Write the following poem (by Dora Alonso) on chart paper:

–¡Quiquiriquí!–
ladró el perro.
–¡Jau, jau, jau, jau!–
cantó el gallo.
¿Quién dijo eso?
Un payaso.

• Read the poem for the students. Ask them what they think a gallo says in English (¿Qué dice un gallo en inglés?). Tell them that jau jau is how they say guau guau in Puerto Rico and Cuba (En Puerto Rico un perro hace jau jau y no hace guau guau.). Ask them where they think the author of the poem is from - Cuba. (Qué piensen ustedes, ¿de dónde es la autora del poema?) Point out the clown in Mira to review the work payaso.
• Recite the poem again for the students and have them repeat the lines. (Escuchen al poema y después, repitan las lineas.) Then divide the class into two groups to read the poem by alternating lines. (Voy a dividir la clase en dos grupos. Este grupo va a decir, –¡Quiquiriquí!– y este grupo va a decir, –ladró el perro.– etcetera.). Have the groups change parts and recite the poem again.

Assessment: Are the students repeating the poem with good pronunciation and intonation or are they just saying the lines?

Objectives: TLW learn and enjoy reciting a poem in Spanish.

Language in use: poem, ¿Qué hace un gallo en inglés?, En Puerto Rico un perro hace jau jau y no hace guau guau., Qué piensen ustedes, ¿de dónde es la autora del poema?, Un payaso tiene una nariz roja y pelo loco y trabaja en el circo.

Voy a dividir la clase en dos grupos. Este grupo va a decir, –¡Quiquiriquí!– y este grupo va a decir, –ladró el perro.– etcetera.

Materials: poem written on chart paper

Standards:
Communication 1.2:  Students interpret written language when they read the poem.
Communication 1.3:  Students present a poem in Spanish.
Culture 2.1: Some students may further their understanding of the relationship between practices and perspectives when they learn the different Spanish-speaking countries have distinct names for animal sounds.
Communities 5.2: Students further the goal of life-long learning through their enjoyment of the poem in Spanish.