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You’ll have bilingual fun with the “The Barking Mouse” in this lesson

Subject:

Language Arts  

Grades:

K, 1, 2, 3, 4, 5  

Title – The Barking Mouse – Bilingual Fun
By – Mallory
Primary Subject – Language Arts
Grade Level – K-5

Materials Needed:

Framing:

  • Circle Center Warm-up Activities:
    • Game: “Define my Gibbers” (may need to adapt or find a simpler ‘gibberish’ games for younger grades). This game can be played with one player on the spot in front of all others, or within smaller groups/partners. It may also be presented in “war” fashion, where two players stand in front of all others and try to trip each other up.
    • The group will give the single player a gibberish word.
    • The single player must then define that word.
    • Try to use very little hesitation. Don’t wait! Go with your gut.
    • Be confident! You must prove that your definition is correct and you must believe your idea is a good one.
  • Cuban Music Listen-Along:
    • Play 2 – 3 tracks that you like.
    • Optional questions to ask:
      • What kind of instruments do you hear in these songs?
      • Do any of you play those instruments?
      • What do you like about this music? What don’t you like?

Introduce Story:

  • Today we are going to be exploring the Cuban folk tale called The Barking Mouse . The story is bilingual, meaning it uses two languages. Can anyone here speak another language, other than English? Well, today we will be speaking both English and Spanish!
  • Distribute cat and mouse ears.
  • Create a “picnic space”, a “fence”, and a “play area” (between the picnic and the fence).
  • Have the mice set the scene by picking a food to eat. Have the cats set the scene by choosing one cat activity to play behind the fence.
  • Next, follow the story, scene by scene. Allow students to follow along by performing the actions and repeating the Spanish. Each student should follow the actions with their corresponding character.
  • A co-facilitator (if available) can display the Spanish phrases in large lettering on a poster board.

Follow-up Activities:

  • Language Arts/Writing:
    • Students can rewrite the story from the cat’s perspective.
    • Students can rewrite the story using another language.
    • Students can write a story using the Spanish phrases from the story.
  • Math:
    • Calculate how high cats can jump versus the height of a typical fence.
    • Calculate how fast cats and mice can run; separate and in regards to each other.
  • History:
    • Research folktales: What cultures have them? What purpose do they serve?
    • Choose a different folktale from any country and report on it.

E-Mail Mallory !

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