Level: K-3

Duration: _15+ weeks

Hours of Contact Time: 12 hours+
This unit, based off TPRS Publishing, Cuntame Ms, serves as an introduction to basic
vocabulary and the storytelling process. It introduces kids to vocabulary relating to: family,
emotions and feelings, stating where one lives, responding to comical situations, describing
chronological order of events, and words relating to storytelling. It reinforces first and third
person singular, present tense, third person plural, present tense, agreement in gender and
number, definite and indefinite articles, states of being with estar and syntax of adjectives
following nouns, through repetition and in-context usage.

Content Standards
1.1 Express feelings and emotions
1.2 Understand written and spoken language
3 Gain knowledge and understanding of other cultures (families)
4.1 Demonstrate understanding of language through comparisons (cognate work)
5.2 Show evidence of becoming life-long learner by using the language for enjoyment

OVERARCHING

TOPICAL

What are language patterns and How can I tell when the teacher is
how can they help me learn and use asking a question?
a new language?
How might I use cognates to talk
Why is honesty important?
about emotions or where people
live?
How do est enojado, est
furioso, est triste, est
aburrido all relate to their
English translations? How are
they different?

Know
1. How to identify simple cognates
2. How to understand questions
about family: father, mother, brother
3. How to recognize emotionsanger,
happiness, boredom
4. Begin acquisition of the Sweet 16:
est, hay, le dice
5. Begin to identify units of time.

Be able to
1. Recognize question words by
inflection of my voice.
2. Respond to yes/no questions
3. Respond to either/or questions
4. Respond to who, what, when,
where questions
5. Match a picture with a written
statement
6. Recognize some cities on a map

Students will understand

How families are similar in Spanish-speaking countries to their own
families
Potential Misunderstandings
Stereotypes in Hispanic families
Misreading cognates (come isnt come)

Goal: Students will draw and/or color illustrations of the final story
(pg. 6-7 of Teachers Guide), according to what they hear.
Role: Students
Audience: Teacher/peers
Situation: Classroom assessment
Product/Performance: A book they can donate to the class library
Standards (Rubric): All pictures are accurate and neatly colored in
order to be considered for submission.

Personal Passion (How

can I tie in my own
interests?)
Connect with kids
find out about what is
going on in their lives

Hooks (Most fascinating

and/or compelling info)
Familiesstudents
families and/or famous
ones
Technologylots of visual
representations, as well as
using student actors

Novels and Resources

#authres

Peer passion (How can

I tie in student
interests?)
Use pop culture
references
Students own families

Technology

(Read and discuss)

Music
Stories from text
supplements

RockalinguaFeelings
(estoy triste, grande,
pequeo)
Movies:
https://www.youtube.com/
watch?v=LQk6IzLSzaI
Human element
History

Powerpoints and
PowToons to tell
stories

Structures to Teach

Helpful Auxiliary Words

Mucho
Juega

Grande
Alto

La oveja corre

Pequea
Escucha

El pastor

Grita

Guapo

Atltico

Otra vez

Est furioso/a

Roba

Quiere ser

La montaa

Vive

Est feliz

Viene

Baila

Est aburrido/a

Cuenta un chiste

El pap est enojado

La familia

El lobo

Come

Llora

Est triste

Cuida

Dice

Se re

Al da siguiente

Tiene

Perros

Gatos

Caballos

Se pone

Hay

Me gusta

Fiesta

Casa

Materials Needed

Props

Flashcards

Food: cognate words

Mini-cuentosmake into sockpuppets/PowToon

Staff

Pictures of familiesslideshow of sorts

Sheep/wolf costumes

Famous mountain slideshows/images

Scripts, if any
http://martinabex.com/2013/06/17/el-lobohambriento-script-and-plans/
From Cunteme Ms! Book
***Use Student Inventories****

Radio

Other notes

Youtube Video of students reenacting el cuento:

https://www.youtube.com/watch?v=rrhiZsbuUMM
From Cunteme Ms! Book
Someone elses PowToon to introduce vocabulary for mini-cuento #1:
https://www.powtoon.com/online-presentation/cywwLf96tre/11-elmuchacho-pastor/
Freeze Frame Activity: http://somewheretoshare.com/tag/carol-gaab/
Henry el gloton quiere comer papas fritas.:
https://www.youtube.com/watch?v=LQk6IzLSzaI
My Powtoon for Mini-cuento #1, Una Familia Rara: familia, est triste, llora,
el pap est enojado, etc.: http://www.powtoon.com/m/djgZMVXvB0g/1/
My Powtoon for vocabulary for Mini-cuento #2, El pastor: el pastor, la oveja,
corre, cuida, etc.: https://www.powtoon.com/onlinepresentation/dkoLZvNoytN/la-oveja-y-el-pastor/
Other Powerpoints:

Mini-Cuento #3 (El lobo aburrido): la montaa, vive, est feliz, est

aburrido, viene
First grade story variation for Mini-cuento #3 (La clase aburrida)
Second grade story variation for Mini-cuento #3 (La clase aburrida)
Third grade story variation for Mini-cuento #3 (La clase aburrida)
La montaa grande
Bert el actor (my own variation of Mini-cuento #4, lesson A): se re,
dice, cuenta un chiste, escucha, el da siguiente
El estudiante que no escucha (my own variation of Mini-cuento #4,
lesson B)

Blank documents for students to illustrate El lobo y la chica mala, and

German el pastor on my OneDrive, too.