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Mira

"Mira" Unit Plan Inventory

Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Give the students each a blank picture of a window and ask them to take it home and draw what they see outside their own bedroom windows.
  • Understand and follow directions
  • dibuja, ventana
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    Content Culture Materials
  • drawing/art
  • drama
  • language arts
  • literature
  •  
  • Blank picture of window, crayons/colored pencils/markers
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    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Introduce the story using puppets of each character whose description follows the word "mira" in the story. Then do a TPR series with the puppets.
  • Describe things
  • el doctor, el avión, la señora, el pajarito, el gato, la ventana, la puerta, la ropa, el hombre, la mujer, el circo, el mono, el tambor, el payaso, las bolas, la hermana
  • mira pon, señalen, ¿Quién tiene _____? Sí, no, ¿Es negro?, ¿Es grande?, ¿Es negro o blanco?, ¿Es grande o pequeño?, ¿Cuántas, toca, personas hay en total?
  • Content Culture Materials
       
  • Puppets of characters who follow the word "mira in the story
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    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Read the story aloud to the class using puppets.
  • Identify characters
  • el doctor, el avión, la señora, el pajarito, el gato, la ventana, la puerta, la ropa, el hombre, la mujer, el circo, el mono, el tambor, el payaso, las bolas, la hermana
  • ¿Quién es?
  • Content Culture Materials
  • language arts
  •  
  • Book, puppets of main characters
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    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Match the description of the character with the puppet using a pocket chart.
  • Identify characters
  • el doctor, el avión, la señora, el pajarito, el gato, la ventana, la puerta, la ropa, el hombre, la mujer, el circo, el mono, el tambor, el payaso, las bolas, la hermana
  • ¿Quién es?
  • Content Culture Materials
       
  • Puppets, pocket chart, chart paper and markers
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    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Point to clothing of various colors on a clothesline and do a TPR series.
  • Understand colors and clothing
  • unos pantalones azules, una camisa blanca, una camisa amarilla, unos calcetines verdes, unos calcetines rojos, el tendedero
  • Señalen, toca, traiga, pon, ¿Quién tiene?, sí, no, ¿Cuántos calcetines hay?, ¿Cuántas camisas hay?, ¿Cuántos pantalones hay?
  • Adjective agreement
  • Content Culture Materials
  • Language arts
  • Using a picture, explain the following cultural practice: People in many Spanish countries prefer to hang clothing outside to dry while in the U.S. more people prefer to use a dryer.
  • Piece of rope for clothesline, 5 clothespins, pair of red socks, pair of green socks, pair of blue pants, a yellow shirt, and a white shirt.
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    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Count and describe clothing on a clothesline using direction words and a TPR series.
  • Identify and count clothing items and understand directional language
  • Unos pantalones azules, una camisa blanca, una camisa amarilla, unos calcetines verdes, unos calcetines rojos, el tendedero, señalen, toca, sí, no, ¿Es un/una ___?, ¿Son unos/unas ____?, ¿De qué color es?, pon, a la izquierda, a la derecha, entre, ¿Dónde está ______?
  •  
    Content Culture Materials
       
  • Piece of rope for clothesline, 5 clothespins, pair of red socks, pair of green socks, pair of blue pants, a yellow shirt, and a white shirt.
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    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Give each student a blank picture of a T-shirt. Tell them to color (colorea) the picture of the shirt with their favorite color. Then create a bar graph of each color on the board.
  • Follow directions and respond to open-ended questions
  • colorea
  • ¿Cuál es el color que le gusta más a la clase?, ¿Cuál es el color que le gusta menos a la clase?, ¿Cuántas camisas hay en total?
  • Content Culture Materials
  • Math
  •  
  • blank picture of a T-shirt, crayons/markers/colored pencils, masking tape
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    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • TPR: Weather
  • Natural Approach questions
  • Recognize weather
  • Recognize the four seasons
  • Weather
  • Seasons
  • ¿Qué tiempo hace?, ¿Hace buen tiempo?, ¿Qué tiempo hace en el otoño?
  • Content Culture Materials
  • Science
  • How seasons differ in Costa Rica, Puerto Rico, and the US.
  • Reversed seasons in Spanish- speaking countries south of the equator.
  • Posters of seasons
  • Map showing equator and Spanish- speaking countries (Costa Rica and Puerto Rico)
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    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Give students a picture from Mira story. Students draw and colr what picture looks like during their favorite season and/or weather.
  • Create bar graph of results
  • Express favorite weather and /or least favorite weather
  • Weather
  • Seasons
  • Colors
  • Dibuja, colorea
  • ¿Cuál es el tiempo que más le gusta a la clase?...que menos le gusta a la clase?
  • ¿Cuántas respuestas hay en total?
  • Colorea y dibuja el tiempo que te gusta más.
  • Content Culture Materials
  • Art
  • Mathematics
  • Continue difference between the weather and seasons in Costa Rica, Puerto Rico and the US.
  • Pictures from Mira, drawing paper, colored pencils, crayons, chalkboard, chalk, markers
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    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Weather TPR Relay Game using puppets from Mira story as mascots.
  • Understand questions on weather
  • Correctly respond to pictures of different types of weather in Spanish
  • Six weather expressions
  • ¿Qué tiempo hace?, Hace frío, Hace calor, Hace fresco, Hace sol, Hace viento, Hace buen tiempo,mira
  • Content Culture Materials
  • Physical Education
  • Science
  •  
  • Desks, chairs, index cards (three sets of six cards each with the same picture of six different weather expressions. three puppets or stuffed animals based on Mira story
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    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Weather TPR Relay with writing activity added. Teacher posts weather pictures on chalkboard and student writes the corresponding weather picture next to the picture.
  • Comprehend questions on weather
  • Write weather expressions in Spanish
  • Six weather expressions in writing
  • ¿Qué tiempo hace?, Hace frío, Hace fresco, Hace sol, Hace viento, Hace buen tiempo, Mira in written form in Spanish
  • Content Culture Materials
  • Physical Education
  •  
  • Desks, chairs, index cards (three sets of six cards each with the same pictures of six different weather expressions, three puppets or stuffed animals based on Mira story, tape for adhering pictures to blackboard
  •  

    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Students are given a blank piece of paper, which they divide into four equal parts. Students are instructed to draw what they would see outside their window during the four different seasons. They are to assume they are the child in the Mira story and write what they envision.
  • Pairs ask each other questions on weather and seasons using drawings.
  • Identify weather, seasons, and clothing worn in that season
  • Weather, seasons, clothing worn in that season
  • ¿Qué tiempo hace?, ¿Qué estación es?, ¿Qué lleva el el chico/la chica?, la ropa, el tiempo, dibuja
  • Content Culture Materials
  • Art
  • Science
  • Types of clothing worn in different seasons in other Spanish- speaking seasons
  • Blank drawing paper, crayons, markers and colored pencils
  •  

    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • TPR: clothing
  • Natural Approach Questions
  • Give students pieces of clothing
  • Form groups according to season dressed for
  • Cultural: how seasons affect how we dress in Spanish- speaking countries and US
  • Recognize weather
  • Seasons
  • Clothing and seasons when they are worn
  • Señalen, toca, traiga, llevo, llevas, los pantalones cortos, la camisa, el suéter, la chaqueta, la primavera, el invierno, el otoño
  • ¿Llevas los pantalones cortos cuando hace calor o cuando hace frío?, ¿Cuándo hace frío que estación es?
  • Content Culture Materials
  • Physical Education
  • Science (weather patterns)
  • How seasons affect how we dress in Spanish- speaking countries and in US
  • Hangers, clothes, a sweater, a jacket, short pants, long pants, a shirt
  •  

    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Students select a plastic animal from the caja mágica.
  • Students look at (mira), point to (señala), touch (toca), put the animal on the table (pon en la mesa)
  • Students respond to a series of TPR questions
  • Students respond to open-ended questions
  • Understand the animal names and identify them
  • El pajarito, el pájaro, el mono, el gato, el gatito, el elefante, el perro, el león, el caballo, el tigre.
  • Mira, pon, señalen, ¿Quién tiene el pajarito?, sí/no, ¿Es el mono o el perro?, ¿Cuántos animales hay?, ¿De qué color es el gato?
  • Content Culture Materials
       
  • plastic animals, caja mágica (oatmeal box covered with wrapping paper)
  •  

    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Teacher provides a Gouin Series and students make an animal puppet
  • Following instructions
  • el perro, el elefante, el gato, el gatito, el mono, el león, el caballo, el tigre, el pájaro, el pajarito
  • Dibujen
  • Content Culture Materials
       
  • Brown paper lunch bags
  • Construction paper
  • Markers
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    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Students identify the sounds that animals make in Spanish- speaking countries and compare them to those that animal make in the U.S. Students do this by answering TPR and open-ended questions and by playing a charades game.
  • Make a Venn diagram comparing the sounds that animals make in the U.S. versus a chosen Spanish- speaking country
  • Identifying sounds and animals
  • Respond to open-ended questions
  • Comparing animal sounds between the U.S. and a Spanish- speaking country
  • Pío,pío (pajarito); miau (gato); guau, guau (perro); grgrgr (león), hiiiiii (caballo), iii (mono), grgrgr (tigre), brreh (elefante).
  • ¿Cómo hace el perro en los Estados Unidos?, ¿En España?, ¿Quién hace pío, pío, el tigre o el gato?, ¿Quién hace guau, guau?, ¿Cómo hace el mono?
  • Content Culture Materials
  • Math
  • Science
  • Drama
  • Comparing the sounds that animals make in a Spanish- speaking country versus in the United States.
  • List of the sounds that animals make in a Spanish-speaking country (cassette tape or teacher can just perform the sounds)
  • Animal puppets
  • Small pieces of paper with animal names written on them
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    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Students recall names of the animals and identify the places where the animals live
  • Identifying places where the animals live
  • La granja, el circo, la selva, la casa
  • ¿Dónde está la granja? ¿Dónde está el circo? ¿Dónde está la selva? ¿Dónde está la casa? ; ¿Dónde vive el elefante?
  • Content Culture Materials
  • Science
  •  
  • Animal puppets
  • Posters of where the animals live
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    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Students recall animals, animal sounds, and places where they live by learning a song
  • Identifying animal sounds and the places where they live
  • La granja, el circo, la casa, zoológico, león, pájaro, pajarito, mono, gato, elefante, perro, caballo, tigre
  • Vengan a ver mi
  • Content Culture Materials
  • Science
  • Music
  •  
  • Song: Vengan a ver mi granja
  • Animal puppets
  • Pictures of where the animals live
  •  

    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Students categorize the animals according to where they live
  • categorizing
  • la casa, el zoológico, gato, elefante, perro,pájaro, léon, el mono, el pajarito, caballo, tigre
  • ¿Dónde vive el/la ______?
  • Content Culture Materials
  • Science
  •  
  • Pocket Chart, animal labels, pictures of the animals
  •  

    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Students listen and look at the teacher describe a clown with props
  • Students learn the names of various facial parts by participating activities involving physical movement
  • Comprehend vocabulary
  • Understand facial parts in Spanish
  • La nariz, el pimiento, la boca, pelucona de paja, chalina roja, calzones remendados, camisa rota
  • Miren la nariz, Señalen la nariz, Toquen la nariz, adivina, quien es
  • Content Culture Materials
  • Language Arts
  • Reading
  • Drama
  • Physical Education
  •  
  • Picture of clown, props: la nariz, la boca, la camisa rota, la pelucona de paja, los calzones remendados
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    Activities / Assessments Functional Language Vocabulary Grammatical Structures
  • Students select their favorite animals by clustering themselves according to their favorite animal
  • Students formulate answers to questions
  • Students write simple math sentences about their responses
  • Respond appropriately to questions
  • El mono, el gato, el gatito, el elefante, el pajarito, el caballo, el tigre, el perro, y el perrito
  • ¿Cuál es el animal que le gusta más a la clase?, ¿Cuál es el animal que ocupa el segundo lugar de lo que más le gusta a la clase?
  • Content Culture Materials
  • Math
  •  
  • Pictures of the animals, overhead machine, transparency paper