Activity Overview
This activity is focused on learning to ask for, and get, what you want. To reinforce students' learning, have them create a storyboard that shows the dialogue of a person going back-to-school shopping. To keep students on track, it is a good idea to provide a list of exactly what you expect them to use for vocabulary from the chapter. Either way, getting students to create and use the vocabulary, conjugation, and phrases will enhance their practical knowledge and fluency.
Suggested Focus Areas
- Describe the color, fit, and price of clothes
- Ask about and buy clothes
- Tell where and when you bought clothes and how much you paid for them
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective:Create a two cell storyboard that depicts what you would like for back to school clothing.
Student Instructions:
- Click “Start Assignment” and give your storyboard a name.
- In the first description box, write about some items you will need for back to school. Be sure to include color and other details about the items.
- In the fist cell, include a scene, character, and items that depict you. Include a speech bubble that has you saying what you would like to get for your first day outfit. In the second cell, illustrate these items for back to school, and write about them in the description box.
- Save and exit when you are done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
This activity is focused on learning to ask for, and get, what you want. To reinforce students' learning, have them create a storyboard that shows the dialogue of a person going back-to-school shopping. To keep students on track, it is a good idea to provide a list of exactly what you expect them to use for vocabulary from the chapter. Either way, getting students to create and use the vocabulary, conjugation, and phrases will enhance their practical knowledge and fluency.
Suggested Focus Areas
- Describe the color, fit, and price of clothes
- Ask about and buy clothes
- Tell where and when you bought clothes and how much you paid for them
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective:Create a two cell storyboard that depicts what you would like for back to school clothing.
Student Instructions:
- Click “Start Assignment” and give your storyboard a name.
- In the first description box, write about some items you will need for back to school. Be sure to include color and other details about the items.
- In the fist cell, include a scene, character, and items that depict you. Include a speech bubble that has you saying what you would like to get for your first day outfit. In the second cell, illustrate these items for back to school, and write about them in the description box.
- Save and exit when you are done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
How Tos about ¿Qué desea Ud.? - What Do You Want?
Organize a classroom role-play to practice asking for clothing in Spanish
Role-plays give students a chance to use vocabulary in realistic conversations. Set up pairs or small groups and assign each student a role, such as customer or store clerk. Provide sample phrases and encourage students to ask for specific clothing items, describe them, and discuss price or color. This interactive activity boosts confidence and helps students remember useful expressions.
Provide clear vocabulary lists for students
Give students a targeted list of clothing items, colors, and phrases from the chapter. Highlight must-use words for the activity so students know exactly what to include. This ensures everyone practices the essential terms and supports all learners, especially those who need extra structure.
Model example dialogues before students create their own
Demonstrate a sample conversation between a shopper and a store clerk on the board or with a student volunteer. Show how to ask for items, describe them, and respond politely. Modeling builds student confidence and gives them a framework to follow in their own work.
Encourage students to personalize their storyboards
Ask students to include favorite colors or clothing styles in their descriptions and drawings. Personalization makes the activity more engaging and helps students connect new vocabulary to their own lives, which improves retention.
Give constructive feedback focusing on vocabulary and fluency
After students finish their storyboards or role-plays, review their work and offer specific praise and suggestions. Highlight accurate use of vocabulary and correct grammar, and gently correct mistakes to help students improve their fluency.
Frequently Asked Questions about ¿Qué desea Ud.? - What Do You Want?
What is a simple Spanish lesson for asking and buying clothes?
A simple Spanish lesson for asking and buying clothes involves teaching students key vocabulary for clothing items, colors, and prices, along with useful phrases like “¿Cuánto cuesta?” (How much does it cost?) and “Quisiera comprar...” (I would like to buy...). Practice with dialogues and storyboards helps reinforce these concepts.
How can I create an engaging back-to-school shopping activity in Spanish class?
Create an engaging back-to-school shopping activity by having students design a two-cell storyboard showing what they want to buy. Encourage them to use new vocabulary for clothing, colors, and prices, and to write short dialogues asking for and describing the items. Visuals and speech bubbles make it interactive and fun.
What vocabulary should students use for a clothing shopping storyboard in Spanish?
Students should use vocabulary for different clothing items (like camisa, pantalones, zapatos), colors (rojo, azul, negro), adjectives for fit or price (barato, caro, cómodo), and phrases for asking and buying, such as “Me gustaría comprar...”.
What are some tips for helping students practice Spanish shopping dialogues?
Tips include providing a list of required vocabulary, modeling sample dialogues, using storyboards for visual storytelling, encouraging students to describe color and price, and having students role-play as buyers and sellers to reinforce conversational skills.
How do I assess a Spanish clothing shopping lesson for beginners?
Assess students by checking if their storyboard includes correct vocabulary, accurate description of items (color, fit, price), use of basic phrases for asking and buying, and participation in the activity. Look for creativity and practical language use.
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