Title: Al mercado (subject : Spanish, grade : secondary)
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Title: Al mercado (subject : Spanish, grade : secondary)
Physical Description: Archival
Creator: Center for Latin American Studies, Elizabeth May
Publisher: University of Florida
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Bibliographic ID: UF00078274
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Source Institution: University of Florida
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DAILY LESSON PLAN


Grade: Secondary


Name: Elizabeth C. May
Subject: Spanish


I. TOPIC: Al mercado.

II. OBJECTIVES: Students will produce a dramatization in which they will ask and
answer questions about the prices, location and use of supermarket items.

III. MATERIALS
a. Traveling suitcase-supermarket sales circular
b. Paper
c. Pencil
d. Props/costumes

IV. TEACHING PROCEDURES
a. Introduction: You are entertaining guests at your home this weekend and must
finish getting the items needed from the supermarket. You and your partner will
design and act out a skit using the flier and other props. Be sure to use a variety
of techniques in your skit, for instance, an aside to estimate the total of your bill.

b. Developmental Activities: Students will gather and make props and costumes at
home. In class, they will compose, practice, and memorize their skits. On their
assigned day, students will act out their skits for the class.

c. Closure: When there is a need to "survive" in an exchange of conversation in a
foreign language, our minds are more focused on communication than on "Will I
say it right the first time?" With each new "scene" that life presents, our language
skills will flourish out of necessity.

V. LESSON EVALUATION
Students will be evaluated based on props, costume, written rough draft, written final
draft, quality of communication, pronunciation, voice projection, and body language.


VI. ANTICIPATED TIME USE TEACHER ACTIVITY
Introduction (:04) Distribute copies of
supermarket circular.
Preview vocabulary.


STUDENT ACTIVITY
Make a vocabulary list of
items from circular to be
used in skit.


Composition (:41)


Assign homework (:05)


Provide feedback.


Compose skits with a
partner.


Requirements for props Plan props and costumes.
and costumes. Write them in complete
Spanish sentences to turn









in the next class.


Introduction (:05) Collect homework. Submit homework.
Review the editing Edit skits. Conference
process.

Editing process (:46) Consult with Conference with teacher
groups on props and on props and costume.
costume. Assign Receive assigned day.
performance dates.

Performances (1:40) Evaluate performances. Perform.

VII. STANDARDS
a. FCAT
b. Sunshine State (SSS)
LA.A. 1.4.1 and 3 The student uses the reading process effectively.
LA.A.2.4.1 and 6 The student constructs meaning from a wide range of texts.
LA.B. 1.4.1, 2 and 3 The student uses the writing processes effectively.
LA.B.2.4.3 The student writes to communicate ideas and information effectively.
LA.C.3.4.1, 2, 3, and 5 The student uses speaking strategies effectively.
LA.D. 1.4.2 The student understands the nature of language.
LA.D.2.4.5 The student understands the power of language.
MA.A. 1.4.1, 2, and 3 The student understands the different ways numbers are
represented and used in the real world.
MA.A.2.4.2 The student understands number systems.
MA.A.3.4.1 The student understands the effects of operations on numbers and the
relationships among these operations, selects appropriate operations, and computes
for problem solving.
MA.A.4.4.1 The student uses estimation in problem solving and computation.
MA.B.3.4.1 The student estimates measurements in real-world problem situations.
TH.A. 1.4.1 The student acts by developing, communicating, and sustaining
characters in improvisation and formal or informal productions.
TH.B.1.4.1 The student improvises, writes, and refines scripts based on heritage,
imagination, literature, history, and personal experiences.
TH.E. 1.4.1 The student understands applications of the role of theater, film,
television, and electronic media in everyday life.




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