Beacon Lesson Plan Library

El Cuarto Loco

Mary Montcalm

Description

Students draw a complete house plan and then tell another student about a crazy room in their house, while the other student draws the room from the description.

Objectives

The student interacts in the target language in a number of true-life situations chosen from a variety of contexts (e.g., asking for information).

The student rephrases and uses indirect expressions to communicate a message in the target language.

The student understands and applies the target-language pronunciation, intonation, stress patterns, and writing conventions in a variety of contexts.

The student recognizes how languages differ in the way they can be used to communicate similar ideas (e.g., through oral, written, or artistic expression).

Materials

-Teacher-generated Vocabulary List including colors, numbers, and a few odd words
-Recommended textbook: [¡En español!, Level 2], Estella Gahala, 2000, Evanston, IL, McDougal Littell (or other text as available)
-8 ½ x 11 plain paper
-Vocabulary assessment sheet set up in columns of 15 with a place for date and number

Preparations

1. Prepare a vocabulary list of additional words after you have studied the vocabulary on the house (Lesson 4.1 in the recommended text).
2. Create or ask one of your talented art students to create a model of a house with a “crazy” room.
3. Label your model and show it to the class.
4. Prepare a vocabulary assessment from the vocabulary in the textbook, page 265 (or from the teacher-made list). Only include words on the house, furniture, and appliances.

Procedures

1. Distribute the vocabulary list of colors, numbers, and the words: una bicicleta, un bote, una palma, una muñeca, un helado, un elefante, and un burro. Distribute a plain sheet of paper to each student.

2. Tell the students to refer to the vocabulary on page 265 of their text for rooms, furniture, and appliances. (If text is not available, the teacher needs to create the list.)

3. Tell the students that for homework they are to draw a diagram of a house, including all rooms. They are to label (in Spanish) each room, including furniture in each room and and including and designing a “crazy room,” which contains unusual items, colors, etc. Example: El elefante está en el armario. Hay una palma en la cama.

4. Do not show your drawing to anyone.

5. The next day in class, have each student select a partner. If the class is uneven, the teacher can be a partner.

6. When paired up, one student describes his/her “crazy room” to his/her partner, while the partner draws what he/she is saying.

7. Upon finishing the description and the drawing, the speaker compares his/her partner’s drawing with his or hers to determine how close he/she came to the actual drawing.

8. Reverse roles.

9. Display the “craziest” rooms around your classroom.

10. Give Vocabulary Assessment. (See Assessment.)

Assessments

1. As students are speaking and drawing each other’s room, spot check that they are speaking Spanish and that they are participating.
2. Vocabulary assessment on assessment sheet. Call out the word in Spanish, and students write the word in English.

Extensions

1. Students will have learned the additional vocabulary prior to this activity (numbers, colors, and odd words.)
2. Students will have learned how to conjugate a verb in the present tense.
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