First+Weeks+of+School+Lesson+Plans

September/October Essential Question: ¿Quién soy yo? Who am I?


 * Week 1 / Day 1 for K1/K2**
 * Supplies: ball, paper, glue, popsicle sticks, scissors, crayons, *book
 * Objective: SWBAT greet each other.

__Intro (2mn)__: Greet everyone with Hola/Buenos días/Buenas tardes (and their name, if wearing name tags). __Song (6mn):__ Teach “Cada vez que nos juntamos…” with actions __Mini-lesson (12mn):__ ¿Cómo te llamas? Me llamo… 1) Introduce self 2) Identifying each other. ¿Cómo se llama él/ella? ¿Quién es ____________? ¿Es _____________? No, no es _________. Ella es____________. 3) __Small-group (15mn):__ Trace hands with help from adults. Can cut out or leave as is, depending on students’ ability. Glue the two hands together with a popsicle stick in between to create a hand-waver. __Story (5mn):__ Read one of the following and students wave hands in greeting/despedida //Buenas noches, Blue//- Angela Santomero/ Jenine Pontillo __Wrap-up (5mn):__ Everyone practices waving their cut-out hands to greet each other with Hola/Buenos días/Buenas tardes and say goodbye with Adios/Hasta luego
 * //Buenas noches Luna-// Margaret Wise Brown
 * //Buenas noches a todos-// Sandra Boynton
 * //Buenos días, buenas noches-// Michael Grejniec/Alis Alejandro


 * Day 1 for Grades 1, 2; Day 2 for K1/K2**
 * Supplies: ball, nametags
 * Objective: SWBAT greet each other, introduce themselves, identify each other, and ask each others’ names

__Intro (2mn)__: Greet everyone with Hola/Buenos días/Buenas tardes (and their name, if wearing name tags). __Song (6mn):__ Teach “Cada vez que nos juntamos…” with actions __Mini-lesson (12mn):__ ¿Cómo te llamas? Me llamo… 1) Ask students individually 2) Students ask each other by throwing ball in a group 3) Identifying each other with él/ ella. ¿Cómo se llama él/ella? ¿Quién es ____________? ¿Es _____________? No, no es _________. Ella es____________. 4) Model the objective for small group. (language?!!) __Small-group (10mn):__ Students break into 5 groups. Within the groups, practice identifying everyone else. First person identifies themselves. Next person identifies him/herself and the person before them. Eg.: Person 1: (Ella) se llama Mrs. Smallwood. Me llamo Riana. Person 2: Se llama Riana (Ella es Riana). Me llamo Berta. Person 3: (Ella) se llama Berta. Me llamo Tamara. Person 4: (Ella) se llama Tamara. Me llamo Mrs. Smallwood.

__Wrap-up (6mn):__ Each group introduces itself to the rest of the class. The rest of the class greets each person by name as they are introduced (eg. Hola, Riana…) Then, bid everyone farewell with Adios/Hasta Luego.


 * Week 2 / Day 2**
 * Supplies: ball, emotions images
 * Objective: SWBAT introduce themselves and say how they are feeling

__Intro (2mn)__: Greet everyone with Hola/Buenos días/Buenas tardes (and their name) __Song (3mn):__ Practice “Cada vez que nos juntamos…” with actions. __Review (3mn)__: ¿Cómo te llamas? Me llamo… with ball. Try adding “mucho gusto”. __Mini-lesson (12mn)__: Introduce puppets and teach “Buenos días” song with puppets, distinguishing between usted and tú. Students will already have heard it in the song, but now explicitly introduce ¿Cómo estás? As a class, introduce and identify faces along the continuum with excelente / muy bien / bien / así así / mal. Then hand out the faces to students and ask the class how each student is based on the picture they are holding. ¿Cómo está Charlotte? ¿Cómo está Derrick? __Small-group__ (5mn): Model a conversation with one student. Then have two student volunteers model a conversation before practicing in pairs. “Hola / Buenos días. Hola / Buenos días. ¿Cómo te llamas? Me llamo Riana, ¿y tú? Me llamo Berta, mucho gusto. ¿Cómo estás, Berta? Estoy muy bien, gracias. ¿Cómo estás tú? Estoy bien. ¡Adios! ¡Hasta luego! Converse with as many people as possible. __Wrap-up (5mn)__: More student volunteers model a conversation (with a peer or teacher). Bid everyone farewell with Adios/Hasta Luego.


 * Week 2 / Day 3**
 * Supplies: ball, emotions images
 * Objective: SWBAT say how they are feeling, ask how others are feeling, and identify how others are feeling

__Intro (2mn)__: Greet everyone with Hola/Buenos días/Buenas tardes and their name __Song (4mn):__ Practice “Cada vez que nos juntamos…” with actions and “Buenos días”. __Review (3mn)__: ¿Cómo estás? Estoy… with ball. __Mini-lesson (12mn)__: Review pictures of smiley faces: excelente / muy bien / bien / así así / mal. Then hand out the faces to students again and ask the class how each student is based on the picture they are holding. ¿Cómo está Wei? ¿Cómo está Elena? Introduce happy / sad / angry / tired faces and repeat activity. __Small-group (10mn)__: Students cut up magazines and paste on a larger piece of paper to identify people with different emotions. Heritage speakers can say why a person appears to be that way (El está triste porque se lo perdió su perro.) __Wrap-up (5mn)__: Students bring papers back to the circle. Ask who has happy / sad / angry / tired / okay / bad / good faces. Students may indicate understanding by holding up their papers and pointing or by using full sentences. Bid everyone farewell with Adios/Hasta Luego.


 * Week 2 / Day 4**
 * Supplies: ball, book, emotions images
 * Objective: SWBAT say how they are feeling and identify how classmates and characters in a book are feeling

__Intro (2mn)__: Greet everyone with Hola/Buenos días/Buenas tardes and their name __Song (4mn):__ Practice “Cada vez que nos juntamos…” with actions and “Buenos días”. __Review (3mn)__: ¿Cómo te llamas? Me llamo… with ball. Try adding “mucho gusto”. __Mini-lesson / Review (6mn):__ Review pictures of all emotions. Play ¿Cómo estás? Estoy… with ball. __Game (8mn):__ Play charades. Students pretend to be an emotion and other students have to guess how they are feeling. At first, tell students which emotion to be (and reinforce with a picture of that emotion), and then let students choose which emotion they want to be. __Story (10mn):__ Read aloud. Repeatedly stop to ask characters’ emotions. __Wrap-up (5mn)__: Bid everyone farewell with Adios/Hasta Luego.


 * Week 3 / Day 5**
 * Supplies: ball, copies of cats, markers/crayons/colored pencils, scissors, scotch tape, __Los Cinco Gatitos__
 * Objective: SWBAT count 1-10.

__Intro (2mn)__: Greet everyone with Hola/Buenos días/Buenas tardes and their name __Song (4mn):__ Practice “Cada vez que nos juntamos…” and “Buenos días”. __Review (3mn)__: Play ¿Cómo estás? Estoy… with ball. __Mini-lesson (6mn):__ Count 1-10. Group students into different configurations and ask how many there are. __Small group (10mn):__ Color little cat outlines, cut them out and tape at the base to make finger puppets. __Song (6mn):__ Students use finger puppets to gesture with the song “Uno, dos, tres gatitos” __Wrap-up / Story (8mn):__ Read __Los Cinco Gatitos__ and count using finger puppets


 * Week 3 / Day 6**
 * Supplies: ball, calendar, __Somos Amigos__
 * Objective: SWBAT count 1-10 and recognize the numbers 1-25

__Intro (2mn)__: Greet everyone with Hola/Buenos días/Buenas tardes and their name __Song (7mn):__ Practice “Cada vez que nos juntamos…” Students gesture with the song “Uno, dos, tres gatitos”, finger puppets optional. __Review (3mn)__: Play ¿Cómo estás? Estoy… with ball. __Mini-lesson (10mn):__ Count 1-25 using the calendar. Ask what day today is, and count backwards. __Wrap-up / Story (8mn):__ Read __Somos Amigos__ and count how many students are in the class.


 * Week 3 / Day7**
 * Supplies: ball, birthday image, calendar, *book?! //El regalo de cumpleanos-// Mavis Smith
 * Objective: SWBAT count 1-10, recognize the numbers 1-25, and state their ages

__Intro (2mn)__: Greet everyone with Hola/Buenos días/Buenas tardes and their name __Song (4mn):__ Practice “Cada vez que nos juntamos…” and “Buenos días”. __Review (3mn):__ Count 1-25 using the calendar. Ask what day today. __Mini-lesson (10mn):__ Introduce age with image of a birthday celebration. Looking for a book to read… Tengo _____ años. ¿Cuántos años tienes? __Small-group (10mn):__ Students break into 5 groups. Within the groups, practice identifying everyone else. Can introduce the person next to them or do a “wave”. First person identifies themselves. Next person identifies him/herself and the person before them. Eg.: Person 1: Mrs. Smallwood tiene ___ años. Yo tengo _____ años. Person 2: Riana tiene ___ años. Yo tengo _____ años. Person 3: Berta tiene ___ años. Yo tengo _____ años. Person 4: Tamara tiene ___ años. Yo tengo _____ años. __Wrap-up (6mn):__ Each group introduces their ages to the rest of the class. Then, bid everyone farewell with Adios/Hasta Luego.


 * Week 4 / Day8**
 * Supplies: ball, calendar, images of chico/a, maestro/a, __Tres Amigos__
 * Objective: SWBAT count 1-10 and recognize the numbers 1-30. SWBAT identify people in the class as chico/chica/estudiante/maestro/maestra.

__Intro (2mn)__: Greet everyone with Hola/Buenos días/Buenas tardes and their name __Song (7mn):__ Practice “Cada vez que nos juntamos…” Introduce “Uno, dos, tres, cha cha cha” __Review (7mn)__: Count 1-30 using the calendar. Ask what day today. With the ball, toss to ask each other, ¿Cómo te llamas? ¿Cómo estás? ¿Cuántos años tienes? __Mini-lesson (8mn):__ Introduce chico/chica. Estudiante / maestr@. Practice identifying who is a chico/chica/estudiante/maestro/maestra in class. ¿Cuántos estudiantes hay? ¿Cuántos chicos? ¿Cuántas chicas? ¿Cuántos maestros? __Game (7mn):__ ¿Quién es? Esta persona es un chico / una chica / un maestro / una maestra. Hoy está _______. Tiene ____ años. If students are ready, let them give clues about other students in the class. __Story (10mn):__ Read __Tres Amigos__ __Wrap-up (2mn):__ Bid everyone farewell with Adios/Hasta Luego.


 * Week 4 / Day9**
 * Supplies: ball, calendar, wipe-off boards and dry erase markers
 * Objective: SWBAT count 1-20 and recognize the numbers 1-30. SWBAT do simple addition and subtraction in Spanish.

__Intro (2mn)__: Greet everyone with Hola/Buenos días/Buenas tardes and their name __Song (5mn):__ Sing “Cada vez que nos juntamos…” Practice “Uno, dos, tres, cha cha cha” __Review (4mn)__: Count 1-30 using the calendar. Ask what day today. Ask ¿Cuántos estudiantes hay? ¿Cuántos chicos? ¿Cuántas chicas? ¿Cuántos maestros? With the ball, toss to ask each other, ¿Cómo te llamas? ¿Cómo estás? __Mini-lesson (10mn):__ Introduce más/menos. Adding and subtracting with numbers in Spanish. Older students can use a wipe-off board to do the math and show their answers. __Game (10mn):__ Students have to guess a number using más/menos as feedback clues. (¿Diez? Mas. ¿Treinta? Menos. ¿Veinte? Mas. ¿Veinte dos? Menos. ¿Veintiuno? ¡Correcto!. After correctly guessing the teachers’ numbers, students can model guessing in a group. Then, hand out a numeral 1-30 to each student, and in pairs or small groups, they have to guess each others’ numbers. __Wrap-up (2mn):__ Bid everyone farewell with Adios/Hasta Luego.


 * Week 4 / Day10**
 * Supplies: ball, calendar, scavenger hunt papers and images
 * Objective: SWBAT count 1-30 and compare quantities using “más” and “menos”. SWBAT recognize basic classroom items using images.

__Intro (2mn)__: Greet everyone with Hola/Buenos días/Buenas tardes and their name __Song (5mn):__ Sing “Cada vez que nos juntamos…” Practice “Uno, dos, tres, cha cha cha” __Review (4mn)__: Count 1-30 using the calendar. Ask what day today. Ask ¿Cuántos estudiantes hay? ¿Cuántos chicos? ¿Cuántas chicas? ¿Cuántos maestros? With the ball, toss to ask each other, ¿Cómo te llamas? ¿Cómo estás? __Mini-lesson (6mn):__ Introduce más/menos as a comparison. ¿Hay más chicos o chicas? ¿Hay más maestros o maestros? ¿Hay más estudiantes o maestros? __Game (7mn):__ Scavenger hunt to count how many items in the class. Since we haven’t yet learned classroom words, scavenger hunt page includes images of a chair, window, pencil sharpener, white board, table, etc., and students have to write numeral of how many of each number. __Wrap-up (7mn):__ Students report back how many they found Hold up an image of each object as ask, “Cuántas sillas/ventanas/mesas/etc.?” Ask students to make comparisons between objects: ¿Hay más sillas o mesas? Bid everyone farewell with Adios/Hasta Luego.


 * Week 5 / Day11**
 * Supplies: ball, calendar, puppet, //Mi cuerpo-// Gladys Rose-Mendoza
 * Objective: SWBAT identify el cuerpo, las manos, las piernas, la boca. SWBAT use x2 multiplication to identify how many arms/legs are in a group of students.

__Intro (2mn)__: Greet everyone with Hola/Buenos días/Buenas tardes and their name __Song (5mn):__ Sing “Cada vez que nos juntamos…” Practice “Uno, dos, tres gatitos” __Review (4mn)__: Count 1-30 using the calendar. Ask what day today. Ask ¿Cuántos estudiantes hay? ¿Cuántos chicos? ¿Cuántas chicas? ¿Cuántos maestros? With the ball, toss to ask each other, ¿Cómo te llamas? ¿Cómo estás? __Mini-lesson (12mn):__ Introduce “Mi Cuerpo Hace Música” song. Identify el cuerpo, las manos, las piernas, la boca. Puppet asks for repetition from each student, touching that part of their body. Group students and ask ¿Cuántos cuerpos en total? ¿Cuántas manos en total? ¿Cuántas piernas en total? to practice x2 multiplication. __Story (7mn):__ //Mi cuerpo-// Gladys Rose-Mendoza __Wrap-up (2mn):__ Bid everyone farewell with Adios/Hasta Luego.


 * Week 5 / Day12**
 * Supplies: ball, calendar, puppet
 * Objective: SWBAT recognize el cuerpo, las manos, las piernas, la boca, la cabeza, el nariz, los ojos, los hombros, los pies.

__Intro (2mn)__: Greet everyone with Hola/Buenos días/Buenas tardes and their name __Song (3mn):__ Sing “Cada vez que nos juntamos…” __Review (7mn)__: Ask what day today. Ask ¿Cuántos estudiantes hay? Review with ¿Dónde está tu … cuerpo, manos, piernas, boca? Practice “Mi Cuerpo Hace Música” __Mini-lesson (12mn):__ Introduce additional body parts with puppet: la cabeza, el nariz, los ojos, los hombros, los pies. __Song (5 mn):__ Introduce “Cabeza, hombros, piernas y pies” __Game (7mn):__ Play “Simon Dice” – at first, it’s just a race to identify the part as fast as possible, but after a few rounds, scholars in older grades get ‘out’ __Wrap-up (7mn):__ Bid everyone farewell with Adios/Hasta Luego.


 * Week 5 / Day13**
 * Supplies: ball, calendar, large paper, crayons
 * Objective: SWBAT recognize el cuerpo, las manos, las piernas, la boca, la cabeza, el nariz, los ojos, los hombros, los pies. SWBAT identify el cuerpo, las manos, las piernas, la boca, los hombros, los pies.

__Intro (2mn)__: Greet everyone with Hola/Buenos días/Buenas tardes and their name __Song (5mn):__ Sing “Cada vez que nos juntamos…” Practice “Cabeza, hombros, piernas y pies” __Review (4mn)__: Ask what day today. Ask ¿Cuántos estudiantes hay? Toss ball to ask ¿Cómo estás? __Mini-lesson (5mn):__ Identify which body parts are on the cabeza or not on the cabeza. Quick “Simon Dice” __Small group (18mn):__ Trace each others’ bodies (or adult traces in the younger grades). Decorate __Wrap-up (5mn):__ Present body tracings to each other and identify parts. Practice “Mi Cuerpo Hace Música”. Bid everyone farewell with Adios/Hasta Luego.