Targeted Language Progress Indicators



Lesson Plans

Unit: Food, Health and Nutrition Lesson 1

|Targeted Language Progress Indicators |

|Students greet each other with traditional greetings. |

|Students understand and can use the Spanish vocabulary for class rules. |

|Students begin to fill in a KWHL chart in Spanish about Food, Health, and Nutrition. |

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|Targeted Wyoming Content Strands for Other Subject Areas |

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|1. HEALTH PROMOTION AND DISEASE PREVENTION |

|5. Students demonstrate an understanding of developmentally appropriate relationships between nutrition and healthy lifestyles, health |

|behaviors, and health risks. |

|Language Structures to Teach/Review |Culture to Teach/Review |

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|√ Buenos días/ Buenas tardes. |√ Traditional Spanish greetings—greeting |

|√ ¿Cómo estas? |everyone in the room by shaking hands. |

|√ Muy bien, gracias. ¿Y tu? | |

|√ Muy bien. | |

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|√ Mire a la maestra. | |

|√ Escuche a la maestra. | |

|√ Siga las direcciones. | |

|√ Hable español. | |

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Materials Needed for This Lesson

√ Student Permission Slip (to participate in Day of the Dead activities)

(See Grade6-Unit1.Lesson1-Handout1. ) Note that the dates in the letter may need to be

changed according to your school/ class schedule.)

√ Description of a Novice-High Learner ( ………… )

|Lesson Steps |

|Introduction to 6th-grade Spanish class and this unit: |

|If this is the first time that you are meeting with this group of students you will want to begin with a brief introduction, telling the |

|students a little about yourself and what to expect in this Spanish class. Specifically you will want to cover what your expectations are for |

|Spanish this year. THE FOLLOWING LIST IS DRAFT ONLY! |

|* Students will be able to exchange information in simple conversations. |

|* Students will understand simple questions, statements, and commands. |

|* Students will learn about the Spanish-speaking world by participating in |

|activities that are traditional. |

|* Students will compare similarities and differences between their culture and |

|that of other countries. |

|This is a good time to hand out the description of a Novice-High learner (See……) and talk in English this one class about what they will be |

|able to do in Spanish at the end of the year. |

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|Activity 1: Introduce/ review and practice the opening routine that you will use at the beginning of each class. To begin your class each |

|time you may want to do the following: |

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|Traditional greeting: |

|Buenos días/ Buenas tardes. ¿Cómo estas? |

|Muy bien, gracias. ¿Y tu? |

|Muy bien. |

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|Once you have introduced or reviewed this greeting with students, have the students count off by two’s. Have the 1’s form a line and the 2’s |

|line up opposite to the 1’s. Begin by having students shake hands as they do the greeting. As soon as they finish the first person in line |

|#1 moves to the end and all the students in Line #1 move up one. The students greet each other again with the hand shake. Continue with this |

|procedure until the initial student who was at the beginning of the first line is back at the beginning. Have students take their seats. |

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|Explain to students that this is a customary greeting in the Spanish-speaking countries-- to greet everyone in the room. (See Notes to the |

|Teacher.) |

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|Activity 2: If this is a new class or if you have meet with this class before you will want to learn or review student’s names. This can be |

|done with a song or chant, or have the students say their names and spell them out with the Spanish alphabet. Only choose a couple of |

|students per class if you want them to spell their names, as this will take some time. |

|(See Notes to the Teacher for links to web sites with many more ideas for getting acquainted.) |

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|Activity 3: Establish class rules for the year. Introduce or review the rules. (Grade6-Unit1.Lesson1-TeacherResource1.Reglas de la Clase) |

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|Charades: divide the class into groups of three or four. Students choose one of the rules and act it out. The rest of the class guesses and |

|says the rule. |

|Examples: Mire a la maestra. |

|Escuche a la maestra. |

|Siga las direcciones. |

|Hable español. |

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|(See Notes to the Teacher for more examples of class rules.) |

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|Activity 4: The teacher explains to students that over the next 8-10 weeks, they will be learning about the food, health and nutrition of |

|people from Spanish-speaking countries while examining and reflecting on their own eating and exercise habits. The teacher further explains |

|that students will learn about the food pyramids of both their own country and a sample Hispanic country and evaluate the nutritional value of|

|foods to enable them to make healthy food choices and lead healthy lifestyles. |

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|Students will examine the connection in Mexico between traditions and holidays and the importance that food may or may not play by studying a |

|Mexican holiday. They will compare and contrast similar traditions and attitudes in their own culture. |

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|Students will also learn about the Mexican holiday, the Day of the Dead, and take part in activities associated with this holiday. The Day of|

|the Dead is a time when family members who have died are remembered. Arguably, this festival is the most important Mexican holiday of the |

|year. As part of this unit, students will take part in the following activities: making Day of the Dead Bread, growing Marigolds from seed, |

|making mola or papel picado (paper decorations of flowers and skeletons associated with the Day of the Dead), and decorating a skeleton. The |

|unit will culminate in a class Day of the Dead celebration, during which students play the role of a family member of a famous Hispanic person|

|and present tributes to those individuals. |

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|Activity 5: As a class, students complete a K W H L chart (Grade6-Unit1Lesson.1-TeacherResource2) in preparation for learning about the Food |

|Pyramid. This serves as a backdrop for forthcoming activities that focus on food, health and nutrition. |

