Comida y Compras

Overview

This 53-minute lesson engages 8th grade Spanish students in vocabulary and conversational practice centered on food (comida) and supermarket shopping (comprar en supermercado). The lesson uses interactive and differentiated activities, including a bingo game and song, to address various proficiency levels (low, middle, high) while aligning with Common Core ELA standards adapted for world language learning and Oklahoma’s state standards for foreign language.

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Common Core & Oklahoma Standards Alignment

Common Core (adapted for World Languages):

• CCSS.ELA-LITERACY.SL.8.1: Engage effectively in collaborative discussions with diverse partners about grade 8 topics, expressing ideas clearly.
• CCSS.ELA-LITERACY.RL.8.4: Determine meaning of words and phrases as they are used in a text relevant to language learning (e.g., context clues for comprehension).
• CCSS.ELA-LITERACY.L.8.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases relevant to food and shopping.

Oklahoma World Language Standards:

• Communication - Interpersonal: Students participate in conversations, ask and answer questions on familiar topics (e.g., comida, supermercado).
• Communication - Interpretive: Understand simple texts related to shopping and food.
• Culture and Connections: Recognize cultural aspects of food and shopping habits in Spanish-speaking countries.

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Learning Objectives

By the end of the lesson, students will:

1. Identify and use key vocabulary related to food (comida) and supermarket shopping.
2. Communicate preferences and simple needs using the phrase "Me gusta" and supermarket phrases.
3. Collaborate in a group-based bingo game to reinforce vocabulary retention.
4. Demonstrate understanding through listening to and singing a simple “Me gusta” song.
5. Use conversational phrases relevant to purchasing food items in a supermarket setting.

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Materials Needed

• Printed bingo cards with food-related vocabulary (22 unique cards)
• Audio playback device for the “Me gusta” song (with lyrics)
• Visual vocabulary flashcards (with words and images)
• Whiteboard and markers
• Dry erase boards or notebooks for students
• “Comprar en supermercado” phrase list handout

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Lesson Timeline (53 minutes)

1. Warm-Up & Introduction (7 minutes)

• Greet students in Spanish and introduce the themes: comida y comprar en supermercado.
• Quickly review previous related vocabulary (if any).
• Present 12-15 key vocabulary words with flashcards (e.g., manzana, pan, leche, queso, carne, tomate, supermercado, carrito, caja). Use images to support meaning.
• Use choral repetition to help pronunciation.

2. Listening & Singing “Me gusta” (10 minutes)

• Introduce phrase "Me gusta" + food vocabulary (expressing likes).
• Play the “Me gusta” song twice (simple, catchy tune about foods students like).
• Show printed lyrics on board or handout—have students follow along.
• Sing as a class the second time, encouraging participation.
• Ask volunteers to create their own “Me gusta” sentence orally.

3. Vocabulary Bingo (20 minutes)

• Distribute bingo cards with comida vocabulary (cards differ to ensure variety).
• Explain rules in simple Spanish: teacher calls out a food word or shows a picture; students find that on their board.
• Call out vocabulary terms slowly with images and gestures.
• Allow students to ask for help if needed, fostering peer collaboration.
• Play multiple rounds, mixing difficulty (use simpler words first, then include supermarket-related vocabulary).
• Celebrate winners briefly and encourage everyone to keep learning.

4. Conversational Practice - Role Play (12 minutes)

• Hand out phrase list with simple supermarket expressions like:
  • “¿Dónde está el/ la…?” (Where is the…)
  • “¿Cuánto cuesta?” (How much does it cost?)
  • “Quisiera comprar…” (I would like to buy…)
• Model a short dialogue with a student volunteer.
• Pair students (low-mid-high mixed pairs). Students practice buying food items using phrases and vocabulary learned.
• Circulate and assist as needed, encouraging authentic use of vocabulary and phrases.

5. Wrap-Up & Exit Ticket (4 minutes)

• Students each say one thing they like to eat using “Me gusta...” aloud to teacher or partner.
• Exit ticket: Write 3 new words learned today and one phrase about buying food.
• Collect exit tickets to inform future instruction.

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Differentiation and Supports

• Low-level learners: Provide picture support cards, paired with higher-level peers during role play, repeat vocabulary with gestures.
• Middle-level learners: Encourage phrase building and responding to simple questions.
• High-level learners: Challenge with forming short dialogues independently, adding details (e.g., prices, preferences).

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Assessment

• Informal assessment through listening during bingo participation and peer conversations.
• Observation rubrics during role play for vocabulary usage and phrase accuracy.
• Exit ticket checking accurate vocabulary and basic phrase construction.

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Reflection & Extension Suggestions

• Next lesson could incorporate cultural aspects of shopping in Spanish-speaking countries through video or virtual supermarket tours.
• Assign a project where students prepare short presentations about their favorite foods or shopping habits at a supermarket.
• Use technology tools for vocabulary games or interactive quizzes (e.g., Kahoot) for review.

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This lesson seamlessly combines vocabulary acquisition, cultural learning, interactive games, and conversational practice ensuring a dynamic and standards-aligned Spanish learning experience fitting middle school needs.