Ocean: Rainbow Fish
ACTFL Standards:
1.2 Communication: Students understand and interpret written and spoken language on a variety of topics.
3.1 Connections: Students reinforce and further their knowledge of other disciplines through the foreign language. (visual arts and science)
4.1 Comparisons: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
Objectives:
1. TSWBAT to use two-dimensional or three-dimensional art to create a sea creature.
2. TSWBAT say the names of animals from the ocean in Spanish.
3. TSWBAT describe the ocean using sea creatures and previous vocabulary such as colors, shapes, and numbers.
4. TSWBAT recognize words from a story in Spanish.
Context and Rationale:
This lesson will be done after the students learn different land animals and physical features as then they will venture to the ocean. From learning descriptive words the students are able to describe the different sea creatures and items in ocean that they will learn. It is important for them to know about the ocean since many Spanish-speaking countries have a border to the ocean and many students will more than likely go to the ocean one day if they haven't already.
Vocabulary:
~Ocean: Lobster, Whale, Crab, Shark, Starfish, Octopus, Wave, Sand, Seaweed, Coral
Materials:
~Ocean Words
~Rainbow Fish (El pez arco iris) by Marcus Pfister
~Multicolored Tissue Paper
~Multicolored Construction Paper
~Scissors
~Glue
~I Can Do Statements
Pre-Activity: Learning the Ocean Animals (Standards: 1.2,3.1, 4.1 Objective: 2)
The teacher will tell the students that they will be going to the ocean today. First they will learn how to say the oceans that are near many Spanish-speaking countries. Then they will learn the names of different animals that live there and other items in the ocean.
During Activities: Rainbow Fish Reading (Standards: 1.2,3.1 Objectives: 2,3,4)
The students will then hear the Spanish version of Rainbow Fish by Marcus Pfister. During the book they are encouraged to snap their fingers when they hear a vocabulary word in the book that they have just learned.
Rainbow Sea Creatures (Standards: 1.2,3.1 Objectives: 1,3)
The students will then choose an animal they just learned in Spanish and create that sea creature using tissue paper and construction paper while using lots of different colors to make friends for the Rainbow fish in the story. Once they are finished they will describe their sea creature using vocabulary words that they know from previous units.
Post-Activity: I can do Statements (Standard: 1.2 Objectives: 2,3)
At the end of the lesson for the today, students will receive a piece of paper with I can do statements that say:
~I can say at least 5 things found in the ocean in Spanish.
~I can describe the ocean using colors, shapes, numbers, and animals.
All of these will have columns for no help, some help, and help. The teacher will collect these to get student feedback on what they need to work on for the next lesson.
Assessment:
The students will be observed on their participation during the reading of the story to see if they can recognize vocabulary words in a story. They will also be observed when describing their artwork to see how much vocabulary they have remembers from this unit.
Differentiation:
For oral learners, they will be able to hear a story in Spanish. There will also be many pictures present for visual learners. For kinetic learners they will get the chance to make the artwork themselves.
1.2 Communication: Students understand and interpret written and spoken language on a variety of topics.
3.1 Connections: Students reinforce and further their knowledge of other disciplines through the foreign language. (visual arts and science)
4.1 Comparisons: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
Objectives:
1. TSWBAT to use two-dimensional or three-dimensional art to create a sea creature.
2. TSWBAT say the names of animals from the ocean in Spanish.
3. TSWBAT describe the ocean using sea creatures and previous vocabulary such as colors, shapes, and numbers.
4. TSWBAT recognize words from a story in Spanish.
Context and Rationale:
This lesson will be done after the students learn different land animals and physical features as then they will venture to the ocean. From learning descriptive words the students are able to describe the different sea creatures and items in ocean that they will learn. It is important for them to know about the ocean since many Spanish-speaking countries have a border to the ocean and many students will more than likely go to the ocean one day if they haven't already.
Vocabulary:
~Ocean: Lobster, Whale, Crab, Shark, Starfish, Octopus, Wave, Sand, Seaweed, Coral
Materials:
~Ocean Words
~Rainbow Fish (El pez arco iris) by Marcus Pfister
~Multicolored Tissue Paper
~Multicolored Construction Paper
~Scissors
~Glue
~I Can Do Statements
Pre-Activity: Learning the Ocean Animals (Standards: 1.2,3.1, 4.1 Objective: 2)
The teacher will tell the students that they will be going to the ocean today. First they will learn how to say the oceans that are near many Spanish-speaking countries. Then they will learn the names of different animals that live there and other items in the ocean.
During Activities: Rainbow Fish Reading (Standards: 1.2,3.1 Objectives: 2,3,4)
The students will then hear the Spanish version of Rainbow Fish by Marcus Pfister. During the book they are encouraged to snap their fingers when they hear a vocabulary word in the book that they have just learned.
Rainbow Sea Creatures (Standards: 1.2,3.1 Objectives: 1,3)
The students will then choose an animal they just learned in Spanish and create that sea creature using tissue paper and construction paper while using lots of different colors to make friends for the Rainbow fish in the story. Once they are finished they will describe their sea creature using vocabulary words that they know from previous units.
Post-Activity: I can do Statements (Standard: 1.2 Objectives: 2,3)
At the end of the lesson for the today, students will receive a piece of paper with I can do statements that say:
~I can say at least 5 things found in the ocean in Spanish.
~I can describe the ocean using colors, shapes, numbers, and animals.
All of these will have columns for no help, some help, and help. The teacher will collect these to get student feedback on what they need to work on for the next lesson.
Assessment:
The students will be observed on their participation during the reading of the story to see if they can recognize vocabulary words in a story. They will also be observed when describing their artwork to see how much vocabulary they have remembers from this unit.
Differentiation:
For oral learners, they will be able to hear a story in Spanish. There will also be many pictures present for visual learners. For kinetic learners they will get the chance to make the artwork themselves.