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|KWHL (See Grade6-Unit1Lesson1-TeacherResource1) |

| Tema: |

|Nosotros sabemos que… |

|Nosotros queremos saber… |

|Nosotros aprenderemos si… |

|Nosotros aprendimos que… |

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|Closure |

|The teacher recaps the results of the K W H L chart. |

|Depending on the policies of their individual schools, teachers may want to distribute permission slips (Grade6-Unit1.Lesson1-Handout1) to |

|students to take home to their parents. If appropriate in their school, parents sign and return the permission slips in order for their |

|children to participate in the Day of the Dead activities associated with this unit. Check with your principal to see if the sample form |

|provided here is appropriate for your school. |

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Notes to the Teacher

Helpful hints to get the year started:



This site is excellent for beginning as well as experienced teachers. It is loaded with valuable information for getting the year started, working with parents/ regular classroom teachers, classroom management, etc.

Traditional Greetings

The traditional Spanish greeting consists of 2 kisses, or "besos," one on each cheek, first on the right cheek and then on the left. It is important to note these kisses are not directly on the cheeks, but rather grace the cheeks and do not last but for a second. For those who do not wish to accept kisses it is perfectly acceptable to hold out a hand for a handshake instead. For the purposes of the classroom we will use the handshake!

Classroom Management:



Refer to this site for information on using name tags in the classroom, teaching students about greetings, and establishing class rules, plus many more suggestions and ideas.

RAINBOW OF RESPECT

1. Respect for myself.

2. Respect for my teacher.

3. Respect for my classmates.

4. Respect for the Spanish language.

5. Respect for the many Spanish cultures.

6. Respect for my classroom.

7. Respect for the classroom materials.

(See Spanish version on next page.)

Spanish Translation:

EL ARCO IRIS DEL RESPETO

1. Respete para yo mismo.

2. Respete para mi maestro.

3. Respete para mis compañeros de clase.

4. Respete para el idioma español.

5. Respete para las muchas culturas españolas.

6. Respete para mi aula.

7. Respete para las materiales de aula.

It is a good idea to post the rules in the classroom or carry with you in your traveling cart and display the rules at the beginning of each class. This makes it easy for you to refer to the rules at any time. You might also consider a contract stating the rules which you and each student sign. The contracts are then collected and kept in a file which can be used when facing difficult management problems. (See Grade6-Unit1Lesson1-TeacherResource1:Reglas de la Clase.)

Mi glosario—These two pages are extra pages that have been provided for you to use as you please. They can be used to start a student glossary, where students keep track of words that they would like to know. Or, you can use these pages to develop a booklet for your use with your students.

Spanish Alphabet

A: a Ñ: eñe

B: be O: o

C: ce P: pe

D: de Q: cu

E: e R: ere

F: efe S: ese

G: ge T: te H: hache U: u

I: i V: ve

J: jota W: uve doble

K: ka X: equis

L: ele Y: i griega

M: eme Z: zeta

N: ene

NOTES TO THE TEACHER, CONTINUED

Some Excellent Teacher Resources:

Internet Sites With Resources for Teaching The Spanish Alphabet









Internet Sites With Resources for Songs and Music





Patti Lozano

Mrs. Lozano has a great song/ chant for learning children’s names.

Music That Teaches Spanish

Other Resources: Books

Riqui Riqui Riqui Ran: Canciones Para Jugar y Bailar by David Marquez (Paperback available from . or from Sosnowski Language Resources (see next page)

Alimentos / Food by Karen Bryant-Mole (Author), Elizabeth de La Ossa (Translator)

Pu Publisher: Heinemann Library (July 1999) ISBN-10: 1575729156 (Sosnowski

Language Resources.

El El Gusto del Mercado Mexicano / Taste Of The Mexican Market by Nancy Maria

Grande Tabor

Paperback ISBN 978-0881068207 Available from or Sosnowski

Language Resources.

El Sancocho desl Sabado/Saturday Sancocho by Leyla Torres

ISBN-12: 978-0374420857

Thi This lovely book, in which a girl and her grandmother go on a quest for the ingredients

they need to make their favorite meal, evokes the atmosphere of the village markets of

Central and South America. A recipe for Sancocho is included. Available from

or Sosnowski Language Resources.

Available at

Gus y Botón by Saxton Freymann and Joost Elffers

ISBN: 0-439-41026-6

La Cosa Hambrienta by Jan Slepian and Ann Seidler; Illustrated by

Richard E. Martin.

ISBN: 0-439-41033-9

Most books cited here are available at:

• Sosnowski Language Resources

A unique resource for supplementary instructional materials in Spanish.

(or French and German)



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