TEESP Level 5 - Lessons 53 - 58

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 53: Story 1 - El chófer y los niños

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

Target Vocabulary

• se enoja- gets mad
• ¡Dale! - STEP ON IT!
• el mono - the monkey

Activities and Procedures

1. Use TPR to introduce el mono, el chófer, el mono, se enoja, ¡Dale!

2. Review grita, va, rápido, despacio, tiene miedo, se choca con.

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

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 113 - 120
  

Note to Teacher

Review words:

• gritan - they shout 
• rápido - fast 
• despacio - slow/slowly 
• el chófer - driver
• va - goes 
• se suben - go up onto
• otra vez - again
• tienen miedo - they are afraid,
• hay - there is
• se caen - they fall
• por suerte - luckily 
• se choca con - runs into 
• la escuela - school

Lesson 53: Story 2 - Un mono curioso

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

Target Vocabulary

• está curioso or está curiosa - he or she is curious
• explora - explores
• el árbol - the tree
• el ramo - the branch

Activities and Procedures

1. Use TPR to introduce explora, está curioso.

2. Review se cae, ve, sube, camina, maneja.

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.

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 113 - 120
  

Note to Teacher

Review words:

• se llama - is named
• el parque - park 
• un árbol - tree 
• ve - sees 
• un ramo - branch 
• sube - goes up 
• camina - walks 
• se cae - falls down 
• maneja - drives

Lesson 54: Story 1 - Patricia compra chocolate

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

Target Vocabulary

• ¡Qué sabroso! - How tasty!
• Encuentra - finds
• el rey - the king
• la reina - the queen
• lleva - carries

Activities and Procedures

1. Use TPR to introduce encuentra, lleva, el rey, la reina.

2. Review vive, quiere, compra, camina, come, le 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.

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 121 - 128
  

Note to Teacher

Review words:

• vive- lives 
• quiere visitar - wants to visit
• va a - goes to 
• compra - buys 
• le gusta - likes 
• come - eats 
• flores - flowers 
• le dice - says to her

Lesson 54: Story 2 - En la cima de un volcán

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

Target Vocabulary

• el volcán - the volcano
• la cima - the summit (of a mountain or volcano)
• le da una patada - kicks (someone)
• hace calor - it’s hot
• ¡Qué horror! - How horrible!

Activities and Procedures

1. Use TPR to introduce hace calor, le da una patada.

2. Review suben, una camisa, quiere hablar, camina, se cae, habla.

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.

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 121 - 128
  

Note to Teacher

Review words:

• va a - goes to
• suben - goes up, climbs
• mira a - looks at 
• quiere hablar - wants to talk to 
• camina - walks
• hacia - toward 
• se cae - falls 
• ¡Qué suerte! - What luck!

Lesson 55: Story 1 - El pingüino se ríe

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

Target Vocabulary

• el esquimal - the eskimo
• vive - lives
• invita - invites
• va de caza - goes hunting
• se ríe - laughs

Activities and Procedures

1. Use TPR to introduce vive, va de caza, se ríe.

2. Review invita, le dice, ve, agarra, tire.

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.

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 129 - 136
  

Note to Teacher

Review words:

• le dice - says to
• responde - answers 
• ve - sees 
• agarra - grabs 
• tira - shoots
• se ríe - laughs

Lesson 55: Story 2 - Muchas bananas

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

Target Vocabulary

• explota - it explodes
• aplasta - smashes
• da - gives
• le da - gives to him/to her
• ¡Ojo! - Watch out!

Activities and Procedures

1. Use TPR to introduce explota, aplasta, le da, ¡Ojo!

2. Review pásame, ve, agarra, enojado, come.

3. Listen to the podcast. This story asks students to answer questions after each statement.
Then the whole story is told at the end.

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 129 - 136
  

Note to Teacher

Review words:

• ve - sees
• le dice - says to her
• de repente - suddenly 
• corre - runs 
• grita - shouts 
• agarra - grabs 
• enojado - angry 
• la boca - mouth
• come demasiadas bananas - eats too many bananas

Lesson 56: Story 1 - Sharkie, el tiburón, tiene frío

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

Target Vocabulary

• hace mucho frío - it’s very cold
• el abrigo - the coat
• el hielo - the ice
• e l lago - the lake

Activities and Procedures

1. Use TPR to introduce tiene frío.

2. Review vive, hace.

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.

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 137 - 143
  

Note to Teacher

Review words:

• ciudad - city 
• vive - lives 
• hace - makes
  

Lesson 56: Story 2 - La chica va de pesca

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

Target Vocabulary

• va de pesca - goes fishing
• van de pesca - they go fishing
• corta - cuts
• la caña de pescar - fishing pole

Activities and Procedures

1. Use TPR to introduce va de pesca, corta.

2. Review el tiburón, el abrigo, el hielo, el lago.

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.

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 137 - 143
  

Note to Teacher

Review words:

• el hielo - ice 
• el lago - lake 
• el abrigo - coat 
• el tiburón - shark 
• cerca de - near 
• tiene - has 
• tiene frío - is cold 
• le presta - loans to her 
• comen - eat 
• pescados - fish
• ¡Qué rico! - How tasty!

Lesson 56: Story 3 - Los hermanos van de pesca

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

Target Vocabulary

• salva – saves
• ¡Qué desgracia!- misfortune/tragedy

Activities and Procedures

1. Use TPR to introduce salva.

2. Review el tiburón, el lago, va de pesca.

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.

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 137 - 143
  

Note to Teacher

Review words:

• hermanos - brothers and sisters 
• viven - they live 
• lejos de - far from 
• llevan - carry 
• un pez - a fish 
• jala - pulls 
• no puede sacar - can’t take out
• cae - falls

Lesson 57: Story 1 - Billy the Kid está en Ogallala

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

Target Vocabulary

• va de vacaciones - goes on vacation
• la calle - the street
• el banco - the bank

Activities and Procedures

1. Use TPR to introduce va de vacaciones.

2. Review tiene hambre, camina, ve, se sube, mira, llega, dice, le dan.

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.

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 144 - 151
  

Note to Teacher

Review words:

• tiene hambre - is hungry 
• camina - walks 
• no ve - doesn’t see 
• mira - looks
• llegan - arrive 
• se baja - gets down
• dice - says 
• quiero - I want 
• le dan - give to him
• moneda - coin, money 
• no puede - can’t 
• gritando - shouting

Lesson 57: Story 2 - Robin Hood el ladrón

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

Target Vocabulary

• el ladrón - the thief
• roba - steals
• las monedas - the coins

Activities and Procedures

1. Use TPR to introduce roba.

2. Review va de vacaciones, camina, grita, ve, sale, se sube.

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.

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 144 - 151
  

Note to Teacher

Review words:

• va de vacaciones - goes on vacation
• camina - walks 
• arriba - up 
• tienen miedo - are afraid 
• ve - sees 
• sale - leaves 
• brinca - jumps 
• muy alto - very high 
• se sube- gets on 
• volando - flying

Lesson 57: Story 3 - Una lucha en Ogallala

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

Target Vocabulary

• la lucha - the fight
• resulta una lucha - a fight breaks out

Activities and Procedures

1. Use TPR to introduce una lucha.

2. Review quiere, grita, toma, salen.

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.

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 144 - 151
  

Note to Teacher

Review words:

• un ladrón - thief 
• quiere - wants 
• grita - shouts 
• más fuerte - louder 
• toma - takes 
• salen - they leave 
• sin -without

Lesson 58: Story 1 - Jeff y la araña

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

Target Vocabulary

• captura - captures
• el dolor de cabeza - a headache

Activities and Procedures

1. Use TPR to introduce pega, el policía.

2. Review tiene, pegarle, mata.

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.

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 152 - 158
  

Note to Teacher

Review words:

• está preocupado - is worried
• tiene - has 
• puede pegarle - can hit it 
• valiente - brave 
• debajo - under 
• mata - kills

Lesson 58: Story 2 - Robin Hood está en Ogallala

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

Target Vocabulary

• está alarmado - is alarmed
• bien se lo merece - deserves it

Activities and Procedures

1. Use TPR to introduce está alarmado.

2. Review roba, sale, corre, ve, muerde, busca.

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.

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 152 - 158
  

Note to Teacher

Review words:

• robó - robbed 
• sale - leaves 
• corre - runs 
• muerde - bites 
• quiere atrapar - wants to trap 
• busca - looks for 
• encuentra - finds 
• tiene hambre - is hungry
• va a comer - goes to eat 
• ¡Qué suerte! - How lucky!