¿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 Culture Vocabulary Grammatical Essential Performance

Function / Structures Materials Assessment
Subject
Content
Describing Understanding Pasearme por mi barrio, A mi, me gusta— Señor Students will be able
free time that children Pintar/dibujar, el béisbol, A ti, te gusta Caracol, TPR to describe what they
activities and across cultures images for like to do and ask
el fútbol, jugar a las
favorite enjoy the same vocab & others what they like
pastimes activities
maquinitas, nadar, montar matching to do.
en bicicleta, jugar en el sentence
parque, bailar, cocinar, strips, ordinal
mirar la televisión, number cards,
escuchar música, etc. worksheet
9bwith
ordinal # 1-10

1
Lesson 1 Los pasatiempos

Notes by teacher
Lesson Plan
(Collect any gestures related to body parts brought in by students) If you are not using Señor
Warm up—Teacher inviting one student at a time to sit in circle and Caracol, pick a puppet (even a
shaking hands, saying “Hola, (name)”,and looking each child in the eye as figure on a popsicle stick) that
she points to their seats. Teacher then brings out Señor Caracol, who represents a hispanic culture
stays “asleep” until they can all say “Buenas tardes, ¿Cómo se llama with which you are familiar so
usted?”. Use “REPITAN” command card as needed. Bring out a part of that students can find out what
Sr. Caracol. Then, sing Caracol song. Finally, Sr. Caracol comes out a peer in a Spanish-speaking
completely from shell. Students can then ask him “Cómo está?” Teacher country likes to do.
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
2
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.

3
b) Que me gusta hacer…: Los Quehaceres OVERVIEW

Language Culture Vocabulary Grammatical Essential Materials Performance

Function/ Structures Assessment
Subject
Content
Students Traditional Lavar la ropa Ayudar a Sr. Caracol, Students will be
will be able roles in Planchar la ropa quehaceres image able to describe
to describe latino Coser la ropa cards, chores they do
chores they culture Cocer el pan concentration cards and how they
complete at Hacer la compra with quehaceres—14 help at home.
home. Limpiar la casa o mi paired sets, song Students should
cuarto chart, neighborhood be able to
Sacar la basura map-homemade ok, describe how to
Ir a misa Quehaceres song reach local
A la derecha sheets & supermarket or
A la izquierda Worksheet 9 laundromat
Todo recto

4
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.

6
c) ¿Qué vamos a hacer mañana? OVERVIEW

Language Culture Vocabulary Grammatical Essential Materials Performance

Function/ Structures Assessment
Subject
Content
Describe Mañana Future tense Sr. Caracol, Students will be
activities to Ir a + inf ayer/hoy/mañana able to respond
take place in Despertar, Cantar, gris questions about
the future Bailar, Saltar Index cards with 14 their future
Pasear, Hablar, verbs/icons on them activities and
Jugar & review of all Concentration plans
other verbs already boards, sentence
studied strips with blanks &
paper for
illustrations,
Samples of clothing
items in song or
images

7
Lesson 3 ¿Qué vamos a hacer mañana?

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?”. Bring out a part of Sr. Caracol.
Then, sing Caracol . Finally, Sr. Caracol comes out completely from
shell.
10 mins
A Pasear Song http://www.kidsspeakspanish.org/esp_
Me voy a pasear, me voy a pasear, me pongo la camisa, voy a pasear A_Pasear.shtml for recording of this
A pasear, a pasear- yo voy a pasear, a pasear, a pasear. Yo voy a song
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
8
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.