Grade 1 - Dallas ISD

Transcription

Elementary Spanish
Distance Learning
1st Grade
NUEVOS AMIGOS
First Grade Spanish
Distance Learning Program
Contents
¡Bienvenidos, NUEVOS AMIGOS !
Teaching a World Language in First Grade
The Goals of NUEVOS AMIGOS
The Objectives of NUEVOS AMIGOS
Program Design/Video Viewing Strategies/
What is Distance Learning?
Letter to Parents
Certificate of Completion for Students
How to implement the Spanish Program
Spanish Word Wall/Spanish Journal
Heritage Speaker/Spanish Fiesta
Instructions for Assessments
Student Progress Chart: Rubric
Script for Assessment of Unit 1
Unit 1 Assessment
Script for Assessment of Unit 2
Unit 2 Assessment
Unit 1 Vocabulary
Unit 2 Vocabulary
Overview of Program: Lessons 1-20
Lessons #1-20
Pages
2
3
4
5
6
7
8
9
10
11
12
13
14-15
16-18
19-20
21-22
23-28
29-34
35-38
39
1
¡Bienvenidos, NUEVOS AMIGOS!
Due to the great interest and motivation in introducing the Spanish language at the
first grade level, we have designed a developmentally age appropriate program to
meet your needs. The NUEVOS AMIGOS distance learning program incorporates
games, songs, puppets, culture and arts and crafts lessons for second language
learners.
About the Authors:
Five elementary teachers with varied backgrounds and proficiency in Spanish have
collaborated in writing the curriculum for Nuevos Amigos. Let’s meet them!
Mrs. Rebecca García-Arango
Elementary Spanish as a Second Language Teacher
Dallas Independent School District
Quote: “A person who speaks a second language is as valuable as two people;”
in Spanish, “Quien sabe dos lenguas vale por dos.”
Ms. Karen Casey
Second Grade Bilingual Teacher
Quote: “After learning Spanish and realizing the value of bilingualism, I now
enjoy teaching young children both in English and Spanish, so they can be
successful.”
Mrs. Evelyn Duarte. Walraven
Dean of Montessori School
Ms. Joanne Berry
Ms. Tiffany Sternes
Kindergarten Bilingual Teacher
First Grade Teacher
2
Teaching a World Language in First Grade
Communication: Communication skills are the primary focus of language. Studies
have shown that the window of opportunity for learning a second language must take
place before the age of ten. (Jacqueline Thomas, Professor of Languages at Texas
A&M, 1996)
Cultures: Students learn about and experience other cultures as an integral
part of studying languages other than English. Children who have studied a world
language develop a sense of cultural pluralism (openness to and appreciation of
other cultures). (Lipton, page 36) Because language acquisition is an
important element in the learning development of the first grade student,
culture plays a vital role. Through art, music, dance , drama, poetry and
literature, second language acquisition can be easily developed. (LOTE, page 46)
Comparisons: A natural result of learning another language is the comparison of
the language being learned with the native language. Children who have studied a
world language show greater cognitive development in such areas as mental
flexibility, creativity, divergent thinking and higher order thinking skills. (Lipton,
page 36)
Connections: Knowledge of other languages and cultures provides the tools and
context for connecting with other subject areas including the arts, health, social
studies, sciences, mathematics and English. Because linguistic development takes
place simultaneously in the early elementary grades, connections to the learning of
basic concepts are readilly acquired. (LOTE, page 52) It has also been shown that
children who have studied a world language in the elementary school achieve
expected gains and even higher scores on standardized tests in reading, language
arts and mathematics. ( Lipton, page 36)
Communities: Learning languages other than English increases opportunities for
participation in communities in Texas, in other states and around the world.
Students use languages to enhance their personal and public lives and to meet the
career demands of the 21st century. (LOTE, page 66)
*(A Texas Framework for Languages Other Than English, Texas Education
Agency, 1997) and (Gladys C. Lipton, Elementary Foreign Language Programs
Fles* An Administrators Handbook. Illinois: NTC, 1992)
3
The Goals of NUEVOS AMIGOS
By the end of the school year, the children will be able to –
Communication
• Develop listening and speaking skills to become
proficient in a second language.
• Understand basic vocabulary and Spanish expressions that are
necessary for everyday communication.
• Respond to simple questions and commands.
Students sing songs and play games in Spanish to practice the
language.
Cultures
•
Explore the cultural diversity and similarity within the
Spanish-speaking countries and the United States.
Students compare how Independence Day is celebrated in the
United States and Mexico.
Connections
•
Use the language to provide the tools and context for
connecting with other subject areas including arts, health, social
studies, sciences, mathematics and English.
The science connection is made when the students learn the
names of the forest animals in Spanish.
Comparisons
•
Demonstrate an understanding of the influence of one
language and culture on another.
Students compare how they greet each other in English to the
way they greet each other in Spanish.
Communities
•
Use the language both within and beyond the school
setting through activities such as participating in cultural
events.
The distance learning teacher visits the classrooms to provide
student exposure to a native language speaker.
4
The Objectives of NUEVOS AMIGOS
By the end of Unit 1, the students will be able to understand:
* greetings, Introductions and Farewells
* family members
* parts of the face
* the five senses
* the Verb tener
* foods and meals
* colors and shapes
* numbers
* clothes and items
The students will be able to demonstrate the following verbs:
* saludar – to greet someone
* amar – to love
* mirar – to look at
* oler – to smell
* celebrar – to celebrate
* comer – to eat
* dibujar – to draw
* contar – to count
* vestir – to dress
By the end of Unit 2, the students will be able to understand:
* farm animals
* more numbers
* the calendar
* the weather
* the Spanish alphabet
* the school vocabulary
* opposites
* commands and action verbs
* time
The students will be able to demonstrate the following verbs:
* comprar – to buy
* sumar – to add
* escribir - to write
* nadar – to swim
5
* aprender – to learn
* estudiar – to study
* subir – to climb
* caminar – to walk
* decir– to say
Program Design
The program is divided into two units based on the stories “Little Red Riding Hood”
in Unit 1 and “Jack and the Beanstalk” in Unit 2. Each unit consists of a review and
an assessment. There is also a theme to every lesson with a new verb being
introduced. A cultural lesson and arts and crafts activity is also included in every
lesson.
What is Distance Learning?
• Distance - teacher and student are separated by distance.
• Learning - knowledge is gained through the use of technology.
• Technology bridges the distance - carries the message.
Video Viewing Strategies
In order for this program to be successful, the following procedures are
suggested:
* Teachers are responsible for previewing and playing the lessons.
* Each lesson is to be viewed two times per week.
* It is suggested that one teacher/facilitator from each school be designated as
the coordinator of the program.
* Set a time for “Spanish only” and reflect it in your daily schedule.
* Encourage students to share the Spanish vocabulary with parents.
* Bring in songs, books and community resources.
* Repetition of vocabulary learned is to be used.
* Having fun and a good attitude makes a difference in the learning performance of
the students.
* Administer the assessments.
6
How to Implement Nuevos Amigos
in the Classroom
Before starting the program:
(1) Spanish Word Wall
(2) Spanish Journal
Before viewing the program:
(1) Preview the video.
(2) Read the story to the
class.
(3) Write or glue vocabulary
onto the Spanish Word Wall.
View the video:
(1) Show the video to the
class at the beginning of week.
(2) Students repeat the
vocabulary.
(3) Students sing songs.
View the video again:
(1) Show the video again
during the middle of week.
(2) Students repeat the
vocabulary.
(3) Students sing songs.
After viewing the video:
(1) Practice singing songs
together.
(2) Learning Center:
Drama Center - Sing songs
and have students find words
on the Spanish Word Wall.
Game Center - Play games.
After viewing the video:
(1) Practice singing songs.
(2) Learning Centers:
Writing Center - Have the
students write in Spanish
Journal.
Reading Center - Have
students read to a friend.
9
Spanish Word Wall
(1) Select a space to secure the Spanish Word Wall.
(2) Leave enough space between letters to glue the vocabulary cards.
(3) Use the uppercase letters.
A
B
C
CH
D
E
F G
H
I
J
K
L
Ll
M
N
Ñ
O
P
Q
R
rr
S
T
U
V
W X
Y
Z
Spanish Journal
(1) Students may use a notebook, spiral, folder or stapled paper.
(2) Cover should have name of student and title: “My Spanish Journal.”
Name
My
Spanish Journal
10
Heritage Speakers
Students whose native language is Spanish can definitely enhance the program by
providing many assets such as:
•
Provide assistance in the pronunciation of Spanish words and share their
knowledge of other words that are used in their country of origin.
Example: La pluma for a ballpoint pen in Mexico is also called el bolígrafo or el
boli in Spain and in some of the Spanish-speaking countries.
•
Also, if speakers of Spanish question the usage or pronunciation of a word or
expression, tell them that they are fortunate to now know two ways of saying
the same thing. Example: The color café for brown is also called marrón, and
the color anaranjado for orange is also known as naranja.
Heritage Speakers of languages other than Spanish can also offer
enriching opportunities to talk about their native language, cultural
customs and traditions.
Spanish Fiesta
Take this opportunity to prepare a performance for family and friends. What a
better way to exhibit what the students have learned than to have them perform
the songs! Students may perform on the school stage and later have refreshments
in their classroom to show off their class work.
Here’s an example of an invitation:
¡Bienvenidos a la fiesta de (Name of Class)!
Come and join our fiesta! Watch us sing our songs in Spanish!
Fecha(Date):
11
Instructions for Assessments for Unit 1 and 2
As students acquire a second language, assessment and evaluation serve as an
important tool in maintaining students’ enthusiasm for language learning.
Oral Language Assessment – The goal of the Spanish program is to develop oral
language communications skills in a second language. Therefore, the different
manners to test the various levels of language learning can incorporate the informal
and formal types of assessments.
Types of Assessment: Informal and Formal Assessments
Informal Assessments – These exams can be spontaneous and may be administered
without reflecting a score result. It may be as simple as taking note as to how two
students are using the newly acquired Spanish vocabulary or looking at the drawings
and writings in a student’s Spanish Journal.
Formal Language Assessments – It is necessary to give formal assessments, but
they are not to be given as to create anxiety in the students. Create an
atmosphere in which the students see formal testing as something between you and
them. Use this assessment as a tool for helping the learner.
Formal Assessments – Use the Unit I and Unit 2 Assessments to measure the basic
vocabulary after viewing the lessons within each unit.
Assessment Strategies:
* Group Assessment – Observe and monitor activity while the group is performing a
song, poem or game.
* Porfolio Assessment - Create portfolios of written work and projects, and you
may even take pictures of the Group Assessment. Observe and monitor activity
while the group is performing a song, poem or game.
* Peer Assessment – Many of the activities are designed for pair and group work.
By playing games together and singing songs, students can practice the language
with each other. Use the Rubric for Holistic Assessment and Vocabulary Chart to
record students’ responses.
12
Student Progress Chart
Check the appropriate box under each relevant item. There is space available for
comments and an example of comments is given.
Student’s Name ________________________
Date _______
NEVER
SOMETIMES
ALWAYS
NOT APPLICABLE
1. Listens but does not respond orally.
❏
❏
❏
❏
Comment: ______________________________________
2. Listens and repeats.
❏
❏
❏
❏
Comment: ______________________________________
3. Sings along with videotape.
❏
❏
❏
❏
Comment: ______________________________________
4. Sings along with the class.
❏
❏
❏
❏
Comment: ______________________________________
5. Responds to commands appropriately.
❏
❏
❏
❏
Comment: ______________________________________
6. Answers non-personal questions.
❏
❏
❏
❏
Comment: ______________________________________
7. Answers personal questions.
❏
❏
❏
❏
Comment: ______________________________________
8. Participates in classroom activities.
❏
❏
❏
❏
Comment: ______________________________________
9. Is willing or volunteers to speak Spanish. ❏
❏
❏
❏
Comment: ______________________________________
10. Writes and draws in Spanish journal.
❏
❏
❏
❏
Comment: ______________________________________
13
Script for Administering Unit 1 Assessment
Unit 1 Assessment covers lessons 1-9:
Materials to gather:
• Unit 1 Assessment
Question #1: Greetings, Introductions and Farewells
Teacher: ¡Hola, amigos! It’s time to find out what you have learned in Spanish.
Let’s place your pencil on number 1. We have learned two ways of saying “you” in
Spanish, the formal and familiar. I am going to ask “How are you?” in Spanish, and I
will use either tú or usted to ask someone how they are doing. It is up to you to
select one of two words. Remember that one is a familiar greeting and the other is
a formal greeting. Listen first, then circle the capital letter next to the word, then
check your answer.
¿Cómo estás tú? ¿Cómo estás tú? ¿Cómo estás tú?
Question #2: Family Members
Teacher: Place your pencil on number 2. We will be asking who a certain member of
the family is. Remember the question “Who is the father?”, and in Spanish that
would be “¿Quién es el papá?” I will ask the question, and you are to circle the name
of the family member that I am asking for. Listen carefully and circle the letter.
¿Quién es la hermana? ¿Quién es la hermana? ¿Quién es la hermana?
Question #3: Parts of the Face
Teacher: Place your pencil on number 3. You are looking at pictures of parts of the
face. Do you remember studying the names for the parts of the face? I will call
out a name. You are to circle the letter next to the name I call out.
la nariz
la nariz
la nariz
Question #4: The Five Senses
Teacher: Place your pencil on number 4. There are three pictures of the senses.
You are to circle what you do with that sense. If you say in Spanish, “My eyes help
me see” and that would be “Mis ojos me sirven para ver.” “Mis ojos” are “my eyes”
and the part of the body, and the verb “see” is “ver.” Then, “see” is the word that
you are looking for. Listen carefully to the part of the body and find the word that
shows what it does. “Mi lengua me sirve para probar.” Circle the letter by the
word.
probar probar probar
Question #5: The Tener Verb
Teacher: Place your pencil on number 5. There are three pictures of tener verbs.
14
I will call out a tener expression three times that shows how someone is feeling.
Listen carefully, circle the letter and go back and check your answer.
Tengo sueño. Tengo sueño. Tengo sueño.
Question #6: Foods and Meals
Teacher: Place your pencil on number 6. There are three pictures of meals. We
have learned the names for the three meals: breakfast, lunch and dinner. You are
to circle the letter next to the group of foods that make up the meal. Listen
carefully to the meal that I will call out and remember look for the correct group of
foods that are eaten at the meal.
el desayuno el desayuno el desayuno
Question #7: Colors and Shapes
Teacher: Place your pencil on number 7. There are three pictures of the shapes.
You are to circle the shape that I call out in Spanish.
círculo círculo círculo
Question #8: Numbers
Teacher: Place your pencil on number 8. Do you remember how do count from 1-20
in Spanish? I will call out an number in Spanish, and you are to circle the letter
next to the number. Listen carefully.
15 15 15
Question #9: Clothes and Items
Teacher: Place your pencil on number 9. We have learned the different names for
clothes in Spanish. I will ask you to circle the number next to the picture of the
name of the clothes item that I will call out. Listen carefully.
la caperuza la caperuza la caperuza
Question #10: Verb and Sentence
Teacher: Place your pencil on number 10. We have sung a “NUEVOS AMIGOS
Theme Song.” Each time we have sung the song we have used a sentence. I will say
the sentence, and you will circle the letter next to the picture that shows the
action of the sentence. Listen carefully.
Me gusta contar los números.
Extra Credit: Verbs
Teacher: Write or draw a verb in Spanish, and you may also draw a picture.
15
NUEVOS AMIGOS
UNIT 1 ASSESSMENT
Nombre: ______________________
Fecha: _______________________
A. ¿Cómo estás tú?
1.
B. ¿Cómo está usted?
2
.
¿Quién es la hermana?
A.
B.
C.
¿Dónde está la nariz?
3.
4.
A.
B.
A.
C.
Mi lengua me sirve para probar.
B.
C.
Tengo sueño.
5.
A.
6.
A.
B.
C.
el desayuno
B.
C.
el círculo
7. A.
C.
quince
8.
A.
9.
B.
A.
C.
B.
la caperuza
B.
C.
10.
A.
B.
1234
5
C.
Extra Credit: Write a verb in Spanish and you may also draw a
picture.
Script for Administering Unit 2 Assessment
Unit 2 Assessment covers lessons 11-19:
Materials to gather:
• Unit 2 Assessment
Question #1: Farm Animals
Teacher: ¡Hola, amigos! It’s time to find out what you have learned in Spanish.
Let’s place your pencil on number 1. We have learned the names for different farm
animals. I am going to ask “Which do you want to buy?” in Spanish, and I will answer
by saying “I am going to buy (name of the farm animal). It is up to you to select
one of three pictures that shows which animal I am wanting to buy. Listen first,
then circle the capital letter next to the picture, then check your answer.
¿Cuál quieres comprar? Quiero comprar el gallo.
Question #2: More Numbers
Teacher: Place your pencil on number 2. I will be asking you to find the number that
I am saying . Remember that you are to find the number. Listen carefully and
circle the letter.
veintitirés veintitrés veintitrés
Question #3: The Calendar
Teacher: Place your pencil on number 3. I will say for example “Today is Monday.”
Now, you will need to think of the day that is before Monday and that is Sunday.
So, you would say “Yesterday was Sunday.” Then the day after Monday would be
Tuesday. You would say “Tomorrow will be Wednesday.” In Spanish that would be:
“Hoy es lunes. Ayer fue domingo. Mañana será martes.” You are to find the day of
the week and circle the letter next to it.
Hoy es martes.
Ayer fue lunes.
Mañana será miércoles.
Hoy es martes.
Ayer fue lunes.
Mañana será miércoles.
Question #4: The Weather
Teacher: Place your pencil on number 4. There are three pictures of the weather.
I will first ask you “What’s the weather?,” and in Spanish you would say “¿Qué
tiempo hace?” You are to circle the letter by the weather that I call out.
¿Qué tiempo hace? Hace frío.
19
Question #5: The Spanish Alphabet
Teacher: Place your pencil on number 5. There are three pictures of Spanish
vowels, and you are to circle the vowel that I call out. Listen carefully, circle the
letter and go back and check your answer.
elefante
elefante
elefante
Question #6: Classroom Names
Teacher: Place your pencil on number 6. There are three pictures of classroom
objects. We have learned the names of things found in your classroom. You are to
circle the letter next to the picture of the classroom name I will call out. Listen
carefully to the classroom name that I will call out.
la mesa
la mesa
la mesa
Question #7: Opposite
Teacher: Place your pencil on number 8. Do you remember how to say the opposite
of something? For example, if I say hot you will say cold. That’s right! Now, I will
say Diego runs and then I will fill in the blank, and you are to think of the opposite
of the word. Diego corre rápido. Diego corre rápido. Diego corre rápido. We are
looking for the word that is opposite of rápido.
despacio
abierto
cerrado
Question #8: Commands/Verbs
Teacher: Place your pencil on number 8. There are three pictures of the children
doing a command. You are to circle the command that I call out in Spanish.
párate
abierto
cerrado
Question #9: Time
Teacher: Place your pencil on number 9. We have learned how to read the time in
Spanish. I will call out a time in Spanish. Find the clock with that time and circle
the letter next to it. Listen carefully.
Son las ocho de la mañana.
Question #10: Verb and Sentence
Teacher: Place your pencil on number 10. We have sung a “NUEVOS AMIGOS
Theme Song.” Each time we have sung the song we have used a sentence. I will say
the sentence, and you will circle the letter next to the picture that shows the
action of the sentence. Listen carefully.
Me gusta aprender el español.
20
Nuevos Amigos
Unit 2 Assessment
¿Cuál quieres comprar?
1
A. el gallo
C. el perro
veintitrés
2
B.
A.
3
B. el caballo
1st Grade
C.
Hoy es martes. Ayer fue _________.
A. lunes
C. jueves
B. miércoles
Mañana será miércoles. Hoy es _______.
A. miércoles B. viernes
4
5
Hace sol.
C. martes
¿Qué tiempo hace?
Hace frío.
Hace viento.
elefante
A.
B.
C.
(page 1)
Nuevos Amigos
Unit 2 Assessment
A.
7
B.
C.
opposite of rápido
A. despacio
B. abierto/a
C. cerrado
act out commands
8
9
(page 2)
la mesa
6
A. párate
B. siéntate
C. váyase
¿Qué hora es?
A.
B.
C.
10
A.
B.
1st Grade
C.
Unit 1: “Little Red Riding Hood”
Lesson 1: Introduction to Spanish
Objective: Students will develop an understanding of greetings, farewells and
courtesy expressions in Spanish.
Verb and Sentence: saludar – to greet someone
Me gusta saludar a nuevos amigos.
I like to greet new friends.
Review:
Buenos días. – Good morning.
Buenas tardes. – Good afternoon.
Buenas noches. – Good evening.
Hola. – Hello.
Adiós. – Goodbye.
Hasta luego. – See you later.
Vocabulary:
¿Cómo estás tú? – How are you (familiar)?
¿Cómo está usted? – How are you (formal)?
¿Y tú? – And you (familiar)?
¿Y usted? – And you (formal)?
Muy bien, gracias. – Thank you very much.
¿Cómo te llamas (tú)? – What’s your (familiar) name?
¿Cómo se llama (usted)? – What’s your (formal) name?
Me llamo ______. – My name is ________.
La cultura hispana: Introduction to lesson format.
Artesanía: Make a Spanish Journal and Spanish Word Wall.
Lesson 2: Family members
Objective: Students will learn how to identify family members in Spanish.
Verb and Sentence: amar – to love
Me gusta amar a mamá y a papá.
I enjoy loving mother and father.
Vocabulary:
la mamá – mother
el papá – father
el hermano – brother
la hermana – sister
el tío – uncle
23
la tía – aunt
el primo – male cousin
la prima – female cousin
el abuelo – grandfather
la abuela – grandmother
¿Quién es? – Who is this?
Es mi (family member). – This is my (family member).
¿Quiénes son? – Who are these?
Son mis (family members). – These are my (family members)
La cultura hispana: Explain what an el árbol de vida or tree of life is.
Artesanía: Make an árbol de vida.
Lesson 3: Parts of the Face
Objective: Students will learn how to identify parts of the face in Spanish.
Verb and Sentence: mirar – to look at
Me gusta mirar mi cara.
I like to look my face.
Vocabulary Review:
la cabeza – head
las manos – hands
Vocabulary:
la cara –face
el ojo – eye
la nariz – nose
la boca – mouth
los dientes – teeth
los labios – lips
las orejas – ears
el cabello - hair
la lengua – tongue
la mejilla – cheek
La cultura hispana: Talk about animal masks from México.
Artesanía: Make an animal mask.
Lesson 4: The Five Senses
Objective: Students will learn how to identify the five senses in Spanish.
Verb and Sentence: oler – to smell
Me gusta oler las flores.
24
I like to smell the flowers.
Vocabulary Review:
el tacto – sense of touch
el gusto – sense of taste
el oído – sense of hearing
el olfato – sense of smelling
la vista – sense of sight
Vocabulary:
ver – to see
probar – to taste
oír – to hear
tocar – to touch
Mi/mis (part of the face) me sirve/sirven para (name of sense).
My (part of the face) helps me to ( name of sense).
La cultura hispana: Talk about the history of chocolate, el molinillo, the wooden
utensil, and the chocolate products.
Artesanía: Make chocolate mexicano.
Lesson 5: The Verb Tener
Objective: Students will learn tener expressions in Spanish.
Verb and Sentence: celebrar – to celebrate
Me gusta celebrar los cumpleaños.
I like to celebrate birthdays.
Vocabulary:
Tengo calor. – I’m hot.
Tengo frío. – I’m cold.
Tengo hambre. – I’m hungry.
Tengo sed. – I’m thirsty.
Tengo dolor. – I’m in pain.
Tengo miedo. – I’m afraid.
Tengo sueño. – I’m sleepy.
¿Tienes tú __________? – Are you (familiar) _______?
¿Cuántos años tienes? – How old are you?
Tengo (years) años. – I am (years) old.
La cultura hispana: Give the history of piñatas.
Artesanía: Make a piñata.
25
Lesson 6: Foods and Meals
Objective: Students will learn the names of different names of foods and meals in
Spanish.
Verb and Sentence: comer – to eat
Me gusta comer la comida rica.
I like to eat delicious food.
Review:
la manzana – apple
la fresa – strawberry
el plátano – banana
la naranja – orange
el guisante – pea
las uvas – grapes
el pan – bread
la leche – milk
Vocabulary:
el desayuno – breakfast
el almuerzo – lunch
la cena – supper
el arroz con pollo – rice with chicken
La cultura hispana: Talk about licuados and names of tropical fruits.
Artesanía: Make a licuado or a smoothie.
Lesson 7: Colors and Shapes
Objective: Students will learn the colors and shapes in Spanish.
Verb and Sentence: dibujar – to draw
Me gusta dibujar las formas.
I like to draw shapes.
Review:
rojo - red
verde - green
amarillo - yellow
anaranjado - orange
morado - purple
café - brown
azul - blue
Vocabulary:
negro - black
26
blanco - white
rosado – pink
oro - gold
el cuadrado – square
el círculo – circle
el óvalo – oval
el rectángulo – rectangle
el triángulo – triangle
la estrella – star
la media luna – half moon
La cultura hispana: Give the history of the Mayan pyramid Chichén Itzá.
Artesanía: Build a replica of Chichén Itzá.
Lesson 8: Numbers
Objective: Students will learn numbers from eleven through twenty.
Verb and Sentence: contar – to count
I like to count the numbers.
Review:
uno - one
dos - two
tres - three
cuatro – four
cinco - five
seis - six
siete - siete
ocho - eight
nueve - nine
diez – ten
Vocabulary:
once - eleven
doce - twelve
trece - thirteen
catorce - fourteen
quince - fifteen
dieciséis -sixteen
diecisiete - seventeen
dieciocho - eighteen
27
diecinueve - nineteen
viente - twenty
más o menos – more or less
La cultura hispana: Give the history of Spanish language.
Artesanía: Make a flag of Spain.
Lesson 9: Clothes and Items
Objective: Students will learn the names for the clothing item names in Spanish.
Verb and Sentence: vestir – to dress
Me gusta vestir como Caperucita Roja.
I like to dress like Little Red Riding Hood.
Review:
los pantalones – pants
el vestido – dress
la camisa – shirt
los calcetines – socks
los zapatos – shoes
el pijama – pajamas
Vocabulary:
¿De qué color es/son? – What color is it? or What color are they?
Es/son (color). – It is (color). Or They are (color).
La cultura hispana: Talk about the China Poblana costume.
Artesanía: Make a bread dough ornament.
Lesson 10: Puppet play “Little Red Riding Hood”
Objective: Students will view the video of the puppet play of “Little Red Riding
Hood.”
28
Unit 2: “Jack and the Beanstalk”
Lesson 11: Farm Animals
Objective: Learn the different names of the farm animals in Spanish.
Verb and Sentence: comprar – to buy
Me gusta comprar los animales.
I like to buy animals.
Review:
el zorro – fox
el ganso – goose
el búho – owl
la liebre – rabbit
la tortuga – turtle
Vocabulary:
el perro – dog
el gato – cat
el pájaro – bird
el pez – fish
la oveja – sheep
la vaca – cow
el caballo – horse
el gallo – rooster
la gallina – chicken
¿Cuál quieres comprar tú? – Which one do you want to buy?
Quiero comprar el/la (name of animal).
La cultura hispana: Learn about the Huichol yarn painting
Artesanía: Make a Huichol yarn painting.
Lesson 12: More Numbers
Objective: Students will learn numbers from twenty-one through thirty and also
how to count by fives and tens.
Verb and Sentence: sumar – to add
Me gusta sumar los números.
I like to add the numbers.
Review Vocabulary:
diez – ten
veinte – twenty
Vocabulary:
29
veintiuno – twenty-one
veintidós – twenty-two
veintitrés – twenty-three
veinticuatro – twenty-four
veinticinco – twenty-five
veintiséis – twenty-six
veintisiete – twenty-seven
veintiocho – twenty-eight
veintinueve – twenty-nine
treinta - thirty
La cultura hispana: Learn about the Aztec calendar.
Artesanía: Make an Aztec necklace.
Lesson 13: The Calendar
Objective: Students will learn how to read the calendar in Spanish.
Verb and Sentence: escribir – to write
Me gusta escribir la fecha.
I like to write the date.
Review:
lunes - Monday
martes - Tuesday
miércoles - Wednesday
jueves - Thursday
viernes - Friday
sábado - Saturday
domingo – Sunday
Months:
enero - January
febrero - February
marzo - March
abril - April
mayo - May
junio - June
julio - July
agosto - August
septiembre - September
octubre - October
noviembre - November
30
diciembre – December
Vocabulary:
¿Cuál es la fecha de hoy? – What’s today’s date?
Hoy es el (date) de (month), - Today is (month) (date).
¿Qué día fue ayer? – What day was it yesterday?
Ayer fue (day). – Yesterday was (day).
¿Qué día es hoy? – What’s today?
Hoy es (day). – Today is (day).
¿Qué día será mañana? – What day will it be tomorrow?
Mañana será (day). - Tomorrow will be (day).
¿Cuál es la fecha de tu cumpleaños? – When is your birthday?
