Subject : Spanish Grade: 10th
ACTFL Standards for Foreign Language Learning : Communication 1.1,
Communication 1.2, Cultures 2.1, Cultures 2.2, Comparisons 4.2
Illinois State Learning Standards : 28.A.1a, 28.B.1a, 28.B.1b, 28.D.1a, 28.B.2b
I. Content : Rooms in the house and vocabulary used in daily routines
II. Instructional Objective : When the 10th graders see an item (or a picture of an item) that is used in daily routines, they will be able to say the correct word in Spanish. When the students see a picture of a room in the house, they will be able to say the correct word in Spanish. Students will be able to accurately ask classmates what items they have, what room of the house they are located in, and what room they should be in. As a review, they will also be able to say what time it is and at what time they do, did, and are going to do things.
This lesson is part of a unit including time; vocabulary used in daily routines; daily routine reflexive verbs; and cultures and daily routines in Spanish-Speaking countries.
Students will have already learned how to tell time and how to say at what time they do, did, and are going to do things. They have already learned how to conjugate verbs in present, preterit, and immediate future tenses.
III. Instructional Procedures:
I will start the lesson by greeting the students enthusiastically and asking how they are doing. I will review time for a few minutes, because that is what we will have been learning right before this lesson. I will use a fake clock with hands I can move quickly, and I will put different times on it and ask the class, “¿Qué hora es?” (What time is it?), each time I move the hands. Then I will ask the students some questions about what time the students do or did things, like what time they come to school normally, what time they came to school today, what time they will go to work, or what time they will get home in the evening. This should take about 10 minutes.
I will then tell the class that we are going to be learning vocabulary used in daily routines and that we will incorporate time into it once we’ve learned the new verbs. I will ask the class what are some of the items they use everyday in their daily routines, starting from when they wake up every morning, and what rooms of the house they use these things.
After they answer with some of the vocabulary words I will be teaching, I will tell the class that we will be learning how to say some of these words, including rooms of the house, in Spanish.

Next, I will hand out a worksheet with pictures of the new vocabulary words. Each picture will have a line next to it for the students to write the Spanish word by it. I will hold up an item (such as a toothbrush) or a picture of an item (such as a bed) and say the word in Spanish. I will have the students repeat the word several times while I hold up the item or picture. I will ask the students what they think it means in English to be sure there is no confusion. Then I will put the word on the board (with magnets), and the students will write the verb next to the appropriate picture on their worksheet. After we have gone through all of the items, we will then go through the rooms of the house with pictures. This should take about 10-15 minutes.
The following are the words are included in the lesson:
El vocabulario para las rutinas diarias:
El secador de pelo – hair dryer
El despertador – alarm clock
El peine - comb
El cepillo para el pelo – hair brush
El cepillo para los dientes – tooth brush
La pasta dentífrica /la pasta de dientes – toothpaste
El champú – shampoo
El jabón – soap
La toalla - towel
El baño – bathtub
La ducha – shower
El hilo de dientes – dental floss
La cama – bed
La hoja de afeitar – razor
El jugo de naranja – orange juice
El café – coffee
La fruta – fruit
El pan tostado - toast
Los cuartos de la casa:
El dormatorio – bedroom
El cuarto de baño – bathroom
La sala – living room
La cocina – kitchen
La oficina - office
El pasillo – hallway
El sótano – basement
Las escaleras - stairs
After the students have written all of the new vocabulary words on their worksheet, we will go over the new words once more with the items and pictures.
Next, the students will do a movement/information gap activity. I will give each student a

flashcard with a picture of one of the new vocabulary words and a room of the house that it is located in. (The items may or may not be in the room they should be in. For example, one flashcard could have a picture of a razor and a picture of a hallway on it. The razor does not belong in the hallway.) The students will have to make sure they know these two words in Spanish, but they can not show the flashcard to anyone. They can use their handout as a reference. I will then hand out a worksheet with the vocabulary words written in Spanish and two columns next to each word, one for their classmates’ names and one for what room of the house the items are located in. The students will walk around the room and ask their classmates in Spanish what item they have and what room it is located in. They will write the student’s name next to the item they have, and they will write what room of the house it is located in (according to their classmate’s flashcard). This should take about 10-15 minutes.
When the students are done I will ask who had what items, what they are in English, and in what room of the house their classmates said they were located. Then I will ask the class if the items belong in those rooms of the house or not. If not, I will ask where they should go. Before we start, I will make sure the students know how to ask their classmates what items they have and where they are located, and how to respond to these questions. I will write these phrases on the board in case they forget and need a reference.
During this activity the students may not speak any English. If I hear any English, the students will lose points. This is a “solamente español” (Spanish only) activity. This should take about 10-15 minutes.
Last, I will explain the homework. The students will make flashcards for all of the new vocabulary for homework. I will also let the students know that they will each be picking a Spanish speaking country to research. They will have to make a poster with information about the country, including daily routines, and do a short presentation for the class about their research the following week. Students will have to compare aspects of the country and its culture to that of the United States.
IV.
Materials and Equipment :
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Props (toothbrush, razor, etc.) and pictures (living room, bed, etc.) of rooms of the house and vocabulary used in daily routines
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Vocabulary words written out on magnets to put up on the board (they can also be written on the board, but magnets would save time)
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Handouts with pictures of vocabulary words and rooms of the house
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Worksheets with vocabulary words, a column for names, and a column for rooms of the house for movement/IGA activity
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Handout explaining research/poster project
V.
Assessment/Evaluation : While the students are doing the movement/information gap activity, I will circulate the room and make sure everyone is participating. I will listen to see if the students are saying the correct words. In class when I ask the students who had what items and where they were located, I will see how fast the students can tell me what

the words mean in English. I will observe how often they need to use their handouts as a reference. I will also have a quiz in the future with the pictures of the daily routines and the students will write in the Spanish words next to the pictures.
VI. Follow-up Activities:
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To review, I will hold up items or pictures of the vocabulary words and have the students say the words in Spanish. Another way I will review is by holding up big flash cards with the words written out on them in Spanish. I will have the class say the word in English. The flash cards will have the Spanish equivalent of the verb on the other side. When the students are more comfortable with the words I will hold up the English side and have them say the words in Spanish.
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Index Card Game: Each student gets an index card (some may have to get two, and I may also have one). Each card has a Spanish vocabulary word on one side and the English equivalent of a different vocabulary word on the other side. I will start by reading the English word on my card aloud to the class. The student who has that word in Spanish on his or her card then reads the vocabulary word aloud, and then flips the card over and reads the English word on the back of the card. The student who has that vocabulary word in
Spanish on his or her card reads the Spanish word aloud, and then flips the card over to read the English word on the back of the card. This continues until every student has read the words on his or her card aloud. The game will end when I read the Spanish word on the back of my card. We will play once, then the students will switch cards with a classmate and we will play again.
After a few days of practicing the vocabulary we will time the class while they play. The class that can finish in the shortest amount of time wins fake Costa
Rican money that can be cashed in for different things such as hall passes, free homework passes, and candy.
 Vocabulary puzzles” - Each student gets a puzzle with square pieces in a small bag. Two sides of each puzzle piece have a Spanish vocabulary word written on the edge, and the other two sides have English words. To put the puzzle together, the students have to match up the English words to the
Spanish words on each side of the pieces. Each puzzle is a picture of a famous place in Latin America or Spain. I will put the complete pictures of the different puzzles on the board in the front of the class so the students can see what they should look like when finished. When the students complete the puzzle, they will raise their hand for me to come see that they have finished. I will check off each student as they finish give them 10 points for completing the puzzle.
 “Magic squares” worksheet - On the worksheet is a grid of squares. Inside each square is an English word. At the bottom of the sheet are the Spanish vocabulary words that correspond with each English word in the boxes. Each
Spanish word is labeled with a number. The students have to write the number of each vocabulary word in the box that has the corresponding English word.
When the boxes are all filled and all vocabulary words/numbers have been

used, the students will add up the numbers in each row and column. If the sum of the numbers in each row and column is the same, then the sum is the
“magic number”, and students have matched all vocabulary words with their correct meanings. We will go over the answers in class, practicing our numbers in Spanish.
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Review game: As a review game will we later play “Matamoscas” (Fly swatters). I will have the words scattered throughout the board and divide the class down the middle into 2 teams. One person from each team will come up to the board at the same time. I will say a word in English, and the first person to find the verb in Spanish on the board and hit it with their fly swatter will earn a point for their team. After all the verbs have been used, or everyone has gotten a turn, the team with the most points wins.
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If a computer lab or lap top computers are available, students will have a day to do online computer activities that I will create for them on “Quia”. These activities will help the students practice the material from the unit, including time, vocabulary used in daily routines, rooms of the house, and daily routine reflexive verbs.
 “Papa Caliente” (hot potato). The students will toss around a small stuffed toy while some kind of Spanish music plays. When the music stops the student who has the toy answers a review question (i.e. What does _________ mean?/What vocabulary word means ________?)
 “Snatch the Word” game – Students break up into groups of 3 or 4. Each group will receive a pack of index cards. Each card has a vocabulary word written on it. The group will sit on the floor in a circle and spread the cards out in the middle of them. I will say a word in English and the first student to grab the word in Spanish will get to keep that card.
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In-class partner activity: Later, after teaching how to conjugate the reflexive verbs, I will have students work in pairs and tell their partner some of their daily routines, including what time they do things, items they use, and in what rooms of the house they do these things. This will give the students a chance to use the new vocabulary (including conjugating the reflexive verbs) orally and incorporate all of the material learned in the unit.
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Homework: Later, after learning how to conjugate the reflexive verbs, the students will have to write a paragraph about their daily morning and evening routines. They will have to use time, items, and rooms of the house.
VII. Self-Assessment: After the lesson I will address the major components of the lesson plan and decide its strengths and weaknesses. I will decide what parts will be useful for future lessons and what parts I should change.
Attached below are the word documents I created for this lesson.
The first is the worksheet for the students to write down the new vocabulary words.
The second is the worksheet for the rooms of the house.
The third is the worksheet for the movement/information gap activity.
The third is the handout and rubric for the cultures poster project.