Lesson Plan

Lesson Plan
Wedding Announcement
Objectives:
• Students will review how names are formed in Spanish-speaking countries.
• Students will be able to order Spanish names properly themselves.
• Students will read and understand a wedding announcement text and new related
vocabulary.
Materials:
• US wedding announcement
• Saltillo wedding announcement
• Student activity sheets
Procedure:
Pre-reading:
1. We will review how names are formed in Spanish-speaking countries, using the
names of a couple that I know. We have done this before, so I will ask students to
tell me which apellido is the mother’s and which is the father’s. Then I will ask
volunteers to contribute the names for the children.
2. Students will read a wedding announcement from Auburn, AL to prepare them for
the kind of information that appears in such articles. We will write on the board
the things that they see in the newspaper clipping.
Guided interaction:
1. Students will read a wedding announcement from Saltillo, México.
2. Students will complete the first guided interaction activity (1), a dictionary
activity which will help them with the few vocabulary words that might be
problematic. I will call on students to answer these questions.
3. We will mark on the board whether the information we listed in the pre-reading is
in the Spanish article as well. If there is anything we had not originally written
down, we will add it to the list.
4. Students will complete a True/False activity (2) based on the information in the
text. I will ask students to correct the false statements.
Assimilation:
1. Students will fill in the names of the bride and groom and their families in the
chart provided (3). This activity summarizes the information about both families
found in the text. I will ask for volunteers to come up front and fill in each chart
on the transparency machine.
2. Students will fill in a family tree for the newlyweds (4). This activity gives them
a visual for how the names work together.
Personalization:
Students are to imagine that they are marrying a Mexican celebrity from the list I provide.
They will then have to create their own simplified family tree a la española using the
Spanish names and rules. (I require only the student’s complete “Spanish name”, their
spouse’s full name and the complete names of both children.)
Homework:
Students will be sent home with a copy of an invitation to a different wedding. They will
fill in a family tree (5) like the one we did before—this time it has no names—with the
family’s names from that marriage.
Nombre:
Fecha:
Actividad 1: Contesta estas preguntas con la respuesta diferente. Van a ayudarte a
comprender el texto.
1. ¿Qué es la Capilla del Santo Cristo?
a. el sombrero simbólico del sacerdote
b. la iglesia pequeña al lado de la catedral
c. la camiseta nueva del novio
d. los zapatos que lleva el padre de la novia
2. El presbítero Juan Miguel Garza Zertuche es…
a. un cuaderno para tomar notas en clase
b. el clérigo ordenado de misa, o sacerdote
c. un lápiz azul para colorear
d. un escritorio pequeño para el colegio
3. ¿Qué significa la frase siguiente? El presbítero impuso la bendición y sacramento a la
pareja…
a. cocinó unos platos
b. nadó en la piscina
b. dibujó un mapa
d. consagró el matrimonio
4. En el último párrafo, la palabra parabienes se refiere a…
a. felicitaciones
c. arroz
b. frijoles
d. cacahuetes
Actividad 2: ¿Es cierto o falso?
Corrige las frases falsas.
Cierto
Falso
1. La ceremonia religiosa para Erika y
Humberto fue en la Capilla del Santo
Cristo.
______
______
2. Enrique Romero Razo es el
presbítero
______
______
3. La ceremonia civil para Erika y
Humberto fue en la casa de sus
padres.
______
______
4. La ceremonia religiosa se realizó
después de la ceremonia civil.
______
______
5. Los novios recibieron felicitaciones
de parte de sus familias.
______
______
Activity 3 (in English)
The groom’s family
First name
&
Middle name
Last name
Mother
Father
Son
Fiancée
The bride’s family
First name
&
Middle name
Mother
Father
Daughter
Fiancé
Last Name
Actividad 3
La familia del novio
Nombre de pila
y
Nombre segundo
Apellido paterno
Apellido materno
Madre
Padre
Hijo
Novia
La familia de la novia
Nombre de pila
y
Nombre segundo
Madre
Padre
Hija
Novio
Apellido paterno
Apellido materno
Actividad 4
Maria Luisa Flores
Lupi Dávila de Romero
Humberto Narro
Humberto __________ __________
__________ __________ __________
Enrique Romero Razo
Erika __________ __________
__________ __________ __________
__________ __________ __________
Actividad 5
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
Resources for Further Exploration
Two ceremonies:
Spanish: http://canarias.preboda.com/muku/servlet/GetDataAboutId?CodParamUniv=75
Spanish: http://www.bodas.net/articulos/ceremonia-civil-una-alternativa-a-la-ceremonia-religiosa--c251
In Mexico:
Spanish: http://www.unla.edu.mx/iusunla38/reflexion/MATRIM%20CIV_%20REFORMA.htm
Spanish: http://www.bodas.com.mx/articulos/tipos-de-ceremonia-de-bodas--c881
English: http://matamoros.usconsulate.gov/service/information-on-mexico/marriage-requirements-in-matamoros.html
Two “last” names
Wikipedia article describing conventions in several countries (no why):
http://en.wikipedia.org/wiki/Hispanic_American_naming_customs
Book—René Has Two Last Names:
Kindergarten-Grade 3–René, a new student from El Salvador,
doesn't understand why his second last name is missing from
his desk's name label. Adding it results in a name so long that
his classmates make fun of it by comparing it to that of a
dinosaur. He discusses the problem with his parents, but they
don't have an answer. That night he dreams of a world
without a mother and maternal grandparents who dance,
make chocolate, and fix his bike. Half of his world is missing
and he is not about to let that happen. When his teacher
assigns the students the project of creating a family tree,
René is determined to show his classmates and teacher why
he has two last names and the importance of his dos
apellidos. Colato Laínez introduces readers to a significant
Hispanic cultural tradition and the sentiments of many
immigrants. The illustrations are simple but beautifully
embellish the text. A wonderful bilingual selection for
storytime and for units on families.–Diana Borrego Martínez,
Salinas, CA END
http://www.amazon.com/Rene-Last-Names-tieneapellidos/dp/1558855300/ref=sr_1_1?ie=UTF8&s=books&qid=1307053248&sr=8-1
Surnames after marriage
Article from Bolivia (in Spanish):
http://pdf.diariohoy.net/2005/09/20/pdf/10-c.pdf
Perspectives from Spanish-speaking women (in Spanish):
http://www.elia.ws/blog/auge_del_cambio_de_apellido_al_casarse_y_del_feminismo_de_pintalabios/
http://aliciarba.blogspot.com/2007/03/para-qu-sirve-el-apellido-de-casada.html
Articles on current US trends:
http://www.usatoday.com/news/nation/2009-08-11-change-name_N.htm
http://www.buzzle.com/editorials/6-1-2006-98005.asp
Article—Becoming Mrs. Moncada, below: