SHS3 Spanish · Semester 1 Week 5: Presentar a tu vecino

Lesson notes

Learning Objectives

Indicator: 3.2.7.LI.1 - Escribe un ensayo sobre tu vecino/vecina.

By the end of the lesson, learners can:

Recall and use vocabulary for professions, nationalities, and places of residence in Spanish to describe a neighbour.
Write a coherent short essay (5 to 8 sentences) presenting a neighbour, including their name, age, profession, nationality, and place of residence.
Organise the essay logically, moving from identifying information (name, age) to descriptive details (profession, nationality) and finally to residence and personal comments.
Apply correct subject-verb agreement and adjective agreement (gender and number) when writing about their neighbour (e.g., “Mi vecino es alto”, “Mi vecina es amable”).
Edit and peer-review a classmate’s essay, checking for completeness against a simple checklist (name, age, profession, nationality, residence).

This lesson builds directly on Week 1 (oral presentation of a neighbour) and moves learners from speaking to writing. It focuses on the written essay, which is the assessed output of this indicator, while reinforcing the oral skills developed earlier. Later slots will extend this work to more complex biographical writing.

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Curriculum details

Strand: Relaciones interpersonales (Strand 2)
Sub-strand: Presentar a tu vecino (2.7)
Content standard: 3.2.7.CS.2 - 3.2.7.CS.2 Hablar de las profesiones/nacionalidades/ lugar de residencia. Learning outcome (3.2.7.LO.1): Después de esta sesión, el/ la aprendiz será capaz de presentar a su vecino/ vecina indicando su nombre y su edad Learning outcome (3.2.7.LO.2): Después de esta sesión, el/la aprendiz será capaz de preparar una breve biografía de su vecino/vecina.
Indicator: 3.2.7.LI.1 - Escribe un ensayo sobre tu vecino/vecina.
Suggested placement: Semester 1, Week 5 (Week 5 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 94

Exemplars (from the NaCCA curriculum)

Rompehielos(icebreaker): El profesor/la profesora proyecta un vídeo de alguien hablando sobre su profesión, rutina diaria, compañeros de trabajo y desafíos del trabajo.

Initiating talk for learning: A través del vídeo proyectado, el profesor/la profesor les hace preguntas de comprensión a los aprendices.
- ¿Cuál es la profesión del/ de la que habla?
- ¿Cuál es la rutina diaria de la persona?
- Menciona algunos desafíos del trabajo de la persona que habla.

Trabajo en grupo/ Collaborative learning: En grupos de dos a cinco, pidan a sus compañerosque mencionen las profesiones comunes en su vecindad o comunidad y luego presenten esta información delante de la clase.

Think-Pair-Share: Habla de tu vecino/vecina.

Assessment (3.2.7.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.

critical thinking

Teaching and Learning Resources:
- Audio-visual resources like videos, YouTube and worksheets