Fall Enrichment Curriculum – Spanish

Fall Enrichment Curriculum – Spanish

Spanish at Greenspring Montessori School is oriented to present an introduction to the language and culture of Spanish speaking countries. It is designed to enable the students to communicate in Spanish in simple, everyday conversations and acts as a stepping stone to the next level of study. Students learn basic and meaningful vocabulary and phonetics, they are introduced to the fundamentals of grammar, begin to read and write in Spanish, and gain cultural awareness so they develop a greater understanding of the world in which they live in. 

Spanish language is brought periodically to all the classrooms, and its content is based on the essentials of everyday life. Starting with basic vocabulary and phonetics in Toddlers and Children’s House and continuing in Elementary with grammar, short compositions, plays, and readings, which include poems and texts taken from different sources. When the students move to the Adolescent Community, the Spanish curriculum emphasizes language not only as a tool for communication, but as a means of developing awareness of appreciation for people of other cultures. 

The materials used have been carefully selected to meet the student’s mind, from Children’s House to Adolescent Community, and to foster progress on each of the language skills (listening, reading, speaking, writing). Because the study of a language is a cumulative process, the student is encouraged to participate as much as possible during the Spanish time or when interacting with Spanish speakers around the school. 

“LA CASA DE ESPAÑOL Fall 2019 Curriculum” presents the details of activities that take place during Spanish Enrichment time. The program, in general, focuses on the 3 modes of communication: interpretive, interpersonal and presentational. The proficiency level of the students is expected to range between novice-mid to intermediate-mid on the ACTFL scale. Students learn various thematic units, use basic vocabulary and phrases and interact in various social situations. In addition, students develop an awareness of the distinct cultures, traditions and celebrations of the Spanish-speaking world.

“Learning another language is not only learning different words for the same things, but learning another way to think about things.” – Flora Lewis

Children’s House

Children’s House students explore Spanish using songs, games, finger plays, stories, short activities and specific lessons to build on vocabulary and exposure to the Spanish language and culture in the Spanish speaking world. For the Dual-Language classrooms, the third year students have a half hour of dedicated Spanish in addition to the regular lessons given by the assistant.

This curriculum presents the expected outcomes for the first trimester of the year in Spanish Enrichment time. 

The fall curriculum starts with greetings and introductions, followed by working with numbers and colors, and ending with the days of the week and daily routines.

Music is used to transition students into the Spanish time. 

  • Each lesson begins with the song “Hola para ti y para mi”
  • Traditional songs enrich the class with new vocabulary and repetition of known words.

It is expected that during the first trimester of the year Children’s House students will learn:

  • How to greet and how to answer to the “What is your name?” In Spanish
  • Numbers from 1 to 20
  • To understand and answer the question “How old are you?”
  • Colors
  • To understand and answer the question “What color is this?”
  • Days of the week and concepts like day and night, today, yesterday, and tomorrow
  • To understand and answer the question “What day is today?”
  • Daily routine activities
  • Feelings
  • To understand and answer the question “How do you feel?” or “How are you?”

Each lesson ends with reading a book that has a content related to the vocabulary or context presented during the lesson.

RESOURCES 

Songs & Poems Books
¿Cómo te llamas tú?

¡Hola! Para ti y para mi 

Arbolito del Perú

Buenos días

Adiós con las manitos

Cuenten conmigo

Yo tenia diez perritos

Un elefante se balanceaba

Rima del chocolate

Los colores (Song)

Los colores (Poem)

Amarillo el pollito

Siete días son

Los días de la semana

Pompón

Arriba Juan

El baile de las emociones

Canción de la felicidad

Este Soy Yo  by Robleda, Margarita

Mango, Abuela and Me – Medina, Meg

Buenos días, Anita – Kratky, Lada J.

Grandes amigos – Lynda Sarah & Benji Davies

Mis Números – Emberley, Rebecca (Board book)

Fiesta! – Foglesong Guy, Ginger (Board book)

Un gato y un perro – Masurel, Claire (Board book)

Cuenta con el Beisbol – Barbiery McGranth, Barbara

José el Chévere – Litwin, Eric

Los Mariachis – Ruesga, Rita Rosa

Lupita y la sorpresa – Caratozzolo, Marcela

Yo veo los Colores – Daley, Marcela

De Colores – Wolff Ashley

Buenas noches maripositas – Bentley, Dawn

Mis Colores – Emberley, Rebecca

El Chile es verde – Greenfield Thong, Roseanne

Los dias de la semana – Sabaté Rodié, Teresa

Buenas noches Gorila – Rattmann Peggy

La Invitación – Campos, Pilar

Así me siento yo – Cain, Janan

Cuando estoy enfadado – Serrano, Lucia

Orejas de Mariposa – Aguilar, Luisa

Lower Elementary

Lower Elementary students explore Spanish using TPR (Total Physical Response – created by James Asher), and specific lessons to acquire new vocabulary and to practice what they  learned in Children’s House. Students are also exposed to some of the different cultures and traditions found in the Spanish speaking world.

At this level, since movement is the key, comprehension comes first, and then, there is a point where students are ready to talk, to read, and eventually, ready to write. 

Students will learn the vocabulary to perform actions (walk, run, jump, open, close…) and vocabulary to name a great variety of objects of their daily life (colors, numbers, shapes, food, and parts of the body just to name a few). 

Short activities are used to transition students into the Spanish time. Each lesson begins with the game “Don Ramón” where vocabulary is reviewed. After “Don Ramón” students dig into the TPR lessons to introduce new vocabulary.

It is expected that during the first trimester of the year Lower Elementary students will learn:

  • Expressions of courtesy and basic communication in the classroom
  • Basic commands to move around campus and in the classroom
  • Uses of personal pronouns in first, second and third person singular and plural in Spanish through movement – Yo, el/ella, tu and usted
  • Parts of the body and objects of the environment
  • Uses of adjectives, where adjectives go in a sentence, and the gender rule for adjectives
  • Uses of frequency adverbs while performing actions
  • Numbers from 1 to …
  • Uses of adverbs of place
  • Shapes
  • Pets and farm animals
  • Food and vocabulary related to the action of eating
  • Basic Personal hygiene and vocabulary related to it 
  • Opposites and contrasts
  • Use of the present continuous form

Upper Elementary

Upper Elementary students explore Spanish using TPR & TPR Storytelling, and through specific lessons and mini-projects to acquire new vocabulary and to practice what they learned in previous years. Students are also exposed to some of the beliefs, food, and traditions of the people from the different Spanish speaking countries.

Upper Elementary students will learn the language in an active way instead of word by word memorization. The variety of activities involved allows a successful learning experience.

Students will initially, through physical response review and practice basic commands and vocabulary. After the first weeks of review, short stories, in combination with TPR are presented, introducing new vocabulary relevant to their daily experiences and some cultural aspects of the Hispanic world. 

It is expected that during the first trimester of the year Upper Elementary students will learn:

  • Expressions of courtesy and basic communication in the classroom
  • Basic commands to move around campus and in the classroom
  • Uses of personal pronouns in first, second and third person singular and plural in Spanish through movement – Yo, el/ella, tu and usted
  • The alphabet and special sounds
  • Parts of the body, objects of the environment, animals, colors, shapes, food, other vocabulary following the students curiosity
  • The months of the year
  • Numbers from 1 to …
  • Uses of adjectives, where adjectives go in a sentence, and the gender rule for adjectives
  • Uses of adverbs
  • Opposites and contrasts
  • Use of the present continuous form

Adolescent Community

Adolescent Community Spanish curriculum focuses on strengthening the  interpretive, interpersonal, and presentational communication skills, providing the basis to  better prepare students for the high school world language sequence. Students learn various thematic units, use basic vocabulary and phrases and interact in various social situations. In addition, students develop an awareness of the distinct cultures, traditions and celebrations of the Spanish-speaking world. Students complement the lessons with the book Antes de ser libres by Julia Alvarez. 

Adolescent Community students will learn the language in a more traditional way, with a variety of activities to promote a successful learning experience. Along the school year, some of the lessons will be directly related to what the students have been studying in their regular studies (Literature and Physical Expression)

Each set of lessons presents new vocabulary words pertaining to a particular theme. Each topic is first presented in context and then the vocabulary is further practiced through a variety of activities. All the students are encouraged to have an active participation.

It is expected that during the first trimester of the year Adolescent Community students will learn and practice:

  • Expressions of courtesy and basic communication in the classroom
  • Uses of personal pronouns
  • The alphabet and special sounds
  • Master common vocabulary terms and phrases: Numbers, colors, parts of the body, animals, food, and other vocabulary following the students curiosity
  • The months of the year
  • Uses of adjectives, where adjectives go in a sentence, and the gender rule for adjectives
  • Uses of adverbs
  • Opposites and contrasts
  • Use of verbs in present and present continuous form
  • Participate in simple conversations and respond appropriately to basic conversational prompts
  • Analyze and compare cultural practices, products, and perspectives of various Spanish speaking countries 
Fall Enrichment Curriculum – Art

Fall Enrichment Curriculum – Art

Lower Elementary

Lower Elementary students start off the year by learning how artists behave in their studio, with an emphasis on caring for their materials and art space. They will discover the tools, techniques, and possibilities of the 2-D centers, which include drawing, collage, and painting. Students will consider how artists get their ideas by practicing the Studio Habits of stretching and exploring, envisioning, and observing. They will also begin to practice the Studio Habit of understanding art worlds through picture books and famous artist exemplars. Sketchbooks will be utilized for exercises related to ideation and the Art Elements of line, shape, color, texture and value.

Upper Elementary

Upper Elementary students start off the year by reviewing how artists behave in their studio, with an emphasis on caring for their materials and art space. They will discover the tools, techniques, and possibilities of the 2-D centers, which include drawing, collage, and painting. Students will consider how artists get their ideas by practicing the Studio Habits of stretching and exploring, envisioning, and observing. They will also practice the Studio Habit of understanding art worlds by viewing and discussing the work of established artists. Sketchbooks will be utilized for exercises related to ideation and the Art Elements of line, shape, color, value, texture, form, and space.

Adolescent Community

Our first two elective offerings are:

Unleash Your Creativity!

Student artists will practice the Studio Habits of Stretching & Exploring by participating in a series of exercises designed to enhance creativity. They will have opportunities to work both independently and collaboratively with an emphasis on drawing, collage, and mixed media. Sketch books will be utilized for weekly assignments.   

Zen Arts

Student artists will practice the Studio Habits of Envisioning, Observing, Expressing, and Understanding Art Worlds by viewing and creating meditative art forms such as Zentangle, Sumi-E, and Mandalas. They will have opportunities to work both independently and collaboratively with an emphasis on drawing and painting. Sketchbooks will be utilized for exercises related to mindfulness and personal expression.

 

Fall Enrichment Curriculum – Physical Education

Fall Enrichment Curriculum – Physical Education

Children’s House

  • Spatial Awareness: Students will learn about personal space and moving safely, among others.  
  • Motor Skills: Students will become familiar with or learn different basic motor skills (walking, running, skipping, galloping, etc.).
  • Levels and Speed: Students learn how to move at different levels from the ground and how to move at different speeds,

Lower Elementary

  • Sportsmanship: Students will engage in physical activities and discussions in order to learn about what it means to be a “good/poor sport” and how to be someone “fun” to play with. Topics covered include: being a good teammate, being a good opponent, how to lose gracefully and win humbly, cheating and fair play, anger, and maintaining the integrity of the sport.
  • Cognitive Games: Students will use strategy and logic in activities that will also help to improve basic physical skills like jumping/hopping, throwing/catching, kicking, etc.

Upper Elementary

  • Sportsmanship: Students will engage in physical activities and discussions in order to learn about what it means to be a “good/poor sport” and begin to understand how sportsmanship extends beyond P.E. and playing sports. Topics covered include: being a good teammate, being a good opponent, how to lose gracefully and win humbly, cheating and fair play, anger, and maintaining the integrity of the sport.
  • Cognitive Games: Students will use strategy and logic in activities that will refine basic physical skills like jumping/hopping, throwing/catching, kicking, etc.

