Kelley Bratcher

Dr. Carracelas-Juncal
FL 561
06/21/2015
Unit Plan:
Indirect Object Pronouns, the Verb Gustar and Market Vocabulary
Target language: Spanish
Grade level/ Proficiency Level: Intermediate to Advance (Secondary or Postsecondary), Ideal for ages 16-25.
TEACHER: K. Bratcher
SCHOOL: Nashville State Community College
SUBJECT: Spanish II
GRADE: Novice-Mid (Ideal for ages 18+, could be modified for secondary levels)
DURATION OF LESSON: 2-3, 50 min. periods
MATERIALS:
Poster Board
Markers
Scissors
Tape
Magazines
Tape Recorder
A/V Equipment for playing video clip
Realia (vegetables, fruit, t-shirts, purses, etc.)
Rubric
Printout (pdf attached sparately) http://negocios.uncomo.com/articulo/comoregatear-precios-facilmente-18258.html
I.

ESTABLISHED GOALS
Standards:
1.1 Engage in conversations at a market using the verb gustar, market vocabulary,
and indirect object pronouns.
2.1 Demonstrate an understanding of the relationship between the perspectives
and practices of cultures studied and use this knowledge to interact effectively in
cultural contexts, in this case bargaining customs in a market.
3.2 Acquire information and perspectives through authentic materials within the
cultures.

5.1 Apply language skills and cultural knowledge within and beyond the school
setting, specifically, using knowledge to complete extension activities.
II.

ESSENTIAL QUESTIONS
How does a market in Mexico differ from a market in the U.S.?
How do I express likes and dislikes in Spanish?
How can I communicate while shopping in a market?

III.

STUDENTS WILL BE ABLE TO. . .

Engage in conversation at a market by using language and cultural knowledge.
Use the verb gustar to express likes and dislikes.
Use indirect object pronouns to facilitate conversation.
Identify vocabulary for foods and souvenir items.

IV.

PERFORMANCE TASKS
TLW use the verb gustar to respond to a vendor in a skit.
TLW will design a market poster for fruits, vegetables, and souvenir items.
Advanced learners will create a radio advertisement in addition to the
poster.

V.

OTHER EVIDENCE

VI.

Exit Slip (Formative)

Teacher will observe students as they work on the task

Read Essential Questions and call on several students to give their
opinions
Assess students in class through conversations and questioning
KWL Journal Evidence

LEARNING ACTIVITIES
Review: KWL page in Journal Students write what they know and want to
know in journal (topics can be on grammar, bargaining, vocabulary, etc.)
Hook: Use video/YouTube to show clip of bargain in Mexican market. Students
may discuss things that they may know about bargaining based on previous
experience or trips abroad.
https://www.youtube.com/watch?v=gIbuQVSNeeM
LESSON 1
Procedure:

TTW divide class into groups of four. Groups should be mixed ability
levels. Distribute handout. Circulate during group work to assess and
provide feedback.
TLW read the text in groups of four to identify the dos and donts of
bargaining at a Mexican market. Summarize in 5 sentences. *Technology
may be used to type summary to practice Spanish keyboarding.
TLW circle the indirect object pronouns.

LESSON 2
Procedure:
TTW divide students into pairs and distribute materials. Circulate during
group work to assess and provide feedback.
TLW identify vocabulary for foods and souvenir items by designing a
market poster for fruits, vegetables, and souvenir items. Posters must
contain, vocabulary word, picture of item and example price.
*Activity 2 may also be created using PowerPoint or Prezi if technology is
available.
LESSON 3
Procedure:
TTW: Assess each group according to rubric. Make students aware that
this type of questioning will be used in their oral evaluation at the end of
the unit.
TLW create a skit in which a tourist encounters a very persistent vendor.
Buyer must ask questions about price and inform the vendor about items
they like or dont like. The vendor must present various items to the
tourist, ask the tourist what they like with the goal to persuade the tourist
to buy an item. Students use previously made poster as realia and use 4
indirect object pronouns.
TLW switch partners within their initial four person group to practice
unknown questions, grammar, vocabulary, etc. *Practice for final unit
oral evaluation.
REMEDIAL ACTIVITY
Procedure:
TLW work with only one partner to create skit using 2 indirect object pronouns
and gustar.
EARLY FINISHER ACTIVITIES
Options:
TLW create a radio advertisement in addition to the poster. Learner works
individually or with partner to compose announcement and record.
TLW work with partner to prepare and perform skit for class.

CLOSURE
Evaluation
Students submit group poster for evaluation using rubric
Exit Slip How would you respond to a vendor that says, Las bolsas cuestan
noventa pesitos. Le gustan?
Self-Assessment: Students add to L (Learned) portion of KWL journal.
EXTENSION ACTIVITIES
Go to a Mexican grocery store or restaurant where Spanish is spoken. Tell what
you like or dont like. Order/Purchase in Spanish and ask for a signature on your
receipt.
Collect bilingual labels from food products or non-food products and make a
collage listing prices. Choose one items and create a short skit between a
customer and vendor who is trying to sell the items. Attach to poster board.

Rubric for Skit or Role Play

Criteria

weight

Task Description: Bargaining at a Market

Understanding
40%
of Topic

Cooperation

Presentation

30%

30%

Exceptional

Admirable

Acceptable

Attempted

Grammar
is accurate

Indicates
a clear
understanding
of topic

Grammar is
mostly
accurate
Good
understandin
g of topic

Grammar is
somewhat
accurate
Fair
understandin
g of topic

Grammar is
inaccurate
Presentation
is off topic

Accepts ideas
of others; able
to compromise
All members
contribute

Accepts
most ideas
without
negative
comments;
able to
compromise
Some
members
contribute

Unwilling
to
compromise
Few
members
contribute

Group does
not work
together
One person
does all the
work

Shows
confidence
Informative
Entertaining;
engages
audience
Speaks loudly
and clearly
Appropriate
use of body
language

Shows some
confidence
Presents
some
information
Engages
audience
Can be heard
Some use of
body
language

Unsure of
responsibilit
y
Somewhat
informative
Engages
audience
intermittentl
y
Hard to
hear
Some
movement

Portrayal
stalls
Lacks
information
Audience
bored
Mumbles
Body
language is
lacking;
inappropriate

Assignment Score ______________ +

Final Score ________________

Beyonder/Bonus ______________

Copyright Texas Education Agency, 2006

cte.sfasu.edu/wp-content/uploads/2012/01/Skit.doc