The third unit in our current Spanish 2 curriculum is on food. Somehow in the year 1 curriculum as it's written our students aren't exposed to food. It becomes kind of an odd mis-match as our performance goal is intermediate-mid yet it's the first time they see food which lends itself easier to novice level tasks.
The unit essentially is getting at the idea of a restaurant experience while incorporating cultural information about Spain and Latin America. I organized this unit around the can do statement of I can exchange information about some memorable restaurant experiences. Here is the unit template that I used to plan and the student workbook is a work in progress that will include the interpretive resources as well as some interpersonal or presentational tasks. Part 1: I can select items to eat from a breakfast menu. The unit begins by focusing on breakfast foods and building vocabulary around this meal. We investigate breakfasts from around the world and view breakfast menus from the Spanish speaking world. I also do a lot of structured input activities at this point where students are exposed to the preterite tense in the yo/tú forms of common verbs (not just regular verbs because who speaks in only regular verbs). The assessment for this part of the unit is an interpretive reading. Students read an infographic about breakfast and answer interpretive questions to learn about the main idea and some supporting details. Part 2: I can describe what I ate at a Spanish or Latin American restaurant. The unit continues to discuss lunch and dinner foods and we really begin our cultural exploration here. I introduce the concept of tapas and we explore tapas through photos and menus and I sometimes will make some at home and bring them in. We also talk about typical food of Puerto Rico and we really explore the difference between Spanish and Latin American food. Our resources vary from pictures of school lunches to menus from Spanish or Latin American restaurants to reading Yelp and Trip Advisor reviews of restaurants in different countries. In terms of language structures we continue working with the preterite tense and realistically we only stay in the yo/tú forms as more verbs are introduced. They are also working with the words era/estaba/había to describe food. The assessment for this part of the unit is a presentational writing task. Students write their own Yelp review of a local Spanish or Latin American restaurant that they went to and describe what happened and how the food was. Part 3: I can compare snacks in the United States to snacks in Spanish speaking countries This is a quick part of our unit where we talk about snacks and desserts through looking at pictures and describing what we see and explaining our preferences in terms of snacking (salty vs sweet vs healthy). Students work briefly with comparatives and superlatives to compare dishes. There is no performance assessment for this part of the unit. Part 4: I can have a conversation about the last restaurant experience I had To end the unit we focus on having conversations about restaurants to bring everything together. Through lots of conversational activities such as Ask Ask Switch, Give One Get One and role plays we work on that back and forth of a conversation to ask about people's past restaurant experiences. The continued language structure here is the preterite tense with continued emphasis on the yo/tú forms. The assessment for this part of the unit is an interpersonal speaking task. Students are in groups of 2 and ask questions to learn more about their last restaurant experiences with the goal of picking a restaurant that they can go to in the future together. Post Unit: Following this part of the unit we have our mid year reflection. This is a time where students go to their portfolios and choose two pieces of interpersonal or presentational work where they've shown a lot of growth. They also answer some reflection questions and set a goal for semester 2. Other Information: •I have students create their own vocabulary list as we go through the unit •I do not give vocabulary or grammar quizzes. I may do a "can do check" where I ask students to prove they can do a specific unit can do and I'll collect and assess one or two categories from the rubric which may include vocabulary or grammar. •To help with the preterite tense I do a lot of structured input activities •This unit Is about a month and a half or so (I'd estimate 7-8 weeks) •Weekly we go to the language lab and complete a listening assessment that is an average score for the entire term
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