Download - Learning Partner Guidelines Teacher’s Guide - BCPSS · Learning Partner Guidelines Teacher’s Guide Elementary Spanish ... to come in and speak to your stu- ... Unit 5 Lesson 4

331

Learning Partner Guidelines

Teacher’s Guide

Elementary SpanishGrades 5 and 6

Unit 5 - Vamos de vacaciones

P.O. Box 5751 • Flagstaff, AZ 86011-5751 • (928) 523-9484 • Fax (928) 523-0057

333Grades 5-6

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335Grades 5-6

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337Grades 5-6

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339Grades 5-6

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341Grades 5-6

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343Grades 5-6

Teachers, please feel free to use this letter. You may adapt it or modify it. Parents may be interested

in knowing this information. Personalize it by putting your school logo on it.

Unit 5Parent Letter

Dear Parents/Guardians:

We have really enjoyed studying and learning Spanish this year. As we approach the end of the school year

we will begin our final unit, Vamos de vacaciones, or We Are Going on Vacation.

In this unit we will be discussing vacations and travel. We will learn interesting aspects of the culture,

history, and tourist spots of Mexico. As always, we will be spiraling back to review the concepts that we have

learned in previous units.

Your continued support of the program is essential to successful learning. The interest that you display at

home enriches our efforts here at school. Please continue to review with your children the activities that

they do in class. This review serves many purposes that help the children get the most out of their

education.

Any materials or experiences that you may have to share with your children or the entire class would be

greatly appreciated. If you could come in to visit us and give us a presentation, the students and I would

enjoy having you. If you would like to come to class during our Spanish lesson, we welcome your

participation.

Again, please feel free to contact me at any time regarding anything that you have observed in your child at

home. Any concerns you have should be addressed at the earliest possible time. I also like to hear any

positive comments about how your child is doing. We all want your child to succeed.

¡Gracias!

Sincerely,

Boleto

Boleto

Boleto

Boleto

Boleto

345

Lesson Plans

Grades 5 and 6Unit 5 - Vamos de vacaciones


347Grades 5-6

Vamos de vacaciones • Unit 5 — Lesson 1

Sequence of Recommended Class Procedures Follow-up Activities

EXTENSION ACTIVITIES• This unit focuses on vacation vocabu-

lary and pre- and post-colonial Mexico. If you have access to Latin American historians encourage them to come in and speak to your stu-dents and parents.

PARENT PARTICIPATION• Have the parents discuss possible

vacation plans with their children. Encourage parent participation by having them contact a travel agency to get travel information and posters. These can be used at home or in the classroom to create an atmosphere that encourages thinking about vaca-tions. The Parent Letter explaining this unit can be found immediately preceding the lesson plans.

1. El saludo:• teacher greets students;• opening song.

2. Las actividades del día:• spelling dictation activity;• ¡adivina la palabra!;• introduce the concept of travel;• introduce some basic travel vocabu-

lary words.3. Las acciones del día:

• TPR;• Las vacaciones activity sheet.

4. El repaso: ¡adivina! and review. 5. La despedida: good-bye song.

348

Vamos de vacaciones - Unit 5Lesson 1

Vocabulary List

*Teachers: The vocabulary list for each lesson will be included with the lesson. These lists areprovided for YOUR INFORMATION. It is not our intention to hold children accountable for learningeach of the words or phrases used during the lesson but to facilitate your understanding.

Transitional Phrases - Use of these words indicates a transition in the lesson. These words will beused throughout the unit. Ahora - Now Repitan. - Repeat. Vamos a repasar. - Let's review. Escuchen. - Listen.Todos juntos - All together ¿Listos? - Ready?Bajen los instrumentos. - Put your instruments down. Presten/Pongan atención. - Pay attention.Soy el señor Morris. - I am Mr. Morris. Canten conmigo. - Sing with me.Soy el maestro de español. - I am the Spanish teacher.

VOCABULARY LIST - Words with an asterisk next to them will be used daily or almost daily but willappear on the Lesson 1 list only.

* acciones - actions* actividades - activities* Adiós. - Good-bye.* alumnos/estudiantes - students* Bienvenidos. - Welcome.* Buenos días. - Good morning/Good day.* Señora/Señor/Señorita - Mrs./Mr./Miss* maestro(a) - teacher (feminine)* español - Spanish* repaso - review* despedirnos/despedida - say good-bye/farewell* la (f) or el (m) - the

viajar - to travelagencia de viajes - travel agencyviajero(a) - traveler (female)viajeros(as) - travelers (all female)comprar - to buypagar - to paydinero - moneyhotel - hotelrestaurante - restaurant

Grades 5-6

349Grades 5-6

Las vacacionesUnit 5 Lesson 1 Activity Sheet

Directions: Unscramble the vocabulary words from today's lesson,then match the word to the picture which represents it.

nombre

rauterstane

ehlot

cegnaai ed ijaves

grapa

orined

riojaves

México

$

$$ $

351Grades 5-6




2. Las actividades del día:• spelling activity;• ¡adivina la palabra!;• review vocabulary from previous

lesson;• introduce the question ¿Adónde

quieres ir?;• introduce some responses;• ¿Adónde quieres ir? activity sheet.

3. El repaso: review. 4. La despedida: good-bye song.

EXTENSION ACTIVITIES• Use large travel posters to review the

various vacation destinations that we discussed in today’s lesson. Have the students illustrate and label the desti-nations to display in class.

PARENT PARTICIPATION• Encourage parent participation by

recommending that parents take theirchildren to their local libraries to research different Spanish-speaking countries they may want to visit.

352Grades 5-6Grades 5-6

Vamos de vacaciones • Unit 5 Lesson 2

Vocabulary List

viajar - to travelagencia de viajes - travel agencyviajero - travelercomprar - to buypagar - to paydinero - moneyhotel - hotelrestaurante - restaurant¿Adónde quieres ir? - Where do you (familiar) want to

go?Hablamos con la agente de viajes. - We talk to the travel agent.Quiero ir ___. - I want to go ___.a la playa - to the beachal desierto - to the desertal bosque - to the forestal lago - to the lakea las montañas - to the mountainsal río - to the riverVamos a ____. - Let’s go to ___.

353Grades 5-6

¿Adónde quieres ir?Unit 5 Lesson 2 Activity Sheet

Hablamos con la agente de viajes.¿Adónde quieres ir?

nombre

2. Quiero ir a ...

1. Quiero ir a ...

3. Quiero ir ... 6. Quiero ir ...

4. Quiero ir ...

La playaMÉXICO

México

KEYal desierto

al ríoal lago

las montañasla playa

al bosque

abierto

La agencia de viajes

España México

5. Quiero ir ...

355Grades 5-6




2. Las actividades del día:• ¡adivina la palabra!;• review travel vocabulary;• review the vacation destinations;• review the seasons;• introduce weather.

3. Las acciones del día:• TPR;• Los lugares turísticos y el tiempo activity

sheet.4. El repaso: ¡adivina! and review. 5. La despedida: good-bye song.

EXTENSION ACTIVITIES• Have the students relate today’s les-

son to the different types of weather found in your area.

PARENT PARTICIPATION• Encourage the parents to participate

by coming in to videotape one of the activities that your class is doing in Spanish.

356Grades 5-6


Vocabulary List

viajar - to travelagencia de viajes - travel agencyviajero - travelercomprar - to buypagar - to paydinero - moneyhotel - hotelrestaurante - restaurant¿Adónde quieres ir? - Where do you (familiar) want to

go?Quiero ir ___. - I want to go ___.a la playa - to the beachal desierto - to the desertal bosque - to the forestal lago - to the lakea las montañas - to the mountainsal río - to the riverVamos a ____. - Let’s go to ___.el otoño - the fallel invierno - the winterla primavera - the springel verano - the summer¿Qué tiempo hace? - What is the weather like?Hace frío. - It is cold.Está nevando. - It is snowing.Está lloviendo. - It is raining.Hace calor. - It is hot.los lugares turísticos - the tourist spotsel tiempo - the weather

357Grades 5-6

Los lugares turísticos y el tiempoUnit 5 Lesson 3 Activity Sheet

Directions: Use the key to tell what the weather is like at each vacation destination.

nombre

1. ¿Qué tiempo hace en las montañas? _____________________.

2. ¿Qué tiempo hace por el río y por el lago? _____________________.

4. ¿Qué tiempo hace en el desierto? _____________________.

Hace calor. Está nevando. Hace frío. Está lloviendo.

3. ¿Qué tiempo hace en la playa y en el bosque? _____________________.

KE

Y

359Grades 5-6




2. Las actividades del día:• ¡adivina la palabra!;• review the vacation destinations;• discuss the history of Mexico;• Los números de barras y puntos activity

sheet;• Calendario azteca activity sheet;• Los dioses aztecas activity sheet.


EXTENSION ACTIVITIES• The National Geographic magazine

and maps are excellent resources as are the Encyclopaedia Britannica and the World Book Encyclopedia, which are readily available to most of us. Have the students look up informa-tion on the history of Mexico.

PARENT PARTICIPATION• Invite parents to learn about the

indigenous people of Mexico. Did you know there are nearly 40 different,major, indigenous groups in Mexico today? Check out our Web site for links to more information. Our address is found on page 40 of thisbook.



Vocabulary List

¿Adónde quieres ir? - Where do you (familiar) want to go?

Quiero ir ___. - I want to go ___.a la playa - to the beachal desierto - to the desertal bosque - to the forestal lago - to the lakea las montañas - to the mountainsal río - to the riverVamos a ____. - Let’s go to ___.barras y puntos - bars and pointscalendario azteca - Aztec calendarlos dioses aztecas - Aztec gods

361Grades 5-6

Directions:1. The ancient Mayas used two systems for writing numbers:

a) the bar and point numerals andb) numerals in the form of heads.

We are only considering the shell and the bar and point numerals and only 0-19.

Los números de barras y puntosUnit 5 Lesson 4 Activity Sheet

nombre

0 1 2 3 4

5 6 7 8 9

10 11 12 13 14

15 16 17 18 19

2. Practice the Mayan numbers. Write the bars and points for the numbers from the Arabic system and the Arabic numerals for the bars and points.

6 = ____ 8 = ____ 5 = ____ = ____

16 = ____ 18 = ____ 15 = ____ = ____

= ____ + = ____

+ = ____ + = ____

Grades 5-6

363Grades 5-6

Calendario aztecaUnit 5 Lesson 4 Activity Sheet

Special thanks to National Geographic for this image.

365Grades 5-6

Los dioses aztecasUnit 5 Lesson 4 Activity Sheet

nombre

XipetotecGod of Spring and Renewal

TlálocGod of Rain

EhécatlGod of the Wind,

Road Sweeper of the Rain Gods

HuitzilopochtliGod of War.

ChalchiuhtlicueGoddess of Water

TonatiuhSun God and Patron of Warriors

Special thanks to National Geographic for these images.

367Grades 5-6




2. Las actividades del día:• spelling activity;• review information from previous

lesson;• discuss present day Mexico;• Los Estados Unidos Mexicanos activity

sheet;• Una receta para guacamole activity

sheet.3. El repaso: review. 4. La despedida: good-bye song.

EXTENSION ACTIVITIES• Invite students from other neighbor-

ing classes to share in a Mexican fiesta. You can display posters and artwork and prepare food from the recipe.

PARENT PARTICIPATION• Encourage parent support by having

them come in and assist your class in the preparation of the food sampled today in class. Use the recipe pro-vided.

368Grades 5-6Grades 5-6Grades 5-6


Vocabulary List

¿Adónde quieres ir? - Where do you (familiar) want to go?

Quiero ir ___. - I want to go ___.a la playa - to the beachal desierto - to the desertal bosque - to the forestal lago - to the lakea las montañas - to the mountainsal río - to the riverVamos a ____. - Let’s go to ___.barras y puntos - bars and pointscalendario azteca - Aztec calendarLos Estados Unidos Mexicanos - The United Mexican Statesreceta - recipeguacamole - guacamole¿Cuántos estados hay en los - How many states are there in theEstados Unidos Mexicanos? United States of Mexico?Hay ___ estados y un ____ ____. - There are ___ states and one ___ ___.¿Qué estado está al ___ de ___? - What state is to the ___ of ____?El Estado de ____. - The state of ____.¿Cuáles son los paises vecinos - What are the neighboring countries de México? of Mexico?los puntos cardinales - the cardinal directionsNorte - northSur - southEste - eastOeste - westlos puntos intermedios - the intermediate directionsNoreste - northeastSureste - southeastSuroeste - southwestNoroeste - northwest

369Grades 5-6

Los Estados Unidos MexicanosUnit 5 Lesson 5 Activity Sheet

nombre

Preguntas:

1. ¿Cuántos estados hay en los Estados Unidos Mexicanos?

Hay ______________ estados y un ____________________________ ___________________________.

