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Shopping – A Necessity or Luxury?

  

Thematic Unit Title:

 

Shopping-A Necessity or Luxury?

Subject:

Shopping

Goals:

1. Communicate in Languages Other than English
4. Develop Insight into the Nature of Language and Culture

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
4.2 Students recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture.

Contexts\Outcomes:

Students engage in conversations, provide and obtain information, exchange opinions, and recognize that cultures use different patterns of shopping and can apply this knowledge to their own culture.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1A Express basic needs.
Elaborate on needs.
1.1D Express likes and dislikes.
Qualify likes and dislikes.
1.1E Express agreement and disagreement.
Support opinions.
Describe a problem.
Make suggestions and recommendations.
1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
1.1G Ask and answer simple questions.
Provide and request clarification.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

4.2A Identify the similarities and differences between the target culture(s) and the student’s own culture using evidence from authentic sources.
Analyze the similarities and differences between the target culture(s) and the student’s own culture using evidence from authentic sources.
4.2B Identify similar and different behavioral patterns between the target culture(s) and the student’s own culture.
Compare and contrast similar and different behavioral patterns between the target culture(s) and the student’s own culture.
4.2C Identify the contributions of the target culture(s) to the student’s own culture.
Identify the impact of the contributions of the target culture(s) on the student’s own culture.
Analyze the impact of the contributions of the target culture(s) on the student’s own culture.

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (food, clothing, personal items, currency)
Present and future forms of relevant verbs
Asking and responding to questions
Cultural background information
Economic background information 

Assessments:

Written Projects:
Students research how people in other cultures spend their money and how much money they earn meeting specified criteria.
Students compare, contrast and analyze research information meeting specified criteria.
Oral Presentations:
Students conduct interviews to find out what is a necessity and what is a luxury meeting checklist criteria.
Students plan and perform a dialogue on shopping between an American and a person from the target culture meeting rubric criteria.
Students create parallel budgets between an American student and a target culture student and make a presentation of the budget to the class meeting rubric criteria.

Instructional Strategies:

 

Pair Activities:
Student pairs research how people in other cultures spend their money and how much money they earn.
Student pairs compare, contrast and analyze research information.
Graphic Organizer:
Students use a graphic organizer to chart analyzed information to be posted in the class.
Students use a graphic organizer to compare interview results.
Cooperative Learning:
Students conduct interviews to find out what is a necessity and what is a luxury.
Students debate shopping issues of necessary vs. luxury items.
Students plan and perform a dialogue on shopping between an American and a person from the target culture comparing needs and luxury items from each culture.
Students create parallel budgets between an American student and a target culture student and make a presentation of the budget to the class using visual cues.

Resources:

Textbook
Internet
Library resources
Library research
Realia
Videotapes

Other Resources:

Interview Techniques