ALEX Learning Activity

  

Real Estate Group Presentation - Phase 3

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

You may save this Learning Activity to your hard drive as an .html file by selecting “File”,then “Save As” from your browser’s pull down menu. The file name extension must be .html.
  This learning activity provided by:  
Author: Laura Buder
System:Vestavia Hills City
School:Vestavia Hills High School
  General Activity Information  
Activity ID: 2027
Title:
Real Estate Group Presentation - Phase 3
Digital Tool/Resource:
Immobilien Scout (German Example)
Web Address – URL:
Overview:

Students will discuss real estate properties for rent or sale in a target language city with a partner. Students will carry on a conversation in the target language, asking and answering questions with a partner about which property is their favorite and why, agreeing or disagreeing with their partner, and providing a reason for their opinion.  Students will be using the interpersonal mode 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
1) Communicate and share on familiar topics with a variety of words, phrases, and simple sentences in the present time frame.

a. Greet and leave people in a polite way.

b. Exchange basic information about self and others.

c. Exchange basic information about their everyday lives.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpersonal Mode
Evidence Of Student Attainment:
Novice Mid Level
Students:
  • greet and leave people in a polite way.
  • introduce themselves and others.
  • answer a variety of simple questions.
  • make some simple statements in a conversation.
  • ask simple questions.
  • list basic descriptions about themselves and people they know.
  • list basic information about their everyday life.

Novice High Level
Students:
  • exchange some personal information.
  • exchange information using texts, graphs, or pictures.
  • ask for and give sample directions.
  • make plans with others.
Performance Descriptors:
Knowledge:
Students know:
  • culturally appropriate ways to greet and leave others.
  • how to introduce themselves and provide basic information.
  • question words and how to recognize them in conversation.
  • how to describe themselves in first person.
  • how to describe others in third person.
Skills:
Students are able to:
Novice Mid Level
  • use basic greetings.
  • introduce themselves.
  • respond to yes/no questions.
  • respond to either or questions.
  • answer who, what, when where.

Novice High Level students are able to:
  • use basic greetings.
  • introduce themselves.
  • respond to yes/no questions.
  • respond to either or questions.
  • answer who, what, when where.
  • say age.
  • say what one likes/dislikes.
  • talk about places.
  • talk about times and dates.
  • 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.
    Learning Objectives:

    *Students can express their opinions on and ask and answer questions for basic information about a house or apartment, its rooms, and furniture after viewing and listening to online advertisements described in the target language.

      Strategies, Preparations and Variations  
    Phase:
    After/Explain/Elaborate
    Activity:

    Real Estate Presentation Partner Discussion

    *The students will first go a target-language real estate website and work as a group to choose a furnished real estate property for rent or sale in a target language city. Groups will share their properties with the class. 

    *Students will choose their favorite property from all that were presented.

    *Students will carry on a conversation in the target language, asking and answering questions with a partner about which property is their favorite and why, agreeing or disagreeing with their partner, and providing a reason for their opinion.  

    *During the conversation, students will write down which property is their partner’s favorite and why.

    *Several students will share with the class which property is their favorite and their partner’s favorite and why.

    Assessment Strategies:

    *Informally assess if the students are able to understand their classmates well enough to form opinions on the properties presented by moving around the room and listening in to make sure each pair is speaking in the target language about their opinions of the properties.

    *Informally assess if the students are able to complete the conversation about their opinions on the properties with their partners by checking that they wrote down the information about their partner's opinion and by asking several students to share what they discussed in the target language.


    Advanced Preparation:

    Teachers should:

    *view all 3 phases of this lesson. Phase 1, Phase 2 

    *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.

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

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