K.Marquez

3rd Grade Spanish

 Unit: Emociones

Time Frame: March-April 2010

 These are the lesson plans for the 4th Grade Unit on Musica, Emotions and Basic Greetings.

First, students will learn to use greetings and emotions vocabulary as well as gestures typical in Latin American countries in a simple conversation. Students will then create a TPRS (Teaching Proficiency Through Reading and Storytelling) story using the learned emotions vocabulary. Students will demonstrate understanding of learned vocabulary by re-telling and re-enacting this story.

The Unit will culminate with a grade-wide Storytime in which the classes will narrate and act out the Cuentos Locos that their class has created.

 NJCCC- Cumulative Progress Indicators

7.1.NM.A.5

 Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics.

7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions.

7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.

 

Unit Vocabulary

Greetings-¡Hola!

¿Cómo esta?

Muy bien!

Muy mal.

Mas o menos.

¿Y Usted?

Feelings: Estoy feliz

Estoy triste.

Estoy furioso/a.

Estoy nervioso/a

Estoy celoso/a.

Questions: ¿Quién?

¿Qué pasa?

¿Dónde?

¿Por qué?

*Musica Unit Vocabulary from January-February 2010

*Other words as needed in the story created by each class (Some examples from 4th Grade include recreo, examen, matematicas, se apaga, la gravedad, extraterrestres, maestro, ventana, monos, planeta, invaden, la escuela, agarran, telefono, ponen, cancion)

 Unit Schedule

Week of March 15- emociones vocab intro, practice conversation with teacher

Week of March 22- conversation with teacher, conversation with classmate

Week of March 29- brainstorm TPRS story,  circle on new vocabulary

Week of April 5- Spring Break

Week of April 12- students volunteer to read from their cuadernos while other act the story out

 Week of April 19- rehearsal

Week of April 26- Grade-Wide Story Time presentations 

3 rd Grade TPRS Outline

Senor Pfeiffer esta ____________ porque no tiene __(body vocab)_______. Justin Bieber esta__________ porque tiene tres ___(body vocab)_________. Van a ___(silly location ie McDonalds)_____ y compran ___________.  Estan felices.

Week of March 15

Topic- introduction to emociones vocabulary , practice conversation with teacher

Day One

Objective: students will demonstrate understanding of basic greetings vocabulary through appropriate physical response.

Vocabulary: Como esta? Muy bien. Muy mal. Mas o menos. Y Usted?

NJCCCS- CPIs

7.1.NM.A.5

7.1.NM.B.3

7.1.NM.C.2

 Anticipatory Set

Ask students to model how they greet a friend when they see them in the hallway: do they high five? Say "what's up"? What do you do? Explain that today we will be learning how to do these things en Espanol.

Intro to New Material/Guided Practice

Sing the Buenos Dias song and have students "repeat after me: si yo canto lento, ustedes canten lento, etc". Instead of just singing the usual "muy bien gracias" add muy mal and mas o menos with hand gestures. Have students repeat each new phrase once the song has ended and practice the hand gestures for each one. Then add in the gesture for "estoy-I am". Have students practice the gestures as you say each new phrase (i.e. "Estoy muy bien. Estoy muy mal. Estoy mas o menos") Repeat, mixing up the phrases out of order this time.

Independent Practice/Assessment

Have students close their eyes and perform the gesture as the teacher calls out each phrase.

V= student performs the correct gesture for each phrase without prompting

M= student needs prompting to perform the correct gesture for each phrase

A= student cannot perform the correct gesture even with prompting by the teacher

Day Two

Objective: students will demonstrate understanding of basic greetings vocabulary through appropriate physical response.

Vocabulary

Review: Como esta? Muy bien. Muy mal. Mas o menos. Y Usted?

New: Por que? Estoy feliz. Estoy triste. Estoy enojado. Estoy enojada.

NJCCCS- CPIs

7.1.NM.A.5

7.1.NM.B.3

7.1.NM.C.2

 Anticipatory Set/Review

Ask students in Spanish "Como esta?" and have them either give a thumbs up, thumbs down, or wave hand side to side. After asking everyone in the class how they are, go back to someone who gestured with a thumbs down and say "por que?" and have them tell why they gave a thumbs down. Ask how they are feeling: happy? Sad? Angry? Explain that today we will be learning how to be a good friend and ask someone WHY they are muy bien, muy mal, or mas o menos...... en Espanol.

