Now you will go through a Sample Class. This interactive agenda will help you learn specific techniques for each part of the class, as well as when and how to incorporate the curriculum unit content during the Themed Section. Songs that repeat each class are called “Ritual Songs.” We will be using Agenda 1 from the Fruits unit (which you will also teach as your first unit) for this sample class. Download and follow along with the Video Rubric and Transitions.
(Fruits) Agenda 1
CLASS 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)
Flight School Training
FIRST DAY OF CLASS ANNOUNCEMENT
WHY THIS WORKS
It’s really important to set the expectations for the class and mention any ground rules before you begin teaching to ensure the best class experience.
An example of what to say before you begin is: “Welcome to Bilingual Birdies in Spanish! We’re going to have a lot of fun today and before we begin I want to share a few ways that can ensure we’ll have the best class ever. Adults, please clap your hands and shake your maracas, repeat the words, and dance along with the children. This will encourage the children to join in and it makes for a more warm and inviting learning environment. I also want to point out that learning a language is a process which takes time. If it feels like a lot of words today, don’t worry. Our curriculum changes themes monthly and we repeat many of the ritual songs each week since repetition is key. After a few weeks, you’ll be familiar with the songs. We also have beautiful digital materials for all families which you can access online such as our original music songs, bilingual e-books and vocabulary sheets to help you keep learning at home, Finally, if any of the children feel they need to take a break for a moment you’re welcome to take a walk and return when they are ready to come back. Ok, let’s get started!!”.
WHY THIS WORKS
This marks the beginning of the class. It brings everyone together and sets the tone for the next 45-minutes of time you’ll be spending together. It’s the ice breaker that gives everyone an easy movement and the most basic word hello in the second language that they can easily repeat in a fun, exciting way.
Keywords: hola (hello)
PREPARE:
Explain to the class that it’s time to begin.
Invite the class to sit on the ground in a circle.
Say, “Friends, today we are going to learn some Spanish”.
Say, “Let’s start by saying hola” and wave you hand to the children sitting in the circle.
Translate that hola means hello.
PERFORM
Invite the class to stretch their arms up into the sky, wave them from side to side while saying hola three times.
Encourage the class to do this two more times with you.
Each time you invite them to wave their arms in the air and repeat hola, add a slight variation such as saying it a little faster, in a higher register in your voice, or making a funny face.
HELLO WAVE VIDEO
TRANSITION
Hello Wave to Good Morning Chant
If it’s the very first class, then right after the Hello Wave say, “Now we’re going to say good morning to everyone, but first I need to know your names.” Then ask each of them their names and write them down on a piece of paper. Once you have all their names, start teaching the keywords for the Good Morning Chant. Feel free to adapt the keywords to good afternoon if the class takes place in the afternoon.
WHY THIS WORKS
This is your first opportunity to connect with each child individually which is very empowering for them. Also, drumming has been used across cultures and time to bring people together, so be sure to use the hand drum. Invite everyone to repeat the keyword good morning in the second language using this simple, catchy rhythm. They’ll remember it for years to come!
Keywords: buenos días (good morning)
PREPARE:
Be sure that you have a list of everyone’s names in the class in front of you if you do not have the names memorized yet.
Say, “¡Buenos días! Good morning! In Spanish, good morning is buenos días”.
Say to the class, “Ok class, repeat after me, buenos (pause for them to repeat), días (pause for them to repeat)”. Repeat three times. When you leave space for the children to respond you should also say the keyword silently as a prompt.
Start patting your lap. Instruct everyone to imitate you patting their laps and wait until there is a unison rhythm.
Once there is a rhythm instruct the class to repeat after you, “Buen, buen, buen, buenos días” and pause to let the children respond.
PERFORM
Chant “Buen, buen, buen, buenos días” two to four times and begin with your name. Say, “Buenos días (your name), buenos días (your name)”.
If the children are seated in a circle, call a child’s name, followed by the child seated next to them.
After chanting for three names in the class, modulate your voice up a half step and repeat “Buen, buen, buen, buenos días” twice before going on to three more names.
Once all the names have been called, accelerate the rhythm and say, “Ahora aplaudiendo”. Repeat all names starting with yours, but this time do it clapping.
For the end of the Good Morning Chant lead everyone in a celebratory applause. Immediately turn your head to the side and make a bird sound as if a special birdie guest is chirping from behind you and is about to join you.
WHY THIS WORKS
All the puppet routines have been designed to foster social emotional development in young children. Each week the puppet shares emotions that mirror what children experience. The puppets create a safe space for the children to begin to identify their feelings and approach sensitive subject matters.
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 Myla say, “¿Myla, Cómo estás?”.
Myla responds, “¡Tengo hambre!”.
Explain to the children that Myla is hungry. 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 and 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.
PUPPETRY VIDEO
TRANSITION
Myla is hungry to Hello Song
Encourage the class to tell the puppet that they’ll see them later. Put the puppet back in the bag, get the shakers, and pass them out. Invite the class to “wake up the shakers” by shaking them up high and down low together so that the children have a moment to play with the new instrument you just gave them.
WHY THIS WORKS
Children learn the most important words in any language with this song. And they get to repeat them every single week so that by the end of a semester, they are able to greet someone else in another language!
Keywords: hola (hello), ¿cómo estás? (how are you?), muy bien (very well), gracias (thank you), cantar (to sing)
PREPARE:
Begin by passing out shakers and instructing everyone to repeat after you as you say, “Hola, (hola), ¿cómo estás? (¿cómo estás?), muy bien (muy bien), gracias, (gracias)”. By the time you return to your seat explain that they have said hello, how are you, very well, and thank you.
Explain that there will be a part of the song where you ask, “¿Tú estás bien? Are you well?”, and they should repeat “Bien” by raising up their hands and shaking their shakers. Translate that bien means well.
Explain that you are doing well too so you will then say, “¡Yo estoy bien!” which means, I am well. And they should raise their hands again and say “Bien”.
Ask the class, “Who likes to sing? Everyone say, cantar la la la”. Explain that at the end of the song everyone will sing together in the melody of the song.
Practice singing the la la la’s in the melody of the song.
PERFORM:
Pause for their part and be especially animated when singing it with them.
Use dynamics to keep the song compelling.
Cue students for “Muy bien”.
Teach gracias and encourage children to shout that out at the correct part of the song.
CHALLENGE:
Challenge kids to be leaders and sing the song for you to follow.
Slow down your singing for the last line of the song, so they sense the end is approaching. Encourage everyone to applaud and praise the children (for singing beautifully, or shaking their shakers so well) and at the end of the Hello Song and immediately say, “I have two magic words,” then start teaching the first keyword.
WHY THIS WORKS
Magic words set up the upcoming themed unit songs. Also, most of the magic words are easily adaptable into a movement game so that the children have a chance to stand up and move for a couple minutes if they are fidgety.
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.
After you finish with the Magic Words announce the theme of the day in an exciting way. Then, if the themed song uses props bring them out in a fun and suspenseful way perhaps using some engaging funny sound effects. If not, begin teaching the key words to the next song in a fun, lively way.
WHY THIS WORKS
The themed unit songs are where you will share new concepts and words with the children so that each week the children have an opportunity to either learn something completely new, or deepen their understanding and vocabulary around an already familiar topic.
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.
Repeat this process for each fruit (aguacate, naranja, pera, ciruela, limón).
Distribute the different fruits to different students in the class if possible.
Sing through the melody of Ensalada de Frutas once and then ask the children to join you./li>
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.
TRANSITION
Theme Song to Theme Song
Always celebrate the end of a song by cheering, applauding and praising the students in an effort to joyfully connect with them. Then teach the keywords for the second theme song. You can also introduce the new song by asking a question about the topic of the song.
If you’re moving into a song the children are already familiar with, say, “Who knows this song?” and hum a section of the song. If it’s an open domain song, sing it once in their language, then begin teaching the keywords in the foreign language.
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).
Encourage everyone to applaud for the end of the previous Theme Song. Quickly say in a cheerful way, “Do you know what time it is? It’s time to clean up,” then start teaching the keywords for the Clean Up song.
WHY THIS WORKS
Here the children get involved with their bodies and their voices with this song which helps them remember the words better while teaching them a necessary life skill.
Keyword: limpiar (to clean)
PREPARE:
Ask one child in the class, “Do you know what time is it?, ¿Sabes qué hora es?”.
Answer, “¡Es hora de limpiar!”.
Motion with your hands as if you were collecting toys and putting them into a basket and say, “Limpiar, limpiar, limpiar” in a fun rhythm. Encourage class to repeat with you.
Tell the class that when you clean up you like to sing a special song and sing Hora de Limpiar once for them.
PERFORM
Sing once with class using instruments.
Continue singing and begin to place the instruments in a basket or bag.
Go around with a basket or bag and allow class to put away the instruments.
Double check that all props have been cleared from the floor to be safe. Invite the class to stand up. Introduce the parachute as a new friend that wants to come out and play, you can name the parachute the color that it is.
WHY THIS WORKS
This prop is used to teach movement vocabulary. Its versatility makes it a valuable teaching tool and children learn vocabulary in a very experiential way.
Keywords: arriba (up), abajo (down), adentro (inside), afuera (outside), pequeño (small), grande (big), uno (one), dos (two), tres (three), cuatro (four), cinco (five), seis (six), siete (seven), ocho (eight), nueve (nine), diez (ten)
PREPARE:
Make sure the parachute is in a bag next to you.
PERFORM
Bring out the Parachute
The parachute marks the beginning of the movement section.
Invite class to stand up.
You can name the parachute after its color.
Encourage the class to chant for it to come out. Explain, “My friend Blue wants to come out and play. Let’s call him out. Azul, Azul, Azul”.
Bring out the parachute with a lively, melodic sound effect.
Instruct each person to take hold of an edge of the parachute.
Teach a pair of keywords per class [arriba (up)/abajo (down), adentro (inside)/afuera (outside), pequeño (small)/grande (big)].
Teach the words and encourage the class to repeat them.
Give students clear instructions on what they will do when you announce the words.
Pay attention to crowding. Make sure you don’t step on any children, children are not crashing into each other, and that the parachute doesn’t get wrapped around anyone.
TRANSITION
Parachute to Puppet Jumping on the Parachute
Make a bird sound as if a special birdie guest is about to join you. Invite the class to chant the puppet’s name.
Puppet and Parachute
Encourage the class to chant for the puppet to come out.
Do the puppetry introduction quickly and have the puppet explain it wants to jump 10 times.
Have the children repeat after you
Have the puppet jump 10 times and have the children repeat after you the numbers 1-10 in the foreign language.
Instruct the class to say goodbye when it leaves.
TRANSITION
Puppet Jumping on the Parachute to Strawberries
Say that the puppet is tired from all the jumping and will go take a nap. Encourage them to tell the puppet that they’ll see them later. As the puppet is exiting, ask the class if they like strawberries. Continue this section with the Strawberries song.
Fresitas (Strawberries)
Keywords: fresitas (strawberries), aquí (here)
PREPARE:
Ask the class, “Who likes strawberries?”.
Announce, “Let’s go to the forest, and we’re going to look for strawberries. ¡Vamos a buscar fresitas!”.
Instruct the class to repeat, “Fresitas, fresitas, fresitas” using the melody from the song.
Ask the class where can you find fresitas and then answer aquí, aquí y aquí, going up and down with the parachute each time. Explain, aquí means here. Repeat aquí, aquí y aquí several times.
Be mindful not to do the aquí, aquí y aquí part too fast because children may run on top of the parachute and it can cause a distraction.
Encourage the class to run underneath the parachute and pretend that they are the little strawberries.
PERFORM
Instruct the class to begin walking around in a circle while stomping their feet while you begin singing Fresitas.
Cue class to say, aquí by pausing and asking, “¿Dónde están las fresitas? Where are the strawberries?”.
Use different tempos and dynamics and repeat a few times.
Explain that it’s time to say goodbye to the parachute.
Instruct the class to count to three and lift it up as high as they can.
On the third time of doing this, instruct them to lift it up as high as they can and then let go. You can ask them to clap as well to celebrate the end of the section and to help them let go of the parachute.
Remove the parachute.
PARACHUTE VIDEO
TRANSITION
Parachute to Movement Song
Invite the class to say goodbye to the parachute. Put the parachute in the bag and then start teaching the keywords for the Movement Song.
WHY THIS WORKS
Movement is an essential part of early childhood learning so we have designed our class to include a substantial amount of activities that get the children on their feet and moving their bodies. Be sure that you don’t skip this song!
Say, “Now we are going to clap, to sleep and to wake up”.
Have the kids say with you in a rhythm “Aplaudir, aplaudir, aplaudir”. Aplaudir means to clap.
To teach dormir, yawn, stretch, snore, and pretend to sleep. Instruct the class to do the same as you all repeat “A dormir, a dormir, a dormir”.
Have the kids say with you in a rhythm or a fun melody “Despertar, despertar, despertar”. Despertar means to wake up.
Now, shake your shakers in a very fast motion and say, “Tocar means to play. Shake your shakers and say, a tocar, a tocar, a tocar. Again!”. Repeat three times
Instruct everyone to begin by playing their instruments together. Say, “Ok class, let’s make a rhythm. Now we are going to clap. ¡Ahora vamos a aplaudir! Repeat after me and say, ¡Ahora vamos a aplaudir!”.
PERFORM
Cue class when it is their turn to clap aplaudir.
Slow down and sing softly while you pretend to sleep for a dormir. To add humor, make a loud snoring sound and gesture sleeping with your eyes closed.
Speed up the tempo and be lively and animated when you sing a despertar. Cue class by saying, “¡A despertar! Time to wake up!”.
CHALLANGE
You can use more actions like to dance, to sing, to jump, and more.
After you’re done with the Movement Song pretend to yawn and say you’re tired, invite the class to lie down on the floor to take a nap as you start saying, “Shhh” three times and turning off a light in the classroom if possible.
WHY THIS WORKS
The lullaby is meant to bring the energy of the class back down and get the children settled so they can engage again with the puppet and review what they have learned in the class.
Keywords: escucha (listen)
PREPARE:
Say, “Escucha, shh. In Spanish, escucha means listen.”
Explain that you’re going to dim the lights and sing a lullaby because it’s time to listen and calm down. Repeat, “Escucha, shh” three times.
Pass out some scarves for them to use as blankets.
Say “Shh” and lower your voice as you sit down and prepare to sing for the class, you can also play the audio Escucha.
PERFORM:
In a soft and gentle tone begin the song.
At the conclusion of the song softly tell the children it’s time to very slowly wake up on the count of ten.
Count to ten in Spanish in a suspenseful way by strumming the guitar or tapping the drum in between each number.
When you get to ten, instruct the class to stretch their arms above their head, and yawn to wake up.
CHALLENGE:
Have the class make the sounds of viento (wind), lluvia (rain) and mar (sea), AFTER the lullaby section.
Explain that on the count of ten, everyone is going to wake up. Then make the sound of a bird and invite the class to call out the puppet. You can use hand percussion to help you so you have tapping sound as you do the countdown. When you reach ten, turn on the lights if they were previously turned off at the start of the lullaby.
WHY THIS WORKS
This reminds the children of the most important words that they learned that day. It is also important for the parents to hear what new words and ideas were taught so they feel like their children are continuing to increase their vocabulary and grasp new ideas in the second language.
PUPPET REVIEW VIDEO
TRANSITION
Puppet Review to The Party
Encourage the class to say see you later to the puppet. Invite everyone to stand up. Begin teaching four easy dance moves for The Party. Something simple like a step-touch will be fine. Another suggestion is to have them wave their arms from side-to-side. If you’re confident, the children will be happy to follow you. Be sure to play the music loudly for The Party. People naturally respond to loud music by dancing.
WHY THIS WORKS
This is meant to bring the energy of the class back up so that everyone leaves feeling happy. It gives everyone a chance to celebrate the learning for the day and grow the joy that comes with singing and dancing together. The Party should leave every child and adult with fond memories and a heartfelt wish to share their experience with others.
Keywords: la fiesta (the party)
PREPARE:
Explain that this is a dancing song. You can say, “We are going to a party. ¡Vamos a la fiesta!”.
Encourage them to repeat la fiesta with a funny melody or voice.
Teach three easy dance moves to the class so they can participate in the party. This is important because sometimes people will not easily dance on their own if they do not have an easy motion to do.
Instruct the class to stand up with you and begin playing or clapping in a rhythm. Say, “Let’s make a rhythm”. Clap your hands or make a rhythm with the instruments and then say, “¡Ahora, vamos a la fiesta!”.
PERFORM:
Sing once with class using instruments.
Make a conga line. Have the kids line up behind you while you continue playing and singing the song. Dance around the room in a line and eventually end up where you started as you finish the song.
CHALLENGE:
Pause before saying la fiesta and have the class sing it each time.
Invite everyone to clap their hands and celebrate the activity they’ve just completed. Announce it’s time to say goodbye. Start teaching the keywords for the Goodbye Song. If it’s a caregiver-and-child class, invite the families to stand up and start marching while clapping. Prepare them for a very lively Goodbye. If the class is being taught in a school then bring the children down to sit on the floor and be sure to doa calm Goodbye Song so that they can transition to their next activity efficiently and are not left too hyper.
WHY THIS WORKS
Saying goodbye is super important in any language. This song will be the last impression for the parents and children so it should leave them feeling accomplished and empowered to go out and start saying a few words in the second language!
Keywords: escucha (listen)
PREPARE:
Instruct everyone to remain standing in order to keep a festive vibe after the party.
Announce, “The time has come to say adiós”. Encourage the class to say adiós three times while waving their hands.
Say, “Amigos means friends”. Encourage the class to say amigos three times in a fun way.
Use the melody of the song to sing, “Adiós amigos, adiós, adiós” and encourage the class to repeat singing that line with you.
Now explain you will teach one more line from the song that is their part which goes, “¡Adiós amigos, adiós, adiós, adiós amigos, adiós amigos, adios, adios!”. Encourage the class to repeat with you.
Instruct everyone to begin clapping their hands in a more accelerated rhythm than usual.
PERFORM:
Begin singing Adiós Amigos.
Accelerate rhythm using your drum or guitar.
Sing the song one time through waving, jumping, or snapping.