WEEKS 3-4: After spending one lesson last week identifying objects that float and sink–and adding food coloring to plain water/agua (not vinegar/vinagre) to observe the ‘lava lamp’ effect–Pato decided that the day had come to learn to fly. He felt ready. Prepared. Brave. Courageous! A pulley system was therefore erected in class (arriba, abajo, de lado a lado/up, down, side to side), and kindergarteners helped him get over his fear of heights (¿Listos?/Ready?). At a certain point, he would shriek that he didn’t like it, and we would let him down; but he soon became accustomed to the idea (Sí me gusta/no me gusta/ para nada; yes, I like it, no I don’t, not at all). A series of P.E. lessons in Spanish class then ensued (combining action words from our beginning-of-class routine with other exercises to help increase the duck’s upper body strength). He was able to lift a marker by the end of the lesson, bench-press style. ¡Muy bien!
Today in class–and building on a genius idea from second graders–students helped hold up a zipline for Pato, so that he could practice flying while harnessed in. After a few runs, he had had enough; and so we returned to the class’s first mini-story of the year. The goal here is to combine vocabulary from all of the lessons, in a comprehensible and interactive way. The story included Pato floating on a boat in the water (read: a box big enough to fit one student) with caimanes/alligators all around. Students shouted, “¡Mira!/Look!” when they saw one (other students acting), as the teacher dragged the box-boat across the ocean, err, room. Rain, thunder, and wind sound effects were added in the background via noisli.com and a portable Bluetooth speaker, to complete the scene.
VIRTUAL LEARNERS are encouraged to rig up their own string zipline at home, and harness in their favorite stuffed animal to practice directions/action commands (arriba/up, abajo/down/“ah-BAH-hoe”, and ¡vuela!/fly!) in the target language. Materials needed: string (a taut line) and a cylindrical piece of pliable cardboard, such as a paper towel or toilet paper roll. They are also welcome to build their own cardboard box boat/barco with a sign that says, “BARCO/BOAT”, and continue practicing colors and numbers (0-10, forwards and backwards) in Spanish.
WEEK 5: On Monday, students used paper telescopes to look for tesoro/treasure, practicing the phrase, “¡MIRA!” (“MEER-rah”/Look!). Later, they watched Pocoyo: Piratas to understand these words in context. This was also the first time this year they’ve heard someone else speaking Spanish, other than their maestra.
To extend our class story, kindergarteners traveled outside this morning to help Pato search for ‘real’ tesoro/treasure. (It is assumed that he got past the alligators safely.) Students practiced saying, “¡Mira!” (Look!) again while picking up shells and small rocks and pretending that they had discovered TESORO (“tay-SORE-oh”)/treasure.
VIRTUAL LEARNERS are welcome to make paper telescopes (roll up a sheet of colored paper) and then create their own treasure hunt (real or imagined) at home! Painting rocks gold and then hiding them might be a fun activity. Drawing a treasure map on the inside of the telescope is another idea.
Newsletter 20-21, Oct.