Asbury Park School District
Name of Unit : De compras (Clothing and
Unit 4 #/Duration: 8 Weeks
Shopping )
Content Area: /world Language /Spanish I
Grade Level: 9, 10, 11 and 12
Big Idea:
 As a teenager are you interested in clothes, accessories? When you visit a Hispanic country you
will enjoy going window shopping. In fact, you will probably want to try on a few items and buy
something special to bring home.
Essential Questions:
I Can Statements:
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How does the environment of different
countries affect style of clothing?
How is a person’s style of clothing related to
their cultural background?
What influences impact teenagers’ attitudes
towards fashion?
How are American clothing sizes similar and
different when compared to those of target
language countries?
What is shopping like in the target language
country?
How does that compare to shopping in the
United States?
How do my clothes and possessions reflect my
personality?
How do my friends, family members similar to
/different from me ?
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Identify basic vocabulary to describe clothes
Describe clothes by using colors (primary
and secondary)
Recognize differences between sizes of
clothing in the US and target language
countries.
Identify numbers 100-1000 to be able to
discuss prices in the target language.
Ask for assistance and price of items at a
clothing store by using expressions and verb
“cost”
Exchange ideas about clothing and personal
style by discussing preferences.
Describe clothing and fashion styles by
using a source of information on fashion
such as a famous person, model, or
designer’s work.
Produce oral and written presentations on
the influence of fashion on teen culture.
Exchange information about different
countries with peers.
Compare and contrast typical clothing in the
US and the target language countries.
Common Core State Standards:
 S1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
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S5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and to
add interest.
L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 11–12 reading and content, choosing flexibly from a range of strategies.
W.L.S./CCSSS.: 7.1.NH.A.1 Recognize familiar words & phrases, understand the main idea, &
infer meaning of some highly contextualized, unfamiliar spoken or written words contained in
culturally authentic materials using electronic information sources related to targeted themes.
W.L.S./CCSSS.: 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions,
commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target
culture(s).
7 W.L.S./CCSSS.:.1.NH.A.4 Identify people, places, objects, and activities in daily life based on
oral or written descriptions.
W.L.S./CCSSS.: 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written
messages on familiar topics.
Texts
Primary Text:
Secondary/Supplemental Texts:
Reading/Writing
 Discovering Spanish, McDougall Littell.
*textbook reading/writing activities
Evanston, Illinois, 2004.
*Workbook Student Edition
 Plus, accompanying materials: *Audio CD
*Activities SE
Program *Video Program *Overhead
*Teacher to Teacher Copymasters
Transparencies and Copy masters
*Unit Resource Book
 Unit Resource Book *Workbook
*Lessons Resources
 Teacher to Teacher Copy masters
~Workbook TE
 Activities.
~Activity TE
~Family Letter
*Unit 2 Resources
~Workbook TE Reading and Culture Activities
*Overhead Transparencies
Listening/Speaking
*Audio Program: audio cassettes
*Audio Program Workbook
*Chansons Audio CD
*Video Program Modules
*Textbook activities
*Overhead Transparencies
Suggested Instructional Activities/Strategies
• Daily DO NOW exercise
• Dialogue writing and presentations
• Flashcards
• Graphic organizers
• Listening comprehension exercises
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Pairing exercises
Photo file / visual cueing
Reading comprehension exercises
Vocabulary repetition for pronunciation practice
Comparison of Spanish and American customs
Study guides (as needed)
Teacher Resources
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Core Text: Discovering Spanish, McDougal Littell
Suggested Resources:
Discovering Spanish, McDougal Littell, Unit 3 (Lessons 9‐11) and ancillary materials.
Technology (Internet resources, CD Roms, videos, audio CDs, etc.)
Authentic realia
Okapi and Astrapi magazines
National Standards document Standards for Foreign Language Learning in the 21st Century
Languages and Children: Making the Match (Curtain and Pesola)
Web sites such as Edmodo, Quizlet, Cahoots, Quizezes, Class Zone.com, Prezi, letsrecap.com,
etc…….
Spanish Consulate website.
YouTube for educators
Vocabulary
Domain Specific Academic Vocabulary (Tier 3)
How to talk about shopping for clothes:
?Adonde vas?
Voy a la tienda.
Ropa:
Una chaqueta.
Una chamisa.
Una capa.
Un sombrero.
Un pantalon.
Un sueter.
En una tienda:
 How to get help from a salesperson:
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Descuple, senor/senora.
Estoy buscando un par de pantalones.
Cual es el precio de los pantalones?
Cuanto cuesta?
Cuesta 40 euros.
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General Academic Vocabulary (Tier 2)
Daily Teacher to Students expression such as:
Repite, continue, por favor. Classroom
vocabulary. Objetos de la clase
Un lapiz
una pluma
una hoja de papel
la tiza
el fieltro
un libro
una targeta
la tarea
una mesa
una bolsa
una mochila
un bureau
un escritorio
una silla
un estudiante/una estudiante
un maestro/una maestra
 How to discuss clothes with a friend:
 Que opinas de los pantalones verdes?
 Como escontraste los pantalones verde?
Conjugate verbo Compro/Prefiere /
Puesto/Final/Elegir.
Expressing comparison.
The monetary system in Europe and the US.
Assessments
Formative Assessments:
 Lesson quizzes
 Portfolio Assessment
 Unit Test Forms A, B,
 Unit Test Part III:
 Cultural Awareness
 Listening
 Comprehension
 Performance Test
 Reading Comprehension
 Performance Test
 Speaking Performance Test
 Writing Performance Test
 Multiple Choice Test Items
 Audio CD 13 Tracks 12-22
 Answer Keys
 eTest Plus
 Online/Test Generator
 Final Assessment
 Three classmates will act out a scene between
two friends and a waiter in a Spanish café.
Type
Visual
Summative Assessment:
 Accountable Talk, Debate, Oral Report, Role
Playing, Think Pair, and Share.
 Conversation presentation
 Listening assessments.
 Speaking activities
 Homework
 Writing tasks, taking notes, maintaining good
notes and valuable questions to lesson and
feedback.
 Cloze pre-post test
 Authentic Project (real-world issues and
solving authentic problems using digital tools
and resources. Quizlet
 Class engagement and participation in different
setting {individually, cooperative learning
groups, peer mentor}
 Students keep reflective journals regarding
performance and practice in key areas.
 Peer assessment process to guide peers toward
successful learning and understanding.
Differentiation/Scaffolding
(for example ELL, students who are classified, struggling learners, etc.)
● Have illustrations for all vocabulary and concepts
● Incorporate video into the lesson
● Use on online dictionary that includes an image for the words
● Use choice boards and menus to allow students to demonstrate
understanding in different
● modes
● Use color contrast on all PowerPoints and worksheets
● Be mindful of font size and type
● Use proper font – never use all capitals when typing or PowerPoint
design that presents
using all capital letters
● Proper spacing
● Model note taking
● Use non-linguistic representations for vocabulary and concepts
● Have a picture/gallery wall walk for the unit or chapter, allow students
to walk to see what
will be covered in the unit
● Provide exemplars for all essays, PowerPoints and projects to be
completed
Auditory
Kinesthetic
● Get a small tape recorder Study in groups and talk things out
● Record lectures, tutoring and study groups (makes a verbal record for
review)
● Read texts and questions out loud
● Work out problems aloud
● Sit in the front of the class
● Have discussions and debates in class
● Create musical jingles or mnemonics to aid memorization
● Use verbal analogies and storytelling to demonstrate your point
● Read explanations out loud
● Have students explain ideas to other people
● Have the student discuss ideas verbally whenever possible, even if they are
having a
conversation with themselves
 Incorporate leveled readers into class
 Incorporate hands-on activities
 Create models
 Create foldables
 Create displays, incorporate movement in learning activities in order to benefit
tactile and kinesthetic learners.
 Games
 Projects
 Puzzles
 Create Prezi
 Act out what is being read
 Incorporate plays into the lessons
 Use choice boards and menus to allow students to demonstrate understanding in
different
Modes.
 Have a picture/gallery wall walk for the unit or chapter, allow students to walk
to see what
will be covered in the unit.
 Use non-linguistic representations for vocabulary and concepts
 Provide exemplars for all essays, PowerPoints, Prezi and projects to be
completed
Language
Development
● Develop clear objectives for each lesson that are communicated multiple
ways
(e.g., written on the board, spoken, explained with visual aids)
● Maintain a Word Wall that includes visual cues
● Preteach vocabulary using multimedia and/or realia (tangible samples of the
term)
whenever possible
● Links concepts to students’ background, if possible
● Connect new concepts to past learning
● Provide students with multiple, short (10-15 min.) opportunities to practice
in
relevant, meaningful ways,
● Divide content into meaningful short chunks by meaning, not just length,
● Review material periodically,
● Give students immediate feedback on how well they have done,
● Include opportunities to connect abstract concepts with concrete experiences
 through: o Charts and graphic organizers,
 counting and classification activities,
 concept mapping,
 using index cards, and
 rearranging and dismantling models
● Include activities that allow learners to apply abstract content in personally
relevant ways
• Creating a semantic map
• Writing test questions to ask another student
• Teaching concepts to another student
• Discussing and “doing” make abstract concepts concrete
• Clustering
• Making and using graphic organizers
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•
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Solving problems in cooperative groups
Engaging in discussion circles
o Partnering students in a project before independent work
Appendix 1
(graphic organizers, rubrics, websites, activities, manipulatives, sample assessments, etc.)
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Use visual graphic organizers
Reference resources to
promote independence
Visual and verbal reminders
Graphic organizers
http://www.educationoasis.com/curriculum/graphic_organizers.htm
https://www.teachervision.com/graphic-organizers/printable/6293.html
http://www.eduplace.com/kids/hme/k_5/graphorg/index.html
http://www.readwritethink.org/files/resources/interactives/timeline_2/ - creating timelines
http://www.graphic.org/goindex.html ● h p://www.exploratree.org.uk/ - Exploratree is a free
web resource where you can access a library of ready-made interactive thinking guides, print
them, edit them or make your own
http://www.educationoasis.com/curriculum/graphic_organizers.htm -Education Oasis offers a
collection of graphic organizers to help students organize and retain knowledge - cause and
effect, character and story, compare and contrast, and more!
http://rubistar.4teachers.org/index.php This site allows teachers to create, save, and print rubrics
for their classes. Models and prompts are available as well as online tutorials. Check out the
option to make interactive rubrics! Story Elements Rubric
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http://www.mtnbrook.k12.al.us/CES/grk/storyrub.html
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Venn Diagram Rubric
http://www.ecisd.net/techwebpage/tif2000/tif/diagram.html
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Fairy Tale Book Report
http://www.abcteach.com/bookreports/fairytale.htm
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Character Form
http://www.abcteach.com/FairyTales/character.htm
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Fairy Tale Rubric
http://www.abcteach.com/FairyTales/fairy_tale_rubric.htm
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Compare and Contrast Rubric
http://www.abcteach.com/FairyTales/goodevil.htm
Appendix 2
(Quad D Exemplar Lesson Plan)
Phase 1: Define the Lesson
Lesson Title: En la tienda
Una moda
Subject: Spanish I
Grade Level: Grade 9 -12
Lesson Description:
Students will identify various types of clothing, become familiar with the shopping methods and sizes in the target
language countries, and compare and contrast them to the United States. Through a series of scaffold learning
activities, they will strengthen their interpretive, interpersonal and presentational skills.
Primary interdisciplinary connections: Consumer Math; Economics, Geography
Lesson Duration: 18 Days
Outcomes (enduring understandings, essential questions, or guiding themes):
Students will…
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Identify basic vocabulary to describe clothes
Describe clothes by using colors (primary and secondary)
Recognize differences between sizes of clothing in the US and target language countries.
Identify numbers 100-1000 to be able to discuss prices in the target language.
Ask for assistance and price of items at a clothing store by using expressions and verb “cost”
Exchange ideas about clothing and personal style by discussing preferences.
Describe clothing and fashion styles by using a source of information on fashion such as a famous person,
model, or designer’s work.
Produce oral and written presentations on the influence of fashion on teen culture.
Exchange information about different countries with peers.
Compare and contrast typical clothing in the US and the target language countries.
Compare the differences between eating in the US and the target language country
Unit Essential Questions
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•
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•
•
States?
How does the environment of different countries affect style of clothing?
How is a person’s style of clothing related to their cultural background?
What influences impact teenagers’ attitudes towards fashion?
How are American clothing sizes similar and different when compared to those of target language countries?
What is shopping like in the target language country? How does that compare to shopping in the United
Unit Enduring Understandings
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Weather differences determine what type of clothing is worn.
“Fashionable” is defined differently in different cultures/countries.
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Sizes can be named or measured differently in different countries
Shopping is set up in a variety of different ways, as compared to the United States
Phase 2: Plan and Prepare
Common Core State Standards:
● RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text
(e.g.,
through examples or anecdotes).
● RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,
and
technical meanings.
● RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and
contributes to the development of the ideas.
● RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by
reasons
and evidence from claims that are not.
● RI.6.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background
knowledge)
one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same
person).
● RI.6.10. By the end of the year read and comprehend literary nonfiction (see Appendix A) at grade level textcomplexity
(see Appendix A) or above, with scaffolding as needed.
● W.6.1. Write arguments to support claims with clear reasons and relevant evidence.
● W.6.1A. Introduce claim(s) and organize the reasons and evidence clearly.
● W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through
The selection, organization, and analysis of relevant content.
● W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate
with
others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
● W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the
inquiry when
appropriate.
● W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source;
and quote
or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic
information
for sources.
● W.6.10. Write routinely over extended time frames (time for research, reflection, metacognition/self correction,
and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,
and
audiences.
● SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse
partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
● SL.6.1A.Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
● SL.6.1B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as
needed.
New Jersey World Language Standard:
7.1 : All students will be able to use a world language in addition to English to engage in meaningful conversation,
to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also
gaining an understanding of the perspectives of other cultures. Through language study, they will make connections
with other content areas, compare the language and culture studied with their own, and participate in home and
global communities.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
CPI# Cumulative Progress Indicator (CPI)
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally authentic materials
using electronic information sources related to targeted themes
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written descriptions
7.1.NM.B.2
Give and follow simple oral and written directions, commands, and requests when participating in
age-appropriate classroom and cultural activities.
7.1.NM.B.5
Exchange information using words, phrases, and short sentences practiced in class on familiar topics
or on topics studied in other content areas. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on
familiar topics.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials orally or in
writing.
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL
SKILLS
7.1.NM.C.5
Name and label tangible cultural products and imitate cultural practices from the target culture(s).
Objectives: SWBA to/ DOL
Use vocabulary: clothing, personality traits, physical characteristics, colors, body parts
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Use adjective agreement and placement
Students will be able to: Identify and describe clothing and accessories
Describe people (physical appearance and personality)
Express prices Ask for information, i.e. clothing
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Assessment:
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Answer questions using clothing catalogue
Interpretive reading and listening tasks
Role play making a purchase
Worksheets: create map of town
Interpretive reading and listening tasks
Student- to- student conversations
Completed graphic Organizers
Quizzes
Written practice activities
Learning Environment:
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Students will be working in cooperative learning groups at tables.
They will work on individual assignments.
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Conversation presentation
Listening assessments.
Speaking activities
Academic and Domain-Specific Vocabulary:
Dans un magasin:
 How to get help from a salesperson:
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Pardon monsieur. Vous desirez,
Je cherche un pantalon.
Quel est le prix du pantalon?
Combien ca coute?
Il coute 40 euros.
 How to discuss clothes with a friend:
 Qu est-ce que tu penses du pantalon vert?
 Comment trouves-tu le pantalon vert?
Conjugate verbe Acheter/Preferer/ Mettre/Finir/Choisir.
Expressing comparison.
The monetary system in Europe and the US.
Behavioral Expectations/Procedures:
Students will follow the classroom protocols and transitions for collaborative groupings .
Materials (Teacher): Computer; LCD projector, Visual aid, CD player, Transparency, Index cards, magazine.
Materials (Students):
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Textbooks, Students’ notebooks & folders
Textbook reading/writing activities
Workbook Student Edition
Phase 3: Teach
Lesson Introduction
Do Now: List 5 clothing stores that you like to shop at.
Opening:
Motivation: I will present fashion magazine, and slides show for clothes, accessories and restaurant, Students will
identify different types of stores, department stores and boutiques.
Students will learn the different type of clothing for different occasions.
Introduce the new dialogue, ask about the price of different items
Present new vocabulary
Present the new opening dialogue, students will read the dialogue and guess what it is about.
Students will practice reading the dialogue, they will take turn.
Ask questions about the dialogue:
Read and discuss the note cultural, reading the video script. Students will talk about the differences and similarities
represented in the photos.
Flow (Teach) Quadrant D Model
Activity:
Students will watch video module to review the lessons. Answer the modules activities.
Students will guess the pictures and how it is related to the la mode and fashion, will discuss the Spanish euro, and
monetary system in Europe.
Speaking Practice: Students will use the illustrations as a guide, interview another classmate where they will go
shopping and what is their plan to buy. Ex. ?Adonde vas? V Galarie Lafayette/ ?Que vas a comprar ? Voy a comprar
una camisa.
Students will choose the occasion and their most reasonable clothes that will match the event.
Introducing le note cultural, students will read then we will discuss the differences and similarities.
Students will discuss the differences and similarities between Spanish and American teens go for snack.
Closure:
Closing
Assessment:
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Clothing quiz, colors and sizes quiz Students will list their preferences on what type of vetement they prefer.
Group activity: write descriptive paragraph using magazine picture of famous actor or actress.
Unit Test
Research project
Presentation of research project.
• Pair and group work for writing and speaking exercises
• Note taking and class participation in different tasks.
Homework/Extension:
Workbook activities packet, Textbook activities.
Lesson Plans
Lesson
Timeframe
Lesson 1
Ir de compras para ropa /Vocabulary & Culture
Lesson 2
En la tienda
Describir la ropa by using colors and size
Lesson 3
Reading authentic Nada es perfecto in target language
Lesson 4
Differences in sizes and numbers From European system to USA
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
Lesson 5
Fashion for
Making a Purchase
Lesson 6
Preferences Expressions. Adjective demonstrative and Interrogative
Lesson 7
Asking about the price of Different Clothes items and incorporating The
Euro and the equivalent to the US Dollar.
Lesson 8
Note La moda de la cultura in a Hispanic country
Lesson 9
Project Compare and contrast fashion trends in Hispanic countries.
1 day Block schedule/
2 days Traditional schedule
Lesson 10
Mini Histoire Model a brief conversation in which you shop for clothes.
Get help from a sales person compare two different garment and bargain
about the price.
Lesson 11
Alice tiene un trabajo Working in an Electronic store
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
Foundations of Effective Instruction
Phase 1: Define the Lesson
Lesson Title:
Subject:
Grade Level:
Lesson Description:
Lesson Duration:
Outcomes (enduring understandings, essential questions, or guiding themes)
Phase 2: Plan and Prepare
Common Core State Standards:
State Standards:
Objectives:
Assessment:
Learning Environment:
Academic and Domain-Specific Vocabulary:
Behavioral Expectations/Procedures:
Materials (Teacher):
Materials (Students):
Phase 3: Teach
Lesson Introduction
Do-Now:
Opening:
Flow (Teach) Quadrant D Model
Multiple short segments of instruction (including evidence of investigation, justification, real-world application):
Checks for Understanding/Feedback:
Differentiation:
Closing
Assessment: Homework/Extension: