elementary rotation
Students in Early Kindergarten (EK) through 5th grade participate in learning Spanish 30 minutes per week. Students have the opportunity to learn the fundamentals of Spanish pronunciation and meaning through comprehensible input learning and teaching strategies.
Each time we have class we follow a similar lesson plan that helps students to engage and have fun simultaneously.
Below is a general outline of what our lesson plan looks like each time we meet.
Elementary Rotation General Lesson Plan:
Each time we have class we follow a similar lesson plan that helps students to engage and have fun simultaneously.
Below is a general outline of what our lesson plan looks like each time we meet.
Elementary Rotation General Lesson Plan:
- Spanish Greeting: ¡Hola Estudiantes! / ¡Hola Maestra!
- Call Back with Muscle Memory Movements
- Review Old Content / Vocabulary (TPR)
- Learn New Content / Vocabulary (TPR)
- Apply Content with an Activity, Game or Song
- Culture Point: Study One Country at a Time w/ Videos
- Spanish Goodbyes: ¡Adios Estudiantes! / ¡Adios Maestra!
Quarter 1
Week 1
Students learned the attention getter call back in Spanish and were introduced to the country of Mexico.
The call out reminder to students is to remind them why we are here together and what are objectives are. The teacher first asks, "Why are we here?" and the students respond with, "Here?". Then, through the rest of the call back it is established that we are here together to listen, to learn, to be a team and to have fun!
Below is the call back that is used to establish getting the students attention and focus to the objective of learning Spanish.
Maestra: ¿Por qué estamos aquí?
Estudiantes: ¿Aquí?
Maestra ¿Para escuchar?
Estudiantes: ¡Escuchar, Sí!
Maestra: ¿Para aprender?
Estudiantes: ¡Aprender, Sí!
Maestra: ¿Para ser un equipo?
Estudiantes: ¡Ser un equipo, Sí!
Maestra: ¿Para divertirnos?
Estudiantes: ¡Divertirnos, Sí!
Vocabulary focus:
Students all watched the following video and learned some top facts about Mexico.
Students learned the attention getter call back in Spanish and were introduced to the country of Mexico.
The call out reminder to students is to remind them why we are here together and what are objectives are. The teacher first asks, "Why are we here?" and the students respond with, "Here?". Then, through the rest of the call back it is established that we are here together to listen, to learn, to be a team and to have fun!
Below is the call back that is used to establish getting the students attention and focus to the objective of learning Spanish.
Maestra: ¿Por qué estamos aquí?
Estudiantes: ¿Aquí?
Maestra ¿Para escuchar?
Estudiantes: ¡Escuchar, Sí!
Maestra: ¿Para aprender?
Estudiantes: ¡Aprender, Sí!
Maestra: ¿Para ser un equipo?
Estudiantes: ¡Ser un equipo, Sí!
Maestra: ¿Para divertirnos?
Estudiantes: ¡Divertirnos, Sí!
Vocabulary focus:
- aquí - here
- escuchar - to hear
- aprender - to learn
- un equipo - a team
- divertirnos - we enjoy ourselves / we have fun
Students all watched the following video and learned some top facts about Mexico.
Week 2
Students learned how to ask and answer the question, "What's your name?" in Spanish. Students practiced asking and answering this question with each other, with the teacher, and also practiced it with a song, as seen below. We also talked about how the cacao tree is known to have come from somewhere in or near Mexico, and we watched a video about making Mexican chocolate, also seen below.
Vocabulary:
¿Cómo te llamas?
What's your name?
(What do you call yourself?)
Me llamo ...
My name is ...
(I call myself ... )
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Weeks 3 & 4
Students practiced their self introductions again, did team building activities, and learned more about Mexico's culture. We talked about Mexican birthday traditions and the cultural importance of dance in Mexico. We also watched a couple videos about birthdays and dance, which can be viewed below.
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Week 5 Students again quickly practiced self introductions, proving confidence with the skill. Next, students began to learn some classroom commands and learned various actions to demonstrate their understanding with TPR (Total Physical Response). Students also practiced commands with "Basho and Friends" in the video below. Finally, the country of Puerto Rico was introduced. Students looked at Google Maps, talked about the similarities and differences between the P.R. flag and the US flag, and they took a look at the land from above with a 4K foot drone video. |
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Weeks 6 & 7
In these weeks, students solidified their understanding of 16 classroom commands and played Simon Says using the actions for these commands to demonstrate their knowledge.
Class Commands Vocabulary List:
siéntate (siéntense) - sit down
levántate (levántense) - stand up
habla (no hablen) - talk
escucha (escuchen) - listen
mira (miren) - look
toca (toquen) - touch
levanta la mano (levanten la mano) - raise your hand
empuja la silla (empujen las sillas) - push in your chair
saca un lápiz (saquen) - take out a pencil
diga (digan) - say
escribe (escriban) - write
formen un círculo - form a circle
formen una fila - form a line
silencio - silence
denme una T - give me a T (For: Time out)
detente (detense) - stop
Students also learned about what it means to be a "Boriqua" or what it really means to be Puerto Rican. They watched a video about it, and they also learned a native Puerto Rican song called "Pon Pon", that is commonly taught to infants and young children as one of their first songs in Puerto Rico. Most classrooms had the chance to watch the two videos below. One video is about being a "Boriqua" and the other is a Boriqua Mamá sitting with her children while teaching the "Pon Pon" song.
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Week 8
During week 8, students successfully completed their first story listening and/or story reading. Students in 4th and 5th grade proved their reading skills by completing a reading in Spanish and successfully answering a reading comprehension in English about the story. The story focused on the characters Rosie and Andy, from the ¿Cómo te llamas? - What's your name? song video. The story also used familiar language such as classroom commands, and it introduced a couple new words like:
boy - chico
girl - chica
s/he has - tiene ...
s/he says to him/her - le dice
Students in EK through 3rd grade showed their understanding of the Spanish story without writing. They listened to the story while a powerpoint of it was projected, and they answered comprehension questions aloud as a group, to verify their understanding of the Spanish story.
If there was time, students got another look at Puerto Rico through an "Exploring Puerto Rico" travel video and potentially got a look at some of foods that are popular in the country.
Weeks 9 &10
In week 9, the 3rd through 5th grade students demonstrated their ability to translate the familiar story from last week, using the choral translation technique. First they listened to their teacher read one sentence in Spanish, while pointing at the words on a powerpoint. Next the students chorally translated in unison that same sentence into English. This method was done for each sentence of the story. Students worked both individually and together to prove their comprehension of the story unto completion. Finally, students gave themselves a rating of 1-10, showing on their fingers of how much of the story they understood on their own. Most students said they understood 70% to 100% of the story.
Students in EK through 2nd grade practiced showing their proficiency of understanding by demonstrating classroom commands, and then moved onto learning both numbers 1-10 and the days of the week in Spanish. Some classes even reviewed counting by 10's, 10 through 100. Students practiced saying the numbers first. Then they sang numbers 1-10 both forwards and backwards with a learning video. They also practiced singing the Spanish days of the week with their teacher, and they practiced with a Jack Hartmann video.
Finally, students were introduced to the country of Costa Rica on Google maps, and learned that "costa" means "coast" and "rica" means "rich". They were presented with information about the rich wildlife and coast in Costa Rica, and they viewed a video about what it means to live a "Pura Vida", or a "Pure Life" in Costa Rica.
In week 10, students reviewed numbers 1-10 in Spanish and the days of the week. Then they learned the colors in Spanish. Below are some of the videos we resourced in order to practice these concepts.
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