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spanish Essay

ELEMENTARYCURRICULUM PROJECTThird Grade – Topics (Last Updated: Aug 1, 2010) Names / Greetings / Numbers / Alphabet (4 lessons) Weather / Seasons (4 lessons; 2 extra lessons) Pastimes (4 lessons) Family (2 lessons) Animals (7 lessons) Body and Five Senses (3 lessons) Four Elements (1 lesson) Planets (4 lessons) Calendar: Days / Months / Dates (1 lesson) Extra:10. House 11. City (includes review of Seasons plus sports terminology) 12.

Market 13. Signs / Maps / Directions / Location Author Mrs. E ThompsonTopic: Names / Greetings / Numbers / Alphabet(Last Updated: July 18, 2006) Objectives:Note: This topic is repeated from previous grades. More or less time should be spent on each subtopic, depending on background of students, and math calculations can be increased as students master the numbers. Students will be able to understand and use ? Se llama ____? and ?Me llamo___? , “Muy bien, gracias”, “Adi?s”. (This should be review from earlier years) Students will understand and respond appropriately to: “?C?mo se llama?”, “?C?mo te llamas?”, “Muchas gracias”.

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Students will be able to greet people with: “Buenos d?as”, “?C?mo est?s?” Students will be able to see, hear, and say numbers 0-20. Students will understand “m?s”, “menos”, “son”. Students will understand and respond to: “?Cu?nto cuesta?” Students will carry out math calculations: addition, subtraction, multiplication (if this has been covered in English) Students will be introduced to the alphabet in Spanish Topic: Weather / Seasons (Last Updated: July 18, 2006) Objectives:Students will be introduced to el tiempo. Students will use appropriately: “hace fr?o/calor/buen tiempo/mal tiempo “. Students will use appropriately: hay sol/lluvia/nieve/viento/nubes. Students will use ?Qu? tiempo hace? Students will compare weather in Duluth and different parts of the Spanish-speaking world.

Students will understand a story about the weather. Students will learn the four seasons: primavera, verano, oto?o, invierno Students will associate weather with each season Students will learn the differences in connections between timing of seasons in northern and southern hemispheresTopic: Pastimes (Last Updated: June 23, 2006) Objectives:Students will learn about different pastimes that are popular in Spanish-speaking countries (f?tbol & m?sica: tango/flamenco) Students will understand f?tbol vocabulary: f?tbol, pelota, jugador, equipo; aficionado, gol, golero, cancha; mirar, jugar Students will learn active vocabulary: me gusta; S?; No, no Students will respond appropriately to the following expressions: jueguen con la pelota; d?nle con el pie; tiren la pelota; agarren la pelota; ?gol! Students will understand: Eres/Soy aficionado de . . .

. Students will learn about two types of music and dancing that are popular in the Spanish-speaking world: flamenco, tango Students will locate on map where this music is popular Students will understand dance and music vocabulary: m?sica, flamenco, tango, guitarra, viol?n, bandone?n, bailar, escuchar, tocar, cantar Student will understand different pastime activities: leer, correr, nadar, saltar, jugar, mirar televisi?n, cantar, caminar, tocar m?sica Student will be able to say what s/he does: Leo, corro, nado, salto, miro televisi?n, canto, camino, toco m?sica; juego Students will review alphabet through spelling of wordsTopic: Family (Last Updated: June 23, 2006) Objectives:Students will understand the following terms: la familia, el padre, la madre, el hermano, la hermana, el abuelo, la abuela Students will identify these people in pictures of families: “Es . . . .

” Students will tell people’s names: “Se llama. . . “, “Me llamo.

. . ” Students will be able to say how many people there are in their family: “Somos + #” Students will plot the number of family members among their classmates Students will describe activities of people: baila, toca m?sica, cocina, come Students will look understand family activities/members in Mexican family Topic: Animals (Last Updated: July 12, 2006) Objectives:Students will understand how animals move (caminan, vuelan, nadan, corren; r?pido, lento) and different places for animals to live (casa, jard?n, granja, mar, bosque tropical, zool?gico) Students will identify where animals live Students will be able to say: “Vive en. . . “, “Come.

