Daily Routine

Rooms of the House and Household Chores

Food

Childhood Experiences

Topic: Daily Routine

Communication

• Person-to-Person Communication
  
  • Ask and answer questions about daily routines in the home.
    
  • Exchange information about family routines in the home.
    
• Listening and Reading for Understanding
  
  • Identify daily routines based on spoken and written description.
    
• Oral and Written Presentation
  
  • Describe daily routines.
    
  • Describe family members in relation to daily routines.
    

Cultures

• Cultural Perspectives, Practices, and Products
  
  • Discuss daily routines in Spanish-speaking countries.
    
  • Discuss the importance of family in daily routines in Spanish-speaking countries.
    

Connections, Comparisons, and Communities

• Making Connections Through Language
  
  • Explore differences in health and fitness in Spanish-speaking countries and the U.S.
    
• Cultural and Linguistic Comparisons
  
  • Compare daily routines of typical American teenagers and teenagers from Spanish-speaking countries.
    
  • Compare the use of myself in English to the use of reflexive verbs in Spanish.
    
  • Compare the use of possessives in English to the use of definite articles in Spanish in relation to body parts.
    
  • Communication Across Communities
    
  • Comprehend information about daily routines of individuals in Spanish-speaking countries from print and Internet resources (journal entries, magazine articles, etc.).
    

Related Vocabulary and Linguistic Elements

• Vocabulary related to personal care
  
• Vocabulary for parts of the body
  
• Reflexive verbs
  
• Use of definite articles with body parts
  
• Sequencing vocabulary
  
• Adverbs of frequency
  
• Review of time and time expressions
  

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Topic: Rooms of the House and Household Chores

Communication

• Person-to-Person Communication
  
  • Ask and answer questions about rooms of the house, furnishings, and chores.
    
  • Discuss the home including its rooms, furniture, and household objects.
    
• Listening and Reading for Understanding
  
  • Identify the rooms of the house and/or furniture based on spoken and written description.
    
  • Comprehend comments and commands about daily chores and the house, including rooms and furnishings.
    
• Oral and Written Presentation
  
  • Describe the home including its rooms, furniture, and household objects.
    
  • Describe family members in relation to daily chores.
    
  • Describe household responsibilities for self and/or family members.
    

Cultures

• Cultural Perspectives, Practices, and Products
  
  • Discuss different styles of houses and living arrangements in Spanish-speaking countries.
    

Connections, Comparisons, and Communities

• Making Connections Through Language
  
  • Make connections between styles of houses and geographic locations.
    
• Cultural and Linguistic Comparisons
  
  • Compare household responsibilities of typical American teenagers and teenagers from Spanish-speaking countries.
    
  • Compare and contrast space allocation in homes in the U.S. and Spanish-speaking countries.
    
  • Identify differences in architecture of homes in Spanish-speaking countries and in the U.S.
    
  • Identify home-related cognates (patio, terraza, jardín, garaje, refrigerador, aire acondicionado, etc.).
    
• Communication Across Communities
  
  • Explore information about homes in Spanish-speaking countries in print and Internet resources.
    

Related Vocabulary and Linguistic Elements

• Vocabulary related to furniture and furnishings
  
• Affirmative and negative commands
  
• Sequencing vocabulary
  
• Prepositions of location
  
• Adverbs of frequency
  
• Hay
  

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Topic: Food

Communication

• Person-to-Person Communication
  
  • Ask and answer questions related to food and shopping for food.
    
  • Ask and answer questions about food at a celebration.
    
  • Order or take an order for a meal in a variety of dining situations.
    
  • Exchange opinions about food.
    
• Listening and Reading for Understanding
  
  • Identify foods based on spoken and written description.
    
  • Understand comments and commands about foods and/or celebrations.
    
  • Identify foods based on visual aids.
    
• Oral and Written Presentation
  
  • Describe foods and/or shopping for food.
    
  • Describe foods and menus in relation to celebrations.
    
  • Describe a menu or recipe from a Spanish-speaking country or region.
    

Cultures

• Cultural Perspectives, Practices, and Products
  
  • Discuss the different eating customs for formal and informal meals in Spanish-speaking countries.
    
  • Discuss the different food shopping patterns in Spanish-speaking countries (frequency, specialty shops, etc.).
    
  • Discuss typical mealtime schedules in Spanish-speaking countries.
    
  • Discuss the staple foods of various Spanish-speaking countries and regions (e.g., corn, rice, potatoes, beans, etc.).
    
    

Connections, Comparisons, and Communities

• Making Connections Through Language
  
  • Discuss the influence of Spanish and Latin-American foods and cooking styles in the United States.
    
• Cultural and Linguistic Comparisons
  
  • Compare the differences between American and Hispanic (Mexican, Salvadoran, Spanish, Peruvian, etc.) cuisines.
    
  • Compare the role of food in celebrations in the U.S. and in Spanish-speaking countries.
    
  • Contrast eating habits and food preparation in the U.S. and in Spanish-speaking countries.
    
  • Discuss the influence of American fast-food on the eating habits of Spanish-speaking countries.
    
  • Discuss the increasing popularity within the American diet of food items from Spanish-speaking countries and the effect on vocabulary (salsa, burrito, jalapeño, enchilada, taco, etc.).
    
• Communication Across Communities
  
  • Demonstrate knowledge of recipes and menus for celebrations in Spanish-speaking countries.
    
  • Demonstrate knowledge of typical food products from Spanish-speaking countries.
    

Related Vocabulary and Linguistic Elements

• Vocabulary related to table settings
  
• Vocabulary related to opinions about food (bueno, delicioso, dulce, picante, rico, sabroso)
  
• Direct and indirect objects
  
• Courtesy expressions (me gustarra, quisiera, quu me recomendaría?, prefiere Ud.?, etc.)
  
• Affirmative and negative commands
  

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Topic: Childhood Experiences

Communication

• Person-to-Person Communication
  
  • Ask and answer questions about childhood experiences.
    
• Listening and Reading for Understanding
  
  • Understand communication about a childhood experience.
    
  • Comprehend and respond to prompts about childhood experiences.
    
• Oral and Written Presentation
  
  • Produce spoken and written presentations about childhood experiences.
    

Cultures

• Cultural Perspectives, Practices, and Products
  
  • Discuss childhood experiences in Spanish-speaking countries.
    

Connections, Comparisons, and Communities

• Cultural and Linguistic Comparisons
  
  • Compare and contrast typical childhood experiences in Spanish-speaking countries with the United States.
    
  • Compare narrating in the past using the preterite and the imperfect in Spanish versus English past tenses.
    
• Communication Across Communities
  
  • Identify examples of children's literature in Spanish.
    

Related Vocabulary and Linguistic Elements

• Preterite and imperfect tenses
  

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