Sp04LevBTE_Ch6A_p092a-d.qxd 10/22/03 10:21 PM Page n2
Tema
6
Theme
Project
La casa de mis sueños
La casa
Overview: Students create a
plan for their dream house on
poster board, labeling each
floor and room. They can also
use magazine cutouts or
drawings to furnish one
bedroom in the house. Below
the house plan, students write
a short paragraph describing
their dream house and
bedroom. They then give an
oral presentation of their
poster, taking students on a
tour of their house and
bedroom.
THEME OVERVIEW
Tema 6 • La casa
Calle Caminito en Buenos Aires, Argentina
•
•
Talk about your bedroom
Describe bedroom items and
electronic equipment
Make comparisons
Understand cultural perspectives on homes
•
•
Materials: poster board, magazines, markers, glue, crayons, colored
pencils, scissors
A primera vista: El cuarto de Ignacio
GramActiva Videos: making comparisons;
the superlative; stem-changing verbs:
poder and dormir
Videomisterio: ¿Eres tú, María?, Episodio 3
Salvador Dalí (1904–1989) was a
painter born in Figueras, Spain. This is
one of his most famous paintings,
made when he was only 20. Here he
has painted his sister, who appears
only from the back.
As you learn how to describe your bedroom, you
will make connections to these countries and
places:
• Why do you think that Dalí painted
6A
España
her looking out the window rather
than facing the viewer?
México
Estados Unidos
STEP
1. Review instructions so students know what is expected of them.
Hand out the “Theme 6 Project Instructions and Rubric” from the
Teacher’s Resource Book.
Colombia
Uruguay
Muchacha en la ventana (1924), Salvador Dalí
92
For: Online Atlas
Visit: www.phschool.com
Web Code: jbe-0002
ciento
setentay ytres
ocho 93
93
noventa
xxx
Capítulo
5A
Capítulo
6A
noventa y dos
Tema 6 • La casa
STEP
2. Students submit a rough sketch of their house plan and bedroom
layout. Return the drafts with your suggestions. For grammar and
vocabulary practice, ask students to partner to compare sketches.
6A En mi dormitorio
• A teen’s bedroom
Vocabulary: bedroom items; electronic equipment;
colors; adjectives to describe things
Grammar: comparisons and superlatives;
stem-changing verbs: poder and dormir
Cultural Perspectives: typical teen’s bedroom
STEP
XB
6B
4. Students submit a draft of the description of their house. Note
your corrections and suggestions; then return drafts to students.
STEP
5. Students present their house plans to the class, taking the class
on a room-by-room tour, and then describing their bedroom in detail.
•
•
•
•
Options:
1. Students limit the plan to their ideal bedroom, label each item in it,
and describe it in a paragraph.
2. Students create a house plan of their actual house or apartment.
Identify rooms in a house
Name household chores
Tell where you live
Understand cultural perspectives on
different types of housing
A primera vista: Los quehaceres de Elena
GramActiva Videos: affirmative tú
commands; the present progressive tense
Videomisterio: ¿Eres tú, María?, Episodio 4
Assessment:
Here is a detailed rubric for assessing this project:
Theme 6 Project: La casa de mis sueños
Score 3
Score 2
RUBRIC
As you learn about rooms in a house and
household chores, you will make connections
to these countries and places:
España
Puerto Rico
Venezuela
La arpillera is a popular textile folk
art of rough patchwork appliqués
created by women in Chile. Done in
brilliant colors, the themes show the
story of daily life, traditions, and
values in the country.
México
Chile
• What other types of crafts have you
seen that portray life in a region
or country?
For: Online Atlas
Visit: www.phschool.com
Web Code: jbe-0002
Arpillera de Chile
Padres ayudando a sus hijos con la tarea
ciento veinticuatro
Tema 6 • La casa
ciento veinticinco
xxx
Capítulo 6B
6B ¿Cómo es tu casa?
• Houses and household chores
Vocabulary: rooms in a house and household chores
Grammar: affirmative tú commands; the present
progressive tense
Cultural Perspectives: houses and chores
92– a
3. Students create their house plan on poster board and do the
layout of their bedroom. Encourage them to work in pencil first
and to try different arrangements in the bedroom before gluing
photos and adding colors.
STEP
Tema 6 • La casa
124
Sequence: (suggestions for when to do each step appear
throughout the chapters)
125
Evidence
of
RUBRIC
Planning
Evidence of
planning
No written
draft
Score
1 or
poster layout provided
You didn’t submit a
sketch and draft.
