Spanish 6th Grade
Unit 3: Leisure & Entertainment
STAGE ONE
What should students be able to do?
At the end of this unit, students should be able to:
- Talk and ask questions about school day and weekend leisure activities.
- Describe a school day and talk about the activities they like to do after school.
- Tell about classes they have and their school schedule.
- Write about activities they do in the evenings, with their family, after school, and weekends.
- Tell about what they like or do not like to do.
- Tell time.
- Compare and contrast a school day in a Spanish-speaking country with their own school day.
- Locate selected Hispanic countries on a map.
- Talk about Hispanic students’ favorite television programs.
- Talk about the similarities and differences between favorite programs of students in the U.S. and students from some Hispanic countries.
- Create graphs and talk about them.
- Compare the information from various graphs.
- Tell about their possessions.
- Tell about what is involved in caring for a pet.
- Talk about how animals are used for transportation, work, or as pets in rural and city environments.
- Talk about climates and which pets are better suited for which climates.
- Write an owner’s manual for owning and taking care of a pet.
Students will connect with other Wyoming content strands . . .
WY SS 8.2 CULTURE/CULTURAL DIVERSITY: Students demonstrate an understanding of different cultures and how these cultures have contributed and continue to contribute to the world in which they live.
WY SS 8.5 PEOPLE, PLACES AND ENRIVONMENTS: Students demonstrate an understanding of interrelationships among peoples, places and environments.
WY AT 11.1 APPLIED TECHNOLOGIES STANDARDS: Students utilize modern equipment and technological practices.
WY MA 5.1 DATA ANALYSIS AND PROBABILITY: Students systemically collect, organize and describe/represent numeric data using line graphs.
WY MA 8.4 Students use algebraic methods to investigate, model, and interpret patterns and functions involving numbers, shapes, data, and graphs in a problem-solving situation.
WY MA 8.5.4 DATA ANALYSIS AND PROBABILITY: Students use data analysis and probability to analyze given situations and the results of experiments.
WY LA RE 1 Students use the reading process to apply a variety of comprehension strategies before, during and after reading (Students use strategies such as setting a purpose, predicting, cause/effect, comparing/contrasting, drawing conclusions, visualizing, and inferring to interpret and analyze text).
WY LA 1. WRITING: Students use the writing process and use appropriate strategies to write a variety of expressive and expository pieces. (Students apply writing skills to plan, draft, revise and publish writing for intended audiences; they use a variety of strategies to generate idea for written work such as developing a plan, grouping ideas and organizing information using a controlling idea and adequate details).
WY LA 2C WRITING: Students write directions, explain problems and solutions or procedures.
WY LA SPEAKING AND LISTENING: Students use listening and speaking skills for a variety of purposes (Students engage in small group discussion using strategies to contribute and create consensus; students speak on a focused topic with clear organization including main idea with supporting details and a recognizable conclusion; students read aloud their own and others’ texts fluently and expressively.
What should students know . . .
About Vocabulary?
Grade 6.Unit3. Framework
Spanish 6th Grade
Unit 3: Leisure & Entertainment
- Leer
- Practicar deportes
- Patinar
- Escuchar música
- Nadar
- Correr
- Ir a la biblioteca
- Ir al gimnasio
- Ir al parque
- Ir a la playa
- Ir al campo
- Ir a esquiar
- Ir a casa
- Ir al cine
- Ir a un concierto
- Ir de compras
- Ir al centro commercial
- Ir a la lección de piano
- Ir al restaurant
- Ir a una fiesta
- Ir al club atlético
- Ir a la iglesia
- Ir a la escuela
- Ver partidos
- Levanter pesas
- Dar una vuelta en coche
- Hacer last areas
- Asistir a fiestas
- Dibujar
- Tocar la guitarra
- Hacer ejercicios
- Viajar
- Usar la computadora
- Pasar tiempo con amigos
- Trabajar
- Chatear en la red
- Alquilar videos
- Almorzar
- Merendar
- Dar una vuelta en coche/bicicleta
- Hacer deberes/tarea
- Cocinar
- Cenar
- Tomar una siesta
- Platicar
- Montar a caballo
- Jugar al baloncesto/volibol/fútbol americano
- Hablar con amigos
- Andar en bicicleta
- Comer
- Dormer
- Ayudar en casa
- Salir con los amigos
- Dar un paseo
- Comer afuera
- Ver la tele
- Jugar videojuegos
- Hablar por teléfono
- La mascota
- La tortuga
- El pez
- El pájaro
- El conejo
- El caballo
Grade 6.Unit3. Framework
Spanish 6th Grade
Unit 3: Leisure & Entertainment
About Language Structures?
