Distance Learning
1st Grade
NUEVOS AMIGOS
First Grade Spanish
Distance Learning Program
Contents
Bienvenidos, NUEVOS AMIGOS !
Teaching a World Language in First Grade
The Goals of NUEVOS AMIGOS
The Objectives of NUEVOS AMIGOS
Program Design/Video Viewing Strategies/
What is Distance Learning?
Letter to Parents
Certificate of Completion for Students
How to implement the Spanish Program
Spanish Word Wall/Spanish Journal
Heritage Speaker/Spanish Fiesta
Instructions for Assessments
Student Progress Chart: Rubric
Script for Assessment of Unit 1
Unit 1 Assessment
Script for Assessment of Unit 2
Unit 2 Assessment
Unit 1 Vocabulary
Unit 2 Vocabulary
Overview of Program: Lessons 1-20
Lessons #1-20
Pages
2
3
4
5
6
7
8
9
10
11
12
13
14-15
16-18
19-20
21-22
23-28
29-34
35-38
39
Connections
* aprender to learn
* estudiar to study
* subir to climb
* caminar to walk
* decir to say
Program Design
The program is divided into two units based on the stories Little Red Riding Hood
in Unit 1 and Jack and the Beanstalk in Unit 2. Each unit consists of a review and
an assessment. There is also a theme to every lesson with a new verb being
introduced. A cultural lesson and arts and crafts activity is also included in every
lesson.
CH
F G
Ll
rr
W X
Spanish Journal
(1) Students may use a notebook, spiral, folder or stapled paper.
(2) Cover should have name of student and title: My Spanish Journal.
Name
My
Spanish Journal
10
Heritage Speakers
Students whose native language is Spanish can definitely enhance the program by
providing many assets such as:
11
12
Comment: ______________________________________
2. Listens and repeats.
Comment: ______________________________________
3. Sings along with videotape.
Comment: ______________________________________
4. Sings along with the class.
Comment: ______________________________________
5. Responds to commands appropriately.
Comment: ______________________________________
6. Answers non-personal questions.
Comment: ______________________________________
7. Answers personal questions.
Comment: ______________________________________
8. Participates in classroom activities.
Comment: ______________________________________
9. Is willing or volunteers to speak Spanish.
Comment: ______________________________________
10. Writes and draws in Spanish journal.
Comment: ______________________________________
13
14
I will call out a tener expression three times that shows how someone is feeling.
Listen carefully, circle the letter and go back and check your answer.
Tengo sueo. Tengo sueo. Tengo sueo.
Question #6: Foods and Meals
Teacher: Place your pencil on number 6. There are three pictures of meals. We
have learned the names for the three meals: breakfast, lunch and dinner. You are
to circle the letter next to the group of foods that make up the meal. Listen
carefully to the meal that I will call out and remember look for the correct group of
foods that are eaten at the meal.
el desayuno el desayuno el desayuno
Question #7: Colors and Shapes
Teacher: Place your pencil on number 7. There are three pictures of the shapes.
You are to circle the shape that I call out in Spanish.
crculo crculo crculo
Question #8: Numbers
Teacher: Place your pencil on number 8. Do you remember how do count from 1-20
in Spanish? I will call out an number in Spanish, and you are to circle the letter
next to the number. Listen carefully.
15 15 15
Question #9: Clothes and Items
Teacher: Place your pencil on number 9. We have learned the different names for
clothes in Spanish. I will ask you to circle the number next to the picture of the
name of the clothes item that I will call out. Listen carefully.
la caperuza la caperuza la caperuza
Question #10: Verb and Sentence
Teacher: Place your pencil on number 10. We have sung a NUEVOS AMIGOS
Theme Song. Each time we have sung the song we have used a sentence. I will say
the sentence, and you will circle the letter next to the picture that shows the
action of the sentence. Listen carefully.
Me gusta contar los nmeros.
Me gusta contar los nmeros.
Me gusta contar los nmeros.
Extra Credit: Verbs
Teacher: Write or draw a verb in Spanish, and you may also draw a picture.
15
NUEVOS AMIGOS
UNIT 1 ASSESSMENT
Nombre: ______________________
Fecha: _______________________
A. Cmo ests t?
1.
Quin es la hermana?
A.
B.
C.
4.
A.
B.
A.
C.
Tengo sueo.
5.
A.
6.
A.
B.
C.
el desayuno
B.
C.
el crculo
7. A.
C.
quince
8.
A.
9.
B.
A.
C.
B.
la caperuza
B.
C.
10.
B.
1234
5
C.
Extra Credit: Write a verb in Spanish and you may also draw a
picture.
19
20
Nuevos Amigos
Unit 2 Assessment
Cul quieres comprar?
A. el gallo
C. el perro
veintitrs
B.
A.
B. el caballo
1st Grade
C.
C. jueves
B. mircoles
Hace sol.
C. martes
Qu tiempo hace?
Hace fro.
Hace viento.
elefante
A.
B.
C.
(page 1)
Nuevos Amigos
Unit 2 Assessment
A.
B.
C.
opposite of rpido
A. despacio
B. abierto/a
C. cerrado
(page 2)
la mesa
A. prate
B. sintate
C. vyase
Qu hora es?
Son las ocho de la maana.
A.
B.
C.
10
A.
B.
1st Grade
C.
23
la ta aunt
el primo male cousin
la prima female cousin
el abuelo grandfather
la abuela grandmother
Quin es? Who is this?
Es mi (family member). This is my (family member).
Quines son? Who are these?
Son mis (family members). These are my (family members)
La cultura hispana: Explain what an el rbol de vida or tree of life is.
Artesana: Make an rbol de vida.
Lesson 3: Parts of the Face
Objective: Students will learn how to identify parts of the face in Spanish.
Verb and Sentence: mirar to look at
Me gusta mirar mi cara.
I like to look my face.
Vocabulary Review:
la cabeza head
las manos hands
Vocabulary:
la cara face
el ojo eye
la nariz nose
la boca mouth
los dientes teeth
los labios lips
las orejas ears
el cabello - hair
la lengua tongue
la mejilla cheek
La cultura hispana: Talk about animal masks from Mxico.
Artesana: Make an animal mask.
Lesson 4: The Five Senses
Objective: Students will learn how to identify the five senses in Spanish.
Verb and Sentence: oler to smell
Me gusta oler las flores.
24
25
26
blanco - white
rosado pink
oro - gold
el cuadrado square
el crculo circle
el valo oval
el rectngulo rectangle
el tringulo triangle
la estrella star
la media luna half moon
La cultura hispana: Give the history of the Mayan pyramid Chichn Itz.
Artesana: Build a replica of Chichn Itz.
Lesson 8: Numbers
Objective: Students will learn numbers from eleven through twenty.
Verb and Sentence: contar to count
Me gusta contar los nmeros.
I like to count the numbers.
Review:
uno - one
dos - two
tres - three
cuatro four
cinco - five
seis - six
siete - siete
ocho - eight
nueve - nine
diez ten
Vocabulary:
once - eleven
doce - twelve
trece - thirteen
catorce - fourteen
quince - fifteen
diecisis -sixteen
diecisiete - seventeen
dieciocho - eighteen
27
diecinueve - nineteen
viente - twenty
ms o menos more or less
La cultura hispana: Give the history of Spanish language.
Artesana: Make a flag of Spain.
Lesson 9: Clothes and Items
Objective: Students will learn the names for the clothing item names in Spanish.
Verb and Sentence: vestir to dress
Me gusta vestir como Caperucita Roja.
I like to dress like Little Red Riding Hood.
Review:
los pantalones pants
el vestido dress
la camisa shirt
los calcetines socks
los zapatos shoes
el pijama pajamas
Vocabulary:
De qu color es/son? What color is it? or What color are they?
Es/son (color). It is (color). Or They are (color).
La cultura hispana: Talk about the China Poblana costume.
Artesana: Make a bread dough ornament.
Lesson 10: Puppet play Little Red Riding Hood
Objective: Students will view the video of the puppet play of Little Red Riding
Hood.
28
29
veintiuno twenty-one
veintids twenty-two
veintitrs twenty-three
veinticuatro twenty-four
veinticinco twenty-five
veintisis twenty-six
veintisiete twenty-seven
veintiocho twenty-eight
veintinueve twenty-nine
treinta - thirty
La cultura hispana: Learn about the Aztec calendar.
Artesana: Make an Aztec necklace.
Lesson 13: The Calendar
Objective: Students will learn how to read the calendar in Spanish.
Verb and Sentence: escribir to write
Me gusta escribir la fecha.
I like to write the date.
Review:
lunes - Monday
martes - Tuesday
mircoles - Wednesday
jueves - Thursday
viernes - Friday
sbado - Saturday
domingo Sunday
Months:
enero - January
febrero - February
marzo - March
abril - April
mayo - May
junio - June
julio - July
agosto - August
septiembre - September
octubre - October
noviembre - November
30
diciembre December
Vocabulary:
Cul es la fecha de hoy? Whats todays date?
Hoy es el (date) de (month), - Today is (month) (date).
Qu da fue ayer? What day was it yesterday?
Ayer fue (day). Yesterday was (day).
Qu da es hoy? Whats today?
Hoy es (day). Today is (day).
Qu da ser maana? What day will it be tomorrow?
Maana ser (day). - Tomorrow will be (day).
Cul es la fecha de tu cumpleaos? When is your birthday?
Mi cumpleaos es el (date) de (month). My birthday is the (date) of (month).
La cultura hispana: Learn about the Festival of San Fermn in Pamplona, Spain.
Artesana: Make a pandereta or tambourine.
Lesson 14: The Weather
Objective: Students will learn how to say the weather expressions in Spanish.
Verb and Sentence: nadar to swim
Me gusta nadar en el verano.
I like to swim in the summer.
Review Vocabulary:
el otoo - Fall
el invierno - Winter
la primavera - Spring
el verano - Summer
Vocabulary:
la nube cloud
el sol sun
el viento wind
Hace sol. It is sunny.
Hace calor. It is hot.
Hace fro. It is cold.
Hace mal tiempo. It is bad weather
Hace buen tiempo. It is good weather.
Hace viento. It is windy.
Qu tiempo hace? What is the weather like?
La cultura hispana: Give the origin of a palo de lluvia or a rainstick.
Artesana: Make a palo de lluvia or a rainstick.
31
32
la mesa table
La cultura hispana: Give information on sunflowers.
La Artesana: Make a girasol or sunflower book.
Lesson 17: Opposites
Objective: Students will learn that words that are opposites.
Verb and Sentence: subir to climb
Me gusta subir la escalera.
I like to climb the stairs.
Vocabulary:
abierto open
cerrado shut
derecho/a right
izquierdo/a left
pobre poor
rico/a rich
malo/a bad
bueno good
rpido fast
despacio slow
La cultura hispana: Talk about raspas or snowcones.
La Artesana: Make a raspa or a snowcone.
Lesson 18: Commands and Action Verbs
Objective: Students will learn how to say commands and action verbs.
Verb and Sentence: caminar to walk
Me gusta caminar a la casa. I like to walk to the house.
Vocabulary Review:
perdn forgive me
por favor please
De nada/por nada/no hay de qu youre welcome
gracias thank you
Vocabulary:
ensame show me
dame give me
trame bring me
camina walk
corre run
33
vyase go away
toca to touch and knock at the door
cuenta count
sintate sit down
prate stand-up
colorea - color
La cultura hispana: Give the origin of the mariachi.
La Artesana: Make a mariachi s vest.
Lesson 19: Time
Objective: Students will learn how to read time in Spanish.
Verb and Sentence: decir to say
Me gusta decir la hora.
I like to tell time.
Vocabulary:
el reloj clock
la hora hour
la maana morning
la tarde afternoon
la noche night
Qu hora es? What time is it?
Es la una de la (time of day). It is one in the (time of day).
Son las (time) de la (time of day). It is (time) in the (time of day).
La cultura hispana: Give the origin of merengue music and talk about a giro.
Artesana: Make a giro or a wooden percussion instrument.
Lesson 20: Puppet play of Jack in the Beanstalk
Objective: Students will view puppet play in Spanish of Juan y los frijoles
mgicos.
34
35
36
37
2.
3.
4.
5.
38
NUEVOS AMIGOS
First Grade Spanish
Distance Learning Program
39
Lesson 1:
1st Grade
NUEVOS
AMIGOS
1
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies
1.15A, 1.2A
Fine Arts
Music: 1.2B,
1.5A
Art: 1.3
NUEVOS
AMIGOS
N-U-E-V-O-S A-M-I-G-O-S
NUEVOS AMIGOS, NUEVOS AMIGOS
Ra! Ra! Ra!
N-U-E-V-O-S A-M-I-G-O-S
NUEVOS AMIGOS, NUEVOS AMIGOS.
Ra! Ra! Ra!
Verb: saludar to greet someone
Sentence: Me gusta saludar a NUEVOS AMIGOS.
I like to greet New Friends.
1st Grade
NUEVOS
AMIGOS
CHEER:
NUEVOS
AMIGOS
THEME
SONG:
NUEVOS
AMIGOS
For Your
Information:
Lesson 4:
4. oler to smell
Me gusta oler las flores.
I like to smell the flowers.
1st Grade
Lesson 5:
5. celebrar to celebrate
Me gusta celebrar los cumpleaos.
I like to celebrate birthdays.
Lesson 6:
6. comer to eat
Me gusta comer la comida rica.
I like to eat delicious food.
Lesson 7:
7. dibujar to draw
Me gusta dibujar las formas.
I like to draw shapes.
Lesson 8:
8. contar to count
Me gusta contar los nmeros.
I like to count numbers.
Lesson 9:
9. vestir to dress
Me gusta vestir como la Caperuza.
I like to dress like Riding Hood.
Lesson 11:
11. comprar to buy
Me gusta comprar los animales.
I like to buy animals.
Lesson 12:
12. sumar to add
Me gusta sumar los nmeros.
I like to add numbers.
NUEVOS
AMIGOS
Suggestions:
1. Make a Verb
Book. The
verb in the
infinite form and
the patterned
sentence may
be used. Use
all the verbs
learned in
Unit 1 by having
students either
illustrate the
action of the
verb or
photographs may
be taken of
students posed in
an action.
2. Students may
play charades
and guess which
verb is being
acted out.
Lesson 13:
13. escribir to write
Me gusta escribir la fecha.
I like to write the date.
Lesson 14:
14. nadar to swim
Me gusta nadar en el verano.
I like to swim in the summer.
1st Grade
Lesson 15:
15. aprender to learn
Me gusta apender las vocales.
I like to learn vowels.
NUEVOS
AMIGOS
Lesson 16:
16. estudiar to study
Me gusta estudiar el espaol.
I like to study Spanish.
Lesson 17:
17. subir to climb
Me gusta subir los escalones.
I like to climb stairs.
Lesson 18:
18. caminar to walk
Me gusta caminar a la casa.
I like to walk to the house.
Lesson 19:
19. leer to read
Me gusta leer libros.
I like to read books.
Review: Students may sing the Buenos das Song and act
out the following dialogues to review greetings in Spanish.
Greetings of buenos das, buenas tardes and buenas noches.
1st Grade
NUEVOS
AMIGOS
*Ask a teacher
or an adult.
Suggestions:
1. Students may
take turns going
in front of the
class to say the
dialogue, and they
may also use a
puppet.
2. Students may also
practice saying
dialogue to a
friend from a
bilingual class.
Dialogue 2:
Student #1:
t?
Student #2:
Student #1:
Student #2:
Student #1:
Dialogue 3:
Student #1:
t?
Student #2:
Student #1:
Student #2:
Student #1:
NUEVOS
AMIGOS
Dialogue 1:
(English version)
Student #1: Good morning, ________. How are you?
Student #2: Very well, thank you. And you?
Student #1: Very well, thank you.
Student #2: Goodbye.
Student #1: See you later.
Dialogue 2:
(English version)
Student #1: Good afternoon, _________. How are you?
Student #2: Very well, thank you. And you?
Student #1: Very well, thank you.
Student #2: Goodbye.
Student #1: See you soon.
Dialogue 3:
(English version)
Student #1: Good evening, __________. How are you?
Student #2: Very well, thank you. And you?
Student #1: Very well, thank you.
Student #2: See you later.
Student #1: Goodbye.
1st Grade
(With an amigo/a)
Student #1: (Knock twice on the door.) Tan, Tan.
Student #2: (Answers from behind the door.) Quin es?
Student #1: (Answers from behind the door.) Soy yo.
Student #1: (Opens the door.) Pase usted.
Student #2: Hola, ____________. Cmo ests?
Student #1: Hola, ____________. Muy bien, gracias. Y
t?
Student #2: Muy bien, gracias.
Student #1: Adis.
Student #2: Hasta luego, ______.
NUEVOS
AMIGOS
Suggestions:
1. Students may use
an actual door or
pretend to make
knocking sound.
2. Students may also
translate names
into Spanish.
1st Grade
La cultura:
Students will have the opportunity to explore the cultural
traditions of the Spanish speaking countries. There are twenty
Spanish-speaking countries. Students will learn how to say the
name of the country in Spanish and find the location of the
country on the globe.
Ask the students what country they would like to visit and
learn about. If the students would like to find out more
information about these countries, they can e-mail me at
nuevosamigos@dallasisd.org.
NUEVOS
AMIGOS
Materials:
1. Globe
2. Computer
1st Grade
Materials:
1. Scissors
2. Gluestick
3. Construction
paper
4. Markers
5. Ruler
6. Spiral
notebook with
150 pages
NUEVOS
AMIGOS
Materials:
1. Poster
2. Markers
3. Stapler
4. Masking tape
5. Scissors
6. Gluestick
7. Vocabulary
Blackline
Master
Assessment:
1. Word Wall: Have the students place the Spanish vocabulary
on the Word Wall.
2. Journal Writing: Have the students write greetings and
farewells in Spanish.
3. Role-playing: Have the students role-play the conversation
dialogues.
1st Grade
10
Activity #1:
Learn the cheer NUEVOS
AMIGOS CHEER and the
song NUEVOS AMIGOS
THEME SONG.
La cultura:
Students will have
the opportunity to
explore the cultural
traditions of the
Spanish speaking
Review Greetings:
countries. Students
Sing the Buenos Das Song. will learn the name
Have the students role- play of the country in
Spanish and find the
dialogues.
location of the
Activity #2:
country on the globe.
Have the students say the
Artesana:
Tan, tan rima.
Students will learn
Translate names:
about a country by
Have the students translate making what the
or select a name in Spanish. people make
everyday: an rbol
*Refer to pages 2.2-2.6.
de vida, a chocolate
drink from Mexico, a
magical mask, a
Mayan pyramid and
the Spanish flag.
In this lesson, the
Materials:
Poster, makers, stapler,
masking tape, scissors,
gluestick and vocabulary
blackline master.
Spanish Journal:
Have students make
or bring a notebook
to practice writing in
their Spanish
vocabulary.
Spanish Word Wall:
The Spanish Word
Wall is used to show
all the new
vocabulary the
students have
learned.
English
Abraham
Adolph
Alexander
Andrew
Anthony
Arthur
Boys Names
Spanish
Abrahn
Adam
Adolfo
Albert
Alejandro
Alfred
Andrs
Angel
Antonio
Arnold
Arturo
Bartholomew Bartolom
Benjamin
Benjamn
Calvin
Cecil
Claud
Calvino
Cecilio
Claudio
Basil
Bernard
Adn
Alberto
Alfredo
ngel
Arnaldo
Basilio
Bernardo
Charles
Carlos
Christopher Cristiano,
Daniel
Dennis
Donald
Daniel
Dionisio
Donaldo
David
Dominic
Edmund
Emil
Edmundo
Emilio
Edward
Henry
David
Domingo
Eduardo
Enrique
Ernesto
Eugenio
Steven
Esteban
Fabian
Francis
Faban
Francisco
Ferdinand
Frederick
Ferdinando
Federico
Gabriel
Gilbert
William
Gabriel
Gilberto
Guillermo
Gerard
Gregory
Gerardo
Gregorio
Horacio
Herbert
Hugo
Herberto
Hugo
Horace
Ignacious
Ignacio
Isadore
Isadoro
James
Joshua
Jaime
Josu
Joseph
Julius
Jos
Julio
Leon
Lorenzo
Louis
Len
Lorenzo
Luis
Leonardo
Lucas
Leonardo
Lucas
Mark
Michael
Mark
Miguel
Manuel
Matt
Nathan
Natn
Nicholas
Manuel
Mateo
Nicols
Oscar
Paul
Peter
Pablo
Pedro
Patrick
Patricio
Ralph
Raul
Robert
Roger
Reuben
Rafael
Ral
Roberto
Rogelio
Rubn
Raymond
Richard
Roderick
Roland
Raimundo
Ricardo
Rodrigo
Rolando
Samuel
Simon
Samuel
Simn
Saul
Saul
Timothy
Timiteo
Thomas
Toms
Victor
Victor
Vincent
Virgil
Vicente
Virgilio
Wilfred
Wilfredo
Alberta
Alice
Ann
Alberta
Alicia
Ana
Andrea
Anita
Andrea
Anita
Angela
Antonia
Brbara
Betty
Bertha
Brbara
Belita
Berta
Beatrice Beatriz
Bernardine Bernardina
Carla
Carmen
Cecilia
Claudia
Connie
Carla
Carmen
Cecilia
Claudia
Corina
Charlotte
Caroline
Clara
Constance
Cristine
Carlota
Carolina
Clara
Contancia
Cristina
Deborah
Dbora
Dolores
Dolores
Elise
Elisa
Ellen
Elena
Elizabeth Isabel
Elsa
Elsa
Emily
Emilia
Emma
Estelle
ngela
Antonia
Ema
Estela
Ester
Eva
Eugenia
Eugenia
Frederica Federica
Frances
Francisca
Harriet
Enriqueta
Hope
Kathleen
Catalina
Gloria
Gloria
Grace
Graciela
Inez
Ins
Irene
Irene
Joan
Juana
Leonor
Linda
Lucy
Louise
Leonor
Linda
Luca
Luisa
Josephine Josefa
Judith
Judit
Laura
Lydia
Lola
Lucinda
Victoria
Violet
Virginia
Laura
Lidia
Lola
Lucinda
Esperanza
Victoria
Violeta
Virginia
Magdelena
Mara
Matilde
Minerva
Olga
Olga
Patricia
Prudence
Patricia
Prudencia
Margaret
Mary Ann
Mercedes
Pauline
Margarita
Mariana
Mercedes
Paula
Rachel
Roberta
Raquel
Roberta
Rebecca
Rose
Rebeca
Rosalia
Sarah
Sophie
Sara
Soa
Sylvia
Susan
Silvia
Susana
Terese
Teresa
Toni
Tonia
Mary Ann
Ana Mara
es?
es?
amigo/a.
Cmo te llamas?
Student #2: (Answers from behind the door.)
Me llamo ___________.
Student #1: (Opens the door.) Pase usted.
Student #2: Hola, ____________. Cmo ests?
Student #1: Hola, ____________. Muy bien, gracias.
Y t?
Student #2: Muy bien, gracias.
maestra/maestro.
Student #1: (Answers from behind the door.)
Cmo se llama?
Adult #2: (Answers from behind the door.)
Me llamo ___________.
Student #1: (Opens the door.) Pase usted.
Adult #2: Hola, ____________. Cmo ests?
Student #1: Hola, ____________. Muy bien, gracias.
Y usted ?
Student #2: Muy bien, gracias.
es?
maestra/maestro.
Student #1: (Answers from behind the door.)
Cmo se llama?
Adult #2: (Answers from behind the door.)
Me llamo ___________.
Student #1: (Opens the door.) Pase usted.
Adult #2: Hola, ____________. Cmo ests?
Student #1: Hola, ____________. Muy bien, gracias.
Y usted ?
Student #2: Muy bien, gracias.
Adult #1: Adis, ______
Student #2: Hasta luego, ________.
Nuevos Amigos
Grade 1
Cmo te llamas(t)?/
Cmo se llama(usted)?
Me llamo ________
saludar
Me gusta saludar a
nuevos amigos.
Lesson 2:
Family Members
NUEVOS
AMIGOS
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies
1.15A
Fine Arts
Music: 1.2B
Art: 1.3
1st Grade
Masculine
Definite Articles
Singular: el
Plural: los
Indefinite Articles
Singular: un
Plural: unos
Feminine
Definite Articles
la
las
Indefinite Articles
una
unas
FYI:
11
NUEVOS
AMIGOS
12
Mam, yo amo
Mam,
Mam,
Mam,
Mam,
yo
yo
yo
yo
amo.
amo.
amo.
amo.
A mi pap, a mi pap.
Mam, yo amo.
Mam, yo amo.
Mam,
Mam,
Mam,
Mam,
yo
yo
yo
yo
amo.
amo.
amo.
amo.
A mi hermana, a mi hermano.
Mam, yo amo.
Mam, yo amo.
Mam,
Mam,
Mam,
Mam,
1st Grade
yo
yo
yo
yo
amo.
amo.
amo.
amo.
A mi prima, a mi primo,
Mam, yo amo.
Mam, yo amo.
NUEVOS
AMIGOS
Suggestions:
1. Students may
form a circle and
take turns having
someone act out
the parts of
mother, father,
brother, etc...
2. Students
may also
create a
big book
where they
use the song
to show their
family
members.
FYI:
The endings of
some of the words
in Spanish reflect
the gender of the
word. For example, prima, a
female cousin,
and primo, a male
cousin. Other
examples are:
abuela, abuelo,
hermana, hermano,
ta y to.
13
A mi prima, a mi primo,
Mam, yo amo.
Mam, yo amo.
Mam,
Mam,
Mam,
Mam,
yo
yo
yo
yo
NUEVOS
AMIGOS
amo.
amo.
amo,
amo.
A mi abuela, a mi abuelo,
Mam, yo amo.
Mam, yo amo.
Mam,
Mam,
Mam,
Mam,
yo
yo
yo
yo
amo.
amo.
amo,
amo.
I Love My Mother
(English version)
I
I
I
I
love
love
love
love
my
my
my
my
mother.
mother.
mother.
mother.
love
love
love
love
my
my
my
my
mother.
mother.
mother.
mother.
14
Mi ta y mi to
NUEVOS
AMIGOS
Materials:
1. Family tree
handout
2. Pencil
1st Grade
15
Dialogue:
Mi mam se llama (name).
My mothers name is (name).
Mi pap se llama (name).
My fathers name is (name).
Mi to se llama (name).
My uncles name is (name).
Mi ta se llama (name).
My aunts name is (name).
Mi abuelo se llama (name).
My grandfathers name is (name).
Mi abuela se llama (name).
My grandmothers name is (name).
La cultura: Metepec, Mxico, is the city that is known for
creating a clay sculpture covered with flowers, leaves, biblical
figures and candle holders that is called rbol de vida, tree
of life.
Some people think rbol de vida represents the beliefs and
designs of the Aztecs and the teachings of the Franciscan
monks. Today, the tree has changed very little from its
original designs and has become one of the best known art
objects in Mexican folk art.
Dont forget: Learning about other cultures helps you to
better understand the world we live in.
1st Grade
NUEVOS
AMIGOS
FYI:
Names:
Nias (girls):
Rosa Rosita
Raquel Raquelita
Caperuza Caperucita
Nios (boys):
Jos Joselito
Luis Luisito
Miguel - Miguelito
16
NUEVOS
AMIGOS
Materials:
Assessment:
1. Word Wall: Have the students write Spanish vocabulary
on Word Wall.
2. Journal Writing: Have the students write vocabulary in
Spanish Journal.
3. Family Tree: Have the students make a family tree using
Spanish vocabulary of family members.
1st Grade
17
Activity #1:
Sing the song Mam, yo
amo.
Have the students recite
the poem Mi ta y mi to.
Activity #2:
Have the students
create a fictional tree in
the classroom using the
story characters of
Little Red Riding Hood.
Extension: Have the
students use the family tree
pattern to write in their
family member names. The
students may take the
assignment home to work
with their family.
*Refer to family pattern on
page 19.
La cultura:
Metepec, Mxico, is the
city known for creating a
clay sculpture covered
with flowers, leaves,
Biblical figures and
candle holders that is
called rbol de vida, tree
of life.
Artesana:
Students can make an
rbol de vida to
represent their family.
Materials: Two 9 paper
plates, ruler, scissors, one
8.5x11 sheet of white
paper, drawing paper, glue,
markers, construction
paper, pattern ornaments a
drawings of family
members.
A mi abuela, a mi abuelo,
Mam, yo amo.
Mam, yo amo.
Mam, yo amo.
Mam, yo amo.
Mam, yo amo,
Mam, yo amo.
A mi primo, a mi prima,
Mam, yo amo.
Mam, yo amo.
Mam, yo amo.
Mam, yo amo.
Mam, yo amo,
Mam, yo amo.
Mam, yo amo.
Mam, yo amo.
Mam, yo amo.
Mam, yo amo.
