Día 8 - La nutrición / Nutrition

Cooperative Learning Lesson Plan Day 1

Class & This lesson plan is intended for a 50 minute, 7th or 8th Grade, Level 2
Class Level Spanish course. This lesson assumes some background knowledge with
Spanish language, including a basic understanding of the present tense
in Spanish, gustar phrases, numbers 1-100, how to tell time,
transition words/phrases, culturally appropriate greetings, gestures,
and salutations, and ser versus estar.

For the purposes of this Cooperative Learning lesson plan, I will say that
the Spanish 2 class that I will be teaching has 24 students in it, in order
to evenly distribute the workload for the appropriate number of groups.

Objectives By the end of this lesson, students will be able to…

1. Use newly introduced vocabulary associated with food and
What can students nutrition.
expect to have
learned at the end 2. Describe typical dishes and characteristics of balanced meals
of this lesson? from Spanish-speaking countries.

Rationale This first day of the cooperative learning lesson is very important for
students to receive at this point in the unit on self-care because it allows
Why is this lesson them to see how nutrition connects to well-being through the use of the
important for target language. This first day of the lesson specifically will focus on
students to receive? putting into practice the new vocabulary for food/nutrition, setting up for
the group project, and allowing time for student research. I think that
this group project and the second day gallery walk will allow students to
connect what they’re learning about nutrition to the real world and most
importantly to Spanish-speaking cultures. By having the students
conduct the research themselves (day 1) and having them share the
results with one another (day 2), I am happy to be taking a step back and
allowing students to guide their own learning in a collaborative way.

Standards According to the Michigan Department of Education’s World Language

Addressed in the Standards, this lesson focuses on Communication, Cultures, and
Lesson Comparisons.

What state 1.3 Presentational Communication: Students present information,

standard(s) will this concepts, and ideas to an audience of listeners or readers on a variety of
lesson focus on? topics.
1..N.W.a Illustrate and present materials in the target language such as
an advertisement, poster, or menu.

2.2 Products and Perspectives: Students demonstrate an understanding

 of the relationship between the practices and perspectives of the culture
studied.
2.2.N.F.a Describe the products needed to carry out daily routines and
meet basic needs within a community, region, or culture in which the
language is spoken (housing, stores, foods, transportation, health
care,public services).

4.2 Comparing Cultures: Students demonstrate understanding of the

concept of culture through comparisons of the cultures studied and their
own.

According to ACTFL’s Standards for Foreign Language Learning, this

lesson focuses on Communication, Cultures, and Comparisons.

Standard 1.1: Students engage in conversations, provide and obtain

information,express feelings and emotions, and exchange opinions.

Standard 2.2: Students demonstrate an understanding of the

relationship between the products and perspectives of the culture
studied.

Standard 4.2: Students demonstrate understanding of the concept of

culture through comparisons of the cultures studied and their own.

Materials and Set Materials for the Teacher:

Up Required - Google Slides presentation - embedded in this lesson plan
- Whiteboard and whiteboard markers

Materials for Students:

- Pencil, pen, or something to write with
- Scrap paper/notebook paper
- Poster Board and markers (provided by teacher)
- Chromebooks/a device to conduct online research*
*This project could function in a computer lab setting in the school
for students to conduct research if devices are not accessible.
- ATTACHED AT BOTTOM OF DOCUMENT: Student packet
for the project (distributed at the beginning of class) This packet
includes a vocabulary review sheet for newly introduced
nutrition vocab and group assignments for Spanish-speaking
countries, along with questions to guide their research and
compile their poster

Set Up:
- Students will be working in their groups of 4 throughout the
second half of class today, which works well with the table group
configurations of the room. Since students are normally seated at
 tables with four students each, this will be similar.

Agenda The agenda for this lesson will be as follows:

- Present goals and establish set (describe today’s learning
objectives)
- Present information (I will conduct a warm up related to
nutrition, review the newly introduced vocabulary for this
nutrition section of the unit, and introduce the goal of the group
project)
- Organize students in learning teams (I will have predetermined
teams of 4 students each, creating a total of 6 groups with each
student playing a specific role)
- Assist teamwork and study (I will be circulating around the
classroom as students research their countries and create their
posters in groups, then facilitating the gallery walk)
- Test on the materials/groups present their work (day 1 will be
prep work/research for students; day 2 will be some more
research time and students presenting their work to the rest of the
groups)
- Provide recognition (day 1 recognition will be more
group-specific as I am circulating the classroom, day 2 there will
be more classwide recognition)

Specific Activities Before Class

and Teacher As students enter the room, I will be greeting them at the door, saying
Thinking “¡Hola, buenos días!” o “Hola, bienvenidos.” in order to model the
proper way to greet someone in Spanish. I will hand each student a copy
of the student-facing packet for the group project (see at the end of
lesson plans). Students will find seats at tables and I will enter the room
as soon as the bell rings. This slide will be showing on the screen as
Transitions are students walk in to give them an idea about today’s lesson/the transition
highlighted in blue! to talking about nutrition.

Standards being
addressed are
highlighted in
yellow!
 During Class

Present goals and establish set:

Transitions are
highlighted in blue!

This lesson plan will take place over the course of two class periods, so
it’s very important that I am able to give students the first set of learning
objectives so they know where the end of this unit is heading. Up until
this point, we have talked about the importance of taking care of our
Standards being mental health and physical health, especially in relation to how stress
addressed are can affect both of these, so ending the unit on the topic of nutrition may
highlighted in be slightly less dense and allow for engaging discussions about food.
yellow!
“Hola clase, ¿cómo estamos? Estoy muy emocionada por continuar con
la discusión sobre la nutrición hoy porque me encanta aprender y hablar
sobre la comida. Tenemos mucho que hacer hoy, entonces quiero repasar
algunas cosas antes de introducir el proyecto en grupos que vamos a
empezar hoy. Los objetivos de hoy son 1) I can use newly introduced
vocabulary associated with food and nutrition and 2) I can describe
typical dishes and characteristics of balanced meals from
Spanish-speaking countries. (pausa) ¿Listos para continuar? Vale.” //
“Hi class, how are we doing? I’m so excited to continue the discussion
today about nutrition because I love learning and talking about food.
We have a lot to do today, so I want to review a few things before
introducing the group project that we’re going to begin today. The
objectives of the day are 1) I can use newly introduced vocabulary
associated with food and nutrition and 2) I can describe typical dishes
and characteristics of balanced meals from Spanish-speaking
countries. (pause) Ready to continue? Okay.”
 Teacher Thinking: I think that allowing students to understand the
purpose of why they’re doing the group project and what they should get
out of it (especially after being introduced to the vocabulary just
yesterday) is really important to establish first and foremost. The
learning objectives for Day 2 are pretty similar but slightly more
advanced, so there is a scaffolded approach to what they should be
focusing on each day on purpose.

Present information:

To begin today’s discussion about nutrition and food in different

Transitions are Spanish-speaking countries, I will lead the class in two brief warm-up
highlighted in blue! activities, the first of which is a Think-Pair-Share structure.

Standards being
addressed are
highlighted in
yellow!

“Vale, tenemos una pregunta de hoy: ‘¿Qué tipa de comida es tu menos

favorita?’ Usen el vocabulario nuevo si puedas. Hablen por un minuto
con un compañero y después vamos a discutir como una clase.
¡Adelante! // “Okay, we have a question of the day: ‘What type of food
is your least favorite?’ Speak for one minute with a partner and
afterwards we’re going to share as a class.” I will start the one minute
timer and students will begin discussing their ideas with one another. I
will be making a lap around the room to listen to students’ conversations
and encourage students to stay speaking in the target language.

When the timer is up, I will say “Okay clase, voy a llamar el nombre de
un estudiante y el estudiante va a decirme la respuesta de su compañero.
Entonces, quiero saber la comida menos favorita de tu compañero.
__ nombre del estudiante ___, ¿puedes empezar?” // “Okay class, I will
call the name of a student and the student will tell me the answer of
their partner. So, I want to know your partner's least favorite food. __
student name __, can you begin?” I will listen to three pair’s answers as
 they share out with the class and then we will move onto the next
warm-up.

Transitions are
highlighted in blue!

Standards being
addressed are
highlighted in
yellow!
“Quiero que ustedes piensen en esta infografía para nuestro proyecto
hoy. Como una clase, ¿qué notamos? Levanta la mano.” // “I want us to
think about this infographic for our project today. As a class, what do
we notice? Raise hands.” I will take a few hands and say “Muy bien
clase, esta infografía usa mucho del vocabulario nuevo para esta unidad
para describir un plato equilibrado y saludable. Vamos a continuar con
este concepto.” // “Great work class, this infographic uses a lot of the
new vocab for this unit to describe a healthy and balanced dish. Let’s
continue with this concept.”
Transitions are
highlighted in blue!

Standards being “También, ayer aprendimos el vocabulario nuevo para esta unidad. Hoy
addressed are creo que ustedes van a usar muchas de esas palabras en el proyecto,
highlighted in entonces vamos a repasar el vocabulario sobre la nutrición, la fruta, y las
yellow! verduras. Repitan después de mí…” // “Also, yesterday we learned
about the new vocabulary for this unit. Today I think that you all will
use a lot of these words for the project, so let’s review the vocab about
nutrition, fruit, and vegetables. Repeat after me…” For both slides, I
will pronounce the word in Spanish and have the students repeat it as a
class.

“Bueno, es el tiempo para introducir el proyecto en grupos que vamos

hacer hoy y mañana. Vamos a trabajar en grupos de cuatro para aprender
sobre la comida típica/platos típicos en algunos países hispanohablantes
y para explorar la nutrición. Cada grupo va a tener un país diferente y
 después de investigar sobre la comida típica allí, cada grupo va a crear
un póster. Mañana como una clase vamos a hacer un ‘gallery walk’!
¿Preguntas?” // “Okay, it’s time to introduce the group project that
we’re going to be working on today and tomorrow. We’re going to
work in groups of four to learn more about common foods/dishes in
Spanish-speaking countries and explore more about nutrition. Each
group will have a different country and after researching about the
common foods/dishes there, each group will make a poster to share
their findings. Tomorrow as a class we will do a gallery walk!
Questions?”

Transitions are
highlighted in blue!

Standards being
addressed are
highlighted in
yellow!

Teacher Thinking: Being able to jumpstart student thinking with

warm-ups in Spanish about least favorite foods and then again with the
balanced meal discussion should be able to help students know the topic
of interest for today’s lesson/this part of the unit. The infographic shown
in the warm up will be in the student-facing packet as well in order to let
students look at it closely. This infographic will help students with some
of the guided research questions in the packet, so I hope that making it
accessible to them (printed) will be useful. In addition, doing a brief
review and verbal pronunciation of the three biggest parts of the vocab
list will aid students in their gallery walk/presentations of the posters the
following day. I will review the four smaller vocab lists the next day, but
in the previous lesson students will have seen these. Taking the time to
go over the group project as a class and asking for any questions will be
crucial for students to do well, and I think that providing instructions in
both English and Spanish will help with this.
 Organize students in learning teams:

Transitions are
highlighted in blue!

Standards being
addressed are
highlighted in
yellow!
 “Entonces, cada grupo de cuatro estudiantes va a tener cuatro papeles
diferentes. Va a ser un ‘taskmaster’, un ‘material monitor’, un ‘content
coach’, y un ‘recorder’. Como un grupo, deciden quién va a ser cuál
papel. ¿Sí? También, cada grupo va a tener un país diferente. Ya tengo
los grupos formados. En Grupo 1, tenemos....” // “So, each group of
four students will have four different roles. There will be a
‘taskmaster’, a ‘material monitor’, a ‘content coach’, and a ‘recorder.’
As a group, decide who will do which role. Yes? Also, each group will
have a different focal country. I already have the groups formed. In
Group 1, we have…” I will read off the names of the students in each
group.

Transitions are
highlighted in blue!

Standards being
addressed are
highlighted in
yellow!

“A ver, hay dos partes del proyecto. Lo primero que vamos a hacer por
treinta minutos hoy es la investigación. Cada grupo va a investigar el
país hispanohablante del grupo con respecto a las preguntas en páginas 7
 y 8 del paquete. Hay seis preguntas y un espacio para la bibliografía.
Mañana, o si hay tiempo hoy, podemos empezar en la creación del póster
que vamos a compartir con la clase mañana. Entonces, cuando empieza
el timer, podemos empezar a trabajar en los grupos. ¿Entienden?”
// “Okay, there’s two parts to this project. The first thing that we’re
going to do today for 30 minutes is the investigation. Each group will
investigate the Spanish-speaking country of the group according to the
questions on pages 7 and 8 of the packet. There’s six questions and a
space for a bibliography. Tomorrow, or if there’s time today, we can
start on the creation of the poster that will be shared with the class
tomorrow. So, when I begin the timer, we can start working in groups.
Understand?”

Transitions are Teacher Thinking: Having predetermined student teams will allow me to
highlighted in blue! make sure that they are heterogenous in terms of students’ gender, race,
ability, and academic achievement. This will help to bring different
perspectives to the group and teach respect and tolerance for students
different from one another, which is always important, but especially
when talking about different cultures and their practices as this group
Standards being project does. I also think that it will once again be valuable to have the
addressed are directions on the slides in English and deliver my instructions in the
highlighted in target language since it’s kind of complicated. In addition, these exact
yellow! same directions can be found in the student-facing packet so they will be
accessible for students. As I said before, I wanted to make sure that
students can facilitate their own progress on the project without me and
teach social skills, so this is one way to do so and encourage intergroup
participation.

Assist teamwork and study:

“¡Okay clase, es hora de investigar!” // “Okay class, time to research!”
Once I start the 30 minute timer, students will be working in their
groups, and I plan on taking a lesser role to allow them to explore their
respective countries without my help. As I specified in my directions, I
plan on only helping groups with clarifying questions or any directions
that need to be rephrased to the whole class. I tried to make the
student-facing packet as clear as possible with instructions and
examples, along with including the vocabulary list for this part of the
unit to make sure that students have access to that, as well. I’m hoping
this will reduce the amount of questions that students can answer on
their own or in their groups.

That being said, I think that walking around and monitoring student
progress every 5-10 minutes is very helpful to give feedback and
check-in with students, especially if they’re concerned about not being
able to finish everything on time or are having trouble finding something
for their country and need some guidance. In addition, I want to be able
to provide guidance to students that are not on task or groups that are
finished early by suggesting things to make their project more intriguing
or having them research things that interest them in the context of their
assigned country (“List a few fun facts at the bottom of your poster
about your country, this will make your poster and the gallery walk more
interesting!”).

Teacher Thinking: While previous lesson plans and a lot of this unit
involves a decent amount of teacher talk and explanation, I think that
this two day lesson shines because it allows students to be the experts
and share their findings with the class, while at the same time allowing
them to build their social skills. This project is also very culture-oriented
in terms of student exploration, so I think that it will provide some really
enriching results for students to take away from these lessons. In
addition, the reading portion of the final assessment relates to some of
the skills built in the guiding questions of the student-facing packet, so I
think that that will be a really helpful resource.

Test on the materials/groups present their work:

This part of the Cooperative Learning model will mainly take place
during Day 2 of the lesson, so there is not much to be included here.
Students will be working on building the final product (poster created
from in-class research knowledge) during Day 1 then completing this
work on Day 2 to share out with the class.
 Teacher Thinking: I think that having students work in teams to
complete this project, along with dividing it into two class periods so
that they have ample time to explore their country’s dishes, will prove to
be successful so they can be more confident when presenting their work
to the class. Trying to squeeze research and presentations into one class
period doesn’t make sense for the goals for this activity, so I think that
dividing it into two days will allow for more thoughtful reflections and
final products, along with better retention of the material.

Provide recognition:

This part of the Cooperative Learning model will mainly take place
during Day 2 of the lesson, so there is not much to be included here. By
using my lesson plan template (I know this was optional but I liked it
much better for organizational purposes), I realized that it’s still
important to note that recognition could be provided to individual groups
as I am going around and monitoring group work (for example, “Wow,
your group’s poster looks beautiful!).

Teacher Thinking: I think that being able to provide as much feedback as

possible to students is a good thing to make sure that their hard work is
acknowledged. Since students can pour as much creativity as they’d like
into this project, I feel like there would be some really unique results that
would be important to acknowledge and encourage during Day 1 to keep
students motivated. In addition, sometimes the quietest kids are the most
creative or artsy, so acknowledging all talents in the classroom (whether
language-related or not) help to foster a better classroom climate, which
is closely connected to my PTL.

After Class

I will be standing at the door waving goodbye and saying “¡Gracias,

adios!”// “Thank you, goodbye!” to the students as I thank them for their
participation in class today.

Transitions Transitions are included in my scripting (above) and highlighted in blue.

Timing of Every The timing for Day 1 of this lesson will be as follows:
Part of LP - Present goals and establish set - 5 minutes
- Present information - 10 minutes
- Organize students in learning teams - 5 minutes
- Assist teamwork and study - 30 minutes
- Test on the materials/groups present their work - this will occur
in the following lesson!
 - Provide recognition - this will occur in the following lesson!

Total Lesson Time: 50 minutes

Assessment For a Day 1 assessment with this lesson, there will be a formative,
informal assessment conducted after giving the directions for the group
project to check for student understanding prior to continuing with the
cooperative learning format in the following lesson:
1) ¿Sí, más o menos, o no? - This formative assessment will
require teacher prompting and modeling with a thumbs up,
thumbs middle, thumbs down in order to communicate the
meaning of the words in the TL. I intend to use this type of
informal assessment often with my students because it allows me
to quickly scan the room and see how students are feeling about
the group work/current material about nutrition. In addition, if
students are struggling, a thumbs down would be an indicator of
this and would allow me to speak with them separately/check-in.

Back Pocket Back Pocket Activity Number 2: Emociones // Emotions

Activities Goal: Focus on reviewing how to verbally describe your emotions with
appropriate vocab/grammatical structures that were introduced at the
beginning of this unit
Description: This activity can be altered for time depending on the
amount of time that needs to be filled (student discussion could be
shortened to make it more of a quick activity). I will describe to students
that they will need to describe various emotions with hypothetical
activities in order to practice the vocabulary we will cover in the next
lesson. In order to prepare for learning new vocab and build confidence,
students will be expected to speak as much in the TL as possible and
share any unknown words. A lot of these will already be known since
they have been introduced in the beginning of this unit, so this will be a
great end of unit review. They will work in pairs and discuss their
responses to various situations that I will show on the board. For
example, if I show a picture of a beach on the board, I could say
“Imaginen que están en la playa. ¿Cómo te sientes?”// “Imagine you’re
on the beach. How do you feel?”. Students would then discuss their
emotions about the situations with their partners, saying phrases like
“Estoy relajada porque me gusta el sol.” After the discussion time is up,
we will debrief as a class and share some of the answers that students
came up with. I will use flashcards with students' names at first and take
hands if any are raised. Unknown words or new vocab that students need
to describe their emotions evoked by the examples/photos will be written
on the board. The main goal of the activity is to encourage and show the
importance of circumlocution when learning a language.
 Timeframe: Short-Medium; 8 minutes
- Directions - 2 minutes
- Discussion - 3 minutes
- Debrief - 3 minutes

Critical Questions ● How can I effectively assess the students’ understanding of the
content?
● How can I make a point to correct students in the most respectful
way possible when listening to responses?
● How can I clarify confusion on the content without furthering
students’ frustration with not understanding?
● How can I balance my use of English and Spanish during
instruction?
● How can I reiterate to my students that this project should be
mainly led by their groups and I will be taking a lesser role in
instruction?
● How can I ensure that groups are sharing the workload rather
than one person dominating the conversation/work?
○ Are the roles that I assigned for group work going to be
effective in helping to combat this?
● How can I make my students feel comfortable when doing the
gallery walk/presenting to the rest of the class?
 Día 9 - La nutrición / Nutrition
Cooperative Learning Lesson Plan Day 2

Class & This lesson plan is intended for a 50 minute, 7th or 8th Grade, Level 2
Class Level Spanish course. This lesson assumes some background knowledge with
Spanish language, including a basic understanding of the present tense
in Spanish, gustar phrases, numbers 1-100, how to tell time,
transition words/phrases, culturally appropriate greetings, gestures,
and salutations, and ser versus estar.

For the purposes of this Cooperative Learning lesson plan, I will say that
the Spanish 2 class that I will be teaching has 24 students in it, in order
to evenly distribute the workload for the appropriate number of groups.

Objectives By the end of this lesson, students will be able to…

1. Use newly introduced vocabulary associated with food and
What can students nutrition.
expect to have
learned at the end 2. Present in groups about a specific Spanish-speaking country’s
of this lesson? typical dishes and characteristics of balanced meals.

3. Describe typical dishes and characteristics of balanced meals

from multiple Spanish-speaking countries.

Rationale This second day of the cooperative learning lesson is very important for
students to receive at this point in the unit on self-care because it allows
Why is this lesson them to continue seeing how nutrition connects to well-being through
important for the use of the target language. This second day of the lesson specifically
students to receive? will focus on putting into practice the new vocabulary for food/nutrition,
conducting final group research, and allowing time for a class gallery
walk of each group’s work. I think that this group project and the gallery
walk will allow students to connect what they’re learning about nutrition
to the real world and most importantly to Spanish-speaking cultures. By
having the students conduct the research themselves (day 1) and having
them share the results with one another (day 2), I am happy to be taking
a step back and allowing students to guide their own learning in a
collaborative way.

Standards According to the Michigan Department of Education’s World Language

Addressed in the Standards, this lesson focuses on Communication, Cultures, and
Lesson Comparisons.

What state 1.3 Presentational Communication: Students present information,

standard(s) will this concepts, and ideas to an audience of listeners or readers on a variety of
lesson focus on? topics.
1..N.W.a Illustrate and present materials in the target language such as
an advertisement, poster, or menu.

2.2 Products and Perspectives: Students demonstrate an understanding

of the relationship between the practices and perspectives of the culture
studied.
2.2.N.F.a Describe the products needed to carry out daily routines and
meet basic needs within a community, region, or culture in which the
language is spoken (housing, stores, foods, transportation, health
care,public services).

4.2 Comparing Cultures: Students demonstrate understanding of the

concept of culture through comparisons of the cultures studied and their
own.

According to ACTFL’s Standards for Foreign Language Learning, this

lesson focuses on Communication, Cultures, and Comparisons.

Standard 1.1: Students engage in conversations, provide and obtain

information,express feelings and emotions, and exchange opinions.

Standard 2.2: Students demonstrate an understanding of the

relationship between the products and perspectives of the culture
studied.

Standard 4.2: Students demonstrate understanding of the concept of

culture through comparisons of the cultures studied and their own.

Materials and Set Materials for the Teacher:

Up Required - Google Slides presentation - embedded in this lesson plan
- Whiteboard and whiteboard markers

Materials for Students:

- Pencil, pen, or something to write with
- Scrap paper/notebook paper
- Poster Board and markers (provided by teacher)
- Chromebooks/a device to conduct online research*
*This project could function in a computer lab setting in the school
for students to conduct research if devices are not accessible.
- ATTACHED AT BOTTOM OF DOCUMENT: Student packet
for the project (distributed at the beginning of class) This packet
includes a vocabulary review sheet for newly introduced
nutrition vocab and group assignments for Spanish-speaking
countries, along with questions to guide their research and
compile their poster
 Set Up:
- Students will be working in their groups of 4 throughout the
second half of class today, which works well with the table group
configurations of the room. Since students are normally seated at
tables with four students each, this will be similar to normal class
periods.

Agenda The agenda for this lesson will be as follows:

- Present goals and establish set (describe today’s learning
objectives)
- Present information (I will review the goals of the group
project/gallery walk that were introduced yesterday)
- Organize students in learning teams (I will be randomly
assigning groups of students and adjusting as necessary by
having students count off 1-4, creating a total of 6 groups with
each student playing a specific role)
- Assist teamwork and study (I will be circulating around the
classroom as students research their countries and create their
posters in groups, then facilitating the gallery walk)
- Test on the materials/groups present their work (day 1 will be
prep work/research for students; day 2 will be some more
research time and students presenting their work to the rest of the
groups)
- Provide recognition (day 1 recognition will be more
group-specific as I am circulating the classroom, day 2 there will
be more classwide recognition)

Specific Activities Before Class

and Teacher As students enter the room, I will be greeting them at the door, saying
Thinking “¡Hola, buenos días!” o “Hola, bienvenidos.” in order to model the
proper way to greet someone in Spanish. Students will find seats at
tables and I will enter the room as soon as the bell rings. This slide will
Transitions are be showing on the screen as students walk in to give them an idea about
highlighted in blue! today’s lesson/the transition to talking about nutrition.

Standards being
addressed are
highlighted in
yellow!
 During Class

Present goals and establish set:

Transitions are
highlighted in blue!

Standards being
addressed are
highlighted in
yellow!

“Buenos días clase, ¿cómo estamos? Estoy muy emocionada por las
presentaciones de los proyectos hoy. Entonces, quiero repasar algunas
cosas antes de continuar el trabajo con el proyecto en grupos. Los
objetivos de hoy son 1) I can use newly introduced vocabulary
associated with food and nutrition, 2) I can present in groups about a
specific Spanish-speaking country’s typical dishes and characteristics of
balanced meals, and 3) I can describe typical dishes and characteristics
of balanced meals from multiple Spanish-speaking countries. (pausa)
¿Listos para continuar? Vale.” // “Good morning class, how are we
doing? I’m so excited for the presentations of the projects today. So, I
want to review a few things before continuing with the work on the
group projects. The objectives of the day are 1) I can use newly
introduced vocabulary associated with food and nutrition, 2) I can
present in groups about a specific Spanish-speaking country’s typical
dishes and characteristics of balanced meals, and 3) I can describe
typical dishes and characteristics of balanced meals from multiple
Spanish-speaking countries. (pause) Ready to continue? Okay.”

Teacher Thinking: I think that reminding students to understand the

purpose of why they’re doing the group project and what they should get
out of it is really important to drive the rest of the group project.The
learning objectives for Day 1 are pretty similar, but these are slightly
more oriented on the actual presentations of the projects that the students
will give and more focused on the actual group work.
 Present information:

“Ayer aprendimos sobre el proyecto en los grupos y repasamos el

Transitions are vocabulario sobre la nutrición, la fruta, y las verduras. Creo que ustedes
highlighted in blue! van a usar muchas de esas palabras en el proyecto, y también quiero
repasar el resto de la lista de vocabulario hoy. Vamos a enfocarnos en la
carne, los lácteos, los postres, y los granos. Repitan después de mí…” //
“Yesterday we learned about the group project and we reviewed
Standards being vocabulary about nutrition, fruit, and vegetables. I think that you all
addressed are will use a lot of these words for the project and I also want to review
highlighted in the rest of the vocab list today. We’re going to focus on meat, dairy,
yellow! dessert, and grains now. Repeat after me…” For the above slide, I will
pronounce the word in Spanish and have the students repeat it as a class.

“Muy bien, clase! Un recordatorio sobre el proyecto en grupos: hoy

 necesitamos presentar los pósteres en la forma de un ‘gallery walk’.
Tenemos 22 minutos más para terminar la investigación y crear un
póster, pero después del tiempo es hora de presentar. Quiero explicar la
próxima cosa en inglés para ser más clara..” // “Great work, class! A
reminder about the group project: today we will present the posters in
the form of a ‘gallery walk’. We have 22 more minutes to finish the
research and create a poster, but after that time, it’s time to present. I’d
like to explain the next thing in English to be more clear… A gallery
walk means that we will hang up all of the posters around the room
and in our groups, we will go around and read each one silently. After
allowing a minute to read each poster, each member of each group will
share one sentence about their country/their dish to verbally present
Transitions are the information to the class.”
highlighted in blue!
Teacher Thinking: I think it’s super important to review all of this
information with the class prior to continuing to work on the project!
Even if it feels like a lot of repetition and these directions are written in
Standards being the packet, reviewing the vocab aloud as a class and specifying the
addressed are directions for the gallery walk are crucial to make sure that everyone is
highlighted in on the same page. Some students may not have done or heard of a
yellow! gallery walk before, and it’s slightly modified, so I think that giving a
solid explanation of it now and then later before we actually do it will
help students to know what to expect.

Organize students in learning teams

“Vale, es hora de trabajar. Por favor trabajen con sus grupos por 22
minutos y después vamos a hacer el gallery walk. Adelante.” // “Okay,
it’s time to get to work. Please work with your groups for 22 minutes
 and afterwards we will do the gallery walk. Go ahead.”

Teacher Thinking: This step is pretty self-explanatory, but I think that

offering students a reminder about the group roles is very important to
keep them on track and distribute the final work they are doing in-class
today. I know that group work doesn’t always go as planned and
classroom management can become difficult with it, so I’m hoping that a
reclarfication of directions helps with this.

Assist teamwork and study

Transitions are
highlighted in blue!

Standards being
addressed are
highlighted in
yellow!

“¡Okay clase, es hora de trabajar!” // “Okay class, time to work!” Once I

start the 22 minute timer, students will be working in their groups, and
once again, I plan on taking a lesser role to allow them to explore their
respective countries without my help. I hope to be able to clear some
space on the whiteboard during this time to allow for proper gallery walk
space, and then walk around the classroom and check-in on groups as
needed during their final work time.

Teacher Thinking: I think that this final work time for the students may
be a bit of a scramble for them to finish their posters and everything, but
even if they aren’t the most beautiful art projects, I care about their
research the most. I don’t think that there will be a lot of questions
during this time since they had the last half of the class period to ask me
whatever they need to, but still continuing to roam around the room will
be important to catch any stragglers and make sure that for the most part
groups are on task.
 Test on the materials/groups present their work

As students finish up their group work, I will say “¡Muy muy bien
hecho, clase! ¡Todos son artistas! Es hora de ir al gallery walk. Por favor
pongan los pósteres en las paredes en los espacios que tenemos. Cuando
todos los pósteres están en la pared, podemos ir al gallery walk en
SILENCIO primero. Después, cada miembro va a presentar una frase en
español sobre el trabajo de tu grupo. ¿Listos?” // “Very well done, class!
Everyone’s an artist! It’s time to go for the gallery walk. Please put the
posters on the walls in the spaces that we have. When all of the posters
are on the wall, we can go for the gallery walk in SILENCE first.
After, each member will present a sentence in Spanish about the work
of their group. Ready?”

Teacher Thinking: I think that having students work in teams to

Transitions are complete this project, along with dividing it into two class periods so
highlighted in blue! that they have ample time to explore their country’s dishes, will prove to
be successful so they can be more confident when presenting their work
to the class. Only having each group member give a sentence to
summarize their group’s findings will allow for each member to speak
Standards being and help me with the grading rubrics.
addressed are
highlighted in Provide recognition
yellow!
I will give compliments to each group after the gallery walk is done
based on each poster/group findings. I think that it will be important to
point out any glaring issues with false information, but other than that,
allowing students to be the experts of the content is most important.
Being sure to acknowledge creativity, detailed thoughts, and provoking
fun facts will help to add to the positive climate of the classroom and
build students’ confidence. Also being sure to encourage students to
compliment their classmates’ work is important through modeling.

Teacher Thinking: Commending my students’ victories and creativity in

this project is once again essential to creating a good classroom climate
and giving credit where it is due. I don’t think that giving out a lot of
rewards all the time (constant stickers, tickets, etc.) is the answer, but
definitely giving positive reinforcement for collaborative projects like
this is important for students’ self-esteem and confidence.

After Class
I will be standing at the door waving goodbye and saying “¡Gracias,
adiós! ¡Muy buen hecho hoy!”// “Thank you, goodbye! Well done
today!” to the students as I thank them for their participation in class.
Transitions Transitions are included in my scripting (above) and highlighted in blue.

Timing of Every The timing for Day 2 of this lesson will be as follows:
Part of LP - Present goals and establish set - 2 minutes
- Present information - 2 minutes
- Organize students in learning teams - 1 minute
- Assist teamwork and study - 20 minutes
- Test on the materials/groups present their work - 22 minutes
- Provide recognition/group feedback form - 3 minutes

Total Lesson Time: 50 minutes

Assessment For a Day 2 assessment with this lesson, the group presentations
conducted towards the end of the class period will allow me to see how
students have been able to learn about typical dishes in Spanish-speaking
countries throughout this project. In addition, the student self-evaluation
form and rubric that I will fill out will allow both the student and myself
as the teacher an opportunity to assess performance and progress. I like
the layout of having a basic rubric for the group and having the
individual group members fill out self-evaluations as a checks and
balances sort of system because each individual can rationalize their own
performance in the group to me. This also offers students an opportunity
to give feedback on the project itself for me and to tell me if anything
went awry during group work (which often happens).

Back Pocket Back Pocket Activity Number 1: ¡Cuenta conmigo! // Count with me!
Activities Goal: Allow students to review number skills
Duration: 5 minutes (short)
Description: This activity will help students to review their skills with
numbers by counting to 20 in Spanish through a large number of
students in the class calling out numbers one by one. Starting at zero
(cero) and going up to 20 (veinte), students need to call out a number
individually in order to make it as high as possible without speaking at
the same time. The first brave student will call out cero, the next one will
quickly call out uno, the next dos, and so on. Once two students speak at
once, the whole class has to start back at zero again. For students who
don’t want to participate in counting, there could be one to two student
“monitors” that double check the same student isn’t calling out two
numbers in a row, and I will be circulating the room checking for
accuracy of the numbers being called (and order). This activity is
especially helpful for reviewing numbers prior to talking about daily
routines, where students will need to refresh their skills on using
numbers to tell time (see later back pocket activities for a refresher on
this concept). If this becomes too easy for students, we can quickly
 review how to count to 100 by 10’s or by 5’s and try that. Here would be
a great time to explain the importance of knowing numbers in the TL for
travel and practical application, too. With five minutes of game play, one
class could accomplish 3-4 rounds. This is a great activity for middle
school, especially, so that kids can get up and move while playing, the
whole class can be involved, and students can review essential numbers
learned from previous classes.
Materials Needed: None; student participation only

Critical Questions ● How can I effectively assess the students’ understanding of the
content?
● How can I make a point to correct students in the most respectful
way possible when listening to responses?
● How can I clarify confusion on the content without furthering
students’ frustration with not understanding?
● How can I balance my use of English and Spanish during
instruction?
● How can I reiterate to my students that this project should be
mainly led by their groups and I will be taking a lesser role in
instruction?
● How can I ensure that groups are sharing the workload rather
than one person dominating the conversation/work?
○ Are the roles that I assigned for group work going to be
effective in helping to combat this?
● How can I make my students feel comfortable when doing the
gallery walk/presenting to the rest of the class?
 Días 8 y 9: “Self-Care: Individual Responsibility or Societal Solutions?” - La nutrición
Paquete para el proyecto en grupos - Group Project Packet
Español 2 con Señorita Kocefas
_____________________________________________________________________________
_

Páginas 1, 2, y 3: Repaso del vocabulario nuevo // Pages 1-3: Review of New Vocabulary

El vocabulario con nutrición - Nutrition Vocabulary

Español Inglés

La nutrición Nutrition

Los grupos alimenticios Food groups

Sano/Saludable Healthy

Las calorías Calories

La porción Portion/Serving

Vegetariano (a) Vegetarian

Vegano (a) Vegan

Las grasas Fats

La proteina Protein

La carne Meat

La fruta Fruit

Las verduras Vegetables

Los lácteos Dairy

La comida chatarra Junk Food

 Fruta - Fruit
Español Inglés

La manzana Apple

La naranja Orange

El plátano Banana/Plantain

La uva Grape

La fresa Strawberry

La cereza Cherry

La lima Lime

El limón Lemon

La pera Pear

La sandía Watermelon

Las verduras - Vegetables

Español Inglés

La zanahoria Carrot

Los frijoles Beans

El apio Celery

La papa Potato

La lechuga Lettuce

El tomate Tomato

El maíz Corn

La cebolla Onion

El brócoli Broccoli
Los pimientos Peppers

La carne - Meat
Español Inglés

El pollo Chicken

El pescado Fish

El bistec Steak

El cerdo Pork

Los mariscos Seafood

Los lácteos - Dairy

Español Inglés

La leche Milk

El yogur Yogurt

El queso Cheese

La mantequilla Butter

Los granos - Grains

Español Inglés

El pan Bread

El pan tostado Toast

El cereal Cereal

El arroz Rice

Los postres - Desserts

Español Inglés

El pastel Cake
 El helado Ice Cream

El dulce Candy

Días 8 y 9: “Self-Care: Individual Responsibility or Societal Solutions?” - La nutrición

Paquete para el proyecto en grupos - Group Project Packet
Español 2 con Señorita Kocefas
_____________________________________________________________________________
_

Páginas 4 y 5: Recursos útiles // Pages 4 and 5: Helpful Resources

Para futura consulta, aquí están algunos recursos útiles para usar durante la exploración de tu
país. ¡Recuerden que necesitan explorar el valor alimenticio de los platos que encuentren! // For
future reference, here are some helpful resources to use during the exploration of your
country. Remember that you need to explore the nutritious value of the dishes that you find!

