Lesson Plan: Storyline Introduction and Development

<-- Back to Lesson Plans

Educator's Name:	Shannon Husley, Coordinator
School:	Elementary Spanish Program
School District:	Gulfport School District
Student Grade Levels:	Kindergarten
Subject:	Spanish
Title of Lesson Plan:	Storyline Introduction and Development
Unit/Theme:	Ricitos de Oro y Los Tres Osos

Competency Number:

Spanish 1.a., 4.b., d.

Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1. Give and follow simple instructions in order to participate in age-appropriate classroom and/or cultural activities.
Demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.
1. b. Observe and used appropriate verbal and non-verbal behaviors, such as greetings, leave-takings, and classroom interactions.
2. d. Identify and use culturally appropriate verbal and non-verbal behaviors, such as gestures, personal space, and body language.

Objectives:

Comprehension of focus vocabulary; comprehension and cultural awareness of greetings and leave-taking; comprehension and cultural awareness of using fingers to count beginning with the thumb.

Instructional Format:

Greetings; introductions; story-telling; pointing; holding up; yes/no questions; either/or questions; leave-taking; songs; counting; grab bags.

Materials Needed:

Big book
1 large/small ball
10 large/small laminate circles
Large chair
Bed images
5 large/small chair/bed images
Seat cushion
Soft/hard objects around classroom
Packets of large/small, chair/bed images
One seat cushion
Objects around classroom
Glove for Ricitos de Oro
Large/small bowl images
Large one/two/three images
Felt board
Felt chair/bed bowl images, 3 each
3 teddy bear images on sticks
Grab bag with soft/hard objects
Felt figures
MAGNOLIA

Duration of Activity:

3 days

Activity:

RICITOS DE ORO
Lesson One - Day 1

FOCUS/Extension	Time/Activity	Materials	Activity Description
HOLA	2/greeting introductions	none	Greet students and mention own name and that of classroom teacher. Encourage students to say own names.
GRANDE/PEQUEÑO	8/storytelling	big book	Read story while showing pictures in big book.
GRANDE/PEQUEÑO	2/point to	1 large/small ball	Demonstrate large/small by using hand motions. Use large/small balls to demonstrate large/small. Place balls at opposite ends of classroom and request students point to ball named, large or small.
GRANDE/PEQUEÑO	5/hold up	10 large/small laminate circles	Pass out large circles to half students and small circles to other half, saying GRANDE/PEQUEÑO as appropriate. Request students hold up large circles and then small circles. Request students pass forward first large circles and then small circles, returning all circles.
silla/cama	2/point to	large chair/bed images	Identify chair/bed images. Place images at opposite ends of classroom. Request students point to image named.
GRANDE/PEQUEÑO silla/cama	4/hold up	5 large/small, chair/bed images	Pass out one chair/bed images image to each student. Request students hold up image named.
BLANDO/DURO	2/yes/no questions	seat cushion	Sit on chair with cushion saying BLANDO. Sit on chair without cushion, saying DURO. Ask yes/no questions.
BLANDO/DURO	4/either/or questions	soft/hard objects around classroom	Walk around classroom room picking up soft/hard objects. Ask either/or questions.
HASTA LUEGO	1/leave taking	none	Take leave of students saying HASTA LUEGO.

RICITOS DE ORO
Lesson One - Day 2

FOCUS/Extension	Time/Activity	Materials	Activity Description
HOLA	1/greeting	none	Greet students and introduce self and classroom teacher and encourage students to say own name.
GRANDE/PEQUEÑO silla/cama	5/point to	large/small, chair/bed images	Place images in different parts of classroom. Request students point to image named.
GRANDE/PEQUEÑO silla/cama	5/hold up	packets of large/ small, chair/bed images	Pass packets to students. Request students take out named images, large/small, chair/bed.
BLANDO/DURO	5/either/or questions	one seat cushion	Sit on chair without cushion; saying DURO. Sit on chair with cushion, saying BLANDO. Request individual students sit on chair, with/without cushion. Ask either/or questions.
BLANDO/DURO	3/song	objects around classroom	Sing song while touching soft/hard objects and encouraging students to use focus words like BLANDO, DURO. Song: [tune, Frere Jacques] blando, duro, blando, duro. Como es? Como es?
GRANDE/PEQUEÑO BLANDO/DURO silla/cama/plato	10/storytelling	glove for Ricitos de Oro	Tell story using de Oro glove and puppets.
HASTA LUEGO	1/leave taking	none	Take leave of students.

RICITOS DE ORO
Lesson One - Day 3

FOCUS/Extension	Time/Activity	Materials	Activity Description
HOLA/Buenos Días	1/greeting	none	Greet students.
GRANDE/PEQUEÑO plato	2/point to	large/small bowl images	Identify large/small bowl images. Place in different parts of classroom and request students point to image named.
GRANDE/PEQUEÑO Silla/cama/plato	5/either/or questions	large/small, chair/bed/bowl images	Identify images and ask either/or questions.
UNO/DOS/TRES	2 yes/no questions	large one/two three images	Hold up number images and ask yes/no questions.
UNO/DOS/TRES silla/cama/plato	3/counting	felt board; felt chair/bed/bowl count images, 3 each.	Request students count images, UNO, DOS, TRES.
UNO/DOS/TRES	3/song	3 teddy bears images	Sing song. Tune: Three Little Indians. Uno, dos tres ositos; uno, dos, tres ositos; uno, dos, tres ositos; tres ositos son.
BLANDO/DURO	7/grab bag	grab bag with soft/hard objects	Request individual students take out object from grab bag. Ask either/or questions.
GRANDE/PEQUEÑO	9/story telling	felt board; felt figures	Tell story with felt board and figures.
HASTA LUEGO	1/leave taking	none	Take leave of students.

Explore Activity:

Teacher accesses MAGNOLIA. Go to SIRS Discoverer on the Web. Type in "Spanish Lessons" and click on "pictures." Click on picture of boy standing there smiling with the word "HOLA" written in bold.

Websites http://www.sol-plus.net/plus/survspa/voc.htm and http://www.thelearninglight.org/ have free Spanish resources to use for the classroom.

Go to Ebsco Host and type in "Spanish." Teacher may use words in Spanish and in English to practice with students. "Spanish Language: Humpty Dumpty's Magazine, April /May 2002, Volume 50, Issue 3, page 21, 3 pages" has "Spanish Word Fun" describing pets. "Spanish Words, Issue 2, March 2002, Volume 50, page 21, 3 pages" has English/Spanish words such as: por la casa (around the house), el sofa (couch), el cojin (cushion), la silla (chair), la cama (bed), el reloj (clock), la ducha (the shower), and la plancha (iron). "Spanish Language from Child Life, September 2001, Volume 80, Issue 6, page 4" presents a quiz that determines children's knowledge of Spanish words related to kitchen appliances, such as el plato (the plate), la taza (the cup), and la cocina (the kitchen).

Formal Assessment:

Teacher observation