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Lección para enseñar el vocabulario de la ropa.

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  1. 1. LESSON PLAN No. _3__________Instructor: Yuly AsencionTopic: Clothing and fashion Skill/component: VocabularyLevel: Spanish 101Context: Students have already learned conjugations of verbs en present indicative andsocial forms to greet and say goodbye. They know how to ask questions and give basicinformationStandards: Communication 1.1. Interpersonal, 1.2. Interpretive, 1.3. Presentational.Communities. CulturesObjectives: Students will read a description of Rosa’s children to answer tocomprehension questions (Interpretive). Students will recognize and produce vocabularyrelated to clothes and colors. Students will produce their own clothes catalogue and use itto perform dialogues in a clothing store (Interpersonal). Students will participate in afashion show and present to the audience the outfit of a classmate (Presentational).Students will play the linguistic detective and find out how to say several pieces ofclothing in different Spanish-speaking countries (Cultures and communities).Time Activity Materials Assessment5:00 Opening activity: The teacher asks students: Which actor/actress do they think is elegant? Why is this person elegant? What clothes does she/he usually wear? Students: Provide answers and the teacher takes notes of the answers on the board.1:00 Transition: The teacher tells the class that they are going to read a description of Rosa’s children and answer some questions (see materials).10:00 Presentation Board Rubric for measuring The teacher presents the story to Questions comprehension: the class in a powerpoint. As the Powerpoint teacher reads the story, he/she 4 Correct answers: 3 – on points out in the pictures the target clothes described. After reading 3 Correct answers: 2 – the story, students provide their satisfactory answers to the questions. The Less than 3 correct answers: 1: whole class participates. needs to improve1:00 Transition: The teacher tells the class: Vamos a leer la descripción otra vez y prestén atención a las palabras en rojo para hacer un ejercicio de pareo (matching).10:00 Teacher asks students to pay Powerpoint Rubric for matching exercise: attention to the words in red in the Matching
  2. 2. dialogue. As the teacher reads the exercise 5 Correct answers: 3 – on description, she/he points out to target the clothes in the pictures so that 4 Correct answers: 2 – the students can make connections satisfactory between the words and the clothes. Less than 4 correct answers: 1: After the second reading, students needs to improve do a matching exercise (see materials). The whole class discusses how correct the answers are.1 min Transition: Teacher tells the class: Ahora vamos a clasificar el vocabulario de la ropa de la lectura y otro que ya sepan o puedan conseguir en su diccionario.15:00 Students receive a table. Students Powerpoint work in pairs to fill in the table Table with the demonstratives. The teacher elicits the words that should be in each cell of the table. Teacher checks comprehension of new vocabulary by asking students to name the clothes they would in different situations: a) at a party, b) in a job interview, c) in an elegant dinner, d) to ski, e) during their vacations in California, e) in a concert, etc.1:00 Transition: Teachers announces next activity: “Ahora vamos a poner en practica en el diseño de un catálogo de ropa”30:00 Extension Catalogues Rubric for the catalogue: The teacher, in the previous class, 8 – 10: Excel asks the students to bring different 6 – 7: On target clothes catalogues. Students work < 5: Not meet the objective in pairs and design their clothes catalogue by cutting and paste Punctuation based on the pictures of clothes from different following criteria: catalogues (minimum 15 pieces of Content: (at least 15 pieces of clothes). They should label the clothing labeled and prices): 7 clothes and put prices. After Format and appearance: finishing the catalogue, students (Looks like a catalogue, work in pairs to practice a roleplay contains pictures, colors, etc.): in a store. One of them is the 3 customer. The other one is the salesperson. The customer wants to buy some clothes from the Rubric for the dialogue: catalogue. <8: Not meet the objective
  3. 3. Some pairs present their dialogues 9-13: On target to the class. 14-15: Excel Punctuation based on the following criteria: * Content (greetings, ask for information, give information, thanks, say goodbye, etc.): 8 * Vocabulary and grammar: (4) * Comprehensible pronunciation: 31:00 Transition: Teacher announces two projects to be done as homework.5:00 Closing: Handout for Rubric for the presentation in Project 1: Linguistic detective. project 1. the fashion show: The teacher gives a handout with 8 – 10: Excel pictures of clothes. Students 6 – 7: On target should find three native speakers < 5: Not meet the objective of Spanish from different countries and ask them how they say the Punctuation based on the clothes in the pictures in Spanish. following criteria: Students will share their findings Content: (description of the with the class. outfit – color, piece of Project 2: Fashion show. clothing, pattern, material): 7 The teacher asks students to work Pronunciation and use of in pair to prepare an outfit to be language: 3 presented in a fashion show in the class. One student will be the model wearing the outfit, the other student will be the presenter of the outfit who is going to describe it (color, pieces of clothing, materials, pattern, etc.). The class will vote to choose the most elegant, crazy and original outfits. The chosen outfits will be receive a prize.Materials:Read the following description about Rose’s children and answer the following thequestions: 1. ¿Cuántos hijos tiene Rosa? 2. ¿Qué hacen los niños en la mañana? 3. ¿Qué hacen los niños en la tarde? 4. ¿A qué hora se acuestan?
  4. 4. Los hijos de Rosa (Powerpoint)Tengo dos hijos muy inteligentes y muy activos. Tienen diferentes actividades y porsupuesto necesitan mucha ropa. En la mañana, van a la escuela. Llevan uniforme. Mi hija lleva falda azul, medias blancas, zapatos negros,camisa amarilla y corbata azul. Mi hijo lleva zapatos negros, medias blancas, pantalonescortos azules, camisa amarilla y corbata azul. Cuando regresan de la escuela, mis hijossolo quieren jugar. Para jugar en el parque, llevan pantalones cortos,camisetas, zapatos tenis o sandalias. Si es verano, vamos a la piscina y ellos llevan sus trajes de baño. En el invierno, cuando juegan afuera, ellos llevan botas, pantalones y chaquetas. También llevan guantes,bufandas y gorros. En nuestra familia, tenemos muchas fiestas de cumpleaños. Para esas
  5. 5. ocasiones, los niños usan ropa formal. Mi hija usa vestido, medias yzapatos. Mi hijo usa traje, corbata y zapatos. En la noche, mis niños están listos para irsea la cama y llevan sus pijamas .Matching exercise (without the reading): Write the number of the piece of clothing incolumn A close the appropriate place in column B.Column A: Ropa Column B: Lugar1. Guantes y bufanda En la fiesta ____2. Pantalones cortos En el parque ____3. Traje de baño En la piscina ____4. Pijamas Para dormir _____5. Vestido En el invierno ____Classifying exercise: Classify the vocabulary in the reading and other you can find inyour dictionary or that you already know in the following vocabulary.Mujer Hombre Mujer y Hombre
  6. 6. Project 1: Linguistic detective.Ropa País 1 / palabra País 2 / palabra País 3/ palabra1.