Curriculum Map/Unit Lesson Plan

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Curriculum Map/Unit Lesson Plan

TEACHER: Olga Unangst

COURSE: Spanish - Kindergarten

YEAR: 2015-16

Essential Questions: Content: Learning Targets/Skills Assessment Activities/

Resources Standards And SLE’s Where is Spanish spoken?

How many Spanish- speaking countries are there?

Which four U.S. states are the closest to Mexico?

How do I say the days of the week and the months? How do I pray in Spanish? Cultural Appreciation Spanish Language and culture Spanish Names Sign of the Cross and Prayer Song: Jesus Loves The Little Children with sign language

Students will be able to: Identify on a map Mexico and explain how it is connected to the U.S.

Identify themselves and each other by the Spanish names given.

Oral Aspects: ¿Cómo te llamas? Me llamo_______. ¿Cómo se llama el/ella? El/Ella se llama_________. Identify the days of the week and the months.

Students will be able to make the sign of the cross and recite a prayer. They will sing, Jesus Loves The Little Children in English, Spanish and in sign language.

Oral Aspects: Sigh of the cross: En el nombre del padre, del hijo, y del espíritu santo, Amén – Prayer: Con dios me acuesto, con dios me levanto, con la gracia de dios y del espíritu santo. Comprehension by answering specific questions Participation demonstration and application of oral expressions comprehension Maps of Mexico Map of the U.S. Map of the Rio Grande Pointing to the locations on maps

Students will play games with Spanish names. Students will sing a song

translating the days of the week.

Students will recite and sign, the song, the sign of the cross, and the prayer, at the beginning of each class. 4FL-R1 5F-R1 SLE’s- 5a P.2.4 5F-R1 SLE’s – 1a, 1b P.1.1

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Essential Questions: Content: Learning Targets/Skills Assessment Activities/ Resources

Standards And SLE’s

What are physical activities called?

What is Independence Day?

When is Independence Day in the United States? When and why is it

Independence Day in Mexico? Simple commands Cultural Appreciation: Mexican Independence Day: 16 de septiembre

Students will be able to:

Identify, pronounce and apply in demonstration sixteen physical activity commands.

The following verbs will be presented in command form and

in 3rd person singular, den

vueltas, escóndanse, canten, corran, caminen, suban, bajen, bailen, abrasen, levanten, tomen, señalen, sonreír, pongan: ie salten mala cara, alto (parar) Identify Mexican Independence Day demonstrating correct TPR actions Oral expressions Model through TPR method actions Play/Sing Spanish Action Games Student demonstrations Smart board work sheets and coloring pages Play/games: Simon Says Charades Bingo SLE’s – 2a 4FL-R2 5F-R1

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What do I call the

different body parts of my body?

How do we know which word to use for the?

What is the difference between Halloween and The day of the Dead?

Body Parts

Grammar:

Genders with the articles el/la

Cultural

Appreciation:

Día de los Muertos

Identify, pronounce and apply through demonstrations the following body parts with the

verbs - tóquense y enséñenme -

el pelo, la cabeza, la oreja, el ojo, la boca, la nariz, el brazo, el pie, la pierna, el estómago, el

hombro, la mano, el dedo, los dientes, la lengua.

The articles el / la will be presented with each body part. Identify and participate in the celebration of The Day of the Dead - Día de los Muertos

comprehension demonstrations

Compare and contrast through oral

expressions Halloween and The Day of the Dead Model TPR actions Sing/Play Action games: Head and Shoulders Knees and Toes Hokey Pokey Simon Says Bingo Drawing pictures Smart Board Construction of Skeleton or other Figurines Participate in Day of the Dead Altar by bringing pictures and eating the traditional bread Pan de Muerto P.2.5 SLE’s – 3a, 3c 5F-R1 4FL-R2 SLE -4b

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Essential Questions: Content: Learning Targets/Skills Assessment Activities/ Resources Standards And SLE’s How do I identify my family in Spanish. Family members Cultural Appreciation: Our Lady of Guadalupe Las Posadas The Mexican flower “La Flor de Noche Buena”

The Holy Family

Identify, pronounce and apply The following family members: el papá, la mamá, el hermano, la hermana, el bebé, el abuelo, la abuela, la mascota

In conversation students will ask and answer the following

questions: ¿Cómo se llama tu ____? Mi ______se llama___. Identify the celebration of Our Lady of Guadalupe and Las Posadas, the Poinsettia through story books and video.

Sing Christmas Songs which identify the Holy Family. Comprehension demonstration Oral expressions TPR action demonstrations Games: Charades Bingo Memory game drawing and coloring Materials used: Visual aids Smart Board White boards Video or book of a family Books P.2.5 SLEs- 1a, 3b 4FL-R2 5F-R1 SLEs- 3b

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How do I count in Spanish?

What do I call the

numbers that I say when I don’t count?

How do I say how old I am?

Numbers 0 – 10

count, identify, pronounce and apply the following numbers: cero, uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez, once, doce, trece, catorce, quince, dieciséis, diecisiete, dieciocho, diecinueve, veinte.

Conversation: ¿Qué número es? Es número_________.

¿Cuántos años tienes? Tengo______años. Comprehension demonstrations Oral expressions visual aids Identify correct number/s sing/play songs Smart board Games: Pictionary Bingo Counting Coloring P.2.3 SLE’s – 2a, 3a

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How do I identify the colors in Spanish? What colors do you like?

What is the difference between the ways that we celebrate Easter and the ways that they celebrate Easter in Spain? Colors Grammar: Noun/Adjective agreement Cultural Appreciation: Easter Lenten Prayer

Identify, and recite the following colors: rojo, amarillo, azul, verde, morado, blanco, café, rosado, negro, gris, anaranjado, marrón. Noun/Adjective agreements will be introduced.

Conversational Aspects: ¿De

qué color es? Es color_______.

¿Te gusta el color__________? Si/no, me gusta el color____.

Comprehension Oral expressions Visualize as they color pictures in Spanish Game/Songs: Bingo

Play hide the colored egg game

Memorize and recite the Lenten prayer: Oración de Cuaresma P.2.1 SLE’s 2a, 3a 4FL-R2 5F-R1 SLE – 1a

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How do I identify the classroom and the things in the class?

How are schools in Mexico and in Spain different form schools in the United States? How are they the same?

Classroom objects

Grammar:

Genders with articles el/la will be introduced

Cultural Appreciation:

Schools in Mexico/Spain

Identify, pronounce and apply in demonstration the following classroom and classroom

objects: el cuarto, la alfombra, la puerta, la ventana, la silla, la mesa, la pizarra, el tablón blanco, los colores, el lápiz, el libro, la campana, las tijeras, el borrador, el papel, la pelota, la caja, el dulce.

Identify schools in Mexico/Spain and compare the difference between schools in the U.S.

Comprehension

Discussions Demonstrate

through TPR actions for each vocabulary word. Games mystery box Smart Board Bingo and Pictionary Schools in Mexico Video P.2.5 SLEs – 3b 5a 4FL-R2 5FL-R1

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How do I identify what I see at the rodeo?

What do Mexican American people remember when we celebrate Cinco de Mayo?

What are animals called?

Rodeo people, animals Western items Cultural Appreciation: Cinco de Mayo Farm Animals

identify, pronounce, read and apply the following vocabulary for the Rodeo:

el vaquero, la vaquera, el toro, el caballo, las botas, la vaca, el sombrero, la guitarra, las espuelas, las chaparreras el lazo, la silla de montar, el rancho, el pañuelo/la bandana

Identify the celebration of Cinco de Mayo

Identify the following farm animals: el gallo, la gallina, el caballo, la vaca, el cerdo, el pato, el pavo, la cabra, el borrego, el gato, el perro, The Farm- La Granja

TPR demonstrations Comprehension performance TPR demonstrations Pronunciation TPR actions Smart board tools Document camera work sheets Games: Charades, Memory and Pictionary Role play as students sing and demonstrate a story.

Make, eat and enjoy Salsa 3FL-R3 SLEs- 3a, b, c 4FL-R2 5F-R1 SLEs -3b