Technology Enhanced Elementary Spanish Program Lesson ...

TEESPTEESP: Technology Enhanced Elementary Spanish Program Lesson Planner

Lesson 1

Lesson Plan: #1Lesson Plan: #1Lesson Plan: #1

Lesson Plan Title: ¡Hola!Lesson Plan Title: ¡Hola!Lesson Plan Title: ¡Hola!Level: 1Level: 1Level: 1

Objective(s) & Progress Indicator(s): Target vocabulary:Target vocabulary:

1a: Express basic courtesies. Hola - hello, hiBuenos días - Good morningBuenas tardes - Good afternoonBuenas noches -- Good night, good evening

Hola - hello, hiBuenos días - Good morningBuenas tardes - Good afternoonBuenas noches -- Good night, good evening

Suggested additional resources:Suggested additional resources:Suggested additional resources:

Hola, Niños, K-3, Unit 1, pages 1 - 3De colores CD and book, song “Buenos Días”Ole Ole Ole CD “Hola, Amigo” (can be used in class at any time)



Activities and Procedures:Activities and Procedures:Activities and Procedures:

1. Prepare students to begin learning Spanish. Teach them actions to go along with the target vocabulary listed above. (See suggestions on Teacher Page.) (The actions may be taught in English so that all students understand the meaning of each action. As they hear the target words in Spanish during the podcast, encourage them to do the actions for each word or phrase.)

2. Play podcast, Lesson 1. Students are asked to greet classmates and the teacher in order to practice each of the target phrases. Pause the recording as needed to provide time for students to practice.

3. At the end of the podcast is the song “Buenos Días.” Lyrics will appear on screen as needed. (Lyrics also included on Teacher Page, and in Resources section of the TEESP site.)

4. Have students color the drawings on the Student Page. Encourage them to use the expressions every day.









Reflections/Assessment:Reflections/Assessment:Reflections/Assessment:

Teacher observation of students.Teacher observation of students.Teacher observation of students.Notes to teachers: Notes to teachers: Length of podcast: 3:24

Use the greetings every day in class. (Note:‘mañana’ means ‘morning’, ‘día’ means ‘day’. But ‘Buenos días’ is the correct expression for ‘Good morning’ or ‘Good day.’ )Use the greetings every day in class. (Note:‘mañana’ means ‘morning’, ‘día’ means ‘day’. But ‘Buenos días’ is the correct expression for ‘Good morning’ or ‘Good day.’ )Use the greetings every day in class. (Note:‘mañana’ means ‘morning’, ‘día’ means ‘day’. But ‘Buenos días’ is the correct expression for ‘Good morning’ or ‘Good day.’ )

TEESP

Lesson 1 STUDENT PAGE Me llamo ____________________

Color the pictures below.

TEESP: Technology Enhanced Elementary Spanish Program Lesson Planner

Lesson 1

Hola.

Buenos días, Elena.

Buenas días, Diego.

Buenas noches.

TEESP

TEACHER PAGE

Suggested actions for greetings:hola - wave a handbuenos dias - stretch as if they just go woke upbuenas tardes - have students pretend to do an activity that your class does in the afternoonbuenas noches - put head on desk and close eyes

The student page(s) are optional. Use any activities, songs or games that your students like and that can be adapted for Spanish vocabulary.


Lesson 1

TEESP


Lesson 2 Page 1


Lesson Plan Title: ¿Cómo estás?Lesson Plan Title: ¿Cómo estás?Lesson Plan Title: ¿Cómo estás?Level: 1Level: 1Level: 1


1a: Express basic courtesies.1b: Ask and answer simple questions.

¿Cómo estás? – How are you?bien – fine (or well)muy bien – very well mal – bad (or sick)muy mal – very badasí así – so, so

¿Cómo estás? – How are you?bien – fine (or well)muy bien – very well mal – bad (or sick)muy mal – very badasí así – so, so





Procedures:Procedures:Procedures:

1. Practice the expressions above using actions. (See Teacher Page.)2. Play podcast. Students should answer questions with ‘Yes’ or ‘No’, or by giving a

one word or short phrase answer from the choices given.3. Discuss reasons for feelings. Why would someone feel bad, or good.4. Sing “Buenos días” from TEESP Resources (or end of Lesson 1).5. Sing “Buenos días” from De colores CD, and/or “Hola, Amigo” from Ole Ole Ole..6. Have students color and label the illustrations on the Student Page. Note: answers

may vary. Check for understanding of the concepts for ‘bien’ and ‘mal.’








Teacher observation of students.Teacher observation of students.Teacher observation of students.Notes to teachers:Notes to teachers: Length of podcast: 7:31

Additional vocabulary used:¿Cómo está él? = How is he?, ¿Cómo está ella? = How is she?el gato = cat, dice = says, un día = one day, más tarde = later



TEESP

Lesson 2 STUDENT PAGE Me llamo_____________________

¿Cómo está?Write how each character is feeling using words from the list below. You may use each word more than once.

bien mal muy mal muy bien así así


Lesson 2 Page 2

¿Cómo estás tú?(Draw a picture of yourself and tell how you are feeling today.)

¿Cómo está Diego? ¿Cómo está Diego?

¿Cómo está Diego?

¿Cómo está Gordo?

¿Cómo está Elena?

TEESP

TEACHER PAGE

Suggested actions for practicing the expressions:bien - one thumb upmuy bien -two thumbs upmal - one thumb downmuy mal - two thumbs downasí así - hand flat , palm down and wiggle side to side.

Note: Throughout the podcasts and stories, questions about the characters or their actions are asked. There is a short pause after each question. Students are not expected to answer in complete sentences, only with ‘Yes,’ ‘No’ or to select one of the options given by the speaker (usually one word or a short phrase). Our focus is on comprehensible input. That is, providing as much listening time (and later, reading) as possible before students begin to speak in Spanish. Expecting long answers or sentences too early actually hinders the development of fluency.The podcasts can (and should be) paused as needed for comprehension and understanding of the action or story. Reviewing and replaying the podcasts should be done as needed for students to understand the content.Some lessons may last one week, while others may take three or four weeks. The time spent on a lesson depends on the students’ comprehension and learning of the target vocabulary.Additional resources, activities, songs and games should be used liberally to reinforce the content of the lessons. Where possible, using the target language every day in the classroom will reinforce the lessons. For example, taking lunch count using numbers in Spanish, or reviewing the day, date and time each morning in both English and Spanish will encourage to students to begin using Spanish naturally.


Lesson 2 Page 3


Lesson 3 Page 1


Lesson Plan Title: ¿Cómo se llama?Lesson Plan Title: ¿Cómo se llama?Lesson Plan Title: ¿Cómo se llama?Level: 1Level: 1Level: 1


1a: Express basic courtesies.1b: Ask and answer simple questions.

se llama – is calledél – heella – she¿Cómo se llama? – What is his/her name?

se llama – is calledél – heella – she¿Cómo se llama? – What is his/her name?


Hola, Niños, K-3, Unit 1, pages 8 - 12Sing, Dance, Laugh CD, Song 2, “Yo me llamo”Hola, Niños, K-3, Unit 1, pages 8 - 12Sing, Dance, Laugh CD, Song 2, “Yo me llamo”Hola, Niños, K-3, Unit 1, pages 8 - 12Sing, Dance, Laugh CD, Song 2, “Yo me llamo”

Procedures/Steps:Procedures/Steps:Procedures/Steps:

1. Play Podcast for Lesson 3. Students should answer questions with ‘Yes’ or ‘No’, or by giving a one word or short phrase answer from the choices given.

2. Have students respond with ‘Él se llama ____’ or ‘Ella se llama _____’ as you ask ‘¿Cómo se llama él/ella?’ and indicate students in the room.

3. At the end of the lesson, is a rhyme, ‘A, E, I, O, U’ to help practice ‘¿Cómo te llamas tú?’ and ‘Yo me llamo....’ (Also available in TEESP Resources.)

4. Ask each student what his/her name is, using ¿Cómo te llamas? (What is your name?)5. Using the drawings from this lesson, have students point to each character as you say the

name. Example: Se llama Diego.6. Have students complete the Student Page.











Reflections/Assessment: Reflections/Assessment: Reflections/Assessment:

Teacher observation of students. Completion of student page.Teacher observation of students. Completion of student page.Teacher observation of students. Completion of student page.

Notes for teachers:Notes for teachers: Length of podcast: 7:32me llamo – I call myself (usually used for: My name is. The literal translation of ‘My name is’ would be ‘Mi nombre es,’ but this phrase is rarely used by native speakers.) me llamo – I call myself (usually used for: My name is. The literal translation of ‘My name is’ would be ‘Mi nombre es,’ but this phrase is rarely used by native speakers.) me llamo – I call myself (usually used for: My name is. The literal translation of ‘My name is’ would be ‘Mi nombre es,’ but this phrase is rarely used by native speakers.)

TEESP

STUDENT PAGE Me llamo _____________________

Answer the questions below using one of these words:

mal bien Elena Diego


Lesson 3 Page 2

¿Cómo se llama él? ¿Cómo se llama ella?

¿Cómo está Diego? ¿Cómo está Elena?

TEESP

TEACHER PAGE

Children are often asked ‘What’s your name?’ so practice ‘¿Cómo te llamas?’ every day until students answer easily without having to think about their response.

Notes:1. In Spanish ‘¿Cómo te llamas tú?’ and ‘¿Cómo te llamas?’ both mean ‘What is

your name? The ‘tú’ is usually used only to clarify or for emphasis. And the same for ‘Yo me llamo’ and ‘Me llamo,’ the ‘yo’ is usually not spoken, unless needed for emphasis.

2. Use ¿Cómo te llamas? (or ¿Cómo te llamas tú?) when speaking to children, friends or family members.Children should use ¿Cómo se llama? (or ¿Cómo se llama usted?) when speaking to the teacher and other adults. This is a more respectful manner of talking to adults. ‘Usted’ is the more formal way to say ‘you’ in Spanish. While it is not used much in our lessons, in this instance, it would be good for students to use the more formal form when speaking to the teacher. However, they will be understood if they use the informal form (¿Cómo te llamas tú?); so don’t force the use of the formal until they understand and can use the more informal form.


Lesson 3 Page 3


Lesson 4 Page 1

Lesson Plan: #4Lesson Plan: #4

Lesson Plan Title: ¿Hay una muchacha?Lesson Plan Title: ¿Hay una muchacha?Level 1Level 1

Objective(s) & Progress Indicator(s): Target vocabulary:

1b: Answer simple questions.1f: Respond to commands.

hay = there is, there aremuchacha = girlmuchacho = boy

Suggested additional resources:Suggested additional resources:

Hola, Niños, K-3, Unit 1, pages 12 - 15, especially mini-cuentos from pages 14 - 15.Pictures of a boy and a girlHola, Niños, K-3, Unit 1, pages 12 - 15, especially mini-cuentos from pages 14 - 15.Pictures of a boy and a girl

Procedures/Steps:Procedures/Steps:

1. Use the command ‘Apunta’ (point) to practice ‘muchacha’ and ‘muchacho’ before the podcast. See examples on Teacher Page.


3. Activity suggestion: See Teacher Page.5. 4. Teacher may use pages 14 & 15 in Hola, Niños to tell a story that corresponds with

pictures. Or use the stories provided after the Teacher Page.5. The song ‘Si estás contento’ (If You’re Happy) is included at the end of the podcast.

(Also available in TEESP Resources.)

1. Use the command ‘Apunta’ (point) to practice ‘muchacha’ and ‘muchacho’ before the podcast. See examples on Teacher Page.


3. Activity suggestion: See Teacher Page.5. 4. Teacher may use pages 14 & 15 in Hola, Niños to tell a story that corresponds with

pictures. Or use the stories provided after the Teacher Page.5. The song ‘Si estás contento’ (If You’re Happy) is included at the end of the podcast.

(Also available in TEESP Resources.)

Reflections/Assessment: Reflections/Assessment:

Teacher observation of students. Teacher observation of students.

Notes for teachers: Length of podcast: 4:09

‘¿Cuántos?’ and ‘¿Cuántas?’ both mean ‘How many?’ ‘¿Cuántos?’ and ‘¿Cuántas?’ both mean ‘How many?’

TEESP

Lesson 4 STUDENT PAGE Me llamo _____________________

Finish the sentence under each picture with a word from the list below.

muchacha elefante gorila muchacho


Lesson 4 Page 2

Hay una ___________________. Hay un ___________________.

Hay un ___________________.Hay una ___________________.

TEESP

TEACHER PAGE

Use commands to practice new vocabulary. In this lesson, use the command ‘apunta’ which means ‘point’ to preview the target words ‘muchacho’ and ‘muchacha.’ Emphasize the ending of the word to help students hear the difference between boy and girl.Example:Apunta a una muchacha. (Point to a girl.)Apunta a un muchacho. (Point to a boy.)Apunta a dos muchachas. (Point to 2 girls.)Apunta a tres muchachos. (Point to 3 boys.)

Suggested ActivityGroup students into small groups, and give (or let me them choose) an animal name. (gorilas, elefantes, gatos (cats), ratones (mice)) Have students ‘act’ like the animal.

Ask questions using target word ‘hay.’ Students should answer with ‘Sí’ or ‘No.’

Examples:¿Hay gorilas? (Are there gorillas?)¿Hay elefantes? (Are there elephants?)¿Hay muchachos? (Are there boys?)¿Hay muchachas? (Are there girls?)

Extension:Introduce the question word for ‘how many.’ ‘¿Cuántos’ or ‘cuántas’?Example:¿Cuántos muchachos hay? (How many boys are there?)¿Cuántas muchachas hay? (How many girls are there?)¿Cuántos gorilas hay? (How many gorillas are there?)

Use the minicuentos #6 and #7 from page 15 in Hola, Niños or the extra stories provided following this page. Read the stories, and ask questions ‘yes’ or ‘no’ questions using ‘hay’ and ‘how many’ using ‘¿Cuántos.’ See example questions following the stories.


Lesson 4 Page 3

TEESP

Extra Stories for use after viewing podcast

Read the story aloud pausing to have students show comprehension by doing an action, or by translating to English. Students can act out the story as you read it, or illustrate the story (like a cartoon).

Cuento 1 (Story 1)Un muchacho

Hay un muchacho. El muchacho se llama Diego. Diego está muy mal. Hay un gorila. El gorila se llama Pepe. El gorila está muy bien. Diego apunta (points) al gorila. Diego está bien.

TRANSLATIONA boy

There is a boy. The boy is called Diego. Diego is very bad (or sick). There is a gorilla. The gorilla is called Pepe. The gorilla is very well. Diego points at the gorilla. Diego is fine.

Example questions

¿Hay un muchacho? ¿Sí o no? (Answer: Sí)¿Hay un elefante? ¿Sí o no? (Answer: No)¿Hay un gorila? ¿Sí o no? (Answer: Sí)¿Cómo se llama el muchacho? ¿Diego o Pepe? (Answer: Diego)¿Está bien Diego? ¿Sí o no? (Answer: Sí)¿Cómo se llama el gorila? ¿Diego o Pepe?) (Answer: Pepe)¿Está bien el gorila? ¿Sí o no? (Answer: Sí)

Recyle the questions using students in the classroom.


Lesson 4 Page 4

TEESP

Cuento 2 (Story 2)

Tres muchachas

Hay tres muchachas. Las muchachas se llaman María, Ana y Lupe. Las muchachas están muy bien. Hay un gorila. El gorila está muy mal. Hay dos elefantes. Los elefantes son muy grandes. El gorila apunta a las muchachas. El gorila apunta a los elefantes. Lupe apunta al gorila. El gorila está bien.

TRANSLATIONThree girls

There are three girls. The girls are called María, Ana and Lupe. The girls are very well. There is a gorilla. The gorilla is very bad. There are two elephants. The elephants are very big. The gorilla points to the girls. The gorilla points to the elephants. Lupe points to the gorilla. The gorilla is fine.

Example questions:

¿Hay una muchacha o (or) hay tres muchachas? (Answer: tres)¿Están bien las muchachas o están malas? (Answer: bien)¿Hay un gorila? ¿Sí o no? (Answer: Sí)¿Hay elefantes? ¿Sí o no? (Answer: Sí)¿Cuántos elefantes hay? (Answer: dos)¿Cuántos gorilas hay? (Answer: uno)¿Cuántas muchachas hay? (Answer: tres)


Lesson 4 Page 5


Lesson 5 Page 1


Lesson Plan Title: ¿Cómo es el gato?Lesson Plan Title: ¿Cómo es el gato?Lesson Plan Title: ¿Cómo es el gato?Level: 1Level: 1Level: 1


1a: Express simple descriptions.1d: Identify visual clues.

el gato – the catel pez – the fishgrande - bigpequeño - little or small

el gato – the catel pez – the fishgrande - bigpequeño - little or small


Graphics of cats and fish.Hola Niños, K -3, Transparencies: 2-1, 2-2a, 2-3, 2-4Big/little book – in English, adapted to Spanish




1. Introduce cat and fish; give them names. (pictures or stuffed animals)2. Watch podcast. Students should answer questions with ‘Yes’ or ‘No’, or by giving a one

word or short phrase answer from the choices given.3. At the end of the lesson, there is a short story, help students with the extra words listed in

Notes for teachers below.4. Students may complete the student page.








Teacher observation of studentsTeacher observation of studentsTeacher observation of studentsNotes for teachers: Notes for teachers: Length of podcast: 4:39

azul - blue, rojo - red, ve - sees, ven - see, ¿Por qué? - Why? Porque - Because, ¡Qué bueno! - How nice!azul - blue, rojo - red, ve - sees, ven - see, ¿Por qué? - Why? Porque - Because, ¡Qué bueno! - How nice!azul - blue, rojo - red, ve - sees, ven - see, ¿Por qué? - Why? Porque - Because, ¡Qué bueno! - How nice!

TEESP

Lesson 5 STUDENT PAGE Me llamo _______________

Using the words listed below, finish the sentence describing each animal.

grande pequeño


Lesson 5 Page 2

El gato es _________________________. El gato es _________________________.

El pez es _________________________. El pez es _________________________.

TEESP

TEACHER PAGE

Review the concepts of big and little before watching the lesson. Help students learn to write the tilde (~) in the word ‘pequeño.’ The ‘ñ’ sounds like ‘nya.’

The script for the story at the end of the lesson is provided below with its English translation. Help the students with the new words as needed.

El gato y los peces

Hay dos peces. Un pez es grande y azul. Un pez es pequeño y rojo. Hay un gato grande. ¡Oh, no! ¡Oh, no! El gato grande ve (he sees) los dos peces. Los dos peces ven (see) el gato grande.Clase, ¿Está bien el gato? Sí, está muy bien.Clase, ¿Esta bien o mal el pez grande?El pez grande es mal. Clase, ¿Está bien o mal el pez pequeno?El pez pequeno está mal?Clase, por que (why) están malos los peces? Porque hay un gato grande, ¿no?Un momento, los peces no están malos. Los peces están bien. Por que el gato es un amigo. Los tres son amigos. El gato grande, el pez grande y el pez pequeno son amigos.Que bueno!

TRANSLATION

The cat and the fishThere are two fish. One fish is big and blue. One fish is small and red.There is a big cat. Oh, no. Oh, no. The big cat sees the two fish. The two fish see the big cat.Class, Is the cat feeling good?Yes, he is feeling very good.Class, Is the big fish feeling good or bad?The big fish is feeling bad.Class, is the little fish feeling good or bad?The little fish is feeling bad.Class, Why are the fish feeling bad?Because there is a big cat, right?Just a moment, the fish are not feeling bad. The fish are feeling good. Because the cat is a friend. The three are friends. The big cat, the big fish, and the small fish are friends. How nice!


