KEYWORDS: fresitas (strawberries), tengo hambre (I’m hungry), uno (one), dos (two), tres (three), cuatro (four), cinco (five), seis (six), siete (seven), ocho (eight), nueve (nine), diez (ten), ahora (now), basta (enough), manzana (apple), aguacate (avocado), naranja (orange), pera (pear), ciruela (plum), plátano/banano (banana), limón (lemon), comer (to eat)

INTRO:

• Hola Wave (Hello Wave)
• Buenos Días Chant (Good Morning Chant)
• Puppet: Myla Tiene Hambre (Myla Is Hungry)

THEMED SECTION:

• Hola Song (Hello Song)
• Magic Words: Ahora / Basta (Now / Enough)
• Ensalada de Frutas (Fruit Salad)
• Manzanas y Bananos (Apples And Bananas)
• Hora de Limpiar (Clean-up Song)

MOVEMENT:

• Parachute
• Fresitas (Strawberries)
• Ahora Vamos Cantar (We Are Going To Sing)

LULLABY:

• Lullaby: Escucha (Listen)

CONCLUSION

• Review: manzana (apple), comer (eat)
• Dance Party
• Adiós Amigos (Goodbye Friends)
• Stickers / Stamps

Keywords: manzana (apple), aguacate (avocado), naranja (orange), pera (pear), ciruela (plum), plátano/banano (banana), limón (lemon)

Bb————————————Eb————Bb——————————————-Eb—————Bb

Me gustan las frutas me gustan con limón, me gustan las frutas me gustan con limón

Eb——————Bb——————-F

Son muy ricas, son muy ricas mm mm mm mm mm

Eb——————Bb——————-F

Son muy ricas, son muy ricas mm mm mm mm mm

Bb—————————-F7

Manzana manzana, aguacate aguacate,

Bb———————-Eb

Naranja naranja, pera pera,

Bb———————–F7

Ciruela ciruela, banano banano,

————Bb—F7——Bb

Con limón, con limón

Keywords: comer (to eat), manzanas (apples), bananos (bananas)

C

Me gusta comer, comer, comer

——————————G

Manzanas y bananos

Me gusta comer, comer, comer

——————————C

Manzanas y bananos

Keywords: sembramos (we plant), manzanas (apples), manos (hands)

NO CHORDS

Sembramos manzanas con las manos, con las manos

Sembramos manzanas con las manos, con las manos

A. Ensalada de Frutas (Fruit Salad)

Keywords: manzana (apple), aguacate (avocado), naranja (orange), pera (pear), ciruela (plum), plátano/banano (banana), limón (lemon)

PREPARE:

• Hold a basket/bag with the fruits inside on your lap and take out the apple to show to the class.
• Show the apple and translate by saying manzana, apple.
• Encourage class to repeat and sing in a melody “Man-za-na, man-za-na, man-za-na”. You can give the apple to one of the students.
• Repeat this process for each fruit (aguacate, naranja, pera, ciruela, limón). Distribute the different fruits to different students in the class i if possible.
• Sing through the melody of Ensalada de Frutas once and then ask the children to join you.
• Sing through the same melody again and explain that this is their part of the song.
• Explain you will cue the class when it is their part.

PERFORM

• Start a rhythm with the shakers.
• Cue class right before their part.
• Sing Ensalada de Frutas three times with varying speeds.

CHALLENGE

• When preparing the song, ask students if they can identify the fruits that you take out of the basket/bag.
• The teacher can place fruits on the floor in the basket/bag and call out the names of fruits while kids run up to select the correct one from the basket/bag.

B. Manzanas y Bananos (Apples and Bananas)

Keywords: comer (to eat), manzanas (apples), bananos (bananas)

PREPARE:

• Ring the bell and announce, that you like to eat apples and bananas for breakfast.
• Explain to the class that comer means to eat. Repeat in a fun melody comer, and pretend you are eating something. Have the class do this with you.
• Take the manzana and banano in your possession and review the names of these fruits in Spanish with their melodies.
• Encourage class to repeat, manzanas y bananos three times and explain that is their part of the song.
• Sing in Spanish, “Me gusta comer, comer, comer manzanas y bananos”. Explain this means, I like to eat, eat, eat, apples and bananas.
• Instruct class to begin clapping in a rhythm.

PERFORM

• Once everyone is clapping in unison, begin chanting and playing guitar.
• Physically cue class when it is their part.

CHALLENGE

• Change the names of the fruits each week.
• Sing the song only in Spanish and have the class guess the fruits you are mentioning.
• Teach new breakfast food items with the same melody, such as jugo de naranja (orange juice), cereal con leche (cereal with milk).

