Patterns Using Colors in Spanish

K. Marquez Kindergarten Spanish Lesson Plans Week: November 16, 2009

Summary: These are the lessons for a three-week Kindergarten unit on Feelings. In this unit we will learn how to ask and respond to the question “How are you?” Students will learn basic feelings vocabulary by using TPR and feelings photos and then progress to being able to use this vocabulary in a short conversation with a friend. This week we will use a song to learn how to ask someone how they are by saying “¿Como está?” and how to respond to that question: estoy feliz—I am happy; estoy triste—I am sad; estoy enojado—I am angry (boy); estoy enojada—I am angry (girl).

Lasting Ideas and Results  Students will learn to express their feelings in Spanish  Students will learn to ask about a friend’s feelings in Spanish  Students will learn that Spanish words that end in “o” are usually talking about a boy  Students will learn that Spanish words that end in “a” are usually talking about a girl

Desired Learning Outcomes SWBAT:

 Students will aurally recognize four Spanish feelings words  Students will be able to identify the feelings of another person (through pictures and TPR) in Spanish

Daily Engagement Activities

Day1 Introduction to New Material: TPR for feelings Application: Feelings Chat Closing: Literacy Extension

Day 2 Review: TPR for Feelings Practice: Feelings Photos Closing: Literacy Extension

Day 3 Review: TPR for Feelings Practice: Feelings Conversation, Charades Closing: Literacy Extension

Day 4 Review: TPR for Feelings Practice: Feelings Photos, Charades Closing: Literacy Extension

Day 5 Feelings Centers Procedures

Class begins in a circle on the floor. I greet the class by saying "Buenas tardes, Jaguars!" and the class greets me back. I ask someone to translate "Buenas tardes" for the class. Students then sing the Buenas Tardes Song.

We then review the rules: Your fingers are on your lips. You are sitting up tall and proud. You are trying your very best. You are following my directions the first time given. If the entire class is following the rules, you have a "happy face" on the board. If not, you have a "sad face" on the board. At the end of class if you still have a happy face on the board, the class will get a piece of the Wiggly Worm. Remind students that when the Wiggly Worm grows and grows and grows long enough to cross the finish line, the class will get a Small Sized Prize.

Note: Throughout the class I will ask, “Hmmm….what kind of a face should the class be getting right now?” If they are following the rules, then I will say “A happy face!”. If not, they get a sad face. At the end of class I announce whether they are getting a piece of the Wiggly Worm and then pick a helper to go put the piece up on the board outside the Art Room (they will pick either a piece of the body, a shirt, or a shoe and I staple it to the board.)

We then sing the Days of the Week Song (Dr. Jean En Espanol Track number 4). I will then ask “What day is this? En que dia estamos?” and have a volunteer say the day in Spanish. If necessary I give clues: “if yesterday was martes and tomorrow is jueves, what day is today? Miercoles!!”

If time allows I will play Macarena Math (Dr. Jean en Espanol Track 19 (English) and Track 20 (Spanish) and have the kids sing and count on their fingers, or I will play the Opuestos Songs in English and Spanish (Track 11 in English, Track 12 in Spanish) and have the class perform the actions that go with the words (ie: stand and sit, hot and cold, etc.)

I then introduce the Word of the Day using Sr. Hipopotamo: write the word of the day (in this case feliz) on a 3x5 card (or for Day One, I bring in a picture of someone smiling) and place it in the hippo's mouth. Call on a helper exhibiting Super Star behavior to take the Word of the Day out of the hippo's mouth. If you are using a picture, say the word for the class and have the class repeat what you say or for Day 3 of the unit or later, ask who can remember how to say this word and call on a volunteer. If you have a word written out, have the class spell the word of the day and then pronounce it for the class or ask who can read this word and call on a volunteer.

Intro to New Material TPR for Feelings: rhythmically say each new vocabulary word and act it out (ie: ¿Como está?= hold hands in a questioning gesture; estoy feliz=smile, estoy triste=pretend to cry, etc) and have the class silently act out the words with you.

Review:

TPR for Feelings: rhythmically say each new vocabulary word and act it out (ie: ¿Como está?= hold hands in a questioning gesture; estoy feliz=smile, estoy triste=pretend to cry, etc) and have the class silently act out the words with you. Focus especially on the difference between enojado/enojada by having just the girls act out “enojada” and just the boys act out “enojado” Application/Practice:

Feelings Chat: ask students to reflect on feelings by asking them leading questions: “when do you feel feliz? What kinds of things make you feel triste? Can you tell me about a time when you felt enojado?”

Feelings Photos: hold up pictures of kids showing different emotions. Ask students Opposing Questions how the child in the picture is feeling: “Como está? Está triste o está enojado? Está enojado o está enojada? Está feliz o está triste?” and have the class call out the feeling in unison.

Charades: the teacher will act out each of the feelings actions without speaking. The class will call out the feelings words in unison. Call on students to act out the feelings and have the class call out the feelings words in unison.

Feelings Conversation: Sing the Buenas Tardes Song (To the tune of Freire Jaques: “Buenas tardes, buenas tardes! Como esta? Como esta? Muy bien, gracias! Muy bien, gracias! Y Usted? Y Usted?) Split the class into pairs and give each a number (one or two). Explain that the Numero Uno’s are having a happy day and the Numero Dos’ are having a sad day. Encourage dramatic acting!!! Have students greet each other: all Numero Unos say in unison “Buenas tardes!” and then all Numero Dos say “Buenas tardes” and everyone shakes hands. Then have all Numero Uno’s ask “Como está?” and have the Numero Dos’ say “Estoy feliz, gracias! Y Usted?” Numero Dos’ will respond “Estoy triste”. If time allows, switch so that the Numero Unos’s are pretending to feel sad and the Numero Dos’ are pretending to feel happy.

Feelings Centers: This will be an opportunity to review the vocabulary that we have covered so far. I will set up four Feelings Centers, one for each feeling. At each center students will copy the feelings word in Spanish and draw a picture of a time that they felt that way. I will staple the pages together for them to take home. This will count as a quiz grade.

Assessment:

Check for Understanding-Application/Classwork Grade: (For use during Feelings Photos and Charades)check for participation in these Group Practices of feelings. Does the student perform the correct action? Does the student act independently or are they looking at their neighbors?

Assesment (Quiz Grade): For use during Feelings Centers (Day 5) V= identifies feeling without prompting and gives an appropriate scenario for that feeling M= needs one or two prompts to identify feeling and to give an appropriate scenario for that feeling A= needs three or more prompts to identify feeling and to give an appropriate scenario for that feeling N= cannot identify feeling even with three or more prompts and/or will not participate

Literacy Extension In keeping with ECO Charter School’s 2009-2010 commitment to expanding Literacy across the curriculum, I am making a concerted effort this year to read to my students at the end of every lesson. At our Summer Inservice in August we discussed how often children from low-income homes arrive at school with far less “book experience” than kids from middle or upper class homes. To that end, we are encouraged to read a book a day to our students just for fun to instill in them a love of reading. This week I will be using Where the Wild Things Are since the movie has just come out and many students have been talking about it at recess. Materials Word Chart Feelings Photos For centers: storybook paper, feelings photo and feelings words for each feelings center Dr. Jean En Espanol CD Modifications,Adaptations, Accommodations If during review it seems that students have not retained the new vocabulary, spend more time doing TPR and choral activities . Feelings Conversation: if it appears that group practice has been successful, students could try spontaneously answer the question “Como está?” and use feelings vocabulary when asked by the teacher. Change it up a bit by having students ask each other “Como está?” and use feelings vocabulary to answer.

Reflection Will advise.