Fourth grade will be learning Spanish while exploring the cultures of Central America. Their central idea for the year is: Languages evolve over time.
Lesson 1: I can name at least 2 words that originated from other languages. Students participated in a 4 corners activity where they were each given a common English word and had to make a guess which country the word originated from. We talked about some of the ways that words make their way from one language into another. We also talked about some of the reasons that language evolves or changes. For example, as technology advances, new words are added to a language. When Mrs. Teal was growing up, the word 'cellphone' was not in the dictionary!
Lesson 2: I can name the countries of Central America. Students were shown the countries through Google Earth, listened to a song about the countries, wrote a mnemonic device to remember them in order, and played a dice game to practice naming them.
Lesson 3: I can use Spanish to tell what someone/something needs. Through a series of activities, students learned the words and gestures for 'va a' - goes to, 'lápiz' - pencil, 'le da' - gives and necesita - needs. Students then began acting out a story about Joey, who needs a pencil to take an important math exam.
Lesson 4: I can use Spanish to tell what an animal needs to survive.
Students finished acting out the story of Joey from last week. We then learned the 3 things an animal needs to survive and played a game where some students were animals, and others represented either food, water, or shelter. The animals were trying to be the first to gather the three things needed for survival, but they had to do so by telling what they needed in Spanish. Example: Necesito agua. (I need water.) The student representing water would reply in Spanish, etc.
agua - water
una casa - house/shelter
comida - food
Lesson 5: I can use Spanish to tell what someone needs to do. Students first learned a verb chant to give them some words to use. They then learned to combine the word 'necesita' with an infinitive (the -ar, -er, or -ir form of the verb, which means 'to____') to write a sentence telling what someone needs to do. Here are the verbs from the chant:
salta (jumps) saltar is the infinitive, which means to jump
corre (runs) correr - to run
sube (climbs) subir - to climb
nada (swims) nadar - to swim
come (eats) comer- to eat
baila (dances) bailar - to dance
camina (walks) caminar - to walk
habla (talks) hablar - to talk
canta (sings) cantar - to sing
Students then got to enjoy a storybook called "Oh No, Gotta Go" about a little girl who needs to go to the bathroom. They then watched a very funny video about a boy who needs to go to the bathroom during class, but the teacher won't let him. Watch it here! Sr. Wooly - "¿Puedo ir al baño?"
Lesson 6: I can use Spanish to tell what someone needs OR needs to do.
Students reviewed verbs with the verb chant. They reviewed how to make and use the infinitive. They read and translated a story called 'Pobre mamá' looking for the infinitives in it. We followed up the story with a vortex activity on the Smartboard that let them demonstrate their ability to categorize nouns and infinitives for use with the verb 'necesita'. Finally, we learned a new song called 'Hay un pez' that reviews several Spanish grammar rules, including noun/adjective agreement and placement of adjectives (typically after the word they modify). We sang the song numerous times changing the color and getting students wearing that color shirt to 'swim' around the room as directed while we sang.
Hay un pez. There's a fish.
Hay un pez, pez, pez.
Hay un pez rojo en el río (3X)
Y nada y nada así (2X)
Lesson 7: I can use Spanish to tell what someone needs OR needs to do. (again!)
Students engaged in a 'word play' activity where they partnered up to 'play' with a set of 14 Spanish words. There were some nouns, some verbs in the infinitive form, and some verbs in the 3rd person plural form. Students first worked together to categorize the words without knowing what the categories were. This led to some interesting observations and good dialog! The teacher then made up sentences (first in Spanish, then in English) and the students would listen for and create the verb phrases using their words. Eventually, students were given the opportunity to make up the sentences for their peers.
With the last few minutes of class, students were introduced to the 1st chapter in the chronicling of the various migrations that ultimately resulted in the development of a new people group (called the Garinagu) and their culture called the Garifuna. (click to see ppt)
Lesson 8: I can use Spanish to tell what someone wants.
We began this lesson by reading and translating again the 1st chapter (written in Spanish) of the Garifuna history. We then sang the song we learned, but this time practiced using the plural word for 'fish' and changing the colors and the verb form accordingly:
Hay peces. There are fish.
Hay un peces, peces, peces.
Hay peces rojos en el río (3X)
Y nadan y nadan así. (2X)
In the final minutes of class, students were briefly introduced to the word 'quiere' (he/she wants) using a little book about the difference between wants and needs.
Lesson 9: I can use Spanish to tell what someone wants.