Mi cumpleaños es el (date) de (month). – My birthday is the (date) of (month).
La cultura hispana: Learn about the Festival of San Fermín in Pamplona, Spain.
Artesanía: Make a pandereta or tambourine.
Lesson 14: The Weather
Objective: Students will learn how to say the weather expressions in Spanish.
Verb and Sentence: nadar – to swim
Me gusta nadar en el verano.
I like to swim in the summer.
Review Vocabulary:
el otoño - Fall
el invierno - Winter
la primavera - Spring
el verano - Summer
Vocabulary:
la nube – cloud
el sol – sun
el viento – wind
Hace sol. – It is sunny.
Hace calor. – It is hot.
Hace frío. – It is cold.
Hace mal tiempo. – It is bad weather
Hace buen tiempo. – It is good weather.
Hace viento. – It is windy.
¿Qué tiempo hace? – What is the weather like?
La cultura hispana: Give the origin of a palo de lluvia or a rainstick.
Artesanía: Make a palo de lluvia or a rainstick.
31
Lesson 15: The Spanish Vowels
Objective: Students will learn the vowel sounds in Spanish and become familiar
with the Spanish alphabet.
Verb and Sentence: aprender – to learn
Me gusta aprender las vocales.
I like to learn vowels.
Vocabulary:
A – sounds like ah in tar
E – sounds like eh in get
I – sounds like ee in feet
O – sounds like oa in coat
U – sounds like oo in pool
árbol - tree
elefante - elephant
iguana - iguana
oro - gold
unicornio - unicorn
La cultura hispana: Talk about the Kuna and the mola.
Artesanía: Make a mola or an appliqued art piece.
Lesson 16: The Classroom Vocabulary
Objective: Students will learn the names of the classroom objects.
Verb and Sentence: estudiar – to study
Me gusta estudiar el español.
I like to study the Spanish.
Vocabulary:
el maestro/la maestra – professor/teacher
el/la estudiante – student
la mochila – backpack
el papel – paper
el lápiz – pencil
el libro – book
la pizarra – chalkboard
la tiza – chalk
el escritorio – teacher’s desk
el pupitre – student’s desk
la silla – chair
32
la mesa – table
La cultura hispana: Give information on sunflowers.
La Artesanía: Make a girasol or sunflower book.
Lesson 17: Opposites
Objective: Students will learn that words that are opposites.
Verb and Sentence: subir – to climb
Me gusta subir la escalera.
I like to climb the stairs.
Vocabulary:
abierto – open
cerrado – shut
derecho/a – right
izquierdo/a – left
pobre – poor
rico/a – rich
malo/a – bad
bueno – good
rápido – fast
despacio – slow
La cultura hispana: Talk about raspas or snowcones.
La Artesanía: Make a raspa or a snowcone.
Lesson 18: Commands and Action Verbs
Objective: Students will learn how to say commands and action verbs.
Verb and Sentence: caminar – to walk
Me gusta caminar a la casa. – I like to walk to the house.
Vocabulary Review:
perdón – forgive me
por favor – please
De nada/por nada/no hay de qué – you’re welcome
gracias – thank you
Vocabulary:
enséñame –show me
dame – give me
traéme – bring me
camina – walk
corre – run
33
váyase – go away
toca – to touch and knock at the door
cuenta – count
siéntate – sit down
párate – stand-up
colorea - color
La cultura hispana: Give the origin of the mariachi.
La Artesanía: Make a mariachi ‘s vest.
Lesson 19: Time
Objective: Students will learn how to read time in Spanish.
Verb and Sentence: decir – to say
Me gusta decir la hora.
I like to tell time.
Vocabulary:
el reloj – clock
la hora – hour
la mañana – morning
la tarde – afternoon
la noche – night
¿Qué hora es? – What time is it?
Es la una de la (time of day). – It is one in the (time of day).
Son las (time) de la (time of day). – It is (time) in the (time of day).
La cultura hispana: Give the origin of merengue music and talk about a güiro.
Artesanía: Make a güiro or a wooden percussion instrument.
Lesson 20: Puppet play of “Jack in the Beanstalk”
Objective: Students will view puppet play in Spanish of “Juan y los frijoles
mágicos.”
34
Overview of NUEVOS AMIGOS First Grade Lessons
Unit 1 - “Little Red Riding Hood”
Lesson #1: Introduction to the Spanish Language
Scope and Sequence
Songs and Poems
Black Line Master
Lesson #2: Greetings, Introductions and Farewells
Scope and Sequence
Songs and Poems
Black Line Master
Lesson #3: Parts of Face
Scope and Sequence
Songs and Poems
Black Line Master
Lesson #4: The Five Senses
Scope and Sequence
Songs and Poems
Black Line Master
Lesson #5: The Verb Tener
Scope and Sequence
Songs and Poems
Black Line Master
Lesson #6: Foods and Meals
Scope and Sequence
Songs and Poems
Black Line Master
Lesson #7: Colors and Shapes
Scope and Sequence
Songs and Poems
Black Line Master
35
Lesson #8: Numbers
Scope and Sequence
Songs and Poems
Black Line Master
Lesson #9: Clothes and Items
Scope and Sequence
Songs and Poems
Black Line Master
Lesson #10: Puppet Play of “Little Red Riding Hood”
Supplementary Activities:
1.
2.
3.
4.
Names of boys and girls in Spanish – Lesson 2
Names of boys in Spanish – Lesson 2
Bibliography of Mayan books – Lesson 7
Research Library – All Lessons
Unit 2 - “Jack and the Beanstalk”
Scope and Sequence
Songs and Poems
Black Line Master
Scope and Sequence
Songs and Poems
Black Line Master
Lesson 13: The Calendar
Scope and Sequence
Songs and Poems
Black Line Master
36
Scope and Sequence
Songs and Poems
Black Line Master
Lesson 15: The Vowels
Scope and Sequence
Songs and Poems
Black Line Master
Lesson 16: Classroom Names
Scope and Sequence
Songs and Poems
Black Line Master
Scope and Sequence
Songs and Poems
Black Line Master
Scope and Sequence
Songs and Poems
Black Line Master
Lesson 19: Time
Scope and Sequence
Songs and Poems
Black Line Master
Lesson 20: Puppet play of “Jack and the Beanstalk”
Supplementary Activities:
1. Nuevos Amigos website: www.nuevosamigos @dallasisd.org:
– pictures on the Kuna indians
– sunflower pictures
– picture of Aztec calendar
– flags from the 20 Latin American countries
37
–
–
–
2.
3.
4.
5.
pictures on the Huichol indians
Diego Rivera’s Web Musuem
maps of Latin America
Farm animal shapes – Lesson 11
Game board and game pieces for “Juan y el Gigante” – Lesson 12
Number puzzle – Lesson 12
Patterns for molas – Lesson 15
38
NUEVOS AMIGOS
First Grade Spanish
Distance Learning Program
Unit 1: “Little Red Riding Hood”
Lesson 1 – Greetings, Introductions and Farewells
Lesson 2 – Family Members
Lesson 3 – Parts of the Face
Lesson 4 – The Five Senses
Lesson 5 – The Verb Tener
Lesson 6 – Foods and Meals
Lesson 7 – Colors and Shapes
Lesson 8 – Numbers
Lesson 9 – Clothes and Items
Lesson 10 – Puppet Play “Little Red Riding Hood”
Unit 2: “Jack and the Beanstalk”
Lesson 11 – Farm Animals
Lesson 12 – More Numbers
Lesson 13 – The Calendar
Lesson 14 – The Weather
Lesson 15 – The Spanish Alphabet
Lesson 16 – The Classroom Vocabulary
Lesson 17 – Opposites
Lesson 18 – Commands and Action Verbs
Lesson 19 – Time
Lesson 20 – Puppet Play “Jack and the Beanstalk”
39
Lesson 1:
Greetings, Introductions and Farewells
Objective: Students will develop an understanding of
greetings, farewells and courtesy expressions.
Verb: saludar – to greet someone
Review:
Buenos días. – Good morning.
Buenas tardes. – Good afternoon.
Buenas noches. – Good evening.
Hola. – Hello.
Adiós. – Goodbye.
Hasta luego. – See you later.
Vocabulary:
¿Cómo estás tú? – How are you (familiar)?
¿Cómo está usted? – How are you (formal)?
¿Y tú? – And you (familiar)?
¿Y usted? – And you (formal)?
Muy bien, gracias. – Thank you very much.
¿Cómo te llamas (tú)? – What’s your (familiar) name?
¿Cómo se llama (usted)? – What’s your (formal) name?
Me llamo ______. – My name is ________.
1st Grade
NUEVOS
AMIGOS
1
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies
1.15A, 1.2A
Fine Arts
Music: 1.2B,
1.5A
Art: 1.3
1
Activity 1: Learn the “NUEVOS AMIGOS CHEER” and
the the “NUEVOS AMIGOS THEME SONG.”
“NUEVOS AMIGOS CHEER”
NUEVOS
AMIGOS
N-U-E-V-O-S A-M-I-G-O-S
NUEVOS AMIGOS, NUEVOS AMIGOS
¡Ra! ¡Ra! ¡Ra!
NUEVOS AMIGOS, NUEVOS AMIGOS.
¡Ra! ¡Ra! ¡Ra!
Verb: saludar – to greet someone
Sentence: Me gusta saludar a NUEVOS AMIGOS.
I like to greet New Friends.
“NUEVOS AMIGOS THEME SONG”
(Sing to the tune of “La cucaracha.” Sing twice.)
Me gusta, me gusta,
saludar a NUEVOS AMIGOS.
Me gusta, me gusta,
saludar a NUEVOS AMIGOS.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
1st Grade
“NUEVOS
AMIGOS
CHEER:”
The cheer will be
said at the
beginning of every
lesson.
“NUEVOS
AMIGOS
THEME
SONG:”
A patterned sentence using a verb
that is used in the
“NUEVOS
AMIGOS THEME
SONG” will be
introduced at the
beginning of each
lesson.
2
(English version)
I like to, I like to,
Greet the new friends.
Greet the new friends.
La, la, la,
La, la, la,
La, la, la,
La, la, la,
¡Cha, cha, cha!
A patterned sentence using a verb that is used in the
“NUEVOS AMIGOS THEME SONG” will be introduced at
the beginning of each lesson.
Lesson 1:
1. saludar – to greet someone
Lesson 2:
2. amar - to hug
Lesson 3:
3. mirar – to look at
I like to look at my face.
NUEVOS
AMIGOS
For Your
Information:
The verb gustar
corresponds in
meaning, but not in
grammatical
structure, to the
English verb “to
like.” In English,
the person who
likes something is
the subject of the
verb, whereas the
thing liked is
the direct object.
In Spanish,
however, the person
who likes something
is the indirect
object of the verb
gustar, while what
is liked is its
subject. Gustar is
closer in structure
to the English
expression “to be
pleasing” than to
the verb “to like.”
Lesson 4:
4. oler – to smell
I like to smell the flowers.
1st Grade
3
Lesson 5:
5. celebrar – to celebrate
Lesson 6:
6. comer – to eat
Lesson 7:
7. dibujar – to draw
Lesson 8:
8. contar – to count
I like to count numbers.
Lesson 9:
9. vestir – to dress
Me gusta vestir como la Caperuza.
I like to dress like Riding Hood.
Lesson 11:
11. comprar – to buy
Me gusta comprar los animales.
Lesson 12:
12. sumar – to add
I like to add numbers.
NUEVOS
AMIGOS
Suggestions:
1. Make a “Verb
Book.” The
verb in the
infinite form and
the patterned
sentence may
be used. Use
all the verbs
learned in
Unit 1 by having
students either
illustrate the
action of the
verb or
photographs may
be taken of
students posed in
an action.
2. Students may
play charades
and guess which
verb is being
acted out.
Lesson 13:
13. escribir – to write
Lesson 14:
14. nadar – to swim
1st Grade
4
Lesson 15:
15. aprender – to learn
Me gusta apender las vocales.
I like to learn vowels.
NUEVOS
AMIGOS
Lesson 16:
16. estudiar – to study
I like to study Spanish.
Lesson 17:
17. subir – to climb
Me gusta subir los escalones.
I like to climb stairs.
Lesson 18:
18. caminar – to walk
Me gusta caminar a la casa.
I like to walk to the house.
Lesson 19:
19. leer – to read
Me gusta leer libros.
I like to read books.
Review: Students may sing the “Buenos días Song” and act
out the following dialogues to review greetings in Spanish.
Greetings of buenos días, buenas tardes and buenas noches.
“Buenas días Song”
(Sing to the tune of “Mary Had a Little Lamb.”)
Buenos días, ¿cómo estás tú?
¿Cómo estás tú?
¿Cómo estás tú?
(Repeat twice.)
Muy bien, gracias, gracias, gracias.
Muy bien, gracias.
Muy bien, gracias.
1st Grade
Buenas tardes, ¿cómo estás tú?
¿Cómo estás tú?
¿Cómo estás tú?
(Repeat twice.)
5
Muy bien, gracias.
Muy bien, gracias.
*Buenas noches, ¿cómo está usted?
¿Cómo estás tú?
¿Cómo estás tú?
(Repeat twice.)
NUEVOS
AMIGOS
*Ask a teacher
or an adult.
Muy bien, gracias.
Muy bien, gracias.
“The Good Morning Song”
(English version)
Good morning, How are you?
How are you?
How are you?
(Repeat twice.)
Very well, thank you, thank you, thank you,
Very well, thank you.
Good afternoon, How are you?
How are you?
How are you?
(Repeat twice.)
Very well, thank you, thank you, thank you,
Greeting dialogues: These dialogues can provide the review
students need to practice greetings in Spanish.
Dialogue 1:
Student #1: Buenos días, _____________. ¿Cómo estás
tú?
Student #2: Muy bien, gracias. ¿Y tú?
Student #1: Muy bien, gracias.
Student #2: Adiós.
Student #1: Hasta luego.
1st Grade
Suggestions:
1. Students may
take turns going
in front of the
class to say the
dialogue, and they
may also use a
puppet.
2. Students may also
practice saying
dialogue to a
friend from a
bilingual class.
6
Dialogue 2:
Student #1:
tú?
Student #2:
Student #1:
Student #2:
Student #1:
Dialogue 3:
Student #1:
tú?
Student #2:
Student #1:
Student #2:
Student #1:
Buenas tardes, ___________. ¿Cómo estás
Muy bien, gracias. ¿Y tú?
Muy bien, gracias.
Adiós.
Nos vemos pronto.
NUEVOS
AMIGOS
Buenas noches, ___________. ¿Cómo estás
Muy bien, gracias. ¿Y tú?
Muy bien, gracias.
Hasta luego.
Adiós.
Dialogue 1:
(English version)
Student #1: Good morning, ________. How are you?
Student #2: Very well, thank you. And you?
Student #1: Very well, thank you.
Student #2: Goodbye.
Student #1: See you later.
Dialogue 2:
(English version)
Student #1: Good afternoon, _________. How are you?
Student #1: See you soon.
Dialogue 3:
(English version)
Student #1: Good evening, __________. How are you?
Student #2: See you later.
1st Grade
7
Activity 2: Have the students learn the “Tan, Tan, Rima”
or the “Knock, Knock Rhyme.”
“Tan, Tan Rima”
(With an amigo/a)
Student #1: (Knock twice on the door.) Tan, Tan.
Student #2: (Answers from behind the door.) ¿Quién es?
Student #1: (Answers from behind the door.) Soy yo.
Student #1: (Opens the door.) Pase usted.
Student #2: Hola, ____________. ¿Cómo estás?
Student #1: Hola, ____________. Muy bien, gracias. ¿Y
tú?
Student #1: Adiós.
Student #2: Hasta luego, ______.
NUEVOS
AMIGOS
Suggestions:
1. Students may use
an actual door or
pretend to make
knocking sound.
2. Students may also
translate names
into Spanish.
*Students may use the hand puppets to act-out the dialogue.
“Tan, Tan Rima”
(With a teacher/adult)
Adult #1: (Knock twice on the door.) Tan, Tan.
Student #2: (Answers from behind the door.) ¿Quién es?
Adult #1: (Answers from behind the door.) Soy tu
maestra/maestro.
Student #1: (Answers from behind the door.)
¿Cómo se llama?
Adult #2: (Answers from behind the door.)
Me llamo ___________.
Adult #2: Hola, ____________. ¿Cómo estás?
Student #1: Hola, ____________. Muy bien, gracias. ¿Y
usted ?
Adult #1: Adiós, ______
Student #2: Hasta luego, ________.
1st Grade
8
La cultura:
Students will have the opportunity to explore the cultural
traditions of the Spanish speaking countries. There are twenty
Spanish-speaking countries. Students will learn how to say the
name of the country in Spanish and find the location of the
country on the globe.
Ask the students what country they would like to visit and
learn about. If the students would like to find out more
information about these countries, they can e-mail me at
nuevosamigos@dallasisd.org.
NUEVOS
AMIGOS
Materials:
1. Globe
2. Computer
Artesanía: Students will learn about a country by making
what the people make everyday: an árbol de vida that
shows the family member names, a chocolate drink from
México, a magical mask, a Mayan pyramid, the red and yellow flag from Spain and bread dough ornaments. These are
only a few of the things that we will make together. In this
lesson, we will learn how to make a “Spanish Journal” and a
“Spanish Word Wall.”
Spanish Journal: Students will need a Spanish Journal to
practice writing their Spanish vocabulary.
Directions:
Step 1: Get all your materials together.
Step 2: Select your favorite colors of construction paper.
Step 3: Measure the front of the spiral notebook and
measure your contruction paper.
Step 4: Decide what shape you would like and draw your
shape on the construction paper.
Step 5: Cut out your shape.
Step 6: Glue the shape onto the notebook.
Step 7: Write “My Spanish Journal” on the shape.
Step 8: Write your name.
Step 9: Write your selected Spanish name.
1st Grade
Materials:
1. Scissors
2. Gluestick
3. Construction
paper
4. Markers
5. Ruler
6. Spiral
notebook with
150 pages
9
Spanish Word Wall: The Spanish Word Wall is used to show
all the new vocabulary the students have learned.
Directions:
Step 2: Write the alphabet or print on the computer using
large letters. But make sure to leave a space between the
letters.
Step 3: Staple or tape the poster on the wall.
Step 4: Now as your class covers each lesson, cut out the new
vocabulary.
Step 5: Glue the Spanish word under its alphabet letter.
NUEVOS
AMIGOS
Materials:
1. Poster
2. Markers
3. Stapler
4. Masking tape
5. Scissors
6. Gluestick
7. Vocabulary
Blackline
Master
Assessment:
1. Word Wall: Have the students place the Spanish vocabulary
on the “Word Wall.”
2. Journal Writing: Have the students write greetings and
farewells in Spanish.
3. Role-playing: Have the students role-play the conversation
dialogues.
1st Grade
10
Unit #1: Little Red Riding Hood
Objective: Students will develop an
understanding of greetings,
farewells and courtesy
expressions.
Equipment: TV/VCR
Assessment:
1. Spanish Word Wall: Have the
students place the Spanish
vocabulary on the “Spanish Word
Wall.”
1. Journal Writing: Have the
students write greetings
and farewells in Spanish.
2. Role-playing: Have the
students role-play the
conversation dialogues.
TEKS:
Language Arts:
Listening: 1.1B, 1.1D
Speaking: 1.3A, 1.3B
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Social Studies: 1.15A, 1.2.B
Lesson # 1: Greetings, Introductions and Farewells
Sing theme song.
Verb:
Saludar - to greet
someone
Sentence:
Me gusta saludar a nuevos
amigos.
- I like to greet new
friends.
Review:
Buenos días. –
Good morning.
Buenas tardes. Good afternoon.
Buenas noches. Good night.
Hola. – Hello.
Review Farewells:
1. Adiós - goodbye
2. Hasta luego - See you
later.
Introductions:
Activity #1:
Learn the cheer “NUEVOS
AMIGOS CHEER” and the
song “NUEVOS AMIGOS
THEME SONG.”
La cultura:
Students will have
the opportunity to
explore the cultural
traditions of the
Spanish speaking
Review Greetings:
countries. Students
Sing the “Buenos Días Song.” will learn the name
Have the students role- play of the country in
Spanish and find the
dialogues.
location of the
Activity #2:
country on the globe.
Have the students say the
Artesanía:
“Tan, tan rima.”
Students will learn
Translate names:
about a country by
Have the students translate making what the
or select a name in Spanish. people make
everyday: an árbol
*Refer to pages 2.2-2.6.
de vida, a chocolate
drink from Mexico, a
magical mask, a
Mayan pyramid and
the Spanish flag.
In this lesson, the
A
Fine Arts:
Music: 1.2B, 1.5A
Art: 1.3
1. ¿Cómo estas tú? How are you (familiar)?
2. ¿Cómo está usted?How are you (formal)?
3. ¿Y tú? – And you
(familiar)?
4. ¿Y usted? – And you
(formal)?
5. Muy bien, gracias. –
Thank you very much.
6. ¿Cómo te llamas (tú)? –
What’s your (familiar)
Name?
7. ¿Cómo se llama
(usted)? – What’s your
(formal) name?
8. Me llamo _____. –
My name is _____.
students will make
A Spanish Journal
and a Spanish
Word Wall.
Materials:
Scissors, gluestick, markers,
Construction paper, ruler and
A spiral notebook with 150
Pages.
Materials:
Poster, makers, stapler,
masking tape, scissors,
gluestick and vocabulary
blackline master.
Spanish Journal:
Have students make
or bring a notebook
to practice writing in
their Spanish
vocabulary.
Spanish Word Wall:
The Spanish Word
Wall is used to show
all the new
vocabulary the
students have
learned.
B
“Nuevos Amigos Cheer”
Nuevos Amigos, Nuevos Amigos
¡Ra, ra, ra!
Nuevos Amigos, Nuevos Amigos
¡Ra, ra, ra!
“Nuevos Amigos Theme Song”
Sing to the tune of “La cucaracha.” Sing twice.
Me gusta, me gusta,
saludar a los nuevos amigos.
Me gusta, me gusta,
saludar a los nuevos amigos.
Review the greetings of buenos días, buenas tardes and
buenas noches. Sing to the tune of “Mary had a Little
Lamb.”
“Buenos días Song”
Buenos días, ¿cómo estás tú?
¿Cómo estás tú?
¿Cómo estás tú?
Muy bien, gracias.
Muy bien, gracias.
Ask the teacher or an adult.
Buenos tardes, ¿cómo está usted?
¿Cómo está usted?
La, la, la, la, la, la.
Buenas noches, ¿cómo está usted?
La, la, la, la, la, la.
¡Cha, cha, cha!
Muy bien, gracias.
Muy bien, gracias.
C
More review dialogues
Dialogue 1:
Student #1: Buenos días, _____________. ¿Cómo
estás tú?
Student #2: Adiós.
Dialogue 2:
Student #1: Buenas tardes, _____________. ¿Cómo
estás tú?
Student #2: Adiós.
Student #1: Nos vemos pronto.
Dialogue 3:
Student #1: Buenas noches, _____________. ¿Cómo
estás tú?
¿Cómo estás tú?
Student #1: Adiós.
D
English
Abraham
Adolph
Alexander
Andrew
Anthony
Arthur
Boy’s Names
Spanish
Abrahán
Adam
Adolfo
Albert
Alejandro
Alfred
Andrés
Angel
Antonio
Arnold
Arturo
Bartholomew Bartolomé
Benjamin
Benjamín
Calvin
Cecil
Claud
Calvino
Cecilio
Claudio
Basil
Bernard
Adán
Alberto
Alfredo
Ángel
Arnaldo
Basilio
Bernardo
Charles
Carlos
Christopher Cristiano,
Daniel
Dennis
Donald
Daniel
Dionisio
Donaldo
David
Dominic
Edmund
Emil
Edmundo
Emilio
Edward
Henry
David
Domingo
Eduardo
Enrique
Ernest
Eugene
Ernesto
Eugenio
Steven
Esteban
Fabian
Francis
Fabían
Francisco
Ferdinand
Frederick
Ferdinando
Federico
Gabriel
Gilbert
William
Gabriel
Gilberto
Guillermo
Gerard
Gregory
Gerardo
Gregorio
Horacio
Herbert
Hugo
Herberto
Hugo
Horace
Ignacious
Ignacio
Isadore
Isadoro
James
Joshua
Jaime
Josué
Joseph
Julius
José
Julio
Leon
Lorenzo
Louis
León
Lorenzo
Luis
Leonardo
Lucas
Leonardo
Lucas
Mark
Michael
Mark
Miguel
Manuel
Matt
Nathan
Natán
Nicholas
Manuel
Mateo
Nicolás
E
Oscar
Oscar
Paul
Peter
Pablo
Pedro
Patrick
Patricio
Ralph
Raul
Robert
Roger
Reuben
Rafael
Raúl
Roberto
Rogelio
Rubén
Raymond
Richard
Roderick
Roland
Raimundo
Ricardo
Rodrigo
Rolando
Samuel
Simon
Samuel
Simón
Saul
Saul
Timothy
Timiteo
Thomas
Tomás
Victor
Victor
Vincent
Virgil
Vicente
Virgilio
Wilfred
Wilfredo
F
Girl’s Names
Adele
Adela
Alexandra Alejandra
Amelia
Amalia
Alberta
Alice
Ann
Alberta
Alicia
Ana
Andrea
Anita
Andrea
Anita
Angela
Antonia
Bárbara
Betty
Bertha
Bárbara
Belita
Berta
Beatrice Beatriz
Bernardine Bernardina
Carla
Carmen
Cecilia
Claudia
Connie
Carla
Carmen
Cecilia
Claudia
Corina
Charlotte
Caroline
Clara
Constance
Cristine
Carlota
Carolina
Clara
Contancia
Cristina
Deborah
Débora
Dolores
Dolores
Elise
Elisa
Ellen
Elena
Elizabeth Isabel
Elsa
Elsa
Emily
Emilia
Emma
Estelle
Ángela
Antonia
Ema
Estela
Esther
Eva
Ester
Eva
Eugenia
Eugenia
Frederica Federica
Frances
Francisca
Harriet
Enriqueta
Hope
Kathleen
Catalina
Gloria
Gloria
Grace
Graciela
Inez
Inés
Irene
Irene
Joan
Juana
Leonor
Linda
Lucy
Louise
Leonor
Linda
Lucía
Luisa
Josephine Josefa
Judith
Judit
Laura
Lydia
Lola
Lucinda
Victoria
Violet
Virginia
Laura
Lidia
Lola
Lucinda
Esperanza
Victoria
Violeta
Virginia
G
Magdalena
Mary
Matilda
Minerva
Magdelena
María
Matilde
Minerva
Olga
Olga
Patricia
Prudence
Patricia
Prudencia
Margaret
Mary Ann
Mercedes
Pauline
Margarita
Mariana
Mercedes
Paula
Rachel
Roberta
Raquel
Roberta
Rebecca
Rose
Rebeca
Rosalia
Sarah
Sophie
Sara
Soña
Sylvia
Susan
Silvia
Susana
Terese
Teresa
Toni
Tonia
Mary Ann
Ana María
H
Activity 2: Have the students learn the “Tan, tan,
Rima” (“Knock, knock Rhyme).
“Tan, Tan Rima”
“Tan, Tan Rima”
Student #1: (Knock twice on the door.) Tan, Tan.
Student #2: (Answers from behind the door.) ¿Quién
es?
es?
amigo/a.
¿Cómo te llamas?
Me llamo ___________.
Student #2: Hola, ____________. ¿Cómo estás?
Student #1: Hola, ____________. Muy bien, gracias.
¿Y tú?
maestra/maestro.
¿Cómo se llama?
Me llamo ___________.
¿Y usted ?
* Students may use the hand puppets to act-out the
dialogue.
dialogue.
Student #1: (Answers from behind the door.) Soy tu
Student #1: Adiós, ______
I
“Tan, Tan Rima”
es?
maestra/maestro.
¿Cómo se llama?
Me llamo ___________.
¿Y usted ?
dialogue.
Nuevos Amigos
Grade 1
Lesson 1: Greetings, Introductions, and Farewells
¿Cómo estás tú?/
¿Cómo te llamas(tú)?/
¿Cómo se llama(usted)?
Muy bien, gracias.
¿Y tú?
¿Y usted?
Me llamo ________
saludar
Me gusta saludar a
nuevos amigos.
Lesson 2:
Family Members
Objective: Students will learn how to identify family members in Spanish.
Verb: amar – to love
Vocabulary:
lla mamá – mother
el papá – father
el hermano – brother
la hermana – sister
el tío – uncle
la tía – aunt
el primo – male cousin
la prima – female cousin
el abuelo – grandfather
la abuela – grandmother
¿Quién es? – Who is this?
Es mi _______. – This is _________.
Say the “NUEVOS AMIGOS CHEER.”
NUEVOS
AMIGOS
2
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies
1.15A
Fine Arts
Music: 1.2B
Art: 1.3
NUEVOS AMIGOS, NUEVOS AMIGOS,
¡Ra! ¡Ra! ¡Ra!
NUEVOS AMIGOS, NUEVOS AMIGOS,
¡Ra! ¡Ra! ¡Ra!
1st Grade
Masculine
Definite Articles
Singular: el
Plural: los
Indefinite Articles
Singular: un
Plural: unos
Feminine
Definite Articles
la
las
Indefinite Articles
una
unas
FYI:
The definite and
indefinite articles
in Spanish signal the
gender and number
of the noun to which
they refer. The
following chart
shows the definite
and indefinite
articles.
11
Sing the “NUEVOS AMGIOS THEME SONG.”
Verb: amar – to love
Sentence: Me gusta amar a mamá y a papá.
NUEVOS
AMIGOS
Me gusta, me gusta,
amar a mamá y a papá.
Me gusta, me gusta,
amar a mamá y a papá.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
(English version)
I enjoy, I enjoy,
loving mother and father.
I enjoy, I enjoy,
loving mother and father.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
1st Grade
12
Extension Activity: Have the students learn the cha-cha
step. Students can learn the cha-cha step by clapping out
the rhythm of the “NUEVOS AMIGOS THEME SONG:”
1-2
1-2-3
The students can transfer the same rhythm to their feet by
saying:
R-L (Place one foot in front of other and rock forward and
backward.)
R-L-R (Perform steps in place while alternating feet.)
REVERSE
Activity 1: Sing “Mamá, yo amo” using the Cuban tune of
“Mamá, yo quiero.”
“Mamá, yo amo”
Mamá,
Mamá,
Mamá,
Mamá,
yo
yo
yo
yo
amo.
amo.
amo.
amo.
A mi papá, a mi papá.
Mamá, yo amo.
Mamá, yo amo.
Mamá,
Mamá,
Mamá,
Mamá,
yo
yo
yo
yo
amo.
amo.
amo.
amo.
A mi hermana, a mi hermano.
Mamá, yo amo.
Mamá, yo amo.
Mamá,
Mamá,
Mamá,
Mamá,
1st Grade
yo
yo
yo
yo
amo.
amo.
amo.
amo.
A mi prima, a mi primo,
Mamá, yo amo.
Mamá, yo amo.
NUEVOS
AMIGOS
Suggestions:
1. Students may
form a circle and
take turns having
someone act out
the parts of
mother, father,
brother, etc...
2. Students
may also
create a
“big book”
where they
use the song
to show their
family
members.
FYI:
The endings of
some of the words
in Spanish reflect
the gender of the
word. For example, prima, a
female cousin,
and primo, a male
cousin. Other
examples are:
abuela, abuelo,
hermana, hermano,
tía y tío.
13
A mi prima, a mi primo,
Mamá, yo amo.
Mamá, yo amo.
Mamá,
Mamá,
Mamá,
Mamá,
yo
yo
yo
yo
NUEVOS
AMIGOS
amo.
amo.
amo,
amo.
A mi abuela, a mi abuelo,
Mamá, yo amo.
Mamá, yo amo.
Mamá,
Mamá,
Mamá,
Mamá,
yo
yo
yo
yo
amo.
amo.
amo,
amo.
I Love My Mother
(English version)
I
I
I
I
love
love
love
love
my
my
my
my
mother.
mother.
mother.
mother.
I love my father; I love my father.
I love my mother.
I love my mother.
I
I
I
I
love
love
love
love
my
my
my
my
mother.
mother.
mother.
mother.
1. sister and brother
2. cousins
3. grandmother and grandfather
1st Grade
14
This poem includes the names of aunt and uncle in Spanish.
“Mi tía y mi tío”
NUEVOS
AMIGOS
Yo tengo una tía llamada Mónica.
Mónica, Mónica,
La llaman Mónica.
Yo tengo un tío llamado Salvador.
Salvador, Salvador,
Lo llaman Salvador.
“My Aunt and Uncle”
(English)
I have an aunt named Monica.
Monica, Monica,
They call her Monica.
I have an uncle named Salvador.
Salvador, Salvador,
They call him Salvador.
Activity 2: Have the students create a fictional tree or
use the family tree pattern in the classroom using the
story characters of Little Red Riding Hood.
Materials:
1. Family tree
handout
2. Pencil
Have the students use the family tree pattern to write in
their family member names. The students may take the
assignment home to work with their family.
Extension: Students may also may use the family tree
pattern to read names of family members to friends.
The following dialogues will help the students practice
saying their family members’ names. There are three
dialogues.
1st Grade
15
Dialogue:
Mi mamá se llama (name).
My mother’s name is (name).
Mi papá se llama (name).
My father’s name is (name).
Mi tío se llama (name).
My uncle’s name is (name).
Mi tía se llama (name).
My aunt’s name is (name).
Mi abuelo se llama (name).
My grandfather’s name is (name).
Mi abuela se llama (name).
My grandmother’s name is (name).
La cultura: Metepec, México, is the city that is known for
creating a clay sculpture covered with flowers, leaves, biblical
figures and candle holders that is called árbol de vida, tree
of life.
Some people think árbol de vida represents the beliefs and
designs of the Aztecs and the teachings of the Franciscan
monks. Today, the tree has changed very little from its
original designs and has become one of the best known art
objects in Mexican folk art.
Don’t forget: Learning about other cultures helps you to
better understand the world we live in.
1st Grade
NUEVOS
AMIGOS
FYI:
Add –ita and –ito
to the ends of
words to show
affection. The
following are
examples:
abuela abuelita
abuelo abuelito
mamá mamita
papá papito
hermano hermanito
hermana hermanita
Names:
Niñas (girls):
Rosa – Rosita
Raquel – Raquelita
Caperuza Caperucita
Niños (boys):
José – Joselito
Luis – Luisito
Miguel - Miguelito
16
Artesanía: After filling out a family tree and writing their
family’s names, students can make an árbol de vida to
represent their family.
Follow these steps:
Step 2: Draw lines dividing one paper plate into 8 equal
parts.
Step 3: Cut along lines.
Step 4: Cut out the center to form a ring on the second
plate.
Step 5: Roll drawing paper into a tube and secure with glue.
Step 6: Decorate base, ring and tube with markers.
Step 7: Paste figures onto ring.
Step 8: Paste ring onto tube.
Step 9: Draw tube through opening in center of base and
secure with glue.
Great job. Now, you can display your own creation of the
árbol de vida.
NUEVOS
AMIGOS
Materials:
1. Two 9" paper
plates
2. Ruler
3. Scissors
4. One 8 1/2" x
11" sheet of
white paper
5. Drawing
paper
6. Glue
7. Markers
8. Construction
paper
9. Pattern
ornaments
10. Drawings of
family members
Assessment:
1. Word Wall: Have the students write Spanish vocabulary
on “Word Wall.”
2. Journal Writing: Have the students write vocabulary in
Spanish Journal.
3. Family Tree: Have the students make a family tree using
Spanish vocabulary of family members.
1st Grade
17
Objective: Students will learn how
to identify family members in
Spanish.
Equipment: TV/VCR
Assessment:
students write the names of
family members.
2. Family tree: Have the
students make a famiy tree.
TEKS:
Language Arts:
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Social Studies:
1.15A
Fine Arts:
Music: 1.2B
Art: 1.3
Lesson # 2: Family Members
Sing theme song.
Verb:
amar – to love
Sentence:
Me gusta amar
a mamá y a papá. – I
enjoy loving mother and
father.
Family Member Names:
1. la mamá – mother
2. el papá – father
3. el hermano – brother
4. la hermana – sister
5. el tío – uncle
6. la tía – aunt
7. el primo – (male) cousin
8. la prima – daughter
9. el abuelo – grandfather
10. la abuela – grandmother
11. ¿Quién es? Who is this?
12. Es mi _____. –
This is my _____.
Activity #1:
Sing the song “Mamá, yo
amo.”
Have the students recite
the poem “Mi tía y mi tío.”
Activity #2:
Have the students
create a fictional tree in
the classroom using the
story characters of
Little Red Riding Hood.
Extension: Have the
students use the family tree
pattern to write in their
family member names. The
students may take the
assignment home to work
with their family.
*Refer to family pattern on
page 19.
La cultura:
Metepec, México, is the
city known for creating a
clay sculpture covered
with flowers, leaves,
Biblical figures and
candle holders that is
called árbol de vida, tree
of life.
Artesanía:
Students can make an
árbol de vida to
represent their family.
Materials: Two 9” paper
plates, ruler, scissors, one
8.5”x11” sheet of white
paper, drawing paper, glue,
markers, construction
paper, pattern ornaments a
drawings of family
members.
A
Activity 1: Sing song “Mamá, yo amo.”
“Mamá, yo amo”
Mamá, yo amo.
Mamá, yo amo.
Mamá, yo amo.
Mamá, yo amo.
A mi papá, a mi papá.
Mamá, yo amo.
Mamá, yo amo.
Mamá, yo amo.
Mamá, yo amo.
Mamá, yo amo.
Mamá, yo amo.
A mi hermana, a mi hermano.
Mamá, yo amo.
Mamá, yo amo.
A mi abuela, a mi abuelo,
Mamá, yo amo.
Mamá, yo amo.
Mamá, yo amo.
Mamá, yo amo.
Mamá, yo amo,
Mamá, yo amo.
A mi primo, a mi prima,
Mamá, yo amo.
Mamá, yo amo.
Mamá, yo amo.
Mamá, yo amo.
Mamá, yo amo,
Mamá, yo amo.
Mamá, yo amo.
Mamá, yo amo.
Mamá, yo amo.
Mamá, yo amo.
B
Activity 2: Create a fictional tree. Use the
following pattern.
Cultural Lesson:
The affectionate ending – in Spanish, ending such as –ito
and –ita are added to the end of the words to indicate
affection.
For Your Information (FYI): A masculine word will use a
diminutive or affectionate ending of –ito. If the word is
feminine, then the diminutive or affectionate ending will
be –ita.
For example:
Nouns endings of –ita and –ito:
Árbol
arbolito
Niño
niñito
Niña
niñita
amigo
amiguito
amiga
amiguita
Spanish Names
Carmen
Carmensita
Paula
Paulita
Roberto
Robertito
Luis
Luisito
C
FAMILY TREE/EL ÁRBOL DE LA FAMILIA
NOMBRE:
abuelo
tío tías
hermanos
o
hermanas
abuela
papá
abuelo
mamá
abuela
papá
mamá
yo
tío tías
hermanos
o
hermanas
18
OTROS MIEMBROS DE LA FAMILIA:
bisabuelo/bisabuela (great grandfather/mother)
primo/prima (nephew/niece)
padrastro/madrastra (step-father/mother)
hermanastro/hermanastra (step-brother/sister)
hijastro/hijastra (step-son/step-daughter)
Nuevos Amigos
Lesson 2 : Family Members
¿Quién es?
Grade 1
Es mi _______
la abuela
¿Cómo se llama(usted)?
Me llamo
______.
amar
Me gusta amar a mamá y papá.
2.2
Nuevos Amigos
Lesson 2 : Family Members
la mamá
el papá
Grade 1
el hermano
la hermana
el tío
la tía
el primo
la prima
el abuelo
2.3
Objective: Students will learn how to identify parts of the
face in Spanish.
Verb: mirar – to look at
NUEVOS
AMIGOS
3
Vocabulary Review:
la cabeza – head
las manos – hands
TEKS:
Vocabulary:
la cara – face
el ojo – eye
la nariz – nose
la boca – mouth
los dientes – teeth
los labios – lips
las orejas – ears
el cabello - hair
la lengua - tongue
la mejilla - cheek
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies:
1.15A
Fine Arts
Music: 1.2B
Art: 1.3
Nuevos Amigos, Nuevos Amigos,
¡Ra, ra, ra!
¡Ra, ra, ra!
1st Grade
19
Sing the “NUEVOS AMIGOS THEME SONG.”
Verb: mirar – to look at
Sentence: Me gusta mirar mi cara.
NUEVOS
AMIGOS
Me gusta, me gusta,
mirar mi cara.
Me gusta, me gusta,
mirar mi cara.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
“NUEVOS AMGIOS THEME SONG”
(English version)
Look at my face.
Look at my face.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
1st Grade
20
Activity 1: Sing the song “La tía Mónica.” This song is
popular in Mexico, Chile and the American Southwest. It is a
great song for getting all the parts of the body moving. Clap
your hands for the first three lines of the chorus.
NUEVOS
AMIGOS
Then wave them high in the air for “Ooh, la, la.” For the
verses, move the parts of the body named, followed by a full
turn around. If you get dizzy, just sing without spinning. A
group can sing this in a circle, with one child being Aunt Mónica
in the center for one verse, and then another child for the
next verse, and so on.
“La tía Mónica”
Verse: Yo tengo una tía
Llamada Mónica
Que cuando va a bailar
Le dicen u, la, la.
U, la, la, u, la, la,
Le dicen u, la, la.
Así mueve los ojos,
Así, así, así.
Así se da una vuelta,
Así, así, así.
Verse.
Así mueve las cejas (eyebrows).
Así, así, así.
Así, así, así.
Verse.
Así mueve la nariz.
Así, así, así.
Así, así, así.
1st Grade
21
Verse.
Así mueve la boca.
Así, así, así.
NUEVOS
AMIGOS
Así, así, así.
Verse.
Así mueve la cabeza.
Así, así, así.
Así, así, así.
“My Aunt Monica”
(English version)
(Chorus)
I have an aunt who dances.
Her name is Monica,
And when she starts to dance,
Everyone goes ooh, la, la.
Ooh, la, la, ooh, la, la,
Everyone goes ooh, la, la.
She likes to move her eyes.
She likes it just like me.
She likes to spin and spin
Round and round like me.
(Chorus)
1. She likes to move her eyebrows.
2. She likes to move her nose.
3. She likes to move her mouth.
4. She likes to move her head.
1st Grade
22
Activity 2: Have the students play the matching game and
label the parts of the face on la niña or el niño. Make enough
copies for two students to play together. Have them cut
name cards of the parts of the face. Place the cards in a ziplock bag.
Extension: Have the students categorize the parts of the
face.
Feminine
Singular
la cara
la nariz
la lengua
la mejilla
Plural
las orejas
Masculine
NUEVOS
AMIGOS
Materials:
1. Handout of boy
and girl face
2. Scissors
3. Zip-lock bag
el ojo
el cabello
los labios
los dientes
Extension: Sing the song “El y la.”
“El y la”
El y la, y la y el
Son dos palabras para indicar:
El para masculino y la para femenino.
El para niño y la para niña.
El para amigo y la para amiga.
FYI:
Talk about how the
Spanish language
uses definite
articles. Can you
think of other
Spanish words?
Refer to vocabulary from previous
lessons.
El niño, la niña, el amigo y la amiga.
“She and He”
(English version)
She and he, and she and he,
Are two words that indicate:
He is for masuline, and she is for feminine.
He is for a boy, and she is for a girl.
1st Grade
23
La cultura: We will learn about the animal masks made
by the native people of Mexico. Why did the people of Mexico
wear masks? Do you know? A long time ago, native Mexicans
believed that if you wore a mask, the mask had magic to change
you into whatever the face of the mask was. For example: The
armadillo’s mask is made of wood from the state of Guerrero.
You can find armadillos in Mexico. Actually, the word armadillo
is a Spanish word that means “having arms like a protective
covering.” Notice the hard shell.
By the way, armadillos were first found in South America.
This cute armadillo mask has eyeholes next to the rabbit-looking ears. The feet are rather large, as the armadillo is known
for being a very good digger. The mask is actually used for the
Rabbit Dance in the state of Guerrero, and every villager performs the part of the armadillo dance differently.
Don’t forget: Learning about other cultures helps you to
Artesanía:
Make a magical mask.
Here are the steps:
Step 2: Gently mark the position of your eyes and nose on a
paper plate. Then, cut out circles for your eyes and a triangle for your nose.
Step 3: Make and glue your nose base.
Step 4: Color or paint the mask and let it dry.
Step 5: Cut out a nose shape from construction paper and
glue it to the base.
Step 6: Cut ears from construction paper and glue in place.
Step 7: Paint or glue on eyes and a mouth cut from construction paper.
Step 8: Hats cut from construction paper will add personality to your character.
Step 9: For wearing, cut a strip from a nylon stocking and
staple or glue the ends to the inside of your mask at eye
level.
Now, you can display your own magical mask creation. Join
other Nuevos Amigos and play hide and seek together. Have
fun!
1st Grade
NUEVOS
AMIGOS
Suggestion:
Ask a store
owner or
museum of
Latin-American
folk art to
give a
presentation on
masks.
Materials:
1. Two 9-inch
paper plates
2. Crayons
3. Scissors
4. Pencil
5. White glue
6. Markers
7. Watercolors
8. Paintbrush
9. Construction
paper in all
kinds of colors
10. Discarded
nylon stockings
11. Other items
you would like
to put on your
mask
24
Assessment:
2. Spanish Journal: Have the students write the Spanish
Vocabulary in their Spanish Journals.
NUEVOS
AMIGOS
3. The Matching Game: Play the matching game and label
the parts of the face of the girl and boy.
1st Grade
25
to identify parts of the face in
Spanish.
Equipment: TV/VCR
Assessment:
1. Word Wall: Have the students
write Spanish vocabulary.
students write Spanish vocabulary.
3. The Matching Game: Play the
game and match parts of face.
TEKS:
Language Arts:
Writing: 1.120
Reading: 1.1C
Social Studies: 1.15
Fine Arts:
Music: 1.2B
Art: 1.3
Lesson # 3: Parts of the face
Sing theme song.
Verb:
mirar – to look at
Sentence:
Me gusta mirar a mi cara.
- I like to look at my face.
Review of Body Parts:
la cabeza – head
las manos – hands
Vocabulary of Body Parts:
1. la cara – face
2. el ojo – eye
3. la nariz – nose
4. la boca – mouth
5. los dientes – teeth
6. los labios – lips
7. las orejas – ears
8. el cabello – hair
9. la lengua – tongue
10. la mejilla - cheek
Activity #1:
Sing the song “La tía
Mónica.”
Activity #2:
Have the students
play the matching game
and label the parts of
the face on la niña and el
niño.
*Refer to pages 26-28 for
the game patterns.
Extension:
Sing song of “El and la.”
La cultura:
Talk about how
different
indigenous groups
use masks for
celebrations.
Artesanía:
Make a magical mask.
Materials:
Two 9” plates,
crayons, scissors,
pencil, white glue,
markers, watercolors,
paintbrush,
construction paper
and discarded nylon
stockings.
A
Activity 1:
Sing the song “La tía Mónica.”
This song, popular in Mexico, Chile and the
American Southwest, is a great one for getting
All the parts of the body moving. Clap your
Hands for the first three lines of the chorus,
Then wave them high in the air for “Ooh, la, la.”
For the verses, move the parts of the body
Named, followed by a full turn around. If you
Get dizzy, just sing without spinning! A group
Can sing this in a circle, with one child being
Aunt Monica in the center for one verse, and then
another child for the next verse, and so on.
Translated into English.
“My Aunt Monica”
“La tía Mónica”
Verse: Yo tengo una tía
Llamada Mónica
Que cuando va a bailar
Le dicen u, la, la.
U, la, la, u, la, la,
Le dicen u, la, la.
B
Así mueve los ojos,
Así, así, así.
Así, así, así.
Verse.
Así mueve las cejas.
Así, así, así.
Así, así, así.
Verse.
Así mueve las pestañas/
Así, así, así.
Así, así, así.
Verse.
Así mueve la nariz.
Así, así, así.
Así, así, así.
C
Verse.
Así mueve la boca.
Así, así, así.
Así, así, así.
Verse.
Así mueve la cabeza.
Así, así, así.
Así, así, así.
Activity 2: Play the matching game. Use the
handout on the face and on the cards. Make copies
of each and have students cut-out cards.
Play game like “Old Maid.” Have one student ask:
“¿Tienes _____ (part of face)?”, and the
Second student will answer: “Sí, lo tengo.” or
“No lo tengo.”
Song of “El and La” that will explain how the articles are
“El y La”
El y la, y la y el
Son dos palabras para indicar:
el para masculino y la para femenino.
El para niño y la para niña.
El para amigo y la para amiga.
El niño, la niña, el amigo y la amiga.
D
used.
Sing the song: “El y La” (sung to the tune of “The Old
Soft Shoe”). Explain how the definite articles are used
in Spanish.
Talk about how the Spanish language uses definite
articles that are masculine and feminine.
El
el amigo
el niño
La
la amiga
la niña
Can you think of other Spanish words? Use the
kindergarten vocabulary list.
E
Nuevos Amigos
Grade 1
la cara
el ojo
la nariz
la boca
los dientes
los labios.
3.2
Nuevos Amigos
las orejas
la lengua
mirar
Grade 1
el cabello
la mejilla
3.3
Objective: Students will learn how to identify the five senses.
Verb: oler – to smell
I like to smell flowers.
Vocabulary:
el tacto – sense of touch
el gusto – sense of taste
el oído – sense of hearing
el olfato – sense of smelling
la vista – sense of sight
ver – to see
probar – to taste
oír – to hear
tocar – to touch
Mi/mis (part of the face) me sirven para (sense). My (part of the face) helps me to (sense).
NUEVOS AMIGOS, NUEVOS AMIGOS
¡Ra! ¡Ra! ¡Ra!
NUEVOS
AMIGOS
4
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies:
1.15A
Fine Arts
Music: 1.2B
Art: 1.3
NUEVOS AMIGOS, NUEVOS AMIGOS.
¡Ra! ¡Ra! ¡Ra!
Sing the NUEVOS AMIGOS THEME SONG.
Verb: oler – to smell
Sentence: Me gusta oler las flores.
I like to smell flowers.
1st Grade
29
Me gusta, me gusta,
oler las flores.
NUEVOS
AMIGOS
Me gusta, me gusta,
oler las flores.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
(English version)
I like to , I like to,
smell the flowers.
smell the flowers.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
1st Grade
30
Activity 1: Sing “Mis cinco sentidos” to the tune of “If
You’re Happy and You Know It.”
“Mis cinco sentidos”
Mi nariz me sirve para oler (clap, clap).
Mi nariz me sirve par oler (clap, clap).
Mi nariz, mi nariz,
Mi nariz me sirve para oler (clap, clap).
Mis ojos me sirven para ver (clap, clap). (2)
Mis ojos, mis ojos,
Mis ojos me sirven para ver (clap, clap).
Mis manos me sirven para tocar (clap, clap) (2)
Mis manos, mis manos,
Mis manos me sirven para tocar (clap, clap).
Mi lengua me sirve para probar (clap, clap). (2)
Mi lengua, mi lengua,
Mi lengua me sirve para probar (clap, clap).
NUEVOS
AMIGOS
Song verses:
1. nariz - oler
(nose - smell)
2. ojos - ver
(eyes - see)
3. manos - tocar
(hands – touch)
4. lengua probar
(tongue taste)
5. orejas - oír
(ears - hear)
Mis orejas me sirven para oír (clap, clap). (2)
Mis orejas, mis orejas,
Mis orejas me sirven para escuchar (clap, clap).
“My Five Senses”
(English version)
My nose helps me breathe.
My nose, my nose,
My eyes help me see.
My eyes, my eyes,
My hands help me touch.
My hands, my hands,
My hands help me touch.
1st Grade
31
My tongue helps me taste.
My tongue, my tongue,
NUEVOS
AMIGOS
My ears help me hear.
My ears, my ears,
Extension: Have the students make a book. Make copies of
“Mis cinco sentidos.” Also, students can match the sense to
the part of the face and body.
Activity 2: Learn the poem “La boca.”
“La boca”
Una boca para comer,
Una nariz para oler,
Dos ojos para ver,
Dos orejas para escuchar,
Y una cabeza para dormir.
“The Mouth”
(English version)
A mouth to eat with,
A nose to smell with,
Two eyes to see,
Two ears to hear,
And a head to go to sleep.
La cultura: Talk about the origin of the chocolate drink. The
chocolate drink is a gift to the world from Mexico and Central
America. The word comes from the Nahuatl language, in which
xoco-atl means “bitter water” and cacahuatl-atl means “cacao
water.”
1st Grade
32
Chocolate was first used by the Aztecs in México. Did you
know that the Aztecs in México drank cold chocolate? They
did, and they added flavors like chile, vanilla, black pepper,
honey, flowers and cinnamon. Only the elite and royalty drank
it. Moctezuma, the last Aztec emperor, was known to have a
chocolate drink after a meal.
NUEVOS
AMIGOS
The word chocolate comes from Nahautl language of the Aztecs xoco-atl (chocoatl) meaning “bitter water.” Atl means
water and choco is the sound that the liquid makes when it is
beaten with the chocolate beater called a molinillo. The chocolate comes from the cacao bean. This bean was also used as
money by the Aztec people and used to prepare different
foods.
The famous Spanish conqueror or conquistador, Hernán Cortéz,
brought the cacao seed to Spain where it became very popular
among the kings. Spain is where they added sugar and other
ingredients. But, it was a woman from Guatemala, who was the
first to make the chocolate in round slabs or discs in order for
it to last longer.
A few of the products that are made from chocolate are:
choco-milk, chocolate cookies, chocolate cake and chocolate
kisses.
Don’t forget: Learning about other cultures helps you to better
understand the world we live in.
Artesanía: Make Mexican hot chocolate.
Break up one disc into the milk in an electric frying pan or
other heating device. A pot on a stove works well, if available.
Boil the milk and mix. Cool while mixing. Bring again to a full
boil. Cool once more. Then for the third time, bring the
chocolate drink to a boil. Beat and serve.
Mexicans like to drink their chocolate with a molinillo, a wooden
beater made specifically for chocolate preparation.
1st Grade
Materials:
1. Chocolate
discs
(available
in the
Mexican
food section
of most
grocery
storesAbuelita
is an excellent
choice)
2. 2 quarts of
milk
3. Pot
4. Portable
burner
5. Molinillo, a
wooden
beater
33
Extension:Sing the song “El chocolate.”
“El chocolate”
Uno, dos, tres, CHO,
Uno, dos, tres, CO,
Uno, dos, tres, LA,
Uno, dos, tres, TE…
(Repeat twice.)
NUEVOS
AMIGOS
(Sing slowly.)
chocolate, chocolate,
bate, bate el chocolate.
(Sing a little faster.)
(Sing faster)
(Repeat twice.)
* Have the students pretend to drink the chocolate and
say: Hmmmm… ¡Qué rico!
“The Chocolate”
One, two, three, CHO,
One, two, three, CO,
One, two, three, LA,
One, two, three, TE.
(Sing slowly.)
beat, beat the chocolate.
(Sing a little faster.)
* Have the students pretend to drink the chocolate and
say: Hmmmm… How delicious!
1st Grade
34
(Sing faster.)
(Sing twice.)
NUEVOS
AMIGOS
Assessment:
3. Book: Have the students make the book of “Mis cinco
sentidos.”
1st Grade
35
to identify the five senses with the
parts of the face in Spanish.
Equipment: TV/VCR
Assessment:
students write the verb and the
part of the face.
2. Recite poem: Have the
students recite the poem of
“La boca.”
3. Book: Have the students make a
book on their five senses, “Mis cinco
sentidos.”
TEKS:
Language Arts:
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Social Studies:
Lesson # 4: The Five Senses
Sing theme song.
Verb:
oler – to smell
Sentence:
Me gusta oler las flores.I like to smell flowers.
Activity #1:
Sing the song “Mis cinco
sentidos” to the tune
of “If you’re happy and you
know it.”
Extension:
Have the students make a
Vocabulary:
1. el tacto – sense of touch book on five senses.
2.el gusto – sense of taste
3. el oído – sense of
Activity #2:
hearing
Learn the poem “La
4. el olfato – sense of smell boca.”
5. la vista – sense of sight
6. ver – to see
Materials:
7. probar – to taste
Chocolate discs, 2 quarts of
8. oír – to hear
milk, pot, portable burner
9. tocar – to touch
and molinillo, a wooden
10. Mi/mis (part of face) beater.
me sirven para (sense).
mis manos – tocar,
mi lengua – probar,
mi nariz – oler,
La cultura:
Talk about the origin
of chocolate.
Materials:
Show products that
are made from
chocolate such as:
Choco-Milk, chocolate
cookies, chocolate
cake and chocolate
Kisses.
Artesanía:
Make hot chocolate.
Materials:
Chocolate discs, 2
quarts milk, pot,
portable burner and
molinillo.
A
1.15A
Fine Arts:
Music: 1.2B
Art: 1.3
Lesson # 4: The Five Senses
mis orejas – oír
mis ojos – ver
B
Nuevos Amigos
el tacto
el oido
la vista
Grade 1
el gusto
el olfacto
ver
Nuevos Amigos
probar
tocar
Grade 1
oír
Mi/mis (part of the face)
me sirven para (sense).
Lesson 5: The Verb Tener
Objective: Students will learn the tener expressions in
Spanish.
Verb: celebrar – to celebrate
Vocabulary:
Tengo calor. – I’m hot.
Tengo frío. – I’m cold.
Tengo hambre. – I’m hungry.
Tengo sed. – I’m thirsty.
Tengo dolor. – I’m in pain.
Tengo miedo. – I’m afraid.
Tengo sueño. – I’m sleepy.
¿Tienes tú/usted __________? – Are you (familiar)/you
(formal) _______?
¿Cuántos años tienes? – How old are you?
Tengo (years) años. – I am (age) years old.
Say the “NUEVOS AMGIOS CHEER.”
¡Ra, ra, ra!
NUEVOS
AMIGOS
5
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b,
1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies:
1.15A, 1.2B,
1.2A
Fine Arts
Music: 1.2B,
1.5A
Art: 1.3
¡Ra, ra, ra!
Verb: celebrar – to celebrate
Sentence: Me gusta celebrar los cumpleaños.
1st Grade
36
Me gusta, me gusta,
celebrar los cumpleaños.
NUEVOS
AMIGOS
Me gusta, me gusta,
celebrar los cumpleaños.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
(English version)
Celebrate my birthday.
I like, I like to,
Celebrate my birthday.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
Activity 1: Have students act-out dialogues using the tener
expressions.
1st Grade
37
Dialogue 1:
Doctor or Nurse: Hola, buenos días.
Patient: (Showing pain.) Hola, buenos días.
Doctor or Nurse: ¿Tienes tú frío, dolor o sueño) ?
Patient: Tengo _______.
Doctor or Nurse: Lo siento. (Pretends to give medicine to
patient.)
Patient: Muchas gracias.
Doctor or Nurse: De nada.
Patient: Adiós.
Doctor: Hasta luego.
NUEVOS
AMIGOS
Dialogue 1:
(English version)
Doctor or Nurse: Hello, good morning.
Patient: (Showing pain.) Hello, good morning.
Doctor or Nurse: Are you cold, in pain or sleepy?
Patient: I am ________.
Doctor or Nurse: Thank you.
Patient: Goodbye.
Doctor: See you later.
Dialogue 2:
Amigo #1: Hola, ______. ¿Cómo estás?
Amigo #2: Hola, ______. Estoy muy mal.
Amigo #1: ¿Tiénes hambre, sed, calor o frío?
Amigo #2: Tengo hambre.
Amigo #1: Vamos a comer.
Amigo #2: Sí, vamos a comer.
Amigo #1: Ummm, ¡qué rico!
Amigo #2: Sí, ¡qué rico!
Dialogue 2:
(English version)
Friend #1: Hello, ______, how are you?
Friend #2: Hello, ______. I am not doing well.
Friend #1: Are you hungry, thirsty, hot or cold?
Friend #2: I am hungry.
Friend #1: Let’s eat.
Friend #2: Yes, let’s eat.
1st Grade
38
Activity 2: Play charades using the tener expression game
cards. Make copies of the six game cards.
Object of the game: Guess the correct tener expression
that the student is acting out.
Play the charades game and have students act-out a tener
expression. Have one student select a card and act-out the
tener expression. The class will then guess, and the student
who guesses correctly will go to the front of the class after
picking a game card.
La cultura: Learn about the brief history of piñatas.
The History of Piñatas
The piñata is part of Mexican tradition, and it is used at all
celebrations or fiestas. Who would have ever thought that
the piñata originally came from Italy over 400 years ago. During
the 16th century, Italy was in the Renaissance. They liked to
play games, and one of the games was putting a blindfold on
someone, and then they would hang a clay pot in front of them.
They would try to break the pot with a stick. The pot was
called a pignatta which meant cone-shaped.
In Spain, the piñata was saved for the first Sunday of Lent as
“Piñata Sunday.” The people had a masquerade ball where
they danced the flamenco, the bolero, or the zarabanda. The
ball was called the “Dance of the Piñata.” During the dance, the
piñata was broken.
The Spanish started decorating the olla or pot to make it look
more attractive. There is no exact date when the piñata came
to Mexico; however, it is felt that it came over with the early
settlers in New Spain. The main difference in customs is that
it is an Easter tradition in Spain, and in Mexico, it is more
popular at Christmas.
1st Grade
NUEVOS
AMIGOS
Classroom Ideas:
Be creative and
celebrate your
Mexico unit with a
piñata. It does not
have to be a
holiday, and the
piñata does not have
to have candies.
Here are some
suggestions:
1. Valentine’s
Day: Make a
heart filled
with cards.
2. St. Patrick’s
Day: Make a
shamrock
filled with gold
chocolate
coins and “green”
treats.
3. Easter: Make an
Easter egg filled
with confetti.
4. Birthday: Make
a cake filled
with little
presents.
39
Artesanía: Make a star piñata.
Inflate a balloon to 11" and tie. Pour your starch into a bowl.
Apply four layers of newspaper strips which have been dipped
in starch or paste. Leave a 3" x 3" uncovered area near stem
end for piñata opening. Allow form to dry and deflate balloon.
Attach harness by tying a rope securely around the fullest
part of the form. Use masking tape to secure rope. Be sure
to leave loop at end of harness, near piñata opening, so that
the suspension rope may be tied to it. Decorate piñata by
applying tissue. Now remember, a piñata can be made into
different shapes, sizes and colors.
Let’s review the steps.
Step 2: Inflate balloon and tie.
Step 3: Apply newspaper strips to balloon, but leave an uncovered area for piñata opening. Make four layers and make sure
it dries each time.
Step 4: Allow form to dry and deflate balloon.
Step 5: Attach the harness by tying rope securely around the
fullest part of the form. Use masking tape to secure rope.
Step 6: Decorate piñata.
Step 7: Let the piñata dry one more time.
Step 8: Once completely dry, fill with candy, nuts, fruits, and
you can also put money in it! Piñatas are filled with surprises.
You can save the piñata for birthdays in your classroom or any
other special days that you may want to celebrate. Just
remember to GET OUT OF THE WAY when the piñata breaks!
1st Grade
NUEVOS
AMIGOS
Materials:
1. 1 round
balloon that
can be inflated
to 11"
2. Newspaper
strips
3. Liquid starch
or paste
4. Tissue paper
5. Masking tape
6. Glue
40
Extension: Have the students learn the “Piñata Song.”
“Piñata Song”
Ándale amigo, no te dilates
Con la canasta de los cacahuates.
NUEVOS
AMIGOS
Ándale, amigo, sal del rincón
Con la canasta de la colación.
No quiero oro,
Ni quiero plata,
Yo lo que quiero
Es romper la piñata.
Dale, dale, dale,
no pierdas el tino,
mide la distancia
que hay en el camino.
Dale, dale, dale,
no pierdas el tino,
Porque se lo pierdes
Pierdes el camino.
“Piñata Song”
(English version)
Bring the piñata with no delay,
We want to party, we want to play.
Come on my friend, please don’t be tardy,
Bring us the baskets with all the candy.
I don’t want silver, gold doesn’t matter,
All that I want is to break the piñata.
Hit, hit the piñata,
Do not lose your aim,
Measure well the distance
Or you’ll lose the way.
1st Grade
41
Hit, hit the piñata,
Do not lose your aim,
because if you lose it,
you will lose the way.
NUEVOS
AMIGOS
Assessment:
3. Game: Have the students play the charades game to
guess the six different tener expressions.
1st Grade
42
Objective: Students will learn the
tener expressions in Spanish.
Sing theme song.
Verb:
celebrar – to celebrate
Equipment: TV/VCR
Sentence:
Me gusta celebrar los
Assessment:
cumpleaños. – I like to
1. Word Wall: Students will write celebrate birthdays.
Spanish vocabulary.
Vocabulary:
students write the tener
1. Tengo calor – I’m hot.
expressions.
2. Tengo frío. – I’m
3. Poem: Have the
cold.
students recite the poem of
3. Tengo hambre. - I’m
“Tengo, tengo, tengo.”
hungry.
TEKS:
Language Arts:
Speaking: 1.3A, 1.3B, 1.4B,
1.3E
Reading: 1.1C, 1.3A, 1.8
Social Studies:
1.15A, 1.2B, 1.2A
Fine Arts:
Music: 1.2B, 1.5A
Art: 1.3
3. Tengo sed. – I’m
thirsty.
4. Tengo dolor. – I’m
in pain.
5. Tengo miedo. – I’m
afraid.
6. Tengo sueño. – I’m
sleepy.
7. ¿Tienes tú _____? –
Are you _____? (familiar)
8. ¿Tiene usted ____?
Lesson # 5: The Verb tener
Activity #1:
Have the students act-out
dialogue using the tener
expressions. Refer to
Page 4.
Activity #2:
Play charades using the
tener expression game
cards.
Materials:
Make copies of the
six game cards.
La cultura:
Learn about the brief
history of piñatas.
Artesanía:
Make a star piñata.
Materials:
1 round balloon,
newspaper strips,
liquid starch or paste,
tissue paper, masking
tape and glue.
Extension:
Have the students
learn the “Piñata
Song.”
A
Lesson # 5: The Verb tener
- Are you _____? (formal)
9. ¿Cuántos años tienes?
How old are you?
10. Tengo ____ años. –
I am (age) years old.
B
Nuevos Amigos
Grade 1
Lesson 5 The Verb “Tener”
Tengo calor.
Tengo frío.
Tengo hambre.
Tengo sed.
Tengo dolor.
Tengo miedo.
Page 1
Nuevos Amigos
Grade 1
Lesson 5 The Verb “Tener”
Tengo sueño.
¿Tienes
tú
____?
¿Cuántos
años
tienes?
Tengo
_______
años.
celebrar
Me gusta
celebrar los
cumpleaños.
Page 2
Lesson 6: Foods and Meals
Objective: Students will learn the names of different meals
in Spanish.
Verb: comer – to eat
Review:
la manzana – apple
la fresa – strawberry
el guisante – pea
las uvas – grapes
Vocabulary:
el desayuno – breakfast
el almuerzo – lunch
la cena – supper
el arroz con pollo – rice with/and chicken
el huevo – egg
el pan – bread
las galletas – cookies
la leche – milk
¿Dónde está/están ______? – Where is/are the
________?
Aquí está/están. – Here it is./Here they are.
1st Grade
NUEVOS
AMIGOS
6
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking:
1.3A, 1.3B,
1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies
1.15A, 1.2B,
1.2A, 1.14B
Mathematics
1.7A
Fine Arts
Music: 1.2B,
1.5A
Art: 1.3
43
“NUEVOS AMIGOS Cheer”
¡Ra, ra, ra!
NUEVOS
AMIGOS
¡Ra, ra, ra!
Verb: comer – to eat
Sentence: Me gusta comer la comida rica.
Me gusta, me gusta,
comer la comida rica.
Me gusta, me gusta,
comer la comida rica
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
(English version)
eat delicious food.
1st Grade
eat delicious food.
44
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
Activity 1: Play the game “¿Dónde está/están? “ and
have the students answer Aquí está/están.”Have the
students pretend that they have a grocery store in the
classroom called “el supermercado.” Students will look
for food picture cards and place cards in a basket as if
shopping for food.
NUEVOS
AMIGOS
Materials:
1. Glue
2. Tag board
3. Basket
4. Pictures of
food
Object of the game: Review the names of food items
in Spanish.
Sample game questions:
Student #1: ¿Dónde está la leche?
Student #2: Aquí está.
Student #1: ¿Dónde están las galletas?
Student #2: Aquí están.
Sample game questions:
(English version)
Student #1: Where is the milk?
Student #2: Here it is.
Student #1: Where are the cookies?
Student #2: They are here.
Extension: Learn the poem “Me gusta.”
“Me gusta”
1st Grade
Me gusta la leche,
Me gusta el café,
Pero más me gustan
los ojos de usted.
45
“I Like It”
(English version)
I like milk,
I like coffee,
But I like your eyes most of all.
Activity 2: Play the “Cacahuate Game “ that is played like
Old Maid. Read the cards before playing and say names in
Spanish. Make copies of the food card names for students
to play in partners.
Object of the game: Practice saying the names of the
different food names and finding the pairs of each.
NUEVOS
AMIGOS
Materials:
1. Glue
2. Tag board
3. Basket
4. Pictures of
food
Sample questions:
Student #1: ¿Tienes el arroz con pollo?
Student #2: Sí, lo tengo. (Gives the student her/his
card.)
Student #2: No, lo tengo. Vaya a pescar. (Go fishing.)
Sample questions:
(English version)
Student #1: Do you have the rice with chicken?
Student #2: Yes, I have it.
Student #2: No, I don’t.
Extension: Learn “A la víbora de la mar.”
“A la víbora de la mar”
A la víbora de la mar,
De la mar,
Por aquí pueden pasar.
Los de adelante corren mucho,
Los de atrás se quedarán tras,
Tras, tras, tras,
1st Grade
46
“The Sea Serpent”
(English version)
The Sea serpent we like to play
To have fun, to have fun
Under the bridge all on track.
Children in front go faster and faster,
If you don’t follow, you’ll stay back,
Back, back, back, back.
La cultura:
A licuado is a fruit smoothie drink that is made with an electric mixer, una licuadora. Licuado stands are found all over
the Spanish speaking countries, and they allow customers to
invent their own licuado flavors from the choices of fruit,
juices, milk, eggs, sugar, and whatever else they may want.
NUEVOS
AMIGOS
Suggestion:
Show different
kinds of tropical
fruits: mango,
papaya, pineapple,
guava, jicama,
coconut,
tamagranate,
granada and
tamarindo.
Artesanía:
Make a licuado or fruit drink. Licuado stands allow customers
to invent their own licuado flavor from the choices of fruit
available, juices, milk, eggs and sugar, etc. You can create
your own licuados or use the recipe below. Pineapple combines
well with orange juice, and cantaloupe combines well with
water.
Recipe
1 ½ heaping cups peeled, seeded ripe papaya,
cut into chunks
1 very ripe large banana
1 ½ heaping cups ripe cantaloupe, cut into chunks
6 oz. yogurt
¼ cup milk
¾ cup crushed ice
cinnamon
1st Grade
Materials:
1. Blender
2. Measuring
cups
3. Fruit (any
fruit)
4. 1 - 6 oz.
container
of yogurt
5. 3/4 cup
crushed
ice
6. 1/4 cup
milk
7. Cinnamon
or cocoa
to taste
47
Directions:
In your blender, place the papaya, banana, cantaloupe, yogurt, crushed ice and milk. Make sure to put the lid on, and
then select blend. Blend for about a minute. You can stop
the blender and check to see if it’s smooth enough. Now,
take your cup and pour your licuado.
Step
Step
Step
Step
Step
1:
2:
3:
4:
5:
NUEVOS
AMIGOS
Get all your materials together.
Place all your items into the blender.
Select blend; and blend until it looks smooth.
Stop blender and pour your licuado into a cup.
Sprinkle any extra items you may want.
Assessment:
vocabulary in their Spanish Journals.
3. Game: Have the students play the “Cacahuate Game” to
practice saying the food names in Spanish.
1st Grade
48
Lesson # 6: Foods and Meals
Sing theme song.
names of different meals in Spanish. Verb:
comer – to eat
Equipment: TV/VCR
Sentence:
Me gusta comer la
Assessment:
comida rica. – I like to
eat delicious food.
1. Word Wall: Have the
Review:
students write the the names of the la manzana – apple
meals and names of foods.
3. Game: Have the students play
“Cacahuate Game” to practice saying las uvas – grapes
the food names in Spanish.
el guisante – pea
TEKS:
Language Arts
1.3E
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Social Studies
1.15A, 1.2A, 1.2B, 1.14B
Mathematics
Vocabulary:
1. el desayuno – breakfast
2. el almuerzo – lunch
3. la cena – dinner
4. el arroz con pollo –
rice with chicken
5. el huevo – egg
6. el pan – bread
7. las galletas – cookies
8. la leche – milk
Activity #1:
Play the game “¿Dónde
Está/están _____?” and
Have the students answer
“Aquí está.” Have the
students pretend that they
have a grocery store in the
classroom called el
supermercado.
La cultura:
Talk about how a
licuado or fruit
smoothie is made in
the Spanish speaking
countries.
Artesanía:
Make a licuado or a
fruit smoothie.
Extension: Learn the poem
“Me gusta.”
Materials:
Blender, measuring
Activity #2:
cups, any fruit
Play the “Cacahuate
desired (banana,
Game” that is played like
cantaloupe, etc…), 6
“Old Maid.”
oz. of yogurt, ¼ cup
milk, ¾ cup crushed
Materials:
ice and toppings may
Make copies of the blackline be added such as
masters.
cinnamon or cocoa.
Extension: Learn the song of
“La víbora de la mar.” Talk
about how this song is very
A
1.7A
Fine Arts
Music: 1.2B, 1.5B
Art: 1.3
9. ¿Dónde está/están
____? - Where is
the/arethe ____?
10. Aquí está/están. –
Here it is./Here they are.
similar to “London Bridge.”
Activity 1: Play the game “¿Dónde está/están?”.
Have students answer the question “Aquí está/están.”
Have the students pretend that you have a store,
and have one student look for the food.
Activity 2: Play the “Cacahuate Game” that is played
like “Old Maid.” Read the cards before playing and
say names in Spanish. Make copies of the following
pages.
*Extention: Have the students learn the poem “Me
gusta.”
“Me gusta”
Me gusta la leche,
Me gusta el café,
Pero más me gustan
Los ojos de usted.
*Extention: Have the students make a book of fruits
and vegetables: “¿Fruta o verdura?” Make copies of the
following pages.
B
Arts and Crafts: Make “licuados” or Mexican drink
out of fruits.
“Licuados”
You will need a blender to make these delicious Mexican
Drinks.
1 cup strawberries
1 banana
2 cups of milk
¼ cup of sugar
Culture Lesson: Have the students sing this
children’s song that is very similar to “London
Bridges.”
“A la víbora de la mar”
A la víbora, víbora
De la mar, de la mar
Por aquí pueden pasar,
Los de adelante corren mucho
Y los de atrás se quedarán,
Tras, tras, tras.
Blend all together until smooth.
“Licuado” stands allow customers to invent their own
“licuado” flavor from the choices of fruit available,
juices, milk, eggs and sugar, etc. You can create your
own “licuados” or use the above recipe. Pineapple
combines well with orange juice, and cantaloupe blends
well with water.
Una mexicana que fruta vendía,
Ciruela, chabacano, melón y sandía,
Verbena, verbena, jardín de matatena.
Verbena, verbena, jardín de matatena.
Campanita de oro, déjame pasar
con todos mis hijos menos el de atrás,
Será melón, será sandía,
será la vieja del otro día,
día, día, día, día.
C
Nuevos Amigos
Grade 1
Lesson 6 Food and Meals
el desayuno el almuerzo
la cena
el huevo
el pan
el arroz con
pollo
las galletas
Aquí está/están.
la leche
¿Dónde
está/están
_____?
comer
Me gusta
comer la
comida rica.
Lesson 7: Colors and Shapes
Objective: Students will learn the names of colors and
shapes in Spanish.
Verb: dibujar – to draw
Review:
rojo - red
verde - green
amarillo - yellow
anaranjado - orange
morado - purple
café - brown
azul - blue
Vocabulary:
negro - black
blanco - white
rosado – pink
oro - gold
negro - black
blanco - white
rosado – pink
oro - gold
el cuadrado – square
el círculo – circle
el óvalo – oval
el rectángulo – rectangle
el triángulo – triangle
la estrella – star
la media luna – half moon
1st Grade
NUEVOS
AMIGOS
7
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies
1.15A, 1.2B,
1.2A, 1.14B
Mathematics
1.6B
Fine Arts
Music: 1.2B,
1.5A
Art: 1.3, 1.1B,
1.2C
49
¡Ra, ra, ra!
¡Ra, ra, ra!
Verb: dibujar – to draw
Sentence: Me gusta dibujar las formas.
I like to draw the shapes.
Sing to the tune of “La cucaracha. “ Sing twice.
Me gusta, me gusta,
dibujar las formas.
NUEVOS
AMIGOS
FYI:
A color in
Spanish may have
more than one
name depending
on what country
you live in. The
color used for
brown in Spain
and some LatinAmerican
countries is
marrón. Rosado
is also referred
to as the color
rosa, and
anaranjado may
also be called
naranja,
especially in
Spain.
Me gusta, me gusta,
dibujar las formas.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
1st Grade
50
(English version)
draw the shapes.
NUEVOS
AMIGOS
Draw the shapes.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
Activity 1: Have the students review and learn the colors
in Spanish by saying the jumping rope chant “Roja, Roja.”
Materials:
1. Long jumprope
“Roja, Roja”
Roja, Roja, ¿de qué color son las flores que llevas?
Son amarillas.
Son maradas.
Son rojas.
Son rosadas.
Son blancas.
Son anaranjadas.
Son azules.
1st Grade
51
Roja, Roja, tienes muchas flores para tu abuelita.
¿Cuáles son?
Amarillas, moradas, rojas, rosadas, blancas, anaranjadas,
azules.
NUEVOS
AMIGOS
“Red, Red”
(English version)
Red, Red, what are the colors of the flowers that you are
taking to your grandmother?
They are yellow.
They are purple.
They are red.
They are pink.
They are white.
They are orange.
They are blue.
Red, Red, you have a lot of flowers to take to your grandmother.
What are they?
Yellow, purple, red, pink, white, orange, blue.
1st Grade
52
Activity 2: Play “La lotería” or bingo by making copies of
the shapes pages and have the students color their own page.
Then, they can exchange the pages and play “La lotería.”
Markers will also be needed.
How to make game: Each student will create his/her own
loteria card by cutting and gluing eight shapes onto tag board.
Shapes can be repeated but in different colors.
Object of game: To fill one line across or down with
markers. The first person to fill a line in the direction that
the teacher decides wins.
How to play: Have one or two students call out the shapes
and colors. Pass out eight markers to each student. As the
shape and color is called out, the students are to place a
marker on the shape.
La cultura:
Many homes are made in different shapes. Some homes are
geometric in shape: a square, a rectangle, a circle and a
triangle, which can also be called a pyramid. The Mayan
indians made buildings in the shape of pyramids. This pyramid is called Chichén Itzá. It is a well-known and most impressive Mayan architecture. Chichén Itzá is located near
present day Mérida in Mexico.
NUEVOS
AMIGOS
Materials:
1.
2.
3.
4.
5.
6.
7,
Crayons
Scissors
Glue
Felt-tip pens
Markers
Tag board
Copies of
blackline
masters
8. markers
Materials:
1. Map
Show these countries on a map. The Mayan world covered
the countries of Mexico, Guatemala, El Salvador, Honduras
and Belize. Chichén Itzá is in the shape of a triangle. The
way that the Mayans made this step pyramid was by first
making the foundation or the bottom first which is the base
and in the shape of a square. The base of the pyramid is the
widest, and each layer of the pyramid gets narrower. Each
layer is a square that gets smaller and smaller. They also
made steps so that they could climb to the top. At the very
top, there is a square structure, or level. That is where the
Mayans could look up at the sky and read the stars.
1st Grade
53
Artesanía:
Make a replica of the Chichén Itzá pyramid. Students can
work in groups.
Directions: You will build in layers. You will make four
boxes in different sizes from smallest to largest. Place the
largest box onto the base. Then, glue the next size on top
and continue until you have glued all four boxes on top of
each other. Use the markers to draw in windows. You can
make steps using construction paper. You may add trees
and flowers for the background.
Step 2: Make the four different size boxes
Step 3: Glue the largest box onto the base.Then, glue the
next size until you have glued four boxes on top of each
other.
Step 4: Draw in windows or use construction paper to make
steps. You may add trees and flowers for the background.
NUEVOS
AMIGOS
Materials:
1. Paper in
different
colors
2. Markers
3. Scissors
4. Ruler
5. Glue
6. Board for
base
Assessment:
3. Game: Have the students play “La lotería” to practice
saying the shapes and color names in Spanish.
Research Library:
Books
Mexico, Giant of the South, by Eileen Latell Smith. Dillon
Press.
¡Mexico!, 40 Activities to Experience Mexico Past and
Present, by Susan Milord. Williamson Publishing.
Step Into The…Aztec & Maya Worlds, by Fiona Macdonald.
Lorenz Books.
Online
History, environment, culture and facts and figures:
Htthttp://www.lonelyplanet.com/dest.cam/mexico.htm
1st Grade
54
Sing theme song.
Verb:
dibujar – to draw
Equipment: TV/VCR
Sentence:
Me gusta dibujar las
Assessment:
formas. – I like to
1. Word Wall: Students will write draw shapes.
Spanish vocabulary.
Review:
students write the numbers and
rojo – red
colors in Spanish.
amarillo - yellow
azul - blue
“La lotería ” to practice shapes and verde - green
color names in Spanish.
morado - purple
anaranjado - orange
TEKS:
café - brown
Language Arts
rosado – pink
Vocabulary:
1.3E
1. negro – black
Writing: 1.20
2. blanco – white
Reading: 1.1C, 1.3A, 1.8
3. oro – gold
Social Studies
4. el cuadrado - square
5. el círculo - circle
1.15, 1.2B, 1.2A, 1.14B
6. el óvalo – oval
Mathematics
names of colors and shapes.
Lesson # 7: Colors and Shapes
Activity #1:
Review the colors and
numbers by reciting the
jumping rope chant of “Roja,
Roja, Roja.”
Activity #2:
Play “La lotería ” or bingo by
Making copies of the shapes
pages and have the students
color their own page. Then,
they can exchange the
pages and play “La lotería.”
Materials:
Crayons, scissors, glue, felttip pens, markers, tag
board, copies of blackline
masters and markers.
La cultura:
Talk about homes
that are made in
different shapes.
Artesanía:
Make a replica of the
Chichén Itzá
pyramid.
Materials:
Paper in different
colors, markers,
scissors, ruler, glue
and board for base.
A
1.6B
Fine Arts
Music: 1.2B, 1.5A
Art: 1.3, 1.1B, 1.2C
7. el rectángulo rectangle
8. el triángulo - triangle
9. la estrella - star
10. la media estrella –
half star
Review: the number words from one through ten and
colors. Have the students jump rope while saying chant
and counting by two’s.
“Roja, Roja”
Tengo dos flores amarillas. Una y dos.
Tengo cuatro flores moradas. Una-dos-tres y cuatro.
Tengo seis flores azules. Una-dos-tres-cuatro-cincocinco-seis.
Tengo ocho flores rosadas. Una-dos-tres-cuatro-cincocinco-seis-siete-ocho.
B
Tengo diez flores anaranjadas. Una-dos-tres-cuatrocinco-cinco-seis-siete-ocho-nueve-diez. Dos, cuatro,
seis, ocho y diez.
Roja, Roja, tienes muchas flores para tu abuelita.
Review the numbers using puzzle.
Review colors by playing “Doña Inés.” Follow
directions on the following page.
Activity 1: Have the students say the patty cake
chant of “Sí, sí, sí.” Review the numbers from one
through twenty and learn the numbers from twentyone through thirty.
Activity 2: Play the game “Más o menos.”
Object: The player who collects more cards than the
opponent wins.
How to play: Have the children play with partners. Pass
out 24 cards to each player. Stack the cards face down
In a draw pile. The players simultaneously turn the top
cards from their draw piles face up and place them in
C
the middle of the playing area. Each player counts the
shapes on the cards. The player whose card shows the
larger set of shapes takes both playing cards and places
them in a separate pile. Continue the game in this
manner until there are no cards left in the draw piles.
The player with the most cards wins the game.
*Please make copies of the following pages for the game.
Arts and Crafts: Make papel picado. Refer to the
following pages for instructions.
Culture Lesson: Talk about how children in Spanishspeaking countries celebrate two birthdays: the day
they were born and their saint’s day.
Learn the “Happy Birthday Song” in Spanish.
“¡Cumpleaños Feliz!
Cumpleaños feliz,
Cumpleaños feliz,
Muchas felicidades
Te deseamos a tí.
Repeat.
D
Nuevos Amigos
Grade 1
Lesson 7 Colors and Shapes
el cuadrado
el
óvalo
el círculo
la estrella
el rectángulo
el triángulo
la media luna
negro
blanco
rosado
dibujar
oro
Me gusta
dibujar las
formas.
Lesson 8: Numbers
Objective:
twenty.
Students will learn numbers eleven through
Verb: contar – to count
Review Vocabulary:
uno - one
dos - two
tres - three
cuatro – four
cinco - five
seis - six
siete - seven
ocho - eight
nueve - nine
diez – ten
Vocabulary:
once - eleven
doce - twelve
trece - thirteen
catorce - fourteen
quince - fifteen
dieciséis -sixteen
diecisiete - seventeen
dieciocho - eighteen
diecinueve - nineteen
viente - twenty
más o menos – more or less
Tengo más o menos. – I have more or less.
1st Grade
NUEVOS
AMIGOS
8
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking:
1.3A, 1.3B,
1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies
1.15A, 1.5B,
1.4
Mathematics
1.4B, 1.1A
Fine Arts
Music: 1.2B,
1.5A
Art: 1.3
55
“Nuevos Amigos Cheer”
NUEVOS
AMIGOS
¡Ra, ra, ra!
¡Ra, ra, ra!
Verb: contar – to count
Sentence: Me gusta contar los números.
Sing to the tune of “La cucaracha. “ Sing twice.
Me gusta, me gusta,
contar los números.
Me gusta, me gusta,
contar los números.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
1st Grade
56
(English version)
count the numbers.
NUEVOS
AMIGOS
count the numbers.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
Activity 1: Have the students learn the “Sí, sí, sí “
patty-cake chant.
“Sí, sí, sí”
Sí, sí, sí.
Tengo flores para mi abuelita.
Una, dos, tres, cuatro, cinco.
Sí, sí, sí.
Tengo más flores para mi abuelita.
Seis, siete, ocho, nueve diez.
Sí, sí, sí.
Tengo más flores más para mi abuelita.
Once, doce, trece, catorce, quince.
Sí, sí, sí.
Tengo más flores más para mi abuelita.
Dieciséis, diecisiete, dieciocho, diecinueve y veinte.
1st Grade
57
Yes, Yes, Yes
(English version)
Yes, yes, yes,
I have ten flowers for my grandmother.
One-two-three-four-five.
NUEVOS
AMIGOS
I have ten more flowers for my grandmother.
Six, seven, eight, nine, ten.
Eleven, twelve, thirteen, fourteen, fifteen.
Sixteen, seventeen, eighteen, nineteen, twenty.
Activity 2: Play the “Más o menos Card Game.”
Object of the game: The player who collects more cards
than the opponent wins.
Materials:
Make copies of the
number card pages.
Sample questions:
Student #1 and #2: (Each student turns a card.)
Student #2: Tengo más.
Student #2: Tengo menos.
(Student #1 wins both cards, since the largest card wins.)
Sample questions:
(English version)
Student #1 and #2: (Each student turns a card.)
Student #2: I have more.
Student #2: I have more.
(Student #1 wins both cards, since the largest card wins.)
1st Grade
58
How to play: Have the children play with partners. Pass
out 20 cards to each player. Stack the cards face down in
a draw pile. The players simultaneously turn the top cards
from their draw pile face up and place them in the middle of
the playing area. Each player counts the shapes on the cards.
The player whose card shows the larger set of shapes takes
both playing cards and places them in a separate pile. Continue
the game in this manner until there are no cards left in the
draw piles. The player with the most cards wins the game!
NUEVOS
AMIGOS
Extension: Learn the poem “Tengo, tengo, tengo.”
“Tengo, tengo, tengo”
Tengo,tengo, tengo…
Tú no tienes nada.
Tengo tres ovejas
En una cabaña/
Una me da leche,
Otra me da lana,
¡Y otra me mantiene
toda la semana!
“I have, I have, I have”
(English version)
I have, I have, I have…
I don’t have anything.
I have three sheep
In a cavern.
One gives me milk,
The other gives me wool,
And the other gives me
all that I need for the entire week!
1st Grade
59
La cultura:
The Spaniards traveled to what they called the New World
by ships. It took them a long time to cross the Atlantic
Ocean. Then one day, they landed on México, so México
became part of Spain. The Spaniards spoke Spanish and in
every country that they settled in they brought their language. There are over 20 countries in the world that speak
Spanish. That’s how many countries the Spanish conquistadores landed on and took control of for the King and
Queen of Spain. Every time they landed in a new country,
the Spaniards would take the Spanish flag and bury it into
the sand saying: “I conquer this land for the king and queen
of Spain.”
Artesanía:
Make a Spanish flag. Measure the construction paper. The
flag will be 8.5" x 11.” The red construction paper will be
the two stripes and measurement will be 2.5" (Height) x
11"(Wide). Then make sure you have a full sheet of the
yellow construction paper that is 8.5" x 11.” Make the measurements on the red paper and cut the stripes. Now, take
the white construction paper and mark it to be 3" (high) x 3"
(wide). Draw the crest on the white construction paper and
cut the box out. Now glue the red stripes onto the yellow
construction paper together. Then you glue the white construction paper with the drawing onto the yellow. Remember that the crest is not at the center, it is off to the left.
Now, let it dry. Once the flag is completely dry, you display
it on your classroom wall for everyone to see.
Let’s review the steps to make a Spanish flag:
Step 2: Measure the red construction paper and cut.
Step 3: Measure the white construction paper; then draw
the crest then cut.
Step 4: Glue the red stripes onto the yellow construction
paper.
Step 5: Glue the white construction paper onto the yellow,
on the left side.
Step 6: Let it dry.
1st Grade
NUEVOS
AMIGOS
Materials:
1. Map or globe of
Spanish-speaking
countries
Materials:
1. Red, yellow and
white construction paper
2. Glue
3. Scissors
4. Ruler
5. Pen or pencil
FYI:
There were nine
states that were once
part of the
Spanish New
World that
included:
Texas,
New Mexico,
Arizona, Colorado,
California, Oregon,
Nevada,
Florida and Montana.
* Mexico was also
part of this
Spanish colony.
60
Extension: Sing the song: “ Los Veinte Países
Hispanos.”
Sing to the tune of “La cucaracha.”
“Los Veinte Países Hispanos”
NUEVOS
AMIGOS
Son veinte países donde hablan español.
Es la lengua que se habla y que aprendemos hoy.
Nicaragua, la Argentina, Costa Rica, Guatemala,
Venezuela, Puerto Rico, México y Panamá.
El Salvador, Honduras, Ecuador, España,
Uruguay, Paraguay, Cuba, Chile y el Perú.
La República Dominicana, Colombia, Bolivia,
Son los países en el mundo donde hablan español. ¡Olé!
“The Twenty Spanish-Speaking Countries”
(English version)
There are twenty countries that speak Spanish.
Spanish is the language that is spoken and that we are
learning today.
Nicaragua, Argentina, Cost Rica, Guatemala,
Venezuela, Puerto Rico, México y Panamá.
El Salvador, Honduras, Ecuador, Spain,
Uruguay, Paraguay, Cuba, Chile y Perú.
The Dominican Republic, Columbia, Bolivia,
They are the countries of the world that speak Spanish.
Ole!
Assessment:
3. Game: Have the students play the Más o menos card
game to practice saying the numbers in Spanish and the
concept of more or less.
1st Grade
61
Objective:. Students will learn
numbers eleven through twenty.
Equipment: TV/VCR
Assessment:
students write the estar
expressions in Spanish.
the “Más o menos Game” to practice
saying the numbers in Spanish and
the concept of more or less.
TEKS:
Language Arts
1.3E
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Social Studies
1.15, 1.5B, 1.4
Lesson # 8: Numbers
Sing theme song.
Verb:
contar – to count
Sentence:
Me gusta contar los
números. – I like to count
numbers.
Activity #1:
La cultura:
Have the students learn the Talk about how the
“Sí, sí, sí Patty-Cake Chant.” Spaniards conquered
twenty countries in
Activity #2:
the world that are
Spanish-speaking
Play the “Más o menos
countries.
Game.”
Review Vocabulary:
uno – one
dos – two
tres – three
cuatro – four
cinco – five
seis – six
seite – seven
ocho – eight
nueve – nine
diez - ten
Materials:
Make copies of the number
black-line masters.
Extension:
Learn the poem “Tengo,
tengo, tengo.”
Artesanía:
Make a Spanish flag.
Materials:
Red, yellow, and white
construction paper,
glue, scissors, ruler
and pen or pencil.
Vocabulary:
1. once - eleven
2. doce – twelve
3. trece – thirteen
4. catorce – fourteen
A
Mathematics
1.4B, 1.1A
Fine Arts
Music: 1.2B, 1.5A
Art: 1.3
Lesson # 8: Numbers
5. quince – fifteen
6. dieciséis - sixteen
7. diecisiete - seventeen
8. dieciocho - eighteen
9. diecinueve - nineteen
10. veinte – twenty
11. más o menos – more or
less
12. Tengo más/menos. –
I have more/less.
B
The Spanish-Speaking Countries
Country – Capital
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
México – Ciudad de México
Guatemala – Cuidad de Guatemala
Cuba – La Habana
República Dominicana – Santo Domingo
Puerto Rico – San Juan
El Salvador – San Salvador
Honduras – Tegucigalpa
Nicaragua – Managua
Costa Rica – San José
Panamá – Ciudad de Panamá
Venezuela – Caracas
Colombia – Bogotá
Ecuador – Quito
Perú – Lima
Bolivia – La Paz o Sucre
Paraguay – Asunción
Chile – Santiago
Argentina – Buenos Aires
Uruguay – Montevideo
8.5
The Spanish-Speaking Countries
Country – Capital
20. México – Ciudad de México
21. Guatemala – Cuidad de Guatemala
22. Cuba – La Habana
23. República Dominicana – Santo Domingo
24. Puerto Rico – San Juan
25. El Salvador – San Salvador
26. Honduras – Tegucigalpa
27. Nicaragua – Managua
28. Costa Rica – San José
29. Panamá – Ciudad de Panamá
30. Venezuela – Caracas
31. Colombia – Bogotá
32. Ecuador – Quito
33. Perú – Lima
34. Bolivia – La Paz o Sucre
35. Paraguay – Asunción
36. Chile – Santiago
37. Argentina – Buenos Aires
38. Uruguay – Montevideo
8.5
Nuevos Amigos
Grade 1
Lesson 8 Numbers
once
doce
trece
catorce
quince
dieciséis
diecisiete
dieciocho
diecinueve
más o menos
contar
veinte
123
45
Me gusta
contar los
números.
Lesson 9: Clothes and Items
Objective: Students will learn different names of clothing
items in Spanish.
Verb: vestir – to dress
Me gusta vestir como Caperucita Roja.
Review Vocabulary:
la camisa – shirt
el pijama o el piyama – pajamas
Vocabulary:
la caperuza roja – red riding hood
la bufanda – scarf
los guantes – gloves
la chaqueta – jacket
las botas – boots
el gorro de dormir – nightcap
el camisón – nightgown
el ropero – closet
la canasta – basket
¿De qué color es/son? – What color is/ are they?
Es/son (color). – It is (color). Or They are (color).
1st Grade
NUEVOS
AMIGOS
9
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking:
1.3A, 1.3B,
1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies
1.15A, 1.5B,
1.4
Mathematics
1.4B, 1.1A
Fine Arts
Music: 1.2B,
1.5A
Art: 1.3
62
¡Ra, ra, ra!
NUEVOS
AMIGOS
¡Ra, ra, ra!
Verb: vestir – to dress
Sentence: Me gusta vestir como la Caperuza.
Me gusta, me gusta,
vestir como la Caperuza.
Me gusta, me gusta,
vestir como la Caperuza.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
(English version)
dress like Riding Hood.
dress like Riding Hood.
1st Grade
63
La, la, la,
la, la, la.
NUEVOS
AMIGOS
La, la, la,
la, la, la.
¡Cha, cha, cha!
Activity 1: Play the game “Toro, Toro” or “Bull, Bull.”
Objective: Have the students review the names of the
clothing item names.
Materials:
1. List of clothing names in
Spanish
How to play: Players make a circle with one child in the
center (toro). Children call to him/her, “Toro, Toro, are you
ready?” Toro answers, “No, I must put on my (Spanish name
for an article of clothing)!” Children call again and Toro
says, “No, I must put on my (another piece of clothing).”
Each time, Toro must do the motions of putting on the article
of clothing he/she is saying. Suddenly, he says, “Here I
come!” Children run to the safety area (a place that is chosen
before the game begins) before Toro can tag them. When a
child is tagged, he/she becomes Toro. Write the names of
clothing on the board if played in the class or help the child
with names if he/she needs help.
Activity 2: Read the story of Little Red Riding Hood.
Then, have the students act out the adapted puppet story of
Little Red Riding Hood. Make this a class project and
assign jobs to everyone in the class to create a production of
the puppet play.
Materials:
1. Little Red
Riding Hood
(copy of book
and play)
Jobs to assign: Puppet-makers, stage and scene designers,
puppeteers (4), stage hands (props), narrator, director of
play, musicians for background music marketing directors
(invitations to classes or to parents) and videographers.
1st Grade
64
Extension: Have the students learn the poem “La
Caperucita.”
“La Caperucita”
NUEVOS
AMIGOS
La Caperucita le tiene que llevar
a su dulce abuela mantequilla y pan.
Anda, Caperucita, le dice su mamá,
por el bosque espeso tienes que pasar,
pero Carperuza se pusa a jugar
y, al llegar, el lobo la quiso atrapar.
Refugio Lomelí
“Little Red Riding Hood”
(English version)
Little Red Riding Hood has to take
To her sweet grandmother bread and butter.
Go, Red Riding Hood, says her mother,
Go pass through the thick woods,
But Red Riding Hood began to play
And, once she had arrived, a wolf tried to capture her.
Refugio Lomelí
La cultura:
The national costume of Mexico has the same colors of the
flag of México: Tenemos rojo, verde y blanco. The costume
even has the eagle and the cactus that is found in the center
of the flag. This costume comes from the city of Puebla in
México. There is a dance called the Jarabe Tapatío which is
also known as the Mexican Hat Dance. The woman in this
dance is called la china, and the man is called el charro. They
dance around the hat, el sombrero. There are also special
names for certain parts of the costume. The shawl is called
a rebozo. The blouse is called blusa. The skirt is called falda
and the shoes are called zapatos.
1st Grade
65
Boys or men wear the charro outfit which was worn by the
early landowners of México. The charro suit is made of wool
and is typically made in black with a white trim. The sombrero
has a unique shape, and is also decorated with the same trim.
When you perform the footwork, it is called zapateado.
NUEVOS
AMIGOS
Artesanía:
Students will make bread dough ornaments.
Materials:
Directions: Pour the flour, salt, cornstarch, and water into
a bowl. Then mix ingredients until the dough is smooth like
clay. Roll out to 1/2 inch thickness on floured board. Use
cutters to cut shapes. Bend one short piece of wire and
press both ends into the dough. Let ornaments dry for 30
minutes. Then bake on foil covered sheet at 200 degrees
about 30 minutes or until they begin to brown. Take them out
of the oven, and let ornament cool for an hour. Once they
are completely cool, decorate with paint or glitter.
1. 2 cups flour
2. 2 cups salt
3. 1 cup corn starch
4. 1 cup water
5. Cookie cutters
6. Wire
7. Scissors
8. Tempera paints
and brushes
Let’s review the steps:
Step 2: Pour and mix the ingredients until the dough is
smooth like clay.
Step 3: Roll out on floured board. Use cutters to cut
shapes.
Step 4: Let ornaments dry for 30-minutes.
Step 5: Bake on foil covered sheet at 200 degrees for
about 30 minutes or until they begin to brown .
Step 6: Let ornament cool for an hour.
Step 7: Decorate with paint or glitter.
There are other shapes included in your teacher’s lessons
that the students can make. Students can decorate for the
holidays or give them away as a present to an amigo/amiga or
family member.
1st Grade
66
Assessment:
NUEVOS
AMIGOS
3. Game: Have the students play the “Más o menos Card
Game” to practice saying the numbers in Spanish and the
concept of more or less.
1st Grade
67
different clothing item names in
Spanish.
Equipment: TV/VCR
Assessment:
students write the names of the
clothing items in Spanish.
3. Play: Have the students
perform the play for a class or for
parents.
TEKS:
Language Arts
Speaking: 1.3A, 1.3.B, 1.4b,
1.3E
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Social Studies
1.15A, 1.5B, 1.4
Lesson # 9: Clothes and Items
Sing theme song.
Verb:
vestir – to dress
Sentence:
Me gusta vestir como la
Caperucita. – I like to dress
like Riding Hood.
Review:
la camisa – shirt
el pijama or el piyama –
pajamas
Vocabulary:
1. la caperucita – little
hood
2. la bufanda – scarf
3. los guantes – gloves
4. la chaqueta – jacket
5. las botas – boots
6. el gorro de dormir –
Activity #1:
Have the students play
The “Toro, toro” game.
Materials:
List of clothing names in
Spanish.
Activity #2:
Act-out the story of
“Little Red Riding Hood.”
Extension:
Have the students learn the
poem “La Caperucita.”
La cultura:
Talk about the
national dance and
costume of
Mexico, which is the
Jarabe Tapatío.
Artesanía:
Students will make
bread dough
ornaments.
Materials:
2 cups flour, 2 cups
salt, 1 cup corn
starch, 1 cup water,
cookie cutters, wire,
scissors and tempera
paints and brushes.
A
Mathematics
1.4B, 1.1A
Fine Arts
Music: 1.2B, 1.5A
Art: 1.3
Lesson # 9: Clothes and Items
nightcap
7. el camisón – nightgown
8. la canasta – basket
9. el gabinete – closet
10. ¿De qué color es/son? –
What color is/are?
11. Es/son ______. – It is
(color). Or They are
(color).
B
Nuevos Amigos
Grade 1
Lesson 9 Clothes and Items
la bufanda
la
caperuza
la chaqueta
los guantes
las botas
el camisón
Es/Son
___.
el ropero
¿De qué
color
es/son?
el gorro de
dormir
la canasta
vestir
Me gusta
vestir
como la
Caperuza.
Lesson 10: The Puppet Play
Objective.
Students will view the puppet play of “Little Red Riding
Hood.”
Review Vocabulary:
Review target vocabulary.
Activity #1:
View puppet play several times.
NUEVOS
AMIGOS
10
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking:
1.3A, 1.3B,
1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies
1.15A, 1.5B,
1.4
Mathematics
1.4B, 1.1A
Fine Arts
Music: 1.2B,
1.5A
Art: 1.3
1st Grade
68
Objective: Students will view the
puppet play and review target
vocabulary.
Lesson # 10: The Puppet Play of Little Red Riding Hood
Review:
Activity #1:
View the puppet play
several times.
Equipment: TV/VCR
Assessment:
Wall.”
Students act out play of Caperucita
Roja.
4. Assessment: Administer exam.
TEKS:
Language Arts:
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Fine Arts:
A
Lesson # 10: The Puppet Play of Little Red Riding Hood
Music: 1.2B, 1.5A
Art: 1.3
B
Caperucita Roja
(Little Red Riding Hood)
Setting: The forest
Time: 1900’s
Scene I: A Mexican kitchen
Characters:
Narrador - Narrator
Caperucita Roja - Little Red Riding Hood
La madre - The mother
Narrador:
Había una vez una niña llamada Caperucita Roja. Todo el
mundo la amaba mucho, pero su abuelita era la que más la
amaba. Un día, su abuelita le hizo una caperuza de satén
rojo. Por eso todos la llamaban Caperucita Roja. Mientras
que Caperucita Roja está comiendo su desayuno de leche,
huevo y pan, su madre le dice:
Narrator:
(Once upon a time, there was a little girl named Little Red Riding
Hood. Everyone loved her very much, but her grandmother loved
her the most of all. One day, her grandmother made her a red
riding hood from a red satin. That is why they called her Little
Red Riding Hood. One day Little Red Riding Hood was eating her
breakfast of milk, eggs and bread. Her mother tells her:
La madre:
(The mother shows each food item as she puts them in the
basket.) Lleva esta canasta a tu abuela. No está bien.
(Shakes her head.) LLeva arroz con pollo, manzanas, naranjas
1
uvas, plátanos y galletas de chocolate para el almuerzo de tu
abuela.
Mother:
(The mother shows each food item as she puts them in the
basket.) Take this basket to your grandmother. She is sick.
Take rice and chicken, apples, oranges, grapes, bananas and
chocolate cookies for your grandmother’s lunch..
Caperucita Roja:
Sí, madre, le llevo una canasta de comida para mi abuelita.
(She looks into the basket and points to the food.) Le llevo el
arroz con pollo. Yo llevo manzanas, naranjas, uvas y plátanos.
También yo llevo galletas de chocolate. Esta comida es la
favorita de mi abuelita. Mi abuelita ya no va a estar
enferma.
Little Red Riding Hood:
Yes, mother, I will take the basket of food to my grandmother. I
will take her the rice and chicken. I will take her apples, oranges,
grapes and bananas. I am also taking her chocolate cookies.
These are my grandmother’s favorite foods. My grandmother will
not be sick anymore.
La madre:
Ten cuidado en el bosque. No le hables a nadie.
Mother:
Please be careful in the forest. Do not talk to anyone.
Caperucita Roja:
Sí, madre, no le digo “buenos días” a nadie. (Caperucita Roja
le da un abrazo a su madre.)
2
Yes, mother, I will not say good morning to anyone.
Scene II: The forest with backdrop of trees & removable
flowers.
Characters:
Narrador - Narrator
El señor lobo - Mr. Wolf
Caperucita Roja: (She walks through the forest and sings “Las
mañanitas tapatías”.)
“Las mañanitas tapatías”
¡Qué linda está la mañana en que vengo a saludarte!
Venimos todos con gusto y placer a felicitarte. (2)
Narrador:
Caperucita anda por el bosque. Hace sol y hace viento.
¿Quién esta en el bosque? El señor Lobo. El señor Lobo es
muy elegante. Lleva una chaqueta morada y unas botas
negras. El señor Lobo saluda a Caperucita Roja. Caperucita
tiene miedo.
Narrator:
Little Red Riding Hood walks through the forest. It is sunny and
windy. Who is in the forest? It is Mr. Wolf. Mr. Wolf is very
elegant. He is wearing a purple jacket and black boots. Mr. Wolf
greets Little Red Riding Hood. Little Red Riding Hood is afraid.
El señor Lobo:
Hola, Caperucita Roja, buenas tardes.
3
Mr. Wolf:
Hello, Little Red Riding Hood, good afternoon.
Caperucita Roja:
Buenas tardes, señor. ¿Cómo se llama usted?
Good afternoon, sir. What is your name?
El señor Lobo:
Me llamo señor Lobo. Hmmm… (He smells the delicious food.)
¿Adónde vas?
Mr. Wolf:
My name is Mr. Wolf. Hmmm…(He smells the delicious food.)
Where are you going?
Caperucita Roja:
Voy a ver a mi abuelita. Yo llevo la canasta de comida.
Hmmm… (He smells the delicious food.) Me gusta oler la
comida rica. Tengo arroz con pollo, manzanas, naranjas,
uvas, plátanos y galletas de chocolate.
I am going to see my grandmother. I am taking her a basket of
food. I have rice with chicken, apples, oranges, grapes, bananas
and chocolate cookies.
El señor Lobo:
Hmmm… (Thinking of a plan to get to eat the delicious food.)
¿Dónde está la casa de tu abuela?
4
Mr. Wolf:
Hmmm… (Thinking of a plan to get to eat the delicious food.)
Where is your grandmother’s house?
Caperucita Roja:
Está en el bosque. Es la casa que está cerca de los tres
árboles.
She lives in the forest, in a house that is in near three trees.
Narrador:
El lobo puede oler la comida rica. El señor Lobo dice:
Narrator:
The wolf can smell the delicious food. Mr. Wolf says:
El señor Lobo:
(He smacks his lips and talks to the audience.)
Hmmm…tengo hambre, mucha hambre. Estoy muy bien. Yo
quiero comer toda la comida: arroz con pollo, manzanas,
naranjas, uvas, plátanos y galletas de chocolate. (El señor
Lobo talks to Caperucita.) Anda muy despacio, Caperucita.
Mira a las flores del bosque. Hmmmm…me gusta oler las
flores. Son de diferentes colores: rojo, amarillo, azul,
morado, rosado y anranjado. ¿Quiéres llevar las flores a tu
abuela?
Mr. Wolf
(He smacks his lips and talks to the audience.)
Hmmm…I hungry, very hungry. I am happy. I want to eat the
food: rice and chicken, apples, oranges, grapes, bananas and
chocolate cookies. (Mr. Wolf talks to Little Red Riding Hood. He
5
walks very slowly to Little Red Riding Hood. Look at the flores of
the forest. Hmmm…I like to smell the flowers. They are in
different colors: red, yellow, blue, purple, pink and orange. Do
you want to take the flores to your grandmother?
Caperucita Roja:
Sí, señor Lobo. Hmmm…me gusta oler las flores. ¿Cuántas
flores llevo?
Yes, Mr. Wolf. I like to smell the flowers. How many flowers
should I take?
El señor Lobo:
Puedes llevar 10 flores, no, 20 flores. Sí, sí, sí, lleva 20
flores a su abuela.
Mr. Wolf:
You can take 10 flowers, no, 20 flowers. Yes, yes, yes, you can
take 20 flowers to your grandmother.
Caperucita Roja:
(Caperucita counts from 1 to 10, counting flowers in red,
yellow and blue. The lobo exits.)
Voy a contar las flores rojas: 1,2,3,4,5…10.
(The lobo starts to exit.)
(Little Red Riding Hoood counts from 1 to 10, counting flowers in
red, yellow and blue. The lobo exits.)
I am going to count the red flowers: 1,2,3,4,5…10.
(The wolf starts to exit.)
6
El señor Lobo:
(Talks to audience.) Yo quiero comer toda la comida: arroz
con pollo, manzanas, naranjas, uvas, plátanos y galletas de
chocolate. (He runs through the forest)
Mr. Wolf:
(Talks to audience.) I want to eat all of the food: rice and
chicken, apples, oranges, grapes, bananas and chocolate cookies.
(He runs through the forest.)
Caperucita Roja:
Adiós, señor Lobo, voy a contar las flores amarillas: 1…20;
y voy a contar las flores azules: 5, 10, 15, 20.
Goodbye, Mr. Wolf, I am going to count the yellow flowers:
1…20; and I am going to count the blue flowers: 5, 10, 15, 20.
Scene III: Grandmother’s house (like an efficiency apartment)
Characters:
El señor lobo - Mr. Wolf
La abuela (abuelita) - The grandmother
El tío - The uncle
Narrador:
El señor Lobo corre a la casa de la abuela. Hace frío. El
señor Lobo toca la puerta de la casa 3 veces. La abuela dice:
Narrator:
Mr. Wolf runs to the grandmother’s house. It is cold. Mr. Wolf
knocks on the door of the house 3 times. The grandomother says:
7
La abuela:
¿Quién es?
The Grandmother:
Who is it?
El señor Lobo:
(Changing his voice to sound like a little girl.) Soy Caperucita
Roja. Tengo la comida rica para usted. Tengo: arroz con
pollo, manzana, naranja, uvas, plátanos y galletas de
chocolate. También tengo 20 flores de rojo, amarillo, azul,
morado, rosado y anaranjado para usted. (emphasize usted)
Mr. Wolf:
(Changing his voice to sound like a little girl.) I am Little Red
Riding Hood. I have the delicious food for you. I have: the rice
and chicken, the fruits – the apple, the banana, the orange and
the grapes – and the chocolate cookies. I also have 20 flowers in
red, yellow, blue, purple, pink and orange for “you.” (empahsize
you)
La abuela:
No estoy bien. Estoy muy mal. Tengo hambre, mucha
hambre. Dame la canasta de la comida rica, por favor.
Dame las flores, por favor.
Grandmother:
I am not doing well. I am not doing well at all. I am hungry, very
hungry. Please give me the delicious food in the basket. Please
give me the flowers.
8
Narrador:
Señor Lobo entra la casa de la abuela.
Narrator:
Mr. Wolf enters the grandmother’s house.
La abuela:
¡Tengo miedo! ¿Quién es usted? ¿Dónde está la comida rica?
¿Dónde están las flores?
The grandmother:
I am afraid! Who are you? Where is the delicious food? Where
are the flowers?
El señor Lobo:
¡Buenas tardes! Soy el señor Lobo y ahora la comida rica es
para mi. (Roars at abuela.)
Mr. Wolf:
Good afternoon! I am Mr. Wolf, and now this delicious food is for
me. (Roars at the grandmother.)
La abuela:
¡No, no, no!
¡Tengo mucho miedo! ¡Tengo mucho miedo!
Grandmother:
No, no, no! I’m very afraid! I’m very afraid!!
El señor Lobo (howling like a dog):
Sí, sí, sí, tengo hambre, mucha hambre.
Mr. Wolf (howling like a dog):
9
Yes, yes, yes, I’m hungry, very hungry.
Narrador:
La abuelita corre al ropero y el lobo cierra la puerta con
llave. (Sounds-close of door and click of keys and Lobo
dances.) El señor lobo se pone la gorra de dormir de la
abuela. Y salta en la cama y se cubre el cuerpo.
Narrator:
The grandmother runs to the closet, and the wolf closes the door
and locks it with a key. (Sounds – close of door and click of keys
and wolf dances.) Mr. Wolf puts on the grandmother’s nightcap.
And jumps on the bed and covers his body.
El señor Lobo:
¿Dónde está Caperucita Roja? (He looks at his watch.) Tengo
mucha hambre.
Mr. Wolf:
Where is Little Red Riding Hood? (He looks at his watch.) I’m
very hungry.
Narrador:
Caperucita toca la puerta 3 veces.
Narrator:
Little Red Riding Hood knocks on the door 3 times.
El señor Lobo:
(Changes voice.) ¿Quién es?
Mr. Wolf:
10
(Changes voice.) Who is it?
Caperucita:
(Answers in a loud voice.) Soy yo, abuelita, Caperucita Roja.
(Answers in a loud voice.) It is me, grandmother, Little Red
Riding Hood.
El señor Lobo:
(Changes voice and coughs.) No estoy bien. Estoy muy mal.
Tengo hambre, mucha hambre. Estoy en mi cama.
Mr. Wolf:
(Changes voice.) I am not well. I am not doing well at all. I am
hungry, very hungry. I am in my bed.
Narrador:
Caperucita Roja abre la puerta y entra a la casa de su abuela.
Narrator:
Little Red Riding Hood opens the door and walks into the
grandmother’s house.
Caperucita: (Walks slowly inside.)
¿Es usted abuelita? ¡Qué orejas tan grandes tiene!
Is it you grandmother? What big ears you have!
El señor Lobo:
Son para oirte mejor mi querida (amor).
11
Mr. Wolf:
The better to hear you, my dear.
Caperucita:
¡Ay, abuelita! ¡Qué ojos tan grandes tiene!
Oh, grandmother! What big eyes you have!
El señor Lobo:
Son para verte mejor.
Mr. Wolf:
The better to see you, my dear.
Caperucita:
¡Ay, abuelita! ¡Qué nariz tan grande tiene!
Oh, grandmother! What a big nose you have!
El señor Lobo:
Es para oler la comida rica.
Mr. Wolf:
The better to smell the delicious food.
Caperucita:
¡Ay, abuelita! ¡Qué dientes tan grandes tiene!
Oh, grandmother! What big teeth you have!
12
El señor Lobo:
¡Es para comer la comida rica! (Growls) ¡Dame la comida rica!
(He jumps out of bed and runs after Caperucita Roja.)
Mr. Wolf:
The better to eat the delicious food! (Growls) Give me the
delicious food! (He jumps out of bed and runs after Little Red
Riding Hood.)
Caperucita (talks to audience):
¡Ay, ay, ay, tengo miedo! (Then she yells and runs around)
Little Red Riding Hood (talks to audience):
Oh, oh, oh, I am afraid! (Then she yells and runs around.)
Narrador:
El tío de la Caperucita Roja camina a la casa de la abuelita.
Narrator:
Little Red Riding Hood’s uncle walks to grandmother’s house.
Caperucita’s voice:
¡Ay, ay, ay!
(The uncle reacts and runs to house.)
Little Red Riding Hood’s voice:
Ahhhhh! Ahhhhh! Ahhhhh!
(The uncle reacts and runs to house.)
El tío (runs into house):
¿Quién es usted? (Caperucita hides behind the tío with her
basket.) ¿Dónde está abuelita?
13
The uncle (runs in house):
Who are you? (Caperucita hides behind the uncle with her
basket.) Where is grandmother?
El señor Lobo:
Soy señor Lobo. La abuela está en el ropero.
Mr. Wolf:
I am Mr. Wolf. Grandmother is in the closet.
La abuela:
(She shouts.) ¡Ayyyyy! (El tío lets abuela out of the closet.)
Grandmother:
(She shouts.) Ahhhhh! (The uncle lets the grandmother out of
the closet.)
El señor Lobo (sad):
Perdóname abuelita. Es que tengo hambre. Tengo mucha
hambre.
(Abuelita nods.)
Mr. Wolf (sad):
I am sorry grandmother. It’s that I’m hungry. I’m very hungry.
(The grandmother nods.)
La abuela:
Está bien, señor Lobo. Tengo comida para todos.
Grandmother:
It’s okay, Mr. Wolf. I have enough food for everyone.
Caperucita:
14
¡Vamos a ser nuevos amigos! ¡Vamos a comer la comida rica!
Let’s all be friends! Let’s eat the delicious food!
El señor Lobo:
Sí, quiero ser el amigo de ustedes. ¡Muchas gracias, muchas,
muchas gracias!
Mr. Wolf:
Yes, I want to be your friends. Thank you, very, very much!
Caperucita:
(Places food on the table.) Tengo la comida para todos:
arroz con pollo, manzanas, naranjas, uvas, plátanos y las
galletas de chocolate.
(Places food on the table.) I have food for everyone: rice and
chicken, apples, oranges, grapes, bananas and chocolate cookies.
Narrador:
Todos son amigos. Hmmm…todos van a comer la comida rica.
Narrator:
Everyone is friends. Hmm…everyone is going to eat the delicious
food.
(All of the characters eat the food and sing a song: “Vamos a
comer”:
“Vamos a comer”
(Tune to “London Bridge”)
15
Vamos a comer la comida rica, la comida rica, la comida rica.
Vamos a comer la comida rica porque somos amigos. (Repeat
twice.)
Let us eat the delicious food, the delicious food, the delicious
food. Let us eat the delicous food because we are friends.
(Repeat twice.)
Caperucita:
(As Caperucita says buenas noches, she gives a hug (abrazo)
to each one she talks to.) ¡Buenas noches, abuelita!
(As Caperucita says buenas noches, she gives a hug to each one
she talks to.) Good night, grandma!
La abuelita:
¡Buenas noches, Caperucita!
Grandmother:
Good night, Little Red Riding Hood!
Caperucita:
¡Buenas noches, tío!
Good night, uncle!
El tío:
¡Buenas noches, Caperucita!
The uncle:
Good night, Little Red Riding Hood!
16
Caperucita:
¡Buenas noches, señor Lobo! Mi casa es tu casa. (She waves
goodbye to señor Lobo.)
Good night, Mr. Wolf! My home is your home. (She waves
goodbye to Mr. Wolf.)
El señor Lobo:
Gracias, mi nueva amiga. ¡Buenas noches, Caperucita! (He
walks towards the forest.)
Mr. Wolf:
Thank you, my new friend. Good night, Little Red Riding Hood!
(He walks towards the forest.)
Caperucita Roja:
De nada, señor Lobo. (Looks at the audience and says ending
sentence.)
Colorín colorado este cuento se ha acabado.
You’re welcome, Mr. Wolf. (Looks at the audience and says ending
sentence.) And we all lived happily ever after.
17
Lesson 11:
Farm Animals
Objective: Students will learn different names for farm
animals in Spanish.
Verb: comprar – to buy
Me gusta comprar los animales. –
Review Vocabulary:
el zorro – fox
el ganso – goose
el búho – owl
la tortuga – turtle
Vocabulary:
el perro – dog
el gato – cat
el pájaro – bird
el pez – fish
la oveja – sheep
la vaca – cow
el caballo – horse
el gallo – rooster
la gallina – chicken
¿Cuál quieres comprar tú? – Which one do you want to
buy?
Quiero comprar el/la (farm animal name). - I want to buy
the ( farm animal name).
Say the ” NUEVOS AMIGOS CHEER.”
1st Grade
NUEVOS
AMIGOS
11
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b,
1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies:
1.15A, 1.5B,
1.4
Mathematics:
1.4B, 1.1A
Fine Arts
Music: 1.5A
Art: 1.3
“NUEVOS
AMIGOS
CHEER:”
The cheer will be
said at the
beginning of every
lesson.
1
Verb: comprar – to buy
Sentence: Me gusta comprar los animales.
Me gusta, me gusta,
comprar los animales.
Me gusta, me gusta,
comprar los animales.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
NUEVOS
AMIGOS
“NUEVOS
AMIGOS
THEME
SONG:”
A patterned sentence using a verb
that is used in the
“NUEVOS
AMIGOS THEME
SONG” will be
introduced at the
beginning of each
lesson.
(English version)
buy the animals.
buy animals.
1st Grade
2
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
NUEVOS
AMIGOS
Activity 1: Sing the song “La bamba en el rancho.” Sing to the
tune of the tradional folk song from the state of Veracruz,
Mexico, “La bamba.”
“La bamba en el rancho”
Para bailar la bamba,
Para bailar la bamba en el rancho,
La oveja quiere,
La oveja quiere un poco de gracia, poco de gracia,
poco de gracia.
Baa-baa-bamba, baa-baa-bamba, baa-baa-bamba.
La vaca quiere,
La vaca quiere un poco de gracia, poco de gracia,
poco de gracia.
Muu-muu-mamba, muu-muu-mamba, muu-muu-mamba.
La oveja quiere,
El perro quiere un poco de gracia, poco de gracia,
poco de gracia.
Guau-guau-gamba, guau-guau-gamba, guau-guau-gamba.
1st Grade
3
“La bamba”
(English version)
To dance la bamba, to dance la bamba,
To dance the bamba in the ranch,
The sheep wants a little bit of grace, little bit of grace,
little bit of grace.
Baa-baa-bamba, baa-baa-bamba, baa-baa-bamba.
NUEVOS
AMIGOS
The cow wants a little bit of grace, little bit of grace, little
bit of grace.
Mu-mu-mamba, mu-mu-mamba, mu-mu-mamba.
The dog wants a little bit of grace, little bit of grace,
little bit of grace.
Gua-gua-gamba, gua-gua-gamba, gua-gua-gamba.
Materials:
Extension: Have the students make a book “Los animales de
la granja” or “The Farm Animals.”
Activity 2: Have the students play the “Animal Memory
Game.”
Object of the game: The player with the most pairs wins.
How to play: Make two sets of cards with vocabulary of
animal names and pictures. Glue the cards and put them face
down in front of you (as a player). The player may turn over
two cards. If the cards match, the player takes the cards and
he/she may have another turn. If the two cards do not match,
then the two cards are placed face down again in the same
places they were taken. The player with the most “pairs” wins.
1st Grade
Paper,
farm animal patterns,
crayons and
stapler.
Materials:
Copy blackline
masters twice,
scissors,
tag board, and
glue.
4
Extension: Have the students learn the poem “Los pollitos”
or “The Chicks.”
“Cinco pollitos”
Cinco pollitos tiene mi tía,
Uno le canta,
Otro le pía.
Y tres le tocan la sinfonía.
NUEVOS
AMIGOS
“Five Little Chickies”
(English version)
Five little chickies
Has my aunt Tamba.
One sings so pretty,
One says, “¡Caramba!”
And the three others
Play a great samba.
Here is another song about chicks “Los pollitos “ or “The
Chickies.”
“Los pollitos”
Los pollitos dicen pío, pío, pío,
cuando tienen hambre,
cuando tienen frío.
la gallina busca el maíz
Y el trigo;
les da la comida
y les presta abrigo.
Bajo sus dos alas,
acurrucaditos,
hasta el otro día,
duermen los pollitos.
1st Grade
5
“The Baby Chicks”
(English version)
NUEVOS
AMIGOS
Baby chicks are singing,
“pío, pío, pío,”
“mamma we are hungry,”
“mamma we are cold.”
Mamma looks for wheat,
Mamma looks for corn,
Mamma feeds them dinner,
Mamma keeps them warm.
Under mamma’s wings,
Sleeping in the hay,
Baby chicks all huddle,
Until the next day.
Extension: Show the different sounds that the animals
make in Spanish.
Animals
El perro
El gato
La gallina
El gallo
Sounds
dog
cat
hen
rooster
El caballo horse
La vaca
cow
Spanish
guau-guau
miau-miau
clo-clo, clo-clo
qui-qui-ri-quí-quí
ji, ji, jiii
mu, mu, mu
English
bow-wow
meow-meow
cluck, cluck
cock-a-doodledoo
neigh, neigh
moo, moo
La cultura hispana: The huicholes are people native to the
mountainous regions of Durango, Jalisco, Nayarit and
Zacatecas, which are all part of the country of Mexico. The
huichol are famous for their yarn paintings. The artist uses
beeswax with pine resin and glue. They spread the mixture
over a piece of flat wood. All kinds of animal shapes are
made such as: a deer, a bird, a pig and a cow.
Don’t forget, learning about other cultures helps you to
1st Grade
6
Artesanía: Make yarn paintings that can be used as necklaces
and window and Christmas tree ornaments. Use the animal
shapes to make the yarn paintings.
Directions.
Step 1: Get all of your materials together.
Step 2: Cut out an enlarged animal shape out of cardboard.
Step 3: Fill in the animal shape with different colors of
yarn.
Step 4: Leave areas open/blank where you would like to use
construction paper to decorate areas such as the feet, beak
and crown of rooster.
Assessment:
3. “La bamba en el rancho”: Have the students sing the
song and add other animal sounds.
1st Grade
NUEVOS
AMIGOS
Materials:
Cardboard,
scissors,
glue,
yarn in different
colors,
construction paper
in different colors,
and an enlarged
copy of an animal
shape.
7
Unit #2: Jack and and the Beanstalk
Objective: Students will learn
different names for farm animals in
Spanish.
Equipment: TV/VCR
Assessment:
Wall.”
2. Spanish Journal: Have the
3. “La bamba en el rancho:” Have
the students sing the song and add
other animal sounds.
TEKS:
Language Arts:
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Fine Arts:
Sing theme song.
Verb:
comprar – to buy
Sentence:
Me gusta comprar los
animales.
Review:
el zorro – fox
el ganzo – goose
el búho – owl
la tortuga - turtle
Vocabulary:
1. el perro – dog
2. el gato – cat
3. el pájaro – bird
4. el pez – fish
5. la oveja – sheep
6. el caballo – horse
7. el gallo – rooster
8. la gallina – chicken
9. ¿Cuál quieres comprar
Lesson # 11: Farm Animals
Activity #1:
Sing the song “La bamba en
el rancho.” Sing to the tune
of the traditional folk song
from the state of Veracruz,
Mexico, “La bamba.”
Extension:
book “Los animales de la
Granja” or “ The Farm
Animals.”
Materials:
Shapes of cardboard in heart
flowers, animals, pieces of
colored yarn, glue and
scissors.
Activity #2:
Have the students play the
“Animal Memory Game.”
La cultura hispana:
Show the different
sounds that animals
make and learn about
the Huicholes, the
native people of
mountainous regions
of Mexico.
Artesanía:
Students will make
yarn paintings that
can be used as
necklaces and window
and tree ornaments.
Use the animal
shapes to make the
yarn paintings.
A
Music: 1.2B, 1.5A
Art: 1.3
tú? – Which one do you
want to buy?
10. Quiero comprar el/la
(name of animal). – I want
to buy the (name of
animal).
Lesson # 11: Farm Animals
Extention:
Have the students learn the
poem “Los pollitos” or “The
Chicks.”
B
Nuevos Amigos
Grade 1
el perro
el gato
el pájaro
el pez
la oveja
la vaca
el caballo
el gallo
la gallina
Quiero comprar
el/la ______.
¿Cuál quieres
comprar tú?
comprar
Me gusta comprar
los animales.
Objective: Students will learn numbers from twenty-one
through thirty and also count by 5’s and 10’s.
Verb: sumar – to add
Review Vocabulary:
diez – ten
veinte – twenty
Vocabulary:
veintiuno – 21
veintidós – 22
veintitrés – 23
veinticuatro – 24
veinticinco – 25
veintiséis – 26
veintisiete – 27
veintiocho – 28
veintinueve – 29
treinta - 30
NUEVOS
AMIGOS
12
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies:
1.15A, 1.5B, 1.4
Mathematics:
1.4B, 1.1A,
1.3A, 1.3B
Fine Arts
Music: 1.5A
Art: 1.3
Verb: sumar – to add
Sentence: Me gusta sumar los números.
1st Grade
8
Me gusta, me gusta,
sumar los números.
NUEVOS
AMIGOS
Me gusta, me gusta,
sumar los números.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
(English version)
add the numbers.
add the numbers.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
1st Grade
9
Activity 1: Have the students play the game “Juan y el
castillo” or “Jack and the Castle.”
Object of the game: The player who reaches the castle
wins the game. Have the students count in Spanish.
How to play: Select the game piece of either the giant or
Jack. Have each player take turns selecting one card.
Place the player on the selected number card.
Extension: Make copies of the number puzzle for extra
practice.
NUEVOS
AMIGOS
Materials:
Make copy of game
board and game
pieces. Two pennies
are needed, scissors,
glue and tag board.
Activity 2: Have the students practice saying the numbers
by 5’s and 10’s. Then have them go to the front of the class
and count with a friend.
Extension: Have the students practice adding the numbers
in Spanish. Make copies of the practice handout.
Dialogue:
Student #1: ¿Cuánto es tres más cuatro?
Student #2: Tres más cuatro son siete (3t4 = 7).
Dialogue:
(English version)
Student #1: How much is three plus four?
Student #2: Three plus four is seven (3t4 =7).
* Refer to handout for more addition problems in Spanish
found at the end of the lesson.
1st Grade
10
La cultura hispana: Did you know the the Aztec calendar
was found buried in the ground? And the people that find
ancient artifacts are called archeologists. Mexico City, la
Ciudad de México, is the present day capital of México. This
is the city where the Aztecs lived, and back in their day,
they called it Tenochtitlán.
NUEVOS
AMIGOS
The Aztec calendar is also called the “Sun Stone.” It’s a calendar representing a year made up of 260 days. Now, our
calendar is made up of 365 days. The Aztec Calendar’s week
consisted of 13 days, which is very different from our calendar’s
week of 7 days. The stone weighs almost 25 tons. This stone
was discovered buried in the ground on December 17, 1760.
It was discovered buried in the Zócalo, or the main square of
Mexico City. The Aztec calendar is now displayed in the National Museum of Archaeology and History in Mexico City.
Artesanía: Make an Aztec necklace.
Directions:
Step 1: Trace one 10 inch and one 5 inch circle of
cardboard and cut out.
Step 2: Cut out four cardborad bars approximately 3
inches long (sun rays).
Step 3: Glue the smaller circle at the center of the larger
circle. Also, glue the four sun rays onto the larger circle,
dividing it into four parts. If your bars are too long, you
may need to trim them a little bit after they have been
glued.
Step 4: Outline the larger circle by gluing black yarn
around it.
Step 5: Cut eyes, nose and mouth out of cardboard.
Step 6: Glue eyes, nose and mouth onto the smaller circle.
Step 7: It is possible to use some of the designs from the
Aztec calendar. Trace a design onto the cardboard by
gluing black yarn and drawing any design that you want with
crayons and felt tip pens.
Step 8: Puch a hole at the top and insert enough yarn and
tie a knot so that you can wear it as a necklace.
1st Grade
Materials:
A 10 inch circle of
cardboard,
a 5 inch circle of
cardboard,
enough cardboard
for eyes, mouth and
sun rays,
black yarn,
scissors,
glue,
pencil,
crayons, and
colored felt-tip
pens.
11
*Refer to website for picture of Aztec calendar.
Assessment:
3. “Number Practice”: Have the students practice saying
the numbers by 5’s and 10’s.
1st Grade
NUEVOS
AMIGOS
12
numbers from twenty-one through
thirty and also counting by 5’s and
10’s.
Equipment: TV/VCR
Assessment:
Wall.”
3. Number Practice: Have
the students practice saying the
numbers by 5’s and 10’s.
TEKS:
Language Arts:
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Sing theme song.
Verb:
Sumar – to add
Sentence:
Me gusta sumar los
números.
Review:
diez – ten
veinte – twenty
Vocabulary:
1. veintiuno – twenty-one
2. veintidós – twenty-two
3. veintitrés – twentythree
4. veinticuatro – twentyfour
5. veinticinco – twenty-five
6. veintiséis – twenty-six
7. veintisiete – twentyseven
8. veintiocho – twentyeight
Lesson # 12: More Numbers
Activity #1:
Game “Juan y el castillo” or
“Jack and the Castle.”
La cultura hispana:
Students will learn
about Aztec calendar
also called the “Sun
Stone.”
Extention:
Make copies of the number
puzzle for extra practice.
Activity #2:
Have the students practice
writing the numbers and
counting by 5’s and 10’s.
Then have them go to the
front of the class and count
with a friend.
Materials:
Make copy of game board and
game pieces. Two pennies
are needed, and students
may color the game board.
A
Fine Arts:
Music: 1.2B, 1.5A
Art: 1.3
9. veintinueve – twentynine
10. treinta - thirty
Lesson # 12: More Numbers
Extention:
adding the numbers in
Spanish.
Artesanía:
Materials:
Students will make
Cardboard, yarn in different an Aztec necklace.
colors, felt tip pens, glue,
scissors, construction paper
in different colors and
enlarged animal shape.
B
Nuevos Amigos
Grade 1
veintiuno
veintidós
veintitrés
veinticuatro
veinticinco
veintiséis
veintisiete
veintiocho
veintinueve
sumar
treinta
Lesson 13:
The Calendar
Objective: Students will learn how to read the calendar
in Spanish.
Verb: escribir – to write
Review Vocabulary:
lunes - Monday
martes - Tuesday
miércoles - Wednesday
jueves - Thursday
viernes - Friday
sábado - Saturday
domingo - Sunday
enero - January
febrero - February
marzo - March
abril - April
mayo - May
junio - June
julio - July
agosto - August
octubre - October
diciembre – December
NUEVOS
AMIGOS
13
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies:
1.15A, 1.5B,
1.3B, 1.2A
Mathematics:
1.4B, 1.1A
Fine Arts
Music: 1.5A
Art: 1.3
Vocabulary:
¿Cuál es la fecha de hoy? – What’s today’s date?
Hoy es el (date) de (month). - Today is (month) (date).
¿Qué día fue ayer? – What day was it yesterday?
Ayer fue (day). – Yesterday was (day).
1st Grade
13
¿Qué día es hoy? – What’s today?
Hoy es (day). – Today is (day).
¿Qué día será mañana? – What day will it be tomorrow?
Mañana será (day). - Tomorrow will be (day).
¿Cuál es la fecha de tu cumpleaños? – When is your
birthday?
Mi cumpleaños es el (date) de (month). – My birthday is the
(date) of (month).
NUEVOS
AMIGOS
Verb: escribir – to write
Sentence: Me gusta escribir la fecha..
Me gusta, me gusta,
escribir la fecha.
Me gusta, me gusta,
escribir la fecha.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
1st Grade
14
write the date.
NUEVOS
AMIGOS
write the date.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
Review: Sing the song “Los días de la semana ” or “The Days
of the Week.” Sing to song “Brother Philip” which in Spanish is
called “Martinillo.”
“Los días de la semana”
Hoy es lunes, hoy es lunes,
¿cómos estás?, ¿cómo estás”
Hoy es martes, hoy es martes,
¿cómos estás?, ¿cómo estás”
miérocoles
jueves
viernes
sábado
domingo
1st Grade
15
“The Days of the Week”
Today is Monday, today is Monday,
How are you? How are you?
NUEVOS
AMIGOS
Today is Tuesday, today is Tuesday,
How are you? How are you?
Wednesday
Thursday
Friday
Saturday
Sunday
Extension: Make a “Los días de la semana” or “Days of the
Week Book.”
Activity 1: Have the students practice dialogues as they
say the day’s date and a student’s birthday.
Dialogue
Teacher:
Student:
Teacher:
Student:
Teacher:
Student:
(English)
Teacher:
Student:
Teacher:
Student:
Teacher:
Student:
Materials:
Paper,
pencils,
crayons
and stapler.
#1:
¿Qué día es hoy?
Hoy es (day).
¿Qué día fue ayer?
Ayer fue (day).
¿Qué día será mañana?
Mañana será (day).
What’s today?
Today is (day).
What day was yesterday?
Yesterday was (day).
What day is tomorrow?
Tomorrow will be (day).
Dialogue #2:
Teacher: ¿Cuál es la fecha de hoy?
Student: Hoy es el (date) de (month).
(English)
Teacher: What’s todays date?
Student: Today is the (date) of (month).
1st Grade
16
Dialogue #3:
Teacher: ¿Cuál es la fecha de tu cumpleaños?
Student: Mi cumpleaños es el (date) de (month).
NUEVOS
AMIGOS
(English)
Teacher: When is your birthday?
Student: My birthday is the (date) of (month).
Extension: Here’s another song that includes the days of the
week and is sung in the puppet play “Jack and the Beanstalk.”
Sing song to the tune of “Oh My Darling Clementine.”
“Con mi gansa”
Con mi gansa, con mi gansa, con mi gansa, Dorada,
Ya no vamos, ya no vamos a tener hambre.
Lunes, lunes, martes, martes, miércoles, jueves,
Viernes, viernes, sábado y domingo.
Con mi gansa, con mi gansa, con mi gansa, Dorada,
Ya no vamos, ya no vamos a tener hambre.
Lunes, lunes, martes, martes, miércoles, jueves,
“With my Goose”
(English version)
With my goose, with my goose, with my goose, Golden
We are never, we are never going to be hungry.
Monday, Monday, Tuesday, Wednesday, Thursday,
Friday, Friday, Saturday and Sunday.
With my goose, with my goose, with my goose, Golden
We are never, we are never going to be hungry.
Monday, Monday, Tuesday, Wednesday, Thursday,
Friday, Friday, Saturday and Sunday
1st Grade
17
Extension: Have the students create a calendar for the
months and have them write in their classmates’ birthdays.
Sing “¡Cumpleaños feliz ! ” or “Happy Birthday.”
NUEVOS
AMIGOS
“¡Cumpleaños feliz!”
Cumpleaños feliz,
Cumpleaños feliz,
Muchas felicidades
Te deseamos a tí.
“Happy Birthday”
Happy birthday to
Happy birthday to
Happy birthday dear
Happy birthday to
you,
you,
(name)
you.
Activity 2: Sing the poem “Uno de enero” or “The First of
January” to review the months of the year and use a tambourine.
This is an adapatation of the “San Fermín Song” that is sung
during the fiesta at Pamplona, Spain. In Pamplona, Spain, the
day of San Fermín is celebrated by running the bulls through
the streets of the town.
“Uno de enero”
Uno de enero, dos de febrero,
tres de marzo, la, la, la (hit tambourine).
Cuatro de abril, cinco de mayo,
seis de junio, la, la, la (hit tambourine).
Siete de julio, ocho de agosto,
nueve de septiembre, la, la, la (hit tambourine).
Diez de octubre, once de noviembre,
doce de diciembre, la, la, la (hit tambourine).
1st Grade
18
Chorus:
La, la, la, la, la, la, la.
¿Quién ha roto la pandereta?
Él que ha roto lo pagará.
(Repeat chorus.)
NUEVOS
AMIGOS
“First of January”
January first, February second,
March third, la, la, la (hit tambourine).
April fourth, May fifth,
June sixth, la, la,la (hit tambourine).
July seventh, August eigth,
September ninth, la, la, la (hit tambourine).
October tenth, November eleventh,
December twelfth, la, la, la (hit tambourine).
Chorus:
Who has torn the tambourine?
Whoever did shall pay.
(Sing twice.)
La cultura hispana: Talk about the festival of San Fermín. It
is a festival celebrated every July 6th to July 9th in Pamplona,
Spain. The climax of the festival is the running of the bulls
through the center of the city. The rule is to run “with” the
bulls and not in front of them. They are actually running
towards the bull ring called the Plaza de Toros de Pamplona.
People from different countries attend the festival, and there
are groups of people that like to go to the feria every year.
For more information, here is a website on Feria de San
Fermín: www.sanfermin.com/index_eng.html.
1st Grade
19
Artesanía: Make a pandereta or a tambourine.
Directions:
Step 1: Glue two 9-inch paper plates together, rim to rim,
with the eating surfaces together facing each other.
Step 2: Color, glue or paint a design on the front and back
of the joined plates. Let dry.
Step 3: Use a paper plate hole-punch to make holes, about
2 inches apart, around the rims. Then tie a bell at each hole
with a length of yarn or narrow ribbon.
Step 4: Shake your tambourine for a rattle and strike the
sides for beats.
Assessment:
3. “El Calendario”: Have the students make a Spanish
calendar that can be used everyday.
1st Grade
NUEVOS
AMIGOS
Materials:
Two 9-inch
paper plates,
white glue,
crayons,
felt-tip pens,
construction
paper in
different
colors,
paper holepunch,
yarn or narrow
ribbon in
different
colors, scissors
and twelve
jingle bells.
20
to read the calendar in Spanish.
Equipment: TV/VCR
Assessment:
Wall.”
3. “El calendario”: Have
the students practice saying the
numbers by 5’s and 10’s.
TEKS:
Language Arts:
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Fine Arts:
Music: 1.2B, 1.5A
Sing theme song.
Verb:
escribir – to add
Sentence:
Review:
lunes – Monday
martes – Tuesday
miércoles – Wednesday
jueves – Thursday
viernes – Friday
sábado – Saturday
domingo – Sunday
enero - January
febrero - February
marzo - March
abril - April
mayo - May
junio - June
julio - July
agosto - August
Lesson # 13: The Calendar
Review:
Sing the song “Los días de
la semana” or “The Days of
the Week.”
Extension:
Make a “ Los días de la
Semana” book.
Activity #1:
dialogues as they say the
day’s date and a student’s
birthday.
*Refer to dialogues #1-3.
La cultura hispana:
Talk about the
festival of San
Fermín. It is a
festival celebrated
every July 6th to
July 9th in Pamplona,
Spain. The climax
of the festival is the
running of the
bulls through the
center of the ciy.
The rule is to run
“with” the bulls and
not in front of them.
Extension:
Sing the song “Con mi gansa”
or “With My Goose” that
includes the days of the
week and is sung in the
puppet play “Jack and the
Beanstalk.”
A
Art: 1.3
octubre - October
diciembre - December
Vocabulary:
1. ¿Cuál es la fecha de
hoy? – What’s today’s
date?
2. Hoy es el (date) de
(month). – Today is
(month)(date).
3. ¿Qué día fue ayer? –
Yesterday was (day).
4. ¿Qué día es hoy? –
What’s today?
5. Hoy es (day). – Today
is (day).
6. ¿Qué día será mañana?
– What day will it be
tomorrow?
7. Mañana será (day). –
Tomorrow will be (day).
8. ¿Cuál es la fecha de tu
cumpleaños? – When is
your birthday?
Activity #2:
Sing the poem “Uno de
Enero” or “The First of
January” to review the
months of the year and use a
tambourine. This is an
adaptation of the “San
Fermín Song” that is sung
during the fiesta at
Pamplona, Spain. In
Pamplona, the day of San
Fermín is celebrated by
running bulls through the
streets of the town.
Materials:
Two 9” paper plates, white
glue, crayons, felt-tip pens,
watercolors, tempra or
acrylic paints, paintbrush,
paper hole-punch, yarn or
ribbon, scissors and twelve
jingle bells.
