Español 3
Proyecto de la comida
Congratulations! Univision (a Spanish-langauge T.V. channel) has caught wind of what a talented
chef you are. They would like to welcome you and one to two of your chef friends onto their talk
show ¡Despierta, America! But don’t get too excited just yet, there are several things that you need to
do to prepare yourself for this big break.
1. Introducción a la comida y el país de origen: You and 2-3 others will research a dish or beverage
from any Spanish speaking region of the world. In your research, you must find the answer the all of the
following questions, and write them in one- two paragraphs using complete Spanish sentences.
a.
¿Cómo se llama la comida/ la bebida?
b. ¿Cómo es la comida/ la bebida? (Escribir una descripción detallada)
c. ¿Es buena para la salud o mala para la salud? ¿Por qué? (¿Qué vitaminas tiene? /
¿Tiene muchas calorias/ mucha grasa?)
d.
¿De qué país y qué región es la comida/ la bebida?
e.
¿Cuales son las influencias culturales de la comida?
f. ¿Cuáles son los ingredients del plato?
2. La receta: After researching a particular dish, you must write out a 5 (minimum) to 10 (maximum)
step recipe, in Spanish, telling exactly how one makes this food.
a.
If is it a simple dish, you must expand it to 5 steps.
b. If it is a complicated dish, you should condense to 10 steps maximum.
c. Make sure to use ordinal numbers (primero, segundo, tercerco etc.) and adverbs
(entonces, luego, antes de, después de etc.) to explain the order in which you take each
step or add each ingredient.
3. La presentación: After your research and recipe translation is complete, you and your group members
must write out a script IN SPANISH of what you are going to say to present your recipe to the world when
you are on air. You may present this in class, or you may record and edit the video at home and send it to
Señora Washa electronically. There is no limit to how short or long the presentation is, however it must
include the following pieces:
a.
A step-by-step walk through of how you make the dish/ drink.
b. A brief explanation of where it comes from and the food in that country.
c.
Each group member must have roughly the same number of lines.
d. Talk about how the food tastes “Sabe riquisísimo, Le falta sal, Tiene sabor a ajo …
etc.
e. All text must be in Spanish
CRÉDITO EXTRA: Bring in la comida or la bebida for the class to try. You can either bring what you
have prepared yourself, or you can buy la comida or la bebida at a grocery store or Spanish/ Latin
American restaurant. (15 points)
The following foods are off limits, as they are not authentic Latin American dishes: burritos, tacos,
quesadillas. (They are Americanized versions of Latin American foods)
You must submit your recipe idea to Señora Washa for approval.
DÍA 1
DÍA 2

DURANTE LA CLASE:
Review guidelines and expectations

Choose groups

decide if group will film at home or present in class

Decide if group will prepare food for extra credit

Choose food/ drink

Research foods and drinks/ take notes on food item

research chosen food or drink

find recipe for chosen food or drink
 begin writing explanation of food and recipe for chosen
food/ drink
DÍA 3
PARA TAREA:
Discuss guidelines with parents an
parent sign project instructions.
Ask parent for help with supplies, r
classmates home, etc.
Rough Draft of Introduction and R
Draft should be completed.
(Each group member should know
portion is his or her responsibility.)

divide future work between group members

write dialogue in class with classmates
complete final drafts of work at ho

peer edit all writing
(Each group member should know
portion is his or her responsibility.)

DÍA 4
BEGIN PRESENTATIONS (5 groups)
DÍA 5
Each group will have a total of 10 minutes to set up, present,
share food (if necessary), answer audience, questions and clean
up.
END PRESENTATIONS (5 groups)
Each group will have a total of 10 minutes to set up, present,
share food (if necessary), answer audience questions and clean
up.
Ehm… (0-69)
Más o menos (70-79)
Bien (80-89)
Excelente (90-100)
Project
Completion
Does not complete
any of parts fully
One part is completed
OR parts are not
completed according to
instructions
All three parts of the
assignment are
completed according
guidelines
Writing
Portion
Barely understood
by teacher. OR
Translator used.
Writing portions are
understood with much
effort by
teacher. Student
conjugates some verbs
correctly for context,
pays notice to nounadjective agreement in
some cases and uses
appropriate grammar
here and there
Speaking
Portion
Say whaaaa?
Students’ speech is
comprehensible, but
only with interpretation
with few extended
pauses. students take
presentation seriously
and present with
confidence.
Use of class
time
Student is doin’
too much and has
teacher guh.
Group needs several
reminders to be
productive.
Two parts are
completed OR
parts are not
completed
according to
instructions
Writing portions
are understood
with some effort
by
teacher. Student
mostly conjugates
verbs correctly for
context, pays
notice to nounadjective
agreement and
uses appropriate
grammar
Students’ speech is
comprehensible,
with extended
pauses. students
mostly take
presentation
seriously and
present with
confidence.
Group goofs off
from time to time
but mostly uses
time wisely.
Writing portions are
easily
understood. Studen
conjugates verbs
correctly for contex
pays notice to nounadjective agreement
uses appropriate
grammar
Students’ speech is
natural and
comprehensible, wit
few extended
pauses. students tak
presentation serious
and present with
confidence.
Group uses all class
time wisely and focu
on project
Here are a few ideas for typical dishes:
mondongo
ropa vieja
caldo de gallina
gallo pinto
papas a la huancaína
caldillo de congrio
platanos fritos
locro
fanesca
arroz
paella
arepas
flan
mole
favada
tamales
camarones al ajillo
tortilla española
cocido madrileño
mate
carnitas
yucca frita
empanadas
pupusas
ceviche
horchata
chuletas de cerdo
tres leches
dulce de leche
dulce de leche
rice pudding
pico de gallo
sopa de pollo
calimocho
churros