K. Marquez
Kindergarten Spanish Lesson Plans
Week:
Summary: These are the lessons for a Two week-long Kindergarten unit on Commands. In this first week
we will begin learning to recognize five basic commands for groups: Levántense-stand up. Siéntense-sit
down. Brinquen-jump. Bailen-dance.Canten-sing. Students will start out using TPR actions as the teacher
calls out the commands and progress to giving commands to others. Next week we will learn to give
commands to individuals.
Lasting Ideas and Results
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Students will be able to aurally recognize ten Spanish color words when they hear them.
Students will be able to verbally identify ten Spanish color words.
Students will recognize the Six Spelling words when they see them written
Students will reinforce skills learned in their core Math classes by making patterns using their
Spanish colors.
Desired Learning Outcomes
SWBAT:
 follow the teacher’s flashcard and block color patterns in Spanish
 use their colors in Spanish to make patterns out of blocks as part of a group
 individually use their colors in Spanish to make patterns in a bracelet
 read the Triple A color words in unison (azul, amarillo, anaranjado)
Daily Engagement Activities
Day1
Review: flashcard chant, flashcards for Triple A words.
Intro to new material: Teacher makes a pattern using flashcards, students say pattern along with you.
Application: Start a pattern using flashcards, call on individual students to come up and continue.
Day 2
Review: hold up a block that is rojo, amarillo, verde, and anaranjado and have the class recite the color in
unison.
Review: flashcards for Triple A words.
Application: Model making a pattern using color blocks and have students recite the pattern in Spanish in
unison
Sitting in a circle, using shape blocks, have students create a pattern and show it to the class.
Day 3
Review: Triple A words flashcards
Review: hold up a necklace that you have made and have students recite the colors of your pattern in
unison
Application: Using colored macaroni and pipecleaners, have students start to make bracelets and necklaces
using patterns
Day 4
Review: hold up a bracelet that you have made and have students recite the colors of your pattern in unison.
Application: Using colored macaroni have students finish making bracelets and necklaces using patterns
Day 5: Salsa Instruments
Review: have students model the playing of the congas, the claves, and the trumpet
Intro to new material: have students watch YouTube videos of these three instruments being played
Application: have students listen to salsa music segments and mimic playing the instruments as they hear
them
Procedures
Class begins in a circle on the floor. I greet the class by saying "Buenas tardes, Jaguars!" and the class
greets me back. I ask someone to translate "Buenas tardes" for the class. Students then sing the Buenas
Tardes Song.
We then review the rules: Your fingers are on your lips. You are sitting up tall and proud. You are trying
your very best. You are following my directions the first time given. If the entire class is following the
rules, you have a "happy face" on the board. If not, you have a "sad face" on the board. At the end of class
if you still have a happy face on the board, the class will get a piece of the Wiggly Worm. Remind students
that when the Wiggly Worm grows and grows and grows long enough to cross the finish line, the class will
get a Small Sized Prize.
Note: Throughout the class I will ask, “Hmmm….what kind of a face should the class be getting right
now?” If they are following the rules, then I will say “A happy face!”. If not, they get a sad face. At the end
of class I announce whether they are getting a piece of the Wiggly Worm and then pick a helper to go put
the piece up on the board outside the Art Room (they will pick either a piece of the body, a shirt, or a shoe
and I staple it to the board.)
I will then ask “How many days are in the week? Cuantos dias hay en las semana?” and have a volunteer
say “Siete dias!”. We then sing the Days of the Week Song (Dr. Jean En Espanol Track number 4). I will
then ask for a volunteer to tell us what the Day of the Week is today and give clues (“if yesterday was
martes and tomorrow is jueves, what day is today? Miercoles!!”)
If time allows I will play Macarena Math (Dr. Jean en Espanol Track 19 (English) and Track 20 (Spanish)
and have the kids sing and count on their fingers.
I then introduce the Word of the Day using Sr. Hipopotamo: write the word of the day (in this case canten)
on a 3x5 card (or for Day One, I bring in a picture of someone singing) and place it in the hippo's mouth.
Call on a helper exhibiting Super Star behavior to take the Word of the Day out of the hippo's mouth. If you
are using a picture, say the word for the class and have the class repeat what you say or for Day 3 of the
unit or later, ask who can remember how to say this word and call on a volunteer. If you have a word
written out, have the class spell the word of the day and then pronounce it for the class or ask who can read
this word and call on a volunteer.
Intro to New Material
Opuestos Song (Dr. Jean en Espanol Track 11-English and Track 12-Spanish) This is a good song to
introduce Commands because the refrain commands the students to “Sing with me!” and ends with “Stand!
Sit! Stand! Sit! Stand! Sit quietly…”
Flashcards: Have the entire class stand up. Hold up each picture flashcard and give the command in
Spanish. Have students repeat each word and act it out (ie: jump up and down for the command
“brinquen!”)
Review:
Opuestos Song (Dr. Jean en Espanol Track 11-English and Track 12-Spanish)
Flashcards: hold up each flashcard and call out each command. Have the entire class repeat each word and
act it out (ie: jump up and down for the command “brinquen!”). Repeat many, many times. VERY
IMPORTANT: keep the flashcards in the SAME order.
Application:
Mixed Up (Teacher led): Mix the flashcards up so that they are in a different order from the Review. Call
out each command in Spanish and say “please” (ie: “Levantense, por favor!”) Have the entire class act out
the command and say “gracias” when they do.
Tell the Teacher: hold up cards and have the whole class call out the commands politely. Act out the
commands and have the students say “gracias”. Call on groups of three or four students to look at the card
you are holding up and tell you what to do.
Mixed Up (Student led): Split the class into two groups. Explain that one group will get to be bossy (but
polite!) and the other group will follow their directions and that then we will switch. Hold up the picture
flashcards one at a time and have the Bossy But Polite group give each command in Spanish and say
“please” (ie: “Levantense, por favor!”) Have the other group act out the command. Have the Bossy But
Polite group say “gracias”.
Follow My Directions: have an individual student call out the commands (politely) and have the class
follow their directions. The reason I leave this for Day 4 (or even later in the unit) is that students should
NOT be asked to speak until the entire class has had ample opportunity to practice saying the new Spanish
words and until students are extremely comfortable using the new vocabulary. Call on volunteers first and
then call on the more shy students.
Assessment:
Check for Understanding: (For use during Mixed Up and Tell the Teacher) check for participation in
these Group Practices of commands. Does the student chant along? Does the student chant independently
or are they looking at their neighbors? Once the student appears to be saying the commands with
confidence, you may ask them to be the Leader in Follow My Directions
Assesment (Quiz Grade):
For use during Follow My Directions
V= looks at cards and gives correct commands without prompting
M= needs one or two prompts to give correct commands
A= needs three or more prompts to give correct commands
N= cannot give correct commands even with three or more prompts and/or will not complete assignment
Materials
Word Chart
Commands picture flashcards
Modifications,Adaptations, Accommodations
If students appear to be confused about how to say the commands or are feeling shy, pair them with a more
confident/capable partner and have them practice in pairs.
Reflection
Will advise.