READING & WRITING: ¡Hola! ¡Buenos días! Yo me llamo ____. Quiero ____ y ____ [jugar y colorear] con mis amigos. Necesito ____ [marcadores, cobijas, peluches, comida, ropa, libros, etc.]. ¡Adiós! ¡Hasta luego!
(Hello! Good morning! My name is ____. I want to ____ and ____ [play and color] with my friends. I need ____ [markers, blankets, stuffed animals, food, clothing, books, etc.]. Goodbye! See you later!)
*CENTERS: jugar, colorear, pintar, construir, tocar el piano, volar [un avión de papel], limpiar, dibujar, cantar, hablar, dormir, bailar, trabajar, ver.
*MAP MASTERS: Chile, Argentina, Uruguay, Paraguay, Bolivia, Peru, Ecuador, Colombia, Venezuela, Panama, Costa Rica, Nicaragua, Honduras, El Salvador, Guatemala, Mexico.
- Guatemala- Worry Dolls
- Mexico- Day of the Dead and make natural chewing gum
- Panama- trace Mola designs
- Spain- Don Quijote/Picasso painting and El Camino (pasaportes)
- Costa Rica- rainforest
- Argentina- outdoor markets/mercados
- Peru- build highest city in the world (La Rinconada)
- Dominican Republic- play dominoes, a national pastime
- Bolivia- paint Salar de Uyuni reflections and taste salt
- Puerto Rico- bioluminescence
- Ecuador- sneezing iguanas
- Different currencies and values (~money!)
First Grade- As many of you know from SLC’s, first graders have become Map Masters. Their country-name recognition skills and ability to locate these places on a map are excellent. Currently, students are comfortable naming the majority of the following countries: Chile, Argentina, Uruguay, Paraguay, Bolivia, Peru, Ecuador, Colombia, Venezuela, Panama, Costa Rica, Nicaragua, Honduras, El Salvador, Guatemala, and Mexico. Students have had mini-lessons about many of these cultures–from Worry Dolls (Guatemala) to making natural chewing gum (Mexico) and tracing Mola designs (Panama)–as well as a week of assigned centers for first and second grades, where they chose a culture project of interest.
The assigned centers looked like this: 1) Argentina, set up, buy, and sell items at an outdoor mercado/ market with Argentine pesos: no American dollars accepted!; 2) Peru, build one of the highest cities in the world out of blocks; 3) Dominican Republic, play dominoes, a national pastime; and/or 4) Bolivia, paint the beautiful sky reflections of starry nights and sunrises and sunsets over the largest salt flat in the world (and also taste more salt!).
A memorable day was when students tried selling their artwork (paintings of Bolivia) at the outdoor market in Argentina, but listed a painting as 20 pesos. I suggested that we look up how much that was, and when the student learned that 20 Argentinian pesos was only equivalent to $0.32, she changed the price, adding a few more zeros (2000 ARS = $32.00).
A few students could not decide where to go, so I gave them an alternate project: recreate a textured model of La mano de Punta del Este in Uruguay with paint and sand (it is a famous sculpture of a hand on the beach).
Both classes were also introduced to and acted out the most famous windmill chapter of the 900-page world-renowned novel, Don Quijote, back in the fall. Picasso made a sketch of the two main characters (Don Quijote and Sancho Panza) to commemorate the novel’s 350th anniversary. First graders put a photocopy of this up to the window, placed pastel-colored paper on top of it, and then trace-scribbled the drawing with a Sharpie to create a two-tone replica. The class joke and icing on the cake was to cross out Picasso’s name and replace it with their own!
Because first graders are becoming so knowledgeable about the Spanish-speaking world, and also because they were wholly inspired by the second graders’ iMovie about the Camino in Spain back in October, students are currently making their own pasaportes/passports. Passports are necessary to visit the Costa Rican rainforest in my closet. Obviously. Great work this term.
First Grade- Students reviewed key terms from last year, and jumped into center work. Here, first graders dance around to the Song of the Month, settle on the carpet to read the Daily Letter aloud as a class, and then sign up for activities of their choice: “¡Hola! Yo me llamo ______. Yo quiero [jugar] y [pintar]” (Hi! My name is ______. I want to play and build“).
Students are currently motivated to clean up said centers after working so that they can watch a very silly “baño/bathroom song” before their teacher arrives at the end of class. Soon, you will be receiving information on how to create a Señor Wooly account at home through the school’s subscription so that you can watch it at home as well.
February: Because Sneezing Iguanas from Ecuador just make Tuesdays even better! #funfacts
January: Students had the option of traveling to several different countries today- 1) Argentina, to set up, buy, and sell items at an outdoor mercado/market with Argentine pesos: no American dollars accepted!; 2) Peru, to build one of the highest cities in the world out of blocks; 3) Dominican Republic, to play dominoes, a national pastime; and/or 4) Bolivia, to paint the beautiful sky reflections of starry nights and sunrises and sunsets over the largest salt flat in the world (and also taste more salt!).
January (1B): Primer grado vio un video muy breve de bioluminiscencia esta tarde (enlace arriba). En varias partes del mundo, incluso Puerto Rico, el agua ‘resplandece/brilla’ [glows] cuando algo le molesta el alga ahí. Tratamos de hacer un experimento con mi luz negra y marcadores, pero de repente la luz negra dejó de funcionar. ¡Qué extraño! Por lo menos, ahora un rinconcito del aula “es” Puerto Rico.
January: Esta semana, construimos un bosque tropical de Costa Rica en el armario de mi salón de clase. Los niños hicieron casi todo, y luego exploraron el lugar. Este es el ENLACE a la banda sonora (de los monos aulladores).
November (1B): Hoy, un grupito de niñas aprendió sobre los muñequitos quitapesares/de las preocupaciones (“Worry Dolls”) y empezó a hacerlos en clase con palitos y fieltro. Las niñas oyeron un cuento llamado, “Silly Billy”. Al final de la clase, ¡casi todos querían hacerlos también!