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Carol Castaneda

Unit Plan

Purpose of the Unit: To teach students how to come up with and show the preparation of a meal/food of their choosing and its
importance to them. The way the unit is set up is that information builds on each other to reach the final goal/purpose.
Unit Title: Cmo preparar mi comida favorita (How to prepare my favorite food)
Key Concepts: T commands, impersonal s
Subject Area: Spanish 2
Desired Outcome: Students will have a better grasp on talking about food by learning how to convey the preparation of food. Students
will also think about how food and its preparation is important, specifically in Latin American cultures.
Plan for Assessment: On day 5, students will present to the class how to prepare their favorite dish. This will be the summative
assessment; there will be formative assessments implemented throughout Days 1-4.
Learning Plan:

Day 1 Day 2 Day 3


Learning Objective SWBAT recognize and use SWBAT use positive and negative SWBAT understand a recipe in
vocabulary about food taught the commands to come up with dos and Spanish and write their own recipe.
previous year. Students will learn donts of food preparation. (positive
new vocabulary about food. being a review)
Language Objective Students will listen to a song and Students will write dos and donts of Students will listen to videos about the
engage in discussions with their food preparation to promote safety in the history of popular foods in Latin
peers and teacher about it. kitchen. America and Spain. Students will work
Students will also do a quick on comprehension by reading recipes
write at the end of the day. that focus on new and old vocabulary.
Students will begin writing their own
recipes.
Procedures 1. Warm-up 1. Warm-up 1. Warm-up
2. Game 2. Project Explanation
3. Activity 2. Introduction of negative 3. Popular Foods in Latin
4. Learn new vocabulary commands and irregular America and Spain
5. Exit Ticket commands with a short review 4. Analyzing Recipes
of positive commands.
3. Writing prompt
4. End activity: Charades
Class Work/Activities Warm-up: Students will listen to Warm-up: Students will do a reading Warm-up: Students will play a Kahoot
a song and follow a guide with comprehension activity in groups of 2. game as a review of the vocabulary
the lyrics that will have blank We will then discuss as a class what the words for the unit.
spaces. Students are to fill those reading was about and other questions. Project Explanation: I will pass out the
in with the missing vocabulary. Introduction of commands: I will information and rubric for the unit
We will then have a discussion on introduce negative and irregular project. For the project students will
the topics discussed in the music commands through an activity in which present how to prepare one of their
video, namely food. students will review positive commands. favorite foods (as we will discuss in
Game: Each row of students will We will then take notes together as a the following activities). They will
be a team. The game asks that class. present as if they were in cooking
each team come up with a list of Writing prompt: Students will write 5 show and their peers will participate in
words for each category given, dos and 5 donts of food preparation assessing them. To present, students
i.e. breakfast, lunch, etc. that promote safety in the kitchen. can use actual cooking utensils and
Activity: Students will review Students are to do this individually. Once ingredients or just use images.
food vocabulary through an everyone is done, students will pair up Popular Foods in Latin America and
activity in which they will and check each others dos and donts to Spain: Students will watch videos as a
grocery shop. see if they make sense. Each student will class that show the history of some
Learn new vocabulary: Go over pick the best do and dont from their popular foods in Latin America and
new vocabulary about new foods partners list and write it on a slip of Spain. Students will fill out a
and items in the kitchen through paper that will then go in a worksheet that goes along with the
visuals (actual objects or images). hat/box/container. videos. After watching each video,
Exit Ticket: Students will do a End activity: Charades: A student will be students will discuss with their partner
quick write up in which they will selected randomly to pick a slip of paper what they understood from the video
explain what their favorite dish is from the hat/box/container. They will and if theyve tried the food presented
and why. (This will prepare them then model the command without saying (they will have written their answers to
for the final project) what it is and the class is to guess what it these questions on their paper).
is. This will go on until all students have After the videos, students will discuss
had a chance to model a given command what their favorite foods are and why.
or until the end of class. They will also discuss if it has a
special meaning for them or their
family.
Analyzing recipes: In groups, students
will analyze written recipes from the
videos we watched (the worksheet
from the videos will have questions
that will follow along with the
recipes). Afterwards, students will
write their own recipes for one of their
favorite foods they discussed
previously.
Plans for Assessment I will collect the worksheet for I will collect students writing prompts to I will collect worksheets from their
the song and their write up to assess their grasp of negative and videos to assess their writing and
assess their comprehension skills, irregular commands as well as positive comprehension skills. I will also
their use of vocabulary, and their commands. collect their recipes to give students
writing/grammar skills. (correct feedback.
tense)
Homework: Study/practice vocabulary Study/practice vocabulary None

Day 4 Day 5
Learning Objective SWBAT assess their peers on their presentation SWBAT present how to prepare a recipe to the class.
skills.
Language Objective Students will write their feedback on videos and Students will present their recipes like in a cooking show.
each others practices in modeling their Students will assess their peers that are presenting using a given
presentations. rubric.
Procedures 1. Warm-Up 1. Warm-up
2. Food preparation videos 2. Presentations
3. Planning for project
4. Practicing/modeling their projects
Class Work/Activities Warm-up: Students will correct their recipes Warm-up: Students will have a few minutes to prepare for their
according to the feedback I provided. presentations.
Food preparation videos: Students will watch
videos of people following a recipe to prepare a
food/meal. After each video, students will discuss Presentations: Students will each present how to prepare their
and analyze with their partners what went well and favorite foods. The audience (students) will fill out rubrics
what didnt go so well in the videos. They will take assessing their peers performances.
note of these so that they can keep these in mind
for their own presentations.
Planning for project: Students will have time to
plan out how they will present their recipes and
will have time to print out images if they need to
(they will have access to computers and a printer).
Practicing/modeling their projects: Students will
practice their presentation with each other, making
sure to provide feedback to the presenter (students
will fill out a little rubric I will provide as a
practice as well). Students will review the feedback
given before turning it in.
Plans for Assessment I will assess students as I walk around for each I will assess students as they present. I will also assess students
activity, providing feedback along the way and rubrics and see what their thoughts were as well as assess their
taking note of what students are having trouble writing skills.
with.
Homework Prepare for presentations. None.

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