NEWARK PUBLIC SCHOOLS
K-8
WORLD LANGUAGES CURRICULUM
GUIDE
REVISED 2013
Newark Public Schools
K-8 WORLD LANGUAGES
CAMI ANDERSON
State District Superintendent
2013 REVISION
Victoria Borja, Director
Office of World Languages
Academic Contributions:
Maria Bazarra
Maria Chang
Leticia Dominguez
Liz Hernandez
Michelle Hernandez
Jaqueline Mole-Hisch
Nelson Montoya
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
ADMINISTRATION
2012-2013
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 NOVICEMID 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 World
My Classroom
My Family
Nature
Relationships
2. Grades 3-5 – Myself In My Community
My School
My House
My City
Routines
3. Grades 6-8 – Myself in the World
Educational Environment
Community Life
Nature
Target 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 targetlanguage 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
MYSELF IN…
3-5
My Community
*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
K-2
My 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
6-8
The World
*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
CLASSROOM
MY FAMILY
November-January
September-November
GREETINGS
NUMBERS
CELEBRATIONS
COLORS/SHAPES
CLASSROOM
OBJECTS
*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
FAMILY
*K: 4-6 Basic Colors
*Gr. 1-2: 10-12 Colors
*Basic Shapes
*K: Nuclear Family
*Gr. 1-2: Extended
Family
*Columbus Day
*Halloween/
Day of the Dead
*Christmas
GOAL/OBJECTIVE: To demonstrate comprehension of greetings and courtesy expressions in the target language.
THEME/
CONTENT
THEME:
Myself in…
My Classroom
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.2
7.1.NM.B.1
7.1.NM.B.2
CONTENT:
Greetings
Basic
Commands
Language
Structures:
Good Morning
Good
Afternoon
Good Evening
Goodbye
Language in
Use:
Greetings
TPR
Command:
stand up
sit down
NATIONAL
2.1
2.2
3.1
3.2
4.1
4.2
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK STUDENTS
SHOULD BE ABLE TO DO TO MEET THE STANDARDS
AND CUMULATIVE PROGRESS INDICATORS
First Marking Period
First 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Social Studies:
6.5
tpr3stepshandout
Viva …Kit A Teacher’s
Manual page 1.
Resource Book Masters
7,8,9
target language names
name cards
“Good Morning Song” by
Jose Luis Orosco
GOAL/OBJECTIVE: To ask and respond to simple questions about names.
THEME/
CONTENT
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 up
sit down
STATE/NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.2
7.1.NM.B.1
7.1.NM.B.2
NATIONAL
2.1
2.2
3.1
3.2
4.1
5.1
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
First Marking Period
Second Week
Social Studies:
6.5
Viva… Kit A
pages 1-8.
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.
Correlation to
Common Core:
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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?”
Target Language Names
Anchor Standard 1
and 2, ELA Reading
Anchor Standard 1
ELA Speaking and
Listening
Puppet
GOAL/OBJECTIVE: To demonstrate comprehension of vocabulary for classroom objects.
THEME/
CONTENT
THEME:
Myself in…
My Classroom
CONTENT:
Look Around
Language
Structures:
What is this?
It is _____.
Is it _____?
Yes /No
Vocabulary:
K: chalkboard,
table, chair,
chalk, eraser
Gr. 1:
wastebasket,
book, globe,
flag, desk.
Gr. 2: computer,
map, clock, door,
window
Language in
Use:
Identifying
TPR
Commands:
touch, show me
STATE/NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.C.3
NATIONAL
1.1
2.1
3.2
4.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Correlation to
Common Core:
vivaspanish
Anchor Standard 1
and 2, ELA Reading
Anchor Standard 4
ELA Speaking and
Listening
Viva …Kit A Teacher’s
Manual, page 281.
Workbook, pages 7-13.
Resource Book, Masters 1-5
GOAL/OBJECTIVE: To demonstrate comprehension of vocabulary for classroom objects that are normally found in a
book bag.
THEME/
CONTENT
THEME:
Myself in…
My Classroom
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
Language in Use:
Identifying
TPR
Commands:
find
STATE/NATIONAL
ACTIVITIES
STANDAR
DS
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.1
7.1.NM.B.3
NATIONAL
1.1
2.
3.2
4.2
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Correlation to
Common Core:
Viva …Kit A . Resource
Book, Master 5.
Anchor Standard 1
and 2, ELA Reading
See previous lesson
GOAL/OBJECTIVE: To identify classroom and book bag objects.
THEME/
CONTENT
THEME:
Myself in…
My Classroom
CONTENT:
Look Around
My Book Bag
Language
Structures:
Where is
_____?
It is
_________.
Language in
Use:
Asking
for/giving
information.
TPR
Commands:
cut, glue,
combine
STATE/NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.B.1
7.1.NM.C.3
NATIONAL
1.1
2.1
3.2
4.2
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
First Marking Period
Fifth 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
See previous lesson
Hola! Resource Book Master
11.
GOAL/OBJECTIVE: To demonstrate comprehension of numbers.
THEME/
CONTENT
THEME:
Myself in…
My Classroom
CONTENT:
Numbers
Language
Structures:
What number is
it?
It is ------.
Vocabulary:
K 0-5
Gr. 1 0-10
review
Gr. 2 0-25
review
Language in
Use: Expressing
knowledge
TPR
Commands:
count
STATE/NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.1
7.1.NM.C.2
NATIONAL
1.1
1.3
2.1
2.2
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S
NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Viva …Kit A Teacher’s
Manual, pages 11-19, 265,
page 285 Ten Little Children
Song.
Resource Book, Masters 7375
Resource Bag containing
classroom objects/pictures
GOAL/OBJECTIVE: To demonstrate comprehension of numbers.
THEME/
CONTENT
THEME:
Myself in…
My Classroom
CONTENT:
Numbers
Language
Structures:
How many?
Vocabulary:
K: 6-10
Gr. 1: 11 - 15
Gr. 2: 26 - 40
Language in
Use:
Expressing
knowledge
TPR
Commands:
Find, show me,
touch, stand
up, sit down
STATE/NATIONAL
STANDARDS
STATE
7.1.NM.A.2
7.1.NM.A.5
7.1.NM.B.3
7.1.NM.C.2
7.1.NM.C.3
NATIONAL
1.1
1.2
2.1
2.2
3.1
4.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Viva …Kit A Teacher’s
Manual, page 262
“The Races”.
Resource Book Masters 47,
73
See previous lesson
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.
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
THEME:
Myself in..
My Classroom
CONTENT:
Numbers
Language
Structures:
Before
After
Count by 2s, by
5s, and by 10s
Vocabulary:
K: 0-10
Gr.1: 16 – 25
Gr.2: 41 - 50
Language in
Use:
Expressing
knowledge
TPR
Commands:
put
STATE/NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.5
7.1.NM.B.1
7.1.NM.B.4
NATIONAL
1.1
1.2
2.1
2.2
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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).
GOAL/OBJECTIVE: To demonstrate comprehension of the names of colors.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Foam Ball
Number Line
See previous lesson
THEME/
CONTENT
THEME:
Myself in…
My Family
CONTENT:
Colors/Shapes
Language
Structures:
What color is it?
Vocabulary:
K: red blue,
yellow, green,
black and white
Gr. 1-2: orange,
purple, brown,
gray and pink
Language in
Use:
Identifying
TPR Commands:
Show me
Give me
STATE/NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.3
NATIONAL
1.1
1.2
2.1
3.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
GOAL/OBJECTIVE: To demonstrate comprehension of the names of colors.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Viva …Kit A
Teacher’s Manual,
page 27
Resource Book,
Master 6
Workbook,
page19
“Hola”
Teacher’s Edition,
page 46
Transparency # 13
Resource Book
Cassette, song on page
50 “The Colors”
THEME/
CONTENT
STATE/NATIONAL
STANDARDS
ACTIVITIES
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 RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
STATE
THEME:
Myself in…
My Family
CONTENT:
Colors/Shapes
Language
Structures:
What color is it?
Vocabulary:
See previous page
Language in Use:
Identifying
TPR Commands:
give me
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.3
7.1.NM.C.2
NATIONAL
1.1
1.2
2.1
3.1
5.1
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.
GOAL/OBJECTIVE: To recognize basic shapes in the target language.
Viva …Kit C
Resource Book
Master 41
Resource Book
Masters 36-37
Colored shapes made
from construction paper
in different sizes
“Hola”
Transparency # 13
Numbers in different
colors
THEME/
CONTENT
THEME:
Myself in…
My Family
CONTENT:
Colors/Shapes
Language
Structures:
What is it?
Language in
Use:
Identifying
Giving
Information
Vocabulary:
Triangle,
rectangle,
circle, square
TPR commands:
walk
give me
STATE/ NATIONAL
STANDARD
S
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.A.5
7.1.NM.B.1
7.1.NM.C.1
NATIONAL
1.1
1.2
3.1
4.1
5.1
ACTIVITIES
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
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.
GOAL/OBJECTIVE: To identify family members with target language vocabulary.
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
See previous lesson
THEME/
CONTENT
THEME:
Myself in
My Family
STATE/NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.1
7.1.NM.B.4
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
NATIONAL
1.1
1.2
2.2
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
dictionaryuse
Viva … Kit A
Teacher’s Manual,
page 83
Resource Book,
Masters 22-24
Flash Cards 34-40
“Hola”
Resource Book
Cassette
Page 59
Song “Only the Family”
Masters 31- 33
Transparencies 33-35
GOAL/OBJECTIVE: To introduce the members of their families.
THEME/
CONTENT
THEME:
Myself In…
My Family
CONTENT:
Family
Members
Language
Structures:
This is
my______
Vocabulary:
See previous
lesson
Language In
Use:
Introducing
TPR
Commands:
show me, give
me, touch
STATE/NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.4
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.3
NATIONAL
1.1
1.2
2.2
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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______.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED
RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
royalfamilyl
See previous lesson
GOAL/OBJECTIVE: To demonstrate comprehension of vocabulary for family members by responding to simple
commands, questions, and visual cues.
THEME/
CONTENT
THEME:
Myself in…
My Family
CONTENT:
Family Members
Language
Structures:
Who is this?
Language in
Use:
Greetings
Introducing
TPR
Commands:
cut, glue
STATE/NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.A.4
7.1.NM.B.3
7..NM.C.3
NATIONAL
1.1
1.2
2.2
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED
RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
“Teach Them by
Grade.”
Spanish Book
Viva … Kit A
Big Book
“The Family”
See previous lesson
GOAL/OBJECTIVE: To identify holiday practices of people in the target culture
THEME/
CONTENT
THEME:
Myself in…
My Family
CONTENT:
Celebrations
Columbus Day
Day of the Dead
Cultural
Products:
Christopher
Columbus
The ships: la
Niña, la Pinta y la
Santa María
Cultural
Practice:
Meeting of two
cultures: Native
Americans and
Europeans
STATE/NATIONAL
STANDARDS
STATE
7.1.NM.A.3
7.1.NM.A.5
7.1.NM.A.6
NATIONAL
1.1
1.2
2.2
3.2
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Social studies:
6.5, 6.7.11
Dayofthedeadhistory
Art:
1.3.1
Map
Puppet
Pictures of the Royal
Family and Day of the
Dead Activities
GOAL/OBJECTIVE: To identify and reproduce expressive products typical of the holidays in the target culture.
THEME/
CONTENT
THEME:
Myself in…
My Family
CONTENT:
Celebrations
Christmas Day
Cultural
Products:
Symbols
associated with
Christmas
Cultural
Practices:
How we
celebrate
Christmas?
Greetings
STATE/NATIONAL
STANDARDS
STATE
7.1.NM.A.3
7.1.NM.A.5
7.1.NM.A.6
NATIONAL
1.1
1.2
2.2
3.2
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Music:
1.3.1
Christmas worldview
Art:
1.3.1
“I Want to Wish You a
Merry Christmas”
Song by Jose Feliciano.
K–2
Thematic Web
February - June
MYSELF IN...
MY WORLD
NATURE
February-April
RELATIONSHIPS
April-June
SEASONS/
CALENDAR
CLOTHING
ANIMALS
MYSELF
WEATHER
*Months
*Months Grouped by
Season
*Birthdays
*K: Basic Clothing
*Gr. 1-2: Clothing
Connected to
Weather
*Connected to
the Seasons
*K: Domestic
*Gr. 1: Farm
*Gr. 2: Zoo
*Comparisons
FEELINGS
*K: Basic Feelings
*Gr. 1-2: Expressions
with Feelings
*K: Parts of the Face
* Gr. 1-2: Parts of the
Body
GOAL/OBJECTIVE: To demonstrate comprehension of the vocabulary for seasons and months of the year.
THEME/
CONTENT
THEME:
Myself in…
Nature
CONTENT:
Seasons
Months of the
Year
Language
Structures:
“What season is
it?”
“What month is
it?”
I like, I don’t like
Vocabulary:
K: winter
January-March
Gr. 1-2: winter,
spring
January- June
Language in Use:
Expressing
knowledge,
identifying
TPR Commands:
touch, take
STATE/ NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.4
7.1.NM.B.3
7.1.NM.C.2
NATIONAL
1.2
2.1
3.1
4.2
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS INDICATORS
Third Marking Period
First 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.
REFERENCES
FOR CROSSCONTENT
CONNECTIONS/
TEACHER’S
NOTES
Science:
5.8
Workplace
Readiness:
1.3
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Viva…Kit A flashcards
34-40, 62-64
Teacher’s Manual
pages 111,143
Resource
Book Masters 28, 39,
40
Workbook pages 75, 93
Viva…Kit B Resource
Book Masters 49-52
Hola Transparencies
24, 25
Resource Book
Masters 20, 23
puppet
labels
calendar
GOAL/OBJECTIVE: To demonstrate comprehension of the vocabulary for seasons and months of the year.
THEME/
CONTENT
THEME:
Myself in…
Nature
CONTENT:
Seasons
Months of the
Year
Language
Structures:
“What season is
it?”
“What month is
it?”
I like, I don’t like
Vocabulary:
K: winter, spring
January-June
Gr. 1-2: summer,
fall
July - December
Language in
Use:
Expressing
opinions
TPR
Commands:
touch, take
STATE/ NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.4
7.1.NM.B.3
7.1.NM.C.2
NATIONAL
1.2
2.1
3.1
4.2
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
See previous lesson
GOAL/OBJECTIVE: To participate in age appropriate activities related to special dates celebrated in the target
language.
THEME/
CONTENT
THEME:
Myself in…
Nature
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
STATE/NATIONAL
STANDARDS
STATE
7.1.NM.A.4
7.1.NM.B.2
7.1.NM.B.3
7.1.NM.C.2
7.1.NM.C.3
NATIONAL
1.2
2.1
3.2
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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 desk
August: walk to the chalkboard
February: 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Workplace Readiness:
4.2
gamesandsongs
Science:
5.8
Viva…Kit A Resource
Book Master 20
Realia about Seasons
Posters
Piñata
Song “The Piñata”
GOAL/OBJECTIVE: To demonstrate comprehension of expressions related to the weather.
THEME/
CONTENT
THEME:
Myself in…
Nature
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
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.4
7.1.NM.B.1
7.1.NM.B.3
7.1.NM.C.2
7.1.NM.C.3
NATIONAL
1.1
1.2
2.2
3.1
4.1
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED
RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Science:
5.8
spanishflashcards
Viva…Kit A
Flashcards 41-43
Resource Book
Masters 25-27
Workbook pages
63,75
Teacher’s Manual
page 93
Hola Resource Book
Masters 21,22
Hola Transparency
22
GOAL/OBJECTIVE: To demonstrate comprehension of expressions related to the weather.
THEME/
CONTENT
THEME:
Myself in…
Nature
CONTENT:
Weather
Language
Structures:
How is the
weather?
It is________.
Language in Use:
Describing
TPR Commands:
stand up, show
me
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.4
7.1.NM.B.1
7.1.NM.B.3
7.1.NM.C.2
NATIONAL
1.1
1.2
2.2
3.2
4.1
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS INDICATORS
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 up
Show 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.
REFERENCES
FOR CROSSCONTENT
CONNECTIONS/
TEACHER’S
NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
See previous lesson
Science:
5.8
GOAL/OBJECTIVE: To identify and name articles of clothing by responding to simple commands and questions.
THEME/
CONTENT
THEME:
Myself in…
Nature
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
Language in
Use:
Identifying
TPR
Commands:
open, close
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.1
7.1.NM.B.2
7.1.NM.C.2
NATIONAL
1.2
2.2
3.2
4.2
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED
RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
themesspanishresources
Science:
5.8
Viva…Kit A
Flashcards
51-61
Resource Book
Master 38
Teacher’s Manual
page 123
Workbook pages 8192
Magic box
Realia (clothing)
GOAL/OBJECTIVE: To identify and name articles of clothing.
THEME/
CONTENT
THEME:
Myself in…
Nature
CONTENT:
Clothing
Language
Structures:
How is it?
Size
Vocabulary:
hat, sweater,
dress, jacket,
pajamas,
bathing suit
Language in
Use:
Describing
Expressing
likes and
dislikes
Expressions of
size
TPR
Commands:
put on
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.1
7.1.NM.B.3
7.1.NM.C.2
NATIONAL
1.2
2.2
3.2
4.2
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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”.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
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
THEME:
Myself in…
Nature
CONTENT:
Clothing
Adjectives
Language
Structures:
How is it?
It is_____.
STATE /NATIONAL
STANDARDS
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS INDICATORS
STATE
7.1.NM.A.3
7.1.NM.B.3
7.1.NM.C.4
NATIONAL
1.2
2.2
3.2
4.2
5.2
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?
Vocabulary:
pretty, ugly,
big, small
New Material: Teacher will model the language
structures when she/he sees something pretty, ugly, big,
small, using the big book and realia.
Language in
Use:
Describing
Expressing
opinions
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.
TPR
Commands:
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.
:
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
See previous lesson
Viva…Kit A
Video, The Perez
Family
Big Book, The Perez
Family
GOAL/OBJECTIVE: To identify and recognize domestic, farm, and zoo animals by responding to simple commands and
questions.
THEME/
CONTENT
THEME:
Myself in…
Relationships
CONTENT:
Animals
Language
Structures:
What animal is
this?
Where are you
going?
Vocabulary:
K: cat, dog,
fish, bird, rabbit
Gr. 1: donkey,
cow, pig,
rooster, hen
Gr. 2: bear,
tiger, parrot,
flamingo,
giraffe
Language in
Use:
Identifying
TPR
Commands:
jump, walk, run
STATE / NATIONAL
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.A.4
7.1.NM.B.2
7.1.NM.B.3
NATIONAL
1.1
1.2
3.1
4.1
5.1
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.
.
.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Science:
5.5
Viva…Kit A Teacher’s
Manual page 54
Resource Book Master
19
Hola Resource Book
Masters 14, 51-56
Hola 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
THEME:
Myself in…
Relationships
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
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.A.4
7.1.NM.A.5
7.1.NM.B.2
7.1.NM.B.3
NATIONAL
1.1
1.2
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Fourth Marking Period
Second Week
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Science:
5.5, 5.1
the animals
See previous lesson
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.
Viva…Kit A
Animal Poster
Hola Transparencies 13-15
GOAL/OBJECTIVE: To make brief descriptive statements using learned vocabulary to describe animals.
THEME/
CONTENT
THEME:
Myself in…
Relationships
CONTENT:
Animals
Language
Structures:
My animal
is_____.
It has _____.
It is ______.
Who has the
_____?
I have
the_____.
Language in
Use:
Describing
STATE /NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.5
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.2
7.1.NM.C.3
NATIONAL
1.1
1.2
3.1
4.1
5.1
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK STUDENTS
SHOULD BE ABLE TO DO TO MEET THE STANDARDS AND
CUMULATIVE PROGRESS INDICATORS
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.
REFERENCES
FOR CROSSCONTENT
CONNECTIONS/
TEACHER’S
NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
FabulasEsopoanimals
animalsounds
See previous lesson
Viva…Kit A
Animal Flashcards
Workbook pages 39-50
Labels of body parts
Languages and
Children Making the
Match, page 77
GOAL/OBJECTIVE: To identify and use expressions for some basic feelings.
THEME/
CONTENT
THEME:
Myself in…
Relationships
CONTENT:
Feelings
Language
Structures:
What does the
_____ say?
I am______.
Vocabulary:
K: happy, sad,
cold, angry, hot
Gr. 1-2: hungry,
thirsty, afraid,
tired, hurt
Language in
Use:
Expressing basic
feelings
TPR
Commands:
stand up, sit
down
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.2
7.1.NM.B.1
7.1.NM.B.2
NATIONAL
1.1
1.2
2.1
3.1
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Viva…Kit A Teacher’s
Manual page 182
Workbook pages 115120
Resource Book
Masters 7-10
flashcards
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.
GOAL/OBJECTIVE: To demonstrate knowledge of expressions for basic feelings by applying them appropriately in
different role-playing and hands on activities.
THEME/
CONTENT
THEME:
Myself in…
Relationships
CONTENT:
Feelings
Language
Structures:
I need _______.
I am_________.
Language in
Use: Expressing
basic feelings
TPR
Commands:
stand up, come
here, find
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.4
7.1.NM.B.2
7.1.NM.B.3
7.1.NM.C.1
7.1.NM.C.2
NATIONAL
1.1
1.2
2.1
3.1
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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).
REFERENCES
FOR CROSSCONTENT
CONNECTIONS/
TEACHER’S
NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Clipartfeelings
See previous lesson
GOAL/OBJECTIVE: To identify and name parts of the body by responding to simple commands and questions.
THEME/
CONTENT
THEME:
Myself in…
Relationships
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,
mouth
Gr. 1-2: review
parts of the face
Language in
Use:
Inquiring about or
expressing
opinions
TPR
Commands:
touch, open,
close
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.2
7.1.NM.B.2
7.1.NM.B.3
7.1.NM.C.3
NATIONAL
1.1
2.1
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
Science:
5.5
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Viva…Kit A Teacher’s
Manual page 46
Flashcards
Resource Book Masters
8-12
Workbook page 33
GOAL/OBJECTIVE: To demonstrate mastery of vocabulary for parts of the body
THEME/
CONTENT
THEME:
Myself in…
Relationships
CONTENT:
Parts of the
Body
Language
Structure:
It is
my_______
Vocabulary:
K: hair, ears,
teeth,
eyebrows
Gr. 1: arm,
hands, fingers,
legs, feet
Gr. 2: waist,
shoulders
Language in
Use:
Expressing
knowledge
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.2
7.1.NM.B.2
7.1.NM.B.4
7.1.NM.C.1
7.1.NM.C.3
NATIONAL
1.1
1.2
2.1
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Fourth Marking Period
Seventh 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
TPR
Commands:
Count, throw
GOAL/OBJECTIVE: To apply vocabulary for parts of the body.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
See previous lesson
foam ball
Viva…Kit A
Resource Book
Modify Masters 13,15
THEME/
CONTENT
THEME:
Myself in…
Relationships
CONTENT:
Parts of the Body
Language
Structure:
It is________
Language in
Use:
Describing
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.2
7.1.NM.A.3
7.1.NM.B.4
7.1.NM.C.2
7.1.NM.C.4
NATIONAL
1.1
1.3
2.2
3.2
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
See previous lesson
Body parts cut outs
Adaptations for Students with Special Needs
Grade: K-2
Topic: My Classroom
Theme: Myself in My World
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.
Adaptations for Students with Special Needs
Grade: K-2
Topic: My Classroom
Theme: Myself in My World
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
Adaptations for Students with Special Needs
Grade: K-2
Topic: My Classroom
Theme: Myself in My World
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).
Adaptations for Students with Special Needs
Grade: K-2
Topic: My Family
Theme: Myself in My World
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.
Adaptations for Students with Special Needs
Grade: K-2
Topic: My Family
Theme: Myself in My World
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.
Adaptations for Students with Special Needs
Grade: K-2
Topic: My Family
Theme: Myself in My World
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.
Adaptations for Students with Special Needs
Grade: K-2
Topic: Nature
Theme: Myself in My World
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.).
Adaptations for Students with Special Needs
Grade: K-2
Topic: Nature
Theme: Myself in My World
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.
Adaptations for Students with Special Needs
Grade: K-2
Topic: Nature
Theme: Myself in My World
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.
Adaptations for Students with Special Needs
Grade: K-2
Topic: Relationships
Theme: Myself in My World
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.
Adaptations for Students with Special Needs
Grade: K-2
Topic: Relationships
Theme: Myself in My World
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
Topic: My Classroom
Theme: Myself in My World
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.
Culture Embedded Activities
Grades: K-2
Topic: My Family
Theme: Myself in My World
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.
Culture Embedded Activities
Grades: K-2
Topic:
My Family
Theme: Myself in My World
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.
Culture Embedded Activities
Grades: K-2
Topic: Myself in My Family
Theme: Myself in My World
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 2 nd, and find a holiday that is around November 2 nd 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.
Culture Embedded Activities
Grades: K-2
Topic:
My Family
Theme: Myself in My World
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 6 th. 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.
Culture Embedded Activities
Grades: K-2
Topic: Nature
Theme: Myself in My World
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.
Culture Embedded Activities
Grades: K-2
Topic: Relationships
Theme: Myself in My World
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 Web
3-5
September-January
MYSELF IN…
MY COMMUNITY
MY
HOUSE
MY
SCHOOL
November-January
SeptemberNovember
SUBJECTS/
SCHOOL
ACTIVITIES
SCHOOL
PROFESSIONS
OUTSIDE/INSIDE
THE HOUSE
SCHOOL PLACES
*School Subjects
*Telling Time
*Schedules: days,
numbers (0-500)
*Cafeteria
*Gym
BIRTHDAYS/
CELEBRATIONS
MY
FAMILY
*Support Staff
*Office Staff
*Extended Family
*Rooms/
Furniture
*Daily
Activities
*Months/Weather
Seasons
*Cultural
Similarities &
Differences
GOAL/OBJECTIVE: To identify favorite classes by responding to simple questions and commands.
THEME/
CONTENT
STATE /NATIONAL
STANDARDS
ACTIVITIES
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 RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Visual P. Arts:
1.3.1
Hola
p.188
Transparency 31
Workbook pp. 59-61
STATE
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
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.1
7.1.NM.B.3
7.1.NM.C.3
NATIONAL
1.1
2.1
3.2
4.2
5.1
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 TPR
commands 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
________.
http://members.tripod.c
om/spanishflashcards/
GOAL/OBJECTIVE: To exchange information about telling time.
THEME/
CONTENT
STATE / NATIONAL
STANDARDS
ACTIVITIES
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 RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
STATE
THEME:
Myself in…
My School
CONTENT:
Telling Time
Language
Structures:
What time is it?
It’s_____.
Vocabulary:
Numbers 0-100
Gr.3: It’s
__o’clock.
Gr. 4-5: It’s
___thirty.
Language in
Use:
Asking for/giving
information
TPR
Commands:
point to
7.1.NM.A.1
7.1.NM.A.5
7.1.NM.B.1
7.1.NM.B.3
7.1.NM.C.2
NATIONAL
1.1
2.1
3.1
4.2
5.1
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-spanishexpressions.
GOAL/OBJECTIVE: To ask and answer questions about class schedules.
THEME/
CONTENT
THEME:
Myself in…
My School
CONTENT:
Class Schedule
Language
Structures:
What class do
you have at….?
I have…
Vocabulary:
days of the
week
schedule
Language in
Use:
Asking
for/giving
information.
TPR
Commands:
show me
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.5
7.1.NM.B.1
7.1.NM.B.4
7.1.NM.C.2
NATIONAL
1.1
2.1
3.1
4.2
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS INDICATORS
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 _______.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
L.A./Literacy:
3.3, 3.4
Class schedule
(Appendix A p.144)
Workplace
Readiness:
4.2
www.tellingtime.com
GOAL/OBJECTIVE: To identify, ask and answer questions about places within the school.
THEME/
CONTENT
STATE / NATIONAL
STANDARDS
ACTIVITIES
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 RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Social Studies:
6.7.11
Que Tal
Teacher Manual p..262
Transparency 34
STATE
THEME:
Myself in…
My School
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,
draw
Language in Use:
Identify
ing, asking
for/giving
information
TPR Commands:
show
me, bring, draw
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.4
7.1.NM.C.1
NATIONAL
1.2
2.1
3.2
4.2
5.1
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.
Muy Bien
Workbook p.23
Adelante Ven Conmigo
p. 181
GOAL/OBJECTIVE: To identify different kinds of fruits and drinks served in the school cafeteria.
THEME/
CONTENT
THEME:
Myself in…
My School
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.
Language in Use:
Identifying
TPR Commands:
show me, find,
bring
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.A.5
7.1.NM.B.1
7.1.NM.B.3
NATIONAL
1.1
2.1
3.1
4.2
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
First Marking Period
Fifth Week
Review: Use a number chart to review numbers 0-100
New 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
L.A./Literacy:
3.2, 3.3
Viva…Kit B
Teacher’s Manual p.
124
Mathematics:
4.1, 4.4
Science:
5.4
Vocabulary pictures
Masters 53-57
Favorite Fruits-bar
graph (Appendix B p.
145)
Que tal? Workbook
pg.110
http://www.gomadrid.co
m/learnspanish/vls/flash/sports
_hobbies.htm
www.fruitsotheAmerica
s
GOAL/OBJECTIVE: To identify and exchange information about school sports.
THEME/
CONTENT
THEME:
Myself in…
My School
CONTENT:
Sports
Vocabulary
Language
Structures:
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:
Identifying
TPR Commands:
touch, show,
create
STATE / NATIONAL
STANDARDS
STATE
7.1.NM. A.1
7.1.NM. A.3
7.1.NM.B.1
7.1.NM.B.3
7.1.NM.C.3
NATIONAL
1.1
2.1
3.1
4.2
5.1
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
L.A./Literacy:
3.3, 3.2
Que tal? Resource and
Activity Master 200
Review: Use a calendar to review the months
of the year and seasons.
Science:
5.5
Adelante- Ven Conmigo
level IA p.44
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 _______.
Visual P. Arts:
1.3.1
http://www.studyspanis
h.com/vocab/sports.htm
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
First Marking Period
Sixth Week
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.
GOAL/OBJECTIVE: To identify professions related to school personnel.
THEME/
CONTENT
THEME:
Myself in…
My School
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:
Identifying
Asking for/giving
information.
TPR
Commands:
show me
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.1
7.1.NM.B.4
NATIONAL
1.1
2.1
3.1
4.2
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
L.A./Literacy:
3.3, 3.2
Que Tal!
Resource and Activity
Book, Master 149
Workplace
Readiness: 4.2
“Muy Bien” level B
(Teacher’s Guide)
Que Tal? Transparency
34-35
www.shoolprofessionsv
ocb.com
GOAL/OBJECTIVE: To exchange information about school places and professions.
THEME/
CONTENT
THEME:
Myself in…
My School
CONTENT:
School
Professions
Language
Structures:
Who is this?
Where is?
Vocabulary:
secretary,
principal, viceprincipal, nurse.
Language in
Use:
Identifying.
TPR
Commands:
show me
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.1
7.1.NM.B.4
NATIONAL
1.2
2.1
3.1
4.2
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
L.A./Literacy:
3.3, 3.2
“Que Tal? Resource
and Activity Book,
master 148
Social Studies:
6.5.9
Visual P.Arts:
1.3.1
Spanish Professions
GOAL/OBJECTIVE: To identify extended family members.
THEME/
CONTENT
THEME:
Myself in…
My House
CONTENT:
Family
Members
Language
Structures:
Who is this?
This is____.
Who is that?
That is____.
Vocabulary:
Gr.3: aunt,
uncle, cousins
Gr.4:
stepmother,
stepfather
Gr.5:
godmother,
godfather,
husband and
wife.
Language in
Use:
Identifying
TPR
Commands:
show me,
touch, point to,
draw, label
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.A.4
7.1.NM.B.3
NATIONAL
1.1
2.1
3.2
4.1
4.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Viva…Kit A Flashcards
34-40
In My Family by
Carmen Lomas Garza
http://www.eslimages.co
m/
GOAL/OBJECTIVE: To ask and respond to questions about extended family members.
THEME/
CONTENT
THEME:
Myself in…
My House
CONTENT:
Family Members
Language
Structures:
How many
_____do you
have?
I have_______.
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.2
7.1.NM.A.3
7.1.NM.B.1
7.1.NM.B.2
7.1.NM.C.2
NATIONAL
1.1
1.2
2.1
3.1
4.2
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
Vocabulary:
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.
Numbers
See previous
lesson
Class plays family Bingo. Bring in a family
album. Discuss the members of the family.
Language in
Use:
Assessment: Students create a family album
and label their pictures with simple sentences.
Ex: This is my mother.
I have two uncles.
Questioning
TPR
Commands:
show me, touch
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED
RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Viva…A
Big 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
THEME:
Myself in…
My house
CONTENT:
Inside
Outside
Inside the House
Language
Structures:
What is it?
It is ______.
Where is it?
It is inside
Vocabulary:
house, apartment
house, building,
living room, dining
room, bedroom,
bathroom, kitchen
Language in Use:
Identifying
Describing
TPR Commands:
touch, show me,
color, label
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.3
NATIONAL
1.1
2.1
3.2
4.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Que Tal?
Resource and Activity
book Master 56-58
Book p. 88
http://www.eslimages.co
m/
http://www.enchantedlear
ning.com/
GOAL/OBJECTIVE: To identify areas outside the house and demonstrate comprehension of the concept outside/inside
the house.
THEME/
CONTENT
THEME:
Myself in…
My House
CONTENT:
Inside
Outside
Outside the House
Language
Structures:
What is it?
Where is it?
It’s outside.
Vocabulary:
garage, garden
roof, patio
Language in Use:
Identifying
Describing
TPR Commands
touch, show me
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.1
7.1.NM.C.2
NATIONAL
1.1
2.1
3.2
4.2
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Que tal,
book pg. 82-86
workbook pg. 55
flashcards 51-59
http://www.eslimages.com
/
GOAL/OBJECTIVE: To ask and answer questions about the inside/outside the house.
THEME/
CONTENT
THEME:
Myself in…
My House
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
lessons
Language in
Use:
Describing
TPR Commands
Show me
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.4
7.1.NM.B.3
7.1.NM.C.2
7.1.NM.C.3
NATIONAL
1.1
1.3
2.2
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Que tal?
Workbook pg. 56,57
http://www.eslimages.co
m/
GOAL/OBJECTIVE: To identify different activities that take place in different parts of the house.
THEME/
CONTENT
THEME:
Myself in…
My House
CONTENT:
Daily Activities
Language
Structures:
What do you do
in the
__________.
I
________.
Vocabulary:
watch TV, to
cook, to eat, to
sleep
Gr. 4-5: to read,
to brush my teeth
Language in
Use:
Describing
TPR Commands
show me, touch
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.1
7.1.NM.C.1
NATIONAL
1.1
1.3
2.1
3.1
4.1
4.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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:
S:
T:
S:
What is this?
It is the bedroom.
What do you do in the bedroom? (Holding up a pillow)
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…
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
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
THEME:
Myself in…
My House
CONTENT:
Months, Weather
Language
Structures:
When is your
birthday?
What is weather
like on your
birthday?
Vocabulary:
months,
numbers,
weather
Language in
Use:
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.4
7.1.NM.B.2
7.1.NM.B.3
7.1.NM.C.1
NATIONAL
1.1
2.1
3.1
4.2
5.1
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS INDICATORS
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.
Describing
TPR Commands
show me, touch
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED
RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Viva…A workbook
pp. 93-94
Hola Resource and
Activity Book Master
148
In My Family,
Birthday Barbecue
http://www.eslimages.c
om/
http://www.enchantedle
arning.com/
GOAL/OBJECTIVE: To exchange information about age and birthdays.
THEME/
CONTENT
THEME:
Myself in…
My House
CONTENT:
My Birthday
Language
Structures:
How old are you?
I am _____yrs
old.
Vocabulary:
months, numbers
STATE / NATIONAL
STANDARDS
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
STATE
7.1.NM.A.1
7.1.NM.B.3
7.1.NM.C.1
NATIONAL
1.1
2.1
3.1
3.2
4.1
4.2
5.1
5.2
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”.
Language in
Use:
telling
Activity: Students engage in an interpersonal
activity by asking questions about their
birthdays.
TPR Commands
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.
Color, cut, glue
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Social Studies:
6.5.9
Hola Resource and
Activity Book Master
148
Thematic Web
3-5
February – June
MY CITY
MYSELF IN…
MY
COMMUNITY
February-April
ROUTINES
May-June
PLACES/
ACTIVITIES
FESTIVALS
FOODS AND
MEALS
TRIPS
MY NEIGHBORHOOD
*Restaurants
*Parks
*Stores
*Museums
*Stadiums/Arena
*Streets
*Directions/Requests
*Shapes/ Architecture,
City Blocks and Parks
SHOPPING
*Hispanic
Heritage Month
* Black History
Month
*Breakfast
*Lunch
*Dinner
*Cultural
Similarities and
Differences
*Clothing
*Food
*Trips
*Let’s take a Trip
to the Zoo
GOAL/OBJECTIVE: To identify places in a city by responding to simple questions and commands.
THEME/
CONTENT
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,
museum
stadium/arena
Language in
Use: Describing
places
TPR
Commands:
show me
STATE /NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.A.4
7.1.NM.B.3
7.1.NM.B.4
NATIONAL
1.1
1.3
2.1
4.2
5.
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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 detail
Gr. 3: Restaurant, Park
Gr. 4; store, movie theatre
Gr. 5: stadiums/arena
Students 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 city
using word cards. Working in pairs, students
engage in a short dialogue using the structures
learned.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Posters
Social Studies:
6.7.11
Workplace
Readiness:
4.2
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
GOAL/OBJECTIVE: To exchange information by engaging in conversations in a mock restaurant setting.
THEME/
CONTENT
THEME:
Myself In …
My City
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.4
7.1.NM.B.2
7.1.NM.B.3
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/Answerin
g questions
TPR
Commands:
bring me, sit
down/take your
seats
NATIONAL
1.1
1.2
2.1
3.1
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED
RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Storyboard
Social Studies:
6.5.9
Workplace
Readiness:
4.2
Flashcards
Adelante! ¡Viva el
Español p. 176
Workbooks:
Adelante! ¡Viva el
Español p.101
Learning 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
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, zoo
Gr. 4-5 :museum,
track, field,
stadium, arena,
restaurants
Chapultepec
Language in
Use:
Descriptions
TPR
Commands:
walk, run, sit,
write
STATE / NATIONAL
STANDARDS
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
STATE
7.1.NM.A.3
7.1.NM.A.4
7.1.NM.B.3
7.1.NM.B.4
NATIONAL
1.1
1.2
2.1
3.1
4.1
.2
Third Marking Period
Third Week
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
Social Studies:
6.5, 6.7.11
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Chalkboard
CD Player
Posters
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?
Science:
5.2
Technology:
8.1.A.6
8.1.B.6
McDougall Littell
Espanol uno,
Song book
Adelante! ¡Viva el
Español
Adelante! Ven
Conmigo, p. 100
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.
www.goole.com,
Mexico + Bosque de
Chapultepec
www.eduplace.com
Venn Diagram
(Appendix B p. 146)
GOAL/OBJECTIVE: To identify useful words for getting around in a city and describe distances.
THEME/
CONTENT
THEME:
Myself in …
My City
CONTENT:
Streets,
Directions,
Requests
Language
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,
block
Language in
Use:
Giving/Requestin
g Directions
TPR
Commands:
walk, point
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.3
7.1.NM.B.1
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.1
NATIONAL
1.1
1.2
2.1
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS INDICATORS
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.
REFERENCES
FOR CROSSCONTENT
CONNECTIONS/
TEACHER’S
NOTES
Social Studies:
6.5.9, 6.7.11
Workplace
Readiness:
3.12, 4.2
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
¡Adelante! ¡Viva el
Español pp.
192, 213-214
¡Adelante! ¡Ven
Conmigo! p. 163
Workbook: ¡Adelante!
¡Viva el Españoll! pp.
111, 123
Map,
Transparency, markers
GOAL/OBJECTIVE: To describe and analyze shapes as it relates to the architecture and places in a city.
THEME/
CONTENT
THEME:
Myself in …
My City
CONTENT:
My
Neighborhood:
Shapes and
Architecture
Language
Structures:
What shape
is this? It’s
________.
What is the
shape
of_______?
It’s _______.
Vocabulary:
houses,
buildings/skyscra
per, parks, city
blocks
Language in
Use:
Describing
shapes
TPR
Commands:
choose, walk,
look, hand me
the___.
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.3
7.1.NM.B.2
7.1.NM.B.3
7.1.NM..4
NATIONAL
1.1
1.3
2.2
3.2
4.2
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Transparency
Social Studies:
6.7.11
Microsoft Word:
Clip Art
¡Hola Workbook, p. 31
Adelante! Vical el
español! pp. 70-71
GOAL/OBJECTIVE: To apply, analyze, and create an oral and written presentation as it relates to the topic Myself In my
City.
THEME/
CONTENT
THEME:
Myself in …
My City
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
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.5
7.1.NM.B.4
7.1.NM.C.1
7.1.NM.C.2
NATIONAL
1.1
1.3
2.2
3.2
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
Social Studies:
6.7.11
Visual P. Arts:
1.3.1
Technology:
8.1.A.6
8.1.B.6
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Markers,
color pencils,
watercolors, maps,
construction paper,
popsicle
sticks,
toothpicks, cardboard,
play dough, three ring
binders, 8 ½ x 11
plastic presentation
covers
Workplace
Readiness:
3.8, 4.7
Microsoft:
Word,
Inspiration
Tables,
Clip Art
www.caslt.o
rg/research/clipart.htm
GOAL/OBJECTIVE: To demonstrate an understanding of Hispanic heritage in the contributions of a few Hispanics .
THEME/
CONTENT
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 America
Gr. 4-5 countries
of Caribbean and
South America,
Mexico
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.4
7.1.NM.B.4
7.1.NM.C.4
NATIONAL
1.1
1.3
2.2
3.2
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS INDICATORS
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.
REFERENCES
FOR CROSSCONTENT
CONNECTIONS/
TEACHER’S
NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Microsoft Publisher
Social Studies:
6.5, 6.5.9
Technology:
8.1.A.6
8.1.B.6
Visual P. Arts:
1.3.1, 1.3.11
construction paper,
crayons, markers, CD’s
and CD player
with magazine and
newspaper clippings
www.scholastic.com
www.elboricua.com
www.eslimages.com
El Diario La Prensa
Hoy
Maps of Mexico, Central
America
The 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.
GOAL/OBJECTIVE: To demonstrate an understanding of Hispanic heritage in the contributions of a few Hispanics.
THEME/
CONTENT
Language in
Use:
Describing
values, places,
and people
TPR
Commands:
Look, write, color,
point, dance
STATE /NATIONAL
STANDARDS
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
(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 presentationstudents 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
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
THEME:
Myself in …
My City
CONTENT:
Festivals, Black
History Month
Language
Structures:
What did ____
do?
Vocabulary:
Gr. 3: race,
liberator, poet,
doctor, writer
Gr. 4: painter,
educator,
historian,
president,
violinist, musician
Gr. 5: poet,
Sociologist,
explorer,
professor, poet,
farmer, cowboy
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.4
7.1.NM.B.3
7.1.NM.C.4
NATIONAL
1.1
1.3
2.2
3.2
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS INDICATORS
Third Marking Period
Eighth Week
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 AfricanAmericans.
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.
REFERENCES
FOR CROSSCONTENT
CONNECTIONS/
TEACHER’S
NOTES
Social Studies:
6.4,6.5.9
Technology:
8.1.A.6
8.1.B.7
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
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.elboricu
a.com
www.hrw.wor
ldatlas.com
GOAL/OBJECTIVE: To demonstrate an understanding of Hispanic heritage in the contributions of a few Hispanics.
THEME/
CONTENT
Language in
Use:
Identifying people
and historical
events
TRP
Commands:
read, listen, walk,
sing
STATE / NATIONAL
STANDARDS
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Third Marking Period
Eighth Week
Lesson Variation:
Gr.3: Justo Arroyo (Panama) Poet, Bassette
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
www.dartmout
h.edu/awilson/submissions/
history
Cayasso
(Nicaragua) Medical Doctor, Quince Duncan
(Costa Rica) Writer, Professor of Literature, Rafael Carrera
(Guatemala)
www.mexconn
ect.com/mex_/feature/ethnic
/bv/vaughnindex.htmal
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
www.si.umich.
edu/CHICO/Schomburg/text
/work17b.html
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 PresentationWith 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.lonelypl
anet.com/destinations/caribb
ean/dominican_reppublic/cu
lture.htm
Appendix B
p. 148
GOAL/OBJECTIVE: To identify and use vocabulary related to breakfast in simple sentences.
THEME/
CONTENT
THEME:
Myself in …
Routines
CONTENT:
Foods and Meals
-Breakfast
Language
structures:
What do you eat
for
breakfast?
Use of “to eat”
Vocabulary:
Gr.3: eggs,
cereal, bread,
juice,
chocolate
Gr4-.5:
scrambled eggs,
jelly, ham,
coffee, milk
Language in
Use:
Identifying
TPR
Commands:
drawing, coloring.
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.3
7.1.NM.A.4
7.1.NM.A.5
7.1.NM.B.3
7.1.NM.B.4
NATIONAL
1.1
1.2
2.2
3.1
4.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Fourth Marking Period
First Week
New Material: Display flash cards of breakfast
Vocabulary. 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
repeats
orally: 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…
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Health/Phys. Ed.:
2.6.12
Que tal?
Resource and Activity
Book
Vocabulary Cards
CD Player.
Workplace
Readiness:
4.2
Visual P. Arts:
1.3.1
www.enchantedlearnin
g.com
Paper plates
Languages and
Children. Curtain,
Dahlberg .2004
Gouin series, page 5152.
GOAL/OBJECTIVE: To identify and use vocabulary related to lunch.
THEME/
CONTENT
THEME:
Myself in …
Routines
CONTENT:
Foods / Meals
- Lunch
Language
Structures:
What do you eat for
lunch?
Use of “to eat”
Vocabulary:
Gr. 3; chicken,
soup, salad,
hamburger,
sandwich
Gr.4- 5: meat, fish,
corn, turkey
Language in Use:
Identifying
TPR Commands:
stand up, touch and
sit-down.
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.2
7.1.NM.A.4
7.1.NM.B.2
7.1.NM.B.3
NATIONAL
1.1
1.2
2.2
3.1
4.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Workplace Readiness:
4.2
Que tal?
Overhead
Transparencies
Vocabulary cards
www.solyviento
Building Spanish
Vocabulary. Level 1
Page 63.
GOAL/OBJECTIVE: To ask and respond to questions about food and meals.
THEME/
CONTENT
THEME:
Myself in…
Routines
CONTENT:
Foods / Meals
Cultural
Similarities/
Differences
Language
Structure:
What do you
want for dinner?
Use of want
/drink
Vocabulary:
rice, beans,
chilies, tortillas.
Language in
Use:
Expressing
Preferences
TPR
Commands:
drink, eat.
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.1
NATIONAL
1.1
1.2
2.2
3.1
4.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Fourth Marking Period
Third Week
Review: Breakfast/lunch foods
New Material:
Introduce dinner vocabulary through pictures,
flashcards, transparencies or realia. Present some takeout 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Social Studies:
6.5.9
Que Tal?
Culture Resource Book,
Master 17.
Visual P. Arts:
1.3.1
Menus
Language and
Children.Curtain,
Dahlberg. 2004
Worksheet for “Find
Someone who”
Page 115.
GOAL/OBJECTIVE: To participate in guided conversations regarding to shopping for clothing.
THEME/
CONTENT
THEME:
Myself in…
Routines
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/Giving
Information
TPR
Commands:
touch, give me.
STATE / NATIONAL
STANDARDS
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.A.4
7.1.NM.A.5
NATIONAL
1.2
1.1
2.2
3.1
4.1
5.1
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.
REFERENCES
FOR CROSSCONTENT
CONNECTIONS/
TEACHER’S
NOTES
Workplace
Readiness:
3.8, 4.2
Social Studies:
6.5.9
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Muy Bien. Level B
Flash Cards 124-133
Workbook p. 57
Blackline Master 57
http://compras.terra.com.
pe/multimedia.shtml
.
GOAL/OBJECTIVE: To participate in guided conversations regarding shopping for food.
THEME/
CONTENT
THEME:
Myself in …
Routines
CONTENT:
Shopping for
Food
Language
Structures:
What would you
like to buy?
I would like…
How much?
Vocabulary:
See previous
lesson
on foods
Language in
Use:
Asking for/Giving
Information
TPR
Commands:
touch, give me
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.A.4
7.1.NM.A.5
NATIONAL
1.2
1.3
2.1
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Flash cards
Social Studies:
6.5, 6.5.9
Technology:
8.1.B.2
Foods Items
http://webquest.sdsu.ed
u
Hola Book
Culture Resource Book.
“Make a Mercado”
Page 6.
Building Spanish
Vocabulary. Level 1
pp. 64-70
GOAL/OBJECTIVE : To describe modes of transportation.
THEME/
CONTENT
THEME:
Myself in…
Routines
CONTENT:
Vacations/Travel
Modes of
Transportation
Language
Structure:
How is It?
It is ……
Vocabulary:
Gr 3: bus, auto,
train, airplane.
Gr.4- 5: ship,
truck.
Language in
Use:
Describing
TPR
Commands:
bring me, give to.
STATE / NATIONAL
STANDARDS
STATE
7.1.NM. A.3
7.1.NM. A.4
7.1.NM. B.3
NATIONAL
1.1
1.2
2.2
3.1
4.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Science:
5.2
Building Spanish
Vocabulary. Level 1
Pages 93-94.
Workplace
Readiness:
1.3, 4.2
Technology:
8.1.A.3
8.1.B.2
Social Studies:
6.5.9
Magic box.
Items for modes of
transportation.
www.miscositas.com
Computer Lab.
GOAL/OBJECTIVE: To demonstrate comprehension of the names of zoo animals in the target culture.
THEME/
CONTENT
THEME:
Myself in…
Routines
CONTENT:
Trips
Let’s take a trip to
the zoo.
Language
Structure:
What animal is
this?
