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