Lesson Topic: Spanish Counting Book
Grade Level: 2nd Grade
Teacher of Lesson: Ms. Caravia
Approximate time: 45 min.-1 hour
Date of Lesson: November 3, 1997

Objectives:

1. Students will learn how to make their own counting books (Knowledge).
2. Students will practice speaking Spanish (and counting aloud) (Knowledge).
3. Students will learn how to spell the Spanish numbers (one through ten) (Knowledge).
4. Students will continue to focus on the book making units and demonstrate understanding of all the different aspects of what goes into making a book (Application).

Materials:

1. 8 1/2" x 11" Paper (prepare with lines to cut into four squares, with lines for each Spanish number)
2. Markers, crayons
3. Materials to bind the books

Procedures:

1. Begin the lesson by counting in Spanish to ten with the students (the second graders in Mrs. Borgeson's class have learned how to do this).
2. Have the students carefully sound out the words and guess how the words are spelled. Write the correct spellings on the board:
   1= Uno, 2= Dos, 3= Tres, 4=Cuatro, 5= Cinco, 6= Sies, 7= Seite, 8= Ocho, 9=Neuve, 10= Diez (Optional: 11= Once, 12=Doce, 13= Trece, 14=Catorce, 15= Diez y sies...)
3. Pass out the white paper. Have prepared ahead of time, the papers with the numerals already written on them. The students will write the words in Spanish.
4. Brainstorm for possible titles: MY SPANISH COUNTING BOOK, Counting in Spanish, etc...
5. Have the students write down their Title and Author's Name (themselves) on the front cover. Then have the students write all the words in Spanish first.
6. After the students have completed their writing, have them illustrate each page. They have to match the number of illustrations on each page to each Spanish number (e.g. Uno=draw one pencil, Dos=draw two paper clips, etc.)
7. When the students are finished have them cut out each page.
8. The teacher can bind the books for the students in any way (discuss 'publishing' with the students)---Laminating is optional.

Assessment:

1. Listen to the students while counting in Spanish. Do they seem to clearly pronounce the words?
2. Observe the students while working on their books. Do they have the correct Spanish word matched up with each number? Do they have the correct amount of pictures with each number? Are the students enjoying this activity? Would they benefit by having more than ten numbers in their book?

Reflection:

I felt that the lesson went very well. Since we count in Spanish in our classroom, I thought that it would be helpful for the students to start learning how some of the Spanish words are spelled. Not only could I incorporate math into my book-making unit by making counting books, but I could also incorporate foreign language. The students really do enjoy counting in Spanish, but I think that it will be interesting for the students after learning to spell the words. Beginning the lesson by having the students count in Spanish and try to guess on the spelling was a good introduction to the activity too.