¡A cocinar!
¿Cómo es la gastronomía ejemplar de la diversidad cultural en el mundo hispanohablante, y cómo se la puede analizar y apreciar?

Claire Amley-Martinez

Table of Contents:
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: Spanish
Grade Level:

Objetivos generales para estudiantes:
  1. Entender leer, escribir y preparar comida de una receta de cocinar en español.
  2. 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.
  3. Entender que con una variedad gramatical y verbal académica, comuniques mejor.

Unit Plan:

Unit Organizer and lesson plans

Unit Plan

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Pre-assessments/ routines


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).

Differentiated academic goal setting documents:

Unit cover page

Academic goals

Setting the Stage Activities

1) Ratatouille clips en espanol

2) Students identify and describe as much as possible in each slide, and answer a series of guided practice questions on a graphic organizer about the global food (modified Venn Diagram? ): http://www.slideshare.net/snowpiece/comida-por-semana

Comprehensible Input Activities

1) Mandatos: un show de cocinar para los estudiantes- escuchan y miran a la maestra hablando y preparando lefse (una comida noruega tipica). Repaso breve de comidas basicas con visuales.



Lefse Demo part 2

3) Estudiantes escogen, escriben y dibujan sus propias palabras de un diccionario visual (tambien hay requisitos- verbos, adjetivos para describir comida)

4) Estudiantes leen <<Un sandwich de arroz>> de Sandra Cisneros

Comprehension questions for Cisneros

Comprehension questions for cooking


Guided Practice Activities


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)

Application and Extension Activities

1) HW options

Realidades 3: p. 120 recipe activity

Grammar instruction: p. 121, 122, 123 Realidades

See chart on Pre-assessment page for others.

Assessments and Evaluations

Assessment:- un libro y espectaculo de cocinar

Cooking show and cookbook

  1. 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
  2. Teacher photocopies and hands out cookbook to each student
  3. 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).
  4. 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).
  5. 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:
    Speaking Sample

Final Assessment Rubric for assessment described above.

Student work samples:

Student work samples