Lesson 5 Page 3


Lesson 6 Page 1

Lesson Plan: #6 Lesson Plan: #6

Lesson Plan Title: ¿Quién come?Lesson Plan Title: ¿Quién come?Level 1Level 1


1a: Express simple descriptions.1d: Identify visual clues.1f: Respond to instructions.

come = he/she/it eatsgordo –=fatflaco = skinnymuy = very


Hola, Niños, K-3, pages 21 - 24, Student Activity #2-5 (with overhead pages), teacher narration on page 23 and transparencies #2-3, #2-6, #2-7 Stuffed animals or flashcards of cat, fish,

Hola, Niños, K-3, pages 21 - 24, Student Activity #2-5 (with overhead pages), teacher narration on page 23 and transparencies #2-3, #2-6, #2-7 Stuffed animals or flashcards of cat, fish,


1. Preteach actions for ‘eats,’ ‘fat,’ and ‘skinny.’ (See Teacher Page.)2. Have students act out eating all types of foods.3. Watch Podcast. Students should give short answers to questions (Sí, no, or choose

response.)4. Sing first part of the chant ‘Me gusta la clase de español.’ It’s included at the end of the

podcast. Have students march to the ‘Left, left, left, right, left’ line; then repeat after the leader (like a military chant). This chant is also available in the TEESP Resources.

5. Additional activity is provided on Teacher Page to use as needed.

1. Preteach actions for ‘eats,’ ‘fat,’ and ‘skinny.’ (See Teacher Page.)2. Have students act out eating all types of foods.3. Watch Podcast. Students should give short answers to questions (Sí, no, or choose

response.)4. Sing first part of the chant ‘Me gusta la clase de español.’ It’s included at the end of the

podcast. Have students march to the ‘Left, left, left, right, left’ line; then repeat after the leader (like a military chant). This chant is also available in the TEESP Resources.

5. Additional activity is provided on Teacher Page to use as needed.

Reflections/Assessment:Reflections/Assessment:

Teacher observations of studentsCompletion of student pageTeacher observations of studentsCompletion of student pageNotes for teachers: Length of podcast: 7:05

The question ¿Cómo es…? asks How is …. or What is someone/something like? ¿Cómo es el gato? means What is the cat like? (fat or skinny)‘Hay’ means ‘there is’ or ‘there are.’ ‘Hay dos gatos.’ means ‘There are two cats.’

The question ¿Cómo es…? asks How is …. or What is someone/something like? ¿Cómo es el gato? means What is the cat like? (fat or skinny)‘Hay’ means ‘there is’ or ‘there are.’ ‘Hay dos gatos.’ means ‘There are two cats.’

TEESP


Complete the sentences below each picture using a word from the list.

pez gordo flaco muchacho

Draw a picture to illustrate the sentence under each box.


Lesson 6 Page 2

1. El gato gordo come un __________. 2. El pez es __________________.

3. El ______________ come espaguetis. 4. El flamingo es ________________.

5. El gato gordo come una hamburguesa grande.

6. El muchacho come una pizza pequeña.

TEESP

Teacher Page

Preview to podcastTPR – Teach actions for come, gordo, and flaco. Have students pretend to eat each food as you read the following sentences.

1. Come un Big Mac.2. Come un Big Mac grande.3. Come un taco.4. Come un taco pequeño. 5. Come una pizza.6. Los muchachos comen una pizza. (Boys eat a pizza.)7. Las muchachas comen dos tacos. (Girls eat two tacos.)8. Come una pizza gorda. (Eat a fat pizza.)9. Come una pizza flaca. (Eat a skinny pizza.)10. Come espaguetis. (Eat spaghetti.)

Answers to Student Page1. pez2. gordo3. muchacho4. flaco5. The fat cat eats a big hamburger.6. The boy eats a little pizza.

Additional ActivityGive students pictures of foods, and the fat fish, skinny fish, fat cat, and skinny flamingo. Have students use the pictures to act out the following sentences as you read them. Have them work in pairs or small groups.

1. El gato come el taco.2. El pez come la hamburguesa.3. El gato gordo come el pez flaco.4. El pez flaco come el gato gordo.5. El pez flaco come el pez gordo.6. El gato gordo come el taco y la hamburguesa.7. El pez flaco come el flamingo flaco.8. El flamingo flaco come el gato gordo.9. El flamingo flaco come espaguetis.10. El gato gordo come una pizza grande.


Lesson 6 Page 3


Lesson 7 Page 1


Lesson Plan Title: La mano y los dedos y los números 1 - 10Lesson Plan Title: La mano y los dedos y los números 1 - 10Level 1Level 1


1a: Express simple descriptions.1d: Identify visual clues.1f: Respond to directions.3a: Reinforce knowledge of other disciplines (math).

la mano – handlos dedos – fingersuno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez


Sing, Dance, Laugh CD, Song #3, ¡Cuenta!Olé, Olé, Olé CD, La mano songSing, Dance, Laugh CD, Song #3, ¡Cuenta!Olé, Olé, Olé CD, La mano song


1. Teacher warm-up with TPR. Teach actions for: mira (look), toca (touch), canta (sing). Example activity provided on Teacher Page.

2. Listen to Podcast 7. A story follows the practice sectio for ‘la mano’ and ‘los dedos.’ It reviews previous lessons. Students should respond with short answers (yes, no, a number) even though the teacher uses complete sentences to provide more listening practice for students.

3. Optional: After the story, there are several number practice sections, from simple counting, to answer questions about the number objects in a picture. Use as needed with your students, or skip these sections and use your own activities.

4. Have students complete the Student Pages.5. Additional activities: Magic Number Game, Counting Animal Song (See Teacher

Page).

1. Teacher warm-up with TPR. Teach actions for: mira (look), toca (touch), canta (sing). Example activity provided on Teacher Page.

2. Listen to Podcast 7. A story follows the practice sectio for ‘la mano’ and ‘los dedos.’ It reviews previous lessons. Students should respond with short answers (yes, no, a number) even though the teacher uses complete sentences to provide more listening practice for students.

3. Optional: After the story, there are several number practice sections, from simple counting, to answer questions about the number objects in a picture. Use as needed with your students, or skip these sections and use your own activities.

4. Have students complete the Student Pages.5. Additional activities: Magic Number Game, Counting Animal Song (See Teacher

Page).

Reflections/Assessment:Reflections/Assessment:Teacher observations of studentsStudent participationTeacher observations of studentsStudent participationNotes for teachers: Length of podcast: 15:23Todos - everyone, levanten la mano - command to everyone, raise their hand¿Cuántos or cuántas? means how many or how much. The ending (-os or –as) depends on the word following it. ‘Hay’ means ‘there is’ or ‘there are’… ‘Hay tres gatos.’ means ‘There are 3 cats.’azul - blue, verde - green, anaranjado - orange

Todos - everyone, levanten la mano - command to everyone, raise their hand¿Cuántos or cuántas? means how many or how much. The ending (-os or –as) depends on the word following it. ‘Hay’ means ‘there is’ or ‘there are’… ‘Hay tres gatos.’ means ‘There are 3 cats.’azul - blue, verde - green, anaranjado - orange

TEESP


¿Cuántos hay?Write in the number of objects you see for each sentence below.


Lesson 7 Page 2

Hay ______________ gatos.

Hay _______________ peces flacos.

Hay _______________ gatos gordos.

Hay _______________ peces gordos.

Hay _______________ manos.

TEESP

1 2 3 4 5 6 7 8 9


Lesson 7 Page 3

10

TEESP

Teacher Page

Example TPR preview commands. Teacher could also have students use the Student Page, to look at or touch the cat or the fish, the fat cat, skinny fish, etc.

1. Mira un dedo. (Look at one finger.)2. Mira dos dedos. (Look at two fingers.)3. Mira una mano. (Look at one hand.)4. Mira dos manos. (Look at two hands.)5. Toca a una muchacha con tres dedos. (Touch a girl with 3 fingers.)6. Toca a un muchacho con dos dedos. (Touch a boy with 2 fingers.)7. Toca a una muchacho con una mano. (Touch a girl with one hand.)8. Canta a la mano. (Sing to your hand.)

Student PagesHave students write in the number (1, 2, 3) for each sentence. Or, have them write the word for the number (un, dos, tres).The numbers page can be used for practice. Have students point to the number as you say it. Or have them color each number a different color.

Magic Number Game: Teacher chooses a number from 1 – 10 (use flashcards if possible).Give the number to a student to hold.Students take turns guessing the number.Teacher gives a clue after each guess by saying ‘más’ (more) or ‘menos’ (less). Or, teacher can use “El númber es más que _______ y menos que ______.” (The number is more than _______ and less than ________.)Student holding the number gets to choose the next number.This game allows for numerous repetitions of the numbers 1 – 10.

Counting Animal Song or RhymeUno, dos, tres gatitos (little cats)cuatro, cinco, seis gatitossiete, ocho, nueve gatitosdiez gatitos son.

Change the animals and repeat. Example: elefantes, peces, gorilas, flamingos.


Lesson 7 Page 4


Lesson 8 Page 1


Lesson Plan Title: Los días de la semanaLesson Plan Title: Los días de la semanaLesson Plan Title: Los días de la semanaLevel 1Level 1Level 1


1a: Express basic needs.1d: Identify visual clues.1f: Respond to directions.4a: Compare Spanish language patterns to English. (capitalization)

los días de la semana – the days of the weekel lunes - Mondayel martes - Tuesdayel miércoles - Wednesdayel jueves - Thursdayel viernes - Fridayel sábado - Saturdayel domingo - Sunday

los días de la semana – the days of the weekel lunes - Mondayel martes - Tuesdayel miércoles - Wednesdayel jueves - Thursdayel viernes - Fridayel sábado - Saturdayel domingo - Sunday


Hola, Niños, K-3, Unit 3, pages 31 - 36Flashcards for days of the week.Large calendar to show days of the week.Sing, Dance, Laugh CD, Song #24 “Sábado”




1. Use the Spanish days of the week daily with regular calendar activities.2. For extra practice, listen to Podcast for Lesson 8. Pause the recording to talk about

activities that happen on different days of the week.3. Have students draw or write about activities that take place each day of the week. 4. Hand out cards with the names of the days. Have the students stand and line up in order.5. Use any popular tune that your class knows, and sing the days of the week.





