Grade 1 - Dallas ISD
Transcription
Grade 1 - Dallas ISD
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 Dallas Independent School District 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 Dallas Independent School District Ms. Joanne Berry Ms. Tiffany Sternes Kindergarten Bilingual Teacher First Grade Teacher Dallas Independent School District 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. Me gusta contar los números. 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. Me gusta contar los números. 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. ¿Cuál quieres comprar? Quiero comprar el gallo. ¿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 ¿Qué tiempo hace? Hace frío. ¿Qué tiempo hace? Hace frío. 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. Son las ocho de la mañana. 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. Me gusta aprender el español. 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? Son las ocho de la mañana. A. B. C. Me gusta aprender el español. 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 Me gusta contar los números. 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” Lesson 11: Farm Animals Scope and Sequence Songs and Poems Black Line Master Lesson 12: More Numbers Scope and Sequence Songs and Poems Black Line Master Lesson 13: The Calendar Scope and Sequence Songs and Poems Black Line Master 36 Lesson 14: The Weather 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 Lesson 17: Opposites Scope and Sequence Songs and Poems Black Line Master Lesson 18: Commands and Action Verbs 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 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 ________. 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! N-U-E-V-O-S A-M-I-G-O-S 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. 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 “NUEVOS AMIGOS THEME SONG” (English version) I like to, I like to, Greet the new friends. I like to, I like to, Greet the new friends. La, la, la, La, la, la, La-la-la-la-la-la-la. La, 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 Me gusta saludar a nuevos amigos. I like to greet new friends. Lesson 2: 2. amar - to hug Me gusta amar a mamá y a papá. I enjoy loving mother and father. Lesson 3: 3. mirar – to look at Me gusta mirar mi cara. 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 Me gusta oler las flores. I like to smell the flowers. 1st Grade 3 Lesson 5: 5. celebrar – to celebrate Me gusta celebrar los cumpleaños. I like to celebrate birthdays. Lesson 6: 6. comer – to eat Me gusta comer la comida rica. I like to eat delicious food. Lesson 7: 7. dibujar – to draw Me gusta dibujar las formas. I like to draw shapes. Lesson 8: 8. contar – to count Me gusta contar los números. 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. I like to buy animals. Lesson 12: 12. sumar – to add Me gusta sumar los números. 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 Me gusta escribir la fecha. I like to write the date. Lesson 14: 14. nadar – to swim Me gusta nadar en el verano. I like to swim in the summer. 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 Me gusta estudiar el español. 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, gracias, gracias. 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, gracias, gracias. 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. 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, Very well, 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 #2: Very well, thank you. And you? Student #1: Very well, thank you. Student #2: Goodbye. Student #1: See you soon. Dialogue 3: (English version) Student #1: Good evening, __________. How are you? Student #2: Very well, thank you. And you? Student #1: Very well, thank you. Student #2: See you later. Student #1: Goodbye. 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 #2: Muy bien, gracias. 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 ___________. Student #1: (Opens the door.) Pase usted. Adult #2: Hola, ____________. ¿Cómo estás? Student #1: Hola, ____________. Muy bien, gracias. ¿Y usted ? Student #2: Muy bien, gracias. 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 1: Get all your materials together. 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 Unit #1: Little Red Riding Hood Fine Arts: Music: 1.2B, 1.5A Art: 1.3 Lesson # 1: Greetings, Introductions and Farewells 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 Unit #1: Little Red Riding Hood “Nuevos Amigos Cheer” N-U-E-V-O-S A-M-I-G-O-S Nuevos Amigos, Nuevos Amigos ¡Ra, ra, ra! N-U-E-V-O-S A-M-I-G-O-S 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. Lesson # 1: Greetings, Introductions and Farewells 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, gracias, gracias. Muy bien, gracias. Muy bien, gracias. Ask the teacher or an adult. Buenos tardes, ¿cómo está usted? ¿Cómo está usted? ¿Cómo está usted? La, la, la, la, la, la. La-la-la-la-la-la-la. Buenas noches, ¿cómo está usted? ¿Cómo está usted? ¿Cómo está usted? La, la, la, la, la, la. La-la-la-la-la-la-la. ¡Cha, cha, cha! Muy bien, gracias, gracias, gracias. Muy bien, gracias. Muy bien, gracias. C Unit #1: Little Red Riding Hood Lesson # 1: Greetings, Introductions and Farewells More review dialogues 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. Dialogue 2: Student #1: Buenas tardes, _____________. ¿Cómo estás tú? Student #2: Muy bien, gracias. ¿Y tú? Student #1: Muy bien, gracias. Student #2: Adiós. Student #1: Nos vemos pronto. Dialogue 3: Student #1: Buenas noches, _____________. ¿Cómo estás tú? ¿Cómo estás tú? Student #2: Muy bien, gracias. ¿Y tú? Student #1: Muy bien, gracias. Student #2: Hasta luego. Student #1: Adiós. D Unit #1: Little Red Riding Hood 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 Lesson # 1: Greetings, Introductions and Farewells 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 Unit #1: Little Red Riding Hood 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 Lesson # 1: Greetings, Introductions and Farewells F Unit #1: Little Red Riding Hood 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 Lesson # 1: Greetings, Introductions and Farewells 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 Unit #1: Little Red Riding Hood Magdalena Mary