Cultural Lesson:
For example:
Nouns endings of ita and ito:
rbol
arbolito
Nio
niito
Nia
niita
amigo
amiguito
amiga
amiguita
Spanish Names
Carmen
Carmensita
Paula
Paulita
Roberto
Robertito
Luis
Luisito
abuelo
to tas
hermanos
o
hermanas
abuela
pap
abuelo
mam
abuela
pap
mam
yo
to tas
hermanos
o
hermanas
18
Nuevos Amigos
Quin es?
Grade 1
Es mi _______
la abuela
Cmo se llama(usted)?
Me llamo
______.
amar
2.2
Nuevos Amigos
la mam
el pap
Grade 1
el hermano
la hermana
el to
la ta
el primo
la prima
el abuelo
2.3
NUEVOS
AMIGOS
Vocabulary Review:
la cabeza head
las manos hands
TEKS:
Vocabulary:
la cara face
el ojo eye
la nariz nose
la boca mouth
los dientes teeth
los labios lips
las orejas ears
el cabello - hair
la lengua - tongue
la mejilla - cheek
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies:
1.15A
Fine Arts
Music: 1.2B
Art: 1.3
1st Grade
19
NUEVOS
AMIGOS
20
NUEVOS
AMIGOS
Then wave them high in the air for Ooh, la, la. For the
verses, move the parts of the body named, followed by a full
turn around. If you get dizzy, just sing without spinning. A
group can sing this in a circle, with one child being Aunt Mnica
in the center for one verse, and then another child for the
next verse, and so on.
La ta Mnica
Verse: Yo tengo una ta
Llamada Mnica
Que cuando va a bailar
Le dicen u, la, la.
U, la, la, u, la, la,
Le dicen u, la, la.
As mueve los ojos,
As, as, as.
As se da una vuelta,
As, as, as.
Verse.
As mueve las cejas (eyebrows).
As, as, as.
As se da una vuelta,
As, as, as.
Verse.
As mueve la nariz.
As, as, as.
As se da una vuelta,
As, as, as.
1st Grade
21
Verse.
As mueve la boca.
As, as, as.
NUEVOS
AMIGOS
As se da una vuelta,
As, as, as.
Verse.
As mueve la cabeza.
As, as, as.
As se da una vuelta,
As, as, as.
My Aunt Monica
(English version)
(Chorus)
I have an aunt who dances.
Her name is Monica,
And when she starts to dance,
Everyone goes ooh, la, la.
Ooh, la, la, ooh, la, la,
Everyone goes ooh, la, la.
She likes to move her eyes.
She likes it just like me.
She likes to spin and spin
Round and round like me.
(Chorus)
1. She likes to move her eyebrows.
2. She likes to move her nose.
3. She likes to move her mouth.
4. She likes to move her head.
1st Grade
22
Masculine
NUEVOS
AMIGOS
Materials:
1. Handout of boy
and girl face
2. Scissors
3. Zip-lock bag
el ojo
el cabello
los labios
los dientes
El y la
El y la, y la y el
Son dos palabras para indicar:
El para masculino y la para femenino.
El para nio y la para nia.
El para amigo y la para amiga.
FYI:
Talk about how the
Spanish language
uses definite
articles. Can you
think of other
Spanish words?
Refer to vocabulary from previous
lessons.
She and He
(English version)
She and he, and she and he,
Are two words that indicate:
He is for masuline, and she is for feminine.
He is for a boy, and she is for a girl.
1st Grade
23
1st Grade
NUEVOS
AMIGOS
Suggestion:
Ask a store
owner or
museum of
Latin-American
folk art to
give a
presentation on
masks.
Materials:
1. Two 9-inch
paper plates
2. Crayons
3. Scissors
4. Pencil
5. White glue
6. Markers
7. Watercolors
8. Paintbrush
9. Construction
paper in all
kinds of colors
10. Discarded
nylon stockings
11. Other items
you would like
to put on your
mask
24
Assessment:
1. Word Wall: Have the students write Spanish vocabulary
on the Word Wall.
2. Spanish Journal: Have the students write the Spanish
Vocabulary in their Spanish Journals.
NUEVOS
AMIGOS
1st Grade
25
Activity #1:
Sing the song La ta
Mnica.
Activity #2:
Have the students
play the matching game
and label the parts of
the face on la nia and el
nio.
*Refer to pages 26-28 for
the game patterns.
Extension:
Sing song of El and la.
La cultura:
Talk about how
different
indigenous groups
use masks for
celebrations.
Artesana:
Make a magical mask.
Materials:
Two 9 plates,
crayons, scissors,
pencil, white glue,
markers, watercolors,
paintbrush,
construction paper
and discarded nylon
stockings.
Activity 1:
La ta Mnica
Verse: Yo tengo una ta
Llamada Mnica
Que cuando va a bailar
Le dicen u, la, la.
U, la, la, u, la, la,
Le dicen u, la, la.
Verse.
As mueve la boca.
As, as, as.
As se da una vuelta,
As, as, as.
Verse.
As mueve la cabeza.
As, as, as.
As se da una vuelta,
As, as, as.
Activity 2: Play the matching game. Use the
handout on the face and on the cards. Make copies
of each and have students cut-out cards.
Play game like Old Maid. Have one student ask:
Tienes _____ (part of face)?, and the
Second student will answer: S, lo tengo. or
No lo tengo.
Song of El and La that will explain how the articles are
El y La
El y la, y la y el
Son dos palabras para indicar:
el para masculino y la para femenino.
El para nio y la para nia.
El para amigo y la para amiga.
El nio, la nia, el amigo y la amiga.
used.
Sing the song: El y La (sung to the tune of The Old
Soft Shoe). Explain how the definite articles are used
in Spanish.
La
la amiga
la nia
Nuevos Amigos
Grade 1
la cara
el ojo
la nariz
la boca
los dientes
los labios.
3.2
Nuevos Amigos
las orejas
la lengua
mirar
Grade 1
el cabello
la mejilla
NUEVOS
AMIGOS
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies:
1.15A
Fine Arts
Music: 1.2B
Art: 1.3
N-U-E-V-O-S A-M-I-G-O-S
NUEVOS AMIGOS, NUEVOS AMIGOS.
Ra! Ra! Ra!
Sing the NUEVOS AMIGOS THEME SONG.
Verb: oler to smell
Sentence: Me gusta oler las flores.
I like to smell flowers.
1st Grade
29
NUEVOS
AMIGOS
Me gusta, me gusta,
oler las flores.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
Cha, cha, cha!
1st Grade
30
NUEVOS
AMIGOS
Song verses:
1. nariz - oler
(nose - smell)
2. ojos - ver
(eyes - see)
3. manos - tocar
(hands touch)
4. lengua probar
(tongue taste)
5. orejas - or
(ears - hear)
My Five Senses
(English version)
My nose helps me breathe.
My nose helps me breathe.
My nose, my nose,
My nose helps me breathe.
My eyes help me see.
My eyes help me see.
My eyes, my eyes,
My eyes help me see.
My hands help me touch.
My hands, my hands,
My hands help me touch.
1st Grade
31
NUEVOS
AMIGOS
La boca
Una boca para comer,
Una nariz para oler,
Dos ojos para ver,
Dos orejas para escuchar,
Y una cabeza para dormir.
The Mouth
(English version)
A mouth to eat with,
A nose to smell with,
Two eyes to see,
Two ears to hear,
And a head to go to sleep.
La cultura: Talk about the origin of the chocolate drink. The
chocolate drink is a gift to the world from Mexico and Central
America. The word comes from the Nahuatl language, in which
xoco-atl means bitter water and cacahuatl-atl means cacao
water.
1st Grade
32
NUEVOS
AMIGOS
The word chocolate comes from Nahautl language of the Aztecs xoco-atl (chocoatl) meaning bitter water. Atl means
water and choco is the sound that the liquid makes when it is
beaten with the chocolate beater called a molinillo. The chocolate comes from the cacao bean. This bean was also used as
money by the Aztec people and used to prepare different
foods.
The famous Spanish conqueror or conquistador, Hernn Cortz,
brought the cacao seed to Spain where it became very popular
among the kings. Spain is where they added sugar and other
ingredients. But, it was a woman from Guatemala, who was the
first to make the chocolate in round slabs or discs in order for
it to last longer.
A few of the products that are made from chocolate are:
choco-milk, chocolate cookies, chocolate cake and chocolate
kisses.
Dont forget: Learning about other cultures helps you to better
understand the world we live in.
Artesana: Make Mexican hot chocolate.
Break up one disc into the milk in an electric frying pan or
other heating device. A pot on a stove works well, if available.
Boil the milk and mix. Cool while mixing. Bring again to a full
boil. Cool once more. Then for the third time, bring the
chocolate drink to a boil. Beat and serve.
Mexicans like to drink their chocolate with a molinillo, a wooden
beater made specifically for chocolate preparation.
1st Grade
Materials:
1. Chocolate
discs
(available
in the
Mexican
food section
of most
grocery
storesAbuelita
is an excellent
choice)
2. 2 quarts of
milk
3. Pot
4. Portable
burner
5. Molinillo, a
wooden
beater
33
El chocolate
Uno, dos, tres, CHO,
Uno, dos, tres, CO,
Uno, dos, tres, LA,
Uno, dos, tres, TE
(Repeat twice.)
NUEVOS
AMIGOS
(Sing slowly.)
chocolate, chocolate,
bate, bate el chocolate.
(Sing a little faster.)
chocolate, chocolate,
bate, bate el chocolate.
(Sing faster)
chocolate, chocolate,
bate, bate el chocolate.
(Repeat twice.)
* Have the students pretend to drink the chocolate and
say: Hmmmm Qu rico!
The Chocolate
One, two, three, CHO,
One, two, three, CO,
One, two, three, LA,
One, two, three, TE.
(Sing slowly.)
chocolate, chocolate,
beat, beat the chocolate.
(Sing a little faster.)
chocolate, chocolate,
beat, beat the chocolate.
* Have the students pretend to drink the chocolate and
say: Hmmmm How delicious!
1st Grade
34
(Sing faster.)
chocolate, chocolate,
beat, beat the chocolate.
(Sing twice.)
NUEVOS
AMIGOS
Assessment:
1. Word Wall: Have the students write Spanish vocabulary
on the Word Wall.
2. Spanish Journal: Have the students write the Spanish
Vocabulary in their Spanish Journals.
3. Book: Have the students make the book of Mis cinco
sentidos.
1st Grade
35
sentidos.
TEKS:
Language Arts:
Listening: 1.1B, 1.1D
Speaking: 1.3A, 1.3B
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Social Studies:
Activity #1:
Sing the song Mis cinco
sentidos to the tune
of If youre happy and you
know it.
Extension:
Have the students make a
Vocabulary:
1. el tacto sense of touch book on five senses.
2.el gusto sense of taste
3. el odo sense of
Activity #2:
hearing
Learn the poem La
4. el olfato sense of smell boca.
5. la vista sense of sight
6. ver to see
Materials:
7. probar to taste
Chocolate discs, 2 quarts of
8. or to hear
milk, pot, portable burner
9. tocar to touch
and molinillo, a wooden
10. Mi/mis (part of face) beater.
me sirven para (sense).
mis manos tocar,
mi lengua probar,
mi nariz oler,
La cultura:
Talk about the origin
of chocolate.
Materials:
Show products that
are made from
chocolate such as:
Choco-Milk, chocolate
cookies, chocolate
cake and chocolate
Kisses.
Artesana:
Make hot chocolate.
Materials:
Chocolate discs, 2
quarts milk, pot,
portable burner and
molinillo.
mis orejas or
mis ojos ver
Nuevos Amigos
Lesson 4: The Five Senses
el tacto
el oido
la vista
Grade 1
el gusto
el olfacto
ver
Nuevos Amigos
Lesson 4: The Five Senses
probar
tocar
Grade 1
or
NUEVOS
AMIGOS
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b,
1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies:
1.15A, 1.2B,
1.2A
Fine Arts
Music: 1.2B,
1.5A
Art: 1.3
N-U-E-V-O-S A-M-I-G-O-S
Nuevos Amigos, Nuevos Amigos,
Ra, ra, ra!
Sing the NUEVOS AMIGOS THEME SONG.
Verb: celebrar to celebrate
Sentence: Me gusta celebrar los cumpleaos.
I like to celebrate birthdays.
1st Grade
36
NUEVOS
AMIGOS
Me gusta, me gusta,
celebrar los cumpleaos.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
Cha, cha, cha!
1st Grade
37
Dialogue 1:
Doctor or Nurse: Hola, buenos das.
Patient: (Showing pain.) Hola, buenos das.
Doctor or Nurse: Tienes t fro, dolor o sueo) ?
Patient: Tengo _______.
Doctor or Nurse: Lo siento. (Pretends to give medicine to
patient.)
Patient: Muchas gracias.
Doctor or Nurse: De nada.
Patient: Adis.
Doctor: Hasta luego.
NUEVOS
AMIGOS
Dialogue 1:
(English version)
Doctor or Nurse: Hello, good morning.
Patient: (Showing pain.) Hello, good morning.
Doctor or Nurse: Are you cold, in pain or sleepy?
Patient: I am ________.
Doctor or Nurse: Thank you.
Patient: Goodbye.
Doctor: See you later.
Dialogue 2:
Amigo #1: Hola, ______. Cmo ests?
Amigo #2: Hola, ______. Estoy muy mal.
Amigo #1: Tines hambre, sed, calor o fro?
Amigo #2: Tengo hambre.
Amigo #1: Vamos a comer.
Amigo #2: S, vamos a comer.
Amigo #1: Ummm, qu rico!
Amigo #2: S, qu rico!
Dialogue 2:
(English version)
Friend #1: Hello, ______, how are you?
Friend #2: Hello, ______. I am not doing well.
Friend #1: Are you hungry, thirsty, hot or cold?
Friend #2: I am hungry.
Friend #1: Lets eat.
Friend #2: Yes, lets eat.
1st Grade
38
1st Grade
NUEVOS
AMIGOS
Classroom Ideas:
Be creative and
celebrate your
Mexico unit with a
piata. It does not
have to be a
holiday, and the
piata does not have
to have candies.
Here are some
suggestions:
1. Valentines
Day: Make a
heart filled
with cards.
2. St. Patricks
Day: Make a
shamrock
filled with gold
chocolate
coins and green
treats.
3. Easter: Make an
Easter egg filled
with confetti.
4. Birthday: Make
a cake filled
with little
presents.
39
1st Grade
NUEVOS
AMIGOS
Materials:
1. 1 round
balloon that
can be inflated
to 11"
2. Newspaper
strips
3. Liquid starch
or paste
4. Tissue paper
5. Masking tape
6. Glue
40
Piata Song
ndale amigo, no te dilates
Con la canasta de los cacahuates.
NUEVOS
AMIGOS
41
NUEVOS
AMIGOS
Assessment:
1. Word Wall: Have the students write Spanish vocabulary
on the Word Wall.
2. Spanish Journal: Have the students write the Spanish
Vocabulary in their Spanish Journals.
3. Game: Have the students play the charades game to
guess the six different tener expressions.
1st Grade
42
3. Tengo sed. Im
thirsty.
4. Tengo dolor. Im
in pain.
5. Tengo miedo. Im
afraid.
6. Tengo sueo. Im
sleepy.
7. Tienes t _____?
Are you _____? (familiar)
8. Tiene usted ____?
La cultura:
Learn about the brief
history of piatas.
Artesana:
Make a star piata.
Materials:
1 round balloon,
newspaper strips,
liquid starch or paste,
tissue paper, masking
tape and glue.
Extension:
Have the students
learn the Piata
Song.
Nuevos Amigos
Grade 1
Lesson 5 The Verb Tener
Tengo calor.
Tengo fro.
Tengo hambre.
Tengo sed.
Tengo dolor.
Tengo miedo.
Page 1
Nuevos Amigos
Grade 1
Lesson 5 The Verb Tener
Tengo sueo.
Tienes
t
____?
Cuntos
aos
tienes?
Tengo
_______
aos.
celebrar
Me gusta
celebrar los
cumpleaos.
Page 2
1st Grade
NUEVOS
AMIGOS
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking:
1.3A, 1.3B,
1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies
1.15A, 1.2B,
1.2A, 1.14B
Mathematics
1.7A
Fine Arts
Music: 1.2B,
1.5A
Art: 1.3
43
NUEVOS
AMIGOS
N-U-E-V-O-S A-M-I-G-O-S
Nuevos Amigos, Nuevos Amigos,
Ra, ra, ra!
Sing the NUEVOS AMIGOS THEME SONG.
Verb: comer to eat
Sentence: Me gusta comer la comida rica.
I like to eat delicious food.
1st Grade
44
NUEVOS
AMIGOS
Materials:
1. Glue
2. Tag board
3. Basket
4. Pictures of
food
Me gusta
1st Grade
Me gusta la leche,
Me gusta el caf,
Pero ms me gustan
los ojos de usted.
45
I Like It
(English version)
I like milk,
I like coffee,
But I like your eyes most of all.
Activity 2: Play the Cacahuate Game that is played like
Old Maid. Read the cards before playing and say names in
Spanish. Make copies of the food card names for students
to play in partners.
Object of the game: Practice saying the names of the
different food names and finding the pairs of each.
NUEVOS
AMIGOS
Materials:
1. Glue
2. Tag board
3. Basket
4. Pictures of
food
Sample questions:
Student #1: Tienes el arroz con pollo?
Student #2: S, lo tengo. (Gives the student her/his
card.)
Student #2: No, lo tengo. Vaya a pescar. (Go fishing.)
Sample questions:
(English version)
Student #1: Do you have the rice with chicken?
Student #2: Yes, I have it.
Student #2: No, I dont.
Extension: Learn A la vbora de la mar.
A la vbora de la mar
A la vbora de la mar,
De la mar,
Por aqu pueden pasar.
Los de adelante corren mucho,
Los de atrs se quedarn tras,
Tras, tras, tras,
1st Grade
46
NUEVOS
AMIGOS
Suggestion:
Show different
kinds of tropical
fruits: mango,
papaya, pineapple,
guava, jicama,
coconut,
tamagranate,
granada and
tamarindo.
Artesana:
Make a licuado or fruit drink. Licuado stands allow customers
to invent their own licuado flavor from the choices of fruit
available, juices, milk, eggs and sugar, etc. You can create
your own licuados or use the recipe below. Pineapple combines
well with orange juice, and cantaloupe combines well with
water.
Recipe
1 heaping cups peeled, seeded ripe papaya,
cut into chunks
1 very ripe large banana
1 heaping cups ripe cantaloupe, cut into chunks
6 oz. yogurt
cup milk
cup crushed ice
cinnamon
1st Grade
Materials:
1. Blender
2. Measuring
cups
3. Fruit (any
fruit)
4. 1 - 6 oz.
container
of yogurt
5. 3/4 cup
crushed
ice
6. 1/4 cup
milk
7. Cinnamon
or cocoa
to taste
47
Directions:
In your blender, place the papaya, banana, cantaloupe, yogurt, crushed ice and milk. Make sure to put the lid on, and
then select blend. Blend for about a minute. You can stop
the blender and check to see if its smooth enough. Now,
take your cup and pour your licuado.
Step
Step
Step
Step
Step
1:
2:
3:
4:
5:
NUEVOS
AMIGOS
Assessment:
1. Word Wall: Have the students write Spanish vocabulary
on the Word Wall.
2. Spanish Journal: Have the students write the Spanish
vocabulary in their Spanish Journals.
3. Game: Have the students play the Cacahuate Game to
practice saying the food names in Spanish.
1st Grade
48
Vocabulary:
1. el desayuno breakfast
2. el almuerzo lunch
3. la cena dinner
4. el arroz con pollo
rice with chicken
5. el huevo egg
6. el pan bread
7. las galletas cookies
8. la leche milk
Activity #1:
Play the game Dnde
Est/estn _____? and
Have the students answer
Aqu est. Have the
students pretend that they
have a grocery store in the
classroom called el
supermercado.
La cultura:
Talk about how a
licuado or fruit
smoothie is made in
the Spanish speaking
countries.
Artesana:
Make a licuado or a
fruit smoothie.
Materials:
Blender, measuring
Activity #2:
cups, any fruit
Play the Cacahuate
desired (banana,
Game that is played like
cantaloupe, etc), 6
Old Maid.
oz. of yogurt, cup
milk, cup crushed
Materials:
ice and toppings may
Make copies of the blackline be added such as
masters.
cinnamon or cocoa.
Extension: Learn the song of
La vbora de la mar. Talk
about how this song is very
9. Dnde est/estn
____? - Where is
the/arethe ____?
10. Aqu est/estn.
Here it is./Here they are.
Nuevos Amigos
Grade 1
Lesson 6 Food and Meals
el desayuno el almuerzo
la cena
el huevo
el pan
el arroz con
pollo
las galletas
Aqu est/estn.
la leche
Dnde
est/estn
_____?
comer
Me gusta
comer la
comida rica.
1st Grade
NUEVOS
AMIGOS
7
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies
1.15A, 1.2B,
1.2A, 1.14B
Mathematics
1.6B
Fine Arts
Music: 1.2B,
1.5A
Art: 1.3, 1.1B,
1.2C
49
NUEVOS
AMIGOS
FYI:
A color in
Spanish may have
more than one
name depending
on what country
you live in. The
color used for
brown in Spain
and some LatinAmerican
countries is
marrn. Rosado
is also referred
to as the color
rosa, and
anaranjado may
also be called
naranja,
especially in
Spain.
Me gusta, me gusta,
dibujar las formas.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
Cha, cha, cha!
1st Grade
50
NUEVOS
AMIGOS
Materials:
1. Long jumprope
Roja, Roja
Roja, Roja, de qu color son las flores que llevas?
Son amarillas.
Roja, Roja, de qu color son las flores que llevas?
Son maradas.
Roja, Roja, de qu color son las flores que llevas?
Son rojas.
Roja, Roja, de qu color son las flores que llevas?
Son rosadas.
Roja, Roja, de qu color son las flores que llevas?
Son blancas.
Roja, Roja, de qu color son las flores que llevas?
Son anaranjadas.
Roja, Roja, de qu color son las flores que llevas?
Son azules.
1st Grade
51
NUEVOS
AMIGOS
Red, Red
(English version)
Red, Red, what are the colors of the flowers that you are
taking to your grandmother?
They are yellow.
Red, Red, what are the colors of the flowers that you are
taking to your grandmother?
They are purple.
Red, Red, what are the colors of the flowers that you are
taking to your grandmother?
They are red.
Red, Red, what are the colors of the flowers that you are
taking to your grandmother?
They are pink.
Red, Red, what are the colors of the flowers that you are
taking to your grandmother?
They are white.
Red, Red, what are the colors of the flowers that you are
taking to your grandmother?
They are orange.
Red, Red, what are the colors of the flowers that you are
taking to your grandmother?
They are blue.
Red, Red, you have a lot of flowers to take to your grandmother.
What are they?
Yellow, purple, red, pink, white, orange, blue.
1st Grade
52
NUEVOS
AMIGOS
Materials:
1.
2.
3.
4.
5.
6.
7,
Crayons
Scissors
Glue
Felt-tip pens
Markers
Tag board
Copies of
blackline
masters
8. markers
Materials:
1. Map
1st Grade
53
Artesana:
Make a replica of the Chichn Itz pyramid. Students can
work in groups.
Directions: You will build in layers. You will make four
boxes in different sizes from smallest to largest. Place the
largest box onto the base. Then, glue the next size on top
and continue until you have glued all four boxes on top of
each other. Use the markers to draw in windows. You can
make steps using construction paper. You may add trees
and flowers for the background.
Step 1: Get all your materials together.
Step 2: Make the four different size boxes
Step 3: Glue the largest box onto the base.Then, glue the
next size until you have glued four boxes on top of each
other.
Step 4: Draw in windows or use construction paper to make
steps. You may add trees and flowers for the background.
NUEVOS
AMIGOS
Materials:
1. Paper in
different
colors
2. Markers
3. Scissors
4. Ruler
5. Glue
6. Board for
base
Assessment:
1. Word Wall: Have the students write Spanish vocabulary
on the Word Wall.
2. Spanish Journal: Have the students write the Spanish
Vocabulary in their Spanish Journals.
3. Game: Have the students play La lotera to practice
saying the shapes and color names in Spanish.
Research Library:
Books
Mexico, Giant of the South, by Eileen Latell Smith. Dillon
Press.
Mexico!, 40 Activities to Experience Mexico Past and
Present, by Susan Milord. Williamson Publishing.
Step Into TheAztec & Maya Worlds, by Fiona Macdonald.
Lorenz Books.
Online
History, environment, culture and facts and figures:
Htthttp://www.lonelyplanet.com/dest.cam/mexico.htm
1st Grade
54
La cultura:
Talk about homes
that are made in
different shapes.
Artesana:
Make a replica of the
Chichn Itz
pyramid.
Materials:
Paper in different
colors, markers,
scissors, ruler, glue
and board for base.
7. el rectngulo rectangle
8. el tringulo - triangle
9. la estrella - star
10. la media estrella
half star
Repeat.
Nuevos Amigos
Grade 1
Lesson 7 Colors and Shapes
el cuadrado
el
valo
el crculo
la estrella
el rectngulo
el tringulo
la media luna
negro
blanco
rosado
dibujar
oro
Me gusta
dibujar las
formas.
Lesson 8: Numbers
Objective:
twenty.
1st Grade
NUEVOS
AMIGOS
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking:
1.3A, 1.3B,
1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies
1.15A, 1.5B,
1.4
Mathematics
1.4B, 1.1A
Fine Arts
Music: 1.2B,
1.5A
Art: 1.3
55
NUEVOS
AMIGOS
N-U-E-V-O-S A-M-I-G-O-S
Nuevos Amigos, Nuevos Amigos,
Ra, ra, ra!
N-U-E-V-O-S A-M-I-G-O-S
Nuevos Amigos, Nuevos Amigos,
Ra, ra, ra!
Sing the NUEVOS AMIGOS THEME SONG.
Verb: contar to count
Sentence: Me gusta contar los nmeros.
I like to count numbers.
1st Grade
56
NUEVOS
AMIGOS
S, s, s
S, s, s.
Tengo flores para mi abuelita.
Una, dos, tres, cuatro, cinco.
S, s, s.
Tengo ms flores para mi abuelita.
Seis, siete, ocho, nueve diez.
S, s, s.
Tengo ms flores ms para mi abuelita.
Once, doce, trece, catorce, quince.
S, s, s.
Tengo ms flores ms para mi abuelita.
Diecisis, diecisiete, dieciocho, diecinueve y veinte.
1st Grade
57
NUEVOS
AMIGOS
Materials:
Sample questions:
Student #1 and #2: (Each student turns a card.)
Student #2: Tengo ms.
Student #2: Tengo menos.
(Student #1 wins both cards, since the largest card wins.)
Sample questions:
(English version)
Student #1 and #2: (Each student turns a card.)
Student #2: I have more.
Student #2: I have more.
(Student #1 wins both cards, since the largest card wins.)
1st Grade
58
NUEVOS
AMIGOS
1st Grade
59
La cultura:
The Spaniards traveled to what they called the New World
by ships. It took them a long time to cross the Atlantic
Ocean. Then one day, they landed on Mxico, so Mxico
became part of Spain. The Spaniards spoke Spanish and in
every country that they settled in they brought their language. There are over 20 countries in the world that speak
Spanish. Thats how many countries the Spanish conquistadores landed on and took control of for the King and
Queen of Spain. Every time they landed in a new country,
the Spaniards would take the Spanish flag and bury it into
the sand saying: I conquer this land for the king and queen
of Spain.
Artesana:
Make a Spanish flag. Measure the construction paper. The
flag will be 8.5" x 11. The red construction paper will be
the two stripes and measurement will be 2.5" (Height) x
11"(Wide). Then make sure you have a full sheet of the
yellow construction paper that is 8.5" x 11. Make the measurements on the red paper and cut the stripes. Now, take
the white construction paper and mark it to be 3" (high) x 3"
(wide). Draw the crest on the white construction paper and
cut the box out. Now glue the red stripes onto the yellow
construction paper together. Then you glue the white construction paper with the drawing onto the yellow. Remember that the crest is not at the center, it is off to the left.
Now, let it dry. Once the flag is completely dry, you display
it on your classroom wall for everyone to see.
Lets review the steps to make a Spanish flag:
Step 1: Get all your materials together.
Step 2: Measure the red construction paper and cut.
Step 3: Measure the white construction paper; then draw
the crest then cut.
Step 4: Glue the red stripes onto the yellow construction
paper.
Step 5: Glue the white construction paper onto the yellow,
on the left side.
Step 6: Let it dry.
1st Grade
NUEVOS
AMIGOS
Materials:
1. Map or globe of
Spanish-speaking
countries
Materials:
FYI:
60
NUEVOS
AMIGOS
61
Lesson # 8: Numbers
Activity #1:
La cultura:
Have the students learn the Talk about how the
S, s, s Patty-Cake Chant. Spaniards conquered
twenty countries in
Activity #2:
the world that are
Spanish-speaking
Play the Ms o menos
countries.
Game.
Review Vocabulary:
uno one
dos two
tres three
cuatro four
cinco five
seis six
seite seven
ocho eight
nueve nine
diez - ten
Materials:
Make copies of the number
black-line masters.
Extension:
Learn the poem Tengo,
tengo, tengo.
Artesana:
Make a Spanish flag.
Materials:
Red, yellow, and white
construction paper,
glue, scissors, ruler
and pen or pencil.
Vocabulary:
1. once - eleven
2. doce twelve
3. trece thirteen
4. catorce fourteen
Lesson # 8: Numbers
5. quince fifteen
6. diecisis - sixteen
7. diecisiete - seventeen
8. dieciocho - eighteen
9. diecinueve - nineteen
10. veinte twenty
11. ms o menos more or
less
12. Tengo ms/menos.
I have more/less.
8.5
8.5
Nuevos Amigos
Grade 1
Lesson 8 Numbers
once
doce
trece
catorce
quince
diecisis
diecisiete
dieciocho
diecinueve
ms o menos
contar
veinte
123
45
Me gusta
contar los
nmeros.
1st Grade
NUEVOS
AMIGOS
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking:
1.3A, 1.3B,
1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies
1.15A, 1.5B,
1.4
Mathematics
1.4B, 1.1A
Fine Arts
Music: 1.2B,
1.5A
Art: 1.3
62
NUEVOS
AMIGOS
N-U-E-V-O-S A-M-I-G-O-S
Nuevos Amigos, Nuevos Amigos,
Ra, ra, ra!
Sing the NUEVOS AMIGOS THEME SONG.
Verb: vestir to dress
Sentence: Me gusta vestir como la Caperuza.
I like to dress like Riding Hood.
63
NUEVOS
AMIGOS
Materials:
Materials:
1. Little Red
Riding Hood
(copy of book
and play)
1st Grade
64
NUEVOS
AMIGOS
1st Grade
65
Boys or men wear the charro outfit which was worn by the
early landowners of Mxico. The charro suit is made of wool
and is typically made in black with a white trim. The sombrero
has a unique shape, and is also decorated with the same trim.
When you perform the footwork, it is called zapateado.
NUEVOS
AMIGOS
Artesana:
Students will make bread dough ornaments.
Materials:
1. 2 cups flour
2. 2 cups salt
3. 1 cup corn starch
4. 1 cup water
5. Cookie cutters
6. Wire
7. Scissors
8. Tempera paints
and brushes
1st Grade
66
Assessment:
1. Word Wall: Have the students write Spanish vocabulary
on the Word Wall.
NUEVOS
AMIGOS
1st Grade
67
Activity #1:
Have the students play
The Toro, toro game.
Materials:
List of clothing names in
Spanish.
Activity #2:
Act-out the story of
Little Red Riding Hood.
Extension:
Have the students learn the
poem La Caperucita.
La cultura:
Talk about the
national dance and
costume of
Mexico, which is the
Jarabe Tapato.
Artesana:
Students will make
bread dough
ornaments.
Materials:
2 cups flour, 2 cups
salt, 1 cup corn
starch, 1 cup water,
cookie cutters, wire,
scissors and tempera
paints and brushes.
nightcap
7. el camisn nightgown
8. la canasta basket
9. el gabinete closet
10. De qu color es/son?
What color is/are?
11. Es/son ______. It is
(color). Or They are
(color).
Nuevos Amigos
Grade 1
Lesson 9 Clothes and Items
la bufanda
la
caperuza
la chaqueta
los guantes
las botas
el camisn
Es/Son
___.
el ropero
De qu
color
es/son?
el gorro de
dormir
la canasta
vestir
Me gusta
vestir
como la
Caperuza.
Activity #1:
View puppet play several times.
NUEVOS
AMIGOS
10
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking:
1.3A, 1.3B,
1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies
1.15A, 1.5B,
1.4
Mathematics
1.4B, 1.1A
Fine Arts
Music: 1.2B,
1.5A
Art: 1.3
1st Grade
68
Review:
Review target vocabulary.
Activity #1:
View the puppet play
several times.
Equipment: TV/VCR
Assessment:
1. Spanish Word Wall: Have the
students place the Spanish
vocabulary on the Spanish Word
Wall.
2. Journal Writing: Have the
students write Spanish vocabulary.
3. Role-playing: Have the
Students act out play of Caperucita
Roja.
4. Assessment: Administer exam.
TEKS:
Language Arts:
Listening: 1.1B, 1.1D
Speaking: 1.3A, 1.3B
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Social Studies: 1.15A, 1.2.B
Fine Arts:
Caperucita Roja
(Little Red Riding Hood)
Setting: The forest
Time: 1900s
(Once upon a time, there was a little girl named Little Red Riding
Hood. Everyone loved her very much, but her grandmother loved
her the most of all. One day, her grandmother made her a red
riding hood from a red satin. That is why they called her Little
Red Riding Hood. One day Little Red Riding Hood was eating her
breakfast of milk, eggs and bread. Her mother tells her:
La madre:
(The mother shows each food item as she puts them in the
basket.) Lleva esta canasta a tu abuela. No est bien.
(Shakes her head.) LLeva arroz con pollo, manzanas, naranjas
(The mother shows each food item as she puts them in the
basket.) Take this basket to your grandmother. She is sick.
Take rice and chicken, apples, oranges, grapes, bananas and
chocolate cookies for your grandmothers lunch..
Caperucita Roja:
S, madre, le llevo una canasta de comida para mi abuelita.
(She looks into the basket and points to the food.) Le llevo el
arroz con pollo. Yo llevo manzanas, naranjas, uvas y pltanos.
Tambin yo llevo galletas de chocolate. Esta comida es la
favorita de mi abuelita. Mi abuelita ya no va a estar
enferma.
Little Red Riding Hood:
Little Red Riding Hood walks through the forest. It is sunny and
windy. Who is in the forest? It is Mr. Wolf. Mr. Wolf is very
elegant. He is wearing a purple jacket and black boots. Mr. Wolf
greets Little Red Riding Hood. Little Red Riding Hood is afraid.
El seor Lobo:
Hola, Caperucita Roja, buenas tardes.
Mr. Wolf:
El seor Lobo:
Me llamo seor Lobo. Hmmm (He smells the delicious food.)
Adnde vas?
Mr. Wolf:
Caperucita Roja:
Voy a ver a mi abuelita. Yo llevo la canasta de comida.
Hmmm (He smells the delicious food.) Me gusta oler la
comida rica. Tengo arroz con pollo, manzanas, naranjas,
uvas, pltanos y galletas de chocolate.
Little Red Riding Hood:
El seor Lobo:
Hmmm (Thinking of a plan to get to eat the delicious food.)
Dnde est la casa de tu abuela?
Mr. Wolf:
Narrador:
El lobo puede oler la comida rica. El seor Lobo dice:
Narrator:
The wolf can smell the delicious food. Mr. Wolf says:
El seor Lobo:
(He smacks his lips and talks to the audience.)
Hmmmtengo hambre, mucha hambre. Estoy muy bien. Yo
quiero comer toda la comida: arroz con pollo, manzanas,
naranjas, uvas, pltanos y galletas de chocolate. (El seor
Lobo talks to Caperucita.) Anda muy despacio, Caperucita.
Mira a las flores del bosque. Hmmmmme gusta oler las
flores. Son de diferentes colores: rojo, amarillo, azul,
morado, rosado y anranjado. Quires llevar las flores a tu
abuela?
Mr. Wolf
walks very slowly to Little Red Riding Hood. Look at the flores of
the forest. HmmmI like to smell the flowers. They are in
different colors: red, yellow, blue, purple, pink and orange. Do
you want to take the flores to your grandmother?
Caperucita Roja:
S, seor Lobo. Hmmmme gusta oler las flores. Cuntas
flores llevo?
Little Red Riding Hood:
Yes, Mr. Wolf. I like to smell the flowers. How many flowers
should I take?
El seor Lobo:
Puedes llevar 10 flores, no, 20 flores. S, s, s, lleva 20
flores a su abuela.
Mr. Wolf:
You can take 10 flowers, no, 20 flowers. Yes, yes, yes, you can
take 20 flowers to your grandmother.
Caperucita Roja:
(Caperucita counts from 1 to 10, counting flowers in red,
yellow and blue. The lobo exits.)
Voy a contar las flores rojas: 1,2,3,4,510.
(The lobo starts to exit.)
Little Red Riding Hood:
El seor Lobo:
(Talks to audience.) Yo quiero comer toda la comida: arroz
con pollo, manzanas, naranjas, uvas, pltanos y galletas de
chocolate. (He runs through the forest)
Mr. Wolf:
La abuela:
Quin es?
The Grandmother:
Who is it?
El seor Lobo:
(Changing his voice to sound like a little girl.) Soy Caperucita
Roja. Tengo la comida rica para usted. Tengo: arroz con
pollo, manzana, naranja, uvas, pltanos y galletas de
chocolate. Tambin tengo 20 flores de rojo, amarillo, azul,
morado, rosado y anaranjado para usted. (emphasize usted)
Mr. Wolf:
Grandmother:
Narrador:
Seor Lobo entra la casa de la abuela.
Narrator:
La abuela:
Tengo miedo! Quin es usted? Dnde est la comida rica?
Dnde estn las flores?
The grandmother:
El seor Lobo:
Buenas tardes! Soy el seor Lobo y ahora la comida rica es
para mi. (Roars at abuela.)
Mr. Wolf:
Good afternoon! I am Mr. Wolf, and now this delicious food is for
me. (Roars at the grandmother.)
La abuela:
No, no, no!
Grandmother:
The grandmother runs to the closet, and the wolf closes the door
and locks it with a key. (Sounds close of door and click of keys
and wolf dances.) Mr. Wolf puts on the grandmothers nightcap.
And jumps on the bed and covers his body.
El seor Lobo:
Dnde est Caperucita Roja? (He looks at his watch.) Tengo
mucha hambre.
Mr. Wolf:
Mr. Wolf:
10
Riding Hood.
El seor Lobo:
(Changes voice and coughs.) No estoy bien. Estoy muy mal.
Tengo hambre, mucha hambre. Estoy en mi cama.
Mr. Wolf:
Little Red Riding Hood opens the door and walks into the
grandmothers house.
Caperucita: (Walks slowly inside.)
Es usted abuelita? Qu orejas tan grandes tiene!
Little Red Riding Hood:
11
Mr. Wolf:
El seor Lobo:
Son para verte mejor.
Mr. Wolf:
Caperucita:
Ay, abuelita! Qu dientes tan grandes tiene!
Little Red Riding Hood:
12
El seor Lobo:
Es para comer la comida rica! (Growls) Dame la comida rica!
(He jumps out of bed and runs after Caperucita Roja.)
Mr. Wolf:
Oh, oh, oh, I am afraid! (Then she yells and runs around.)
Narrador:
El to de la Caperucita Roja camina a la casa de la abuelita.
Narrator:
Caperucitas voice:
Ay, ay, ay!
(The uncle reacts and runs to house.)
Little Red Riding Hoods voice:
13
Who are you? (Caperucita hides behind the uncle with her
basket.) Where is grandmother?
El seor Lobo:
Soy seor Lobo. La abuela est en el ropero.
Mr. Wolf:
Grandmother:
Its okay, Mr. Wolf. I have enough food for everyone.
Caperucita:
14
(Places food on the table.) I have food for everyone: rice and
chicken, apples, oranges, grapes, bananas and chocolate cookies.
Narrador:
Todos son amigos. Hmmmtodos van a comer la comida rica.
Narrator:
Let us eat the delicious food, the delicious food, the delicious
food. Let us eat the delicous food because we are friends.
(Repeat twice.)
Caperucita:
(As Caperucita says buenas noches, she gives a hug (abrazo)
to each one she talks to.) Buenas noches, abuelita!
Little Red Riding Hood:
(As Caperucita says buenas noches, she gives a hug to each one
she talks to.) Good night, grandma!
La abuelita:
Buenas noches, Caperucita!
Grandmother:
El to:
Buenas noches, Caperucita!
The uncle:
Caperucita:
Buenas noches, seor Lobo! Mi casa es tu casa. (She waves
goodbye to seor Lobo.)
Little Red Riding Hood:
Thank you, my new friend. Good night, Little Red Riding Hood!
(He walks towards the forest.)
Caperucita Roja:
De nada, seor Lobo. (Looks at the audience and says ending
sentence.)
Colorn colorado este cuento se ha acabado.
17
Lesson 11:
Farm Animals
1st Grade
NUEVOS
AMIGOS
11
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b,
1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies:
1.15A, 1.5B,
1.4
Mathematics:
1.4B, 1.1A
Fine Arts
Music: 1.5A
Art: 1.3
NUEVOS
AMIGOS
CHEER:
NUEVOS
AMIGOS
NUEVOS
AMIGOS
THEME
SONG:
1st Grade
NUEVOS
AMIGOS
1st Grade
La bamba
(English version)
To dance la bamba, to dance la bamba,
To dance the bamba in the ranch,
The sheep wants a little bit of grace, little bit of grace,
little bit of grace.
Baa-baa-bamba, baa-baa-bamba, baa-baa-bamba.
NUEVOS
AMIGOS
1st Grade
Paper,
farm animal patterns,
crayons and
stapler.
Materials:
Copy blackline
masters twice,
scissors,
tag board, and
glue.
NUEVOS
AMIGOS
NUEVOS
AMIGOS
Sounds
dog
cat
hen
rooster
El caballo horse
La vaca
cow
Spanish
guau-guau
miau-miau
clo-clo, clo-clo
qui-qui-ri-qu-qu
ji, ji, jiii
mu, mu, mu
English
bow-wow
meow-meow
cluck, cluck
cock-a-doodledoo
neigh, neigh
moo, moo
Assessment:
1. Word Wall: Have the students write Spanish vocabulary
on the Word Wall.
2. Spanish Journal: Have the students write the Spanish
vocabulary in their Spanish Journals.
3. La bamba en el rancho: Have the students sing the
song and add other animal sounds.
1st Grade
NUEVOS
AMIGOS
Materials:
Cardboard,
scissors,
glue,
yarn in different
colors,
construction paper
in different colors,
and an enlarged
copy of an animal
shape.
Activity #2:
Have the students play the
Animal Memory Game.
La cultura hispana:
Show the different
sounds that animals
make and learn about
the Huicholes, the
native people of
mountainous regions
of Mexico.
Artesana:
Students will make
yarn paintings that
can be used as
necklaces and window
and tree ornaments.
Use the animal
shapes to make the
yarn paintings.
Nuevos Amigos
Grade 1
el perro
el gato
el pjaro
el pez
la oveja
la vaca
el caballo
el gallo
la gallina
Quiero comprar
el/la ______.
Cul quieres
comprar t?
comprar
Me gusta comprar
los animales.
NUEVOS
AMIGOS
12
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies:
1.15A, 1.5B, 1.4
Mathematics:
1.4B, 1.1A,
1.3A, 1.3B
Fine Arts
Music: 1.5A
Art: 1.3
1st Grade
NUEVOS
AMIGOS
Me gusta, me gusta,
sumar los nmeros.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
Cha, cha, cha!
NUEVOS AMIGOS THEME SONG
(English version)
I like to, I like to,
add the numbers.
I like to, I like to,
add the numbers.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
Cha, cha, cha!
1st Grade
NUEVOS
AMIGOS
Materials:
1st Grade
10
NUEVOS
AMIGOS
The Aztec calendar is also called the Sun Stone. Its a calendar representing a year made up of 260 days. Now, our
calendar is made up of 365 days. The Aztec Calendars week
consisted of 13 days, which is very different from our calendars
week of 7 days. The stone weighs almost 25 tons. This stone
was discovered buried in the ground on December 17, 1760.
It was discovered buried in the Zcalo, or the main square of
Mexico City. The Aztec calendar is now displayed in the National Museum of Archaeology and History in Mexico City.
Dont forget, learning about other cultures helps you to
better understand the world we live in.
Artesana: Make an Aztec necklace.
Directions:
Step 1: Trace one 10 inch and one 5 inch circle of
cardboard and cut out.
Step 2: Cut out four cardborad bars approximately 3
inches long (sun rays).
Step 3: Glue the smaller circle at the center of the larger
circle. Also, glue the four sun rays onto the larger circle,
dividing it into four parts. If your bars are too long, you
may need to trim them a little bit after they have been
glued.
Step 4: Outline the larger circle by gluing black yarn
around it.
Step 5: Cut eyes, nose and mouth out of cardboard.
Step 6: Glue eyes, nose and mouth onto the smaller circle.
Step 7: It is possible to use some of the designs from the
Aztec calendar. Trace a design onto the cardboard by
gluing black yarn and drawing any design that you want with
crayons and felt tip pens.
Step 8: Puch a hole at the top and insert enough yarn and
tie a knot so that you can wear it as a necklace.
1st Grade
Materials:
A 10 inch circle of
cardboard,
a 5 inch circle of
cardboard,
enough cardboard
for eyes, mouth and
sun rays,
black yarn,
scissors,
glue,
pencil,
crayons, and
colored felt-tip
pens.
11
1st Grade
NUEVOS
AMIGOS
12
La cultura hispana:
Students will learn
about Aztec calendar
also called the Sun
Stone.
Extention:
Make copies of the number
puzzle for extra practice.
Activity #2:
Have the students practice
writing the numbers and
counting by 5s and 10s.
Then have them go to the
front of the class and count
with a friend.
Materials:
Make copy of game board and
game pieces. Two pennies
are needed, and students
may color the game board.
9. veintinueve twentynine
10. treinta - thirty
Nuevos Amigos
Grade 1
veintiuno
veintids
veintitrs
veinticuatro
veinticinco
veintisis
veintisiete
veintiocho
veintinueve
sumar
treinta
Lesson 13:
The Calendar
NUEVOS
AMIGOS
13
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies:
1.15A, 1.5B,
1.3B, 1.2A
Mathematics:
1.4B, 1.1A
Fine Arts
Music: 1.5A
Art: 1.3
Vocabulary:
Cul es la fecha de hoy? Whats todays date?
Hoy es el (date) de (month). - Today is (month) (date).
Qu da fue ayer? What day was it yesterday?
Ayer fue (day). Yesterday was (day).
1st Grade
13
NUEVOS
AMIGOS
1st Grade
14
NUEVOS
AMIGOS
1st Grade
15
NUEVOS
AMIGOS
Materials:
Paper,
pencils,
crayons
and stapler.
#1:
Qu da es hoy?
Hoy es (day).
Qu da fue ayer?
Ayer fue (day).
Qu da ser maana?
Maana ser (day).
Whats today?
Today is (day).
What day was yesterday?
Yesterday was (day).
What day is tomorrow?
Tomorrow will be (day).
Dialogue #2:
Teacher: Cul es la fecha de hoy?
Student: Hoy es el (date) de (month).
(English)
Teacher: Whats todays date?
Student: Today is the (date) of (month).
1st Grade
16
Dialogue #3:
Teacher: Cul es la fecha de tu cumpleaos?
Student: Mi cumpleaos es el (date) de (month).
NUEVOS
AMIGOS
(English)
Teacher: When is your birthday?
Student: My birthday is the (date) of (month).
Extension: Heres another song that includes the days of the
week and is sung in the puppet play Jack and the Beanstalk.
Sing song to the tune of Oh My Darling Clementine.
Con mi gansa
Con mi gansa, con mi gansa, con mi gansa, Dorada,
Ya no vamos, ya no vamos a tener hambre.
Lunes, lunes, martes, martes, mircoles, jueves,
Viernes, viernes, sbado y domingo.
Con mi gansa, con mi gansa, con mi gansa, Dorada,
Ya no vamos, ya no vamos a tener hambre.
Lunes, lunes, martes, martes, mircoles, jueves,
Viernes, viernes, sbado y domingo.
With my Goose
(English version)
With my goose, with my goose, with my goose, Golden
We are never, we are never going to be hungry.
Monday, Monday, Tuesday, Wednesday, Thursday,
Friday, Friday, Saturday and Sunday.
With my goose, with my goose, with my goose, Golden
We are never, we are never going to be hungry.
Monday, Monday, Tuesday, Wednesday, Thursday,
Friday, Friday, Saturday and Sunday
1st Grade
17
NUEVOS
AMIGOS
Cumpleaos feliz!
Cumpleaos feliz,
Cumpleaos feliz,
Muchas felicidades
Te deseamos a t.
Happy Birthday
Happy birthday to
Happy birthday to
Happy birthday dear
Happy birthday to
you,
you,
(name)
you.
18
Chorus:
La, la, la, la, la, la, la.
Quin ha roto la pandereta?
La, la, la, la, la, la, la.
l que ha roto lo pagar.
(Repeat chorus.)
NUEVOS
AMIGOS
First of January
January first, February second,
March third, la, la, la (hit tambourine).
April fourth, May fifth,
June sixth, la, la,la (hit tambourine).
July seventh, August eigth,
September ninth, la, la, la (hit tambourine).
October tenth, November eleventh,
December twelfth, la, la, la (hit tambourine).
Chorus:
La, la, la, la, la, la, la.
Who has torn the tambourine?
La, la, la, la, la, la, la.
Whoever did shall pay.
(Sing twice.)
La cultura hispana: Talk about the festival of San Fermn. It
is a festival celebrated every July 6th to July 9th in Pamplona,
Spain. The climax of the festival is the running of the bulls
through the center of the city. The rule is to run with the
bulls and not in front of them. They are actually running
towards the bull ring called the Plaza de Toros de Pamplona.
People from different countries attend the festival, and there
are groups of people that like to go to the feria every year.
For more information, here is a website on Feria de San
Fermn: www.sanfermin.com/index_eng.html.
1st Grade
19
1st Grade
NUEVOS
AMIGOS
Materials:
Two 9-inch
paper plates,
white glue,
crayons,
felt-tip pens,
construction
paper in
different
colors,
paper holepunch,
yarn or narrow
ribbon in
different
colors, scissors
and twelve
jingle bells.
20
Review:
lunes Monday
martes Tuesday
mircoles Wednesday
jueves Thursday
viernes Friday
sbado Saturday
domingo Sunday
enero - January
febrero - February
marzo - March
abril - April
mayo - May
junio - June
julio - July
agosto - August
septiembre - September
La cultura hispana:
Talk about the
festival of San
Fermn. It is a
festival celebrated
every July 6th to
July 9th in Pamplona,
Spain. The climax
of the festival is the
running of the
bulls through the
center of the ciy.
The rule is to run
with the bulls and
not in front of them.
Extension:
Sing the song Con mi gansa
or With My Goose that
includes the days of the
week and is sung in the
puppet play Jack and the
Beanstalk.
octubre - October
noviembre - November
diciembre - December
Vocabulary:
1. Cul es la fecha de
hoy? Whats todays
date?
2. Hoy es el (date) de
(month). Today is
(month)(date).
3. Qu da fue ayer?
Yesterday was (day).
4. Qu da es hoy?
Whats today?
5. Hoy es (day). Today
is (day).
6. Qu da ser maana?
What day will it be
tomorrow?
7. Maana ser (day).
Tomorrow will be (day).
8. Cul es la fecha de tu
cumpleaos? When is
your birthday?
Artesana:
Make a pandereta or
a tambourine.
9. Mi cumpleaos es el
(date) de (month). My
birithday is the (date) of
(month).
Nuevos Amigos
Cul es la
fecha de hoy?
Qu da
fue ayer?
Qu da
es hoy?
Grade 1
Hoy es el (date)
de (month).
Ayer fue
(day).
Hoy es (day).
Nuevos Amigos
Grade 1
Qu da ser
maana?
Maana
ser (day).
Cul es la fecha de
tu cumpleaos?
Mi cumpleaos es el
(date) de (month).
escribir
Lesson 14:
The Weather
NUEVOS
AMIGOS
14
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies:
1.15A, 1.5B,
1.3B, 1.2A
Science: 1.4A
Fine Arts
Music: 1.5A
Art: 1.3
1st Grade
21
NUEVOS
AMIGOS
Me gusta, me gusta,
Nadar en el verano.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
Cha, cha, cha!
NUEVOS AMIGOS THEME SONG
(English version)
I like to, I like to,
swim during the summer.
I like to, I like to,
swim during the summer.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
Cha, cha, cha!
Review: Sing the song Las estaciones or The Seasons to
the tune Alouette.
1st Grade
22
Las estaciones
El otoo, el otoo, una estacin del ao es.
El invierno, el invierno, una estacin del ao es.
NUEVOS
AMIGOS
The Seasons
The fall season, the fall season, its a season of the year.
The winter season, the winter season, its a season of the
year.
The spring season, the spring season, its a season of the
year.
The summer, the summer season, its a season of the year.
Activity 1: Have the students become weather forecasters
by practicing the following dialogues.
Dialogue #1:
Student #1: Buenos das, cmo estn ustedes?
Hoy es (day).
Hace (select type of weather).
Adis amigos.
Dialogue #1:
(English version)
Student #1: Good morning, how are you?
Today is (day).
The weather today is (weather).
Goodbye.
1st Grade
23
Dialogue #2:
Student #2: Buenas tardes, cmo estn ustedes?
Hoy es (day).
Hace (select type of weather).
Hasta luego!
NUEVOS
AMIGOS
Dialogue #2:
(English version)
Student #2: Good afternoon, how are you (formal)?
Today is (day).
The weather today is (weather).
See you later!
Dialogue #3:
Student #3: Buenas noches, cmo estn ustedes?
Hoy es (day).
Hace (select type of weather).
Nos vemos pronto!
Dialogue #3:
(Enlgish version)
Student #3: Good evening, how are you (formal)?
Today is (day).
The weather today is (weather).
See you soon!
Extension: Have the students learn the poem El caracol
or The Snail.
El caracol
Aquel caracol
Que va por el sol;
En cada ramita
llevaba una flor.
Que viva la gracia,
que viva el amor,
que viva la gracia
de aquel caracol.
1st Grade
24
The Snail
(English version)
That snail
That crawls to the sun;
on every limb
is taking a flower.
NUEVOS
AMIGOS
Materials:
Paper,
pencil,
crayons
and stapler.
25
1st Grade
NUEVOS
AMIGOS
Materials:
Cardboard tubes in
a variety of sizes
Ex: Toilet paper
rolls, paper towel
rolls, gift wrapping,
mailing tubes
Corrugated cardboard
Masking tape
Toothpicks
Glue
Scissors
Construction paper
in different colors
Decorations to glue
on the rainstick
(leaves, twine,
shells, yarn, sand,
etc.)
Objects to put
inside the rainstick
(rice, lentils, black
beans , etc.)
26
La cultura hispana:
Rain forests are
found in South
America within the
Countries of Chile,
Venezuela, Colombia
and Brazil. You can
find many animals
living there that are
not found in any
other part of the
world.
Activity #2:
Make a book of Cambio de
tiempo or Change in
Weather.
A palo de lluvia or
rain stick is imitates
the sound of rain
heard within the
forests. These
sticks are used in
ceremonies to bring
rain when it
hasnt rained for
many days.
Materials:
Artesana:
Extension:
Students will learn the
poem El caracol or The
Snail.
Nuevos Amigos
Grade 1
las nubes
el sol
el viento
Hace sol.
Hace calor.
Hace fro.
Hace viento.
Qu tiempo hace?
nadar
Me gusta nadar en
el verano.
1st Grade
NUEVOS
AMIGOS
15
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies:
1.15A, 1.5B,
1.3B, 1.2A
Fine Arts
Music: 1.5A
Art: 1.3
27
M eme
N ene
ee
O o
P pe
Q cu
R ere
rr erre
S ese
T te
U u
V ve
W doble ve
X equis
Y y griega
Z - zeta
NUEVOS
AMIGOS
1st Grade
28
NUEVOS
AMIGOS
29
Q, r, rr, s, t,
(Repeat)
U, v, w, x,
(Repeat)
NUEVOS
AMIGOS
Y,
(Repeat)
z.
(Repeat)
Yo s el alfabeto, ol!
(Together)
* Refer to alphabet pronunciation at beginning of lesson.
Extension: Learn the jumping rope chant of El alfabeto.
El alfabeto
Beto, Beto, dime el alfabeto.
A, B, C, CH, D, E, F, G, H, I,
J, K, L, LL, M, N, , O, P, Q,
R, RR, S, T, U, V, W, X, Y, Z.
The Alphabet
Beto, Beto, tell me the alfabet.
A, B, C, D, E, F, H, I, J, K, L, M, N,
O, P, Q, R, S, T, U, V, W, X, Y, Z.
Extension: Make copies of the alphabet book El libro del
alfabeto or The Alphabet Book.
Activity 2: Have the students learn two poems of the
Spanish vowels A, E, I, O, U and El burro or The
Donkey.
A, E, I, O, U
A, E, I, O, U.
Arbolito de Per.
Yo tengo (age) aos.
