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Synopsis This lesson will introduce students to vocabulary relating to shopping as well as related conversational mores. Students will have opportunities to converse in the target language using real life scenarios as well as compose written works regarding their tasks.
Learners This plan was devised for a class of 24 Spanish III high school students, but could be adapted to a Spanish II or advanced Spanish I class by simplifying the tasks. The vocabulary is useful at any level, but lower level Spanish classes may require more time and fewer related tasks to use this lesson plan. If there is a student who is deaf in the class, then he or she should be partnered with someone close to his or her level in writing ability and someone above (or below, depending on where that student is) to work on the oral activities through written communication. The students will be encouraged to do everything they would do orally through writing and access to networked computers with instant messaging programs could be beneficial if the machines are properly monitored. It is also recommended that the student not work with the same people on every activity so as to give multiple students the opportunity to work more on written communication instead of oral.
Objectives The students will be able to:
ACTFL
§ Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
§ Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
§ Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
§ Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. The electronics store circular will be from a Spanish-speaking country, demonstrating technology used in other countries similar to our own.
SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.
1. Express own opinions, preferences, and desires, and elicit those of others.
2. Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and non-print sources in Spanish.
SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.
2. Exchange detailed information in Spanish via conversations, notes, letters, or e-mail on familiar topics.
3. Use paraphrasing, circumlocution, and non-verbal behaviors to convey and comprehend messages in level-appropriate Spanish.
SIII.4 The student will present orally and in writing information in Spanish that combines learned as well as original language in increasingly complex sentences and paragraphs.
1. Summarize and communicate main ideas and supporting details in Spanish orally and in writing from a variety of authentic language materials.
§ Principle 1 - The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and can create learning experiences that make these aspects of subject matter meaningful for the students.
§ Principle 2 - The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
§ Principle 3 - The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to the diverse learner.
§ Principle 4 - The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
§ Principle 5 - The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
§ Principle 7 - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
§ Principle 8 - The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Materials The students will need the following for this lesson plan:
The teacher will need the following for this lesson plan:
Introduction After daily routine (daily conversations in the target language, checking homework, etc.), the teacher introduces the lesson's subject in the target language. This is done through explaining why the new vocabulary is useful, questioning the students about how they shop and how they might shop in a Spanish-speaking country, and directing the conversation towards the activities designed to reinforce the vocabulary.
Authentic listening This section forms a bridge between the introduction and the students and teacher forming vocabulary. The students will listen to some brief, recorded conversations between a customer and a clerk at a grocery store and an electronics store. After a few listens, the students will be asked where they think the conversations took place and what they were about.
Forming the vocabulary After the class has been introduced to the material, they will have the opportunity to form their vocabulary list with the assistance of the teacher. The teacher will inquire about vocabulary related to grocery and electronics shopping and accept answers in English or Spanish. If a student calls out a word in English, the teacher responds with, ¿Como se dice [insert word] en español? and ¿Que significa [palabra]? if a word is given in Spanish. This allows the students to form a vocabulary list of items they have an interest in, but the teacher should also be prepared to add items he or she deems important or necessary to the list. The lists for each of the types of shopping can be combined or kept separate.
Modeling the first activity The teacher will announce in the target language that he or she is going grocery shopping after school and needs to make a grocery list. On the computer or an overhead, the teacher writes down a short list of grocery items taken from the vocabulary list the class has just created. After making the list, the teacher explains in the target language why he or she needs the items listed.
Activity 1 The students are then asked to compose their own grocery lists using their vocabulary and be prepared to explain why they need items on the lists. No pressure is put on the students to have X amount of items, and an emphasis is placed on listing items they need or want and being able to say why. Students will be selected by the teacher to present their lists and explain why they listed certain items in the target language.
Modeling the second activity After a few students have presented their grocery lists, the teacher asks for a volunteer to help show what the class is doing next. The volunteer is asked to request (one at a time and in Spanish) the items on his or her grocery list. The teacher has one of the inventory sheets for a grocery store and plays the part of a clerk. The teacher responds to each item either saying that the store has the item and where it is or that the store does not have the item and why.
Ejemplo:
-¿Tienen ustedes el pollo?
-No, no tenemos el pollo porque los pollos aquí tienen enfermedades.
Activity 2 The students pair up and are given two different store inventories and follow the model demonstrated by the teacher and the volunteer. The students will have to improvise dialogue when explaining why the store doesn't have certain items, but creativity will be encouraged. One student will play the clerk for a few minutes while the other plays the customer and then they switch roles after the first customer has gone through his or her list. During the activity, the teacher provides feedback and assistance to the student he or she overhears while moving through the room. Near the end of the activity (or as necessary to provide motivation to students not participating), the teacher will inform the students that they will need to report to him or her about the success of their grocery shopping. As the activity wraps up, the teacher will ask how successful students were in acquiring everything in their lists. Assessment for daily grades will be determined primarily by student enthusiasm and participation rather than point-by-point grammatical analysis.
Modeling the third activity The teacher will announce that the class will now practice shopping for electronics. The teacher will display the electronics store circular and have students identify items from their vocabulary list. On the computer or an overhead, the teacher will make a short composition describing the things he would buy from the electronics store for applicable rooms in his house or for his car if he had $3000 and why. Unlike the grocery list, this writing activity will be in prose rather than listed and the reasons why the items are wanted are written down instead of exchanged in conversation.
Activity 3 The students will be given copies of the electronics store circular and will be asked to write about what items they would buy from the store if they had $3000 and why. The teacher will assist students in their compositions, but will remind them that they will need to use the conditional tense (which must be introduced sometime before this lesson) and explain why they would buy the items they want to buy and categorize the items by what room they go in and separate each room by paragraphs. This paper will be taken up at the end of class and assessed as a quiz grade according to the attached grading scale.
Activity 4 After students have written their short papers, they will be put into four groups of five while four individuals are prepped for the next activity. The teacher explains that the groups will be playing the part of a family that has won a $3000 shopping spree at an electronics store. However, each individual in the family has written a paper about what he or she would buy with $3000 and the family must decide what items to buy and what items not to buy. Each member of the family can present his or her case for buying the items on his or her paper by using the reasons given in the paper, and the team leader (the mamá or papá of the family) decides whether or not the reason is good enough to budget in the item. If the leader decides the item is not worth budgeting, he or she has to explain why. The team leader can be over-ruled if the majority of the team votes against him or her. The ultimate goal is for the team leader to compose a list of items to buy that do not exceed the $3000 budget. All conversation in this activity needs to be in the target language and the group members are expected to help each other when necessary.
Modeling the fifth activity While the groups are working on activity four, the teacher will work with the four remaining individuals on their roles in the next activity. After the groups have composed their shopping budgets, the teacher will have one of the individuals play the part of an electronics store clerk while he or she is a customer. This will be similar to the grocery store activity but with a twist. The store clerks have been given copies of the circulars with additional notes on them encouraging them to advise customers to buy higher-priced versions of the items in the circular and some reasons to do so. The teacher will approach the clerk and ask about the items on his budget and the clerk will respond by responding that they either have the item or that it is out of stock, and in either case the clerk will attempt to persuade the customer to buy a different, more expensive item.
Activity 5 The four individuals each get with one of the four families and engage in discussions about the items they wish to buy. The teams will be able to converse together to decide whether or not they should drop an item from their list or go ahead and buy the more expensive version. After the teams have decided what to buy with the clerks, they will report to the teacher the money remaining on their shopping spree, how many items they purchased that were originally on their lists, and how pleased they were with the clerks. Participation in this activity will be taken into account for assessment of the daily grades. Additionally, teams that were able to spend all of their shopping spree money or had $100 or less left can earn another participation grade for the day and clerks who pleased their customers earn another participation grade.
Wrap-up Students have had a lot of oral practice interacting in shopping situations and writing practice preparing for shopping trips. To reinforce the vocabulary, they will have traditional vocabulary exercises for homework. Before assigning the homework though, the teacher will use this time to give feedback on some of the more commonly observed errors and reward students that were observed doing very well.