Patterns Using Colors in Spanish s1

K. Marquez Second Grade Spanish Lesson Plans Starting Week: January 11, 2010

Unit: The Body/ El Cuerpo

Summary: These are the lessons for a 2nd Grade unit on the parts of the body and basic third-person verbs. We will also be using body vocab to learn to talk about what our bodies can do (i.e. run, jump, eat, and see). The unit will culminate in a Trimester Project which will consist of students working in small groups to create a “monstruo” using body vocabulary and writing a short paragraph describing their monstruo(i.e. El monstruo tiene cuatro piernas. Tiene cinco ojos.)

In the first three weeks we will use the song “Cabeza, Brazos, Piernas, Pies” as well as two Total Physical Response activities and a Dictation activity to learn vocabulary for parts of the body. In the first two weeks we will focus on cabeza, hombros, brazos, manos, piernas, and rodillas. In the third week we will focus on the cara: ojos, orejas, boca, and naríz. During these weeks we will also be using Word Cards to reflect on the sounds that letters make in Spanish and how they are different from the sounds they make in English. We will especially focus on the sounds made by the a (aaah), j (hhhh), ll (lyah), and ñ (nyah).

Week of January 11- introduce Head, Shoulders, Knees, Toes song in Spanish, focused TPR for cabeza, hombros, brazos, manos, vocabulary list, letter-sound reflecting Week of January 19- continue Head, Shoulders, Knees, Toes song in Spanish, focused TPR for cabeza, hombros, brazos, manos, vocabulary list, letter-sound reflecting Week of January 25- continue Head, Shoulders, Knees, Toes song in Spanish, focused TPR for ojos, orejas, boca, and naríz, vocabulary list, letter-sound reflecting Week of February 1- using body vocab and TPR to introduce basic verbs, read Donde Viven los Monstros, learn Puedo and Puede Week of February 8- creating monstruo Week of February 16-labeling monstruo Week of February 22- presenting monstruo to the class

Body Vocabulary Cabeza Hombros Brazos Manos Rodillas Piernas Pies Ojos Orejas Boca Naríz

NJCCCS Cumulative Progress Indicators 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 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.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics.

Daily Engagement Activities: Week of January 11, 2010

Day1 Calendario Cabeza, Brazos, Piernas, Pies Song TPR for Cabeza, Hombros, Brazos, Manos, Piernas, Pies

Day 2 Calendario Cabeza, Brazos, Piernas, Pies Song TPR review for Cabeza, , Hombros, Brazos, Manos, Piernas, Pies Monster Design Dictation TPR (classwork) Assessment

Day1 Calendario Cabeza, Brazos, Piernas, Pies Song TPR review for Cabeza, , Hombros, Brazos, Manos, Pierrnas, Pies TPR for Ojos, orejas, boca, nariz, cara Dictation: draw a monster together

Day 2 Calendario Cabeza, Brazos, Piernas, Pies Song TPR review for Cabeza, , Hombros, Brazos, Manos, Piernas, Pies TPR for ojos, orejas, boca, nariz Monster Design/Classwork Assessment: the class tells the teacher what to draw in Spanish Word Cards for Cabeza, Brazos, Piernas, and Pies

Day1 Calendario Cabeza, Brazos, Piernas, Pies Song TPR review for Cabeza, , Hombros, Brazos, Manos, Pierrnas, Pies Word Cards for Cabeza, Brazos, Manos, and Pies TPR using Word Cards for Ojos, orejas, boca, nariz, cara Monster Design Dictation: design a monster’s cara together using word cards

Day 2 Calendario Cabeza, Brazos, Piernas, Pies Song TPR review for Cabeza, , Hombros, Brazos, Manos, Piernas, Pies TPR for ojos, orejas, boca, nariz Word Cards for Cabeza, Brazos, Manos, and Pies Word Cards for Ojos, orejas, boca, nariz, cara Monster Design/Classwork Assessment: the class tells the teacher what parts of a monster’s face to draw in Spanish

Daily Engagement Activities: Week of February 1, 2010

Day1 Calendario Cabeza, Brazos, Piernas, Pies Song TPR focused on Ojos, orejas, boca, nariz, cara TPR using Word Cards for orejas, boca, nariz, cara Cuerpo Cut and Paste/Quiz: students will cut out vocabulary words and paste them onto a drawing of a body to label the appropriate parts.

Day 2 Calendario Cabeza, Brazos, Piernas, Pies Song TPR review for Cabeza, , Hombros, Brazos, Manos, Piernas, Pies TPR for ojos, orejas, boca, nariz Word Cards for ojos, orejas, boca, nariz Monster Design/Classwork Assessment: the class tells the teacher what parts of a monster’s face to draw in Spanish Daily Engagement Activities: Week of February 8, 2010

Day1 Calendario Cabeza, Brazos, Piernas, Pies Song TPR focused on Ojos, orejas, boca, nariz, cara TPR using Word Cards for orejas, boca, nariz, cara Cara Cut and Paste/Quiz: students will cut out vocabulary words and paste them onto a drawing of a face to label the appropriate parts.