Vocabulary:
Gr 3: lion, bird,
tiger, elephant,
seal
Gr 4- 5: bear,
monkey, giraffe
Language in
Use:
Describing/
Expressing
Preferences
TPR
Commands:
touch, give ,bring
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.3
7.1.NM.A.5
7.1.NM.B.2
7.1.NM.C.2
NATIONAL
1.1
1.2
2.2
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Fourth Marking Period
Seventh Week
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Science:
5.1, 5.5
Learning System B
p. 275.
Flash cards animals
Social Studies:
6.7.11
GOAL/OBJECTIVE: To develop interpersonal skills by participating in group activities related to animal.
THEME/
CONTENT
THEME:
My self in…
Routines
CONTENT:
Trips
Let’s take a trip to
the zoo
Language
Structure:
What are you?
I’m…
Vocabulary:
See previous
lesson
Language in
Use:
Describing
TPR
Commands:
walk, take
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.2
7.1.NM.A.4
7.1.NM.A.5
7.1.NM.B.4
7.1.NM.C.2
NATIONAL
1.1
1.2
2.2
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Fourth Marking Period
Eighth 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED
RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Science:
5.1, 5.5
Animals flash cards
http://www.zoomadrid
.com/index.php3
Visual P. Arts:
1.3.1
Technology:
8.1.A.4
8.1.B.2
Mask materials
Computer lab.
Pictures of”coqui.”
Map of Puerto Rico.
Adaptations for Students with Special Needs
Grade: 3-5
Topic: My School
Theme: Myself in My Community
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.).
Adaptations for Students with Special Needs
Grade: 3-5
Topic: My School
Theme: Myself in My Community
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.

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.
Paraprofessional Assistance Intervention:
Adaptations for Students with Special Needs
Grade: 3-5
Topic: My School
Theme: Myself in My Community
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.
Adaptations for Students with Special Needs
Grade: 3-5
Topic: My House
Theme: Myself in My Community
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.
Adaptations for Students with Special Needs
Grade: 3-5
Theme: Myself in My Community
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.
Adaptations for Students with Special Needs
Grade: 3-5
Topic: My House
Theme: Myself in My Community
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.
Adaptations for Students with Special Needs
Grade: 3-5
Topic: My City







Theme: Myself in My Community
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.
Adaptations for Students with Special Needs
Grade: 3-5
Topic: My City






Theme: Myself in My Community
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.
Adaptations for Students with Special Needs
Grade: 3-5
Topic: My City
Theme: Myself in My Community
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.
Adaptations for Students with Special Needs
Grade: 3-5
Topic: Routines
Theme: Myself in My Community
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.
Adaptations for Students with Special Needs
Grade: 3-5
Topic: Routines
Theme: Myself in My Community
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.
Adaptations for Students with Special Needs
Grade: 3-5
Theme: Myself in My Community
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.
Culture Embedded Activities
Grades: 3-5
Topic: My House
Theme: Myself in My Community
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.
Culture Embedded Activities
Grades: 3-5
Topic: My House
Theme: Myself in My Community
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.
Culture Embedded Activities
Grades: 3-5
Topic:
Foods and Meals
Theme: Myself in My Community
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 Web
6-8
September-January
MYSELF IN…
THE WORLD
EDUCATIONAL
ENVIRONMENT
COMMUNITY
LIFE
September-November
November-January
HISTORIC
PLACES
WELCOME
RELATIONSHIPS
SCHOOL
SCHEDULE
FAMOUS
PEOPLE
PROFESSIONS
AND CAREERS
*Personal
Information:
address, age,
nationality
*Useful
Phrases
*
*Telling time to
quarter of an hour
*Numbers 0- 1000
Peers
*
Teachers
*Landmarks
*Directions
*Policemen
*Firemen
*Doctors
Art
Music
Sports
Politics
Literature
Science
GOAL/OBJECTIVE: To exchange personal information.
THEME/
CONTENT
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
expressions
nationalities
Language in
Use:
Exchanging
Information
TPR Commands:
come up, write
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.B.1
7.1.NM.B.2
7.1.NM.B.3
7.1.NM.C.3
NATIONAL
1.1
1.2
1.3
5.1
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
First Marking Period
First 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
“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
THEME:
Myself in…
Educational
Environment
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
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.B.1
7.1.NM.B.3
7.1.NM.C.2
NATIONAL
1.1
1.2
3.1
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
First Marking Period
Second 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).
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Workplace
Readiness:4.2
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
THEME:
Myself in…
Educational
Environment
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:
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.B.1
7.1.NM.B.3
7.1.NM.C.1
NATIONAL
1.1
1.2
1.3
5.1
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
First marking Period
Third 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED
RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Adelante
Workplace Readiness:
4.2
Pg.11
GOAL/OBJECTIVE: To recognize and use vocabulary related to time and numbers.
THEME/
CONTENT
THEME:
Myself in…
Educational
Environment
CONTENT:
School Schedule
Telling Time
Numbers
Language
Structures:
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.4
7.1.NM.B.3
7.1.NM.C.1
NATIONAL
1.1
1.2
2.1
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
First Marking Period
Fourth 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.
Vocabulary:
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
______.
quarter,
schedule, half
hour
Assessment: Students fill in a schedule and
write sentences describing what they do at a certain time.
What time is it?
It’s ______to
____.
It’s quarter of
____.
At what time do
we ____? We
_____ at ______.
Language in
Use:
Asking for/Giving
Information
TPR
Commands:
touch, walk
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Number poster
Workplace Readiness:
1.3
Visual P. Arts:1.3.1
Class
Schedule (Appendix B
p. 157)
Level B
Muy Bien
p.105-106
GOAL/OBJECTIVE: To recognize and use vocabulary related to addition, subtraction, multiplication and measurement.
THEME/
CONTENT
THEME:
Myself in…
Educational
Environment
CONTENT:
Numbers: 0 –1000,
Measuring
Distances
Language
Structures:
How much is
___and
plus_____?
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, multiply
Gr. 7-8: miles,
kilometers, square
miles, north, south,
east, west,
northeast, south
west
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.5
7.1.NM.B.4
7.1.NM.C.1
NATIONAL
1.1
1.2
2.1
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
First Marking Period
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Number chart/poster
Fifth 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 variation
Gr.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.
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 B
p. 158-160
GOAL/OBJECTIVE: To identify and form opinion about peer relationships in an educational environment.
THEME/
CONTENT
THEME:
Myself in…
Educational
Environment
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____.
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.3
7.1.NM.B.3
7.1.NM.B.4
NATIONAL
1.3
1.2
2.1
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
First Marking Period
Sixth 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?
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Social Studies:
6.5.9
Transparencies,
posters, magazine
clippings
Workplace Readiness:
4.2
Science:
5.10
Appendix B p. 161
Vocabulary:
Gr. 6: peer,
sincere, respect,
intelligent, play,
why, becuase
happy, sad
Gr. 7:
interesting,
boring, important,
frustrated,
relaxed, happy
honest
Gr. 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
THEME:
Myself in …
Educational
Environment
CONTENT:
Relationship with
Peers
Language
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
games
Gr. 7: dance,
swim, baseball,
basketball, football
Gr. 8: play chess,
dominos, dance,
listen to music,
travel, go shopping
Language in Use:
Forming Opinion,
Likes/Dislikes
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.3
7.1.NM.B.3
7.1.NM.B.4
NATIONAL
1.3
1.2
2.1
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
REFERENCES
FOR CROSSCONTENT
CONNECTIONS/
TEACHER’S
NOTES
Board, chalk,
flashcards,
First Marking Period
Seventh 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 questions
Gr. 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.
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Social Studies:
6.5.9
Appendix B p. 162-163
Workplace
Readiness:
¿Qué tal? Resource
Activity book p.15
3.5, 4.2
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
THEME:
Myself in…
Educational
Environment
CONTENT:
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, why
Gr. 7: helpful,
mean, trustworthy,
homework, to learn,
because Gr. 8:
humble, arrogant,
enjoy, to work,
think critically
Language in
Use:
Forming opinions
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.3
7.1.NM.B.3
7.1.NM.B.4
NATIONAL
1.3
1.2
2.1
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
First Marking Period
Eight 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
Social Studies:
6.5.9, 6.5
Workplace Readiness:
5.2, 4.2
Science:
5.5
Visual P. Arts:
1.3.11
LINKED
RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
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. 164165
GOAL/OBJECTIVE: To ask and answer questions about historic places and landmarks..
THEME/
CONTENT
THEME:
Myself in
Community Life
CONTENT:
Historic Places
and Landmarks
Language
Structures:
Where is_____?
Is in_________.
How is_______?
It is _________.
Vocabulary:
Gr. 6 on, next to,
under
Gr. 7-8: in, in
front of, behind,
on top of
See previous
lessons on
objects and
animals.
Language in
Use:
Asking for/Giving
Information
TPR
Commands:
walk, stand up
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.A.5
7.1.NM.B.4
7.1.NM.C.2
NATIONAL
1.1
1.2
2.1
3.2
4.2
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Second Marking period
First 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
Social Studies:
6.5.9
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Muy Bien, Level B
pp. 12-13
www.ccph.com/ares/sit
e/index.html
Adelante, Level A
Activities for
Communication,
p. 3
Pictures, classroom
objects.
GOAL/OBJECTIVE: To identify different landmarks from the target culture and compare them to local landmarks.
THEME/
CONTENT
THEME:
Myself in …
Community Life
CONTENT:
Historic Places
and Landmarks
Language
Structure:
This is
_________.
Where is
_______?
How is
_________?
Vocabulary:
Adjectives:
elegant, fabulous,
sophisticated,
marvelous,
stupendous and
spectacular
Language in
Use:
Expressing
Knowledge
TPR
Commands:
stand up, look,
pick up and give
to.
STATE / NATIONAL
STANDARDS
STATE
7.1.A.1
7.1.A.3
7.1.A.5
7.1.B.4
7.1.C.2
7.2.A.1
7.2.A.3
7.2.C.1
NATIONAL
1.1
1.2
2.1
3.2
4.2
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Second Marking Period
Second 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Social Studies:
6.7.11
www.chileaustral.com/p
arenas/pinguinos.htm
L.A./Literacy:
3.3, 3.2
Architecture of South
America
Science:
5.2
Guatemala City |
Attractions &
Landmarks
Technology:
8.1.A.6
8.1.B.7
Venn Diagram
Appendix B p. 146
NJ Framework.
Learning
Scenario “Piece by
Piece”, p. 159.
GOAL/OBJECTIVE: To take a fantasy trip to a landmark from the target culture by using the computer lab resources.
THEME/
CONTENT
THEME:
Myself in …
Community Life
CONTENT:
Historic Places
and Landmarks
Language
Structures:
See previous
lessons on
interrogative
words
Vocabulary:
See adjectives on
previous lesson
Language in
Use:
Inviting
TPR
Commands:
show me , walk
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.5
7.1.NM.B.4
NATIONAL
1.1
1.3
2.2
3.2
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Second Marking Period
Third 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
___________.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Technology:
8.1.A.6
8.1.B.7
virtual trip
Visual P. Arts:
1.3.1
Science:
5.8
www.virtualmex.com/m
ap.hym
Landmark pictures and
posters.
H Curtain. Language
and Children, pp. 236237.
New Jersey World
Language Curriculum
Framework
Getting Around The
capital. Learning
scenario, p. 175.
Writing template.
GOAL/OBJECTIVE: To ask and respond to questions about school professions and school places.
THEME/
CONTENT
THEME:
Myself in …
Community Life
CONTENT:
Professions and
Careers
Language
Structures:
Who is___?
Where does
he/she work?
Vocabulary:
See previous
lesson on school
professions
Language in
Use:
Expressing
Knowledge
TPR
Commands:
point to
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.1
7.1.NM.B.3
NATIONAL
1.1
1.2
2.1
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Second Marking Period
Fourth 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Workplace Readiness:
4.2
Viva…Learning
System C, Teacher’s
Manual
p. 222
Map of the school
pictures, flash cards,
labels
GOAL/OBJECTIVE: To name occupations in the community.
THEME/
CONTENT
THEME:
Myself in…
Community Life
CONTENT:
Professions and
Careers
Language
Structures:
What do you
want to be?
I want to be a
_____.
Vocabulary:
policeman
fireman
letter carrier
salesman
doctor
teacher
Language in
Use:
Expressing
Interest
TPR
Commands:
take, put, run,
and touch.
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.3
NATIONAL
1.1
1.2
2.1
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Second Marking Period
Fifth 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 _____.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Social Studies:
6.5.9
Viva…Learning System
C
Flash Cards 55-58.
Professions pictures
Workplace
Readiness:
4.2, 3.8
realia
Viva…¿Qué Tal?
Teacher’s Edition
p. 262
songsforteaching./ques
ere.htm
GOAL/OBJECTIVE: To demonstrate comprehension of vocabulary related to the doctor’s office by responding to simple
commands and questions.
THEME/
CONTENT
THEME:
Myself in …
Community Life
CONTENT:
Professions and
Careers.
Language
Structures:
What is hurting
you?
My_____hurts.
My_____hurt.
Vocabulary:
Doctor, patient
doctor’s office
See the
vocabulary of
parts of the body
Language in
Use:
Expressing
Feelings
TPR
Commands:
touch, show me
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.4
7.1.NM.A.5
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.1
NATIONAL
1.1
1.2
2.1
3.2
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Second Marking Period
Sixth 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Science:
5.5
Viva …,Learning
System C.
Flash Cards 43-46
Overhead
Transparency #88.
Visual P. Arts:
1.3.1
realia
http://www.spanishclas
sonline.com/vocabulary
/
GOAL/OBJECTIVE: To describe famous people using adjectives in the target language.
THEME/
CONTENT
THEME:
Myself in …
Community Life
CONTENT:
Famous People
Language
Structures:
Who is_____?
What does he/she
look like?
He/she is______.
Vocabulary:
tall – short
strong – weak
handsome – ugly
fat – thin
young – old
Language in Use:
Expressing Interest
TPR Commands:
show me, walk
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.4
NATIONAL
1.1
1.2
3.2
4.2
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Second Marking Period
Seventh 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Social Studies:
6.5, 6.5.9
Ven Conmigo
Level 1A
pages 4-5
Visual Arts:
1.3.1
Technology:
8.1.A.6
8.1.B.7
Nuestro Mundo
Segundo Curso
McDougal Littell.1997
Laminated Posters
Interview with
Rigoberta Menchu
Standards for Foreign
Language Learning in
the 21st
Century, p. 469
List of famous Spanish
people
hispanic american
famous latino people
GOAL/OBJECTIVE: To create artwork related to target cultures.
THEME/
CONTENT
THEME:
My self in …
Community Life
CONTENT:
Famous People
Language
Structures:
See previous
lesson
Vocabulary:
See previous
lesson
Language in
Use:
Expressing
Interest
TPR
Commands:
bring me, give to
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.3
7.1.NM.B.4
7.1.NM.C.1
7.1.NM.C.2
NATIONAL
1.1
1.3
2.2
3.2
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
REFERENCES
FOR CROSSCONTENT
CONNECTIONS/
TEACHER’S
NOTES
Second Marking Period
Eighth Week
Review: Use reproductions of famous LatinAmerican 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.
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
prints
Social studies:
6.5.9
Visual P. Arts:
1.3.1
barcelona-Gaudi
Ciudad Botero
Ficha casa azul
Technology:
8.1.A.6
8.1.B.7
CVC. Museo del Prado
computer lab resources
Thematic Web
6-8
February-June
MYSELF IN…
THE WORLD
NATURE
TARGET
LANGUAGE WORLD
February-April
May-June
COUNTRIES
NUTRITION
HEALTH TOPICS
ANCIENT
CIVILIZATIONS
TECHNOLOGY
*Food Pyramid/
Nutrition
*Traditional Dishes
*Plants We Eat
*Animals We Eat
*Personal
Hygiene
*Feelings/Aches/
Pains
*Describing
Personalities
*News media
*Weather
*National
Products
*Internet
*TV, Films, Movies
*Audio/Video
*Aztec, Olmec, Inca,
Maya
GOAL/OBJECTIVE: : To exchange information about the food pyramid.
THEME/
CONTENT
THEME:
Myself in…
Nature
CONTENT:
Nutrition
Language
Structures:
Is it healthy?
Yes, it is
healthy.
No, it is not
healthy.
Vocabulary:
Food Groups
protein,
vegetables
carbohydrates,
fats, meats,
fruits, bread,
cereal, sweets,
sugar, a lot
Language in Use:
Exchanging
TPR
Commands:
point to
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.4
7.1.NM.A.5
7.1.NM.B.4
7.1.NM.C.1
NATIONAL
1.1
1.2
1.3
3.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TOMEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Third Marking Period
First 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Food Pyramid
(Appendix B pp. 166167
Que tal? Book
p. 218
http://www.eslimages.co
m/
http://www.enchantedlear
ning.com/
food
pyramid
http://www.
kokone.com.mx/tareas/mo
no/alimentos/piramide.ht
ml
GOAL/OBJECTIVE: To name traditional dishes from the target culture.
THEME/
CONTENT
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
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.B.1
7.1.NM.C.4
NATIONAL
1.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Third Marking Period
Second 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 Spanishspeaking 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Social Studies:
6.5, 6.5.9
http://www.tienda.com
GOAL/OBJECTIVE: To express preferences using learned expressions.
THEME/
CONTENT
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,
beans
Gr.7-8: carrots,
onions, peas,
pepper
TPR
Commands:
touch, run, show
me
STATE / NATIONAL
STANDARD
S
STATE
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.1
7.1.NM.C.3
7.1.NM.C.4
NATIONAL
1.1
1.2
1.3
2.1
2.2
3.2
4.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Third Marking Period
Third 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).
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Technology:
8.1.B.7
“The legend of the
corn” (Appendix B p.
172)
Social Studies:
6.5, 6.5.9
What do you like?
Worksheet (Appendix
B p. 171)
http://www.eslimages.co
m/
http://www.enchantedlear
ning.com/
GOAL/OBJECTIVE: To express preferences using learned expressions.
THEME/
CONTENT
STATE / NATIONAL
STANDARDS
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
(Continued from previous page)
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
GOAL/OBJECTIVE: To demonstrate an awareness of the foods that come from different animals.
THEME/
CONTENT
THEME:
Myself in…
Nature
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
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.5
7.1.NM.B.4
7.1.NM.C.1
7.1.NM.C.4
NATIONAL
1.1
2.1
3.1
3.2
4.2
5.1
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Third Marking Period
Fourth 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”.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Que tal? P. 218
http://www.eslimages.co
m/
http://www.enchantedlear
ning.com/
GOAL/OBJECTIVE: To discuss daily routines as they relate to personal hygiene.
THEME/
CONTENT
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, I
brush my teeth, I
wash myself, I
dress
myself, I brush
my hair
Gr. 7: toothbrush,
toothpaste,
comb, hairbrush,
washcloth,
mouthwash
Gr. 8: deodorant,
dry off, towel,
lotion, perfume
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.3
7.1.NM.A.5
7.1.NM.B.2
7.1.NM.C.2
NATIONAL
3.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Third Marking Period
Fifth 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
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
TPR Commands
run, touch
STATE / NATIONAL
STANDARDS
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
(Continued from previous page)
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Success and
Motivation,
March/April 2005 Who’s
the Boss in 25 Key U.S.
Industries and WhyThe 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
THEME:
Myself in…
Nature
CONTENT:
Health Topics
Language
Structures:
Does it hurt (a lot/ a
little)?
Yes/No it does/not
hurt.
Vocabulary:
hurt, a lot, a little
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.B.2
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.3
NATIONAL
1.1
1.2
5.1
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Third marking Period
Sixth 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
Language in
Use:
Questioning
Expressing
TPR
Commands:
touch
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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Que tal? Workbook p.
19
Learning System C
p.187
http://www.eslimages.co
m/
http://www.abcteach.com/
GOAL/OBJECTIVE: To express through health topics the physical state of being.
THEME/
CONTENT
THEME:
Myself in…
Nature
CONTENT:
Health Topics
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
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.1
7.1.NM.B.2
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.1
NATIONAL
1.1
1.3
2.1
5.1
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Third Marking Period
Seventh 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.
