TEACHER’S GUIDE...slideshow presentation and color with your students on the interactive whiteboard. If not, color on your own sheet as the students color on theirs. Teacher Script:

TEACHER’S GUIDE

By Emily Ibrahim & Erica Peplinski

Copyright © 2018 Fluency Matters • FluencyMatters.com

Capítulo 1: Edi el talentoso (p. 1-9) SAM

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Motions Grande - hands stretched out wide OR stand up super tall Pequeño - hands close together as if holding something small OR crouch down super small Inteligente - Point to your head a couple of times with your pointer finger. Atlético - Do a few quick stretches Poético - Put your left hand on your hip, dramatically stretch out your right hand and tilt your chin up as if reciting a poem Puede -

1.  The ASL sign for “can” is to make both hands into a fist, hold them next to each other and move them down about 6 inches.

2.  Hold up one hand in a fist next to the head and extend the entire arm upward, as if cheering for someone.

Pre-Reading

Grande vs. Pequeño (Large vs. Small)

Establish meaning of grande and pequeño using hand motions, and writing the words in Spanish and

English on the board if necessary.

Slideshow - Grande vs. Pequeño1.  Es un hipopótamo. Es un animal grande.

2.  Es una rata. Es un animal pequeño.

3.  Es un delfín. Es un animal grande.

4.  Es una iguana. Es un animal pequeño.

5.  Es un elefante. Es un animal grande.

6.  Es un camaleón. Es un animal pequeño.

7.  Es un camello. Es un animal grande.

8.  Es un búfalo. Es un animal grande.

9.  Es un hámster. Es un animal pequeño.

10.  Es una jirafa. Es un animal grande.

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Vocabulary introductionShow Grande vs. Pequeño slideshow presentation of animals and for each slide ask the question, “¿Es

un animal grande o es un animal pequeño?” If it is a small animal, students crouch down and make

themselves small. If it is a big animal, students stand up very tall. Give and model instructions in Spanish. Perform the action with the children, while saying the given sentences describing each slide.

Colorea el animal (Color the Animal) Give each student a copy of the worksheet Colorea el animal. Show the matching slideshow presentation, Colorea el animal. As an introduction to vocabulary, complete the worksheet together as

a class. As you go through the given dialogue with the students, point to each animal on the screen as

you talk about them. Also use the hand motions for grande and pequeño to reinforce the meaning. Allow the students time to answer your questions. Feel free to change it up a bit by asking the

questions in a different way. As an example, if you have an interactive whiteboard, use the given

slideshow presentation and color with your students on the interactive whiteboard. If not, color on your

own sheet as the students color on theirs.

Teacher Script: “En la número uno, hay un gato y un elefante. El gato es un animal pequeño. ¿El gato es un animal grande o pequeño? El elefante es un animal grande. ¿El elefante es un animal grande o pequeño?

¿Cuál es el animal grande, el gato o el elefante? Colorea el animal grande. Colorea el elefante. El

elefante es el animal grande. Colorea el animal grande, el elefante”.

“En la número dos, hay una jirafa y un pollito. La jirafa es un animal grande. ¿La jirafa es un animal

grande o pequeño? El pollito es un animal pequeño. ¿El pollito es un animal grande o pequeño?

¿Cuál es el animal pequeño, la jirafa o el pollito? Colorea el animal pequeño. Colorea el pollito. El

pollito es el animal pequeño. Colorea el animal pequeño, el pollito”.

“En la número tres, hay una rata y una ballena. La rata es un animal pequeño. ¿La rata es un animal

grande o pequeño? La ballena es un animal grande. ¿La ballena es un animal pequeño o grande? ¿Cuál es el animal pequeño, la rata o la ballena? Colorea el animal pequeño. La rata es el animal

pequeño. Colorea la rata. Colorea el animal pequeño, la rata”.

“En la número cuatro, hay un conejo y un búfalo. El conejo es un animal pequeño. ¿El conejo es un animal pequeño o grande? El búfalo es un animal grande. ¿El búfalo es un animal pequeño o grande?

¿Cuál es el animal grande, el conejo o el búfalo? Colorea el animal grande. El búfalo es el animal

grande. Colorea el búfalo. Colorea el animal grande, el búfalo”.

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Nombre ______________________ Fecha __________

COLOREA EL ANIMAL

1. 2. 3. 4.

. . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . .

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Puede (S/he can) Establish meaning of puede by telling students the meaning and writing it on the board. You can also use an action to help students remember what puede means. Slideshow - ¿Quién puede? ¿Quién puede tocar el violín? ¿Quién puede tocar el piano? ¿Quién puede tocar la guitarra? ¿Quién puede tocar la trompeta? ¿Quién puede tocar la flauta? ¿Quién puede hacer fotografía? ¿Quién puede hacer gimnasia? ¿Quién puede hacer una pintura? ¿Quién puede hacer karate? ¿Quién puede hacer origami? ¿Quién puede jugar al golf? ¿Quién puede jugar al tenis? ¿Quién puede jugar al béisbol? ¿Quién puede jugar al voleibol? ¿Quién puede jugar al fútbol? Show ¿Quién puede? slideshow. For each slide ask, the given question. Those students that CAN do that thing, should stand up and pretend to do the action. You may wish to have students “freeze” while you discuss the action and ask questions about it to the class. To help reinforce the meaning of puede point to the meaning on the board and/or use the motion. Provide students with the sheet on the following page. Help students finish their sentences and then draw a picture of themself completing the activity. For example ‘Yo puedo hacer yoga’ and a picture of themself doing yoga. These can be used under a document camera and discussed during the next class. If you don’t have a document camera, you could snap photos and upload to a google slideshow. They might also be hung in the hall or gathered and put into a book for your classroom library (or all of the above!). Listen to answers and ask: ¿Cuántas personas pueden…?

¿Hay más personas que pueden… o que pueden…?

¿Quién puede…? ¿Quién NO puede…? You can also incorporate these phrases:

Músico talentoso/a

Atleta talentoso/a

Artista talentoso/a

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NOMBRE______________________________

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Slideshow - ¿Quién puede? – Game Materials: pipe cleaners ¿Quién puede hacer un círculo? ¿Quién puede hacer un triángulo? ¿Quién puede hacer un rectángulo? ¿Quién puede hacer un óvalo? ¿Quién puede hacer un corazón? ¿Quién puede hacer una estrella? Variation: The shapes can be made using a pipe cleaner, or with the finger in the air. Just add “en el aire” to the end of each question. Establish meaning of puede by telling students the meaning and writing it on the board. You can also use an action to help students remember what puede means. A.  Show one slide at a time and ask the given question. As an example for the first slide point to yourself and say, “Yo puedo hacer un círculo,” and make a circle with the pipe cleaner. Ask the given question again and choose a volunteer to come to the front of the class and make the shape with the pipe cleaner. Ask: “Clase, ¿(name of volunteer) puede hacer un círculo?” A positive answer you can teach the students is “¡Sí, él/ella puede!” Teach the students this like a chant, and have them hold up one hand in a fist next to the head and extend the entire arm upward, as if cheering for someone as they say the chant. When the student finishes making the shape say, “¡Excelente, (Name of volunteer), tú puedes hacer un círculo! Clase, (Name of volunteer) puede hacer un círculo”. B. Give every student a pipe cleaner. Show one slide at a time and ask the given question. Make it a competition to see who can make the shape the quickest, or simply give everyone the time and help they need to make the shape. To make it extra challenging for older students, see who can make the shape with their eyes closed. Comment on those students that make the shape. Hold up a completed shape and say, “(Name of student) puede hacer un círculo”.

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¡Escapa del zoo!

Materials: Printed animal pictures to be used as “masks”.

Try the following to get students moving: Hang a sign on each side of the playing space. One

sign says ‘grande’ and the other sign says ‘pequeño’. Make a ‘cage’ by taping a large square on

the floor under each sign (using masking tape).

Print enough animal pictures for each student in your class (except two) to ‘be an animal. students

can use them like a ‘mask’. Two students are ‘el guardián’ or zookeeper.

Pass a student a mask and have them come to the front of the class. ‘Clase, Kevin no es un chico.

Kevin es un hipopótomo. (Kevin acts like hippopotamus, kids laugh) While pointing at the ‘grande

and pequeño’ signs, Ask ¿Es Kevin un animal grande o pequeño? Students may respond by

showing ‘grande o pequeño’ with their arms as described in motions above, by pointing at the

correct sign, or verbally. Not all students will be ready for output, but some will be eager for it and

will want to shout out the answer in Spanish. After students have indicated Kevin is an ‘animal

grande’ indicate for Kevin to

Pass another student a mask and have them come to the front of the class. ‘Clase, Sara rata no es

una chica. Sara es una rata. (Sara acts like a rat). Ask ‘es Sara un animal grande or un animal

pequeño’. Have her go to the ‘pequeño’ cage when the students indicate she is pequeño.

Continue to sort the students this way until they grow bored of the activity. Some classes may be

able to sort all of the students, but if students are bored after sorting several students it’s time to

play “Escapa del zoo’. This is a great game to play as a ‘cross-curricular’ class with the gym teacher

or in a larger space. It can be played in the classroom if you clarify that students must ‘camina’ or

walk at all times.

Designate two students as ‘el guardián/la guardiana’one student must capture the ‘animales

grandes and the other the ‘animales pequeños’. You can indicate the zookeeper roles with the

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sign. The rest of the students are big or small animals. It is important to have an equal number of

big and small animals. If you have an uneven number of students the teacher can play to make an

even number. You could also designate a special role like ‘counter’ for an extra student.

Tell students that late at night the animals ‘escapan del zoo’. Act like you are an animal and

escape from the cage. Clarify the meaning with students. Tell students that there are 2

zookeepers. One zookeeper needs to atrapa all the animales grandes and the other needs to

atrapa all the animales pequeños (trap/catch- show catching motion and clarify meaning with

students). The zookeepers ‘trap’ an animal by tapping them on the shoulder and saying ‘atrapa’ if

this happens the ‘animal’ must freeze. The zookeepr then must check the sign on the student to

see if they caught the right size animal. If they caught the right size animal they can send it to its

cage. If not the animal ‘escapa’ for the other zookeeper to catch. The teacher must know how

many of each animal are ‘free’ (i.e. if you have 24 students there are 2 zookeeprs, 11 big animals

and 11 small animals).

The winner of the game is the first zookeeper to trap all of the correct size animals. Every so often

‘freeze’ the game and ‘count’ the animals in each cage in Spanish.

The last two animals ‘captured’ can be zookeepers the next time you play.

After playing this game the first time you can try adding a new element by designating a ‘special’

role. Give a ‘student a pretend set of keys. This student has the ability to sneak up to a ‘cage’ and

set the animals free. This can make the game a bit more competitive and cause it to go on for

longer.

This game can be used whenever you have extra time at the end of a lesson, or whenever students

need to move.

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Post-Reading: Reader´s Theater

Reader´s Theater: TPR

Review these key terms and help students by giving them some actions to go with them: inteligente,

atlético, poético

Read the text sentence by sentence and allow students to act it out individually. Encourage students

to be very dramatic so that you know they understand what you are saying.

Edi es un elefante súper pequeño.

Edi es inteligente en matemáticas.

Edi puede contar...

1 2 3 4 5 6 7 8 9 10

Edi puede contar al revés...

10 9 8 7 6 5 4 3 2 1

Edi es atlético.

Edi es un gimnasta talentoso.

Edi es poético.

Edi puede inventar poemas.

«Yo soy Edi, no soy Fredi.

Yo soy poético y soy atlético».

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Reader´s Theater: Re-enactment

Review these key terms and help students by giving them some actions to go with them: inteligente, atlético, poético Choose student actors. To make it fair, choose names from popsicle sticks, a hat, or some other unbiased method. Actors: Edi, Mamá, Papá Introduce the actors to the class: “Este es Edi”. “Esta es la mamá de Edi”. “Este es el Papá de Edi”. Read the script slowly and encourage student actors to be very dramatic. Allow the entire class to join in (or repeat, depending on the level) with the counting and the poem at the end. Edi es un elefante súper pequeño. El papá de Edi es súper grande.La mamá de Edi es súper grande. Pero Edi no es grande. Edi es súper pequeño. Edi es pequeño, pero es inteligente.Edi es inteligente en matemáticas.Edi puede contar...1 2 3 4 5 6 7 8 9 10Edi puede contar al revés...10 9 8 7 6 5 4 3 2 1 Edi es pequeño, pero es atlético.Edi es un gimnasta talentoso. Edi es pequeño, pero es poético.Edi puede inventar poemas.«Yo soy Edi, no soy Fredi.Yo soy poético y soy atlético». This can be done multiple times with new student actors, as long as it is interesting and compelling to the students.

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Reader´s Theater: Group Re-enactment

Review these key terms and help students by giving them some actions to go with them: inteligente,

atlético, poético

Divide students into groups of three and assign roles.

Actors: Edi, Mamá, Papá

Read the script slowly and encourage student actors to be very dramatic. Allow the entire class to

join in (or repeat, depending on the level) with the counting and the poem at the end.


El papá de Edi es súper grande.La mamá de Edi es súper grande.

Pero Edi no es grande. Edi es súper pequeño.

Edi es pequeño, pero es inteligente.

Edi es inteligente en matemáticas.

Edi puede contar...1 2 3 4 5 6 7 8 9 10

Edi puede contar al revés...

10 9 8 7 6 5 4 3 2 1

Edi es pequeño, pero es atlético.


Edi es pequeño, pero es poético.

Edi puede inventar poemas.

«Yo soy Edi, no soy Fredi.

Yo soy poético y soy atlético».

This can be done multiple times, allowing each student to act in each role, as long as it is interesting

and compelling to the students.

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Post-reading: Comprehension Quizzes

Slideshow - Grande vs. Pequeño Es un hipopótamo. Es un animal grande.Es una rata. Es un animal pequeño.Es un delfín. Es un animal grande.Es una iguana. Es un animal pequeño.Es un elefante. Es un animal grande.Es un camaleón. Es un animal pequeño.Es un camello. Es un animal grande.Es un búfalo. Es un animal grande.Es un hámster. Es un animal pequeño.Es una jirafa. Es un animal grande. Informal AssessmentShow Grande vs. Pequeño slideshow presentation of animals. For each slide ask, “¿Es un animal grande o es un animal pequeño?”. If it is a small animal, students walk in place. If it is a big animal, students jump (or other actions of your choice). Observe students to informally assess how well they understand. Before moving on to the next slide, model the correct action and say the given sentences describing the slide. Show Grande vs. Pequeño slideshow presentation of animals. For each slide ask, “¿Es un animal grande o es un animal pequeño?” On individual whiteboards, students number 1-10 and write their answer (G for grande/P for pequeño) for each question. The class will go back through all slides at the end to self- check. During this time of self-assessment, say the sentences describing each slide. For an even less formal assessment, students see one slide, write the answer and turn the board around to show the teacher. The class is given the correct answer to self- check before erasing and moving on to the next slide. Formal AssessmentShow Grande vs. Pequeño slideshow presentation of animals. For each slide ask, “¿Es un animal grande o es un animal pequeño?”. On a sheet numbered 1 -10, students will write G for grande (or write out the whole word, depending on level) and P for pequeño (or write out the whole word, depending on level). Give each student the ¿Es un animal grande o pequeño? worksheet. Instruct them to circle the correct word which describes each animal.

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Color the Animal (Colorea el animal) Formal Assessment

Each student will have a copy of the worksheet “Colorea el animal”. Students will listen to your

question and color the appropriate animal.

“En el número uno, ¿cuál es el animal grande, el gato o el elefante? Colorea el animal grande”.

“En el número dos, ¿cuál es el animal pequeño, la jirafa o el pollito? Colorea el animal pequeño”.

“En el número tres, ¿cuál es el animal pequeño, la rata o la ballena? Colorea el animal pequeño”.

“En el número cuatro, ¿cuál es el animal grande, el conejo o el búfalo? Colorea el animal grande”.

Draw a Line

Students should draw a line from the picture to the correct sentence.

Listen and circle

Read each sentence slowly several times and have students circle the picture which best illustrates

each sentence they hear.


Edi puede contar.

El papá de Edi es súper grande.


Describe Each Character

Students will circle the words which best describe Edi, his mom and his dad.

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Nombre ______________________ Fecha __________

DRAW A LINE

A.  El papá de Edi es súper grande.

B.  Edi puede contar.

C.  Edi es un gimnasta talentoso.

D.  Edi es un elefante súper pequeño.

1. 2. 3. 4.

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DRAW A LINE

A.  El papá de Edi es súper grande.

B.  Edi puede contar.

C.  Edi es un gimnasta talentoso.

D.  Edi es un elefante súper pequeño.

1. 2. 3. 4.

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Nombre ______________________ Fecha __________

LISTEN AND CIRCLE 1. 2. 3. 4.

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LISTEN AND CIRCLE 1. 2. 3. 4.

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GRANDE PEQUEÑO GRANDE PEQUEÑO GRANDE PEQUEÑO GRANDE PEQUEÑO




Capítulo 1

Nombre ______________________ Fecha __________

¿GRANDE O PEQUEÑO?

1. 2.

5. 6. 7. 8.

3. 4.

12. 11. 10. 9.

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Capítulo 1

¿GRANDE O PEQUEÑO?

1. 2.

5. 6. 7. 8.

3. 4.

12. 11. 10. 9.

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Nombre ______________________ Fecha __________

DESCRIBE EACH CHARACTER

1. Edi es

2. El papá de Edi es

3. La mamá de Edi es

inteligente talentoso grande súper grande

pequeño súper pequeño atlético poético



inteligente talentosa grande súper grande

pequeña súper pequeña atlética poética

CIRCLE the words or phrases that BEST describe each character. You may use more than one word or phrase.

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Nombre ______________________ Fecha __________

DESCRIBE EACH CHARACTER

1. Edi es

2. El papá de Edi es

3. La mamá de Edi es





inteligente talentosa grande súper grande

pequeña súper pequeña atlética poética

CIRCLE the words or phrases that BEST describe each character. You may use more than one word or phrase.

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Capítulo 1 Game: ¿Qué animal es? Grab the animal playing cards. These will serve as ‘charades’ cards. Tell students to sit in a circle. ‘Clase, se sienta en un círculo’. Designate one students as the ‘animal.’ Show this student one of the cards from the deck, but don’t let the other students see it. After they have sat in a circle, have the student that is ‘it’ go into the middle and act like the ‘animal’ that they chose. Students must guess what animal they are in the TL. They may only guess by raising their hand (blurting out doesn’t count). The teacher can narrate the actions in the TL, and vary language based on what students have already acquired. You can talk about ‘grande o pequeño’, introduce or practice colors by pointing to a color in the room and saying what color the animal is, or practice body parts by describing them as big or little, or practice counting by counting the number of body parts (all depending on your students level of Spanish). The way students respond to what type of animal it is can vary based on students proficiency level as well: For example: A class of true beginners might hear: Es un animal grande. Es de color gris. (as you point at something grey, and qualify color means color the first few times). For games with true beginners students may make sound effects as they act like the animal. When true beginners guess they can guess in English, or by pointing at the correct animal. Lay out 5 or 6 different possible ‘charade cards’ for students guessing to see (include the answer for the animal being acted out in the center in the choices). Students can guess by pointing to the correct animal. Which you can then describe and circle in the TL. If students have already learned numbers, you can number the masks and students can say the number of the correct picture in the TL. Suzie es un animal grande. Suzie es color gris. Suzie tiene una trompa grande (indicating a big trunk). Suzie tiene orejas grandes (indicating big ears). Suzie es un elefante. Older students or students with higher proficiency can guess the animals in the TL or even answer questions about them. ¿Es Suzie un animal grande o pequeño? ¿Suzie es de color gris o color rojo? ¿Suzie tiene ocho ojos o dos ojos? Etc. Students that are ready can even practice ‘eres/soy’ with this game. ¿Eres un elefante? Sí soy un elefante.

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círculoCopyright © 2018 Fluency Matters • FluencyMatters.com

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triánguloCopyright © 2018 Fluency Matters • FluencyMatters.com

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rectángulo


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óvaloCopyright © 2018 Fluency Matters • FluencyMatters.com

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corazón


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estrellaCopyright © 2018 Fluency Matters • FluencyMatters.com

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Documents

TEACHER’S GUIDE...slideshow presentation and color with your students on the interactive whiteboard. If not, color on your own sheet as the students color on theirs. Teacher Script: