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1 SAILN Tier II B. Ramírez March 2010 Spanish Lesson Plan Theme: Restaurant Experiences in the Past Context: Students will describe past experiences with food in a Puerto Rican restaurant California Content Standards: Content A.1.1 Students address discrete elements of daily life Communication B Students engage in oral, written or signed conversations B.2.0 Students use created language (sentences and strings of sentences) B.3.4 Students describe, narrate, explain, state an opinion Cultures C.1.1 Students associate products, practices and perspectives with the target culture Structures D.2.1 Students use sentence level elements (morphology and/or syntax) to produce informal communications Settings E.2.0 Students use language in interpersonal settings Setting the Stage Five-Step Lesson Plan Groups of students will receive a set of pictures. Each group might have a different set, but all of the pictures will be food/restaurant related and could include, a clock, a menu, a family, a few different dishes, a restaurant, a waiter, speech bubbles, etc. Groups will have to research their food pictures and tell the class what the dish is composed of and how it is similar or different from their culture. Students will work in groups to create a story about what happened last night at The Restaurant that incorporates each of their pictures. These stories would serve as a review of the preterite tense as they are based on a specific event in the past and would include mostly regular preterite verbs. Comprehensible Input Groups of students will share their stories with the class. Before sharing their story, each group will briefly describe the food items, write the verbs in their story on the whiteboard and post their pictures in the order that they are used. After the groups have presented their stories, the teacher will present a story about an experience at a restaurant, including the verbs pedir (to ask for), servir (to serve) and preferir (to prefer) in many different forms (I, he/she, we, they). Students will complete a cloze activity based on the teacher s story to focus their attention on the stemchanging preterite forms. Students will complete a verb chart for the three verbs (pedir, servir and preferir) used most in the story. Guided Practice Students will complete a paragraph about a restaurant experience using the verbs pedir, servir and preferir. Students will create sentences based on sentence frames about what was ordered and served at a restaurant.

2 Each student will be given a picture of a dish to guide a discussion of what we ordered at the restaurant. The teacher will ask questions using the verb pedir to elicit responses from the students. For example, pedí arroz con habichuelas (I ordered rice and beans), qué pediste? (what did u order?) and qué pidió Jasmine (what did Jasmine order?) or qué pidieron Jasmine y Kendal? (what did Jasmine and Kendel order?) when two people ordered the same thing. Independent Practice Students will work with a partner to find out who ordered which dish at the restaurant using information gap cards. Students will create a menu for their own Puerto Rican Restaurant using pictures and vocabulary words. Students will create a survey about a food experience based on their restaurant s menu using the verbs pedir, servir or preferir. Students will ask their classmates the questions (using the u form) and answer their classmates questions (using the I form) and create a summary of their survey (using the he/she or they forms). Students will choose 5 pictures from the Setting the Stage activity (or draw their own storyboard) and write their own story using the verbs pedir, servir and preferir to describe a past experience at a restaurant. Assessment Students will be given a storyboard with pictures from the Setting the Stage activity in order to write a paragraph about a character s past experience at a restaurant. Materials Used Food pictures, restaurant related pictures, menus, verb charts

