Me Gusta Hacer

¿Qué me gusta hacer?

Targeted Standards: Communication 1.1, 1.2, 1.3; Outcomes: Students will be able to describe what they like to do and interview others about what their favorite pastimes are. Final Performance Assessment: Students will create a short story about a free play time slot.

a) Los Pasatiempos OVERVIEW Language Function / Subject Content

Culture

Vocabulary

Grammatical Structures

Describing free time activities and favorite pastimes

Understanding that children across cultures enjoy the same activities

A mi, me gusta— Pasearme por mi barrio, Pintar/dibujar, el béisbol, A ti, te gusta el fútbol, jugar a las maquinitas, nadar, montar en bicicleta, jugar en el parque, bailar, cocinar, mirar la televisión, escuchar música, etc.

Essential Materials

Performance Assessment

Señor Caracol, TPR images for vocab & matching sentence strips, ordinal number cards, worksheet 9bwith ordinal # 1-10

Students will be able to describe what they like to do and ask others what they like to do.

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Lesson 1

Los pasatiempos

Lesson Plan (Collect any gestures related to body parts brought in by students) Warm up—Teacher inviting one student at a time to sit in circle and shaking hands, saying “Hola, (name)”,and looking each child in the eye as she points to their seats. Teacher then brings out Señor Caracol, who stays “asleep” until they can all say “Buenas tardes, ¿Cómo se llama usted?”. Use “REPITAN” command card as needed. Bring out a part of Sr. Caracol. Then, sing Caracol song. Finally, Sr. Caracol comes out completely from shell. Students can then ask him “Cómo está?” Teacher then asks Sr Caracol— ¿Que le gusta hacer a Sr. Caracol? His answer helps to transition to TPR intro to multiple activities 10 mins TPR – select 10-15 pasatiempos to prepare in images (google, then laminate) and do TPR with them until students are comfortable with terms. e.g. ponte “dibujar” en la cabeza, pasale “jugar al fútbol” a X, muestrame actuando- “Qué es “jugar a las maquinitas””, 15 mins Emparejad – Put images out on floor and hold sentence strips that coordinate with the images. Have students match the image to the sentence you read aloud (or ask them to do it) 15 mins Face down- Divide group into two teams and place strips face down and have students pick one up and act it out (pantomime) for peers to figure

Notes by teacher If you are not using Señor Caracol, pick a puppet (even a figure on a popsicle stick) that represents a hispanic culture with which you are familiar so that students can find out what a peer in a Spanish-speaking country likes to do.

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out, like charades 15 mins Encuentra a alguien que le gusta hacer lo mismo que tu - two lines coming from opposite ends meet and as the students walk by each other they ask—y “¿a ti, te gusta pintar?”, etc. if they find someone who answers, “Si, a mi me gusta pintar,” they walk off the line together. If they don’t they continue in the line until the find someone who likes what they do or they change their choice to a more likely one. When everyone has a pair, stand in a circle and review MODEL “¿Qué os gusta hacer a los dos?”- “A nosotros, nos gusta ____________________” 10 mins Mentira After reviewing the ordinal numbers-, you can play “Mentira” where you select one person to go first and have the others line up in no particular order in front of him. (No more than ten at a time in one group). Pass out cards with ordinal numbers on them and the “it” student has to ask “¿En qué piso estás tú? Discern according to the poker face of the one holding the order card, assert, “Si, es verdad, eres el primero” or “no, es falso, Mentira!” 10 mins Escribid: Give students a worksheet 9b with the ordinal numbers written on it. Post all the possible sentences, and have them pick 10 activities and write them in order from most favorite to least favorite Adiós song as you line up at dismissal.

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b) Que me gusta hacer…: Los Quehaceres Language Function/ Subject Content Students will be able to describe chores they complete at home.

