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UNIT TITLE: Chapter 4: A comer!

Grade Level/Course: 9th/10th, Spanish I


4 - 85 minute class periods
Sr. Michael Lerzo
Stage 1 Desired Results
ENDURING UNDERSTANDINGS:
(Transferable big ideas, concepts, and themes)
It is absolutely essential to be able to communicate about food in Spanish
Spanish-speaking countries have a unique culture that includes what and
how they eat
KEY ESSENTIAL QUESTIONS:
How do we order food in Spanish?
How do we conjugate er/-ir verbs and use them in context?
What are the cultural differences and similarities regarding food between
the U.S. and Spanish-speaking countries?
How do we discuss what and where to eat in Spanish?
How do we form sentences using the infinitive?
CENTRAL FOCUS STATEMENT:
The central focus of this particular unit is to better understand the
culinary culture of the Spanish-speaking world and to be able to
discuss and order food in context.
STATE STANDARDS/Established goals:
MLI.IP1.C Make simple requests
MLI.IP2.B Use formal and informal forms of address
MLI.INT1.A Identify main ideas and some details when reading and
listening
MLI.P2 The students present brief, rehearsed material in the target
language, such as dialogues, skits, poetry and songs. The students:
o B. Demonstrate comprehension of rehearsed material.
MLI.CU1.B Identify commonly held viewpoints of the cultures, such as
those relating to time, education and meals
MLI.CCC2.A Compare patterns of behavior and interaction in the
students own culture with those of the target language
MLI.CCC2.B Demonstrate an awareness of elements of the students own
culture
OBJECTIVES:
Students will know how to or be skilled at
Identifying the subject of a sentence in order to conjugate properly
Conjugating and using er/-ir verbs in context
Correctly defining and using vocabulary words from chapter 4 orally and
in context
Using and understanding infinitive forms within context

Identifying and reflecting on differences and similarities between U.S. and


Spanish-speaking countries culture and customs of food
Ordering food properly in Spanish in both formal and informal scenarios

SPECIALIZED LANGUAGE DEMANDS


key academic vocabulary: chapter 4 food vocabulary, crucigrama
(crossword puzzle), infinitivos, repaso
discourse and/or syntax elements: different phrases used when ordering
based on formality of situation
STUDENT BACKGROUND
Most students are in their first year learning Spanish. There are three
students who are Hispanic and grew up speaking Spanish at home.
Most students are able to use small phrases to communicate with
Spanish-speakers. Some students understand that authentic Hispanic
food is actually different than Tex-Mex or Americanized Mexican food.
Misconceptions: 6 out of 20 students are having difficulty identifying
the subject of a sentence in order to conjugate verbs properly. Some
students mostly thought of Taco Bell or tacos in general when thinking
about Hispanic food and failed to think about other types of food.
Only 4/20 students correctly know how to order properly in Spanish.
14/20 students are proficient in conjugating er and ir verbs in
Spanish. Only two students out of 20 know how to properly use the
infinitive within context.
Stage 2 Primary Assessment Evidence
SUMMATIVE PERFORMANCE TASK(s)
Students will be creating an illustrated menu using vocabulary from the
chapter
OTHER EVIDENCE
Pre-Assessment
See pre-survey and assessment at the end of this document
Some key formative assessments (formal or informal)
Verb of the day activity
Acting out ordering in Spanish
Infinitives worksheet (exit ticket)
Kahoot review game
Venn Diagram activity
Reflection journals (exit tickets)
Answers following reading passages
Summative Assessments beyond the PT
Oral vocabulary quiz
Chapter 4 test
Post-Assessment
This will be evaluated through the chapter 4 test

Classroom Assessment
Informal checks for understanding such as (show me), who has a
question, etc.

Objective
Ordering food properly in Spanish in both
formal and informal scenarios

Day(s)
Tuesday,
Wednesd
ay, Friday

Identifying and reflecting on differences


and similarities between U.S. and
Spanish-speaking countries culture and
customs of food

TuesdayFriday

Identifying the subject of a sentence in


order to conjugate properly

TuesdayFriday

Conjugating and using er/-ir verbs in


context

TuesdayFriday

Correctly defining and using vocabulary


words from chapter 4 orally and in
context

TuesdayFriday

Using and understanding infinitive forms


within context

Wednesd
ay, Friday

Day
WarmUp
Vocab
Gram
mar
Cultur
e

Tuesday
Work with partner to review
vocab
Quiz
Instruction on determining the
subject, Find the error activity
WS
Read and answer questions 1

How Assessed
Illustrated
menu, how to
order skit,
chapter test
Answers from
readings 1 and
2, Venn
diagram,
reflection
journal, chapter
test
Find the error
activity, verb of
the day, chapter
test
Find the error
activity, verb of
the day, chapter
test
Vocab quiz,
crossword
puzzle, Kahoot,
chapter test
Chapter test

Wednesday

Thursday

Verb of the Day


Crossword Puzzle
Teach Expressions
with infinitive
(graphic
organizer)
Read and answer
questions 2

Verb of the day


Kahoot Review

Dice game
Venn Diagram of
differences/similar
ities

Friday
Review
Game or
Assessmen
t

Skills
Exit
Ticket

Examine cookbook/menu
Illustrated menu

How to order: act


it out
Infinitives
worksheet

Telephone
conversation or
listening activity
Journal of
differences

Stage 3 - Learning Experiences


Day 1
Resources Needed:
Vocabulary quiz
Find the error activity PowerPoint
Sample cookbook/menu
Instructions sheet/rubric for illustrated menu
Passage from textbook (page 146)
Standard(s)/Objective(s):
MLI.INT1.A Identify main ideas and some details when reading and
listening
MLI.CU1.B Identify commonly held viewpoints of the cultures, such as
those relating to time, education and meals
MLI.CCC2.A Compare patterns of behavior and interaction in the
students own culture with those of the target language
MLI.CCC2.B Demonstrate an awareness of elements of the students own
culture

Identifying the subject of a sentence in order to conjugate properly


Conjugating and using er/-ir verbs in context
Correctly defining and using vocabulary words from chapter 4 orally and
in context
Identifying and reflecting on differences and similarities between U.S. and
Spanish-speaking countries culture and customs of food

EQ(s):

How do we conjugate er/-ir verbs and use them in context?


What are the cultural differences and similarities regarding food between
the U.S. and Spanish-speaking countries?

How do we discuss what and where to eat in Spanish?

By the end of the period you will be able to properly conjugate and use
er/ir verbs in context, identify cultural differences and similarities of food
between Spanish-speaking countries and the U.S. and use vocabulary
properly to discuss where and what to eat.
Means of collecting data/checking for individual understanding:
Vocabulary quiz, questions from activity 1, illustrated menu
Means of providing tailored feedback to individuals: discuss illustrated
menus with individual students while they are working, ask if students have
individual questions, fingers for showing how well they did with finding the
error activity
Lesson plan with labels and time stamps
Warm-up.10 min
o Study for vocab quiz with a partner
Place 10 min on timer
Work in groups of 2
NOTE FOR EdTPA: Encourage students to quiz each other as a
method of studying
Oral Vocabulary Quiz15 min
Discovery/instruction.5 min
o Direct Instruction/clarification on determining the subject
Write all subjects on the white board and go over each with
students
Ask for specific questions
NOTE FOR EdTPA: Who has a question? Quien tiene
preguntas?
practice/application15 min
o Find the error activity
Activity will be handed out to students
Students work individually
Go over as a class
Have students raise hand with number of questions that they
got correct
NOTE FOR EdTPA: I want you to work on your own so I can
really see what you know, this is also a good indicator for how
well you have mastered this skill.
o Read passage on page 146 and answer following questions on 147
15 min
Cold call students to read different passages
Stop and ask comprehension questions or translation
questions
Questions:
o Donde viven las dos familias?
o Cenan todos a la misma hora en las diferentes
partes del mundo hispano?

o Como compara a la cultura de los Estados Unidos?


o Activity A on page 147
o Look at menu from Mexican restaurant
review/closure20 min
o Create illustrated cookbook as exit ticket
o HW: finish cookbook if needed

Day 2
Resources Needed:
Crossword Puzzle
Graphic organizer to use with infinitives
Book story page
Infinitives worksheet
Standard(s)/Objective(s):
MLI.IP1.C Make simple requests
MLI.IP2.B Use formal and informal forms of address
MLI.INT1.A Identify main ideas and some details when reading and
listening
MLI.P2 The students present brief, rehearsed material in the target
language, such as dialogues, skits, poetry and songs. The students:
o B. Demonstrate comprehension of rehearsed material.
MLI.CU1.B Identify commonly held viewpoints of the cultures, such as
those relating to time, education and meals
MLI.CCC2.A Compare patterns of behavior and interaction in the
students own culture with those of the target language
MLI.CCC2.B Demonstrate an awareness of elements of the students own
culture
EQ(s):
How do we order food in Spanish?
How do we conjugate er/-ir verbs and use them in context?
What are the cultural differences and similarities regarding food between
the U.S. and Spanish-speaking countries?
How do we form sentences using the infinitive?
By the end of the period you will be able to properly order food in
Spanish, discuss cultural differences and similarities of food and
correctly form sentences using the infinitive
Means of collecting data/checking for individual understanding: verb
of the day, crossword puzzle, answers to reading 2, acting out skit,
infinitives worksheet (exit ticket)
Means of providing tailored feedback to individuals: meet with
individual students while working on infinitives worksheet and

crossword puzzle, give students feedback on pronunciation while


they act it out
Lesson plan with labels and time stamps
Warm-up 5 min
o Verb of the Day
discovery/instruction
o Vocab Crossword Puzzle- 10-15 min
o Teach expressions with infinitive with advanced organizer
Do work on board and students fill in blanks on organizer
o How to order in Spanish: act it out
Get notecards/script for students
Have students pair up to work together
o Reading 2 with questions
review/closure
o Infinitives worksheet
o Turn in for exit ticket
Day 3
Resources Needed:
Dice for dice game
Venn Diagram organizer
Telephone/listening activity from book
Standard(s)/Objective(s):
MLI.INT1.A Identify main ideas and some details when reading and
listening
MLI.P2 The students present brief, rehearsed material in the target
language, such as dialogues, skits, poetry and songs. The students:
o B. Demonstrate comprehension of rehearsed material.
MLI.CU1.B Identify commonly held viewpoints of the cultures, such as
those relating to time, education and meals
MLI.CCC2.A Compare patterns of behavior and interaction in the
students own culture with those of the target language
MLI.CCC2.B Demonstrate an awareness of elements of the students own
culture
EQ(s):
How do we order food in Spanish?
How do we conjugate er/-ir verbs and use them in context?
What are the cultural differences and similarities regarding food between
the U.S. and Spanish-speaking countries?
How do we discuss what and where to eat in Spanish?
How do we form sentences using the infinitive?
By the end of the period you will be able to explain differences in
culture, show that you have mastered conjugating verbs, and
demonstrate an understanding of an oral conversation

Means of collecting data/checking for individual understanding:


Venn diagram, kahoot game gives automatic feedback, telephone
conversation
Means of providing tailored feedback to individuals: checking with
students during reflection time and during Ven Diagram to make
sure they are seeing both perspectives
Lesson plan with labels and time stamps
Warm-up: 5 min
o Verb of the day
practice/application:
o Dice Game of conjugations: students roll dice for subject and verb to
conjugate. Game is played with one student against another called
randomly.
o Venn diagram of differences
o Telephone conversation: have two students act out simulation from
book
review/closure: 15 min
o Journal Reflection: differences and similarities in culture
Day 4
Resources Needed:
Kahoot game (online)
Standard(s)/Objective(s):
MLI.INT1.A Identify main ideas and some details when reading and
listening
MLI.P2 The students present brief, rehearsed material in the target
language, such as dialogues, skits, poetry and songs. The students:
o B. Demonstrate comprehension of rehearsed material.
MLI.CU1.B Identify commonly held viewpoints of the cultures, such as
those relating to time, education and meals
MLI.CCC2.A Compare patterns of behavior and interaction in the
students own culture with those of the target language
MLI.CCC2.B Demonstrate an awareness of elements of the students own
culture
EQ(s):
How do we order food in Spanish?
How do we conjugate er/-ir verbs and use them in context?
What are the cultural differences and similarities regarding food between
the U.S. and Spanish-speaking countries?
How do we discuss what and where to eat in Spanish?
How do we form sentences using the infinitive?
By the end of the period you will be able to demonstrate your
understanding of the chapter and identify important parts to review

Means of collecting data/checking for individual understanding:


Kahoot online feedback
Means of providing tailored feedback to individuals: discussing
specific answers/misconceptions as students answer Kahoot
questions, explaining why specific answers are incorrect while
others are correct
Lesson plan with labels and time stamps
Warm-up: 5 min
o Verb of the day
Review for Test
o Kahoot Game (65 questions)
Day 5
Assessment: created by host teacher to be used by Spanish
department

RESOURCES ARE ATTACHED

Spanish 1 Pre-Assessment

Conjugate (in present tense) the verbs in in parenthesis for the


given subject.
1. Usted ________________ (vivir)
2. Mis amigos ________________ (comer)
3. Pablo y yo __________________ (leer)
Translate the following sentences:
4. I have to go to school tomorrow.
__________________________________________________________
5. I am going to go home today.
_____________________________________________________________
Choose the correct response to complete the sentence:
6. Tienes que _____________ hoy.
a) estudio
b) estudia
c) estudiar
d) none of the above
7. How would you politely order chicken tacos in Spanish. Write
your sentence (in Spanish) here:
__________________________________________________________________
________________________________________________________
8. Describe (in English) an experience that you have had with
authentic Hispanic food or restaurant. How did it compare to
your typical American meal?

Find the Error Worksheet


First, fill out the proper verb endings for ar,-er and ir verbs.
AR VERBS
Yo

Nosotros

Tu
El/ella/ud
.

Vosotros
Ellos/ellas/Uds.
ER VERBS

Yo

Nosotros

Tu

Vosotros

El/ella/u
d.
Yo

Now write
sentence is
Tu
incorrect. If it
El/ella/u
then fix it.
d.
may be two
some sentences).

IREllos/ellas/Uds.
VERBS
Nosotros
Vosotros
Ellos/ellas/Uds.

whether a
correct or
is incorrect
(Hint: there
errors in

1. Mis amigos y yo van a la tienda.


2. Mi familia vivo en mi casa.
3. Pablo vengo a la fiesta.
4. Usted hablas conmigo.
5. T comes en la cafetera.
6. Mara viven en California.
7. Ella leyo y escriba mucho.
8. Yo aprendio mucho en la clase de espaol.
9. Ustedes beban ahora.
10.
Nosotros vemos con los ojos.
11.
Pablo y yo recibemos regalos para la Navidad.
12.
El mesero escribes la orden.
13.
Nosotros vivemos en los Estados Unidos.
14.
Yo soy de Macon, GA pero mi amigos eres de Eatonton, GA.
15.
Buenos das, como estas usted?

Comprehension Questions

1. Cual es el nombre del restaurant?


2. Cunto cuesta el arroz de la a la carta?
3. Cuntos sabores (flavors) de margaritas hay?
4. Cunto cuesta una orden de guacamole?
5. Cuntos opciones de postres hay?
6. Haz una lista y traduce 5 palabras de vocabulario del men.
7. Cunto cuesta la cerveza?
8. Cunto cuesta la carne asada?
9. Cual seccin incluye huevos con chorizo?
10.
Bono (bonus): Cunto cuesta la primera ronda (first round) de

chips y salsa?

Instructions for Creating your Illustrated Menu

Include at least three categories (examples could be: breakfast, lunch

and dinner or meats, sea food, salads, desserts, etc.)


Include a drink menu with at least 5 drink options
Include at least 5 meals/food items within each category
Include a creative restaurant name
Include at least 3 pictures (they do not have to be perfect or colored)
Include a price for each category

Illustrated Menu Rubric


/3 Included all three categories
Include a drink menu with at least 5 drink
/5 options
Include at least 5 meals/food items within each
/15 category
/2 Include a creative restaurant name
/3 Include at least 3 pictures
/3 Include a price for each category
/5 Other (Grammar/Creativity)
/36 Total Points
Final Grade
Not
es

Sample Gradebook