Spanish Real Estate

Presented by: Laurie LeFever

Subject Area(s):

Grade Level(s):


The Teacher Librarian and High School Spanish Teacher collaborated to design a lesson that incorporates technology into an exercise for students to demonstrate their understanding of Spanish vocabulary usage. The students will learn how to create an online digital poster, using that advertises a real estate offering and is written in Spanish. A poster session will be held in the library or computer lab where students will share their posters and post online comments for at least 3 of their peers’ presentations.

This lesson can be easily adapted for other language classes.





Written in collaboration with Diana C. Perez, Spanish/Media Communications teacher


Glogster EDU – Poster Yourself | Text, Images, Music and Video. Web. 18 May, 2010. <>.


Glogster, a Quick Tutorial. Web. 18 May, 2010.



Day 1 – classroom


Direct Instruction:

TL will visit Spanish classroom to introduce project with Spanish teacher.  The instructors will have a sample glog to share with the class (Sample ad #1).  This should engage the students in the lesson and get their attention.  TL will give a brief slide presentation to introduce Glogster as a web 2.0 tool that allows students to share information, present reports, recount historical events, and even advertise.  See SM1_SpanishRealEstate for an example slide presentation.  TL can show a few glogs from the website at this time.  TL will explain that specific instructions for using Glogster will be covered in subsequent sessions when students visit the media center to develop their projects.


The Spanish teacher will give an overview of assignment requirements and review expectations of the project using the rubric handout. (SM2_SpanishRealEstate).



Modeling and Guided Practice:

TL and Spanish teacher visit approved English websites that contain Hispanic homes for sale/rent. Two good examples can be located at and  TL explains that a list of approved sites will be available in the media center.


Spanish teacher selects a listing and reads through descriptive material.  She begins a list of prominent vocabulary words that are helpful to the advertisement, and that the class should be able to translate into Spanish.  Examples may include: bedroom, kitchen, ocean, large, garage…

A group exercise should follow where a list of household vocabulary and a list of descriptive words are brainstormed and translated as a group.  This list should be recorded and available to students during the next lessons.



Day 2 – media center/computer lab

Direct Instruction:

The TL will provide a list of approved real estate websites that students can use for this project. Referencing the rubric, the TL will instruct students to locate a Hispanic house/condo for sale.


Modeling and Guided Practice:

TL will model how to copy at least 5 images (including links for future citation) into a Word document.  This document will become a planning worksheet for the project and should be saved in the students’ files for future access.


Independent Practice:

Students create a Word document with at least 5 images of a real estate offering they will feature in their Glogster advertisement.  After images are captured, students add short scripted vocabulary to describe the images in English.  The next step will be to translate the descriptions into Spanish.  This step should be done during class (teachers should decide if online translators are appropriate for the class) when instructor is available to help.  Additional classroom time may be necessary to complete this stage of the project.


Day 3  - media center/computer lab


Direct Instruction:

Students and Spanish teacher return to media center with planning worksheets (translations complete).  A sample real estate ad may be shown as students enter media center (Sample ad #2). TL uses a slide presentation to review features of Glogster (SM1_SpanishRealEstate).



Modeling and Guided Practice:

TL guides students through login procedures and getting started with Glogster, making sure that students can upload images, change wall features, add text in Spanish, add links for citations, and save/publish final product.


TL stresses the importance of uploading all images and entering important text over spending too much time on editing features upfront.  A deadline should be established based on time available for this project.


Independent Practice:

Students will begin to design their online posters. Students may have access to the library after school if they require extra time or need help with the assignment. The TL and Spanish teacher will be available to provide assistance and feedback as needed.


Day 4 – media center/computer lab

Sharing and Reflecting:

A final poster session should be scheduled for peer-to-peer evaluations.  Students will comment, in Spanish, on at least 3 peer presentations.

Supporting Files: