5TH GRADE CURRICULUM

2

Published by the King Juan Carlos I of Spain Center New York University

53 Washington Square South, Suite 201 New York, NY 10012

Copyright © 2004 by the King Juan Carlos I of Spain Center. All rights reserved.

This project has been possible by a grant from the Coca-Cola Foundation and by an Anonymous Foundation.

F

IFTH

G

RADE

T

ABLE OF

C

ONTENTS

1) Introduction-Where is Spanish spoken? Calendario Review 5 2) Language review - Expressions - Saludos - “¿Qué tal?” “¿Qué pasa?” 9 “¿Cómo estás?”

3) South America Intro - Maps - Geography Powerpoint - “¿Cuántos?” review 13

4) South America Geography cont’d - Tesoro Powerpoint - 17

”¿Dónde está?” review and adjectives

5) Banderas del América del Sur (Colores y Figuras) - Powerpoint 25 6) Banderas de Sudamérica Review Powerpoint

7) Pasaporte Introduction - “¿De dónde eres?” “¿A dónde vas?” 29

8) Pasaporte - Argentina 35

9) Argentina - Language / Cultura - Música / Baile - Tango 37

10) Gauchada 39

11) Classroom vocabulary review - labeling class and school 43

12) Pasaporte - Peru 47

13) Peru - Language/ Cultura - Música de los Andes 49

14) Los Incas Introduction 51

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19) Verdura Powerpoint 75

20) “Si tienes muchas ganas” canción 79

21) “¿Qué hora es?” review 83

22) “¿Qué hora es?” cont’d 85

23) Pasaporte - Colombia 89

24) Shakira 91

25) Review / talk about español in Middle School / Fiesta 93

S

ESSION

1

I

NTRODUCTION

- S

PANISH

-

WHERE IS IT SPOKEN

/ C

ALENDARIO Goals: To re-acquaint the students to Spanish and the Spanish speaking world after the long break. To discuss the part of the Spanish speaking world that they learned about last year (Mexico and Central America) and briefly discuss the other Spanish speaking countries and explain that we are going to focus on South America in fifth grade in a way similar to how they focused on Mexico and Central America last year and the Caribbean the year before. To review the calendar and all of its components.

In class activities: Greet the class in Spanish and have them do the same. Have a brief discussion about the Spanish influences they have had in their lives (words, foods, friends, celebrities, etc.) over the last few years and more specifically over the summer break. Who are the Spanish-speaking people in the students’ lives and communities? How has their study of Spanish changed their understanding of these things? Ask if they remember the part of the Spanish-speaking world that they focused on last year. Ask about other countries where the people speak Spanish. See if they can locate América del Sur on a map and explain that you are going to focus on this part of the Spanish speaking world this year: the culture, geography and history.

Introduce el calendario, going over the days of the week, the date, month, year and weather. Focus on “Qué día es hoy?” and teach the “Days of the Week” song.

lunes, martes, miércoles, jueves, viernes sábado, domingo (clap)

¿Qué día es hoy?

Talk about today’s date briefly, the day, the month and year in Spanish teaching the correct form - “Hoy es miércoles, el 17 de Octubre de dos mil cuatro.”

Review the different weather conditions using the markers on the calendar. “hace sol”, “está lloviendo”, “está nublado”, “está parcialmente nublado”, “está nevando”, “está haciendo viento”, “hace mal tiempo”.

Ask if there are any cumpleaños this week. If there are, ask for the date and have the class sing “Cumpleaños feliz”. (From now on, you should open every lesson with the calendar and

6

While the students are working on their folders, Spanish teachers should take the opportunity to talk to classroom teachers about their students’ Spanish folders, where they can be kept, and that they can take them home to work on their sheets as long as they have them back by the next Spanish class. It is also a good idea to exchange phone numbers with the classroom teacher so that they can inform you of any upcoming trip days where they cannot have Span-ish class for some reason.

Have students take home a blank calendario and have them fill in the days of the week, the month and the year. Have them practice the numbers as they fill in the dates.

All administrative issues should also be handled today such as getting class lists from teach-ers, finding out about half days and other calendar issues so that changes in the schedule can be planned in advance.

Materials needed: el calendario, el mapa,

Spanish folders for all students, stickers

Classroom teacher: **** Find a spot in the classroom where the students can leave their Spanish folders. If there is free time during the week, it would be great to have the class take out their Spanish folders and finish any unfinished activity sheets. They should take them home with them to practice or work on unfinished activity sheets, but they need to have them back in class for the next week’s Spanish lesson.

Additional suggestion: Keep a list of “borrowed” Spanish words and add to list every time you and your students come up with a new word.****

8

S

ESSION

2

L

ANGUAGE REVIEW

: S

ALUDOS

, “¿C

ÓMO TE LLAMAS

?”

“¿C

ÓMO ESTÁS

?” “¿Q

UÉ TAL

?” “¿Q

UÉ PASA

?”

¿T

E GUSTA

...?” ‘M

E GUSTA

...” “N

O ME GUSTA

...”

Goals: To teach / review some greetings and salutations, several question / answer phrases and reinforce their use for the rest of the year.

In class activities: Review phrases with the class by asking several students the questions “¿Cómo estás?” “¿Cómo te llamas?” “¿Te gusta (bailar, cantar, contar, jugar, leer, comer reir?”) Write down these question -answer phrases on a big pad in front of the class. Once you get some answers to those questions, write down the possible answers. For example for “¿Cómo estás?”, write “Estoy bien, muy bien, asi asi, mal” with their English translations. For “¿Como te llamas?”, write “Me llamo ...” For “¿Te gusta...?”, write “Me gusta ...” and “No me gusta ...” with a list of possible verbs. You can provide the English translations for these here as well.

The students should already know hola and adiós from previous years, but use it to get them in the habit of using Spanish when they can. Introduce some other greetings and salutations that they can continue to use throughout the year and years to come: “¿Qué tal?, ¿Qué pasa?,” “Hasta luego,” “Hasta la vista”, “Hasta mañana” and “Buenos dias,” “Buenas tardes,” “Buenas noches.” Also, introduce “por favor” that they should use from now on when asking for something and “gracias” to say when they receive something, along with “de nada”. Write all of these phrases down for the class to see.

To reinforce the new vocabulary and to encourage communication and conversation, model and pair students up to do short role-plays with each other at their tables. Give out the conver-sation and choose one student in each pair to be Estudiante 1 and the other to be Estudiante 2. Have them read it with each other playing the different roles and choosing an answer where choices need to be made

You may want to sing” Cielito Lindo” with the class as a fun review.

Materials needed: poster for class word/ phrase list,

12

S

ESSION

3

G

EOGRAPHY OF

S

OUTH

A

MERICA

- M

APAS

- P

OWERPOINT

R

EPASO

-

NÚMEROS

“¿C

UÁNTOS

?”

ADJECTIVES

Goals: To introduce students to the geography of the (mostly) Spanish-speaking region of South America, the focus of the fifth grade curriculum. To review the quantitative question word “¿Cuántos?” and the numbers. To introduce some adjectives in Spanish that can be helpful when describing the physical qualities of countries on a map.

In class activities: Try to have students point out on the map where América del Sur (or

Sudamérica) is. Talk about the surrounding regions: América del Norte, América Central, El Caribe.

Do the Powerpoint presentation on the “Geography of Sudamérica.” Practice pronouncing the names of the South American Countries in Spanish and get them to try to remember where they are located.

Now, present the map of South America (not on the computer) to do the following exercises. To review los números, and the quantity question word “¿Cuántos?”, ask them “¿Cuántos paises hay en Sudamérica?”. Have them count the countries. To continue practicing, you can add other questions using “¿Cuántos?” such as: “Cuántos paises hay en América Cen-tral?”, “¿Cuántos paises tiene un nombre de dos palabras?” , “¿Cuántos tocan el Mar Caribe?”,etc. To help remember the vocabulary, you may need to use pointing, hand move-ments, examples and other triggers. If you want to practice some higher numbers, you may need to expand more and ask about North America. For example, “¿Cuántos países hay en Centroamérica Y Norteamérica?”

Next, start asking questions concerning the physical qualities of the countries. For example, “¿Cuál es el país más pequeño / grande de Sudamérica?” and “¿Cuál es el país más largo / corto?” and “¿Cuál es el país más estrecho / ancho?” You may want to write these new adjective vocabulary words on a big white sheet of paper.

14

América del Sur Geography” worksheets,

16

Bonus Questions

1. Do you know where the Río Amazonas is? Draw it on your mapa.

2. Can you find Lago Titicaca? Circle it.

3. ¿Cuál es el país más grande de América del Sur?

4. ¿Cuál es el país más pequeño de América del Sur?

5. Where is the Straight of Magellan? Circle it.

6. ¿Dónde están las Islas Malvinas (Falkland Islands)? What country do they belong to? Hint: The Country is not in South America.

S

ESSION

4

A

MÉRICA DEL

S

UR

G

EOGRAPHY CONT

’

D

- T

ESORO

P

OWERPOINT

D

IRECTIONS

/ “¿D

ÓNDE ESTÁ

?”

Goals: To review the geography of South America. To teach / review directions in Spanish, and to review the question “¿Dónde está...?” and the answer “Está en...”

In class activities: Do a quick review of the countries of South America and where they are located (using a map). Then to test the students’ memories, run the “Tesoro” Powerpoint game. See if they remember what the question “¿Dónde está?” means. You should call on students with raised hands for the answer to the question “¿Dónde está el tesoro?” They should answer using a whole sentence (“El tesoro está en Peru” or “Está en Peru”). This way, you can help the students learn about geography while reinforcing the language component. Next, you can do the same “Tesoro” activity (not using the computer). Hang a map of South America on the wall. You can do the activity two ways. 1) You put a marker (looks like a

tesoro) on a spot on the map and ask “¿Dónde está el tesoro?” and the students have to say where it is (“Está en ...”) 2)You can say “El tesoro está en ...” and call on a student to identify that place on the map and place the tesoro marker on it.

Note: - If time is an issue and you feel that there won’t be enough time for both of the above activities, you can decide to do one OR the other (tesoro with or without the computer). Review the 4 directions (in English) with the students, using the map as a guide. Then, review the words in Spanish (norte, sur, este, oeste). Have the students repeat the words in Span-ish. Ask students to come up and point to a direction you give in SpanSpan-ish. Then you can ask questions using South America such as “Argentina está al norte o al sur de Bolivia?”. Since they learned the 4 cardinal directions previously, you should teach the combined directions (noroeste, suroeste, noreste, sureste). Then make the connection between the directions and the directional prepositions: al norte de = encima de - above, al sur de = debajo de -below, al este de = al la derecha de - to the right of, al oeste de = a la izquierda de - to the left of.

18

worksheets,

22

Nombre: __________________________

On most maps, the compass rose has North pointing up and South pointing down. East would be to the right and West would be to the left. So, on a standard map, these expressions can mean the same thing:

al sur de to the south of = debajo de below al sur de to the south of = debajo de below al sur de to the south of = debajo de below al sur de to the south of = debajo de below al sur de to the south of = debajo de below al norte de to the north of

al norte de to the north of al norte de to the north of al norte de to the north of

al norte de to the north of = arriba de above= arriba de above= arriba de above= arriba de above= arriba de above al este de to the east of

al este de to the east of al este de to the east of al este de to the east of

al este de to the east of = a la derecha de to the right of= a la derecha de to the right of= a la derecha de to the right of= a la derecha de to the right of= a la derecha de to the right of al oeste de to the west of

al oeste de to the west of al oeste de to the west of al oeste de to the west of

al oeste de to the west of = a la izquierda de to the left of= a la izquierda de to the left of= a la izquierda de to the left of= a la izquierda de to the left of= a la izquierda de to the left of Keeping the above in mind, use your knowledge of the map of América del Sur (or take a look at a map) to fill in the blanks. Each time, you will express the same statement in two ways: first, in terms of cardinal directions (north, south, east, west), and second in terms of location (above, below, to the right of, to the left of.)

Example: Example: Example: Example: Example:

Colombia está al norte de Perú. Colombia está al norte de Perú. Colombia está al norte de Perú. Colombia está al norte de Perú. Colombia está al norte de Perú. Colombia está arriba de Perú. Colombia está arriba de Perú. Colombia está arriba de Perú. Colombia está arriba de Perú. Colombia está arriba de Perú.

Venezuela está _______________________ Guyana. Venezuela está _______________________ Guyana. Venezuela está _______________________ Guyana. Venezuela está _______________________ Guyana. Venezuela está _______________________ Guyana. Venezuela está _______________________ Guyana. Venezuela está _______________________ Guyana. Venezuela está _______________________ Guyana. Venezuela está _______________________ Guyana. Venezuela está _______________________ Guyana. Argentina está ________________________Bolivia. Argentina está ________________________Bolivia. Argentina está ________________________Bolivia. Argentina está ________________________Bolivia. Argentina está ________________________Bolivia. Argentina está ________________________ Bolivia. Argentina está ________________________ Bolivia. Argentina está ________________________ Bolivia. Argentina está ________________________ Bolivia. Argentina está ________________________ Bolivia. Chile está _____________________________ Perú. Chile está _____________________________ Perú. Chile está _____________________________ Perú. Chile está _____________________________ Perú. Chile está _____________________________ Perú. Chile está _____________________________ Perú. Chile está _____________________________ Perú. Chile está _____________________________ Perú. Chile está _____________________________ Perú. Chile está _____________________________ Perú.

Guyana Francesa está ________________________ Surinam. Guyana Francesa está ________________________ Surinam. Guyana Francesa está ________________________ Surinam. Guyana Francesa está ________________________ Surinam. Guyana Francesa está ________________________ Surinam. Guyana Francesa está ________________________ Surinam. Guyana Francesa está ________________________ Surinam. Guyana Francesa está ________________________ Surinam. Guyana Francesa está ________________________ Surinam. Guyana Francesa está ________________________ Surinam. Paraguay está _______________________ Uruguay.

Paraguay está _______________________ Uruguay. Paraguay está _______________________ Uruguay. Paraguay está _______________________ Uruguay. Paraguay está _______________________ Uruguay. Paraguay está _______________________ Uruguay. Paraguay está _______________________ Uruguay. Paraguay está _______________________ Uruguay. Paraguay está _______________________ Uruguay. Paraguay está _______________________ Uruguay. Brasil está ________________________ Ecuador. Brasil está ________________________ Ecuador. Brasil está ________________________ Ecuador. Brasil está ________________________ Ecuador. Brasil está ________________________ Ecuador. Brasil está ________________________ Ecuador. Brasil está ________________________ Ecuador. Brasil está ________________________ Ecuador. Brasil está ________________________ Ecuador. Brasil está ________________________ Ecuador.

El Mar Atlántico está ________________________ América del Sur. El Mar Atlántico está ________________________ América del Sur. El Mar Atlántico está ________________________ América del Sur. El Mar Atlántico está ________________________ América del Sur. El Mar Atlántico está ________________________ América del Sur. El Mar Atlántico está ________________________América del Sur. El Mar Atlántico está ________________________América del Sur. El Mar Atlántico está ________________________América del Sur. El Mar Atlántico está ________________________América del Sur. El Mar Atlántico está ________________________América del Sur. El Mar Pacífico está _________________________ América del Sur. El Mar Pacífico está _________________________ América del Sur. El Mar Pacífico está _________________________ América del Sur. El Mar Pacífico está _________________________ América del Sur. El Mar Pacífico está _________________________ América del Sur. El Mar Pacífico está _________________________ América del Sur. El Mar Pacífico está _________________________ América del Sur. El Mar Pacífico está _________________________ América del Sur. El Mar Pacífico está _________________________ América del Sur. El Mar Pacífico está _________________________ América del Sur. América del Sur está ________________________ el Mar Caribe. América del Sur está ________________________ el Mar Caribe. América del Sur está ________________________ el Mar Caribe. América del Sur está ________________________ el Mar Caribe. América del Sur está ________________________ el Mar Caribe. América del Sur está ________________________ el Mar Caribe. América del Sur está ________________________ el Mar Caribe. América del Sur está ________________________ el Mar Caribe. América del Sur está ________________________ el Mar Caribe. América del Sur está ________________________ el Mar Caribe. Uruguay está _____________________________ las Islas Malvinas. Uruguay está _____________________________ las Islas Malvinas. Uruguay está _____________________________ las Islas Malvinas. Uruguay está _____________________________ las Islas Malvinas. Uruguay está _____________________________ las Islas Malvinas. Uruguay está _____________________________ las Islas Malvinas. Uruguay está _____________________________ las Islas Malvinas. Uruguay está _____________________________ las Islas Malvinas. Uruguay está _____________________________ las Islas Malvinas. Uruguay está _____________________________ las Islas Malvinas.

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S

ESSION

5

L

AS BANDERAS DE

S

UDAMÉRICA

/

REPASO DE LOS COLORES Y LAS FIGURAS GEOMÉTRICAS

Goals: To do a review of los colores and las figuras as a lead in to the flags of South America where we will use the Spanish names for the shapes and colors to describe the flags.

In class activities: Do a quick review of the colors using colored objects / paper / students’ clothing and asking “¿De qué color es?”

Review the shapes using a poster to start and then have the students point out in the class where they see certain colors and shapes. You can ask “¿Dónde está el triángulo verde?” Or point to an object and ask the students (individually) to describe the color and shape. For example, pointing to the dry erase board, the correct answer would be “Es un rectángulo blanco.”

A game that can be played to practice the shapes is “Palitos”. Place a bunch of pick up sticks on the rug in front of the students who sit in a círculo. Choose students one at a time and give them instructions such as “Toma un palito verde” and have them make a shape. They have to say what shape they have made when you are finished giving instructions (“Es un cuadrado rojo”). Or after telling them to take one or two colored sticks you can say “Haga un cuadrado”. Do the “Sudamérica Banderas - colores y figuras” Powerpoint presentation.

Do the “Las figuras” worksheet.

Materials needed: colored paper or objects, “Figuras” poster,

pick up sticks,

“Sudamérica Banderas - colores y figuras” Powerpoint, projector,

Macintosh laptop computer, “Figuras” worksheets,

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Nombre:_________________________

LAS FIGURAS

On a separate sheet of paper, number, draw and color the following:

1. Dibuja un rectángulo verde debajo de un círculo azul.

2. Dibuja un triángulo rojo encima de un cuadrado amarillo.

3. Dibuja un óvalo café a la derecha de una estrella blanca.

4. Dibuja un cuadrado negro a la izquierda de un círculo rosado.

5. Dibuja dos óvalos anaranjados al sur de tres estrellas rojas.

6. Dibuja cuatro cuadrados pequeños al norte de un rectángulo grande.

7. Dibuja un óvalo largo al este de rectángulo corto.

8. Dibuja un círculo rojo al este de cinco estrellas violetas.

9. Dibuja un rectángulo estrecho dentro de un óvalo ancho.

10. Dibuja un triángulo amarillo al noreste de dos cuadrados de tu color favorito.

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Nombre: ___________________________________ Fecha: ______________

Direcciones: Dibuja y colorea las figuras según las direcciones.

1. Dibuja un triángulo amarillo encima de un cuadrado azul.

2. Dibuja un diamante gris al sur de un círculo rojo.

3. Dibuja un rectángulo verde, un óvalo café y un diamante negro en la misma línea (deben tocar uno al otro -- they should all touch each other).

4. Dibuja un círculo pequeño de color blanco dentro de otro círculo más grande de color anaranjado.

5. Dibuja un rectángulo azul. Al oeste (o al a izquierda), dibuja un círculo verde. Encima del círculo verde dibuja un cuadrado café. Al este del rectángulo dibuja un diamante amarillo.

S

ESSION

6

L

AS BANDERAS CONT

’

D Goals: To learn what the different flags of the South American nations look like and design their own flags.

In class activities: Do “Sudamérica Banderas review” Powerpoint presentation. Do “Banderas” worksheets.

If time allows, have the students design a flag they would want for their class. What would they put in it? What colors? What shapes? What do they symbolize for them? They can draw sketches of what they think they would like it to look like.

Materials needed: “Sudamérica Banderas Review” Powerpoint presentation, projector,

Macintosh laptop computer, “Banderas” worksheets,

paper, pencils and crayons to design flags,

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S

ESSION

7

P

ASAPORTE

I

NTRO LESSON

- “¿A

DÓNDE VA

?” “V

OY A

...”

“¿D

E DÓNDE ERES

?” S

OY DE

...”

NUMEROS

/

FECHA REPASO Goals: To introduce the students to their pasaportes a Sudamérica. To review some travel vocabulary. To review the “travel question and answer” “¿A dónde va?” “Voy a ...” To introduce the phrases “¿De dónde eres?” “Soy de ...”

In class activities: Show the students a copy of the “Pasaporte a Sudamérica”. Explain that during the year we are going to “travel” to different countries in this region. (Va,mos a viajar). Ask them if they remember their passports from last year. Ask who in the class has a real

pasaporte. Explain that like last year, our pasaporte has an information page like real pass-ports that contains their names (apellidos y nombres), their dates of birth (fechas de nacimiento - día, mes, y año), their place of birth (lugar de nacimiento), and their picture (fotografía). Review with them how a pasaporte is used when people travel to other countries and the Spanish vocabulary involved. For example, when they arrive at the airport or at the border (la frontera), you have to show your passport at immigration or customs (la aduana) and an official from that country stamps it and allows you to enter the country. Tell the students that we are going to “travel” to several different countries in class and they can “travel” to several different countries on their own. When they complete all of the activities in their pasaporte for a country, then they can get their stamp (sello) for that country (show them the pages of one country in the pasaporte as an example). As you go through the vocabulary words, write them down on an oversized paper. You may want to add words like: el mundo, el país, el mapa. Have the students write them down on a paper as well to put in their Spanish folders. Review the question answer phrase “¿A dónde va?” “Voy a ...”.

Then introduce a new question answer phrase “¿De dénde eres?” “Soy de...” Explain the difference between the two: that one asks where you are going and the other (new one) asks: Where are you from?

If time allows, to practice these phrase as well as the names of the countries in their pasaporte, you can play the “globo” game. In this game, you have all the students sitting in a circle on the rug. One must roll the globe ball to a classmate asking the question “¿A dónde va?”, or “¿De dónde eres?” and the person receiving the ball must pick a place (they must pick a South

36

should be very careful not to lose them. They should bring a small picture of themselves the next week to put in the fotografía box. They should then fill out the information page of the passport. At this time, you can talk about the Spanish tradition of having two last names (paterno y materno). They can write their father’s and their mother’s last names if they know them or they can write their middle names as the materno (how this is handled is up to the discretion of the teacher). This sheet will also be a review of the numbers and how they are written as well as the months of the year in Spanish. Make sure to go over what the following terms on the sheet mean: Fecha de nacimiento (día, mes, año), and lugar de nacimiento.

Materials needed: pasaportes a Sudamérica,

globe ball, map

S

ESSION

8

P

ASAPORTE

- A

RGENTINA Note: There will be several pasaporte lessons of South American countries in the fifth grade. There are two ways to teach these lessons. For each country there will be one or more books that provide the class with information about that particular country. You can chose to read the books to the class (or select certain parts of the books to read) and then have a class discussion / question answer session, followed by having the students do activities from the

pasaporte de Sudamérica for that country. Or, since most of the books are divided into topics, you can have the students teach each other about the different aspects of that country through group presentations. The way to do that is to photocopy the different pages of the book and assign one or two topics to each table. Give out the photocopies to each table. Have the students at their tables read the information and figure out a way to “teach” what they have learned to the rest of the class. They should not just be reading the exact text back to the class, but they should re-tell what they have learned to the rest of the class. Then their classmates could ask questions about their topics. This would also be followed by the activi-ties in the pasaporte de Sudamérica (there are several for each country, so depending on time, you can assign one or two to do that day and give another or others for homework. Or, allow them to finish all the activities on their own time or as a project for vacation fun during their school holidays. When they have finished all the activities for a given country, they should show you and they receive a stamp. You may decide to do a combination of the two lessons. For example, you may want to read briefly about an important aspect of the country and then assign reading to the tables on various other aspects of the country’s history / culture. I would suggest that you mix it up, perhaps doing two as a reading lesson and two as a more interac-tive lesson. You may want to decide about this based on your students’ responses. See which may be a more successful method for each particular class. There is also some leeway in how much vocabulary you may want to incorporate into the pasaporte lessons. You can make them totally culturally focused or you can incorporate some appropriate Spanish vo-cabulary pertaining to the country into the lessons. Many times it is useful and fun to provide new vocabulary surrounding the foods and eating rituals of the people in a particular country.

Goals: To take a “trip” to Argentina. To learn about the geography, culture and people of this country.

38

Give the stamp for Argentina to any student who has completed all the activities. Tell the students who have not finished to show them to you next class or when they have finished the Argentina portion of their pasaporte to get their sellos.

Materials needed: Argentina - The land (Lands, Peoples and Cultures), Argentina - the people (Lands, Peoples and Cultures),

Argentina - the culture (Lands, Peoples and Cultures), by Greg Nickles, Bobbie Kalman,

el mapa, pasaportes

S

ESSION

9

A

RGENTINA

- L

ANGUAGE

/ C

ULTURA

- L

A MÚSICA

/ E

L BAILE

EL TANGO

Goals: To learn about the culture of Argentina. To focus specifically on the special music and dance called the Tango. To learn some new vocabulary surrounding this subject.

In class activities: Talk a bit about the people of Argentina and the history of the Tango (you can use information from pages 22-23 in Argentina - the culture and from the handout “Tango in Argentina”. Show an excerpt from the video “Tango Magic” (1st dance - “Decarisimo” and then show how Tango has moved to the streets and bars of Buenos Aires in Argentina to become a worldwide popular dance and music form, showing up in such popular American movies such as “True Lies” and “Scent of a Woman.” You can show the tango scene from either of these movies.

Talk about the instumentos used in Tango music (bandoneón, piano, violin, guitar, flute, double bass). Play an excerpt from a song from the CD “Forever Tango.” Learn a part of a Tango song and learn the basic steps to the Tango.

If you would like to use this class to study other parts of Argentine culture besides the tango, you can cut the tango part of the lesson short and discuss other things such as the gauchos

and their estancias (teach vocabulary affiliated with gauchos such as bombachas,

guardamontes, rastras, asado, sortija, etc.) (You can use the information on pages 24-25 of Argentina - the culture). You may also want to (in this lesson if not in the lesson before) discuss the differences in Argentine Spanish (pronunciation, lunfardo).

Do the Tango worksheet.

Materials needed: Argentina - the culture, Bobbie Kalman, “Tango in Argentina” handout,

“Forever Tango” CD, “Tango Magic” video

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ESSION

10

G

AUCHADA Goals: To read and discuss the book Gauchada by C. Drew Lamm. To discuss the parts of Argentine culture including the gauchos that the book outlines. To learn some new vocabu-lary.

In-class activities: Read the book Gauchada aloud to the students. Emphasize the Spanish words and the tidbits about Argentine culture (gaucho, pampas, ombu, mate, bombilla, quebrada, zamba). Have the students do the “Gauchada” worksheet at their desks. Have the students return to the rug area and have a group discussion about what they learned from the book (pertaining to the story and new vocabulary).

Materials needed: Gauchada by C. Drew Lamm, “Gauchada” worksheets

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C

LASSROOM VOCABULARY AND LABELING SCHOOL Goals: To review classroom vocabulary (tiza, marcaddores, crayones, papel, tijeras, pega, lápiz, sacapuntas, borrador, grapadora, escritorio, libro, pizarra, etc.) To review the verb “tener.”. To teach other school related vocabulary.

In-class activities: Pass out classroom objects to students. Then ask who has what. (“¿Quién tiene los crayones?”) The other students may answer, “Juan tiene los crayones” or Juan may answer, “Yo tengo los crayones.”

Next, introduce other vocabulary for labeling around the school (puerta, oficina, salón de clase, paredes, ordenador, biblioteca, gimnasio, etc.) Assign the classroom and school words to groups of students and have them make bi-lingual signs. They can write the word and the article in Spanish and then the English translation. They can make it as colorful and decora-tive as they like. Give out pieces of tape and have them put their signs on the objects in the classroom (with the classroom teacher’s permission). The signs can be left around the class-room and the school as a reminder for the remainder of the year.

Materials needed: chalk, markers, crayons, paper, scissors, glue, pencil, pencil sharpener, eraser, stapler, el calendario

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P

ASAPORTE

- P

ERU Goals: To take a “trip” to Peru. To learn about the geography, culture and people of this country.

In class activities: Read Peru - True Book, Elaine Landau

Have the students do the activity sheets for Peru in their pasaportes.

Give the stamp for Peru to any student who has completed all the activities. Tell the students who have not finished to show them to you next class or when they have finished the Peru portion of their pasaporte to get their sellos.

Materials needed: Peru - A True Book, Elaine Landau,

el mapa, pasaportes

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ESSION

13

P

ERU

- L

ANGUAGE

/ C

ULTURA

- M

ÚSICA DE LOS

A

NDES Goals: To learn about the culture of Peru and the Andean region. To focus specifically on the special music and instruments of this region. To learn some new vocabulary surrounding this subject.

In class activities: Talk a bit about the people of the Andes and the history of the music - how the instruments changed when the Spanish came and how there is a special type of sound that has come to be known as Andean music. The music originated in the countries in the Andean region - Peru, Bolivia, Ecuador, Chile and Argentina. (Read excerpts from “What is Andean music?”) The popular Andean musical style of today is a mixture of native and Span-ish music and language.

Tell the students that you are going to play a song of the special kind of music that comes from the Andes Mountain region. Tell them to try and concentrate on the different instruments that they hear in the song. Play an excerpt from an Andean song. Some good ones are: for more traditional folk music - “Shimpa” from the CD “Folk Music from Peru” by Wayna Picchu. For more modern fusion Andean music - “La Fiesta eres tú” or “Negra Presuntuosa” from the CD “The Best of Inti Illimani.” After you have played the music, ask the students if they can tell you what instruments they think they heard in the song(s). Write them down as they name them and then leave this for a while and let the students know that you will get back to it. Now explain that some of the music is all instrumental and some has lyrics. The lyrics can be in the Native languages of Quechua (you may want to play a bit of “Si sagu” from “Folk Music from Peru” to illustrate the native language lyrics), a mixture of native languages and Spanish, or just Spanish(you can play a bit from “Illusión” from “Folk Music from Peru” to illustrate the Spanish lyrics.)

Now you can get back to the instruments and hopefully some of the students came up with the common instruments used in Andean music. You can explain that native Andes music was originally basically flutes and drums. Tell them that they had different kinds of flutes. First there is the quena, which is a long tubular flute with finger holes and a high tone (show them a quena or kena). In ancient times the quena was made from gold, silver, ceramic, wood, cane, and bone. There are also panpipes (zamponas) that are named differently depending

52 strings.

For the language component of the lesson, you can teach (by pronouncing and writing down) the names of these instruments en español.

Teach instrumento, flauta, guitarra, tambor, arpa, violín, mandolina, oboe, música, canción.

Do the Andean music worksheet.

Materials needed: “Folk Music from Peru,” Wayna Picchu CD “The Best of Inti Illimani” CD

zampona quena

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14

L

OS

I

NCAS

I

NTRODUCTION

- C

OMMUNITY

- L

IFESTYLE Goals: To introduce the students to the Native American culture that existed in Peru and several other South American countries before the Spaniards arrived. To learn about the community stucture of the Incas.

In class activities: Read excerpts about the Inca from selected books. Some book sug-gestions are: Inca, Aztec, Maya Activity Book, Hands on Heritage; A Coloring Book of Incas, Aztecs and Mayas, Bellerophon Books; Aztecs and Incas: A Guide to the Pre-Colonized Americas in 1504 (Sightseers), Sue Nicholson; Inca Civilization, Shirley Jordonl The Inca (True Books, Stefanie Takacs; Lost Treasure of the Inca, Peter Laurie; Machu Picchu: the Story of the Amazing Inkas and their City in the Clouds (Wonders of the World Book), Elizabeth Mann and Amy Crehore.

Do worksheets.

Materials needed: Inca books, Inca worksheets, el calendario

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L

OS

I

NCAS CONT

’

D

-

COSTUMBRES

-

COMUNIDADES

/ I

NCA WORDS

P

OWERPOINT Goals: To continue to learn about the interesting culture of the Incas. To learn how the Inca language of Quechua has survived today among the Quechua and other remaining indig-enous tribes in South America. To learn Quechua words that have influenced Spanish and English.

In class activities: Do Inca words Powerpoint presentation. Lead discussions / question and answer sessions about the subject matter as you go along in the presentation.

Do the worksheets.

Materials needed: Inca words Powerpoint presentation, projector,

Macintosh laptop computer, Inca word worksheet,

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ESSION

16

R

EADING ABOUT THE

I

NCAS Goals: To acquaint the students better with the lifestyle of the Incas. To have groups of students read one or two sections of Inca Town or The Incas, take notes and prepare to present what they learned to the class the following week.

In class activities: Present the book The Incas to the students. Read the pages 4-7 aloud to the class to reacquaint them with the Inca. Then read just the titles of all of the following pages containing the different aspects of Inca life that they will be reporting on. Or if you choose Inca Town, read the title of the different pages in that book. Then, divide the class up into groups of 4 or 5 (separating them by table). Then assign 1 or 2 subjects from the book to each group and give them the photocopies of what they will be reading. Explain that together they will read and take notes on their assigned aspect of Inca life. They should prepare a short presentation to teach the rest of the class next week about what they have learned. They can use their imaginations as to how they would like to present the information. They can make drawings or visuals to show the class while they recount the story, they can act out what they have learned with a narrator, etc. Each student should plan to have a part in the presentation.

Materials needed: The Incas, Tim Wood,

Inca Town, Fiona MacDonald and Mark Bergin, photocopies of the pages of the books

materials for presentations (markers, pos,terboard, etc.),

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17

AND

S

ESSION

18

I

NCA

G

ROUP

P

RESENTATIONS Goals: To have the students teach their classmates about the different parts of Inca life by doing their group presentations.

In class activities: One at a time, have each group come to the front of the class and an-nounce what their presentation will be about and then present it to the class.

Materials needed: The Incas , Tim Wood,

Inca Town, Fiona MacDonald and Mark Bergin, photocopies of the pages of the books,

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L

AS VERDURAS

- P

OWERPOINT Goals: To learn the names of las verduras via a Powerpoint presentation and game. To learn the sentence structure for: We are going to + verb (Vamos a + verbo. To learn the verbs

hacer, comprar, lavar, comer. To learn the different forms for 1st person singular and 1st person plural (“voy a ..., vamos a ...”) To review how to express hunger en español - tengo/ tenemos hambre.

In-class activities: This lesson will be taught using the ensalada de verduras Powerpoint presentation. Discuss the first slide that reads “Tenemos hambre” See if the students re-member what that means. If they do, see if they can rere-member how to say its counterpart, “Tenemos sed”. Point out the 1st person of that phrase (“Tengo hambre, sed”) because that is what they previously learned. Talk a little about 1st person singular and first person plural and see if you can practice a bit. Then, point out the structure of the phrase in the next 2 slides (“Vamos a hacer..., vamos a comprar”). Discuss not only the phrase structure but the mean-ings of the verbs. Later on in the presentation they will see the same construction with 2 more verbs (lavar, comer). Then present each slide that contains an image of a vegetable with its name in Spanish spelled out. The teacher gives the correct pronunciation and has the class repeat in unison. As the slides progress, there will be section where part of the word is shown and the students have to remember the rest of the word. Then there will be a section where they will see the vegetable and the teacher must call on individual students to come up with the correct vegetable in Spanish.

At the end of class, the students will do the “La ensalada” activity sheets at their desks or on the rug. Make sure you explain the instructions and go over the grammar worksheet carefully.

Materials needed: Macintosh laptop computer, projector,

“La ensalada de verduras” Powerpoint presentation, “Las ensalada de verduras” activity sheets,

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ESSION

20

“S

I TIENES MUCHAS GANAS

”

CANCION Goals: To learn a new song and the new vocabulary that is within the song. To review old and learn new verbs that can be incorporated into the song.

In-class activities: Read through the lyrics of the song, including the corresponding sounds or movements (aplaudir, silbar and reír) slowly and have students repeat. Ask if the students recognize any of the words and see if they can tell you the meanings. Ask if they see any patterns in the song or within the words (hopefully they recognize the song pattern and that each verse adds a new word and hand motion. Hopefully someone points out that the words at the end of the sentences all end in either AR or IR). Then you can ask what kind of words they think they may be. This can begin a short discussion about verbs in Spanish and that they always end in AR, ER, or IR in the infinitive form. If they don’t discover this by them-selves, you can stimulate the conversation by asking “What do the words aplaudir, silbar and

reír have in common?”

Then, slowly sing the song while the students follow along with the help of the lyric poster or song sheets (they should recognize that the song is sung to the tune of “If you’re happy and you know it, clap your hands.”) Have the students slowly sing along with you next time. Practice singing all together a few times.