Matilda Minerva Magdelena María Matilde Minerva Olga Olga Patricia Prudence Patricia Prudencia Margaret Mary Ann Mercedes Pauline Lesson # 1: Greetings, Introductions and Farewells 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 Unit #1: Little Red Riding Hood Lesson # 1: Greetings, Introductions and Farewells 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 Adult #1: (Knock twice on the door.) Tan, Tan. Student #2: (Answers from behind the door.) ¿Quién es? es? amigo/a. ¿Cómo te llamas? Student #2: (Answers from behind the door.) Me llamo ___________. Student #1: (Opens the door.) Pase usted. Student #2: Hola, ____________. ¿Cómo estás? Student #1: Hola, ____________. Muy bien, gracias. ¿Y tú? Student #2: Muy bien, gracias. maestra/maestro. Student #1: (Answers from behind the door.) ¿Cómo se llama? Adult #2: (Answers from behind the door.) Me llamo ___________. Student #1: (Opens the door.) Pase usted. Adult #2: Hola, ____________. ¿Cómo estás? Student #1: Hola, ____________. Muy bien, gracias. ¿Y usted ? Student #2: Muy bien, gracias. * Students may use the hand puppets to act-out the dialogue. * Students may use the hand puppets to act-out the dialogue. Student #1: (Answers from behind the door.) Soy tu Student #1: (Answers from behind the door.) Student #1: Adiós, ______ Student #2: Hasta luego, ________. Adult #1: (Answers from behind the door.) Soy tu Adult #1: Adiós, ______ Student #2: Hasta luego, ________. I “Tan, Tan Rima” 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 ___________. Student #1: (Opens the door.) Pase usted. Adult #2: Hola, ____________. ¿Cómo estás? Student #1: Hola, ____________. Muy bien, gracias. ¿Y usted ? Student #2: Muy bien, gracias. Adult #1: Adiós, ______ Student #2: Hasta luego, ________. * Students may use the hand puppets to act-out the dialogue. Nuevos Amigos Grade 1 Lesson 1: Greetings, Introductions, and Farewells ¿Cómo estás tú?/ ¿Cómo está usted? ¿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 Me gusta amar a mamá y a papá. I enjoy loving mother and father. 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 CHEER” N-U-E-V-O-S A-M-I-G-O-S NUEVOS AMIGOS, NUEVOS AMIGOS, ¡Ra! ¡Ra! ¡Ra! N-U-E-V-O-S A-M-I-G-O-S 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. I enjoy loving mother and father. NUEVOS AMIGOS “NUEVOS AMIGOS THEME SONG” (Sing to the tune of “La cucaracha.” Sing twice.) 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-la. La, la, la, la, la, la. La-la-la-la-la-la-la. ¡Cha, cha, cha! “NUEVOS AMIGOS THEME SONG” (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-la. La, 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 1: Get all your materials together. 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 Unit #1: Little Red Riding Hood Objective: Students will learn how to identify family members in Spanish. Equipment: TV/VCR Assessment: 1. Journal Writing: Have the students write the names of family members. 2. Family tree: Have the students make a famiy tree. 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 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 Unit #1: Little Red Riding Hood 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. Lesson # 2: Family Members 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 Unit #1: Little Red Riding Hood Lesson # 2: Family Members 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 Lesson 3: Parts of the Face Objective: Students will learn how to identify parts of the face in Spanish. Verb: mirar – to look at Me gusta mirar mi cara. I like to look at my face. 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 Say the “NUEVOS AMIGOS CHEER.” “NUEVOS AMIGOS CHEER” N-U-E-V-O-S A-M-I-G-O-S Nuevos Amigos, Nuevos Amigos, ¡Ra, ra, ra! N-U-E-V-O-S A-M-I-G-O-S Nuevos Amigos, Nuevos Amigos, ¡Ra, ra, ra! 1st Grade 19 Sing the “NUEVOS AMIGOS THEME SONG.” Verb: mirar – to look at Sentence: Me gusta mirar mi cara. I like to look at my face. NUEVOS AMIGOS “NUEVOS AMIGOS THEME SONG” (Sing to the tune of “La cucaracha.” Sing twice.) 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-la. La, la, la, la, la, la. La-la-la-la-la-la-la. ¡Cha, cha, cha! “NUEVOS AMGIOS THEME SONG” (English version) I like to, I like to, Look at my face. I like to, I like to, Look at my face. La, la, la, la, la, la. La-la-la-la-la-la-la. La, 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 se da una vuelta, Así, así, así. Verse. Así mueve la nariz. Así, así, así. Así se da una vuelta, Así, así, así. 1st Grade 21 Verse. Así mueve la boca. Así, así, así. NUEVOS AMIGOS Así se da una vuelta, Así, así, así. Verse. Así mueve la cabeza. Así, así, así. Así se da una vuelta, 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 better understand the world we live in. Artesanía: Make a magical mask. Here are the steps: Step 1: Get all your materials together. 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: 1. Word Wall: Have the students write Spanish vocabulary on the “Word Wall.” 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 Unit #1: Little Red Riding Hood Objective: Students will learn how to identify parts of the face in Spanish. Equipment: TV/VCR Assessment: 1. Word Wall: Have the students write Spanish vocabulary. 2. Journal Writing: Have the students write Spanish vocabulary. 3. The Matching Game: Play the game and match parts of face. TEKS: Language Arts: Listening: 1.1B, 1.1D Speaking: 1.3A, 1.3B 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 Unit #1: Little Red Riding Hood Lesson # 3: Parts of the face 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 Unit #1: Little Red Riding Hood Lesson # 3: Parts of the face Así mueve los ojos, Así, así, así. Así se da una vuelta, Así, así, así. Verse. Así mueve las cejas. Así, así, así. Así se da una vuelta, Así, así, así. Verse. Así mueve las pestañas/ Así, así, así. Así se da una vuelta, Así, así, así. Verse. Así mueve la nariz. Así, así, así. Así se da una vuelta, Así, así, así. C Unit #1: Little Red Riding Hood Lesson # 3: Parts of the face Verse. Así mueve la boca. Así, así, así. Así se da una vuelta, Así, así, así. Verse. Así mueve la cabeza. Así, así, así. Así se da una vuelta, 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 Unit #1: Little Red Riding Hood Lesson # 3: Parts of the face 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 Lesson 3: Parts of the Face Grade 1 la cara el ojo la nariz la boca los dientes los labios. 3.2 Nuevos Amigos Lesson 3: Parts of the Face las orejas la lengua mirar Grade 1 el cabello la mejilla Me gusta mirar mi cara. 3.3 Lesson 4: The Five Senses Objective: Students will learn how to identify the five senses. Verb: oler – to smell Me gusta oler las flores. 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). Say the “NUEVOS AMIGOS CHEER.” “NUEVOS AMIGOS CHEER” N-U-E-V-O-S A-M-I-G-O-S 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 N-U-E-V-O-S A-M-I-G-O-S 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 “NUEVOS AMIGOS THEME SONG” (Sing to the tune of “La cucaracha.” Sing twice.) 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-la. La, la, la, la, la, la. La-la-la-la-la-la-la. ¡Cha, cha, cha! “NUEVOS AMIGOS THEME SONG” (English version) I like to , I like to, smell the flowers. I like to, I like to, smell the flowers. La, la, la, la, la, la. La-la-la-la-la-la-la. La, 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 helps me breathe. My nose, my nose, My nose helps me breathe. My eyes help me see. My eyes help me see. My eyes, my eyes, My eyes help me see. My hands help me touch. My hands, my hands, My hands help me touch. 1st Grade 31 My tongue helps me taste. My tongue helps me taste. My tongue, my tongue, My tongue helps me taste. NUEVOS AMIGOS My ears help me hear. My ears help me hear. My ears, my ears, My ears help me hear. 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.) chocolate, chocolate, bate, bate el chocolate. (Sing faster) chocolate, chocolate, bate, bate el chocolate. (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.) chocolate, chocolate, beat, beat the chocolate. (Sing a little faster.) chocolate, chocolate, beat, beat the chocolate. * Have the students pretend to drink the chocolate and say: Hmmmm… How delicious! 1st Grade 34 (Sing faster.) chocolate, chocolate, beat, beat the chocolate. (Sing twice.) NUEVOS AMIGOS Assessment: 1. Word Wall: Have the students write Spanish vocabulary on the “Word Wall.” 2. Spanish Journal: Have the students write the Spanish Vocabulary in their Spanish Journals. 3. Book: Have the students make the book of “Mis cinco sentidos.” 1st Grade 35 Unit #1: Little Red Riding Hood Objective: Students will learn how to identify the five senses with the parts of the face in Spanish. Equipment: TV/VCR Assessment: 1. Journal Writing: Have the 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: Listening: 1.1B, 1.1D Speaking: 1.3A, 1.3B 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 Unit #1: Little Red Riding Hood 1.15A Fine Arts: Music: 1.2B Art: 1.3 Lesson # 4: The Five Senses mis orejas – oír mis ojos – ver B Nuevos Amigos Lesson 4: The Five Senses el tacto el oido la vista Grade 1 el gusto el olfacto ver Nuevos Amigos Lesson 4: The Five Senses probar tocar Me gusta oler las flores. 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 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/usted __________? – Are you (familiar)/you (formal) _______? ¿Cuántos años tienes? – How old are you? Tengo (years) años. – I am (age) years old. “NUEVOS AMIGOS CHEER” Say the “NUEVOS AMGIOS CHEER.” N-U-E-V-O-S A-M-I-G-O-S Nuevos Amigos, Nuevos Amigos, ¡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 N-U-E-V-O-S A-M-I-G-O-S Nuevos Amigos, Nuevos Amigos, ¡Ra, ra, ra! Sing the “NUEVOS AMIGOS THEME SONG.” Verb: celebrar – to celebrate Sentence: Me gusta celebrar los cumpleaños. I like to celebrate birthdays. 1st Grade 36 “NUEVOS AMIGOS THEME SONG” (Sing to the tune of “La cucaracha.” Sing twice.) 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-la. La, la, la, la, la, la. La-la-la-la-la-la-la. ¡Cha, cha, cha! “NUEVOS AMIGOS THEME SONG” (English version) I like to, I like to, Celebrate my birthday. I like, I like to, Celebrate my birthday. La, la, la, la, la, la. La-la-la-la-la-la-la. La, 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 1: Get all your materials together. 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: 1. Word Wall: Have the students write Spanish vocabulary on the “Word Wall.” 2. Spanish Journal: Have the students write the Spanish Vocabulary in their Spanish Journals. 3. Game: Have the students play the charades game to guess the six different tener expressions. 1st Grade 42 Unit #1: Little Red Riding Hood 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. 2. Journal Writing: Have the 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: Listening: 1.1B, 1.1D 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 Unit #1: Little Red Riding Hood 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 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 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 Say the “NUEVOS AMIGOS CHEER.” “NUEVOS AMIGOS Cheer” N-U-E-V-O-S A-M-I-G-O-S Nuevos Amigos, Nuevos Amigos, ¡Ra, ra, ra! NUEVOS AMIGOS N-U-E-V-O-S A-M-I-G-O-S Nuevos Amigos, Nuevos Amigos, ¡Ra, ra, ra! Sing the “NUEVOS AMIGOS THEME SONG.” Verb: comer – to eat Sentence: Me gusta comer la comida rica. I like to eat delicious food. “NUEVOS AMIGOS THEME SONG” Sing to the tune of “La cucaracha.” Sing twice. 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-la. La, la, la, la, la, la. La-la-la-la-la-la-la. ¡Cha, cha, cha! “NUEVOS AMIGOS THEME SONG” (English version) I like to, I like to, eat delicious food. 1st Grade I like to, I like to, eat delicious food. 44 La, la, la, la, la, la. La-la-la-la-la-la-la. La, 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: 1. Word Wall: Have the students write Spanish vocabulary on the “Word Wall.” 2. Spanish Journal: Have the students write the Spanish 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 Unit #1: Little Red Riding Hood Lesson # 6: Foods and Meals Sing theme song. Objective: Students will learn the 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 students write Spanish vocabulary. Review: 2. Journal Writing: Have the students write the the names of the la manzana – apple meals and names of foods. la naranja – orange 3. Game: Have the students play el plátano – banana “Cacahuate Game” to practice saying las uvas – grapes the food names in Spanish. el guisante – pea 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, 1.2A, 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 Unit #1: Little Red Riding Hood 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. Lesson # 6: Foods and Meals 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 Unit #1: Little Red Riding Hood 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 Lesson # 6: Foods and Meals 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 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 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 Say the “NUEVOS AMIGOS CHEER.” “NUEVOS AMIGOS CHEER” N-U-E-V-O-S A-M-I-G-O-S Nuevos Amigos, Nuevos Amigos, ¡Ra, ra, ra! N-U-E-V-O-S A-M-I-G-O-S Nuevos Amigos, Nuevos Amigos, ¡Ra, ra, ra! Sing the “NUEVOS AMIGOS THEME SONG.” Verb: dibujar – to draw Sentence: Me gusta dibujar las formas. I like to draw the shapes. “NUEVOS AMIGOS THEME SONG” 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-la. La, la, la, la, la, la. La-la-la-la-la-la-la. ¡Cha, cha, cha! 1st Grade 50 “NUEVOS AMIGOS THEME SONG” (English version) I like to, I like to, draw the shapes. NUEVOS AMIGOS I like to, I like to, Draw the shapes. La, la, la, la, la, la. La-la-la-la-la-la-la. La, 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. Roja, Roja, ¿de qué color son las flores que llevas? Son maradas. Roja, Roja, ¿de qué color son las flores que llevas? Son rojas. Roja, Roja, ¿de qué color son las flores que llevas? Son rosadas. Roja, Roja, ¿de qué color son las flores que llevas? Son blancas. Roja, Roja, ¿de qué color son las flores que llevas? Son anaranjadas. Roja, Roja, ¿de qué color son las flores que llevas? 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. Red, Red, what are the colors of the flowers that you are taking to your grandmother? They are purple. Red, Red, what are the colors of the flowers that you are taking to your grandmother? They are red. Red, Red, what are the colors of the flowers that you are taking to your grandmother? They are pink. Red, Red, what are the colors of the flowers that you are taking to your grandmother? They are white. Red, Red, what are the colors of the flowers that you are taking to your grandmother? They are orange. Red, Red, what are the colors of the flowers that you are taking to your grandmother? 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 1: Get all your materials together. 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: 1. Word Wall: Have the students write Spanish vocabulary on the “Word Wall.” 2. Spanish Journal: Have the students write the Spanish Vocabulary in their Spanish Journals. 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 Unit #1: Little Red Riding Hood 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: 2. Journal Writing: Have the students write the numbers and rojo – red colors in Spanish. amarillo - yellow 3. Game: Have the students play 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 Listening: 1.1B, 1.1D Speaking: 1.3A, 1.3B, 1.4B, 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 Objective: Students will learn the 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 Unit #1: Little Red Riding Hood 1.6B Fine Arts Music: 1.2B, 1.5A Art: 1.3, 1.1B, 1.2C Lesson # 7: Colors and Shapes 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” Roja, Roja, ¿de qué color son las flores que llevas? Tengo dos flores amarillas. Una y dos. Roja, Roja, ¿de qué color son las flores que llevas? Tengo cuatro flores moradas. Una-dos-tres y cuatro. Roja, Roja, ¿de qué color son las flores que llevas? Tengo seis flores azules. Una-dos-tres-cuatro-cincocinco-seis. Roja, Roja, ¿de qué color son las flores que llevas? Tengo ocho flores rosadas. Una-dos-tres-cuatro-cincocinco-seis-siete-ocho. B Unit #1: Little Red Riding Hood Lesson # 7: Colors and Shapes Roja, Roja, ¿de qué color son las flores que llevas? 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 Unit #1: Little Red Riding Hood Lesson # 7: Colors and Shapes 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 Me gusta contar los números. I like to count numbers. 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 Say the “NUEVOS AMIGOS CHEER.” “Nuevos Amigos Cheer” NUEVOS AMIGOS N-U-E-V-O-S A-M-I-G-O-S Nuevos Amigos, Nuevos Amigos, ¡Ra, ra, ra! N-U-E-V-O-S A-M-I-G-O-S Nuevos Amigos, Nuevos Amigos, ¡Ra, ra, ra! Sing the “NUEVOS AMIGOS THEME SONG.” Verb: contar – to count Sentence: Me gusta contar los números. I like to count numbers. “NUEVOS AMIGOS THEME SONG” 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-la. La, la, la, la, la, la. La-la-la-la-la-la-la. ¡Cha, cha, cha! 1st Grade 56 “NUEVOS AMIGOS THEME SONG” (English version) I like to, I like to, count the numbers. NUEVOS AMIGOS I like to, I like to, count the numbers. La, la, la, la, la, la. La-la-la-la-la-la-la. La, 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. I have ten more flowers for my grandmother. Eleven, twelve, thirteen, fourteen, fifteen. I have ten more flowers for my grandmother. 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 1: Get all your materials together. 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: 1. Word Wall: Have the students write Spanish vocabulary on the “Word Wall.” 2. Spanish Journal: Have the students write the Spanish vocabulary in their Spanish Journals. 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 Unit #1: Little Red Riding Hood Objective:. Students will learn numbers eleven through twenty. Equipment: TV/VCR Assessment: 1. Word Wall: Have the students write Spanish vocabulary. 2. Journal Writing: Have the students write the estar expressions in Spanish. 3. Game: Have the students play the “Más o menos Game” to practice saying the numbers in Spanish and the concept of more or less. 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 1.15, 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 Unit #1: Little Red Riding Hood 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. I like to dress like Riding Hood. Review Vocabulary: los pantalones – pants el vestido – dress la camisa – shirt los calcetines – socks los zapatos – shoes 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 Say the “NUEVOS AMIGOS CHEER.” “NUEVOS AMIGOS CHEER” N-U-E-V-O-S A-M-I-G-O-S Nuevos Amigos, Nuevos Amigos, ¡Ra, ra, ra! NUEVOS AMIGOS N-U-E-V-O-S A-M-I-G-O-S Nuevos Amigos, Nuevos Amigos, ¡Ra, ra, ra! Sing the “NUEVOS AMIGOS THEME SONG.” Verb: vestir – to dress Sentence: Me gusta vestir como la Caperuza. I like to dress like Riding Hood. “NUEVOS AMIGOS THEME SONG” Sing to the tune of “La cucaracha.” Sing twice. 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-la. La, la, la, la, la, la. La-la-la-la-la-la-la. ¡Cha, cha, cha! “NUEVOS AMIGOS THEME SONG” (English version) I like to, I like to, dress like Riding Hood. I like to, I like to, dress like Riding Hood. 1st Grade 63 La, la, la, la, la, la. La-la-la-la-la-la-la. NUEVOS AMIGOS La, la, la, la, la, la. La-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 1: Get all your materials together. 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: 1. Word Wall: Have the students write Spanish vocabulary on the “Word Wall.” NUEVOS AMIGOS 2. Spanish Journal: Have the students write the Spanish vocabulary in their Spanish Journals. 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 Unit #1: Little Red Riding Hood Objective: Students will learn the different clothing item names in Spanish. Equipment: TV/VCR Assessment: 1. Word Wall: Have the students write Spanish vocabulary. 2. Journal Writing: Have the 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 Listening: 1.1B, 1.1D 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: los pantalones – pants el vestido – dress la camisa – shirt los calcetines – socks los zapatos – shoes 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 Unit #1: Little Red Riding Hood 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 Unit #1: Little Red Riding Hood Objective: Students will view the puppet play and review target vocabulary. Lesson # 10: The Puppet Play of Little Red Riding Hood Review: Review target vocabulary. Activity #1: View the puppet play several times. Equipment: TV/VCR Assessment: 1. Spanish Word Wall: Have the students place the Spanish vocabulary on the “Spanish Word Wall.” 2. Journal Writing: Have the students write Spanish vocabulary. 3. Role-playing: Have the Students act out play of Caperucita Roja. 4. Assessment: Administer exam. 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 Fine Arts: A Unit #1: Little Red Riding Hood 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 Little Red Riding Hood: Yes, mother, I will not say good morning to anyone. Scene II: The forest with backdrop of trees & removable flowers. Characters: Narrador - Narrator Caperucita Roja - Little Red Riding Hood 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? Little Red Riding Hood: 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. Little Red Riding Hood: 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. Little Red Riding Hood: 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? Little Red Riding Hood: 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 Hood: (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. Little Red Riding Hood: 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 Caperucita Roja - Little Red Riding Hood 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. Little Red Riding Hood: (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! Little Red Riding Hood: 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! Little Red Riding Hood: 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! Little Red Riding Hood: 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! Little Red Riding Hood: 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! Little Red Riding Hood: 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. Little Red Riding Hood: (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! Little Red Riding Hood: (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! Little Red Riding Hood: 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.) Little Red Riding Hood: 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. Little Red Riding Hood: 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. – I like to buy animals. Review Vocabulary: 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 (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 Sing the “NUEVOS AMIGOS THEME SONG.” Verb: comprar – to buy Sentence: Me gusta comprar los animales. I like to buy animals. “NUEVOS AMIGOS THEME SONG” Sing to the tune of “La cucaracha.” Sing twice. 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-la. La, 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. “NUEVOS AMIGOS THEME SONG” (English version) I like to, I like to, buy the animals. I like to, I like to, buy animals. 1st Grade 2 La, la, la, la, la, la. La-la-la-la-la-la-la. La, 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. Para bailar la bamba, Para bailar la bamba en el rancho, 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. Para bailar la bamba, Para bailar la bamba en el rancho, 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 To dance la bamba, to dance la bamba, To dance the bamba in the ranch, 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. To dance la bamba, to dance la bamba, To dance the bamba in the ranch, 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 better understand the world we live in. 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: 1. Word Wall: Have the students write Spanish vocabulary on the “Word Wall.” 2. Spanish Journal: Have the students write the Spanish vocabulary in their Spanish Journals. 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: 1. Spanish Word Wall: Have the students place the Spanish vocabulary on the “Spanish Word Wall.” 2. Spanish Journal: Have the students write greetings and farewells in Spanish. 3. “La bamba en el rancho:” Have the students sing the song and add other animal sounds. 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 Fine Arts: Sing theme song. Verb: comprar – to buy Sentence: Me gusta comprar los animales. I like to buy animals. Review: el zorro – fox el ganzo – goose el búho – owl la liebre – rabbit 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: Have the students make a 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 Unit #2: Jack and and the Beanstalk 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 Lesson 11: Farm Animals 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. Lesson 12: More Numbers Objective: Students will learn numbers from twenty-one through thirty and also count by 5’s and 10’s. Verb: sumar – to add Me gusta sumar los números. I like to add numbers. 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 Say the “NUEVOS AMIGOS CHEER.” 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 Sing the “NUEVOS AMIGOS THEME SONG.” Verb: sumar – to add Sentence: Me gusta sumar los números. I like to add numbers. 1st Grade 8 “NUEVOS AMIGOS THEME SONG” Sing to the tune of “La cucaracha.” Sing twice. 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-la. La, la, la, la, la, la. La-la-la-la-la-la-la. ¡Cha, cha, cha! “NUEVOS AMIGOS THEME SONG” (English version) I like to, I like to, add the numbers. I like to, I like to, add the numbers. La, la, la, la, la, la. La-la-la-la-la-la-la. La, 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. Don’t forget, learning about other cultures helps you to better understand the world we live in. 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: 1. Word Wall: Have the students write Spanish vocabulary on the “Word Wall.” 2. Spanish Journal: Have the students write the Spanish vocabulary in their Spanish Journals. 3. “Number Practice”: Have the students practice saying the numbers by 5’s and 10’s. 1st Grade NUEVOS AMIGOS 12 Unit #2: Jack and and the Beanstalk Objective: Students will learn numbers from twenty-one through thirty and also counting by 5’s and 10’s. Equipment: TV/VCR Assessment: 1. Spanish Word Wall: Have the students place the Spanish vocabulary on the “Spanish Word Wall.” 2. Spanish Journal: Have the students write greetings and farewells in Spanish. 3. Number Practice: Have the students practice saying the numbers by 5’s and 10’s. 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 Sing theme song. Verb: Sumar – to add Sentence: Me gusta sumar los números. I like to add numbers. 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: Have the students play the 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 Unit #2: Jack and and the Beanstalk Fine Arts: Music: 1.2B, 1.5A Art: 1.3 9. veintinueve – twentynine 10. treinta - thirty Lesson # 12: More Numbers Extention: Have the students practice 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 Lesson 12: More Numbers veintiuno veintidós veintitrés veinticuatro veinticinco veintiséis veintisiete veintiocho veintinueve sumar treinta Me gusta sumar los números. Lesson 13: The Calendar Objective: Students will learn how to read the calendar in Spanish. Verb: escribir – to write Me gusta escribir la fecha. I like to write the date. 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 septiembre - September octubre - October noviembre - November 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 Say the “NUEVOS AMIGOS CHEER.” Sing the “NUEVOS AMIGOS THEME SONG.” Verb: escribir – to write Sentence: Me gusta escribir la fecha.. I like to write the date. “NUEVOS AMIGOS THEME SONG” Sing to the tune of “La cucaracha.” Sing twice. 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-la. La, la, la, la, la, la. La-la-la-la-la-la-la. ¡Cha, cha, cha! 1st Grade 14 “NUEVOS AMIGOS THEME SONG” I like to, I like to, write the date. NUEVOS AMIGOS I like to, I like to, write the date. La, la, la, la, la, la. La-la-la-la-la-la-la. La, 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, Viernes, viernes, sábado y domingo. “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? La, la, la, la, la, la, la. 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: La, la, la, la, la, la, la. Who has torn the tambourine? La, la, la, la, la, la, la. 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 Don’t forget, learning about other cultures helps you to better understand the world we live in. 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: 1. Word Wall: Have the students write Spanish vocabulary on the “Word Wall.” 2. Spanish Journal: Have the students write the Spanish vocabulary in their Spanish Journals. 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 Unit #2: Jack and and the Beanstalk Objective: Students will learn how to read the calendar in Spanish. Equipment: TV/VCR Assessment: 1. Spanish Word Wall: Have the students place the Spanish vocabulary on the “Spanish Word Wall.” 2. Spanish Journal: Have the students write greetings and farewells in Spanish. 3. “El calendario”: Have the students practice saying the numbers by 5’s and 10’s. 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 Fine Arts: Music: 1.2B, 1.5A Sing theme song. Verb: escribir – to add Sentence: 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 enero - January febrero - February marzo - March abril - April mayo - May junio - June julio - July agosto - August septiembre - September 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: Have the students practice 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 Unit #2: Jack and and the Beanstalk Art: 1.3 octubre - October noviembre - November 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? Lesson # 13: The Calendar 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 Unit #2: Jack and and the Beanstalk Lesson # 13: The Calendar 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 Me gusta escribir la fecha. Lesson 14: The Weather Objective: Students will learn how to say weather expressions in Spanish. Verb: nadar – to swim Me gusta nadar en el verano. I like to swim in the summer. 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 Say the “NUEVOS AMIGOS CHEER.” Sing the “NUEVOS AMIGOS THEME SONG.” Verb: nadar – to swim Sentence: Me gusta nadar en el verano.. I like to swim in the summer. 1st Grade 21 “NUEVOS AMIGOS THEME SONG” Sing to the tune of “La cucaracha.” Sing twice. 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-la. La, la, la, la, la, la. La-la-la-la-la-la-la. ¡Cha, cha, cha! “NUEVOS AMIGOS THEME SONG” (English version) I like to, I like to, swim during the summer. I like to, I like to, swim during the summer. La, la, la, la, la, la. La-la-la-la-la-la-la. La, 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). Hace (select type of weather). ¡Hasta luego! NUEVOS AMIGOS Dialogue #2: (English version) Student #2: Good afternoon, how are you (formal)? Today is (day). The weather today is (weather). See you later! Dialogue #3: Student #3: Buenas noches, ¿cómo están ustedes? Hoy es (day). Hace (select type of weather). ¡Nos vemos pronto! Dialogue #3: (Enlgish version) Student #3: Good evening, how are you (formal)? Today is (day). The weather today is (weather). 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. Don’t forget, learning about other cultures helps you to better understand the world we live in. 1st Grade 25 Artesanía: Make a palo de lluvia or a rain stick. Directions: Step 1: Get all your materials together. 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: 1. Word Wall: Have the students write Spanish vocabulary on the “Word Wall.” 2. Spanish Journal: Have the students write the Spanish vocabulary in their Spanish Journals. 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 Unit #2: Jack and and the Beanstalk Objective: Students will learn how to say weather expressions in Spanish. Equipment: TV/VCR Assessment: 1. Spanish Word Wall: Have the students place the Spanish vocabulary on the “Spanish Word Wall.” 2. Spanish Journal: Have the students write greetings and farewells in Spanish. 3. “The Weather Forecast”: Have the students give a weather forecast in Spanish is front of the class. 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 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 Unit #2: Jack and and the Beanstalk 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 Lesson 14: The Weather 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: 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 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 Say the “NUEVOS AMIGOS CHEER.” Sing the “NUEVOS AMIGOS THEME SONG.” Verb: aprender – to learn Sentence: Me gusta apender las vocales. I like to learn the vowels. “NUEVOS AMIGOS Theme Song” Sing to the tune of “La cucaracha.” Sing twice. Me gusta, me gusta, aprender las vocales. Me gusta, me gusta, aprender las vocales. La, la, la, la, la, la. La-la-la-la-la-la-la. 1st Grade 28 La, la, la, la, la, la. La-la-la-la-la-la-la. ¡Cha, cha, cha! NUEVOS AMIGOS “NUEVOS AMIGOS THEME SONG” I like to, I like to, learn the vowels. I like to, I like to, learn the vowels. La, la, la, la, la, la. La-la-la-la-la-la-la. La, 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. Don’t forget, learning about other cultures helps you to better understand the world we live in. 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: 1. Word Wall: Have the students write Spanish vocabulary on the “Word Wall.” 2. Spanish Journal: Have the students write the Spanish vocabulary in their Spanish Journals. 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 Unit #2: Jack and and the Beanstalk 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: 1. Spanish Word Wall: Have the students place the Spanish vocabulary on the “Spanish Word Wall.” 2. Spanish Journal: Have the students write greetings and farewells in Spanish. 3. “El alfabeto” or “Las vocales”: Have the students say the alphabet and vowel chants and poems. 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 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. Objective: Students will learn how to say the Spanish vowels and become familiar with the Spanish alphabet. 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 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 Unit #2: Jack and and the Beanstalk 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 Me gusta estudiar el español. I like to study Spanish. 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. Say the “NUEVOS AMIGOS CHEER.” Sing the “NUEVOS AMIGOS THEME SONG.” Verb: estudiar - to study Sentence: Me gusta estudiar el español. I like to study Spanish. 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 “NUEVOS AMIGOS THEME SONG” Sing to the tune of “La cucaracha.” Sing twice. Me gusta, me gusta, estudiar el español. 1st Grade 33 Me gusta, me gusta, estudiar el español. La, la, la, la, la, la. La-la-la-la-la-la-la. NUEVOS AMIGOS La, la, la, la, la, la. La-la-la-la-la-la-la. ¡Cha, cha, cha! “NUEVOS AMIGOS THEME SONG” (English version) I like to, I like to, Study Spanish. I like to, I like to, 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: 1. Word Wall: Have the students write Spanish vocabulary on the “Word Wall.” 2. Spanish Journal: Have the students write the Spanish vocabulary in their Spanish Journals. 3. “What’s the Spanish name for?” Game: Have the students identify names of the classroom objects. 1st Grade 36 Unit #2: Jack and and the Beanstalk Objective: Students will learn the names of the classroom objects. Equipment: TV/VCR Assessment: 1. Spanish Word Wall: Have the students place the Spanish vocabulary on the “Spanish Word Wall.” 2. Spanish Journal: Have the students write greetings and farewells in Spanish. 3. “What’s the Spanish name?” Game: Have the students identify the names of the classroom objects. 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 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 Have the students play the “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 Unit #2: Jack and and the Beanstalk 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)? Lesson 17: Opposites Objective: Students will learn words that are opposites in Spanish. Verb: subir – to climb Sentence: Me gusta subir la escalera. I like to climb the stairs. Vocabulary: abierto/a – open cerrado – shut derecho/a – right izquierdo/a – left pobre – poor rico/a – rich malo/a – bad bueno – good rápido – fast despacio – slow Say the “NUEVOS AMIGOS CHEER.” Sing the “NUEVOS AMIGOS THEME SONG.” 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. I like to climb the stairs. 1st Grade 37 “NUEVOS AMIGOS THEME SONG” Sing to the tune of “La cucaracha.” Sing twice. 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-la. La, la, la, la, la, la. La-la-la-la-la-la-la. ¡Cha, cha, cha! “NUEVOS AMIGOS THEME SONG” (English version) I like to, I like to, climb the stairs. I like to, I like to, climb the stairs. La, la, la, la, la, la. La-la-la-la-la-la-la. La, 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 1: Get all your materials together. 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: 1. Word Wall: Have the students write Spanish vocabulary on the “Word Wall.” 2. Spanish Journal: Have the students write the Spanish vocabulary in their Spanish Journals. 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 Unit #2: Jack and and the Beanstalk Objective: Students will learn words that are opposites. Equipment: TV/VCR Assessment: 1. Spanish Word Wall: Have the students place the Spanish vocabulary on the “Spanish Word Wall.” 2. Spanish Journal: Have the students write greetings and farewells in Spanish. 3. “Ta-te-ti” Game: Have the students play the game of “Ta-te-ti” and practice saying the opposite words. 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 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. I like to climb the stairs. 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. Have the students make a video on “Los opuestos” or “The Opposites.” Vocabulary: 1. 2. 3. 4. 5. 6. 7. 8. abierto – open cerrado – shut derecho/a – right izquierdo/a – left 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 Unit #2: Jack and and the Beanstalk 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. Lesson 18: Commands and Action Verbs Objective: Students will learn commands and action verbs in Spanish. Verb: caminar – to walk Sentence: Me gusta caminar a la casa. I like to walk to the house. Review Vocabulary: perdón – forgive me por favor – please de nada/por nada/no hay de que – you’re welcome gracias – thank you 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 Say the “NUEVOS AMIGOS CHEER.” 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 Sing the “NUEVOS AMIGOS THEME SONG.” Verb: caminar – to walk Sentence: Me gusta caminar a la casa. I like to walk to the house. 1st Grade 42 “NUEVOS AMIGOS THEME SONG” Sing to the tune of “La cucaracha.” Sing twice. 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-la. La, la, la, la, la, la. La-la-la-la-la-la-la. ¡Cha, cha, cha! “NUEVOS AMIGOS THEME SONG” (English version) I like to, I like to, walk to the house. I like to, I like to, 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: Count from 11-20. Simon says: Count from 21-30. 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 1: Get all your materials together. 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: 1. Word Wall: Have the students write Spanish vocabulary on the “Word Wall.” 2. Spanish Journal: Have the students write the Spanish vocabulary in their Spanish Journals. 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 Unit #2: Jack and and the Beanstalk Objective: Students will learn commands and action verbs. Equipment: TV/VCR Assessment: 1. Spanish Word Wall: Have the students place the Spanish vocabulary on the “Spanish Word Wall.” 2. Spanish Journal: Have the students write greetings and farewells in Spanish. 3. “Simón dice” Game: Have the students play the game and practice commands. 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 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. I like to walk to the house. perdón – forgive me por favor – please De nada/por nada/no hay de que – you’re welcome gracias – thank you 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 Unit #2: Jack and and the Beanstalk 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 Lesson 18: Commands and Action Verbs 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). Say the “NUEVOS AMIGOS CHEER.” 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 Sing the “NUEVOS AMIGOS THEME SONG.” Verb: adivinar - to guess Sentence: Me gusta decir la hora. I like to tell the time. 1st Grade 46 “NUEVOS AMIGOS THEME SONG” Sing to the tune of “La cucaracha.” Sing twice. 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-la. La, la, la, la, la, la. La-la-la-la-la-la-la. ¡Cha, cha, cha! “NUEVOS AMIGOS THEME SONG” (English version) I like to, I like to, tell the time. I like to, I like to, tell the time. La, la, la, la, la, la. La-la-la-la-la-la-la. La, 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. Don’t forget, learning about other cultures helps you to better understand the world we live in. 1st Grade 50 Artesanía: Make a güiro. Directions: Step 1: Get all your materials together. 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: 1. Word Wall: Have the students write Spanish vocabulary on the “Word Wall.” 2. Spanish Journal: Have the students write the Spanish vocabulary in their Spanish Journals. 3. “¿A qué hora?” Game: Have the students practice answering the questions in Spanish. 1st Grade 51 Unit #2: Jack and and the Beanstalk Objective: Students will learn how to read the time in Spanish. Equipment: TV/VCR Assessment: 1. Spanish Word Wall: Have the students place the Spanish vocabulary on the “Spanish Word Wall.” 2. Spanish Journal: Have the students write greetings and farewells in Spanish. 3. “¿A qué hora?” Game: Have the students practice answering the questions in Spanish. 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 Fine Arts: Music: 1.2B, 1.5A Sing theme song. Verb: decir – to say Sentence: Me gusta decir la hora. 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 Unit #2: Jack and and the Beanstalk 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 Me gusta decir la hora. Lesson 20: The Puppet Play Objective: Students will view the puppet play of “Jack and the Beanstalk.” Assessment: 1. Spanish Word Wall: Have the students place the Spanish vocabulary on the “Spanish Word Wall.” 2. Journal Writing: Have the students write Spanish vocabulary. 3. Role-playing: Have the students act out play of Juan y los frijoles mágicos. 4. Assessment: Administer exam. Review Vocabulary: Review target 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 Unit #1: Little Red Riding Hood Objective: Students will view the puppet play and review target vocabulary. Lesson # 20: The Puppet Play of Jack and the Beanstalk Review: Review target vocabulary. Activity #1: View the puppet play several times. Equipment: TV/VCR Assessment: 1. Spanish Word Wall: Have the students place the Spanish vocabulary on the “Spanish Word Wall.” 2. Journal Writing: Have the students write Spanish vocabulary. 3. Role-playing: Have the students act out play of Juan y los frijoles mágicos. 4. Assessment: Administer exam. 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 Fine Arts: A Unit #1: Little Red Riding Hood 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. Viernes, viernes, sábado y domingo. La mamá: Colorín colorado este cuento se ha acabado. 15