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Thematic Unit Plan-World Languages and CulturesName: Allison Yaeger Date: Nov 27, 2012
Grade/Proficiency Level(s): 7th/8th grade, intermediate-low
Theme/Topic: Food Duration of Unit: 10 days
StandardsContent/Culture Standards SWBAT Link to Lesson1.1, 2.1, 2.2, 3.2 Compare and contrast popular foods and practices in Spain to foods and practices in the US.1.1, 1.3, 2.1, 2.2 Express why food is important and how it is related to tradition.1.1, 3.1 Distinguish between healthy and unhealthy food choices.
Classroom discussion and activities, TPRS, final menu project.
Communication standardsDescriptors / Progress Indicators
Link to Lesson
1.1, 1.2, 1.3 Students engage in conversations about likes and dislikes by using me gusta, no me gusta, ¿te gusta? and food1.1 Students express extremes when describing by using the suffix “ísimo/a”1.1 Students will politely and successfully order food in a restaurant setting.
Classroom discussion and activities, TPRS, Final Menu Project.
• Rationale for choosing your theme: I chose food as the theme for this unit because it is a topic for which all students have some degree of background knowledge, it is interesting and encourages conversation about favorite foods, stories and traditions, and it connects strongly with every culture of the world.
• Essential Questions:What is Spanish culture like? ¿Cómo es la cultura de España?Why is food so important? ¿Por qué la comida es tan importante?How does food play a role in tradition? ¿Cuál es la relación entre las tradiciones y la comida?How does one order in a restaurant? ¿Cómo se pide en un restaurante?How do I make healthy food choices? ¿Cómo se elige la opción saludable?
Context and Background KnowledgeStudents have learned the vocabulary for many basic foods and recognize the verb gustar though do not understand how to conjugate it. Students are familiar with American foods and traditions but they have not reflected on how food plays a role in society and culture.Many students already know that food and traditions vary in different countries but they do not know how or to what degree.Students are familiar with the concept of healthy vs. unhealthy.
Vocabulary Content obligatory:
Ordering Food:¿Me ayuda a pedir?¿Me trae…?La cartaEl menú del día PedirQuisiera
At the restaurant:El (la) camarero/a ServirTraer
Place Setting: La cucharaEl cuchilloLa tazaEl tenedor
Expressing Extremes:RiquísimoBuenísimo
Requesting the check:¿Cuánto es?La cuentaLa cuenta, por favor.La propina
Talking about food:CalienteDelicioso/aDulcePicanteRico(a)SaludableVegetariano(a)
Food: El arrozEl azúcarEl bistecLa carneLa ensaladaLa lechugaEl panEl polloEl quesoLa salsaLa sopa
Beverages:
La bebidaEl caféLa limonadaEl té
Desserts:El flan Las natillas El pastelEl postre
Content compatible:Algunas comidas españolas. Aceite, vinagre, ajo, las tapas, las aceitunas, el chorizo, el jamón, los calamares, la tortilla española, paella, tapas, receta.Expresiones comunes: ¡Qué rico! ¡Tiene buena pinta! Tener hambre, tener sed, Etc.
Performance Assessment
¡A comer! Final Menu Project:
Students will design a menu following the guidelines below. Part 1: Create a menu that incorporates new vocabulary, healthy food options, and is visually appealing.Part 2: Write a review of the restaurant from the point of view of a customer. Use gustar, a variety of adjectives, and express extremes. Part 3: Join in the in class restaurant fun on the final day of the unit!
Lesson
Topic / Essential Question
Language Objectives
SWBAT
Content Objectives
SWBAT
Assessments Student Activities
Adaptation for diverse
learners
Materials
1 Why is food so important/how does it play a role in my life? ¿Por qué la comida es tan importante?
-Activate background knowledge of language surrounding food and tradition 1.1, 1.3
-Review food vocabulary that students already know: desayunar, almorzar, cenar, tener hambre, tener sed, etc. 1.1
-Activate background knowledge of food and tradition 1.1, 2.1, 2.2
-Pretest: ¡A comer! formative assessment.
-Small group work and brainstorming, recorded by one of the group members and turned in as the ticket out the door.
-Pretest (will also serve as hook/explicit introduction to the unit, and will activate students’ background knowledge).
-Short review of vocab from previous unit. White board review game: each student has a small white board and will draw a picture of the vocabulary word, phrase, or action that is stated.
-Small group work (in English): brainstorm in groups of three all the ways in which
- Large group and small group work.
-Small group work divided into roles.
-Listening, speaking, writing.
-Visuals included
-Scratch paper
-Individual white boards.
-Overhead map of Spain
food is used: meal times, celebrations, to bring people together, for tradition, as culture. Each student has a role: recorder, summarizer, speaker.
-Class discussion-share small group ideas (in English).
-Very brief introduction to Spain.
-Ticket out the door – turn in brainstorm notes.
2 Essential Question:
-What are some traditional Spanish dishes and when are they
Language Objectives:
-Recognize vocabulary terms 1.2, 1.3
-Match types of foods to
Content Objectives:
-Demonstrate appreciation for Spanish markets 2.1, 2.1
Assessments:
- Informal assessment of classroom participation via anecdotal notes based
Activities:
-Anticipatory set: YouTube video = Un Paseo por la Boqueria
-Game:“Guess
Adaptations:
-TPR: includes visual, auditory, and kinesthetic learners.
-Visuals
Materials:
-Youtube video: Un Paseo por la Boqueria
- Power Point
eaten?-¿Qué son algunos platos tradicionales de España y cuándo se come estos platos?
How does one express preferences (likes and dislikes)?¿Cómo se expresa las preferencias?
meal time.
-Identify favorite foods 1.1, 1.2
-Predict likes and dislikes 1.1
-Recognize traditional dishes eaten at breakfast, lunch, and dinner 1.2, 2.1
on TPR activity
-Turn in Grid Activity.
-Fly swatter game will indicate understanding.
that food” game -¿Qué comida es? Power Point (input: students will see some traditional Spanish dishes for the first time).
-Introduce vocab: food, beverages, desserts (input)
-TPR for place settings, talking about food [adjectives], and expressing extremes, gustar (he/she/they forms) (input).
-Set up pretend marketplace. Students will help label food
slide show
-Plastic food replicas
-Grid Activity: ¡Tengo Hambre!
-Two fly-swatters
and create an in class display (input).
- Grid Activity: ¡Tengo Hambre! identifying when certain foods are eaten, identifying favorite foods, predicting preferences (input).
-Fly swatter vocab game.
3 Essential Question:
How do I express my preferences (likes and dislikes)?¿Cómo expreso mis preferencias?
Language objectives:
-Ask and answer questions in target language 1.1, 1.3
-Express likes and dislikes using “me gusta, no me gusta” 1.1
Content Objectives:
-Describe typical Spanish dishes using adjectives 1.1, 1.3
Assessments:
- Informal assessment of classroom participation via anecdotal notes based on TPR, “What am I?” and ball toss game.
-Dialogue
Activities:
-TPR-brief review of food vocab, he/she/they forms of gustar.
-Game: “What am I?” Students receive a Post-It note with a food vocab term.
Adaptations:
Modeling
Visuals
Materials:
-Plastic/real food for TPR
-Post-It notes for “Who am I” food vocab game.
-Soft ball
-recipes
-Dialogue Journals
-Describe typical Spanish dishes using adjectives 1.1, 1.3
Journal – check verb gustar.
Students then ask and answer yes or no questions to figure out what food they are.
-Game: Ball toss: verb: gustar (yo and tu forms). Student with ball says, “a mi, me gusta…” then tosses the ball to another classmate while asking, “name, a ti, te gusta…?”
Recipe Game: students only see a list of ingredients and must predict whether or not they will like the dish.
Model of dialogue journal entry.
Dialogue Journal: students will write about foods they like and dislike.
4 Essential Question:
How do I express preferences (likes and dislikes)?¿Cómo expreso las preferencias?
How do I make healthy food choices? ¿Cómo se elige la opción saludable?
Language objectives:
-Describe foods 1.1
-Express extremes 1.1
-Compare and Contrast Spanish and American foods 1.1, 2.2
Content Objective:
-Distinguish between healthy and unhealthy foods 1.1, 1.2, 3.1
-Compare and Contrast healthy Spanish and American foods 1.1, 2.2
Assessments:
Turn in KWL – healthy food.
-Quiz: gustar (s/he, they, I and you forms) and vocab.
-Check dialogue journals
Activities:
-Hook: fly swatter vocab game. Will also serve as brief review of gustar (s/he, they, I, you forms) before quiz.
-Short quiz.
-Introduce nosotros form and show paradigm for gustar.
-Listening activity: White Board Fun: review of descriptors including “ísimo/a”. Students will each listen for
Adaptations:
Small and large group work.
Materials:
Two fly-swatters
Quiz
KWL worksheet healthy foods.
-Dialogue Journals
the description then draw their representation on a small white board.
KWL-healthy food.
Venn Diagram: Compare and contrast healthy Spanish and American foods/dishes -In partners -As a class each partner pair shares a few ideas to create a large white board Venn Diagram.
-Dialogue journals topic: Write about your favorite healthy food and why you
like it.
5 Essential Questions:
How does one order food in a restaurant?¿Cómo se pide en un restaurante?
Language Objectives:
-Listen to TPRS story: Ricardo y el Restaurante Rosa 1.2
-Recognize vocabulary to order food and request the check1.3, 2.1
Content Objectives:
-Compare ordering food in the US to ordering food in Spain.1.3, 2.1
Assessment:
-Formative assessment: checking for understanding.
-Ticket out the door.
Activities:
-Hook: Focus on culture. Give students 10 mins on computers to research Spanish restaurants and take notes on anything they find. Ex) outdoor seating, not common to tip, daily menu, tapas, meal times, etc.
-Brief discussion of student findings (5 mins in English to really allow students to express their excitement over their cultural
Adaptations:
-Story incorporates listening, visuals, TPR/kinesthetic component, writing etc.
-Scaffolding
Materials:
-Computers
-TPRS story and questions.
discoveries).
-Lesson through TPRS Introduction of vocab: ordering food, at the restaurant, requesting the check.
Ticket out the door: List two ways restaurant dining in Spain is similar and two ways it is different to restaurant dining in the US.
6 Essential Questions:
How does one order food in a restaurant?¿Cómo se pide en un restaurante?
Language Objectives:
-Order food1.3, 2.1
-Request the check 1.3, 2.1
-Summarize
Content Objectives:
-Order food1.3, 2.1
-Request the check 1.3, 2.1
Assessment:
-Informal assessment of small group story summaries and picture worksheets.
-Homework-final story rewrite-
Activities:
-Hook: as students enter the classroom, they will be given a popsicle stick with a different character of the story (camarero, Padre, Ricardo).
Adaptations:
-Story incorporates listening, visuals, TPR/kinesthetic component, writing etc.
-Student
Materials:
-Popsicle sticks
-TPRS story
in writing 1.3 will be turned in and graded the following day.
Students will make groups with each of the three characters.
-Summarize story in small groups through writing, pictures, song, rap, dance, etc. Then each group will show/tell/share with the class what they did.
-Complete picture worksheet: Students will receive a blank sheet of paper and be instructed to divide the paper into 6 boxes. They will then draw scenes of the story. They will write a brief description or key words from that scene using correct vocabulary.
Homework: Final rewrite of TPRS
choice for how to create small group summary
-Picture worksheet: brief description OR key words
-Scaffolding
story. [All of the TPRS activities have served as prewriting activities, especially the picture worksheet. Students may use these activities to aid in the final rewrite.]
7 Essential Questions:
What does an authentic Spanish recipe look like? ¿Cómo es una autentica receta española?
How do the practices surrounding food play a role in tradition and culture? ¿Cuál es la
Language Objectives:
-Use computers to research topic of interest1.1, 1.2, 1.3
-Demonstrate a deeper understanding of Spanish practices surrounding food through writing 1.1, 2.2
Content Objectives:
-Interact with authentic Spanish text/recipe 1.1, 1.2, 3.2
-Demonstrate a deeper understanding of Spanish practices surrounding food 1.1, 2.2
Assessment:
-Formative: checking in with students throughout the day.
-Pair and Share/Question time at the end of class.
Activities:
-Hook: Question of the day: What is the most interesting thing you have learned from this unit? Share with a partner, then the partner shares about the other student to the whole class.
-Short research project/10 pt essay: “La Vida y La Comida”
-Directions and topic choices: (details in lesson plan).
Adaptations
-Choice of topic that interests student.
-Can work in pairs or alone.
-Choice of product/result.
Materials:
-Computer lab
-Topic list
-Rubric for project
-Model / Example of project
relación entre las tradiciones culturales y la comida?
Pair and Share: (details in lesson plan).
8 Essential Questions:
What is does an authentic Spanish recipe look like? ¿Cómo es una autentica receta española?
How do the practices surrounding food play a role in tradition and culture? ¿Cuál es la relación entre las
Language Objectives:
-Use computers to research topic of interest1.1, 1.2, 1.3
-Demonstrate a deeper understanding of Spanish practices surrounding food through writing 1.1, 2.2
Content Objectives:
-Interact with authentic Spanish text/recipe 1.1, 1.2, 3.2
-Demonstrate a deeper understanding of Spanish practices surrounding food 1.1, 2.2
Assessment:
Product assessment: Rubric – 10pt essay and visual.
Activities:
Continue research/writing: “La Vida y La Comida” - Make final touches.
Present to class. Brief/informal presentations: topic, most interesting / important fact, recipe.
Adaptations
Choice of topic that interests student.
Can work in pairs or alone.
Choice of final product/result.
Materials:
Computer lab
Rubric for project.
-Model / example of a quality project
tradiciones culturales y la comida?
9 Essential Questions:
What does an authentic Spanish menu look like?¿Cómo es una carta autentica de España?
How does food play a role in tradition? ¿Cuál es la relación entre las tradiciones y la comida?
Language Objectives:
-Design an authentic menu 1.3, 2.1, 2.2
-Write a restaurant review 1.3
Content Objectives:
-Design an authentic Spanish menu 1.3, 2.1, 2.2
-Write a restaurant review 1.3
Assessment:
-Informal assessmentbrief meeting with each student during the hour.
Activities:
-Hook: welcome students with samples of tortilla Española.
-Presentation of project guidelines and rubric.
-Show examples
-Time for questions
-Work time
-Homework: Put final touches on project.
Adaptations:
-Student has option of how to make their menu: on computer, crafted on paper, with pictures etc.
Materials:
-Rubric
-Magazines, scissors, glue etc.
-Tortilla Española.
10
Essential questions:
What does an authentic Spanish
Language Objectives:
-Design an authentic menu 1.3, 2.1, 2.2
Content Objectives:
-Design an authentic menu 1.3, 2.1, 2.2
Assessment:
-Students’ final projects will be turned in at the end of class and assessed
Activities:
-Restaurant Day!
-Hook: Students will enter into a classroom
Adaptations:
Degree of role-play.
Option for student to set
Materials:
-Restaurant decorations: Table cloths, simple place settings/centerpieces students are
menu look like?¿Cómo es una carta autentica de España?
How does food play a role in tradition? ¿Cuál es la relación entre las tradiciones y la comida?
-Write a restaurant review 1.3
-Present final assessment 1.1, 1.3, 2.2
-Write a restaurant review 1.3
according to the rubric.
transformed into a Spanish plaza with many tables for “outdoor seating”.
-Set up: Each student will have a table and chairs that represents their “restaurant” Students will set up their menus on the table with the restaurant reviews as well.
-¡A comer!Students will rotate visiting other students’ restaurants and hosting classmates at their own restaurant.Hosts will present their guests with the menu, answer any questions the guests may have and provide food recommendations. Guests will peruse menus, ask questions,
up their “restaurant” with a partner.
encouraged to bring any additional items to customize their restaurant and take ownership of the project.
-Background music
-Rubric
and fill out a restaurant review card for the restaurant owners.