Adolescent Community

  • Sportsmanship: Students will engage in physical activities and discussions in order to define and exemplify good and poor sportsmanship.  They will learn how sportsmanship extends beyond P.E. and playing sports. They will learn about self-control and respect as it pertains to real life adult experiences. Topics covered include: being a good teammate, being a good opponent, how to lose gracefully and win humbly, cheating and fair play, anger, and maintaining the integrity of the sport. 
  • Sports Psychology: Students will learn about what happens to their minds in the context of sport and exercise. Some topics we will cover are: motivation, mental training to enhance performance, strategies to improve concentration and minimize distractions, techniques to build up confidence, and how our bodies respond to stress and ways to manage it. 

 

Fall Enrichment Curriculum – Music

Fall Enrichment Curriculum – Music

Elementary

The year-long Music To-Go project is designed to introduce students to a variety of musical traditions and techniques which (with practice) can be used to spontaneously produce music for themselves and others.  These traditions and techniques will include circle singing, beatboxing, solkattu, Kodaly singing, and the art of declamation. To this end, the class will be divided between 1. introduction to important figures/events/music in each area of study; 2. instruction/open practice in basic technical skills; 3. call and response; and 4. ensemble work.  The musical components of instruction will prioritize scaffolding practical skills, and weave in and out of traditions according to the focus and needs of each class.  

The culminating project for each unit will fit each class’ interests and strengths.  However, projects will fall somewhere within these lines:
Circle Singing: performance of group composition
Declamation: small group recitation of the Ursonate, or Spotify Ads
Kodaly: folk song in unison or a round using hand signs
Solkattu: 1 or 2 part composition
Beatboxing: beatbox choir plus soloist

LEARNING OBJECTIVES
Upon completion of this project students will be able to:

  1. Name an artist they admire from each tradition studied;
  2. Repeat short pitch/rhythmic sequences within each tradition studied;
  3. Produce a solo melodic/rhythmic loop or pattern within each tradition studied.

Adolescent Community

This Creative Expression cycle will focus on learning and working with the iOS app Loopy.  Loopy allows users to record multiple musical ‘loops’. A ‘loop’ is a repeating musical pattern of any length.  A demo of Loopy in action can be found here.

Adolescents will work in pairs on iPads provided by Greenspring.  Our first couple classes will be devoted to learning how to use the app, and develop strategies for generating and executing increasingly complex loops.  Following this instructive period, adolescents will begin to work toward a final project in which they will collaborate with Kim Zerfas (Greenspring’s Director of Marketing and Communications) to design and record loops to accompany Greenspring informational or promotional videos to be shared across Greenspring’s social media profiles.

 

Adolescent Orientation Odyssey to Echo Hill

Adolescent Orientation Odyssey to Echo Hill

This year the Adolescents went on a trip with the Echo Hill Outdoor School for 3 days and 2 nights to the Chester River. This Odyssey (one of two for the year) serves as an orientation to the community through social experiences — adolescents have an opportunity to live, work, and learn together away from home — while also providing a connection to the Chesapeake Bay and those that make a living on the Bay.

The students and the teachers experienced life on a boat, and they had a lot of fun doing so! On the first day of the trip, the students split up into two groups to do two different activities. One group went exploring on an island with Ms. Anne-Marie, Captain Kaeo, and Alllison, an Echo Hill staff member. The other group went fishing with Captain Andy, Mr. Elliot, and Quinn, another Echo Hill staff member.

Early in the morning of the second day the whole class went out to watch some watermen bring up their fish and crab nets. We purchased some delicious blue crabs to eat for lunch! 
On the third day we had a fun art contest depicting life on the Chester River, inspired by songs and poetry sung and read by Captain Andy.
 
The adolescents had a lot of fun on this trip and we give thanks to the boat crew: Captain Kaeo, Allison, Quinn, and Captain Andy. The 7th years can’t wait to go back next year!
2019 Adolescent Graduation

2019 Adolescent Graduation

Last Wednesday, we hosted the 2019 Adolescent Graduation at Greenspring Montessori School. Each graduate gave a touching speech about how their time here at Greenspring has affected them and what they are looking forward to in the next chapter – high school! We wish them all the very best in their future endeavors.

You can watch the full video of graduation below and take a look through our gallery of photos.