1. selfish Key Words Unit 3 ● Week 4 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is selfish. Say it with me: selfish. Selfish people care only about themselves. They don’t think about the feelings or needs of others. The selfish boy did not share his toys with his sister.
2. En español, selfish quiere decir “que piensa sólo en sí mismo y no en los demás, egoísta.” El niño egoísta no compartió sus juguetes con su hermana.
3. Now let’s look at a picture that demonstrates the word selfish. (Point to the littered pond.) People who litter are selfish. Littering spoils places for others and is harmful to plants and animals.
PARTNER TALK
4. With a partner, make a list of some things selfish people do. Then think of ways these people could be less selfish. Share your ideas with the class. (Selfish people don’t share. Selfish people take more of something than they should. Selfish people don’t respect the property of others. To be less selfish, they should share, take a fair amount of something, and be respectful of the property of others.)
5. Have you ever met or read about a selfish person? How did they make you feel? Work with a partner to complete this sentence frame: A selfish person would not be a good friend because ____________.
6. Now let’s say selfish together three more times: selfish, selfish, selfish.
selfish

2. cranky Key Words Unit 3 ● Week 4 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is cranky. Say it with me: cranky. A cranky person is grouchy or in a bad mood. I feel cranky when I don’t get enough sleep.
2. En español, cranky quiere decir “de mal humor, irascible.” Me siento de mal humor cuando no duermo lo suficiente.
3. Now let’s look at a picture that demonstrates the word cranky. (Point to the boy.) This boy is cranky. He is frowning because he is unhappy and in a bad mood.
MOVEMENT
4. What do you look like when you feel cranky? Show me. (Students should frown, pout, or look annoyed.) Now show me what you look like when you feel better. (Students should smile or laugh.)
5. Now pretend you are a cranky bear. Someone just woke you up from your winter’s nap. Come out of your cave roaring and stomping to show that you are cranky.
6. Now let’s say cranky together three more times: cranky, cranky, cranky.
cranky

3. commotion Key Words Unit 3 ● Week 4 TEACHER TALK
Point to the Word 3 image.
1. Another word in the selection is commotion. Say it with me: commotion. A commotion is a noisy, exciting event or disruption. The excited dogs caused a commotion with their jumping and barking.
2. En español, commotion quiere decir “un evento o interrupción emocionante y ruidosa, conmoción.” Los ladridos y saltos de los perros causaron una conmoción.
3. Commotion in English and conmoción in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
4. Now let’s look at a picture that demonstrates the word commotion. (Point to the parade.) The parade has caused a commotion on this street. There is a lot of noise and excitement and people cannot do their regular activities.
PARTNER TALK
5. I’m going to name some things. With your partner, decide if each thing is an example of a commotion.
children banging on pots and pans
one person walking through a forest
people screaming when they see a movie star
a visit to a library
6. With your partner, make a list of things that could cause a commotion. Choose one event from your list to illustrate. At the bottom of your picture, complete this sentence frame: ____________ can cause a commotion because ____________.
7. Now let’s say commotion together three more times: commotion, commotion, commotion.
commotion

4. exasperated Key Words Unit 3 ● Week 4 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is exasperated. Say it with me: exasperated. Exasperated means “annoyed, frustrated, or irritated.” You might feel exasperated if you were in a hurry and got stuck in traffic.
2. En español, exasperated quiere decir “fastidiado, frustrado o irritado, exasperado.” Te sentirías exasperado si estuvieras de prisa y estuvieras en un embotellamiento de tráfico.
3. Exasperated in English and exasperado in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
4. Now let’s look at a picture that demonstrates the word exasperated. (Point to the mother.) This mother is exasperated. She is trying to fold laundry and both of her children want her attention. She is frustrated because she cannot help both children at the same time and also get her work done.
PARTNER TALK
5. The mom in this picture is exasperated. What makes you exasperated? Share your ideas with a partner.
6. How do you feel when you are exasperated? Share your feelings with a partner. Then share some things you do to make yourself feel better. (Examples might include: frustrated, angry, mad, irritated, annoyed. I pet my dog. I talk to my mom or dad. I call a friend. I read a book. I listen to music. I go for a walk.)
7. Now let’s say exasperated together three more times: exasperated, exasperated, exasperated.
exasperated

5. specialty Key Words Unit 3 ● Week 4 TEACHER TALK
Point to the Word 5 image.
1. Another word in the selection is specialty. Say it with me: specialty. A specialty is something that someone does particularly well or gives extra attention to. My mom’s specialty is baking pumpkin pies.
2. En español, specialty quiere decir “lo que alguien hace muy bien, su especialidad.” La especialidad de mi mamá son sus tartas de calabaza.
3. Specialty in English and especialidad in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
4. Now let’s look at a picture that demonstrates the word specialty. (Point to the display of cheeses.) This store’s specialty is cheese. Rather than selling many different kinds of food, they have decided to only sell high quality cheeses.
PARTNER TALK
5. With your partner, talk about a restaurant you would like to open. What would be your specialty? How would you make this thing better than anyone else? Make a menu that shows your restaurant’s specialty. Then share your menu with the class.
6. Everyone has something they are very good at. That something is their specialty. Complete this sentence frame: My specialty is ____________. Then share your completed sentence with your partner.
7. Now let’s say specialty together three more times: specialty, specialty, specialty.
specialty

6. famished Key Words Unit 3 ● Week 4 TEACHER TALK
Point to the Word 6 image.
1. Another word in the selection is famished. Say it with me: famished. Famished means “very hungry.” If you do not eat a good breakfast, you will probably be famished by lunchtime.
2. En español, famished quiere decir “con mucha hambre, hambriento.” Si no desayunas bien, estarás hambriento a la hora del amuerzo.
3. Now let’s look at a picture that demonstrates the word famished. (Point to the cat.) This cat is famished. Her bowl is empty, and she has not had anything to eat for a long time. She is making a noise because she is so hungry.
PARTNER TALK
4. Talk with a partner about why the meal on the table would satisfy a famished person. Share your answer with the class. (This meal would satisfy a famished person because there is a lot of food. There would be plenty for him or her to eat.)
5. Now tell a partner about a meal you would like to eat if you were famished.
6. Now let’s say famished together three more times: famished, famished, famished.
famished

7. muffle a laugh Function Words & Phrases Unit 3 ● Week 4 TEACHER TALK
1. If you muffle a laugh, you try to hold back your laughter or make it quieter. Say it with me: muffle a laugh. You might put your hand over your mouth to muffle a laugh.
2. En español, to muffle a laugh quiere decir “tapar o suprimir una risa para que no se oiga.” Puedes taparte la boca para suprimir una risa.
3. This picture demonstrates the phrase muffle a laugh. The girl in the orange shirt is muffling a laugh. She is covering her mouth so that her laugh is not too loud
MOVEMENT
4. Let’s pretend we are reading a funny story, but we don’t want to disturb the class next door with our laughter. Let’s all muffle a laugh together. Remember, we are trying to laugh quietly.
5. What are some places or events where you might need to muffle a laugh? (Call on a few students to respond. Examples: the library; a church; a formal ceremony, like a wedding)
6. Repeat the phrase three times with me: muffle a laugh, muffle a laugh, muffle a laugh.
muffle a laugh

8. roll eyes Function Words & Phrases Unit 3 ● Week 4 TEACHER TALK
1. When you roll eyes, you look upward by moving only your eyes. Say it with me: roll eyes. People roll their eyes to show that they don’t believe someone or think something is silly or annoying.
2. En español, to roll eyes quiere decir “torcer los ojos.” Puedes torcer los ojos cuando no le crees a alguien, o cuando alguien te está molestando.
3. The boy in this picture is rolling his eyes. He is using his eyes to show that he thinks something is silly or annoying.
MOVEMENT
4. I am going to name some situations. If you’d roll your eyes at the situation, show me. If not, don’t do anything.
Someone tells you a story that you don’t believe.
Your sister tells you a joke that she’s told you many times before.
A friend shares an interesting story.
Your mother is serving a dinner you don’t like—again!
5. I’m going to name some feelings. If the feeling might cause you to roll your eyes, say I’m rolling my eyes. If not, show me what you’d do instead.
You are bored.
You are happy.
You are annoyed.
You are sad.
6. Repeat the phrase three times with me: roll eyes, roll eyes, roll eyes.
roll eyes

9. hand over heart Function Words & Phrases Unit 3 ● Week 4 TEACHER TALK
1. People put their hand over their heart to show that they are sincere, or really mean what they are saying. Say it with me: hand over heart. People might also put their hand over their heart to make others believe they are sorry.
2. En español, to put a hand over their heart quiere decir “poner la mano sobre el corazón.” Cuando quieres mostrar que eres sincero, puedes poner la mano sobre el corazón. También puedes poner la mano sobre el corazón para que te crean que sientes pena.
3. This picture demonstrates the phrase hand over heart. These children have their hands over their hearts because they are saying the Pledge of Allegiance. That shows that the children mean what they say as they recite the pledge.
MOVEMENT
4. When we say the Pledge of Allegiance, we put our hands over our hearts. Let’s all say the Pledge of Allegiance together with our hands over our hearts.
5. Now pretend you are a prince or a princess in a fairy tale and must tell a toad that you love it. As we go around the room, say, “I will love you forever and ever!” Put your hand over your heart and say the words in an exaggerated tone to show us that you aren’t being serious. (You might want to demonstrate first, being sure to speak in an exaggerated tone with your hand over your heart.)
6. Repeat the phrase three times with me: hand over heart, hand over heart, hand over heart.
hand over heart

10. end up Function Words & Phrases Unit 3 ● Week 4 TEACHER TALK
1. End up means “finish up or conclude.” Say it with me: end up. At the end of the race, you end up at the finish line.
2. En español, to end up quiere decir “terminar, concluir.” Al final de una carrera, terminas en la línea de meta.
3. This picture demonstrates the phrase end up. At the end of the day, you end up in bed.
PARTNER TALK
4. Tell a partner about a time when your plans changed. What did you plan to do? What did you end up doing instead?
5. Work with your partner to complete this sentence: After school, we will end up ____________. Share your completed sentence with the class.
6. Repeat the phrase three times with me: end up, end up, end up.
end up

11. sneer Basic Words Unit 3 ● Week 4 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
sneer

12. growl Basic Words Unit 3 ● Week 4 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
growl

13. muffle Basic Words Unit 3 ● Week 4 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
muffle

14. whimper Basic Words Unit 3 ● Week 4 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
whimper

15. hiss Basic Words Unit 3 ● Week 4 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
hiss

16. brighten Basic Words Unit 3 ● Week 4 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
brighten

17. Basic Words Unit 3 ● Week 4 ROUTINE
Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.