Resumen NOV., 18-19 (PK-5)

PKThis month, students in PK only had two classes, due to the Thanksgiving break and Trim the Towne celebration. (This is why the Spanish Seesaw Corner has been virtually silent [bad pun] as of late.) In one class, they made spiders and spider webs out of a variety of materials to make connections with the nature unit in their regular classroom.

The following week, they practiced saying and acting out the lyrics to a clapping rhyme in the target language—Jorge robó pan en la casa de San Juan/quién, yo/sí, tú/yo no fui/entonces, quién? (lit., George stole bread in Saint John’s house/who, me/yes, you/it wasn’t me/then, who?)—where “Jorge” becomes each persons’ name in the circle. It is a difficult rhyme to catch on in one class, but students did quite well with the challenge. As always, feel free to visit my website below for links and more information.
KThis month, students in kindergarten spent a class learning about El Día de los Muertos/Day of the Dead, and were thoroughly fascinated by a silent film about the holiday—so much so, in fact, that each class ending up watching the three-minute video on repeat for a minimum of thirty minutes. To tap into the essential question of their regular classroom, kindergarteners made superhero masks to demonstrate their own personal poder, or power; learned a po-der-o-so/powerful clapping rhyme; and built card houses, until the power of various forces (esp. air and breath) knocked down the delicate constructions.

Students at first thought that agua/water was not powerful, until they considered hurricanes. K.B also made a planetarium of stars underneath one of the tables in the Spanish room—the power of the beauty of the night sky? Finally, they began a structured free play unit, where students chose and wrote down a Spanish sight word; this determined their activity for the day (e.g., colorear/color; jugar/play). Many kindergarteners tilted their heads, a bit perplexed, when trying to match the “who-garr” pronunciation with a word that starts with “j”; their understanding of the phonetics world has officially been turned upside-down!
1This month, students in first grade continued naming more Spanish-speaking countries and adding new centers to their Spanish sight word collection (e.g., dormir/to sleep; trabajar/to work—students get to use the fake dinero/money and ‘work’ at the bank). They also began using lapices/pencils instead of marcadores/markers when signing up for centers, and explained with whom they were planning on playing (Quiero jugar con…/I want to play with…), both to learn the word ‘with’ as well as how to spell their classmates’ names.

As part of the beginning-of-class routine, first graders also jammed out to Feliz Navidad and pretended to be príncipes/princes, princesas/princesses, reyes/kings, reinas/queens, unicornios/unicorns, caballeros/knights, caballos/horses, and more (the teacher went around and placed an invisible crown on their heads). Students have become masters at the daily routine and enjoy adding new, creative pieces to the ever-evolving puzzle each week.
2This month, students in second grade continued naming more Spanish-speaking countries and developing new businesses and locations in their class pueblo/town. For example, one day a student created an enormous soccer field in the classroom out of masking tape and asked to play (¿Puedo jugar al fútbol?/Can I play soccer?). Next, some second graders at the class hotel/hotel hung paper television frames to watch the game and videoed it all on an iPad, while others took it upon themselves to make banderas/flags for the Spanish-speaking teams playing (i.e., Colombia vs. España/Spain) and cheered on the sidelines (golazo/goal; por acá/over here; pásala/pass it; casi/almost; vamos/let’s go; rápido/quickly). Later, the team decided to stand for Spain’s National Anthem before starting the game. Amazing!

Students also recently created an art museum/museo de arte and zoológico/zoo (with feeding stations and live pets as well as toy animals; one day, a bunny escaped from the zoo and ended up on the soccer field (2.A), which caused a bit of chaos until animal control was able to handle the situation). Another week, a few talented street musicians even entertained on the keyboard for tips.  Last but not least, students learned that the map of their town was created on an authentic map of downtown Buenos Aires, Argentina, home of the widest avenue in the world: 16 lanes of traffic. Second graders also tasted dulce de leche, a sweet, caramel-type of spread eaten in Argentina and many parts of South America.
3This month, students in third grade practiced saying the Pledge of Allegiance (Juro fidelidad a la bandera) to continue working on their phonetics study. They also sat according to their birthday months, made personalized passports—with miniature flags of all of the Spanish-speaking countries—and continued telling and acting out their class stories.

In 3.B, Pato was eaten by an evil pig, who is friends with a Powerful Notebook. Students paused here to brainstorm a list of powerful things and then drew a collage of said concepts around the word poderoso/powerful. Anyway, the fantasma/ghost of Pato wants revenge, and decides that because the evil pig is allergic to flan (a Spanish dessert), he will use it to get back at him and make him sneeze uncontrollably—there is a tradition of saying, “Salud, dinero, amor/health, money, love” when a person sneezes (Colombia). However, because the Powerful Notebook, or cuaderno poderoso has the flan, he will have to visit his home, a cobertizo/shed filled with cucarachas/cockroaches and other insectos/insects.

Because the story centers around venganza/revenge, third graders watched a silly cartoon chicken video about animal sounds in Spanish, where the chicken gets strong and gets revenge against a truck (Pollito pío). Additionally, third graders took a day to made Popsicle stick sheds with paper insects. This class also went on a tangent one day—though I realize all of this sounds like a tangent!—and had a mature discussion about endangered languages and untranslatable words. Students tasted dulce de leche (not flan, but very sweet at least!) and fried crickets, too, as it was [mostly] relevant to their class story.

In 3.A, students only had four classes in November, due to Student-Led Conferences and Golden Guest Day rehearsals, and spent the time finishing their passport booklets and reviewing their class story: here, a policeman and dog chase after two enemies that have stolen money and stuffed animals from the main character. The enemies put dulce de leche (Argentina) on the ground, which slows down the police. Students were also able to taste this sweet, caramel-like spread in class.
4This month, students in fourth grade worked on starting their sentences with, “Pregunta” (question) whenever they wanted to ask something, and learned how to dance the Salsa after they started naming Spanish-speaking countries in the Caribbean on the tape floor map; the dance is particularly popular there. Fourth graders also played the “offline dinosaur game” and designed their own live video game course in the Spanish classroom, complete with jumping obstacles, gold as the prize for completing all of the levels, and Super Mario music playing in the background for 4.B—whereas talented 4.A musicians opted to play video game type songs on the class keyboard (jugar/play; nivel uno/level one; salta/jump; el oro/gold).

Students also helped create more mini-stories in the target language. For example, in 4.A, an orca named Flippers has a boat/barco and is saved by a student in an airplane during a highly unusual storm, where it rains lemons. Fourth graders listened to the famous Ojalá llueva café en el campo by Juan Luis Guerra (Dominican Republic); in the song, it rains coffee. In another story, a Minecraft lamb named Lime/Limón Verde lives in a haunted house. Students have begun bringing in their favorite stuffed animals and toys around which the stories are then created. In 4.B, students chose a spooky genre, and things got a little weird: a lizard named Burrito lives in a haunted house with ghosts and zombies. One night, his dog is sleeping, and one of the zombies, Pocoyo—fourth graders decided on this cartoon character because the stuffed toy version’s head spins—is hungry and eats the dog’s brain/cerebro. The puppy calls a doctor, but the doctor is actually a mad scientist/cientítifico loco and gives him a super brain, with all of the information in the entire world. Yikes!

Last but not least, students in 4.A learned a clapping rhyme that children recite to pass the time when they are waiting (~in line, on the bus, etc.): Jorge robó pan en la casa de San Juan, quién yo, sí tú, yo no fui, entonces quién/lit., George stole bread from Saint John’s house/who me/yes, you/it wasn’t me/then who). To inspire them for their cookie cutter design project, 4.B learned about Las Fallas, a unique celebration in Valencia (Spain) where people build massive parade floats, and then burn them all at the end of the week.
5This month, students in fifth grade began a theater unit. First, fifth graders heard a short legend in the target language, and then were assigned groups and given scripts to practice reading lines and acting out the legends: La casa embrujada/The Haunted House (Peru); El ratoncito que sabía ladrar/The Mouse Who Knew How to Bark (Cuba); and El collar de oro/The Gold Necklace (New Mexico). The goal here was not to memorize parts but rather to get into the routine of rehearsing in another language, as—fingers crossed—fifth graders will be presenting a formal program of Spanish plays at the end of the year for you in the target language. Both classes started reviewing their first official plays for the program this past week. You will receive more information and details/specifics about this event in the January newsletter.

Summit students also learned to dance how to dance the Salsa after they started naming Spanish-speaking countries in the Caribbean on the tape floor map; the dance is particularly popular there. To inspire them for their cookie cutter design project, 5.B learned about the Night of the Radishes Festival in Oaxaca (Mexico), where enormous radishes are carved in the days leading up to Christmas. As always, feel free to visit my website for links and more information.

NOTE: Due to both a short month [December] as well as class cancellations for rehearsals, field trips, class parties, etc., you will receive the next newsletter at the end of January.


September: This month, students in fourth grade learned that they will be participating in a yearlong town simulation.  Their first stop was Argentina, where fourth graders explored the history of Yerba Mate, or ‘the friendship drink’ of South America via photos and physical cultural artifacts, and later were able to taste the strong, somewhat bitter (but delicious!) tea.  Then, it was time to travel again: after grabbing their passports, boarding passes, and luggage from the Locker Bay; removing their zapatos/shoes for the infamous TSA security screening process; watching a bilingual ‘safety instructions’ video; enjoying snacks—goldfish and water—from the stewardess during the flight; and experiencing a tiny bit of turbulence, students finally arrived in Madrid, the capital of Spain.

Then, it was only a matter of deciphering the puzzling (but authentic) city map, a quick trip on the Metro (Subway) and a three-hour train ride (Renfe) through the Andalusian countryside (see all the olive trees?!), before students settled in what is to be their new home: Granada, España/Spain.  The intense summer heat of southern Spain was reflected (bad pun) in the covered streets—colorful sheet canopies high above protect the city from the urban heat effect.  Students left their baggage at the hotel, noticed the famous Moorish palace (La Alhambra) across the street (beautiful!), and set about their first set of business: deciding where to live and drawing up floorplans of the inside of their new homes.  Yay!  Fourth graders also practiced acting out their passwords, in order to associate a specific motion with each word.