Sp04LevATE_Ch4A_p206a-d.qxd
Tema
07/27/2004
9:45 AM
Page n2
4
Theme
Project
Guía del ocio
Los pasatiempos
Overview: Students create
a weekend entertainment
guide, featuring the times
and locations of six different
events and an illustration of
each event. They then
present their guide to the
class.
THEME OVERVIEW
Materials: construction paper, magazines, scissors, glue, colored
markers
Tema 4 • Los pasatiempos
Sequence: (suggestions for when to do each step appear
throughout the chapters)
• Talk about locations in your community
• Discuss leisure activities
• Talk about where you go and with whom
• Learn how to ask questions
• Understand cultural perspectives
on leisure activities
El quitasol is a work by Spanish painter
Francisco de Goya (1746–1828). He made this
painting in 1777 as a design to be used in
the manufacture of a royal tapestry. At that
time Goya was already famous for the
elegance of his artwork and his ability to
capture ordinary events in realistic detail.
The brilliant colors of this painting suggest
a happy moment of relaxation for two
young people.
4A
A primera vista: Un chico reservado
GramActiva Videos: the verb ir;
asking questions
As you learn about leisure activities, you will make
connections to these countries and places:
California Texas
• Why do people who live in the city go out
to the country to relax?
Arizona
México
Nuevo México
Honduras
Ecuador
Perú
2. Students look at examples of entertainment guides on the
Internet or in their local newspaper. They then brainstorm what to
include in their guide.
Bolivia
Argentina
For: Online Atlas
Visit: www.phschool.com
Web Code: jae-0002
STEP
3. Students submit a rough sketch of their guide. Return the
sketches with your suggestions.
El quitasol (1777), Francisco de Goya
En la Gran Vía de Madrid, España
206
1. Review instructions so students know what is expected of them.
Hand out the “Theme 4 Project Instructions and Rubric” from the
Teacher’s Resource Book.
STEP
España
Illinois
Luisiana
Florida
Puerto Rico
Venezuela
Colombia
Chile
STEP
doscientos seis
Tema 4 • Los pasatiempos
doscientos siete
Capítulo 4A
207
4B
4A ¿Adónde vas?
• Leisure activities and locations in your community
Vocabulary: leisure activities; places; expressions to
tell where and with whom you go; expressions to talk
about when things are done
Grammar: the verb ir; interrogative words
Cultural Perspectives: leisure activities in the
Spanish-speaking world
Tema 4 • Los pasatiempos
STEP
4. Students create layouts on construction paper. Encourage
students to work in pencil first, before gluing magazine clippings
or drawing illustrations and writing the content of the guide.
STEP
XB
5. Students submit a draft of the information in their guide. Note
your corrections and suggestions, then return the drafts to
students. For additional oral practice, students use their guides to
invite a partner to one of the events.
STEP
6. Students complete and present their guide to the class,
describing each of the events featured.
Options:
1. Students write and act out a script for a television entertainment
show describing upcoming events.
2. Students make a collage of their favorite leisure activities and write
a paragraph about when and where they do them.
• Talk about activities outside of school
• Extend, accept, and decline invitations
• Tell when an event happens
• Understand cultural perspectives on
after-school activities
A primera vista: ¡A jugar!
GramActiva Videos: ir + a + infinitive;
the verb jugar
As you learn about after-school activities, you will
make connections to these countries and places:
España
Assessment:
Here is a detailed rubric for assessing this project:
Theme 4 Project: Guía del ocio
Estados Unidos
Los juegos Paralímpicos Starting with
the first Paralympics Games in Rome in 1960,
the International Paralympics Committee has
organized summer and winter games that
follow the Olympic Games and are hosted
by the same city. Athletes with all types of
disabilities compete in the Paralympics. More
than 160 nations participate in this nonprofit
organization, with over 6,000 participants
worldwide.
México
Chile
For: Online Atlas
Visit: www.phschool.com
Web Code: jae-0002
• How do you think athletes benefit from
competing in the Paralympics or in similar
local events?
En los juegos paralímpicos de 1996, Atlanta, Georgia
238
doscientos treinta y ocho
Tema 4 • Los pasatiempos
doscientos treinta y nueve
Capítulo 4B
239
4B ¿Quieres ir conmigo?
• Activities outside of school and invitations
Vocabulary: leisure activities; feelings; expressions for
extending, accepting, and declining invitations;
expressions to tell when something happens
Grammar: ir + a + infinitive; the verb jugar
Cultural Perspectives: opinions on after-school
activities
206– a
RUBRIC
Evidence
of
RUBRIC
Score
1 or
No written
draft
3
Very fewScore
photos/
Planning
Evidence of
planning
poster layout provided
No written draft or
page layout provided.
Use of
illustrations
Use of
illustrations
No photos/visuals
included
No photos or illustrations included.
Poster
Presentation
Contains details and
dialogue that develop
Guide
and presencharacters
tation include little of
the required
information.
visuals included
Draft was written and
layout created, but not
corrected.
Describes self and at
least two family
Photos
or illustrations
members
were included, but
layout was unorganized.
Describes self and at
least two family
Guide and presentation include most of
the required
information.
Score 3
Score 2
Score 1
5
EvidenceScore
of corrected
draft/layout
Evidence of corrected
draft and layout.
Several photos/visuals
included to enhance
Guide
was easy to
oral presentation
read, complete, and
accurate.
Describes self and
three or more family
Guide
and presenmembers
tation include all of
the required
information.
Sp04LevATE_Ch4A_p206a-d.qxd
07/27/2004
9:45 AM
Page n3
Theme
Support
Tema
Bulletin Boards
Hands-on Culture
Game
Theme: Tiempo libre
Ask students to cut out, copy, or download
photos of buildings and outdoor locations in
Spanish-speaking countries and people
engaged in leisure activities. Cluster photos
of activities around photos of places where
the activities might take place.
Craft: Migajón
Migajón is the soft part of bread. It is used
throughout Latin America as the base for a
modeling material to create decorations and
miniature toys.
Pregúntame
Materials:
2 slices of white bread per student
2 tablespoons of white glue per student
acrylic paints
paint brushes
Steps:
1. Trim the crust from the bread and tear it
into pieces.
2. Knead the glue into the bread. Continue
to work the bread until the stickiness
disappears and it becomes clay-like.
3. Shape the migajón into a small figure,
such as an animal, car, or flower.
4. Set the figure aside for two to three days
to let it air dry and become hard.
5. Decorate the figure with paint.
Bibliography
Bolton, Leslie. The Everything Classical
Mythology Book: Greek and Roman Gods,
Goddesses, Heroes, and Villains from Ares
to Zeus. Avon, Mass.: Adams Media
Corporation, 2002.
Campbell, Malcolm. The New
Encyclopedia of Golf. New York: Dorling
Kindersley, 2001. Everything about golf:
history, courses, tournaments, and stars.
McHugh, A. Rose. Rebecca Lobo.
Basketball Stars Series. Chanhassen, Minn.:
Child’s World, 2001. Biography of Rebecca
Lobo.
Stone, Rob. Spanish Cinema: Inside Film.
New York: Longman, 2001. Broad introduction to Spanish cinema, tracing themes
and film movements.
Wilson, Patricia L., Rick Graetz, and Susie
Graetz. Old San Juan, El Morro, San
Cristobal. Helena, Mont.: Farcountry Press,
1995. Photo essay on the old city of San
Juan, Puerto Rico.
Internet Research
Use the keywords to find more information.
4A Keywords:
Old San Juan; Pilsen, Chicago;
Morazán; Andean music
4B Keywords:
Paralympics, Sergio García,
Lorena Ochoa Reyes,
Rebecca Lobo
4
Play this game after you present Gramática:
Asking questions in Capítulo 4A.
Players: the entire class
Materials: paper, pens, 2 paper bags
Steps:
1. Write all the question words and phrases
from the Gramática on the chalkboard.
2. Divide the class into two teams. Teams
write 11 sentences that would answer
questions using the words and phrases
from the board. Teams write one sentence
for each question word or phrase.
Question word: ¿Adónde?
Team writes: Voy a la biblioteca.
Question phrase: ¿Con quién?
Team writes: Ella va con Roberto.
3. Collect the strips of paper and place them
in two paper bags, one for each team.
4. Toss a coin to determine which team
begins the game.
5. Draw a sentence from the Team 1 bag
and read it aloud. Students from Team 2
have ten seconds to confer, then ask a
question the sentence would answer. If
the question is correct, Team 2 earns a
point. If more than one question is
possible, Team 2 may ask a second
question to earn another point.
Sentence: Él va a la playa a las diez.
First question: ¿Adónde va?
Second question: ¿Cuándo va a la playa?
6. Repeat step 5 for the other team.
7. The winner is the team with the most
points after both bags have been
emptied.
Variation: You write the sentences, making
some of them simple and others more
complex. Begin play with the simple
sentences and progress to the more complex
ones.
206– b