TEESP Elementary Spanish Level 6 - Lessons 59 - 65

Created March 2, 2024 by Dorann Avey

TEESP Elementary Spanish Level 6 - Lessons 59 - 65

Click here for link to: TEESP Program Curriculum Plan

Click here for link to: TEESP Goals and Standards Document

Click here for link to: TEESP Vocabulary List Levels 1- 6

Click here for link to: TEESP Curriculum Overview

Lesson 59: Story 1 - Sharkie está de vacaciones

Objective & Progress Indicator

1a: Express simple descriptions
1b: Answer simple questions
1d: Identify visual and context clues
1d: Respond to oral narratives
1f: Respond to commands
1h: Give descriptions
1i: Retell stories orally or in writing

Target Vocabulary

la prensa - the press
el fotógrafo/la fotógrafa - photographer
saca una foto – takes a photo

Activities and Procedures

1. Use TPR to introduce saca una foto, el periodista, el fotógrafo, la fotógrafa.

2. Review trabaja, buscar, vive, dice, triste, cansado.

3. Listen to the podcast. A script of the podcast follows the Teacher Pages, and the text of
the story with English translation is on the last page of this Lesson Plan.

Lesson 59 Story 1 Podcast

4. Retell the story, or ask questions based on the story.

5. Have students read the story together or in groups. Students may substitute other
vocabulary words as they retell the story.

6. Have students complete the Student Pages.

7. Extra stories are provided for reading practice after Teacher Page.

Suggested Additional Resources

¡Cuéntame!, pages 159 - 166

Note to Teacher

Review words:

el periodista - reporter
trabaja - works
está de vacaciones - is on vacation
invierno - winter
tiene - has
saben - know
salvó - save
habla con- speaks with
buscar - looks for
llegan - arrives
se ponen - put on
se ponen a buscar - set out to look for
preguntan - ask
conoce - is acquainted with
vive - lives
emocionados - excited
nadan - swim
un letrero - a sign
triste - sad
cansado - tired
se sentirá - will feel
fui - I went

Lesson 59: Story 2 - La enfermedad de Sharkie

Objective & Progress Indicator

1a: Express simple descriptions
1b: Answer simple questions
1d: Identify visual and context clues
1d: Respond to oral narratives
1f: Respond to commands
1h: Give a description
1i: Retell stories orally or in writing

Target Vocabulary

la amnesia – amnesia
recuerda – remembers
nada – nothing

Activities and Procedures

1. Use TPR to introduce recuerda, se siente, no sabe.

2. Review vive, decide, va, se encuentra, tiene, saca fotos.

3. Listen to the podcast. A script of the podcast follows the Teacher Pages, and the text of
the story with English translation is on the last page of this Lesson Plan.

Lesson 59 Story 2 Podcast

4. Retell the story, or ask questions based on the story.

5. Have students read the story together or in groups. Students may substitute other
vocabulary words as they retell the story.

6. Have students complete the Student Pages.

Suggested Additional Resources

¡Cuéntame!, pages 159 - 166

Note to Teacher

Review words:

vive - lives
decide pasar - decides to spend
va - goes
se encuentra muy confundido - finds him confused
no sabe - does not know
nada - nothing
preocupado - worried
le hace mil preguntas - ask a thousand questions
llevar - to take
llevar - arrive
contestar - answer

Lesson 60: Story 1 - ¿Qué le pasa al médico?

Objective & Progress Indicator

Target Vocabulary

el médico o la médica – doctor
escucha – listens
el corazón – the heart

Activities and Procedures

1. Use TPR to introduce escucha, el corazón.

2. Review van de pesca, cae, salva, lleva, tiene miedo, tiene frío, dice.

3. Listen to the podcast. A script of the podcast follows the Teacher Pages, and the text of
the story with English translation is on the last page of this Lesson Plan.

Lesson 60 Story 1 Podcast

4. Retell the story, or ask questions based on the story.

5. Have students read the story together or in groups. Students may substitute other
vocabulary words as they retell the story.

6. Have students complete the Student Pages.

Suggested Additional Resources

¡Cuéntame!, pages 167 - 174

Note to Teacher

Review words:

pescan - they fish
cae - falls
salva - saves
lo lleva - carry him or take him
tiene miedo - is afraid
tiene frío - is cold
dice - says
latiendo - beating (heart)

Lesson 60: Story 2 - ¿Qué pasa con su corazón?

Objective & Progress Indicator

Target Vocabulary

saca un rayo-equis – takes an x-ray
está sorprendido – is surprised
saca – takes

Activities and Procedures

1. Use TPR to introduce saca, está sorprendido.

2. Review escuchar, dice, está preocupado.

3. Listen to the podcast. A script of the podcast follows the Teacher Pages, and the text of
the story with English translation is on the last page of this Lesson Plan.

Lesson 60 Story 2 Podcast

4. Retell the story, or ask questions based on the story.

5. Have students read the story together or in groups. Students may substitute other
vocabulary words as they retell the story.

6. Have students complete the Student Pages.

Suggested Additional Resources

¡Cuéntame!, pages 167 - 174

Note to Teacher

Review words:

cayó - fell
va - goes
no puede escuchar - can’t hear
dice - says
revisa - reviews
¡Qué extraño! - How strange!
está preocupado - is worried
de pronto - suddenly
nota - notes
tiene - has
oídos - ears
cuello - neck
ahora - now

Lesson 61: Story 1 - El elefante con suerte

Objective & Progress Indicator

1a: Express simple descriptions
1b: Answer simple questions
1d: Identify visual and context clues
1d: Respond to oral narratives
1f: Respond to commands
1g: Prepare illustrated stories

Target Vocabulary

conoce - to know a person
aprende - learns
baila - dances

Activities and Procedures

1. Use TPR to introduce conoce, aprende, baila.

2. Review decide, practica, le dice, jugar al béisbol, canta.

3. Listen to the podcast. A script of the podcast follows the Teacher Pages, and the text of
the story with English translation is on the last page of this Lesson Plan.

Lesson 61 Story 1 Podcast

4. Retell the story, or ask questions based on the story.

5. Have students read the story together or in groups. Students may substitute other
vocabulary words as they retell the story.

6. Have students complete the Student Pages.

7. Play Lotería using the pages included, or your own version. (See teacher guide page.)

Suggested Additional Resources

¡Cuéntame!, pages 175 - 181
Lotería game sheets for each students (included) and bingo markers (or beans).
Cultural Resource (optional):
Mexican Lotería: http://www.festivalofmexico.com/loterías.html

Note to Teacher

In this lesson, the character Eduardo asks direct questions of students after giving examples
of responses. Hints appear in the podcast to help students respond.

Review words:
le dice - says to him or her
decide - decides
jugar - to play
canta - sings
ambicioso - ambitious
tiene 15 años - has 15 years/is 15 years old
como ser famoso - how to be famous
todo el día - all day
toda la noche - all night
ni - nor
una periodista - reporter

Lesson 61: Story 2 - Eduardo escribe una carta

Objective & Progress Indicator

Target Vocabulary

bailé - I danced
no aprendé - I didn’t learn
practiqué - I practiced
la semana pasada - last week

Activities and Procedures

1. This lesson works with the past tense of the target verbs from Story 1. Help students
understand the difference between I visit and I visited.

2. Check for student understanding of questions at end of story. They should respond with
‘Yes’ or ‘No.’

3. Review the target vocabulary listed above.

4. Listen to the podcast. A script of the podcast follows the Teacher Pages, and the text of
the story with English translation is on the last page of this Lesson Plan. An extra story
is recorded at the end of the podcast. This story is audio only without pictures. Use only
as students are ready. The story script and translations are provided on pages 9 & 10.

Lesson 61 Story 2 Podcast

5. As needed, stop the story to check student understanding.

6. Have students complete the Student Pages.

7. Read additional stories with students (as a class or in groups) being sure to check for
understanding.

Suggested Additional Resources

¡Cuéntame!, pages 175 - 181

Note to Teacher

Review words:

decide - decides
quiere decirle - wants to tell him/her
escribir - write
una carta - a letter
la semana pasada - last week

Use of past tense verbs: quería ser - he wanted to be

Lesson 62: Story 1 - Todos tienen hambre

Objective & Progress Indicator

Target Vocabulary

hace un picnic - has a picnic
la comida - food, meal
¡Qué disgusto! - How disappointing!
la playa - beach

Activities and Procedures

1. Check for student understanding of questions at end of story. They should respond with
‘Yes’ or ‘No.’

2. Review the target vocabulary listed above.

3. Listen to the podcast.

Lesson 62 Story 1 Podcast

4. As needed, stop the story to check student understanding.

5. Have students complete the Student Pages.

6. Read additional stories with students (as a class or in groups) being sure to check for
understanding..

Suggested Additional Resources

¡Cuéntame!, pages 182 - 190

Note to Teacher

Review words:

le da - give him or gives her
ve - sees
sale - leaves
me gusta - I like
abre - opens
un paquete - package
miles - thousands
caracoles - snails
viscosos - slimy

Lesson 62: Story 2 - Mi día en la playa

Objective & Progress Indicator

Target Vocabulary

yo fui - I went
tuve - I had
yo vi - I saw
yo le di - I gave to him or her
me dió - he or she gave me

Activities and Procedures

1. This lesson works with the past tense of the target verbs from Story 1. Help students
understand the difference between ‘I see’ and ‘I saw.’ Also, the story uses first person as
well as third person forms, Example: ‘yo le di’ for ‘I gave to him/her’ and ‘me dió’ for
‘he/she gave me.’

2. Check for student understanding of questions at end of story. They should respond with
‘Yes’ or ‘No.’

3. Review the target vocabulary listed above.

4. Listen to the podcast. This story is based on Story 1 and is told in the past tense as the
character writes a letter about what he did last week.

Lesson 62 Story 2 Podcast

5. As needed, stop the story to check student understanding.

6. Have students complete the Student Pages.

7. Read additional stories with students (as a class or in groups) being sure to check for
understanding.

Suggested Additional Resources

¡Cuéntame!, pages 182 - 190

Note to Teacher

Review words:

la playa - beach
hacer un picnic - have a picnic
tenía hambre - was hungry
me dijo - said to me
grité - I shouted
miles - thousands
se fue - went away

Lesson 63: Story 1 - ¿Qué huele?

Objective & Progress Indicator

Target Vocabulary

huele - smells
no aguanta más - can’t stand any more
un zorillo joven - a young skunk
precioso - cute

Activities and Procedures

1. Check for student understanding of questions at end of story. They should respond with
‘Yes’ or ‘No.’

2. Review the target vocabulary listed above.

3. Listen to the podcast.

Lesson 63 Story 1 Podcast

4. As needed, stop the story to check student understanding.

5. Have students complete the Student Pages.

6. Read additional stories with students (as a class or in groups) being sure to check for
understanding.

Suggested Additional Resources

¡Cuéntame!, pages 191 - 198

Note to Teacher

Review words:

encuentra - finds
lleva - carries or takes
se duerme - goes to sleep
bien criado - well-behaved
la cama - bed
¡Fuchi! - Ew!
mi mascota - my pet
bañarse - bathe
se da cuenta - realizes

Lesson 63: Story 2 - ¿Precioso o peligroso?

Objective & Progress Indicator

Target Vocabulary

¡Qué peligro! - How dangerous!
el joven, la joven - young person, teenager
joven - young
captura - he captures
capturé - I captured
se da cuenta - realizes
empuja - pushes
tropieza - trips

Activities and Procedures

1. Check for student understanding of questions at end of story. They should respond with
‘Yes’ or ‘No.’

2. Review the target vocabulary listed above.

3. Listen to the podcast.

Lesson 63 Story 2 Podcast

4. As needed, stop the story to check student understanding.

5. Have students complete the Student Pages.

6. Read additional stories with students (as a class or in groups) being sure to check for
understanding.

Suggested Additional Resources

¡Cuéntame!, pages 191 - 198

Note to Teacher

Review words:

una finca - a farm
un primo - cousin
cerca de - near
se cae - falls
lleva - carries, takes

Lesson 64: Story 1 - El dragón se despierta

Objective & Progress Indicator

Target Vocabulary

se despierta - wakes up
el ruido - noise
el techo - ceiling
¡Increíble! - Unbelievable!

Activities and Procedures

1. Check for student understanding of questions at end of story. They should respond with
‘Yes’ or ‘No.’

2. Review the target vocabulary listed above.

3. Listen to the podcast.

Lesson 64 Story 1 Podcast

4. As needed, stop the story to check student understanding.

5. Have students complete the Student Pages.

6. Read additional stories with students (as a class or in groups) being sure to check for
understanding.

Suggested Additional Resources

¡Cuéntame!, pages 199 - 205

Note to Teacher

Review words:

un cueva - a cave
duerme - sleeps
una cama - a bed
otra vez - again
de repente - suddenly
sale - leaves
choca con una piedra - hits his head on a rock
apagan - they turn off

Lesson 64: Story 2 - La maestra que duerme

Objective & Progress Indicator

Target Vocabulary

flota - floats
el techo - ceiling
descubren - they find

Activities and Procedures

1. Check for student understanding of questions at end of story. They should respond with
‘Yes’ or ‘No.’

2. Review the target vocabulary listed above.

3. Listen to the podcast.

Lesson 64 Story 2 Podcast

4. As needed, stop the story to check student understanding.

5. Have students complete the Student Pages.

6. Read additional stories with students (as a class or in groups) being sure to check for
understanding.

Suggested Additional Resources

¡Cuéntame!, pages 199 - 205

Note to Teacher

Review words:

duerme - sleeps
se enoja - gets angry
sale - leaves
apagan - they turn off
nadie mueven - nobody moves
tienen miedo - they are afraid
se ríe - laughs

Lesson 65: Story 1 - El pastel feo

Objective & Progress Indicator

1a: Express simple descriptions
1b: Answer simple questions
1d: Identify visual and context clues
1d: Respond to oral narratives
1f: Respond to commands
1g: Prepare illustrated stories
1i: Retell stories orally or in writing
2a: Recognize behaviors appropriate to
family.
2b: Identify common words that reflect
the culture.
4b: Identify similarities and differences in
cultures.

Target Vocabulary

está emocionado - excited
charla - chats, talks
se divierte - has fun
¡No puede ser! - It can’t be. (No way!)

Activities and Procedures

1. Check for student understanding of questions at end of story. They should respond with
‘Yes’ or ‘No.’

2. Review the target vocabulary listed above.

3. Listen to the podcast.

Lesson 65 Story 1 Podcast

4. As needed, stop the story to check student understanding.

5. Have students complete the Student Pages.

6. Read additional stories with students (as a class or in groups) being sure to check for
understanding.

7. Read about the cultural connections of La Quinceañera in Mexico or the U.S. This is an
important event in many Hispanic families to celebrate the 15th birthday of a daughter.

Suggested Additional Resources

¡Cuéntame!, pages 206 - 212

Note to Teacher

Review words:

amable - friendly
sus padres - her parents
¡Qué alivio! - What a relief!
rizado - curly
su pelo - her hair
emocionada - excited
se da cuenta de - realizes
tarde - late
las bocas abiertas - open mouths
escrito - written
compró - he bought

Lesson 65: Story 2 - La quinceañera de Lupe

Objective & Progress Indicator

1a: Express simple descriptions.
1b: Answer simple questions.
1d: Identify visual and context clues.
1d: Respond to oral narratives.
1f: Respond to commands.
1g: Prepare illustrated stories.
1i: Retell stories orally or in writing.
2a: Recognize behaviors appropriate to
family.
2b: Identify common words that reflect
the culture.
4b: Identify similarities and differences in
cultures.

Target Vocabulary

estaba emocionada - was excited
me puse - I put on
charlaron - they chatted
se divirtieron - they enjoyed themselves

Activities and Procedures

1. Check for student understanding of questions at end of story. They should respond with
‘Yes’ or ‘No.’

2. Review the target vocabulary listed above.

3. Listen to the podcast. This story is based on Story 1 and is told in the past tense.

Lesson 65 Story 2 Podcast

4. As needed, stop the story to check student understanding.

5. Have students complete the Student Pages.

6. Read additional stories with students (as a class or in groups) being sure to check for
understanding.

Suggested Additional Resources

¡Cuéntame!, pages 206 - 212

Note to Teacher

Review words:

me sentí - I felt
había - there were
se olvidó - she forget
cumpleaños - birthday
quinceañera - 15th birthday
les digo - I tell you