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)

First name

&

Middle name

Last name

Mother

Father

Son

Fiancée

The groom’s family

First name

&

Middle name

Last Name

Mother

Father

Daughter

Fiancé

The bride’s family

Actividad 3

Nombre de pila

y

Nombre segundo

Apellido paterno

Apellido materno

Madre

Padre

Hijo

Novia

La familia del novio

Nombre de pila

y

Nombre segundo

Apellido paterno

Apellido materno

Madre

Padre

Hija

Novio

La familia de la novia

Actividad 4

Enrique Romero Razo

Lupi Dávila de Romero

Humberto Narro

Maria Luisa Flores

__________ __________ __________ __________ __________ __________

__________ __________ __________

Erika __________ __________ Humberto __________ __________

Actividad 5

__________ __________ __________

__________ __________ __________

__________ __________ __________

__________ __________ __________

__________ __________ __________ __________ __________ __________

__________ __________ __________

__________ __________ __________ __________ __________ __________

Resources for Further Exploration

Spanish:

Two ceremonies:

Spanish:

http://canarias.preboda.com/muku/servlet/GetDataAboutId?CodParamUniv=75

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

Wikipedia article describing conventions in several countries (no why):

Two “last” names

http://en.wikipedia.org/wiki/Hispanic_American_naming_customs

Book—René Has Two Last Name

s:

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-tiene-

apellidos/dp/1558855300/ref=sr_1_1?ie=UTF8&s=books&qid=1307053248&sr=8-1

Article from Bolivia (in Spanish):

Surnames after marriage

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: