1. peculiar Key Words Unit 1 ● Week 5 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is peculiar. Say it with me: peculiar. Something that is peculiar is strange or unusual. It would be peculiar to see a snowman in the middle of the desert.
2. En español, peculiar quiere decir “extraño, fuera de lo normal, peculiar.” Sería peculiar ver a un muñeco de nieve en medio del desierto.
3. Peculiar in English and peculiar 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 peculiar. (Point to the dogs.) These dogs are dressed up as a bride and a groom. It is peculiar to see dogs dressed like this because dogs don’t usually wear costumes.
PARTNER TALK
5. Work with a partner to make a list of four things. Two should be peculiar and two should be ordinary. Then share your list with the class. If something is peculiar, we’ll all say, “That’s peculiar!” (Examples could include: carrying an umbrella in the rain [ordinary], carrying an umbrella indoors [peculiar], wearing your pajamas to school [peculiar], wearing a jacket when it’s cold [ordinary])
6. Now work with a partner to use the word peculiar in a sentence. Use this sentence frame: It would be peculiar to see ____________.
7. Now let’s say peculiar together three more times: peculiar, peculiar, peculiar.
peculiar

2. positive Key Words Unit 1 ● Week 5 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is positive. Say it with me: positive. Something that is positive is good or works to your advantage. When you apply for a job, it is positive to have good grades.
2. En español, positive quiere decir “algo bueno, algo que te favorece, beneficioso, positivo.” Cuando solicitas un trabajo, tener buenas calificaciones es algo positivo.
3. Positive in English and positivo 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 positive. (Point to the girl and the dog.) This girl loves her dog. The friendship dogs can offer is one of the positive effects of owning a dog.
PARTNER TALK
5. With a partner, talk about some of the other positive effects of having a pet. Share your ideas with the class.
6. Make a list of three positive things that have happened to you today. Share your list with your partner. Then think of one positive thing you can say to your partner. Add your partner’s positive comment to your list.
7. Now let’s say positive together three more times: positive, positive, positive.
positive

3. selecting Key Words Unit 1 ● Week 5 TEACHER TALK
Point to the Word 3 image.
1. Another word in the selection is selecting. Say it with me: selecting. Selecting means “choosing.” It is a good idea to check the weather before selecting your clothes for the day.
2. En español, to select quiere decir “escoger, seleccionar.” Es bueno fijarse en el estado del tiempo antes de escoger la ropa que se van a poner.
3. To select in English and seleccionar 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 selecting. (Point to the family eating pizza.) This family is eating pizza. After selecting their slices, they each get ready to take a bite.
PARTNER TALK
5. Imagine you are in charge of selecting music for a class party. With a partner, make a list of songs you would choose. Share your songs with the class and explain your reasons for selecting them.
6. Complete this sentence frame: I enjoy selecting my meal from the cafeteria because ____________. (I get to eat what I want. There are many good foods to choose from.) Share your sentence with your partner.
7. Now let’s say selecting together three more times: selecting, selecting, selecting.
selecting

4. consisted Key Words Unit 1 ● Week 5 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is consisted. Say it with me: consisted. Consisted means “made up of.” The class consisted of 9 boys and 11 girls.
2. En español, to consist quiere decir “estar compuesto por, consistir de.” La clase consiste de 9 niños y 11 niñas.
3. To consist in English and consistir 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 consisted. (Point to the plate.) This meal consisted of steak and grilled vegetables.
PARTNER TALK
5. Tell your partner what your breakfast consisted of. Then work together to plan a breakfast you would both enjoy. Tell the class what your meal would consist of.
6. Our school day is made up of many activities. Work with your partner to make a list of the activities that yesterday’s school day consisted of. Share your list with another pair.
7. Now let’s say consisted together three more times: consisted, consisted, consisted.
consisted

5. advanced Key Words Unit 1 ● Week 5 TEACHER TALK
Point to the Word 5 image.
1. Another word in the selection is advanced. Say it with me: advanced. Advanced means “above average or ahead of others.” If you are advanced at something, you do it sooner or better than others.
2. En español, advanced quiere decir “superior o más adelantado que los demás, avanzado.” Si eres avanzado en algo, lo has hecho antes o mejor que otros.
3. Advanced in English and avanzado 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 advanced. (Point to the students with the microscope and test tubes.) These students are advanced in science. They are already able to perform science experiments on their own.
PARTNER TALK
5. Talk with your partner about a well-known athlete. How is he or she advanced? (Tiger Woods is advanced in golf because he has been winning tournaments since he was very young.)
6. Complete this sentence frame: One thing I can do that is advanced is ____________. Share your completed sentence with your partner.
7. Now let’s say advanced together three more times: advanced, advanced, advanced.
advanced

