This lesson is a Spanish lesson about food and cooking recipes. The final outcome is that students have to create their own recipe. Through the lesson they will study vocabulary and will be able to establish cross-cultural connections among the Spanish and American culture

Ballina Llosa, Montsernat

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Pace UniversityDigitalCommons@PaceWorld Languages High School1-1-2010Grade 9-10 Spanish food and cookingMontsernat Ballina LlosaPace UniversityFollow this and additional works at: http://digitalcommons.pace.edu/high_worldlangPart of the Bilingual, Multilingual, and Multicultural Education Commons, and the SecondaryEducation and Teaching CommonsThis Article is brought to you for free and open access by the High School at DigitalCommons@Pace. It has been accepted for inclusion in WorldLanguages by an authorized administrator of DigitalCommons@Pace. For more information, please contact rracelis@pace.edu.Recommended CitationBallina Llosa, Montsernat, "Grades 9-10 Spanish food and cooking" (2010). World Languages. Paper 1.http://digitalcommons.pace.edu/high_worldlang/1         Differentiated Lesson     Montserrat Ballina-Llosa December 10th, 2009 Pace University ED-672A   This lesson is part of a Unit of two weeks. The topic is Food. This is the first year that students take Spanish. Students are going to be working on the vocabulary and the present tense for five days. This lesson is going to take place the sixth day. Essential Questions This is the essential question for this unit: “¿Que comemos? (What do we eat?)  New York State Standards The two standards that New York State requires for Languages Other Than English are incorporated in this lesson: 1. Students will be able to communicate in languages other than English 2. Students will be able to establish cross-cultural connections. Pre-assessment Students will have a vocabulary quiz and worksheets where they have to complete with the appropriate vocabulary word and fill in the blanks with the correct verb and/or word.  Outline of the lesson Hook: Spanish omelet handout SWBAT use food vocabulary words and verbs in the present tense to create their own recipe. Guided activity: fill in the blanks Independent activity: work in groups Hook Students will be given a handout where they have to match the pictures with the statements for the steps in order to cook the Spanish omelet. It will be given at the beginning of the lesson and will be used as Do Now. Guided activity The following activity will be done by students grouped by knowledge. The grouping is based on students’ performance in the class and students achievement. Students have to fill in the blanks a cooking recipe (Roasted chicken.) This activity is related to the project that they have to do at the end of the unit that is to create their own recipe. Tier 1 activity is designed for the less advanced students. In this group there are students who are failing the course and other students that they are not performing well. The Tier 1 group will be allowed to have the vocabulary list that was given at the beginning of the unit. Besides that, the English meaning will be beside the word that they have to fill in.  Tier 2 activity is designed for intermediate students. Tier 2 group will be given a word bank with food drawings. They are not allowed to have the vocabulary list.  Tier 3 activity is designed for the most advanced students. They will have no support material. This group is just for students in the class.  The anchor activity provided for this guided activity is that students have to find out differences and similarities between the ways of cooking roasted chicken (the recipe of the activity) the American and the Spanish way. Independent activity Students will be working on this activity for two days during class time. The day before they start working, groups will be made and directions will be given. Students will be divided into groups by their level of knowledge and performance. Within those levels, students will be give choices for the outcome of the projects. The goal of the project is that students will be able to create their own recipe, incorporating food vocabulary and verbs in the present tense. Students will be given task cards based on their group and their outcome of the project. Tier 1 group: task card Tier 2 group: task card  Tier 3 group: task card The outcome of the groups is different: one group can choose between a main course or a dessert. Other group has to create a recipe for a main course and for a dessert. The third group has to create a recipe for a full meal. The groups can choose the outcome of their project. It can be: a cooking show, a recipe for a cooking or recipe book or for a magazine and a poster. The rubrics are created based on the outcomes. Each of the rubrics has included the requirements for each and one of the groups and all the elements that need to be incorporated.  There is a rubric for the cooking book or magazine recipe  There is a rubric for the cooking show  There is a rubric for the poster   The anchor activity designed in case that it can be needed is the following: students will have to create an original menu for a friend’s party or any other celebration that they choose.  There is a list of requirements and steps to follow. Conclusion Along the unit and on a daily bases in the classroom, students are able to communicate in Spanish. The target language is used on a daily bases and also most of the directions are given in Spanish. Through the topics and the cultural activities students are able to establish cross-cultural connections between the Spanish speaking world and American culture. The grouping of students is based on their level of knowledge of the target language that also is correlated to their level of performance.  Activities are designed taking under consideration students’ interests and strengths, giving to all students the opportunity of succeed.    References Glencoe Spanish 1 Buen Viaje, McGraw-Hill Companies, Inc.     TORTILLA DE PATATA Une las frases con los dibujos.   1. Pela las patatas   2. Corta las patatas y la cebolla   3. Pon aceite en la sartén   4. Fríe las patatas y la cebolla   5. Bate los huevos   6. Pon todo en la sartén   7. Tortilla de patata  a   b   c   d   e   f   g           Create your own recipe     Task card Group 1 Tier 1 • You have to create a recipe for a main dish or for a dessert. • In order to create your own recipe you have to incorporate: o At least five ingredients; o Three steps of the recipe; o Verbs in the correct form and tense; o Vocabulary words related to the lesson. • The outcome can be:  a cooking show for a food channel or  a written recipe for a magazine or a recipe book or  a poster board. • The recipe has to have a title.         Create your own recipe     Task card Group 2 Tier 2 • You have to create a recipe for a main dish and for a dessert. • In order to create your own recipe you have to incorporate: o At least eight ingredients; o Five steps of the recipe; o Verbs in the correct form and tense; o Vocabulary words related to the lesson. • The outcome can be:  a cooking show for a food channel or  a written recipe for a magazine or a recipe book or  a poster board. • The recipe has to have a title.         Create your own recipe     Task card Group 3 Tier 3 • You have to create a recipe for a full meal, including appetizers, main dish and dessert. • In order to create your own recipe you have to incorporate: o At least ten ingredients; o Seven steps of the recipe; o Verbs in the correct form and tense; o Vocabulary words related to the lesson. • The outcome can be:  a cooking show for a food channel or  a written recipe for a magazine or a recipe book or  a poster board. • The recipe has to have a title.         POLLO ASADO (ROASTED CHICKEN) Tier 1   Completa los huecos con las palabras de vocabulario:   Coloca el ___________ (chicken) en una fuente grande y pon _________ (oil)de oliva.  Corta el _________ (lemon)en rodajas finas y añade una pizca de _______(salt).  Corta las ________ (potatoes)en rodajas.  Añade las ________ (potatoes)y el ________ (lemon)a la fuente con el __________(chicken).  Corta la ___________(onion) y ponla por encima.  Cocina todo a fuego lento y deja reposar durante 15 minutos.               POLLO ASADO (ROASTED CHICKEN) Tier 2   Completa los huecos con las palabras de vocabulario:  Coloca el ___________ en una fuente grande y pon _________ de oliva.  Corta el _________ en rodajas finas y añade una pizca de _______.  Corta las ________ en rodajas.  Añade las ________ y el ________ a la fuente con el __________.  Corta la ___________ y ponla por encima.  Cocina todo a fuego lento y deja reposar durante 15 minutos.    Pollo     Aceite       Limón      Sal      Patatas  cebolla                                                   POLLO ASADO (ROASTED CHICKEN)Tier 3   Completa los huecos con las palabras de vocabulario:  Coloca el ___________ en una fuente grande y pon _________ de oliva.  Corta el _________ en rodajas finas y añade una pizca de _______.  Corta las ________ en rodajas.  Añade las ________ y el ________ a la fuente con el __________.  Corta la ___________ y ponla por encima.  Cocina todo a fuego lento y deja reposar durante 15 minutos.                 El menú    You have to create a menu for your friend’s party or for any other celebration that you want.  You have to incorporate a list of all the ingredients that you need.  You can choose between a “tapas” meal or an appetizers and main course.  Do not forget to include dessert.  You have to use vocabulary words from this unit.  Do not forget to conjugate verbs properly.             Rubric: Main dish, dessert or full meal for a cooking book or a magazine CATEGORY  4  3  2  1  Grammar   There are no grammatical mistakes on the project.  There is 1 grammatical mistake on the project.  There are 2 grammatical mistakes on the project.  There are more than 2 grammatical mistakes on the    project.   Ingredients   list of ingredients for all ingredients required list of ingredients for some of the ingredients required  partial list of ingredients   no list of ingredients   Directions   multi-step directions written in complete sentences multi-step directions written in complete sentences, minor spelling errors and omissions. multi-step directions written, minor spelling errors, directions not labeled multi-step directions written, major spelling errors, directions not labeled Title   recipe has a title   Recipe has a title   recipe has a partial title      Recipe has no title                Rubric: Cooking show: Presentation of the recipe.  CATEGORY  4  3  2  1  Speaks Clearly  Speaks clearly Speaks clearly and Speaks clearly and Often mumbles or and distinctly all (100-95%) the time, and mispronounces no words.  distinctly all (100-95%) the time, but mispronounces one word.  distinctly most ( 94-85%) of the time. Mispronounces no more than one word.  cannot be understood OR mispronounces more than one word.  Grammar   There are no grammatical mistakes on the project.   There is 1 grammatical mistake on the project.   There are 2 grammatical mistakes on the project.   There are more than 2 grammatical mistakes on the project.   Ingredients   list of ingredients with all ingredients required list of ingredients with some of the ingredients required  partial list of ingredients   no list of ingredients   Memorization   Student knows all steps by heart. Minor mistakes do not distract from presentation Student knows almost everything by heart. Minor mistakes distract, however presentation is still comprehensible.   Student half of the steps by heart and/or due to mistakes parts of the presentation are incomprehensible.   Student memorizes less than half of the steps and/or presentation is mostly incomprehensible.   Title   recipe has a title   Recipe has a title   recipe has a partial title      Recipe has no title   Directions   multi-step directions written in complete sentences multi-step directions written in complete sentences, minor spelling errors and omissions. multi-step directions written, minor spelling errors, directions not labeled multi-step directions written, major spelling errors, directions not labeled  Rubric: Making a poster with the recipe CATEGORY  4  3  2  1  Grammar   There are no grammatical mistakes on the There is 1 grammatical mistake on the There are 2 grammatical mistakes on the There are more than 2 grammatical project.   project.   project.   mistakes on the project.   Attractiveness   The poster is exceptionally attractive in terms of design, layout, and neatness.   The poster is attractive in terms of design, layout and neatness.   The poster is acceptably attractive though it may be a bit messy.   The poster is distractingly messy or very poorly designed. It is not attractive.   Directions   multi-step directions written in complete sentences multi-step directions written in complete sentences, minor spelling errors and omissions. multi-step directions written, minor spelling errors, directions not labeled multi-step directions written, major spelling errors, directions not labeled Ingredients   list of ingredients for all ingredients  list of ingredients for some of the ingredients   partial list of ingredients no list of ingredients   Title   recipe has a title   Recipe has a title   recipe has a partial title      Recipe has no title       

Grade 9-10 Spanish food and cooking

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Grade 9-10 Spanish food and cooking

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