Use of
illustrations
Use of
No photos/visuals
included
You didn’t include
illustrations
cutouts or drawings.
Presentation
Contains details and
dialogue that develop
You list rooms in the
characters
house and items in
the bedroom.
Score 1
Very fewScore
photos/
3
visuals included
You submitted the
sketch and draft, but
didn’t correct
them.at
Describes
self and
EvidenceScore
of corrected
5
draft/layout
You submitted and
corrected your sketch
and draft.
Several
photos/visuals
least
family
Your two
sketch
is
members
complete, but few
included
to enhance
Several cutouts
or
oral
presentation
drawings
are included
labels and cutouts or
in your sketch.
Describes
self included.
and at
Describes self and
drawings are
least two family
three or more family
You describe the
You describe the
members
house and a few items house and most of the
in the bedroom.
items in the bedroom
in some detail.
Sp04LevBTE_Ch6A_p092a-d.qxd 10/22/03 10:21 PM Page n3
Theme
Support
Tema
Bulletin Boards
Hands-on Culture
Game
Theme: La casa
Ask students to cut out, copy, or download
photos of the exteriors of houses and
apartment buildings from around the world
and the interiors of the different rooms in a
house. Cluster photos according to rooms;
then place the photos of the exteriors of
houses in a ring around the clusters.
Craft: Flores de papel
Tissue paper flowers are a popular
decoration in many Spanish-speaking homes.
Casa de obstáculos
Bibliography
Agosín, Marjorie, and Cola Franzen
(translator). Scraps of Life: Chilean
Arpilleras. Trenton, N.J.: Red Sea Press,
1987. The stories of the women who
make arpilleras and information about
their craft.
Jiménez, Francisco, and Simón Silva
(illustrator). La mariposa. Boston: Houghton
Mifflin Co., 2000. Fictional story of a
young Spanish-speaking boy growing up in
the United States; with illustrations.
Newcomb, Rexford. Spanish-Colonial
Architecture in the United States. Mineola,
N.Y.: Dover Publishers, 1990. Spanish
architectural traditions and Spanish architecture throughout the United States.
Smith, Whitney. Flag Lore of All Nations.
Brookfield, Conn.: Millbrook Press, 2001.
The history, symbolism, and lore of flags
from around the world.
Winter, Jane Kohen, and Kit Baguley.
Venezuela. Cultures of the World Series.
New York: Benchmark Books, 1994. The
history, geography, and culture of
Venezuela.
Materials for one flower:
4 6" x 12" sheets of brightly colored
tissue paper
1 green pipe cleaner
scissors
1. Stack the four sheets of tissue paper.
2. Starting at a long end of the sheets, fold
the papers back and forth like a fan.
When you finish, you should have a
12"-long closed fan, about 1" wide.
3. Round the ends of the closed fan by
cutting off the corners.
4. Place the middle of the pipe cleaner
around the middle of the closed fan and
twist it to squeeze the paper. Pull both
ends of the pipe cleaner down to create
a stem.
5. Fan out the paper on both sides of the
pipe cleaner. Gently pull each sheet of
paper up to create flower petals.
Rearrange and straighten the petals to
your liking.
6. Twist the two ends of the pipe cleaner
together to create a sturdy stem.
6
Play this game in Capítulo 6B, after students
have learned affirmative tú commands. You
may need to point out the irregular form
of the affirmative tú command for the verb
ir: ve.
Players: the whole class
Materials: scarf for blindfold
Rules:
1. Designate different areas in the classroom
as rooms in a house, and then rearrange
desks, chairs, and tables to create an
obstacle course.
2. Teach and write on the board the
following words to help students give
directions: párate (“stop”), and derecho
(“straight ahead”).
3. Divide the class into two teams. Ask for a
volunteer from each team to be the
Searcher. Blindfold both volunteers and
place them somewhere on the obstacle
course.
4. Give each team a list of rooms and an
activity to perform in each room.
5. On your cue, teams give their Searchers
commands that will take them to the first
room on the team’s list. Once in the
correct room, teams tell their Searchers
what to do there. Searchers mime the
activity they are told to do.
Team members: Ve derecho, párate, ve a la
derecha, párate, ahora ve a la izquierda,
párate. Estás en el comedor. Pon la mesa.
6. The winner is the team whose Searcher
first completes the obstacle course.
Internet Search
Variation: Team members take turns being
the Searcher, switching out after the action is
performed in a room.
Use the keywords to find more information.
6A Keywords:
Salvador Dalí, bandera
mexicana
6B Keywords:
arpillera, Moorish patios,
Cenicienta
92– b