Glastonbury Foreign Language Program
Spanish Curricular Unit: Let's Play!
Grade: 6
Subject/Topic Area(s): Sports and leisure activities
Key Words: To like (verb), To play (verb), To do (verb), Sports, Hobbies, Games

Standards:

Major standards—
Supporting standards—

Brief Summary of Unit (including curricular context and unit goals):

Students will explore and be able to discuss their hobbies, interests and past times. They will use this vocabulary as they plan and describe their trip to Mexico.

Number of days for activity: TBD

Materials and resources (including technology and multimedia):

Vocabulary list and worsheets
Bingo: Los pasatiempos y deportes

Identifying Desired Results

•  What essential questions will guide this unit and focus teaching/learning?

Free time is important to all students around the world and that we share this same need to ‘play'.

•  What enduring understandings are desired?

Student will understand...

That climate and location may dictate the kinds of sports or hobbies of students.
That kids are more alike than different and may share many of mthe same interests from country to country
That there are culturally important activities in different countries

•  What key knowledge and skills will students acquire as a result of this unit?

Students will know… Students will be able to…

Vocabulary:

Jugar (los deportes, los juegos)
Jugar videojuegos
Jugar futbol americano
Jugar futbol
Jugar voleibol
Jugar beisbol
Jugar golf
Jugar tenis
Jugar hockey (y la crosse)
Jugar ajedrez
Jugar baloncesto/ basquetbol
Montar en bicicleta
montar a caballo
monopatinar
Patinar
esquiar
nadar
Cantar
bailar
practicar
Hacer (los deportes)
hacer gimnasia
escuchar a (la musica, la radio)
Pescar
ir al cine
hacer tabla de (surf o nieve)
Mirar la television
mirar (ver) las peliculas
ir de compras
Ir de vacaciones
tocar (un instrumento)
tocar (el piano, la guitarra, la flauta)
Leer (los libros)
escribir
estudiar
Dibujar
usar computadoras
cocinar
Comer
sacar
fotos
coleccionar (cosas)
Ayudar en casa
limpiar
visitar
Hablar por telefono
trabajar
caminar
Dar un paseo
pasear en bote
dormir
Descansar

Grammar:
Me gusta(an)
a el/ a ella le gusta(an)

Expressiones of time & location: (new & review)
En casa
en escuela
cuando
(weather)
Siempre nunca por la manana Por la tarde por la noche en la clase En las fiestas en (seasons) con (with people)
Al aire libre
afuera
el fin de semana
Todos los dias

•  What do they already know that will help them learn new information? Where and when did they learn it?

Some hobbies & pastimes vocabulary
Seasons, locations

Determining acceptable evidence

•  What evidence will show that students understand?

Performance Tasks: Paired oral practice activities
Quizzes, Tests, Prompts, Work Samples:
Unprompted Evidence (observations, dialogues):
Student Self-Assessment:

Lessons:

Lesson 1 - ¿Qué tipo de Viajero eres?

Links to Relevant Web Sites: In progress 

Assessment Blueprint (Performance Tasks)

Task Title:
Approximate Time Frame:
Standards:
Purpose: check those that apply Formative – Summative –
Description of Task:

Evidence of desired understanding:

Criteria of judgment:

Evaluative Tools: check those that apply
Analytic Rubric –
Holistic Rubric –
Criterion (performance) list –
Checklist –

Assessment Blueprint (Other Evidence)

•  What is being assessed?

•  Describe the assessment.  

•  What is the purpose of the assessment?      

•  Criteria of judgment/evaluative tools: