GRADE K – 2
THE BODY
STANDARDS:
1.1 Communicate in Languages other than English
3.1 Connect
with other disciplines
Estimated
|
3 – 4 weeks and ongoing throughout the year |
The student will
understand that:
|
1. |
Spanish-speaking cultures also have words for parts of the body |
|
2. |
The Spanish language differentiates noun gender by its article |
|
1. |
Students will be able to identify body parts through TPR activities |
|
2. |
Students will be able to identify body parts orally |
|
3. |
Much of the assessment of a student’s work is in the application of knowledge demonstrated through games, songs and group or individual activities |
|
1. |
What are the names of the basic body parts in Spanish? |
|
2. |
When would you need to use the words for body parts? |
By the end of second
grade students will be able to:
|
1. |
Name the basic body parts |
|
2. |
Respond to TPR commands indicating body parts |
|
Suggested
Vocabulary: La cabeza El pelo La cara Los dedos Los ojos Los brazos Los brazos Las piernas Las orejas Los pies La boca Las manos Los dientes Suggested
Structures: Toque(n) … (los pies) Muestre(n) … (las piernas) |
Picture books: Pica Pica varicela Soy demasiado grande Go away big green
monster ¿Es tu mamá una
llama? Materials: Body forms (velcro dolls) Puppets Mr. Potato Head |
Songs: Mi cuerpo hace música Cabeza, hombros Cabeza, hombros, cadera Juan Pequeño baila Tía Mónica La Cabeza, me duele la cabeza Games: Simón Dice Zoom ¿Cuál falta? Brillante Pase, Pase Tres en raya Béisbol Vamos de viaje ¿Qué tienes? |
|
Social Studies: describe characteristics of people Health/ Science: the body |
GRADE 4 – 5 THE BODY
STANDARDS:
1.1 Communicate in Languages other than English
3.1 Connect
with other disciplines
Estimated
|
3 - 4 weeks and ongoing throughout the year |
The student will understand
that:
|
1. |
Spanish-speaking cultures also have words for parts of the body |
|
2. |
The Spanish language differentiates noun gender and number by its article |
|
1. |
Students will be able to identify body parts through TPR activities |
|
2. |
Students will be able to identify body parts in verbal and written forms |
|
3. |
Students will be able to identify ailments involving body parts |
|
4. |
Students will be able to draw a person based on an oral description |
|
5. |
Students will be able to write a description of someone |
|
6. |
Much of the assessment of a student’s work is in the application of knowledge demonstrated through games, songs and group or individual activities |
|
1. |
What are the names of the body parts in Spanish? |
|
2. |
When would you need to use the words for body parts? |
|
3. |
How would tell someone where it hurts? |
|
4. |
How would you describe a person or fictional character so that someone would be able to draw or visualize the character? |
|
5. |
Which articles of clothing belong on which body parts? |
By the end of fifth grade the students will be able to:
|
1. |
Name the body parts in oral and written forms |
|
2. |
Describe someone using body vocabulary |
|
3. |
Respond to TPR commands indicating body parts |
|
4. |
Role play in a medical situation |
|
Suggested
Vocabulary: Los hombres Los dientes Los brazos La boca Las manos La naríz Los dedos Las piernas Los pies Los dedos de pie El estómago La cabeza El pelo La cara Los ojos Las orejas |
Suggested
Structures ¿Qué te duele? Me duele/n …. Toque/n … Suggested Books: Froggy juega al
fútbol Suggested Songs: A mi burro Tía Mónica Cabeza, hombros La cabeza, me duele El cuerpo |
Suggested
Materials: Flashcards Skeleton Suggested Games: Simón Dice Bingo Copy cats Esqueleto Around the world Brillante Concentration Riesgo |
|
Language arts: descriptive writing Health/Science: the body |