience as an indigenous woman and the suffering of her people under the military regimens. In 1992 she received the Nobel Peace Prize for her work supporting the indigenous communities in her country.

Oscar Arias Sánchez was born in 1940. After studying in the Unites States he read law and economics at the University of Costa Rica in the capital, San Jose. As a student he engaged actively in the work of the National Liberty Party. He went to England and earned a doctorate degree with a thesis on the subject of “Who Rules Costa Rica”.

In 1975 his party elected him International Secretary and in 1979, General Secretary. He represented the party at several socialist international congresses. In 1986 he met the presidents of Guatemala, El Salvador, Honduras and Nicaragua to discuss the proposals for a peaceful solution that had been worked out by the Contadora Group. In early 1987 Arias succeeded in calling a new meeting and the group approved President Arias’s plan.

Dr. Arias used the monetary award from the Nobel Peace prize to establish the Arias foundation for peace and human progress. The center promotes equal opportunities for women, fosters change-oriented philanthropy in Latin America and supports demilitarization and conflict resolution in the developing world.




Objective: To describe famous people using adjectives in the target language.

Activities: Start the class with music from Shakira or Marc Anthony as an anticipatory set. Show pictures and ask the students questions like: ¿Quién es? ¿De dónde es? ¿Cuál es su profesión? Have a short discussion about famous artists previously discussed. Show students pictures of Frida Kalho’s or Pablo Picasso’s paintings. Using simple questions, prompt them to discuss the pictures. Complete a graphic organizer about famous people with the class (Appendix____) Distribute reading chain cards (Appendix_______) The student holding the card that says empieza will begin the chain. He/She will read his/her question while the other

students listen carefully to determine who has the correct answer. Whomever has the correct answer on his/her card, answers the first question and continues the chain by reading his/her question. The chain continues in this manner until the student who has the el fin card reads his/her answer. Have students select their favorite artist. Write the questions from the reading chain and the board and have students copy the questions and answer them using the same format as in the reading chain.

Assessment:Select questions from the reading chain and have students pick their favorite artist, musician, painter or leader; students have to describe their famous person, write

the answers in their notebooks and share them with a partner.



Topic: Target Language World Content: Countries Curriculum Guide p. 116-118

Objective: To be able to complete a web-quest about a country in the target culture.

Activities: Ask students to tell you “What Spanish-speaking countries they know?” Make a list on the board. Locate them on the map. Review north, south, east and west. Review the flags for Cuba, Puerto Rico, Mexico, Spain, Ecuador, Argentina, Chile and Panama. Use the flag to introduce Venezuela and the capital Caracas. Locate them on the map. Ask, “Which countries are north, south, east, and west of Venezuela?” Inform the students that they are going to take an imaginary trip to Venezuela. But in order to go there they need to know many things about the country such as: the

currency, the national products, and the landmarks. Use realia to introduce the cultural products: petroleo, Plaza Simón Bolivar and arepas. Follow with questions such as: Where are the arepas? Where are they from? As a model do a webquest with the class. Follow the format on pg. _________ Appendix. _______________

Assessment:Ask the students to go to www.starmedia.com or www.terra.com. Type the name of the country and complete the web quest (Appendix___________).

Cultural Note:

Some facts about Venezuela:

http://www.terra.com/

http://www.starmedia.com/

The Orquídea, or Flor de Mayo is the National Flower. The Araguaney is the National Tree. The Turpial is the National Bird. The Plaza Bolívar de Mérida is one of Venezuela’s main tourist attractions. It is one of the most important historic places. It is situated in Caracas. La Plaza Bolivar de

Madrid commemorates the arrival of the Liberator Simón Bolívar to Mérida. It has the world’s highest cascade called “Salto Ángel”. It has the world’s tallest and longest cable car.

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