Unit Overview

Unit Plan Title:Buen provecho

Curriculum-Framing Questions

• Essential Question

• Unit Questions

• Content Questions

• Does everyone around the world prepare and eat the same kinds of food?

• How does one prepare a Spanish cuisine?What kinds of foods do people eat in Spanish speaking countries?

• What are some foods that are common or uncommon amongst Spanish speaking countries?What are some types of foods that restaurants serve in Spain?What are the common ingredients in Spanish cuisine?

Unit SummaryThe main focus of this unit is to introduce students to Spanish cuisine and the cuisine of other Spanish speaking countries. Students will learn the vocabulary for food and for cooking food. They will do activities throughout this unit that are hands on to learn the vocabulary such as make a menu, make a plate of food using paper, etc. They will see a Powerpoint Presentation that compares the tortilla from Spain and the one from Mexico. The Powerpoint Presentation will also show them how to make the two different tortillas which is modeling for them how to cook. Afterwards, they will see another Powerpoint Presentation that will show them an authentic cooking show and some examples of student created cooking shows. All of these will be used as models for what they are going to do for their project. At the end of this unit, students will be creating their own cooking show using the vocabulary and grammar structures that that they have learned. They will be making their cooking show in to a movie using Movie Maker and then they will present the video and bring in their food for the class to try.

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Business Education Engineering Home Economics Language Arts Music School to Career Social Studies Drama Foreign Language Industrial Technology Math Physical Education Science Technology Other: Other: Other:

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K-2 6-8 ESL Gifted and Talented 3-5 9-12 Resource Other:

Targeted State Frameworks/Content

Standards/Benchmarks:This unit addresses the National Standards for Foreign LanguageEducation. According to the Standards for Foreign LanguageLearning: Preparing for the 21st Century, the following standardsare found throughout the lessons in this unit:

Communication – Communicate in languages other than English. Standard 1.1 – Students engage in conversations,

provide and obtain information, express feelings and emotions, and exchange opinions. In this unit, students will be giving and getting directions for how to make a Spanish dish. All of the conversations in this class are conducted in the second language.

Standard 1.2 – Students understand and interpret written and spoken language on a variety of topics. In

this lesson, students will be listening to the spoken language in a few different examples of cooking shows. One of the cooking shows is an authentic one that was found on www.univision.com. Therefore, the kids are listening to a native speaker speak and they will have to interpret the ingredients and directions that she is giving on her program. They will also be watching a student’s example and interpreting what they are saying as they are watching the video. The students will be

interpreting the written text as they read a recipe. They will need to understand it to make the Spanish dish.

Standard 1.3 – Students present information, concepts, and ideas to an audience of

listeners or readers on a variety of topics. In this lesson, students will record their cooking show on Movie

Maker so they can present it to the class.

Cultures – Gain Knowledge and Understanding of Other Cultures

Standard 2.2 – Students demonstrate an understanding of the relationship

between the products and perspectives of the culture

studied. In this lesson, students will be able to explain the

differences between a Spanish tortilla and a Mexican tortilla. They will also be able to write about it on a handout or on a Venn Diagram.

Connections – Connect with Other Disciplines and Acquire Information

Standard 3.1 – Students reinforce and further their knowledge of other disciplines through the foreign language. In this lesson, students

will cook a Spanish dish. They will also read and measure the

ingredients using the metric system, which is what they use in

Hispanic countries.

Standard 3.2 – Students acquire information and recognize the distinctive

viewpoints that are only available through the foreign language and its cultures. Students will be able to acquire information and describe the

differences in foods after seeing the PowerPoint Presentation about the

Spanish tortilla and the Mexican tortilla.

Comparisons – Develop Insight into the Nature of Language and Culture

Standard 4.1 – Students demonstrate understanding of the nature of their language through

comparisons of the language studied and their own. Students

will be able to do this as they are learning how to write commands and use them in sentences.

Standard 4. 2 – Students demonstrate understanding of the concept of

culture through comparisons of the cultures studied and their own. Students will compare the food from Spanish speaking countries with the food from their own country.

Communities – Participate in Multilingual Communities at Home and Around the World

Standard 5.1 – Students use the language both within and beyond the school setting. The students will be cooking at home.

Standard 5.2 – Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Some

students have bought Mexican recipe books so they can make the

food at home. Some have also told me that they want to make the recipe again at home;

therefore, they are showing evidence that they will

continue to use the language for enjoyment and enrichment.

Student Objectives/Learning Outcomes:

Students will be able to:• use the food and cooking vocabulary terms in context• deliver and follow oral commands necessary for food preparation• give and respond to directions• read a recipe and translate it from Spanish to English• convert the measurements in to the metric system• compare and contrast the Spanish tortilla and the Mexican tortilla• create a cooking show using Movie Maker• form formal and informal commands• record their cooking show using a video recorder• compare and contrast a good example of a cooking show with one that is

poorly done

Procedures:

1- Students will be given a list of food and cooking vocabulary in Spanish. They will use the dictionary to look up the definition of the words. Afterwards, we will go over the vocabulary so that everyone has the same definitions.2- Items from the list of vocabulary words will be brought into class to review the vocabulary. A PowerPoint presentation of the cooking items will also be shown as students play a version of Family Feud to review and learn the vocabulary.

3- Students will be given a scenario and they need to create the food they will be serving. The scenario would be that they are going to have a dinner party and they need to present a plate of the food that they will be serving to their guests. The food items should come from all of the four food groups. They will present them to their dinner guests: the class. Another idea for this would be to give them the scenario that they are going to be opening a restaurant and they need to think of some foods they would like to serve to their guests and create a plate of the food that they would put in their display cabinet outside of their restaurant.

4- In class, we will discuss the typical Spanish cuisine. Again, students will be given the same scenario as before or at this time, they will be given the scenario in which they will be opening their own Spanish restaurant. They will need to come up with the food that they are going to serve at their restaurant. They will do this by receiving and filling in the information on a worksheet that is called Hispanic Recipes. Students will then look for recipes and dishes of a Spanish-speaking countries cuisine. They must list the names of the foods on their sheet for the categories of appetizers, main dishes, and desserts.

5- Using the information they found on the previous day, the students will use Microsoft Publisher to create a menu for their restaurant. They will need to list the foods that they will serve, the prices for each item, a description of the food, and give a little bit of history about the restaurant.

6- The next day, the students will create a Webpage for their restaurant. They can do a variety of things on this page. They can create their food menu on this page. They can write a bit of their history of the restaurant and give some general information about it such as their address and phone number.

7- Next, the students will see the PowerPoint Presentation of Tortilla vs. Tortilla Española. At first, students will just look at the presentation and we will interact in Spanish. Students will also see the ingredients and the directions for how each one of these is made. This too will get them ready for creating their cooking show. After seeing the PowerPoint Presentation, the students will receive a worksheet that will test their comprehension of what they just saw.

8- Students will learn how to conjugate verbs so they are giving the directions as a command. They will be given a worksheet that we will work on as a class so they have a good understand of how to change the verb in order to give a command.

9- Students will be given a recipe in Spanish and they will have to tell their partner what ingredients they will need to buy and how to make the recipe. The other student will write down the ingredients and the directions for preparing the food in the target language. After one student is finished with telling his/her recipe to his/her partner, then they will switch roles.

10- Students will work on writing commands in recipes by bringing in one of their favorite recipes from home and translating it in to Spanish. Before doing this, we will discuss the metric system since all Spanish speaking countries use the metric system and this would be the measurement used in recipes. After we have talked about the metric system and have done a few activities on how to change the measurement, then students will translate their recipe.

11- Students will see another PowerPoint Presentation that is called El Programa de Cocinar. The first slide shows the students the objectives for this presentation and also for this part of the unit. On the next slide, they will watch an authentic cooking show. The first time that they watch it, they are just watching it for understanding. They will watch it again but this time they will get a worksheet to go along with it. This time as they watch the video, they will write a list of the ingredients that they hear mentioned in the video. They may need to see the video 2 or 3 times to do the second part because the person speaking is a native speaker and is speaking more quickly than my students are accustomed to hearing. They will also list the words that they already knew and heard in the video. Then, they will see a few examples of cooking shows that other students have created and we will discuss why they are good or bad. Afterwards, the students will be able to start thinking about their own cooking show.

12- Students will have to find a recipe of one of the foods that they have on their menu that they will present in their cooking show. The cooking show will be used to advertise their restaurant and one of their most famous dishes that they serve. The recipe should be written in Spanish but if they find one that is written in English, then they will need to translate it in to Spanish.

13- Students will work in groups of 2 to discuss their ideas for their cooking show. They will decide on what parts each person is doing and what ingredients they will need to buy. They may write their script but they will not be able to use it during the videotaping of their show. They will receive a worksheet in which they plan their video by drawing pictures of some of the scenes for their movie and writing their scripts.

14- Students will be videotaping their cooking program at home and bringing it to class the next day.

15- Our technology specialist will come in to the Spanish classroom to show the students how to use Movie Maker. The computers on wheels (COWs) have already been reserved for this day, so they will be pushed in to the classroom for every student to use. Each group will have their own computer while the technology specialist is presenting; therefore, it will be a hands-on activity.

16- After talking to the technology specialist in advance, he stated that the students would need about a week to transfer their video in to Movie Maker, to edit their video and to add special effects. Students will be working with their partner to get the video of their cooking show ready to present to the class. The time needed for this part may vary depending on how knowledgeable the students are with this program or with any program similar to this one.

17- After approximately a week, the cooking shows should be complete and the movie should be saved to a disk or the server at school. On the day of the presentations, the students will bring in the disk of their cooking show to present to the class and also the food they made so everyone has the opportunity to try a small portion of it.

18- Cultural extensions to this unit: -Students hypothesize and investigate the following questions

regarding food and food preparation (Tedick, 306):

a.) Who typically prepares food in this culture?b.) How much time might be devoted to the preparation of a main meal?c.) How does the climate and geography of this culture impact the food and/or food preparation?

- Students can read a short segment of the novel Como

Agua para Chocolate written by Laura Esquivel.

Approximate Time Needed:

Based on a 70-minute class period, students will need approximately 3-4 weeks to accomplish the objectives of this unit.

Prerequisite Skills:

Some knowledge of Spanish food vocabulary and some Spanish grammar structures

Knowledge of how to use a video cameraKnowledge of how to use a computerKnowledge of word processing

Materials and Resources Required For Unit

Technology – Hardware: (Click boxes of all equipment needed)

• Camera X Computer(s) • Digital Camera X DVD Player X Internet Connection • Laser Disk• Printer X Projection System • Scanner X Television X VCR X Video Camera • Video Conferencing Equip.• Other:

Technology – Software: (Click boxes of all software needed.)

Database/Spreadsheet X Desktop Publishing E-mail Software Encyclopedia on CD-ROM Image Processing X Internet Web Browser Multimedia X Web Page Development X Word Processing Other:

Recipes of Spanish foods written in the target language

Some cooking magazines and cookbooks from the target culture

Worksheet that goes with the PowerPoint Presentation Tortilla vs. Tortilla Española

Rubrics for each assessment Worksheet that goes along with the

PowerPoint Presentation for showing the objectives and examples of cooking shows

Worksheet of Hispanic Recipes Worksheet for conjugating verbs in to the

formal and informal command form in Spanish

Worksheet of the Movie Maker Storyboard Short segment of Como Agua para

Chocolate (if there is time)

Printed Materials:

Construction PaperMarkers or crayons for

drawingBasic cooking toolsPlastic foodScissorsGlue

Supplies:

http:www.teachersnetwork.org/teachnet/foreignlanguage.cfm http://www.lessonplanspage.com/OtherJH.htm http://retanet.unm.edu/article.pl?sid=03/05/18/1938158 http://www.laser.msu.edu http://www.laser.msu.edu/lesson_plans_viewer.php?

id=13 http://www.cis.yale.edu/ynhti/curriculum/units/

1995/4/95.04.01.x.html http://searcheric.org/ericdc/ED431760.htm http://www.lessonplanet.com

Internet Resources:

Luna, Richard E. and Christine Zamora. Standards for Foreign Language Learning:

Preparing for the 21st Century. Lawrence: Allen Press Inc, 1996.

Tedick, Diane J. Proficiency-Oriented

Language Instruction and Assessment: A Curriculum Handbook for Teachers. Center for Advanced Research on Language Acquisition (CARLA), 1998.

Velasco, Sylvia. ¡Lee conmigo 3!. Austin:

Holt, Rinehart and Winston, 2003.

Others:

Accommodations for Differentiated Instruction

Some students can be given some extra time to do this project. For some, it may be easier to find a recipe for a Spanish dish already written in English. Instead of actually cooking the meal, they can create the food from paper and glue it to a plate. Then they can present their plate to the class.

Resource Student:

Since this unit will be done in a Spanish class, the native Spanish speakers should not have difficulty doing this activity since all of the resources will be in their first language.

Non-Native English Speaker:

Gifted students can expand on this project by looking up recipes for a three-course meal and preparing them for their parents. This person will plan a Spanish meal, shop for, cook it and then clean up. They are encouraged to invite guests and make it a special event. This person is required to photograph the grocery shopping, food preparation, each dish prepared, the table setting, the people who ate the meal with you and the clean up. The pictures will be used as a basis for the written project. This person will write a story that illustrates his/her meal preparation by writing captions underneath each picture that was taken. Each picture should be captioned with at least 5 sentences in the past tense. This person should include as much as vocabulary relating to food as possible.

Gifted Student:

The pictures and the various components should be bound into a booklet which will be turned in and graded. The necessary components are: all ingredients used in your recipes listed in the target language, your menu in the target language, copies of all your recipes in Spanish, invitation in target language, a picture of the table setting with each item labeled (spoon, fork, etc.) and your family commentary and grade (because the parents grade the food). The meal should be a balanced diet with an appetizer, main course, vegetables, salad and a dessert. These students can also investigate the food they are making and include some general information about it.

Student Assessment:

Throughout the unit, I will be assessing the students informally or formally. When they see the PowerPoint presentation, they will have a worksheet that they will fill out afterwards. I will use this worksheet as a comprehension check and as an assessment tool. When they recreate a menu using Microsoft Publisher, I will assess their work using a rubric. For the final project, the students will create a cooking show using the vocabulary they learned in class and giving commands. This final project will also be assessed with a rubric. During the oral presentation, everyone will watch the movie presentations and participate in peer assessment. The students are divided into two groups; one group assesses the recipe presenter while the other group focuses on the recipe demonstrator.