READING & WRITING:
¡Hola! ¡Buenos días! Yo me llamo ______. Yo quiero _____ y _____ [jugar y colorear] con mis amigos. Yo necesito ________ [marcadores, cobijas, peluches, comida, ropa, libros, etc.]. Yo voy a _________ [Chile, España, Argentina, etc.].
(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.]. I am going to ________ [Chile, Spain, Argentina, etc.]).
*CENTERS: jugar, colorear, pintar, construir, tocar el piano, volar [un avión de papel], limpiar, dibujar, cantar, hablar, dormir, bailar, trabajar, ver; con/with; y/and.
- Spain- El Camino de Santiago (iMovie & presentation)
- Mexico- Day of the Dead; Night of the Radishes; Cinco de Mayo
- South America- gemstones/minerals
- Nicaragua- volcano boarding
- Argentina- outdoor markets/mercados; Xul Solar painting; soccer (Messi)
- Cuba- ‘café cubano’
- Peru- build highest city in the world (La Rinconada)
- Dominican Republic- play dominoes; dancing Merengue
- Bolivia- paint Salar de Uyuni reflections & taste salt
- Guatemala- Sawdust Carpets (Easter)
- Policías y ladrones (Cops and Robbers) & Freeze Tag: a la cárcel = go to jail; no quiero ir = I don’t want to go; libertad = freedom; queso, helado = cheese, ice cream
- ¿Adónde vas? = where are you going? (song); Tengo hambre = I’m hungry (song)
- Pueblo/town– el gimnasio/the gym, el teatro/the theater, la fábrica/the factory, el hotel y restaurante/the hotel and restaurant, el cine/the movie theater
Second grade– Second graders have done an excellent job this trimester of combining language and culture. For starters, the majority can write and say the following:
“Hola, ¡buenos días! Yo me llamo ______. Yo quiero _____ y _____ [jugar y colorear] con mis amigos. Yo necesito ________ [marcadores, cobijas, peluches, comida, ropa, libros, etc.]. Yo voy a _________ [Chile, España, Argentina, etc.].”
(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.]. I am going to ________ [Chile, Spain, Argentina, etc.]).
The phrase, “Yo voy a _______” (“I’m going to ________) came about for two reasons. First, there is a Señor Wooly song called, “¿Adónde vas?” (Where are you going?) which became a major hit among second graders, so obviously we needed to take that and run with it–and learn how to answer the question. Second, the class wanted to create a pueblo/town, and well before we began designating certain parts of the Spanish room as different countries (our current reality), second graders had divided the space into sections–el gimnasio/the gym, el teatro/the theater, la fábrica/the factory, el hotel y restaurante/the hotel and restaurant, el cine/the movie theater, etc.
When students signed up to jugar voleibol/play volleyball, they would have to explain that they were going to the gym to do said activity. Likewise, the factory was for arts and crafts, or building pretty much anything; the theater was for singing, playing the piano, dressing up, and performances; the movie theater was for watching Pocoyo shows or Señor Wooly songs; and the hotel & restaurant were for sleeping and eating. As time went on, we began saying that the gym was located in Argentina, the hotel in Peru, the theater in Colombia, etc. It was actually a very neat (and unforeseeable) evolution of a project!
Moreover, all of these activities recycled and built on vocabulary from last year–e.g., jugar/to play, pintar/to paint, construir/to build, tocar el piano/to play the piano, comer/to eat–and students began expanding their sentences. It was no longer just “I want to play”, but rather “I want to play soccer with my friends outside” (quiero jugar al fútbol con mis amigosafuera), or “I want to build” became a little more polite: “May/Can I build a fort? I need blankets and the clothes and books.” (¿Puedo construir una fortaleza? Necesito cobijas y la ropa y libros.)
As a final linguistic note, second graders also integrated their suffix and prefix study from their regular classroom with the target language, learning that there are “boy” (masculine/el) and “girl” (feminine/la) words in Spanish, and that this can be determined by studying the suffix. The class had fun discovering which words were on the “boy team” or “girl team”. We get ice cream (el helado)! But we get cake (la torta)! And so on… The point here is for students to begin to notice details about Spanish. This will help their study later on.
In as far as culture goes, second graders truly outdid themselves. They saw what older students were doing, jumped on board the train, and then, in addition, proposed their own projects. Here are a few examples.
Students noticed an image of the Noche de los Rábanos/Night of the Radishes festival (Mexico), and then took a day in December to carve actual radishes into beautiful creations, copying what they saw.
Second graders made a truly outstanding iMovie of the Camino de Santiago 500-mile hike through northern Spain.
Several students helped cover a soccer ball with gold paint, and then built a trophy stand for it out of Popsicle sticks and hot glue, for Messi and to represent the importance of fútbol/ soccer in many Spanish-speaking countries.
Other students contributed to the fourth grade project of sunken Spanish treasure, dying paper with coffee and blowdrying it to make it look old, and drawing treasure maps on it.
Others were inspired by the third graders’ presentation on instruments made out of trash in Paraguay, and made their own maracas, drums, and more for the LS Spanish Museum.
Second graders were VERY EXCITED about minerals and gems for a long time. Here, they spent time learning which minerals come from South and Central America, and then painted rocks to create amethysts and lapis lazuli look-a-likes. Several filled little cups of water and dyed the water various shades with food coloring.
2B began ‘selling Cuban coffees’ (café cubano), made by filling mini cups with jabón/soap and water, and then painting rainbows on top of the soap bubbles. When the business started taking off, we would stop the soccer game across the room for halftime, so that the players could come ‘buy’ and ‘drink’ the Cuban Coffees from the café.
Second graders learned about Volcano Boarding in Nicaragua, and declared whether or not they would be brave enough to participate in such an extreme sport. Eeek! Not me!
Last but not least, students were given assigned centers one week, along with first graders. The choices were as follows: 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; 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!); and/or 5) paint a famous Xul Solar Argentinian painting, mural-style, on the bulletin board outside of the Spanish room (*in progress!).
Second graders have also traveled outside several times to play Policías y ladrones/Cops and Robbers (a la cárcel/go to jail, no quiero ir/I don’t want to go, libertad/freedom), in addition to a Freeze Tag version of queso, helado (cheese, ice cream). Bits and pieces of these games and cultural projects may have made their way home, so hopefully this gives you a bigger picture and panoramic view of what students have been learning in Spanish class.
Second Grade- Students began by reviewing the names of the Spanish-speaking countries in South and Central America from last year, and then proceeded to paint the two 6’x9′ cloth maps. To go along with the new rule of, “Un-dos-tres, ¡no inglés!” (One-two-three, no English!), second graders started out slowly by reviewing color names and then deciding as a class which country would be which color, before diving into the project.
Aside: The maps are beautiful! Now that the project is finished, second graders will continue with their center work from last year, while reading and writing skills in the target language are turbo-charged. Let’s do this!
January: Segundo grado está trabajando a varios negocios en la clase de español, incluso la creación de una tienda en Cuba donde se puede comprar y tomar un “café cubano”. En otro rincón, se venden rocas pintadas de muchos países hispanohablantes (p.ej., esmeraldas muy caras, zafiros, diamantes…). Son hermosas pero muy, muy caras. Finalmente, un grupo de chicas escogió usar arena para dibujar los “geoglyphs” de las líneas de Nazca en Perú.
December: For the Mexican celebration of Night of the Radishes, students printed out their favorite Google search images and then tried carving their own creations out of–yes!–real radishes.
October: Segundo grado presentó hoy sobre El Camino en “Friday Morning Meeting”. ¡Felicidades en una presentación fenomenal! Haz clic para ver el video. ¡Disfruta!
“But El Camino is more than just a walk. It heals broken friendships. It brings people together. It makes you stronger. Sometimes, all of our problems can be solved just by taking a walk. It is a symbol of hope. In Spanish, hope is ‘Esperanza’. El Camino… just keep walking.” [very last lines of the presentation]