4th Grade Unit 3 + Final Projects for 4th & 5th


I’m back again with probably my last update for this trimester with 4th and 5th grade.

4th Grade
We just began our last unit of the year which is the weather. This vocabulary set can vary depending on the region of the world where the Spanish is spoken. In this unit, I use vocabulary that is used in Spain. This coincides with a song that we learn as part of this unit. If you know other expressions that use the verbs “esta” or “hay,” they are correct as well.

Learning the vocabulary in this unit is fairly simple when compared to our previous unit in saying the date. When saying the date, there’s a synthesis of many vocabulary words and a focus on putting them in a certain order. In the weather unit, students will learn each expression as a language chunk, which will make recall and describing the weather both super easy.

In just a few short weeks, we will begin our final project, which is delivering a weather report. In these projects, students will work together to create a script using a template I have already created. The process is fairly simple. They will have autonomy over the city, date, and weather they present. The focus is on creating something meaningful (i.e. that makes sense) and presenting it with fluidity and confidence. The brunt of the work in this project is rehearsing to the point of confidence and using the best accent possible.

These projects will end up looking a little something like these: https://youtu.be/IXId8dODzdE

5th Grade
5th graders are currently developing their ability to describe the rainforest animals’ unique features using the verb “tiene.” These sentences can be as simple as “El jaguar tiene una cola.” (The jaguar has a tail.) If students feel comfortable, which I feel most of them should, they can and should be adding adjectives to make their sentences more descriptive. Adjectives in Spanish go after the noun (among other things), so we are attempting to remember where to put these words. Essentially, the sentence “El jaguar tiene una cola” can be improved by adding the word long, “larga.” It will now look like: El jaguar tiene una cola larga. 

Our final project in 5th grade will begin soon as well. This year, to minimize how many videos I have to edit, students will be paired up. They will each say 3 of the sentences in the script, which I have again structured to be simple to write. The first sentence will identify the animal using the verb “hay” (sounds like ‘eye’) and the next 5 will be sentences using “tiene” as I described above.

The final project will end up looking more or less like these, but with a few more sentences to allow for a meaningful amount of work per person in the video: https://youtu.be/b5B4bd9jbYw


It has been my pleasure to work with your children so far this year. I hope their time has been meaningful and that they retain many language learning skills and understandings of the general function of language throughout the rest of the year. If you would like them to review previously learned topics, everything is always available at: www.fcspanish.com.


Srta. Taylor


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