Students transferred what they know about telling what they need ('necesita' + noun) and what they need to do ('necesita' + infinitive) to tell what they want ('quiere' + noun) and want to do ('quiere' + infinitive). We dialogued using google slides and a book. We then learned a fun song to practice some of the different forms of the Spanish word for 'want'.
¿Qué quiere comer? What does he want to eat?
¿Qué quiere comer? What does she want to eat?
Quiero comer. I want to eat...una pizza...una pizza.
Next, we did a writing activity where we were introduced to a strange fellow named Bob. (click to see ppt) We chose between a series of things that he wants or wants to do (some of them pretty weird!), wrote sentences in Spanish, and then illustrated one or more of our choosing.
Lesson 10: I can demonstrate understanding of a paragraph written in Spanish.
Students reviewed different verb forms that they know and then reread the chapter one story we read a few weeks ago. Students received a printout of the chapter and were able to highlight infinitives (verbs in their -ar, -er, -ir form) in one color and the 3rd person plural verbs (ending in -n to show that more than one person is doing it) in another color.
We then learned at a few new vocabulary structures to help us understand the 2nd chapter of the story, which we will get into soon! Here are the new structures:
quiere ser - he/she wants to be
la tormenta - the storm
libre - free
el barco - boat
Some classes had time to do the sequencing activity. Each person was given a slip of paper with several sentences on it. The papers were different colors. Students were instructed to group up by color, translate their sentences and sequence them to make a logical paragraph. See next week's lesson notes to see the chapter and its English translation and to find out what we did next!
Lesson 11: I can demonstrate understanding of a paragraph written in Spanish. (again!)
Students reviewed the new vocabulary structures for chapter 2 and we did the sequencing activity (a 2nd time for some classes). Then each student received the chapter 2 story that we just did, but in a cartoon format. They spent the remainder of the class time illustrating chapter 2. Here is the story in Spanish, along with its translation. By the way, this event took place in 1635.
Hay 2 barcos españoles. There are 2 Spanish ships.
En los barcos hay esclavos de África. On the boats there are African slaves.
Los africanos quieren escapar. The Africans want to escape.
No quieren ser esclavos. They don't want to be slaves.
Hay una tormenta muy grande. There is a very big storm.
Los barcos están destruidos. The ships are destroyed.
Los africanos nadan a la isla de San Vicente. The Africans swim to the island of St. Vincent.
iLos africanos son libres! The Africans are free!
Necesitan construir casas. They need to build houses.
Los africanos construyen casas The Africans build houses
y viven en la isla con los indios Arawak. and live on the island with the Arawak Indians.
Lesson 12: I can use Spanish to tell how someone feels.
Students reviewed and practiced several phrases using está. See this ppt to see and practice the phrases. We played back and forth charades with a partner to practice recognizing the phrases. We then read and/or acted out a story about a little boy named Francisco who refuses to eat his breakfast. The story features several of the emotions so that students got to hear and use them in context.
Lesson 13: I can demonstrate understanding of some common Spanish 'tener' idioms.
Students enjoyed thinking of common idioms in English and sharing them. An idiom is defined as:
"1. a group of words established by usage as having a meaning not deducible from those of the individual words (e.g., rain cats and dogs, see the light )."
Spanish also has idioms and the tener idioms are so widely used that we want to spend some time on them. They are considered to be idioms because the word 'tener' actually means 'to have'. So if you say 'Pedro tiene hambre.' it sounds like you are saying 'Pedro has hunger.' But we would translate it as 'Pedro is hungry.'
We started by watching a wacky 10 minute video that introduced some of the most common tener idioms in fun and interesting ways. Here is a ppt to see the idioms and practice their meaning. Next lesson, we will review these and practice them.
Lesson 14: I can demonstrate understanding of some common Spanish 'tener' idioms. (again!)
Students got to see the tener idioms video again! So fun! We then did some preparatory activities to get us ready to break into groups and play a board game designed to let us practice the target phrases. A quick conjugation explanation and reminder is that when using these idioms - let's take 'tiene hambre', for example - the form of 'tener' changes depending on the subject of the sentence.
tiene hambre = he/she/it is hungry
tengo hambre = I'm hungry
tienen hambre = they (or you all) are hungry
tener hambre = to be hungry
Lesson 15: I can use Spanish to tell how someone is feeling.
Students did not get to play the board game from the last lesson for very long, so today after reviewing, students got into their groups and played for the last half of the class. Everyone enjoyed the game and it helped us practice the target structures in a fun and interactive way.
Lesson 16: I can use Spanish to tell how someone is feeling. (again!)
