Spanish 3
Unit 2: En Casa y en Familia -¿Cómo nos preparamos en casa?
Lesson B1
Duration: 1 week
Lesson Standards & Lesson Goals
Standards:
1.1 Interpersonal Communication
1.2 Interpretive Communication
1.3 Presentational Communication
2.1 Cultural Practices to Perspectives
4.2 Cultural Comparisons
Goals:
Describe daily routine
Differentiate between reflexive and reciprocal verbs
Describe the home and items in the house that help with daily routine
Describe Hispanic presence in the US and events that are celebrated by Hispanics and Latinos
Unit Essential Question:
What does Hispanic presence in the United States look like? (since this is from the textbook, I cannot change it)
Lesson Essential Question:
What does a typical day look like in my household and how is it different when we prepare for special events? I can change my LEQ to How do cultural values and social justice issues influence the structure, roles, and daily routines of families across different societies?
End of Lesson Assignment (Summative)
Students will write a paragraph about their family’s daily routine and how they prepare for a family event/party in the target language.
Social Justice Lens:
Explore how different Spanish-speaking cultures organize their homes, daily routines, and family events. In Spain, what does a typical apartment look like? Offices are referred to as despachos. Families take siestas in Spain, lunch is served later, lunch is bigger than dinner, in Spain it is common for people to be out late at night, it is uncommon that Spaniards wake up really early
Understand how socioeconomic status can influence living conditions, daily routines, and the scale of family events. Show students an urban apartment in Caceres vs a rural home in the country.
Discuss traditional and modern gender roles in Spanish-speaking families regarding household duties/activities. I want to bring up that here in Caceres, my host family has a cleaning person who comes twice a week. The dad helps cook. The children take out the dog for a walk. Mom and dad are both a part of coordinating schedules with their children. How is this different compared to where we live? It may not be common to have two parent households.
Examine how migration impacts family dynamics, daily routines, and the celebration of special events. African and Asian immigrants in the area (based on observation). How does this impact the household? Different foods, different celebrations, incomplete families, etc. Chinese restaurants in Spain and Portugal.
Assessment Prompt 1
Activities leading to AP 1:
Crossword puzzle from the workbook that provides descriptions of household objects and students will identify them
Students will watch an Edpuzzle showing the vocabulary words (items in the house and the reflexive verbs they correspond to).
Students will identify the location of items in the house by writing the letter of the preposition that describes where it is.
Writing: Students will form sentences to explain what reflexive pronoun is used with specific items in the house. Students must form 5 sentences in the TL describing what they do and what object they need to complete the action.
EJ: Me cepillo los dientes con un cepillo de dientes y pasta dental. Mi mamá se pone pintalabios y se maquilla. Mi padre se afeita con la navaja y la crema de afeitar.
Assessment Prompt 2
Activities leading to AP 2:
Students will play Matamoscas with a partner. I will describe a routine using a sentence in the TL and students will compete to identify the image according to the description they hear.
Students will complete a “corre en círculos” activity and identify the most appropriate order of the routine that is scattered in the classroom. https://youtu.be/e4WZ3_taXbw?si=mw3Z-mpENuVlKeTp (explanation)
Listening Comprehension: Students will listen to a girl describe her daily routine and put the activities in the order that she says them. There are more activities shown than mentioned, so students will need to pay close attention to what she does and does not do.
Students will watch this authentic video that not only shows the routine of a family in Caceres (rural area), but it also leads to the discussion that everyone deserves a home that is safe and allows them to thrive. https://www.youtube.com/watch?v=pEY0oEK_YgQ What are the people doing? What are the family members like? What is the house like? We will also locate the area on a map for geographical context.
Assessment Prompt 3
Activities leading to AP 3:
Students complete a gap fill activity stating what their family members are doing to get ready for the day based on the missing information their partner has.
Students will play quizlet live to review reflexive verbs and routine vocabulary.
Oral Expression: Students will describe a family’s daily routine based on an image. Students must say who the person is in the picture and conjugate the appropriate reflexive verb in the present tense.
Instead of the students describing a clipart picture from the workbook, I could show my students a picture of my host family and provide a list of pictures that represent a few details about each person. For example, Tirson works in the city hall in Caceres, Elia is a professor at the University of Extremadura, Montaña is a student studying medicine in Madrid and Tirson just finished his bachillerato and will be studying engineering in Sevilla. Without providing words, students would use the images to compose a description of the picture. This would be a great time to talk about family diversity and other possibilities that families are made up around the world.
Assessment Prompt 4
Activities leading to AP 4:
Mi Casa es Tu Casa - students will make a list of examples of what this looks like in American culture and Hispanic culture
Students will watch 2 Tik Tok videos of Americans describing this popular phrase.
Students will list common events that Hispanic/Latino people host at home and compare them to their family’s gatherings
Reading Comprehension: Students will read about the concept “Mi casa es su casa”. It is a cultural text in the textbook. Students will respond to the comprehension questions provided and write a summary explaining how the Hispanic and Latino community are great examples of this popular statement. I can share my experiences with my students doing language exchange programs where families host me and open their homes to me. I can make a video summarizing my stay in Caceres, highlighting my bedroom, different parts of the house and the area that I live in.