8/14/2019 Colors - Teaching Guide for Musical Colors (bilingual) - BrickHouse Education - TG9781598352672

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Objectives Musical instrument families in English and Spanish; classify and categorize;

identify cognates; ask and answer questions; make predictions

Materials children’s CD or tape, music magazines, plastic bottles, dry beans,

crayons or colored pencils, yarn

 30 minutes, Days 1–3

Build Background

 Activate Prior Knowledge Tell children: Today, you will learn about musical instruments and colors./Hoy aprenderán sobre instrumentos musicales y colores. Tell

children that musical instruments make music. Select a popular children’s song 

played with various instruments, such as “Yankee Doodle,” “London Bridge,”

or “Old MacDonald Had a Farm,” and play it for the class. Ask the class to

guess the musical instruments they hear on the recording. Replay the song as

many times as necessary for children to identify at least one instrument.

Introduce the Focus Skill: Cognates Explain that cognates are

words that look similar in English and Spanish and mean the same thing (for

example, instrument/instrumento, violin/violín ).  Write sample cognates and

non-cognates on the board. Have children tell you which words mean the

same thing. For instance, say a word in Spanish and have children guess the

corresponding cognate in English and vice versa. For example:  fauta (ute),maracas ( maracas ). Guide children to look for words that have similar spelling.

Acquire New Vocabulary  Introduce the following terms: string instrument/instrumento de cuerda,

 wind instrument/instrumento de viento, and percussion instrument/instrumento de percusión. Say the names of 

the instrument families in English and Spanish. Explain that string instruments have strings or cords, wind instruments use air to

make music, and percussion instruments make music when you hit them. Then divide the class into three teams and assign each an

instrument family. Distribute music magazines and scissors. Each team will cut out pictures of instruments in their family. Have them

compare the instruments. Then contrast them with the other teams. Talk about differences between instrument families as you review

instruments and colors in both languages as a class.

Read and Respond  Display the book. Read the title and author name aloud as you track the print. Point out the musical

instruments in the book as you read. Pause after reading the questions in English and Spanish and ask volunteers to make predictions

about the answer using picture and context clues. Then turn to the next page and see if the predictions were correct. Have children

repeat the instrument name and color on each page. When reading is complete, encourage children to tell you what their favorite

instrument is and why.

60 minutes, Days 4–5 

Curricular Enrichment: Music  Explain to children: Today we will make maracas./Hoy vamos a hacer maracas./Maracas

belong to the percussion family./Las maracas pertenecen a la familia de percusión. Guide children to fll plastic bottles with dry beans.

Children can label their bottle using crayons or colored pencils and decorate it with yarn. When maracas are complete, you

can lead children in a parade. Encourage them to shake or hit their maracas to a beat. Ask volunteers to tell you what family

each musical instrument belongs to. If children have trouble remembering the families, refer them to the book. Afterwards,

review the instrument names and colors as a class in English and Spanish.

Home Connection  (Teacher, you may want to photocopy

this activity for children to complete with a family member.)

Talk with your child about the instruments he/she learned

about. If you play an instrument, tell him or her about it and

explain why you chose to learn that instrument. Ask your

child what instrument he/she would like to play and why.

Review colors in English and Spanish.

MUSIC

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Teaching Guide

Colores musicales/Musical Co

NATIONAL STANDARDS

Language Arts: K-12.1, K-12.3—K-12.12

Mathematics: Numbers PK-2.1, PK-2.2; Algebra PK-2.1, PK-2.4; Geometry PK-2.1—PK-2.4;

  Data & Analysis PK-2.1; Connections PK-12.3; Representations PK-12.1, PK-12.3

Science: K-4.1, K-4.2, K-4.4

Social Studies: Geography: K-12.1, K-12.2

Visual Arts: K-4.1, K-4.2, K-4.3, K-4.5, K-4.6

Foreign Language: K-12.1, K-12.3, K-12.4, K-12.5