KINDERGARTEN

OBJECTIVE: SWBAT use adjectives pertaining to the five senses to describe objects in the story when prompted by the teacher.

Kindergarten Foreign Language NCSCOS 2004: 2.05 Interpret phrases presented with accompanying gestures, intonations, and other visual or auditory cues., 3.01 Name people, places, and things using simple words and phrases, 5.03 Identify similarities and differences of intangible products (e.g., toys, sports equipment, food) of the target cultures and his/her own, 6.01 Demonstrate understanding and apply information and skills that are common to foreign language instruction and the kindergarten class, 6.02 Recognize and apply learning strategies and processes from other disciplines.

Kindergarten Science NCSCOS 2004: 3.01 Observe and describe the properties of different kinds of objects (clay, wood, cloth, paper, other) and how they are used. 3.02 Develop and use a vocabulary associated with the properties of materials: color, size, shape, texture, 3.03 Describe how objects look, feel, smell, taste, and sounds using their senses

Kindergarten Language Arts NCSCOS 2004: 2.03 Use preparation strategies to activate prior knowledge and experience before and during the reading of a text. 2.04 Formulate questions that a text might answer before beginning to read (e.g. what will happen in this story, who might this be, where do you think this happens), 3.04 Use speaking and listening skills and media to connect experiences and text: listening to and re-visiting stories…, 4.01 Use new vocabulary in own speech,

FOCUS AND REVIEW: ANIMAL UNIT (know numbers, shapes, animals, colors, review animals, colors, know plants flowers and trees, me gusta(n), te gusta(n), le gusta(n))

5 senses centers (look, feel, smell, taste, and sound) are set up or brought out one at a time for each of the five days the lesson lasts.

Touch: furry, prickly bee stinger, smooth bronze, soft, hard; Sight: picture, live and dead flowers, pictures of animals; Smell: real and fake flowers, honey (sweet); Taste: honey, real bees, artificially made honey; Sound: buzzing bees; bear sounds, stomach growling

Each day students explore a center, with teacher explaining what the products are and using new vocabulary related to the 5 senses. (ex. touch table would have objects that relate to touch such as a cactus (prickly), something furry, something made of metal such as coins, etc.) TPR can be used to direct students to smell, touch, look, taste, listen (some of these they are already to do in class and they will pick this up with the teacher modeling. The focus, however, is the adjectives that describe the objects (furry, soft vs. hard, smooth, and contrasts made through the senses )—the teacher doesn’t focus on the names of the objects but says “this is smooth/soft/hard/prickly” etc. The teacher has to drive home this vocabulary as the students touch the objects to learn about the sense or reinforce what they have already learn and fuse this knowledge with the foreign language being used (and likewise with the other sense centers). Students are prompted to repeat the words.

Now show pictures of animals, focusing on those in the story—what animal is this, what color is it, what size is it, what sounds does it make, where does it live; here add what they have just learned in the centers (?Qué animal es suave/duro etc.?) (follow-up to Dora sounds lesson plan by Alex Draughan and Fantasy Animals lesson by Brooke Hayworth).

STATEMENT OF OBJECTIVE: Ahora vamos a usar nuestros sensaciones para describir el cuento “Las abejas de bronce.”

TEACHER INPUT AND GUIDED PRACTICE:

Picture walk book: what animal is this, what color is it, what size is it, what sounds do they make, where do they live, what are they doing and add vocabulary for senses of the day as used in focus and review.

Story time—Las abejas de bronce por Marco Denevi: Play a tape of paraphrase of story and teacher uses pictures, gestures, intonation, puppets.

GUIDED PRACTICE:

Picture walk the story, retelling it in summary or using the recording using the adjectives learned that day in the center, using appropriate puppets to show

Next students will make their own puppets in groups. Teacher has made finished product as model. Each group will take turns making the “fuzzy bees” and “smooth bees” or other animals or objects that are pertinent to the story and sense of the day.

Teacher guides students in groups to describe their art projects as they are making them, and telling them to point to the fuzzy bee and to the smooth bee. The key here is comprehension probing. This way the teacher can make clarifications for students who are struggling.

Teacher will summarize the story again modeling how students can hold up puppets to indicate what animal/sense is appearing in the story.

INDEPENDENT PRACTICE:

Teacher reads or says story (with picture aids) and students are to raise their puppets up when they hear their puppet (fuzzy bee, smooth bee, etc.) being mentioned in the story and say “fuzzy” or “smooth” etc.

CLOSURE/ASSESSMENT:

Teacher evaluates comprehension and language output abilities by prompting students individually to use adjectives describing the five senses as related to objects in the story and art project. Each day will cover a new sense and new animal/object so that students can explore all the sense within the context of the story. Projects will be displayed outside of the classroom and can be used in another activity to role play the story.

Materials (example of materials need is given for only first day of lesson as described above):

Popsicle stick bees (puppets)

Tape, animation in power pt., DVD?

Poster Board

Story Books

Clip art pictures

Glue

Popsicle sticks

Felt and other material that is shiny and smooth