Paolo Cozzi

Lesley University
07-14
Ecomp 6106

5-2
Day 4

Essential Question
How can you best experience Hispanic culture by visiting a market?

Standard(s)
Massachusetts Foreign Languages Curriculum Framework. August, 1999
Comparisons
4.1 Language
4.2 Culture
5.2 Lifelong Learner

Learning Target(s)
Students learn the roots of words to decipher vocabulary on food and compare
expressions useful for a market to their native language.

Technology Integration
Prezi on expressions in Spanish
Eno board
PPT presentation on using expressions to sell products
Adapted Prezi to PPT with recorded sound of whole class oral drill.

Description of Teaching Strategy/Learning Activity
After learning useful expressions that can be used at a market, students will be
recording a commercial with their group for one of their products, using these
expressions. During the final presentation, they will include their commercials on
the Eno board as part of a compilation of work during the market for teachers.

Materials and URLs
1. http://senorcozzi.weebly.com
2. Power point
3. Eno board
4. www.prezi.com

Classroom Implementation Procedures
1. Do now: Read the essential question and write a quick reflection on the
half piece of paper the teacher hands out as you come in.
2. Teacher takes of points for students who do not share. (
1. -2pt on the class participation-Day 4 column in ASPEN grade
book).
3. Students participate in an oral drill. Through a call-and-response activity,
the teacher will browse the Prezi and repeat the Spanish word in each
slide. The class, listens while watching the screen, and repeats.
4. Students are divided into two groups. One side calls out the Spanish
word, while the other translates to English. Then they switch.
5. Teacher takes of points for students who do not take part in whole class
participation.
1. -5pt on the class participation-Day 3 column in ASPEN grade
book).
6. Students interact with an Eno board, notebook presentation by choosing
the right Spanish expression and dragging it to the right picture.
1. On the second slide, students look at a word cloud and after
hearing an expression in Spanish, circle all the food items, they
associate it with.
7. Students volunteer to try to sell mock products (PPT with images and text,
Ex: chocolate soup) to the class using the expressions learned.
8. Teacher awards 3 points for students who participate.
1. +3pts on the class participation-Day 3 column in ASPEN grade
book.
9. Teacher gives a quick picture tour (PPT) of a market in Cuzco Per based
on a recent trip. Students use a Spanish agreement expression by shouting
it out, if they agree with statements made in Spanish.
10. Class reviews the checklist for the product commercial with their group of
4.
11. A sample video is played for the class.
12. Groups work on coming up with a product idea in Spanish and drafting
lines for their commercial.
13. Groups practice the presentation of their commercial (at least 5 times)
14. Teacher awards 20 points per group, if groups are working constantly.
15. Teacher sets up laptop camera using the same Imovie template for each
recording, and tapes each presentation.
1. Groups are given 3 takes
16. Teacher edits and grades presentations.
17. Commercials are shown during the market day for teachers and the
community.


Evidence of Learning to be collected
Video of the commercial
Checklist and Rubric
Whole class participation

Assessment Procedures
Checklist for the commercial


Informal assessment during vocabulary drill
Rubric for commercial





Adaptations/Modifications
Students with social anxiety will be given the opportunity to do this as a
comic or a script only.
This is an example of an adapted project

PPT and Prezi presentations will be available on the class website.
PPT vocabulary drill will be recorded in class and posted on the website to
include vocabulary drill in audio format.