2. ¿Qué estado está al norte de Durango?

El Estado de ____________________________________________________________________________.

3. ¿Qué estados están al sur de Puebla?

Los Estados de _________________________________ y ____________________________________.

4. ¿Cuáles son los países vecinos de México?

Norte

Sur

Oest

e Este

SuroesteSu

reste

NoresteNor

oeste

Directions: Answer the questions using the map.

SONORA

CHIHUAHUA

COAHUILA

NUEVO LEÓN

SINALOA

DURANGO

TAM

AULIPAS

ZACATECAS

SAN LUIS POTOSÍ

NAYARIT

JALISCO

MICHOACÁN

GUANAJUATO

GUERRERO

OAXACA

VERACRUZ

CHIAPAS

TABASCO

YUCATÁN

QU

INTA

NA

RO

O

CAMPECHE

PUEBLA

HILDALGO

MÉXIC

O

MÉXICO, D.F.

TLAXCALA

MORELOS

AGUASCALIENTES

QUERÉTARO

BA

JA C

ALIFO

RN

IA N

OR

TEB

AJA

CA

LIFOR

NIA

SUR

COLIMA

Estados Unidos de América

Océano Pacífico

Golfo de México

Guatemala

Belice

Grades 5-6

371Grades 5-6

Una receta para guacamoleUnit 5 Lesson 5 Activity Sheet

2 aguacates bien maduros y machacados1 tomate chico, picado1 diente de ajo picadoUn cuarto de taza de cilantro picado2 cucharadas de cebolla picada (opcional)el jugo de un limónsal al gusto1 jalapeño (opcional)

Combine todo en un recipiente.Sírvalo con totopos.

2 very ripe avocadoes, mashed1 small tomato, chopped1 clove of garlic, chopped1/4 cup chopped cilantro (coriander leaf)2 tablespoons of chopped onion (optional)the juice of 1 limesalt to taste1 jalapeño (optional)

Combine all ingredients in a bowl.Serve with corn chips.

373Grades 5-6




2. Las actividades del día:• ¡adivina la palabra!;• review the vacation destinations;• introduce the question ¿Cómo van a

viajar?;• introduce means of travel;• introduce the people who handle

the means of travel;• Crucigrama activity sheet.


EXTENSION ACTIVITIES• Have the students select a vacation

destination and a means of travel. Encourage them to write a story about what they would do and see in their travels.

PARENT PARTICIPATION• Have the students share their vaca-

tion stories with their parents at home.



Vocabulary List

¿Adónde quieres ir? - Where do you (familiar) want to go?Quiero ir ___. - I want to go ___.a la playa - to the beachal desierto - to the desertal bosque - to the forestal lago - to the lakea las montañas - to the mountainsal río - to the riverVamos a ____. - Let’s go to ___.¿Cómo van a viajar? - How are you (plural) going to travel?en avión - in a planeen auto - in a caren tren - in a trainen autobús - in a busen barco - in a shipel piloto - the pilotel maquinista - the engineerel chofer - the driverel capitán - the captain

375Grades 5-6

CrucigramaUnit 5 Lesson 6 Activity Sheet

nombre

Across1.

2.

3.

DownA.

B.

C.

D.

E.

F.

Directions: Use the vocabulary from today's lesson to completethe crossword puzzle across and down.

A

B1

C D

E

F

2

3

KEY

aviónautotrenautobúsbarcopilotomaquinistachofercapitán

Grades 5-6

377Grades 5-6




2. Las actividades del día:• ¡adivina la palabra!;• review vacation destinations;• review means of travel;• introduce the question ¿Qué necesitan

para viajar?;• introduce some of the things need-

ed for traveling;• ¿Tienen...? activity sheets.


EXTENSION ACTIVITIES• Have the students revisit their travel

plans from the previous lesson and make a list of things that they will need to take along with them.

PARENT PARTICIPATION• Encourage the students to teach the

vocabulary from this lesson to their parents at home.



Vocabulary List

¿Adónde quieres ir? - Where do you (familiar) want to go?Quiero ir ___. - I want to go ___.a la playa - to the beachal desierto - to the desertal bosque - to the forestal lago - to the lakea las montañas - to the mountainsal río - to the riverVamos a ____. - Let’s go to ___.¿Cómo van a viajar? - How are you (plural) going to travel?en avión - in a planeen auto - in a caren tren - in a trainen autobús - in a busen barco - in a ship¿Qué necesitan para viajar? - What do they need to travel?los boletos - the ticketslos pasaportes - the passportsla ropa - the clotheslas maletas - the suitcasesel mapa - the maplos cheques de viajero - the traveler’s checkslas novelas - the novelslos radios - the radioslos juegos electrónicos - the electronic games¿Tienen _____? - Do they have ____?¿Se les olvidó algo? - Did they forget something?¿Qué se les olvidó? - What did they forget?Se les olvidó _____. - They forgot ____.empacada - packedla mochila - the backpack

379Grades 5-6

¿Tienen...?Unit 5 Lesson 7 Activity Sheet

Directions: Help the family complete its last minute preparations.¿Se les olvidó algo?

nombre

1. ¿Tienen sus boletos?

Sí No

2. ¿Tienen sus pasaportes?

Sí No

3. ¿Tienen su ropa empacadaen las maletas?

Sí No

BoletoBoleto

BoletoBoleto

BoletoBoleto

BoletoBoleto

Boleto

Grades 5-6

381Grades 5-6

4. ¿Tienen los papás loscheques de viajero?

Sí No

5. ¿Tiene el hijo el mapa?

Sí No

6. ¿Tiene la hija la mochila conlas novelas, el radio y losjuegos electrónicos?

Sí No

7. ¿Qué se les olvidó?

Se les olvidaron ___________________________________________________________

$

383Grades 5-6




2. Las actividades del día:• review the greetings;• review the cardinal and intermedi-

ate directions;• review the sports;• review the musical instruments;• El gran repaso activity sheet;• Diálogos activity sheets.

3 El repaso: review. 4. La despedida: good-bye song.

EXTENSION ACTIVITIES• Have the student go back and review

the things that we have covered this year. Perhaps they can play some of the games that we have used this year to play again.

•Using the CD-ROM is an excellent wayfor the students to review what we have done this year.

PARENT PARTICIPATION• Have the parents quiz the students

about all of the things that we have covered this year. Maybe the students can quiz their parents.

SPECIAL NOTESWe will be reviewing the unit with theLotería game next class. You may wishto make sure your students have thegame boards so that they canparticipate.



Vocabulary List

meses - monthsdías - dayssaludos - greetingsnúmeros - numberscolores - colorspaís - countrymúsica - musicinstrumento - instrumentguitarra - guitarbaile - dancedeportes - sportscuerpo - bodypelota - ballverano - summercabeza - headazul - bluecírculo - circlepuntos cardinales - cardinal directionsciudad - cityestado - statevacaciones - vacationMéxico - Mexicolago - lakedesierto - desertmapa - map¿Cómo te llamas? - What is your name? (familiar)Me llamo ______ . - My name is _____ .¿Cómo se llama tu amigo? - What is your friend’s name? Se llama ______ . - His/Her name is ______ .¿Cómo estás? - How are you? (familiar)Estoy bien/más o menos/mal. - I am fine/OK/not well.¿Cuántos años tienes? - How old are you?Tengo ___ años. - I am ____ years old.¿Cuál es tu número de teléfono? - What is your telephone number?Mi número de teléfono es el ___ . - My telephone number is ____.¿Cuál es tu deporte favorito? - What is your favorite sport?Mi deporte favorito es ___ . - My favorite sport is ____.¿Adónde quieres ir? - Where do you (familiar) want to go?Quiero ir ___. - I want to go ___.a la playa - to the beachal desierto - to the desertal bosque - to the forestal lago - to the lakea las montañas - to the mountainsal río - to the river

385Grades 5-6

El gran repasoUnit 5 Lesson 8 Activity Sheet

Directions: Review the list of words below related to things we have covered this year, then see if you can find all of the words in the word search.

nombre

mesesdíassaludosnúmeroscolores

azulcírculopuntos cardinalesciudadestado

paísmúsicainstrumentoguitarrabaile

deportescuerpopelotaveranocabeza

vacacionesMéxicolagodesiertomapa

p q c b i i n s t r u m e n t

a u w u m n m e s e s ú b v c

í x n z e a s d g f e s t a d

s g h t j r k l u p o i u p e

y t r e o w p q i a z c v e s

x s w e d s c o t v f a e l i

b a i l e r c t a g b n r o e

m j y d u k l a r o p m a t r

n ú m e r o s n r b a v n a t

c c x p c i u d a d z z o a o

s o d o í f g h j k i l u p o

q l w r r c a b e z a n r l r

l o t t c y u i o p d í a s d

a r f e u g m é x i c o h l j

g e k s l l o k m n h y t r e

o s t b o w v a c a c i o n e

o

q

o

s

m

a

p

a

t

s

a

l

u

d

o

s

387Grades 5-6

DiálogosUnit 5 Lesson 8 Activity Sheet

Directions: Cut out and mount these cards to create sentences of the format: (Name of person/family) viaja a (place card) en (means of travel), or (Name of person/family) viaja en (means of travel) a (place card).

nombre

389Grades 5-6

391Grades 5-6

Vamos de vacaciones • Unit 5 — Lesson 9 (REVIEW)



2. Las actividades del día:• review vacation destinations;• review means of travel;• review things needed for traveling;• review weather.

3. El repaso: Lotería.4. La despedida: good-bye song.

EXTENSION ACTIVITIES• The review can be extended to any

number of conventional chalkboard orcard games. Just use the concepts andthe vocabulary from this unit in the target language as the game objec-tives.

PARENT PARTICIPATION• Let parents know that evaluations are

coming up and that it would be a good time to review at home with their children. Have parents review the activity sheets the students have brought home with them. Also, have aparent help out with the bingo review.

SPECIAL NOTESThe evaluation will be given during thenext class. You may wish to preparethe materials and review again withthe students.



Vocabulary List

¿Adónde quieres ir? - Where do you (familiar) want to go?Quiero ir ___. - I want to go ___.a la playa - to the beachal desierto - to the desertal bosque - to the forestal lago - to the lakea las montañas - to the mountainsal río - to the riverVamos a ____. - Let’s go to ___.¿Cómo van a viajar? - How are you (plural) going to travel?en avión - in a planeen auto - in a caren tren - in a trainen autobús - in a busen barco - in a ship¿Qué necesitan para viajar? - What do they need to travel?los boletos - the ticketslos pasaportes - the passportsla ropa - the clotheslas maletas - the suitcasesel mapa - the maplos cheques de viajero - the traveler’s checkslas novelas - the novelslos radios - the radioslos juegos electrónicos - the electronic gamesHace calor. - It’s hot.Hace frío. - It’s cold.Está lloviendo. - It is raining.Está nevando. - It is snowing.

393Grades 5-6

Directions:1. Duplicate one or more of the four review boards.2. As the television teacher/classroom teacher/parent shows a card and calls

out the name of the picture, students should locate the matching picture and word on their game cards.

3. They can keep track of their matches with beans, chips, or tokens.4. If a student gets three matches horizontally (horizontalmente), vertically (verticalmente), or

diagonally (diagonalmente), he or she yells out, ¡LOTERÍA!

Está lloviendo.

un autobús

el dinero

el hotel

Hace calor.

los viajerosla playa

el restaurante

un avión un tren Hace frío.

un barcoHace calor. la agencia de viajes

el lago un autoel dinero

el bosque

Lotería - Vamos de vacaciones - Unit 5

México

Grades 5-6

395Grades 5-6

Lotería - Vamos de vacaciones - Unit 5

el lagoun auto

un tren

los viajeros

el hotel

Hace frío.

un autobús

un avión

el desierto

la playalas montañas

el bosque

el río

el dinero

un barco

Está nevando. el restaurante

la agencia de viajes

México

Grades 5-6

397Grades 5-6

Vamos de vacaciones • Unit 5 — Lesson 10 (EVALUATION)


1. El saludo: Teacher greets students.2. La evaluación:

• describe evaluation and purpose;• begin reading item one;• allow 15 seconds of response time;• read remainder of items;• go over answers to test.

3. La despedida: good-bye.

EXTENSION ACTIVITIES• Compare the scores obtained by

your students on the pretest and the posttest.

• Go over the graded tests in class as a final review of the unit.

SPECIAL NOTESTeachers, this is our last lesson of theyear. Thank you for your participationin the Elementary Spanish program.Have a wonderful vacation.

¡HASTA LUEGO!


Vamos de vacaciones • Unit 5 Lesson 10 - EVALUATION

Vocabulary List

1. el bosque - the forest2. el río - the river3. la playa - the beach4. las montañas - the mountains5. el lago - the lake6. el desierto - the desert7. Está nevando. - It is snowing.8. Está lloviendo. - It is raining.9. Hace calor. - It is hot.

