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La familia Spanish 1 • Unit 5 • Week 1

Thematic Vocabulary Target Vocabulary

• la familia • joven
• el papá • viejo/a
• la mamá
• el hermano Language Concepts
• la hermana • me llamo, te llamas, se llama
• el abuelo • soy/eres/es/son +
• la abuela • descriptive adjective
• la mascota • noun

Student Learning Objectives

Students will demonstrate language learning as they
• perform the daily dialogue talking about traits of family members
• follow directions to create a family portrait and complete a paragraph describing
their own family
• present their family portrait to the class

Materials
• Sombrero Time™ Teacher Poster of La Familia
• Sombrero Time™ Spanish 1 Workbook
o Worksheet: Mi familia
o Worksheet: Los Artículos y el dictado
• Family portrait poster with vocabulary words
• Sentence strips for dialogue: ¿Eres mi mamá?
• Recommended reading: Eres mi mamá? by P.D Eastman
¿Tu mamá es una llama? by Aida Marcuse.
Illustrated by Steven Kellogg

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Day 1 Spanish 1 • Unit 5 • Week 1

Opening
a. Sing the song Buenos días/Buenas tardes.
b. Review target words with motions: grande/pequeño/a, fuerte/débil, contento/a/
triste, feliz/enojado/a, alto/a/bajo/a, feo/a/bonito/a, muerto/a/vivo/a, enfermo/a/
cansado/a, adentro/afuera, gordo/a/flaco/a, lento/a/rápido/a, abierto/a/cerrado/a,
largo/a/corto/a, seco/a/mojado/a, aburrido/a/divertido/a.
c. Introduce with motions: joven/viejo/a. Each day, bring in pictures of this week
that relate to talk about the target words.

Calendar
a. ¿Qué día es hoy? ¿Qué fecha es hoy?
b. ¿Cuáles son los meses del invierno?
c. ¿Cómo está el clima?
d. ¿Cuántos años tienes tú?
e. ¿Cuántos personas hay en tu familia?

Pronunciation
a. Review the syllables m, r, s, and p.
b. Ask students to create five to ten words using these syllables. Use a chart or write
them on the board. Give students three minutes to think up the words. The words
do not need to be real words, nor do the students need to know what all the words
mean. The objective is to work on decoding and pronunciation skills. This is the
time to focus on proper pronunciation

Dialogue: ¿Eres mi mamá?

i. Niño: ¿Eres mi mamá? (boy asks student)
ii. Hermana: No, no. ¡Yo soy tu hermana!
iii. Niño: ¿Eres mi mamá? (boy asks another student)
iv. Abuela: ¡No, no! ¡Yo soy tu abuela!
v. Niño: ¿Eres mi mamá? (boy asks another student)
vi. Mamá: ¡Sí, hijo mío! ¡Yo soy tu mamá! (points to self)
vii. Niño: ¡Te quiero, mamá! (boy brings hands to heart)
b. Read entire dialogue as students listen.

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Day 1 Spanish 1 • Unit 5 • Week 1

c. Read the dialogue and ask students to repeat each line.

d. Divide the group in half, each half representing one of the two speakers. Read
through the dialogue with the students again, and have the students repeat only
their group’s lines. Then switch the groups to the other speaking part and read
again.

Vocabulary Development: Mi familia Sp1 Student Workbook-Page 53

a. Show students the family portrait poster. Point out each family member by title and
name, Then give a description.
i. Ella es la mamá. (repeat) ¿Quién es ella? Es la mamá.
ii. La mamá se llama ______. (repeat) ¿Cómo se llama la mamá?
La mamá se llama _________.
iii. La mamá es __________. (repeat) ¿Cómo es la mamá?
La mamá es _______.
b. Repeat the steps above for el papá.
c. Show students your family portrait. Again name and describe la mamá and el
papá, this time using the possessive, mi.
d. Open workbooks to Mi Familia worksheet. Demonstrate that they
are to draw a picture of themselves in the middle of the page, labeling it under-
neath with yo. Then they should draw their parent(s), labeling appropriately.
Make sure they leave room for other family members.

Read Aloud (time permitting): ¿Eres mi mamá?

a. Point out el título to the students. Remind them that the title tells us the name of
the book. Este libro se llama ¿Eres mi mamá? Read the title to the students,
asking them to repeat it several times.
b. Point out the name of the author. ¿Cómo se llama el autor? El autor se llama
P.D. Eastman.
c. As you read the book aloud to the students, encourage them to join in on the line,
¿Eres mi mamá?
d. If you don’t have time to read the whole story, read a few pages each day.

Closing

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Day 2 Spanish 1 • Unit 5 • Week 1

Opening
a. Sing the song Buenos días/Buenas tardes.
b. Review target words with motions: grande/pequeño/a, fuerte/débil, contento/a/
triste, feliz/enojado/a, alto/a/bajo/a, feo/a/bonito/a, muerto/a/vivo/a, enfermo/a/
cansado/a, adentro/afuera, gordo/a/flaco/a, lento/a/rápido/a, abierto/a/cerrado/a,
largo/a/corto/a, seco/a/mojado/a, aburrido/a/divertido/a.
c. Review with motions: joven/viejo/a.

