LOTE

LOTE (X) - Elementary (X) - Primary (X) - KET (X)

En mi ciudad

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En mi ciudad, an animated video from KET, features a child and her father using a simple map to plan their activities for the day.

Colombian Folktale: Pastorcita

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This video features the Colombian story Pastorcita in both English and Spanish. Pastorcita has many elements that are similar to “Little Bo Peep.” Pastoricta is a shepherd girl who has lost her sheep. When she does find them, they are missing their tails. After searching, she finds their tails and sews them back on with thread and honey.

¡Arte y más! Lesson 33

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After the “Hola” song, Sra. Alicia and Susana echo each other using high and low voices (voz alta and voz baja). They invite students to play with them and learn to echo. In this game they review the following greetings: buenos dias (good morning,) buenas tardes (good afternoon,) and buenas noches (good evening.) Sra. Alicia then invites the student to join her in counting violins to review numbers one through ten and introduce the number eleven. Sra. Alicia then speaks with Sr. Enrique, who plays high and low sounds on the cuatro. Sra. Alicia asks students to participate by raising their hands for high sounds and lowering their hands for low sounds. Sra. Alicia then invites the student to play ¿Qué viene despues? (What Comes Next?), having students use the different tambores patterns.

¡Arte y más! Lesson 52

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After the ”Hola” song Sra. Alicia and Susan greet each other. Susana shares a painting of Costa Rica she has painted as a way of introducing un paisaje (a landscape). Sra. Alicia shows students a landscape of Segovia, Spain, by Danielle Turpin. Susana helps Sra. Alicia describe the painting, its objects, and its colors. Sr. Enrique visits Sra. Alicia and paints a tropical landscape using vibrant colors. Together we the review the following words and motions: pintar (to paint), cortar (to cut), pegar (to paste), and trazar (to trace). Sra. Alicia traces different lines: lineas rectas (straight lines), lineas curvas (curved lines), and lineas zigzag (zigzag lines). She invites students to mimic her actions for each one. We also review the colors with their respective movements. Sra. Alicia then shows Sr. Enrique’s landscape painting and invites the students to describe what colors they see. She reviews primary and secondary colors. Sra. Alicia also describes what is in the painting: the sky, the mountains, the palm trees, and the ground. The lesson closes with the “Adios” song.

¡Arte y más! Lesson 55

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After the “Hola” song, Sra. Alicia and Susan greet each other and join together to begin reading the book Ricitos de Oro y los tres osos (Goldilocks and the Three Bears) illustrated by Missy Miller. Keeping that story in mind, we review the different sizes –pequeño (small), mediano (medium size), and grande (large) by using hand motions. Sra. Alicia invites students to mimic her hand motions and to take small, medium, and large steps. At the end of the Lesson we review sizes by sorting through the soup bowls from the story. The lesson closes with the “Adios” song.

Vamos a viajar en el autobús

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In this Spanish-language animation students board the bus and head to school, following all of the rules along the way. 

¡Arte y más! Lesson 58

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After the ”Hola” song, Sra. Alicia and Susan greet each other and sing the song “Colores.” Sra. Alicia and Susana invite students to sing it again, adding marrón (brown) and rosado (pink) to the end of the song. Sra. Alicia invites students to join her in the color and movement activity, reviewing the colors and their respective movements. She adds movements for brown and pink in the review. At the end of the lesson Sra. Alicia invites the students to play ¿Cómo se llama? (What Is Your name?) to review the characters of “Ricitos de Oro y Los Tres Osos.” The lesson closes with the “Adios” song.

Dans Deux Jours | Découverte

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It’s exciting when a friend comes over to play! This animated poem teaches students about simple concepts of time like night vs. day; and today, tomorrow and yesterday; while our narrator waits for his friend to arrive.

Imaginer le Passé | Découverte

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In the animated video Imaginer le Passé, a child looks at photographs of family members and events, making connections between the images she sees and her own experiences.

Wo ist Muffin? | Abenteuer

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This German animation takes children on a hunt through the backyard to find Muffin, a missing cat. Students will need to use their knowledge about counting by ones and twos, sorting by color, and patterns to reunite Muffin with her owner in time for dinner.

Regardons à l’intérieur du corps | Découverte

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Why do we have bones? What do they do? What are they called? This animated video shows how bones are important to everyday tasks and movements. The spine, rib cage, tibia, femur, and skull are shown within a body shape. Various parts of the body are featured.

Wir fahren mit dem Bus | Abenteuer

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We all have to follow the rules. This fun, animated poem in German follows students as they board the bus and head to school, following all of the rules along the way.

Allons-y! Episode 5: The Farm

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In this lesson, Madame Jocelyne introduces animals of la ferme (the farm) and the career of le fermier (farmer). Two new friends, Thibaud le Chat (Thibaux the Cat) and Marie l’Oiseau (Marie the Bird) arrive and introduce themselves. Madame Jocelyne reads a book about la ferme (the farm) and teaches students the words for le fermier (farmer), le chat (cat), l’oiseau (bird), le cheval (horse), and la vache (cow). Students learn how to describe the animals using the adjectives grand (big) and petit (small). Madame Jocelyne practices the new vocabulary with students, leading them in a game of Oui ou non ? (Yes or No?).

Allons-y! Episode 1: The School

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In this lesson, students meet Madame Jocelyne (Ms. Jocelyne) and Bruno l’Élan (Bruno the Moose). Students learn the basic greetings bonjour (hello) and au revoir (goodbye). Madame Jocelyne introduces the career of professeur (teacher) à l’école (at the school) to les élèves (students). Students learn other school-related expressions such as écoute (listen), regarde (look), and réponds (respond) by listening, watching, and mirroring hand gestures. Madame Jocelyne also introduces the phrases assieds-toi (sit down) and lève-toi (stand up).

Allons-y! Episode 3: The Museum

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In this lesson, Madame Jocelyne and Bruno l’Élan investigate art at a local art museum. Students learn the primary colors rouge (red), bleu (blue), and jaune (yellow) in the context of making and looking at art. Building on their number skills from Episode 2, students are introduced to the number quatre (four) as they count paintings. Students use oui (yes) and non (no) as they navigate le musée (museum) and investigate the career of l’artiste (artist). Students will also learn to explain how much of a color they would like to use, employing the expressions un peu de (a little bit of) and beaucoup de (a lot of).

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