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Michelle Lynn Hofmann
QUE ES?
3rd grade
Monday, January 13, 1997, 1:00-2:00 PM
Performance Expectations:
Students will be able to use the Spanish-English dictionaries
to translate familiar items into Spanish, recognize cognates and
difference between word sounds in English and Spanish.
Content Area: Language Arts
Strategy:
Allow students to utilize their Spanish-English dictionaries to
discover translations.
Materials Needed:
tape
posterboard/paper squares 3"x8"
markers
Spanish-English dictionaries
large flip chart pad of apper or area of board
Directions:
Introduction:
Provide the students with several Spanish-English dictionaries.
Model looking up an object's name in English to discover its
Spanish translation.
Development:
Have the students divide into groups. The children will make
ID cards/labels for objects around the room displaying their English
and Spanish names.
Closure:
Upon a large flip chart pad of paper or section fo the board,
create a running list of new Spanish translations and their English
versions too. Students should add to this list as desired throughout
other lessons. Discuss the comparisons/contrast of Spanish-English
words.
Evaluation:
Students will be assessed according to participation and their
research skills.
Adaptation:
Have students write, revise, and publish their own Spanish-English
dictionaries.
Have students play language games.
Translate item names into multiple languages.
References:
Michelle Lynn Hofmann
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