ALEX Learning Activity

  

Real Estate Group Presentation - Phase 2

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Laura Buder
System:Vestavia Hills City
School:Vestavia Hills High School
  General Activity Information  
Activity ID: 2026
Title:
Real Estate Group Presentation - Phase 2
Digital Tool/Resource:
Immobilien Scout (German example)
Web Address – URL:
Overview:

Students will choose a real estate property for rent or sale in a target language city to research and then present to the class as a group. The students will prepare a group presentation about their property, in which they will speak freely to the class in the target language giving the basic information about the overall property and descriptions of each furnished room. Students will be using the interpretive and presentational modes of communication, as well as, strengthening their understanding of products and practices of the culture.

This activity was created as a result of the World Languages COS Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
World Languages
WLAN (2017)
Grade: 7-12
Level I
3) Present information on familiar topics with a variety of words, phrases, and simple sentences in the present time frame.

a. Present basic information orally and in writing.

b. Give simple instructions.

c. Tell about familiar objects, experiences, and daily routines.

d. Recite short memorized phrases, poems, and/or rhymes.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Presentational Mode
Evidence Of Student Attainment:
Novice Mid Level
Students:
  • list information and fill out forms about themselves and others using words and phrases.
  • express his/her likes and dislikes using words, phrases, and memorized expressions (in writing and orally).
  • list information about familiar items in his/her immediate environment.
  • describe and list his/her daily activities using words, phrases, and memorized expressions.
  • present simple information about something learned using words, phrases, and memorized expressions (in writing an orally).

Novice High Level
Students:
  • recite and write information about his/her daily life using phrases and simple sentences.
  • describe a familiar experience or event and write short notes using phrases and simple sentences.
  • list basic information about a familiar person, place, or thing using phrases and simple sentences.
  • list information about others using phrases and simple sentences.
  • repeat basic instructions on how to make or do something using phrases and simple sentences.
  • retell basic information about things he/she has learned using simple sentences.
  • ask for information in writing.
Performance Descriptors:
Knowledge:
Students know:
  • how to appropriately describe themselves using correct noun/adjective agreements.
  • how to organize thoughts into simple sentences.
  • how to differentiate between describing themselve and others.
  • (first person and third person).
  • how to gather information using various traditional and electronic research tools.
Skills:
Students are able to:
Novice Mid Level
  • recall vocabulary from themes taught.
  • correctly pronounce vowels and key phonetic sounds when presenting orally.
  • correctly write sentences using correct punctuation and diacrytical markings.
  • correctly type special characters, accent marks, or other markings necessary to the target language.
Novice High Level
Students are able to:
  • recall vocabulary from themes taught.
  • correctly pronounce vowels and key phonetic sounds when presenting orally.
  • correctly write sentences using correct punctuation and diacrytical markings.
  • correctly type special characters, accent marks, or other markings necessary to the target language.
  • differentiate between questions and statements.
  • gather basic information from graphs, charts and pictures.
  • rely on background knowledge to aid in comprehension of difficult or new words.
  • recognize characters and punctuation marks that are unique to the target language.
  • sing songs in the target language.
Understanding:
Students understand that:
Novice Mid Level
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
Students understand that:
Novice High Level
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
World Languages
WLAN (2017)
Grade: 7-12
Level I
5) Identify products of the target cultures.

a. Recognize arts, crafts or graphic representations of the target culture.

b. Identify the cultural elements found in music and short video clips.

c. Listen to, read, and identify the products from the target culture.

Unpacked Content
Goals:
Culture
Modes Of Communication:
presentational
Evidence Of Student Attainment:
Students:
  • identify tangible products unique to the target culture.
  • list key cultural products such as paintings, songs, and dances.
  • recognize cultural products referenced in audio and written the target language recources.
Performance Descriptors:
Knowledge:
Students know:
  • the tangible products that are important to their life and culture.
  • the tangible products that are important to the target language life and culture.
Skills:
Students are able to:
Novice Mid Level
  • list common target language cultural products such as paintings, songs, and foods.
  • watch video clips or music videos and identify cultural products.
  • describe basic craft products from target language countries.
Novice High Level
Students are able to:
  • list common target language cultural products such as paintings, songs, and foods.
  • watch video clips or music videos and identify cultural products.
  • describe basic craft products from target language countries.
  • investigate the relationship between cultural products and perspectives.
Understanding:
Students understand that:
  • an ability to communicate in another language fosters a better.
  • understanding of my own language and culture.
  • custom and tradition vary within a culture, as well as between cultures.
  • other understandings will vary according to theme being taught.
World Languages
WLAN (2017)
Grade: 7-12
Level I
6) Connect with other disciplines while using the target language.

a. Use math skills to convert English measurements to metric system and to convert currencies.

b. Locate cities, states, and countries where the target language is spoken.

c. Describe weather in different locations around the world.

Unpacked Content
Goals:
Connections
Modes Of Communication:
interpretive
Evidence Of Student Attainment:
Students:
  • identify the target language speaking countries and capitals on a map.
  • use exchange rates to calculate prices within the target language culture.
  • identify geographical influences on weather patterns in the target language countries.
  • use the metric system to identify measurements within tht the target language culture.
Performance Descriptors:
Knowledge:
Students know:
  • the importance the metric system plays in measurements throughout the world.
  • that weather patterns are dependant on geographical locations.
  • currency changes from country to country and exchange rates are variable
  • where the target language is spoken.
Skills:
Students are able to:
Novice Mid Level
  • use map skills to identify countries and geographical features around the world.
  • identify resources needed to calculate exchange rates and measurments.
Novice High Level
Students are able to:
  • use map skills to identify countries and geographical features around the world.
  • identify resources needed to calculate exchange rates and measurments.
  • investigate other disciplines using the target language language.
Understanding:
Students understand that:
  • proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired through that language and its culture.
  • world language learning offers opportunities to uncover big ideas in and about other disciplines.
  • strategies used to acquire a language are transferable to other areas of learning throughout life.
  • a second language facilitates the acquisition of information about the world outside our experiences.
Learning Objectives:

*Students can identify basic features of a property.

*Students can present basic information about a house or apartment, its rooms and furniture using complete, original sentences. 

*Students can express their opinions on a room and furniture items.

  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

Real Estate Group Presentation

*The students will work in a group of 3 or 4 students. They will first go to the target-language real estate website and choose a furnished real estate property for rent or sale in a target language city.

*The students will prepare a group presentation about their property, in which they will speak freely to the class in the target language giving the basic information about the overall property and descriptions of each furnished room.

*In the introduction, students should show the webpage for their property and tell the price, size, number of rooms, overall style, and special features of the property. Then each student should click on and show the picture of their chosen furnished room as they express their opinion on the overall look and size of the room, list what furniture items are in the room, describe each furniture item, and identify any special features.

*While presenting, students may only hold the notecard with the required types of information listed (property price, property size, number of rooms, property style, property features, room style and size, furniture description, room features). Students should talk freely in the target language, pointing at things on the screen but not memorize their presentations or read full phrases or sentences off of a notecard or slide.

*During each group presentation, the rest of the class will fill in a graphic organizer with pros and cons for each property presented.

Assessment Strategies:

*Formally assess if the students are able to speak in complete sentences with simple details providing the required information about their properties, utilizing a rubric that measures whether a student is speaking at the Novice Mid, Novice High, or Intermediate Low proficiency level.

*Formally assess if the students are able to speak in a fluid and comprehensible manner, or if any pronunciation and grammar errors impede comprehension, utilizing a rubric that measures whether a student's fluency and grammar structure is at the Novice Mid, Novice High, or Intermediate Low proficiency level.


Advanced Preparation:

Teachers should:

*view all 3 phases of this lesson. Phase 1, Phase 3 

*locate a real estate website in the target language and familiarize themselves with the real estate website they choose to use

*pick out several furnished apartments, condos, or houses that the students can choose from, copy the links to each and also print the page to a PDF in case the property is sold or rented

*choose optimal student groups

*create the research graphic organizer for students to fill in with information about their property as well as a graphic organizer for students to record pros and cons of the presented properties

*print or post the directions and links for students to use

Variation Tips (optional):

*Teachers wanting to assess interpersonal speaking instead of presentational might choose to have the students do improvised conversations as a real estate agent and a shopper, taking turns giving their classmates imaginary tours of their properties.

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: