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:
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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.
Grade 6.Unit3. Framework
Spanish 6th Grade
Unit 3: Leisure & Entertainment
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
Grade 6.Unit3. Framework
Spanish 6th Grade
Unit 3: Leisure & Entertainment
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?
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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
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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
Grade 6.Unit3. Framework
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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
Spanish 6th Grade
Unit 3: Leisure & Entertainment
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El caballo
About Language Structures?
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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
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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?
About Hispanic Culture?
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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
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Snack foods
Daily life of a school girl in
Bolivia
Working children
Television shows
Television schedule
Roles of animals
Grade 6.Unit3. Framework
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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
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 #1
Buenos 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.
Grade 6.Unit3. Framework
Spanish 6th Grade
Unit 3: Leisure & Entertainment
Performance-Based Assessment #2
A 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.
a. beauty
b. 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?
a. Daytime activities
b. Nighttime activities
What does it appear that people in Buenos Aires do NOT do?
a. go to church
b. dance traditional dances
c. 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.?
a. New York
b. Spanish
c. Italian
Which places does Bs. As. hold for the world’s pizza consumption?
Grade 6.Unit3. Framework
Spanish 6th Grade
Unit 3: Leisure & Entertainment
a. 3rd
b. 4th
c. 5th
What two items do most typical dishes contain?
a. Beef and onions
b. beef and pizza
Performance-Based Asessment #3
c. beef and chicken
Meeting 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 . . .
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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.
Grade 6.Unit3. Framework
Spanish 6th Grade
Unit 3: Leisure & Entertainment
Performance-Based Assessment #4
Oscar, 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 outspeak 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.
Grade 6.Unit3. Framework
Spanish 6th Grade
Unit 3: Leisure & Entertainment
Each lesson plan that is provided clearly details the following:
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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: Tollefson.ann@gmail.com
Cassandra Celaya: CelayaCas@aol.com
Grade 6.Unit3. Framework