kindergarten spanish - dallas independent school … spanish distance learning program ... and the...

2

Kindergarten Spanish Distance Learning Program Contents

Page Numbers

¡Bienvenidos, Nuevos Amigos! 3 Teaching a World Language in Kindergarten 4 The Goals of Nuevos Amigos 5 The Objectives of Nuevos Amigos 6 Program Design/ What is Distance Learning?/

Video Viewing Strategies 7 Letter to Parents 8 Certificate of Completion for Students 9 How to Implement Nuevos Amigos in the Classroom 10 Spanish Word Wall/Spanish Journal 11 Heritage Speakers/Spanish Fiesta 12 Instructions for Assessments 13 Student Progress Chart 14 Student Vocabulary Chart 15 Script for Administering Assessment Unit 1 16 Unit 1 Assessment 17 Script for Administering Assessment Unit 2 18 Unit 2 Assessment 19 Unit 1 Vocabulary 20-24 Unit 2 Vocabulary 24-26 Spanish Pronunciation Guide 27-35 Overview of Program: Lessons 1-14 36-39

3

¡BIENVENIDOS, NUEVOS AMIGOS! Due to the great interest and motivation in introducing the Spanish language at the kindergarten level, we have designed a developmentally age appropriate program to meet your needs. The NUEVOS AMIGOS distance learning program incorporates games, songs, puppets and culture lessons for second language learners. About the Authors: Four elementary teachers with varied backgrounds and proficiency in Spanish have collaborated in writing the curriculum for NUEVOS AMIGOS. Let’s meet them! Mrs. Rebecca García-Arango Elementary Spanish as a Second Language Teacher Dallas Independent School District Ms. Chandra Cooper Kindergarten English as a Second Language Teacher Dallas Independent School District Mrs. Irma Minjares Elementary Spanish as a Second Language Teacher Garland Independent School District Mrs. Maricela Rassmussen Kindergarten Bilingual Teacher Dallas Independent School District

4

Teaching a World Language in Kindergarten

Communication: Communication skills are the primary focus of language. Studies have shown that the window of opportunity for learning a second language must take place before the age of ten. (Jacqueline Thomas, Professor of Languages at Texas A&M, 1996) Cultures: Students learn about and experience other cultures as an integral part of studying languages other than English. Children who have studied a world language develop a sense of cultural pluralism (openness to and appreciation of other cultures). (Lipton, page 36) Because language acquisition is an important element in the learning development of the kindergarten student, culture plays a vital role. Through art, music, dance, drama, poetry and literature, second language acquisition can be easily developed. (LOTE, page 46) Comparisons: A natural result of learning another language is the comparison of the language being learned with the native language. Children who have studied a world language show greater cognitive development in such areas as mental flexibility, creativity, divergent thinking and higher order thinking skills. (Lipton, page 36) Connections: Knowledge of other languages and cultures provides the tools and context for connecting with other subject areas including the arts, health, social studies, sciences, mathematics and English. Because linguistic development takes place simultaneously in the early elementary grades, connections to the learning of basic concepts are readily acquired. (LOTE, page 52) It has also been shown that children who have studied a world language in the elementary school achieve expected gains and even higher scores on standardized tests in reading, language arts and mathematics. (Lipton, page 36) Communities: Learning languages other than English increases opportunities for participation in communities in Texas, in other states and around the world. Students use languages to enhance their personal and public lives and to meet the career demands of the 21st century. (LOTE, page 66) *(A Texas Framework for Languages Other Than English, Texas Education Agency, 1997) and (Gladys C. Lipton, Elementary Foreign Language Programs Fles* An Administrators Handbook. Illinois: NTC, 1992)

5

The Goals of NUEVOS AMIGOS

By the end of the school year, the children will be able to – Communication • Develop listening and speaking skills to become

proficient in a second language. • Understand basic vocabulary and Spanish expressions that are necessary for everyday communication.

• Respond to simple questions and commands. Students sing songs and play games in Spanish to practice the language.

Cultures • Explore the cultural diversity and similarity within the Spanish-speaking countries and the United States. Students compare how Independence Day is celebrated in the United States and Mexico.

Connections • Use the language to provide the tools and context for connecting with other subject areas including arts, health, social studies, sciences, mathematics and English. The science connection is made when the students learn the names of the forest animals in Spanish.

Comparisons • Demonstrate an understanding of the influence of one language and culture on another. Students compare how they greet each other in English to the way they greet each other in Spanish.

Communities • Use the language both within and beyond the school setting through activities such as participating in cultural events.

The distance learning teacher visits the classrooms to provide student exposure to a native language speaker.

6

The Objectives of NUEVOS AMIGOS

By the end of Unit 1, the students will be able to understand: * greetings * colors * numbers * clothes * body parts * vegetables * fruits The students will be able to demonstrate the following verbs: * bailar - to dance * cantar - to sing * saludar - to greet someone * pintar - to paint * contar - to count * vestir - to dress * comer - to eat By the end of Unit 2, the students will be able to understand: * animals * days of the week * months * seasons * manners The students will be able to demonstrate the following verbs: * correr - to run * caminar - to walk * aplaudir - to clap * indicar - to point * abrazar - to hug

7

Program Design

The program is divided into two units based on the stories “The Princess and the Pea” in Unit 1 and “The Tortoise and the Hare” in Unit 2. Each unit consists of a review and an assessment. There is also a theme to every lesson with a new verb being introduced while recycling the previous verb. Every lesson has two sets of vocabulary words that can be adapted to different skill levels: basic vocabulary and enrichment vocabulary. Each vocabulary list has its own activity which reinforces the lesson. The basic vocabulary is supported by Activity One, and the enrichment vocabulary is reinforced by Activity Two.

What is Distance Learning?

• Distance - teacher and student are separated by distance. • Learning - knowledge is gained through the use of technology. • Technology bridges the distance - carries the message.

Video Viewing Strategies

In order for this program to be successful, the following procedures are suggested: * Teachers are responsible for previewing and playing the lessons. * Each lesson is to be viewed two times per week. * It is suggested that one teacher/facilitator from each school be designated as the coordinator of the program. * Set a time for “Spanish only” and reflect it in your daily schedule. * Encourage students to share the Spanish vocabulary with parents. * Bring in songs, books and community resources. * Repetition of vocabulary learned is to be used. * Having fun and a good attitude makes a difference in the learning performance of the students. * Administer the assessments.

8

Kindergarten Spanish

Distance Learning Program

Dear Parents: ¡Hola! (Hello!) Your child will be learning this and other Spanish expressions in special video lessons based on two children’s stories. Your child’s school is one of the schools participating in the NUEVOS AMIGOS distance learning program. This program was designed especially for kindergarten students. Your child will delight in sharing his or her knowledge with you. Studies have shown that the earlier a second language is introduced the more successful the acquisition. Please encourage your child to teach you the new songs or games which he/she has learned. I look forward to having your child participate in NUEVOS AMIGOS this year. Sincerely, Rebecca García-Arango Spanish Distance Learning Teacher

10

Before starting the program: Before viewing the program:

(1) Spanish Word Wall (2) Spanish Journal

(1) Preview the video. (2) Read the story to the class. (3) Write or glue vocabulary onto the Spanish Word Wall.

View the video: After viewing the video:

(1) Show the video to the class at the beginning of week. (2) Students repeat the vocabulary. (3) Students sing songs.

(1) Practice singing songs together. (2) Learning Centers: Drama Center - Sing songs and have students find words on the Spanish Word Wall. Game Center - Play games.

View the video again: After viewing the video:

(1) Show the video again during the middle of week. (2) Students repeat the vocabulary. (3) Students sing songs.

(1) Practice singing songs. (2) Learning Centers: Writing Center - Have the students write in Spanish Journal. Reading Center - Have students read to a friend.

How to Implement NUEVOS AMIGOS

11

(1)Select a space to secure the Spanish Word Wall. (2) Leave enough space between letters to glue the vocabulary cards. (3) Use the uppercase letters. Spanish Word Wall

Spanish Journal

(1) Students may use a notebook, spiral, folder or stapled paper. (2) The notebook cover should have name of student and title: “My Spanish Journal.”

Name:

My Spanish Journal

A B C CH D E F G H I J K L Ll M N Ñ O P Q R rr S T U V W X Y Z

Spanish Word Wall

(1) Select a space to secure the Spanish Word Wall. (2) Leave enough space between letters to glue the vocabulary cards. (3) Use the uppercase letters except for “rr.”

12

Heritage Speakers

Students whose native language is Spanish can definitely enhance the program by providing many assets such as: • Provide assistance in the pronunciation of Spanish words and share their

knowledge of other words that are used in their country of origin. Example: La pluma for a ballpoint pen in Mexico is also called el bolígrafo or el boli in Spain and in some of the Spanish-speaking countries.

• Also, if speakers of Spanish question the usage or pronunciation of a word or expression, tell them that they are fortunate to now know two ways of saying the same thing. Example: The color café for brown is also called marrón, and the color anaranjado for orange is also known as naranja.

Heritage Speakers of languages other than Spanish can also offer enriching opportunities to talk about their native language, cultural customs and traditions.

Spanish Fiesta

Take this opportunity to prepare a performance for family and friends. What a better way to exhibit what the students have learned than to have them perform the songs! Students may perform on the school stage and later have refreshments in their classroom to show off their class work.

Here’s an example of an invitation: ¡Bienvenidos a la fiesta de (Name of Class)! Come and join our fiesta! Watch us sing our songs in Spanish! Fecha(Date):

13

Instructions for Assessments for Unit 1 and 2

As students acquire a second language, assessment and evaluation serve as an important tool in maintaining students’ enthusiasm for language learning. Oral Language Assessment – The goal of the Spanish program is to develop oral language communications skills in a second language. Therefore, the different manners to test the various levels of language learning can incorporate the informal and formal types of assessments. Types of Assessment: Informal and Formal Assessments Informal Assessments – These exams can be spontaneous and may be administered without reflecting a score result. It may be as simple as taking note as to how two students are using the newly acquired Spanish vocabulary or looking at the drawings and writings in a student’s Spanish Journal. Formal Language Assessments – It is necessary to give formal assessments, but they are not to be given as to create anxiety in the students. Create an atmosphere in which the students see formal testing as something between you and them. Use this assessment as a tool for helping the learner. Formal Assessments – Use the Unit I and Unit 2 Assessments to measure the basic vocabulary after viewing the lessons within each unit. Assessment Strategies: * Group Assessment – Observe and monitor activity while the group is performing a song, poem or game. * Portfolio Assessment - Create portfolios of written work and projects, and you may even take pictures of the Group Assessment. Observe and monitor activity while the group is performing a song, poem or game. * Peer Assessment – Many of the activities are designed for pair and group work. By playing games together and singing songs, students can practice the language with each other. Use the Rubric for Holistic Assessment and Vocabulary Chart to record students’ responses.

14

Student Progress Chart

Check the appropriate box under each relevant item. There is space available for comments and an example of comments is given. Student’s Name ________________________ Date: ____________ NEVER SOMETIMES ALWAYS NOT APPLICABLE 1. Listens but does not respond orally. ο ο ο ο

Comment: ______________________________________ 2. Listens and repeats. ο ο ο ο

Comment: ______________________________________ 3. Sings along with videotape. ο ο ο ο

Comment: ______________________________________ 4. Sings along with the class. ο ο ο ο

Comment: ______________________________________ 5. Responds to commands appropriately. ο ο ο ο

Comment: ______________________________________ 6. Answers non-personal questions. ο ο ο ο

Comment: ______________________________________ 7. Answers personal questions. ο ο ο ο

Comment: ______________________________________ 8. Participates in classroom activities. ο ο ο ο

Comment: ______________________________________ 9. Is willing or volunteers to speak Spanish. ο ο ο ο

Comment: ______________________________________ 10. Writes and draws in Spanish journal. ο ο ο ο

Comment: ______________________________________ Comments: Repeats (more) easily. Pronunciation seems to be (more) accurate. Is able to sing (some/more/all of) the song(s).

Nuevos Amigos Student Vocabulary ChartName of Student: Name of School: Date: Teacher Name: Pre-Test: Post-Test:

Oral Assessment - #1 Greetings: Colors: Numbers:Unit 1

(Basic Vocabulary) hola (hello) - azul (blue) - uno (one) - Adiós. (Goodbye.) - verde (green) - dos (two) -

Please show level of Buenos días.(Good morning.) - rojo (red) - tres (three) - knowledge using the Buenas tardes.(Good afternoon.)- anaranjado (orange) - cuatro (four) - following words: Buenas noches.(Good evening.) - morado (purple) - cinco (five) -

Hasta luego. (See you later.) - amarillo (yellow) - seis (six) - Complete knowledge of siete (seven) - vocabulary - Sí (color code: purple) ocho (eight) -

nueve (nine) - No knowledge of vocabulary - diez (ten) - No (color code: orange)

Clothes: Fruits: Verbs:bailar (to dance) -

zapatos (shoes) - manzana (apple) - cantar (to sing) - vestido (dress) - naranja (orange) - saludar (to greet someone)pantalones (pants) - uvas (grapes) - pintar (to paint) - camisa (shirt) - plátano (banana) - contar (to sing) - piyama (pajamas) - limón (lemon) - vestir (to dress) -

Date: comer - to eatOral Assessment - #2 Animals: Days of Week: Months:

Unit 2 enero (January) -(Basic Vocabulary) zorro (fox) - lunes (Monday) - febrero (February) -

liebre (hare) - martes (Tuesday) - marzo (March) - Please show level of tortuga (turtle) - miércoles (Wednesday) - abril (April) - knowledge using the ganso (goose) - jueves (Thursday) - mayo (May) - following words: viernes (Friday) - junio (June) -

sábado (Saturday) - julio (July) - Complete knowledge of vocabulary domingo (Sunday) - agosto (August) - Knowledge - Sí (color code: purple) Seasons: Manners: septiembre (September) -

octubre (October) - No knowledge of vocabulary - el otoño (fall)- por favor (please) - noviembre (November) - No (color code: orange) el invierno(winter)- gracias (thank you) - diciembre (December) -

la primavera (spring) - por/de nada (your welcome) - Verbs:el verano (summer)- con permiso (excuse me) - caminar (to walk) -

pase usted (come in or gives correr (to run) - permission to cut in line) - aplaudir (to applaud) -

indicar (to indicate) - abrazar (to hug) -

16

Script for Administering Unit 1 Assessment

Unit 1 Assessment covers lessons 1-7: Materials to gather: • Unit 1 Assessment • One pencil or crayon per child • Crayons in red, green, blue, orange, brown, black and yellow for each child. Question #1: Greetings Teacher: ¡Hola, amigos! It’s time to find out what you have learned in Spanish. Put your pencil on number one and take a look at three pictures. You are seeing three pictures that show Buenos días (Good morning), Buenas tardes (Good afternoon) and Buenas noches (Good evening). Listen to the greeting that I will say and circle the greeting you hear. Listen first, then circle, then check your answer. Buenas tardes. Buenas tardes. Buenas tardes. Question #2: Colors Teacher: Let’s continue and now place your pencil on number 2. We will be using the crayons to color the three objects. Color the heart red, the orange orange and the banana yellow. When you have finished coloring all three pictures, place your crayons down. Now, listen to the color I will say and let’s circle the object. amarillo amarillo amarillo Question #3: Numbers Teacher: Place your pencil on number 3. We will be counting the number of balloons that a clown is holding or juggling. I will call out a number in Spanish. You are to find that number by counting the balls and balloons. Listen carefully and circle the number. cinco cinco cinco Question #4: Clothes Teacher: Place your pencil on number 4. You are looking at pictures of clothes. Do you remember studying the names for clothes in Spanish? I will call out a name. You are to circle the name I call out. vestido vestido vestido Question #5: Fruits Teacher: Place your pencil on number 5. There are three pictures of fruits. You are to circle the fruit that I call out in Spanish. Listen carefully. uvas uvas uvas

1

2

4

3

5

Nuevos Amigos Unit 1 Assessment

rojo anaranjado amarillo

Buenos días. Buenas tardes. Buenas noches.

zapatos camisa vestido

6 5 2

manzana limón uvas

18

Script for Administering Unit 2 Assessment

Unit 2 Assessment covers lessons 8-14. Materials to gather: • Unit 2 Assessment • One pencil or crayon per child Question #1: Animals Teacher: ¡Hola, amigos! It’s time again to find out what you have learned in Spanish. Put your pencil on number one and take a look at three pictures. You are seeing three pictures of animals. I will say the name of the animal in Spanish. You are to draw a circle around the animal that I call out in Spanish. Remember, listen carefully. tortuga tortuga tortuga Question #2: Months of the Year Teacher: Let’s continue and now place your pencil on number 2. We will be looking at pictures that remind us of the months of the year. When I say the name of the month in Spanish, you are to circle that month. Listen and think before answering. octubre octubre octubre Question #3: Seasons Teacher: Place your pencil on number 3. I am going to call out a season of the year. The pictures that you are looking at remind us of the time of the year. Listen carefully and circle the season. el otoño el otoño el otoño Question #4: More animals Teacher: Place your pencil on number 4. You are looking at pictures of three animals. Look for the picture of the animal that I call out. oso oso oso Question #5: Vegetables Teacher: Place your pencil on number 5. There are three pictures of vegetables. You are to circle the vegetable that I call out in Spanish. Listen carefully. papas papas papas

1

búho tortuga zorro

diciembre octubre febrero

otoño invierno verano

liebre oso rana

papas tomates guisantes

2

4

3

5

Nuevos Amigos Unit 2 Assessment

20

Kindergarten Spanish Vocabulary

Unit 1: “The Princess and the Pea”

Lesson 1: Introduction to Spanish Objective: Students will become exposed to a second language by listening, reading, writing and speaking using a fun and informal interative approach. Verbs: 1. bailar – to dance 2. cantar – to sing Basic Vocabulary: 3. hola – hello 4. nuevos – new 5. amigos – friends 6. Adiós. – Goodbye. Enrichment Vocabulary: 1. amigo/amiga – friend 2. tengo – I have Cultural Lesson: Students practice saying hola to friends and family.

Lesson 2: Greetings

Objective: Students will be able to greet each other in Spanish. Verbs: 1. cantar – to sing 2. saludar – to greet someone Basic Vocabulary: 1. Buenos días. – Good morning. 2. Buenas tardes. – Good afternoon. 3. Buenas noches. – Good evening. 4. Hasta luego. – See you later. Enrichment Vocabulary: 1. ¿Cómo estás tú? – How are you? (informal) 2. ¿Cómo está usted? – How are you? (formal) Cultural Lesson: Use tú to greet friends and usted to greet adults.

Lesson 3: Colors Objective: - Students will identify and name eight colors in Spanish. Verbs: 1. saludar – to greet someone 2. pintar – to paint

21

Basic Vocabulary: 1. azul – blue 2. verde – green 3. rojo – red 4. anaranjado – orange 5. morado – purple 6. amarillo – yellow Enrichment Vocabulary: 1. gris – gray 2. blanco – white 3. rosado – pink 4. café – brown 5. negro – black Cultural Lesson: Talk about why the native people from Peru, Mexico and Central America use bright colors.

Lesson 4: Numbers Objective: Students will identify, name and count numbers one through ten in Spanish. Verbs: 1. pintar – to paint 2. contar – to count Basic Vocabulary: 1. uno - one 2. dos - two 3. tres - three 4. cuatro - four 5. cinco - five 6. seis - six 7. siete - seven 8. ocho - eight 9. nueve - nine 10. diez - ten Enrichment Vocabulary: 1. princesa - princess 2. prueba - test 3. once - eleven 4. doce - twelve 5. trece - thirteen 6. catorce - fourteen 7. quince - fifteen 8. dieciséis - sixteen

22

9. diecisiete - seventeen 10. dieciocho - eighteen 11. diecinueve - nineteen 12. veinte – twenty Culture Lesson: Talk about how the Mayans counted using a dot to represent one and a bar to represent five.

Lesson 5: Clothes and Body Parts Objective: Students will be able to name and recognize clothing items and body parts in Spanish. Verbs: 1. contar – to count 2. vestir – to dress Basic Vocabulary: 1. zapatos – shoes 2. vestido – dress 3. pantalones – pants 4. camisa – shirt 5. piyama – pajamas Enrichment Vocabulary: 1. la espalda – back 2. la cabeza – head 3. los brazos – arms 4. las piernas – legs 5. los pies – feet Cultural Lesson: Talk about the different clothes that are worn by vaqueros or cowboys.

Lesson 6: Fruits and Vegetables

Objective: Students will be able to name some fruits and vegetables in Spanish. Verbs: 1. vestir – to dress 2. comer – to eat Basic Vocabulary: 1. manzana – apple 2. naranja – orange 3. uva – grape 4. plátano – banana 5. limón – lemon Enrichment Vocabulary: 1. papa – potato

23

2. tomate – tomato 3. me gusta – I like (singular noun or direct object). 4. me gustan – I like (plural noun or direct object). Cultural Lesson: Take a visit to a local grocery store and/or bring tropical fruit for “show and tell” such as a mango, a jícama, a guava and/or a papaya.

Lesson 7: Puppet Play of “The Princess and the Pea” Objective: Students will view the video of the puppet play in Spanish of “La princesa y el guisante.” Culture Lesson: Talk about siestas or naps that the students take daily and compare to the siestas that the students take daily in Spanish-speaking countries. Unit 2: “The Tortoise and the Hare”

Lesson 8: Review and Assessment Objective: Students will be able to demonstrate knowledge and understanding of targeted vocabulary.

Lesson 9: Animals Objective: Students will be able to name animals in Spanish. Verbs: 1. correr – to run 2. caminar – to walk Basic Vocabulary: 1. zorro – fox 2. liebre – hare 3. tortuga – turtle 4. ganso – goose Enrichment Vocabulary: 1. ratón – mouse 2. león – lion 3. rana – frog 4. oso – bear Culture Lesson: Talk about how there is more than one way of doing things. Everyone walks and runs differently. Relate to the story of “The Tortoise and the Hare.”

Lesson 10: Days of the Week Objective: Students will say the days of the week in Spanish. Verbs: 1. caminar –to walk 2. aplaudir – to applaud

24

Basic Vocabulary: 1. lunes - Monday 2. martes - Tuesday 3. miércoles - Wednesday 4. jueves - Thursday 5. viernes - Friday 6. sábado - Saturday 7. domingo - Sunday Enrichment Vocabulary: 1. ¿Qué día es hoy? – What is today? 2. Hoy es _________. – Today is (day of week). 3. ¿Qué día fue ayer? – What day was it yesterday? 4. Ayer fue ________. – Yesterday was (day of the week). 5. ¿Qué día será mañana? – What day will tomorrow be? 6. Mañana será ________. – Tomorrow will be (day of the week). Culture Lesson: Talk about the different percussion instruments.

Lesson 11: Months of the Year Objective: Students will say the months of the year in Spanish. Verbs: 1. aplaudir – to applaud 2. correr – to run Basic Vocabulary: 1. enero - January 2. febrero - February 3. marzo - March 4. abril - April 5. mayo - May 6. junio - June 7. julio - July 8. agosto - August 9. septiembre - September 10. octubre - October 11. noviembre - November 12. diciembre - December Enrichment Vocabulary: 1. año – year 2. meses - months 3. cumpleaños - birthdays 4. ¿Cuál es la fecha de tu cumpleaños? – What’s the date of your birthday?

25

5. Mi cumpleaños es el (day) de (month). – My birthday is on (Month) (day). Culture Lesson: Talk about how the months of the year are not capitalized in Spanish.

Lesson 12: Seasons Objective: Students will describe and illustrate the four seasons when presented with picture clues. Verbs: 1. correr – to run 2. indicar – to indicate Basic Vocabulary: 1. el otoño - fall 2. el invierno - winter 3. la primavera – spring 4. el verano – summer Enrichment Vocabulary: 1. igual – same 2. diferente – different 3. las estaciones – the seasons Culture Lesson: Talk about how the seasons of the year are different in other parts of the world.

Lesson 13: Manners Objective: Students will express in Spanish responses associated with good manners. Verbs: 1. indicar – to indicate Basic Vocabulary: 1. gracias – thank you 2. por favor – please 3. por nada/de nada – you’re welcome 4. con permiso – excuse me 5. pase usted – come in (or) gives one permission to cut in line Enrichment Vocabulary: 1. abrazo – hug 2. beso – kiss Culture Lesson: Teach the concept of hugging used as a greeting that is given to adults and friends.

26

Lesson 14: “The Tortoise and the Hare” Objective: Students will view the video of the puppet play “The Tortoise and the Hare” in Spanish. Culture Lesson: Talk about the moral that is depicted in the fable of “The Tortoise and the Hare”: Hard work and perseverance bring rewards. Review: Recycle the vocabulary.

27

Spanish Pronunciation Guide

A abrazar [a-bra’sar] – to hug (Lesson 13)

abrazo [a-bra’so] – embrace, hug (Lesson 13)

abril [a-breel’] – April (Lesson 11)

Adiós. [a-dyos’] – Goodbye. (Lesson 1)

agosto [a-gos’to] – August (Lesson 11)

amarillo [a-ma-ree’yo] – yellow (Lesson 3)

amigo,a [a-mee’go] – friend (Lesson 1)

anaranjado [a-na-ran-ha’do] – orange (Lesson 3)

año [a’nyo] – year (Lesson 11)

aplaudir [a-plow-deer’] – to applaud (Lesson 10)

arco iris [ar’co ee’rees] – rainbow (Lesson 7)

azul [a-sool’] – blue (Lesson 3)

B bailar [bi-lar’] – to dance (Lesson 1) beso [be’so] – kiss (Lesson 13)

blanco [blan’co] – white (Lesson 3)

brazo [bra’so] – arm (Lesson 5)

Buenos días. [bwe’nos dee’as] – Good morning. (Lesson 2)

28

Buenas noches. [bwe’nas no’ches] – Good night. (Lesson 2)

Buenas tardes. [bwe’nas tar’des] – Good afternoon. (Lesson 2)

búho [boo’oh] – owl (Lesson 9)

C cabeza (la) [ca-be’sa] – head (Lesson 5)

café [ca-fe’] – brown (Lesson 3)

calcetines [cal-se-teen’es] – socks (Lesson 5)

caminar [ca’min-ar] – to walk (Lesson 9)

camisa [ca-mee’sa] – shirt (Lesson 5)

cantar [can-tar’] – to sing (Lesson 1)

carrera (la) [ca-rre’ra] – race (Lesson 14)

catorce [ca-tor’se] – fourteen (Lesson 4)

cinco [seen’co] – five (Lesson 4)

colchones [col-cho’nes] – mattresses (Lesson 7)

comer [co-mer’] – to eat (Lesson 6)

¿Cómo estás tú? [co’mo es-tas’ too] – (Informal) How are you? (Lesson 2)

¿Cómo está usted? [co’mo es-ta’ oos’ted] – (Formal) How are you? (Lesson 2)

conejo [co-ne’ho] – rabbit (Lesson 9)

con permiso [con’ per-mee’so] – excuse me (Lesson 13)

contar [con-tar’] – to count (Lesson 4)

29

correr [co-rehr’] – to run (Lesson 9)

cuatro [kooa’tro] – four (Lesson 4)

cumpleaños [koom-ple-a’nyos] – birthday (Lesson 11)

D de nada [de’ na’da] – you are welcome (Lesson 13)

despacio [des-pa’syo] – slow (Lesson 14)

diciembre [dee-syem’bre] – December (Lesson 11)

dieciséis [die-see-seh’eese] – sixteen (Lesson 4)

diecisiete [die-see’syeh-teh] – seventeen (Lesson 4)

diecinueve [die-see’nweh-beh] – nineteen (Lesson 4)

dieciocho [die-see’oh-cho] – eighteen (Lesson 4)

diez [diez] – ten (Lesson 4)

diferente [dee-fe-ren’te] – different (Lesson 12)

doce [do’seh] – twelve (Lesson 4)

domingo [do-min’go] – Sunday (Lesson 10)

dormir [dor-meer’] – to sleep (Lesson 7)

dos [dos] – two (Lesson 4)

E enero [e-ne’ro] – January (Lesson 11)

30

espalda (la) [es-pal’da] – back (Lesson 5)

estaciones (las) [es-ta-syon’es] – seasons (Lesson 12)

F febrero [fe-bre’ro] – February (Lesson 11)

G ganso [gan’so] – goose (Lesson 9)

gracias [gra’syas] – thank you (Lesson 13)

guisantes [gee-san’te] – peas (Lesson 6)

H hasta luego [as’ta lwe’go] – see you later (Lesson 2)

hola [o’la] – hello (Lesson 1)

I igual [ee-gwal’] – same (Lesson 12)

indicar [een-dee-car’] – to indicate (Lesson 12)

invierno (el) [een-byer’no] – winter (Lesson 12)

31

J jueves [hue’vez] – Thursday (Lesson 10)

julio [hu’lyo] – July (Lesson 11)

junio [hu’nyo] – June (Lesson 11)

L león [le-on’] – lion (Lesson 9)

liebre [lye’bre] – hare (Lesson 9)

limón [lee-mon’] – lemon (Lesson 6)

lunes [lu’nes] – Monday (Lesson 10)

M mamá [ma-ma’] – mother (Lesson 7)

mano (la) [ma’no] – hand (Lesson 5)

manzana [man-sa’na] – apple (Lesson 6)

marrón [ma-rron’] – brown (Lesson 3)

martes [mar’tes] – Tuesday (Lesson 10)

marzo [mar’so] – March (Lesson 11)

mayo [ma’yo] – May (Lesson 11)

meses [mes’es] – months (Lesson 11)

miércoles [myer’co-les] – Wednesday (Lesson 10)

32

mira [mee’rah] – look (Lesson 7)

morado [mo-ra’do] – purple (Lesson 3)

N naranja [na-ran’ha] – orange (Lesson 6)

negro [ne’gro] – black (Lesson 3)

noviembre [no-byem’bre] – November (Lesson 11)

nueve [nwe’beh] – nine (Lesson 4)

nuevo,a [nwe’bo] – new (Lesson 1)

O ocho [o’cho] – eight (Lesson 4)

octubre [oc-tu’bre] – October (Lesson 11)

once [on’se] – eleven (Lesson 4)

oso [o’so] – bear (Lesson 9)

otoño (el) [o-to’nyo] – fall (Lesson 12)

P pajaritos [pa-ha-ree’tos] – birds (Lesson 7)

pantalones [pan-ta-lo’nes] – pants (Lesson 5)

papá [pa-pa’] – father (Lesson 7)

33

papas [pa’pas] – potatoes (Lesson 6)

pase usted [pa’se oos’ted] – come in (Lesson 13)

pierna (la) [pyer’na] – leg (Lesson 5)

pies (los) [pyes] – feet (Lesson 5)

piyama [pee-ya’ma] – pajamas (Lesson 5)

pijama [pee-ha’ma] – pajamas (Lesson 5)

pintar [peen-tar’] – to paint (Lesson 3)

plátano [pla’ta-no] – banana (Lesson 6)

por favor [por fa-bor’] – please (Lesson 13)

primavera (la) [pree-ma-be’ra] – spring (Lesson 12)

princesa [preen-se’sa] – princess (Lesson 4)

pronto [pron’to] – fast (Lesson 14)

prueba [pru-e’ba] – test (Lesson 4)

Q quince [kin’ce] – fifteen (Lesson 4)

R rana [rra’na] – frog (Lesson 9)

rápido [rra’pee-do] – fast (Lesson 14)

ratón [rra-ton’] – mouse (Lesson 9)

34

rojo [rro’ho] – red (Lesson 3)

rosado [rro’sa-do] – pink (Lesson 3)

S sábado [sa’ba-do] – Saturday (Lesson 10)

saludar [sal-u-dar’] – to greet (Lesson 2)

seis [seh’eese] – six (Lesson 4)

septiembre [sep-tyem’bre] – September (Lesson 11)

siete [si-e’te] – seven (Lesson 4)

T tengo [ten’go] – I have (Lesson 1)

tomates [to-ma’tes] – tomatoes (Lesson 6)

tortuga [tor-tu’ga] – turtle (Lesson 9)

trece [tre’se] – thirteen (Lesson 4)

tres [tres] – three (Lesson 4)

tú [too] – you informal (Lesson 2)

U uno [oo’no] – one (Lesson 4)

usted [oos’ted] – you formal (Lesson 2)

35

uvas [u’bas] – grape (Lesson 6)

V veinte [beh-een’teh] – twenty (Lesson 4)

verano (el) [bah-rah’no] – summer (Lesson 12)

verde [behr’deh] – green (Lesson 3)

vestido [bes-tee’do] – dress (Lesson 5)

vestir [bes-teer’] – to dress (Lesson 5)

viernes [byer’nes] – Friday (Lesson 10)

Z zapato [sa-pa’to] – shoe (Lesson 5)

zorro [so’rro] – fox (Lesson 9)

36

Overview of Program Unit 1: “The Princess and the Pea” Unit 1 Pre-Assessment Nuevos Amigos Kindergarten Lessons Pages Lesson #1: Introduction to the Spanish Language 1-3 Scope and Sequence A Songs 4-7 Black Line Master Lesson #2: Greetings 8-11 Scope and Sequence B Songs 12-14 Black Line Master Lesson #3: Colors 15-17 Scope and Sequence C Songs and Games 18-19 Black Line Master Lesson #4: Numbers 20-22 Scope and Sequence D Songs and Games 23-24 Black Line Master Lesson #5: Clothes and Body Parts 25-27 Scope and Sequence E Songs 28 Black Line Master

37

Pages Lesson #6: Vegetables and Fruits 29-30

Scope and Sequence F Songs 31 Black Line Master

Lesson #7: “The Princess and the Pea” 32-33 Scope and Sequence G Songs 34 Puppet Play: “The Princess and the Pea” 1-8

Unit 2: “The Tortoise and the Hare” Nuevos Amigos Kindergarten Lessons Lesson 8: Review 35-36 Scope and Sequence H Songs and Games 37-38 Unit 1 Post-Assessment Unit 2 Pre-Assessment Lesson #9: Animals 39-41 Scope and Sequence I Songs and Games 42-43 Black Line Master Lesson #10: Days of the Week 44-46 Scope and Sequence J Songs 47-49 Black Line Master

38

Pages Lesson #11: Months of the Year 50-52

Scope and Sequence K Songs and Art Activity 53-54 Black Line Master Lesson #12: Seasons 55-56 Scope and Sequence L Songs and Poems 57 Black Line Master

Lesson #13: Manners 58-59

Scope and Sequence M Songs 60 Black Line Master

Lesson #14: “The Tortoise and the Hare” 61 Scope and Sequence N Songs 62-64 The Puppet Play: “The Tortoise and the Hare” 1-6 Review Unit 2 Post-Assessment Supplementary Activities 1. Parrot Coloring Page - Lesson 3 2. Castle Pages - Lesson 3 3. Numbers in Spanish from #1-10 and #1-20 - Lesson 4 4. Mayan Counting Book - Lesson 4 5. Paper doll of the Princess - Lesson 5

6. Paper dolls from Mexico - Lesson 5 7. Fruits – Lesson 6

8. Celebrating Independence Day - Lesson 11 9. Seasons of the year - Lesson 12 10. “The Tortoise and the Hare” Color Page – Lesson 14

39

NUEVOS AMIGOS Kindergarten Spanish

Distance Learning Program Unit 1: “The Princess and the Pea”

Lesson 1 – Introduction to the Spanish Language Lesson 2 – Greetings Lesson 3 – Colors Lesson 4 – Numbers Lesson 5 – Clothes and Body Parts Lesson 6 – Vegetables and Fruits Lesson 7 – Puppet Play “The Princess and the Pea”

Unit 2: “Jack and the Beanstalk” Lesson 8 – Review Lesson 9 – Animals Lesson 10 – Days of the Week Lesson 11 – Months of the Year Lesson 12 – Seasons Lesson 13 - Manners Lesson 14 – Puppet Play “The Tortoise and the Hare”

1Kindergarten

NUEVOSAMIGOSNUEVOSAMIGOS

1

TEKS: Social Studies � K.15-A, B, C, D Language Arts � K.2-B; K.13-A, B

Lesson 1: �Introduction to the Spanish Language�

Objective: Students will become exposed to a secondlanguage by listening, reading, writing and speaking and byusing an informal and a fun interactive approach.

