Glastonbury Foreign Language Program
Curricular Unit: International Trade (Spanish)
Grade: 8
Subject/Topic Area(s): International trade in the United States
Key Words: Trade, shopping, bargaining, product origins
Standards:
Major standards— 1.1, 2.1, 4.1, 5.1, 2.2
Supporting standards— 1.2, 1.3, 2.2, 3.2
Brief Summary of Unit (including curricular context and unit goals):
Students will know the origin of the products in the market place, identify different types of stores and be able to make purchases.
Number of days for activity: 20
Materials and resources (including technology and multimedia):
Juntos video-chapter 10
La Catrina episode 3
Ahora magazine-article on artesanias
Pathways to Proficiency-Shopping
Juntos CD rom
Shopping articles
Authentic readings
Ven Conmigo
Realia
Identifying Desired Results
• What essential questions will guide this unit and focus teaching/learning?
Why are there so many international products? What are the skills needed to make purchases and bargain in the target language?
• What enduring understandings are desired?
Student will understand...
How the diverse origins of foreign products that are available in the USA, become familiar to us, as they are absorbed into the American culture. Practical language used in a trade situation.
• What key knowledge and skills will students acquire as a result of this unit?
Students will know…
How to shop in the target language.
Purchasing language.
Demonstrative adjectives, the preterite tense and the verbs comprar, vender, dar, costar, pagar regalar and regatear.
How the media influences our perspective on what a foreign good is.
Clothing size differentiation.Students will be able to…
Express different nationalities
Identify various stores and what each one sells
Vocabulary:
Grammar:
• What do they already know that will help them learn new information? Where and when did they learn it?
They have an understanding of basic shopping vocabulary, learned in grades 1-7 and a mock open-air market in grade 2. Numbers. Latin American studies from Social Sciences. Geographic locations.
Determining acceptable evidence
• What evidence will show that students understand?
Performance Tasks: Shopping skits, product production
Quizzes, Tests, Prompts, Work Samples: Paired activities, language lab oral practice, quizzes on vocabulary
Unprompted Evidence (observations, dialogues): Observations during class discussions, skits, and oral quizzes that are graded
Student Self-Assessment: Student checks rubric to self assess vocab., self quiz on grammar topics with www.studyspanish.com
Lessons:
Lesson 1: Brainstorm known shopping related vocab. and intro. new vocabulary.
Lesson 2: Introduce new shopping expressions & types of stores using a power point.
Lesson 3: Teach demonstrative adjectives using the shopping vocab, with a preterit review.
Lesson 4: View Juntos video on shopping and have pairs write their own dialogue to act out.
Lesson 5: Teach nationalities.
Lesson 6: Students will present oral skits to be assessed.
Lesson 7: Using Pathways to Proficiency paired activities in the Foreign Language Lab.
Lesson 8: Students fill-out a pseudo credit-card application and are granted an amount to spend at the Feria at a later date.
Lesson 9: Reading articles about "artesanías latinoamericanas"
Lesson 10:Students will view La Catrina shopping episode and answer comprehension questions afterward.
Lesson 11: Students are given an oral shopping prompt and are taped while talking in the Foreign Language Lab. Lesson 12: Practice skits in the computer lab.
Lesson 13: Students will go to local markets to fill out a scavenger hunt activity of foreign products.
Lesson 14:Designing of Store Windows (in pairs) complete with products to be sold. Students will practice shopping and purchasing at a classmates store.
Lesson 15: Students will create their own stores for a Feria following a Rubric.
Lesson 16: Students will have a mock Feria in the cafeteria and will be assessed on their shopping and purchasing skills. This is taped with a digital video camera
Links to Relevant Web Sites:
Assessment Blueprint (Performance Tasks)
Task Title: La Feria
Student will produce new vocab., expressions, and cultural awareness related to shoppping in the target language.
Approximate Time Frame: 1 class period
Standards: 1.1, 2.1, 4.1, 5.1, 2.2
Purpose: check those that apply Formative – x Summative – x
Description of Task:
Students will demonstrate their understanding of trade, foreign products, and purchasing through a mock Feria.
Evidence of desired understanding:Criteria of judgment:
Evaluative Tools: check those that apply
Analytic Rubric –
Holistic Rubric –
Criterion (performance) list –
Checklist –
Assessment Blueprint (Other Evidence)
• What is being assessed?
• Describe the assessment.
• What is the purpose of the assessment?
• Criteria of judgment/evaluative tools: