Lindsey+Karle+Unit+Plan

Skeleton Plan


 * 1) Title Page**


 * Language: Spanish**
 * Level : 2**
 * Textbook: HOLT Spanish 2**
 * Time Period:** 50 minute class periods: 5/week for 3 weeks
 * Unit Title: Food and Culture**
 * Unit Topic: Food vocabulary**
 * Unit Theme (Essential question):** What does food tell us about a specific culture/country?
 * Unit Rationale (Why are you teaching this?): As necessary as it is for students for eat it is equally as important for them to understand the culture where this food comes from.**

Students will demonstrate the 5 C’s in the following ways: //Communication:// Students will create a video cooking show with a partner(s) that exhibits their vocabulary and grammar understanding //Culture:// Perspectives: Students will understand how and why other cultures eat differently //Connections:// Using technology students will be able to search for authentic recipes online //Comparisons:// Students will compare the differences between Latin American countries, Spain and the U.S. They will study the differences that food plays in the culture and how authentic foods reflect this culture. //Communities:// Students will be able to use this when ordering either at an authentic restaurant in the United States or when they travel abroad. They also would be able to go to a Hispanic community or a Hispanic market and purchase food.
 * Standards-based Unit Goals:**


 * Assumed Prior Knowledge: Students will be able to conjugate verbs**


 * 2) Backward Design Template**- Hard copy turned it


 * 3) Unit Assessment Video: Cooking Show**


 * Project Assignment Sheet: http://karlelin.googlepages.com/projectassignmentsheet2**


 * Project Rubric: [[file:KarleRubric.htm]]**


 * Unit Test**: http://karlelin.googlepages.com/home2 - Click on FinalTest.doc


 * 4) Daily Schedule (3 weeks)**

Please see http://karlelin.googlepages.com/dailyschedule


 * //For each day, please include the following://**
 * Lesson Objective(s):**
 * Grammatical Concept(s):**
 * Vocabulary:**
 * Major Activities (a bulleted list):**
 * Standards:**
 * Adaptations for Special Needs:**


 * //(See next page for sample lesson plan and internet-based plan guidelines)//**


 * 5) Substitutes**


 * Substitute Plan: http://karlelin.googlepages.com/subplan**


 * Course Syllabus:** **http://karlelin.googlepages.com/syllabus**


 * 6) Other Resources**


 * PowerPoint Presentation:**
 * //http://karlelin.googlepages.com/mexicanmercadopp//////////////////**

//**For your Lesson Plan and Internet-based Lesson Plan, please include the following:**// http://karlelin.googlepages.com/internetbasedlessonplan//


 * **Lesson Objective(s):**
 * Time**: 50 minutes
 * Technology**: Not needed
 * Resources Needed**: Pictures of food, Dictionaries, cooking utensils, fresh cookies.


 * Objectives:** To create a first day assignment that will introduce students to food vocab.


 * Tasks**:
 * 1) As students walk in the room hand them a picture of a different food item. 2 mins
 * 2) Ask students to get a dictionary and look up the name of that food in Spanish. 7 mins
 * 3) Have students write the name on the back of the picture. 2 mins
 * 4) Students will now share their picture and word with a partner and think of 3 recipes they could create with their ingredient and also with their partner’s ingredient.8 mins
 * 5) Inform students you are going to create a cooking show and will need help from the audience to provide the ingredients.
 * 6) The teacher will now present the front table as his/her cooking show.
 * 7) The teacher will introduce the day’s recipes.(Paella and Cookies)
 * 8) The teacher will ask for the ingredients one by one and place the pictures into a large bowl. Describing the process as she goes.
 * 9) When all the ingredients are added she will then pull a picture of Paella from her bowl. (steps 5-9 =
 * 10) She will repeat steps 7 & 8 except after all the picture ingredients have been placed into the bowl she will remove fresh cookies from underneath the table and hand them out to students to try. (steps 5-10 = 20 mins)
 * 11) Students will go around and explain which picture they had and weather or not they like that food item. (Remaining time (If available))

What is the goal of the lesson? To give students a crash course/introduction into food items so they may be familiar with them for the rest of the weeks What national and state standards are addressed? What grammatical structure will students need in order to complete the activities in this lesson successfully? Eggs Butter Flour sugar brown sugar baking powder milk cereal cake cookies bread peanut butter jam banana apple strawberry onion meat turkey ham water drinks steak coffee soup tip salad lettuce seafood menu pineapple delicious tea nutritious to add to taste onion meal to cover tablespoon teaspoon to melt whole spices to boil to bake it smells like ingredients mayonnaise while diced to dice pepper recipe salt measuring cup piece vegetables Huevos Mantequilla Harina azúcar leche de la levadura en polvo del azúcar marrón cereal torta galletas pan atasco de la mantequilla de cacahuete plátano manzana fresa cebolla carne pavo jamón agua bebidas filete café sopa extremidad ensalada lechuga mariscos menú piña delicioso té nutritivo para agregar al gusto cebolla comida para cubrir cuchara de sopa cucharilla para derretir entero especias para hervir para cocer al horno huele como la mayonesa de los ingredientes mientras que cortado en cubitos para cortar en cubitos pimienta receta sal la taza de medir, los vegatales ||
 * Standards:** ||
 * //**Standard 1.1:** Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions//
 * //**Standard 1.2:** Students understand and interpret written and spoken language on a variety of topics// ||
 * **Grammatical Concept(s):** ||
 * Vocabulary:**
 * What vocabulary will students need in order to complete the activities in the lesson successfully?
 * Vocabulary:**
 * What vocabulary will students need in order to complete the activities in the lesson successfully?
 * Cultural Topic(s):**
 * What cultural topic(s) will you use to contextualize the lesson?// The first recipe will be an authentic dish from Spain. This will start discussions later in the week about the use of seafood in the dish. ||
 * Realia/Resources:**
 * What realia or resources will you use to support students' learning? Cooking materials and real cookies! ||
 * Major Activities:**
 * What will students do during the lessons? See Above ||
 * Warm-up or Bell-ringer Activity:**
 * How will you activate the prior knowledge students will need to complete the lesson successfully? As this is first day, students will not have any prior knowledge of food vocab but will still be able to construct sentences and express likes/dislikes. ||
 * Input (Focus on meaning):**
 * What experiences will students need to have in preparation for the lesson? Students will need to be familiar with how a cooking show is done. ||
 * Presentation (Focus on form):**
 * What explanations will you give students to help them understand the material? many MANY visual aids. I will also go around and make sure every student understands by speaking slowly but not using english. ||
 * Check for Understanding:**
 * What will you do to make sure that students understood the key points of your explanation? If the students are performing their tasks I will be able to see if they understand. Furthermore I will be able to use more hand gestures. ||
 * Guided Practice w/ Modeling:**
 * What activities can you use to guide students in practicing the new material? How will you model the activities for students so that they understand what to do and how to do it? I myself, will actually perform the task with my own picture. Explicit modeling should eliminate several problems. ||
 * Cooperative Learning Structure(s):**
 * What process(es) will you use to structure student engagement in the tasks? Students will have opportunities to work with each other, participate in class cooking show, and express individual ideas in class. ||
 * Grouping Procedures:**
 * What procedures will you use to group students in a way that contributes to their learning? Students will work with their assigned partner next to them. ||
 * Feedback:**
 * How will you provide students with feedback on their performance? This will be down on which students participate (who brings up their food item and who says I like/dislike my food item.) ||
 * Independent Practice:**
 * What activities will you give to allow students to practice without help? When students express recipes they can create with their ingredient ,they will not need help and they will use their own skills to express themselves ||
 * Closure:**
 * How will you help students to summarize their learning and evaluate their progress toward the objective(s)? Inform them of the weeks goals and how we will be utilizing the vocab to achieve these goals. ||
 * Time Limits:**
 * How much time will you allot for each portion of the lesson? See above (50 mins) ||
 * Adaptations for Special Needs:** More time will be alloted to students to find their word in the dictionary.
 * Extensions:See above**
 * Guided Practice w/ Modeling:**
 * What activities can you use to guide students in practicing the new material? How will you model the activities for students so that they understand what to do and how to do it? I myself, will actually perform the task with my own picture. Explicit modeling should eliminate several problems. ||
 * Cooperative Learning Structure(s):**
 * What process(es) will you use to structure student engagement in the tasks? Students will have opportunities to work with each other, participate in class cooking show, and express individual ideas in class. ||
 * Grouping Procedures:**
 * What procedures will you use to group students in a way that contributes to their learning? Students will work with their assigned partner next to them. ||
 * Feedback:**
 * How will you provide students with feedback on their performance? This will be down on which students participate (who brings up their food item and who says I like/dislike my food item.) ||
 * Independent Practice:**
 * What activities will you give to allow students to practice without help? When students express recipes they can create with their ingredient ,they will not need help and they will use their own skills to express themselves ||
 * Closure:**
 * How will you help students to summarize their learning and evaluate their progress toward the objective(s)? Inform them of the weeks goals and how we will be utilizing the vocab to achieve these goals. ||
 * Time Limits:**
 * How much time will you allot for each portion of the lesson? See above (50 mins) ||
 * Adaptations for Special Needs:** More time will be alloted to students to find their word in the dictionary.
 * Extensions:See above**
 * Independent Practice:**
 * What activities will you give to allow students to practice without help? When students express recipes they can create with their ingredient ,they will not need help and they will use their own skills to express themselves ||
 * Closure:**
 * How will you help students to summarize their learning and evaluate their progress toward the objective(s)? Inform them of the weeks goals and how we will be utilizing the vocab to achieve these goals. ||
 * Time Limits:**
 * How much time will you allot for each portion of the lesson? See above (50 mins) ||
 * Adaptations for Special Needs:** More time will be alloted to students to find their word in the dictionary.
 * Extensions:See above**
 * Time Limits:**
 * How much time will you allot for each portion of the lesson? See above (50 mins) ||
 * Adaptations for Special Needs:** More time will be alloted to students to find their word in the dictionary.
 * Extensions:See above**
 * Extensions:See above**