Instructional
Techniques
Modern Language
Five Day Lesson
Plan
Grade Level:
grades 6, 7
Frances
CoastÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ
ÝDay 1
ÝÝÝ ÏPor favor, cautrocientos colones...Ó
Objective: The
student will be able to exchange dollars for colones.
Standards:
1.1,1.3,2.1,2.2,3.1,4.2,5.1,5.2
Materials:
Picture worksheet on Costa Rican money. Six items with a
price tag of
different dollar prices. Overhead projector and
transparencies
of photos of toys from Costa Rican store with price tags
on them.
Prior
Knowledge: Numbers to 10,000 or more.
Warm up:
Counting to 5,000 by 100's in Spanish
Set Induction:
For the next week or so, we are going to be visiting
the Central
American country of Costa Rica. Why would it be so important
to understand
the number system in that country? What are the ways in
which you will
use the Spanish numbers?
Procedure:
1. On the
chalkboard, write all the ways the students suggest a person
would use the
knowledge of numbers in Costa Rica..( Hopefully they will
give answers
like the use of money, telling time, counting objects....)
2. Discuss the
use of money. Can you use American money in Costa Rica or
should you use
the money of Costa Rica? What does a person normally do
about money
when traveling to a foreign country? Has anyone in the class
traveled before
and how did you handle the money situation?
3.Continuing
the discussion asking further, Ï What if some places in
Costa Rica do
not accept the American dollar?Ó ÏWhat is the monetary
unit of Costa
Rica?ÓÝ ÏWhat is the meaning ofÝ Ïrate of exchange?ÓÝ ÏIf
the exchange
rate is 3.29 what does that mean?Ó ÏHow many colones are in
a dollar?Ó
4. Using
overhead, show pictures of toys from Costa Rican store, have
students figure
out the price of each item shown.
5.. Activity:
Hold up six items in front of the class. Model the
question,Ý ÏCuanto cuesta?ÓÝ Answer yourself as you read the price tag.
ÏCuesta un
mil...Ó Have students figure out how much each item would
cost in
American money. Next, pick up two items at a time and ask the
class,Ý ÏCuantos
cuestan?Ó Role model answer, ÏOh, cuestan.....tres
mil.Ó Role
model in front of the class how you could figure out the
price.
Ask students
why you used the questionÝ Ï cuanto
cuesta?Ó one time and
Ï cuanto cuestan?Ó another. Use more examples if necessary.
6. Activity:
Have students get in groups of two. Using objects from
their desk have
each student put a price tag in colones on two or more
objects. One
partner goes first asking how much is the item using the
question
ÏCuanto cuesta or cuestan?Óand then figures out the price in
American. Then
the other partner does the same.
7. Pass out the
photo worksheet with the change of Costa Rica and also
the other photo
copy of the bills.With everyone looking at the picture
worksheet on
the money of Costa Rica, have the students describe the
colon. Have the
students describe the paper money of Costa Rica. How
does it compare
to the American dollar? What do they think the symbols
represent in
both moneys?
Extension: Have
the student draw the colon. Second, if they had a chance
to make a coin
for the United States what would it look like? What
symbols would
they choose to represent their country and why? Have them
draw their own
coin.
ÝÝÝÝ Day 2
ÝÝÝÝÝÝÝÝÝÝÝ Que
queremos empacar?
Objective: the
students will be able to buy the necessary clothing for
the best price
as they prepare for their vacation
Standards:1.1,2.2,4.1,4.2,5.1,5.2
Materials:
Small suitcase with articles of clothing with price tag on
them. Cut out
big umbrellas-black for the boys and different colors for
the girls,
Story page from Spain. Facts sheet on the four seasons in
Costa Rica.
Prior
knowledge: to be able to exchange American money into colones
Warm-up: Have a
small suitcase with some articles of clothing inside.
Have a price
tag on each piece. Have the students ask you how much
ÏCuanto
cuesta?Ó when you show the price tags. Answer in colones and
have the
students figure out how much each item costs.
Set Induction:
We are ready to pack for our vacation. We leave tomorrow.
What things
should we pack for this trip? How many of you have traveled
outside of the
country before? How did you decide what things to pack?
What clothing
do you need to buy for the trip?
Procedure:
1. Read an opening
story about 2 children in a family packing for a trip
to Spain. Ask
the students how the children in the story figured out
what to pack.
2.Discuss the
seasons in Costa Rica. Look at the information fact sheet
on the climate
of Costa Rica. After reading, ask the students, ÏÝ Que
queremos
empacar? Ó Have the students make a quick list of things on a
sheet of paper
at their desk that they would pack.
3.Ask a few of
the students to name some of the things on their list.
Ask each
student in Spanish,Ý Ï Que quieres
empacar?Ó Then put clothing
on the board in
Spanish. Repeat, ÏJohn quiere empacar un sueter...Susan
prefiere empacar un traje de bano.Ó
4.Bring the
students attention to the verbs youÌve been using, preferir
and querer.
Discuss how these verbs change from e to ie in the stem when
they are
conjugated. Can they name other verbs that change from e to ie
in the stem? ( Ex.
empezar, comensar, tener, venir....)
5. Activity: In
groups of three, have the students use their lists of
things they
would pack and ask each other what they preferred to pack or
wanted to pack.
Have each group make
a general list
to share the next day in class.
6. Since we are
going to Costa Rica in the rainy season, we definitely
need to pack an
umbrella. Discuss the different words for umbrella in
Costa Rica. As
a culture point explain that the men carry Ïlos paraguasÓ
and the ladies
carry Ïlas sombrillas.Ó Also the men only use black
umbrellas and
the ladies are allowed to use all colors. Ask the students
if there is
there anything in our society or culture that is similar to
this? (Ex. Men
wearing pink shirts?Ó)
7.Pass out to
boys the dark paper umbrellas and to the girls the
different
colors of umbrellas. Have the students use both sides and
write down and
conjugate as many e to ie stem changing verbs they can
find on one
side and the name of the clothing they would take to Costa
Rica on the
other side.
Extension: Have
students read a Spanish story and underline as many e to
ie stem
changing verbs that they know or can find in the dictionary.
ÝÝÝÝ Day 3
ÝÝÝ Que Lastima!
Donde estan mis maletas?
Objective: The
students will be able to describe the clothing they
purchased in
Costa Rica. The student will be able to compare and
contrast the
clothing styles in the USA to those in Costa Rica.
Standards: 1.1,
1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.2, 5.1, 5.2
Materials:
Video clip from Costa Rica on clothing: uniforms and dance
clothing and
regular everyday clothing. Drawing paper and pencil.
Prior
Knowledge:Ý Numbers to 10,000, to
exchange American dollars into
colones,
clothing vocabulary
Warm-up: Have
one person from each group from yesterdayÌs activities
share with the
class what their group preferred or wanted to pack. Make
sure the
spokesperson uses the i to ie stem changing verbs and the
correct
clothing vocabulary.
Set Induction:
ÏWe have arrived at the airport in Costa Rica, but your
clothing
suitcase has not! The airlines said it might take a couple of
days. What are
we going to do? What should we do first? Has anyone ever
been in this
situation before? or, maybe your luggage was stolen? What
did you do?
Procedure:
1. Discuss what
you would do first if your clothing suitcase was
missing. What
places are we visiting? What activities will we be doing?
WhatÌs the
weather like?
2. Use one
vacation activity as example. Okay, for the first couple of
days, we wanted
to explore the capital of San Jose and visit some
museums. ItÌs
the rainy season, yet, the temperature is warm. What
should we buy
to wear around town? What type of clothing material would
be best in the
rainy season? Use vocabulary examples of cotton shirt,
wool sweater,
jean jacket, silk blouse, etc. Can the girls wear the same
clothing as the
boys? ( Ex. shorts) Discuss cultural difference with
girls wearing
shorts vs. jeans. ItÌs not commonly accepted for girls to
wear shorts in
most places.
3. Show video
of the different types of clothing worn in Costa Rica.
4. Break the
class into groups of four, giving them different places
that they are
going to visit. They have to decide what type clothing
they are going
to buy, and for what price. Appoint one group to visit a
cloud forest,
one group to go to the beach for the day, one group to the
theater in San
Jose, one group to go shopping in the mallÝ
in Alajuela
and to a movie,
and one group is going to attend a native folk dance
performance at
a nearby school.
5. Each group
is to take a piece of drawing paper and design their
outfit for
their activity. One spokesperson will draw the outfit, one
will say what
activity they are doing in Costa Rica, another will
describe the
clothing and one person will say how much each piece cost
in colones.
6. Have groups
share with class, some may have to share the next class
period.