Review

Sing the Buenos Dias song and have students "repeat after me: si yo canto lento, ustedes canten lento, etc". Instead of just singing the usual "muy bien gracias" add muy mal and mas o menos with hand gestures. Have students repeat each phrase once the song has ended and practice the hand gestures for each one. Then add in the gesture for "estoy-I am". Have students practice the gestures as you say each new phrase (i.e. "Estoy muy

bien. Estoy muy mal. Estoy mas o menos") Repeat, mixing up the phrases out of order this time.

Intro to New Material/Guided Practice

TPR: Have students repeat each new vocabulary phrase and the gestures that accompany them (ie Por que?= raise hands to shoulders questioningly, estoy triste= rub your eyes with your fists, etc.) Hold up pictures and ask how the nino or nina in the picture is feeling and have the class answer in unison.

Independent Practice/Assessment

Have students close their eyes and perform the gesture as the teacher calls out each phrase (estoy triste, estoy enojado, estoy enojada, estoy feliz).

V= student performs the correct gesture for each phrase without prompting

M= student needs prompting to perform the correct gesture for each phrase

A= student cannot perform the correct gesture even with prompting by the teacher

Week of March 22-

Topic: using emociones in a  conversation with teacher and a conversation with classmate

Day One

Objective: students will demonstrate understanding of basic greetings vocabulary through appropriate physical response.

Vocabulary

Review: Como esta? Muy bien. Muy mal. Mas o menos. Y Usted?

New: Por que? Estoy feliz. Estoy triste. Estoy enojado. Estoy enojada.

NJCCCS- CPIs

7.1.NM.A.5

7.1.NM.B.3

7.1.NM.C.2

 

Anticipatory Set/Review

Ask students in Spanish "Como esta?" and have them either give a thumbs up, thumbs down, or wave hand side to side. After asking everyone in the class how they are, go back to someone who gestured with a thumbs down and say "por que?" and have them tell why they gave a thumbs down. Ask how they are feeling: happy? Sad? Angry? Explain that today we will be learning how to be a good friend and ask someone WHY they are muy bien, muy mal, or mas o menos...... en Espanol.

Review

Sing the Buenos Dias song and have students "repeat after me: si yo canto lento, ustedes canten lento, etc". Instead of just singing the usual "muy bien gracias" add muy mal and mas o menos with hand gestures. Have students repeat each phrase once the song has ended and practice the hand gestures for each one. Then add in the gesture for "estoy-I am". Have students practice the gestures as you say each new phrase (i.e. "Estoy muy bien. Estoy muy mal. Estoy mas o menos") Repeat, mixing up the phrases out of order this time.

Intro to New Material/Guided Practice

TPR: Have students repeat each new vocabulary phrase and the gestures that accompany them (ie Por que?= raise hands to shoulders questioningly, estoy triste= rub your eyes with your fists, etc.) Hold up pictures and ask how the nino or nina in the picture is feeling and have the class answer in unison.

Conversation: toss a beanbag to student volunteers and have a simple conversation with them using new vocabulary and last week's vocabulary (ie: Hola! Como esta? Muy bien! Por que? Porque estoy feliz. Or Hola! Como esta? Muy mal. Por que? Por que estoy triste.) In this first day of this excercise students may respond simply with the gesture. If students DO respond with the gesture, the teacher will affirm by using the vocabulary that accompanies the gesture (ie. Oh, esta triste, verdad?)

Independent Practice/Assessment

Toss the beanbag to each student and have the simple feelings conversation with them, encouraging and prompting as needed.

V= student responds in the conversation either with gestures or with Spanish words without prompting

M= student needs prompting respond in the conversation either with gestures or with Spanish words

A= student cannot respond in the conversation either even with prompting by the teacher

Week of March 29th

Day 1

Topic: Using Emociones vocabulary to create and re-enact a TPRS story

 

Vocabulary

Review (emociones): Hola! Buenos dias! Como esta? Muy bien! Muy mal. Mas o menos. Por que? Porque estoy feliz. Porque estoy triste. Porque estoy enojado/a. 

New: Que pasa?

 

NJCCCS Standards

Interpretive

7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.     

 

Interpersonal

7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.

 

Presentational

7.1.NH.C.4 Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.

 SWBAT

Use emotions/feelings vocabulary and phrases learned over the past two weeks to create and re-enact a TPRS story.

 Opening/Review

Buenos Dias song: sing with the students creating emphasis on muy bien, muy mal, and mas o menos by singing lento on those particular words and using the appropriate hand gestures (thumbs up, thumbs down, and waving hand side to side).

 Anticipatory Set/Review

TPR review: call out a phrase for each emotion (ie Estoy triste) and have the class silently act each out.

Practice emociones vocabulary from last week by having a short conversation with three students: I will greet students and ask them, Como esta? Students will respond with feelings phrases learned last week. “Circle” / use Personalized Questions and Answers on how they are feeling until all feelings vocab has been used and reviewed. (1. (si) Caliyah esta triste, verdad? 2. (no) Caliya esta enojada? No, esta triste. 3. (compare) Caliyah esta enojada o esta triste?

Explain that today we will use emociones and me gusta and musica vocabulary to create a crazy story and act it out. Explain in Spanish, using pause and point to translate unknown words.

Intro to New Material/Guided Practice

Storyasking Basics: 1) Have students practice reactions to positive (muy bien) and negative (muy mal) elements of a story. Explain that when they hear something muy bien (ie feliz) they should all say AAAAH! And when they hear something muy mal (enojada, triste) they should all say OH NO!!!! 2) Students may use ideas in English to create the story but must ask “Como se dice?”.

 Application

Have students imagine and volunteer ideas for the blanks of the story using the 3rd Grade outline:

Senorita Pfeiffer esta ____________ porque no tiene __(body vocab)_______. Justin Bieber esta__________ porque tiene tres ___(body vocab)_________. Van a ___(silly location ie McDonalds)_____ y compran ___________.  Estan felices.

Focus and "circle" on Preguntas/Questions: quien? Who is it about? Como esta? How is he/she feeling? Por que? Why? Que pasa? What’s happening? Simplify their ideas into short phrases (i.e. Senora Marquez esta enojada. Por que? Porque su perro comio sus zapatos.) Act out or draw pictures for unfamiliar words and have students repeat their pronunciation. Some examples from 1st Grade include bicicleta, helado, parque, alas, volar ,zapatos, perro, y gato.

 

As the story comes together have students volunteer to act it out as the teacher narrates it. If time allows, have several rounds of volunteers act out the story.

 

Closing

Explain that we will use this story next time and that the STUDENTS will be narrating it instead of the teacher!

Day Two

 

Topic: Using Emociones vocabulary to create and re-enact a TPRS story

 Vocabulary

Review (emociones): Hola! Buenos dias! Como esta? Muy bien! Muy mal. Mas o menos. Por que? Porque estoy feliz. Porque estoy triste. Porque estoy enojado/a. Porque estoy enojado/a. Que pasa?

 NJCCCS Standards

Interpretive

7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.     

 

Interpersonal

7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.

 

Presentational

7.1.NH.C.4 Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.

 SWBAT

Use emotions/feelings vocabulary and phrases learned over the past two weeks to re-tell and re-enact a TPRS story.

 Opening/Review

Buenos Dias song: sing with the students creating emphasis on muy bien, muy mal, and mas o menos by singing lento on those particular words and using the appropriate hand gestures (thumbs up, thumbs down, and waving hand side to side)

 Anticipatory Set/Review

TPR review: call out a phrase for each emotion (ie Estoy enojada) and have the class silently act each out.

Practice emociones vocabulary from last week by having a short conversation with three students: I will greet students and ask them, Como esta? Students will respond with feelings phrases learned last week. “Circle” / use Personalized Questions and Answers on how they are feeling until all feelings vocab has been used and reviewed. (1. (si) Caliyah esta triste, verdad? 2. (no) Caliya esta furiosa? No, esta triste. 3. (compare) Caliyah esta celosa o esta triste?

 

Remind students of the Storyasking Basics: 1) Have students practice reactions to positive (muy bien) and negative (muy mal) elements of a story. Explain that when they hear something muy bien (ie feliz) they should all say AAAAH! And when they hear something muy mal (celoso, furiosa) they should all say OH NO!!!!

 

Explain that today we will use emociones and cuerpo vocabulary to act out the crazy story that students invented during last class. Explain that today the STUDENTS will be narrating it instead of the teacher!

Practice/Cuento Loco #3: using the felt chart, tell the following story to review feelings, body, and Story Telling basics. Encourage the proper responses, gestures, and re-telling.

Este es un cuento de dos amigos. Aqui tenemos a un perro. El perro esta feliz porque tiene OCHO brazos! Su amigo el gato esta triste porque tiene CERO brazos. El perro, como es un buen amigo, piensa y piensa y piensa y piensa y AHA! Tiene un idea! Va a la tienda Brazos R Us y compra NUEVE brazos para su amigo el gato. Y ahora el gato esta feliz. Pero UH OH! Hay un problema! Ahora el perro solo tiene OCHO brazos y esta enojado. Entonces el gato, como es un buen amigo, piensa y piensa y piensa y piensa y AHA! Tiene un idea! Va a la tienda Brazos R Us y compra UN brazo para su amigo el perro. Y ahora el perro tiene OCHO brazos, el gato tiene OCHO brazos, y los dos estan FELICES!

 Application

 Cuento Loco #2: Ask for volunteers to remember elements of the story. Give prompts by giving students choices: Senora Marquez esta triste or esta furiosa? Quien comio sus zapatos- el perro o el gato? As each new word or phrase is recalled, write it on the board and have students practice the accompanying gesture.

 Ask for volunteers to retell the story while other students act it out.

Week of April 12

Day 1

Topic: Using Emociones vocabulary to re-tell and re-enact a TPRS story created by each homeroom

 Vocabulary

Review (emociones): Hola! Buenos dias! Como esta? Muy bien! Muy mal. Mas o menos. Por que? Porque estoy feliz. Porque estoy triste. Porque estoy enojado/a. Que pasa? Cuento Loco Vocab: recreo, examen, matematicas, se apaga, la gravedad, extraterrestres, maestro, ventana, monos, planeta, invaden, la escuela, agarran, telefono, ponen, cancion)

 NJCCCS Standards

Interpretive

7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.     

 

Interpersonal

7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.

 

Presentational

7.1.NH.C.4 Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.

 SWBAT

Use emotions/feelings vocabulary and phrases learned over the past two weeks to create and re-enact a TPRS story.

 Opening/Review

Buenos Dias song: sing with the students creating emphasis on muy bien, muy mal, and mas o menos by singing lento on those particular words and using the appropriate hand gestures (thumbs up, thumbs down, and waving hand side to side).

 Anticipatory Set/Review

TPR review: call out a phrase for each emotion (ie Estoy enojada) and have the class silently act each out.

Practice emociones vocabulary from last week by having a short conversation with three students: I will greet students and ask them, Como esta? Students will respond with feelings phrases learned last week. “Circle” / use Personalized Questions and Answers on how they are feeling until all feelings vocab has been used and reviewed. (1. (si) Caliyah esta triste, verdad? 2. (no) Caliya esta furiosa? No, esta triste. 3. (compare) Caliyah esta celosa o esta triste?

 

Remind students of the Storyasking Basics: 1) Have students practice reactions to positive (muy bien) and negative (muy mal) elements of a story. Explain that when they

hear something muy bien (ie feliz) they should all say AAAAH! And when they hear something muy mal (celoso, furiosa) they should all say OH NO!!!!

 

Explain that today we will use emociones and cuerpo vocabulary to act out the crazy story that students invented during last class. Explain that today the STUDENTS will be narrating it instead of the teacher!

Practice/Cuento Loco #3: using the felt chart, tell the following story to review feelings, body, and Story Telling basics. Encourage the proper responses, gestures, and re-telling.

Este es un cuento de dos amigos. Aqui tenemos a un perro. El perro esta feliz porque tiene OCHO brazos! Su amigo el gato esta triste porque tiene CERO brazos. El perro, como es un buen amigo, piensa y piensa y piensa y piensa y AHA! Tiene un idea! Va a la tienda Brazos R Us y compra NUEVE brazos para su amigo el gato. Y ahora el gato esta feliz. Pero UH OH! Hay un problema! Ahora el perro solo tiene OCHO brazos y esta enojado. Entonces el gato, como es un buen amigo, piensa y piensa y piensa y piensa y AHA! Tiene un idea! Va a la tienda Brazos R Us y compra UN brazo para su amigo el perro. Y ahora el perro tiene OCHO brazos, el gato tiene OCHO brazos, y los dos estan FELICES!

 Application/Assessment

 Cuento Loco #2: Ask for volunteers to remember elements of the story. Give prompts by giving students choices: Senora Marquez esta triste or esta furiosa? Quien comio sus zapatos- el perro o el gato? As each new word or phrase is recalled, write it on the board and have students practice the accompanying gesture.

 Ask for volunteers to retell the story while other students act it out.

Closing

Explain that we will use this story next time and that the STUDENTS will be continuing to narrate it instead of the teacher!

Day Two

 

Topic: Using Emociones vocabulary to create and re-enact a TPRS story

 Vocabulary

Review (emociones): Hola! Buenos dias! Como esta? Muy bien! Muy mal. Mas o menos. Por que? Porque estoy feliz. Porque estoy triste. Porque estoy enojado/a. Porque estoy enojado/a. Que pasa?

Storytelling Vocab: recreo, examen, matematicas, se apaga, la gravedad, extraterrestres, maestro, ventana, monos, planeta, invaden, la escuela, agarran, telefono, ponen, cancion)

 NJCCCS Standards

Interpretive

7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.     

 

Interpersonal

7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.

 

Presentational

7.1.NH.C.4 Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.

 SWBAT

Use emotions/feelings vocabulary and phrases learned over the past two weeks to re-tell and re-enact a TPRS story.

 Opening/Review

Buenos Dias song: sing with the students creating emphasis on muy bien, muy mal, and mas o menos by singing lento on those particular words and using the appropriate hand gestures (thumbs up, thumbs down, and waving hand side to side)

 Anticipatory Set/Review

TPR review: call out a phrase for each emotion (ie Estoy enojada) and have the class silently act each out.

Practice emociones vocabulary from last week by having a short conversation with three students: I will greet students and ask them, Como esta? Students will respond with feelings phrases learned last week. “Circle” / use Personalized Questions and Answers on how they are feeling until all feelings vocab has been used and reviewed. (1. (si) Caliyah esta triste, verdad? 2. (no) Caliya esta furiosa? No, esta triste. 3. (compare) Caliyah esta celosa o esta triste?

 

Remind students of the Storyasking Basics: 1) Have students practice reactions to positive (muy bien) and negative (muy mal) elements of a story. Explain that when they hear something muy bien (ie feliz) they should all say AAAAH! And when they hear something muy mal (celoso, furiosa) they should all say OH NO!!!!

 

Explain that today we will use emociones and cuerpo vocabulary to act out the crazy story that students invented during last class. Explain that today the STUDENTS will be narrating it instead of the teacher!

Practice/Cuento Loco #3: using the felt chart, tell the following story to review feelings, body, and Story Telling basics. Encourage the proper responses, gestures, and re-telling.

Este es un cuento de dos amigos. Aqui tenemos a un perro. El perro esta feliz porque tiene OCHO brazos! Su amigo el gato esta triste porque tiene CERO brazos. El perro, como es un buen amigo, piensa y piensa y piensa y piensa y AHA! Tiene un idea! Va a la tienda Brazos R Us y compra NUEVE brazos para su amigo el gato. Y ahora el gato esta feliz. Pero UH OH! Hay un problema! Ahora el perro solo tiene OCHO brazos y esta enojado. Entonces el gato, como es un buen amigo, piensa y piensa y piensa y piensa y AHA! Tiene un idea! Va a la tienda Brazos R Us y compra UN brazo para su amigo el perro. Y ahora el perro tiene OCHO brazos, el gato tiene OCHO brazos, y los dos estan FELICES!

 Application

 Cuento Loco #2: Ask for volunteers to remember elements of the story. Give prompts by giving students choices: Senora Marquez esta triste or esta furiosa? Quien comio sus zapatos- el perro o el gato? As each new word or phrase is recalled, write it on the board and have students practice the accompanying gesture.

 Ask for volunteers to retell the story while other students act it out.

V= Narrator-Smooth, clear pronunciation, emotive expression of the story

Actor-responds to narrator with correct expressions, actions, gestures.

M= Narrator- mostly clear pronunciation, needs some prompts to express the story line

Actor- needs minimal prompting to be able to respond to narrator with correct expressions, actions, gestures

A= Narrator- needs continual prompting to express the story

Narrator- needs continual prompting to be able to respond to the narrator with correct expressions, actions, and gestures.