Subject and Level: Spanish Exploratory 6th grade A and B days

IPA Scenario/G.R.A.S.P.

Goal: The student have to determine what utensils they we use for food.

Product: The student has to answer questions centered on food groups

Criteria: The student should target language words and structures related to food

groups

Can-do Statements:

I can classify foods utensils into groups

I can define a utensils group

I can explain the importance of the utensils and food.

Resources: (websites and links)

Day 1 Lesson – Vocabulary words Listening

Time Activity Description

2’ Cultural video This video can be in English or the target language. The purpose of the video is to promote cultural awareness, curiosity, and possible cross cultural discussion. Tips:

You could use to break down the video and generate interaction with the text.

You may also post questions that promote critical thinking on the platform selected.

Internet : https://www.youtube.com/watch?v=EaotxpNLDjw

https://quizlet.com/195197677/los-utensilios-flash-cards/

*Assessment: (Important information or rubrics to successfully complete each

task)

Day 2 Lesson – Reading and writing (Los Utencilios) The utensils (More

vocabulary words) Write each word 3 time each.

Para que se usa los utencilios , escribir una corta oracion. (What are the utensils

used for? Write a short sentence. (Example) Me gusta usar la cuchara en el cereal.

1. La tetera:

_________________________________________________________________

2. El vaso:

___________________________________________________________________

3.El plato:

___________________________________________________________________

4.El cuchillo:

__________________________________________________________________

5. El batidor:

___________________________________________________________________

6.La jarra:

___________________________________________________________________

7. La copa :

__________________________________________________________________

8. La cuchara:

__________________________________________________________________

9. El tenedor:

___________________________________________________________________

10. La servilleta:

__________________________________________________________________

Day 3 Lesson – Word search

A). Write the meaning of the following words in English next to the term in Spanish

B). Find the words in the word search

Day 4 Lesson – Match the Spanish and English words

Match the Spanish utensils words with English words. You can match the word by placing a number

or the word.

Los Utencilios.

1. El Tenedor ___________ The plate

2. La cazuela ___________ The knife

3. El plato ____________ The casserole

4. El cazo _____________ The fork

5. El asa _____________ The saucepan

6. El cuchillo ____________ The handle

7. La cuchara ___________ The cover

8. El plato hondo _________ The drainer

9. La tapadera ___________ The spoon

10. El escurridor ____________ The deep dish

11. La espumadera _________ The Teapot

12. La servilleta ___________ The Spatula

13. La tetera ____________ The cutting board

14. La taza ______________ The Napkin

15. El vaso ______________ The jar

16. La copa _____________ The hand mix

17. El sarten ____________ The tablecloth

18. La olla _____________ The cup

19. El plato lleno _________ The bottle opener

20. Un Cucharon __________ The pan

21. La table de cortar _______ The glass

22. El batidor ___________ The wine glass

23. El mantel ___________ The pot

24. La jarra ___________ The full plate

25. El Abrebotellas _______ A tablespoon

Day 5 Lesson

Label the pictures in Spanish.

__________________ ______________________ ___________________ ___________________

___________________ ___________________ ___________________ ____________________

_______________________ _____________________ ____________________ _________________

1

SOUTHEAST MIDDLE SCHOOL

Fecha: __________________________________________ Grado: ____________

Nombre: ________________________________________

Spanish – Exploratory (7th grades A and B)

Quarter III Entertainment, Recreation & Leisure Activities Standards: Interpretive Listening: You overhear two of your Spanish-speaking classmates discuss what

they like to do on the weekends. Let’s listen in and see if you have anything in common with Kristofer. Interpretive Reading: Your friend has a lot of posters in their room of _______

(actor/artist/athlete). You do not know them that well and you want to know more. Your friend sends you the link to their Wikipedia page. Read the following page and identify some personal information about the celebrity. Ex: profession, likes, dislikes, name, age, etc. Interpersonal: You meet one of your friend’s cousins at the party and they come up to talk to

you. Ask them a few questions about their favorite singers/actors and things they like to do for fun. Let’s see if you have anything in common! Presentational Speaking: Your friend’s cousin is visiting from out of town and asks you what

there is to do in Columbia. Offer some advice on what you like to do in Columbia. Be sure to include a variety of activities so you can give them good suggestions.

Presentational Writing: After the party, your new friend texts you telling you they want to see more of South Carolina. Create an itinerary (Prezi, script for a video, etc.) sharing things there is to do in South Carolina.

I can statements:

NM.IL.2B: I can recognize and sometimes basic information in words and phrases that I have

memorized regarding leisure activities and international celebrities. NM.IR.2B: I can read authentic texts on recognizable activities. NM.IR.2C: I can recognize words, phrases, and characters in music by identifying artists, titles

and music genres. NM.IC.3B: I can answer basic questions about music/art/or sports in other countries. NM.PS.2A: I can express my likes and dislikes regarding leisure activities using words, phrases,

and memorized expressions. NM.PW.3A: I can list daily activities and write a weeklong itinerary for visitors in your city using

learned phrases and memorized expressions. NM.PW.4A: I can write notes about famous figures in the target culture using lists, phrases, and

memorized expressions.

Essential questions

2

What activities do I like to do every day?

How can I describe what I like to do?

When can I talk about my likes and dislikes?

· Resources needed to complete the lesson

English/Spanish dictionary (wordreference.com if you have access to the internet), scissors,

pencil, color pencils, ruler, markers, etc.

Day 1 Lesson - Vocabulary and Speaking

Activities to support learning

a). Look for the meaning of the following words in English (Figure 1)

b). Draw the activity related to the word in the frame (Figure 1)

c). Create a chart like this in a blank paper to classify the activities you like to do and the ones

you don’t (Figure 2)

d). Paste all the pictures and practice in Spanish your pronunciation (Figure 2)

Cuéntanos las actividades que te gustan hacer y las que no te gusta hacer (Tell us about the

activities you like to do and those you don't) In Spanish

A MI ME GUSTA …

(I like)

A MI NO ME GUSTA … (I don’t like)

Figure 2

3

Comer

Dormir Estudiar

Conducir

Comprar Llamar

Caminar

Sonreir Correr

Llorar

Limpiar Leer

Cocinar

Pintar Escribir

Figure 1

4

Day 2 Lesson - Reading and writing

La Familia de Andrea

Your friend’s cousin has a Blog and the topic for this week is family. Let’s know what it says!

Hola a todos!

Me llamo Andrea y quiero hablarte de mi y de mi familia. A mi me gusta volleyball, escuchar

musica, caminar e ir al colegio, pero no me gusta correr y pintar.

Yo tengo dos hermanos, ellos se llaman Paola y Camilo. A Paola le gusta comer hamburguesas y

no le gusta comer verduras. A mi hermano Camilo le gusta beber gaseosas y escribir poemas,

pero no le gusta limpiar su cuarto.

Mi mama se Llama Barbara y mi papa se llama Simon. A mi mama le gusta cocinar y leer, pero

no le gusta bailar salsa. A mi papa le gusta comer papas fritas y ver television, pero no le gusta

ir al supermercado.

1. La mama de Andrea se llama Barbara

a). Verdadero b). Falso

2. A Andrea le gusta pintar

a). Verdadero b). Falso

3. A el papa le gusta ver television

a). Verdadero b). Falso

4. Su hermano se llama Ernesto

a). Verdadero b). Falso

5. A su Hermana le gusta comer hamburguesas

a). Verdadero b). Falso

5

6. ¿Quien es Camilo?

___________________________________________________________________

7. ¿Que le gusta hacer a Andrea?

___________________________________________________________________

8. ¿Como se llama el papa de Andrea?

___________________________________________________________________

9. ¿Que actividad no le gusta a la mama de Andrea?

___________________________________________________________________

10. ¿Que actividades le gustan a Simon?

___________________________________________________________________

2. Make a portrait and a description with the activities that these people like to do:

Camilo

A________________________________

__________________________________

__________________________________

Barbara

A_______________________________

__________________________________

__________________________________

6

Day 3 Lesson - Vocabulary

a). Write the meaning of the following words in English next to the term in Spanish

b). Find the words in the word search

7

Day 4 Lesson - Writing and Speaking

Take a look to this info about Carlos…

Hola!

Yo me llamo Carlos, vivo en Columbia S.C y soy estudiante.

A mi me gusta dibujar A mi no me gusta jugar videojuegos A mi me gusta pintar A mi no me gusta escribir

a). Create a similar presentation, including your personal information, likes and dislikes in

Spanish.

b). Introduce yourself with this information to a friend or family member.

8

Day 5 Lesson - Reading and writing

La Familia de Camila

Your friend’s cousin has a Blog and the topic for this week is family. Let’s know what it says!

Hola a todos!

Me llamo Camila y tengo trece anos. Mi mama se llama Barbara, ella es delgada, ella es rubia,

tiene el pelo liso y tiene los ojos negros. A ella le gusta cocinar y ver television, a ella no le gusta

limpiar la casa.

Mi papa se llama Raul y es completamente opuesto a mi mama. El es bajo y gordo. A el le gusta

escuchar musica y dormir. No le gusta hacer ejercicio. El es muy inteligente y divertido.

Mi cumpleanos es el diez de noviembre y siempre lo celebramos en familia. Yo tengo cinco

primos. Mi prima favorita se llama Andrea, ella es baja, tiene la piel clara, tiene los ojos azules y

es morena. Ella es estudiante de octavo grado.

Mi abuelos se llaman Clemencia y Jairo. Mi abuela tiene ojos marrones y el pelo gris, mi abuelo

tiene el pelo gris y es alto. A ellos les gusta salir al parque, comer, dormir y visitar a la familia.

1. La mama de Camila se llama Amparo

a). Verdadero b). Falso

2. La mama tiene ojos marrones

a). Verdadero b). Falso

3. El papa es alto

a). Verdadero b). Falso

4. A Raul le gusta escuchar musica

a). Verdadero b). Falso

5. Camila NO tiene primos

a). Verdadero b). Falso

9

6. ¿Quien es Barbara?

___________________________________________________________________

7. ¿Como es el papa de Camila?

___________________________________________________________________

8. ¿Como se llaman los abuelos de Camila?

___________________________________________________________________

9. ¿Que actividad no le gusta al papa de Camila?

___________________________________________________________________

10. ¿Que actividades les gusta a los abuelos de Camila?

___________________________________________________________________

2. Make a portrait and a short description of:

Raul

El________________________________

__________________________________

__________________________________

Clemencia

Ella_______________________________

__________________________________

__________________________________

1

SOUTHEAST MIDDLE SCHOOL

Fecha: _________________________________________Grado: ____________

Nombre: ________________________________________

Spanish II Class

MY DAILY ROUTINE / MI RUTINA DIARIA

Standards:

In this unit, students will focus on their daily routine. Students will use reflexive

verbs to speak about the things that they do in order to get themselves ready. The

unit will continue to introduce students to the present regular verbs (verbos

regulares presente) form so that they may speak about their present actions.

Students will be able to put events in the correct sequence and write descriptions of

things they've done.(Daily Routine)

I can statements:

WL.7.1.NH.A.L.1.c Infer the meaning of some unfamiliar words when used in

familiar contexts.

WL.7.1.NH.C.1 Recombine basic information at the word and sentence level

related to self and targeted themes to create a multimedia - rich presentation to be

shared virtually with a target language audience.

WL.7.1.NH.A.L.1.b Understand the gist and some supporting details of

conversations dealing with everyday life.

WL.7.1.NH.A.5 Demonstrate comprehension of short conversations and brief

written messages on familiar topics.

WL.7.1.NH.C.5 Tell or write about cultural products associated with the tar get

culture(s) and identify how the products and practices are derived from the cultural

perspectives. WL.7.1.NH.B.5 Converse on a variety of familiar topics and/or

topics studied in other content areas.

WL.7.1.NH.A.2 Demonstrate comprehension of a series of oral and written

directions, commands, and requests through appropriate physical response.

WL.7.1.NH.B.2 Give and follow a series of oral and written directions,

commands, and requests for participating in age - and level - appropriate classroom

and cultural activities.

2

WL.7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea,

and infer the meaning of some highly contextualized, unfamiliar spoken or written

words in culturally authentic materials using electronic information and other

sources related to targeted themes.

WL.7.1.NH.A.L.1.a Identify the main idea and some supporting details when

reading. WL.7.1.NH.B.1 Use digital tools to exchange basic information by

recombining memorized words, phrases, and sentences on topics related to self and

targeted themes.

Essential questions

• How do people describe their daily routine?

• What are some special customs from the Spanish-speaking world that are not

customary for the people of the United States?

• What is a typical day like in the life of a Hispanic teenager?

· Resources needed to complete the lesson

English/Spanish dictionary, pencil, color pencils, markers, etc.

Day 1 Lesson

Activities to support learning

My morning routine in Spanish (using present verbs)

Students will view Youtube

video:https://www.youtube.com/watch?v=wYyZglsLO6I

This video is of a boy getting ready & it takes you through his daily routine. He

and his sister goes through their daily routine. This video does a great job of

showing a completed “Mi rotina Diaria” be familiar with the reflexive verbs and

remember to review how to conjugate before you watch the video.

Write your Rutina diaria, after watching the video. Don’t forget to conjugate the

appropriate verb.

3

Day 2 and 3 lesson

Students will listen to a person describe his daily routine.

Listening portion

https://www.spanishlearninglab.com/wp-content/uploads/audiolab/rutina-

diaria/rutina1.mp3

Mi rutina diaria en español

Mi nombre es Ben. Yo me despierto a las seis de la mañana. Primero, me

levanto y luego me baño por 10 minutos. Antes de desayunar yo me cepillo los

dientes y me visto. Después yo desayuno con mis hermanos y mis padres.

Finalmente me voy a la escuela y regreso a mi casa al medio día.

https://www.spanishlearninglab.com/wp-content/uploads/audiolab/rutina-

diaria/rutina2.mp3

Mi rutina diaria en español

Yo hago muchas actividades todos los días. Voy a la escuela en la mañana.

Después de regresar almuerzo y descanso por una hora. Luego hago mis

tareas y estudio para el día siguiente. Me gusta ver televisión

y jugar videojuegos. También me gusta practicar deportes como futbol y

beisbol de vez en cuando. Siempre ayudo a limpiar la casa, lavar los trastes

y hacer los quehaceres en la casa. A veces voy al cine con mis amigos o

jugamos juntos.

Listen to two friends talking about daily routines in Spanish and chores. The

phrases in the conversation are very similar to the ones in the examples above. Test

your listening ability with the quiz. It will help you reinforce your knowledge

about the topic.

https://www.spanishlearninglab.com/wp-content/uploads/audiolab/rutina-

diaria/rutina-diaria-espanol-2016.mp3

Day 4 lesson

There are 5 questions to complete after the listening portion.

Circle the correct answer.

4

1. ¿Cómo es la rutina diaria de Jasmín? -> How is Jasmin's daily routine?

A. Jasmin tiene una runita ocupada

B. Jasmin tiene una runita sencilla

C. Jasmin tiene una runita normal

2. ¿Cuál de estas actividades no hace después de levantarse? Which of

these activities she does not do after getting up?

A. Bañarse

B. Cepillarse los dientes

C. Ejercitarse

3. ¿Cuál de estas actividades puede hacer Ema según Jasmin? Which of

these activities is Ema able to do according to Jasmin?

A. Ema cocina su desayuno

B. Ema se pone su uniforme escolar sola

C. Ema se duerme temprano

4. ¿Qué hace Jasmín antes de ir a trabajar? What does Jasmin do before

going to work?

A. Limpiar la casa

B. Lavar los platos

C. Cocinar el desayuno

5. ¿En qué actividad diaria le ayudan los niños a Jasmín? What activity do

the children do to help Jasmin?

A. Los niños le ayudan a regar las plantas

B. Los niños le ayudan a limpiar la casa

C. Los niños le ayudan a lavar la ropa

Answer to the quiz. (1. A, 2. C, 3. B, 4. C, 5. B)

Day 5 and 6 Lesson

Using the example above, please describe your daily routine in Spanish. (Half of page). Review the vocabulary words. Gracias

5

There is a lot of vocabulary words for everyday activities in Spanish, and

many of them are very useful when describing daily routines. In this lesson,

will focus on things that people do regularly through a list of common daily

routine activities in Spanish.

Vocabulary words.

Daily routine

Spanish English

DAILY ROUTINE

despertar

Su madre la despierta a las ocho.

To wake someone up

Her mother wakes her up at 8 o'clock.

despertarse

Me despierto muy temprano.

to wake up

I wake up very early.

levantarse to get up

hacer la cama to make the bed

vestirse to get dressed

preparase to get ready

ducharse to have a shower

bañarse to have a bath

lavarse to have a wash

lavarse los dientes to clean your teeth

cepillarse los dientes to brush your teeth

lavarse el pelo / la cabeza to wash your hair

secarse el pelo to dry your hair

cepillarse el pelo to brush your hair

6

peinarse to comb your hair

secarse las manos to dry your hands

afeitarse to have a shave

limpiarse los zapatos to clean your shoes

maquillarse / pintarse to put on makeup

ponerse las lentillas to put in your contact lenses

ponerse la dentadura postiza;

ponerse los dientes postizos to put in your false teeth

desayunar / tomar el desayuno to have breakfast

almorzar / comer to have lunch

cenar to have dinner

hacer la comida to cook lunch, to get lunch ready

dar de comer al gato / perro to feed the cat / dog

regar las plantas to water the plants

poner la radio / televisión to switch on the radio / television

escuchar el radio to listen to the radio

ver la televisión / tele to watch television / telly

ir al colegio / al trabajo / a la

universidad / a la oficina

to go to school / work / university / the

office

tomar / coger* el autobús / tren to catch the bus / train

empezar a trabajar / entrar a trabajar to start work

llegar a casa to get home (from work)

ir a casa to go home

7

desvestirse / desnudarse to get undressed

acostarse to go to bed

poner el despertador to set the alarm clock

tomarse un descanso / echarse una

siesta to have a rest

dormirse to fall asleep

quedarse dormido to oversleep

pasar la noche en vela to have a sleepless night

tener insomnio / sufrir de insomnio to suffer from insomnia

*Note: Be very careful with the two verbs depending on which Spanish speaking

country you are in.

In Spain, it is very common to use the verb "coger".

However, this has a completely different, sexual meaning in certain South

American countries. So, if you are in South America, it's safer to use "tomar".

DAILY ROUTINE QUESTIONS AND ANSWERS

¿A qué hora te levantas? What time do you get up?

¿Con qué frecuencia vas al cine?

¿Cada cuánto vas al cine? How often do you go to the cinema?

Voy al cine una vez / dos veces a la

semana / al mes / al año.

I go to the cinema once / twice a week

/ month / year.

A veces / Nunca voy al teatro.

Voy al teatro a menudo.

I sometimes / never go to the theatre.

I often go to the theatre.

¿Cuánto tardas en llegar al trabajo? How long does it take you to get to

work?

¿Dónde vives? Where do you live?

8

¿Cuánto café bebes? How much coffee do you drink?

¿Qué sueles desayunar? What do you usually have for

breakfast?

¿Cómo llegas al colegio? How do you get to school?

¿A qué hora te acuestas? What time do you go to bed?

A NOTE ON REFLEXIVE VERBS

A lot of these verbs are reflexive e.g. to wash my hair = lavarse el pelo.

In English, the verb does not change but the possessive adjective before hair

changes to reflect who is doing the action.

In Spanish, the verb is reflexive and changes to reflect who is doing the action.

Note: normally in Spanish, it is not normally necessary to use the subject

pronoun (Yo, Tú, Él, Ella, Nosotros, Vosotros, Ellos, Ellas). However, if you

need to distinguish between a girl and a boy then it is possible to include it (see

below).

Me lavo el pelo. I wash my hair.

Te lavas el pelo. You wash your hair.

Se lava el pelo He washes his hair.

Se lava el pelo. She washes her hair.

Nos lavamos el pelo. We wash our hair.

Os laváis el pelo. You wash your hair.

Se lavan el pelo. They wash their hair.

Él se lava el pelo por la mañana pero

ella se lava el pelo por la tarde.

He washes his hair in the morning but

she washes her hair in the afternoon.

Day 7 and 8. Lesson

Write each words 3 times each. (On pages 5 - 8) and conjugate the verb. (yo,

tu, el, ella usted, nosotros, ellos ellas and ustedes)

9

Day 9. Lesson

Write the name of each of these daily routines activities in Spanish in the

boxes under each picture.

10

Day 10. Lesson

Sentence with daily routine activities in Spanish.

La Rutina – Describing your daily routine in Spanish

https://www.spanishlearninglab.com/wp-content/uploads/2019/08/daily-routine-in-Spanish-worksheet-rutina-diaria-espa%C3%B1ol-hoja-de-trabajo.pdf

Students write a page about their daily routine in Spanish similar to the one in the

page #4 on the lesson plan, in Spanish. Gracias