Target Language: all languages
Suggested Grade Level: upper primary
Goal(s):
Identification of animals native to region where children live
Identification of animals usually found in zoos
Identification of farm animals
Identification of animals kept for pets in North America
Division of animal names into syllables
Combining first syllable(s) from one animal name with last syllable(s) of another animal name to make name of fantasy animal (i.e. gato + perro = garro or peto)
Drawing fantasy animals [called alebrijes, typical handicraft of Oaxaca, Mexico]
Viewing authentic alebrijes
Students identify parts of body of an animal (i.e. patas for animal feet)
Learning Objective(s):
Students choose two animals.
Students divide animal names into syllables.
Students create fantasy name of their alebrijes.
Students draw pictures of all animals involved.
Student write a short description of new alebrije.
Background resource information for teachers and students:
Materials/Resources:
Activity/reading & writing folders for each child for storage of materials between classes
Flair pens in black. Children love to write with these special pens. Have a correction pen handy for any errors.
Authentic alebrijes – option to purchase or show pictures from Internet
(send for a catalogue to see their complete selection)
(large variety, including aliens)
Posters or individual pictures of animal pictures and names from the zoo, farm, native to Connecticut, and pets.
pencils
glue sticks
scissors
individual picture forms (plain copy paper)
story form in target language (plain copy paper)
Students write in pencil first, then final copy with a
Flair Pen.
“My two favorite animals are _______ and _______. My new fantasy animal is a ______________. It lives in ________________ and eats ___________. It has ___________ feet, etc.”
Note: Student could create animals from clay (“Model Magic”)
Final form (copied on construction paper). Cut to 8-1/2x11.
Procedure for Teaching:
Teacher reviews animal names from different habitats with students.
Teacher reviews parts of the body of an animal.
Students choose two different animals.
Students draw individual pictures of two animals and fantasy one on individual frames.
Students glue pictures onto picture frame format.
Students write first draft of description.
Teacher reviews first draft and makes any corrections.
Students write final draft of description and glue on bottom of picture format.
Students make oral presentations about their fantasy animals.
Assessment: Teacher circulates during drawing portion of lesson and asks names of animals and identification of body parts.
Optional Extensions for High-Achievers: Students do any of the following computer activities:
Home & School Connection: Students will bring home own alebrije and (1) describe own alebrije, telling what two animals it came from, (2) identify body parts of the alebrije, and/or (3) read the description of the alebrije.
See my Art Projects page for classroom management suggestions to make this activity go smoothly.