Review: Read the story of �The Princess and the Pea� inEnglish.

Verbs: 1. bailar � to dance 2. cantar � to sing

Basic Vocabulary: 1. hola - hello2. nuevos - new3. amigos � friends4. Adiós. - Goodbye.

Activity One: Sing the �Nuevos Amigos Theme Song� byintroducing the verbs bailar (to dance) and cantar (tosing). The song is sung to the tune of �La víbora de la mar.�

Directions: Have the students stand in a circle and sing asong while greeting each other and performing action ofverb.

�NUEVOS AMIGOS�¡Hola! ¡Hola! NUEVOS AMIGOS,

NUEVOS AMIGOS, NUEVOS AMIGOS.¡Hola! ¡Hola! NUEVOS AMIGOS,

Materials needed:

Assessment- 1. Spanish Journals2. pencils3. crayons

Class big book- 1. paper 2. stapler 3. pencils 4. crayons

2Kindergarten

Hoy vamos a bailar.

Bailar, bailar, bailar, bailar, bailar, bailar. (6)

La, la, la, la, la, la, la, la, la, la. (10)



Hoy vamos a cantar.

Cantar, cantar, cantar, cantar,cantar, cantar. (6)


Activity Two: Sing the song: �Tengo, tengo� to the tune of �Ten Little Indians.�

Directions: Have the students stand in a circle and select one student to walk aroundthe inside of the circle and select one friend by the end of the tune. Keep adding onemore amigo and counting until reaching the number five.

�Tengo, tengo�Tengo, tengo un amigo.Tengo, tengo un amigo.Tengo, tengo un amigo.

Tengo un amigo.

Tengo, tengo dos amigos.Tengo, tengo dos amigos.Tengo, tengo dos amigos.

Tengo dos amigos.

Tengo, tengo tres amigos.Tengo, tengo tres amigos.Tengo, tengo tres amigos.

Tengo tres amigos.

Tengo, tengo cuatro amigos.Tengo, tengo cuatro amigos.Tengo, tengo cuatro amigos.

Tengo cuatro amigos.

Tengo, tengo cinco amigos.Tengo, tengo cinco amigos.Tengo, tengo cinco amigos.

Tengo cinco amigos.

3Kindergarten

Enrichment Vocabulary: 1. amigo/amiga - friend2. tengo - I have

Titles in Spanish:In Spanish, only the first letter of the first word of a title is capitalized. Forexample, �Tengo, tengo� (�I have, I have�) or the title of a story �La princesa y elguisante� (�The Princess and the Pea�).

Culture Lesson: What kind of friends do you have? By speaking more languages,you make more friends. Have the students practice saying �hola� to everyone theysee.

Assessment: 1. Journal *(Art): Draw friends.2. *(Math and Art): Make a �Tengo un amigo� big book.*Kindergarten Center Activities

A

Unit 1: “The Princess and the Pea”Lesson 1 - Introduction to Spanish

Objective:

Students will become exposed to a secondlanguage by listening, reading, writing andspeaking using a fun and informal interactiveapproach.

Review:Read the book “The Princess and the Pea.”

Sing the “NUEVOS AMIGOS ThemeSong” using the verbs cantar and saludar.

Verbs:1. cantar – to sing2. saludar – to greetsomeone

Basic Vocabulary:

1. hola - hello2. nuevos - new3. amigos – friends4. bailar - to dance 5. cantar - to sing6. Adiós. - Goodbye.

Activity:

Sing the“NUEVOS AMIGOSTheme Song.”

Culture Lesson:

Explain to children thatknowing more than onelanguage leads to makingmore firends. Tell children topractice saying “hola”to everyone they see atschool.TEKS:Social Studies -K. 15 - A, B, C, DLanguage Arts -K.2 - BK.13 - A, B

SPECIFIC TEKS:K.1 - A, B, C, D, EK.2 - A, BK.8 - A, CK.9 - BK.10 - A

Activity #2:Sing the song:“Tengo,tengo.”

Enrichment Vocabulary:1. amigo/a - friend2. tengo - I have

Assessment:1. Journal writing: Draw friends in journal.2. Make a class big book drawing friends and write:“Tengo un amigo.” Then on the last page write:“Tengo (number) amigos.”

4Kindergarten

All lessons

�NUEVOS AMIGOS Theme Song�(Tune to �La víbora de la mar�)

¡Hola! ¡Hola!, NUEVOS AMIGOS, NUEVOS AMIGOS, NUEVOS AMIGOS.

(ola, ola, nu-e-vos a-mi-gos, nu-e-vos a-mi-gos, nu-e-vosa-mi-gos.)

¡Hola! ¡Hola, NUEVOS AMIGOS!(ola, ola, nu-e-vos a-mi-gos!)

Hoy vamos a *bailar.(oy va-mos a bai-lar.)

*Substitute with a verb.

Bailar, bailar, bailar, bailar, bailar, bailar. (6)(Act out action of verb)


¡Hola! ¡Hola!, NUEVOS AMIGOS, NUEVOS AMIGOS, NUEVOSAMIGOS.

¡Hola! ¡Hola, NUEVOS AMIGOS!

Hoy vamos a cantar.

Cantar, cantar, cantar, cantar, cantar, cantar. (6)


******************************************************

5Kindergarten

A verb will be introduced at the beginning of each lesson.

Directions:Please review the verb from the last lesson and substitute the new verb ineach lesson by singing the �NUEVOS AMIGOS Theme Song.�

1. bailar (to dance), cantar (to sing) - Lesson 1 (bai-lar) (can-tar)

2. (review or R ) cantar, saludar (to greet someone) - Lesson 2 (sa-lu-dar)

3. R saludar, pintar (to paint) - Lesson 3 (pin-tar)

4. R pintar, contar (to count) - Lesson 4 (con-tar)

5. R contar, vestir (to dress) - Lesson 5 (ves-tir)

6. R vestir, comer (to eat) - Lesson 6 (co-mer)

7. R comer, caminar (to walk) - Lesson 9 (ca-mi-nar)

8. R camimar, aplaudir (to clap) - Lesson 10 (a-plau-dir)

9. R aplaudir, correr (to run) - Lesson 11(co-rrer)

10. R correr, indicar (to indicate) - Lesson 12 (in-di-car)

11. R indicar, abrazar (to hug) - Lesson 13 (a-bra-zar)

6Kindergarten

�New Friends�(Song to the tune of �La vívora de la mar� )

Hello! Hello! New friends,new friends, new friends.

Hello! Hello! New friends,we�re going to sing today.

(Substitute verb)

Sing, sing, sing, sing, sing, sing. (6)(Act out verb.)


1. to dance, to sing - Lesson 1

2. (review or R) to sing, to say hello - Lesson 2

3. R to say hello, to paint - Lesson 3

4. R to paint, to count - Lesson 4

5. R to count, to dress - Lesson 5

6. R to dress, to eat - Lesson 6

7. R to eat, to walk - Lesson 9

8. R to walk, to clap - Lesson 10

9. R to clap, to jump over - Lesson 11

10. R to jump over, to indicate - Lesson 12

11. R to indicate, to hug - Lesson 13

7Kindergarten

Lesson 1

�Tengo, tengo�

(Tune to �Ten Little Indians�)

Tengo, tengo un amigo.(Ten-go, ten-go, un a-mi-go.)

Tengo, tengo un amigo.Tengo, tengo un amigo.

Tengo un amigo.

Tengo, tengo dos amigos. (4)

Tengo, tengo tres amigos. (4)

Tengo, tengo cuatro amigos. (4)

Tengo, tengo cinco amigos. (4)

�I Have, I Have�

I have, I have, I have a friend.I have, I have, I have a friend.

I have, I have, I have a friend. I have, I have, I have a friend.

I have, I have, I have two friends. (4)

I have, I have, I have three friends. (4)

I have, I have, I have four friends. (4)

I have, I have, I have five friends. (4)

Nuevos Amigos Lesson 1: Introduction to Spanish

hola nuevo

amigos Adiós.

bailar cantar

Kindergarten

8Kindergarten


TEKS: Language Arts � K.2-B; K-13-A,B Social Studies � K.15-A, B, C, D

Lesson 2: �Greetings�

Objective: Students will be able to greet each other inSpanish.

Review: Sing the �NUEVOS AMIGOS Theme Song.� Reviewcantar (to sing) and introduce saludar (to greet someone).



Hoy vamos a cantar.

Cantar, cantar, cantar, cantar,cantar, cantar. (6)




Hoy vamos a saludar.

Saludar, saludar, saludar, saludar, saludar, saludar. (6)


Verbs: 1. cantar � to sing2. saludar � to greet someone

Materials needed:

Assessments- 1. Spanish Journals 2. Pencils 3. Crayons

2

9Kindergarten

Basic Vocabulary: 1. Buenos días. - Good morning.2. Buenas tardes. - Good afternoon.3. Buenas noches. - Good night.

4. Hasta luego. - See you later.

Activity One: Sing the song �Buenos días� to the tune of �Mary Had a LittleLamb.�

Directions: Have the students greet each other using the greetings. Divide theclass into two groups. One group will ask the question, and the second will answer.

�Buenos días�(Sung to the tune of �Mary had a Little Lamb�)

Buenos días. ¿Cómo estás tú?,¿Cómo estás tú?¿Cómo estás tú?

Buenos días. ¿Cómo estás tú?¿Cómo estás tú?

Muy bien, gracias, gracias, gracias.Muy bien, gracias,Muy bien, gracias.

(Ask the teacher or an adult.)Buenos días. ¿Cómo está usted?,

¿Cómo está usted? ¿Cómo está usted?Buenos días. ¿Cómo está usted?

¿Cómo está usted?

Muy bien, gracias, gracias, gracias.Muy bien, gracias,Muy bien, gracias.

Other Ways of Saying Goodbye in Spanish:There are other ways of saying goodbye that begin with the term hasta, and theyalso are translated as �see you later.� Hasta la vista means �until next time,� andhasta la próxima vez means �until next time.� Hasta mañana is often translated as�see you later.�

Special Punctuation:The Spanish language uses special punctuation to warn the reader that the sen-tence will be either a question or an exclamation. To begin a question, an upside-down question mark is used, and an upside-down exclamation point demonstratesan exclamation.

10Kindergarten

�Finger Play Greeting Song�

Buenos días. Buenos días.¿Cómo estás? ¿Cómo estás?

Muy bien, gracias. Muy bien, gracias.

Adiós. Adiós.

Buenas tardes. Buenas tarde.¿Cómo estás?¿Cómo estás?

Muy bien, gracias.Muy bien, gracias.

Hasta luego. Hasta luego.

Buenas noches. Buenas noches.¿Cómo estás?¿Cómo estás?


Adiós. Adiós.Or

Hasta luego. Hasta luego.

Enrichment Vocabulary: 1. tú - you (familiar)2. usted - you (formal)3. ¿Cómo estás tú - (familiar) How are you?4. ¿Cómo está usted? - (formal) How are you?

Activity Two: Sing the �Finger Play Greeting Song� to the tune of �Thumpkin.�Directions: Use one pointer finger to ask the question, and the second to answerthe question.

11Kindergarten

Culture Lesson: Tell the students that in Spanish you greet teachers and adultsusing usted, and tú is used to greet your friends. Have the students practicegreeting friends and teachers using the appropriate form of you in Spanish.

Tú and usted:There are two ways to express you in Spanish, the formal (usted) and the familiar(tú). The formal is used as an indication of respect when addressing elders andpeople in positions of authority, or when speaking to strangers. The familiar isused when addressing family, friends and colleagues.

Assessment: 1. Journal (*Art): Have the students draw different times ofthe day and then take turns going in front of the class to saywhat greeting would be used in Spanish.

2. *(Social Studies): How many people did you greet? Make agraph dividing the class between groups or gender.*Kindergarten Center Activities

B

Unit 1: “The Princess and the Pea”Lesson 2 - Greetings

Objective:

Students will be able to greet each other inSpanish.

Review:(re) – review(in) - introduceSing the song “NUEVOS AMIGOS ThemeSong” using the verbs (re) cantar and (in)saludar.

Verbs:1. cantar – to sing2. saludar – to greet

someoneBasic Vocabulary:

1. Buenos días. - Goodmorning.2. Buenas tardes. - Goodafternoon.3. Buenas noches. - Goodevening.4. Hasta luego . - See youlater.

Activity:

Sing the song “Buenos díasamigos.” Sing to the tune of“Mary had a Little Lamb.”

Culture Lesson:Explain to children that túand usted both mean you;however, usted is used withstrangers and adults out ofrespect. Children will singthe “Finger Play GreetingSong” sung to the tune ofthe “Where is Thumpkin?.”

SPECIFIC TEKS:K.1 - A, B, C, DK.2 - A, BK.8 - A, CTEKS:Language Arts -K.2 – B; K.13 - ASocial Studies -K.15 - A, B, C, D

Enrichment Vocabulary:1. tú – you (familiar)2. usted – you (formal)3. ¿Cómo estás tú?(informal) - How are you?4. ¿Cómo está usted?(formal) - How are you?

Activity 2:Sing the song “Buenos días.”Sing to the tune of “Where isThumpkin?”

Assessment:1. Journal writing: Have the students draw a morning,afternoon and evening scene. Then, have thestudents take turns going in front of the class to saywhat greeting would be said for that time of the dayin Spanish.TEKS:Language Arts -K.8 – A; K.10 – C; K.14 - D, E ; K.15 - A, B, C ; K.16

12Kindergarten

Lesson 2�Buenos días�(Tune to the of �Mary Had a Little Lamb�)

Buenos días. ¿Cómo estás tú? (Bue-nos dí-as, ¿có-mo es-tás tú?)

¿Cómo estás tú?¿Cómo estás tú?

Buenos días. ¿Cómo estás tú?¿Cómo estás tú?

Muy bien, gracias, (Mui bien, gra-ci-as)

gracias, gracias.


(Ask the teacher or an adult.)

Buenas tardes. ¿Cómo está usted?, (Bue-nas tar-des. ¿Có-mo es-tá us-ted?)

¿Cómo está usted?¿Cómo está usted?

Buenas tardes. ¿Cómo está usted?¿Cómo está usted?

Muy bien, gracias, gracias, gracias.Muy bien, gracias.Muy bien, gracias.

Buenas noches. ¿Cómo estás tú?, (Bue-nas no-ches. ¿Có-mo es-tás tu?)

¿Cómo está usted? ¿Cómo estás tú?

Buenas noches. ¿Cómo estás tú?¿Cómo estás tú?

Muy bien, gracias, gracias, gracias.Muy bien, gracias.Muy bien, gracias.

13Kindergarten

�Greeting Song�

Good morning. How are you?How are you? How are you?

Good morning. How are you?How are you?

Very well, thank you,thank you, thank you.

Very well, thank you,thank you, thank you.Very well, thank you,very well, thank you.

(Repeat two more times.)1. Good afternoon

2. Good evening

14Kindergarten

Lesson 2

�Finger Play Greeting Song�(Song is sung to the tune of �Where is Thumpkin?�)

Buenos días.Buenos días.

¿Cómo estás?¿Cómo estás?


Adiós; adiós.(A-dios; a-dios.)

Repeat two more times.1. Buenas tardes.2. Buenas noches.

�Finger Play Greeting Song�(Song is sung to the tune of �Where is Thumpkin ?�)

Good morning.Good morning.

How are you?How are you?

Very well thank you.Very well thank you.

Goodbye; goodbye.

Repeat two more times.1. Good afternoon.

2. Good evening.

Nuevos AmigosLesson 2: Greetings

Buenos días. Buenas tardes.

Buenas noches. Hasta luego.

saludar

Kindergarten

15Kindergarten


3

TEKS: Language Arts � K.2-A, B, C, C; K.2-A, B; K.4-A, C; K.13- A, B Social Studies � K.15-A, B, C, D

Lesson 3: �Colors�

Objective: Students will identify and name colors.

Review: Sing the �Nuevos Amigos Theme Song.� Reviewsaludar (to greet someone) and introduce pintar (topaint). Refer to lesson 1 for the words to the song.

Verbs: 1. saludar � to greet someone2. pintar � to paint

Basic Vocabulary: 1. rojo - red2. azul - blue3. amarillo - yellow4. anaranjado - orange5. morado - purple6. verde - green7. ¿De qué color es (color)? - Whatcolor is the (color)?

Activity One: Sing the song: �¿De qué color es el cielo?� tothe tune of �For He�s a Jolly Good Fellow.�

�¿De qué color es el cielo?�¿De qué color es el cielo? (3)

El cielo es azul.¿De qué color es Picos? (3)

Picos es verde.

Materials needed:

Activity #2-Flyswatter Game-1. Two flyswatters2. Color cards 3. Glue 4. Poster

Culture Lesson-Parrot FeatherGame- 1. Six colors of construction paper2. Scissors3. Glue/stapler4. Sentence strips

Assessment-1. Spanish Journal2. Six colors of construction paper3. Handout ofparrot3. Glue4 Scissors

16Kindergarten

El arco iris es amarillo.

¿De qué color es el arco iris? (3)El arco irs es rojo.El arco iris es anaranjado.

Enrichment Vocabulary: 1. negro - black2. blanco - white3. café - brown4. rosado � pink

Activity Two: Play the �Matamoscas� (�The Flyswatter Game�) by using twoflyswatters and nine color cards.

Directions: You will need two flyswatters and nine color cards with pictures.Place the cards on the floor. Divide the class into two teams. Teacher or stu-dent calls out the vocabulary word. First person to touch the correct picturewith the flyswatter gets a point for their team. Kids love this game!

Culture Lesson: Why do the native people such as the Inca from Perú, the Mayafrom Mexico and Central America and the Aztec from Mexico use bright colors?They took all of their colors from nature such as the bright colors of the parrot,the quetzal bird and/or the papagallo. Have the students color a parrot.

Directions: Have the students color the parrot by using different colors andalso by reviewing the names of the colors in Spanish. Have the students refer toa picture of a parrot.

El arco iris es verde.El arco iris es azul.El arco iris es morado.

Assessment: 1. Journal: Draw pictures to depict the differentcolors and label the colors in Spanish.2. *(Art): Color parrot and draw his tail with feathers in sixcolors learned in Spanish.3. *(Language Arts): Play the �Parrot Feather Game� to reviewthe colors.*Kindergarten Center Activities

17Kindergarten

Student: ¿Es amarilla?Class: No, no es amarilla.Student: ¿Es azul?Class: Sí, es azul.

If the child guesses correctly, he or she may choose another feather for the nextround. If the child does not guess correctly, he or she must give the headband toa student from the other team.

Exclamations and Interrogatives in Spanish:

The following words have a specific meaning when spelled with an accent:qué � whatcómo � what, howquién � whodónde � wherecuánto � how many

The same words change in meaning when spelled without an accent:que � thatcomo � as, likequien � who � noninterrogativedonde � where, wherein, whither, in whichcuanto � with regard to, as for

Gender of the Color:When colors are used as adjectives in Spanish, the gender of color must agreewith the gender of the noun being described. For example, using el pájaroamarillo, pájaro is masculine, so amarillo must also be masculine.

�Parrot Feather Game�:

Directions: Make extra feathers in different colors and use a sentence strip toattach feathers. Choose one child to go to the front of the class and sit with his/her back to the class. Two teams can be formed. Place the headband on thechild�s head and tape or staple a feather. The child has three chances to guessthe color of the feather.

C

Unit 1: “The Princess and the Pea”Lesson 3 - Colors

Objective:

Students will identify and name eightcolors in Spanish.

Review:

Sing the “Nuevos Amigos Theme Song” and(re) saludar and (in) pintar.

Verbs:1. saludar – to greet

someone2. pintar – to paint

Basic Vocabulary:

1. azul - blue2. verde - green3. rojo - red4. anaranjado - orange5. morado - purple6. amarillo - yellow

Activity #1:

Sing the song “¿De qué colores?.” Sing to the tune of “For He’sa Jolly Goodfellow.”

Culture Lesson:Show a picture of a tropicalforest bird such as theguacamaya or the quetzal todepict the many colors innature. Explain to studentsthat the natives chose todress in these bright colorsbecause they loved nature.Play the “Parrot FeatherGame.”

SPECIFIC TEKS:Language Arts:K.1 - A, B, C, DK.2 - A, BK.4 - AK.8 - A, CTEKS:Language Arts -K.2 – B; K.13 –ASocial Studies - K.15 - A, B, C, D

Enrichment Vocabulary:

1. gris - gray2. blanco - white3. rosado - pink4. café - brown5. negro - black

Activity #2:

Play the “Flyswatter Game .”

Assessment:

1. Make a parrot (guacamaya or quetzal) and makehis tail with feathers in six colors learned in Spanish.TEKS:Science -K.6 - 6C

18Kindergarten

Lesson 3

�¿De qué color es el cielo?�(Sung to the tune of �For He�s a Jolly Good Fellow�)

¿De qué color es el cielo? (3)El cielo es azul.

¿De qué color es Picos? (3)Picos es verde.

¿De qué color es el arco iris? (3)El arco iris es rojo.

El arco iris es anaranjado.El arco iris es amarillo.El arco iris es verde.El arco iris es azul.

El arco iris es morado.

�What Color is the Sky?�(Sung to the tune of �For He�s a Jolly Good Fellow�)

What color is the sky?What color is the sky?What color is the sky?

The sky is blue.

What color is Picos?What color is Picos?What color is Picos?

Picos is green.

What color is the rainbow?(3)The rainbow is red.

The rainbow is orange.The rainbow is yellow.The rainbow is green.The rainbow is blue.

The rainbow is purple.

19Kindergarten

�The Flyswatter Game�:

Play the �Matamoscas� (�The Flyswatter Game�) by using two flyswatters andnine color cards.

Directions: You will need two flyswatters and nine color cards with pictures.Place the cards on the floor. Divide the class into two teams. Teacher or studentcalls out the vocabulary word. First person to touch the correct picture with theflyswatter gets a point for their team. Kids love this game!

�The Parrot Feather Game�:

Play �Las plumas del loro� (�The Parrot Feather Game�) by using the featherpattern to make feathers in different colors and make a featheredheadband.

Directions: Make extra feathers in different colors and use a sentence strip toattach feathers. Choose one child to go to the front of the class and sit with his/her back to the class. Two teams can be formed. Place the headband on thechild�s head and tape or staple a feather. The child has three chances to guessthe color of the feather.

Student: ¿Es amarilla?Class: No, no es amarilla.Student: ¿Es azul?Class: Sí, es azul.

If the child guesses correctly, he or she may choose another feather for the nextround. If the child does not guess correctly, he or she must give the headband toa student from the other team.

Nuevos AmigosLesson 3: Colors

rojo amarillo

verde azul

anaranjado morado

Kindergarten

pintar

20Kindergarten


4

TEKS: Social Studies � K.15-A, B, C, D Math � K.1-A, B, C Language Arts � K.1-A, B, C, D; K.2-A, B; K.4-A, C; K.13- A, B

Lesson 4: �Numbers�

Objective: Students will identify, name and count numbersone through ten.

Review: Sing the �Nuevos Amigos Theme Song.� Reviewpintar (to paint) and introduce contar (to count). Referto lessons 1 and 2 for the words to the song.

Verbs: 1. pintar � to paint2. cantar � to sing

Basic Vocabulary: 1. uno - one2. dos - two3. tres - three4. cuatro - four5. cinco - five6. seis - six7. siete - seven8. ocho - eight9. nueve - nine

10. diez � ten

Activity One: Sing the song �Había una vez una princesalinda� to the tune of �El barquito.�

�Había una vez una princesa linda�

Había una vez una princesa linda. (3)Y sabía, y sabía, y sabía como contar. (2)

1-2-3, 4-5-6,1-2-3, 4-5-6,1-2-3, 4-5-6,

Materials needed:

Activity #2- Game 1. Number cards

Culture Lesson-Mayan numbers:1. Handout of Mayan numbers 2. Beans 3. Pretzels 4. Glue 5. Paper

Assessment- Bean Bag Toss: 1. Bean bags2. Shape of castle3. Marker to writenumbers on poster

21Kindergarten

7-8�7-8�7-8,9 y 10.

7-8�7-8�7-8,9 y 10.

Enrichment Vocabulary: 1. princesa - princess2. prueba - test3. once - eleven4. doce - twelve5. trece - thirteen6. catorce - fourteen7. quince - fifteen8. dieciséis - sixteen9. diecisiete - seventeen10. dieciocho - eighteen11. diecinueve - nineteen12. veinte - twenty

Activity Two: Play the game �¿Cuál falta?� (What number is missing?�). Theobjective of the game is to figure out what numbers are missing.

Directions: Students are given number cards and are to put the number cards insequence on the chalk tray. Remove one of the cards and have the students recitein Spanish which card is missing.

Culture Lesson: Demonstrate how different cultures count. The Mayan usedcacao beans. Talk about the Mayan culture. Tell the students that the Mayanslived in Central America and Mexico for thousands of years. Mention how theydeveloped a more efficient system of arithmetic than the Romans. In Mayan num-bers, a dot represented one and a bar represented five. Traders used cacaobeans and sticks to show dots and bars, with a shell meaning zero.

Play �The Mayan Counting Game� and make a counting book. Use one shell, pintobeans and long pretzels to teach students how the Mayan people counted.

Assessment: 1. Journal (*Math): Write the numbers from 1-10.2. (*Math): Play the �Bean Bag Toss� to review the numbers from11-20.

22Kindergarten

Throw a bean bag on a number and have the students say it inSpanish.

3. (*Art): Use the castle page and have the students make apuzzle by cutting it into ten puzzle pieces.*Kindergarten Center Activities

D

Unit 1: “The Princess and the Pea” Lesson 4 - Numbers

Objective: Students will identify, name and count numbers one through ten. Review: Sing the song “NUEVOS AMIGOS Theme Song” using the verbs (re) pintar and (in) cantar.

Verbs: 1. pintar – to paint 2. cantar – to sing Basic Vocabulary: 1. uno - one 2. dos - two 3. tres - three 4. cuatro - four 5. cinco - five 6. seis - six 7. siete - seven 8. ocho - eight 9. nueve - nine 10. diez - ten

Activity: Sing the song “Había una vez una princesa linda .”

Culture Lesson:

Demonstrate how different cultures count. Show how the Mayans counted. Use pinto beans and long pretzels to teach students how Mayans counted. *Make a “Mayan Counting Book.” TEKS: Social Studies: K.15 - A, B, C, D Math: K.1 - A, B, C Language Arts: K.2 - B K.13 - A, B

SPECIFIC TEKS: Language Arts: K.1 - A, B, C, D K.2 - A, B K.4 - A K.8 - A, C Math K.1

Enrichment Vocabulary: 1. princesa - princess 2. prueba - test 3. once - eleven 4. doce - tweleve 5. trece - thirteen 6. catorce - fourteen 7. quince - fifteen 8. dieciséis - sixteen 9. diecisiete - seventeen 10. dieciocho - eighteen 11. diecinueve - nineteen 12. veinte - twenty

Activity #2: Play the game “¿Cuál falta?”

Assessment: 1. Play the “Bean Bag Toss Game” to review the numbers 1-10. Make the game board in the shape of a castle. TEKS: Math: K.1 - A, B, C

23Kindergarten

Lesson 4

�Había una vez una princesa linda�(Sung to the tune of �Había una vez un barco chiquitito�)

Había una vez una princesa linda. (3)

Y sabía, y sabía, y sabía como contar. (2)

1-2-3, 4-5-6,1-2-3, 4-5-6,1-2-3, 4-5-6,

7-8, 7-8, 7-8,9-10.

7-8, 7-8, 7-8,9-10.

�Once Upon a Time There was a Little Princess�

Once upon a time there was a little princess. (3)

And she knew, and she knew, and she knew how to count. (2)

1-2-3, 4-5-6,1-2-3, 4-5-6,1-2-3, 4-5-6,

7-8, 7-8, 7-8,9-10.

7-8, 7-8, 7-8,9-10.

24Kindergarten

�What number is missing?� -

Play the game �¿Cuál falta?� (�What number is missing?�) The objective of thegame is to figure out what numbers are missing.

Directions: Students are given number cards and are to put the number cards insequence on the chalk tray. Remove one of the cards and have the sudents recitein Spanish which card is missing.

�The Bean Bag Toss� -

Play �The Bean Bag Toss� to review the numbers from 11-20.

Directions: Write numbers on a poster from 11 to 20. Throw a bean bag on anumber and have the students say it in Spanish.

Play the game the �Bean Bag Toss� by using fruit pictures.

Directions: Have the students take turns throwing a bean bag on a picture offruit while saying the name of the fruit in Spanish.

Nuevos AmigosLesson 4: Numbers

1 2 3

4 5 6

7 8 9

10

uno dos tres

cuatro cinco seis

siete ocho nueve

diez contar

Kindergarten

Nuevos AmigosLesson 4: Numbers

11 12 13

14 15 16

17 18 19

20

once doce trece

catorce quince dieciseis

diecisiete dieciocho diecinueve

veinte contar

Kindergarten

25Kindergarten


5

TEKS: Language Arts � K.1-A, B, C, D; K.2-A, B; K.8-A, C; K.13-A, B

Lesson 5: �Clothes and Body Parts�

Objective: Students will be able to name family membersand body parts in Spanish.

Review: Sing the �Nuevos Amigos Theme Song.� Reviewcontar (to count) and introduce vestir (to dress).

Verbs: 1. contar � to sing2. vestir - to dress

Basic Vocabulary: 1. zapatos - shoes2. vestido - dress3. pantalones - pants4. camisa - shirt5. calcetines - socks6. piyama � pajamas

Activity One: Color and cut paper doll. Dress with clothingitems.

Materials needed:

Activity #1 -1. Paper dolls2. Scissors

Assessment-1. Spanish Journal2. Handout ofpaper dolls

Definite Article:Use the definitearticles to talkabout a part of thebody or an articleof clothing when thepossesor is clearlyunderstood.For example: Meduele la cabeza.

Enrichment Vocabulary: 1. la espalda - back2. la cabeza - head3. los brazos - arms4. las manos - hands5. las piernas - legs6. los pies - feet

26Kindergarten

Singular: Plural: el brazo los brazos

la mano las manosla pierna las piernas

el pie los pies

Activity Two: Sing the song: �Me duele� to the tune of � A Tisket-A-Tasket�.

�Me duele�

Me duele, me duele, me duele la espalda,y no sé por qué,

me duele la cabeza.

Me duelen, me duelen, me duelen los brazos,y no sé por qué,

me duelen las manos.

Me duelen, me duelen, me duelen las piernas,y no sé por qué,

me duelen los pies.

¡Y ya no puedo bailar el cha-cha-cha!

Culture Lesson: Clothes are used for different occasions. For example, specialclothes that are worn by cowboys such as sombrero, chaparreras (chaps in En-glish), and bandana (bandanna in English) come from the Spanish language. Didyou know that the first vaqueros were from Spain?

VocabularioIn the charro culture of northern Mexico, a rancho was an estate devoted tocattle raising. These longhorn vacas were herded by vaqueros, a word which wasaltered by Texans to �buckaroos.� In the same way mesteno became �mustang,�jaquima became �hackamore,� and juzgado (jail) became �hoosegow.� Thevaquero wore a sombrero and chaparreras, shortened to �chaps.� Other charroterms which became part of the western vocabulary included bronco, corral, lareata, lazo, rodear, remuda, caballado, adobe and arroyo. (Historic Ranches ofthe Old West, page 2)

27Kindergarten

Assessment: 1. Journal (*Art): Have the students draw or label parts of thebody.2. (*Art and Language Arts): Students will name clothes andbody parts.*Kindergarten Center Activities

More than One Name for Clothing Items:There are various ways of naming one item in Spanish. This is due to regional,cultural and dialectal influences on the the language. This example can be clearlyexhibited by examining the different names for pajamas in Spanish. Pajamas arecalled the following names and may be used in the feminine or singular form andalso in the singular or plural form:

Singular: Plural:la piyama las piyamasla payjama las payjamasel pijama los pijamasel pyjama los pyjamas

E

Unit 1: “The Princess and the Pea”Lesson 5 - Clothes and Body Parts

Objective:

Students will be able to name and recognizeclothing items and body parts in Spanish.