Day 2 Calendario Cabeza, Brazos, Piernas, Pies Song TPR review for Cabeza, , Hombros, Brazos, Manos, Piernas, Pies TPR for ojos, orejas, boca, nariz Word Cards for ojos, orejas, boca, nariz Monster Design/Classwork Assessment: the class tells the teacher what parts of a monster’s face to draw in Spanish

**Daily Engagement Activities for the remaining weeks TBA**

Procedures Begining Routines 1. Straight, DIGNIFIED line outside of classroom 2. Handshake or hug before coming in 3. Students sit in their assigned seats, silently take out a pencil, and show me Excellence while waiting for their folders and notebooks 5. Once the Do Now is completed we sing the Buenas Tardes Song

Leaving Routines 1. Put folders into notebook pages 2. Pass notebooks to the end of your rows 3. I will pick more Folder helpers to collect them and place them in their bins 4. Form a straight, DIGNIFIED line by the door. 5. I will announce what kind of Face the class has earned and whether or not they have earned a piece of the Compliment Chain for the day. Rules Show me Happy Face Behavior! Your fingers are on your lips. You are sitting up tall and proud You are trying your very best You are following directions the first time given You are showing RESPECT to your SELF, to each OTHER, and to your TEACHER (that's me!)

Individual Consequences 1st Strike= the Look 2nd Strike=name on board 3rd Strike= checkmark next to name, REFLECTION SHEET due on my cart by the next morning. Group Consequences 1st time I ask for Excellence= you get a So-So Face and have a chance to bring it back to a Happy Face 2nd time= Sad Face= no points

Group Rewards: If your class earns a happy face, you will get a Piece of the Compliment Chain! When your Compliment Chain reaches from the ceiling down to the floor, you all get a Small Sized Prize.

Calendario:

We then sing the Days of the Week Song (Dr. Jean En Espanol Track number 4). Students sing along and count on their fingers starting with Domingo (Sunday). They give a thumbs up when they hear the day of the week for today. I then ask “What day is today? Que dia es hoy?” and have a volunteer say the day in Spanish. If necessary I ask comparison quesitons: “Hoy es miercoles o jueves?” I then do the same for ayer (yesterday) and mañana (tomorrow)

I will then have the students sing the Meses Del Año Song (Dr. Jean en Espanol track number 6) and then ask “En que mes estamos?” and have the class answer with the name of the month. If necessary I ask comparison questions: “Estamos en noviembre o en diciembre?”

Intro to New Material Cabeza, Brazos, Piernas, Pies Song: students silently point to each body part as it is mentioned in the song. Sing the song twice and DO NOT have students sing along, just listen to how the words are pronounced. Next sing the song a third and fourth time and this time have students sing along with you as you point to the appropriate body part as they are mentioned in the song.

Total Physical Response (TPR): call out vocabulary words and point to the corresponding body part. Have students silently point to each body part as it is mentioned.

Word Cards: have students spell each word and make the sound of the first letter of each word. Have them sound out the word and ask for volunteers to read the word and translate it.

Review: TPR for all body vocabulary: call out vocabulary words and point to the corresponding body part. Have students silently point to each body part as it is mentioned. TPR Using Word Cards: hold up each card, have the class spell and read it in unison while pointing to the correct body part

Application/Practice: TPR : Call out vocabulary words without pointing to the corresponding body part. Students will point to the correct part of the body with their eyes closed.

Monster Design Dictation : tell the class that today we will be drawing a crazy monstruo together. Pass out whiteboards and have students draw a monster by drawing the part of the body that you call out in Spanish (ie; dibujen tres ojos. Dibujen cuatro bocas) Monster Design Classwork Assessment: have the class design a monstruo with you. Call on each student to decide which body part you should draw up on the board and how many (ie: cinco brazos)

Word Cards: hold up each word card and have the class spell and read it in unison while performing the appropriate action for that word (ie: point to their cabeza)

Cut and Paste Quiz: students will cut out vocabulary words and paste them onto a drawing of a body or face to label the appropriate parts.

Assessment: TPR Classwork Assessment. Have students close their eyes and perform the appropriate TPR action as you call out the vocabulary words for this week. V= student is able to identify all five body part words M= student is able to identify at least 3 body part words A= student identifies two body part words N= student identifies no body part words or refuses to participate in the activity . Monster Design Classwork Assessment: have the class design a monstruo with you. Call on each student to point to a body part you should draw up on the board, say the word and how many (ie: cinco brazos) V= student identifies body part with no prompting

Materials Sonrisas CD track 3 Vocabulary cards for Cabeza, Brazos, Piernas, Pies, Manos

Modifications,Adaptations, Accommodations

Reflection Will advise.