Calendar
a. ¿Qué día es hoy? ¿Qué fecha es hoy?
b. ¿Cuáles son los meses de la primavera?
c. ¿Cómo está el clima en la primavera?
d. ¿Cuántos años tiene, tu amigo/a ________?
e. ¿Cuántos mascotas tienen tu familia?

Pronunciation
a. Review the syllables l, t, d, n.
b. Ask students to create five to ten words using these syllables. Use a chart or write
them on the board. Give students three minutes to think up the words. The words
do not need to be real words, nor do the students need to know what all the words
mean. The objective is to work on decoding and pronunciation skills. This is the
time to focus on proper pronunciation.

Dialogue: ¿Eres mi mamá?

i. Niño: ¿Eres mi mamá? (boy asks student)
ii. Hermana: No, no. ¡Yo soy tu hermana!
iii. Niño: ¿Eres mi mamá? (boy asks another student)
iv. Abuela: ¡No, no! ¡Yo soy tu abuela!
v. Niño: ¿Eres mi mamá? (boy asks another student)
vi. Mamá: ¡Sí, hijo mío! ¡Yo soy tu mamá! (points to self)
vii. Niño: ¡Te quiero, mamá! (boy brings hands to heart)
a. Read entire dialogue as students listen.
b. Read the dialogue and ask students to repeat each line.

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Day 2 Spanish 1 • Unit 5 • Week 1

c. Divide the group in half, each half representing one of the two speakers. Read the
dialogue with the students again, and have the students repeat only their group’s
lines. Then switch the groups to the other speaking part and read again.

Vocabulary Development: Retrato de mi familia

a. Show students the family portrait poster. Point out each family member by title and
name, Then give a description.
i. Ella es la hermana. (repeat) ¿Quién es ella? Es la hermana.
ii. La hermana se llama ______. (repeat) ¿Cómo se llama la hermana? La
hermana se llama _________.
iii. La hermana es __________. (repeat) ¿Cómo es la hermana?
La hermana es _______.
b. Repeat the steps above for el hermano.
c. Show students your family portrait. Again name and describe la hermana and el
hermano, this time using the possessive, mi.
d. Demonstrate that they are to add their sibling(s) to the picture they began on
Day 1, again labeling appropriately. If they do not have any siblings, ask them to
draw a friend and label appropriately. (Make sure they leave room for other family
members.)

Writing: Sp1 Student Workbook-Page 54

a. Students complete appropriate sentences of the Mi familia worksheet on the back
of the portrait.

Read Aloud
a. Remind students of the title and author of the book ¿Eres mi mamá?
b. Continue to read the book aloud to the students. Encourage students to join in on
the repeating patterns in the book.
c. Ask students to make the noises of the various animals in the story as you read.

Closing

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Day 3 Spanish 1 • Unit 5 • Week 1

Opening
a. Sing the song Buenos días/Buenas tardes.
b. Review target words with motions: grande/pequeño/a, fuerte/débil, contento/a/
triste, feliz/enojado/a, alto/a/bajo/a, feo/a/bonito/a, muerto/a/vivo/a, enfermo/a/
cansado/a, adentro/afuera, gordo/a/flaco/a, lento/a/rápido/a, abierto/a/cerrado/a,
largo/a/corto/a, seco/a/mojado/a, aburrido/a/divertido/a.
c. Review with motions: joven/viejo/a.

Calendar
a. ¿Qué día es hoy? ¿Qué fecha es hoy?
b. ¿Cuáles son los meses del verano?
c. ¿Cómo está el clima en verano?
d. ¿A dónde vas en verano?

Pronunciation
a. Dictation. Read each of the following words carefully three times. Count syllables.
Tell students to listen, not write, the first time: calabaza, mojado, mariposa,
cerrado, enojado, estaba

Dialogue: ¿Eres mi mamá?

i. Niño: ¿Eres mi mamá? (boy asks student)
ii. Hermana: No, no. ¡Yo soy tu hermana!
iii. Niño: ¿Eres mi mamá? (boy asks another student)
iv. Abuela: ¡No, no! ¡Yo soy tu abuela!
v. Niño: ¿Eres mi mamá? (boy asks another student)
vi. Mamá: ¡Sí, hijo mío! ¡Yo soy tu mamá! (points to self)
vii. Niño: ¡Te quiero, mamá! (boy brings hands to heart)
a. Read the dialogue and ask students to read with you. Make it dramatic, using
different voices and actions.
b. Divide the class into two groups. Choose one student from each group to play the
role of el niño. Instruct el niño to go around to each student in the group asking,
¿Eres mi mamá? Instruct the group members to answer, No, no. Yo soy tu
_______. Tell them to choose what family member they want to say. Instruct

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Day 3 Spanish 1 • Unit 5 • Week 1

students to use target words, but allow creativity, as in No, no. ¡Yo soy tu maestro!
c. Continue the activity until the final student is asked the question. This student is
Mamá and should answer as in the dialogue. El niño will then say, ¡Te quiero,
mama!

Vocabulary Development: Retrato de mi familia

a. Show students the family portrait poster. Point out each family member by title and
name, then give a description.
i. Ella es la abuela. (repeat) ¿Quién es ella? Es la abuela.
ii. La abuela se llama ______. (repeat) ¿Cómo se llama la abuela?
La abuela se llama _________.
iii. La abuela es __________. (repeat) ¿Cómo es la abuela?
La abuela es _______.
b. Repeat the steps above for el abuelo, la mascota.
c. Show students your family portrait. Again name and describe la abuela and el
abuelo, this time using the possessive, mi.
d. Demonstrate that students are to draw their grandparent(s) and/or pet, labeling
appropriately. If they do not have any, they can draw a friend, labeling
appropriately.

Writing:
a. Students complete appropriate sentences of the Mi familia worksheet.

Closing

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Day 4 Spanish 1 • Unit 5 • Week 1

Opening
a. Sing the song Buenos días/Buenas tardes.
b. Review target words with motions: grande/pequeño/a, fuerte/débil, contento/a/
triste, feliz/enojado/a, alto/a/bajo/a, feo/a/bonito/a, muerto/a/vivo/a, enfermo/a/
cansado/a, adentro/afuera, gordo/a/flaco/a, lento/a/rápido/a, abierto/a/cerrado/a,
largo/a/corto/a, seco/a/mojado/a, aburrido/a/divertido/a.
c. Review with motions: joven/viejo/a.

Calendar
a. ¿Qué día es hoy? ¿Qué fecha es hoy?
b. ¿Cuáles son los meses del otoño?
c. ¿Cómo está el clima en otoño?
d. ¿Cuántos años tienes? (Repeat these questions from Day 1)
e. ¿Cuántas personas hay en tu familia?

Pronunciation: Los artículos y el dictado Sp1 Workbook-Page 55

a. Model the first exercise to demonstrate what you are asking the students to do,
then allow them to finish the worksheet independently. Alternatively, you
might want to do the dictation exercise first, followed by the independent work.
b. Dictation. Read each of the following words carefully three times. Tell students to
listen, not write, the first time: pasaba, cocina, muñeco, otoño, aburrido.

Dialogue: ¿Eres mi mamá?

i. Niño: ¿Eres mi mamá? (boy asks student)
ii. Hermana: No, no. ¡Yo soy tu hermana!
iii. Niño: ¿Eres mi mamá? (boy asks another student)
iv. Abuela: ¡No, no! ¡Yo soy tu abuela!
v. Niño: ¿Eres mi mamá? (boy asks another student)
vi. Mamá: ¡Sí, hijo mío! ¡Yo soy tu mamá! (points to self)
vii. Niño: ¡Te quiero, mamá! (boy brings hands to heart)
a. Read the dialogue and ask students to read with you. Make it dramatic, using
different voices and actions.
b. Divide the class into two groups. Choose one student from each group to play the

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Day 4 Spanish 1 • Unit 5 • Week 1

role of el niño. Instruct el niño to go around to each student in the other group
asking, ¿Eres mi mamá? Instruct the group members to answer, No, no. Yo soy tu
_______. Tell them to choose what family member they want to say. Instruct
students to use target words, but allow creativity, as in No, no. ¡Yo soy tu maestro!
c. Continue the activity until the final student is asked the question. This student is
Mamá and should answer as in the dialogue. El niño will then say ¡Te quiero,
mamá!

Vocabulary Development: Retrato de mi familia

a. Finish up any sentences that are not yet completed on the worksheet behind the
portrait.
b. Ask for volunteers to share their family portrait with the class. The students should
introduce themselves and then point out the members of their family by title.
c. Encourage students to ask the speaker questions about the family members. Use
the dialogue as a model for asking questions.
d. Reward those who volunteer to present.

Create Flashcards: joven/viejo/a

Closing

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Nombre Fecha

Mi familia

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53
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Nombre Fecha

Mi familia

1. Yo me llamo ______________________. Yo vivo con __________ personas.

2. Mi papá se llama ____________________. Él es ______________________.

3. Mi mamá se llama ___________________. Ella es ____________________.

4. Yo tengo _______ hermano________. Yo tengo _______ hermana ______.

Yo no tengo hermanos.

5. Mi hermano se llama _________________. Él es ______________________.

6. Mi hermana se llama ________________. Ella es _____________________.

7. Mi amigo se llama __________________. Él es _______________________.

8. Mi amiga se llama __________________. Ella es _____________________.

9. Mi abuelo se llama __________________. Él es _______________________.

10. Mi abuela se llama __________________. Ella es ____________________.

11. Mi mascota se llama ________________. Es ________________________.

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Nombre Fecha

el los la las

Escribe el artículo correcto en el espacio.

1) _____ abuela 6) _____ otoño

2) _____ familia 7) _____abuelos

3) _____ hermana 8) _____ mamás

4) _____ mascotas 9) _____ hermano

5) _____ hermanos 10) ______ papá

Dictado:

11) _________________________________________________

12) _________________________________________________

13) _________________________________________________

14) _________________________________________________

15) _________________________________________________

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joven/viejo
dulce/agrio
arriba/abajo
 SPANI SH C UR R I C UL UM
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