¡A cocinar! ¿Cómo es la gastronomía ejemplar de la diversidad cultural en el mundo hispanohablante, y cómo se la puede analizar y apreciar?
By Claire Amley-Martinez
Table of Contents: Overview Unit Plan Unit Organizer and lesson plans Pre-assessments/ routines Setting the Stage Activities Comprehensible Input Activities Guided Practice Activities Application and Extension Activities Assessments and Evaluations Student work samples
Focus Content Area: Other Other: Spanish
Grade Level: 9 10 11 12
Objetivos generales para estudiantes:
Entender leer, escribir y preparar comida de una receta de cocinar en español.
Entender y apreciar el rol de comida en hacer memorias y crear cultura por leer <<Sándwich de arroz>> (de <<La casa en Mango Street>> por Sandra Cisneros) y recetas globales.
Entender que con una variedad gramatical y verbal académica, comuniques mejor.
Students stand in four corners of room with their favorite food group (with visuals). Next, ask students to stand along continuum with comfort level/ interest on various unit topics (food, cooking, world cuisine, descriptors, commands).
2) Students play charades/ pictionary with action verbs and required vocabulary words
3) Students have conversations about food inside/ outside circles (practice target vocabulary).
4) Students read recipes from various Spanish language cookbooks- answer guiding questions about culture of food, ingredients, steps involved, etc: how are they grammatically different? How are the recipes (food wise) similar or different? What do you like/ not like? What steps are involved?
5) information gap activity with partner A/ B (one student reads a list of ingredients, other student writes info. and process down, predicts end result food and tastes) (didn’t get to this)
6) Search for different pieces of paper around room to practice commands under play food (didn’t get to this)
Students write in Spanish a favorite home/ family recipe OR find one from a global foods cookbook. Students individually write and describe a recipe according to rubric (must be comprehensible, recipe must work and not include alcohol, must show step by step with commands, target vocabulary from required plus personalized vocabulary list, description of place of origin, photo/drawing, and short story describing why other students should try this recipe/ what positive memories are associated with this food for you, how much it costs, who eats it, where, etc. ) Each students will be part of the libro de recetas de la clase de esp. 4
Teacher photocopies and hands out cookbook to each student
On day of cooking show, teacher calls the author, plus a random class member, to prepare (with real or fake food ingredients which each student has brought with them) in front of class. Sous chef must repeat instrucions in "yo" form accurately, and act out what the recipe dictates. Author must read aloud recipe in command forms, and clarify directions. No English allowed (see rubric).
Other class members complete a modified KWL chart on classmates’ recipe using cultural analysis, describe why you would or wouldn’t order a food with qualifying adjectives (salada, con mucha/poca grasa, saludable, agradulce, etc.) from vocabulary list (this part of the assessment will be done for HW).
Students did a final assessment in May (one of the options was to answer the essential question for this unit in a short essay) and a recording on a topic of importance to them- this student chose to describe the importance of understanding about food, to appreciate one's own, and others' culture: