Sp 1 &2 Shopping

Teacher: Dr. Stephanie L. Perry

Unit/Session:  Shopping/Clothes

Shopping

Date of Instruction:  1/22

Standard/s: 

Spanish 1

MLI.IP1B Express likes/dislikes.

MLI.IP1C Make simple requests.

MLI.IP1D Ask for clarification.

MLI.IP1E Give simple descriptions.

MLI.IP1G Ask questions and provide responses based on suggested topics.

MLI.IP2A Initiate, participate in, and close a brief exchange.

MLI.IP2B Use formal and informal forms of address.

MLI.IP2C Demonstrate Novice-Mid proficiency in oral and written exchanges.

MLI.INT1D Demonstrate Novice-Mid proficiency in listening, viewing and reading comprehension.

MLI.IP2A Differentiate among statements, questions, and exclamations.

MLI.P1C Demonstrate Novice-Mid proficiency in oral and written presentations.

MLI.IP1B Demonstrate Novice-Mid proficiency when presenting rehearsed materials.

Spanish 2 

MLII.IP1A Express needs and preferences.

MLII.IP1C Request help and clarification.

MLII.IP1D Give descriptions.

MLII.IP1F Ask questions, provide responses based on topics such as self, others, & the immediate environment.

MLII.IP2A Initiate, participate in, and close an oral or written exchange.

MLII.IP1D Demonstrate Novice-Mid to Novice-High proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics.

MLII.INT1D  Demonstrate Novice-Mid to Novice-High proficiency in listening, viewing, and reading comprehension

Learning Target/Teaching Point: YOU (students) will be able to shop for clothes in Spanish.

Informal Commands 

Descriptive Adjectives 

Adjective Agreement 

Verbs: to have, to be, to be able to, to like (I like) 

It + a + infinitive (To be going to …) 

Vocabulary related to: Colors, Clothing, Numbers 0-100, Jewelry, foods, store names/places, directions, and body parts, weather conditions. 

Idioms: to be fashionable, to be ____ years old

Success Criteria: You are successful when you CAN:

[ ] Use Informal Commands

[ ] Use Descriptive Adjectives

[ ] Use Adjective Agreement

[ ] Use Verbs: to have, to be, to be able to, to like (I like)

[ ] Use It + a + infinitive (To be going to …)

[ ] Use Vocabulary related to: Colors, Clothing, Numbers 0-100, Jewelry, foods, store names/places.

directions, and body parts, weather conditions.

[ ] Use Idioms: to be fashionable, to be ____ years old

[ ] Initiate, participate in, and close a brief exchange

[ ] Write for at least 100 words in five (5) minutes about shopping

[ ] Read a dialogue and answer questions with 80% accuracy/comprehension.

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

INTRODUCTION/CONNECTION: Christmas has come and gone. In your letter to Santa, most of you asked for clothes. We are going to practice shopping in Spanish with an emphasis on clothes. As an introduction, I will show a short video in Voces, Ch. 4 on shopping for clothes. 

Key Vocabulary to Preview: gustar (to like), llevar (to wear), articles (the part of speech that precedes the noun.

Preview Voces Ch. 4 Vocabulary: Clothing and Accessories & In a Store

Shopping for Clothes - Voces

DIRECT INSTRUCTION: 

After watching the video, show students the vocabulary on the Voces website. Show them the pronunciation icon. 

shopping, clothes vocabulary - Voces

In a store Vocabulary - voces

Voces Ch. 4 Honduras  has a Dialogue about Clothing and Shopping. We will read it and translate it.

Materiales Auténticos:

¡Vamos de compras!

Regresa a clases

Las alfombras de aserrín

Artesanías de Honduras

Students will tell partners which article of clothing they like (Me gusta sus zapâtos).

Using tree map, students will match objects with the correct article (gender).

Students will label clothing correctly with wordstrips

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE: 

In Voces, show students the “Católago de moda”

Preguntas personales, Students will listen to a speaker and answer back.

Interpersonal #2 - partner with a classmate to be the seller and buyer.

The Hidden Side Video

 After students copy the Spanish word to match the English counterpart, ask them if they notice something different about the Spanish list vs. the English list. (They should notice the articles at the beginning of the Spanish words.) 2) Explain that articles are used much more commonly in Spanish than in English. 3) In addition, Spanish articles are either feminine or masculine (definite-the -la, el, indefinite-a-una, un). 4) Explain and give examples of definite articles when talking about a specific thing and indefinite articles when speaking about unspecified things. (see Smart Board presentation below.)

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: 

GA Frameworks

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Formative Assessment: 

Summative Assessment: In Voces Ch. 4 Honduras have students record themselves in Presentational #1

Listening Mastery A - listen to the short conversation. Decide if the second person responds reasonably!

Listening Mastery B - listen to the question and decide which is the best response 

Homework

Quiz: In a Store

Examen: Shopping

Practice with your family telling them about your clothes and asking them about theirs!