Mi familia y yo somos así – Grade Five
My Family and I Are Like This
Ohio Standards
Connection:
Foreign Language
Connections
Benchmark B
Obtain information and
discuss viewpoints from
the target culture using
authentic sources, and
apply understandings to
concepts from across
disciplines.
Indicator 4
Communicate with an epal, phone pal or pen pal to
obtain information and
viewpoints (e.g. protecting
the environment, health
and fitness, school
atmosphere).
Indicator 5
Use predetermined
questions to interview a
target language speaker for
information and viewpoints
to complete a project.
Communities
Benchmark A
Provide information or
services to individuals, the
school or the community
using knowledge of the
target language and
culture.
Indicator 1
Participate in activities for
the school or community
(e.g. reading aloud to
others, making school
announcements, making
bulletin board displays).
Lesson Summary: Intermediate Level Proficiency
Students will form questions to survey e-pals, phone pals, or
pen pals about their families. They will compile this
information and make comparisons between their own
families and those of their pals. They will identify,
summarize, and share the patterns with classmates and the
community through the creation of multimedia
presentations. Students also reinforce grade-level
technology and graphing skills to identify family patterns.
Estimated Duration: Six hours
The foreign language academic content standards were
written with the assumption that elementary programs meet
for 90 minutes per week and that the secondary programs
meet the equivalent of 50 minutes per day throughout the
year. Time and intensity do matter, and programs that meet
for fewer minutes/less often will need more time to review
previously introduced material before moving forward.
Commentary:
From the writer: This lesson appeals to students because it
offers them an opportunity to share with others about their
likes and dislikes. It also offers them an opportunity to
compare and contrast their preferences with others.
From the field: This lesson contains interesting and
motivating age-appropriate activities.
Pre-Assessment:
 Distribute a copy of Part 1 of Attachment A, Una carta:
Mi familia y yo somos así (A Letter: My Family and I
Are Like This).
 Give students some time to read through their copy of
Attachment A, Part 1. Remind them that they do not
have to understand all of the words in the letter. They
should just focus on the overall structure of the letter
and the general information to understand the gist and
some details.
 Pair students to share with each other their observations
about the letter structure and what information they
gleaned.
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Mi familia y yo somos así – Grade Five
My Family and I Are Like This


Distribute a copy of Part 2 of Attachment A, Una carta: Mi familia y yo somos así (A
Letter: My Family and I Are Like This) that begins Querido Esteban (Dear Esteban)..
Have students write a short letter of reply to Esteban. In their letter they should focus on
answering Esteban’s questions.
Scoring Guidelines:
This assessment is not formally scored. Adjust the focus of the lesson based on students’
responses. A review of the gustar (to like) structure may be required before moving on in the
lesson.
Post-Assessment:
 Instruct students to create a multimedia presentation, with at least 10 screens or slides,
which illustrates what their pen pal, phone pal, or e-pal’s family is like.
 Have students share with the class their pen pal, phone pa, or e-pal’s family information.
They must identify their pal’s family members and talk about what their pal and their
pal’s family members like to do in their free time.
 Have students include at least one screen or slide that compares what they like to do in
their free time with what their pal likes to do.
 Have students include at least one screen or slide that compares what one of their pals’
family members likes to do with one of their own family members, such as A mi padre le
gusta mirar la televisión pero al padre de Carlos le gusta jugar al naipes. (My father
likes to watch TV but Carlos’ father likes to play cards.)
 Post the multimedia presentations, copies of the two bar graphs, and the class’ short
summary on the school’s web site or make a print display for one of the school bulletin
boards by printing out key sections of students’ multimedia presentations. In order to
accomplish this, first brainstorm with the class the tasks that are involved in creating a
display of their work and then assign students, according to their interests and talents, to
each of the tasks.
 Have students invite the school community to evaluate the posted display.
Scoring Guidelines:
For scoring the multimedia presentation, use Attachment B, Multimedia Presentation Rubric.
For scoring the community web site or bulletin board, use Attachment C, Community
Evaluation of Project: Scoring Rubric. Share both of these rubrics with students before the
scoring process begins.
Instructional Procedures:
Instructional Tip:
Before beginning this activity, match your students to e-pals. You may have to match more
than one student to an e-pal if there are not equal numbers of e-pals and students in your
class. See the Materials and Resources section for suggested sources for locating e-pals and
pen pals.
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My Family and I Are Like This
Day One
1. Have students form pairs to share in the target language the information in their PreAssessment letters to Esteban.
2. Have students expand upon their own and their families’ likes and dislikes with their
partner by having them ask each other for more information. Write the following
questions on the board to give them a model of what to ask each other:
 ¿Qué te gusta más, leer un libro o jugar un deporte? (What do you like more, reading
a book or playing a sport?)
 ¿Qué te gusta menos, lavar los platos o sacar la basura? (What do you like less,
washing dishes or taking out the garbage?)
 ¿Qué le gusta hacer a tu padre? (What does your father like to do?)
Instructional Tip:
This lesson should be used after students have been introduced to the gustar (to like)
structure. Be sure to observe how well students do with the gustar (to like) structure. For
students having difficulties, provide them opportunities to review this structure before
continuing the lesson.
Day Two
3. Create with students a bar graph on an overhead projector or chart paper which illustrates
what students in the class like to do in their free time. Make the x-axis of the bar graph
represent the types of activities that your students like to do and the y-axis represent the
number of class members who like to do a particular activity. Possible activities that may
appear on the x-axis are:
 Me gusta leer. (I like to read.)
 Me gusta participar en varios deportes. (I like to participate in various sports.)
 Me gusta mirar la televisión. (I like to watch TV.)
 Me gustan los videojuegos. (I like video-games.)
See Attachment D, ¿Qué nos gusta hacer en nuestro tiempo libre?, for a sample bar
graph.
Instructional Tip:
Display the bar graph so that all can see it. You may want to create a handout of the bar
graph.
4. Lead a class discussion around the question: ¿Qué revela el gráfico sobre cómo los
alumnos prefieren pasar su tiempo libre? (What does the bar graph reveal about how
students prefer to spend their free time?) Possible questions to lead students to see
patterns are:
 ¿A cuántos estudiantes les gusta jugar un deporte? (How many students like to play a
sport?)
 ¿A cuántos estudiantes les gusta leer? (How many students like to read?)
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
¿Hay más estudiantes que prefieren actividades deportivos o más que prefieren
actividades como leer? (Are there more students that prefer sports activities or more
that prefer activities like reading?)
 ¿A cuántos estudiantes les gusta salir con sus amigos después de clases? (How many
students like to go out with their friends after school?)
 ¿A cuántos estudiantes les gusta bailar? (How many students like to dance?)
 ¿A cuántos estudiantes les gusta chatear en la computadora con sus amigos? (How
many students like to chat online with their friends?)
5. Brainstorm with the class some ideas about what should be included in the letter or in
their conversation with their phone pal.
Instructional Tip:
Encourage students to use Esteban’s letter as a guide for what to include.
6. After listing these ideas on the board, have students form pairs to create a logical
sequential outline of the ideas. For example:
 Empezar con un saludo (Begin the letter with a greeting)
 Presentarte (Introduce yourself)
 Comunicar donde vives y con quienes vives. (Tell your pal about where you live and
about the family members with whom you live.)
 Comunicar sobre lo que te gusta hacer en tu tiempo libre. (Talk about what you like
to do in your free time.)
 Despedirte. (Closing phrase.)
7. Brainstorm with the class some questions that they should include in their letters or phone
conversations. At random, choose students to write these questions on the board as the
class formulates them. Example questions:
 ¿Cómo te llamas? (What is your name?)
 ¿Dónde vives? (Where do you live?)
 ¿Quiénes viven en tu casa? (Who lives in your house?)
 ¿Qué hacen tus padres? (What do your parents do?)
 ¿Qué te gusta hacer en tu tiempo libre? (What do you like to do in your free time?)
 ¿Qué no te gusta hacer? (What do you not like to do?)
Instructional Tip:
You may choose to assign a student to take notes during the brainstorming session and then
make copies to pass out to each student as a guide.
8. Have students contact their e-pal, phone pal or pen pal.
Instructional Tip:
You may choose to give students time in class to write to their pen pal or e-pal or may
instead choose to assign this as homework. Make sure that the e-pals will write back in a
timely fashion. If possible, have students chat with e-pals through instant messaging, rather
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My Family and I Are Like This
than through e-mail. Have students save their instant messages and print them out for
reference during class discussion. If you cannot locate a native speaker for each student,
consider teaming students up to communicate with the few that you have located. You may
also consider contacting a colleague at another school or at your school and have your classes
exchange information in the target language.
Day Three
9. After students have received the information from their pals, create with students a bar
graph on an overhead or chart paper, which illustrates the various things that their pals
like to do in their free time.
10. Compare the bar graph of class members’ preferences for free time activities and the bar
graph of the pals’ preferences. Assign students to groups of three or four and have them
create a Venn diagram, which identifies similarities and differences between the two. See
Attachment E, Nuestras preferencias (Our Preferences), for an example Venn diagram.
Provide questions to guide them through this activity. Example questions:
 ¿Tenemos actividades en común entre nuestra clase y los latinos? (Do we have
activities in common between our class and the Latinos?)
 ¿Qué son estas actividades que tenemos en común? (What are these common
activities?)
 ¿Hay actividades que los latinos mencionan pero nosotros no? (Are there any
activities that the Latinos mention but we do not?)
 ¿Hay actividades que nosotros mencionamos pero los latinos no? (Are there any
activities that we mention but the Latinos do not?)
 ¿Hay un grupo que pasa más tiempo haciendo actividades con miembros de su
familia? (Is there a group that spends more time doing activities with members of
their family?)
 ¿Hay un grupo que pasa más tiempo haciendo actividades con sus amigos? (Is there
a group that spends more time doing activities with their friends?)
 ¿Hay un grupo en que los individuos pasan más tiempo haciendo actividades solo?
Por ejemplo, leyendo, mirando la televisión o jugando en la computadora. (Is there a
group that spends more time doing activities alone? For example, reading, watching
TV or playing on the computer.)
Instructional Tip:
Hang or project the two bar graphs side by side so that students may easily compare the two.
11. Have groups interpret their Venn diagrams to answer the question: ¿Podemos explicar las
diferencias en las actividades como un reflejo de unos valores culturales? (Can we
explain the differences in activities as a reflection of cultural values?)
12. Lead the class in forming a single short summary of their observations and conclusions.
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Day Four
Instructional Tip:
Reserve the media/computer lab so that students will have access to computers to create their
presentations.
13. Hand out Attachment B, Multimedia Presentation Rubric, and Attachment C, Community
Evaluation of Project: Scoring Rubric, to the class and make sure that they understand
that each of these rows (e.g., verbal expression, integration of multimedia element, visual
attractiveness, color choice) represent the areas that they need to focus on when creating
their presentations.
14. Have students begin to create their multimedia slide show presentations. Students who
are not proficient using presentation software will need additional instruction and
support. Encourage students who are well versed in creating such presentations to go
beyond the basic requirements of the presentation.
Day Five
15. Have students finish their multimedia slide show presentations.
Instructional Tips:
 You may choose to have students create these presentations outside of class time if
everyone has access to a computer with presentational software on it.
 If students have very limited access to computers, you may choose to have them create a
poster board presentation instead.
 You may need to adjust the time frame according to the progress made in class by
students.
Day Six
16. Have students begin the Post-Assessment process by presenting their multimedia slide
shows to the class.
Instructional Tip:
Adjust the time for the presentations as necessary. If you have a large class, you may need
two days for the presentations.
Day Seven
17. Quickly brainstorm with the class the tasks that are involved in creating a display of their
work and then assign students, according to their interests and talents, to each of the
tasks. Make sure students understand the different requirements based on the media
selected. For example, posting material to a bulletin board in the building requires
different considerations than does posting similar material to a web site.
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18. Have students post the printed versions of slide shows, the two bar graphs and the short
summary of the class discussion to a school bulletin board or post the digital versions of
these items on the school Web site.
19. Make Attachment C, Community Evaluation of Project: Scoring Rubric available near
the bulletin board or post a digital version on the school Web site with instructions for
how audience members can submit their evaluations.
20. Have students invite parents and community members to view and assess the public
display of students’ work. (See Attachment F, Sample Invitation)
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
 Give flash cards to students showing evidence of difficulty with understanding the gustar
structure. (See Attachment G, Flash Cards.) Have them drill themselves and each other.
Flashcards may be printed out on separate cards so that students can match them up or
play a concentration game. Similar practice can be located online or using tutorial
software.
 Provide additional support for graphing and writing skills for students who are not ready
to complete all the activities. Offer pictures of vocabulary used with gustar to support
vocabulary development. Check student IEPs for suggestions to meet students’ needs.
 Give students showing evidence of having met the indicator the opportunity to continue
conversing with their pals. Have them compare what each of their families like to do on
the weekend, what they like to eat and what they like to wear. Encourage them to identify
cultural differences and values.
 When it is time for students to create their multimedia slide presentations, you may wish
to pair up students to help each other with the tasks. Before the pairs begin to work, have
the class brainstorm together what is required to complete the task (e.g., text that is
spelled correctly, digital illustrations or pictures, a choice of colors and font style, time to
practice the oral presentation of the slide material, decisions about who speaks when)
Extension:
 Give students showing evidence of mastery of the basic concepts the opportunity to
research favorite free time activities in various Hispanic countries. Encourage them to
hypothesize reasons for the differences in ways people spend their free time.
 Encourage students to locate their pal’s hometown on a map and to include this
information in the multimedia slide presentation.
 Encourage students to find some facts about the area in which their pal lives.
 Have students hypothesize how location influences the choice of free time activities.
Home Connections:
 Have students share with their parents or guardians what they have learned about their epal, phone pal, or pen pal.
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

Encourage students to watch a documentary about the area in which their pal lives with
their parents or guardians.
Have students create a family tree of their pals’ family and of their own family. Then,
have them talk with their parents or guardians about the similarities and differences they
notice.
Interdisciplinary Connections:
Mathematics
Patterns, Functions and Algebra
Benchmark E: Use rules and variables to describe patterns, functions and other
relationships.
Indicator 1: Justify a general rule for a pattern or a function by using physical materials,
visual representations, words, tables or graphs.
Technology
Technology for Productivity Applications
Benchmark C: Use productivity tools to produce creative works and prepare publications.
Indicator 1: Select and use appropriate software applications to complete content-specific
tasks (e.g., use desktop publishing software to create a newsletter, use drawing programs to
create artwork).
Indicator 3: Use technology resources for presenting information (e.g., distance learning and
interactive boards).
Materials and Resources:
The inclusion of specific resources in any lesson should not be interpreted as an endorsement
of that particular resource or its contents by the Ohio Department of Education. Please note
that information published on the Internet changes over time and that links may no longer
contain the specific information related to a given lesson. Therefore, teachers are advised to
preview all sites before using them with students.
Note: Some Web sites contain material that is protected by copyright. Teachers should
ensure that any use of material from the Web does not infringe upon the content owner's
copyright.
For the teacher:
chart paper or blackboard, markers or chalk, student computers with
multimedia slide presentation software and preferably an Internet
connection. A possible area for finding an e-pal or pen pal is:
http://www.theteacherscorner.net. Under Search, type “pen pals.” You
will find more on the Internet by using the search term “e-pals” and
“pen pals”.
For the student:
paper, pencil
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Vocabulary and Structures:
 aprendizaje
 gustar
 jubilado, jubilada
learning
to like
retired
Technology Connections:
 If students choose, as an extension to the project, to locate the place where their pals live,
they may use an online map site to find this information, such as
http://www.lib.utexas.edu. From this page, use the Research Tools pull-down menu and
select “Find a map.” For other resources, use the keywords ‘maps of’ before the name of
a Spanish-speaking country.
 If students choose to look for information about the area in which their pals live as an
extension to the project, they may search online for facts about the area.
 Students may choose to use a computer graphics program to create flyers inviting their
parents, guardians and schoolmates to visit their web sites or to view their bulletin
boards.
Research Connections:
Curtain, Helena and Carol Ann Bjornstad Pesola. Languages and Children: Making the
Match. 2nd ed. White Plains, NY: Longman Publishing Group, 1994.
When children learn to work cooperatively in small groups or in pairs, their
opportunities for language use are multiplied many times over, as are their opportunities
for active participation in concrete and meaningful experiences (p. 317).
[…activities] involve the students and the teacher in meaningful, motivating situations
within which real information is exchanged (p. 37).
Haas, Mari. Thematic, Communicative Language Teaching in the K-8 Classroom.
Washington, DC: Center for Applied Linguistics, September, 2000.
Students need opportunities to be active participants in tasks that require them to
negotiate meaning and practice language in communication with their teacher, their
peers, and others.
Hadley, Alice Omaggio. Teaching Language in Context. 3rd ed. Boston, MA: Heinle &
Heinle, 2001.
Communicative activities should be encouraged from the beginning of instruction, but
there is reason to believe that such activities should be carefully planned so that they are
within the range of the students' competence (p. 271).
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Guidelines for Planning Lessons:
 Develop a plan that is contextualized and encourages students to use the language
actively to explore a particular theme.
 Plan activities that will help students reach functional objectives.
 Plan a variety of activities to accommodate learner differences.
 Plan activities that are appropriate to the proficiency level of your students (p. 462).
Marzano, Robert, Deborah Pickering and Jane Pollock. Classroom Instruction that Works:
Research-based Strategies for Increasing Student Achievement. Alexandria, VA:
Association for Supervision and Curriculum Development, 2001.
Identifying similarities and differences enhances students' understanding of and ability to
use knowledge. This process includes comparing, classifying, creating metaphors and
creating analogies and may involve the following:
 Presenting students with explicit guidance in identifying similarities and differences.
 Asking students to independently identify similarities and differences.
 Representing similarities and differences in graphic or symbolic form.
Met, Myriam. Middle Schools and Foreign Languages: A View For The Future. Washington,
DC: Center for Applied Linguistics, February, 1996.
Effective foreign language instruction at the middle school level will provide
opportunities for students to construct and create their own understanding of how to
make meaning from what they hear and read, and how they use their understanding to
construct and create their own meanings in speech and writing.
Mohan, Bernard. Language and Content. Reading, MA: Addison-Wesley, 1986.
Helping students use language to learn requires us to look beyond the language domain
to all subject areas, and to look beyond language learning to education in general.
Therefore, we need a broad perspective which integrates language and content learning
(p. 18).
North Carolina Department of Public Instruction. Second Language Acquisition.
www.ncpublicschools.org/curriculum/second_languages/2langAcquisition.pdf. March 15,
2005.
Students learn a second language more easily if they engage in meaningful activities
requiring the use of the language and its components.
Van Patten, Bill. (2003). From Input to Output: A Teacher's Guide to Second Language
Acquisition. Boston, MA: The McGraw-Hill Companies, 2003.
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Input for acquisition is not information about the language. . . . Only instances of the L2
that are used to communicate information or to seek information can be considered as
input for acquisition (p. 26).
When the input is adjusted for level, learners have less of a comprehension burden and
thus the likelihood of their attending to form increases (p. 40).
General Tip:
This would be a good lesson to use as a review of the gustar structure.
Attachments:
Attachment A, Una carta: Así soy yo y así es mi familia
Attachment B, Multimedia Presentation Rubric
Attachment C, Community Evaluation of Project: Scoring Rubric
Attachment D, ¿Qué nos gusta hacer en nuestro tiempo libre?
Attachment E, Nuestras preferencias
Attachment F, Sample Invitation
Attachment G, Flash Cards
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Attachment A
Una carta: Mi familia y yo somos así
Parte 1
Lee rápidamente la carta de Esteban. No tienes que entender todas las palabras. Contesta sus
preguntas. Tendrás 5 minutos para escribir tus respuestas.
Hola. Me llamo Esteban Duarte Lozano. Tengo 10 años y estoy en el quinto año en la
escuela.
Vivo en Bogotá, Colombia. Bogotá es la capital de Colombia. Mi madre y yo vivimos con mi
abuela, Cecilia, y con mi tío, Mauricio. Ahora mi primo, Gabriel, vive con nosotros también.
Gabriel es el hijo de mi tío Mauricio. No tengo hermanos. Me gusta tener a Gabriel en casa
conmigo. Somos buenos amigos. Lo admiro porque es muy inteligente y le gusta aprender
cosas nuevas.
Mi madre es directora de una escuela para niños con dificultades de aprendizaje. Mi abuela
está jubilada y mi tío trabaja para la aerolínea Continental. A mi tío le gusta viajar. Mi padre
vive en España y es hombre de negocios. No lo veo mucho. Mi abuelo vive en Villavicencio,
Colombia. El está jubilado también.
Tengo muchos primos que viven en Bogotá también. Mi primo favorito, Pablo Enrique, me
visita casi cada día. Los fines de semana nos gusta jugar al fútbol en el parque. También nos
gusta jugar con mi PlayStation. No me gusta limpiar mi cuarto. ¿Qué te gusta hacer cuando
tienes tiempo libre? ¿Hay algo que no te gusta hacer? A tu familia, ¿qué le gusta hacer?
Muchos saludos de Bogotá,
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Parte 2
Querido Esteban,
Saludos,
__________________________________
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Attachment A
A Letter: My Family and I are Like This
Part 1
Read Esteban’s letter rapidly. You do not have to understand all of the words. Answer his
questions. You will have 5 minutes to write your answers.
Hi. My name is Esteban Duarte Lozano. I am 10 years old, and I am in the fifth grade.
I live in Bogotá, Colombia. Bogotá is the capital of Colombia. My mother and I live with my
grandmother, Cecilia, and with my uncle, Mauricio. Now my cousin, Gabriel, is living with
us also. Gabriel is Mauricio’s son. I don’t have any brothers and sisters. I like having Gabriel
at our house. We are good friends. I admire him because he is very intelligent and he likes to
learn new things.
My mother is the principal of a school for children with learning problems. My grandmother
is retired and my uncle works for Continental Airlines. My uncle likes to travel. My father
lives in Spain and is a businessman. I don’t see him much. My grandfather lives in
Villavicencio, Colombia. He is also retired.
I have many cousins who live in Bogotá also. My favorite cousin, Pablo Enrique, visits me
almost every day. On weekends we like to play soccer in the park. We also like to play with
my PlayStation. I do not like to clean my room. What do you like to do in your free time? Is
there something that you do not like to do? What does your family like to do?
Greetings from Bogotá,
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Part 2
Dear Esteban,
Greetings,
__________________________________
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Attachment B
Multimedia Presentation Rubric
Post-Assessment Rubric
Criteria
Verbal
expression
(pronunciation,
grammatical
structures,
vocabulary
use)
Written
expression
(spelling and
grammatical
structures)
Integration of
multimedia
elements
Followed
instructions
(e.g. included
at least 10
slides, spoke
about their
pals’
preferences,
etc.)
4 points
Use of structures
beyond
expectations
(e.g., correct use
of vocabulary or
grammatical
structure that
they learned from
their pal)
Use of structures
beyond
expectations
(e.g., no errors)
3 points
Few errors and
easily understood
2 points
Comprehensible,
but expression
includes many
errors in
vocabulary,
pronunciation
and grammatical
structures
1 point
Almost or
completely
incomprehensible
Few errors and
easily understood
Almost or
completely
incomprehensible
Student uses
multimedia in a
creative and
effective way.
All elements
contribute to the
effectiveness of
the presentation.
There are few
technical
problems, and
none are of a
serious nature.
Exceeded project
requirements
(e.g., included
many more
slides, created
wonderful visual
elements)
With minor
exceptions, all
elements
contribute rather
than detract from
the presentation's
overall
effectiveness.
Comprehensible,
but expression
includes many
errors in spelling
and grammatical
structures
There are some
technical
problems, but the
viewer is able to
follow the
presentation with
few difficulties.
Followed project
instructions
completely
The technical
difficulties
seriously
interfere with the
ability to see,
hear, or
understand the
presentation’s
content or the
multimedia
element is absent
from the
presentation.
Followed most of Little evidence of
the instructions
fulfilling the
for the project
project
instructions
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Mi familia y yo somos así – Grade Five
My Family and I Are Like This
Attachment C
Community Evaluation of Project: Scoring Rubric
Post-Assessment Rubric
Criteria
Visual
Attractiveness
of Layout
Color Choice
and Legibility
of the Text
I learned
several new
things from
this project
4 points
Highly attractive
layout, which
aids in the
understanding of
the display. The
display is tightly
organized and its
sections are
clear.
Excellent use of
colors which
permit the text to
be clearly
legible.
Highly Agree
3 points
Attractive layout.
A general
neatness is
evident. There is
a general sense
of organization.
2 points
Good layout, but
neatness needs
improvement and
a greater sense of
order to the space
is needed.
1 point
Layout is
confusing and
cluttered. It lacks
clear
organization.
Good use of
colors. However
there is not
enough contrast
between text
colors and
background
colors.
Agree
Colors distract
from the textual
message of the
display.
Colors make it
impossible to see
the text clearly.
Disagree
Highly Disagree
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Mi familia y yo somos así – Grade Five
My Family and I Are Like This
Attachment D
¿Qué nos gusta hacer en nuestro tiempo libre?
Un ejemplo de un gráfico posible
Gustos
16
15
14
12
10
10
8
8
6
4
2
0
Actividades
Jugar en la computadora
Leer libros
Participar en deportes
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Mi familia y yo somos así – Grade Five
My Family and I Are Like This
Attachment D
What Do We Like to Do in Our Free Time?
An example of a possible graph
Likes
16
15
14
12
10
10
8
8
6
4
2
0
Activities
Play on the computer
Play sports
Read books
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Mi familia y yo somos así – Grade Five
My Family and I Are Like This
Attachment E
Nuestras preferencias
Jugar al fútbol
Jugar al fútbol americano
Mirar la tele
Comer empanadas
Comer pizza
Escuchar música rock
Juegos electrónicos
Escuchar salsa
Los latinos
Escuchar punk
Nuestra clase
Lo que tenemos en común
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Mi familia y yo somos así – Grade Five
My Family and I Are Like This
Attachment E
Our Preferences
Play soccer
Play football
Watch TV
Eat empanadas
Eat pizza
Listen to rock music
Play video games
Listen to salsa music
Latinos
Listen to punk music
Our class
What we have in common
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Mi familia y yo somos así – Grade Five
My Family and I Are Like This
Attachment F
Sample Invitation
¿Es tu familia como mi familia?
Is Your Family Like Mine?
We invite you to visit our class bulletin board to view our display of
what we learned about our e-pals’ families!
Please fill out the assessment sheet available near the bulletin board.
Thank you in advance for your comments!
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Mi familia y yo somos así – Grade Five
My Family and I Are Like This
Attachment G
Flash Cards
Me gusta…
Me gustan…
23
Mi familia y yo somos así – Grade Five
My Family and I Are Like This
I like…
I like…
24
Mi familia y yo somos así – Grade Five
My Family and I Are Like This
Me gusta la
música rock.
Me gustan los
perros.
25
Mi familia y yo somos así – Grade Five
My Family and I Are Like This
I like rock
music.
I like dogs.
26
Mi familia y yo somos así – Grade Five
My Family and I Are Like This
Me gusta leer.
Me gustan los
deportes.
27
Mi familia y yo somos así – Grade Five
My Family and I Are Like This
I like to read.
I like sports.
28
Mi familia y yo somos así – Grade Five
My Family and I Are Like This
Le gusta…
Le gustan…
29
Mi familia y yo somos así – Grade Five
My Family and I Are Like This
She (or He)
likes…
She (or He)
likes…
30
Mi familia y yo somos así – Grade Five
My Family and I Are Like This
Le gusta jugar
con su Play
Station.
Le gustan las
películas de
acción.
31
Mi familia y yo somos así – Grade Five
My Family and I Are Like This
She (or He) likes
to play with his
Play Station.
She (or He) likes
action movies.
32
Mi familia y yo somos así – Grade Five
My Family and I Are Like This
Nos gusta…
Nos gustan…
33
Mi familia y yo somos así – Grade Five
My Family and I Are Like This
We like…
We like…
34
Mi familia y yo somos así – Grade Five
My Family and I Are Like This
Nos gusta jugar
al fútbol.
Nos gustan las
mascotas
exóticas.
35
Mi familia y yo somos así – Grade Five
My Family and I Are Like This
We like to play
soccer.
We like exotic
pets.
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Mi familia y yo somos así – Grade Five
My Family and I Are Like This
Les gusta…
Les gustan…
37
Mi familia y yo somos así – Grade Five
My Family and I Are Like This
They like…
They like...
38
Mi familia y yo somos así – Grade Five
My Family and I Are Like This
Les gusta
viajar.
Les gustan las
manzanas.
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Mi familia y yo somos así – Grade Five
My Family and I Are Like This
They like to
travel.
They like
apples.
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Mi familia y yo somos así – Grade Five
My Family and I Are Like This
Te gusta...
Te gustan...
41
Mi familia y yo somos así – Grade Five
My Family and I Are Like This
You like...
You like...
42
Mi familia y yo somos así – Grade Five
My Family and I Are Like This
Te gusta leer.
Te gustan los
carros.
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Mi familia y yo somos así – Grade Five
My Family and I Are Like This
You like to
read.
You like cars.
44