Laura M. Tarpill
Duration: 3-4 class periods
Objectives:
The students will be able to,
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1. Demonstrate familiarity with the term “home” (concrete and abstract) by
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brainstorming in groups and completing a vocabulary sheet and house project.
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2. Demonstrate understanding of “home” by describing what a structure must have in
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it, at the very least, to be considered “home.”
Materials:
Ser and estar chart, preterite verb chart, dictionaries, graphic organizer, crayons, markers, pencils, pens, and paper.
Activities:
Day One -- Students will complete a personal dictionary (vocabulary sheet) on “home” terms that will be commonly used during the unit. They will then start to map out their version of an ideal home or their own home with labels. They will also include a list of the 10 most important objects in their home.
Day Two -- The students will use most of today’s class to finish up their homes. They will submit the rendition along with their labels and list of objects in the target language. Upon exiting today, they will name two objects that they cannot live without in their home or their ideal home.
Day Three -- In groups, the students will give an informal summation of their project during the first 10 minutes of class. They will then stay in these groups to formulate a definition they can all agree on for the word “home.” We will then brainstorm on the board and come up with one final, working definition for the class. Upon exiting, they will fill out an exit slip concerning the home.
Day Four - The students will take 15 minutes to read the article “Hispanic Community Growing in Size, Influence on Home Improvement Marketplace, National Hardware Show the Place to Be for Key Home Improvement Trends” and answer questions four multiple-choice questions and two open-ended questions in complete sentences. Students will then discuss their answers and rationale as a class. As closure, the students will do a brief oral exercise.
