Teacher Candidate Raeanne Carella- Spanish I class- 10/31/2011

Overview:

Spanish I, 9th and 10th grade, Novice, 50 minute class

Theme: Lesson Topic:

Giving informal commands. Following a recipe.

Language, Content, and Culture Objectives

SWABT (Students will be able to): Match directions with their picture Analyze present verbs and compare them to how to form

commands Present a new recipe Construct commands Identify commands/action words in a sentence

Language functions Identifying

Instructing Giving information Inquiring about likes/dislikes/preferences

Grammatical Structures Informal tú commands including the irregular verbs

Key Vocabulary Verbs: Words:

Cocinar: cook La mantequilla de cacahuate: peanut butter Pelar: peel la gelatina: jelly Usar: use La pasta: pasta Poner: put El queso: cheese Dar una vuelta: flip el sartén: frying pan Batir: beat el tostador: toaster Calentar: heat El cereal: cereal Sacar: Take La leche: milk Verter: Pour El bol: bowl Comer: Eat Hervir: boil Escurir: Drain Añadir: add Esperar: wait

National Standards and Ohio Benchmarks And Indicators

National Standards: 1.1 Interpersonal =Students interact in pairs to complete activity 1.2 Interpretive= Students underline the action verbs and make

connections from the present tense to commands 1.3 Presentational= Students will present their recipe to the class

with the verbs conjugated into commands 2.1 Practices and Perspectives= Students will learn about the

Spanish custom of saying Buen Provecho to people when they are eating

2.2 Products and Perspectives= Students will learn about how to make the Spanish tortilla, what it is and when it is eaten

Ohio Benchmarks and Indicators Benchmark A: Interact using extended spoken, signed or written

communication by providing and obtaining information. Grade Nine : Interpersonal Exchange information via letters, e-mail/video mail, notes, conversations or interviews on familiar topics (e.g., school events, weekend activities, memorable experiences, family life).

Benchmark F: Follow complex oral, signed or written directions and requests. Grade Nine: Interpretive: Follow directions, instructions and requests (e.g., recipes, travel directions, prompts on ATMs).

Benchmark C: Analyze, discuss and report on a wide variety of products and perspectives of the target culture. Grade Nine: Products: Explain objects, images and symbols of the target culture

Benchmark D: Give and follow a series of complex directions Grade Nine: Give and follow directions, instructions and requests (e.g.,

installing software, dance steps).

Routine As students enter the classroom they will be greeted in TL while Spanish music (Juanes) is playing in the background. This will help set the mood that they are Spanish class now.

Hook A photo of a television and the teacher will wear a chef hat. (see Appendix A)

Recycling of material The class will start by playing matamoscas, the flyswatter game, to practice the present conjugation. This will help introduce the idea of commands since they are conjugated similarly to the usted and tú verbs in the present tense (Appendix B).

Pre-Assessment The Pre-Assessment will take place during the flyswatter game. This game will give an indicator of what the students remember about the present conjugation and if they know the correct form being used.

Presentation of new material.

The teacher will present a typical Spanish recipe: the Spanish Tortilla. The teacher will pretend she is a chef and will demonstrate how to make the Spanish Tortilla. The teacher will inform the students about the cultural aspects of this dish.

For example she will tell them “Tortilla Espanola or Spanish Omelet is the most commonly served dish in Spain. It is also called Tortilla de Patata or Potato Omelet. Bars and cafés serve it as a tapa or appetizer, but it is often served as a light dinner in Spanish homes. Because it is easy to transport, the Spanish make bocadillos or sandwiches by placing a piece between two pieces of a baguette (Spanish Omelet http://spanishfood.about.com/od/tapas/r/tortilla.htm).”

Then the teacher will demonstrate the recipe by using real items to make the input comprehensible.

Para los ingredientes saca 3 patas, saca una cebolla, saca una taza

de aceite de olivo, y saca 6 huevos. (For the ingredients take 3 potatoes, take 1 onion, take 1 cup of olive oil, and take 6 eggs).

Pon el aceite de olivo en un sartén. (Put the olive oil in a frying pan) Calienta el aceite de olivo (Heat the olive oil) Pela las patatas (Peel the potatoes) Pon las patatas en el sartén (Put the potatoes in the frying pan) Cocina las patatas (cook the potatoes) En un bol bate los huevos una buena mezcla (In a bowl beat the

eggs in a good mixture) Vierte la mezcla de los huevos en el sartén (Pour the mixture of eggs

in the frying pan) Usa un spatula por los lados para probar si es solida. (Use a spatula

along the sides to test if it’s solid) Da una vuelta y usa un plato para ayudar. (Flip and use a plate to

help) Cocina la otra lado (Cook the other side) Da una vuelta dos o tres veces más para probar si está lista para

comer (Flip two or three more times to test if it is ready to be eaten) ¡Come! (Eat) ¡Buen Provecho! Esta frase es una respuesta que los españoles usan

antes de comer. Es similar a Bon Apetite. Cada vez una persona está comiendo es apropriado a decir Buen Provecho y la respuesta es gracias. (Bon Apetite is a phrase that the Spanish use before they eat. It’s similar to Bon Apetite. Every time a person is eating it’s appropriate to say Buen Provecho and the response is thank you)

Guided Practice

The teacher will pass out a handout with the Spanish tortilla recipe and re demonstrate the recipe again and have the students underline the action verbs (Appendix C).

Grammar The teacher will discuss the similarities in the action verbs to the present conjugation.

Independent/Pair/Group practice

First the students will be separated in pairs and will talk about their favorite foods and what kinds of things they like to cook. They will have a minute and a half to speak and after that time it will be the other partner’s turn. The teacher will walk around the room to make sure the students are speaking in the TL. After the three minutes is over the students will have an opportunity to share their favorite food and recipes they like to cook with the class in an entire class discussing.

Then the students will be separated into different pairs by the people sitting around them and will be given an envelope that contains a new recipe. These recipes will be common foods that they will know. There will be tiny pieces of paper that will be cut

into squares. One set of squares will have a step with an infinitive verb and the other set will have a picture. In pairs the students will match the step with the picture. Then they will have to conjugate the infinitive into the command on a poster paper. After that they will present the steps to their recipe to the class. (Appendix D)

Research Connections Krashen- low anxiety classroom and comprehensible input (use of visuals and a demonstration on how to cook the Spanish tortilla)

Swain- comprehensible output Curtain and Dahlberg- TL 95%

Performance Tasks and Assessments

Interpersonal activity: Students in pairs match the recipe directions to its picture. Then the students conjugate the verb to make it a command and write the conjugated step on a piece of poster paper. Presentational: Students will present their new recipe to the class. Interpretive Activity: Students listen to the demonstration of the Spanish tortilla for a second time and while listening they underline the action verbs in each sentence. (Appendix C)

Appendix A: Hook

Appendix B: Matamoscas

Habla Comes Como Hablan

Hablas Vas Decimos Comen

Van Hablamos Come Voy

Vamos Estamos Estás Sabe

Sabes Digo Estoy Está

Saben Están Saca Sacan

Sacamos Saco Sé Sacas Appendix C: Underline the action verbs

Para los ingredientes saca 3 patas, saca una taza de aceite de olivo, y saca 3 huevos. Pon el aceite de olivo en un sartén. Calienta el aceite de olivo Pela las patatas Corta las patatas Pon las patatas en el sartén Cocina las patatas En un bol bate los huevos una buena mezcla Vierte la mezcla de los huevos en el sartén Usa un spatula por los lados para probar si es solida. Da una vuelta y usa un plato para ayudarse.

Cocina la otra lado Da una vuelta dos o tres veces más para probar si está lista para comer ¡Come!

Appendix D: These are the items inside each envelope. They will be cut into squares. Envelope 1: Making a Peanut Butter and Jelly Sandwich

Cortar el pan (Cut the bread) Poner la mantequilla de cacahuete en un lado del pan (put the peanut butter on one side of

bread) Poner la gelatina en otro lado del pan (Put jelly on other side of bread)

Poner los lados del pan juntos (Put sides of bread together)

Comer (Eat) Envelope 2: Making Mac and Cheese

Sacar la caja de Kraft (Get the box of craft)

Hervir el agua (Boil the water)

Poner la pasta en el agua (Put the pasta in the water)

Cocinar la pasta por 6-8 minutos (cook the pasta for 6-8 minutes)

Escurir la pasta (Drain the pasta)

Añadir el queso (Add the cheese) Envelope 3: Making a bowl of cereal

Sacar la caja de cereal (Take the box of cereal)

Verter el cereal en un bol (pour cereal in a bowl)

Verter la leche con el cereal (pour milk in the cereal)

Mezclar la leche y el cereal (mix the milk and the cereal) Envelope 4: Making toast

Cortar el pan (Cut the bread)

Sacar dos pedazos del pan (Take two pieces of bread)

Poner el pan en el tostador (Put the bread in the toaster)

Cocinar el pan (cook the bread)

Esperar (wait)

Comer (eat)