Lesson Plan Template

Teacher Candidate: ______Autumn Marie Love_______________

School: ______Currently N/A________ Subject:

Spanish

Date: __3/24/14___
Grade Level: 9-12 (Checkpoint B)

Unit/Lesson Title/Number:
Meal-Taking/ Regional Specialties + (Recipes)/ Lesson 7
(Mini-Unit = Etapa 2)
Context and Class Profile
Context:
This lesson is 7 of 11 lessons in the complete Meal-Taking Unit; as part of a mini-unit within this larger unit,
this is lesson 4 out of 5. In this lesson students will be exposed to a variety of cultural dishes mainly from
Spain. They will learn different cultural facts about these dishes and be exposed to reading and interpreting
authentic Spanish recipes, using their prior knowledge from the previous lessons on food preparation and
measurements/quantities. Students will also have a portion of the class that includes conjugating verbs into
formal commands in order to continue practice from the most recent lesson. This lesson expands upon
lesson 6 which introduced the Spanish dish of Paella. This lesson is another addition to the spiraling
information encountered thus far in the whole unit, allowing for repetition of vocabulary content in order to
aide in the retention and recall capabilities of the students. This lesson will assess students abilities to
interpret traditional Spanish recipes and discuss their preferences/interests towards the dishes presented. In
addition to the cultural aspect of this lesson and the practice of prior knowledge, this lesson will focus on
many literacy and 21st Century skills.
Class Profile:
(Currently N/A)

National (LOTE)
Standards

ASSESSED:
Standard 1.1 (Communication- Interpersonal): Students engage in
conversations, provide and obtain information, express feelings and emotions,
and exchange opinions
Standard 1.2 (Communication- Interpretive): Students understand and interpret
written and spoken language on a variety of topics
Standard 2.2 (Cultures): Students demonstrate an understanding of the
relationship between the products and perspectives of the culture studied
PRACTICED:
Standard 1.3 (Communication- Presentational): Students present information,
concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 4.1 (Comparisons) Students demonstrate understanding of the nature
of language through comparisons of the language studied and their own
Standard 4.2 (Comparisons) Students demonstrate understanding of the concept
of culture through comparisons of the cultures studied and their own.

Interdisciplinary
Connections

Global Awareness
Understanding other nations and cultures, including the use of non-English
languages
Mathematics and Home-Economics connections
(Students will be using measurement and quantity terminology while assessing
cooking procedures of cultural food dishes.)
Geography
(Geographical regions will be addressed when speaking of the different dishes
being introduced.)

21st Century Skills

ex: (Skill #_)

CRITICAL THINKING AND PROBLEM SOLVING

Make Judgments and Decisions
1. Interpret information and draw conclusions based on the best analysis
COMMUNICATION AND COLLABORATION
Communicate Clearly
2. Communicate effectively in diverse environments (including multi-lingual)
Collaborate with Others
3. Demonstrate ability to work effectively and respectfully with diverse teams

Lesson Objectives

1) Students will be able to (a) interpret and (b) rate traditional Spanish
recipes-including the ingredients, measurements, and directions for
preparation. (Evaluation)

Label :
(Blooms Taxonomy)

Must be numbered

Acceptable
Evidence
*Could be collected for
accountability
and/or auditing
purposes.

2) Students will be able to organize materials in preparation for a group

presentation. (Analysis)

1 & 2 Presentations
1 & 2 Sell Your Dish worksheet
1(a) Classmates Presentations worksheet
1 (b) Closure/ Rate the Dish

Procedure
Teacher input,
development,
instructional
method(s), modeling,
guided practice,
independent practice,
and/or activities

Day 1 45 minute period

Before class starts, the teacher will have the Barcelona Market video loaded and
ready to play. As students enter the room, the teacher will greet students in the TL
(target language) and hand the Question Sheet to students as they enter.
1. Caliente Su Mente (Bell ringer):.
a. The teacher will have the bell ringer written on the board:
Leen las preguntas y preparase para ver un video corto.
b. The students will read through the Question Sheet in preparation for the
short video. The teacher will allot two minutes of class time once the
bell has rung.
Label: Bell Ringer
TRANSITION: The teacher will gather students attention using the Red Robin
Also may be called:
set induction,
.MMMMMMMMM call (leaving the robin portion out).
anticipatory set,
2. Barcelona Market Video (Hook/Intro to Lesson)
introduction/review,
a. The teacher will introduce (auditory) the 5 minute long video they are
Do Now, Write Now,
about to watch and instruct students to pay close attention and answer
Silent Starter
all the questions on their worksheet. Teacher will ask 2 students to
repeat directions (CFU-directions).
b. The students will engage with the video and fill out the given
Label: Transitions
worksheets simultaneously (auditory, visual, CSE)
c. The teacher will prompt more questions in Spanish asking students what
other things they may have seen in the video or what questions they may
Label:
have as a result of the video (auditory, Skill #1). Students are expected
visual, auditory, and
to converse strictly in the TL 90% of the time.
kinesthetic
Accommodations for TRANSITION: The teacher will pull up pictures of gazpacho and paella (visual),
two Spanish dishes previously discussed in past lessons. The teacher will ask if
learning modalities
students can recall what these dishes are, when we learned about them, and what they
can remember about the dishes (auditory). This conversation will last roughly 3-5
minutes depending on student involvement and what they remember (informal CFU).
DURING this conversation, the teacher will pass out folders to the students with lesson
Label:
Checks for
activities inside them. Teacher will instruct students NOT to open them until directed,
Understanding:
asking 2 students to repeat these instructions (CFU-directions).
directions,
3. Binders
procedures/routines,
a. The teacher will have students open their binders where they will find a
and/or content
printout of the regions of Spain, a recipe in Spanish, a Group Notes
(formative)
sheet, Poster Advertisement Instructions, Sell Your Dish worksheet,
Classmates Presentations worksheet, and a handful of traditional
Ex. (CFU
Spanish recipes written in English stapled together (auditory).
directions)
b. The teacher will have the map presented on the overhead as well and
discuss the regions of Spain, noting things for which the regions are
famous (i.e. La Rioja = Wine) as the teacher has students repeat the
region names (auditory, visual, CFU-directions).
Label:
c. The students will repeat each region name to practice pronunciation
Evidence of
skills (auditory).
Cognitive Student
TRANSITION: The teacher will have students find their group by matching
Engagement (CSE)
the colors of their folders (reds with reds; blues with blues; etc.). Once
Label:
students are grouped they need to take out their traditional recipe written in
21st Century Evidence
Spanish, read it, and assess the dish (Skill #1) in order to present their dish
(Skills #_)
to their group (Skill #2). (Each student will have a different recipe in each
group of 3 students). During each short presentation, students will
document their classmates presentation on the Group Notes sheet (CSE).
Label:

Closure

Teacher will ask two students to repeat directions before allowing students
to find their groups (CFU-directions).
d. The students will follow the above directions, using the Group Notes
sheet to document what their fellow classmates present (CSE, CFUcontent, auditory). Directions will also be listed on top of this
worksheet for those who may need to refer back to the written
directions.
TRANSITION: The teacher will allow five minutes to students to read their recipe and
three minutes per student to present (Skill #2), in Spanish, their recipe. The teacher
will actively prompt groups to rotate speakers every three minutes. After the last three
minutes has concluded, the teacher will drop off a pack of laminated cards on the desks
of each group.
4. Comprehension card game:
a. The teacher will instruct students to attempt to pair each dish with the
appropriate location, main ingredient and fun fact associated with the
dish. Once finished, the group must raise their hands and have the
teacher approve whether students correctly solved this puzzle.
Teacher will ask for two students from different groups to repeat the
directions (Skill #3, kinesthetic, audio, visual, CFU-directions, CFUcontent).
b. The students will engage in this activity, raising their hand for approval
to continue to the next step of the game (CSE).
c. Once teacher has approved step one, students are encouraged to mix the
cards up and place them face down in order to play a competition-based
game of Memory (auditory). Students will receive written directions for
the game, explaining how to match: the dish with the main ingredient
and the region with the fun fact.
d. The students will actively participate in the game, playing more than
once if time allows for such (kinesthetic, visual, CSE, CFU-content).
5. Closure- Class Poll:
a. The teacher will take a poll, asking students to raise their hand
(kinesthetic) for the dish they like the most and a poll for the dish they
were least likely to try. The teacher would then inform students to place
their folders in their named class cubbies as they will be used during the
next days activities. Two students will repeat directions (CFUdirections)
b. The students will follow the instructions above and pack up for bell.

Day 2 45 minute period

The teacher will greet students at the door reminding them to read bell ringer
immediately.
6. Caliente su Mente (Bell Ringer):
a. The teacher will have bell ringer pre-written on the board.
b. The students will follow the instructions listed below:
Grab your folder from the previous class (in your cubby) and take a
seat. We will be leaving for the computer lab as soon as everyone is
sitting quietly with their folder.
TRANSITION: Once all students are sitting quietly with their folder (once the bell has
rung), the teacher will remind students of the hallway etiquette required. Two students
will repeat this (auditory, CFU-procedures/directions). The class will proceed to
computer lab.
7. Research (Computer Lab):
a. The teacher will instruct the groups to go to the website listed below in
Resources/Materials to decide as a group (Skill #3) what dish they
would like to make a poster advertisement on in Spanish. They will
ultimately have to present their posters (Skills #2 and #3) and try to
sell their dish to the class. Teacher will ask two students to repeat the
directions (auditory, CFU-directions). The teacher will let students
know that the directions are also printed on a sheet in their folder named
Poster Advertisement Instructions along with a form titled Sell Your
Dish.
b. The students will engage in the activity listed above (CSE, visual,
kinesthetic). The teacher will allot 15-20 minutes for students to select a
dish and record key facts they want to present about the dish using their
Sell Your Dish worksheet.
TRANSITION: At the end of the 15-20 minutes, the teacher will again remind students
of hallway etiquette, asking two students to remind us what that is (auditory, CFUprocedures) before returning to the classroom. Once in the classroom, the teacher will
instruct students to sit at their grouped tables as she/he passes out poster boards.
8. Posters:
a. The teacher will instruct students to collaborate in their groups, creating
an informative, creative poster that incorporates the notes from their
Sell Your Dish worksheet (auditory).
b. The students will work together using their 21st Century Skills to decide
how to create the poster and divvy up the information during their 5
minute presentation the following day (CSE, Skills 1, 2, & 3,
kinesthetic, visual, auditory).
9. Closure (Whip-Around)
a. The teacher will use the whip-around strategy asking each group to
give one quick fact, in Spanish, about the dish they will be presenting
during the next class period (auditory).
b. One representative from each group will be elected to give one fact for
their group (informal-CFU).
c. The teacher will then instruct students to return their folders to their
cubbies as they will need them first thing during the next class. The
teacher will ask two students to repeat these directions (CFU-directions,
auditory).

Day 3- 45 minute period

The teacher will greet students at the door, reminding them of the bell-ringer.
10. Caliente su Mente (Bell Ringer):
a. The bell ringer will simply state for students to grab their folders, find
their groups, and take roughly five minutes to refresh their memories in
preparation for their presentations.
b. The students will collaborate and discuss their plans (CSE, Skills 1-3).
11. Presentations:
a. The teacher will instruct students to pull out a packet entitled
Classmates Presentations worksheet (CFU-content). Here they will
be instructed to use the worksheet as a guided note worksheet, recording
the requested information in regards to their classmates presentations.
These worksheets will be used towards participation points. The order in
which groups will be presented will be random. The teacher will draw
pieces of paper containing the colors of the binders/groups out of a hat.
Each group will go as soon as their color is drawn. The teacher will
request two students to repeat the directions (CFU-directions, auditory).
b. The students will present their posters etc. when their group color is
drawn. Those not presenting will still be cognitively engaged as proven
through their worksheet completion (CSE, visual).
TRANSITION: After the last group presents, the teacher will applaud the students on
their presentations and hand out their Summative Assessment Directions. The teacher
will explain that what they just did was almost exactly what they will be doing with
Part A of their two-part assessment at the end of the unit. The teacher will explain the
sheet, provide time for questions, and assure students that they will have a whole class
(at the end of the mini-unit) to plan and prepare with their partner for this portion of the
assessment in addition to one review day (auditory).
12. Closure- Rate the Dish
a. The teacher will provide students with a large 5x7 index card containing
two questions: Of all the dishes presented which one was your favorite
and why? Which was your least favorite and why? The teacher will
instruct students to hand their cards in with their names on it before
leaving the class and ask 2 students to repeat the directions (CFUdirections).
b. The students will use their Classmates Presentations worksheet to
answer the two questions, turning the cards in to the teacher when they
are done. (CSE, CFU-content)

Assessment/
Evaluation
Label formative or
summative, describe
purpose, and provide
grading/feedback
method.

Technology
Describe type and
purpose. Include a
back-up plan.

Academic
Language
required for the
lesson

Presentations formative assessment will be used to assess students abilities

to interpret information and deliver the information. The will also be able to
talk about why they chose that dish and why students should choose their dish
as the BEST dish presented. Grading will be strictly based on participation
and feedback will be orally with the class or possibly with individual group if
need be.
Sell your Dish Worksheet formative assessment will be used as a way to
assess the group work as well as how well they were able to interpret the
information they found and present it in the TL. This also assesses students
abilities to organize information in order to give a cohesive presentation. The
grading on this will be towards participation points. The main purpose of this
particular assessment is for preparation with the upcoming summative
assessment. This was formatted to introduce the summative assessment in a
less stifling manner by pre-exposing the students to what is coming up.
Feedback will be given to the class as a whole, focusing on major themes that
need addressed for the upcoming summative assessment.
Classmates Presentations Worksheets formative assessment will be used
to assess students comprehension skills which will be assessed during the
summative assessment. This is a practice run of sorts for the students.
Grading will be towards participation points and feedback will be given both
orally to the class as well as written feedback when necessary. The feedback
will be a way to help students better prep for this portion of the upcoming
summative assessment.
Closure/Rate the Dish formative assessment will be used as a way to
assess students abilities to form complete sentences when rating dishes. This
requires a high level of thinking according to Blooms. The grading will be
part of the participation for this lesson along with the previous formative
assessments. Feedback will be in the form of sentence structure correction
written on each paper.
Computer use will be needed for the display via projector of all directions. In the case
that a computer isnt available, the teacher will print out the instructions for students
and/or write them on the board.
Computer Lab is required for the second day of this lesson for research. If it is
unavailable I will have groups draw numbers to use my personal computer, allotting
them no more than 2 minutes per group to find a dish from the website we are using
and print it out rather than copy facts (to save time). Groups who are still waiting to
use the computer will use the Verb Shakers to work on conjugating formal
commands from our previous lesson.
Pulpo, Tarta, Cochifrito, Cochinillo, Almendras, Harina
____________________________________________________________________
The following list of words will not be assessed but need explanation for the reading
comprehension of recipes during the first day of this lesson. The teacher will prod
students to use whatever resources they have in order to find the definitions of each

word. The teacher wants the students to make meaning rather than taking the easy
route by being told directly.
Accommodations,
Student Supports,
and/or Interactions
with Co-Teachers
and/or Support Staff

Resources/
Materials

http://www.youtube.com/watch?v=CxZ_oehVsGE Barcelona Market video

Pictures of Gazpacho and Paella dishes
Multi-colored binders containing: printout of the regions of Spain, a recipe in
Spanish (3 different ones per group) , a Group Notes sheet, Poster Advertisement
Instructions, Sell Your Dish worksheet, Classmates Presentations worksheet,
and a handful of traditional Spanish recipes written in English stapled together.
Memory Game Instructions and Cards
Verb Shakers
http://www.spanishfoodworld.co.uk/ website for the Poster Advertisement activity

Time Required

(3 days maximum) 45 minute periods