Objectives  Identify the personal attributes, characteristics, and skills needed to

Teaching Guide
be President of the United States; living and working together in communities; identify
adjectives and their uses Yo también puedo ser presidente
Materials  notepads, blank paper, pencils, crayons or colored pencils

30 minutes, Days 1–3

Build Background
Activate Prior Knowledge  Tell children: Hoy vamos a hablar sobre lo
que se requiere para ser presidente. Nuestro país tiene presidente. ¿Quién es? ¿Qué hace?
¿Cuáles habilidades creen que son importantes para ser presidente? ¿Cómo se debe
comportar un presidente? ¿Puede cualquier persona ser presidente? Encourage children
to write down their answers and discuss them as a class.

Introduce the Focus Skill: Adjectives  Explain that adjectives are

words that describe a person, place, or thing. For example: Las rosas son rojas.
Las fresas saben dulces. Los gatos tienen pelo suave. Ask children to write simple
sentences similiar to the ones mentioned above using adjectives. Ask children
to progressively add adjectives to their original sentences, i.e.: Me encantan los
tomates. Me encantan los tomates rojos. Me encantan los tomates rojos y jugosos.

Acquire New Vocabulary  Introduce the 8 key adjectives in the book: respetuosa, persistente, honesto, organizada,
amistoso, generosa, responsable, and justa. Read each word aloud and use it in a sentence, emphasizing each syllable in the
key word. For example, say: Jessica Woo es respetuosa. Hank Wellin es persistente. Then propose a scenario to the class: Tomás nunca
interrumpe la clase. Él siempre levanta la mano cuando quiere hacer una pregunta. ¿Qué palabra usarían para describir a Tomás, respetuoso o amistoso?
(respetuoso). Repeat with other adjectives. Review proper pronunciation and spelling as a class.

Read and Respond  Display the book. Read the title and author name aloud as you track the print. After reading the book with
the class, have them look at the pictures without looking at the print below. Tell children to make inferences about what is happening in
the pictures. For example, turn to p. 11 and ask: ¿Qué pasa en esta foto? ¿Quién creen que es la mujer de en medio? ¿Qué hace el niño? ¿De qué color es
la camiseta de la niña? Encourage children to use as many adjectives as possible to describe what they see.

60 minutes, Days 4–5

˛ Curricular Enrichment: Social Studies  Review the characteristics in the book that describe an ideal president
and why they are important. Then explain to children that presidents must be good leaders and that they often develop programs
SOCIAL
STUDIES
to help communities. Divide the class into four teams. Explain to children that they will work together in teams on a community
project. Write a list of problems that exist in the local community on the board and ask each team to come up with their own
solutions to the problems. Examples of problems in the community may include: wasting electricity and/or water, not recycling,
pollution, traffic, helping local charities, etc. You may want to provide access to a computer for children to conduct additional
research on their community and humanitarian projects. Then distribute notepads, blank paper, pencils, and crayons or colored
pencils. Ask the children to write or draw possible solutions to the problems written on the board. For example, a possible solution
to wasting water could be: Yo siempre cierro la llave del agua cuando me cepillo los dientes. Students may propose helping local charities
by starting a food or clothing drive and donating canned goods, clothing, toys, and other miscellaneous items. Children who
have difficulty writing a full paragraph can draw a picture of themselves helping out their community and label it with a phrase.
Discuss childrens’ ideas as a class and have them share their drawings with their classmates.

Home Connection  (Teacher, you may want to photocopy NATIONAL STANDARDS

this activity for children to complete with a family member.) Ask your
child to tell you why he/she would make a good president. Ask
about the community project he/she came up with and why it
shows that he/she would be a good president. Encourage your
child to use adjectives in his/her explanation. For example:
¿Cuáles habilidades se necesitan para ser un buen presidente? ¿Por qué
serías un buen presidente? (Sería un buen presidente porque ayudo a la
gente. Pensé en una idea para ayudar a mi comunidad a ahorrar dinero. Si
usamos ambos lados de las hojas de papel, ahorraríamos más.)
Language Arts: K-12.1—K-12.9, K-12.11, K-12.12
Mathematics: Numbers PK-2.1—PK-2.3; Algebra PK-2.1, PK-2.3, PK-2.4; Geometry PK-2.1—
PK-2.4; Measurement PK-2.1, PK-2.2; Data & Analysis PK-2.1—PK-2.3; Problem Solving
PK-12.1—PK-12.4; Reasoning and Proofing PK-12.1—12.4; Communication PK-12.1—PK-12.4;
Connections PK-12.1—PK-12.3; Representations PK-12.1—PK-12.3
Science: K-4.1—K-4.7
Social Studies: Civics: K-4.1—K-4.5; Economics: K-4.1—K-4.11, K-4.13—K.4.16, K.4.19;
Geography: K-12.1—K-12.6; U.S. History: K-4.1—K-4.4
Health: K-4.1—K-4.7
Physical Education: K-12.3—K-12.7
Visual Arts: K-4.1, K-4.2, K-4.3, K-4.5, K-4.6
Technology: K-12.1—K-12.6

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