K. Marquez

Kindergarten Spanish Lesson Plans

Week: November 23, 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 unit will culminate with a project in which students will use commands and feelings vocabulary to re-enact Where the Wild Things Are in Spanish.

This week we willreview 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). We will then progress from saying “Estoy-I am” to “Está-s/he is” which will be a transition into the Where the Wild Things Are culminating project.

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
  • Students will learn how to say “I am” and “S/he is”

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
  • Students will be able to ask another person how they are feeling
  • Students will be able to express their own feelings in Spanish
  • Students demonstrate understanding of feelings and commands vocabulary by re-enacting a TPRS version of the story Where the Wild Things Are

Daily Engagement Activities

Day1

Review: TPR for feelings

Application: Secret Helpers

Project Preparation: New Props- Rey, Cena

Project Practice

Day 2

Review: Correct theTeacher

Application: Secret Helpers

Project Preparation: introduce new props- arboles, bote

Project Practice

Day 3

Review: TPR for Feelings, Correct the Teacher

Project Preparation: introduce new props- mama, papa

Project Practice

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 casefeliz) 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

N/A this week. See Review

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”

Correct the Teacher: have the class ask the teacher, “Como esta, Sra. Marquez?” and hold up pictures of different feelings. Tell the class in Spanish the correct feeling for the picture you are holding. Repeat until you have reviewed all of the feelings photos. Then run through them again but this time when the class asks “como esta?” give the WRONG feeling for the picture and have the class correct you. (my students love this activity! They think it is hilarious and really enjoy correcting a teacher, especially when I really ham it up =)

Application/Practice:

Secret Helpers: have the class put their heads down and close their eyes. Secretly pick four helpers to hold feelings photos. While the rest of the class still has their heads down, have the helpers peek at their photo and think about how they would answer the question, “como esta?”. Have the class put their heads up and open their eyes. Call on your Secret Helpers one at a time to the front of the class and follow the following dialogue pattern:

Class: Buenas tardes, (student’s name)!

Secret Helper: Buenas tardes, Panthers

Class: Como esta?

Secret Helper: Estoy (feelings).

Then ask the class, “Como esta (student name)? Como se siente? Levante la mano si me puedes decir como esta (student name). Esta…….” And have a volunteer fill in the correct feeling word.

Project Preparation: Read through Where the Wild Things Are in Spanish while the class listens(see my TPRS Script below). Encourage students to say aloud those words that they recognize or remember from our classes. Each day introduce a new prop as per the schedule above (see Daily Engagement Activities) and hold it up for the class to see as you are reading.

Project Practice: assign the props that you have introduced thus far to students and read through the story again. This time those students with props must stand when they hear their word.

Assessment:

Check for Understanding-Application/Classwork Grade: (For use during Secret Helper and Project Preparation and Practice)check for participation in these Group Practices of feelings and Wild Things vocabulary. Does the student perform the correct action? Does the student act independently or are they looking at their neighbors?

V= identifies feeling without prompting

M= needs one or two prompts toidentify feeling

A= needs three or more prompts to identify feeling

N= cannot identify feelingeven with three or more prompts and/or will not participate

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 notretained the new vocabulary, spend more time doing TPR and choral activities .

Reflection

Will advise.