Students use Spanish to answer the question, “How can we use Spanish to show what people do for fun in our neighborhood?” by investigating local sports, hobbies, activities, and community spaces and then turning that learning into a bilingual neighborhood fun map. Through Spanish and art, they practice beginner-level communication, interpret authentic visuals and short texts, and present ideas with clear captions and illustrations that apply the 7 elements of art. The work helps students compare neighborhood and cultural leisure practices, collaborate on design choices, and create a public-facing product that is useful and understandable for others.

Students will use beginner Spanish to ask and answer questions, express preferences, and describe sports, hobbies, activities, and neighborhood places in spontaneous conversations and short presentations. They will interpret simple authentic and class-created texts, images, maps, and audio to identify cultural practices and products related to leisure activities in Spanish-speaking communities, and compare them to their own community experiences. Students will apply the 7 elements of art to design clear, visually effective illustrations and map symbols that communicate meaning to an audience. They will collaborate to plan, revise, and present a bilingual neighborhood fun map, using feedback, reflection, and shared decision-making to improve both language accuracy and artistic communication.

Students will create sketchbook studies and mini art pieces to practice the 7 elements of art while labeling sports, hobbies, activities, and neighborhood places in Spanish. They will also produce interview notes, photo or observation references, vocabulary banks, and draft map layouts as they gather and organize information about what people do for fun in their community. In teams, they will design a bilingual neighborhood fun map with illustrated locations, symbols, and Spanish captions that describe where people play sports, spend time on hobbies, and join activities. The final showcase product will include the completed map, short oral presentations in Spanish, and artist statements comparing neighborhood leisure practices with those from Spanish-speaking cultures.

Open with a “¿Qué haces aquí?” neighborhood image walk using photos or a short video of parks, courts, art spaces, and community spots in Spanish-speaking communities and the local area; students react with beginner Spanish phrases about sports, hobbies, activities, and places. Then take students on a quick campus or neighborhood observation walk to notice where people spend free time, sketch what they see, and collect words they need to describe each place. Back in class, teams sort their observations into categories, compare local spaces with one example from a Spanish-speaking culture, and discuss how art elements like line, color, shape, and texture can help communicate the feeling of each location. End with a reveal of the challenge: create a bilingual neighborhood fun map with illustrated locations and Spanish captions that answer, “How can we use Spanish to show what people do for fun in our neighborhood?”

Host a “Diversión en el Barrio” gallery walk where student teams display their bilingual neighborhood fun maps alongside art studies showing how they used line, shape, color, texture, space, value, and form to communicate meaning. Invite families, peers, and school staff to circulate, ask questions in simple Spanish and English, and vote on places they would most like to visit for sports, hobbies, and activities. Each team gives a short live presentation in Spanish describing selected locations, what people do there, and one cultural comparison between local neighborhood activities and those from Spanish-speaking communities. End with a reflection wall where visitors leave feedback and students respond to what they learned about language, art, and community.