• Introduce vocabulary from the poem by pointing to a picture of a clown and identifying the clown’s nose (nariz), mouth (boca), straw wig (pelucona de paja), red tie (chalina roja), mended trousers (calzones remendados), and ripped shirt (camisa rota).
• Students participate in various TPR activities with the vocabulary cut outs.
• Post a large outline of a clown’s face and body in front of the class. Students are given a part of the clown’s face or clothing. As you read the poem, students listen for their part to be mentioned and walk up to add the part to the face. Repeat the activity with different students using the cut outs.
• During the third reading, students recite the poem with the teacher. Give the students a few minutes to practice reciting the poem to a partner.
• Students recite the poem and draw the clown for their families at home.

ADIVINA, ADIVINADOR
    Por Dora Alonso

La nariz de pimiento,
Grande la boca,
Pelucona de paja,
Chalina roja,
Calzones remendados,
Camisa rota...

Uno, dos, y tres:
¿Adivinas quién es?
(el payaso)

Objectives: TLW understand a poem in Spanish about a clown by listening to the poem, by performing various actions from the poem with props, and by eventually reciting the poem and acting it out.

Language in Use: la nariz, pimiento, grande, la boca, pelucona, de paja, chalina, roja, calzones, remendados, camisa, rota, adivina, quién, es

Materials: props or paper cutouts of una nariz, una boca, una camisa, una pelucona de paja, unos calzones remendados, una camisa rota

Standards:
Communication 1.1:  Students provide and obtain information the clown poem.
Communication 1.2:  Students understand and interpret the poem.
Communication 1.3:  Students present the poem to an audience of listeners.
Connections 3.1:  Students reinforce and further their knowledge of language arts and reading through working with a poem in Spanish.
Communities 1.5: Students use the language both within and beyond the school setting by reciting the poem for their families.