Students reviewed the 20+ phrases we have been working on and then got to use those as we revisited chapter 2 in the history of the Garinagu people. See Lesson 11 to review the story. We attempted to imagine how the African captives must have felt during the different events that we read about. Students were given a worksheet with a word bank of emotions written in Spanish. They were to respond to different sentences from the story by choosing an appropriate emotion (in Spanish) and then justifying their choice (in English). There were many valid answers for each one, so there really wasn't a right or wrong answer. Students worked together, helping each other when necessary.
Lesson 16b: I can use Spanish to tell how someone is feeling. (again!)
Students were introduced to a Spanish nursery rhyme called Tengo tres ovejas. Click on the link to see and hear how it goes. Here are the lyrics and translation for the rhyme:
Tengo, tengo, tengo (I have, I have, I have)
Tú no tienes nada (You don't have anything)
Tengo tres ovejas (I have 3 sheep)
en una manada (in a flock)
Una me da leche (one gives me milk)
La otra me da lana (the other gives me milk)
Y otra me mantiene (and another takes care of me)
toda la semana (all week)
We first looked for different forms of 'tiene' in the rhyme. We discovered 'tengo' (I have) and 'tienes' (you have). They already know some other forms of the rhyme, so we reviewed what we already know. Then students were challenged to learn a little hand jive for the verb 'tener' and the forms we have learned so far.
Yo tengo (I have)
Tú tienes (you have)
Él tiene (He has)
Ella tiene (She has)
Ellos tienen (They have)
Lesson 17: I can make Spanish nouns and adjectives agree.
Students already have a rudimentary grasp of this, just from all of our interactions in class, but we have never formally looked at it. Today, we are zeroing in on this concept of noun/adjective agreement, which is not something we do in English. Basically, in Spanish, any adjective must agree with the noun that it is modifying both in number and in gender. Check out these sentences describing a kid or kids as being happy (contento). Notice how the word 'contento' changes to match the word for child (niño). You'll notice that the word for 'the' also changes to match the noun.
El niño está contento. (The boy is happy.)
La niña está contenta. (The girl is happy.)
Los niños están contentos. (The boys or children are happy.) *A mixed group always takes the masculine form.
Las niñas están contentas. (The girls are happy.)
We also learned that not all adjectives end in -o or -a. If an adjective doesn't end in -o or -a, it is neutral and goes with either masculine or feminine nouns. But it still must reflect singular or plural. Let's take the same sentences above but describe the children as smart (inteligente). Notice that there are only 2 forms of the adjective - singular and plural.
El niño es inteligente. (The boy is happy.)
La niña es inteligente. (The girl is happy.)
Los niños son inteligentes. (The boys or children are happy.) *A mixed group always takes the masculine form.
Las niñas son inteligentes. (The girls are happy.)
If you need a refresher, here is a great explanation video! Check it out!
Lesson 18: I can make Spanish nouns and adjectives agree.
Students reviewed what they learned about Spanish nouns and adjective agreement. Then they got to use what they learned to help them complete a fill-in-the-blank worksheet. The worksheet is actually Chapter 3 of the book we are putting together about the Garinagu people of Central America. In this chapter, students learned that after the island of St. Vincent was colonized by the British, there began to be skirmishes between the British and the natives over the land. The French fought with the Garinagu (called Carib - meaning cannibals - by the British). The British eventually won and deported the Garinagu people to a small island to the south called Baliceaux. As questions arose about the island, we did some digging and discovered that the island is only 320 acres big and is actually for sale right now for $30,000,000. Sadly, we learned that many of the Garinagu were killed in the roundup and about 1/2 of those deported to the island died soon after from a disease. This was a tragic time in the history of this people group.
Lesson 19-20: I can use Spanish suggest an activity.
Students learned that they can use the phrase 'vamos a + infinitive' to suggest an activity. For example: 'Vamos a comer.' means 'Let's eat.' 'Vamos a estudiar.' means 'Let's study.' They also realized that they can add details to make the activity more interesting or specific. 'Vamos a comer pizza.' 'Vamos a estudiar el frances.'
To practice using this structure, we learned and sang a song called 'Vamos a cantar.' by José Luis Orozco. There are 10 verses that each say "Now let's ________" in Spanish - Ahora vamos a ________. Here to see the lyrics to the song.
After learning the song, we broke into groups of 3 to come up with a skit where 2 people are arguing over what they should do when a 3rd person interrupts the argument with an idea that everyone likes and agrees to. These will be videoed and Mrs. Teal will pick one from each class to show all the other classes.
Lesson 1: I can name at least 2 words that originated from other languages. Students participated in a 4 corners activity where they were each given a common English word and had to make a guess which country the word originated from. We talked about some of the ways that words make their way from one language into another. We also talked about some of the reasons that language evolves or changes. For example, as technology advances, new words are added to a language. When Mrs. Teal was growing up, the word 'cellphone' was not in the dictionary!
Lesson 2: I can name the countries of Central America. Students were shown the countries through Google Earth, listened to a song about the countries, wrote a mnemonic device to remember them in order, and played a dice game to practice naming them.
Lesson 3: I can use Spanish to tell what someone/something needs. Through a series of activities, students learned the words and gestures for 'va a' - goes to, 'lápiz' - pencil, 'le da' - gives and necesita - needs. Students then began acting out a story about Joey, who needs a pencil to take an important math exam.
Lesson 4: I can use Spanish to tell what an animal needs to survive.
Students finished acting out the story of Joey from last week. We then learned the 3 things an animal needs to survive and played a game where some students were animals, and others represented either food, water, or shelter. The animals were trying to be the first to gather the three things needed for survival, but they had to do so by telling what they needed in Spanish. Example: Necesito agua. (I need water.) The student representing water would reply in Spanish, etc.
agua - water
una casa - house/shelter
comida - food
Lesson 5: I can use Spanish to tell what someone needs to do. Students first learned a verb chant to give them some words to use. They then learned to combine the word 'necesita' with an infinitive (the -ar, -er, or -ir form of the verb, which means 'to____') to write a sentence telling what someone needs to do. Here are the verbs from the chant:
salta (jumps) saltar is the infinitive, which means to jump
corre (runs) correr - to run
sube (climbs) subir - to climb
nada (swims) nadar - to swim
come (eats) comer- to eat
baila (dances) bailar - to dance
camina (walks) caminar - to walk
habla (talks) hablar - to talk
canta (sings) cantar - to sing
Students then got to enjoy a storybook called "Oh No, Gotta Go" about a little girl who needs to go to the bathroom. They then watched a very funny video about a boy who needs to go to the bathroom during class, but the teacher won't let him. Watch it here! Sr. Wooly - "¿Puedo ir al baño?"
Lesson 6: I can use Spanish to tell what someone needs OR needs to do.
Students reviewed verbs with the verb chant. They reviewed how to make and use the infinitive. They read and translated a story called 'Pobre mamá' looking for the infinitives in it. We followed up the story with a vortex activity on the Smartboard that let them demonstrate their ability to categorize nouns and infinitives for use with the verb 'necesita'. Finally, we learned a new song called 'Hay un pez' that reviews several Spanish grammar rules, including noun/adjective agreement and placement of adjectives (typically after the word they modify). We sang the song numerous times changing the color and getting students wearing that color shirt to 'swim' around the room as directed while we sang.
Hay un pez. There's a fish.
Hay un pez, pez, pez.
Hay un pez rojo en el río (3X)
Y nada y nada así (2X)
Lesson 7: I can use Spanish to tell what someone needs OR needs to do. (again!)
Students engaged in a 'word play' activity where they partnered up to 'play' with a set of 14 Spanish words. There were some nouns, some verbs in the infinitive form, and some verbs in the 3rd person plural form. Students first worked together to categorize the words without knowing what the categories were. This led to some interesting observations and good dialog! The teacher then made up sentences (first in Spanish, then in English) and the students would listen for and create the verb phrases using their words. Eventually, students were given the opportunity to make up the sentences for their peers.
With the last few minutes of class, students were introduced to the 1st chapter in the chronicling of the various migrations that ultimately resulted in the development of a new people group (called the Garinagu) and their culture called the Garifuna. (click to see ppt)
Lesson 8: I can use Spanish to tell what someone wants.
We began this lesson by reading and translating again the 1st chapter (written in Spanish) of the Garifuna history. We then sang the song we learned, but this time practiced using the plural word for 'fish' and changing the colors and the verb form accordingly:
Hay peces. There are fish.
Hay un peces, peces, peces.
Hay peces rojos en el río (3X)
Y nadan y nadan así. (2X)
In the final minutes of class, students were briefly introduced to the word 'quiere' (he/she wants) using a little book about the difference between wants and needs.
Lesson 9: I can use Spanish to tell what someone wants.
Students transferred what they know about telling what they need ('necesita' + noun) and what they need to do ('necesita' + infinitive) to tell what they want ('quiere' + noun) and want to do ('quiere' + infinitive). We dialogued using google slides and a book. We then learned a fun song to practice some of the different forms of the Spanish word for 'want'.
¿Qué quiere comer? What does he want to eat?
¿Qué quiere comer? What does she want to eat?
Quiero comer. I want to eat...una pizza...una pizza.
Next, we did a writing activity where we were introduced to a strange fellow named Bob. (click to see ppt) We chose between a series of things that he wants or wants to do (some of them pretty weird!), wrote sentences in Spanish, and then illustrated one or more of our choosing.
Lesson 10: I can demonstrate understanding of a paragraph written in Spanish.
Students reviewed different verb forms that they know and then reread the chapter one story we read a few weeks ago. Students received a printout of the chapter and were able to highlight infinitives (verbs in their -ar, -er, -ir form) in one color and the 3rd person plural verbs (ending in -n to show that more than one person is doing it) in another color.
We then learned at a few new vocabulary structures to help us understand the 2nd chapter of the story, which we will get into soon! Here are the new structures:
quiere ser - he/she wants to be
la tormenta - the storm
libre - free
el barco - boat
Some classes had time to do the sequencing activity. Each person was given a slip of paper with several sentences on it. The papers were different colors. Students were instructed to group up by color, translate their sentences and sequence them to make a logical paragraph. See next week's lesson notes to see the chapter and its English translation and to find out what we did next!
Lesson 11: I can demonstrate understanding of a paragraph written in Spanish. (again!)
Students reviewed the new vocabulary structures for chapter 2 and we did the sequencing activity (a 2nd time for some classes). Then each student received the chapter 2 story that we just did, but in a cartoon format. They spent the remainder of the class time illustrating chapter 2. Here is the story in Spanish, along with its translation. By the way, this event took place in 1635.
Hay 2 barcos españoles. There are 2 Spanish ships.
En los barcos hay esclavos de África. On the boats there are African slaves.
Los africanos quieren escapar. The Africans want to escape.
No quieren ser esclavos. They don't want to be slaves.
Hay una tormenta muy grande. There is a very big storm.
Los barcos están destruidos. The ships are destroyed.
Los africanos nadan a la isla de San Vicente. The Africans swim to the island of St. Vincent.
iLos africanos son libres! The Africans are free!
Necesitan construir casas. They need to build houses.
Los africanos construyen casas The Africans build houses
y viven en la isla con los indios Arawak. and live on the island with the Arawak Indians.
Lesson 12: I can use Spanish to tell how someone feels.
Students reviewed and practiced several phrases using está. See this ppt to see and practice the phrases. We played back and forth charades with a partner to practice recognizing the phrases. We then read and/or acted out a story about a little boy named Francisco who refuses to eat his breakfast. The story features several of the emotions so that students got to hear and use them in context.
Lesson 13: I can demonstrate understanding of some common Spanish 'tener' idioms.
Students enjoyed thinking of common idioms in English and sharing them. An idiom is defined as:
"1. a group of words established by usage as having a meaning not deducible from those of the individual words (e.g., rain cats and dogs, see the light )."
Spanish also has idioms and the tener idioms are so widely used that we want to spend some time on them. They are considered to be idioms because the word 'tener' actually means 'to have'. So if you say 'Pedro tiene hambre.' it sounds like you are saying 'Pedro has hunger.' But we would translate it as 'Pedro is hungry.'
We started by watching a wacky 10 minute video that introduced some of the most common tener idioms in fun and interesting ways. Here is a ppt to see the idioms and practice their meaning. Next lesson, we will review these and practice them.
Lesson 14: I can demonstrate understanding of some common Spanish 'tener' idioms. (again!)
Students got to see the tener idioms video again! So fun! We then did some preparatory activities to get us ready to break into groups and play a board game designed to let us practice the target phrases. A quick conjugation explanation and reminder is that when using these idioms - let's take 'tiene hambre', for example - the form of 'tener' changes depending on the subject of the sentence.
tiene hambre = he/she/it is hungry
tengo hambre = I'm hungry
tienen hambre = they (or you all) are hungry
tener hambre = to be hungry
Lesson 15: I can use Spanish to tell how someone is feeling.
Students did not get to play the board game from the last lesson for very long, so today after reviewing, students got into their groups and played for the last half of the class. Everyone enjoyed the game and it helped us practice the target structures in a fun and interactive way.
Lesson 16: I can use Spanish to tell how someone is feeling. (again!)
Students reviewed the 20+ phrases we have been working on and then got to use those as we revisited chapter 2 in the history of the Garinagu people. See Lesson 11 to review the story. We attempted to imagine how the African captives must have felt during the different events that we read about. Students were given a worksheet with a word bank of emotions written in Spanish. They were to respond to different sentences from the story by choosing an appropriate emotion (in Spanish) and then justifying their choice (in English). There were many valid answers for each one, so there really wasn't a right or wrong answer. Students worked together, helping each other when necessary.
Lesson 16b: I can use Spanish to tell how someone is feeling. (again!)
Students were introduced to a Spanish nursery rhyme called Tengo tres ovejas. Click on the link to see and hear how it goes. Here are the lyrics and translation for the rhyme:
Tengo, tengo, tengo (I have, I have, I have)
Tú no tienes nada (You don't have anything)
Tengo tres ovejas (I have 3 sheep)
en una manada (in a flock)
Una me da leche (one gives me milk)
La otra me da lana (the other gives me milk)
Y otra me mantiene (and another takes care of me)
toda la semana (all week)
We first looked for different forms of 'tiene' in the rhyme. We discovered 'tengo' (I have) and 'tienes' (you have). They already know some other forms of the rhyme, so we reviewed what we already know. Then students were challenged to learn a little hand jive for the verb 'tener' and the forms we have learned so far.
Yo tengo (I have)
Tú tienes (you have)
Él tiene (He has)
Ella tiene (She has)
Ellos tienen (They have)
Lesson 17: I can make Spanish nouns and adjectives agree.
Students already have a rudimentary grasp of this, just from all of our interactions in class, but we have never formally looked at it. Today, we are zeroing in on this concept of noun/adjective agreement, which is not something we do in English. Basically, in Spanish, any adjective must agree with the noun that it is modifying both in number and in gender. Check out these sentences describing a kid or kids as being happy (contento). Notice how the word 'contento' changes to match the word for child (niño). You'll notice that the word for 'the' also changes to match the noun.
El niño está contento. (The boy is happy.)
La niña está contenta. (The girl is happy.)
Los niños están contentos. (The boys or children are happy.) *A mixed group always takes the masculine form.
Las niñas están contentas. (The girls are happy.)
We also learned that not all adjectives end in -o or -a. If an adjective doesn't end in -o or -a, it is neutral and goes with either masculine or feminine nouns. But it still must reflect singular or plural. Let's take the same sentences above but describe the children as smart (inteligente). Notice that there are only 2 forms of the adjective - singular and plural.
El niño es inteligente. (The boy is happy.)
La niña es inteligente. (The girl is happy.)
Los niños son inteligentes. (The boys or children are happy.) *A mixed group always takes the masculine form.
Las niñas son inteligentes. (The girls are happy.)
If you need a refresher, here is a great explanation video! Check it out!
Lesson 18: I can make Spanish nouns and adjectives agree.
Students reviewed what they learned about Spanish nouns and adjective agreement. Then they got to use what they learned to help them complete a fill-in-the-blank worksheet. The worksheet is actually Chapter 3 of the book we are putting together about the Garinagu people of Central America. In this chapter, students learned that after the island of St. Vincent was colonized by the British, there began to be skirmishes between the British and the natives over the land. The French fought with the Garinagu (called Carib - meaning cannibals - by the British). The British eventually won and deported the Garinagu people to a small island to the south called Baliceaux. As questions arose about the island, we did some digging and discovered that the island is only 320 acres big and is actually for sale right now for $30,000,000. Sadly, we learned that many of the Garinagu were killed in the roundup and about 1/2 of those deported to the island died soon after from a disease. This was a tragic time in the history of this people group.
Lesson 19-20: I can use Spanish suggest an activity.
Students learned that they can use the phrase 'vamos a + infinitive' to suggest an activity. For example: 'Vamos a comer.' means 'Let's eat.' 'Vamos a estudiar.' means 'Let's study.' They also realized that they can add details to make the activity more interesting or specific. 'Vamos a comer pizza.' 'Vamos a estudiar el frances.'
To practice using this structure, we learned and sang a song called 'Vamos a cantar.' by José Luis Orozco. There are 10 verses that each say "Now let's ________" in Spanish - Ahora vamos a ________. Here to see the lyrics to the song.
After learning the song, we broke into groups of 3 to come up with a skit where 2 people are arguing over what they should do when a 3rd person interrupts the argument with an idea that everyone likes and agrees to. These will be videoed and Mrs. Teal will pick one from each class to show all the other classes.