3 Comprehensible Input Anoche, mi hermana me invitó a comer y fuimos a La Estr, un restaurante puertorriqueño. A le encanta la comida puertorriqueña. Preferimos sentarnos cerca de una ventana. El mesero nos trajo el menú y nos sirvió agua. Yo miré el menú y la especialidad de la casa, pollo frito con tostones y arroz blanco. Mi hermana prefirió arroz blanco con habichuelas y pollo guisado. Miramos la mesa a un lado y pidieron arroz con pollo y lechón asado. Cuando regresó el mesero, pedí la especialidad de la casa y mi hermana pidió el pollo guisado, también pedimos café para beber. El mesero trajo la comida y nos sirvió los platos de comida caliente. También nos sirvió el café. Despues de comer, pedimos un postre. El mesero nos sirvió arroz con dulce y flan de coco. Yo preferí el flan y prefirió el arroz con dulce.. Mi hermana y no divertimos mucho! Nos sirvieron comida deliciosa! Comprehension Activity Anoche, mi hermana me a comer y fuimos a La Estr, un restaurante puertorriqueño. A le encanta la comida puertorriqueña. sentarnos cerca de una ventana. El mesero nos trajo el menú y nos agua. Yo el menú y la especialidad de la casa, pollo frito con tostones y arroz blanco. Mi hermana arroz blanco con habichuelas y pollo guisado. Miramos la mesa a un lado y arroz con pollo y lechón asado. Cuando el mesero, la especialidad de la casa y mi hermana el pollo guisado, también café para beber. El mesero trajo la comida y nos los platos de comida caliente. También nos el café. Despues de comer, un postre. El mesero nos arroz con dulce y flan de coco. Yo el flan y el arroz con dulce.. Mi hermana y no mucho! Nos comida deliciosa! Guided Practice I Use the words in the bank to fill in the missing verbs in the following paragraph. sirvió prefirieron prefirió pidió pedimos fuimos pedí Ayer mi mejor amigo y a un restaurante. Mi hermano comer en casa. Mi hermana que le compraramos un postre. Vimos muchos postres en el menú y le un flan de guayaba. Yo la especialidad de la casa y Álex empanadas. El mesero nos dijo que ese día todos la especialidad y nos un poco para probar. Qué simpático! Álex también la especialidad.

4 Guided Practice II There was a mixup at the restaurant Las Flores. Say what each person ordered and what the waiter served them. 1. Álex (pedir), pero el mesero (servir) 2. Yo (pedir), pero el mesero (servir) 3. Un señor (pedir), pero el mesero (servir) 4. Álex y (pedir), pero el mesero (servir) 5. Unas chicas (pedir), pero el mesero (servir) 6. Tú (pedir), pero el mesero (servir) Independent Practice Estudiante A Take turns asking ur partner what each person ordered. Complete ur table with the information ur partner gives u. Qué pidieron? Álex arroz con habichuelas Mamá Carlos pollo guisado empanadas Estudiante B Take turns asking ur partner what each person ordered. Complete ur table with the information ur partner gives u. Qué pidieron? mofongo Marlen lechón asado bistec encebollado Luis Patricia

5 Comprehensible Input: Verb Charts

6 Planning for a CBI lesson design Theme: Puerto Rican Food Context: Students will describe past experiences with food in a restaurant. Standards: (say what section each is from) A.1.1 Students address discrete elements of daily life B Students engage in oral, written or signed conversations B.2.0 Students use created language (sentences and strings of sentences) B.3.4 Students describe, narrate, explain, state an opinion C.1.1 Students associate products, practices and perspectives with the target culture Expected Outcomes: functional talk about experiences with food express preferences understand and retell a story structural use stem-changing preterite verbs to describe their experience with food preferir pedir servir behavioral learn about different types of Puerto Rican food identify the similarities and differences between PR food and USA food General Content: vocabulary (food) arroz, habichuelas, piña, papaya, coco, guayaba, queso blanco, tostones, gandules, yuca, arepas, fideo, camarones, bacalao, mofongo, pescado frito, pollo guisado, lechón, bistec encebollado, chicharrón,jibarito, arroz con dulce, flan, biscocho, budín, (verbs) pedir, servir, preferir, cenar, ir, mirar, traer, (restaurant) la mesa, la cuenta, el mesero, el cocinero, los cubiertos, la servilleta, el menú, el vaso, el plato structure stem-changing preterite pedí, pediste, pidió, pedimos, pidieron serví, serviste, sirvió, servimos, sirvieron preferí, preferiste, prefirió, preferimos, prefirieron culture talking about culturally relevant food in the target culture Assessment methods: restaurant menu (compare menus, what did they like best?) Communicative Activities: conversation card with pictures of food and ask what did X order at the restaurant evaluation/comment card Support Activities: pictures of food and restaurant scenes, menus, verb charts

7 Addendum: ACTFL Standards for Foreign Language Learning Communication: Communicate in Languages Other than English Standard 1.1 Standard 1.2 Cultures: Gain Knowledge and Understanding of Other Cultures Standard 2.2 Connections: Connect with Other Disciplines and Acquire Information Standard 3.2 Comparisons: Develop Insight in the Nature of Language and Culture Standard 4.2 Communities: Participate in Multilingual Communities at Home and Around the World Standard. 5.1

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