REFERENCES
FOR CROSSCONTENT
CONNECTIONS/
TEACHER’S
NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Sol y viento p 387
Van Patten, Leeser,
Keatin,Roman- Mendoza
Thermometer, band aid,
Tylenol cold, aspirin
GOAL/OBJECTIVE: To describe personalities.
THEME/
CONTENT
THEME:
Myself in…
Nature
CONTENT:
Health Topics
Language
Structures:
How do you
describe
yourself?
I am _____.
He/she is
_____.
Vocabulary:
happy, sad, dull,
intelligent,
boring,
interesting,
funny,
serious,
pleasant,
disagreeable
Language in
Use:
Describing
TPR
Commands:
ask, respond,
write
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.3
7.1.NM.C.1
7.1.NM.C.2
NATIONAL
1.1
1.3
3.1
5.1
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS INDICATORS
Third Marking Period
Eighth Week
Review: aches/pains through pantomime.
Teacher points to
the head and students choral, “My head hurts”.
New Material: Using flashcards or pictures, teacher models
personalities 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
See previous page
http://www.eslimages.co
m/
Appendix B pp. 173174
GOAL/OBJECTIVE: To exchange information about various news mediums in the target language culture.
THEME/
CONTENT
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
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.4
7.1.NM.A.5
7.1.NM.B.3
7.1.NM.B.4
NATIONAL
1.2
1.3
2.2
3.2
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Fourth Marking Period
First 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
Social Studies:
6.5
Workplace
Readiness:
4.2
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
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 listing
VanPatten, Bill
Sol 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.com
www.telemundo.com
www.hispanictrends.com
Canal 41 Univision
Gr. 8: news
brief,
commercial,
tune in
Language in
Use:
Identifying
TPR
Commands:
look at, speak,
listen, write
(Continued from previous page)
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
Canal 47 Telemundo
Telefutura
1280 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
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
Language in
Use:
Identifying
TPR
Commands:
report, speak,
write
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.B.4
7.1.NM.C.1
7.1.NM.C.3
NATIONAL
1.1
1.3
2.2
3.2
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
REFERENCES
FOR CROSSCONTENT
CONNECTIONS/
TEACHER’S
NOTES
Fourth Marking Period
Second 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.
Social Studies:
6.5, 6.7.11
Workplace
Readiness:
1.3, 3.2, 4.2
Technology:
8.1
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Map, easel,
board, story boards, a
sign
Appendix B
p. 146
www.national
geographic.com
See previous
lesson for additional
resources.
GOAL/OBJECTIVE: To exchange information about the weather in the target language culture.
THEME/
CONTENT
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:
Describing
TPR Commands:
show me, report
STATE / NATIONAL
STANDARDS
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
STATE
7.1.NM.B.2
7.1.NM.B.3
7.1.NM.C.1
NATIONAL
1.1
1.3
2.1
3.1
4.1
5.1
Fourth Marking Period
Third Week
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Social Studies:
6.5, 6.5.9
map, poster, flashcards
easel, TV/VCR
video camera
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
Adelante Ven Conmigo
p.190
Science:
5.8, 5.10
www.weatherchannel.c
om
Workplace
Readiness:
4.2
www.accuweather.com
GOAL/OBJECTIVE: To exchange information about computer terms in the target language culture.
THEME/
CONTENT
THEME:
Myself in …
Target Language
World
CONTENT:
Technology
Language
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,
password
Language in
Use:
Identifying
TPR Commands:
speak, write
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.1
NATIONAL
1.1
1.3
2.2
3.2
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Fourth Marking Period
Fourth 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 words
Gr. 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED
RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
KWL Chart
Technology:
8.1.A.1, 8.1.A.2
Social Studies:
6.5
www.eduplace.com
graphic organizers in
Spanish
board, chalk,
handout, computer,
Display authentic
technological
products: such as a
radio, cell phone,
VCR, CD, DVD,
telephone, computer,
television
VanPatten, Bill
Sol y viento p. 260,
©2005, McGraw Hill
Co. New York, NY
Appendix B p. 176
GOAL/OBJECTIVE: To use the Internet to research information about the target language cultures ancient civilizations.
THEME/
CONTENT
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, science
Language in
Use:
Describing
TPR
Commands:
search for
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.5
7.1.NM.B.4
7.1.NM.C.2
NATIONAL
1.1
1.3
2.1
3.2
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Fourth Marking Period
Fifth Week
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Social Studies:
6.5, 6.5.
flashcards, graphic
organizer,
transparencies,
posters, slides
Review: Use flashcards to elicit students’
response about computer terms.
Technology:
8.1, 8.2
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 ______________.
Science:
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
Publisher
Gr. 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.
5.8
Visual P. Arts:
1.3.1
www.yahoo.com
www.jeeves.com
www.altavis.com
then press the
following: maya +
central America, Inca +
Peru, Aztec + Mexico,
Olmec + Mexico
www.melanet.com/cleg
gseries
www.angelfire.com/tx2/
ee/olmec.html
www.kstrm.net/isk/may/
maya/.html
www.farhorizon.com
www.kidskonnect.com/
AncientAzte/AncientAzt
ecHome.html
www.custance.org/old/n
oah/ch3t.html
www.azteccalender.co
m
GOAL/OBJECTIVE: To research and categorize information about ancient civilizations of the target language culture.
THEME/
CONTENT
THEME:
Myself in …
Target Language
World
CONTENT:
Ancient
Civilizations:
Mayas, Incas,
Aztecs, Olmec
Language
Structures:
Do you need help?
Yes/no.
Let’s look in_____.
Research the
following
information.
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.5
7.1.NM.B.4
7.1.NM.C.2
NATIONAL
1.1
1.3
2.2
3.1
4.1
5.1
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Fourth Marking Period
Sixth Week
Review: Technology terms studied in the
previous lesson by giving commands and asking
questions.
TPR
Commands:
Search, decide,
select, write
Social Studies:
6.5, 6.5.9
Technology:
8.1, 8.2
Science:
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
transparency,
board, chalk
Microsoft Word, Clip
Art, Publisher, Print
Shop, PowerPoint
5.8
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).
Vocabulary:
brainstorm,
categorize, select,
need, want, decide,
important,
interesting
Language in Use:
Selecting
Information
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
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.
Visual P. Arts:
1.3.1
Workplace Readiness:
3.2, 4.2
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
THEME:
Myself in …
Target Language
World
CONTENT:
Ancient
Civilizations: Maya,
Inca, Aztec, Olmec
Language
Structures:
See column three
Vocabulary:
Gr. 6: civilization,
empire, calendar,
religion, glyphs,
prediction, tattoo,
Gr. 7-8: temples,
loincloth, pottery,
architecture, music,
highways,
sculpture, altitude,
ornaments, Lake
Titicaca
Language in
Use:
Describe/Identify
TPR Commands:
listen,
write, continue
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.A.5
7.1.NM.C.2
NATIONAL
1.1
1.3
2.1
2.2
3.2
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Fourth Marking Period
Seventh Week
Assessment Activity
A 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
Social Studies:
6.5, 6.5.9, 6.7.11
Technology:
8.1, 8.2
Science:
5.2
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
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
Visual P. Arts:
1.3.1
GOAL/OBJECTIVE: To complete a multimedia presentation about ancient civilizations in the target language culture.
THEME/
CONTENT
THEME:
Myself in …
Target Language
World
CONTENT:
Ancient
Civilizations: Maya,
Inca, Aztec, Olmec
Language
Structures:
Same as previous
lesson
Vocabulary:
good job, bravo,
excellent,
sensational
STATE / NATIONAL
STANDARDS
STATE
7.1.NM.C.1
NATIONAL
1.1
1.3
2.1
2.2
3.2
4.2
5.2
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK
STUDENTS SHOULD BE ABLE TO DO TO MEET THE
STANDARDS AND CUMULATIVE PROGRESS
INDICATORS
Fourth Marking Period
Eight 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.
REFERENCES FOR
CROSS-CONTENT
CONNECTIONS/
TEACHER’S NOTES
Social Studies:
6.5, 6.5.9, 6.5.11
Technology:
8.1, 8.2
Science:
3.2, 3.3
Visual P. Arts:
1.3.1
Workplace
Readiness:
3.2, 4.2
LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
Adaptations for Students with Special Needs
Grade: 6-8
Topic: Educational Environment
Theme: Myself in The World
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 24 th 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.
Adaptations for Students with Special Needs
Grade: 6-8
Theme: Myself in The World
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.
Adaptations for Students with Special Needs
Grade: 6-8
Topic: Educational Environment
Theme: Myself in The World
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.
Adaptations for Students with Special Needs
Grade: 6-8
Topic: Community Life
Theme: Myself in The World
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?

Provide PP with outlines/worksheets with the information needed to support students.
Paraprofessional Assistance Intervention:
Adaptations for Students with Special Needs
Grade: 6-8
Topic: Community Life
Theme: Myself in The World
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.
Adaptations for Students with Special Needs
Grade: 6-8
Topic: Community Life
Theme: Myself in The World
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.
Adaptations for Students with Special Needs
Grade: 6-8
Topic: Nature
Theme: Myself in The World
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.
Adaptations for Students with Special Needs
Grade: 6-8
Topic: Nature
Theme: Myself in The World
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.

Encourage PP to practice TPR health expressions with his/her assigned students.
Paraprofessional Assistance Intervention:
Adaptations for Students with Special Needs
Grade: 6-8
Theme: Myself in The World
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
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.
b. green, white and blue
c. white, red and blue.
Adaptations for Students with Special Needs
Grade: 6-8
Topic: Target Language World
Theme: Myself in The 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 folders
o diskettes
o 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
Adaptations for Students with Special Needs
Grade: 6-8
Topic: Target Language World
Theme: Myself in The 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).
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.
Culture Embedded Activities
Grades: 6-8
Topic:
Community Life
Theme: Myself in the World
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.
Culture Embedded Activities
Grades: 6-8
Topic:
Community Life
Theme: Myself in the World
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.
Culture Embedded Activities
Grades: 6-8
Topic:
Community Life
Theme: Myself in the World
Content: Famous People
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.
Culture Embedded Activities
Grades: 6-8
Topic: Community Life
Theme: Myself in the World
Content:
Famous People
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.
Culture Embedded Activities
Grades: 6-8
Topic: Target Language World
Theme: Myself in the 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:






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.