OVERVIEW

Culture

Vocabulary

Grammatical Structures

Essential Materials

Performance Assessment

Traditional roles in latino culture

Lavar la ropa Planchar la ropa Coser la ropa Cocer el pan Hacer la compra Limpiar la casa o mi cuarto Sacar la basura Ir a misa A la derecha A la izquierda Todo recto

Ayudar a

Sr. Caracol, quehaceres image cards, concentration cards with quehaceres—14 paired sets, song chart, neighborhood map-homemade ok, Quehaceres song sheets & Worksheet 9

Students will be able to describe chores they do and how they help at home. Students should be able to describe how to reach local supermarket or laundromat

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Lesson 2

Los Quehaceres

Lesson Plan Notes by teacher Warm up—Teacher inviting one student at a time to sit in circle and shaking hands, saying “Hola, (name)”,and looking each child in the eye as she points to their seats. Teacher then brings out Señor Caracol, who stays “asleep” until they can all say “Buenas tardes, ¿Cómo se llama usted?”. Use “REPITAN” command card as needed. Bring out a part of Sr. Caracol. Then, sing Caracol song. Finally, Sr. Caracol comes out completely from shell with a small broom in his hand. Sr. Caracol explains that he too has “quehaceres” 10 mins TPR with quehaceres images- you can have a student come up and take a card from the stack and act out –if students already know expressions, or pass out the cards and request things like “Lava la ropa, plancha la ropa con los brazos, cose la ropa con las manos, lleva la compra con los hombros” 15 mins Concentration (Use game boards with 14 sets of matching cards for quehaceres actions -paste icons on cards) 15 mins Quehaceres song- teach one line at a time, pantomime each chore 15 mins Ven a ayudarme con los quehaceres / Come on over and help me with chores (give directions to home or supermarket). Using a neighborhood map, locate someone’s home and local market or Laundromat—put sticker 5

on location. Ask pairs of students to come up with directions from one location to another. 15 mins Coupons booklets- students prepare coupons for their parents to “use” when they need a job done. (Brainstorm possibilities) See worksheet 9, make multiple blanks-Collect and Xerox before returning. 20 mins Adiós song as you line up at dismissal.

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c)

¿Qué vamos a hacer mañana?

Language Culture Function/ Subject Content Describe activities to take place in the future

OVERVIEW

Vocabulary

Grammatical Structures

Essential Materials

Performance Assessment

Mañana Ir a + inf Despertar, Cantar, Bailar, Saltar Pasear, Hablar, Jugar & review of all other verbs already studied

Future tense

Sr. Caracol, ayer/hoy/mañana gris Index cards with 14 verbs/icons on them Concentration boards, sentence strips with blanks & paper for illustrations, Samples of clothing items in song or images

Students will be able to respond questions about their future activities and plans

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Lesson 3

¿Qué vamos a hacer mañana?

Lesson Plan Warm up—Teacher inviting one student at a time to sit in circle and shaking hands, saying “Hola, (name)”,and looking each child in the eye as she points to their seats. Teacher then brings out Señor Caracol, who stays “asleep” until they can all say “Buenas tardes, ¿Cómo se llama usted?”. Bring out a part of Sr. Caracol. Then, sing Caracol . Finally, Sr. Caracol comes out completely from shell. 10 mins A Pasear Song Me voy a pasear, me voy a pasear, me pongo la camisa, voy a pasear A pasear, a pasear- yo voy a pasear, a pasear, a pasear. Yo voy a pasear. Me voy a pasear, me voy a pasear, me pongo los pantalones, voy a pasear A pasear, a pasear- yo voy a pasear, a pasear, a pasear. Yo voy a pasear. Me voy a pasear, me voy a pasear, me pongo las medias, voy a pasear A pasear, a pasear- yo voy a pasear, a pasear, a pasear. Yo voy a pasear. Me voy a pasear, me voy a pasear, me pongo los zapatos, voy a pasear Add each item of clothing successively, add as many as student

Notes by teacher

http://www.kidsspeakspanish.org/esp_ A_Pasear.shtml for recording of this song

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attention span will hold 15 mins Concentration with verb cards, each student gets a turn trying to find a pair of matching verbs for 7 quehaceres & 7 pasatiempos 15 mins Hoy tengo que (put in quehacer) pero mañana yo voy a __________(fun action verb) Give out sentence strips and have pairs of students fill in the blanks without any repetition. (weakest students go first) Each team then makes a poster of what their chore v. preferred task will be. When completed, ask different teams to guess what the caption of each illustration is. 20 mins Mañana yo voy a __________ (grandmother’s trunk game): Each student in a circle decides what he/she is going to do in addition to the person who went right before –e.g. 4th student in the circle says, “Roberto va a esquiar mañana, Marta va a jugar a las maquinitas, tú vas a bailar, y yo voy a cantar…” If the students can make it all around the circle without repeating an activity or forgetting one of the items (pantomime hints okay), offer a treat. 15 mins How much do you remember? Worksheet 10—students fill in blanks for los quehaceres and los pasatiempos. Adiós song as you line up at dismissal.

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