Barera 1

I have included this lesson plan to show how I try to include relevant and engaging authentic materials
in my lessons. I believe that when students are able to use their Spanish with authentic materials they
will become more confident as language learners.
Tuesday February 9, 2016
Spanish 1 Lesson Plan
Unit Targets based on Michigan World Language Standards used in this lesson:
Target 1: I can use the appropriate level of formality (register) in a greeting and goodbye. (1.1.N.SL.c)
Target 2: I can ask for food/menu and invite someone out to eat. (Speaking) 1.1.N.SL.d
Target 4: I can get info about when a restaurant is open, prices of food, and the portion sizes of food.
(Speaking & Reading) 1.1.N.SL.i & 1.1.N.RW.i
Target 10: I can understand the text type, main idea and important details of a textbook reading,
restaurant menu, Yelp review, etc. (Reading) (1.2.N.R.b)
Target 14: I can understand the value of the euro versus the dollar (or peso versus dollar) 2.2.N.E.c
Purpose: After learning on Monday a little more vocabulary (about the three meals and their associated
food items), expressions (tener hambre/sed), and engaging in client/waiter conversations, students will
continue to build off of these skills with Tuesdays lesson with a mainly interpretive day. The first
activity that students will do will be a menu of the day interpretive activity, which will prepare students
for one of their assessments, where they will also have to interpret a menu. The second activity will be
a Yelp interpretive activity. However, unlike the menu of the day activity, this Yelp activity will be a
spoken rather than written interpretive. Although there is not specific spoken interpretive like this, this
is another form of authentic materials being used in the classroom and will provide students more
spoken and conversational opportunities, which will be part of the assessments at the end of the food
unit. These two activities will transition nicely into Wednesdays activities, which will be for students
to create their own menus of the day and then to begin writing skits that use their menus of the day.
Objectives:

Teach students familiarity with foreign currencies so that they know if an item on a menu is

expensive or cheap.
Although their ordering skills may be limited, students will continue to improve on their
abilities to ask about the characteristics of food on a menu including price or size even if it is
not included on the menu. Students will also be able to invite someone out to eat using the
phrase te invito a comer.

Barera 2

Now that students have seen multiple authentic menus, students will continue to improve upon
their ability to read and understand a menu, and also a set of Yelp reviews today.

Materials required: Whiteboard, menus of the day and accompanying handout (physical copies for
students and electronic for class use), and Yelp reviews and accompanying handout (physical copies for
students and electronic for class use).
Agenda:
1) Mens del da (25 minutes) Menus of the day
2) Interacciones de cliente y mesero (10 minutes) Client and waiter interactions
3) Reseas de Yelp (25 minutes) Yelp reviews

1) Mens del da (25 minutes) Menus of the day

As students enter the classroom I will be waiting at the front of my classroom and greet students
as they come in while preparing materials for the class period. Once the bell rings I will begin with
empecemos or vamos a empezar. The first activity that I will use in class is the menu of the day
activity and to make sure that students are familiar with the menus and what they are doing I will
quickly show them the worksheet on the screen, which they will receive. I will specifically show
them the organization of questions and the three different menus (including the menu that may be
used as a back-pocket activity). I will give students about twenty minutes to finish this worksheet.
If some students finish before others, there is an additional section for them to finish. Once Ive
given students enough time to finish, I will transition into the next activity, but tell students to hold
on to their worksheets so that they can use the menus. I will tell students at the beginning of the
activity that this sheet will be collected at the end of class.

2) Interacciones de cliente y mesero (10 minutes) Client and waiter interactions

The next activity will be using the three menus at the end of the worksheet. I will begin by
using questions for students such as con men 1: qu desea usted (or name of student)? I will
clarify which menu I am using, but I want students to provide answers sufficient in length which
will be easier with a menu of the day as it has consecutive sections to order from. We will be
ordering using the first two menus at the end of the worksheet. I may have students pull out the
sheet that we used last week for conversations between a waiter and client but I will also have a
PowerPoint slide with both expressions of the waiter/client. I will not ask students to have

Barera 3
conversations among themselves. I may say something like: Qu quiere para el primer plato?
Para el Segundo? I may also teach students me gustara as another polite form of I would like.

3) Reseas de Yelp (25 minutes) Yelp Reviews

After about fifteen minutes, I will transition from the previous activity into doing a Yelp review
activity. First, however, I will collect the worksheets (and grade them later) as opposed to going
over the answers in class. Then using the Yelp reviews handout Ive put together, I will ask students
questions such as es un buen restaurante? I will ask them questions also such as cmo es el
servicio? I will not only ask students questions, but also highlight certain parts of the review that
students may not be familiar with such as the location of the restaurant and how the website works.
I will conduct this activity until the end of the class when the bell rings. I will ask students more
questions such as Tiene 3, 4 o 5 estrellas? El servicio es bueno en la opinin de Javier? El
mesero es excelente? Es bueno? En la opinion de Laura, de Enrique? Los platos son ricos?
Los platos son sper deliciosos? La recomendacin de Laura es buena? I will ask little questions
first. For example I will ask el servicio es bueno? before asking cmo es el serivico? When I ask
this questions, I will give students a little time to think. I will also tell students to not say the
answers immediately. Students will most likely do a Yelp review of their own (time permitting), and
if they dont finish it will be homework.

Back-pocket Activities
The first back-pocket activity that I have is a third menu of the day for students to interpret.
There is a final section at the bottom of the worksheet that has this section. It is similar to the other
sections, except that it is condensed into one section for this menu. All of the menus are attached in
the worksheet. I envision that some students will finish at a quicker rate than other students so I am
sure I will use this activity for at least some of the students. The second back-pocket activity that I
will use is for students to write out questions using the vocabulary handout that they already have
and are on file. Once they are done with it, they will find classmates to answer these questions
either orally or written. This activity is focused on interpersonal speaking and writing. A third and
final back-pocket activity is having students to write their own review. This will come at the end of
the Yahoo review activity. I will most likely use this activity, but if there is not time for it, I will
assign it for homework.
Me llamo: __________________________________________ Clase: ____________ Fecha:
_____________________

Barera 4
Realia: Mens del da
Target 10: I can understand the text type, main idea and important details of a textbook reading,
restaurant menu, yelp review, etc. (R) (1.2.N.R.b)
Target 14: I can understand the value of the euro versus the dollar (2.2.N.E.c)
Mens 1, 2 y 3
Idea principal (Main Idea):
1. Qu tipo de texto es?
a. un libro

b. un blog

c. un men

d. un email

2. Traduce (translate): Primer plato (1 plato) __________________ segundo plato (2 plato)

__________________
3. Son baratos (cheap) o caros (expensive) los mens del da? Da evidencia.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Detalles (Details):
Men 1
4. Men 1: Qu significa sopa (de pescado) y ensaladilla (rusa)? Nota: ensaladilla=ensalada.
___________________________________________________________________________________________________
5. Men 1: Una opcin del 2 plato es Bacalao (Cod) frito con tomate. Qu significa frito con
tomate?
___________________________________________________________________________________________________

6. Men 1: At the bottom of the menu it says: IVA includo. IVA is a type of tax. How much do you
have to pay for the meal of the day on men 1?
___________________________________________________________________________________________________

Men 2
7. Men 2: Es posible ordenar un men del da sbado?
___________________________________________________________________________________________________
8. Men 2: Porqu s o porqu no?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
9. Men 2: Es posible ordenar cules bebidas?
___________________________________________________________________________________________________

Barera 5
Cultura (Culture):
Mens 1 y 2
10. If you ordered off the men del da you would order one item from each category. Imagine that
you are at this restaurant. Qu te gusta ordenar? (Hint: You may want to look up what some
items are. One of the items is a leg of lamb and not everyone likes to eat baby animals.)
Men 1

Men 2

1 plato: _______________________

1 plato: _______________________

2 plato: ________________________

2 plato: ________________________

Quieres postre o caf?

Quieres postre o caf?

3 either postre: ___________________ or caf

(cul postre?)

3 either postre:

helado

or

caf

Barera 6

Men 2
11. Men 2: El precio total (total price) es 10 . Son.
a. diez pesos

b. diez balboas

c. diez dlares

d. diez euros

12. Men 2: How much would this cost in US dollars? Show your equation. (You may need to
look up the conversion rate or ask a friend in class) Use the room provided to do your work.
Do not use your phones!
1,00 = $1.12
Precio en dlares americanos: $__________________________________
Men 3: Si hay tiempo (if there is time)
13. El men es de Mxico o es de Espaa?
_____________________________________________________________________________________________
______
14. En general (in general) qu puedes ordenar? Es similar a mens 1 y 2?
Hay tres opciones, es posible ordenar .
_____________________________________________________________________________________________
______
_____________________________________________________________________________________________
______
15. Escribe en ingls sopa del da y pizza del da. Traduce (translate).
_____________________________________________________________________________________________
______
16. Se sirven (are served with) todos los platos con
_____________________________________________________________________________________________
______
17: Cules son bebidas? Circle all that apply.
a. una gaseosa
agua
g. un t

b. un pollo

Men 1

c. un jugo de naranja

d. un queso

e. un helado

Men 2

f. un

Barera 7

Men 3

http://www.yelp.es/biz/la-tragant%C3%BAa-madrid-2

Barera 8

Muy recomendable. Platos muy originales y deliciosos.

La atencin muy buena. Me gusta mucho.

Un sitio ntimo y con una comida espectacular. El mesero

que lo lleva es muy bueno.

Barera 9

Restaurante muy bueno con excelente servicio. Quiz el

precio un poco elevado para la calidad.

Barera 10

Un pequeo (pequesimo) restaurante con un servicio

excelente que ofrece un men un poco barato y variado de
una calidad excelente.

Hay un men del da de 13 euros con 4 primeros platos

diferentes, 4 segundos platos diferentes, una bebida y
postre o caf. El men est bien variado y el restaurante
es bueno.
La presentacin, la calidad y el precio estn perfectas. Me
gusta la comida pero los platos calientes no son calientes.

Barera 11