Your Name:

Language

Course Level
Level 2

Spanish
Stage 1 Desired Results
Standards (CA, Natl, CCSS ELA/Literacy Tech Subjects) and Skill Sets (21st Century, World Readiness)

CA Standards
A.1.1. students address discrete elements of daily life, including:
A.1.1.m. Shopping, clothes, colors, and sizes
B.1.1. Students engage in oral, written conversations.
B.1.2. interpret written, spoken language.
B.1.3. Present to an audience of listeners, readers, or ASL viewers.
B.1.4. list, name, identify, enumerate
B.1.5. identify words, signs and phrases in authentic text
WRSFLL
1.1 Interpersonal Communication: Learners interact and negotiate meaning in spoken,
signed, or written conversations to share information, reactions, feelings, and opinions.
1.2 Interpretive Communication: Learners understand, interpret, and analyze what is
heard, read, or viewed on a variety of topics.
1.3 Presentational Communication: Learners present information, concepts, and ideas to
inform, explain, persuade, and narrate on a variety of topics using appropriate media and
adapting to various audiences of listeners, readers, or viewers.
2.2 Relating Cultural Products to Perspectives: Learners use the language to investigate,
explain, and reflect on the relationship between the products and perspectives of the cultures studied.
CCSS
CCSS.ELA-LITERACY.CCRA.R

Your Name:

Read closely, make inferences, and cite evidence from the text.
CCSS.ELA-LITERACY.CCRA.W.3
Write narratives to develop experiences or events using technique, details and event sequences
CCSS.ELA-LITERACY.CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and
consulting general and specialized reference materials
Theme

Topic

Clothing

Clothing

Knowledge: What students will know

Students will know how to talk about shopping, fashion, and clothes, using the preterit.
Students will know how to ask for assistance in a shopping situation.
Students will know how to read and watch information about fashion, shopping and clothes.
Students will know how to compare pricing and look at the exchange rate and figure out the
difference in pricing.

Stage 2 Assessment Evidence

IPA Overview
Interpretive Task

Essential Question
What do I wear?

Skills: What students will be able to do

SWBAT: talk about clothing and fashion

SWBAT: talk about going shopping
SWBAT: point out specific objects and ask for a
certain size, color and fit
SWBAT: compare and contrast the price of clothes
in the U.S. and in a country that speaks the target
language

Your Name:

Using the internet will look at fashion items in department stores of a country that speaks the target language. Students will also get to look at
magazines ads with advertisements. Students will then browse the websites for articles of clothing they like as if they were going to shop for new
clothes.

Interpersonal Task

Presentational Task

Afterwards the students will get into pairs and talk about shopping, fashion and clothes. The
students would use the computers to point out what items they would buy and state what they
like about it. Afterwards they will reenact a scene where they ask for assistance in a shopping
situation at the mall/department store asking for a specific size and color and if they have
anything other items similar to what they chose.

You celebrated your birthday and you received

$200, $100 in cash and $100 in gift cards. You
decide to go on a shopping trip and buy various
articles of clothing with your birthday money.
Write an email to a friend describing your trip and
what you bought. You will attach some photos of
your favorite items describing them to your friend.
Talk about where you bought, how much and why
you liked it and if it was a bargain

Stage 3 Learning Plan

Toolbox (Section 3A)
Language Functions

Compare fashion trends/items

Related Structures /
Patterns

Estar de moda/ el estilo

Using adjectives as nouns
(oscuro, floja, apretado)

Anticipated
Responses/Misconcepti
ons

Students might struggle

with the concept of using
nouns as adjectives. To help
the students out, Id provide
the students with many
examples. Students might
use any noun to use as an
adjective and it is important

Vocabulary
Expansion
Tier 1

Clothing/shopping
vocabulary
(La ganga, la
liquidacin)
Tier 2:

Talk about shopping

(Estar de moda)
Clothing purchase

Your Name:

Ask and answer questions about certain article of clothing

Demonstrative adjectives
(este, esta, aquel, aquella)

Describe your shopping experience/trip

Using Preterit (Compr, fui)
to talk about their shopping
trip and what they bought.

Compare and contrast pricing of various clothing items in an

ad from a store in the target language.

Use ms o menos to talk

about comparable pricing
using the clothing vocabulary

for the students to know its

only applicable in certain
ways like in describing
clothing. The meaning of
flojo can also be used to
describe a lazy person.
Students may confuse the
demonstrative esta with the
conjugation of estar est
and difference between the
two. Students may also
have issues using esta, este,
and aquel, aquella. Need to
make sure they know its all
matters due to the proximity
of the objects.

Yo compre una chaqueta.

Some students might forget
to add an accent mark when
they write it or put stress on
the last syllable when
talking about a past activity
like their shopping
experience. Clarify and
mention the importance of
the accent as it changes the
meaning of the sentences
and what they want to say.

vocabulary
(Apretado, la talla)
discuss paying of
purchase vocabulary
(en effectivo, la
tarjeta de crdito)
Describe what
clothes are made of
(hecho de) tela
sinttica
comparacin,
comparado
Tier 3:

Preterit,
Demonstrative
adjectives, conjugate

Your Name:

Una camisa cuesta $200!

Students might be confused
with pricing on the site as it
will be listed in pesos and
what the equivalent pricing
would be compared to the
U.S.

el salario mnima,
profesiones de
empresa

Key Learning Activities/Formative Assessments (Section 38)

Activity/Formative Assessment
(representative samples from beginning to end of unit)

Introduce the vocabulary pertaining to clothes and fashion by

watching three short ads from department store (Liverpool) from
target country.
https://youtu.be/ydmYKtjADP0
https://youtu.be/UBHqPAEcJQw
https://youtu.be/fw5QF6Ps7WY

Students will look and identify examples of the vocabulary by

looking through websites of department stores from target
language countries like Mexico and Spain. Examples: Liverpool,
Sears, Suburbia, El corte ingls (Spain)
https://drive.google.com/open?

How does this

activity
support the
unit goals or
performance
tasks?

Students will be able to

talk about shopping
such as using credit
cards seen in the video
and other vocabulary
that relates to the
chapter.

Students will know

how to read and watch
information about
fashion, shopping and
clothes.

Mode of
Communicatio
n

lntercultur
ality
Self
Community
World

Interpretive
Interpersonal

S, C

Interpretive
and
interpersonal

S, C, W

Your Name:

id=0B4YXj8gHSwPbMmtwX1NuNllpQzA
https://www.elcorteingles.es
http://www.liverpool.com.mx/tienda/
http://www.sears.com.mx
http://www.suburbia.com.mx
Students will look at a given ad and answer questions about the
ad.
https://drive.google.com/open?
id=0B4YXj8gHSwPbTE9rOXhubWxuS2M

Students will know

how to read
information about
fashion, shopping and
clothes

Interpretive
and
interpersonal

S, C

Interpretive
and
interpersonal

S,C,W

Work in pairs: Role play a given situation at a store. You want to

ask for a certain article of clothing in your size and in a similar
style and color.
https://drive.google.com/open?
id=0B4YXj8gHSwPbdlpFV2twWTdJenc
https://drive.google.com/open?
id=0B4YXj8gHSwPbOWR6eDNnVlVRVE0
https://drive.google.com/open?
id=0B4YXj8gHSwPbNkx5dXZHSWtURXM

Look at the varying prices of clothes in the country of target

language compared to U.S. Students will discuss how much the

Students will know

how to ask for
assistance in a
shopping situation.
(Ask for size, use
demonstrative
adjectives)

Students will be able to

compare and contrast

Interpretive,
interpersonal

S,W,C

Your Name:

average person makes and how much would go to clothes. What

alternatives do they have if cant afford? What crowd is the ad
geared towards?
https://drive.google.com/open?
id=0B4YXj8gHSwPbc193djdxWGxGcGc
https://drive.google.com/open?
id=0B4YXj8gHSwPbbXloYXZ6OF80eEU

After exploring the topic outside the classroom, students will

now bring it back to how it relates to them in an everyday was
such as going shopping for clothes.
https://drive.google.com/open?
id=0B4YXj8gHSwPbVThpWGhISFpoZ0U

the price of clothes in

the U.S. and in Mxico.
Students will explore
by deciding whether or
not clothes is
affordable for
everyone. If clothing is
not affordable for
everyone, what type of
clothes do they wear
and where do they buy
it?
Student will describe a
shopping trip for that
they got for their
birthday as they got
cash and gift cards that
they used to buy
clothes.

Presentational

S, W
interpersonal