Assignment: Create a flyer


Create a store display with 10 labeled items of clothing
Must have 7 color words must be matching in gender/number
Modelo: El vestido disponible en rojo y negro








Must have 2 accessories
Must be in color (You may color items in marker or crayon if you do not have a color
printer.)
Must be on a poster board
Must have correct spelling
Must have typed words in minimum 48 font
Must be grammatically correct. Modelo: Los pantalones negros
Must be neat ( no words marked through and all pictures appropriately glued down
on poster board)
Must be presented to class in Spanish (Demonstrate Novice-Mid proficiency in
pronunciation) Practice saying words at home.
Assignment: Create a flyer


Create a store display with 10 labeled items of clothing
Must have 7 color words must be matching in gender/number
Modelo: El vestido disponible en rojo y negro








Must have 2 accessories
Must be in color (You may color items in marker or crayon if you do not have a color
printer.)
Must be on a poster board
Must have correct spelling
Must have typed words in minimum 48 font
Must be grammatically correct. Modelo: Los pantalones negros
Must be neat ( no words marked through and all pictures appropriately glued down
on poster board)
Must be presented to class in Spanish (Demonstrate Novice-Mid proficiency in
pronunciation) Practice saying words at home.
Spanish IB
Capítulo 6
!Ir de compras al estilo español!
DESCRIPTION
Students in Spanish IB learn specific clothing, store location and fashion vocabulary as well as about
fashion customs, currency and the shopping practices of members of Spanish-speaking cultures.
They learn how to describe Spanish speakers people wear (their style) by examining authentic
shopping ads/stores from the Internet. Using this vocabulary and the descriptive language learned,
they produce a written clothing advertisement or sales flyer as typically found in a Spanish-language
newspaper or on the Internet. They create a fashion show for their classmates, in which they model
and describe clothing using the vocabulary and expressions learned. This fashion show is videotaped
and may be utilized in student and teacher self-assessment.
OBJECTIVES



Students use the clothing, fashion, and accessory vocabulary to produce a written sales flyer
for clothing.
Students understand the fashion and shopping practices of Spanish-speaking countries to
discuss their preferences in a role-play about shopping.
Students use the vocabulary and grammar to create and evaluate a fashion show.
ASSESSMENT
 Clothing Advertisement Rubric
 Fashion Show Rubric
STANDARDS
Interpersonal Communication
— Students ask each other and foreign exchange students about their clothing preferences and
shopping practices.
— Students respond to questions about their own clothing preferences.
— Students ask and answer questions about the price of clothing and the types of clothing worn by
members of the target culture.
— Students state their opinions about clothing.
1.2 Interpretive Communication
— Students interpret written language by reading material on Spanish department store web sites.
— Students listen and interpret oral language spoken by native speakers (foreign exchange students)
as they discuss clothing and shopping practices of their countries.
— Students listen to a textbook cassette recording of conversations and descriptions about clothing.
1.3 Presentational Communication
— Students write a clothing advertisement / sale flyer using vocabulary learned in class and from the
Internet.
— Students present a fashion show to their classmates.
2.1 Practices and Perspectives of Culture
— Students discover through searches of the Internet and through listening to foreign exchange
students the shopping practices of Spanish speaking countries.
— Students learn about pricing and sizes of clothing.
2.2 Products and Perspectives of Culture
— Students discover through searches of the Internet and through speaking with foreign exchange
students the types of clothing worn in their culture and the current fashion trends of young people
in Spanish speaking countries.
— Students learn about currency of the target culture.
3.1 Connections with other disciplines/Reinforcing Knowledge
— Students use math to calculate currency and exchange rates of Spanish-speaking countries and
make a clothing sale flyer in which they price items using the current exchange rate of Spain.
— Students learn about advertising and formatting style in Spanish-language display ads and sale
flyers?
3.2 Connections with other cultures/Gaining New Knowledge
— Students understand the relationship between dollars and euros.
4.1 Comparing Languages
— Students ask and answer questions about famous francophone or German-speaking individuals.
— Students compare how the Spanish and English languages differ with regard to marking nouns
for gender and number e.g., los pantalones.
— Students compare how the Spanish and English languages differ with regard to adjectives and
nouns agreeing with each other for gender and number, los pantalones verdes.
4.2 Comparing Cultures
— Students compare the Spanish custom of shopping in speciality stores with the American
preference for shopping in department stores.
— Students compare the Spanish preference for negotiating prices versus the American aversion to
price negotiation.
— Students compare and contrast the clothing and shopping practices and fashion trends of the
U.S. and other Spanish speaking countries by making a triple Venn diagram during the presentations
of the foreign exchange students.
5.1 School and Community
— Students share their projects in a videotaped format with parents, other classes at the school,
with middle or elementary students and with the native speakers who participated in the activity.
II: LESSON PLANS
Functions
Describing clothing and accessory items
Using politeness and interactive language appropriately when shopping for clothing in a
Spanish-speaking country
Asking for sizes, colors, and prices of clothing items
Stating preferences
Asking for and providing information
Vocabulary
The vocabulary for this learning scenario is located in Spanish for Mastery 3: Situaciones by Valette and
Valette, pp. 250-253 and 256-258.
Ropa:
el chaleco, el traje, el suéter, el impermeable, el abrigo, el cuello, el bolsillo, la manga, el botón, el puño, la camisa, de
manga corta, de manga larga, la camiseta, el pantalón corto, los calcetines, la ropa interior, la falda, la blusa, el
vestido, el traje de baño, las medias
Artículos personales:
el pañuelo, la bufanda, el cinturón, la hebilla, la boina, la gorra, los guantes, el paraguas, la cadena, la medalla, el
collar, el anillo, la pulsera, los aretes, el llavero, la bolsa, la billetera, el portamonedas, las gafas de sol, el vestido, el
traje de baño, las medias,
Zapatos:
los zapatos bajos, los zapatos de tacón, los zapatos de tenis, las pantuflas, las sandalias, las botas,
Diseño:
a rayas, a cuadros, de bolitas, de florecitas, de un solo color, estampada,
Tela:
el algodón, el cuero, la lana, el lino, el nilón, la pana, la piel, el poliéster, la seda, el terciopelo,
Tiendas:
el almacén, el centro comercial, el mercado al aire libre, la tienda de lujo, la tienda de moda, la tienda de
liquidaciones,
En la tienda:
la ganga, el mostrador, el precio, la talla, la vitrina, Quiero comprar..., Me queda bien. , Me queda grande. , Me
queda largo. , Me queda ancho. , Me queda flojo. , Me queda chico. , Me queda corto., Me queda estrecho. , Me
queda apretado.
Grammar
Noun gender
Noun-adjective agreement
Commands using the imperative (Review)
Verb tenses: present, present continuous, future (Review)
Culture
Products and Perspectives
Students view pictures and authentic examples of clothing of Spanish-speaking countries and
compare these with clothing articles in their culture.
Students handle or view currency of Spain and the European Union.
Practices and Perspectives
Students learn the shopping customs of Spanish-speaking countries and compare these with their
own culture.
Perspective: Students learn about the specific viewpoints of foreign exchange students with regard
to shopping and clothing.
Distribution: This unit and these cultural discussions target young people of high school level.
Materials
Textbook: Spanish for Mastery 3: Situaciones by Valette and Valette, D.C Heath and Company, 1994
Spanish for Mastery 3: Situaciones Workbook and Listening Cassette by Valette and Valette, D.C
Heath and Company, 1994
Clothing pictures from Spanish-language and US magazines and from the internet
Flash cards of clothing
Transparencies of clothing and shopping scenarios
Real clothing and accessories
Technology and Equipment
Overhead projector
Tape recorder /CD player
Computers with Internet access
iPhone for recording presentations
Websites
http://www.parafine.com
http://www.mango.es
http://www.hyphop.com
http://www.theone.com.mx
http://elcortesingles.es
Sequence of Activities
Week 1
1. Teacher introduces clothing vocabulary found in Spanish for Mastery, pp. 250-253 (listed above).
Students listen and repeat the pronunciation of the new vocabulary.
2. Students practice the new vocabulary by describing what they would wear at various locations
such as a ski resort or the beach, as found in exercises 1-3 from Spanish for Mastery, pp. 253-254.
3. Students play a game by writing descriptions of the clothing they are wearing and the class guesses
who each student is.
4. Students read a story utilizing the new vocabulary (Spanish for Mastery, pp. 246-249) and answer
content questions in writing or orally about what a man and his wife are going to wear for an elegant
party.
5. Students complete an information gap activity in which each student has to ask the other clothing
questions using a picture sheet from Voces y vistas from Scott Foresman and Co., 1989.
6. Students listen to conversations and choose the appropriate clothing item for each situation. (Unit
9 Spanish for Mastery cassette.)
7. Students review vocabulary with magazine pictures, flash cards and games, such as “fly-swatter,”
Bingo, Pictionary.
8. Students take a quiz covering the clothing vocabulary. Students identify clothing pictures and
provide vocabulary translations from Spanish to English and English to Spanish.
Week 2
1. The teacher introduces additional clothing/store vocabulary found in Spanish for Mastery, pp. 256258 (see above list).
2. Students practice the new vocabulary with each other by asking and answering shopping questions
and describing how clothing fits people in textbook pictures by completing exercises 4-5 Spanish for
Mastery pp. 258-259.
3. Students listen to mini-dialogues and answer questions about them. (Unit 9 Spanish for Mastery
cassette).
4. Students search web sites of Spanish department stores and look for information on clothing
items and prices to complete a workshop on clothing.
5. The teacher explains how Spanish sales flyers utilize the imperative to attract the attention of
readers and motivate them to purchase clothing.
6. Students complete a clothing ad project in which they create a clothing sale flyer for an imaginary
Spanish store using the online catalogs they have referenced in their Internet lesson
7. International exchange students from Spanish-speaking countries visit the class and discuss
clothing trends and shopping customs of the places in which they live.
8. Students complete a Venn diagram during the discussion in which they cite comparisons and
differences between the U.S. and the countries of the international exchange students.
Week 3
1. Students review the second set of clothing/store vocabulary with magazine pictures, flash cards
and games such as fly-swatters, Bingo, Pictionary.
2. Students take a quiz over the second set of vocabulary in which they are asked to translate the
vocabulary from Spanish to English and English to Spanish as well as match meanings with the
appropriate definitions.
3. Students practice vocabulary with paired conversations in which they role-play shopping
situations.
4. As a final culminating project, students practice and present the Presentación de Modelos
(Fashion Show), in which they model clothing on a “runway” while other students narrate
descriptions of what they are wearing.
III: ASSESSMENT PLAN
Narrative
Students are assessed in this learning scenario in the following ways:

Two vocabulary quizzes are given. These quizzes require students to be able to correctly
identify and label clothing and store words studied in class. Students are given pictures of
clothing to label, and must be able to use correct vocabulary for clothing words from
English to Spanish and Spanish to English.

Students are required to complete a Venn Diagram in Spanish to demonstrate their
knowledge of the cultural clothing/shopping differences between the U.S. and Spanishspeaking countries.

Students make a sales flyer for an imaginary Spanish department store.

Students present a fashion show in which they model clothing while other students narrate
descriptions to the class.
Clothing Advertisement
Students’ advertisements are graded using the following rubric.
A Shopping Trip to Spain:
Clothing Advertisement Scoring Rubric
Criteria
“Blue Light Special”
Content/Vocabulary
Accuracy
Linguistic Accuracy
Visuals
Internet Resources
“J.C. Penney Gem”
“Versace Classic”
1 point –
3 points –
5 points –
below average
Limited use of
vocabulary, many
inaccurate clothing
descriptions, item
pricing is unrealistic,
contains many errors
and does not reflect the
current exchange rate
good
Basic use of vocabulary,
some inaccurate
clothing descriptions,
item pricing is realistic,
contains some errors,
but does reflect the
current exchange rate
excellent
Varied use of
vocabulary, few
inaccurate clothing
descriptions, item
pricing is realistic,
contains very few errors
and accurately reflects
the current exchange
rate
Ad contains many
Ad contains some
Ad contains few
adjective agreement
agreement,
agreement, conjugation
errors, conjugation
conjugation, or spelling or spelling errors and is
errors, and/or spelling errors but does not
easily understood by
errors that impede the interfere with the
the reader
understanding of the
understanding of the
reader
reader
Visuals do not match
Visuals match the
Visuals match the
the clothing items
clothing items described clothing item described
described, or may be in most of the time and
and are colorful and
black and white
are in color
attractive
Used one on-line
Used two on-line
Used three on-line web
catalog web site as a
catalog web sites as
sites as resources
resource
resources
Total =__________ /20 points
Fashion Shows
Students’ fashion shows are graded using the following rubric.
A Shopping Trip to Spain:
Fashion Show Scoring Rubric
Criteria
Preparation
Visuals/Props/Creativity
of Presentation
Use of Vocabulary
Accuracy of Language
Needs more
rehearsal
Roll out the
red carpet!
Ready for the
Academy Awards!
1 point —
below average
3 points —
good
5 points –
excellent
No written evidence of List of brainstormed Brainstorming list,
pre-planning
ideas and props
fashion show line-up,
submitted
submitted
list of props and
clothing descriptions
submitted
No visuals or props
Limited visuals and
Extensive visuals and
used; basic
props used; expanded props used; expanded
performance with no performance, with
performance, with
creative additions to some creative
many creative
original assignment
additions to original
additions to original
assignment
assignment
Little or no
Some descriptions of Many descriptions of
descriptions of
clothing given; some clothing given; all
clothing given; many vocabulary words
vocabulary words are
vocabulary words
used incorrectly
used correctly
used incorrectly
Many grammatical and Some grammatical
Few grammatical and
pronunciation errors in and pronunciation
pronunciation errors;
the narration make
errors, but narration narration is easily
comprehension
can be understood by understood by the
difficult for the
the audience
audience
audience
Total = __________ /20 points
Adapted from “A Shopping Trip to Spain” by Dawn Anderson, Heritage High School,
Saginaw, MI, http://www.miwla.org/michi-html/Anderson.htm