C. Sembramos Manzanas (Planting Apples)

Keywords: sembramos (we plant), manzana (apples), manos (hands)

PREPARE:

• Explain to the class that we are going to plant some apples seeds.
• Place one fruit in the center of the circle and explain, “In Spanish sembramos manzanas, means we’re planting apples”.
• Ask students to repeat sembramos manzanas three times.
• Let them know you plant apple seeds with your hands, manos. Have them repeat the word manos.
• Ask students to place their hands on the floor.
• Begin making a beat by patting the ground, until the entire class is mimicking you.
• Encourage class to repeat chanting “Sembramos manzanas, con las manos, con las manos”. We are planting apples with our hands.

PERFORM

• Get a rhythm going with the class tapping their hands.
• Begin chanting.
• After two rounds, change the speed, pitch, and volume.

CHALLENGE

• Switch to different fruits in the center of the circle. You can encourage the children, or choose one child, to select which fruit they are going to plant next. Have the class repeat the chant with the new fruit. For example, sembramos naranjas (we plant oranges).
• You can also have the children plant fruits with other parts of their bodies such as codos (elbows) and pies (feet).

Myla Tiene Hambre (Myla Is Hungry)

KEYWORDS: tengo hambre (I’m hungry), uno (one), dos (two), tres (three), cuatro (four), cinco (five), seis (six), siete (seven), ocho (eight), nueve (nine), diez (ten)

PREPARE:

• Be sure that you can easily access Myla in your bag. Check before class to make sure the puppet is clean and review what you’ll be teaching.

PERFORM:

• Make a sound like a bird.
• Ask the class, “Did you hear something? I think I heard Myla! Can we call her out?”
• Instruct the class to repeat Myla Birdie with a fun rhythm as you prepare your hand in the puppet inside of the Bilingual Birdies bag.
• Myla enters with an exciting melody or gesture.
• Instruct the children to repeat ¡Hola Myla!.
• Looking at the Myla, say, “¿Myla, Cómo estás?”.
• Myla responds, “¡Tengo hambre!”.
• Invite the children to repeat tengo hambre with Myla three times.
• Explain that the class is going to get some apples for Myla to eat. Look up and pretend to see an apple tree.
• Instruct the children to reach their hands up and repeat after you as you pick ten apples for Myla to eat.
• Count to ten in Spanish saying each number twice and encouraging the children to count with you. “Uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez”.
• Invite children to hold out their hand and pretend to feed Myla.
• Go up to each child and have Myla eat apples out of their hands.
• Explain that Myla is so full from all of the yummy apples she ate. Tell the children she is going to take a nap now.
• Encourage the children to repeat ¡Hasta luego Myla!
• Myla exits with the same melody or gesture.

CHALLENGE:

• Once the children are confident counting to ten, have them count to twenty.

Agenda 1

Ahora / Basta (Now / Enough)

KEYWORDS: ahora (now), basta (enough)

Prepare:

• Explain you have two magic words to teach everyone.
• Instruct the children to repeat the word ahora using a melody, or a rhythm.
• Instruct the children to repeat basta using call and response.
• Encourage the children to grab their instruments.
• Explain when you say ahora they will make as much noise as they can with their instruments.
• Explain when you say basta they must not make a sound.

Perform:

• With an enthusiastic tone you can say, “Okay class, when I say now you say ¡ahora!, now (pause and say ahora with them), you are going to shake your instruments and make a lot of noise! Now (pause, and say ahora with them)! But when you hear me say basta, you are going to stop playing your shakers and not make a sound”.
• When you do the pause is where you leave space for the children to say the keyword, ahora, in Spanish. But be sure to always repeat their part with them as well.
• Say ahora, and encourage the children to shake their shakers and repeat the word ahora.
• Say basta, and encourage the children to freeze and stop playing their shakers.
• Interchange words and alter your speed when commanding them.

Agenda 2

Lento / Rápido (Slow / Fast)

KEYWORDS: lento (slow), rápido (fast)

Prepare:

• Instruct the class to stand up.
• Explain you have two magic words to teach everyone.
• Teach the first magic word, lento, by slowing down your voice in a lethargic tone and instruct the class to practice saying the word with you.
• Explain when you say lento they will move very slowly.
• Teach the second magic word, rápido, by using a fun melody to make the word sound quick and bouncy as you enunciate each syllable.
• Explain when you say rápido they will jump and move their bodies very quickly.
• Note: This can also be done with shakers and moving them slowly and quickly as you teach the keywords instead of instructing them to stand up and move their bodies.

Perform:

• Say with enthusiasm the first magic word and then move your body accordingly.
• Call out second word, repeat with class, and do the action.
• Interchange words and alter your speed when commanding them.
• When you are calling out lento be sure to make your voice not sound bored. You want to enunciate as best as possible and keep a high volume in your voice.
• Be careful to not say rápido so fast that they cannot understand how to say the word with you.
• Always say the word before you start making noise with the instrument or moving, so that the class can hear what you are saying.