Lesson Plan for Paso a Paso 1, Chapter 4: La comida (Spanish 1)
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1 Lesson Plan for Paso a Paso 1, Chapter 4: La comida (Spanish 1) Standards-based Objective: Students will explain what they (should) eat/drink and why using -er verbs 4 times. Assessment Task: Focus on Communication Activity: Qué comen/beben tus compañeros? Context for the Lesson: Social Issue (Communities) Traditions Culturally Authentic Materials Video: La tomatina Realia: Food & beverage pkgs. Content from Other Disciplines (Connections) Social Studies/History Targeted Grammatical Structure: Present tense er verbs Key Vocabulary Words: 1) beber 2) comer 3) deber 4) el almuerzo 5) la batalla de comida 6) la cena 7) el desayuno = Warm-up: Class Conversation: Food Fight 10 Contextualized Experience: La Tomatina Video 5 Focus on Meaning: La Tomatina Worksheet 10 Focus on Form: Food/Drink Realia Conjugation Game 20 Focus on Communication: Peer Interviews 20 Closure: 3, 2, 1 Worksheet 5 Homework: p. 139, Exercises 6, 7, and 8 Assessment Task (Peer Interviews from Activity 5) Story-based Lesson Plan Template 2011 Cherice Montgomery, Ph.D. & Span 378 Students cherice_montgomery@byu.edu
2 Lesson Plan -, Chapter : (Textbook) (#) (Lesson Topic) Warm-up: Activity Title Students will... The teacher will... Contextualized Experience: Focus on Meaning: Focus on Form: Focus on Communication: Closure: Homework: say what they usually eat for lunch. watch video and answer questions. fill out worksheet. review conjugations and play game. interview compañeros and fill out worksheet. fill out handout. complete homework. ask what they usually eat for lunch. introduce La Tomatina, ask/clarify questions, and show video. ask/clarify questions. go over conjugations, give instructions for game, and pass out pronoun cards. give instructions and pass out papers. pass out papers and give instructions. assign homework. = Assessment Task: conduct peer interviews. facilitate interviews.
3 Warm-up: Food Fight! Facilitate a conversation about what students eat for lunch and which foods would be best for a food fight. Instrucciones: Paso 1: Qué comes para el almuerzo? Paso 2: Escuchen el nombre de la comida. Paso 3: Es buena para una batalla de comida? Paso 4: Digan que sí o que no. 1) Qué comes para el almuerzo? 2) Es buena para una batalla de comida? 3) Cuál es la mejor comida para una batalla de comida? Las uvas Las zanahorias Las cebollas El jamón Las manzanas Las naranja Los plátanos Los tomates
4 Focus on Meaning: La Tomatina Worksheet Give instructions, then show the video: Como funciona la Fiesta de la Tomatina from: Instrucciones: Paso 1: En España, hay una fiesta. Paso 2: La fiesta se llama La Tomatina. Paso 3: Qué pasa en la fiesta? Paso 4: Miren el video.
5 Focus on Meaning: La Tomatina Worksheet Distribute the worksheet and explain instructions. Instrucciones: Paso 1: Miren el video otra vez. Paso 2: Qué pasa en la fiesta de La Tomatina? Paso 3: Respondan a las preguntas. Nombre: 6) Te gustaría participar en La Tomatina? Sí o no? 7) Dónde está La Tomatina en los Estados Unidos?
6 Focus on Meaning: La Tomatina Worksheet 8) Qué son otras tradiciones con comida en los Estados Unidos?
7 Focus on Form: Food/Drink Realia Conjugation Game Show students how to conjugate beber, comer, and deber, distribute game cards to each team, place the box of realia at the front of the room, hen facilitate the game with the PowerPoint. 1) Qué comes con tomates? 2) Cómo se conjuga comer? 3) Beber? 4) Deber? Instrucciones: Paso 1: Muevan los pupitres y formen equipos. Paso 2: Obtengan una tarjeta y miren la pantalla. Paso 3: Si escuchas tu pronombre, corre y agarra la comida o bebida. Paso 4: Di la oración con la conjugación. Paso 5: Si no está correcta, el equipo a su derecha puede contestar.
8 Focus on Form: Food/Drink Realia Conjugation Game
9 Focus on Form: Food/Drink Realia Conjugation Game
10 Focus on Form: Food/Drink Realia Conjugation Game
11 Focus on Form: Food/Drink Realia Conjugation Game
12 Focus on Form: Food/Drink Realia Conjugation Game
13 Focus on Form: Food/Drink Realia Conjugation Game
14 Focus on Form: Food/Drink Realia Conjugation Game
15 Focus on Form: Food/Drink Realia Conjugation Game
16 Focus on Form: Food/Drink Realia Conjugation Game
17 Focus on Communication: Peer Interviews Give instructions, then model and facilitate the mixer. Nombre: Instrucciones: Paso 1: Haz 3 preguntas a 4 compañeros. Paso 2: Escribe lo que dicen. ( Usa él o ella y el verbo!) Paso 3: Escoge 1 comida/bebida que come/bebe. Paso 4: Escribe lo que debe comer/beber y por qué. Ejemplo: Compañero: Alfonso a) Qué comes y bebes en el desayuno? Él come fruta y bebe jugo de naranja. b) Qué comes y bebes en el almuerzo? Él come un sándwich y bebe agua. c) Qué comes y bebes en la cena? Él come bistec y bebe leche. (Escoge 1 comida o bebida): fruta Qué come/bebe? Qué debe comer/beber? Por qué? Alfonso come fruta en el desayuno. Debe comer pan tostada. Porque va a tener hambre. 1) Compañero/a: a) El desayuno: b) El almuerzo: c) La cena: (Escoge 1 comida o bebida) Qué come/bebe? Qué debe comer/beber? Por qué?
18 Focus on Communication: Peer Interviews 2) Compañero/a: a) El desayuno: b) El almuerzo: c) La cena: (Escoge 1 comida o bebida) Qué come/bebe? Qué debe comer/beber? Por qué? 3) Compañero/a: a) El desayuno: b) El almuerzo: c) La cena: (Escoge 1 comida o bebida) Qué come/bebe? Qué debe comer/beber? Por qué? 4) Compañero/a: a) El desayuno: b) El almuerzo: c) La cena: (Escoge 1 comida o bebida) Qué come/bebe? Qué debe comer/beber? Por qué?
19 Closure: 3, 2, 1 Worksheet Explain the worksheet. Instrucciones: Paso 1: Piensen en el video La Tomatina. Paso 2: Escriban 3 cosas interesantes del video. Paso 3: Escriban 2 comidas que les gustan comer. Paso 4: Escriban una pregunta que tienen de hoy. Tres cosas interesantes de La Tomatina son... Dos comidas que me gustan son... Una pregunta que tengo es... La comida 2012 Adapted from Denise Seguine by Señora Guzy & Cherice Montgomery
20 Homework: Textbook Exercise Explain homework. Instrucciones: Paso 1: Abran los libros a la página 139. Paso 2: Miren los ejercicios 6, 7, y 8. Paso 3: Lean las instrucciones. Paso 4: Qué dicen las instrucciones? Paso 5: Tienen preguntas? Actividad: p. 139, Exercises 6, 7, and 8
21 Lesson Adaptations (For students who are gifted, heritage/native speakers, learning disabled, or who have other special needs) 1) Students who are gifted will provide a reason for each answer they give. Examples: Como las manzanas para el almuerzo PORQUE son saludables. Las uvas son la comida mejor para una batalla de comida PORQUE es fácil tirarlas. Celebran La Tomatina en España PORQUE representa un evento histórico. 2) Students who are learning disabled will watch the video an extra time while other students are working on their worksheet. The teacher will pause the video and paraphrases each segment for them in simple, well-paced Spanish. 3) Students who are native speakers will compare the ways that food fights in U.S. schools are the same and different from food fights in schools in Spanishspeaking countries. OR will generate a list of other traditions related to food in Spanish-speaking countries (i.e., eating 12 grapes on New Year s Eve).
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