Reflections/Assessment:Reflections/Assessment:Reflections/Assessment:Teacher observations of studentsTeacher observations of studentsTeacher observations of studentsNotes for teachers:Notes for teachers: Length of podcast: 5:39

In Spanish, days of the week are not capitalized.In Spain, the first day of the week is Monday, so Spanish calendars will begin with Monday.



TEESP


¿Qué come Ana?Listen to the story in the lesson about what Ana likes to eat. She eats very strange things.Draw a picture of what Ana eats each day.


Lesson 8 Page 2

El lunes, Ana come una planta. El martes, Ana come un zapato.

El miércoles, Ana come una camisa. El jueves, Ana come una jirafa.

El viernes, Ana come un libro. El sábado, Ana come una silla.

El domingo, Ana come espaguetis. Ana está enferma (sick).

TEESP

Los días de la semana (The days of the week)


Lesson 8 Page 3

lunes martesmiércoles juevesviernes sábadodomingo

TEESP

Teacher Page

Preview and ReviewTry to include the Spanish names for days each day in class. For example, if your class does a calendar activity in the morning, add the Spanish names to the activity. If students are already familiar with days of the week in Spanish, you may be able to skip forward in the lesson to the story of Ana and what she eats each day.

Los días de la semanaThe days of the week page can be used by students or teacher. Cut out and use as flashcards; tape on regular calendar, etc.

Student Page InformationStudents may draw what Ana eats as they listen to the story, or do so after hearing the story. Help students figure out what Ana eats.Alternative: Have students draw pictures of what they eat each day (use school menu, if needed), or activities they do each day (PE on Thursday, Music on Monday, etc.). The goal is to practice the days in Spanish, so list the foods or activities in English as needed.

TRANSLATION of story:On Monday, Ana eats a plant.On Tuesday, Ana eats a shoe.On Wednesday, Ana eats a shirt.On Thursday, Ana eats a giraffe.On Friday, Ana eats a book.On Saturday, Ana eats a chair.On Sunday, Ana eats spaghetti.Ana is sick.

Extra activityUse the weekly lunch menu. (Write on board, or show on projector.)Teacher says: (Say the foods in English if the class hasn’t learned them yet in Spanish.)La clase come pizza.Class responds: el lunes (on Monday)Teacher says:La clase come tacos.Class responds: el viernes (on Friday)


Lesson 8 Page 4


Lesson 9 Page 1


Lesson Plan Title: ¿Está contento?Lesson Plan Title: ¿Está contento?Lesson Plan Title: ¿Está contento?Level 1Level 1Level 1


1a: Express basic needs, simple descriptions.1d: Identify visual clues.1f: Respond to instructions.

está contento – is contentestá triste – is sadllora - cries

está contento – is contentestá triste – is sadllora - cries


Hola, Niños, K-3, Unit 3, pages 37 - 40Olé! Ol!é Olé! CD, song #27 “Si Usted Está Feliz”Hola, Niños, K-3, Unit 3, pages 37 - 40Olé! Ol!é Olé! CD, song #27 “Si Usted Está Feliz”Hola, Niños, K-3, Unit 3, pages 37 - 40Olé! Ol!é Olé! CD, song #27 “Si Usted Está Feliz”


1. Ask students about things that make the sad or happy. 2. Ask students (or have them ask each other) ¿Cómo estás? (How are you?) and review

previous vocabulary: bien, muy bien, mal, muy mal. (good, very good, bad, very bad).3. Have students draw their faces showing different emotions, label them with the Spanish

word.4. Listen to Podcast for Lesson 9. Students should respond to questions with short answers

(Sí, no, or a choice provided in the question).5. The song “Si estás contento” (If you’re happy) is included at the end of the podcast.6. Have students complete the Student Page. Various answers are possible.










Additional vocabulary: come = eats, days of the week (Lesson 8).¿Cómo estás (tú)? is used with friends, and children.¿Cómo está usted? is used by children to adults, and between adults who are not well-acquainted. It shows respect. Both phrases mean ‘How are you?’



TEESP


¿Cómo está?Using the words below, finish the sentences that describe how these characters are feeling. Each word may be used more than once.

triste contento llora mal bien


Lesson 9 Page 2

Diego está _________________. Diego está _________________.

Diego _________________. Gordo está _________________.

Gordo _________________. Gordo está _________________.

TEESP

Teacher Page

Suggested activites:

Using Pictures with varied expressionsUse pictures of cartoon characters, or famous people showing various expressions. Display the pictures or distribute to students. Have students point (Apunten) to each picture as the teacher describes each one. Example: Apunten el gato triste. Apunten el muchacho contento.

Drawing expressions Hand out a blank page, or a page of animals and people without faces. Have students draw the face as you describe each one. Examples: El gato gordo llora.El muchacho está triste.El pez flaco está contento.


Lesson 9 Page 3


Lesson 10 Page 1


Lesson Plan Title: Gordo come muchoLesson Plan Title: Gordo come muchoLesson Plan Title: Gordo come muchoLevel 1Level 1Level 1


1a: Express basic descriptions.1b: Ask and answer simple questions.1d: Identify visual clues.1f: Respond to instructions.

el pollo – chickenel pan – breadla manzana - apple

el pollo – chickenel pan – breadla manzana - apple


Hola, Niños, K-3, Unit 3, pages 41-44Sing, Dance, Laugh, CD 1, song 5 ‘Bistec’Pictures of foods (see list on Teacher Page)




1. Review from previous lessons: grande, pequeño, roja, azul, gordo, porque, el pez2. Play podcast for Lesson 10.3. Select a follow-up activity from the Teacher Page.



Reflections/Assessment:Reflections/Assessment:Reflections/Assessment:Teacher observations of studentsTeacher observations of studentsTeacher observations of studentsNotes for teachers: Notes for teachers: Length of podcast: 4:03

grande = big, pequeño = small, manzana roja = red apple, azul = blue, gordo = fat, porque = because, no le gusta = he doesn’t like, delicioso = delicious, por fin – finally, el pez = fish, baila = dances



TEESP


Draw a picture to illustrate each sentence below.


Lesson 10 Page 2

Gordo no está contento. Gordo come una manzana, pero no le gusta.

Gordo come pan, pero no le gusta.

Gordo come pollo. Le gusta mucho.

Gordo come un pez. Le gusta mucho.

Gordo está muy contento.

TEESP

Teacher Page

Foods listUse this list of foods that don’t need translation from English to Spanish to extend practice for this lesson.

el taco la hamburguesa la enchilada la tortillalos espaguetis la pizza la fruta el chocolateel tomate el limón la ensalada el téla pasta el melón el cereal

Suggested activities:

¿Qué comes?Work with a group of students, asking each student ¿Qué comes? (What do you eat?). Encourage silly answers in Spanish or English, and have them act out what they eat. (dedos, zapatos). Have them draw what they eat. After all students have answered, teacher asks class to say what each student eats. Each student can hold up the picture showing what he or she eats. Example: ¿Qué come Tommy? (What does Tommy eat?) or ¿Quién come zapatos? (Who eats shoes?)

Illustrated reading

Read the following story to the class, giving students time to draw each part of the story. A story board is provided following this page.Tanner come muchoParte Uno (Part 1)Hay un muchacho. El muchacho se llama Tanner. Tanner no está bien. Tanner no está bien porque quiere comer. (wants to eat). Tanner está en la cafetería. Parte Dos (Part 2)Tanner come una manzana roja y dos hamburguesas. Tanner está contento.Parte Tres (Part 3)Tanner come un pez azul, un pollo, y mucho pan. Parte Cuartro (Part 4)Tanner no está bien. No está contento. Tanner llora.TRANSLATIONTanner eats a lotPart 1There is a boy. The boy is called Tanner. Tanner is not well. Tanner is not well because he wants to eat. Tanner is in the cafeteria.Part 2Tanner eats a red apple and two hamburgers. Tanner is happy.Part 3Tanner eats a blue fish, a chicken and a lot of bread.Part 4Tanner is not well. He is not happy. Tanner cries.


Lesson 10 Page 3

TEESP

Tanner come mucho Me llamo ____________________Listen as the teacher reads a story about Tanner and what he eats. Draw each part of the story in the rectangles below.


Lesson 10 Page 4

Part 1 Part 2

Part 3 Part 4


Lesson 11 Page 1


Lesson Plan Title: ¿Duerme?Lesson Plan Title: ¿Duerme?Lesson Plan Title: ¿Duerme?Level 1Level 1Level 1


1a: Express simples descriptions.1d: Identify visual clues.1f: Respond to instructions.

está cansado – is tiredestá enfermo – is sickduerme - sleeps

está cansado – is tiredestá enfermo – is sickduerme - sleeps


Hola, Niños, K-3, Unit 3, pages 44 - 49Hola, Niños, K-3, Unit 3, pages 44 - 49Hola, Niños, K-3, Unit 3, pages 44 - 49


1. Have students practice gestures for tired, sick and sleeps. (See Teacher Page for ideas.)2. Review the numbers, by pretending to eat 6 apples, 3 hamburgers, etc. 3. Listen to Podcast 11.4. Have student complete the Student Page.5. Sing ‘Duermes tú.’ See lyrics on Teacher Page.



Reflections/Assessment:Reflections/Assessment:Reflections/Assessment:Teacher observations of studentsTeacher observations of studentsTeacher observations of studentsNotes for teachers: Notes for teachers: Length of podcast: 10:32corre = runs, come = eats, ¿Cuántos? means how many? llora - cries, más = more

This is a longer podcast. Break it into smaller sections over 2 - 3 weeks as needed.

corre = runs, come = eats, ¿Cuántos? means how many? llora - cries, más = more


corre = runs, come = eats, ¿Cuántos? means how many? llora - cries, más = more


TEESP


Complete the sentences below using the words in the list.

duerme come enferma corre

Put these sentences in order according to the story in the podcast.

___ Ana come una planta grande.___ Ana le dice al doctor, “OK.”___ Ana come tres hamburguesas.___ Ana está enferma.___ Ana come seis manzanas.___ El doctor le dice a Ana, “No comas la planta.”


Lesson 11 Page 2

Diego ____________mucho. Diego _______________.

Ana ____________mucho. Ana está _____________.

TEESP

Teacher Page

Preview activity

Have students practice gestures for target words. Suggested gestures:está cansado/a (is tired) - yawnestá enfermo/a (is sick) - put hands on stomach and moanduerme (sleeps) - put head on heads and close eyes

Note: In Spanish, adjectives must agree with the noun. So, when you see an adjective written like this: cansado/a, that means to use cansado when describing a boy (or man), and to use cansada when talking about a girl (or woman).Examples:El muchacho Diego está cansado.La muchacha Elena está cansada.An adjective, like bien or triste, stays the same for both boy and girl.

Adjectives must also agree with a plural noun, so an ‘s’ is added.Examples:Los muchachos están cansados.Las muchachas están cansadas.It will be hard for students to hear the difference so this explanation is provided for the teacher to explain why the adjectives may have different endings in the subtitles for the story. Just make sure the students understand the meaning of the words, and don’t spend time drilling students on spelling. They will get it after they have heard and read enough stories.

Answers to Student PageDiego corre mucho. Diego duerme.Ana come mucho. Ana está enferma.Sentences in order:Ana come tres hamburguesas. Ana come seis manzanas. Ana come una planta grande. Ana está enferma. El doctor le dice a Ana, “No comas la planta.” Ana le dice al doctor, “OK.”Suggested activities:Take roll in the morning by asking students, ¿Cómo estás? and having them answer with one of the feelings they’ve learned: bien, mal, cansado/a, contento/a, triste, enfermo/a.

Song lyrics for ¿Duermes tú?¿Duermes tú? ¿Duermes tú? Por la mañana, por la mañana,Estás muy cansado, estás muy cansado,Duerme más, duerme más


Lesson 11 Page 3


Lesson 12 Page 1


Lesson Plan Title: La gorila tiene ojos grandes.Lesson Plan Title: La gorila tiene ojos grandes.Lesson Plan Title: La gorila tiene ojos grandes.Level 1Level 1Level 1


1a: Express basic needs.1c: Respond to simple requests.1d: Identify visual clues.1f: Respond to instructions and commands.

los ojos – the eyeslas orejas – the earsla boca – the mouthla nariz – the nose

los ojos – the eyeslas orejas – the earsla boca – the mouthla nariz – the nose

Suggested additional resources;Suggested additional resources;Suggested additional resources;

Hola, Niños, K-3, Unit 4, pages 51 - 55Pictures for Lesson 12 target vocabularySong Cabeza, hombros, piernas y pies from the TEESP Resources




1. Students will need a blank sheet of paper and a pencil for a drawing activity at the end of the podcast.

2. Review previous vocabulary: grande, pequeño (small).3. Play Podcast for Lesson 12. This is a long lesson, so break into smaller sections as

needed over 2 or 3 weeks.4. Help students do the actions as given by the teacher in the podcast. Pause the recording

as needed to give them time to respond. 5. At the end of the podcast, students are given a description of an animal to draw. Pause

the podcast when prompted on the screen to give them time to draw.6. Help students read the descriptions on the Student Page to match with the drawings.7. In the TEESP resources section, the song Cabeza, hombros, piernas y pies is provided

to practice body parts, or make up your own lyrics using the Head and shoulders, knees and toes tune.

8. As needed, use script on Teacher Page to continue practicing these body parts with students using TPR commands.
















Teacher observation of students.Student participation in actions, and drawing activity.Teacher observation of students.Student participation in actions, and drawing activity.Teacher observation of students.Student participation in actions, and drawing activity.

Notes for teachers:Notes for teachers: Length of podcast: 18:43Additional words used:dibuja = draw, con = with, todos = everyone, una vez - once, dos veces = twice Additional words used:dibuja = draw, con = with, todos = everyone, una vez - once, dos veces = twice Additional words used:dibuja = draw, con = with, todos = everyone, una vez - once, dos veces = twice

TEESP

Lesson 12 STUDENT PAGE Me llamo ______________

Match the description to the picture.You may use the same picture more than once.


Lesson 12 Page 2

A.

B.

C.

D.

E.

______ 1. Tiene dos narices.

______ 2. Tiene ojos grandes.

______ 3. Tiene una boca pequeña.

______ 4. Tiene un ojo.

______ 5. Tiene una nariz grande.

______ 6. Tiene un ojo grande, y un ojo pequeño.

______ 7. Tiene una boca grande.

TEESP

Teacher Page

Word endingsIn the podcast, the teacher gives the students commands, like ‘Touch your nose,’ or ‘Touch your eyes.’ To add some variety, she calls on the boys, the girls, or everyone. In Spanish, these words are: ‘muchachos,’ ‘muchachas’ and ‘todos.’ Help students listen for the ending on ‘muchachos/as’ to know when to respond or do the actions. It may be hard for the students to hear the difference, so remember that the main focus is on comprehension of the target body parts.

The word for ‘touch’ is ‘toca’ when speaking to one person (or a group, like a class), and ‘toquen’ when speaking to several people. So in the podcast, you will hear: ‘Clase, toca la boca.’ (Class, touch your mouth.) And, ‘Muchachos/as, toquen la boca.’ (Boys/ girls, touch your mouth.) The meaning is the same.

‘El gorila’ means male gorilla, while ‘la gorila’ means female gorilla. In Spanish, words that refer to people or animals, that end with an ‘a’ in the basic form, just change the ‘el’ and ‘la’ to mean a female. Words that end in an ‘o’ will also change the ‘o’ to an ‘a.’ Example: el muchacho, la muchacha, but el artista and la artista (artist).

Spelling note:The Spanish word for nose is ‘la nariz.’ In the plural form, the ‘z’ changes to a ‘c’ becoming ‘las narices,’ or ‘the noses.’

STUDENT PAGE InformationAnswers:1. C2. A3. D4. B5. A and E6. C7. A and C

If time students can draw their own character, and practice telling another student about the parts of the face.


Lesson 12 Page 3


Lesson 13 Page 1


Lesson Plan Title: ¿Quién abre la puerta?Lesson Plan Title: ¿Quién abre la puerta?Lesson Plan Title: ¿Quién abre la puerta?Level 1Level 1Level 1


1a: Express simple descriptions.1c: Respond to simple requests.1d: Identify visual clues. 1e: Respond to appropriate oral narratives.1f: Respond to instructions and commands.

abre – openscierra – closestiene - has

abre – openscierra – closestiene - has


Hola, Niños, K-3, Unit 4, pages 55 - 58Pictures for Lesson 13Hola, Niños, K-3, Unit 4, pages 55 - 58Pictures for Lesson 13Hola, Niños, K-3, Unit 4, pages 55 - 58Pictures for Lesson 13


1. Play Podcast for Lesson 13. (This lesson is long. Break into 2 or 3 sessions, as needed.)2. Have students respond to instructions given in podcast.3. Read story provided on Student Page to students, and help them illustrate each part of the

story.3. Play Simón Dice (Simon Says). See sample script on Teacher Page.






Teacher observation of students.Student responses to commands, and completion of Student Page.Teacher observation of students.Student responses to commands, and completion of Student Page.Teacher observation of students.Student responses to commands, and completion of Student Page.

Notes for teachers:Notes for teachers: Length of podcast: 15:13Many words will be reviewed from previous lessons. puerta = door, libro = book, ratón = mouse, despacio = slowly, dólar = dollar, deliciosa = delicious, escapa = escapes, el lunes - Monday, el martes = Tuesday

Many words will be reviewed from previous lessons. puerta = door, libro = book, ratón = mouse, despacio = slowly, dólar = dollar, deliciosa = delicious, escapa = escapes, el lunes - Monday, el martes = Tuesday

Many words will be reviewed from previous lessons. puerta = door, libro = book, ratón = mouse, despacio = slowly, dólar = dollar, deliciosa = delicious, escapa = escapes, el lunes - Monday, el martes = Tuesday

TEESP

Lesson 13 STUDENT PAGE Me llamo _________________

Tengo ________ años. (I’m ___ years old.)

Listen as your teacher reads the following story to you. Then draw pictures to show what happens in the story.

El ratón duerme

Parte 1El ratón está muy cansado. El ratón duerme. El ratón tiene dos manzanas rojas.

Parte 2El gato Gordo abre la puerta. Gordo mira el ratón. Gordo mira los dos manzanas rojas.

Parte 3 Gordo come los dos manzanas rojas. Gordo duerme.


Lesson 13 Page 2

1 2

3 4

TEESP

Parte 4El ratón no tiene dos manzanas. El ratón no come. El ratón está muy flaco.

Teacher Page

Note: Two of the questions, that young students are asked frequently are: What is your name? and How old are you? So, on each Student Page, at the top right, are the responses students can use to answer those questions. ‘Me llamo___’ or ‘I call myself ___’ (My name is_____) and in this lesson we’ve added ‘Tengo ____ años.’ or ‘I’m ____ years old.’ Ask students to write in the number of their age, and help them practice saying these phrases so that when someone asks they can answer easily.¿Cómo te llamas? Me llamo ________.¿Cuántos años tienes? Tengo ________ años. Literal translation in Spanish:How do you call yourself? I call myself ______.How many years do you have? I have _____ years. It’s important that they understand the meaning of the questions, and how to respond. And that they don’t try to translate literally from English.

Student Page InformationRead the following story out loud to the students. Make sure they understand each part of the story. Students will illustrate each part in the boxes provided.El ratón duermeParte 1El ratón está muy cansado. El ratón duerme. El ratón tiene dos manzanas rojas. Parte 2El gato Gordo abre la puerta. Gordo mira el ratón. Gordo mira los dos manzanas rojas.Parte 3 Gordo come los dos manzanas rojas. Gordo duerme.Parte 4El ratón no tiene dos manzanas. El ratón no come. El ratón está muy flaco.TRANSLATIONThe Mouse SleepsPart 1The mouse is very tired. The mouse sleeps. The mouse has 2 red apples.Part 2The cat Gordo opens the door. Gordo looks at the mouse. Gordo looks at the 2 red apples.Part 3Gordo eats the 2 red apples. Gordo sleeps.Part 4The mouse does not have 2 apples. The mouse does not eat. The mouse is very thin.


Lesson 13 Page 3

TEESP

Additional activity suggestion:Play Simon Says.

Sample script for Simón Dice.Teacher says:Clase, Simón dice ‘Levántate (stand up). Simón dice ‘Toca el ojo.’ Simón dice ‘Toca la boca.’ Cierra los ojos. Simón dice ‘Cierra los ojos.’ Simón dice ‘Abre un ojo.’Baila. Simón dice ‘Baila y toca un ojo.’Cuenta de tres a siete en español. Simón dice ‘Cuenta de uno a cinco en español y cierra los ojos.’ Simón dice ‘Mira a un muchacho.’Mira a una muchacha. Simón dice ‘Mira a una muchacha y baila.’ Simón dice ‘Duerme.’

Modify the difficulty of the commands to fit the ability of the students.


Lesson 13 Page 4


Lesson 14 Page 1


Lesson Plan Title: ¿Tiene hambre?Lesson Plan Title: ¿Tiene hambre?Lesson Plan Title: ¿Tiene hambre?Level 1Level 1Level 1


1a: Express basic needs.1b: Answer simple questions.1c: Respond to simple requests.1d: Identify visual clues.1f: Respond to instructions.1i: Illustrate the main actions of a story.1j: Retell a story orally or in writing.

tiene hambre – is hungryla naranja – the orangeel queso – the cheese

tiene hambre – is hungryla naranja – the orangeel queso – the cheese


Hola, Niños, K-3, Unit 4, Pages 59 - 62Pictures for Lesson 3Pictures for song from TEESP Resources, “Hoy es lunes. ¿Qué hay de comer?”




1. Preview actions for ‘is hungry,’ and foods used in podcast. See Teacher Page.2. Play Podcast for Lesson 13. 3. Have students respond to directives given in podcast.4. Sing the “¿Qué hay de comer?” included at the end of the podcast. Lyrics and activity

ideas provided on Teacher Page.5. Play the Flyswatter game. See Teacher Page.






Teacher observation of students. Teacher observation of students. Teacher observation of students.

Notes for teachers:Notes for teachers: Length of podcast: 12:18siempre = always, la fruta - fruit, ¿Cómo se dice…? = How does one say….? siempre = always, la fruta - fruit, ¿Cómo se dice…? = How does one say….? siempre = always, la fruta - fruit, ¿Cómo se dice…? = How does one say….?

TEESP

Lesson 14 STUDENT PAGE Me llamo ______________. Tengo _____________ años.Un cuento - A StoryListen as your teacher reads the story to you. Then color the pictures.

Gordo no tiene hambre


Lesson 14 Page 2

El gato Gordo tiene mucha hambre.Gordo come 3 manzanas grandes.

Gordo come 7 naranjas pequeñas.Gordo come 2 hamburguesas muy grandes.

Gordo no come el queso. ¿Quién come el queso?

Gordo no tiene hambre. El ratón come el queso.

TEESP

Teacher Page

Song ¿Qué hay de comer?Song is included at the end of the podcast.Lyrics are provided on next page as a reference for the teacher. Lyrics appear on screen during the song as needed.Additional vocabulary to review with students:hoy - todaydays of the week: lunes, martes, miércoles, jueves, viernes, sábado, domingo¿Qué hay de comer? - What is there to eat?foods: los ejotes - green beans, los camotes - sweet potatoes, las fresas - strawberries, las cerezas - cherries, el pescado - fish, el helado - ice cream

Student Page NotesRead the story provided on the Student Page out loud. Make sure they understand the meaning, then have them color the pictures.If they are ready, try a group story (writing the story on the board) using the basic story given on the Student Page, but having students suggest different foods that Gordo and the mouse might eat. Students could then illustrate this new story, and copy the text from the board. Other variations: change characters, add descriptions, such as colors, to the food vocabulary, change numbers of items.Story text Gordo no tiene hambre (Gordo is not hungry)El gato Gordo tiene mucha hambre. (The cat Gordo is very hungry.)Gordo come tres manzanas grandes. (Gordo eats 3 big apples.)Gordo come siete naranjas pequeñas. (Gordo eats 7 small oranges.)Gordo come dos hamburguesas muy grandes. (Gordo eats 2 very big hamburgers.)Gordo no come el queso. ¿Quién come el queso? (Gordo does not eat the cheese. Who eats the cheese?)Gordo no tiene hambre. El ratón come el queso. (Gordo is not hungry. The mouse eats the cheese.)

Flyswatter GameSelect pictures to represent vocabulary from all lessons through Lesson 14. Make two sets of the pictures and cut them out. Divide the board in half and tape one set of pictures on one half and the other set on the other half of the board. Divide the class into two teams. One student from each team comes to the board, and stands in front of the pictures with a flyswatter. Say a Spanish word or phrase. The first student to swat the described picture gets the point. Each student may do three different words or phrases and then hand off the flyswatters to someone else on their team.


Lesson 14 Page 3

TEESP

SONG LYRICS

¿Qué hay de comer? (What’s to Eat?)Reviews days of the week, and some foods. Students can act out eating the various foods, and pretending to be very full on Sunday.


Lesson 14 Page 4

Hoy es lunes.Hoy es lunes.¿Qué hay de comer?¿Qué hay de comer?Lunes los ejotes.Lunes los ejotes.Me gustan a míMe gustan a mí

Hoy es martes.Hoy es martes.¿Qué hay de comer?¿Qué hay de comer?Lunes los ejotes.Martes los camotes.Me gustan a míMe gustan a mí

Hoy es miércoles.Hoy es miércoles.¿Qué hay de comer?¿Qué hay de comer?Martes los camotes.Miércoles las fresas.Me gustan a míMe gustan a mí

Hoy es jueves.Hoy es jueves.¿Qué hay de comer?¿Qué hay de comer?Miércoles las fresas.Jueves las cerezas.Me gustan a míMe gustan a mí

Today is Monday.Today is Monday.What’s to eat?What’s to eat?Monday, green beans.Monday, green beans.I really like them.I really like them.

Repeat with each day of the week:Tuesday, sweet potatoesWednesday, strawberriesThursday, cherriesFriday, fishSaturday, ice creamSunday ...Something of everything,And in this order:Monday, green bean,Tuesday, sweet potatoes,Wednesday, strawberries,Thursday, cherries,Friday, fish,Saturday, ice cream,Oh, my! Oh, my!

Hoy es viernes.Hoy es viernes.¿Qué hay de comer?¿Qué hay de comer?Jueves las cerezas.Viernes el pescado.Me gustan a míMe gustan a mí

Hoy es sábado.Hoy es sábado.¿Qué hay de comer?¿Qué hay de comer?Viernes el pescado.Sábado el helado.Me gustan a míMe gustan a mí

Hoy es domingo.Hoy es domingo.¿Qué comer?¿Qué comer?Algo hay de todo,Y de este modo,Lunes los ejotes,Martes los camotes,Miércoles las fresas,Jueves las cerezas,Viernes el pescado,Sábado el helado.¡Ay de mi! ¡Ay de mi!


Lesson 15 Page 1


Lesson Plan Title: ¡Cuenta!Lesson Plan Title: ¡Cuenta!Level 1Level 1


1a: Express basic needs.1b: Answer simple questions.1c: Respond to simple requests.1d: Identify visual clues.1f: Respond to instructions.3a. Reinforce other disciplines (math).

once = 11 doce = 12trece, = 13 catorce = 14quince = 15 diez y seis = 16diez y siete = 17 diez y ocho = 18diez y nueve = 19 veinte = 20cuenta = count


Hola, Niños, K-3, Unit 4, Pages 63 - 65Sing, Dance, Laugh 1 CD, Song 3, ¡Cuenta!Hola, Niños, K-3, Unit 4, Pages 63 - 65Sing, Dance, Laugh 1 CD, Song 3, ¡Cuenta!


1. Review numbers 1- 10 as needed.2. Review previous vocabulary: tiene hambre, muchacho, muchacha, corre, come.3. Review question words: ¿Qué,? ¿Quién,? and ¿Cuántos/as?4. Play the podcast for the class. This podcast begins with a story. Following the story is a

simple run-through of the numbers 1 - 20 for pronunciation practice. Use the number practice only as needed. See Teacher Page for more information.

5. Two student pages are provided. Page 2 is optional as it will be a challenge for many students.

6. Add any number related activities that you already do with your students.

1. Review numbers 1- 10 as needed.2. Review previous vocabulary: tiene hambre, muchacho, muchacha, corre, come.3. Review question words: ¿Qué,? ¿Quién,? and ¿Cuántos/as?4. Play the podcast for the class. This podcast begins with a story. Following the story is a

simple run-through of the numbers 1 - 20 for pronunciation practice. Use the number practice only as needed. See Teacher Page for more information.

5. Two student pages are provided. Page 2 is optional as it will be a challenge for many students.

6. Add any number related activities that you already do with your students.

Reflections/Assessment:Reflections/Assessment:Teacher observations of studentsStudent responses to questionsTeacher observations of studentsStudent responses to questionsNotes for teachers: Length of podcast: 7:54hoy - today, cumpleaños - birthday, muchachos - also means boys and girls, not just boys, invita - invites, gris, grises - grey, corren - they run, tienen hambre - they are hungy, comen - they eat, saltan - they jump.The numbers from 16 – 19 can also be written as single words: dieciséis, diecisiete, dieciocho and diecinueve. (The ‘z’ changes to ‘c’ and the ‘y’ to an ‘i’.)

hoy - today, cumpleaños - birthday, muchachos - also means boys and girls, not just boys, invita - invites, gris, grises - grey, corren - they run, tienen hambre - they are hungy, comen - they eat, saltan - they jump.The numbers from 16 – 19 can also be written as single words: dieciséis, diecisiete, dieciocho and diecinueve. (The ‘z’ changes to ‘c’ and the ‘y’ to an ‘i’.)

TEESP

Lesson 15 STUDENT PAGE Me llamo ____________________

Tengo __________ años.

¿Cuántos?How many friends does Neto invite to his birthday party?Write in the number for each kind of friend he invites.


Lesson 15 Page 2

______ gatos______ muchacho y ______ muchacha

______ vacas ______ elefantes

______ jirafas ______ ratones

TEESP

Lesson 15 STUDENT PAGE 2 Me llamo _____________

How much food do Neto’s friends eat?Add up the numbers to find out how many items of food they eat.

1. Gordo come 10 hamburguesas, y Neto come 1 hamburguesa. 10 más 1 son ___________.

2. Hay 5 elefantes y 7 jirafas. Comen manzanas. 5 más 7 son __________ manzanas.

3. Hay 3 vacas, 5 elefantes y 7 jirafas. 3 más 5 más 7 son ___________ naranjas.

4. Hay 10 ratones. Cada ratón (each mouse) come 2 quesos. 10 por 2 son _______ quesos.

5. Hay 3 vacas y 10 ratones. _______ más ______ son _______ tacos.

6. Diego, las 3 vacas y los 10 ratones comen pizza. _______más _______ son _____ pizzas. (Remember, each of the cows ate 2 oranges apiece.)

7. Hay 5 elefantes y 10 ratones. Comen chocolate. ____ más _____ son ____ chocolates.

8. ¿A cuántos amigos invita Neto? (How many friends does Neto invite?)

______ gato

______ muchachos

______ vacas

______ elefantes

______ jirafas

______ ratones

Hay ___________ amigos.

9. ¿Y cuántos comen el pastel de cumpleaños? _____________ (How many eat birthday cake?)(No olvides a Neto. Don’t forget Neto. He eats cake, too.)


Lesson 15 Page 3

TEESP

Teacher Pages

Podcast InformationRather than counting the numbers 11 - 20, this podcast begins with a story. The story is about Neto, a hippopotamus, who is having a birthday party. The first part of the story includes a review of numbers from 1 - 10 by asking students to count how many friends Neto invites to his party. Pause the recording after each questions as needed, and help students count how many muchachos, vacas, elefantes, etc. are invited.The second part of the story introduces numbers from 11 - 20. Not all of the numbers are used. Again, pause the recording to help students count how many of each type of food is available at the party. A challenge is included for students who need one: The number of items for each food type is the sum of 2 or more of the animals invited. So students can ‘guess’ or ‘estimate’ which animals will eat what food. Example: There are 12 apples, so the 5 elephants and 7 giraffes add up to 12 animals that will eat apples. (There are 18 oranges because the cows each eat 2 oranges apiece.)The script for this story is included after the numbers page with English translation.After the story a pronunciation practice is included to review the numbers 1 - 10, and 11 - 20. Use this section only as needed. Your activities with numbers will be much more productive than simple counting practice.

Note on use of the ‘a’ in some of the sentences and questions.In Spanish, when the direct object is a person (or a pet) it is preceded by the preposition ‘a.’ There is no English translation for this word. It is usually called the ‘personal a.’ This grammatical structure is difficult for English speakers to remember, but is an important structure for Spanish speakers. In the podcast, the questions asking ‘How many” use this ‘a’ because the direct object is either a person, or a friend of Neto (even though the characters are animals, not pets). So, ‘¿A cuántos?’ simply means ‘How many?’ And, ‘Neto invita a tres vacas,’ means ‘Neto invites three cows.’ The ‘a’ does have an English translation.

Student Page InformationTwo student pages are provided for this lesson. Page 1 can be filled in by the students as they watch the podcast, or afterwards as a review. Page 2 is more of a challenge (and optional), and asks students to add the number of animals that eat each type of fruit, and write in the total amount. Question 6 may be a big challenge for some students. Remember the focus is for the students to hear the numbers as much as possible, so read the questions out loud to the class, and help them figure out the totals.


Lesson 15 Page 4

TEESP

Number Activity Ideas

TPR with numbersUse the Numbers page included following this page for practice. Pass out a copy for each student.Example commands:Mira número 11. (Look at number 11.)Toca número 13. (Touch number 13.)Mira número 10 y toca número 20. (Look at number 10 and touch number 20.)

Board activityWrite the target numbers on the board in random order. Have 1 or 2 students go to the board at a time to respond to the teacher’s commands and questions.Examples:Mira al número ______. (Look at number ______)¿Dónde está el número _____? (Where is number ____?)Toca el número _____ (Touch the number _____)Toca el número _____ con la nariz. (Touch the number ____ with your nose.) (Many variations can be done with this command. Substitutes for nose might be: ear, eye, finger, hand, etc.)Salta seis veces. (Jump 6 times.)

Other activitiesArithmetic vocabulary:más - plus menos - minus por - times dividido por - divided bySample problems:1 más 1 son 26 menos 3 son 32 por 2 son 48 dividido por 2 son 4

Use a prepared page of solved arithmetic problems. As a class, read the problems and the solutions out loud in Spanish. (Not having to do the arithmetic makes this easier for students the first few times.)

Using extra minutes (before lunch or recess while standing in line) give students problems to solve in their heads.

Have students count by 2’s, 3’s, 5’s.


Lesson 15 Page 5

TEESP

1 2 3 4 5 6 7 8 910 11 12

13 14 15 16 17 18 19 20


Lesson 15 Page 6

TEESP

Podcast Script with English translation

Hay un hipopótamo pequeño. Se llama Neto. Neto tiene 7 años. (There is a small hippopotamus. He calls himself Neto. Neto is 7 years old.)Hoy es el cumpleaños de Neto. Neto invita a todos sus amigos a su fiesta. (Today is the birthday of Neto. Neto invites all his friends to his party.)

Can you help Neto count how many friends he invites to his party? ¿A cuántos gatos invita Neto? (How many cats does Neto invite?)Si, a uno. Invita a un gato. (Yes, one. He invites one cat.)Neto invita a Gordo, el gato. (Neto invites Gordo, the cat.)¿A cuántos muchachos invita Neto? (How many boys and girls does Neto invite?)Sí, a 2. Invita a un muchacho y a una muchacha. (Yes, 2. He invites a boy and a girl.)Neto invita a Diego y a Elena. (Neto invites Diego and Elena.)¿A cuántas vacas invita Neto? (How many cows does Neto invite?)Sí, Neto invita a las 3 vacas. Las vacas están contentas. (Yes, Neto invites 3 cows.)¿A cuántos elefantes invita? (How many elephants does he invite?)Sí, cinco. Neto invita a los 5 elefantes. Los elefantes son grandes y grises. (Yes, 5. Neto invites 5 elefantes. The elephantes are big and grey.)¿A cuántas jirafas invita? (How many giraffes does he invite?)Neto invita a las 7 jirafas. Las jirafas están muy contentas, y corren mucho. (Neto invites 7 giraffes. The giraffes are very happy, and run a lot.)¿A cuántos ratones invita? (How many mice does he invite?)Neto invita a los 10 ratones. Los ratones están super contentos, y saltan mucho. (Neto invites 10 mice. The mice are super happy, and jump a lot.)Neto invita a muchos amigos. (Neto invites a lot of friends.)

Neto necesita mucho para la fiesta. Todos sus amigos tienen mucha hambre. Gordo come muchas hamburguesas. (Neto needs a lot for the party. All of his friends are very hungry. Gordo eats a lot of hamburgers.)Hay 11 hamburguesas, 10 para Gordo y 1 para Neto. (There are 11 hamburgers, 10 for Gordo, and 1 for Neto.)¿Qué fruta comen los elefantes y los jirafas? (What fruit do the elephants and giraffes eat?) Manzanas. Los elefantes y las jirafas comen manzanas. (Apples. The elephantes and giraffes eat apples.)Hay 12 manzanas grandes y rojas para los elefantes y las jirafas. (There are 12 big red apples for the elephants and the giraffes.)¿Qué otra fruta comen las vacas, los elefantes y las jirafas? (What other fruit do the cows, the elephants and the giraffes eat?)Naranjas. Las vacas, los elefantes y las jirafas comen naranjas. (Oranges. The cows, the elephants and the giraffes eat oranges.


Lesson 15 Page 7

TEESP

Hay 18 naranjas grandes. (There are 18 big oranges.)Las 3 vacas comen 2 naranjas cada una. (The 3 cows eat 2 oranges apiece.)¿Qué comen los ratones? (What do the mice eat?)Los ratones comen queso. (The mice eat cheese.)Hay 20 quesos diferentes. (There are 20 different cheeses.)¿Quién come tacos? (Who eats tacos?)Las vacas y los ratones comen tacos. (The cows and the mice eat tacos.)Hay 13 tacos. (There are 13 tacos.)¿Quién come pizza? (Who eats pizza?)Diego, las vacas y los ratones comen pizza. (Diego, the cows and the mice eat pizza.)Hay 14 pizzas. (There are 14 pizzas.)¿Quién come chocolate? (Who eats chocolates?)Los elefantes y los ratones comen 15 chocolates. (The elephants and the mice eat 15 chocolates.)

Todos los amigos comen y comen. (All the friends eat and eat.Todos los amigos gritan, “¡Feliz Cumpleaños!” (All the friends shout “Happy Birthday!”¡Y todos comen un pastel muy grande! (And all eat a very big cake!)


Lesson 15 Page 8


Lesson 16 Page 1


Lesson Plan Title: ¿Cuántos pies?Lesson Plan Title: ¿Cuántos pies?Lesson Plan Title: ¿Cuántos pies?Level 1Level 1Level 1


1a: Express simple descriptions.1d: Identify visual clues.1e: Respond to appropriate narratives.

el pie – the footlos dedos del pie – the toesel pie – the footlos dedos del pie – the toes


Hola, Niños, K-3, Unit 4, pages 65 - 67Ole, Ole, Ole CD, Song 24, ‘Tu Ti Ta’Hola, Niños, K-3, Unit 4, pages 65 - 67Ole, Ole, Ole CD, Song 24, ‘Tu Ti Ta’Hola, Niños, K-3, Unit 4, pages 65 - 67Ole, Ole, Ole CD, Song 24, ‘Tu Ti Ta’


1. Review body parts: la nariz, los ojos, las orejas.2. Watch podcast for Lesson 16. Suggestion: Hand out the drawing of the elephants and

have students touch each body part as they hear it.3. Pause the recording before the rhyme, Este Cochinito. Have students get ready to touch

and move their toes. (Take off one shoe. Or, use the cutout drawing of their foot.) See Teacher Pages for an outline of a foot that could also be used.)

4. Have students complete one or both Student Pages. 5. Sing “Cabeza, Hombros, Piernas y Pies” included at end of podcast. Also available in

TEESP Resources. Have students touch body parts as they sing.












¿Cuántos? or ¿Cuántas? means how many, or how much, Es normal means He is normal, dedos means fingers; and dedos del pie means toesSong 24, Tu Ti Ta on the Ole Ole Ole CD uses actions and body parts. Once you are familiar with the rhythm, substitute the target vocabulary from previous lessons to add verses to the rhyme.



TEESP

Lesson 16 STUDENT PAGE Me llamo _______________ Tengo _________ años.

¿De quién son estos pies? (Whose feet are these?)

Match the name of the animal with its feet. Use the words from the list below.

gorila elefante perro gato jirafa muchacha


Lesson 16 Page 2

Son los pies de una _____________. Son los pies de un _____________.

Son los pies de un _____________. Son los pies de una _____________.

Son los pies de un _____________. Son los pies de una _____________.

TEESP

Lesson 16 STUDENT PAGE 2 Me llamo _______________

¿Cuántos dedos del pie tienen los elefantes? (How many toes does the elephant have?)

Count the toes on each foot of the elephants, and write the number on the lines below.


Lesson 16 Page 3

¿Cuántos dedos del pie tiene el elefante grande en total? ______________

¿Cuántos dedos del pie tiene el bebé en total? ______________

TEESP

Teacher Page

Drawing a footHave students draw around their bare foot on a sheet of paper. Make sure they draw the toes. Then have them label the toes as: dedo del pie 1, dedo del pie 2, etc. The drawing could be cut out and used for the rhyme, Este Cochinito, if taking off their shoes is a problem.

¿Cuántos pies?Teacher asks ‘How many’ type questions. Examples:

¿Cuántos dedos del pie tiene? (How many toes do you have?)¿Cuántos pies tiene la maestra? (How many feet does teacher have?)¿Cuántos pies tiene un gato? (How many feet does a cat have?)¿Cuántos dedos del pie tiene un muchacho? (How many toes does a boy have?)

Rhyme (The rhyme is included in the podcast.)Este Cochinito (This Little Piggy)Have students touch and move each toe as you instruct them. (This rhyme can also be done with the fingers.)Script from podcast:Toca el dedo del pie númber uno, y muévelo. (Touch toe number 1, and move it.)Este cochinito fue al mercado. (This little piggy went to market.)

Toca el dedo del pie númber dos, y muévelo. (Touch toe number 2, and move it.)Este cochinito se quedó en casa. (This little piggy stayed home.)

Toca el dedo del pie númber tres, y muévelo. (Touch toe number 3, and move it.)Este cochinito comío carnita (o pizza o tacos). (This little piggy ate meat.)

Toca el dedo del pie númber dos, y muévelo. (Touch toe number 2, and move it.)Este cochinito no comío nada. (This little piggy ate nothing.)

Toca el dedo del pie númber dos, y muévelo. (Touch toe number 2, and move it.)Este cochinito dijo “¡Güi, güi, güi! Todo el camino rumbo a casa. (This little piggy said “Wee, wee, wee!” All the way home.


Lesson 16 Page 4

TEESP

Student Page answers

Here are the animals used for the student page.


Lesson 16 Page 5

una muchacha un elefante

un gato una jirafa

un perrouna gorila

TEESP

Foot outline that can be used with the rhyme Este Cochinito.


Lesson 16 Page 6


Lesson 17 Page 1


Lesson Plan Title: ¿Toma mucha leche?Lesson Plan Title: ¿Toma mucha leche?Lesson Plan Title: ¿Toma mucha leche?Level 1Level 1Level 1


1a: Express simple descriptions.1b: Answer simple questions.1d: Identify visual clues.1e: Respond to appropriate narratives.1i: Illustrate the main actions of a story.

toma - drinks, eats, takestiene sed - he/she is thirstyla leche - the milkel agua - the waterquiere - wants

toma - drinks, eats, takestiene sed - he/she is thirstyla leche - the milkel agua - the waterquiere - wants

Suggested additional resources: Suggested additional resources: Suggested additional resources:

Hola, Niños, K-3, Unit 4, pages 68 - 70Hola, Niños, K-3, Unit 4, pages 68 - 70Hola, Niños, K-3, Unit 4, pages 68 - 70


1. Review the phrase, ‘Tiene hambre,’ he or she is hungry. 2. Listen to the podcast.3. Have students complete the Student Page.4. Use the examples on the Teacher Page to ask students questions about what they drink

and eat.


and eat.


and eat.

Reflections/Assessment:Reflections/Assessment:Reflections/Assessment:Teacher observations of studentsTeacher observations of studentsTeacher observations of studentsNotes for teachers: Notes for teachers: Length of podcast: 6:57 tiene hambre - is hungry, tiene - has, vaso - glass, también - also, el día siguiente - the next day tiene hambre - is hungry, tiene - has, vaso - glass, también - also, el día siguiente - the next day tiene hambre - is hungry, tiene - has, vaso - glass, también - also, el día siguiente - the next day

TEESP

Lesson 17 STUDENT PAGE Me llamo _________________. Tengo _________ años.

¿Qué tomas tú? (What do you drink?)

Draw a picture of your 3 favorite drinks in the boxes below, and write in the word below.

Draw a picture in each box to illustrate the sentence below it.


Lesson 17 Page 2

Tomo ______________. Tomo ______________. Tomo ______________.

El gato toma leche. El perro toma agua. Diego toma Pepsi.

TEESP

Teacher Page

Information about Student PageAfter students have drawn and labeled their favorite drinks (in English, if necessary, or use brand names), ask questions about what they drink.Example questions:¿Qué tomas tú? (What do you drink?) Student may answer with just the name of the drink, or with ‘Tomo ________.’ (I drink.)

After several students have answered the question, see if anyone remembers the drinks, by asking:¿Quién toma Pepsi? (Who drinks Pepsi?) Students answer with the name of the student who said it was his/her favorite drink.¿Quién toma Kool-Aid?

School lunch questionsWhen possible, use Spanish to take the milk count for break or lunch each day.Example questions:

¿Quién quiere leche? (Who wants milk?)¿Quién quiere agua? (Who wants water?)¿Quién quiere agua y leche? (Who wants water and milk?)

Finding other food names:Many canned and boxed foods have added Spanish to their labels. Bring some of these to class to use as props.Have students make a list of their favorite foods and drinks. Ask a high school class, or proficient Spanish speaker to translate them. Then post on the bulletin board. Do the same with the weekly menu.Collect menus from Mexican restaurants.


Lesson 17 Page 3


Lesson 18 Page 1


Lesson Plan Title: Un gato raroLesson Plan Title: Un gato raroLesson Plan Title: Un gato raroLevel 1Level 1Level 1


1a: Express simple descriptions.1d: Identify visual clues.1e: Respond to appropriate narratives.

la cabeza - headel brazo - armla pierna - leg

la cabeza - headel brazo - armla pierna - leg


Hola, Niños, K-3, Unit 4, pages 71-74Blank drawing paper or small whiteboards and dry-erase markersHola, Niños, K-3, Unit 4, pages 71-74Blank drawing paper or small whiteboards and dry-erase markersHola, Niños, K-3, Unit 4, pages 71-74Blank drawing paper or small whiteboards and dry-erase markers


1. Review some of the body parts from previous lessons. See Notes for teachers below.2. Play Podcast, Lesson 18 Un gato raro, pausing as instructed in the recording. The

‘Simon says’ game is modified to be easier for younger students. ‘Simón dice’ (Simon says) every command, so students simply need to point to each body part as it is stated. The speaker asks those who missed a command to sit down, but you set your own rules for the game.

3. Pause recording during the drawing session to give students time to draw the cat.4. Have students complete the Student Page.3. Sing ‘Cabeza, hombros, piernas y pies’ song, found in TEESP Resources.







Reflections/Assessment:Reflections/Assessment:Reflections/Assessment:Teacher observations of students. Students may hand in or post drawings of cat.Teacher observations of students. Students may hand in or post drawings of cat.Teacher observations of students. Students may hand in or post drawings of cat.Notes for teachers: Notes for teachers: Length of podcast: 11:57

tiene = has, un gato raro = a strange cat, Additional body parts reviewed: los ojos = eyes, la mano = hand, los dedos = fingers, las orejas = ears, la boca = mouth, la nariz = nose, el pie = foot, la cola = tailgrande = big, pequeño = small



TEESP

Lesson 18 STUDENT PAGE Me llamo __________________

Tengo __________ años.

El gato raro (The Strange Cat)

Using the list of words below, label the parts of this strange cat.

oreja nariz ojo boca pierna pie cola


Lesson 18 Page 2

TEESP

Teacher Page

Body Parts Activities

Simón DiceIf you and your students are ready, play your own game of Simón dice.Here is a sample script that you can use to get started. Be sure students know the verbs before you start. Of course, you can do just the commands (with Simón dice) adding variety as written in the More advanced section below.Toca - touchMueve - moveApunta - point to

Simón dice, “Toca la nariz.”Toca la boca.Simón dice, “Mueve el pie.”Simón dice, “Mueve los dedos.”Simón dice, “Toca un ojo.”Simón dice, “Toca dos orejas.”Toca una oreja.Simón dice, “Apunta la nariz.”

More advanced:Simón dice, “Toca la cabeza con un dedo.” (Touch your head with one finger.)Simón dice, “Toca la boca y mueve el pie.” (Touch your mouth and move your foot.)Simón dice, “Toca el pie con el brazo.” (Touch your foot with your arm.)Simón dice, “Toca la oreja con el pie.” (Touch your ear with your foot.)


Lesson 18 Page 3

Technology Enhanced Elementary Spanish Program Lesson ...

Documents

Transcript of Technology Enhanced Elementary Spanish Program Lesson ...