Pirámide alimenticia // Food Pyramid

Un plato equilibrado // Balanced Plate

Los papeles del grupo // Group Roles

Los países hispanohablantes para los grupos // Spanish-Speaking Countries for Groups
 Días 8 y 9: “Self-Care: Individual Responsibility or Societal Solutions?” - La nutrición
Paquete para el proyecto en grupos - Group Project Packet
Español 2 con Señorita Kocefas
_____________________________________________________________________________
_
Páginas 6-8: Instrucciones/Rúbrica y preguntas para cada grupo //
Pages 6-8: Instructions/Rubric and Questions for Each Group

Instructions for Research: Each group of four students will be assigned a Spanish-speaking
country (see previous page for details) and will be researching the common foods/dishes together
in order to create a poster that includes a summary of their findings. Each member of the group
will play a specific role in helping the team. As a group, you will decide who will play which
role. Each student will be expected to turn in their packet, so be sure to consult the recorder for
the research findings and write them down. There are guiding questions on the following pages
that as a group you will work together to find the answers to and learn more about your
designated Spanish-speaking country. ¡Buena suerte y diviértete!

Instructions for Poster Creation: Based on your group’s research about your Spanish-speaking
country, create a poster in Spanish that organizes the information you found. Most of this poster
should be written in Spanish, especially the ingredients of the dishes you find (use ONLY
wordreference.com if you need to look something up)! Include at least two dishes or interesting
foods on your poster, and add drawing or magazine clippings if you have time. Be sure to
describe the dish in detail, and discuss how this relates to nutrition/how it relates to having a
balanced diet or health benefits.

Rúbrica: Each group will be evaluated on the following guidelines and the self-evaluation form
will allow me to check my scores with individual group members’ feelings about their
performances.
Group/Student Name: _______ Muy bien (3) Bien (2) Más practica (1) Puntos

I can describe a dish from a I can do this I can do this I can do this with /3
Spanish-speaking country in with with very help but need more
relation to nutrition. confidence. little help. practice.

I can present this information in I can do this I can do this I can do this with /3
an organized manner. with with very help but need more
confidence. little help. practice.

I can use mostly Spanish to I can do this I can do this I can do this with /3
communicate my main ideas. with with very help but need more
confidence. little help. practice.
Días 8 y 9: “Self-Care: Individual Responsibility or Societal Solutions?” - La nutrición
Paquete para el proyecto en grupos - Group Project Packet
Español 2 con Señorita Kocefas
_____________________________________________________________________________
_

Nombres de los miembros del grupo // Group Member Names:

1. 2. 3. 4.
Nombre // Name:
Papel del grupo // Group Role:
Número de grupo // Group Number:
País hispanohablante // Spanish-Speaking Country:

Preguntas para la investigación // Questions for Research

1. Investiguen algunos platos especiales o comidas típicas en tu país. ¿Cuáles son algunos?
Expliquen con detalle (especialmente con los ingredientes). // Research special dishes or
 typical foods in your country. What are some of them? Explain with detail (especially
with the ingredients).
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___

2. ¿Alguien en el grupo ha oído de este plato? ¿Dónde? ¿Alguien en el grupo ha probado

este plato en el pasado? // Has anyone in the group heard of this dish before? Where?
Has anyone in the group tried this dish in the past?
_______________________________________________________________________
_______________________________________________________________________
__

3. ¿Al grupo le gusta probar este plato o comida típica del país? ¿Por qué? // Would the
group want to try this dish or common food from your country? Why?
_______________________________________________________________________
_
_______________________________________________________________________
_
4. ¿Dónde en la pirámide alimenticia está el plato o comida típica? ¿Es un plato saludable o
no? ¿Por qué? // Where on the food pyramid is the dish or the common food? Is it a
healthy dish or not? Why?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___

5. ¿Cuáles son las implicaciones culturales de los platos o comidas típicas de tu país? //
What are the cultural implications of the dishes or typical foods from your country?
 *For example, with coffee in Spain, to-go cups are not common because people are
expected to sit and socialize with friends or family while they drink it.*
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___

6. ¿Dónde se encuentran este tipo de plato o comida típica en tu país? ¿En la ciudad? ¿En el
campo? ¿En áreas con más turistas? // Where can you find this type of dish or common
food in your country? In the city? In the countryside? In touristy areas?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___

7. La bibliografía: ¡Escriban los sitios de web o recursos de tu grupo aquí! // Bibliography:

Write down the websites or resources of your group here!
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___

Días 8 y 9: “Self-Care: Individual Responsibility or Societal Solutions?” - La nutrición

Paquete para el proyecto en grupos - Group Project Packet
Español 2 con Señorita Kocefas
_____________________________________________________________________________
_

Página 9: La forma del feedback // Page 9: Feedback Form

Instrucciones: Por favor respondan a las preguntas siguientes en inglés durante Día 9
después del ‘gallery walk’.

Instructions: Please respond to the following questions in English during Day 9 after the
gallery walk.

1. How did your group work go? Did you feel like the responsibilities were shared
equally between group members with having assigned roles?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. How would you rate your participation in the group project on a scale from 1-10
(ten being the best score, 1 being the lowest score)? What was your specific role?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. If anything, what could be changed to help future students doing this activity?
________________________________________________________________________
________________________________________________________________________