Fourth

Central idea for the year: People use language for enjoyment.

Week 1: I can introduce myself three different ways in Spanish. Students will learn three phrases used to introduce themselves. We reviewed expectations of Spanish class. I introduced myself and then students reviewed several ways to introduce themselves. We will be reading a novel called La familia de Federico Rico. It is a family of immigrants, so we discussed what an immigrant is and made connections. I will read the first page of the book to them next week.

Me llamo _________.

Mi nombre es _____.

Soy _____. 

Week 2: I can identify cognates.We reviewed what a cognate was and played a movement game with cognates. I am reading a novel to them this year entitled La familia de Federico Rico. So I read page 1 (down below). I read a sentence or two and then ask questions (staying in Spanish the whole time). I think they will enjoy this book! We also made a connection to a fifth grade Unit of Inquiry. Humans organize to meet needs. A perfect example is Cesar Chavez, who helped migrant farm workers organize to fight for better treatment.

Week 3: I can identify the countries of Central America.We discussed why we are responsible for learning about different countries of the world. This year we will be learning what the countries of Central America are and where they are located. We will also learn about the culture of these countries. We also learned some phrases that are in La Familia de Federico Rico. I read all of Chapter 1.

Week 4: I can understand a simple story in Spanish. We reviewed vocabulary and acted out several stories. Students watched a video of Chapter 1 of La Familia de Frederico Rico. Students learned my mnemonic device for remember the countries of Central America and had a chance to make up their own.

Week 5: I can use Spanish to tell what someone is doing. Students did a verb chant to review 8 basic verbs. We played several games to reinforce them - Simon Says and Around the World. We also played a game to practice the geography of Central America.

Week 6: I can use Spanish to write what someone wants to do. We reviewed the verbs and then I introduced the infinitive form of the verb. This form allows them to say 'to ___'. For example, 'saltar' means 'to jump'. We then went over the word 'quiere' which means he/she wants. We are able to combine 'quiere' with the infinitive form of the verb to tell what someone wants to do. We practiced writing sentences on dry erase board.

Week 7: I can understand a simple story in Spanish. We reviewed the combination of 'quiere' with the infinitive to say what someone wants to do. We learned a few more verbs, as well. We acted out a story using some of the phrases. We made up our own sentences about what Bob and Fred want to do.

Week 9: I can understand a simple story in Spanish. After review some vocabulary, students listened to a story to see what they can understand. We learned some new phrases and acted out some silly scenarios. I read the first page of Chp. 2 of La familia de Federico Rico.

Week 10: I can use Spanish to write a simple scenario. Students reviewed the new vocabulary from last week. They wrote a scenario with their table partner for other students to act out. We also acted out a story that they are going to try to retell in upcoming lessons.

Week 11: I can use Spanish to tell a simple story. This lesson started with a connection to the 5th grade unit of inquiry. Their line of inquiry is: Actions influence change around us. Since our focus is Central America this year, I asked them what action in that area greatly changed world trade. Answer - Panama Canal! I showed a video about the history of the Panama canal and its impact, and they watched another video that showed a sped up view of a boat's journey across it. Students learned some new words and phrases and acted out a simple story. In subsequent lessons, students will be working to retell the story.

Week 12: I can use Spanish to tell where someone is from. Students learned the phrase 'es de' to tell where someone is from. They played a guessing game to guess where some members of the Austin FCC soccer club are from. (several are from Central America). They read the story again that they are learning. They looked at picture clues to try to retell it.

Week 13: I can tell a simple story in Spanish. After reviewing the vocabulary and the story in several different ways, students retold a simple story on Flipgrid.

Week 14: I can use Spanish to make my own cartoon. Students listened to a comprehensible book today called Gio quiere una pizza. They reviewed the vocabulary and made their own four panel cartoon using that vocabulary.

Week 15: I can use Spanish to tell where something is from. Students learned the phrase 'es de' which means 'is from'. They were introduced to different Hispanic artists, where they are from and what their style looks like. They also learned new vocabulary that will be in the next Chapter of La Familia de Federico Rico.

Week 16:  I can use Spanish to tell where someone is from. Students learned new vocabulary and hear the next chapter of La familia de Federico Rico. Students guess where different Austin FC soccer players are from. Students start to plan writing a cartoon.

Week 17: I can use Spanish to retell a story. Students continued to review 'es de' to tell where someone is from by reading about different sports stars and where they are from. Students practiced retelling the baby story by being provided less and less words to the story until they could retell the story by looking at pictures only. They recorded themselves telling the story.

Week 18: I can use Spanish to make a cartoon. Students were introduced to more vocabulary that will be in La familia de Federico Rico. We did a movement activity around these words - asking what they preferred. They continued work on their cartoons.

Week 19: I can use Spanish to make a cartoon (again). I made a connection to the 4th grade Unit of Inquiry: Sharing the Planet. The line of inquiry is 'Access has the power to transform societies.' Since we are focused on Central America in fourth grade, I shared about the evolution of the Garifuna people. Their access and/or lack of access to power led to what that group of people is today, a proud heritage of Caribs and African slaves. Students finished and shared their cartoons. They did a great job!

Week 20: I can read a short chapter in Spanish. Students reviewed vocabulary and then listened to the next chapter of La Familia de Federico Rico. Students had the opportunity to practice their fluency by reading by themselves or with a buddy. They played a flyswatter game to review even more vocabulary.

Week 21: I can demonstrate understanding of a short story with pictures. Students acted out a story about someone that wants a pet. They demonstrated their listening comprehension by drawing pictures that represented each part of another story that I read to them.

Week 22: I can read a short chapter in Spanish. Students reviewed vocabulary and then listened to the next chapter of La Familia de Federicio Rico. Students had the opportunity to practice their fluency by reading by themselves or with a buddy. They played a flyswatter game to review even more vocabulary.

Week 23: I can demonstrate understanding of a short story with pictures. Students acted out a story about someone that wants a pet. They demonstrated their listening comprehension by drawing pictures that represented each part of another story that I read to them.

Week 24: I can use Spanish to tell the time. Students acted out the skits that they finished writing last week. Students were introduced to how to ask and answer what time it is. Students are learning how to combine a helper verb with an infinitive. Help verb phrases like, he/she wants, he/she likes, he/she can are combined with the form of the verb to ____. For instance 'Bob quiere comer pizza'. Bob wants to eat pizza. Or Susana puede correr rápido. Susana can run fast. 

Week 25: I can demonstrate understanding of a Spanish story. Students reviewed how to tell time. They reviewed puede + infinitive and watched the bathroom video, where a student is asking if he can go to the bathroom. Students learned the origin of the pinata. They also learned some new vocabulary. They acted out a story and then answered true/false questions about the story to check their understanding.