FREE ELECTRONIC LIBRARY - Dissertations, online materials

«Lesson: Intro Lesson (Ages 3-7) General: Age: 3-7 years Time: 40 mins - 1 hour Objectives: Greetings, names, follow simple instructions, identify and ...»

www.spanishkidstuff.com | Lesson Plans for Spanish Kids Teachers


Intro Lesson (Ages 3-7)


Age: 3-7 years

Time: 40 mins - 1 hour

Objectives: Greetings, names, follow simple instructions, identify and recognize 3


Structures: "Hola", "¿Cuál es tu nombre", "Mi nombre es...", "Adiós", "Dame..."

Target Vocab: rojo, azul, verde, flor, de pie, sentarse, manos arriba, manos abajo, saltar, correr, dar la vuelta, pase, toque

You will need to download:

 Flor recortable para Nombres craft sheet


 Name tracing sheets (one for each student with their name in dots)  "Colorea los globos" worksheet  La Canción del Hola (The Hello Song)


 La Canción de Adiós (Goodbye Song) These can be downloaded at http://www.spanishkidstuff.com/lesson-plans.html

You will also need:

 name tags for each student  a glove puppet  a small ball  crayons  3 sheets of origami colored paper (red, green, blue)  3 balloons (red, blue, green)  cushions (1 per student)  CD / Tape player / PC / Something to play the La Canción del Hola and La Canción de Adiós songs on

Your students will need:

 colored crayons (or pencils) Spanish KidStuff Lesson Plan: Page 1 of 9 Copyright Spanish KidStuff Intro Lesson (Ages 3-7) All rights reserved www.spanishkidstuff.com | Lesson Plans for Spanish Kids Teachers


This lesson provides a good platform to begin the course with your younger level learners as it introduces them to the key stages and routines you will use in every class. At this age some of your students may be a bit shy at first so make sure you smile a lot and make them feel really welcome - they will soon gain confidence as you run through all the fun activities in this lesson!

This lesson leads nicely into the "Colors" lesson - use our "Colors Lesson Plan" in the next lesson.

Lesson Overview:

Warm Up and Maintenance:

1. Greetings

2. Name tags

New Learning and Practice:

1. Play "Ball Pass" and say names

2. Introduce glove puppet - greetings and introductions activity

3. Sing "La Canción del Hola"

4. Do "Exercise Routine" activity

5. Name writing practice

6. Do the Flor recortable para Nombres activity

7. Teach Colors: rojo, azul, verde

8. Play "Color Pass", "Color Touch" and "Color Hold Up"

9. Play "Find the Color"

10. Play "Balloon Kick"

Wrap Up:

1. Assign Homework: "Colorea los globos"

2. Say Goodbye to glove puppet

3. Sing "La Canción de Adiós"

4. Do "Quick Check" and say Goodbye Spanish KidStuff Lesson Plan: Page

–  –  –

Lesson Procedure:

Warm Up and Maintenance:

1. Greetings Greet the students by name as they enter the classroom and gesture for them to sit down. It's a good idea to have a cushion for each student (and parent if also taking part) as this makes sitting arrangements easy to organize. Try and arrange the cushions beforehand spaced out in a fan-shape around you.

2. Name Tags Before class, prepare some name tags (stickers or pin-on tags) with each student's name written on in lower case letters. Sit down with your students and lay out the name tags in front of you. Pick up each tag and call out the name. Try and encourage each student to put their hand up and say "sí". Hand over the tags and help to pin / stick on.

In later lessons, once your students can recognize their written name, you can have them pick out their own name tags.

New Learning and Practice:

1. Play "Ball Pass" and say names Take a soft ball and pass it to your nearest student, saying "Pase". Have each student pass the ball around the circle. Next, hold the ball and say your name. Have each student say their name as they pass the ball to each other. Make sure they pass, not throw, roll, etc. If a student doesn't pass make sure s/he does it again until done properly.

2. Introduce glove puppet - greetings and introductions activity Your students will love this. Get hold of a glove puppet (I use Cookie Monster bought from Toys 'R' Us) and put it in a bag before class. Bring out the bag, open it enough to see in and shout into the bag "¡Hola!". Then move your ear to the opening to listen - nothing. Go to each student and encourage them to shout "Hola" into the bag - each time nothing happens. Finally, get all the students together to shout "¡Hola!" at the same time. This time

the puppet wakes up and jumps out of the bag! Then model the role play with the puppet:

–  –  –

Teacher: "Hola", ¿Cuál es tu nombre?" Puppet: "Mi nombre es...".

Then move onto the first student and say "Hola". Encourage him/her to say hello back. Let the students touch, cuddle and stroke the puppet. My puppet also likes to nibble their feet and arms. Next, the puppet asks each student: "¿Cuál es tu nombre?". If they are old enough try and encourage "Mi nombre es..." but for the really little ones (3 and under) just saying their name is fine. Finally, go around saying "adiós" and "Nos vemos" before going back into the bag and back to sleep.

3. Sing the "La Canción del Hola" Sit in a circle and listen to the song (clap along or pat knees). Play it once more emphasizing "Hola". Your students will pick up the words surprisingly quickly.

–  –  –

4. Do "Exercise Routine" activity

Time for some action. Say the following and have the students follow your lead:

 "A levantarse" (Stand up) (Teacher stands and so does everyone else)  "Manos arriba / manos abajo" (Hands up / hands down) (do 4 or 5 times)  "Salta" (Jump) (4 or 5 times)  "¡Corre! / ¡Alto!" (Run! / Stop!) (4 or 5 times)  "Date la vuelta! / ¡Alto!" (Turn around! / Stop!) (4 or 5 times)  finally "Siéntate" (Sit down).

–  –  –

5. Name writing practice In this lesson your students are going to practice writing their names. For really young ones, this may be their first time to do so - don't worry if their first effort is a scrawly mess always encourage and praise.

You will need to prepare a writing sheet for each student before class with their name written in dots for them to practice tracing their names (also prepare one for yourself so you can model the task). You can either make these yourself (hand draw the dots for each name) or use a font typed into a Word document - we like to use the "National First Font Dotted" font (you can download it for free here: http://www.fontspace.com/rogerwhite/national-first-font-dotted).

Prepare the sheets something like this:

Make extra copies for future lessons / homework Make a few copies of each student's name writing sheet so you can use them in future lessons or for homework.

–  –  –

Get everyone to sit at a table with you. You are going to give clear instructions on getting ready for written work so everyone understands what to do in future lessons: first, tell everyone to get their bags (you do the same so they can see what to do). Then say "Saquen sus crayones" (Take our your crayons) - take out your crayons and have everyone follow you.

Take the sheets of paper and read the names - encourage each student to put their hand up and say "Sí". Give out the sheets to each student and give one to yourself.

Next, say, "Saque el crayón" (Take out a crayon) and have the students follow you as you take out your crayon. Any color will do. Model tracing your name, slowly and carefully, saying your name as you trace. Then have everyone trace the first name. Then put the crayon back into your pencil case and take out a different color. Each time, use a different color. As the students trace their names, circulate, help and give lots of praise. Finally, have everyone write their names on the bottom lines.

When everyone has finished, get each student to hold up their sheet so you and everyone can see. Give lots of praise to each student - you can even put stickers on each student's sheet as a prize (they will love this) or even a simple drawing of a smiley face will do!

6. Do the Flor recortable para Nombres activity Now that everyone has had a chance to practice writing their name you can do the name craft activity.

Before class print out the "Flor recortable para Nombres" sheet and copy / cut out the flower shapes so that there are enough to give one to each student (do a few extra in case of emergencies!).

Get each student to write their name on the line and then color in their flower. Students can now decorate the classroom by sticking their name flowers on the walls.

Alternatively, have students make a name poster by sticking all of the name flowers onto one large piece of construction paper (I like to make a tree shape out of brown card for students to stick their flowers on).

7. Teach Colors: rojo, azul, verde A great lesson to follow this one is the "Colors Lesson" (you can download it for free at our website). In this lesson you can start by teaching the first 3 colors (rojo, azul y verde) and then in the next class you can continue with the other colors (amarillo, rosa, púrpura, naranja).

Origami paper is great for this, or just some colored paper/card cut into squares. Sit everyone in a circle and hold up the first colored paper and

–  –  –

elicit the color (e.g. rojo). Chorus and practice saying the color. Do this for the rest of the colors.

8. Play "Color Pass", "Color Touch" and "Color Hold Up" Now take each color and pass it to your nearest student. Say "rojo" as you pass red, etc. The students pass the colors round the circle. Next, lay the 3 colors in the middle of the circle. Say "Manos arriba" (Hands up). Students raise their hands. Then say "¡Toca..... rojo!" (Touch.....red!) and the students should all try and touch the red colored paper. Do for all of the colors. Finally, give each student one of the colored papers. Say "¡Levante.... azul!" (Hold up....blue!) the students holding the blue papers raise them into the air.

NOTE: for these games you'll probably have to give lots of help and encouragement. For example, if one of your students doesn't hold up the colored paper when asked look at him/her and gesture what to do. If their mothers are with them have them help.

9. Play "Find the Color" Now get each student to give you back their colored paper by saying "Me das el papel de color (azul)" (Give me the blue paper). Collect all the colors.

Then place the colored papers on the floor around the room. First model by saying "Toque azul" (Touch blue). Then stand up, go to a blue paper, touch it and say " azul " and go back to your place. Now say to one student "(Mary), toque verde" ((Mary), touch green) and that student should stand up, find the correct color and touch it. Get everyone to have at least one go. Finally, get students to stand up and give you back the colors as you say them (e.g.

"Paulo, dame rojo" (Paulo, give me red)).

10. Play "Balloon Kick" You need three balloons - a red, a blue and a green one. Take one balloon and elicit the color. Then chorus "globo (azul)" x3. Now blow up the balloon (little kids love watching this) and tie the end. Pat the balloon to one student and encourage him/her to say its color as they catch it. Let the student pat it back to you and repeat the color with all students. Then do the same for the other 2 balloons. Finally, line the balloons up, have the students stand up and model the activity: "Ok, (tu nombre) patear el globo (azul)" (Ok, (your name) kick the (blue) balloon!), then run up to the (blue) balloon and kick it. Now instruct one student to kick a balloon, give loads of help and encouragement and then do with all the other students.

–  –  –

Wrap Up:

1. Assign Homework: "Colorea los globos" Hold up the homework worksheet and model coloring in the 3 balloon pictures (in rojo, azul and verde). Elicit each color as you go. Give out the worksheets and say "Pon tu tarea en tu maleta" (Put your homework in your bags) and help them to do so - this is important as they will probably want to start coloring them right away.

2. Say Goodbye to glove puppet Take out the bag again and get everyone to wake up the glove puppet by shouting its name into the bag (e.g. "Cookie Monster!"). Bring out the puppet and go through the same routine go to each student and say hello, ask their name and the say goodbye / see you. Then put the puppet back in the bag (back to sleep).

3. Sing "La Canción de Adiós" The "La Canción de Adiós" is a great way to sign off the class. Sit together in a circle and sing and clap along.

–  –  –

4. Do "Quick Check" Time to leave the class. Make sure everything is put away and the students have gathered their belongings. Have them line up at the door and place yourself between the door and

–  –  –

the students. For each student check one new word (e.g.

hold up a color and ask "What's this?"). For very young kids you can hold up the three colored papers you used earlier and have them touch one that you say (e.g. "Touch green"). When they give you the correct answer say goodbye and let them leave. If their answer is wrong, have them go back to the end of the line - they will have to try again once they reach the front!

 All flashcards, worksheets, craft sheets, readers and songs used in this lesson plan can be downloaded at spanishkidstuff.com/lesson-plans.html  More free Lesson Plans are available at spanishkidstuff.com/lessonplans.html Please report any mistakes at http://www.spanishkidstuff.com/contact.html This lesson plan was produced by Spanish KidStuff (http://www.spanishkidstuff.com) and is covered by copyright.

Similar works:

«Mathematics Education Research Journal 2008, Vol. 20, No. 3, 78-101 Principles of Practice and Teacher Actions: Influences on Effective Teaching of Numeracy Tracey Muir University of Tasmania Studies such as the Effective Teachers of Numeracy Study (Askew, Brown, Rhodes, Johnson, & Wiliam (1997) have contributed much to our understanding of what constitutes effective teaching of numeracy. This paper aims to build on these findings and to contribute a model that could be used to understand...»

«Nurture groups: A handbook for schools Information Information document No: 091/2010 Date of issue: November 2010 Nurture groups: A handbook for schools Audience Headteachers and classroom teachers in primary and secondary schools. Overview This handbook is an information pack on nurture groups for primary and secondary schools. Action None – for information. required Further Enquiries about this guidance should be directed to: information Pupil Engagement Team Department for Children,...»

«    DIPLOME  D’UNIVERSITE  DU  GOUT,  DE  LA  GASTRONOMIE  ET  DES  ARTS  DE  LA  TABLE   DUGGAT                                                                               MÉMOIRE  DE  FIN  D’ÉTUDE       A  journey  into  the  world   JUIN    2009   of  taste:  medicine,     nutrition  and     gastronomy  side  by  side     in...»

«DOCUMENT RESUME CS 215 923 ED 409 576 AUTHOR Pirie, Bruce Reshaping High School English. TITLE National Council of Teachers of English, Urbana, Ill.INSTITUTION ISBN-0-8141-5668-1 REPORT NO PUB DATE 97 NOTE 116p. National Council of Teachers of English, 1111 W. Kenyon AVAILABLE FROM Road, Urbana, IL 61801-1096 (Stock No. 56681-0015: $10.95 members, $16.95 nonmembers). Opinion Papers (120) Books (010) PUB TYPE MF01/PC05 Plus Postage. EDRS PRICE Curriculum Development; *English Curriculum;...»

«CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2014 series 0500 FIRST LANGUAGE ENGLISH 0500/11 Paper 1 (Reading Passage – Core), maximum raw mark 50 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an...»

«Butler University The College of Pharmacy and Health Sciences The Patricia Ann Crook Bennett Scholarship P atricia Ann Crook Bennett, a native of Anderson, Ind., graduated from Butler University’s College of Pharmacy in 1961. She worked in many areas of the pharmacy profession during a career that spanned more than 30 years. It included managing the pharmacy at the Indiana University Student Health Center in Bloomington and the in-house pharmacy at Twin Towers Retirement Community in...»

«NORTHWESTERN UNIVERSTIY Echoes from the Field: An Ethnographic Investigation of Outdoor Science Field Trips A DISSERTATION SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS for the degree DOCTOR OF PHILOSOPHY Field of Education and Social Policy – Learning Sciences By Jonathan Zvi Boxerman EVANSTON, ILLINOIS June 2013 ©Copyright by Jonathan Zvi Boxerman 2013 All Rights Reserved Abstract Echoes from the field: An ethnographic investigation of outdoor science field...»

«Mina Shaughnessy THE MISERABLE TRUTH Conferences, I know, are times for saying encouraging things, for sharing successes with one another, and regaining a sense of being engaged with others in important work. But to begin this conference on a note of encouragement seems highly inappropriate today-something like trying to give a pep talk on the Titanic. These are discouraging times for all of us, most particularly for the teachers who have been working with unprepared students on basic skills....»

«July 2012 ● Vol.5, No.2 International Journal of Instruction e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X THE IMPACT OF YEARS OF TEACHING EXPERIENCE ON THE CLASSROOM MANAGEMENT APPROACHES OF ELEMENTARY SCHOOL TEACHERS Zafer Ünal USF St. Petersburg, USA unal@mail.usf.edu Aslihan Ünal Uşak University, Turkey asli@zunal.com This study provided a basis for answering the following essential question: Does the years of experience affect teachers' classroom management approaches? Data...»

«EFL INTTIAL TEACHER EDUCATION FOR PRIMARY AND SECONDARY SCHOOLS IN SPAIN FÁTIMA GARCÍA DOVAL* AND MONTSERRAT SÁNCHEZ RIAL** University of Santiago de Compostela, Spain Student-teachers need feedback, but feedback which they can take on board and which does not damage their self-esteem and confidence. For this reason it is ojien a sensitive and difficult role, one for which well-developed people skills are needed. [Lortie, 1975, p. 18] ABSTRACT The current article intends to reconsider the...»

«International Review of Research in Open and Distributed Learning Volume 16, Number 2 April – 2015 “Remember to Hand Out Medals”: Peer Rating and Expertise in a Question-and-Answer Study Group Marisa Ponti University of Gothenburg, Sweden Abstract This article reports on an exploratory study of giving medals as part of a peer rating system in a question-and-answer (Q&A) study group on Python, a programming language. There are no professional teachers tutoring learners. The study aimed to...»

«Mosaic School Notes Studio Arte del Mosaico; Ravenna, Italy; Luciana Notturni, founder and teacher These are from our class held in September, 2008 In addition to Luciana, we were assisted by Brunetta, Daniela, Silvia, Anna, Mannela and Gabrielle (translator, when needed, from Canada). Along the way I met Marco, who handles the school web site and most email. Also, Marco De Luca stopped by. Our teachers regard him as Ravenna’s best mosaicistthat is quite a compliment. Luciana has two...»

<<  HOME   |    CONTACTS
2016 www.dissertation.xlibx.info - Dissertations, online materials

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.