Skills we have been working on . . .
First- Students reviewed feelings while playing the game “Papa caliente (Hot Potato),” on their return from Spring Break. We also began a new unit of study called, Cuentos de Hadas (Fairy Tales). Students will get to hear several Spanish versions of familiar fairy tales that they are discussing with their homeroom teacher. I began the unit by reading the book, ¿Qué viene en grupos de tres?/ What Comes in Groups of Three by M. Beierle and A. Sylvan. This book helped introduce many of the fairy tales we will be hearing and the idea that many fairy tales talk about groups of threes (ie. bears, pigs, wishes, magic beans). Fairy tales shared so far are . . .
The Three Little Tamales by E. Kimmel, a version of The Three Little Pigs
Paco and the Giant Chile Plant by K. Pollete, a version of Jack and the Beanstalk
Isabel and the Hungry Coyote by K. Polette, a version of Little Red Riding Hood
Second- Second graders are beginning a unit on animals. A worksheet activity helped introduce students to 12 different animals. We then categorized animals as oviparous animals (lays eggs) and mammals. We also came up with other categories like birds, insects, reptiles, and amphibians. We will continue to learn more animals to add to the categories.
animales animals
mamíferos mammals
caballo horse
cerdo pig
elefante elephant
gato cat
oso bear
oveja sheep
vaca cow
ovíparos oviparous animals
anfibio amphibian
rana frog
ave bird
gallina hen/chicken
reptiles reptiles
dinosaurio dinosaur
tortuga turtle
insecto insect
mariposa butterfly
Third- Students learned about the meaning behind the twenty different Aztec glyphs on their Aztec Calendars. This outer ring of pictures represents 20 calendar days in a 13 month cycle. An Aztec child born on a articular day would have that day’s calendar glyph represented in their name. The symbols are below. We are also learning an Aztec game called Patolli. This game of strategy is very similar to Parcheesi, Sorry and Trouble.
1 el cocodrilo the crocodile
2 el viento the wind
3 la casa the house
4 la largatija the lizard
5 la serpiente the snake
6 el muerto death
7 el venado the deer
8 el conejo the rabbit
9 el agua the water
10 el perro the dog
11 el mono the monkey
12 la hierba the grass/herb
13 la caña the reed/cane
14 el jaguar the jaguar
15 el aguila the eagle
16 el buitre the vulture
17 el terremoto the earthquake
18 el cuchillo the knife
19 la lluvia the rain
20 la flor the flower
Fourth- Fourth graders reviewed feelings at the return from break. To wrap up our unit on adjetivos/adjectives, students listened to the story, Veloz como el grillo/Quick as a Cricket by A. Wood. This book has a series of similes, using a specific adjective to describe an animal and compare that characteristic to a boy. Students worked in groups to try to figure out the adjectives and animals and then used the pictures in the story to help them figure out unfamiliar words. The book was originally published in English and then translated into Spanish, but some things got “lost” in the translation.
veloz como el grillo, lento como el caracol quick as a cricket, slow as a snail
pequeño como la hormiga, grande como la ballena small as an ant, big as a whale
triste como el basset, feliz como la alondra sad as a basset, happy as a lark
tan bueno como el conejito, tan malvado como el tibúron so good/nice as a bunny, so wicked as a shark
(English version says, “nice as a bunny, mean as a shark”)
solo como el sapo, asustado como el zorro lonely as a tad, scared as a fox
( English version says, “cold as a toad, hot as a fox”)
fragíl como el gatito, fuerte como el buey fragile as a kitten, strong as an ox
ruidoso como el león, silencioso como la ostra loud as a lion, quiet as an oyster
(English version says, “quiet as a clam”)
robusto como el rinoceronte, tierno como el corderito robust as a rhinocerous, tender as a lamb
(English version says, “tough as a rhino, gentle as a lamb”)
valiente como el tigre, tímido como el camarón brave as a tiger, timid as a shrimp
(English version says, “shy as a shrimp”)
cursi como el perrito faldero, salvaje como el mono pretentious as a lap dog, wild as a monkey
(English version says, “tame as a poodle, wild as a chimp”)
perezoso como la largatija, trabajador como la abeja lazy as a lizard, hard-working as a bee
(English version says, “busy as a bee”)
Fifth- Students are now learning about “Siete Maravillas de México/Seven Wonder of Mexico.” We have discussed three of the wonders in depth by watching brief videos to build background knowledge and by working in small groups to figure out new vocabulary. In a few week we will begin a group computer project that has to do with the fourth wonder on our list, El Gran Arrecife Maya (The Great Mayan Reef).
el volcán Paricutín/the Paricutin Volcano: state of Michoacán
http://sevennaturalwonders.org/the-original/paricutin
http://www.mexconnect.com/articles/1116-paricutín-the-volcano-michoacán
el mar de Cortés/ the Sea of Cortez: Baja Penninsula
http://animal.discovery.com/videos/planets-best-cortez-sea-lions.html
la barranca del Cobre/ Copper Canyon: states of Chihuahua and Sinaloa
http://www.7wonders.org/wonders/america/mexico/sierra-tarahumara/copper-canyon.aspx
