A Limpiar La Casa

¡A LIMPIAR LA CASA! Content objective(s): Housing in Latin America and Spain as compared to the United States Language objective(s): Students will practice expressing direct commands and indirect commands (using the verb deber) and using vocabulary related to houses (rooms, chores, furniture) Standards (ACTFL & MI): Communication: • Interpersonal Communication: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. • Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics. Comparisons: • Comparing Cultures: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Communication Standards: • Interpersonal: Discuss houses and plans for building their own house •

Interpretive: Watch movie of Señorita’s house

Multiple Intelligences: Speaking Listening Writing Reading

Materials Needed: • Pictures of a house • Chores PowerPoint • Video of house • Textbooks • Assignment sheets for Casa Ideal • PowerPoint with pictures of study abroad houses

Preparation: Film video of my apartment Create PowerPoint with pictures of the different chores

Announcements: Diálogo for next Friday Warm up:

Passbacks: Monday homework

A large picture of a messy house will be put up on the projector. Students must write out all of things in the picture that they see that they know vocabulary for. They should be able to find different kinds of furniture and other miscellaneous objects. I will then ask students what needs to happen to the messy rooms? Activity 1: Time Introduce chores with PowerPoint 15 Rationale: In order for my students to successfully complete the next activity they need to master the chores. I show them pictures and create gestures so that they will have a better memory of the vocabulary words. 1. Teacher presents a PowerPoint containing the phrases for doing specific chores and pictures of each chore. There is one slide for every chore. 2. Teacher will say the chore and students will repeat. Then as a class, a gesture is created to represent that chore. 3. After going through all of the chores, the teacher circles back through the chores and performs the gestures and waits for the students to give the chore or vice versa. 4. Teacher then asks students what chores they need to do in their houses. Activity 2: Video tour of Señorita’s MESSY apartment

Time

20 min. Rationale: In order for the students to see the vocabulary in action, I want to give them a house that might be somewhat meaningful to them. I think they will enjoy seeing my messy apartment. 1. Students will watch a video tour of their teacher’s apartment. The tour starts at the entry of the apartment and goes all the way through the apartment. I purposely filmed this video while my apartment was trashed so that they could tell me what chores I SHOULD do. 2. In each room in the video, I explain what furniture and vocabulary words there are. Then I ask, “chicos, qué debo hacer?” and wait. The kids then should respond with the new chores that we just learned. 3. After viewing the video, each student will write me a “to-do” list for my apartment explaining what I should do Activity 3: Time Reading activity 20 min. Rationale: Every chapter of the book, students complete the reading section at the beginning because it uses all of the vocabulary that they need in context. It is a good opportunity for them to assess how much they actually learned during class. 1. Students will read the “Lectura” section on page. 47 and answer the comprehension questions with a partner to be turned in at the end of the 20 minutes.

Activity 4: Casa Ideal Activity

Time 30 Min.

Rationale: Another way for students to interact with the vocabulary is to use it to create something. Building houses together will allow students to use vocabulary with one another and provide pictures and written examples. 1. Teacher will present a short PowerPoint with pictures of the houses that she has lived in while studying abroad ask students to compare the houses to their own houses in a group discussion. 2. Students will be introduced to a two-day project called “La Casa Ideal” where students will be split into groups of 2 or 3. In each group, students will be constructing the floor plan for a house. Each member of the group will be responsible for drawing a different floor. 3. The houses must include all of the vocabulary from the section’s vocabulary list as well as some from the more detailed vocabulary packets that are provided for them.