Review:

Sing song “NUEVOS AMIGOS ThemeSong” using verbs (re) contar and (in)vestir .

Verbs:1. contar – to count2. vestir – to dress

Basic Vocabulary:

1. zapatos - shoes2. vestido - dress3. pantalones - pants4. camisa - shirt5. piyama - pajamas

*pijama – is another way ofsaying pajamas in Spanish.

Activity #1:

Color and cut paper doll. Dresswith clothing items.

Culture Lesson:

Clothes are used for differentoccasions. For example,special clothes are worn bycowboys. In Spanish, thecowboy is called a vaquero.The Spaniards were the firstvaqueros.

TEKS:Language Arts:K.2 - BK.13 - A, B

SPECIFIC TEKS:

K.1 - A, B, C, DK.2 - A, BK.8 - A, C

Enrichment Vocabulary:1. la espalda - back2. la cabeza - head3. los brazos - arms4. las manos - hands5. las piernas - legs6. los pies - feet Singular Plural1. el brazo los brazos2. la manos las manos

Activity #2:

Sing the song: “Me duele.”

Assessment:

1. Journal: Have the students draw and/or label theparts of the body in Spanish.

2. Students will name clothes and body parts. Usethe paper doll handout.TEKS:Language Arts:K.8 - A

28Kindergarten

Lesson 5 �Me duele�

(Sung to the tune of �A Tisket-A-Tasket�)

Me duele, me duele, me duele la espalda,y no sé porqué,

me duele la cabeza.

Me duelen, me duelen, me duelen los brazos,y no sé porqué,

me duelen las manos.

Me duelen, me duelen, me duelen las piernas,y no sé porqué,

me duelen los pies.

¡Y ya no puedo bailar el cha-cha-cha!

�It Hurts�(Sung to the tune of �A-Tisket-A-Tasket�)

My back is hurting.My back is hurting.

And I don�t know why, my head is also hurting.

My arms are hurting.My arms are hurting.

And I don�t know why, my hands are also hurting.

My legs are hurting.My legs are hurting.

And I don�t know why, my feet are also hurting.

And I don�t know why, my feet are also hurting.I can�t dance my favorite, my favorite cha-cha-cha.

Nuevos AmigosLesson 5: Clothes

zapatos vestido

camisa

piyamapantalones

vestir

Kindergarten

29Kindergarten


6

TEKS: Language Arts � K.1- A, B, C, D; K.2-A, B; K.2- 3; K.8-A, C;

K.10; K.13-A, B; K.14-D, E Math � K.8; K.9-B Social Studies � K.15-A, B, C, D

Lesson 6: �Fruits and Vegetables�

Objective: Students will be able to name some fruits andvegetables.

Review: Sing the song �Nuevos Amigos�. Review the verbvestir (to dress) and introduce the verb comer (to eat).

Verbs: 1. vestir � to dress2. comer � to eat

Basic Vocabulary: 1. manzana - apple2. naranja - orange3. uvas - grapes4. plátano - banana5. limón � lemon

*More than one:Singular Pluralla manzana las manzanasla naranja las naranjasla uva las uvasel plátano los plátanosel limón los limones

Activity One: Play the game the �Bean Bag Toss� by usingfruit pictures.

Directions: Have the students take turns throwing a beanbag on a picture of a fruit while saying the name of thefruit in Spanish.

Materials needed:

Activity #1- 1. Bean bags 2. Fruit pictures

Assessment- 1. Spanish Journals 2. Paper (for book) 3. Crayons 4. Stapler

30Kindergarten

Enrichment Vocabulary: 1. papas - potatoes2. tomates - tomatoes3. guisantes - peas4. Me gusta. - I like it.5. Me gustan. - I like them.

*More than one:Singular Pluralla papa las papasel tomate los tomatesel guisante los guisantesme gusta me gustan

Activity Two: Sing the song �Me gustan� to the tune of �We Wish You a MerryChristmas.�

�Me gustan�

Me gustan los vegetales.Me gustan los vegetales.Me gustan los vegetales,

y las frutas también.

Manzanas, naranjas, uvas y limón,Papas, tomates, guisantes de a montón.

Culture Lesson: Take a visit to a local grocery store and/or bring a tropical fruitfor �show and tell� such as a mango, a jícama, a guava (a star fruit) and a papaya.

Assessment: 1. Journal (*Art): Draw the fruits and vegetables.2. (*Language Arts and Art): Make a �Me gustan los vegetales�book� and include vegetables and fruits.3. (*Langage Arts and Art): Color fruits and vegetables page.*Kindergarten Center Activities

F

Unit 1: “The Princess and the Pea”Lesson 6 - Fruits and Vegetables

Objective:

Students will be able to name some fruits andvegetables.

Review:

Sing the song “NUEVOS AMIGOS ThemeSong” using the verbs (re) vestir and (in)comer .

Verbs:1. vestir – to dress2. comer – to eat

Basic Vocabulary:

1. manzana - apple2. naranja - orange3. uva - grape4. plátano - banana5. limón - lemon

Activity #1:

Play the game of the “Bean BagToss Game” using the fruitpictures. Have the students taketurns throwing a bean bag on a fruitand naming the fruit in Spanish.

Culture Lesson:

Take a visit to a local grocerystore and/or bring a tropicalfruit for “show and tell” suchas a mango, a jícama, aguava and a papaya..

TEKS:

Language Arts:K.2 - 3K.13 - A, BSocial Studies:K.15 - A, B, C, D

SPECIFIC TEKS:Langugage Arts:K.1 - A, B, C, DK.2 - A, BK.8 - A, CMathK.8K.9 - B

Enrichment Vocabulary:1. papa - potato2. tomate - tomato3. guisantes - peas3. me gusta - I like4. me gustan - I like them

Activity #2:Sing the song “Me gustan losvegetales.”

Assessment:1. Journal: Draw the fruits and vegetables and sayand/or write their names in Spanish.2. Make a “Me gustan los vegetales” (“I LikeVegetables”) big book. Include fruits andvegetables.TEKS:Language Arts:

31Kindergarten

Lesson 6 �Me gustan los vegetales�

(Sung to the tune of �We Wish You a Merry Christmas�)

Me gustan los vegetales.Me gustan los vegetales.Me gustan los vegetales,y las frutas también.

Manzanas, naranjas, uvas y limón,Papas, tomates, guisantes de a montón.

�Fruits and Vegetables�

I like all kinds of veggies.I like all kinds of veggies.I like all kinds of veggies,And all kinds of fruit too.

Apples, oranges, grapes and lemons,Potatoes, tomatoes, and lots and lots of peas.

Nuevos AmigosLesson 6: Fruits

manzana uvas

plátano limón

naranja comer

Kindergarten

32Kindergarten


7

TEKS: Language Arts � K.1-D, E; K.3-C; K.8-B; K.13- A, B

Social Studies � K.15-A, B, C, D Math � K.1

Lesson 7: �The Princess and the Pea�(�La princesa y el guisante�)

Objective: Students will view the video of the puppet playin Spanish of �La princesa y el guisante� and review learnedvocabulary.

Review Basic Vocabulary: 1. Greetings2. Colors3. Numbers4. Clothes and Body Parts5. Vegetables and Fruits

Activity One: View video.

Enrichment Vocabulary: 1. arco iris - rainbow2. pajaritos - birds3. dormir - to sleep4. colchones - mattresses5. mira - look6. papá - father7. mamá - mother

Activity Two: View video and find familiar vocabulary learned in lessons 1-6.

Materials needed:

2. Puppet play video

Assessment:

1. Puppet play - use paper to make copies of the puppet play.

Assessment: Act out puppet play.

Diminutive Form:The endings of -itaand -ito indicatesomething small oryoung and alsoaffection whenaddressing a youngchild.The word is pájaro,and the diminutiveform is parjarito.The �ita ending isused for femininewords such as thename Ana is Anita.

1. TV/VCR

33Kindergarten

Sing the song: �De colores� and find words that are familiar like colores and megustan. Also discover new words and have the students add these to their jour-nals.

�De colores�De colores,

De colores se visten loscampos en la primavera.

De colores,De colores son los pajaritos

que vienen de afuera.

De colores,De colores es el arco iris

Que vemos lucir.

Y por esoLos grandes amoresDe muchos coloresMe gustan a mí. (2)

Culture Lesson: Talk about siestas (naps) that the students take daily and com-pare to the siestas that are also taken daily in Spanish-speaking countries. Explainhow they close their shops during the afternoon to take their siestas and that thishas been done for many hundreds of years. It is a custom. Ask the students iftheir parents take siestas. Make a chart to find out how many families do prac-tice this custom.

G

Unit 1: “The Princess and the Pea” Lesson 7 - The Puppet Play Objective: Students will view the video of the puppet play in Spanish “La princesa y el guisante.” Review: Read the story of “The Princess and the Pea” before viewing the puppet play video. Review targeted vocabulary learned in lessons 1-6. TEKS: Social Studies: K.15 - A, B, C, D

Basic Vocabulary:

Activity: View video.

Culture Lesson: Talk about siestas (naps) that the kindergarten students take daily and compare to the siestas that are also taken daily in Spanish-speaking countries. Explain how they close their shops during the afternoon to take their siestas and that this has been done for many years. It is a custom. Ask the students if their parents take siestas. Make a chart. TEKS: Social Studies: K.15 - A, B, C, D

SPECIFIC TEKS: Language Arts: K.1 - D, E K.3 - C K.8 - B K.13 - A, B Math: K.1 K.1

Enrichment Vocabualry: View video.

Activity #2: Sing “De colores.”

Assessment: 1. Act out the puppet play.

34Kindergarten

Lesson 7�De colores�De colores,

de colores se visten loscampos en la primavera.

De colores,de colores son los pajaritos


De colores es el arco irisque vemos lucir.

Y por esolos grandes amoresde muchos coloresme gustan a mí. (2)

�Of Colors�

When the meadows,when the meadows burst

forth in the cool dewycolors of springtime.

When the swallows,when the swallows come

bringing in clouds ofbright colors from far off...

When the rainbow,when the rainbow,

spreads ribbons of colorall over the sky.

And I know why thesplendors of true love

are great and theircolors the best ones of

all.

“La princesa y el guisante” “The Princess and the Pea”

1

(Spanish) Characters: La princesa Ana María El príncipe Pedro La reina Isabela El perro Doña Juana, “La cubana,” la criada Setting: During the Colonial period in Latin-America or during the time of “El zorro.” Scene I The prince is sitting on a chair in a room in a colonial castle. He is sad, pensive and tired. It is the afternoon. Narrator: Había una vez un príncipe que se quería casar con una verdadera princesa. No quería manzana, ni uvas, ni plátano. No quería comer nada. Estaba cansado de buscar y buscar y buscar a una verdadera princesa y no la podía encontrar. (Use shadow puppets to show the hundreds of princesses that have been interviewed by the queen and the prince.) Príncipe: ¡Cien princesas! y no te gusta ninguna de ellas. Reina: No, no son verdaderas princesas. (Vocal crescendo.) No pasaron la prueba; no pasaron la prueba; ¡no pasaron la prueba!

(English) Characters: Princess Anne Marie Prince Peter Queen Isabel The dog Mrs. Joan, “the Cuban,” the maid Narrator: Once upon a time there was a prince who wanted to marry a real princess. He did not want to eat an apple, grapes or a banana. He did not want anything. He was tired of looking and looking and looking for a real princess, and he could not find one. Prince: One hundred princesses!!! And you do not like any of them. Queen: No, they are not real princesses. (Vocal crescendo.) They did not pass the test; they did not pass the test!


2

Príncipe: Por favor, mamá, tiene que haber una verdadera princesa. Reina: Sí, sí, sí. (Waving her hands in the air as if dismissing her son’s wishes.) (The queen and the prince exit stage.) Scene II SFX: Thunder, lightning and a knock at the door. Doña Juana, “La cubana”: (Doña Juana opens the door while singing the song.) Soy doña Juana, la cubana; soy doña Juana la cubana. ( She acts surprised.) Hola, buenas tardes, ¿cómo está usted? Princesa Ana María: Hola, señora, estoy cansada y mojada. Doña Juana: Pase, por favor. (The princess enters the castle, and the maid closes the doors.) SFX: Door closing. Princesa Ana María: Yo soy una princesa. Me llamo la princesa Ana María, y mi papá me mandó. Reina Isabela: (The queen enters with the dog.) ¿Quién es ella? Doña Juana: Ella dice que es una

Prince: Please, mother, a real princess has to exist somewhere. Queen: Yes, yes, yes. (Waving her hands in the air dismissing her son’s wishes.) Scene II Mrs. Joan, “The Cuban”: (Mrs. Joan opens the door while singing the song.) I am Joan, the Cuban; I am Joan, the Cuban. (She acts surprised.) Hello, good afternoon. How are you? (formal) Princess Anne Marie: Hello, madam, I am tired and wet. Mrs. Joan: Please come in. (The princess enters the castle, and the maid closes the doors.) Princess Anne Marie: I am a princess. My name is Princess Anne Marie, and my father has sent me. Queen Isabel: (The queen enters with the dog.) Who is she? Mrs. Joan: She says that she is a real


3

princesa. Princesa Ana María: Sí, yo soy una verdadera princesa. Soy la princesa Ana María. (The dog makes a strange sound as if he were questioning her statement.) Reina Isabela: Pero, mira tu pelo. ¡Qué horrible!; y mira tus zapatos sucios; y mira tu vestido. ¡Qué feo! Princesa Ana María: Pero, sí soy una verdadera princesa. Reina Isabela: Ya veremos; ya veremos; ya veremos. (The queen points her finger and shakes her head as if she is planning to give her an exam.) Scene III Scene opens in a bedroom in the castle. The queen counts the mattresses and places a pea under the bottom of one. The maid piles the mattresses, and el perro tries to help. He bites one of the mattresses. Reina Isabela: Haber si pasa la prueba del guisante. (She laughs mischievously.) Vamos a contar los colchones: 1, 2, 3, 4, 5. Princesa Ana María: (The princess

princess. Princess Anne Marie: Yes, I am a real princess. I am a real princess. Queen Isabel: But, look at your hair. How horrible!; and look at your dirty shoes; and look at your dress. How ugly! Princess Anne Marie: But, I am truly a real princess. Queen Isabel: We shall see; we shall see; we shall see. (The queen points her finger and shakes her head as if she is planning to give her an exam.) Queen Isabel: Let us see if she passes the “pea” test. (She laughs mischievously.) Let us count the mattresses: 1, 2, 3, 4, 5. Princess Anne Marie: (The Princess


4

enters and says that she would like to take a nap.) ¡Mira a los colchones. ¡Qué suaves son los colchones! (She yawns.) Voy a tomar una siesta. (Everyone exits the stage, and the princess climbs on to the mattresses and tries to sleep.) Princesa Ana María: No puedo, no puedo dormir. Me duele la cabeza. (She rings a bell. Doña Juana enters the room.) Doña Juana: (Sings song.) Soy doña Juana, la cubana; soy doña Juana, la cubana. Mande usted, ¿qué necesita? Princesa Ana María: No puedo, no puedo dormir. Me duele la cabeza. Necesito más colchones. Doña Juana: Sí, señorita, con mucho gusto. Princesa Ana María: (The princess climbs down and waits for the mattresses and sings.) Me duele, me duele, me duele la cabeza, y no sé por qué me duele la cabeza. Princesa Ana María: Voy a contar los colchones: (She sings.) 1, 2 , 3, 4, 5, 6, 7, 8, 9,10. (She climbs into bed and tosses and turns. Again

enters and says that she would like to take a nap.) Look at the mattresses. The mattresses are so soft! (She yawns.) I am going to take a nap. Princess Anne Marie: I cannot; I cannot go to sleep. My head hurts. (She rings a bell. Mrs. Joan enters the room.) Mrs. Juana: (Sings song.) I am Joan, the Cuban; I am Joan, the Cuban. Yes, madam, what are you needing? Princess Anne Marie: I cannot; I cannot go to sleep. My head hurts. I need more mattresses. Mrs. Joan: Yes, madam, it is my pleasure to serve you. Princess Anne Marie: (The princess climbs down and waits for the mattresses and sings.) My head is hurting; my head is hurting, and I don’t know why my head is hurting. Princess Anne Marie: I am going to count the mattresses: (She sings.) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10). (She climbs into bed and tosses and turns. Again