Give out a piece of paper to each table and ask them to brainstorm new verbs together (in Spanish or in English if they don’t know the Spanish words) that they can use in the song. Collect the papers and make a list of verbs on the board (the students may want to write them down to keep in their Spanish folders to remember the new verbs in Spanish.) Pick 2 or 3 new verbs from the list (the ones that work the best with the song as far as acting them out verbally or with hands.) Add those to the song and have everyone sing again with the new verbs. Give out the worksheets and have each student fill in 3 new verbs and draw their pictures.

Materials needed: “Si tienes muchas ganas” lyric poster, “Si tienes muchas ganas” lyric sheets, “Si tienes muchas ganas” worksheet

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¿Q

UÉ HORA ES

? (

REVIEW

)

Goals: To review expressing time in Spanish.

In class activities: On a large piece of paper, write the question “¿Qué hora es?” and read it aloud. See if the students remember that question for telling time from last year. Start to review the answers by drawing a clock and changing the hands to show different times of the day (on the hour)-”Son las ______” for all times, except for one o’clock which is “Es la una”. If they don’t remember and ask why the form is different for one o’clock, you can explain it is because it is the singular (it is one, therefore “es la”). And all the rest are plural (more than one therefore, “son las....”)

Next, you can go on to when the time is not on the hour. Present times (by drawing different hands on a clock or by moving the hands on a movable clock) to show times where they need the hour + y (and) and then whatever the number is after the hour. For example, if the time is 11:10, they can say “Son las once y diez”. Then ask if they know any expressions in English where we don’t use the number to express the time after the hour. They will hopefully come up with things like “ a quarter after”, “half past”, “a quarter till”, etc. Review these expressions with them in Spanish - “Son las dos y cuarto”, “Son las cuatro y media,” “Son las tres menos cuarto.”

Continue to use the clock to practice times. You can choose students to come up and move the clock hands and choose a classmate to answer.

Do the 1st “Qué hora es?” worksheet.

Materials needed: plastic clock with movable hands (optional), big pad of paper,

“Qué hora es?” #1 worksheets,

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ESSION

22

¿Q

UÉ HORA ES

?

CONT

’

D Goals: To continue learning to express time in Spanish.

In class activities: Practice briefly what you did last class - telling time on the hour as well as quarter after, half past the hour and a quarter to the hour. Use the clock to show the times while asking “¿Qué hora es?” and have the students tell you the time in Spanish.

Next, review the different times of day expressions such as: in the morning (AM) - de la mañana

in the afternoon (PM) - de la tarde

in the evening (PM) - de la noche

midnight - medianoche

midday - mediodía

Practice these terms using a movable hands clock. Make sure you tell them whether it is AM or PM this time so they can use the new phrases in their answers.

Introduce the slightly different way of asking “At what time will / do you________?” And an-swering “At ____ o’clock”. Question - “¿A qué hora vas a la escuela?” Answer - “A las siete y media”.

Practice this new phrasing by asking at what time the students do certain things in their lives. Ex: “¿A qué hora vas a la cama?”

Do the “¿Qué hora es? #2 worksheet.

Materials needed: plastic clock with movable hands, big pad of paper,

“Qué hora es?” #2 worksheet,

Nombre:_________________________

¿Qué hora es?

Draw the correct

hora

hora

hora

hora

hora

on each

reloj

reloj

reloj

reloj

reloj

and say it aloud.

Son las cuatroSon las cuatroSon las cuatroSon las cuatroSon las cuatro Es la una y media Es la una y media Es la una y media Es la una y media Es la una y media Son las once y cuartoSon las once y cuartoSon las once y cuartoSon las once y cuartoSon las once y cuarto

Son las seis menos cuarto Son las seis menos cuarto Son las seis menos cuarto Son las seis menos cuarto

88

Now, write the correct

hora

hora

hora

hora

hora

on each

reloj

reloj

reloj

reloj

reloj

in each

word box. The first one is done for you.

Ex. Son las tres Ex. Son las tres Ex. Son las tres Ex. Son las tres Ex. Son las tres

y cinco. y cinco. y cinco. y cinco. y cinco.

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P

ASAPORTE

- C

OLOMBIA Goals: To take a “trip” to Colombia. To learn about the geography, culture and people of this South American country.

In class activities: Read Colombia, Tricia Haynes

Have the students do the activity sheets for Colombia in their pasaportes.

Give the stamp for Colombia to any student who has completed all the activities. Tell the students who have not finished to show them to you next class or when they have finished the Colombia portion of their pasaporte to get their sellos.

Materials needed: Colombia, Tricia Haynes,

el mapa, pasaportes

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C

OLUMBIA

C

ULTURA

- S

HAKIRA Goals: To learn about the Columbian singer Shakira who has of late become very popular in the US and is successful in both Spanish and English language songs. She is an example of Columbian culture as well as American pop culture. To learn / sing one of her songs.

In class activities: Do “Shakira” Powerpoint presentation and video.

Read excerpts from Shakira - Real Life Reader Biography, Wayne Wilson. Teach melody and lyrics to a Shakira song, “Estoy aquí”.

Materials needed: “Shakira” Powerpoint presentation and video, Shakira - Real Life Reader Biography, lyrics to a Shakira song

Note: Please make sure that the file titled “Shakira - Estoy Aqui.mpeg” is located in the same folder/directory where the “Shakira.ppt” is located.

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R

EPASO AND DISCUSSION ABOUT

E

SPAÑOL IN

M

IDDLE

S

CHOOL