Artesanía:
Make a pandereta or
a tambourine.
B
9. Mi cumpleaños es el
(date) de (month). – My
birithday is the (date) of
(month).
C
Nuevos Amigos
Lesson 13: The Calendar (page 1)
¿Cuál es la
fecha de hoy?
¿Qué día
fue ayer?
¿Qué día
es hoy?
Grade 1
Hoy es el (date)
de (month).
Ayer fue
(day).
Hoy es (day).
Nuevos Amigos
Grade 1
Lesson 13: The Calendar (page 2)
¿Qué día será
mañana?
Mañana
será (day).
¿Cuál es la fecha de
tu cumpleaños?
Mi cumpleaños es el
(date) de (month).
escribir
Lesson 14:
The Weather
Objective: Students will learn how to say weather expressions in Spanish.
Verb: nadar – to swim
Review Vocabulary:
la primavera - spring
el verano - summer
el otoño - fall
el invierno - winter
Vocabulary:
la nube – cloud
el sol – sun
el viento – wind
Hace sol. – It’s sunny.
Hace calor. – It’s hot.
Hace frío. – It’s cold.
Hace mal tiempo. – It’s bad weather
Hace buen tiempo. – It’s good weather.
Hace viento. – It’s windy.
¿Qué tiempo hace? – What’s the weather like?
NUEVOS
AMIGOS
14
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies:
1.15A, 1.5B,
1.3B, 1.2A
Science: 1.4A
Fine Arts
Music: 1.5A
Art: 1.3
Verb: nadar – to swim
Sentence: Me gusta nadar en el verano..
1st Grade
21
Me gusta, me gusta,
nadar en el verano.
NUEVOS
AMIGOS
Me gusta, me gusta,
Nadar en el verano.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
(English version)
swim during the summer.
swim during the summer.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
Review: Sing the song “Las estaciones” or “The Seasons” to
the tune “Alouette.”
1st Grade
22
“Las estaciones”
El otoño, el otoño, una estación del año es.
El invierno, el invierno, una estación del año es.
NUEVOS
AMIGOS
La primavera, la primavera, una estación del año es.
El verano, el verano, una estación del año es.
“The Seasons”
The fall season, the fall season, it’s a season of the year.
The winter season, the winter season, it’s a season of the
year.
The spring season, the spring season, it’s a season of the
year.
The summer, the summer season, it’s a season of the year.
Activity 1: Have the students become weather forecasters
by practicing the following dialogues.
Dialogue #1:
Student #1: Buenos días, ¿cómo están ustedes?
Hoy es (day).
Hace (select type of weather).
Adiós amigos.
Dialogue #1:
(English version)
Student #1: Good morning, how are you?
Today is (day).
The weather today is (weather).
Goodbye.
1st Grade
23
Dialogue #2:
Student #2: Buenas tardes, ¿cómo están ustedes?
Hoy es (day).
¡Hasta luego!
NUEVOS
AMIGOS
Dialogue #2:
(English version)
Student #2: Good afternoon, how are you (formal)?
Today is (day).
See you later!
Dialogue #3:
Student #3: Buenas noches, ¿cómo están ustedes?
Hoy es (day).
¡Nos vemos pronto!
Dialogue #3:
(Enlgish version)
Student #3: Good evening, how are you (formal)?
Today is (day).
See you soon!
Extension: Have the students learn the poem “El caracol”
or “The Snail.”
“El caracol”
Aquel caracol
Que va por el sol;
En cada ramita
llevaba una flor.
Que viva la gracia,
que viva el amor,
que viva la gracia
de aquel caracol.
1st Grade
24
“The Snail”
(English version)
That snail
That crawls to the sun;
on every limb
is taking a flower.
NUEVOS
AMIGOS
Hurray for the grace,
hurray for the love,
hurray for the grace
Of that snail.
Activity 2: Make a book of “Cambio de tiempo” or “Change
in weather.” Make copies of the book for each student.
* Refer to handouts at the end of the lesson.
Materials:
Paper,
pencil,
crayons
and stapler.
La cultura hispana: Rain forests are found in South America
within the countries of Chile, Venezuela, Colombia and Brazil.
You can find many animals living there that are not found in
any other part of the world.
A palo de lluvia or rain stick is supposed to sound like the rain
heard within the forests. These sticks are used in ceremonies
to bring rain when it hasn’t rained for many days.
Rain sticks are made from the skeletons of a Quisco or Copado
cactus. There are lots of these cactus in the Atacama desert
of Northern Chile. The Capado cactus lives to be 60 to 70
years old. When they die and dry out they become the wood
skeleton which is called the normata. The native people
harvest the normata, hollow it out and fill it with small volcanic
ash pebbles. Then, small nails are driven through the trunk in a
spiral formation creating the unique sound of water as the
pebbles fall slowly when the cactus is turned upside down.
1st Grade
25
Artesanía: Make a palo de lluvia or a rain stick.
Directions:
Step 2: Poke tiny holes in the tube and stick toothpicks
through the holes.
Step 3: Decorate colored paper by using markers or
cutting out different shapes and gluing.
Step 4: Place the tube on a piece of cardboard, trace
around the tube and cut out the circle. Repeat once more.
Step 5: Attach the cardboard circle by using tape. Put a
few cups of lentils, rice, black beans, or a combination of
all three, into the tube.
Assessment:
3. “The Weather Forecast”: Have the students give a
weather forecast in front of the class.
1st Grade
NUEVOS
AMIGOS
Materials:
Cardboard tubes in
a variety of sizes
Ex: Toilet paper
rolls, paper towel
rolls, gift wrapping,
mailing tubes
Corrugated cardboard
Masking tape
Toothpicks
Glue
Scissors
Construction paper
in different colors
Decorations to glue
on the rainstick
(leaves, twine,
shells, yarn, sand,
etc.)
Objects to put
inside the rainstick
(rice, lentils, black
beans , etc.)
26
to say weather expressions in
Spanish.
Equipment: TV/VCR
Assessment:
Wall.”
3. “The Weather Forecast”: Have
the students give a weather
forecast in Spanish is front of the
class.
TEKS:
Language Arts:
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Sing theme song.
Verb:
nadar – to swim
Sentence:
Me gusta nadar en el
verano.
Lesson # 14: The Weather
Review:
Sing the song “Las
Estaciones” or “The
Seasons” to the tune of
“Alouette.”
I like to swim in the summer. Activity #1:
Review:
la primavera – spring
el verano – summer
el otoño – fall
el invierno – winter
Vocabulary:
1. las nubes – clouds
2. el sol – sun
3. el viento – wind
4. Hace sol. – It’s sunny.
5. Hace calor. – It’s hot.
6. Hace frío. – It’s cold.
7. Hace mal tiempo. – It’s
bad weather.
8. Hace buen tiempo. –
It’s good weather.
Have the students become
weather forecasters by
practicing the following
dialogues.
*Refer to dialogues #1-3.
La cultura hispana:
Rain forests are
found in South
America within the
Countries of Chile,
Venezuela, Colombia
and Brazil. You can
find many animals
living there that are
not found in any
other part of the
world.
Activity #2:
Make a book of “Cambio de
tiempo” or “Change in
Weather.”
A palo de lluvia or
rain stick is imitates
the sound of rain
heard within the
forests. These
sticks are used in
ceremonies to bring
rain when it
hasn’t rained for
many days.
Materials:
Artesanía:
Extension:
Students will learn the
poem “El caracol” or “The
Snail.”
A
Fine Arts:
Music: 1.2B, 1.5A
Art: 1.3
9. Hace viento. – It’s
windy.
10. ¿Qué tiempo hace? –
What’s the weather like?
Lesson # 14: The Weather
Cardboard tubes in a variety Make a palo de lluvia
of sizes or a rain stick.
toilet paper rolls,
paper towel rolls,
gift wrapping mailing tubes,
corrugated cardboard,
masking tape,
toothpicks,
glue,
scissors,
acrylic paint,
paintbrushes,
fabric (a small amount of
burlap, cotton, etc.),
decorations to glue on the
rain stick (leaves, twine,
shells, yarn, sand, etc.),
objects to put inside the
rain stick (rice, corn
kernels, sunflower seeds,
lentils, black beans etc.).
B
Nuevos Amigos
Grade 1
las nubes
el sol
el viento
Hace sol.
Hace calor.
Hace frío.
Hace mal tiempo.
Hace viento.
Hace buen tiempo.
¿Qué tiempo hace?
nadar
Me gusta nadar en
el verano.
Lesson 15: The Spanish Alphabet
Objective: Students will learn how to say the Spanish
vowels and become familiar with the Spanish alphabet.
Verb: aprender – to learn
Me gusta aprender las vocales.
I like to learn the vowels.
Vocabulary:
árbol - tree
elefante - elephant
iguana - iguana
oro - gold
unicornio - unicorn
Spanish Alphabet:
A – ah
B – be
C – ce
Ch – che
D – de
E – e
F – efe
G – ge
H – hache
I – I
J – jota
K – ka
L – ele
Ll – elle
1st Grade
NUEVOS
AMIGOS
15
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies:
1.15A, 1.5B,
1.3B, 1.2A
Fine Arts
Music: 1.5A
Art: 1.3
27
M – eme
N – ene
Ñ – eñe
O – o
P – pe
Q – cu
R – ere
rr – erre
S – ese
T – te
U – u
V – ve
W – doble ve
X – equis
Y – y griega
Z - zeta
NUEVOS
AMIGOS
Verb: aprender – to learn
Sentence: Me gusta apender las vocales.
I like to learn the vowels.
“NUEVOS AMIGOS Theme Song”
Me gusta, me gusta,
aprender las vocales.
Me gusta, me gusta,
aprender las vocales.
La, la, la,
la, la, la.
1st Grade
28
La, la, la,
la, la, la.
¡Cha, cha, cha!
NUEVOS
AMIGOS
learn the vowels.
learn the vowels.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
Activity 1: Have the students repeat each letter using the
marching rhythm of “La marcha del alfabeto” or the “The
Alphabet March.”
“La marcha del alfabeto”
A, b, c, ch, d, e, f,
(Repeat)
G, h, i, j, k
(Repeat)
L.
(Repeat)
Ll,
(Repeat)
M, n, ñ, o, p.
(Repeat)
1st Grade
29
Q, r, rr, s, t,
(Repeat)
U, v, w, x,
(Repeat)
NUEVOS
AMIGOS
Y,
(Repeat)
z.
(Repeat)
Yo sé el alfabeto, ¡olé!
(Together)
* Refer to alphabet pronunciation at beginning of lesson.
Extension: Learn the jumping rope chant of “El alfabeto.”
“El alfabeto”
Beto, Beto, dime el alfabeto.
A, B, C, CH, D, E, F, G, H, I,
J, K, L, LL, M, N, Ñ, O, P, Q,
R, RR, S, T, U, V, W, X, Y, Z.
“The Alphabet”
Beto, Beto, tell me the alfabet.
A, B, C, D, E, F, H, I, J, K, L, M, N,
O, P, Q, R, S, T, U, V, W, X, Y, Z.
Extension: Make copies of the alphabet book “El libro del
alfabeto” or “The Alphabet Book.”
Activity 2: Have the students learn two poems of the
Spanish vowels “A, E, I, O, U” and “El burro” or “The
Donkey.”
“A, E, I, O, U”
A, E, I, O, U.
Arbolito de Perú.
Yo tengo (age) años.
¿Cuántos años tienes tú?
1st Grade
30
“A, E, I, O , U”
A, E, I, O, U.
Little tree from Peru.
I am (age) years old.
How old are you?
NUEVOS
AMIGOS
“El burro”
A, E, I, O, U.
El burro sabe más que tú.
“The Donkey”
(English version)
A, E, I, O, U.
The donkey knows more than you.
Extension: Make a vowel book “Las vocales” or “The
Vowels.”
La cultura hispana: Show pictures of the Kuna indians that
live on the San Blas Islands in the Atlantic Ocean off the
coast of Panamá. The Kuna tribes have been making molas
for more than one hundred years. Show examples of molas
or appliqued pictures that are created by the Kuna indians.
*Refer to website for pictures on the Kuna indians:
www.nuevosamigos@dallasisd.org.
Did you know that clothing can also be art?
A mola is a colorful design made of several layers of brightly
colored cotton cloth.
Mola designs are often inspired by modern graphics such as
pictures from books and TV cartoons, as well as traditional
themes from Kuna legends and culture. Geometric molas are
the most traditional, having developed from ancient body
painting designs. Many hours of careful sewing are required
to create a fine mola.
1st Grade
31
Artesanía: Make a mola or an appliqued picture.
Directions:
Step 1: Choose a pair of mola patterns and 3 pieces of
paper the same size but of different colors (or wrapping
paper).
Step 2: On tagboard, trace the patterns and cut out the
shaded part. (Note: the teacher could by-pass this step by
having the tracing forms ready ahead of time.)
Step 3: Trace patterns B and C on two different colors of
paper and cut out the shaded part.
Step 4: Using the frame part, put glue around the edge of
paper A (plain colored paper without a cutout) and place
frame B on top.
Step 5: Put glue around the edge of frame B and put frame
C on top.
* In making your own patterns be sure you have a whole
pattern cut out and a part of the whole cut out.
Assessment:
3. “El alfabeto” and “Las vocales”: Have the students say
the alphabet and vowel chants and poems.
1st Grade
NUEVOS
AMIGOS
Materials:
Tracing paper
patterns in
different colors
(or wrapping
paper or
construction
paper):
A - large
pattern size
(turtle body),
B - medium
pattern size
(turtle body),
C - small pattern
size (small body
parts),
glue
and scissors.
32
Lesson # 15: The Spanish Alphabet
Equipment: TV/VCR
Sing theme song.
Verb:
aprender – to learn
Sentence:
Me gusta aprender las
vocales.
Activity #1:
Have the students repeat
each letter using the
marching rhythm of “La
marcha del alfabeto” or the
“The Alphabet March.”
La cultura hispana:
Show pictures of
molas or appliqued
pictures that are
created by the Kuna
Indians.
Assessment:
Wall.”
3. “El alfabeto” or “Las vocales”:
Have the students say the alphabet
and vowel chants and poems.
Vocabulary:
árbol - tree
elefante - elephant
iguana - iguana
oro - gold
unicornio – unicorn
Extention:
Learn the jump rope chant of
“El alfabeto” or “The
Alphabet.”
The Kunas live on the
San Blas Islands in
the Atlantic Ocean
off the coast of
Panamá. Kuna tribes
have been making
molas for more than
one hundred years.
to say the Spanish vowels and
become familiar with the Spanish
alphabet.
TEKS:
Language Arts:
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
I like to learn the vowels..
Spanish Alphabet:
A – ah
B – be
C – ce
Ch – che
D – de
Extention:
Make copies of “El libro del
Alfabeto” or “The Alphabet
Book.”
Activity #2:
Have the students learn two
poems of the Spanish vowels
“A, E, I, O, U” and “El burro”
or “The Donkey.”
A
Fine Arts:
Music: 1.2B, 1.5A
Art: 1.3
E – e
F – efe
G – ge
H – hache
I – I
J – jota
K – ka
L – ele
Ll – elle
M – eme
N – ene
Ñ – eñe
O – o
P – pe
Q – cu
R – ere
rr – erre
S – ese
T – te
U – u
V – ve
W – doble ve
X – equis
Y – y griega
Z - zeta
Lesson # 15: The Spanish Alphabet
Extention:
Make a vowel book “Las
vocales” or “The Vowels.”
Materials:
Tracing paper patterns of
different colors (or
wrapping paper), glue and
scissors.
Artesanía:
Make a mola or an
appliqued picture.
B
Nuevos Amigos
Grade 1
Lesson 15: The Spanish Alphabet (page 1)
sounds like ah in tar
sounds like eh in get
sounds like ee in feet
árbol
sounds like oa in coat
elefante
sounds like oo in pool
oro
iguana
aprender
unicornio
Me gusta aprender
las vocales.
Nuevos Amigos
Grade 1
Lesson 15: The Spanish Alphabet (page 2)
ah
be
ce
che
de
e
efe
ge
hache
I
jota
ka
ele
elle
eme
o
pe
cu
te
u
ene
eñe
ere
erre
ese
doble ve
equis
ve
y griega
zeta
Lesson 16:
The School Vocabulary
Objective: Students will learn the names of the classroom
objects.
Verb: estudiar – to study
Vocabulary:
el maestro/la maestra – professor/the teacher
el/la estudiante – student
la mochila – backpack
el papel – paper
el lápiz – pencil
el libro – book
la pizarra – chalkboard
la tiza – chalk
el escritorio – teacher’s desk
el pupitre – student’s desk
la silla – chair
la mesa – table
¿Dónde está el/la (name of object)? – Where is the object?
Aquí está. – Here it is.
Verb: estudiar - to study
Sentence: Me gusta estudiar el español.
NUEVOS
AMIGOS
16
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies:
1.15A, 1.5B,
1.3B, 1.2A
Science: 1.4A
Fine Arts
Music: 1.5A
Art: 1.3
Me gusta, me gusta,
estudiar el español.
1st Grade
33
Me gusta, me gusta,
estudiar el español.
La, la, la,
la, la, la.
NUEVOS
AMIGOS
La, la, la,
la, la, la.
¡Cha, cha, cha!
(English version)
Study Spanish.
Study Spanish.
Activity 1: Number and label the classroom objects. Make
copies of the classroom objects and/or write on sentence
strips and tape to object. Use the black line masters to place
on the classroom objects.
Activity 2: Have the students play the “What’s the Spanish
name?” game.
Object of game: Identify the names of the classroom objects
in Spanish. The student who can identify the most classroom
object names wins the game.
Materials:
Numbers
corresponding to
a classroom object
and transparency
of the classroom.
Directions: Have a student select a number and identify
the classroom object. If the correct item is identified then
the student gets a point.
1st Grade
34
La cultura hispana: Did you know that sunflowers were used
by Native Amercians in many different ways? They ate the
seeds, ground the small kernels into flour, extracted oil from
seed for their hair and used the seeds, flower petals and pollen
to make dyes for face, paint, cloths and baskets. A sunflower
in Spanish is called a girasol.
In Perú, Incas worshipped sunflowers. They placed sunflower
images made of gold in their temples and crowned princesses
in the bright yellow flowers.
NUEVOS
AMIGOS
Materials:
Paper, crayons and
stapler.
Here are some awesome sunflower facts:
(1) Did you know that there are 67 species of sunflowers
growing in the USA, Europe, Japan and Russia?
(2) The sunflower is not one flower, but a cluster of more
that 2000 tiny flowers growing together.
(3) A sunflower’s head can grow to be as big as 2 feet across,
and the plant itself can be as tall as 18 feet.
(4) The sunflower is most at home in Kansas, “The Sunflower
State.”
(5) Did you know that sunflower oil and sunflower seeds are
used to cook with?
(6) How many of you like to eat sunflower seeds as a snack?
(7) Diego Rivera is one of the many famous artists that drew
beautiful sunflowers. That is a girasol in Spanish.
1st Grade
35
Artesanía: Each student will draw a picture of a sunflower
using Diego Rivera’s paintings or a picture of sunflowers for
their book cover. The title of the book can be “Mis palabras
favoritas” (“My Favorite Words”) or “El libro del girasol ” (The
Sunflower Book”).
Directions:
Step 1: Get your materials together.
Step 2: Fold posterboard in half.
Step 3: Draw and paint your sunflower.
Step 4: Insert blank sheets inside book cover.
Step 5: Punch holes and bind with rings.
Step 6: Title your book and fill in with your favorite
Spanish words.
* Refer to NUEVOS AMIGOS web page:
www.nuevosamigos@dallasisd.org.
Extension: The biography on Diego Rivera, the famous
Mexican muralist, could lead to a class discussion on murals.
Who is Diego Rivera?
Diego Rivera is another one of the Mexican “masters.” He
was born in 1886 in Guanajuato, Mexico. He attended art
classes at a very young age and then went to Europe to study
art in Spain, France and Italy. When he returned to Mexico in
1921, he was also a leader in the government sponsored Painter’s
Syndicate. He developed his own technique for painting large
surfaces and was in great demand both in Mexico and the
United States. Orozoco and Siquieros were also considered
Mexican “masters”, and all three were fondly referred to as
los grandes.
NUEVOS
AMIGOS
Materials:
Acrylic paint in
yellow, brown,
green, black and
orange,
paint brushes and
sponge brushes,
plastic cups for
water,
paper plates,
poster board for
book cover,
scissors,
blank white
sheets of paper,
pencil,
hole puncher,
picture of a
sunflower
and craft rings.
Assessment:
3. “What’s the Spanish name for?” Game: Have the
students identify names of the classroom objects.
1st Grade
36
names of the classroom objects.
Equipment: TV/VCR
Assessment:
Wall.”
3. “What’s the Spanish name?”
Game: Have the students identify
the names of the classroom objects.
TEKS:
Language Arts:
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Fine Arts:
Music: 1.2B, 1.5A
Lesson # 16: The Spanish Vocabularly
Sing theme song.
Verb:
estudiar – to study
Sentence:
Me gusta estudiar el
Español.
I like to study Spanish..
Vocabulary:
1. el maestro/la maestra
- professor/teacher
2. el/la estudiante –
student
3. la mochila – backpack
4. el papel – paper
5. el lápiz – pencil
6. el libro – book
7. la pizarra – chalkboard
8. la tiza – chalk
9. el escritorio – teacher’s
desk
10. el pupitre – student’s
desk
11. la silla – chair
12. la mesa – table
La cultura hispana:
Did you know that
sunflowers were
used by Native
Americans in
different ways?
Native Americans
would eat the seeds,
Activity #2:
would ground the
small kernels into
“What’s the Spanish Name?” flour, extracted oil
game.
from the seeds for
their hair and used
Materials:
the seeds, flower
petals and pollen to
Paper, website for Diego
make dyes for face,
Rivera’s painting and
paint, cloths and
book First Biographies
Diego Rivera by Gini Holland. baskets.
Activity #1:
Number and label the
classroom objects on
sentence strips and tape to
object. Use the blackline
masters to place on the
classroom objects.
Materials:
A spin dial and a
transparency of the
classroom.
Materials:
A sunflower in
Spanish is called a
girasol.
In Perú, Incas
worshipped
A
Art: 1.3
Lesson # 16: The Spanish Vocabularly
13. el cuaderno - notebook
14. ¿Dónde está la/el
(name of object). –
15. Where is the (name of
object).
16. Está aquí. – Here it
is.
Acrylic paint in yellow, green,
brown, black and orange,
poster board book cover,
paint brushes,
sponge brushes,
plastic cups,
water,
paper plates,
blank sheets,
hole puncher,
craft rings,
pencil and
picture of a sunflower.
Extension:
The biography on
Diego Rivera could
lead to a class discussion on
murals.
Talk about the murals he
painted.
sunflowers. They
placed sunflower
images made of gold
in their temples and
crowned princesses
in the bright yellow
flowers.
Artesanía:
Draw a picture of a
sunflower using a
Diego Rivera painting
on sunflowers. Paint
a picture of a
sunflower for the
front cover. Then,
the following pages
will be dedicated to
writing their
favorite Spanish
words.
B
Nuevos Amigos
Grade 1
Lesson 16: The School Vocabulary (page 1)
el/la
estudiante
el maestro/
la maestra
la mochila
el papel
el lápiz
el libro
la tiza
la pizarra
Nuevos Amigos
Grade 1
Lesson 16: The School Vocabulary (page 2)
el escritorio
el pupitre
estudiar
la silla
la mesa
Aquí está.
Me gusta estudiar
el español.
¿Dónde está
el/la (name of
object)?
Objective: Students will learn words that are opposites in
Spanish.
Verb: subir – to climb
Sentence: Me gusta subir la escalera.
Vocabulary:
abierto/a – open
cerrado – shut
derecho/a – right
pobre – poor
rico/a – rich
malo/a – bad
bueno – good
rápido – fast
despacio – slow
NUEVOS
AMIGOS
17
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b,
1.3E
Writing: 1.20,
1.8
Reading: 1.1C
Social Studies:
1.15A, 1.5B,
1.3B, 1.2A
Science: 1.4A
Fine Arts
Music: 1.5A
Art: 1.3
Verb: subir – to climb
Sentence: Me gusta subir la escalera.
1st Grade
37
Me gusta, me gusta,
subir la escalera.
NUEVOS
AMIGOS
Me gusta, me gusta,
subir la escalera.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
(English version)
climb the stairs.
climb the stairs.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
Extension: Substitute verb, subir, for bajar.
Verb: bajar - to climb down
Sentence: Me gusta bajar la escalera.
I like to climb down the stairs.
1st Grade
38
Activity 1: Have the students pantomime the movements to
show opposites in Spanish.
Extention: Have students guess the words. Play “Ta-ta-ti” or
“Tic, Tac, Toe.”
Object of the game: The student who can say two vocabulary
words that are opposites gets to write O or X on the game
board written on the chalk board or overhead projector and
gets another chance. The first team that obtains three
consecutive “X’s” or “O’s” wins the game.
How to play: Have the class divide into two teams of the “O”
team and the “X” team. Two team members will take a turn
going to the front of the class to select a card that has two
opposite words. The students are to act-out the two opposite
actions. The team to guess the two correct vocabulary words
get to write an “X” or “O” and gets another chance to send
another team. The first team that obtains three consecutive
“X’s” or “O’s” wins the game.
NUEVOS
AMIGOS
Materials:
Transparency of
vocabulary words
of opposites. Make
copies of
vocabulary words
and make into game
cards.
Extension: Learn the song and dance of “La raspa.” The title,
“La raspa,” comes from the Spanish word raspar, which means
to slide or scratch. The many variations of this dance make it
easy to perform. It may be performed solo, with a partner or
as a mixer.
“La raspa”
Resbale así su pie
Uno, dos, tres.
Y ahora el otro pie,
Uno, dos, tres.
(Repeat)
A la derecha, a la derecha,
A la derecha, a la derecha,
A la izquierda, a la izquierda,
A la izquierda, a la izquierda.
(Repeat)
1st Grade
39
“The Raspa”
(English version)
Slide your foot here,
One, two, three,
And now the other foot,
One, two, three.
(Repeat)
NUEVOS
AMIGOS
To the right, to the right,
To the right, to the right,
To the left, to the left,
To the left, to the left.
(Repeat)
Activity 2: Have the students make a video “Los opuestos”
or “The Opposites.” Have them show video to friends and
family members.
* Refer to blackline masters for vocabulary.
La cultura hispana: What is a raspa? A raspa (or sometimes
also called a raspado) is the name for snowcone in Spanish.
The reason it is called a raspa or a raspado is because the ice
is scraped. Before electric ice crushers were created, people
used to scrape or raspar the ice. So the name for snowcone
became a raspa.
Materials:
Video camera, video
cassette and
NUEVOS
AMIGOS website
for tips on making
a video.
In Texas and the nothern part of Mexico, we call a snowcone
a raspa. Remember that Texas was once part of Mexico. But
in other parts of the Spanish speaking countries, it is called a
raspado.
There are a lot of raspa stands and restaurants in Central
America that serve raspas. Sometimes there are a whole bunch
of stands in a row with lots of different favors, and they can
make a raspa any way you want.
Don’t forget, learning about other cultures helps you to better
understand the world we live in.
1st Grade
40
Artesanía: Make raspas or snowcones.
Directions:
Step 2: In a pitcher, combine Kool-aid, water and sugar.
Blend it.
Step 3: Crush the ice in the electric blender until it looks
very small. Remember you need an adult to help you with
this part.
Step 4: Scoop the ice into the cup and pour your Kool-Aid
over the ice.
Assessment:
3. “Ta-te-ti” Game: Have the students play the game of
“Ta-te-ti” and practice saying the opposite words.
1st Grade
NUEVOS
AMIGOS
Materials:
1 package of
unsweetened Koolaid drink mix, any
flavor
2 cups of water
1/2 - 3/4 cup,
sugar,
4 cups ice,
electric blender,
pitcher,
cups,
spoon or straw and
a scooper.
41
words that are opposites.
Equipment: TV/VCR
Assessment:
Wall.”
3. “Ta-te-ti” Game: Have the
students play the game of “Ta-te-ti”
and practice saying the opposite
words.
TEKS:
Language Arts:
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Fine Arts:
Lesson # 17: Opposites
Sing theme song.
Activity #1:
Verb:
Have the students
subir – to climb
pantomime the movements to
show opposites in Spanish.
Sentence:
Me gusta subir la escalera.
Extention:
escalones.
Have the students play “Tata-ti” or “Tic-Tac-Toe.”
Verb:
Extention:
Bajar – to climb down
Learn the song and dance of
Sentence:
Me gusta bajar los
“La raspa.”
escalones.
I like to climb down the
Activity #2:
stairs.
video on “Los opuestos” or
“The Opposites.”
Vocabulary:
1.
2.
3.
4.
5.
6.
7.
8.
abierto – open
cerrado – shut
derecho/a – right
pobre – poor
rico/a – rich
malo/a – bad
bueno – good
Artesanía:
Make raspas or snowcones.
Materials:
1 package of unsweetened
Kool-Aid drink mix (any
flavor),
Materials:
Transparency of
vocabulary words of
opposites. Make
copies of vocabulary
words and make into
a card game for
“Ta-ta-ti.”
Materials:
Video camera, videocassettes and tips on
making a video found
on Nuevos Amigos
website.
La cultura hispana:
What is a raspa or
a raspado? A raspa
is a snowcone. The
reason it is called a
raspa or a raspado is
because the ice is
scraped. Before
electric ice crushers
A
Music: 1.2B, 1.5A
Art: 1.3
9. rápido – fast
10. despacio – slow
Lesson # 17: Opposites
2 cups of water,
½-¾ cup sugar,
4 cups ice,
electric blender,
pitcher,
cups,
spoon or straw and
a scooper.
were created, people
used to scrape or
raspar the ice. So,
the name for the
snowcone became
a raspa or some
people also call it
raspado.
There are a lot of
raspa stands and
restaurants in
Central America that
serve raspa.
Sometimes there are
a whole bunch of
stands in a row with
lots of different
flavors, and they can
make a raspa any way
they want.
B
Nuevos Amigos
Lesson 17: Opposites (page 1)
Grade 1
abierto/a
cerrado
derecho/a
izquierdo/a
pobre
rico/a
malo/a
bueno
Nuevos Amigos
Lesson 17: Opposites (page 2)
Grade 1
rápido
despacio
subir
bajar
Me gusta subir la
escalera.
Me gusta bajar la
escalera.
Objective: Students will learn commands and action verbs
in Spanish.
Verb: caminar – to walk
Sentence: Me gusta caminar a la casa.
Review Vocabulary:
de nada/por nada/no hay de que – you’re welcome
Vocabulary:
enséñame –show me
dame – give me
tráeme – bring me
camina – walk
corre – run
váyase – go away
toca – to touch and knock at the door
cuenta – count
siéntate – sit down
párate – stand up
colorea - color
NUEVOS
AMIGOS
18
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b, 1.3E
Writing: 1.20,
1.8
Reading: 1.1C
Social Studies:
1.15A, 1.5B,
1.3B, 1.2A
Science: 1.4A
Fine Arts
Music: 1.5A
Art: 1.3
Verb: caminar – to walk
Sentence: Me gusta caminar a la casa.
1st Grade
42
Me gusta, me gusta,
caminar a la casa..
NUEVOS
AMIGOS
Me gusta, me gusta,
caminar a la casa.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
(English version)
walk to the house.
walk to the house.
Activity 1: Have the students play “Simón dice ” or “Simon
Says.”
Dialogue for game:
Simón dice: Enséñame el calendario.
Simón dice: Dame el libro.
Simón dice: Camina rápido.
Simón dice: Camina despacio.
Simón dice: Corre.
Simón dice: Toca la puerta.
Simón dice: Toca la puerta cinco veces.
Simón dice: Cuenta del 1 al 10.
Simón dice: Cuenta del 11 a l 20.
Simón dice: Cuenta del 21 al 30.
Simón dice: Siéntate.
Simón dice: Párate.
Simón dice: Colorea el dibujo.
1st Grade
43
Dialogue for game:
(English version)
Simon says: Show me a calendar.
Simon says: Give me the book.
Simon says: Walk fast.
Simon says: Walk slow.
Simon says: Run.
Simon says: Knock on the door.
Simon says: Knock on the door five times.
Simon says: Count from 1-10.
Simon says: Sit down.
Simon says: Stand up.
Simon says: Color the drawing.
Activity 2: Have the students follow the commands that
are given by the teacher and have them draw a rainbow.
Teacher commands:
Dibuje un arco con el crayón rojo.
Dibuje un arco con el crayón anaranjado.
Dibuje un arco con el crayón amarillo.
Dibuje un arco con el crayón verde.
Dibuje un arco con el crayón azul.
Dibuje un arco con el crayón morado.
NUEVOS
AMIGOS
Materials:
One sheet of white
paper and crayons
in the following
colors: Red, orange,
yellow, green, blue
and purple.
Teacher commands:
(English version)
Draw an arch using a red crayon.
Draw an arch using an orange crayon.
Draw an arch using a yellow crayon.
Draw an arch using a green crayon.
Draw an arch using a blue crayon.
Draw an arch using a purple crayon.
1st Grade
44
La cultura hispana: Talk about the origin of the mariachi
group. The word mariachi is most often used in reference to
the tradional musical ensemble common to Jalisco, Mexico,
and its neighboring states. The exact origin of the word
mariachi is lost in time, but its roots are most certainly Mexican
and come from one of the native dialects. There is a popular,
but mistaken myth that the word “marraige” is derived from
French and came into being during the French intervention of
1862-1867. The most likely derivation is that it comes from
a Coca Indian word that referred either to a wooden platform
for dancing or from the tree from which the wooden platform
was made. In either case, the earliest accounts associate the
word mariachi with the events and/or persons centered around
a platform. By the late 19th century, the word mariachi was
clearly used in reference to the musicians performing at these
and other events. To this day, the word mariachi refers to
only the musical style originally from the area in and around
Jalisco.
NUEVOS
AMIGOS
What instruments do the mariachi groups use? They use
violins, guitar, accordian, trumpet, bajo and guitarrón.
Extension: Play a mariachi song in your classroom. Have the
students identify the instruments.
Artesanía: Make a mariachi’s vest.
Directions:
Step. 2: Cut out the pattern in felt.
Step 3: Decorate the panels using any design.
Step 4: Let it dry for 24 hours.
Step 5: Sew panels together.
Assessment:
3. “Simón dice”: Have the students play the game “Simón
dice” and practice the commands.
1st Grade
Materials:
Black felt, puff
paints in a
varietey of
colors,
craft needle,
black thread,
scissors,
stick pins and
vest patterns.
45
commands and action verbs.
Equipment: TV/VCR
Assessment:
Wall.”
3. “Simón dice” Game: Have the
students play the game and practice
commands.
TEKS:
Language Arts:
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Fine Arts:
Music: 1.2B, 1.5A
Lesson # 18: Commands and Action Verbs
Sing theme song.
Verb:
caminar – to walk
Sentence:
Me gusta caminar a la
casa.
Activity #1:
Have the students play
“Simón dice” or “Simon
Says.”
Review:
Activity #2:
Have the students follow
commands given by the
teacher to draw a rainbow.
De nada/por nada/no hay
de que – you’re welcome
Vocabulary:
1. enséñame –show me
2. dame – give me
3. tráeme – bring me
4. camina – walk
5. corre – run
6. váyase – go away
7. toca – to touch and
knock at the door
8. cuenta – count
Materials:
One sheet of white
paper and crayons in
the following colors:
red, orange, yellow,
*Refer to the dialogue found green, blue and
in the lesson.
purple.
* Refer to teacher dialogue
found in the lesson.
La cultura hispana:
Talk about the origin
of the mariachi
group. The word
mariachi is most
often used in
reference to the
traditional musical
ensemble common to
Jalisco, Mexico, and
its neighboring
states. The exact
origin of the word
mariachi is lost in
time, but its roots
are most certainly
A
Art: 1.3
Lesson # 18: Commands and Action Verbs
9. siéntate – sit down
10. párate – stand up
11. colorea - color
Mexican and come
from one of the
native dialects.
Materials:
Black felt,
vest pattern,
puff paints in a variety of
colors,
craft needle,
black thread,
scissors,
stick pins and
vest patterns.
Artesanía:
Make a mariachi’s
vest.
B
Nuevos Amigos
Grade 1
enseñame
dame
traéme
anda
corre
váyase
toca
cuenta
siéntate
párate
colorea
caminar
Me gusta
caminar a la
casa.
Lesson 19: Time
Objective: Students will learn how to read the time in
Spanish.
Verb: adivinar – to guess
Sentence: Me gusta decir la hora.
I like to tell the time.
Vocabulary:
el reloj – clock
la hora – hour
la mañana – morning
la tarde – afternoon
la noche – night
el día – day
el mediodía – midafternoon
la medianoche – midnight
¿A qué hora vas a (verb)? – At what time are you going to
(verb)?
Voy a (verb) a la/las (time). – I am going to (verb) at
(time).
¿Qué hora es? – What time is it? (for one o’ clock only)
¿Qué hora son? – What time is it?
Es la una de la (time of day). – It is one in the (time of
day).
Son las (time) de la (time of day). – It is (time) in the
(time of day).
NUEVOS
AMIGOS
19
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b, 1.3E
Writing: 1.20,
1.8
Reading: 1.1C
Social Studies:
1.15A, 1.5B,
1.3B, 1.2A
Science: 1.4A
Fine Arts
Music: 1.5A
Art: 1.3
Verb: adivinar - to guess
Sentence: Me gusta decir la hora.
I like to tell the time.
1st Grade
46
Me gusta, me gusta,
decir la hora.
NUEVOS
AMIGOS
Me gusta, me gusta,
decir la hora.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
(English version)
tell the time.
tell the time.
La, la, la,
la, la, la.
La, la, la,
la, la, la.
¡Cha, cha, cha!
1st Grade
47
Activity 1: Sing the song “Tic, tac ” or “Tick Tock.”
“Tic-tac”
Tic, tac, tic, tac.
Yo soy el señor Reloj.
Tic, tac, tic, tac.
Doce horas tengo yo.
(Sing twice.)
NUEVOS
AMIGOS
A la una, como tuna.
A las dos, como arroz.
A las tres, todo al revés.
A las cuatro, voy al teatro.
A las cinco, pego un brinco.
A las seis, aprendo inglés.
A las siete, un juguete.
A las ocho, un bizcocho.
A las nueve, nadie se mueve.
A las diez, con los pies.
A las once, companas de bronce.
A las doce, alguien tose.
Tic, tac, tic, tac…
1st Grade
48
“Tick-tock”
(English version)
Tick, tock, tick, tock,
It’s the clock that works all day.
Tick, tock, tick, tock.
Every hour I ring my bell.
NUEVOS
AMIGOS
Ring one, I eat with Juana.
Ring two, I tie my shoe.
Ring three, I climb a tree.
Ring four, I open the door.
Ring five, I just arrived.
Ring six, I pick up sticks.
Ring seven, I go to heaven.
Ring eight, I watch the gate.
Ring nine, don’t tickle my spine.
Ring ten, give me a pen.
Ring eleven, I ring up to heaven.
Ring twelve, I see an elf.
Tick, tock, tick, tock…
1st Grade
49
Activity 2: Use the verbs from lessons 11-19 to fill in the
blanks to the question and answer.
Question:
¿A qué hora vas a (verb)?
Answer:
Voy a (verb) a la/las (time).
NUEVOS
AMIGOS
Verbs:
comprar - to buy
sumar - to add
escribir - to write
nadar - to swim
aprender - to learn
estudiar - to study
subir - to climb
bajar - to climb down
caminar - to walk
La cultura hispana: The merengue is one of the standard
Latin American dances which has been around since the mid
1800’s. It is a combination of two dances, the African and
the French Minuet. Merengue is the national dance of the
Dominican Republic.
When couples dance the merengue, they hold each other
close and step from side to side. They can turn clockwise
or counterclockwise. This style of merengue is called ballroom merengue.
Couples can also dance apart and spin around and around.
Merengue is very good exercise, and you can have fun
dancing alone or with a partner.
1st Grade
50
Artesanía:
Make a güiro.
Directions:
Step 2: Cut strip of construction paper in different colors.
Step 3: Glue these strips on to your emtpy water bottle any
way you want. Make sure not to cover the ridges because
that’s what will make the sound.
Step 4: Use the compass to puncture two holes and stick
your scissors into the hole. Now, cut out a circle for your
fingers.
Step 5: Make a tassle with the yarn and index card. Wrap
the yarn around the index card and tie a knot to secure it.
Continue wrapping the yarn around the card about 15 times
and thread the long end through the loop and tie off at the
top. When you cut it, make sure you leave a long tail. Cut
the bottom of the tassle to make the fringes. Wrap your
tail around the top of the tassle about 5 times and tie a knot.
With the long yarn that remains hanging, secure the tassle
with a rubber band at the opening of the bottle. Glue the
yarn that remains hanging to the bottle or leave hanging.
Finally, with any color wrap it around the top of the bottle
opening to cover the rubber band and glue the end down.
Step 6: Stick your thumb and forefinger into the hole cut,
and with your other hand rub the chopsick up and down the
ridges to make the sound.
NUEVOS
AMIGOS
Materials:
An empty water
bottle with
ridges,
yarn in different
colors,
paper in
different colors,
glue,
scissors and
craft scissors,
Chinese chop
stick,
index card,
compass and
a rubber band.
Assessment:
3. “¿A qué hora?” Game: Have the students practice
answering the questions in Spanish.
1st Grade
51
to read the time in Spanish.
Equipment: TV/VCR
Assessment:
Wall.”
3. “¿A qué hora?” Game: Have the
students practice answering the
questions in Spanish.
TEKS:
Language Arts:
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Fine Arts:
Music: 1.2B, 1.5A
Sing theme song.
Verb:
decir – to say
Sentence:
I like to read the time.
Vocabulary:
1. el reloj – clock
2. la hora – hour
3. la mañana – morning
4. la tarde – afternoon
5. la noche – night
6. el día – day
7. el mediodía –
midafternoon
8. la medianoche –
midnight
9. ¿A qué hora vas a
(verb)? – At what time are
you going to (verb)?
10. Voy a (verb) a la/las
(time). – I am going to
(verb) at (time).
11. ¿Qué hora es? – What
Lesson # 19: Time
Activity #1:
Sing the song “Tic, tac” or
“Tick Tock.”
La cultura hispana:
Talk about
merengue, the
national dance of
Activity #2:
the Dominican
Republic. The
Read the schedule for the
puppet plays. Make copies of merengue is one of
the schedule. Have two
the standard Latin
students work together to
American dances,
show the times of the puppet which has been
plays.
around since the mid
1800’s. It is a
combination of two
dances, the African
and the French
Minuet.
The merengue can be
danced with a
partner or solo.
Materials:
1 small plastic bottles (6 oz.
or 12 oz.) with ridges,
Artesanía:
Make a guiro, a
wooden percussion
A
Art: 1.3
time is it?
12. Es la una de la (time
of day). – It is one in the
(time of day).
13. Son las (time) de la
(time of day). – It is
(time) in the (time of day).
Lesson # 19: Time
bright-colored construction
paper,
scissors,
glue,
black felt tip pen,
yarn in different colors,
craft scissors and scissors,
Chinese chop stick,
index card,
compass and
a rubber band.
instrument.
B
Nuevos Amigos
Lesson 19: Time (page 1)
el reloj
la tarde
Grade 1
la hora
la mañana
la noche
el día
la medianoche
el mediodía
¿A qué hora vas a (verb)?
Voy a (verb) a la/las (time).
Nuevos Amigos
Lesson 19: Time (page 2)
Grade 1
¿Qué hora es?
Es la una de la (time of day).
Son las (time) de la (time of day).
adivinar
Lesson 20: The Puppet Play
Objective: Students will view the puppet play of “Jack
and the Beanstalk.”
Assessment:
students place the Spanish vocabulary on the “Spanish Word
Wall.”
2. Journal Writing: Have the students write Spanish vocabulary.
students act out play of Juan y los frijoles mágicos.
Review Vocabulary:
Activity #1:
View puppet play several times.
1st Grade
NUEVOS
AMIGOS
20
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b, 1.3E
Writing: 1.20,
1.8
Reading: 1.1C
Social Studies:
1.15A, 1.5B,
1.3B, 1.2A
Science: 1.4A
Fine Arts
Music: 1.5A
Art: 1.3
52
Objective: Students will view the
puppet play and review target
vocabulary.
Lesson # 20: The Puppet Play of Jack and the Beanstalk
Review:
Activity #1:
View the puppet play
several times.
Equipment: TV/VCR
Assessment:
Wall.”
students act out play of Juan y los
frijoles mágicos.
TEKS:
Language Arts:
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Fine Arts:
A
Lesson # 20: The Puppet Play of Jack and the Beanstalk
Music: 1.2B, 1.5A
Art: 1.3
B
Juan y los frijoles mágicos
(Jack and the Beanstalk)
Setting: A Poor Village
Scene I= In front of home
Time: Morning
Characters:
Narrador - Narrator
La mamá – The mother
Juan - Jack
La vaca – The cow
Narrador:
Había una vez una mujer que tenía un hijo. El niño se llamaba
Juan. Era muy bueno. La madre y el hijo vivían en una
casita. Eran tan pobres porque se les había perdido Dorada,
la gansa que ponía huevos de oro. Sólo tenían una vaca. La
vaca les daba leche para tomar. Un día, la mamá dice:
Narrator:
Once upon a time there was a woman who had a son. The young
boy’s name was Jack. He was a good boy. The mother and the son
lived in a small house. They were very poor because they had lost
Golden, their goose that laid golden eggs. They only had one cow
left. The cow gave them milk to drink. One day, the mother said:
Mamá (sad):
No tenemos dinero, y no tenemos mucho para comer. Juan, el
mercado abre a las nueve de la mañana. Lleva la vaca al
mercado, véndela y traéme el dinero.
1
Mother (sad):
We do not have any money, and we do not have much to eat. Jack,
the market opens at 9 in the morning. Take the cow to the
market, sell her and bring me the money.
Vaca:
Muuuuuu…
Cow:
Moooooo…
Juan:
Sí, mamá, son las nueve de la mañana y voy al mercado con
la vaca.
Juan:
Yes, mother, it is nine in the morning, and I am going to the
market with the cow.
Mamá:
Traígame mucho dinero por la vaca por favor. Llega para
comer el almuerzo a la una de la tarde. Regrese rápido.
Gracias, Juan, mi hijo.
Mother:
Please bring me a lot of money for the cow. Lunch will be ready
at 1 in the afternoon, so hurry home. Thank you, Jack, my son.
Juan:
Sí, mamá, haré todo lo posible. Voy a regresar rápido.
(They give each other a hug and a kiss. Juan goes down the
road with the cow. The mother says goodbye. She hugs and
kisses him.)
2
Jack:
I will do my best. I will hurry home. (They give each other a hug
and a kiss. Juan goes down the road with the cow. The mother
says goodbye. She hugs and kisses him.)
Vaca:
Muuuuu...
Cow:
Mooooo…
Scene II=Town
Time: Afternoon
Characters:
Narrador - Narrator
Juan - Jack
la vaca – the cow
el señor – the man
Props: Clock to show the times.
Narrador:
Juan llega al pueblo y está buscando el mercado. Juan está
perdido. Un señor le saluda:
Narrator:
Jack arrives at the town and is looking for the market. Jack is
lost. A man greets him:
Señor:
Buenas días, niño, ¿adónde vas?
3
The Man:
Good morning, boy. Where are you going?
Juan:
Buenos días, señor. Voy al mercado. Necesitamos dinero.
No tenemos nada. Voy al mercado para vender la vaca.
¿Dónde está el mercado?
Jack:
Good morning, sir. I am going to the market. I need money. We
do not have any. I am going to the market with the cow. Where
is the market?
Vaca:
Muuuuu.
Cow:
Mooooo.
Señor:
El mercado está al lado de la escuela. Tienes que caminar
rápido a la derecha. Entonces tienes que caminar despacio a
la izquierda. Cuenta quince pasos. Ahora tienes que subir
tres escalones. Ten cuidado.
The man:
The market is next to the school. Walk quicky to the right.
Then, walk slowly to the left. Count 15 footsteps. Now, climb
three stairs. Be careful.
Juan:
Gracias, señor. ¡Hasta luego!
4
Jack:
Thank you, sir. Goodbye!
Señor:
De nada. Pero, espere un momento, por favor. Mira, niño,
aquí tengo unos frijoles mágicos. Tengo una idea. Vamos a
cambiar los frijoles por la vaca.
The man:
You’re welcome. But, please wait one moment. Look, here boy,
here I have these magic beans. I have an idea. Let’s exchange
the beans for the cow.
Vaca:
Muuuuu.
Cow:
Mooooo.
Juan (happy):
¡Qué buena idea!
Jack (happy):
What a great idea!
Señor:
Tengo los frijoles mágicos para usted.
The man:
I have the magic beans for you.
5
Juan:
Aquí está la vaca. Tengo que estar en mi casa para la una de
la tarde. (The man gave the magic beans to Jack, and Jack gave
the cow to the man. Jack goes walking to his house.)
Jack:
Here is the cow. I have to be home by 1 in the afternoon. (The
man gave the magic beans to Jack, and Jack gave the cow to the
man. Jack goes walking to his house.)
Vaca:
Muuuuuu…
Cow:
Moooooo…
Scene III= Inside the home
Time: Tres de la tarde – Three in the afternoon
Characters:
Narrador - Narrator
Juan - Jack
La mamá – the mother
Narrador:
Juan llega a la casa a las tres de la tarde.
Prop: Show a clock.
Narrator:
Juan arrives at his home at three in the afternoon.
6
Mamá:
Son las tres de la tarde. ¿Dónde has estado? (They hug and
kiss.) ¿Dónde está el dinero?
Mother:
It’s three in the afternoon. Where have you been? (They hug
and kiss.) Did you bring the money?
Juan:
No, no tengo dinero. Tengo algo mejor. Cambié la vaca por
los frijoles mágicos y el señor tiene mi vaca. (He shows the
beans.)
Jack:
No, no, I do not have any money. I have something better. I
traded the cow for some magic beans. (He shows her the beans.)
Mamá (upset):
¡Ay, ay, ay! ¡No, no, no! Necesitamos dinero. No
necesitamos los frijoles mágicos. ¡Qué estás pensando!
(Mamá throws the beans out the window.)
Mother (upset):
Ah, ah, ah! No, no, no! We need money. We don’t need magic
beans. What are you thinking!
(The mother throws the beans out the window.)
Juan (sad and talking to audience):
¡Qué triste estoy! No tenemos mucho. Somos pobres.
Jack (sad and talking to audience);
I am sad. We do not have much. We are poor.
7
Mamá:
Está bien. Es el verano y tenenos fruta de los árboles para
comer (show bowl of fruit). Hay manzana, naranja y plátano.
(Mamá and Juan eats fruit.)
Mother:
It’s okay. It is spring, and we have fruit on the trees to eat
(show bowl of fruit). Here is an apple, an orange and banana.
(Mother and Jack eat fruit.)
Juan (when finished):
Bueno, mamá. Tengo sueño. ¡Buenas noches, mamá! (They
give each other a kiss and hug.)
Jack (when finished):
Good, mother. I am fine. Good night, mother! (They give each
other a kiss and hug.)
Mamá:
Dúermete hijo. Buena noches. Mañana será otro día.
Mother:
Go to sleep son. Good night. Tomorrow is another day.
Scene IV= Outside the home
Time: Morning
Characters:
Narrador - Narrator
Juan - Jack
La mamá – the mother
8
Narrador:
En la mañana, Juan sale de su casa y ve una planta. Es
grandísima. Llega hasta las nubes. Juan tiene miedo. El
dice:
Narrator:
In the morning, Jack walks out of his house and looks at the huge
plant next to the house. It even reaches the sky. Jack is afraid.
He says:
Juan:
Mamá, mira la planta de frijol grande. Tenemos 10, 20, 30,
40 y 50 frijoles para comer. (Juan puts them in a bag.)
Tenemos comida. ¡Qué alegre estoy!
Jack:
Mother, look at the big beanstalk. We have beans: 10, 20, 30, 40
and 50 to eat. (Juan puts them in a bag.) We have food. I am
very happy.
Mamá:
Gracias, Juanito, por los frijoles mágicos. Sube la planta de
frijol por más frijoles.
Mother:
Thank you, Jack. They were magic beans. Climb the beanstalk
for more beans.
Juan:
Por nada. Sí, mamá. Vamos a tener mucha comida.
(Juan climbs the bean tree.)
9
Jack:
You’re welcome. Yes, mother. We are going to have a lot of food.
(Jack climbs the bean tree.)
Scene V= The Beanstalk to the castle
Time: La mañana – the morning
Characters:
Narrador - Narrator
Juan – Jack
El gigante – the giant
La gansa, “Dorada” – the goose
Narrator:
Juan sube y sube y sube la planta de frijol hasta que mira el
castillo del gigante. Juan toca la puerta.
Narrator:
Jack climbs and climbs and climbs the beanstalk. Jack climbs and
climbs until he sees a giant’s castle. Jack knocks on the door.
Gigante (answers door):
¡A, E, I, O, U, este es mi castillo! ¿Quién eres tú?
Giant (answers dooor);
A, E, I, O, U, this is my castle! Who are you?
Juan:
Soy un niño. Me llamo Juan. Tengo mucha hambre.
Jack:
I am a boy. My name is Jack. I am very hungry.
10
Gigante (angry):
No tengo comida para ti. Váyase de aquí. (Slams the door
on Juan.
Giant (angry):
I do not have any food for you. Go away! (Slams the door on
Jack.)
Juan (sad and starts to walk away. He hears animal sounds.):
Escucho animales. (Walks around the castle to a window,
and he looks in.) Mira el zorro. Mira el caballo. Mira el
dragón. Mira la oveja. Ah, y mira mi gansa. ¡Dorada,
Dorada! (Juan turns to audience) Es mi gansa. ¡La gansa que
perdimos! (Turns back to window) Ah, Dorada, se ve tan
triste.
(Giant walks into the room with a bag of money. He spills all
the money on the table then starts counting the money in
ten’s.)
Jack (Sad and starts to walk away. He hears animal sounds.):
I hear animals. (walks around the castle to a window, and he looks
in.) I see a bird, a horse, a dragon and oh, look there is Golden,
my goose. Oh, and look at my goose. Golden, Golden! (Jack turns
to audience.)
It is my goose. It is the goose that we lost! (Turns back to
window.) Oh, Golden, she looks very sad.
(Giant walks into the room with a bag of money. He spills all the
money on the table then starts counting the money in ten’s.)
Gigante:
10, 20, 30, …. 50, necesito más Dorada. Dorada, necesito
cinco huevos de oro y pronto. (Dorada looks sad.) Ah, (yawn)
11
que sueño. Voy a tomar una siesta. (Giant lays head over
money and falls asleep. Giant snores.)
Giant:
10, 20, 30, … 50, I need more gold. Goose, I need five more
golden eggs and quickly. (Golden looks sad). Oh, (yawn) I am
sleepy. I am going to take a nap. (Giant lays head over money and
falls asleep. Giant snores.)
Juan (turns from looking into window and talks to audience):
Tengo que salvar a Dorada. (Juan opens window and jumps in
the castle.)
Jack (turns from looking into window and talks to audience):
I have to save Golden. (Jack opens window and jumps in the
castle.)
Narrator:
Mientras el gigante duerme (giant snores), Juan camina
despacio para salvar a Dorada. Dorada está muy alegre
cuando mira a Juan.
Narrador:
While the giant sleeps (giant snores, Jack walks slowly to save
Golden. Golden is very happy when she sees Jack.
Dorada (happy and whispers):
Juan, Juan, ¿me puedes salvar? Por favor, por favor.
Gold (happy and whispers):
Jack, Jack, can you save me? Please, please.
12
Juan (whispers):
Sí, sí, te voy a salvar.
Jack (whispers):
Yes, yes, I will save you.
Narrador:
Cuando Juan se lleva a Dorada, un huevo se le cae al piso (egg
falling noise).
Narrator:
When Jack takes Golden, a golden egg fell down. (egg falling
noise) The giant opens up his eyes.
Gigante (stands up and is drowsy):
¡A, E, I, O, U, este es mi castillo! ¿Quién eres tú?
Giant (answers dooor);
A, E, I, O, U, this is my castle! Who are you?
Juan (scared, with Dorada in hands):
Gigante, Gigante, este gansa no es de usted. Ella es parte de
mi familia. Es mi gansa. Es Dorada.
Jack (scared, with Golden in hands):
Giant, Giant, this is my goose and not yours. She belongs to my
family. It is my goose. It is Golden.
Gigante (angry):
No, no, no, es mía. Yo la necesito.
Giant (angry):
No, no, no, it is mine. I need her.
13
Narrator:
Juan corre, corre y corre con Dorada. (thundering sound as
the giant falls) Juan baja, baja y baja el árbol de frijol.
Narrator:
Juan runs, runs and runs with Golden (thundering sound as the
giant falls). Jack runs, runs and runs.
Juan:
Voy a cortar la planta de frijol.
Jack:
I am goint to cut the beanstalk.
Narrator:
Juan corta la planta de frijol.
Narrator:
Jack cuts the beanstalk.
Mamá (surprised):
Ah, mira es Dorada, nuestra gansa. Juan eres un buen hijo.
Ya no vamos a tener hambre.
Mother (surprised):
Oh, my goose, my goose. Jack is a good boy. We will not be
hungry anymore.
Juan (happy):
Sí, mamá. Estoy muy contento. Ya no vamos a tener
hambre. Vamos a celebrar.
14
Jack (happy):
Yes, Mother. I am very happy. We will never be hungry again…
Let’s celebrate!
Sing song. (Oh, my darling, Clementine tune)
Con mi gansa. Con mi gansa. Con mi gansa, Dorada.
Ya no vamos, ya no vamos, a tener hambre.
Lunes, lunes, martes, martes, miércoles y jueves.
La mamá: Colorín colorado este cuento se ha acabado.
15

Grade 1 - Dallas ISD

Transcription

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