10. Hace frío. - It is cold.11. un barco - a ship12. un autobús - a bus13. un tren - a train14. un avión - a plane15. un auto - a car16. viajeros - travelers17. dinero - money18. hotel - hotel19. agencia de viajes - travel agency20. restaurante - restaurant

Grades 5-6

Certificado de Méritootorgado a

nombre

Vamos de vacaciones

maestro(a)

reconociendo su cumplimientode la Unidad 5,

Evaluation

Grades 5 and 6Unit 5 - Vamos de vacaciones


401

403Grades 5-6

Student Evaluation FormVamos de vacaciones - Unit 5

Circle One: Pretest Posttest

Name _______________________ Teacher _______________________

For numbers 1 to 6, identify the vacation destination. Select the vocabulary word from the key andwrite the letter of your answer in the space next to the corresponding number.

(1) ____________

(2) ____________

(3) ____________

(4) ____________

(5) ____________

(6) ____________

KEY

A) la playa

B) el río

C) el lago

D) las montañas

E) el bosque

F) el desierto

For numbers 7 to 10, identify the weather condition. Select the correct sentence from the key and write the letter of your answer in the space next to the corresponding number.

(7) ____________ (9) ______________

(8) ____________ (10) _____________

KEY

A) Hace calor.

B) Hace frío.

C) Está lloviendo.

D) Está nevando.

Grades 5-6


For numbers 11 to 15, identify the means of travel. Select your answer from the key and writethe letter of your response nest to the corresponding number.

(11) ________

(12) ________

(13) ________

(14) ________

(15) ________

(16) ________

(17) ________

(18) ________

(19) ________

(20) ________

Extra Credit: Write your age in Mayan bars and points.

For numbers 16 to 20, identify the things you see while traveling. Select your answer fromthe key and write the letter of your response next to the corresponding number.

KEY

A) un auto

B) un autobús

C) un tren

D) un barco

E) un avión

KEY

A) agencia de viajes

B) viajeros

C) dinero

D) hotel

E) restaurante

407Grades 5-6

Student Evaluation FormVamos de vacaciones - Unit 5

Circle One: Pretest Posttest

Name _______________________ Teacher _______________________

For numbers 1 to 6, identify the vacation destination. Select the vocabulary word from the key andwrite the letter of your answer in the space next to the corresponding number.

(1) ____________

(2) ____________

(3) ____________

(4) ____________

(5) ____________

(6) ____________

KEY

A) la playa

B) el río

C) el lago

D) las montañas

E) el bosque

F) el desierto

For numbers 7 to 10, identify the weather condition. Select the correct sentence from the key and write the letter of your answer in the space next to the corresponding number.

(7) ____________ (9) ______________

(8) ____________ (10) _____________

KEY

A) Hace calor.

B) Hace frío.

C) Está lloviendo.

D) Está nevando.

EE

AAnnsswweerr KK

eeyyBBAADDCCFF

DD

CC

AA

BB

408Grades 5-6

For numbers 11 to 15, identify the means of travel. Select your answer from the key and writethe letter of your response nest to the corresponding number.

(11) ________

(12) ________

(13) ________

(14) ________

(15) ________

(16) ________

(17) ________

(18) ________

(19) ________

(20) ________

Extra Credit: Write your age in Mayan bars and points.

For numbers 16 to 20, identify the things you see while traveling. Select your answer fromthe key and write the letter of your response next to the corresponding number.

KEY

A) un auto

B) un autobús

C) un tren

D) un barco

E) un avión

KEY

A) agencia de viajes

B) viajeros

C) dinero

D) hotel

E) restaurante

DDBBCCEEAA

BBCCDDAAEE

AAnnsswweerrss wwiillll vvaarryy..

AAnnsswweerr KK

eeyy

409Grades 5-6

Professional Information

Grades 5 and 6


411Grades 5-6

Benefits of Early Language Learning

Learning another language when a student is faced with the tasks of reading and writing English may bequestioned by parents. Considerable research has been done to help us address this legitimate concern.

To summarize the findings of this international body of research, the following points can be made to forma rationale for beginning foreign language study in the elementary schools:

1. Children who begin foreign language study in elementary school and who continue such study throughout school have more opportunity to develop a high level of foreign language proficiency (Curtain and Pesola, 1988).

2. Before the age of ten, children are open to ideas of global understanding, and the study of a for-eign language expands their perceptions of the world (Carpenter and Tormey, 1974).

3. “Children who are adequately exposed to two languages at an early age experience gains: they are more flexible and creative, and they reach high levels of cognitive development at an earlier age than their monolingual peers” (Hamayan, 1986).

4. Listening and memory skills are increased through the study of foreign language. Children will gain long term personal benefits from the study of a foreign language. Career potential is enhanced as we become a global community requiring greater international and intercultural communication (Helena Curtain, 1990).

Parent Support and Involvement

Successful school programs have always carefully developed parental awareness and involvementcomponents. This is especially true when a program is radically different from past practices. Because theconcepts of distance learning and foreign language learning may both be new to your classroom, you mayfind that parents will be anxious to be kept informed and involved with this innovative program. To helpyou initiate and maintain that contact, we suggest that you do the following:

1. Invite parents to come and learn Spanish with you during a televised lesson.

2. Send home a copy of the letter to parents that is included with each unit packet. Also, please note that suggestions for parent participation are included on each lesson plan.

3. Allow students to take taped lessons home to share with their families.

4. Encourage interested parents to make the unit bulletin boards for you, duplicate lesson materials, gather materials for follow-up activities, and check unit evaluations.

5. Invite Spanish-speaking parents to lead review or enrichment activities.

Parents don’t have to speak Spanish to support and encourage their children to learn. With knowledgegained from the Elementary Spanish program, they will help you build enthusiasm for learning Spanish.

412Grades 5-6

Native Speakers - An Important Resource

Think of your Spanish-speaking students as your teachers, especially if Spanish is a new language to you. It

may be that your Spanish speakers struggle with English skills. Our program offers these students the

opportunity to share their talents with others in ways that will build their self-esteem and self-confidence

and prepare them for other learning challenges. We wish to stress the value to all students of actively

engaging your Spanish speakers in simple activities like these:

1. modeling pronunciation;

2. leading the class in counting and calendar activities;

3. leading Total Physical Response activities when the class needs a “stretch” break;

4. sharing information about and stories from their culture;

5. setting up an Información center where Spanish speakers can tell classmates the

Spanish names for classroom objects or pictures in books.

TPR - Total Physical Response

Just as you employ a variety of instructional strategies during a lesson, we, too, will be using several

techniques to engage our students. One strategy that might not be familiar to you is Total Physical

Response (TPR). TPR is an effective way of helping students acquire a second language in a stress-free

environment because it does not force the learner to speak before he/she is ready. Such a technique makes

sense when you consider that as we learned our first language we understood and physically responded to

language before we spoke even single words. The idea behind TPR is that the right brain—believed to

specialize in images, music, and spatial concepts—can be employed by students as they physically respond

to requests, directions, and commands. So when the Spanish teacher gives and follows a direction in

Spanish like, “draw a line,” the students will do the same. Over time children will feel that they “know”

Spanish. For example, think of the toddler who stops trying to pull down the Christmas tree when the word

no is heard and then two months later, after physically responding to “no” many times, responds with “no”

when you say, “Eat your cereal.”

You’ll participate in TPR activities during the Acciones del día segment of some lessons. The class should do

what the Spanish teacher says, and if the students wish to repeat what is heard, they may do so.

Commands will be repeated often and you may hear classroom management directions that can be used as

part of your routine. Using siéntense in place of “sit down, class” may be a welcome change. When you are

comfortable, you, too, should use the Spanish that you are learning (Asher, J. J., 1972, 1977, 1982, 1983,

1986).

Enjoy the role of being a student during the Spanish lessons!

413Grades 5-6

REFERENCES

Asher, J. J. 1986. Learning Another Language through Actions: The Complete Guidebook (Expanded 3rd Edition). Los

Gatos, Calif., Sky Oaks Productions, Inc.

Asher, J. J. 1977. Learning Another Language through Actions: The Complete Guidebook. Los Gatos, Calif., Sky Oaks

Productions, Inc.

Asher, J. J. 1983. “Comprehension training: the ‘outrageous’ hypotheses that works.” JALT (The Japan Association of

Language Teachers Newsletter), Vol. VII, Nos. 9 and 10, September 1, 1983.

Asher, J. J. 1981. “The total physical response: theory and practice.” In Native Language and Foreign Language

Acquisition. H. Winitz (ed.), Vol.. 379, 324 - 331. The Annals of the New York Academy of Sciences, 1981.

Asher, J. J. 1972. “Children’s first language as a model for second language learning.” The Modern Language

Journal, 56 (3), 133-139 (b).

Carpenter, J. A. and Torney J. V. 1974. Beyond the Melting Pot. In P. M. Markhum, (Ed.) Childhood and

Intercultural Education (pp. 14 - 23). Washington, D.C.: Association for Childhood Education International.

Curtain, H. A. 1990. Foreign Language Learning: An Early Start. ERIC Digest, Washington, D.C.: ERIC

Clearinghouse in Languages and Linguistics. December, 1990.

Curtain, H. A. and Pesola, C. A. 1988. Languages and Children - Making the Match. Reading, MA: Addison -

Wesley Publishing Co.

Fuschen, M. 1989. “Starting language early: A rationale.” FLESNEWS, 2 (3), 1, 6-7.

Gradisnik, A. 1981. “Helping parents learn a second language with their children: Spanish.” Milwaukee,

WI: Milwaukee Public Schools, (ERIC Document Reproduction Service No. ED 208 688)

Johnson, J. and Newport, E. 1991. “Critical period effects in second language learning: the influence of

maturational state on the acquisition of ESL.” Cognitive Psychology, Vol. 21, 60-99.

Hamayan, E. 1986. “The need for foreign language competence in the United States.” ERIC Digest.

Washington, D.C.: ERIC Clearinghouse on Languages and Linguistics.

Organization for parents and teachers of elementary school foreign language programs (publishes

a newsletter):

• Advocates for Language Learning (ALL)

Dr. Paul Garcia, President

P.O. Box 32083

Kansas City, MO 64111 • (816) 871-6317

Curriculum and Instruction

Grades 5 and 6


415

417Grades 5-6

Elementary School Foreign LanguageProgram Types and Goals

We at the Elementary Spanish Program are strongly committed to providing a quality foreign language

program that adheres to the goals and objectives of a Content-enriched FLES program.

Adopted and adapted by Educational Systems Programming Foreign Languages Initiative from: Curtain, H. A. and Pesola. C. A. (1988).Languages and Children - Making the Match. MA: Addison - Wesley. Originally adapted from Nancy Rhodes, Center for Applied Linguistics.

PERCENT OF CLASS TIMESPENT IN FL PER WEEK

TOTAL 50 - 100% To become functionally proficientIMMERSION (Time spent learning subject matter in the foreign language (to beGrades K - 6 taught in foreign language: able to communicate on topics(continuous) language per se incorpo- appropriate to age almost as well

rated as necessary throughout as native speakers).curriculum) To master subject content taught

in the foreign language.To acquire an understanding ofand appreciation for othercultures.

PARTIAL Approximately 50% To become functionally proficientIMMERSION (Time spent learning subject in the foreign language (to aGrades K - 6 matter taught in foreign language; lesser extent than is possible in(continuous) language learning per se total immersion).

incorporated as necessary To master subject content taughtthroughout curriculum) in the foreign language.

To acquire an understanding ofand appreciation for othercultures.

CONTENT 12 - 50% To acquire proficiency in listeningENRICHED (Time spent learning language and comprehension of the foreignFLES per se as well as learning subject language (degree of proficiency in(continuous) matter in the foreign language) speaking varies with the program).

To comprehend subject contenttaught in the foreign language. To acquire an understanding ofand appreciation for othercultures.

FLES 5 -15% To acquire proficiency in listening(Time spent learning language and speaking (degree of profi-per se) ciency varies with the program).

To acquire an understanding ofand appreciation for othercultures.To acquire some proficiency inreading and writing (emphasisvaries with the program).

FLEX Approximately 5% To develop an interest in foreignGrades K - 6 (Time spent learning language languages for future study.(non-continuous) and about language - sometimes To learn basic words and phrases

taught mostly in English) in one or more foreign languages.To develop careful listening skills.To develop cultural awareness.

PROGRAM TYPE GOALS

418Grades 5-6

Language Essential Skills Statement

Elementary Spanish for Grades 1 - 2, 3 - 4, and Grades 5 - 6 will specifically address goals selected from the

Arizona Essential Skills Language Document (February 1992) within the context of content-based thematic

units or centers. The spiral nature of the general elementary curriculum is replicated in our scope and

sequence of language learning skills. This learning spiral allows for the systematic reinforcement of

previously presented units and prepares for transition to the upcoming thematic units. Such a content-

based learning spiral also exposes students to immediately applicable language related to people, places,

and things around them. These recurring themes parallel topics from the general elementary curriculum.

Among the many teaching methodologies and strategies to be employed are the Natural Approach and

Total Physical Response, which research and field studies have shown to be effective foreign language

teaching/learning methods. Using these approaches, each level will include many opportunities for

students to participate in listening, speaking, reading, and writing activities designed to teach

communication skills in Spanish in a non-threatening, stimulating environment.

Participating schools will receive the Learning Partner Guidelines prior to televised instruction to facilitate the

classroom teacher’s planning process. This resource is designed to outline the content of each thematic

unit and help our teaching partners foster a positive attitude toward language learning.

Interdisciplinary Curriculum Statement

Our program is designed to develop a functional use of Spanish for communicative purposes and to

increase student knowledge of Hispanic cultures. Our approach is one of meaningful interaction between

the students and teacher within the context of the elementary content curricula. We believe that as children

learn Spanish, this interdisciplinary approach will lend itself to the creation of an integrated and enriched

elementary curriculum.

The study of a foreign language also provides many opportunities for the development of critical thinking

skills. Among the thinking skills are naming, comparing and contrasting, clarifying, analyzing, classifying,

and estimating.

Among the content areas integrated into and recycled through the programming are social studies,

sciences, health, mathematics, language arts, and fine arts. The thematic units of each level will provide

opportunities for students to participate in activities related to several of the content areas and language

goals and objectives.

419Grades 5-6

About the Standards for Foreign Language Learning

The Standards for Foreign Language Learning were developed as a joint project of the American Council onthe Teaching of Foreign Languages, American Association of Teachers of French, American Association ofTeachers of German, and the American Association of Teachers of Spanish and Portuguese. The creation ofthese standards represents a giant step forward in foreign language education. Teachers everywhere in thenation now have a well-developed set of guidelines for the creation of curricula which will allow students allover the country to learn languages in a communicative atmosphere and with a common set of goals.

The standards are designed to be used at all grade levels, and the intention is that they will be reached overtime as part of a process that begins in the elementary grades and extends over the lifetime of the learner.Therefore, they will not be “met” in one course, rather, they should be worked toward continuouslythroughout the student’s language learning experience.

Specific objectives have been stated in our curriculum for each unit. For each objective, the correspondingstandards we are working toward are given by number. The standards themselves are spelled out with theircorresponding numbers and are listed under their goal areas (along with the specific goal of each of theseareas) on the page titled “Standards for Foreign Language Learning.”

Foreign language essential skills (listening, speaking, reading, writing, and culture) and other elements ofthe core curriculum have been integrated by the standards in a unique, innovative way. Emphasis is alsoplaced on students using the language in settings outside the classroom and in their becoming lifelonglearners. Given that our program is taught through distance learning, we can only suggest that classroomteachers find ways to expose their students to the language outside of the classroom. It is hoped thatteachers will make use of electronic correspondence and other networks if contact with native speakers isnot possible in their own communities.

We seek to motivate our students so that they will continue to pursue proficiency in the language. However,we also depend on our learning partners, that is, the classroom teachers who facilitate the use of ourprogram for our students, to aid us in this endeavor. We encourage you to make use of the suggestedextension activities and the wonderful imaginations with which teachers are endowed to make our programlive beyond the broadcasts in your classrooms and in the minds of your students.

The standards are a powerful tool when placed in capable hands. We look forward to sharing your students’success and to seeing them achieve as many of the goals as possible.

421Grades 5-6

National Standards for Foreign Language Learning

(As developed by the National Standards in Foreign Language Education Project, a collaborative effort ofthe American Council on the Teaching of Foreign Languages, American Association of Teachers of French,American Association of Teachers of German, and the American Association of Teachers of Spanish andPortuguese)

COMMUNICATION

Goal: Students will communicate in languages other than English.

CULTURES

Goal: Students will gain knowledge and understanding of other cultures.

CONNECTIONS

Goal: Students will connect with other disciplines and acquire information.

Standard 1.1: Students will engage in conversations, provide and obtain information, express feelings andemotions, and exchange opinions.

Standard 1.2: Students will understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students will present information, concepts, and ideas to an audience of listeners orreaders on a variety of topics.

Standard 2.1: Students will demonstrate an understanding of the relationship between the practices and

perspectives of the culture studied.

Standard 2.2: Students will demonstrate an understanding of the relationship between the products and

perspectives of the culture studied.

Standard 3.1: Students will reinforce and further their knowledge of other disciplines through the foreign

language.

Standard 3.2: Students will acquire information and recognize the distinctive viewpoints that are only

available through the foreign language and its cultures.

422Grades 5-6

COMPARISONS

Goal: Students will develop insight into the nature of language and culture.

Standard 4.1: Students will demonstrate understanding of the nature of language through comparisons of

the language studied and their own.

Standard 4.2: Students will demonstrate understanding of the nature of culture through comparisons of

the cultures studied and their own.

COMMUNITIES

Goal: Students will participate in multilingual communities at home and around the world.

Standard 5.1: Students will use the language both within and beyond the school setting.

Standard 5.2: Students will show evidence of becoming life-long learners by using the language for

personal enjoyment and enrichment.

423

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424

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ngs ab

ou

t greetings an

d farew

ells•

Activity sh

eets

•V

ideo

s, class discu

ssion

, activity sheets

•B

ulletin

bo

ards, activity sh

eets, video

s•

Activity sh

eets, dialo

gues, m

ap activities

•A

ctivity sheets, q

uestio

nin

g activities

•A

ctivity sheets, vid

eos

•C

alend

ar activities•

TPR

activities•

Activity sh

eets, map

activities, video

s

•A

ctivity sheets, vid

eos, m

ap activities

•M

ap activities, class d

iscussio

n•

Activity sh

eet•

Class d

iscussio

n•

Vid

eos, b

oo

ks, po

ems, recip

es, calacas cuto

uts,

analysis o

f altar deco

r•

Sen

d h

om

e activity sheets, p

arent letters, an

do

ther m

aterials pro

vided

for p

arents, an

d

invite p

arents to

view th

e pro

gram•

En

cou

rage stud

ents to

teach th

eir friend

sh

ow

to p

lay

Stu

den

ts will:

•sp

eak usin

g cultu

rally-app

rop

riate greetings an

d farew

ells bo

th in

the classro

om

and

in o

ther set-

tings (1.1, 2.1, an

d 5.1);

•reco

gnize th

e presen

ce of fo

rms w

hich

do

no

t exist in E

nglish

in co

mm

on

greetings (2.1 an

d 4.1);

•p

rovid

e bo

th o

ral and

written

info

rmatio

n in

respo

nse to

the p

erson

al qu

estion

s intro

du

ced in

U

nit 1 (1.1 an

d 1.2);

•p

rovid

e bo

th o

ral and

written

info

rmatio

n in

respo

nse to

¿Dónde vives? ¿E

n qué país vives?, ¿En qué

estado vives?, and

¿En qué ciudad vives? (1.1 an

d 1.2);

•id

entify d

ifferent co

mm

un

ity types (país, estado, ciudad) in

the target lan

guage (1.1);

•id

entify th

e cardin

al and

interm

ediate d

irection

sin

the target lan

guage (1.2 an

d 3.1);

•p

rovid

e bo

th o

ral and

written

info

rmatio

n ab

ou

t the relatio

nsh

ips am

on

g differen

t places o

n a m

ap(1.1, 1.2, an

d 3.1);

•co

un

t in th

e target langu

age (1.2 and

3.1);•

pro

vide an

d o

btain

info

rmatio

n related

to th

e calend

ar (1.1);•

respo

nd

to co

mm

and

s in th

e target langu

age (1.2);•

recogn

ize bo

th th

e spo

ken an

d th

e written

form

s for geo

graph

ical vocab

ulary in

trod

uced

inth

e un

it (1.2 and

3.1);•

calculate d

istances o

n a m

ap in

the target lan

guage (1.1, 1.2, an

d 3.1);

•co

mp

are and

con

trast the n

ames o

f states as they are p

ron

ou

nced

in S

pan

ish an

d E

nglish

(4.1);•

recogn

ize the n

ames in

the target lan

guage o

f peo

ple/o

bjects related

to Th

anksgivin

g (1.1);•

realize that Th

anksgivin

g is no

t celebrated

in co

un

tries of th

e target cultu

res (4.2);•

explo

re the cu

stom

s and

traditio

ns asso

ciated w

ith E

l Día de los M

uertos in M

exico an

d co

mp

are the

ho

liday to

Mem

orial D

ay in th

e Un

ited S

tates (2.1, 2.2, 3.2, and

4.2);•

share w

hat th

ey have learn

ed ab

ou

t the U

nited

States in

the target lan

guage w

ith th

eir families an

dfrien

ds (5.1);

•p

lay Lotería w

ith frien

ds in

settings o

utsid

e the classro

om

(5.1 and

5.2).

425

Gra

des

5-6

Un

it 3

• L

os

dep

ort

es

OB

JEC

TIV

ES

AN

D A

PP

LIC

AB

LE

ST

AN

DA

RD

SA

CT

IVIT

IES

/TO

PIC

S/M

AT

ER

IALS

•P

ract

ice

gree

tin

gs/f

arew

ells

wit

h o

ther

stu

-d

ents

, tea

cher

s, p

up

pet

s, f

rien

ds,

fam

ily,

etc

.•

So

ngs

ab

ou

t gr

eeti

ngs

an

d f

arew

ells

•A

ctiv

ity

shee

ts, d

ialo

gues

•V

ideo

s, a

ctiv

ity

shee

ts, d

ialo

gues

•V

ideo

s, a

ctiv

ity

shee

ts, q

ues

tio

nin

g ac

tivi

ties

•A

ctiv

ity

shee

ts•

Vid

eos,

act

ivit

y sh

eets

•A

ctiv

ity

shee

ts, i

nte

rvie

win

g•

TPR

act

ivit

ies

•V

ideo

s, b

oo

ks, a

ctiv

ity

shee

ts

•A

ctiv

ity

shee

ts, v

ideo

s, b

ull

etin

bo

ard

s•

Bo

oks

, cla

ss d

iscu

ssio

ns

•C

lass

dis

cuss

ion

, bo

oks

•S

end

ho

me

acti

vity

sh

eets

, par

ent

lett

ers,

an

do

ther

mat

eria

ls p

rovi

ded

fo

r p

aren

ts, a

nd

in

vite

par

ents

to

vie

w t

he

pro

gram

•E

nco

ura

ge s

tud

ents

to

tea

ch t

hei

r fr

ien

ds

ho

w t

o p

lay

Stu

den

ts w

ill:

•sp

eak

usi

ng

cult

ura

lly-

app

rop

riat

e gr

eeti

ngs

an

d f

arew

ells

bo

th i

n t

he

clas

sro

om

an

d i

n o

ther

set

-ti

ngs

(1.

1, 2

.1, a

nd

5.1

);•

reco

gniz

e th

e p

rese

nce

of

form

s w

hic

h d

o n

ot

exis

t in

En

glis

h i

n c

om

mo

n g

reet

ings

(2.

1 an

d 4

.1);

•p

rovi

de

bo

th o

ral

and

wri

tten

in

form

atio

n a

bo

ut

ho

w t

hey

are

fee

lin

g in

res

po

nse

to

¿C

ómo

está

s?

(1.1

an

d 1

.2);

•p

rovi

de

bo

th o

ral

and

wri

tten

in

form

atio

n i

n r

esp

on

se t

o ¿

Cuá

l es

tu d

epor

te fa

vori

to?

and

oth

er q

ues

-ti

on

s re

late

d t

o s

po

rts

(1.1

an

d 1

.2);

•id

enti

fy s

om

e co

mm

on

sp

ort

s an

d t

he

pla

ces

wh

ere

they

are

pla

yed

in

bo

th t

hei

r sp

oke

n a

nd

w

ritt

en f

orm

s in

th

e ta

rget

lan

guag

e (1

.1);

•p

rovi

de

bo

th o

ral

and

wri

tten

in

form

atio

n a

bo

ut

wh

en c

erta

in s

po

rts

are

pla

yed

(1.

1 an

d 1

.2);

•id

enti

fy s

easo

ns

in t

he

targ

et l

angu

age

as t

hey

rel

ate

to s

po

rts

(1.1

);•

grap

h w

hic

h s

po

rts

are

mo

st p

op

ula

r am

on

g th

eir

pee

rs (

1.1

and

1.2

);•

resp

on

d t

o c

om

man

ds

in t

he

targ

et l

angu

age

(1.2

);•

reco

gniz

e b

oth

th

e sp

oke

n a

nd

th

e w

ritt

en f

orm

s fo

r th

e p

arts

of

the

bo

dy

intr

od

uce

d i

n t

he

un

it(1

.2);

•id

enti

fy c

ogn

ates

am

on

g th

e n

ew v

oca

bu

lary

wo

rds

rela

ted

to

sp

ort

s (4

.1);

•co

mp

are

and

co

ntr

ast

wh

ich

sp

ort

s ar

e m

ost

po

pu

lar

in t

he

Un

ited

Sta

tes

wit

h t

ho

se w

hic

h a

re

mo

st p

op

ula

r in

th

e ta

rget

cu

ltu

res

(3.2

an

d 4

.2);

•re

cogn

ize

bu

llfi

ghti

ng

as a

n a

rt r

ath

er t

han

a s

po

rt (

2.1)

;•

shar

e w

hat

th

ey h

ave

lear

ned

ab

ou

t sp

ort

s in

th

e ta

rget

lan

guag

e w

ith

th

eir

fam

ilie

s an

d f

rien

ds

(5.1

);

•p

lay

Lot

ería

wit

h f

rien

ds

in s

etti

ngs

ou

tsid

e th

e cl

assr

oo

m (

5.1

and

5.2

).

426

Grad

es 5-6U

nit 4 • L

a mú

sica y los in

strum

ento

s

OB

JEC

TIV

ES

AN

D A

PP

LIC

AB

LE

ST

AN

DA

RD

SA

CT

IVIT

IES

/TO

PIC

S/M

AT

ER

IALS

•U

se greetings o

n a d

aily basis in

the

classroo

m an

d w

ith fam

ily mem

bers

•S

on

gs and

video

s abo

ut greetin

gs and

farewells, d

ialogu

e practice

•TP

R, N

atural A

pp

roach

activities, games,

activity sheets

•V

isuals, vid

eos, activity sh

eets•

Activity sh

eets, interview

s

•W

atchin

g mariach

i mu

sicians, activity sh

eets•

Bo

oks, class d

iscussio

ns, d

ance activities,

activity sheets

•TP

R activities

•TP

R activities, activity sh

eets•

Vid

eos, activity sh

eets, bu

lletin b

oard

s

•P

resentatio

n o

f the d

ance step

s stud

ents h

avelearn

ed, p

resentatio

n in

the target lan

guage o

fin

strum

ents th

ey play fo

llow

ed b

y a recital,sin

ging o

f the scale in

Sp

anish

•S

end

stud

ent w

ork h

om

e to h

elp p

arents

enco

urage stu

den

t sharin

g•

Make a stu

den

t-illustrated

class dictio

nary

•E

nco

urage stu

den

ts to teach

their frien

ds

ho

w to

play

Stu

den

ts will:

•sp

eak usin

g cultu

rally-app

rop

riate greetings an

d farew

ells bo

th in

the classro

om

and

in o

ther set-

tings (1.1, 2.1, an

d 5.1);

•sp

eak pro

vidin

g info

rmatio

n ab

ou

t ho

w th

ey are feeling in

respo

nse to

¿Cóm

o estás? bo

th in

the

classroo

m an

d o

ther settin

gs (1.1, 1.2, and

5.1);•

recogn

ize and

iden

tify several types o

f mu

sical instru

men

ts and

classify them

in th

e targetlan

guage (1.2 an

d 3.1);

•id

entify th

e no

tes of th

e scale in th

e target langu

age (1.1, 1.2, and

3.1);•

pro

vide in

form

ation

abo

ut w

hat in

strum

ents th

ey play o

r wo

uld

like to p

lay and

oth

errelated

info

rmatio

n (1.1);

•reco

gnize an

d id

entify vario

us articles o

f cloth

ing typ

ical in a m

ariachi o

utfit (1.1, 2.2, an

d 3.1)

•relate flam

enco

to S

pain

and

mariach

i mu

sic to M

exico (2.2 an

d 3.1);

•resp

on

d to

com

man

ds in

the target lan

guage (1.2);

•id

entify co

gnates am

on

g the n

ew vo

cabu

lary wo

rds in

trod

uced

in th

e un

it (4.1);•

recogn

ize the p

resence o

f gend

er in th

e adjectives an

d articles u

sed to

describ

e the m

usical in

stru-

men

ts presen

ted in

the u

nit (4.1);

•p

resent w

hat th

ey have learn

ed sh

aring w

ith an

aud

ience o

f their p

eers and

/or th

eir paren

ts (1.3);

•sh

are wh

at they learn

ed w

ith th

eir paren

ts wh

en listen

ing to

or p

erform

ing m

usic (5.1 an

d 5.2);

•co

ntin

ue to

learn ab

ou

t mo

re types o

f mu

sical instru

men

ts in th

e target langu

age thro

ugh

teacher

guid

ance (5.2);

•p

lay Lotería w

ith frien

ds in

settings o

utsid

e the classro

om

(5.1 and

5.2).

427

Gra

des

5-6

Un

it 5

• V

amo

s d

e va

caci

on

es

OB

JEC

TIV

ES

AN

D A

PP

LIC

AB

LE

ST

AN

DA

RD

SA

CT

IVIT

IES

/TO

PIC

S/M

AT

ER

IALS

•U

se g

reet

ings

on

a d

aily

bas

is i

n t

he

clas

sro

om

an

d w

ith

fam

ily

mem

ber

s•

So

ngs

an

d v

ideo

s ab

ou

t gr

eeti

ngs

an

dfa

rew

ells

•Q

ues

tio

nin

g ac

tivi

ties

, dia

logu

es, a

ctiv

ity

shee

ts•

Bu

llet

in b

oar

ds,

vis

ual

s, a

ctiv

ity

shee

ts, v

ideo

s

•A

ctiv

ity

shee

ts

•Fo

llo

w t

he

reci

pe

for

mak

ing

guac

amo

le•

Map

s, r

efer

ence

bo

oks

, act

ivit

y sh

eets

•M

aps,

ref

eren

ce b

oo

ks, a

ctiv

ity

shee

ts•

Map

s, r

efer

ence

bo

oks

, act

ivit

y sh

eets

•Q

ues

tio

nin

g ac

tivi

ties

, map

s, a

ctiv

ity

shee

ts•

Act

ivit

y sh

eets

, ref

eren

ce m

ater

ials

•A

ctiv

ity

shee

ts, r

efer

ence

bo

oks

, Nat

iona

lG

eogr

aphi

c•

TPR

act

ivit

ies

•S

end

ho

me

stu

den

t w

ork

fo

r sh

arin

g•

CD

-RO

M p

rogr

am, L

oter

ía g

ames

fro

m a

ll u

nit

s,m

app

ing

oth

er S

pan

ish

-sp

eaki

ng

cou

ntr

ies

and

co

un

tin

g th

eir

stat

es/d

epar

tmen

ts, m

akin

gd

ish

es f

rom

oth

er S

pan

ish

-sp

eaki

ng

cou

ntr

ies

•E

nco

ura

ge s

tud

ents

to

tea

ch t

hei

r fr

ien

ds

ho

w t

o p

lay

Stu

den

ts w

ill:

•sp

eak

usi

ng

cult

ura

lly-

app

rop

riat

e gr

eeti

ngs

an

d f

arew

ells

bo

th i

n t

he

clas

sro

om

an

d i

n o

ther

set

-ti

ngs

(1.

1, 2

.1, a

nd

5.1

);•

spea

k p

rovi

din

g in

form

atio

n a

bo

ut

ho

w t

hey

are

fee

lin

g in

res

po

nse

to

¿C

ómo

está

s? b

oth

in

th

e cl

assr

oo

m a

nd

oth

er s

etti

ngs

(1.

1 an

d 5

.1);

•re

spo

nd

to

th

e q

ues

tio

n ¿

A d

ónde

qui

eres

ir?

in t

he

targ

et l

angu

age

(1.1

);

•re

cogn

ize

and

id

enti

fy v

oca

bu

lary

rel

ated

to

tra

vel,

vac

atio

n d

esti

nat

ion

s, a

nd

mea

ns

of

tran

spo

rta-

tio

n i

n t

he

targ

et l

angu

age

(1.1

);•

pro

vid

e an

d i

nte

rpre

t in

form

atio

n a

bo

ut

the

wea

ther

/cli

mat

e in

cer

tain

tra

vel

des

tin

atio

ns

in t

he

targ

et l

angu

age

(1.1

, 1.2

, an

d 3

.1);

•m

ake

a tr

adit

ion

al M

exic

an d

ish

(2.

2);

•u

se a

map

in

th

e ta

rget

lan

guag

e to

id

enti

fy a

nd

lea

rn t

he

nam

es o

f th

e st

ates

of

Mex

ico

(1.

2 an

d3.

1)•

pro

vid

e in

form

atio

n a

s to

ho

w m

any

stat

es t

her

e ar

e in

Mex

ico

in

th

e ta

rget

lan

guag

e (1

.1 a

nd

3.1

);•

use

a m

ap i

n t

he

targ

et l

angu

age

to l

oca

te w

her

e ce

rtai

n s

tate

s/co

un

trie

s ar

e in

rel

atio

n t

o e

ach

oth

er (

1.1

and

3.1

);•

inte

rpre

t th

e M

ayan

nu

mer

ic s

yste

m i

n t

he

targ

et l

angu

age

and

do

bas

ic m

ath

usi

ng

nu

mb

ers

fro

mth

e sa

me

syst

em (

1.2,

3.1

, an

d 3

.2);

•re

cogn

ize

and

id

enti

fy i

n t

he

targ

et l

angu

age

the

Azt

ec S

ton

e o

f th

e Fi

fth

Su

n a

nd

so

me

pro

min

ent

god

s w

ors

hip

ed b

y th

e A

ztec

s (2

.1, 2

.2, a

nd

3.1

);•

resp

on

d t

o c

om

man

ds

in t

he

targ

et l

angu

age

(1.2

);•

shar

e w

hat

th

ey h

ave

lear

ned

du

rin

g th

e u

nit

wit

h p

aren

ts (

5.1)

;•

con

tin

ue

to r

evie

w a

nd

pra

ctic

e th

e ye

ar’s

mat

eria

l an

d e

nga

ge i

n p

roje

cts

in t

he

targ

et l

angu

age

wh

ich

exp

and

up

on

th

eir

kno

wle

dge

(5.

1 an

d 5

.2);

•p

lay

Lot

ería

wit

h f

rien

ds

in s

etti

ngs

ou

tsid

e th

e cl

assr

oo

m (

5.1

and

5.2

).

429

Answer Keys for the Activity Sheets &

Order Forms

Grades 5 and 6Units 1-5


431Grades 5-6

Answer Keys for the Activity Sheets

Parejas de cognadosUnit 1 Lesson 1 Activity Sheet

Directions: Match the Spanish cognate to the English word. You know a lot more Spanish than you think you do!

nombre

Example/ejemplo: idéntico ___________

1. evidente ___________

2. inocente ___________

3. educación ___________

4. continente ___________

5. admiración ___________

6. nervioso ___________

7. turista ___________

8. investigar ___________

9. exótico ___________

10. familia ___________

11. distancia ___________

12. diferencia ___________

13. correspondencia ___________

14. correcto ___________

15. típico ___________

D

I

J

K

C

M

N

O

A

H

L

E

B

F

G

A. exotic

B. correspondence

C. admiration

D. evident

E. difference

F. correct

G. typical

H. family

I. innocent

J. education

K. continent

L. distance

M. nervous

N. tourist

O. investigate

Z. identicalZ

SaludosUnit 1 Lesson 2 Activity Sheet

Directions: 1. Decide if each word or group of words is used for greeting or taking leave. 2. Draw a line to the appropriate box. 3. Add your own terms to the boxes for English.

nombre

Hola.

Adiós.

¿Qué tal?

Nos vemos.

Hasta luego.

¿Cómo estás?

Hasta la vista.

Hasta mañana.

¿Qué hay de nuevo?

Hello

Good-bye

Directions: Count and write how many syllables there are in each word.

clase la qué

típico estás continente

hola nombre sílabas

2

3

2

1

2

2

1

4

3

Palabras del español en el inglésUnit 1 Lesson 3 Activity Sheet

Directions: Using the underlined English contextual clue, match to the Spanish word.

nombre

The cowboy tried hardto stay on the bucking

half-wild horse.

Everyone came to the round-up show to seethe cowboys perform.

The crowd gathered fora concert in the

main square of town.

If it is cold, be sure to wear your capewith a hole to put

your head through.

The clown rode in on asmall donkey instead

of a horse.

Everyone took a shortnap after eating lunch.

The cowboy put onhis broad-rimmedhat in the hot sun.

Yesterday, we had a cookout on our

paved space adjoininga residence used for dining or recreation.

They serve atortilla with

fillings for lunch.

He went out of hismind when he heard

the news.

A person who takes the law into his or her

own hands can be dangerous.

vigilanteburrolocotacorodeosombrero

patioplazasiestabroncoponchobronco

poncho

sombrero

loco

rodeo

burro

patio

vigilante

siesta

taco

plaza

La entrevistaUnit 1 Lesson 5 Activity Sheet

Directions: 1. Choose a partner to ask the following questions from the first column.2. Have your partner answer the questions using the forms from the middle column.3. Present the information to someone else using the forms from the third column.

nombre

¿Cómo te llamas? Me llamo . Se llama .

¿Cómo estás? Estoy . Está .

¿Cuántos años Tengo años. Tiene años. tienes?

¿Cuál es tu Mi número de Su número número de de teléfono de teléfono teléfono? es el . es el .

Ask this question:

Answerlike this:

Tell someone elselike this:

Answers will vary

432Grades 5-6


¿Cuántos años tienes?Unit 1 Lesson 5 Activity sheet

Directions: Each student will work the problem out after reviewing the example with us.

¿Cuántosaños tienes?

Multiplicapor 2.

x 2 =

Multiplicapor 5. 24 x 5 = 120

x 5 =

¡12! Quita el últimocero. Ahí tienes tu edad.

Súmale 5. 12 + 5 = 17

+ 5 =

Réstale 10. 34 - 10 = 24

- 10 =

Luis tiene 12 años.

Dentro de tendrá

1 año

5 años

8 años

13 años

15 años

20 años

25 años

30 años

13

17 x 2 = 34

12

¿Cuántos años tienes?Unit 1 Lesson 6 Activity Sheet

nombre

17202527323742

Formas y coloresUnit 1 Lesson 7 Activity Sheet

Directions: Draw the number of shapes indicated and color them according to the color named.

nombre

1 seis triángulos rojos

* Write some instructions to exchange with a classmate to see if he or she can understand.

2 una estrella verde

4 cinco óvalos anaranjados

6 tres estrellas cafés

8 dos círculos negros

3 cuatro círculos azules

5 siete cuadros amarillos

7 nueve rectángulos morados

red

blue

yellow

purple

green

orange

brown

black

El primer viaje de Cristóbal ColónUnit 1 Lesson 8 Activity Sheet

Directions: Columbus's ships, La Niña, La Pinta, and La Santa María, left Spain on August 3, 1492, and arrived in the Americas on October 12, 1492.These ships carried 90 men and boys to what was for them a new world.

N

S

EO

La Española

Juana

San Salvador

Cayo Samana

50° 10°W 0°

Europa

Madrid

Lisboa

40° 30° 20° 60° 70° 80°

50°

América del Norte

40°

30° África

10° N

El primer viaje de Cristóbal Colón

(1492-3)

0

0

750 km

750 mi

20°

América del Sur

España

Trópico de Cáncer

1. How many days did Columbus and his men travel? They traveled days.

2. Trace the voyage of Christopher Columbus.

3. What country did Columbus set sail from? .

4. In what continent is Spain located? .

5. Where did Columbus think he had arrived? . .

6. What were the names of Columbus's ships? .

* Additional Information:

Columbus was guided by two misconceptions when he sailed in 1492. After consulting Greek and Arab texts, he figured the earth's circumference to be 25 percent smaller than it actually is. The second misconception was his assumption that no large land mass lay between Europe and Asia.

Portugal

nombre

North America

South America

Africa

Tropic of Cancer Christopher Columbus'sfirst trip(1492-3)

Spain

Europe

Palos de la FronteraLisbon

EspañaEuropaIndiaLa Pinta, La Niña, La Santa María

70

PreguntasUnit 2 Lesson 1 Activity Sheet

Directions: Draw a line from the question to the correct response.

nombre

¿Cómo te llamas?

¿Cómo estás?

¿Cómo se llama tu amigo?

¿Cuántos años tienes?

¿Cuál es tu número de teléfono?

¿Dónde vives?

¿En qué país vives?

¿En qué estado vives?

¿En qué ciudad vives?

Extension activity:Have someone read the questions to you and see if you can answer from memory.

Estoy bien.

Tengo _____________ años.

Vivo en __________________.

Vivo en los Estados Unidos de América.

Se llama ____________________.

Vivo en la ciudad de _____________.

Me llamo _________________.

Vivo en el Estado de ______________.

Mi número de teléfono es el _____-________.

Answers will vary

433Grades 5-6


La ofrendaUnit 2 Lesson 2 Activity Sheet

Directions: 1. Below are some of the items used in the offerings made for El Día de los Muertos.2. Read the statement, then answer the question for each problem.

Cuenta las flores.

¿Cuántas flores hay? Escribe el número.__________________________

¿Cuántas calaveras hay? Escribe el número.__________________________

Cuenta las calaveras.

¿Cuántos dulces hay? Escribe el número.__________________________

Cuenta las naranjas.

Cuenta las cañas.

¿Cuántas cañas hay? Escribe el número.__________________________

Cuenta los dulces.

¿Cuántas naranjas hay? Escribe el número.__________________________

nombre

10

20

30

40

50

Los puntos cardinales e intermediosUnit 2 Lesson 3 Activity Sheet

1. Este estado está al sur de Nebraska y al norte de Oklahoma.

¿Cuál es? ________________________________________

2. Este estado está al este de Illinois y al oeste de Ohio.

¿Cuál es? ________________________________________

3. Este estado está al este de Conneticut y al sur de Massachusetts.

¿Cuál es? ________________________________________

4. Colorado está al _______________ de Wyoming y al _______________ de Nuevo México.

5. Tennessee está al norte de 3 estados. ¿Cuáles son? _________________________________,

________________________________ y _________________________________.

Directions: 1. Fill in the cardinal and intermediate directions on the map.2. Then, use the directions to answer the questions below.

nombre

Alaska Hawai

NewHampshire

G o l f od e M é x i c o

M é x i c o

Oc

éa

no

Pa

cí

fi

co

O c é a n oA t l á n t i c o

C a n a d á

Massachusetts

Rhode IslandConnecticut

NuevaJersey

Delaware

Maryland

Maine

Ve

rmo

nt

Nueva York

Pensilvania

Virginia

Virginia

Carolinadel Norte

Michigan

Wisconsin

Indiana Ohio

Iowa

Illinois

Carolinadel Sur

GeorgiaAlabama

Kentucky

Tennessee

Misuri

Arkansas

Flo

rida

Misisip

í

Luisiana

Minnesota

Dakotadel Norte

Dakotadel Sur

Nebraska

Kansas

Oklahoma

Texas

NuevoMéxicoArizona

Colorado

Wyoming

Montana

Idaho

Washington

Oregón

California

NevadaUtah

Occ.

Norte Sur Este OesteNoreste Sureste Noroeste Suroeste

Oeste Este

Sur

Kansas

Indiana

Rhode Islandsur norte

MisisipíAlabama Georgia

Sureste

Noroeste Noreste

Suroeste

Norte

El mapa de los Estados Unidos de AméricaUnit 2 Lesson 4 Activity Sheet

Directions: 1. Circle the names of the states in the word find below. *Hint: There are 23 states in the word search.2. Then, color the states on the map.3. Answer the questions below.

nombre

¿En qué país vives?

_____________________________________

¿En qué estado vives?

_____________________________________

¿En qué ciudad vives?

_____________________________________

V V L M L M L M X O K L A H O M A CX I L L I N O I S H X U R Z C O L AF R R G M I S U R I X I I Z O C A CE G F G Y P Y Y J O K S Z Z L P S QD I G G I E R R N F A I O N O C K KF N F I R N T T U G N A N U R Y A SS I T D E S I J E J S N A N A C A GG A U A A I K A V P A A U E D C D EH Y T H A L O K O L S O U W O C R OR F U O N V M E M C O H I J F C N RI L R F E A K W É M C T Y E S C E GM O N T A N A O X I O I Y R A C B IR R U F E I U R I C O T D S A V R AY I E A E A U E C H T R Y E A N A ER D R F F R F G O I K E R Y N C S HD A F N I R G Ó J G J R X W A T K CC A L I F O R N I A E E E A S C A SW A S H I N G T O N E E D W S C D L

Alaska Hawai

NewHampshire

G o l f od e M é x i c o

M é x i c o

Oc

éa

no

Pa

cí

fi

co

O c é a n oA t l á n t i c o

C a n a d á

Massachusetts

Rhode IslandConnecticut

NuevaJersey

Delaware

Maryland

Maine

Ve

rmo

nt

Nueva York

Pensilvania

Virginia

Virginia

Carolinadel Norte

Michigan

Wisconsin

Indiana Ohio

Iowa

Illinois

Carolinadel Sur

GeorgiaAlabama

Kentucky

Tennessee

Misuri

Arkansas

Flo

rida

Misisip

í

Luisiana

Minnesota

Dakotadel Norte

Dakotadel Sur

Nebraska

Kansas

Oklahoma

Texas

NuevoMéxicoArizona

Colorado

Wyoming

Montana

Idaho

Washington

Oregón

California

NevadaUtah

Occ.

Norte NoresteNor

oeste

Sures

te

Sur

Oeste Este

Suroeste

los Estados Unidosde América

(answers will vary)

(answers will vary)

El español en los Estados UnidosUnit 2 Lesson 5 Activity Sheet

nombreDirections:1. Using the underlined English contextual clue, match to the Spanish word.2. Use a map if necessary.

A city in southern California: The capital of New Mexico:the angels holy faith

_________________________ _________________________

A California city on a bay A Nevada town known for itsnamed for Saint Francis. gambling: the fertile plains

_________________________ _________________________

The river between Texas The state where Ponce de Leónand Mexico: the big river arrived on Easter while looking

for the fountain of youth: flowery

_________________________ _________________________

A town in Texas known for its A range of mountains inyellow roses: yellow eastern California:

snow-covered mountains

_________________________ _________________________

A town on the Texas-Mexico A city in south central Colorado,border opposite Ciudad Juárez: probably named for the Nativethe pass American towns of that area:

people/town_________________________ _________________________

San Francisco Amarillo Los Ángeles Florida El Paso

Sierra Nevada Santa Fe (El) Río Grande Las Vegas PuebloKE

Y

Los Ángeles

San Francisco

(El) Río Grande

Amarillo

El Paso

Santa Fe

Las Vegas

Florida

Sierra Nevada

Pueblo

434Grades 5-6



nombreDirections: Use the picture clues to fill in the crossword puzzle.

Down Across

1 5

2 6

3 7

4

bosque isla lago ríodesierto montañas playa

1

2

3

4

7

6

5

KE

Y

bosque

isla

agor

íd e i t

m o n t a n a s

p l a y a

El Día de Acción de GraciasUnit 2 Lesson 6 Activity Sheet

nombreDirections: Unscramble the Thanksgiving vocabulary words, then draw a line from the word to the picture it represents.

vopa __________________________________

teamoc ________________________________

noregripes _____________________________

carbo _________________________________

quebaten ______________________________

gidnísena ______________________________

*See if you can make a list of things that you are thankful for in Spanish. Use a Spanish/English dictionary to look up words you don't already know.

pavo

camote

peregrinos

barco

banquete

indígenas

Los husos horariosUnit 2 Lesson 7 Activity Sheet

nombreDirections: Using the map of the time zones, answer the questions at the bottom of the page. Remember, going west you subtract one hour for each zone, going east you add one hour for each time zone.

1. ¿En qué huso horario está California? Está en _____________________________________.

2. ¿En qué huso horario está Georgia? Está en _______________________________________.

3. ¿En qué huso horario está Arizona? Está en _______________________________________.

4. ¿En qué huso horario está Oklahoma? Está en _____________________________________.

5. ¿En qué huso horario está Hawai? Está en ________________________________________.

6. ¿En qué huso horario está Alaska? Está en ________________________________________.

7. If it is 5:00 in Delaware, what time is it in Washington state? _________________________

8. If it is 12:00 in Hawaii, what time is it in New Mexico? ______________________________

Extension activity:Make up a question about time conversion to ask a classmate.

12

6

39

210

111

7

48

5

12

6

39

210

111

7

48

5

12

6

39

210

111

7

48

5

12

6

39

210

111

7

48

5

12

6

39

210

111

7

48

5

12

6

39

210

111

7

48

5

la Hora de

Hawai-A

leutianas

la Hora de Alaska

la Hora del Pacífic

o

la Hora de Montaña

la Hora Central

la Hora del Este

la Hora de l Pacíf ico

la Hora de l Este

la Hora de Montaña

la Hora Central

la Hora de Hawai-A leut ianas

la Hora de A laska

2 :00

3:00

Carreteras del suresteUnit 2 Lesson 8 Activity Sheet

nombre

1. ¿Cuántes millas son de Atlanta, Georgia a Birmingham, Alabama? ___________________________________

2. ¿Cuántas millas son de Columbia, Carolina del Sur a Ashville, Carolina del Norte? _____________________

3. ¿Cuántas millas son de Knoxville, Tennessee a Miami, Florida? _____________________________________

4. ¿Cuántas millas son de Birmingham, Alabama a Charlotte, Carolina del Norte? _________________________

Directions:Use your math skills to answer the questions. Be prepared to give your answer in Spanish.

Ashville

Charlotte

FlorenceColumbia

Charleston

Knoxville

Nashville

Chatanooga

Birmingham

Montgomery

Tallahassee

Atlanta

Macon

Savanna

Valdosta

Jacksonville

DaytonaBeach

VeroBeach

Miami

Tampa

Lake City

Orlando

Augusta

95

95

9575

75

75

75

40

40

77

16

20

85

85

20

65 59

1

1

144

106

65 70

15493

99

80

142

68

19470

145

113

150

1689182

135151

173

136

136

158

135114

9134

69

26

137

231

TENNESSEECAROLINADEL NORTE

CAROLINADEL SURALABAMA

GEORGIA

FLORIDA

0 30 60 120

150

158

894

374

(Students may justify other answers.)

435Grades 5-6


Crucigrama de deportesUnit 3 Lesson 1 Activity Sheet

Directions: Use the clues to complete the crossword puzzle.

nombre

Across1. suit2. to play3. team4. ball5. field/court

DownA. playerB. uniformC. sportsD. swimming poolE. track/rink

1.

2.

A.

B.

C. D.

3.

4. E.

5.

equipodeportescancha

jugarjugador

trajeuniforme

pistapiscinapelota

KEY

t r a j e

n c h a

q u p

c

l o t

rj u g deportes

niformes

piscinas

ugadores

pista

Los deportes #1Unit 3 Lesson 2 Activity Sheet

Directions: 1. Use the pictured sports and your knowledge of Spanish and cognates to match the Spanish word to the sport. 2. Write your answer below the picture.

nombre

el fútbol el baloncesto el tenis el voleibol

el fútbol americano el béisbol la natación el golf

123434

KE

Y

el vo le ibol e l ba loncesto el béisbol e l ten is

e l fútbol americano

el fútbol la natación e l golf

BuscapalabrasUnit 3 Lesson 3 Activity Sheet

Directions: Find the names of the sports presented in the lessons in the word search.

nombre

h e l g a c i c l i s m o t b

m o e x i s f d e r m y g o l

x h c o r r e r u f m b d o i

a i y k r s v o l e i b o l i

n e a t e s q u í r t s g f a

b a c k w y a m e r m o i s a

a w t w f o s x q b é i s b o

t u g a r a b o l i c h e r e

l w p x c k n e b o k g e q b

e e a o h i l e o r f l j e a

t f t h b m ó u x c e y c p o

i ú i q z t b n e h q h a w i

s t n w s x a u o k i s i l v

m b a a t i n a r e n r u e d

o o j d p t e n i s w v p q l

l l e a e n i a l p i n i s m

f y

ú w

t w

b e

o e

l b

a a

i c

r n

e o

m l

c e

a s

n t

o o

w y

Los deportes #2Unit 3 Lesson 3 Activity Sheet

Directions: 1. Use the pictured sports and your knowledge of Spanish and cognates to match the Spanish word to the sport. 2. Write your answer below the picture.

nombre

el boxeo

el atletismo

el hockey sobre hielo

el patinaje

el ciclismo

el esquí

el alpinismo

el bolicheKE

Y

el a lp in ismo el c ic l ismo el patinaje e l bol iche

e l at let ismo el hockeysobre h ie lo

e l boxeo el esquí

436Grades 5-6


s í

s í

no

sí

no

sí

s í

no

¿Cuándo se practica el deporte?Unit 3 Lesson 4 Activity Sheet

Directions: 1. Look at the illustration of the seasons on the left and the sport

illustrations on the right.2. Write sí on the line provided if the sport is played during that season.3. Write no on the line provided if the sport is not played during that season.

nombre

La primavera

El verano

El otoño

El invierno

1212

3434

El cuerpoUnit 3 Lesson 5 Activity Sheet

Directions: Identify the parts of the athlete's body using the answers from the key.

nombre

los piesel brazola mano

KEY

el cuerpola cabezael codolos dedos

la cinturala piernalas rodillasel hombro

la cabezalos dedos

el codola c intura

la p iernalas rodi l las

los p ies

la manoel cuerpo

el brazo

el hombro

La cabezaUnit 3 Lesson 6 Activity Sheet

Directions: 1. Look at the illustration of the head.2. Identify the parts of the head by filling in the blanks. Use the key provided.

nombre

la bocala cabezala carala cejael cabello

los dientesla frentelos labiosla lenguala mejilla/el cachete

el ojola orejala narizlas pestañas

KEY

la cabeza

la frente

la cara

las pestañasla oreja

los labioslos d ientes

la lenguala boca

la nar iz

la mej i l la/e l cachete

e l ojo

la ceja

e l cabel lo

El gráfico de deportes favoritosUnit 3 Lesson 7 Activity Sheet

nombre

2. Add up the responses and transfer them to the graph below.

25

20

15

10

5

0 el tenisel baloncestoel fútbol

americano

el béisbolel fútbolel voleibolel atletism

oel boxeoel ciclism

oel alpinism

oel bolichela nataciónel hockey

sobre hieloel esquíotrodeportes

alum

no

s

Directions: 1. Survey students in your class or your school about their favorite sports. Tally the answers below.

el tenis

el baloncesto

el fútbol americano

el béisbol

el fútbol

el voleibol

el atletismo

el boxeo

el ciclismo

el alpinismo

el boliche

la natación

el hockey sobre hielo

el esquí

Answers will vary

437Grades 5-6


nombreDirections:Unscramble the letters to review today's vocabulary words.

Directions:Write the notes of the Spanish musical scale in the correct order.

Sol = G La = ADo = C Mi = ESi = B Re = DDo = C Fa = F

La músicaUnit 4 Lesson 1 Activity Sheet

24

C7F

F

F

C7

F

C7

FFC7

B

C7

FC7

F

F

El pa - ti

o de m

i ca -

sa es

muy par - ti - cu - lar,

cuan - do llue - ve se

mo - ja co - mo los de más

A - gá - cha - te

ni - ña y vuél - ve - ta a - ga - char,

que

ónnacic ___________ úcasim ___________ tarnac ____________

tano _____________ croat _____________

24

canción música cantar

tocarn ota

Do Re Mi Fa So La Si Do

Los instrumentos de cuerdaUnit 4 Lesson 2 Activity Sheet

Directions: Write the name of the instrument under the corresponding picture.

KEY

guitarra arpa violín guitarrón

Buscapalabras

Directions: Find and circle the vocabulary from this lesson and the last lesson. (Hint: There are 9 words.)

Nombre

m ú s i c a e n o

a n e d a r o w t

o n g v n p r a c

n g u i t a r r a

e m i o a n a c n

e t t l r a b e c

l r a í l o v e i

t a r n o t a l ó

m a r t i n o a n

b a ó d e v o i d

r a n o t o c a r

tocar guitarrón vio l ín guitarra

Los instrumentos de percusiónUnit 4 Lesson 3 Activity Sheet

Directions: Match the instrument names to the pictured instruments.

Las maracasMaterials:

1. Various craft materials, such as:plastic eggsmasking tapepaper towel rollsaluminum foilrubber bandsglueplastic bottles12-ounce soda cans12" dowels, 3/8" diametercorks

2. Fill the containers with beans or seeds of your choice.

nombre

COLA

KEY

las castañuelas el tambor las maracas el güiro

el güiro las maracas las castañuelas e l tambor


nombreDirections: Use the picture clues to complete the crossword puzzle.

a

a

n

A1

2 B

C D

3

E 4 F

5

G

6

7

ACROSS 1 2 3 4 5 6 7

DOWN A B C D E F G

24

24

C7F

F

F

C7F

C7

FFC7

B

C7

FC7

F

F

El pa - tio de mi ca - sa esmuy par - ti - cu - lar, cuan - do llue - ve se

mo - ja co - mo los de más A - gá - cha - teni - ña y vuél - ve - ta a - ga - char, que

armónica

KEYflauta tambor nota güiro tocar

guitarra arpa canción música maracas

guitarrón armónica clarinete trompeta

c a n c i ó nla r m ó n i c a

g u i t a r r

t r o m p e tt a m b o r

fl

un

tg u i t a r r ó

t o c a r ca

am

rp

r güir

acas

úsi

inete

438Grades 5-6


Clasifica los instrumentosUnit 4 Lesson 5 Activity Sheet

nombreDirections: Match each instrument to its class.

Clase de instrumento Nombra los instrumentos de cada clase.

Instrumentos de cuerda: ____________ ____________

____________ ____________

Instrumentos de viento: ____________ ____________

____________ ____________

Instrumentos de percusión: ____________ ____________

____________ ____________

Instrumentos de teclado: ____________ ____________

____________

KEY la armónica la guitarra el tambor

el violín el güiro la trompeta

el clavicordio el guitarrón el piano

el arpa las castañuelas el clarinete

las maracas la flauta el órgano

armónica

el violín la guitarra

el arpa el guitarrón

la armónica la flauta

la trompeta el clarinete

las maracas el güiro

el tambor las castañuelas

el clavicordio el piano

el órgano

Los mariachisUnit 4 Lesson 6 Activity Sheet

Directions:Identify the various parts of the mariachi outfit, then color the pictures.

nombre

KEYchaqueta corbata de moño camisa traje

pantalones zapatos sombrero

sombrero

chaqueta

camisa

pantalones

zapatos

traje

corbatade moño

Música y baileUnit 4 Lesson 7 Activity Sheet

Directions:1. Complete the sentences based on the picture clues given.

nombre

La música de ____________________________ es de _________________________________.

El _____________________________________ es de __________________________________.

2. Respond to the questions below.

• ¿Qué instrumento tocas o cuál te gustaría tocar?

Toco _____________________________________.

Me gustaría tocar __________________________.

• ¿A qué clase de instrumentos pertenece?

Es un instrumento de _______________________.

Flamenco México

Mariachi España

KEY

Dibuja tu instrumento aquí.

M a r i a c h i M é x i c o

E s p a ñ aF l a m e n c o

Answers will vary

Las vacacionesUnit 5 Lesson 1 Activity Sheet

Directions: Unscramble the vocabulary words from today's lesson,then match the word to the picture which represents it.

nombre

rauterstane

ehlot

cegnaai ed ijaves

grapa

orined

riojaves

México

$

$$ $restaurante

hotel

agencia de v iajes

pagar

dinero

viajeros

439Grades 5-6


¿Adónde quieres ir?Unit 5 Lesson 2 Activity Sheet

Hablamos con la agente de viajes.¿Adónde quieres ir?

nombre

2. Quiero ir a ...

1. Quiero ir a ...

3. Quiero ir ... 6. Quiero ir ...

4. Quiero ir ...

La playaMÉXICO

México

KEYal desierto

al ríoal lago

las montañasla playa

al bosque

abierto

La agencia de viajes

España México

5. Quiero ir ...

l a p l a y a a l l a g o

a l b o s q u e

a l d e s i e r to

l a s m o n ta ñ a s

a l r í o

Los lugares turísticos y el tiempoUnit 5 Lesson 3 Activity Sheet

Directions: Use the key to tell what the weather is like at each vacation destination.

nombre

1. ¿Qué tiempo hace en las montañas? _____________________.

2. ¿Qué tiempo hace por el río y por el lago? _____________________.

4. ¿Qué tiempo hace en el desierto? _____________________.

Hace calor. Está nevando. Hace frío. Está lloviendo.

3. ¿Qué tiempo hace en la playa y en el bosque? _____________________.

KE

Y

H a c e f r í o

E st á n eva n d o

E st á l l o v i e n d o

H a c e c a l o r

Directions:1. The ancient Mayas used two systems for writing numbers:

a) the bar and point numerals andb) numerals in the form of heads.

We are only considering the shell and the bar and point numerals and only 0-19.

Los números de barras y puntosUnit 5 Lesson 4 Activity Sheet

nombre

0 1 2 3 4

5 6 7 8 9

10 11 12 13 14

15 16 17 18 19

2. Practice the Mayan numbers. Write the bars and points for the numbers from the Arabic system and the Arabic numerals for the bars and points.

6 = ____ 8 = ____ 5 = ____ = ____

16 = ____ 18 = ____ 15 = ____ = ____

= ____ + = ____

+ = ____ + = ____

1 9

3

8

Los Estados Unidos MexicanosUnit 5 Lesson 5 Activity Sheet

nombre

Preguntas:

1. ¿Cuántos estados hay en los Estados Unidos Mexicanos?

Hay ______________ estados y un ____________________________ ___________________________.

2. ¿Qué estado está al norte de Durango?

El Estado de ____________________________________________________________________________.

3. ¿Qué estados están al sur de Puebla?

Los Estados de _________________________________ y ____________________________________.

4. ¿Cuáles son los países vecinos de México?

Norte

Sur

Oe

ste E

ste

SuroesteSu

reste

NoresteNor

oeste

Directions: Answer the questions using the map.

SONORA

CHIHUAHUA

COAHUILA

NUEVO LEÓN

SINALOA

DURANGO

TAM

AULIPAS

ZACATECAS

SAN LUIS POTOSÍ

NAYARIT

JALISCO

MICHOACÁN

GUANAJUATO

GUERRERO

OAXACA

VERACRUZ

CHIAPAS

TABASCO

YUCATÁN

QU

INTA

NA

RO

O

CAMPECHE

PUEBLA

HILDALGO

MÉXIC

O

MÉXICO, D.F.

TLAXCALA

MORELOS

AGUASCALIENTES

QUERÉTARO

BA

JA C

ALIFO

RN

IA N

OR

TEB

AJA

CA

LIFOR

NIA

SUR

COLIMA

Estados Unidos de América

Océano Pacífico

Golfo de México

Guatemala

Belice

D i st r ito3 1 Fe d e r a l

C h i h u a h u a

G u e r r e r o O a x a c a

E sta d o s U n i d o s d e A m é r i c a , B e l i c e , G u a te m a l a

440Grades 5-6



nombre

Across1.

2.

3.

DownA.

B.

C.

D.

E.

F.

Directions: Use the vocabulary from today's lesson to completethe crossword puzzle across and down.

A

B1

C D

E

F

2

3

KEY

aviónautotrenautobúsbarcopilotomaquinistachofercapitán

m a q utobús

ai n i

loto

ps t a

capi

án

h o f e ren

t

b a r ctu

vión

o

¿Tienen...?Unit 5 Lesson 7 Activity Sheet

Directions: Help the family complete its last minute preparations.¿Se les olvidó algo?

nombre

1. ¿Tienen sus boletos?

Sí No

2. ¿Tienen sus pasaportes?

Sí No

3. ¿Tienen su ropa empacadaen las maletas?

Sí No

BoletoBoleto

BoletoBoleto

BoletoBoleto

BoletoBoleto

BoletoBoleto

4. ¿Tienen los papás loscheques de viajero?

Sí No

5. ¿Tiene el hijo el mapa?

Sí No

6. ¿Tiene la hija la mochila conlas novelas, el radio y losjuegos electrónicos?

Sí No

7. ¿Qué se les olvidó?

Se les olvidaron ___________________________________________________________

$

s u s p a s a p o r te s

El gran repasoUnit 5 Lesson 8 Activity Sheet

Directions: Review the list of words below related to things we have covered this year, then see if you can find all of the words in the word search.

nombre

mesesdíassaludosnúmeroscolores

azulcírculopuntos cardinalesciudadestado

paísmúsicainstrumentoguitarrabaile

deportescuerpopelotaveranocabeza

vacacionesMéxicolagodesiertomapa

p q c b i i n s t r u m e n t

a u w u m n m e s e s ú b v c

í x n z e a s d g f e s t a d

s g h t j r k l u p o i u p e

y t r e o w p q i a z c v e s

x s w e d s c o t v f a e l i

b a i l e r c t a g b n r o e

m j y d u k l a r o p m a t r

n ú m e r o s n r b a v n a t

c c x p c i u d a d z z o a o

s o d o í f g h j k i l u p o

q l w r r c a b e z a n r l r

l o t t c y u i o p d í a s d

a r f e u g m é x i c o h l j

g e k s l l o k m n h y t r e

o s t b o w v a c a c i o n e

o

q

o

s

m

a

p

a

t

s

a

l

u

d

o

s

441Grades 5-6

Program Information and Copyright

Address Directory

Elementary Spanish ProgramEducational Systems ProgrammingNorthern Arizona UniversityPO Box 5751Flagstaff, AZ 86011-5751

Phone: (928) 523-9484Fax: (928) 523-0057Web site: http://star.ucc.nau.edu/ESe-mail: [email protected]

For more information about programs, please call toll-free: (800) 628-6266

Copyright

All copyright for the print, videotape, and CD-ROM materials is held by Northern Arizona University. Schoolsites who have paid the program site license fees for Thematic Units 6-10 may duplicate print and videotapematerials, including the Learning Partner Guidelines - Teacher’s Guide and the Student Resource Notebook, for useonly at their sites.

No use or duplication of any materials is permitted by sites who have not paid program site fees forThermatic Units 6-10.

Schools are not authorized to use any print or videotape materials from previous years (1990-1997).

Elementary Spanish Teachers for Units 6-10

• Elementary Spanish Grades 1-2, Curriculum Development: Kathy S. de Cano• Elementary Spanish Grades 1-2, Television Teacher: Dr. R. Scott Morris, Ed.D.• Elementary Spanish Grades 3-4 and Grades 5-6 Curriculum Development

and Television Teacher: Dr. R. Scott Morris, Ed.D.

How to Use the Elementary Spanish Program

Please read the “Welcome Letter” and “Program Preview” sections at the front of this Learning PartnerGuidelines - Teacher’s Guide. They have been written specifically to serve as a complete orientation for teachersand facilitators for successful implementation of the Elementary Spanish program.

Northern Arizona University (NAU)

These Elementary Spanish programs for Grades 1-2, Grades 3-4, and Grades 5-6 are the product of the unitwhich was called Educational Systems Programming (ESP) at Northern Arizona University (NAU) inFlagstaff, Arizona. ESP began its work in 1990 and had as its mission the creation of educational andtraining programs in a variety of electronic media to serve a broad base of clients. ESP worked closely withNAU’s Television Services, a multiple recipient of the U.S. Department of Commerce’s NationalTelecommunications and Information Administration grants.

In 1991, ESP began production of the Elementary Spanish program, formerly known as the ForeignLanguages Initiative: Spanish program. Originally produced in a live and interactive satellite format, as well

442Grades 5-6

as on videotape, and broadcast nationally on The Learning Channel cable network during the 1996-97school year, the programming migrated to a videotaped format in the fall of 1997. The instructional formatprovides teachers and students the option of twice-weekly instruction in Spanish language and the culturesof Spanish-speaking peoples to elementary students nationwide. In 1995, ESP introduced Geonauts, anearth and environmental science program for grades 4-6. During its two-year span, Geonauts employedGrand Canyon National Park and other parks as living laboratories for building critical science and mathskills. Like the Elementary Spanish programs, Geonauts was also broadcast nationally on The LearningChannel during the 1996-97 school year, and available via satellite and videotaped formats.

These award-winning programs have served hundreds of thousands of students around the country. Pasthonors include the Elementary Spanish program being named a 1994 Telecon Award winner in the “BestDistance Education Program, K-12” category by the United States Distance Learning Association. Morerecently, the Geonauts program was recognized when NAU, Grand Canyon Association, and Grand CanyonNational Park Service were named winners of the 1996 National Park Foundation Award for PartnershipLeadership in Education and Interpretation. NAU, in partnership with Oklahoma State University, is also apast recipient of grant awards from the U.S. Department of Education’s prestigious Star Schools program,which provided funding for the Geonauts program and a variety of projects designed to increase access toeducational services and resources.

In the fall of 1997, Educational Systems Programming was integrated into the Institute for Learning andTechnology (TILT) at NAU. At this point the decision was made to create a videotape series based on theyears of live-broadcast experience of the Program. Instruction was specifically designed to meet the needsand interests of students in the identified grade levels utilizing the latest in educational theory andbroadcast technology.

In 1998, Educational Systems Programming was reestablished as an independent entity within NAU. It isonce again at work in creation and production of new programs to provide a resource for the transformationof learning and teaching through the integration of student-centered instructional development andinformation technologies applications.

Payment by Credit Card:Mark one: VISA Mastercard

Cardholder's Name (as it appears on the card):

Card Account No.: Card Expiration Date (month/year):

Cardholder's Signature:

Elementary Spanish Order Formfor Thematic Units 1-5 and 6-10

FOR MORE INFORMATION: 800-628-6266 [email protected] http://jan.ucc.nau.edu/ES

Programs:• The award-winning Elementary Spanish for Grades 1-2, Grades 3-4, and Grades 5-6 programming from Northern Arizona University

(NAU) includes three separate programs, each of which has a two-year curriculum organized by thematic units. Instruction is on videotape, supported by extensive teacher’s guides, plus optional student workbooks, CD-ROMs, and audio cassettes with sheet music.

• The curriculum is designed specifically to successfully accommodate both continuing and entering students at the start of either set of thematic units in each program. Enroll students in the program which will correspond to their grade level.

• Teachers: read the Welcome Letter and Program Preview in the teacher’s guide before beginning lessons.• Programming is also available on the Universityhouse Channel #9411 on the DISH Network. This requires a different order form.

Shipping:• Orders received by June 30 will be shipped 3-day FedEx during the third week of August.• Orders received later than June 30 may require from four to six weeks for delivery.• We ship directly to the "Ship To:" address given on Page 2. Please complete all sections of our Order Form.

Purchasing schools hold the site license rights.

Special Discounts:• Early Bird Registration Discount: place your order by June 30 and receive a 5% discount.

Payment:• Payment may be made by purchase orders, school checks, or credit cards.

FAX OR MAIL YOUR ORDER TO:• Complete page one. Complete page two for EACH purchasing school. • Return order forms with PO/credit card information.• Fax your order to: 928-523-0057• Mail your order to: Elementary Spanish Program

Northern Arizona UniversityP.O. Box 5751Flagstaff, AZ 86011-5751

Ordered By: Bill To:Name: Name:

Title: Title:

District/School: District/School:

Address: Address:

City: City:

State: Zip: State: Zip:

Phone: Fax: Phone: Fax:

E-mail (optional): Purchase Order No. (attach PO):

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(Be sure to send us the completed order forms, in order to process your order in a timely manner.)

Elementary Spanish Order Form for Thematic Units 1-5 and 6-10

Ship To:Name: Title:

School: District:

Ship to (NO PO Boxes):

City: State: Zip:

Phone: Fax: E-mail:

(This page is required to credit the site license for each purchasing school. We will ship here unless you direct us to ship elsewhere. If so, please advise.)

Product Item Qty Item Qty Price per Item Total AmountGrades 1-2Elementary Spanish Thematic Units* Units 1-5 _____ Units 6-10 _____ $ 1,000 ______________

Additional set of videotapes Units 1-5 _____ Units 6-10 _____ $ 250 ______________

Additional ES teacher’s guides Units 1-5 _____ Units 6-10 _____ $ 35 ______________

ES student workbooks Units 1-5 _____ Units 6-10 _____ $ 8 ______________Student activity sheets from teacher’s guide

Grades 3-4Elementary Spanish Thematic Units* Units 1-5 _____ Units 6-10 _____ $ 1,000 ______________




Grades 5-6Elementary Spanish Thematic Units* Units 1-5 _____ Units 6-10 _____ $ 1,000 ______________




All Grade LevelsES Gr. 1-6 CD-ROM for Mac/Windows Units 1-5 _____ Units 6-10 _____ $ 30 ______________ES Gr. 1-6 Units 1-10 Audiocassette and Songbook ts15 _____ Units 6-10 _____ $ 25 ______________

Includes booklet with research into music & learning songs, activities, songs & translations, plus sheet music for piano & guitar

*Includes school site license fee, one set of videotapes, and one teacher’s guide with blackline masters for Units 1-5 or Units 6-10.

Subtotal:

Early Bird Discount -5%:(Only If Ordered by June 30th)

Shipping & Handling: S&H is 8% of subtotal. Any special shipping fees will be added to invoice.

Reorders: Add $8.00 handling fee in addition to S&H.

TOTAL AMOUNT:

• Mexican Holiday Video Series (Volumes 1-3) (for general audience; includes resource booklets) • Volume 1 El Día de los Muertos en Pátzcuaro y Janitzio (All Souls’ Day in Patzcuaro and Janitzio) • Volume 2 Luz y colorido: La Navidad en la Ciudad de México (Light and Color: Christmas in Mexico City) • Volume 3 La Pascua en Iztapalapa (Easter in Iztapalapa)

• Weekend in Mexico City (for Grades 1 - 4)

Product: Unit Price: Total:Quantity:

$ 109.95

$ 39.95

$ 39.95

$ 39.95

$ 21.95

Subtotal:

Shipping & Handling: Ten dollars for the first videotape; add one dollar for each additional videotape ordered.

Rates apply to continental United States. Any special shipping fees will be added to invoice.

TOTAL AMOUNT:

FAX OR MAIL YOUR ORDER: 928-523-0057 Elementary Spanish Program Northern Arizona University PO Box 5751 Flagstaff, AZ 86011-5751

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FOR MORE INFORMATION:Call: 800-628-6266 (only schools/districts)

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