Cuntos aos tienes t?
1st Grade
30
A, E, I, O , U
A, E, I, O, U.
Little tree from Peru.
I am (age) years old.
How old are you?
NUEVOS
AMIGOS
El burro
A, E, I, O, U.
El burro sabe ms que t.
The Donkey
(English version)
A, E, I, O, U.
The donkey knows more than you.
Extension: Make a vowel book Las vocales or The
Vowels.
La cultura hispana: Show pictures of the Kuna indians that
live on the San Blas Islands in the Atlantic Ocean off the
coast of Panam. The Kuna tribes have been making molas
for more than one hundred years. Show examples of molas
or appliqued pictures that are created by the Kuna indians.
*Refer to website for pictures on the Kuna indians:
www.nuevosamigos@dallasisd.org.
Did you know that clothing can also be art?
A mola is a colorful design made of several layers of brightly
colored cotton cloth.
1st Grade
31
1st Grade
NUEVOS
AMIGOS
Materials:
Tracing paper
patterns in
different colors
(or wrapping
paper or
construction
paper):
A - large
pattern size
(turtle body),
B - medium
pattern size
(turtle body),
C - small pattern
size (small body
parts),
glue
and scissors.
32
Equipment: TV/VCR
Activity #1:
Have the students repeat
each letter using the
marching rhythm of La
marcha del alfabeto or the
The Alphabet March.
La cultura hispana:
Show pictures of
molas or appliqued
pictures that are
created by the Kuna
Indians.
Assessment:
1. Spanish Word Wall: Have the
students place the Spanish
vocabulary on the Spanish Word
Wall.
2. Spanish Journal: Have the
students write greetings
and farewells in Spanish.
3. El alfabeto or Las vocales:
Have the students say the alphabet
and vowel chants and poems.
Vocabulary:
A sounds like ah in tar
E sounds like eh in get
I sounds like ee in feet
O sounds like oa in coat
U sounds like oo in pool
rbol - tree
elefante - elephant
iguana - iguana
oro - gold
unicornio unicorn
Extention:
Learn the jump rope chant of
El alfabeto or The
Alphabet.
TEKS:
Language Arts:
Listening: 1.1B, 1.1D
Speaking: 1.3A, 1.3B
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Social Studies: 1.15A, 1.2.B
Spanish Alphabet:
A ah
B be
C ce
Ch che
D de
Extention:
Make copies of El libro del
Alfabeto or The Alphabet
Book.
Activity #2:
Have the students learn two
poems of the Spanish vowels
A, E, I, O, U and El burro
or The Donkey.
E e
F efe
G ge
H hache
I I
J jota
K ka
L ele
Ll elle
M eme
N ene
ee
O o
P pe
Q cu
R ere
rr erre
S ese
T te
U u
V ve
W doble ve
X equis
Y y griega
Z - zeta
Artesana:
Make a mola or an
appliqued picture.
Nuevos Amigos
Grade 1
rbol
elefante
oro
iguana
aprender
unicornio
Me gusta aprender
las vocales.
Nuevos Amigos
Grade 1
ah
be
ce
che
de
efe
ge
hache
jota
ka
ele
elle
eme
pe
cu
te
ene
ee
ere
erre
ese
doble ve
equis
ve
y griega
zeta
Lesson 16:
NUEVOS
AMIGOS
16
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b, 1.3E
Writing: 1.20
Reading: 1.1C,
1.3A, 1.8
Social Studies:
1.15A, 1.5B,
1.3B, 1.2A
Science: 1.4A
Fine Arts
Music: 1.5A
Art: 1.3
1st Grade
33
Me gusta, me gusta,
estudiar el espaol.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
NUEVOS
AMIGOS
Materials:
Numbers
corresponding to
a classroom object
and transparency
of the classroom.
1st Grade
34
NUEVOS
AMIGOS
Materials:
1st Grade
35
NUEVOS
AMIGOS
Materials:
Acrylic paint in
yellow, brown,
green, black and
orange,
paint brushes and
sponge brushes,
plastic cups for
water,
paper plates,
poster board for
book cover,
scissors,
blank white
sheets of paper,
pencil,
hole puncher,
picture of a
sunflower
and craft rings.
Assessment:
1. Word Wall: Have the students write Spanish vocabulary
on the Word Wall.
2. Spanish Journal: Have the students write the Spanish
vocabulary in their Spanish Journals.
3. Whats the Spanish name for? Game: Have the
students identify names of the classroom objects.
1st Grade
36
Vocabulary:
1. el maestro/la maestra
- professor/teacher
2. el/la estudiante
student
3. la mochila backpack
4. el papel paper
5. el lpiz pencil
6. el libro book
7. la pizarra chalkboard
8. la tiza chalk
9. el escritorio teachers
desk
10. el pupitre students
desk
La cultura hispana:
Did you know that
sunflowers were
used by Native
Americans in
different ways?
Native Americans
would eat the seeds,
Activity #2:
would ground the
small kernels into
Have the students play the
Whats the Spanish Name? flour, extracted oil
game.
from the seeds for
their hair and used
Materials:
the seeds, flower
petals and pollen to
Paper, website for Diego
make dyes for face,
Riveras painting and
paint, cloths and
book First Biographies
Diego Rivera by Gini Holland. baskets.
Activity #1:
Number and label the
classroom objects on
sentence strips and tape to
object. Use the blackline
masters to place on the
classroom objects.
Materials:
A spin dial and a
transparency of the
classroom.
Materials:
A sunflower in
Spanish is called a
girasol.
In Per, Incas
worshipped
Extension:
The biography on
Diego Rivera could
lead to a class discussion on
murals.
Talk about the murals he
painted.
sunflowers. They
placed sunflower
images made of gold
in their temples and
crowned princesses
in the bright yellow
flowers.
Artesana:
Draw a picture of a
sunflower using a
Diego Rivera painting
on sunflowers. Paint
a picture of a
sunflower for the
front cover. Then,
the following pages
will be dedicated to
writing their
favorite Spanish
words.
Nuevos Amigos
Grade 1
el/la
estudiante
el maestro/
la maestra
la mochila
el papel
el lpiz
el libro
la tiza
la pizarra
Nuevos Amigos
Grade 1
el escritorio
el pupitre
estudiar
la silla
la mesa
Aqu est.
Me gusta estudiar
el espaol.
Dnde est
el/la (name of
object)?
NUEVOS
AMIGOS
17
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b,
1.3E
Writing: 1.20,
1.8
Reading: 1.1C
Social Studies:
1.15A, 1.5B,
1.3B, 1.2A
Science: 1.4A
Fine Arts
Music: 1.5A
Art: 1.3
1st Grade
37
NUEVOS
AMIGOS
Me gusta, me gusta,
subir la escalera.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
Cha, cha, cha!
NUEVOS AMIGOS THEME SONG
(English version)
I like to, I like to,
climb the stairs.
I like to, I like to,
climb the stairs.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
Cha, cha, cha!
Extension: Substitute verb, subir, for bajar.
Verb: bajar - to climb down
Sentence: Me gusta bajar la escalera.
I like to climb down the stairs.
1st Grade
38
NUEVOS
AMIGOS
Materials:
Transparency of
vocabulary words
of opposites. Make
copies of
vocabulary words
and make into game
cards.
39
The Raspa
(English version)
Slide your foot here,
One, two, three,
And now the other foot,
One, two, three.
(Repeat)
NUEVOS
AMIGOS
Materials:
40
Directions:
Step 1: Get all your materials together.
Step 2: In a pitcher, combine Kool-aid, water and sugar.
Blend it.
Step 3: Crush the ice in the electric blender until it looks
very small. Remember you need an adult to help you with
this part.
Step 4: Scoop the ice into the cup and pour your Kool-Aid
over the ice.
Assessment:
1. Word Wall: Have the students write Spanish vocabulary
on the Word Wall.
2. Spanish Journal: Have the students write the Spanish
vocabulary in their Spanish Journals.
3. Ta-te-ti Game: Have the students play the game of
Ta-te-ti and practice saying the opposite words.
1st Grade
NUEVOS
AMIGOS
Materials:
1 package of
unsweetened Koolaid drink mix, any
flavor
2 cups of water
1/2 - 3/4 cup,
sugar,
4 cups ice,
electric blender,
pitcher,
cups,
spoon or straw and
a scooper.
41
abierto open
cerrado shut
derecho/a right
izquierdo/a left
pobre poor
rico/a rich
malo/a bad
bueno good
Artesana:
Make raspas or snowcones.
Materials:
1 package of unsweetened
Kool-Aid drink mix (any
flavor),
Materials:
Transparency of
vocabulary words of
opposites. Make
copies of vocabulary
words and make into
a card game for
Ta-ta-ti.
Materials:
Video camera, videocassettes and tips on
making a video found
on Nuevos Amigos
website.
La cultura hispana:
What is a raspa or
a raspado? A raspa
is a snowcone. The
reason it is called a
raspa or a raspado is
because the ice is
scraped. Before
electric ice crushers
9. rpido fast
10. despacio slow
Nuevos Amigos
Grade 1
abierto/a
cerrado
derecho/a
izquierdo/a
pobre
rico/a
malo/a
bueno
Nuevos Amigos
Grade 1
rpido
despacio
subir
bajar
Me gusta subir la
escalera.
Me gusta bajar la
escalera.
NUEVOS
AMIGOS
18
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b, 1.3E
Writing: 1.20,
1.8
Reading: 1.1C
Social Studies:
1.15A, 1.5B,
1.3B, 1.2A
Science: 1.4A
Fine Arts
Music: 1.5A
Art: 1.3
1st Grade
42
NUEVOS
AMIGOS
Me gusta, me gusta,
caminar a la casa.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
Cha, cha, cha!
NUEVOS AMIGOS THEME SONG
(English version)
I like to, I like to,
walk to the house.
I like to, I like to,
walk to the house.
Activity 1: Have the students play Simn dice or Simon
Says.
Dialogue for game:
Simn dice: Ensame el calendario.
Simn dice: Dame el libro.
Simn dice: Camina rpido.
Simn dice: Camina despacio.
Simn dice: Corre.
Simn dice: Toca la puerta.
Simn dice: Toca la puerta cinco veces.
Simn dice: Cuenta del 1 al 10.
Simn dice: Cuenta del 11 a l 20.
Simn dice: Cuenta del 21 al 30.
Simn dice: Sintate.
Simn dice: Prate.
Simn dice: Colorea el dibujo.
1st Grade
43
NUEVOS
AMIGOS
Materials:
Teacher commands:
(English version)
Draw an arch using a red crayon.
Draw an arch using an orange crayon.
Draw an arch using a yellow crayon.
Draw an arch using a green crayon.
Draw an arch using a blue crayon.
Draw an arch using a purple crayon.
1st Grade
44
NUEVOS
AMIGOS
Materials:
Black felt, puff
paints in a
varietey of
colors,
craft needle,
black thread,
scissors,
stick pins and
vest patterns.
45
Activity #1:
Have the students play
Simn dice or Simon
Says.
Review:
Activity #2:
Have the students follow
commands given by the
teacher to draw a rainbow.
perdn forgive me
por favor please
De nada/por nada/no hay
de que youre welcome
gracias thank you
Vocabulary:
1. ensame show me
2. dame give me
3. treme bring me
4. camina walk
5. corre run
6. vyase go away
7. toca to touch and
knock at the door
8. cuenta count
Materials:
One sheet of white
paper and crayons in
the following colors:
red, orange, yellow,
*Refer to the dialogue found green, blue and
in the lesson.
purple.
La cultura hispana:
Talk about the origin
of the mariachi
group. The word
mariachi is most
often used in
reference to the
traditional musical
ensemble common to
Jalisco, Mexico, and
its neighboring
states. The exact
origin of the word
mariachi is lost in
time, but its roots
are most certainly
Artesana:
Make a mariachis
vest.
Nuevos Amigos
Grade 1
enseame
dame
trame
anda
corre
vyase
toca
cuenta
sintate
prate
colorea
caminar
Me gusta
caminar a la
casa.
NUEVOS
AMIGOS
19
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b, 1.3E
Writing: 1.20,
1.8
Reading: 1.1C
Social Studies:
1.15A, 1.5B,
1.3B, 1.2A
Science: 1.4A
Fine Arts
Music: 1.5A
Art: 1.3
1st Grade
46
NUEVOS
AMIGOS
Me gusta, me gusta,
decir la hora.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
La, la, la,
la, la, la.
La-la-la-la-la-la-la.
Cha, cha, cha!
1st Grade
47
NUEVOS
AMIGOS
1st Grade
48
Tick-tock
(English version)
Tick, tock, tick, tock,
Its the clock that works all day.
Tick, tock, tick, tock.
Every hour I ring my bell.
NUEVOS
AMIGOS
1st Grade
49
NUEVOS
AMIGOS
Verbs:
comprar - to buy
sumar - to add
escribir - to write
nadar - to swim
aprender - to learn
estudiar - to study
subir - to climb
bajar - to climb down
caminar - to walk
1st Grade
50
Artesana:
Make a giro.
Directions:
Step 1: Get all your materials together.
Step 2: Cut strip of construction paper in different colors.
Step 3: Glue these strips on to your emtpy water bottle any
way you want. Make sure not to cover the ridges because
thats what will make the sound.
Step 4: Use the compass to puncture two holes and stick
your scissors into the hole. Now, cut out a circle for your
fingers.
Step 5: Make a tassle with the yarn and index card. Wrap
the yarn around the index card and tie a knot to secure it.
Continue wrapping the yarn around the card about 15 times
and thread the long end through the loop and tie off at the
top. When you cut it, make sure you leave a long tail. Cut
the bottom of the tassle to make the fringes. Wrap your
tail around the top of the tassle about 5 times and tie a knot.
With the long yarn that remains hanging, secure the tassle
with a rubber band at the opening of the bottle. Glue the
yarn that remains hanging to the bottle or leave hanging.
Finally, with any color wrap it around the top of the bottle
opening to cover the rubber band and glue the end down.
Step 6: Stick your thumb and forefinger into the hole cut,
and with your other hand rub the chopsick up and down the
ridges to make the sound.
NUEVOS
AMIGOS
Materials:
An empty water
bottle with
ridges,
yarn in different
colors,
paper in
different colors,
glue,
scissors and
craft scissors,
Chinese chop
stick,
index card,
compass and
a rubber band.
Assessment:
1. Word Wall: Have the students write Spanish vocabulary
on the Word Wall.
2. Spanish Journal: Have the students write the Spanish
vocabulary in their Spanish Journals.
3. A qu hora? Game: Have the students practice
answering the questions in Spanish.
1st Grade
51
Vocabulary:
1. el reloj clock
2. la hora hour
3. la maana morning
4. la tarde afternoon
5. la noche night
6. el da day
7. el medioda
midafternoon
8. la medianoche
midnight
9. A qu hora vas a
(verb)? At what time are
you going to (verb)?
10. Voy a (verb) a la/las
(time). I am going to
(verb) at (time).
11. Qu hora es? What
Activity #1:
Sing the song Tic, tac or
Tick Tock.
La cultura hispana:
Talk about
merengue, the
national dance of
Activity #2:
the Dominican
Republic. The
Read the schedule for the
puppet plays. Make copies of merengue is one of
the schedule. Have two
the standard Latin
students work together to
American dances,
show the times of the puppet which has been
plays.
around since the mid
1800s. It is a
combination of two
dances, the African
and the French
Minuet.
The merengue can be
danced with a
partner or solo.
Materials:
1 small plastic bottles (6 oz.
or 12 oz.) with ridges,
Artesana:
Make a guiro, a
wooden percussion
time is it?
12. Es la una de la (time
of day). It is one in the
(time of day).
13. Son las (time) de la
(time of day). It is
(time) in the (time of day).
bright-colored construction
paper,
scissors,
glue,
black felt tip pen,
yarn in different colors,
craft scissors and scissors,
Chinese chop stick,
index card,
compass and
a rubber band.
instrument.
Nuevos Amigos
el reloj
la tarde
Grade 1
la hora
la maana
la noche
el da
la medianoche
el medioda
Nuevos Amigos
Grade 1
Qu hora es?
1st Grade
NUEVOS
AMIGOS
20
TEKS:
Language Arts
Listening: 1.1B,
1.1D
Speaking: 1.3A,
1.3B, 1.4b, 1.3E
Writing: 1.20,
1.8
Reading: 1.1C
Social Studies:
1.15A, 1.5B,
1.3B, 1.2A
Science: 1.4A
Fine Arts
Music: 1.5A
Art: 1.3
52
Review:
Review target vocabulary.
Activity #1:
View the puppet play
several times.
Equipment: TV/VCR
Assessment:
1. Spanish Word Wall: Have the
students place the Spanish
vocabulary on the Spanish Word
Wall.
2. Journal Writing: Have the
students write Spanish vocabulary.
3. Role-playing: Have the
students act out play of Juan y los
frijoles mgicos.
4. Assessment: Administer exam.
TEKS:
Language Arts:
Listening: 1.1B, 1.1D
Speaking: 1.3A, 1.3B
Writing: 1.20
Reading: 1.1C, 1.3A, 1.8
Social Studies: 1.15A, 1.2.B
Fine Arts:
Mother (sad):
We do not have any money, and we do not have much to eat. Jack,
the market opens at 9 in the morning. Take the cow to the
market, sell her and bring me the money.
Vaca:
Muuuuuu
Cow:
Moooooo
Juan:
S, mam, son las nueve de la maana y voy al mercado con
la vaca.
Juan:
Yes, mother, it is nine in the morning, and I am going to the
market with the cow.
Mam:
Tragame mucho dinero por la vaca por favor. Llega para
comer el almuerzo a la una de la tarde. Regrese rpido.
Gracias, Juan, mi hijo.
Mother:
Please bring me a lot of money for the cow. Lunch will be ready
at 1 in the afternoon, so hurry home. Thank you, Jack, my son.
Juan:
S, mam, har todo lo posible. Voy a regresar rpido.
(They give each other a hug and a kiss. Juan goes down the
road with the cow. The mother says goodbye. She hugs and
kisses him.)
2
Jack:
I will do my best. I will hurry home. (They give each other a hug
and a kiss. Juan goes down the road with the cow. The mother
says goodbye. She hugs and kisses him.)
Vaca:
Muuuuu...
Cow:
Mooooo
Scene II=Town
Time: Afternoon
Characters:
Narrador - Narrator
Juan - Jack
la vaca the cow
el seor the man
Props: Clock to show the times.
Narrador:
Juan llega al pueblo y est buscando el mercado. Juan est
perdido. Un seor le saluda:
Narrator:
Jack arrives at the town and is looking for the market. Jack is
lost. A man greets him:
Seor:
Buenas das, nio, adnde vas?
The Man:
Good morning, boy. Where are you going?
Juan:
Buenos das, seor. Voy al mercado. Necesitamos dinero.
No tenemos nada. Voy al mercado para vender la vaca.
Dnde est el mercado?
Jack:
Good morning, sir. I am going to the market. I need money. We
do not have any. I am going to the market with the cow. Where
is the market?
Vaca:
Muuuuu.
Cow:
Mooooo.
Seor:
El mercado est al lado de la escuela. Tienes que caminar
rpido a la derecha. Entonces tienes que caminar despacio a
la izquierda. Cuenta quince pasos. Ahora tienes que subir
tres escalones. Ten cuidado.
The man:
The market is next to the school. Walk quicky to the right.
Then, walk slowly to the left. Count 15 footsteps. Now, climb
three stairs. Be careful.
Juan:
Gracias, seor. Hasta luego!
Jack:
Thank you, sir. Goodbye!
Seor:
De nada. Pero, espere un momento, por favor. Mira, nio,
aqu tengo unos frijoles mgicos. Tengo una idea. Vamos a
cambiar los frijoles por la vaca.
The man:
Youre welcome. But, please wait one moment. Look, here boy,
here I have these magic beans. I have an idea. Lets exchange
the beans for the cow.
Vaca:
Muuuuu.
Cow:
Mooooo.
Juan (happy):
Qu buena idea!
Jack (happy):
What a great idea!
Seor:
Tengo los frijoles mgicos para usted.
The man:
I have the magic beans for you.
Juan:
Aqu est la vaca. Tengo que estar en mi casa para la una de
la tarde. (The man gave the magic beans to Jack, and Jack gave
the cow to the man. Jack goes walking to his house.)
Jack:
Here is the cow. I have to be home by 1 in the afternoon. (The
man gave the magic beans to Jack, and Jack gave the cow to the
man. Jack goes walking to his house.)
Vaca:
Muuuuuu
Cow:
Moooooo
Scene III= Inside the home
Time: Tres de la tarde Three in the afternoon
Characters:
Narrador - Narrator
Juan - Jack
La mam the mother
Narrador:
Juan llega a la casa a las tres de la tarde.
Prop: Show a clock.
Narrator:
Juan arrives at his home at three in the afternoon.
Mam:
Son las tres de la tarde. Dnde has estado? (They hug and
kiss.) Dnde est el dinero?
Mother:
Its three in the afternoon. Where have you been? (They hug
and kiss.) Did you bring the money?
Juan:
No, no tengo dinero. Tengo algo mejor. Cambi la vaca por
los frijoles mgicos y el seor tiene mi vaca. (He shows the
beans.)
Jack:
No, no, I do not have any money. I have something better. I
traded the cow for some magic beans. (He shows her the beans.)
Mam (upset):
Ay, ay, ay! No, no, no! Necesitamos dinero. No
necesitamos los frijoles mgicos. Qu ests pensando!
(Mam throws the beans out the window.)
Mother (upset):
Ah, ah, ah! No, no, no! We need money. We dont need magic
beans. What are you thinking!
(The mother throws the beans out the window.)
Juan (sad and talking to audience):
Qu triste estoy! No tenemos mucho. Somos pobres.
Jack (sad and talking to audience);
I am sad. We do not have much. We are poor.
Mam:
Est bien. Es el verano y tenenos fruta de los rboles para
comer (show bowl of fruit). Hay manzana, naranja y pltano.
(Mam and Juan eats fruit.)
Mother:
Its okay. It is spring, and we have fruit on the trees to eat
(show bowl of fruit). Here is an apple, an orange and banana.
(Mother and Jack eat fruit.)
Juan (when finished):
Bueno, mam. Tengo sueo. Buenas noches, mam! (They
give each other a kiss and hug.)
Jack (when finished):
Good, mother. I am fine. Good night, mother! (They give each
other a kiss and hug.)
Mam:
Dermete hijo. Buena noches. Maana ser otro da.
Mother:
Go to sleep son. Good night. Tomorrow is another day.
Scene IV= Outside the home
Time: Morning
Characters:
Narrador - Narrator
Juan - Jack
La mam the mother
Narrador:
En la maana, Juan sale de su casa y ve una planta. Es
grandsima. Llega hasta las nubes. Juan tiene miedo. El
dice:
Narrator:
In the morning, Jack walks out of his house and looks at the huge
plant next to the house. It even reaches the sky. Jack is afraid.
He says:
Juan:
Mam, mira la planta de frijol grande. Tenemos 10, 20, 30,
40 y 50 frijoles para comer. (Juan puts them in a bag.)
Tenemos comida. Qu alegre estoy!
Jack:
Mother, look at the big beanstalk. We have beans: 10, 20, 30, 40
and 50 to eat. (Juan puts them in a bag.) We have food. I am
very happy.
Mam:
Gracias, Juanito, por los frijoles mgicos. Sube la planta de
frijol por ms frijoles.
Mother:
Thank you, Jack. They were magic beans. Climb the beanstalk
for more beans.
Juan:
Por nada. S, mam. Vamos a tener mucha comida.
(Juan climbs the bean tree.)
Jack:
Youre welcome. Yes, mother. We are going to have a lot of food.
(Jack climbs the bean tree.)
Scene V= The Beanstalk to the castle
Time: La maana the morning
Characters:
Narrador - Narrator
Juan Jack
El gigante the giant
La gansa, Dorada the goose
Narrator:
Juan sube y sube y sube la planta de frijol hasta que mira el
castillo del gigante. Juan toca la puerta.
Narrator:
Jack climbs and climbs and climbs the beanstalk. Jack climbs and
climbs until he sees a giants castle. Jack knocks on the door.
Gigante (answers door):
A, E, I, O, U, este es mi castillo! Quin eres t?
Giant (answers dooor);
A, E, I, O, U, this is my castle! Who are you?
Juan:
Soy un nio. Me llamo Juan. Tengo mucha hambre.
Jack:
I am a boy. My name is Jack. I am very hungry.
10
Gigante (angry):
No tengo comida para ti. Vyase de aqu. (Slams the door
on Juan.
Giant (angry):
I do not have any food for you. Go away! (Slams the door on
Jack.)
Juan (sad and starts to walk away. He hears animal sounds.):
Escucho animales. (Walks around the castle to a window,
and he looks in.) Mira el zorro. Mira el caballo. Mira el
dragn. Mira la oveja. Ah, y mira mi gansa. Dorada,
Dorada! (Juan turns to audience) Es mi gansa. La gansa que
perdimos! (Turns back to window) Ah, Dorada, se ve tan
triste.
(Giant walks into the room with a bag of money. He spills all
the money on the table then starts counting the money in
tens.)
Jack (Sad and starts to walk away. He hears animal sounds.):
I hear animals. (walks around the castle to a window, and he looks
in.) I see a bird, a horse, a dragon and oh, look there is Golden,
my goose. Oh, and look at my goose. Golden, Golden! (Jack turns
to audience.)
It is my goose. It is the goose that we lost! (Turns back to
window.) Oh, Golden, she looks very sad.
(Giant walks into the room with a bag of money. He spills all the
money on the table then starts counting the money in tens.)
Gigante:
10, 20, 30, . 50, necesito ms Dorada. Dorada, necesito
cinco huevos de oro y pronto. (Dorada looks sad.) Ah, (yawn)
11
que sueo. Voy a tomar una siesta. (Giant lays head over
money and falls asleep. Giant snores.)
Giant:
10, 20, 30, 50, I need more gold. Goose, I need five more
golden eggs and quickly. (Golden looks sad). Oh, (yawn) I am
sleepy. I am going to take a nap. (Giant lays head over money and
falls asleep. Giant snores.)
Juan (turns from looking into window and talks to audience):
Tengo que salvar a Dorada. (Juan opens window and jumps in
the castle.)
Jack (turns from looking into window and talks to audience):
I have to save Golden. (Jack opens window and jumps in the
castle.)
Narrator:
Mientras el gigante duerme (giant snores), Juan camina
despacio para salvar a Dorada. Dorada est muy alegre
cuando mira a Juan.
Narrador:
While the giant sleeps (giant snores, Jack walks slowly to save
Golden. Golden is very happy when she sees Jack.
Dorada (happy and whispers):
Juan, Juan, me puedes salvar? Por favor, por favor.
12
Juan (whispers):
S, s, te voy a salvar.
Jack (whispers):
Yes, yes, I will save you.
Narrador:
Cuando Juan se lleva a Dorada, un huevo se le cae al piso (egg
falling noise).
Narrator:
When Jack takes Golden, a golden egg fell down. (egg falling
noise) The giant opens up his eyes.
Gigante (stands up and is drowsy):
A, E, I, O, U, este es mi castillo! Quin eres t?
Giant (answers dooor);
A, E, I, O, U, this is my castle! Who are you?
Juan (scared, with Dorada in hands):
Gigante, Gigante, este gansa no es de usted. Ella es parte de
mi familia. Es mi gansa. Es Dorada.
Jack (scared, with Golden in hands):
Giant, Giant, this is my goose and not yours. She belongs to my
family. It is my goose. It is Golden.
Gigante (angry):
No, no, no, es ma. Yo la necesito.
Giant (angry):
No, no, no, it is mine. I need her.
13
Narrator:
Juan corre, corre y corre con Dorada. (thundering sound as
the giant falls) Juan baja, baja y baja el rbol de frijol.
Narrator:
Juan runs, runs and runs with Golden (thundering sound as the
giant falls). Jack runs, runs and runs.
Juan:
Voy a cortar la planta de frijol.
Jack:
I am goint to cut the beanstalk.
Narrator:
Juan corta la planta de frijol.
Narrator:
Jack cuts the beanstalk.
Mam (surprised):
Ah, mira es Dorada, nuestra gansa. Juan eres un buen hijo.
Ya no vamos a tener hambre.
Mother (surprised):
Oh, my goose, my goose. Jack is a good boy. We will not be
hungry anymore.
Juan (happy):
S, mam. Estoy muy contento. Ya no vamos a tener
hambre. Vamos a celebrar.
14
Jack (happy):
Yes, Mother. I am very happy. We will never be hungry again
Lets celebrate!
Sing song. (Oh, my darling, Clementine tune)
Con mi gansa. Con mi gansa. Con mi gansa, Dorada.
Ya no vamos, ya no vamos, a tener hambre.
Lunes, lunes, martes, martes, mircoles y jueves.
Viernes, viernes, sbado y domingo.
La mam: Colorn colorado este cuento se ha acabado.
15