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Lesson Plan: Spanish Level 2

Name: Liz Quisquinay


Learning Objective: The students should be able to review the grammar from chapter 2B Demonstrative adjectives, (singular and
plural) vocabulary production, lifestyle. Exchange information about when and where they bought, what they are wearing, shopping
trips, and how to operate and manage a clothing store. Student will use different websites or programs to create a visual display. The
students will then present it in PowerPoint format or in Animoto.
1. Fashion and Interior Design Pathway Standards:
a. A5.2 Compare how textiles and design have evolved throughout history.
b. A10.3 Construct store displays by using various fixtures (e.g., mannequins, shadow boxes, wall and tabletop displays,
and props) to convey specific messages (e.g., a stores image, a specific manufacturers label, a color or fabric story, or
a specific event).
2. Business and Finance Knowledge and Performance Anchor Standards:
a. 3.7 - Recognize the importance and impact small business have on our state, nation and world economies.
b. 9.1 Define leadership and identify the responsibilities, competencies and behaviors of successful leaders.
Teacher Action:
1. Check attendance and homework.
2. Review Objectives with the class.
3. Monitoring to ensure the students are on task.
4. Guided practice with Vocabulary production worksheet.
5. Read Lectura (short story) about how Jeans evolved over time and its history
a. An example for one of the standards.
6. Students can gather in groups of 4-5 accordingly to what stores their current clothing came from
a. Students will discuss which article of clothing (make sure its school appropriate) is from that store
b. The students will discuss why they bought that particular clothing/or shop at that particular store.
i. Advertisement/brand name
ii. Price/Sales
7. Hand out materials for Group Project and Project requirements.
a. Discuss Business and Finance standards for their projects
8. Go over PowerPoint for ideas for clothing stores that students can use

a. Macys, Target, Walmart, Mens Warehouse, Aeropostale, Forever21, JC Pennys


9. Check on the students to see if they understand the project and directions.
a. Walk around to check on the progress of each group.
10. Check for understanding use random call out method (index cards) to ensure at least half the class understands material
Student Action:
1. Get out homework and work on warm up as I walk along to check.
a. Get Homework out.
b. Finish warm up.
2. Listen and review objectives with the teacher and class.
3. Discuss pictures and vocabulary in their groups.
4. Students will work in pairs to do the worksheet and use picture to help further understanding.
a. Think/Pair/Share.
5. Read the story and answer the discussion questions.
6. Listen to instruction and ask questions if they do not understand the directions.
7. The students will be taking notes individually to brainstorm what kind of store they are interested in.
8. Students will work in their assigned groups of four.
a. Decide what type of clothing store they are going to design
b. Decide who will be responsible for which task.
c. Students will check out chrome books.
d. They will need to turn in an outline with their responsibilities, name of the store, what they are going sell, the design of
the store. They will use the notes they took on the power point to discuss which type of store they are to develop
i. Women, Men, High end, Department stores.
e. Students will then go online to find example of clothing and use it in their PowerPoint
9. Actively listening and ready to participate if called on.
Materials Needed:
Text books/Notebooks
Worksheets (Study guides)
Chrome books
PowerPoint
Notes

Rubric

Excellent 10 pts

Average 7 pts

Below Average 4
pts

Poor 1

Content

The Store clearly addresses


the project guidelines. All
required elements are
present. Meets target
length requirements.

The Store addresses the


writing prompt. Meets
target length requirements.
All required elements
present.

Off topic and/or


incomplete/no attention
to length requirement.

Organization

The video & presentation


are organized in a logical
manner. I have a title, an
opening and closing. There
is a logical progression of
ideas that are well
organized and clearly
connected.
Reader can always
understand what I am
trying to communicate.
Presentation is easily
understood by native
speakers. No interference
from English.

Video & presentation are


organized in a logical
manner. Includes title,
opening and/or closing.
Organization is evident and
the ideas generally
connected.

Demonstrate ability to
correctly use the
vocabulary. Able to use a
wide range of vocabulary
words. Sentences show
student can use two or
more vocabulary words in
the same sentence.

Generally, use the


vocabulary correctly.
Student makes between 1-3
mistakes with choice of the
vocabulary and/or
spelling/accents.

The Store generally


addresses the project
guidelines but may miss
one or two criteria. One or
more required elements
missing. Falls short or
exceeds target length.
Video & presentation are
organized in a logical
manner. I may have an
opening and closing, but it
may need more work.
Organization is evident and
the ideas generally
connected.
Reader has difficulty
understanding what the
student is trying to
communicate. Presentation
is understood with little
difficulty by someone
accustomed to language
learners, but may not be
understood by native
speakers
Students demonstrates
understanding of the
vocabulary words but have
a hard time using them
appropriately to write a
sentence. Between 4-6
mistakes with choice of the
vocabulary and/or
spelling/accents.

Comprehensibility

Use of the vocabulary

Reader can understand


most of what the student is
trying communicate.
Presentation is understood,
with occasional difficulty,
by native speakers.
Possibly some interference
from English.

Focus mostly on the


completion of the task;
do not pay much
attention to organization
and flow of my
sentences.
Incomprehensible
throughout making the
sentence difficult to
understand by anyone
who reads it.

Student shows very little


understanding of the
vocabulary words.
Makes over 6 errors in
forming a sentence and
usage.

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