Unit Overview
Unit Plan Title:
Buen provecho
Curriculum-Framing Questions
• Essential Question
• Unit Questions
• Content
Questions
• Does everyone around the world prepare and eat
the same kinds of food?
• How does one prepare a Spanish cuisine?
What kinds of foods do people eat in Spanish
speaking countries?
•
What are some foods that are common or
uncommon amongst Spanish speaking countries?
What are some types of foods that restaurants serve
in Spain?
What are the common ingredients in Spanish
cuisine?
Unit Summary
The main focus of this unit is to introduce students to Spanish cuisine and the
cuisine of other Spanish speaking countries. Students will learn the vocabulary for
food and for cooking food. They will do activities throughout this unit that are
hands on to learn the vocabulary such as make a menu, make a plate of food using
paper, etc. They will see a Powerpoint Presentation that compares the tortilla from
Spain and the one from Mexico. The Powerpoint Presentation will also show them
how to make the two different tortillas which is modeling for them how to cook.
Afterwards, they will see another Powerpoint Presentation that will show them an
authentic cooking show and some examples of student created cooking shows. All
of these will be used as models for what they are going to do for their project. At
the end of this unit, students will be creating their own cooking show using the
vocabulary and grammar structures that that they have learned. They will be
making their cooking show in to a movie using Movie Maker and then they will
present the video and bring in their food for the class to try.
Subject Area(s):
Click box(es) of the subject(s)
that your Unit targets
 Business Education
 Engineering
 Home Economics
 Language Arts
 Music
 School to Career
 Social Studies
 Drama
 Foreign Language
 Industrial Technology
 Math
 Physical Education
 Science
 Technology
 Other:
 Other:
 Other:
Grade Level:
Click box(es) of the grade level(s)
that your Unit targets
 K-2
 6-8
 ESL
 Gifted and Talented
 3-5
 9-12
 Resource
 Other:
Targeted State
Frameworks/Content
Standards/Benchmarks:
This unit addresses the National Standards for Foreign Language
Education. According to the Standards for Foreign Language
Learning: Preparing for the 21st Century, the following standards
are found throughout the lessons in this unit:
Communication – Communicate in languages other than English.
Standard 1.1 – Students engage in conversations,
provide and obtain information, express feelings
and emotions, and exchange opinions. In this
unit, students will be giving and getting
directions for how to make a Spanish dish. All of
the conversations in this class are conducted in
the second language.
Standard 1.2 – Students understand and interpret written and
spoken language on a variety of topics. In this
lesson, students will be listening to the spoken
language in a few different examples of
cooking shows. One of the cooking shows is
an authentic one that was found on
www.univision.com. Therefore, the kids are
listening to a native speaker speak and they
will have to interpret the ingredients and
directions that she is giving on her program.
They will also be watching a student’s example
and interpreting what they are saying as they
are watching the video. The students will be
interpreting the written text as they read a
recipe. They will need to understand it to
make the Spanish dish.
Standard 1.3 – Students present information,
concepts, and ideas to an audience of
listeners or readers on a variety of
topics. In this lesson, students will
record their cooking show on Movie
Maker so they can present it to the
class.
Cultures – Gain Knowledge and Understanding of
Other Cultures
Standard 2.2 – Students demonstrate an
understanding of the relationship
between the products and
perspectives of the culture
studied. In this lesson, students
will be able to explain the
differences between a Spanish
tortilla and a Mexican tortilla.
They will also be able to write
about it on a handout or on a
Venn Diagram.
Connections – Connect with Other Disciplines and
Acquire Information
Standard 3.1 – Students reinforce and
further their knowledge of other
disciplines through the foreign
language. In this lesson, students
will cook a Spanish dish. They will
also read and measure the
ingredients using the metric
system, which is what they use in
Hispanic countries.
Standard 3.2 – Students acquire information and
recognize the distinctive viewpoints
that are only available through the
foreign language and its cultures.
Students will be able to acquire
information and describe the
differences in foods after seeing the
PowerPoint Presentation about the
Spanish tortilla and the Mexican
tortilla.
Comparisons – Develop Insight into the Nature of
Language and Culture
Standard 4.1 – Students demonstrate
understanding of the nature of
their language through
comparisons of the language
studied and their own. Students
will be able to do this as they are
learning how to write commands
and use them in sentences.
Standard 4. 2 – Students demonstrate
understanding of the concept of
culture through comparisons of the
cultures studied and their own.
Students will compare the food from
Spanish speaking countries with the
food from their own country.
Communities – Participate in Multilingual
Communities at Home and Around the World
Standard 5.1 – Students use the language both
within and beyond the school
setting. The students will be
cooking at home.
Standard 5.2 – Students show evidence of
becoming life-long learners by
using the language for personal
enjoyment and enrichment. Some
students have bought Mexican
recipe books so they can make the
food at home. Some have also
told me that they want to make
the recipe again at home;
therefore, they are showing
evidence that they will
continue to use the language for
enjoyment and enrichment.
Student Objectives/Learning
Outcomes:
Students will be able to:
• use the food and cooking vocabulary terms in context
• deliver and follow oral commands necessary for food preparation
• give and respond to directions
• read a recipe and translate it from Spanish to English
• convert the measurements in to the metric system
• compare and contrast the Spanish tortilla and the Mexican tortilla
• create a cooking show using Movie Maker
• form formal and informal commands
• record their cooking show using a video recorder
• compare and contrast a good example of a cooking show with one that is
poorly done
Procedures:
1- Students will be given a list of food and cooking
vocabulary in Spanish. They will use the dictionary
to look up the definition of the words. Afterwards,
we will go over the vocabulary so that everyone has
the same definitions.
2- Items from the list of vocabulary words will be
brought into class to review the vocabulary. A
PowerPoint presentation of the cooking items will
also be shown as students play a version of Family
Feud to review and learn the vocabulary.
3- Students will be given a scenario and they need to create the food
they will be serving. The scenario would be that they are going to
have a dinner party and they need to present a plate of the food that
they will be serving to their guests. The food items should come from
all of the four food groups. They will present them to their dinner
guests: the class. Another idea for this would be to give them the
scenario that they are going to be opening a restaurant and they
need to think of some foods they would like to serve to their guests
and create a plate of the food that they would put in their display
cabinet outside of their restaurant.
4- In class, we will discuss the typical Spanish cuisine.
Again, students will be given the same scenario as before or
at this time, they will be given the scenario in which they
will be opening their own Spanish restaurant. They will
need to come up with the food that they are going to serve
at their restaurant. They will do this by receiving and filling
in the information on a worksheet that is called Hispanic
Recipes. Students will then look for recipes and dishes of a
Spanish-speaking countries cuisine. They must list the
names of the foods on their sheet for the categories of
appetizers, main dishes, and desserts.
5- Using the information they found on the
previous day, the students will use Microsoft
Publisher to create a menu for their
restaurant. They will need to list the foods
that they will serve, the prices for each item, a
description of the food, and give a little bit of
history about the restaurant.
6- The next day, the students will create a
Webpage for their restaurant. They can do a
variety of things on this page. They can create
their food menu on this page. They can write
a bit of their history of the restaurant and give
some general information about it such as
their address and phone number.
7- Next, the students will see the PowerPoint
Presentation of Tortilla vs. Tortilla Española. At first,
students will just look at the presentation and we
will interact in Spanish. Students will also see the
ingredients and the directions for how each one of
these is made. This too will get them ready for
creating their cooking show. After seeing the
PowerPoint Presentation, the students will receive a
worksheet that will test their comprehension of
what they just saw.
8- Students will learn how to conjugate verbs so
they are giving the directions as a
command. They will be given a worksheet
that we will work on as a class so they have a
good understand of how to change the verb in
order to give a command.
9- Students will be given a recipe in Spanish and
they will have to tell their partner what
ingredients they will need to buy and how to
make the recipe. The other student will write
down the ingredients and the directions for
preparing the food in the target
language. After one student is finished with
telling his/her recipe to his/her partner, then
they will switch roles.
10- Students will work on writing commands in recipes
by bringing in one of their favorite recipes from
home and translating it in to Spanish. Before doing
this, we will discuss the metric system since all
Spanish speaking countries use the metric system
and this would be the measurement used in
recipes. After we have talked about the metric
system and have done a few activities on how to
change the measurement, then students will
translate their recipe.
11- Students will see another PowerPoint Presentation that is called El
Programa de Cocinar. The first slide shows the students the objectives for
this presentation and also for this part of the unit. On the next slide, they
will watch an authentic cooking show. The first time that they watch it,
they are just watching it for understanding. They will watch it again but
this time they will get a worksheet to go along with it. This time as they
watch the video, they will write a list of the ingredients that they hear
mentioned in the video. They may need to see the video 2 or 3 times to
do the second part because the person speaking is a native speaker and is
speaking more quickly than my students are accustomed to hearing. They
will also list the words that they already knew and heard in the
video. Then, they will see a few examples of cooking shows that other
students have created and we will discuss why they are good or
bad. Afterwards, the students will be able to start thinking about their
own cooking show.
12- Students will have to find a recipe of one of
the foods that they have on their menu that
they will present in their cooking show. The
cooking show will be used to advertise their
restaurant and one of their most famous
dishes that they serve. The recipe should be
written in Spanish but if they find one that is
written in English, then they will need to
translate it in to Spanish.
13- Students will work in groups of 2 to discuss
their ideas for their cooking show. They will
decide on what parts each person is doing and
what ingredients they will need to buy. They
may write their script but they will not be able
to use it during the videotaping of their
show. They will receive a worksheet in which
they plan their video by drawing pictures of
some of the scenes for their movie and writing
their scripts.
14- Students will be videotaping their cooking program
at home and bringing it to class the next day.
15- Our technology specialist will come in to the
Spanish classroom to show the students how to use
Movie Maker. The computers on wheels (COWs)
have already been reserved for this day, so they will
be pushed in to the classroom for every student to
use. Each group will have their own computer while
the technology specialist is presenting; therefore, it
will be a hands-on activity.
16- After talking to the technology specialist in
advance, he stated that the students would need
about a week to transfer their video in to Movie
Maker, to edit their video and to add special
effects. Students will be working with their partner
to get the video of their cooking show ready to
present to the class. The time needed for this part
may vary depending on how knowledgeable the
students are with this program or with any program
similar to this one.
17- After approximately a week, the cooking
shows should be complete and the movie
should be saved to a disk or the server at
school. On the day of the presentations, the
students will bring in the disk of their cooking
show to present to the class and also the food
they made so everyone has the opportunity to
try a small portion of it.
18- Cultural extensions to this unit:
-Students hypothesize and investigate the following questions
regarding food and food preparation (Tedick, 306):
a.) Who typically prepares food in this culture?
b.) How much time might be devoted to the preparation of a main
meal?
c.) How does the climate and geography of this culture impact the
food and/or food preparation?
- Students can read a short segment of the novel Como Agua
para Chocolate written by Laura Esquivel.
Approximate Time Needed:
Based on a 70-minute class period, students
will need approximately 3-4 weeks to
accomplish the objectives of this unit.
Prerequisite Skills:
Some knowledge of Spanish food vocabulary
and some Spanish grammar structures
Knowledge of how to use a video camera
Knowledge of how to use a computer
Knowledge of word processing
Technology – Hardware: (Click
boxes of all equipment needed)
• Camera
X Computer(s)
• Digital Camera
X DVD Player
X Internet Connection
• Laser Disk
• Printer
X Projection System
• Scanner
X Television
X VCR
X Video Camera
• Video Conferencing Equip.
• Other:
Technology – Software: (Click
boxes of all software needed.)

X



X

X
X

Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM
Image Processing
Internet Web Browser
Multimedia
Web Page Development
Word Processing
Other:
Printed Materials:
 Recipes of Spanish foods written in the
target language
 Some cooking magazines and cookbooks
from the target culture
 Worksheet that goes with the PowerPoint
Presentation Tortilla vs. Tortilla Española
 Rubrics for each assessment
 Worksheet that goes along with the
PowerPoint Presentation for showing the
objectives and examples of cooking shows
 Worksheet of Hispanic Recipes
 Worksheet for conjugating verbs in to the
formal and informal command form in
Spanish
 Worksheet of the Movie Maker Storyboard
 Short segment of Como Agua para
Chocolate (if there is time)
Supplies:
Construction Paper
Markers or crayons for
drawing
Basic cooking tools
Plastic food
Scissors
Glue
http:www.teachersnetwork.org/teachnet/foreignlanguag
e.cfm
http://www.lessonplanspage.com/OtherJH.htm
Internet Resources:
http://retanet.unm.edu/article.pl?sid=03/05/18/1938158
http://www.laser.msu.edu
http://www.laser.msu.edu/lesson_plans_viewer.php?id=1
3
http://www.cis.yale.edu/ynhti/curriculum/units/1995/4/
95.04.01.x.html
http://searcheric.org/ericdc/ED431760.htm
http://www.lessonplanet.com
Others:
Luna, Richard E. and Christine
Zamora. Standards for Foreign
Language Learning:
Preparing for the 21st
Century. Lawrence: Allen Press Inc,
1996.
Tedick, Diane J. Proficiency-Oriented
Language Instruction and
Assessment: A Curriculum Handbook for
Teachers. Center for Advanced Research
on Language Acquisition (CARLA), 1998.
Velasco, Sylvia. ¡Lee conmigo
3!. Austin: Holt, Rinehart and Winston,
2003.
Accommodations for
Differentiated Instruction
Resource Student:
Some students can be
given some extra time to
do this project. For some,
it may be easier to find a
recipe for a Spanish dish
already written in
English. Instead of actually
cooking the meal, they can
create the food from paper
and glue it to a plate. Then
they can present their plate
to the class.
Non-Native English Speaker:
Since this unit will be done
in a Spanish class, the
native Spanish speakers
should not have difficulty
doing this activity since all
of the resources will be in
their first language.
Gifted
Student:
Gifted students can expand on this project by
looking up recipes for a three-course meal and
preparing them for their parents. This person
will plan a Spanish meal, shop for, cook it and
then clean up. They are encouraged to invite
guests and make it a special event. This person
is required to photograph the grocery shopping,
food preparation, each dish prepared, the table
setting, the people who ate the meal with you
and the clean up. The pictures will be used as a
basis for the written project. This person will
write a story that illustrates his/her meal
preparation by writing captions underneath
each picture that was taken. Each picture
should be captioned with at least 5 sentences in
the past tense. This person should include as
much as vocabulary relating to food as possible.
The pictures and the various components
should be bound into a booklet which will
be turned in and graded. The necessary
components are: all ingredients used in
your recipes listed in the target language,
your menu in the target language, copies of
all your recipes in Spanish, invitation in
target language, a picture of the table
setting with each item labeled (spoon, fork,
etc.) and your family commentary and grade
(because the parents grade the food). The
meal should be a balanced diet with an
appetizer, main course, vegetables, salad
and a dessert. These students can also
investigate the food they are making and
include some general information about it.
Student Assessment:
Throughout the unit, I will be assessing the students informally or
formally. When they see the PowerPoint presentation, they will have
a worksheet that they will fill out afterwards. I will use this
worksheet as a comprehension check and as an assessment
tool. When they recreate a menu using Microsoft Publisher, I will
assess their work using a rubric. For the final project, the students
will create a cooking show using the vocabulary they learned in class
and giving commands. This final project will also be assessed with a
rubric. During the oral presentation, everyone will watch the movie
presentations and participate in peer assessment. The students are
divided into two groups; one group assesses the recipe presenter
while the other group focuses on the recipe demonstrator.