GRADE K-2 Family
Standard 1.1, 1.2 Communicate
in languages other than English
Standard 2.1, 2.2 Cultures: gain
knowledge and understanding of other cultures
Estimated
|
2 –3 Weeks and ongoing throughout the year |
The student will
understand that:
|
1. |
Spanish-speaking cultures also have words for family members |
|
2. |
Spanish language often differentiates gender by word endings |
|
3. |
Family is an important component of Spanish cultures |
|
1. |
Students will identify members of the family |
|
2. |
Students will respond orally to specific questions about family members |
|
3. |
Students will demonstrate knowledge family vocabulary using games and visual aids such as flash cards, picture books, and photos |
|
1. |
Who are the important people in my life? |
||
|
2. |
What are the names of family members in Spanish? |
||
|
3. |
What are clues to identify the gender of a family member? |
|
|
|
4. |
What are common terms of endearment for family members in Spanish-speaking cultures? |
|
|
The student will be
able to:
|
1. |
Name basic family members orally |
|
2. |
Respond to TPR commands using visual aids |
|
3. |
Use their knowledge of family members to participate successfully in a variety of games |
|
4. |
Manipulate the endings of some family member words in order to indicate a change in gender |
|
5. |
Recognize both formal and informal words for some family members |
|
6. |
Identify family members using visual aids |
|
Suggested vocabulary: La madre (la mamá), mami El padre (el papá), papi El hermano La hermana El abuelo La abuela El niño/El chico/El muchacho La niña/La chica/La muchacha El bebé/La bebé |
Picture books: Abuela Mi Papá es Genial Mi Mamá es
fantástica Gorilita Eres Tu Mi Mamá Papá Y yo Vamos a Comer |
Songs: Tía Mónica El niño Robot El Señor Don Gato Materials: flash cards family trees bingo dolls/ puppets |
|
Social Studies: (describe the family) |
GRADE 3, 4, 5 Family
Standard 1.1, 1.2 (Communicate
in languages other than
Standard 2.1, 2.2 (Cultures:
gain knowledge and understanding of other cultures)
Estimated
|
2 weeks and ongoing throughout the year |
The student will
understand that:
|
1. |
Spanish-speaking cultures also have words for family members |
|
2. |
Spanish language often differentiates gender by word endings |
|
3. |
Family is an important component of Spanish cultures |
|
4. |
Family structures and relationships vary in different cultures |
|
1. |
Students will identify members of the family |
|
2. |
Students will respond orally to specific questions about family members |
|
3. |
Students will demonstrate knowledge of family vocabulary using games and visual aids such as flash cards, picture books, and photos |
|
4. |
Students will complete projects about families such as family trees or family albums |
|
5. |
Students will create Venn diagrams comparing family life in the U.S.A. and in Spanish speaking cultures |
|
1. |
Who are the important people in my life? |
||
|
2. |
What are the names of family members in Spanish? |
||
|
3. |
What are clues to identify the gender of a family member? |
|
|
|
4. |
How does the definition of “family” vary among cultures? |
|
|
|
5. |
How do last names play an important role in identifying family relationships in Spanish speaking cultures? |
|
|
|
6. |
What are common terms of endearment for family members in Spanish-speaking cultures? |
|
|
By the end of fifth
grade the student will be able to:
|
1. |
Name family members orally and in writing |
|
2. |
Respond to TPR commands using visual aids |
|
3. |
Use their knowledge of family members to participate successfully in a variety of games |
|
4. |
Manipulate the endings of some family member words in order to indicate a change in gender |
|
5. |
Recognize both formal and informal words for some family members |
|
6. |
Identify family members using visual aids |
|
7. |
Change endings of family words to indicate idiomatic expressions (i.e. abuelo=abuelito) |
|
8. |
Write about their family |
|
9. |
Create a family tree |
|
10. |
Participate in interviews regarding families |
|
Suggested
vocabulary: Review K-2 list, plus: El tío, la tía-- los tíos Los padres Los hermanos Los niños Los abuelos El primo, la prima--los primos El padrastro la madrastra |
Suggested books : Abuelita Una silla para
Abuela Un sillón Too Many Tamales Las Abuelas de
Liliana Gracias the Thanksgiving Turkey Games: Memory Bingo Concentration ¿Cuál Falta? |
Materials: flash cards family trees dolls/ puppets journals craft materials teacher- made materials Songs: Tía Mónica, El Niño Robot, El Señor Don Gato |
|
Social studies—Native Americans |