Grade 6.Unit3. Framework
Spanish 6th Grade
Unit 3: Leisure & Entertainment
- Ir + a + infinitive
- Verbs as infinitives
- Me gusta(n); no me gusta(n)
- Me encanta(n); no me encanta(n)
- Le(s) gusta(n)
- Stem changing verb: jugar
- Él, ella, ellos, ellas
- Telling time
- Vivir: yo vivo, ella vive
- Hacer: hace
- Ser: yo soy, ella es
- Question words
- Ir: yo voy, tú vas
- A mí me gusta más . . .; a él/ella le gusta más . . .
- ¿Qué te/le gusta más?
- A nosotros nos gusta(n)
- ¿Tienes . . .?
- ¿A ti te gusta . . ., sí o no?
- Sí, me gusta . . .
- No, no me gusta . . .
- Tener: all present tense forms
- ¿Qué es?
- Es un(a) . . .
- ¿Cómo es?
- ¿Cuál ____ tiene . . .?
- Yo forms for: dar, cuidar, llevar, caminar, jugar, limpiar, bañar
Grade 6.Unit3. Framework
Spanish 6th Grade
Unit 3: Leisure & Entertainment
About Hispanic Culture?
Grade 6.Unit3. Framework
Spanish 6th Grade
Unit 3: Leisure & Entertainment
- Leisure time in several Hispanic areas: Spain, Mexico, Bolivia, Puerto Rico
- School activities and free time
- School schedules and subjects
- Leisure places to go in Spain
- Housing in Spain
- Modes of transportation
- Weekend family activities
- Meal times
- Snack foods
- Daily life of a school girl in Bolivia
- Working children
- Television shows
- Television schedule
- Roles of animals
Grade 6.Unit3. Framework
Spanish 6th Grade
Unit 3: Leisure & Entertainment
STAGE TWO
How will students demonstrate what they can do with what they know?
When students learn in performance-oriented, standards-based ways, they must be assessed in a similar fashion for assessment to be fair and accurate. The four performance-based assessment tasks that follow can be used (or modeled/adapted from) as summative, end-of-unit assessments that allow students to demonstrate much of what they have learned to do in this unit. These tasks may not completely touch every progress indicator that was outlined in Stage 1, and if they do not, teachers may supplement these four with additional ones of their creation. Each task is noted as either falling into the Interpersonal, Interpretive or Presentational communicative mode. Rubrics that can be adapted to measure student performance of these tasks are included in the electronic unit folder.
Performance-Based Assessment #1Buenos Aires Here We Come![Presentational]
Wow! You can hardly believe it! Your dad has been transferred by his company to Buenos Aires, Argentina, and your whole family will be moving there soon. You and your brother and sister are excited but also anxious about what it will be like for you to go to school in an Argentine school—yes, your father is insistent that you are going to get the most out of the experience and that means going to an Argentine school and learning to operate completely in Spanish. Lucky for you that you have already been learning Spanish for a good while now and will not have to start from the beginning!
You and you brother and sister have lots of questions you want to ask about school life in Buenos Aires (B. A.), and your dad’s business friend there has a son your age so you have decided to write him an email to pose your questions. Before you begin to write the letter, though, you want to collect your thoughts about what to ask. So, in the space below, write out the 10 questions that are ones you really want to get answers to.
Performance-Based Assessment #2A little tease . . .[Interpretive]
In the days leading up to your departure for Buenos Aires., everyone in your house is getting pretty excited. You decide to go on-line to get some more information about the city and come across the following bits of information. What do you find out?
Buenos Aires es la capital de Argentina la cual le dicen la capital europea de las américas como es conocida la bella Buenos Aires fue proyectada desde su creación y hasta ahora mantiene las mismas características.
Buenos Aires is known as the ______capital of the Americas.
- beautyb. creative C. European
La ciudad ofrece una de las noches mas intensas de America Latina con mucho tango , buenos vinos , cafés , modernos shoppings y mucho romanticismo . Los argentinos son muy elegantes y les encanta la noche. La noche de Buenos Aires atrae gente de todas las edades . El tango , la tradicional danza argentina sensual y romántica asoma por los rincones de la ciudad . La vida nocturna termina tarde , Buenos Aires no duerme .
Which seems to be more intense in Buenos Aires?
- Daytime activitiesb. Nighttime activities
What does it appear that people in Buenos Aires do NOT do?
- go to churchb. dance traditional dancesc. sleep
En la gastronomía la influencia española y italiana predomina . Buenos Aires es el tercer lugar en consumo de pizza despues de Italia y Nueva York . Lo que predomina en los menúes son típicos platos europeos , acompañados de carne y pollo . Las comidas rápidas también son muy comunes.
Which culture has NOT influenced cooking in Bs. As.?
- New Yorkb. Spanishc. Italian
Which places does Bs. As. hold for the world’s pizza consumption?
- 3rdb. 4thc. 5th
What two items do most typical dishes contain?
- Beef and onionsb. beef and pizzac. beef and chicken
Performance-Based Asessment #3Meeting a New Friend[Interpersonal]
You and your family are finally in Buenos Aires and have recuperated from the long flight. Your parents have gone scouting for an apartment and have asked Patricia, the teenaged daughter of one of your dad’s business associates, to keep you company while they’re out. Since Patricia knows nothing about you but wants to try to help make you feel at home in Buenos Aires, she asks you to tell her everything about you like . . .
- Your age
- The subjects you had in school in the U.S.
- Which ones are your favorites
- What you like to do after school
- What you like to do on the weekends
Patricia seems really nice so you go out of your way to give her lots of information about yourself in hopes that a good friendship can develop.
Performance-Based Assessment #4Oscar, Gladys and Estrella[Presentational]
Now that you’ve been in Buenos Aires for some time, your family has decided to take a weekend trip to visit some points of interest outside the city. Even though your mother, father, brother and sister have been learning Spanish since the move, they still can’t out-speak you so you have become the default family “Spanish speaker” when information has to be communicated with the natives. But you actually don’t mind because you are getting pretty good at it and feeling more confident everyday! Anyway, your task now is that you have to write out information to leave for Jorge, the university student in your building who will be taking care of the family pets while you’re away. Leave Jorge detailed information about what he needs to do to properly care for Oscar (your dog), Gladys (your cat) and Estrella (your fish). Make sure to tell him everything he needs to know and do to provide proper care for your pets while the family is away.
STAGE THREE
What activities will students accomplish in order to show what they can do with what they know?
Whereas Stage One sets out what students should be able to do and what they should know, and Stage Two gives examples of those things students can do to evidence their learning, Stage Three is designed to be the instructional component—those things that students and teachers need to do to make sure the assessments can be successfully accomplished. So, teachers will now turn to the daily lesson plans that have been provided and that will march learners toward the desired outcomes.
Each lesson plan that is provided clearly details the following:
- The linguistic performance focus of the lesson
- Connections to other Wyoming content areas
- Language structures students will need to be familiar with
- Culture that will be included in the lesson
- All materials needed to teach the lesson; including handouts, overhead masters, PowerPoint presentations, Internet resources, etc.
- Step-by-step components of the lesson
The first year in which this curriculum and these materials will be implemented (2007-2008) is a pilot year and all materials are considered to be in “DRAFT” form. What that means is that, throughout this first year of use, teachers will be provided numerous input opportunities to point out areas of strengths and weaknesses in these lessons and to suggest ways in which to improve them.
If you have comments or suggestions you would like to forward to the project team and Sixth-grade Task Force, please email one of the following task force leaders:
Ann Tollefson:
Cassandra Celaya:
Grade 6.Unit3. Framework