. . “, “Es grande/peque?o”, “Es anfibio/. . . ” Students will identify animals of Spanish-speaking world: loro, quetzal, c?ndor, tuc?n, coqu?, jaguar, toro, llama, urraca Students will identify other animals: gato, caballo, vaca, pato, cerdo/chancho, perro, mariposa, abeja, ara?a, rat?n, conejo, ardilla, serpiente, p?jaro, rana, pez, caballo de mar, gaviota, cangrejo, tortuga, tibur?n, pulpo, cerdo, burro, gallina, pavo, oveja, cocodrilo, elefante, le?n, buho, oso, mono Students will listen to and understand stories about animals Students will understand vocabulary related to butterflies: patas, alas, antenas, mariposa, huevos, oruga, masticar, morder, piel, crecer, comer, insectos, hojas, pupa, volar, n?ctar Students will view pictures of butterflies of the Spanish-speaking world Students will learn sounds made by different animals Students will classify animals by kind: anfibio, ave, mam?fero, reptil Students will understand “animal vertebrado” Topic: Body and Five Senses (Last Updated: July 14, 2006) Objectives:Students will identify the following parts of the body: cabeza, pelo, ojos, orejas, o?do, nariz, boca, lengua, dientes, labios, nuca, hombros, brazos, manos, dedos, pecho, barriga/est?mago, piernas, rodillas, pies, dedos; time permitting, cintura, barbilla) Students will identify the parts of the body used in the five senses (o?do, nariz, lengua, mano, ojo) Students will understand and identify the terms for the five senses: o?r, oler, saborear, tocar, ver; oigo, huelo, saboreo, toco, veo Students will understand adjectives which describe their world: duro/suave/?spero/peludo/espinoso, fuerte/bajo, dulce/amargo, grande/peque?o, bien/mal Students will associate activities they do with appropriate body partsTopic: Colors (Last Updated: July 14, 2006) Objectives:Given a color word in Spanish, students will point to a specific object of that color (rojo, amarillo, verde, caf?, blanco, anaranjado, negro, azul, gris, p?rpura/morado).

Topic: Physical Responces and Vocabulary(Last Updated: July 17, 2006) Objectives:Students will physically respond to simple directions: Lev?ntate, Si?ntate, Formen una l?nea/un c?rculo, Levanta la mano, Manos abajo, Ojos aqu?, Boca cerrada, Escuchen, Repitan, P?salo, D?melo When given two vocabulary choices (??Es _______ o _________?”), OR when asked to point to a picture, students will correctly identify certain animals (abeja, oveja, tortuga, gusano, oso, tigre, tibur?n), schoolroom vocabulary (bandera, tijeras, papel, l?piz), travel vocabulary (monta?a, valle, calle, tren, avi?n, autob?s, cami?n, barco), food vocabulary (helado, hamburguesa, tomate, chocolate, lechuga, fresas, leche, manzanas, uvas, naranjas). Topic: Calendar: Days / Months / Dates(Last Updated: July 18, 2006) Objectives:Students will hear and use the days, months of the year: lunes, martes, mi?rcoles, jueves, viernes, s?bado, domingo; enero, febrero, marzo, abril, mayo, junio, julio, agosto, septiembre, octubre, noviembre, diciembre Students will review the seasons: primavera, verano, oto?o, invierno Students will practice writing dates: el + # de + month Students will connect months to appropriate season, in N. and S. Hemispheres Topic: House (Last Updated: September 22, 2005) Objectives:Students will hear, see and use terms of the house: la casa, el apartamento, la ciudad, el campo, el palacio; el cuarto de ba?o, la sala, el dormitorio, la cocina, el s?tono, el garaje, la primera planta, la planta baja, el ?tico. Students will understand vocabulary for items associated with each room.

Students will understand and use: “?Cu?nto cuesta (por mes)?”, “Cuesta . . . ” Students will hear and respond to: “?Cu?nto cuesta (por mes)?”, ??De que cuarto es?? Students will create and present an ad for housing. Students will draw and label a representation of their house. Topic: City (Last Updated: July 13, 2006) Objectives:Students will hear and use the terms: la ciudad, la plaza, el calle, el mercado, el puente, la fuente, el parque, la glorieta, el estadio, el museo, el cuadro, la escultura Students will associate/compare these city structures with similar structures in their own town.

Students will understand and respond accordingly to: “?C?mo es?”, “?Cu?ndo se usa?” Students will use descriptive frases: “Es grande/bonito”. Students will talk about when they are used: “Se usa en el invierno/la primavera/el verano/el oto?o/todas las estaciones”. Students will take a virtual tour of museums from the Spanish-speaking world Students will talk about art works they like: “Me gusta. . .

“Topic: ClothingObjectives:Students will recognize items of clothing: falda, pantalones, camisa, camiseta, calcetines, sombrero/gorra/gorro, vestido, guantes, gafas de sol, botas, pantalones cortos, bufanda.

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spanish Essay
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ELEMENTARYCURRICULUM PROJECTThird Grade - Topics (Last Updated: Aug 1, 2010) Names / Greetings / Numbers / Alphabet (4 lessons) Weather / Seasons (4 lessons; 2 extra lessons) Pastimes (4 lessons) Family (2 lessons) Animals (7 lessons) Body and Five Senses (3 lessons) Four Elements (1 lesson) Planets (4 lessons) Calendar: Days / Months / Dates (1 lesson) Extra:10. House 11. City (includes review of Seasons plus sports terminology) 12. Market 13. Signs / Maps / Directions / Location A
2021-08-25 10:47:09
spanish Essay
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