6. aware Key Words Unit 1 ● Week 5 TEACHER TALK
Point to the Word 6 image.
1. Another word in the selection is aware. Say it with me: aware. If you are aware of something, you know about it. On the first day of school, I make everyone aware of the classroom rules.
2. En español, aware quiere decir “estar enterado de algo, saber.” El primer día de clases me aseguro de que todos los estudiantes sepan las normas de la clase.
3. Now let’s look at a picture that demonstrates the word aware. This coach is making the players on his team aware of some of the rules of Little League baseball. Being aware of the rules helps everyone play fairly and safely.
PARTNER TALK
4. Signs make people aware of important information. Talk with your partner about signs you have seen in your neighborhood or school. What do the signs make people aware of? Share your ideas with the class. (Do Not Disturb signs make people aware that a class does not want to be bothered. School Zone signs make drivers aware that they should slow down because they are near a school.)
5. Work with your partner to list an issue you would like to make people in your school aware of. Issues might include the importance of recycling, how to conserve water, how to save electricity, or other issues that are important to you. With your partner, make a sign to help your schoolmates become aware of the issue. Post your sign in the class or school.
6. Now let’s say aware together three more times: aware, aware, aware.
aware

7. to mess up (something) Function Words & Phrases Unit 1 ● Week 5
TEACHER TALK
1. In English, to mess up (something) means “to make a mistake that spoils or ruins something.” Say it with me: to mess up (something). If you mess up the directions to a friend’s house, you may get lost.
2. En español, to mess up (something) quiere decir “equivocarte y echar algo a perder.” Si equivocas las direcciones a la casa de tu amigo, te puedes perder.
3. This picture demonstrates the phrase to mess up (something). (Point to the woman.) This woman messed her pizza up. She burned the pizza because she cooked it too long.
CHORAL RESPONSE
4. I’m going to tell you some situations. If you think I messed up, say, “You messed up!” If not, don’t say anything.
I forgot to buy something at the store.
I read a good book.
I turned right when I should have turned left.
5. Now I’m going to say some sentences. Repeat the sentences. Replace the words made a mistake with messed up.
I made a mistake when I let the dog get loose.
I made a mistake when I forgot to set my alarm.
I made a mistake when I spilled on my white shirt.
6. Repeat the phrase three times with me: to mess up, to mess up, to mess up.
to mess up (something)

8. to come marching into Function Words & Phrases Unit 1 ● Week 5
TEACHER TALK
1. In English, the phrase to come marching into means “to walk in boldly and with confidence.” Say it with me: to come marching into. People who march into a place are walking in a way that shows they may be angry, proud, or determined.
2. En español, to come marching into quiere decir “entrar con confianza y atrevimiento.” Las personas que entran así a un lugar quizás están enojadas, orgullosas o resueltas.
3. This picture demonstrates the phrase to come marching into. The people in this picture are marching into town. They are walking in a strong, confident way to show their pride.
MOVEMENT
4. Line up outside the door. Now let’s come marching into the room. Hold your chin up and walk with big steps.
5. Now imagine you and a friend are going into a store to complain about the service. Find a partner. Pretend the front of the room is the store. As I call you up, come marching into the store to show that you are upset about the way you were treated.
6. Repeat the phrase three times with me: to come marching into, to come marching into, to come marching into.
to come marching into

9. pinch-faced Function Words & Phrases Unit 1 ● Week 5 TEACHER TALK
1. A person who is pinch-faced may have a thin face that appears to be frowning. Say it with me: pinch-faced. People may appear pinch-faced because they are cold, sick, or unhappy.
2. En español, pinch-faced quiere decir “con la cara fruncida.” Una persona con la cara fruncida podría tener frío, estar enferma o estar triste.
3. This picture demonstrates the phrase pinch-faced. The girl in this picture looks like she is angry or upset. Her face seems to be pulled and pinched into an unhappy look.
MOVEMENT
4. See if you can look pinch-faced. Try to make your face look like the girl’s face in the picture.
5. Now make yourself look happy. Did you notice that your face felt tight when you were pinch-faced and relaxed when you looked happy?
6. Repeat the phrase three times with me: pinch-faced, pinch-faced, pinch-faced.
pinch-faced

10. to stare past Function Words & Phrases Unit 1 ● Week 5 TEACHER TALK
1. In English, we use to stare past to describe the way people might avoid looking at what is right in front of them. They look at something in the distance instead.
2. En español, to stare past quiere decir “mirar más allá de algo.” Una persona que mira más allá de algo podría estar evitando lo que tiene enfrente. Mira en vez lo que se encuentra más lejos.
3. This picture demonstrates the phrase to stare past. The man and woman are staring past each other. Instead of looking at each other, they are both looking at something in the distance.
PARTNER TALK
4. I’m going to hold up a sheet of paper. Stare past the paper.
5. Now sit with a partner. Stare past each other. Then talk about how you would feel if someone you know stared past you. (Examples: sad, upset, ignored)
6. Repeat the phrase three times with me: to stare past, to stare past, to stare past.
to stare past

11. hind legs Basic Words Unit 1 ● Week 5 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.
hind legs

12. fore legs Basic Words Unit 1 ● Week 5 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.
fore legs

13. tail Basic Words Unit 1 ● Week 5 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.
tail

14. paw Basic Words Unit 1 ● Week 5 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.
paw

15. teeth Basic Words Unit 1 ● Week 5 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.
teeth

16. nose Basic Words Unit 1 ● Week 5 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.
nose

17. Basic Words Unit 1 ● Week 5 ROUTINE
Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.