Mi rutina Lesson 1. Olivia Concept Focus Reflexive verbs Literature Focus Olivia by Ian Falconer Objectives • Students will be able to describe their daily routine using key phrases and the appropriate time of day. Vocabulary levantarse, lavarse los dientes, limpiarse las orejas, volver a casa, dormir la siesta, bañarse, vestirse, desayunar, almorzar, probarse todo, cenar, ir a la cama, acostarse, sabio, estudio Lesson 2. ¿A qué hora...? Concept Focus • Telling time Literature Focus • Poem: “Mi ruitina diaria” by Carolina Marcial Dorado Objectives • Students will be able to create a daily schedule using words and illustrations along with the correct time of day. Vocabulary lavarse las manos/la cara, peinarse, despertarse, cepillarse los dientes, desayunar, ponerse los zapatos, irse para la escuela/la casa, almorzar, ir a la clase de ___/ hacer ___, acostarse, ¿Qué hora es?, son las tres y media, son las cinco, es la una Lesson 3. El lobo Concept Focus • Present progressive with reflexive verbs Literature Focus • Short Story: “Caperucita Roja” by Hills and Cano Objectives • Students will be able to describe parts of a daily routine using the present progressive verb form. Vocabulary ¿Qué está haciendo?, levantarse, tengo hambre, ya voy a pescarlos, oye, mientras, el bosque, pantalones, zapatos, calcetines, amigo, pescar/ agarrar Lesson 6. Veloz como el grillo Concept Focus • Adjectives Literature Focus • Veloz como el grillo by Audrey Wood Objectives • Students will be able to create an illustrated adjective chart and then use the chart along with the verbs ser and estar to describe themselves. Vocabulary ser, estar, pero a veces…, ¿Cómo se siente el niño?, veloz, lento, pequeño, grande, triste, feliz, bueno, malvado, solo, asustado, frágil, fuerte, ruidoso, silencioso, robusto, tierno, valiente, tímido, cursi, salvaje, perezoso, trabajador, alto, bajo Lesson 4. Mi día de la A a la Z Concept Focus • Activities Literature Focus • Mi día de la A a la Z by F. Isabel Campoy Objectives • Using actions, pictures, and words, students will be able to discuss and compare various activities in which they are involved. Vocabulary es hora de, desayuno, vestirse, salimos, (les) digo, llegar, (nos) habla, leer, jugamos/jugar, el almuerzo, como, doy, el recreo, sigo/sigue (una clase), escribir, dibujamos, después de, me lleva, vamos a, regresamos, cenar, me baño, me seco, (les) cuento, participar (en), practicar Lesson 5. El burrito enfermo Concept Focus • Illnesses and remedies Literature Focus • Traditional poem: “Sana, sana” • Traditional song: “El burrito enfermo” Objectives • Students will be able to describe an illness/injury by identifying the affected body part. • Students will be able to describe traditional ways of soothing injured children. Vocabulary le duele, costilla, corazón, médico, ¿Qué pasó?, ¿Dónde le duele?, llorar, lágrimas, gritar, sana, sanar, ayudar, hipo Accelerate Scope & Sequence 1 ®
Transcript
Mi rutina
Lesson 1. Olivia
Concept FocusReflexive verbs
Literature FocusOlivia by Ian Falconer
Objectives• Students will be able to describe their daily routine using key phrases and the appropriate time of day.
Vocabularylevantarse, lavarse los dientes, limpiarse las orejas, volver a casa, dormir la siesta, bañarse, vestirse, desayunar, almorzar, probarse todo, cenar, ir a la cama, acostarse, sabio, estudio
Lesson 2. ¿A qué hora...?
Concept Focus• Telling time
Literature Focus• Poem: “Mi ruitina diaria” by Carolina Marcial Dorado
Objectives• Students will be able to create a daily schedule using words and illustrations along with the correct time of day.
Vocabularylavarse las manos/la cara, peinarse, despertarse, cepillarse los dientes, desayunar, ponerse los zapatos, irse para la escuela/la casa, almorzar, ir a la clase de ___/ hacer ___, acostarse, ¿Qué hora es?, son las tres y media, son las cinco, es la una
Lesson 3. El lobo
Concept Focus• Present progressive with reflexive verbs
Literature Focus• Short Story: “Caperucita Roja” by Hills and Cano
Objectives• Students will be able to describe parts of a daily routine using the present progressive verb form.
Vocabulary¿Qué está haciendo?, levantarse, tengo hambre, ya voy a pescarlos, oye, mientras, el bosque, pantalones, zapatos, calcetines, amigo, pescar/agarrar
Lesson 6. Veloz como el grillo
Concept Focus• Adjectives
Literature Focus• Veloz como el grillo by Audrey Wood
Objectives• Students will be able to create an illustrated adjective chart and then use the chart along with the verbs ser and estar to describe themselves.
Vocabularyser, estar, pero a veces…, ¿Cómo se siente el niño?, veloz, lento, pequeño, grande, triste, feliz, bueno, malvado, solo, asustado, frágil, fuerte, ruidoso, silencioso, robusto, tierno, valiente, tímido, cursi, salvaje, perezoso, trabajador, alto, bajo
Lesson 4. Mi día de la A a la Z
Concept Focus• Activities
Literature Focus• Mi día de la A a la Z
by F. Isabel Campoy
Objectives• Using actions, pictures, and words, students will be able to discuss and compare various activities in which they are involved.
Vocabularyes hora de, desayuno, vestirse, salimos, (les) digo, llegar, (nos) habla, leer, jugamos/jugar, el almuerzo, como, doy, el recreo, sigo/sigue (una clase), escribir, dibujamos, después de, me lleva, vamos a, regresamos, cenar, me baño, me seco, (les) cuento, participar (en), practicar
Lesson 5. El burrito enfermo
Concept Focus• Illnesses and remedies
Literature Focus• Traditional poem: “Sana, sana” • Traditional song: “El burrito enfermo”
Objectives• Students will be able to describe an illness/injury by identifying the affected body part.
• Students will be able to describe traditional ways of soothing injured children.
Objectives• Using a three-generation family tree as a guide, students will be able to describe the relationship between themselves and members of their extended families.
• Students will be able to identify adjectives used to describe the setting of a story.
Vocabularyescenario, la isla, lugar de nacimiento, tío, tía, prima, caliente, húmedo, oscuro, fresco, coloridos, redondos, finos, maduros, pegajosa
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La comida
Mi familia
Lesson 13. Reunión de la familia
Concept Focus• Family activities• Transition words
Literature Focus• Family, Familia by Diane Gonzalez Bertrand
Objectives• Students will be able to make connections between the family in the story and their own families.
• Students will be able to write a short narrative about a family activity.
Vocabularyalgunas veces, me aburría, todavía, emocionado, beso, abrazo, bisabuelo, tatarabuelo, mariachi, descendía de, tronco, ramas, prometer, a veces, luego, finalmente, más tarde, después, cuando,en seguida, mientras
Lesson 14. ¿Adivina quién…?
Concept Focus• Clothing• Describing physical characteristics of people
Literature Focus• First Thousand Words in Spanish by Heather Amery
Objectives• Using their knowledge of clothing, accessories, and adjectives, students will be able to give clear and accurate descriptions of their classmates.
Vocabularytener, colores de pelo (castaño, negro, rojo, rubio), barba, bigote, joven, anciano/viejo, aretes, lentes, cadena, falda, vestido, traje, suéter, cola de caballo, pelo (largo, mediano, corto, rizado, lacio)
Lesson 17. Martín Pescador
Concept Focus• Foods• Writing about likes and dislikes
Literature Focus• Huevos verdes con jamón by Dr. Seuss
• Traditional poem: “Martín Pescador”
Objectives• Students will be able to orally state their food preference when choosing between two options.
• Students will be able to create a class book describing their likes and dislikes.
Concept Focus• Infer meaning from story context;• Compare/contrast characters
Literature Focus• La fiesta de las tortillas by Jorge Argueta
Objectives• Students will be able to use contextual cues and/or inferences to determine the meaning of unknown words.
• Students will be able to make comparisons between themselves and characters in the story.
Vocabularycomedor, restaurante, comal, madrugada, amanecer, tempranito, desayuno, almuerzo, cena, frijoles refritos, huevos picados, carne asada, chicharrón, loroco, pata, el ritmo de las palmas
Lesson 19. Poniendo la mesa
Concept Focus• Setting the table• Foods
Literature Focus• La fiesta de las tortillas by Jorge Argueta
Objectives• Students will be able to explain how to set a table using the appropriate vocabulary and prepositions in regard to the placement of individual items.
Vocabularyponer la mesa, mantel, platos, platillos, sartenes, ollas, cucharones, cuchillos, cucharas, tenedores, tazas, pailas, servilletas, vasos, al lado de, entre, enfrente de, cerca de, sobre, abajo de
Lesson 20. El restaurante
Concept Focus• Visiting a restaurant
Literature Focus• Online menus
• Objectives• Using role play and appropriate vocabulary terms, students will be able to order food from a restaurant, create menus, and identify place settings.
Vocabularyyo quiero, me gustaría, puedo tener, meseros, cocineros, clientes, la cuenta, bebidas, menú, el precio, propina, dólares, centavos, comida para llevar
Concept Focus• Maps and directions• Community jobs
Literature Focus• Jorge el curioso encuentra trabajo by H.A. Rey
Objectives• Students will be able to create maps of their community and give directions to someone who needs to get from one place to another.
• Students will be able to identify workers in the community.
Vocabularycurioso, guardián del zoológico, cocinero, pintor, enfermera, presidente, actor, conductor, periodista, parada del autobús, farola, restaurante, rascacielos, escalera, pavimento, el subterráneo, el metro, ambulancia, calle, centro de la ciudad, esquina, cuadras, derecho, da una vuelta, volar, siga todo recto
Lesson 24. San Serení
Concept Focus• Jobs• Future and conditional tenses
Literature Focus• Jorge el curioso encuentra trabajo by H.A. Rey
• Traditional song: “San Serení”
Objectives• Students will be able to identify a variety of jobs in their community.
• Students will be able to describe the work they would like to do as adults.
• Students will be able to recognize Spanish names of saints on a map.
Concept Focus• Community locations• Prepositions of location
Literature Focus• Jorge el curioso encuentra trabajo by H.A. Rey
Objectives• Using maps and clues, students will be able to follow directions to get to their intended destination.
Vocabularyal lado de, en medio de, entre, atrás, cerca, lejos, encima, sobre, debajo, en, a, por, enfrente, detrás
Lesson 26. Los mercados
Concept Focus• Community markets
Literature Focus• Cumpleaños en el barrio by Mayra Lazara Dole
• Traditional Song: “De colores”
Objectives• Students will be able to describe the features of various markets around the world.
• Students will be able to make comparisons among markets, foods, and themselves
Vocabularyfuriosísima, está de acuerdo, se va a enojar, mejor, puerco asado, guayaba, melón, melcocho, mercado, bodega/bodeguita, calle, ríe, tenía razón, tienda, triste, amistad, regalar, sorprendida, gigantesco
Lesson 27. Lugares en mi comunidad
Concept Focus• Writing about your community• Making comparisons
Literature Focus• Mi primer atlas del mundo by Larousse
Objectives• Students will be able to write a story about their community including places they go and people they see.
Vocabularyescuela, biblioteca, tienda, parque, iglesia, casa de mi amigo, hotel, mercado, cine, apartamentos, lago, río, granja, playa, restaurante, gasolinera, oficina, fábrica, estación de ferrocarril, aeropuerto, colegio, patio
Accelerate
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AccelerateAccelerate
Celebraciones y Tradiciones
Lesson 33. Día del Niño
Concept Focus• History and traditions for Day of the Child celebrations around the world
Literature Focus• Mi primer atlas del mundo by Larousse
• Short story: “¿Qué es el Día del Niño?”
Objectives• Students will be able to discuss the traditions and cultural significance surrounding Día del Niño.
• Students will be able to compare and contrast Día del Niño celebrations around the world.
• Students will be able to describe an ideal Child’s Day celebration
Vocabularyel mundo, país, Perú, Colombia, Argentina, Guatemala, España
Lesson 29. Los tamales de Ana
Concept Focus• Tradition of community/family working together
• Chores• Dreams/hopes for future
Literature Focus• Los tamales de Ana by Gwendolyn Zepeda
Objectives• Students will be able to discuss the importance in Hispanic cultures of working together as a family.
• Students will be able to identify household chores and discuss them using appropriate vocabulary.
• Students will be able to identify the tradition of making tamales at Christmas and contrast that tradition to their own family cooking traditions.
• Students will be able to write about what they hope they will do when they grow older.
Vocabularytamales, la Navidad, masa, hojas de maíz, embarrar, cocer, enrollar, mezclar, fábrica, clientes, quehaceres, planchar, limpiar, barrer, lavar, cocinar, aspirar, cortar el pasto
Lesson 30. Cumpleaños
Concept Focus• Birthdays• Quinceañera
• Serenades• Piñatas
Literature Focus• Cuadros de familia by Carmen Lomas Garza
• Cumpleaños del barrio by Mayra Lazara Dole
Objectives• Students will be able to compare and contrast traditional birthday celebrations common in Latin America with those of their own culture.
• Students will be able to describe the tradition of piñatas and its importance in Latin American culture.
Concept Focus• Sports terminology• Making comparisons• Writing about sports
Literature Focus• Fútbol mundial by Ethan Zohn
Objectives• Students will be able to describe how soccer is featured in the culture of Spain.
• Students will evaluate a major soccer rivalry in Spain and compare the teams.
• Using soccer and cultural festivals as a model, students will compare what they learn about Spain to their own culture.
Vocabularyfútbol/futbol, equipo, campo, jugadores, famoso, balón, patear, meter un gol, pasar, llevar, fuera, fallar un gol, futbolista, portero, partido, ganadores, empate, perder, ganar, La Copa Mundial, balón, aficionado, Juegos Olímpicos
Lesson 32. Los incas
Concept Focus• Peruvian traditions, geography, and history
Literature Focus• Sube y baja por los Andes by Krebs and Fronty
Objectives• Students will be able to discuss the cultural significance of Inti Raymi, the sun festival in Peru.
• Students will describe the cultural impact of the Incas and discuss their architectural and agricultural accomplishments.
Vocabularyfestival, la cordillera de los Andes, montañas, trajes típicos, plaza principal, gorro de fiesta, capa tejida, desfile, Machu Picchu, festejos, Andes
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Estaciones y el clima
Lesson 36. Las estaciones
Concept Focus• Discussing characteristics of each season
Literature Focus• Review selected books
Objectives• Students will be able to describe each season.
• Students will be able to write about their favorite seasons and how each is special.
Concept Focus• Traditional music• Reading comprehension• Art project
Literature Focus• Poem: “La Noche de Reyes”• Short story: “Navidad española”
Objectives• Students will be able to describe the history, traditions, and cultural significance of celebrations for Día de los Reyes Magos.
• Students will share their cultural knowledge with others by performing a parranda within their school community.
Vocabularyreyes magos, camellos, la Epifanía, aguinaldo, parranda, regalo, portal, Estrella de Oriente
Lesson 35. Cuadros de familia
Concept Focus• Family traditions• Special
memories• Writing
Literature Focus• Cuadros de familia by Carmen Lomas Garza
Objectives• Using Cuadros de familia as a model, students will be able to create an illustrated narrative describing an important tradition in their families.
Literature Focus• Mi primer atlas del mundo by Larousse
Objectives• Students will be able to give a weather report from a particular region of the world which includes temperatures, precipitation, and clothing and activity recommendations based on the weather conditions.
Vocabularypronóstico del tiempo, reportero, temperatura máxima, temperatura mínima, humedad, punto de rocío, puesta del sol, salida del sol, velocidad del viento
Lesson 38. La ropa
Concept Focus• Clothing and accessories• Sentence building
Literature Focus• Olivia by Ian Falconer
Objectives• Building on their knowledge of clothing and accessories, students will be able to describe in detail various items of clothing worn by their classmates.
Vocabularyfalda, camisa, camiseta, pantalones, pantalones cortos, bufanda, abrigo, jeans, calzoncillos, calcetines, pañuelo, guantes, cremallera, hebilla, cinturón, bolsillos, sandalias, tenis, botas, zapatos, botones, cordón de zapatos, a rayas, a lunares, a cuadros, aretes, collar, vestirse, ponerse, quitarse, desvestirse, probarse
Lesson 37. El tiempo
Concept Focus• Reading weather forecast maps• Fahrenheit vs. Celsius
Literature Focus• Weather maps
Objectives• Students will be able to read weather maps and answer questions about the weather in various locations.
• Students will be able to contrast the Fahrenheit and Celsius temp scales.
Objectives• Students will be able to create a new version of a story using a different setting.
Vocabularyescenario, cambiar, diferente, estaciones, ciudad, el campo, estaciones, tiempo
Lesson 42. En el mundo
Concept Focus• Time zones• Seasons
• Connections to students in other regions
Literature Focus• La isla by Arthur Dorros• Mi primer atlas del mundo by Larousse
Objectives• Students will be able to identify their own time zone and contrast it to other time zones in the world.
• Using their knowledge of daily routines, students will be able to compare and contrast their daily routine to what someone in a different time zone may be doing at the same moment in time.
• Students will be able to make inferences related to the seasonal clothing and activities occurring in different parts of the globe.
Vocabularyecuador, norte, sur, la línea internacional del cambio de fecha, zonas horarias, hora local, globo, Tierra
Lesson 43. Clima y geografía
Concept Focus• Topographical features of the world• Climate
Literature Focus• Mi primer atlas del mundo by Larousse
Objectives• Students will be able to label and illustrate a map of Latin America or Spain, showing geographical features.
Literature Focus• Mi primer atlas del mundo by Larousse
Objectives• Students will be able to identify and discuss important characteristics of Costa Rica’s people, climates, and geography.
• Students will be able to make comparisons between life where they live and life in Costa Rica, including daily routines, weather, and seasons.
• Students will use their knowledge of Costa Rica to create a guidebook or posters to share information.
Vocabularybosque tropical, costa atlántica, costa pacífica, volcán, tico, tica, pura vida, café, banana, playa, mono
Lesson 40. Un mundo nuevo
Concept Focus• Weather setting/themes in a story
Literature Focus• Un mundo nuevo
by D.H. Figueredo
Objectives• Students will be able to identify important themes in a story and make connections based on prior knowledge.
• Students will be able to find specific clues within a story to describe a setting.
Vocabularytibio, lejano, océano, preocupado, callada, entusiasmado, nervioso, contento, tenía miedo, extranjero, gruesos, mangas, enorme, la carretera, el puente, la colina, la acera, madera, pedazo, las huellas, torpes, torcidas, rmes, profundas, sonreía/sonrió/sonreí, ya no tanto