5

she complains about not being able to sleep.) No puedo, no puedo dormir. Me duelen los brazos. (She rings a bell.) Doña Juana: (She enters the stage and sings song.) Soy doña Juana, la cubana; soy doña Juana, la cubana. Mande usted, ¿qué necesita? Princesa Ana María: No puedo, no puedo dormir. Me duelen los brazos. Dame más colchones por favor. Doña Juana: Sí, señorita, con mucho gusto. (Doña Juana exits.) Princesa Ana María: (Princess climbs down and waits for the mattresses and sings.) Me duelen, me duelen los brazos. Y no sé por qué me duelen los brazos. Mrs. Joan: (Doña Juana exits and enters again with dog. Placing the mattresses while singing a song, and Perro Pepe tries to help. He bites and pulls one. They name the mattresses by color as they stack them: red, green, black, orange and white.) Rojo, verde, negro, anaranjado y blanco. (She exits, and the dog barks.) Princess Ana María: (Princess

she complains about not being able to sleep.) I cannot; I cannot sleep. My arms are hurting. Mrs. Joan: (She enters the stage and sings song.) I am Mrs. Joan, the Cuban; I am Joan, the Cuban. Yes, madam, what are you needing? Princess Anne Marie: I cannot; I cannot sleep. My arms are hurting. Please, give me more mattresses. Mrs. Joan: Yes, madam, it is my pleasure to serve you. (Mrs. Joan exits with dog.) Princess Anne Marie: (The princess climbs down and waits for the mattresses and sings.) My arms are hurting; My arms are hurting, And I don’t know why, my arms are hurting. Doña Juana: (Doña Juana enters with dog. Placing the mattresses while singing a song, and Perro Pepe tries to help. He bites and pulls one. They name the mattresses by color as they stack them: red, green, black, orange and white.) Red, green, black, orange and white. (She exits, and the dog barks.) Princesa Ana María: (The princess


6

counts the number of mattresses in Spanish from 1-15). Voy a contar los colchones: 1, 2, 3, 4, 5, 6, 7, 8, 9. 10, 11, 12, 13, 14, 15. (She climbs into bed and tosses and turns. And again she complains about not being able to sleep.) No puedo, no puedo dormir. Me duele la espalda. (She rings the bell, and the prince enters.) Príncipe Pedro: Hola, buenas tardes princesa Ana María. Soy el príncipe Pedro. (He bows.) Estoy aquí para servirle. ¿Qué necesita usted? Princesa Ana María: (She covers her face with her blanket or dress as if showing embarrassment on seein the prince entering her bedroom.) Buenas tardes, Príncipe Pedro, no puedo, no puedo dormir. Me duele la espalda. (She climbs down and waits.) Príncipe Pedro: Un momento por favor. (He exits and places 5 more mattresses.) Princesa Ana María: (Princess climbs down and waits for mattresses and sings.) Me duele, me duele, me duele la espalda, y no sé por qué me duele la espalda. Princesa Ana María: (She counts the mattresses and climbs on the

counts the mattresses from 1-15.) I am going to count the mattresses: 1, 2, 3, 4, 5, 6, 7, 8, 9. 10, 11, 12, 13, 14, 15. (She climbs into bed and tosses and turns. And again she complains about not being able to sleep.) I cannot: I cannot sleep. (She rings the bell, and the prince enters.) Prince Peter: Hello, good afternoon, Princess Anne Marie. I am Prince Peter. (He bows.) I am here to serve you. What are you needing? Princesa Ana María: (She covers her face with her blanket or dress as if showing embarrassment on seeing the prince entering her bedroom.) Good afternoon, I cannot, sleep. My back is hurting. (She climbs down and waits.) Prince Peter: One moment please. (He exits and places 5 more mattresses.) Princess Anne Marie: (Princess climbs down and waits for the mattresses and sings.) My back is hurting; my back is hurting; and I don’t know why my back is hurting. Princess Anne Marie: (She counts the mattresses and climbs on the


7

mattresses.) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20. (She climbs the mattresses and again tries to sleep.) Príncipe Pedro: (Prince enters with guitar and sings serenade to princess.) ¿Puede ser una verdadera princesa? ¿Puéde ser una verdadera princesa? (The prince rests his foot on a chair.) Le voy a cantar una canción.

De Colores De colores, de colores se visten los campos en la primavera. SFX: spring De colores, de colores son los pajaritos que vienen de afuera. SFX: birds De colores, de colores es el arco iris que vemos lucir. (Music fades.)

Scene IV Reina Isabela: (Asks with sarcasm.) ¿Dormiste bien? Princesa Ana María: Lo siento, lo siento, pero no pude dormir. Príncipe Pedro: (Prince talks to queen.) Pasó la prueba. Pasó la

mattresses.) I am going to count the mattresses: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20. (She climbs the mattresses and again tries to sleep.) Prince Pedro: (Prince enters with guitar and sings serenade to princess.) Can she really be a real princess? Can she really be a real princess? (The prince rests his foot on a chair.) I am going to sing a song to you.

Of Colors When the meadows, when the meadows burst forth in the cool dewy colors of Springtime. bringing in clouds of bright colors from far of... When the rainbow, when the rainbow spreads ribbons of color all over the sky.

Scene IV Queen Isabel: (Asks with sarcasm.) Did you sleep well? Princess Anne Marie: I am sorry. I am sorry, but I could not sleep. Prince Peter: (Prince talks to queen.) She passed the test. She passed the


8

prueba. Yo sabía que era una verdadera princesa. (Kneels and holds princess’ hand.) ¿Quiéres ser mi esposa? Princesa Ana María: (She answers while falling asleep.) Sí, sí, sí. (All of the characters are on stage singing song, while the couple dance a waltz to the song.) (All of the characters are on stage singing “De colores,,” while the couple dance a waltz to the song.)

De Colores Y por eso, los grandes amores de muchos colores me gustan a mi. (2) Narrador: Ahora, esto sí fue una verdadera historia. (When the dog comes in, he pulls a bone from under a mattress.)

test. I knew that she was a real princess. (Kneels and holds princess’ hand.) Will you be my wife? Princess Anne Marie: (She answers while falling asleep.) Yes, yes, yes.

Of Colors And I know why the splendors of true love are great and their colors the best ones of all. (2) Narrator: Now, this really was a real story.

35Kindergarten


TEKS: Social Studies � K.15-A, B, C, D Language Arts � K.1-A, B, C, D; K.2-A,B; K.3-A

Lesson 8: �Review and Assessment�

Objective: Students will be able to demonstrateknowledge and understanding of targeted vocabulary.

Review: Recycle vocabulary by singing songs and perform-ing activities presented in previous lessons.

Basic Vocabulary:

Greetings: Colors: Numbers: Clothes:

hola azul uno zapatosAdiós. verde dos vestidoBuenos días. rojo tres pantalonesBuenas tardes. anaranjado cuatro camisaBuenas noches. morado cinco piyamaHasta luego. amarillo siete

ochonuevediez

Fruits: Verbs:

manzana bailarnaranja cantaruvas saludarplátano pintarlimón vestir

comer

Activity one: Suggested songs to sing: �Nuevos AmigosTheme Song,� �Tengo, tengo,� �The Greeting Song,� �TheColor Song,� �The Number Song,� �Me duele,� �The ClothesSong� and �Me gustan.�

8 Materials needed: 1. Use games to review thevocabulary words.

36Kindergarten

Activity Two: Play the game of the �Human Bingo Game� using the parts of thebody vocabulary.

Directions: Make cards with parts of the body and have the students stand whentheir card is called. The first row to stand calls out �bingo.�

Assessment: 1. (*Art) Journal writing2. (*Language Arts and Music): Sing songs.3. (*Physical Education and Motor Skills): Play games.*Kindergarten Center Activities

H

Unit 2: “The Tortoise and the Hare”Lesson 8 - Review and Assesment

Objective:

Students will be able to demonstrateknowledge and understanding of targetedvocabulary.

Review:

Recycle vocabulary by singing songs andperforming activities presented in previouslessons.

Basic Vocabulary: Activity:Suggested songs:1. “Nuevos Amigos ThemeSong”2. “Tengo, Tengo”3. “Buenos días”4. “Finger Play Greeting Song”5. “¿De qué color es?”6. “Había una vez una princesalinda”7. “Me duele”8. “Me gustan los vegetales”9. “De colores”Suggested games:1. “The Flyswatter Game”2. “¿Cuál falta?”3. “Bean Bag Toss”

Culture Lesson:

SPECIFIC TEKS:

Social Studies:K.15 - A, B, C, D

Language Arts:K.1 - A, B, C, DK.2 - A, BK.3 - A

Enrichment Vocabulary: Activity #2: Assessment:1. Journal writing: Have the students draw and/orwrite their favorite words in Spanish.2. Oral Language: Sing songs and play games.3. Give a performance and invite parents to attend.TEKS:Language Arts:K.8 - AK.10 - 10CK.14 - D, EK.15 - A, B, C; K.16

37Kindergarten

Lesson 8

�De colores�De colores,

de colores se visten loscampos en la primavera.

De colores,de colores son los pajaritos


De colores es el arco irisque vemos lucir.

Y por esolos grandes amoresde muchos coloresme gustan a mi. (2)

�Of Colors�

When the meadows,when the meadows burst

forth in the cool dewycolors of springtime

When the swallows,when the swallows come

bringing in clouds ofbright colors from far of...

When the rainbow,when the rainbow,

spreads ribbons of colorall over the sky.

And I know why thesplendors of true love

sre great and theircolors the best ones of

all.

38Kindergarten

�Human Bingo Game� -

Activity Two: Play the game of the �Human Bingo Game� using the parts of thebody vocabulary.

Directions: Make cards with parts of the body and have the students stand whentheir card is called. The first row to stand calls out �bingo.�

39Kindergarten


9

TEKS: Language Arts � K.1-A, B, C, D; K.2-A, B; K.8-A, B; K.10-C;

K.14-D, E; K.15-A, B, C;

Lesson 9: �Animals�

Objective: Students will name animals in Spanish.

Review: Sing the song �Nuevos Amigos.� Review the verbcorrer (to run) and introduce the verb caminar (to walk).

Verbs: 1. correr � to run2. caminar � to walk

Basic Vocabulary: 1. zorro - fox2. liebre - hare3. tortuga - turtle4. ganso - goose5. búho - owl

Gender:The definite articles in Spanish signal the gender and num-ber of the noun to which they refer. The masculline articlesare el and los, and the indefinite articles are un and unos.The feminine definite articles are la and las, and the indefi-nite articles are una and unas.

* Masculine Feminineel zorro la liebreel ganso la tortugael búho

Activity One: Sing the song �La carrera� to the tune of�La raspa.�

Materials needed:

Activity #2-7-Up Game 1. Seven vocabulary animal cards

Assessment- 1. Spanish Journals 2. Paper (for book on days of the week) 3. Crayons 4. Pencil 5. Stapler

40Kindergarten

�La carrera�Una liebre corrió,

la tortuga la alcanzó.Los animales del bosque,cantaron esta canción.

Corre, corre tortuga,corre, corre y ganarás.Corre, corre tortuga,

corre, corre y ganarás.

Pronunciation of �rr� Sound:The pronunciation of the word zorro requires close attention. Try to discernthe difference between the rr sound of zorro and the pronunciation of the rin tortuga. It is necessary to note this difference and to pronounce the rr,or you will be saying another word. For instance, if you say pero instead ofperro, you will have said but instead of dog.

Enrichment Vocabuary: 1. ratón - mouse2. león - lion3. rana - frog4. oso - bear5. conejo - rabbit

*GenderMasculine Feminineel ratón la ranael leon la liebreel osoel conejo

Activity Two: Play the game: �Siete arriba� (�7-Up�).

41Kindergarten

The seven students who were tapped must stand and try to guess which childtapped them. Each child has only one guess.Student: ¿Es María? or ¿Es el zorro?If a child guesses correctly, he or she exchanges places with the child at thefront.

Culture Lesson: There is more than one way of doing things. Everyone walks andruns in different ways. Have the students demonstrate how they walk when theygo to church, school or run in the playground. Refer to the fable of �The Tortoiseand the Hare.�

Assessment: 1. (*Art): Draw animals and label them in Spanish. *Kindergarten Center Activity

Directions: Use vocabulary cards with pictures of animals learned. Choose sevenchildren to stand in front of class. Hand each student a vocabulary card andintroduce the student to the class.

Example:T: (handing a child a card) Clase, éste es el zorro. - Class, this is the wolf. (or) Clase, ésta es la tortuga. - Class, this is the turtle.

All the students at their seats put their heads down and their thumbs up. Theseven children walk around the room, each tapping a thumb. Then they return tothe front, and say: ¡Siete arriba! (Seven-Up)

I

Unit 2: “The Tortoise and the Hare”Lesson 9 - Animals

Objective:

Students will name animals in Spanish.

Review:

Sing the “NUEVOS AMIGOS ThemeSong” using (re) correr and (in) caminar forthe verbs. Read the story “The Tortoise andthe Hare.”

Verbs:1. correr – to run2. caminar – to walk

Basic Vocabulary:

1. zorro - fox2. liebre - hare3. tortuga - turtle4. ganso - goose5. búho - owl

Activity #1:

Sing the song “La carrera.”

Culture Lesson:There is more than one wayof doing things. Everyonewalks and runs in differentways. Have the studentsdemonstrate how they walkwhen they go to church andto school.Compare and contrast theways animals walk. How doturtles and hares walk?TEKS:Language Arts:K. 2 - BK.13 - A, B

TEKS:

Language Arts:K.1 - A, B, C, DK.2 - A, BK.8 - A, C


1. ratón - mouse2. león - lion3. rana - frog4. liebre - hare5. oso - bear

Masculine Feminineel ratón la ranael león la liebreel oso

Activity #2:

Play the game “7-Up” game.

Assessment:

1. Spanish Journals: Have the students draw and/orwrite the names of the animals in Spanish.

2. Play the “7-up” game.TEKS:Language Arts:K.8 - AK.10- CK.14 - D, EK.15 - A, B, C; K.16

42Kindergarten

Lesson 9 �La carrera�

(Sung to the tune of �La raspa�)

Una liebre corrió,la tortuga la alcanzó.

Los animales del bosque,cantaron esta canción.



�The Race�

A hare wanted to race.A tortoise caught up at last.

The forest animals sang this song.

Run, run tortoise.Run, run and you will win.


43Kindergarten

�7-up� -

Play the game �7-Up� that is played like the traditional �7-Up� in which sevenpersons are chosen to be �it.� All other persons in a classroom situation must puttheir heads down and place their thumb on their head. One of the seven personscalls out �heads down.� Then each of the seven players walks around and choosesone thumb to touch. They then return to the front of the class and say �headsup.� Those persons whose thumbs were touched stand up and try to guess whichplayer touched them. In the Spanish version, each one of the seven players isassigned a vocabulary word (the animal names in Spanish) instead of the player�sname. If they guess correctly, they become a player and use a new vocabularyword for their name. The player whose name is called must sit down and join therest of the group.

zorro liebre

tortuga ganso

búho caminar

Nuevos AmigosLesson 9: Animals

Kindergarten

44Kindergarten


10

TEKS: Language Arts � K.1-A, B, C, D; K.2-A, B; K.8-A, C Math � K.11-D

Lesson 10: �Days of the Week�

Objective: Students will say the days of the week.

Review: Sing the �Nuevos Amigos Theme Song.� Review theverb caminar (to walk) and introduce the verb aplaudir (toapplaud).

Verbs: 1. caminar � to walk2. aplaudir � to applaud

Basic Vocabulary: 1. lunes - Monday2. martes - Tuesday3. miércoles - Wednesday4. jueves - Thursday5. viernes - Friday6. sábado - Saturday7. domingo - Sunday

Activity One: Sing the song of �Days of the Week� to thetune of �Conga.�

Directions: Make a �Conga� line. Have the students form atrain while singing.

�Days of the Week�

Lunes, lunes, lunes, lunes, lunes, lunes, lunes, lunes, lunes. (9)Pa, pa, pa, pa, pam, (5) ¡martes! (Raise arms.)

Martes, martes, martes, martes, martes, martes, martes,martes, martes. (9)

Pa, pa, pa, pa, pam, (5) ¡miércoles! (Raise arms.)

Materials needed:

Assessment- 1. Spanish Journals 2. Paper (for days of the week book) 3. Crayons 4. Pencils 5. Stapler

Capitalization:The days of theweek are notcapitalized inSpanish. The weekbegins on Monday,rather than onSunday.

45Kindergarten

Miércoles, miércoles, miércoles, miércoles, miércoles, miércoles, miércoles,miércoles, miércoles. (9)

Pa, pa, pa, pa, pam, (5) ¡jueves! (Raise arms.)

Jueves, jueves, jueves, jueves, jueves, jueves, jueves, jueves, jueves. (9)Pa, pa, pa, pa, pam, (5) ¡viernes! (Raise arms.)

Viernes, viernes, viernes, viernes, viernes, viernes, viernes, viernes, viernes. (9)Pa, pa, pa, pa, pam, (5) ¡sábado! (Raise arms.)

Sábado, sábado, sábado, sábado, sábado, sábado, sábado, sábado, sábado. (9)Pa, pa, pa, pa, pam, (5) ¡domingo! (Raise arms.)

Domingo, domingo, domingo, domingo, domingo, domingo, domingo, domingo,domingo. (9)

Pa, pa, pa, pa, pam, (5) ¡lunes! (Raise arms.)(Start again.)

Enrichment Vocabulary: 1. ¿Qué día es hoy? - What day is it?2. Hoy es _______. - Today is _____.3. Ayer fue _______. - Yesterday was ______.4. Mañana será _______. - Tomorrow will be_______.

Activity Two: Say the �Days of the Week Cheer.�

Directions: Have the students use clapping of hands to say the cheer. Studentswill hit the table twice, A-A, and clap hands twice, B-B.

�Days of the Week Cheer� A- A B-B A-A B-B

When I say Monday, you say lunes, A-A B-B A-A B-B

Monday, lunes, Monday, lunes.

When I say Tuesday, you say martes,Tuesday, martes, Tuesday, martes.

When I say Wednesday, you say miércoles,Wednesday, miércoles, Wednesday, miércoles.

46Kindergarten

When I say Thursday, you say jueves,Thursday, jueves, Thursday, jueves.

When I say Friday, you say viernes,Friday, viernes, Friday, viernes.

When I say Saturday, you say sábado,Saturday, sábado, Saturday, sábado.

When I say Sunday, you say domingo,Sunday, domingo, Sunday, domingo.

Culture Lesson: There are many different kinds of percussion instruments inLatin America such as the drums, the maracas, the clave and the huido. Havestudents make a percussion instrument.

Directions: Have the students decorate their plates. Use two small paper platesand beans, rice or macaroni. Staple the plates and fill with anything that will makenoise. Tissue streamers in different colors may be glued on.

Assessment: 1. Journals (*Art): Make a circle and write the days of the weekin Spanish.2. (*Art and Language Arts): Make a days of the week book.*Kindergarten Center Activities

J

Unit 2: “The Tortoise and the Hare”Lesson 10 - Days of the Week

Objective:

Students will say the days of the week inSpanish.

Review:

Sing “NUEVOS AMIGOS Theme Song”using verbs (re) caminar and (in) aplaudir.

Verbs:1. caminar – to walk2. aplaudir – to applaud

Basic Vocabulary:

1. lunes - Monday2. martes - Tuesday3. miércoles - Wednesday4. jueves - Thursday5. viernes - Friday6. sábado - Saturday7. domingo - Sunday

Activity #1:

Say the cheer: “Days of theWeek Conga.”

Culture Lesson:

There are many differentpercussion instruments usedin Latin-American music:-maraca-clave-timbal-tambor (drum)-castañuela (castanets)Can you make a percussioninstrument?TEKS:Language Arts:K.2 - BK.13 - A, B

SPECIFIC TEKS:

Language Arts:K.1 - A, B, C, DK.2 - A, BK.8 - A, CMath:K.5K.11 - D

Enrichment Vocabulary:Dialogue:¿Qué día es hoy?Hoy es _________.

¿Qué día fue ayer?Ayer fue ________.

¿Qué día será mañana?Mañana será ________.

Activity #2:

Say the cheer: “Days of theWeek Conga.”

Assessment:1. Journals: Write and/or make a drawing of yourfavorite day of the week.2. Make a “Los días de la semana “ (“ Days ofthe Week”) book.TEKS:Language Arts:K.8 - AK.10 - CK.14 - D, E; K.15 - A, B, C; K.16

47Kindergarten

Lesson 10 �La conga�

Lunes, lunes, lunes, lunes, lunes, lunes, lunes, lunes, lunes, (9)Pa, pa, pa, pa, pam, (5) ¡martes! (Raise arms.)

Martes, martes, martes, martes, martes, martes, martes, martes, martes,(9)

Pa, pa, pa, pa, pam, (5) ¡miércoles!

Miércoles, miércoles, miércoles, miércoles, miércoles, miércoles, miércoles,miércoles, miércoles, (9)

Pa, pa, pa, pa, pam, (5) ¡jueves!

Jueves, jueves, jueves, jueves, jueves, jueves, jueves, jueves, jueves, (9)Pa, pa, pa, pa, pam, (5) ¡viernes!

Viernes, viernes, viernes, viernes, viernes, viernes, viernes, viernes, viernes,(9)

Pa, pa, pa, pa, pam, (5) ¡sábado!

Sábado, sábado, sábado, sábado, sábado, sábado, sábado, sábado, sábado,(9)

Pa, pa, pa, pa, pam, (5) ¡domingo!

Domingo, domingo, domingo, domingo, domingo, domingo, domingo, domingo,domingo, (9)

Pa, pa, pa, pa, pam, (5) ¡lunes!(Start again.)

48Kindergarten

Lesson 10

�La conga�

Monday, Monday, Monday, Monday, Monday, Monday, Monday, Monday, Monday.(9)

Pa, pa, pa, pa, pam, (5) Tuesday! (Raise arms.)

Tuesday, Tuesday, Tuesday, Tuesday, Tuesday, Tuesday, Tuesday, Tuesday,Tuesday. (9)

Pa, pa, pa, pa, pam, (5) Wednesday! (Raise arms.)

Wednesday, Wednesday, Wednesday, Wednesday, Wednesday, Wednesday,Wednesday, Wednesday, Wednesday. (9)

Pa, pa, pa, pa, pam, (5) Thursday! (Raise arms)

Thursday, Thursday, Thursday, Thursday, Thursday, Thursday, Thursday,Thursday, Thursday. (9)

Pa, pa, pa, pa, pam, (5) Friday!

Friday, Friday, Friday, Friday, Friday, Friday, Friday, Friday, Friday.Pa, pa, pa, pa, pam, (5) Saturday!

Saturday, Saturday, Saturday, Saturday, Saturday, Saturday, Saturday,Saturday, Saturday. (9)

Pa, pa, pa, pa, pam, (5) Sunday!

Sunday, Sunday, Sunday, Sunday, Sunday, Sunday, Sunday, Sunday, Sunday. (9)Pa, pa, pa, pa, pam, (5) Monday!

(Start again.)

49Kindergarten

Lesson 10

�Days of the Week Cheer� A- A B-B A-A B-B

When I say Monday, you say lunes, A-A B-B A-A B-B

Monday, lunes, Monday, lunes.

When I say Tuesday, you say martes,Tuesday, martes, Tuesday, martes.

When I say Wednesday, you say miércoles,Wednesday, miércoles, Wednesday, miércoles.

When I say Thursday, you say jueves,Thursday, jueves, Thursday, jueves.

When I say Friday, you say viernes,Friday, viernes, Friday, viernes.

When I say Saturday, you say sábado,Saturday, sábado, Saturday, sábado.

When I say Sunday, you say domingo,Sunday, domingo, Sunday, domingo.

aplaudir

lunes martes

miércoles jueves

viernes sábado

domingo

Nuevos AmigosLesson 10: Days of the Week

Kindergarten

50Kindergarten


11

TEKS: Social Studies � K.1-A Language Arts � K.1- A, B, C, D; K.2-A, B; K.8-A, C; K.13-A, B Social Studies � K.11-D

Lesson 11: �Months of the Year�

Objective: Students will name the months of the year inSpanish.

Review: Sing the song �Nuevos Amigos�. Review the verbaplaudir (to applaud) and introduce the verb correr (torun).

Verbs: 1. aplaudir � to applaud2. correr � to run

Basic Vocabulary: 1. enero - January2. febrero - February3. marzo - March4. abril - April5. mayo - May6. junio - June7. julio - July8. agosto - August9. septiembre - September10. octubre - October11. noviembre - November12. diciembre - December

Mateials needed:

Activity #2-1. Paper (for book on months of the year) 2. Crayons 3. Pencil

Culture Lesson- 1. Use Word Wall to see how months are written in alower case letter

Assessment - 1. Spanish Journals 2. Pencil

Activity One: Sing the song �Months of the Year CongaDance� and say the months of the year.

�Months of the Year Conga Dance�Enero, enero, enero, enero, enero, enero, enero, enero,

enero. (9)Pa, pa, pa, pa, pam, ¡febrero! (Raise arms.)

Febrero. (Repeat 9 times.)Pa, pa, pa, pa, pam, ¡marzo! (Raise arms.)

Capitalization:Like the days ofthe week, themonths of theyear are notcapitalized inSpanish.

51Kindergarten

Marzo (Repeat 9 times.)Pa, pa, pa, pa, pam, ¡abril! (Raise arms.)

Abril (Repeat 9 times.)Pa, pa, pa, pa, pam, ¡mayo! (Raise arms.)

Mayo (Repeat 9 times.)Pa, pa, pa, pa, pam, ¡junio! (Raise arms.)

Junio (Repeat 9 times.)Pa, pa, pa, pa, pam, ¡julio! (Raise arms.)

Julio (Repeat 9 times.)Pa, pa, pa, pa, pam, ¡agosto! (Raise arms.)

Agosto (Repeat 9 times.)Pa, pa, pa, pa, pam, ¡septiembre! (Raise arms.)

Septiembre (Repeat 9 times.)Pa, pa, pa, pa, pam, ¡octubre! (Raise arms.)

Octubre (Repeat 9 times.)Pa, pa, pa, pa, pam, ¡noviembre! (Raise arms.)

Noviembre (Repeat 9 times.)Pa, pa, pa, pa, pam, ¡diciembre! (Raise arms.)

Diciembre (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡Olé! (Raise arms.)

Enrichment Vocabulary: 1. año - year2. meses - months3. cumpleaños - birthday4. ¿Cuál es la fecha de tu cumpleaños? - What�s thedate of your birthday?5. Mi cumpleaños es el (date) de (month).- My birthday is on (date) of (month).

52Kindergarten

Activity Two: Students will make a big book with months of the year.

Culture Lesson: The months of the year are not capitalized in the Spanish lan-guage. Compare how the months of the year are capitalized in English and inSpanish.

Assessment: 1. (*Art and Language Arts): Have the students draw and say themonths of the year to make a class big book of �Los meses delaño.�2. (*Fine Arts and Social Studies): Students will sing the song�Months of the Year Conga Dance.�* Kindergarten Center Activities

How to write the Date in Spanish:The definite article and the cardinal number appear first, followed by de, which isthen followed by the month: el diesiséis de mayo. In Spanish the date would bewritten as: 16/05/01.

K

Unit 2 The Tortoise and the Hare Lesson 11: Months of the Year Objective: Students will name the months of the year in Spanish. Review: Sing the “NUEVOS AMIGOS Theme Song” using the verbs (re) aplaudir and (in) correr.

Verbs: 1. aplaudir – to applaud 2. correr – to run Basic Vocabulary: 1. enero - January 2. febrero - February 3. marzo - March 4. abril - April 5. mayo - May 6. junio - June 7. julio - July 8. agosto - August 9. septiembre - September 10. octubre - October 11. noviembre - November 12. diciembre - December

Activity #1: Sing the “Months of the Year Conga Song.”

Culture Lesson: In the Spanish-speaking countries the months of the year are written in a lower case letter. Compare independence days of Mexico, 16th of September to United States, 4th of July. TEKS: Social Studies: K.1 - A Language Arts: K.2 - B K.13 - A, B

SPECIFIC TEKS: Language Arts: K.1 - A, B, C, D K.2 - A, B K.8 - A, C Math: K.11 - D

Enrichment Vocabulary: 1. año - year 2. meses - months 3. cumpleaños - birthday 4. ¿Cuál es la fecha de tu cumpleaños? - When is your birthday? 5. Mi cumpleaños es el (day) de (month). - My birthday is on (month) (day).

Activity #2: Students will make a big book with seasonal illustrations.

Assessment: 1. Journal: Draw and/or write your favorite month of the year. Say the name of the month in Spanish. 2. Sing or recite the sequence of the months of the year in Spanish. TEKS: Language Arts: K.1 - C K.10 – C Math: K.11 - D

53Kindergarten

Lesson 11�Months of the Year Conga Dance�

Enero, enero, enero, enero, enero, enero, enero, enero, enero. (9)Pa, pa, pa, pa, pam, (5) ¡febrero! (Raise arms.)

Febrero (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡marzo! (Raise arms.)

Marzo (Repeat 9 times).Pa, pa, pa, pa, pam, (5) ¡abril! (Raise arms.)

Abril (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡mayo! (Raise arms.)

Mayo (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡junio! (Raise arms.)

Junio (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡julio! (Raise arms.)

Julio (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡agosto! (Raise arms.)

Agosto (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡septiembre! (Raise arms.)

Septiembre (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡octubre! (Raise arms.)

Octubre (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡noviembre! (Raise arms.)

Noviembre (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡Diciembre! (Raise arms.)

Diciembre (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡Olé! (Raise arms.)

54Kindergarten

Lesson 11�Months of the Year Conga Dance�

January (9)Pa, pa, pa, pa, pam, (5) ¡febrero! (Raise arms.)

February (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡marzo! (Raise arms.)

March (Repeat 9 times).Pa, pa, pa, pa, pam, (5) ¡abril! (Raise arms.)

April (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡mayo! (Raise arms.)

May (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡junio! (Raise arms.)

June (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡julio! (Raise arms.)

July (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡agosto! (Raise arms.)

August (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡septiembre! (Raise arms.)

September (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡octubre! (Raise arms.)

October (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡noviembre! (Raise arms.)

November (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡Diciembre! (Raise arms.)

December (Repeat 9 times.)Pa, pa, pa, pa, pam, (5) ¡Olé! (Raise arms.)

Nuevos AmigosLesson 11: Months of the Year

enero febrero marzo

abril mayo junio

julio agosto septiembre

octubre noviembre diciembre

correr

Kindergarten

55Kindergarten


12

Lesson 12: �Seasons�

Objective: Students will describe and illustrate the fourseasons of the year when presented with picture clues.

Review: Sing the �Nuevos Amigos Theme Song.� Review theverb correr (to run) and introduce the verb indicar (toindicate).

Verbs: 1. correr - to run2. indicar - to indicate

Basic Vocabulary: 1. el otoño - fall2. el invierno - winter3. la primavera - spring4. el verano - summer

Activity One: Recite the poem: �Las estaciones del año�(The Seasons of the Year).

�Las estaciones del año�

Las hojas se caen en el otoño.En el invierno, frías, frías están.

En la primavera, hojas nuevas traen.En el verano, todas las hojitas verdes, verdes están.

Enrichment Vocabulary: 1. igual - same2. diferente - different3. las estaciones - the seasons

TEKS: Language Arts � K.1-A, B, C, D; K.2- A, B; K.3-D; K.8-A, C; K.13-A, B; K.14-D, E; K.15- A, B, C; K.16 Science � K.5-B; K.7-C

Activity Two: Sing the season of the year song �Lasestaciones del año� to the tune of �Alueta.�

Materials needed:

Culture Lesson -1. Globe

Assessment - 1. Spanish Journals 2. Pencil

Capitalization: The seasons of theyear are notcapitalized.

56Kindergarten

�Las estaciones del año:(the song)

El otoño, el otoño, el otoño,una estación del año es.

El invierno, el invierno, el invierno,una estación del año es.

La primavera, la primavera, la primavera,una estación del año es.

El verano, el verano, el verano,una estación del año es.

Culture Lesson: Explain to students that seasons are different in other parts ofthe world. Use the globe or map to show how we have opposite seasons. For ex-ample, in Chile and Argentina, it is summer when they celebrate Christmas, whilewe in North America are experiencing the winter season. And when the U. S. isenjoying warm summer days, Chile and Argentina are in the middle of their winter.

Assessment: 1. (*Art and Social Studies): Journal: Students will fold a paperinto four squares. Students will draw a tree depicting the season.2. (*Language Arts): Have the students sing and recite the poemand song on the seasons of the year.*Kindergarten Center Activities

L

Unit 2: “The Tortoise and the Hare”Lesson 12 - Seasons

Objective:

Students will describe and illustrate the fourseasons when presented with picture clues.

Review:

Sing the “NUEVOS AMIGOS ThemeSong” using the verbs (re) correr and (in)indicar.

Verbs:

1. correr – to run2. indicar – to indicate

Basic Vocabulary:

1. el otoño - fall2. el invierno - winter3. la primavera - spring4. el verano - summer

Activity #1:

Recite poem “Las estaciones.”

Culture Lesson:

Explain to students thatseasons are different in otherparts of the world.Use a globe to explain how acountry in South America isexperiencing summer duringDecember, while we are inthe winter season.

TEKS:Social Studies:K.5 - ALanguage Arts:K.13 - A, B

SPECIFIC TEKS:

Language Arts:K.1 - A, B, C, DK.2 - A, BK.3 - DK.8 - A, C

Science:K.5 - BK.7 - C


1. igual - same

2. diferente - different

3. las estaciones - theseasons

Activity #2:

Sing song “Las estaciones”.

Assessment:

1. Journal Writing: Students will fold a paper intofour squares. Then they will draw a tree or aweather scene to depict each season of the year.TEKS:Language Arts:K.8 - AK.10 - CK.14 - D, EK.15 - A, B, C

57Kindergarten

Lesson 12

�Las estaciones del año�(el poema)

Las hojas se caen en el otoño.En el invierno, frías, frías están.

La primavera nos trae nuevas hojas.En el verano, todas las hojitas verdes, verdes están.

�The Seasons of the Year�(the Poem)

The leaves in the autumn fall.During winter time cold, cold are they.

The spring time brings new leaves.In the summer time, all the leaves are green. Lesson 12

�Las estaciones del año�(la canción)

(Sung to the tune of �Alueta�)

El otoño, el otoño, una estación del año es.

El invierno, el invierno, una estación del año es.

La primavera, la primavera, una estación del año es.

El verano, el verano, una estación del año es.

�The Seasons of the Year�(the song)


A-a-autumn, a-a-autumn, a season of the year it is.

W-w-inter, w-w-winter, a season of the year it is.

S-s�spring, s-s-spring, a season of the year it is.

S-s-summer, s-s-summer, a season of the year it is.

Nuevos AmigosLesson 12: Seasons

el invierno

la primavera

el verano el otoño

indicar

Kindergarten

58Kindergarten


13

TEKS: Language Arts � K.1-A, B, C, D; K.2-A, B; K.4-B; K.8-A, C; K.9-C; K.13-A, B Social Studies � K.12-A, B, C

Lesson 13: �Manners�

Objective: Students will express in Spanish those re-sponses associated with good manners.

Review: Sing the song �Nuevos Amigos Theme Song.�Review the verb indicar (to indicate) and introduce theverb abrazar (to hug).

Verbs: 1. indicar � to indicate 2. abrazar - to hug

Basic Vocabulary: 1. gracias - thank you2. por favor - please3. por nada/de nada - you�re welcome4. con permiso - excuse me5. pase usted - come in

Activity One: Role play situation where the targeted vo-cabulary will be used. For example, a child receiving anobject will say gracias, and the other child will answer denada.

Conversation One:Student 1: Dame una manzana, por favor.Student 2: (Gives Student 1 an apple.)Student 1: Gracias.Student 2: De nada.

Conversation Two:Student 1: (Student wants to get by a group a students.)Con permiso.Student 2: Pase usted.

Materials needed:

Activity #1-1. Photocopy conversations

Assessment-1. Spanish Journal 2. Pencil

59Kindergarten

Enrichment Vocabulary: 1. abrazo - hug2. beso - kiss

Activity Two: Sing the song �El abrazo� to the tune of �Happy Birthday.�

�El abrazo�

Te doy un abrazo,te doy un abrazo,te doy un abrazo.

Porque eres mi amigo,te doy un abrazo.

Te doy un abrazo,te doy un abrazo,te doy un abrazo.

Porque somos amigos.te doy un abrazo.

Culture Lesson: Teach the concept of hugging used as a greeting that is given toadults and friends. With �el abrazo,� you also kiss the left cheek, and in someSpanish-speaking countries, you kiss both cheeks.

Assessment: 1. Teacher observation: Students are to practice using goodmanners.

M

Unit 2: “The Tortoise and the Hare”Lesson 13 - Manners

Objective:

Students will express in Spanish responsesassociated with good manners.

Review:

Sing the “NUEVOS AMIGOS Theme Song”using the verbs (re) indicar and (in) abrazar.

Verbs:1. indicar – to indicate2. abrazar – to hug

Basic Vocabulary:

1. gracias - thank you2. por favor - please3. por nada/de nada -you’re welcome4. con permiso - excuse me5. pase usted - come in (or)gives one permission tocut in line

Activity #1:

Do the role-play activity.

Culture Lesson:

In the Spanish-speakingcountries, it is customary togive a person a hug whengreeting. You also kiss onecheek, or you may also kissboth cheeks.

TEKS:

Social Studies:K.12 - A, B, CLanguage Arts:K.2 - BK.13 - A, B

SPECIFIC TEKS:

Language Arts:K.1 - A, B, C, DK.2 - A, BK.4 - BK.8 - A, CK.9 - C


1. abrazo - hug2. beso - kiss

Activity #2:

Role play activity.

Sing song “El abrazo.”

Assessment:

Teacher observation will serve as an assessment.

TEKS:

Language Arts:K.3 - AK.4 - B

60Kindergarten

Lesson 13�El abrazo�

(Sung to the tune of �Happy Birthday�)

Te doy un abrazo,te doy un abrazo.



Porque somos amigos,te doy un abrazo.

�The Hug�(Sung to the tune of �Happy Birthday�)

I give you a hug.I give you a hug.

Because you are my friend...I give you a hug.


Because we are friends...I give you a hug.

Nuevos Amigos Lesson 13: Manners

gracias

por favor

por/de nada

con permiso

pase usted

Kindergarten

61Kindergarten


14

Lesson 14: �The Tortoise and the Hare�(�La tortuga y la liebre�)

Objective: Students will view the video of the puppet playin Spanish: �La tortuga y la liebre� and review the learnedvocabulary.

Review: Recycle vocabulary by singing songs andperforming activities presented in previous lessons.

Basic Vocabulary:

Animals: Days of the week: Months of the Year:zorro lunes eneroliebre martes febrerotortuga miércoles marzoganso jueves abril

viernes mayosábado juniodomingo julio

agostoseptiembreoctubrenoviembrediciembre

Seasons: Manners: Verbs:el otoño gracias caminarel invierno por favor correrla primavera por nada/de nada aplaudirel verano con permiso indicar

pase usted abrazar

TEKS: Language Arts � K.1-D, E; K.2-B; K.3-C; K.8-B; K.9-B; K.13-A, B Social Studies � K.12-A, B, C

Materials needed:

Activity #2- 1. Video of puppet play

Assessment-

1. Spanish Journal 2. pencil 3. crayons

N

Unit 2: “The Tortoise and the Hare”Lesson 14 - The Puppet Play

Objective:

Students will view the video of the puppet playin Spanish: “La tortuga y la liebre.”

Review:

Have the students read the story “TheTortoise of the Hare” before viewing the play.

Basic Vocabulary: Activity #1:

View the video.

Review:Use the songs and games toreview.

Culture Lesson:

Talk about the moral that isdepicted in the fable, “TheTortoise and the Hare”: Hardwork and perseverance bringrewards.TEKS:Social Studies:K.12 - A, B, CLanguage Arts:K.2 - BK.13 - A, B

SPECIFIC TEKS:

K.1 - D, EK.3 - CK.8 - BK.9 - A, BK.13 - A, B

Enrichment Vocabulary: Activity #2:

View the video.

Assessment:

1. Journal Writing: Have the students draw and/orwrite their favorite words in Spanish.

63Kindergarten

Lesson 14 �El abrazo�

(Sung to the tune of �Happy Birthday�)




Porque somos amigos,te doy un abrazo.

�The Hug�(Sung to the tune of �Happy Birthday�)


Because you are my friend...I give you a hug.


Because we are friends...I give you a hug.

64Kindergarten

Lesson 14

�La carrera�(Sung to the tune of �La raspa�)

Una liebre corrió,la tortuga la alcanzó.Los animales del bosque,

cantaron esta canción.



�The Race�

A hare wanted to race.A tortoise caught up at last.

The forest animals sang this song.



65Kindergarten

Lesson 14

�Las estaciones del año�(la canción)


El otoño, el otoño, una estación del año es.

El invierno, el invierno, una estación del año es.

La primavera, la primavera, una estación del año es.

El verano, el verano, una estación del año es.

�The Seasons of the Year�(the song)


A-a-autumn, a-a-autumn, a season of the year it is.

W-w-inter, w-w-winter, a season of the year it is.

S-s�spring, s-s-spring, a season of the year it is.

S-s-summer, s-s-summer, a season of the year it is.

“La tortuga y la liebre” “The Tortoise and the Hare”

1

(Spanish) Characters: La tortuga La liebre Backdrop: Show the different Aesop’s Fables such as the: “The Fox and the Grapes,” “The Goose and the Golden Egg,” “The Mouse and the Lion.” Also show several more forrest animals such as a bear and an owl. Scene I The scene begins during the late summer, and the tortoise and the hare are drinking lemonade. There is also a calendar showing the months of the year. (Trees will show changes of season.) La liebre: (Asks rudely.) Dame más limonada. ¡Pronto! La tortuga: (Says politely.) Se dice: dame más limonada, por favor. La liebre: (Answers sarcastically and quickly.) Por favor, por favor, por favor. La tortuga: (Walks very slowly to get lemonade.) La liebre: (Says impatiently.) Hoy es lunes y será viernes para cuando me traigas la limonada. Son cuatro días.

(English) Characters: The tortoise The hare Scene I The hare: (Asks rudely.) Give me more lemonade. Hurry! The tortoise: (Says politely.) You say: Please give me more lemonade. The hare: (Answers sarcastically and quickly.) Please, please, please. The tortoise: (Walks very slowly to get lemonade.) The hare: (Says impatiently.) Today is Monday, and it will be Friday until I get my lemonade. That will be four days later.


2

(Show changes of season on trees and calendar to fall. Have the animals wearing clothes for colder weather. Have animals picking potatoes and apples, while the pea soup is cooking.) Narrator: Llegó el otoño, y los días eran frescos. Una vez más se encuentran con la tortuga y la liebre. Están en un jardín recogiendo papas y manzanas. Mientras en la cocina se cocinaba la sopa de guisantes. La liebre: (Says impatiently.) Tengo hambre. ¿Cuándo vamos a comer? (He rushes past the hare.) La tortuga: (Says politely and slowly.) Con permiso, hay que ser paciente. (The tortoise walks over to serve the soup and sets the bowl in front of him.) La liebre: (Quickly rushes to the table and starts eating without waiting for the tortoise to sit down.) La tortuga: (Answers politely but directly.) ¡Qué manera de comportarse! La liebre: Gracias, gracias, gracias. Es que quería la sopa hoy y no el domingo. Van a ser cuatro días después. (Covers face to talk to audience.) No siete días después. Eres muy

Narrator: Fall has arrived, and the days are cool. We find the tortoise and the hare in the garden again. They are in the garden picking potatoes and apples. Meanwhile, the pea soup is cooking in the kitchen. The hare: (Says impatiently. I am hungry. When are we going to eat? (He rushes past the hare.) The tortoise: (Says politely and slowly.) Excuse me, you must be patient. (The tortoise walks over to serve the soup and sets the bowl in front of him.) The hare: (Quickly rushes to the table and starts eating without waiting for the tortoise to sit down.) The tortoise: (Answers politely but directly.) What a (bad) way to behave! The hare: Thank you, thank you. It’s that I wanted the soup today and not on Sunday. That’s four days later. (Covers face to talk to audience.) Not seven days later. You are very


3

lento y haces las cosas tan despacio. La tortuga: Poco a poco se va lejos. La liebre: Ah, sí, ¡lejos! Vamos a ver quién corre más rápido. (Talks to audience.) Yo soy más rápido. La tortuga: ¿Vamos a correr una carrera? La liebre: Sí, una carrera, una carrera, una carrera. Pero te digo una vez más que yo soy el más rápido. (Show changes of season on trees and calendar to winter.) Narrator: Llega el invierno, y hace frío. Mientras la tortuga duerme, la liebre se prepara para la carrera. (The hare is admiring himself in front of the mirror. There is a picture of the tortoise on the wall.) La liebre: ¡Qué guapo soy! Y mira la tortuga. (He laughs.) ¡Qué ojos tan grandes! ¡Qué piernas más largas! Y mira la tortuga. (He laughs.) (He laughs.) Cuando llegue la primavera, estaré listo para la carrera. (Sings the song.) Yo soy el más guapo. Yo soy el más fuerte.

slow, and you take too much time to do things. The tortoise: Hard work and perseverence bring rewards. The hare: Oh, yes, hard work and perseverance! Well, then, let’s see who can run faster. (Talks to audience.) I run faster. The tortoise: Do you want to run a race? The hare: Yes, a race, a race, a race. But I am going to tell you once more that I am the faster runner. Narrator: Winter arrives, and it is cold. Meanwhile, the tortoise sleeps, and the hare prepares himself for the race. The hare: I am so handsome! And look at the tortoise. (He laughs.) What big eyes I have! And looks at the tortoise. (He laughs.) What long legs I have! And look at the tortoise. (He laughs.) When Spring arrives, I will be ready for the race. (Sings the song.) I am the most handsome. I am the strongest. I am


4

Yo soy el más rápido. ¡Yo soy el mejor! (Show changes of season on trees and calendar to spring.) Narrator: Con la primavera llegó el día de la carrera. (Both animals are lining-up. The hare is ready and jumping up and down, while the tortoise is slowly walking towards the starting line.) La liebre: ¡Pronto, pronto, rápido, rápido! La tortuga: (She just keeps walking.) (As they come together, the narrator announces the start of the race.) Narrator: ¡Listos! (Blow a whistle.) La liebre salió adelante, y la tortuga salió despacio. (Show the hare running way ahead of the tortoise.) La liebre: (The hare looks back and laughs.) Tengo tiempo para tomar una siesta. (The tortoise passes the hare several times, while he is sleeping. The tortoise looks focused.) La tortuga: Poco a poco se va lejos. (Repeats it over and over.) Poco a poco se va lejos, una vuelta.

the fastest. I am the best! Narrator: Spring has arrived and so has the day of the race. The hare: Fast, fast, fast, fast! Narrator: Ready! (Blow a whistle.) The hare takes off ahead, and the tortoise is slowly making his way. The hare: (The hare looks back and laughs.) I have time to take a nap. The tortoise: Hard work and perseverance bring rewards. (Repeats it over and over.) Hard work and perseverance bring rewards. Hard work and


5

Poco a poco se va lejos, dos vueltas. La liebre: (He wakes-up startled.) ¿Qué pasa? ¿Qué pasa? (He tries to catch up.) ¡Aquí vengo! ¡Aquí vengo! (Heard from a distance.) ¡Aquí vengo! ¡Aquí vengo! (Heard closer.) ¡Aquí estoy! La tortuga: (The tortoise trips on the stump and crosses the finish line. Applauding begins.) Poco a poco se va lejos. (Yells.) ¡Poco a poco se va lejos! La liebre: (He walks over slowly to give the tortoise a flower.) Sí, poco a poco se va lejos. La tortuga: Eres mi amigo. La liebre: Sí soy tu amigo. Both: Somos amigos. Somos amigos. Somos amigos.

“El abrazo” Te doy un abrazo (3) porque eres mi amigo. (Repeat) Te doy un abrazo (3) porque somos amigos. (Repeat) Show scenes of the play to go along

rewards. Hard work and perseverance bring rewards. The hare: (He wakes-up startled.) What happened? What happened? (He tries to catch up.) Here I come! Here I come! (Heard from a distance.) Here I come! Here I come! (Heard closer.) Here I am! La tortuga: (The tortoise trips on the stump and crosses the finish line. Applauding begins.) Hard work and perserverance bring rewards. (Yells.) Hard work and perserverance bring rewards. The hare: (He walks over slowly to give the tortoise a flower.) Yes, hard work and perserverance bring rewards. The tortoise: You are my friend. The hare: Yes, I am your friend. Both: We are friends. We are friends. We are friends.

“The Hug” I give you a hug (3) because you are my friend. (Repeat) I give you a hug (3) because we are friends. (Repeat)


6

with words of song, “La carrera” is being sung.

“La carrera” Una liebre corrió La tortuga la alcanzó. Los animales del bosque cantaron esta canción. Corre, corre tortuga, (Clapping) Corre, corre y ganarás. Corre, corre tortuga, Corre, corre y ganarás. (Repeat)

“Las estaciones del año” Tune to “Alueta”

El otoño, el otoño, El otoño una estación del año es. El invierno, el invierno, El invierno una estación del año es. La primavera, la primavera, La primavera una estación del año es. El verano, el verano, El verano una estación del año es. (Repeat)

“The Race” A hare wanted to race. A tortoise caught up at last. The forest animals, Sing this song. Run, run tortoise, (clapping) Run, run and you will win. Run, run tortoise, Run, run and you will win. (Repeat)

“The Seasons of the Year” Tune to “Alueta”

The fall season, the fall season, the fall season is a season of the year. The winter season, the winter season, the winter season is a season of the year. The spring season, the spring season, the spring season is a season of the year. The summer, the summer, the summer is a season of the year. (Repeat)

Traza el número. Luego escríbelo.

uno

cinco

cuatro

tres

dos

Los números Nombre

Traza el número. Luego escríbelo.

seis

diez

nueve

ocho

siete

Escriba en español.

Los números Nombre

1 uno 2 dos

3 tres 4 cuatro 5 cinco

6 seis 7 siete 8 ocho

9 nueve 10 diez 11 once

12 doce 13 trece 14 catorce

15 quince 16 dieciséis 17 diecisiete

18 dieciocho 19 diecinueve 20 veinte

Counting Chart

1 uno

2 dos

3 tres

4 cuatro

5 cinco

6 seis

7 siete

8 ocho

9 nueve

10 diez

Frutas

la manzana la pera

las uvas las fresas

las cerezas el limón

la naranja el durazno

el plátano la piña

Las estaciones

el invierno el otoño

el verano la primavera

Escriba las estacionesNombre

kindergarten spanish - dallas independent school … spanish distance learning program ... and the...

Documents