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Learning Experience/Unit

Shopping/Lifestyles in Mexico & Central America by St. Lawrence-Lewis BOCES

Subject

Languages Other Than English

Grade Levels

Commencement, 10th Grade

Assessment

After viewing a streaming video clip of an isolated Mayan Indian tribe in Southern Mexico, a formal evaluation is made of their written impressions of these indigenous peoples and their lifestyles. They are also assessed on their PowerPoint project in which they show correct use of grammar, vocabulary, and also an understanding of the "mercado" shopping experience.

Learning Context/ Introduction

10th grade Spanish III students have previously been introduced to the vocabulary for shopping for food and clothing. They have learned the two past tenses: el preterito and el imperfecto. Students will explore typical "mercados" in Mexico, Guatemala and other Central American countries. They will gain a broader awareness of some indigenous cultures' customs and lifestyles. They will also be able to communicate in Spanish about a "virtual" shopping trip they have taken. Through a PowerPoint presentation, students will show proficiency in using the "shopping" vocabulary and in using the two past tenses correctly.

Duration

This project is designed for five 40-minute periods.

Essential Question

How can we become better global citizens as we gain a deeper understanding of others' cultures, traditions and lifestyles?

Instructional/Environment Modifications

computer/internet access provided to all students.
students may work with partners to accommodate varying ranges in ability levels.

Procedure

Day 1 . As a "Launch" activity, students will work with a partner in translating into English a written piece about the market place in Chichicastenango, Guatemala. Based on what they have learned, there will be a whole class discussion about the market place customs and lifestyles of these native peoples. We will compare and contrast their ways with the students' shopping experiences.

Day 2 . Students will be shown images from various market places in Central America, and respect for native dress and native customs will be discussed. Students will view a clip from a streaming video which shows some of the customs of an isolated Mayan tribe in southern Mexico. Students will share their impressions orally and then will be assigned a task in English. They will be asked to think about primitive cultures, the advance of technology and the possible blending of primitive with more technologically advanced societies. They will be asked if they can think of any groups in our county in which this blending may be taking place, and their reactions to this blending.

Day 3 . Students will be assigned a PowerPoint project in which they work with a partner. They will select Mexico or any Central American country and show a virtual shopping trip in which they visit the "mercados" there. Their project will show images depicting the market places, native dress or other culturally relevant visuals. Their slides will also contain sentences in Spanish telling what they saw, bought, tried on, etc, using the preterite tense. They will also mention the weather and some of their perceptions during their trip, using the imperfect tense.

Day 4 . Students will continue to work on their projects, peer editing for correct vocabulary and tense usage.

Day 5 . Students will present their completed PowerPoint projects to the class. Class will complete peer evaluations.

assignment sheet for Powerpoint project

PowerPoint Presentation

Two Worlds Touch assignmt sheet

Reflections and Feedback

Students came up with some interesting responses to the question regarding subcultures living among us. I enjoyed seeing some of their perspectives. I would like to take this further at a later date.