Extension: Most
schools in Costa Rica have uniforms. Have the students
design an
appropriate school uniform.
ÝÝÝÝ Day 4
Objective: The
student will be able to identify clothing in a suitcase
and their cost
in colones.
Standards:
1.3,2.1, 3.1, 3.2, 4.1,5.1,5.2
Materials:
large piece of vanilla construction paper, crayons, markers,
scissors,
magazines withÝ lots of clothing
pictures that the students
can cut out.
Paper suitcase with pictures of clothing inside.
Prior
Knowledge: numbers to 10,000, clothing vocabulary, knowledge of
money exchange
from American to Costa Rican colones.
Warm-up: Show
class the paper suitcase and take out magazine pictures of
clothing and
describe clothing and how much each article costs in
colones. Yo prefiero empacar....
Yo quiero llevar jeans. Cuestan 40.00 dolares. Cuestan
catorce mil
colones.
Set Induction:
They found your suitcase! The airlines sent your clothing
suitcase to San
Jose, California instead of San Jose, Costa Rica! Now
you are going
to share your suitcase and all the articles inside with
the rest of the
class.
Procedure:
1.Have any
groups share their activity and drawing that have not had a
chance to
share.
2.The students
are to begin to prepare for their final assesment in the
next class.
They will be presenting a suitcase and articles of clothing
inside the
suitcase. They will have to use some verbs like querer,
tener, preferir, etc. Fold a piece of long construction in half to the
shape of a
suitcase. Staple the sides. Place a handle on the suitcase.
On the front of
the suitcase have the students draw Costa Rican money or
a folk dance
costume or some type of clothing worn in Costa Rica.Then
the students
are to cut outÝ pictures of clothing
that they packed in
their suitcase.
On the back of the clothing they are to put the price in
english and
then in colones.
3. Pass out the
requirements for the grade on the unit.
ÝÝÝÝ Day 5
ÝÝÝÝÝÝÝÝÝÝ Assessment
Objective: The
student will apply the knowledge of clothing vocabulary
and exchange of
American money into Costa Rican colones.
Standard: 1.1,
1.3,2.1, 3.1,3.2, 4.2,5.1
Procedure:
1. The students
will share with the class their suitcase cover and 4
articles of
clothing.
2. On the back
of the suitcase, the student must answer the essay
question, ÏWhat
are some of the differences you have learned between the
USA and Costa
Rica in regards to money and clothing?Ó
Name______________________ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Class_____________________
ÝÝ Rubric for the 5 day lesson plan on Costa
Rica
1. Did the
student color and design a suitcase with clothing or money of
Costa Rica?
ÝÝÝÝÝÝÝÝÝÝÝÝ 20Ý 19Ý 18Ý 17Ý
16Ý 15Ý 14Ý 13Ý 12Ý
11Ý 10Ý 9Ý 8Ý 7Ý
6Ý 5
4Ý 3Ý
2Ý 1Ý 0
2. Did the
student cut out or color pictures of clothing inside the
suitcase?
ÝÝÝÝÝÝÝÝÝÝÝÝ 20Ý 19Ý 18ÝÝ 17Ý
16Ý 15 Ý14Ý 13Ý 12Ý
11Ý 10Ý 9Ý 8Ý 7Ý
6Ý 5
4Ý 3Ý
2Ý 1Ý 0
3. Did the
student place a price on the clothing in dollars and colones?
Ý 20Ý
19Ý 18Ý 17Ý 16Ý 15Ý
14Ý 13Ý 12Ý 11Ý 10Ý
9Ý 8Ý 7Ý 6Ý 5Ý 4Ý 3Ý
2Ý 1
0
4. When
presenting the clothing in the suitcase, did the student know
the clothing
vocabulary?
Ý20Ý
19Ý 18Ý 17Ý 16Ý 15Ý
14Ý 13Ý 12Ý 11 10Ý 9Ý
8Ý 7Ý 6Ý 5Ý 4Ý 3Ý 2Ý
1Ý 0
5. During the
presentation did the student use the i to ie stem changing
verbs?
ÝÝÝÝÝÝÝÝÝÝÝÝ 20Ý 19Ý 18Ý 17Ý
16Ý 15Ý 14Ý 13Ý 12Ý
11Ý 10Ý 9Ý 8Ý 7Ý 6Ý 5
4Ý 3Ý
2Ý 1Ý 0