Spanish & English instruction featuring The BOCA BETH Program My
First Songs in Spanish CD
Presented by Beth Butler/Creator of the
Click Here to Purchase this CD
These following lesson
ideas are purely suggestions based on three+ years of conducting classes
with various groups of thousands of children and their families. I
encourage you to create and implement your own ideas built around our
bilingual music – then call us and share what has sparked the love of
language within the minds and hearts of the children in your care!
Remember, children don’t need you to sing like Celine or Whitney.
Children simply long for something different; something that will light
their fire and something that will provide them with a lifetime of
language skills. You can do this!!!
We start out in circle time for second language instruction – providing
a very safe, secure and interactive environment for children from all
Introduction – Use BOCA the puppet to introduce BOCA (the star of
the BOCA BETH Program). Ask the children to say “Hola BOCA” “Hi BOCA” to
warm them up. Talk about how BOCA is a boy, he’s a friend of mine,
Johnny & Maria so he is called an “amigo.” Ask the children to repeat
the word amigo and the word friend. Then use a girl puppet (preferably
in the bird family like BOCA is) and talk about how JULIA is a girl,
she’s a friend of mine, Enrique & Susie so she is called an “amiga.” Ask
the children to repeat the word amiga and the word friend. Then move
into the first song of language time . . .
Hola Amigo/Hello Friend (CD #1 / Song #2) sing this song using
the BOCA boy puppet alternating to the girl puppet We always start each
language session with this same song – providing a routine and
repetition and success daily with the second language learning.
Me Gusta Contar/I Like To Count ( CD #1 / Song #3) Ask the
children if they remember how to count from 1 to 10 in English. Count
together using your fingers for visual aides. Then ask if anyone knows
how to count from uno a diez (or desde diez) in Spanish and count
together again. Have each child take a musical instrument, tell them we
will be counting from 1 to 10 in Español e Inglés/Spanish and English,
dancing in a circle/circulo and have them follow you, the teacher,
around in a dancing circle to sing the song. When it comes time in the
song after ten or diez I ask the children to “STOP” “PARA” and make
noise/hace ruido until the words begin again. We always have this song
as our 2nd one each language session for the same reasons as before.
Veo Colores/I See Colors ( CD #1/ Song #4) Use visual aides that
show the seven (7) colors. I have found really nice ones that have an
animal associated with the color. This makes the song even more
interesting if you can match the color with the animal name and
elaborate on it a little more during the music. Allow the children to
hold the props as they say the color word correctly in both Spanish and
English without shouting (guide them in saying “Please, don’t shout/Por
favor, no grita”). The children begin to get competitive during this
song in order to be one of the chosen ones to hold a prop, but if you
stick to your rule of no shouting – they will catch on that you mean it
and will stop the unnecessary noise. Another cute thing to do with this
song is to buy some small color links that the children build a small
color link as the song progresses. You will only be able to go through
to white (no black or brown color links last time I checked!). It’s just
another fun way to teach the second language with hands on manipulatives.
Tengo Hambre/I’m Hungry ( CD #1/ Song #5) Use a water bottle to
have BOCA show he is thirsty and drinks water/agua, then use some
plastic food to show he is hungry, tiene hambre. Have the children act
out being thirsty with their own BOCAs or with their own acting.
Greeting Song/Canción de Saludar (CD #1/Song #6) Use sock puppets
or any other puppets that could be used as a Mommy and a Daddy. Go
around the circle of children, interacting with them and the mommy
puppet during the mommy chorus and the daddy puppet during the daddy
chorus. Have the children hug themselves when the song says “I love you
very much/Te quiero mucho.” Relate this to their own relationship with
their family members – the hugs, the words of endearment.
Beso es un Kiss/Kiss is a Beso (CD #1/Song #7) Use BOCA the
puppet and the whatever girl puppet you have chosen for language
sessions to give kisses/besos to the children as you move from child to
child giving kisses (then move into “hugs/abrazos” for more learning).
This is always our second to last song since it gives every child the
chance to get a kiss and a hug from BOCA and the girl puppet. Some
children don’t get that affection at home and need the contact, the
touch, the ‘warm fuzzies’ this song provides.
The Animal Song/La Canción de Animales (CD #1/Song #8) If
possible find all seven (7) animal puppets. Go through each one with
children having a turn holding the animal as they say the name in
English then in Spanish and talk about the animal sound for each one.
Again, reinforce the no shouting for attention to be chosen.
There are Ten Toys/Diez Juguetes Son (CD #1/Song #9) This catchy
little tune is to “Ten Little Indians” and we use our fingers to count
through this fun counting song (sign language numbers if possible) We
sing in Spanish, then in English and repeat it all one more time!
Remember – repetition is the key to success in any language learning
program. You, as the adult, might get bored on the 20th time of this
song, but the children love hearing it and need to hear it time & time &
¿ Cómo Estás ?/How Are You? (CD #1/ Song #10) If possible, have
each child get a BOCA puppet passed out to them and explain that BOCA
loves to do “dos cosas/two things.” He loves to sing/canta and dance/baila.
I also explain that BOCA has excellent behavior and that he never bites
or hits or touches another puppet friend. Have the children put BOCA on
their hands and interact with their friends respecting space and
enjoying the fun of puppeteering.
Where is My . . .? ¿ Dónde Está Mi . . .?(CD #1/Song#11) A fun
and simple six body parts song. There is a cute Velcro hand glove on the
market with all six body parts. I start out with a full glove and then
hand out a body part for selected children to hold. Each time I ask them
to gently point to or touch the part we are singing about. On the hand
one, I ask them to hold up their “mano/hand” and I give each child a
high five. Lots of high self-confidence during all of this interaction –
providing a sense of pride and high self-esteem during the language
lesson (something conjugating verbs and testing on grammar does not do).
That’s why this is so successful!
Yo Sé los Días de la Semana/I Know the Days of the Week (CD #1/ Song
#12) There are two different lessons I do with this fun song.
rhythm sticks to beat out the syllables of the days of the week in both
languages, talking each word, while sitting in circle time. If you do
not use rhythm sticks regularly, remind the children of the rules. There
is no getting up with the sticks (if a child stands or walks with the
sticks they are immediately taken away). Also, the child must remain
aware of his/her space and not wildly swing the sticks in order to keep
themselves and others safe. Keep Spanish on the floor with the sticks,
have the children tap in the air for the English words. Go from
“Domingo/Sunday” all the way to “Sabádo/Saturday.” Begin the song and
keep the beat the same way.
2) If you do not like the rhythm stick idea or want to switch it up a
bit, there are some very colorful visual aides in Spanish/English for
the days of the week. I choose 7 helpers to stand in front of the group
in order of their day of the week. As their day is sung about they are
asked to hold it up nice and high for the group to read or at least
begin to recognize the letters in each word. With the younger ones I
stand behind the line and gently touch their shoulder when it is their
turn to hold up their day of the week. At the very end of the song when
it sings “I know the days of the week!” I have the entire group hold up
their days of the week simultaneously.
Por Favor, Gracias, De Nada/Please, Thank You, You’re Welcome (CD #1,
Song #13) Use a pretend or real kids microphone to have the children
echo back these three key manner words in Spanish and English. This is
the only song where I use a child’s microphone so the children really
“eat up” the performing aspect of this song – all the while learning
their manner words in a new language. Every child who wants to
sing/perform should get a chance (don’t force them). There is plenty of
time to fit each one in for each manner word.
Hello and Goodbye/Hola y Adiós (CD #1, Song #14) This is the last
song every class and calms the entire group down. Use BOCA to say
good-bye and give besos/kisses and abrazos/hugs good-bye as they sing
both times with you. As I mentioned, every language session ends with
this song. It’s a cue to the children that language session time is
over, bring the level of energy back to classroom standard and know we
will do it again tomorrow.
Resources for instruments, visual aides and other items for music
(many bilingual visual aids in catalog and stores across the country
as well as the web site)
www.discountschoolsupply.com (many fun links for colors, Velcro
glove for parts of the body song and other hands on learning fun –
(Spanish/English visual aids from catalog also)
www.bocabeth.com (discount on
large orders of our bright and well weighted egg shakers and
mini-maracas with BOCA on each one)