KET

¡Arte y más! Lesson 53

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After the “Hola” song, Sra. Alicia and Susan greet each other and review what they see in the tropical landscape of Sr. Enrique. Sra. Alicia invites students to describe the painting. They see palmeras árboles (palm trees) and el cielo (the sky). Susana and Sra. Alicia then sing the song “Las Visitas.” Afterward, we are shown another landscape, one by George Prichard. Sra. Alicia points out the different objects in the landscape, árboles, el cielo, un lago, y muchas flores de colors (trees, the sky, a lake, and many colorful flowers) and the various colors used in the painting. Sra. Alicia reads the book El Rinoceronte Rojo (The Red Rhinoceros) by Alan Rogers. Then she reviews the number diecisiete (seventeen) by counting seventeen red balloons. The lesson closes with the “Adios” song.

¡Arte y más! Lesson 24

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After the “Hola” song, Susana and Sra. Alicia play the Sí o no game to review el ojo (the eye), los ojos (the eyes), la nariz (the nose), la oreja (the ear), las orejas (the ears), and la boca (the mouth). Sra. Alicia greets Sr. Enrique. He plays a “Carnavalito” with his cuatro as she demonstrates the dance. Susana and Sra. Alicia review greetings and the Latin American dances El Merengue, La Raspa, and El Carnavalito. They invite students to join them in a counting activity. They also make a necklace to practice counting in a different context. The video closes with the “Adiós” song.

¡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.

Interpreting the Mural | Murals of the Holocaust

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In the final video, Jamner discusses the imagery in a panoramic mural depicting a concentration camp and describes his interpretation of it. The mural depicts smoke from the crematories pouring into the sky, and in the smoke are the images of human faces. He discusses the inclusion in the mural of a little girl in a red coat, an image used in the film Schindler’s List to symbolize how the Holocaust occurred in plain sight and was deliberately ignored.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

¡Arte y más! Lesson 47

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We sing the “Hola” song, and Sra. Alicia and Susan greet each other and talk about Susana’s portrait and photograph. To review the expressions me gusta and te gusta, students are asked to respond to whether or not they like the portrait of Susana. Sra. Alicia then reviews primary and secondary colors using paint. She introduces the color morado (purple) by mixing red and blue paint. Later, Sra. Alicia puts movement to four different colors--red, green, orange, and purple, having a movement for each color. Finally Sra. Alicia shows la foto (photograph) and el autorretrato (self-portrait) of Mexican artist Frida Kahlo and explains the difference between retrato (portrait) and autorretrato (self-portrait). The lesson closes with the “Adios” song.

¡Arte y más! Lesson 5

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After the “Hola” song, Sra. Alicia and Susana have a dialogue and review vocabulary from previous lessons. A movement activity reviews commands and introduces un paso adelante (one step ahead), un paso atrás (one step back), dos pasos adelante (two steps ahead), dos pasos atrás (two steps back), tres pasos adelante (three steps ahead), and tres pasos atrás (three steps back). Cultural artifacts are introduced via an activity of counting instrumentos musicales (musical instruments), a traditional flute la quena and a pan-flute la zampoña, from Bolivia, and a drum, el tambor, found in Mexico and Central and South America. 

¡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.

Arbeit Macht Frei | Murals of the Holocaust

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Jeff Jamner is the son of Holocaust survivors. In these videos, he shares his parents’ memories with students taking a summer course on the Holocaust. In this segment, Jamner examines a mural that depicts the entrance to a concentration camp with its sign, “Arbeit Macht Frei” (Work Makes You Free). He explains how the Nazis tried to strip the Jews of their individuality by shaving their heads and tattooing their arms. He describes how his mother resisted those efforts when she was taken to Auschwitz at the age of 9. He also describes the differing ways his mother and grandmother dealt later with the tattoos on their arms. He shows the students a turnip and explains its significance to his mother’s story of escape.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

Autour de la Ville | Découverte

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Autour de la Ville features a child and her father using a simple map to plan their activities for the day. The animation introduces children to concepts related to mapping, location, and time. 

¡Arte y más! Lesson 36

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Together we sing the ”Hola” song, and then Sra. Alicia and Susana greet each other and review the expressions me gusta (I like) and te gusta (you like). Together we sing the “Las manos” song, first at a slow tempo and later at fast tempo. Once again we review the numbers one through 11, first by practicing the numbers with Sra. Alicia and then by playing the game ¿Que número falta? (What Number Is Missing?). Students then join in with Sra. Alicia to play “Susana Dice,” recognizing such terms as corre (run), baile (dance), and salta (jump). Finally, we sing together the song “Cabeza, brazos, piernas, y pies” while Sr. Enrique plays the guitar both quickly and slowly. The lesson closes with the “Adios” song.

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