TEACHER:
LESSON TITLE:
UNIT:
GRADE:
SUBJECT:
Mercedes Loperena
The foods we eat (Los alimentos)
Health/Food
6th grade
Spanish
Objectives:
SWBAT identify common foods and drinks.
SWBAT express likes and dislikes.
SWBAT express the cost of common items.
SWBAT identify and make comparison of foods from the target language.
Materials/Resources:
Student created Flashcards (Foods and drinks)
Book with bar graph
Spanish Food (wrappers and containers)
Supermarket Circulars (Spain)
Teacher photos
Activities:
1. The class starts with a greeting song that includes “¿Qué te gusta a ti?”
2. As the teacher sings the song, the document camera displays some pictures of
things that the teacher likes. The students can name the same things that are
displayed or make up their own. The response is “A mí me gusta el jugo.” Each
student then passes the question to another student.
3. The next activity uses the document camera to show the art work done by the
students; the flashcards (in color) are drawn by students who love to draw and
volunteer to create them. The flashcards show a variety of different foods and
drinks. To make this activity more fun and silly some students have drawn such
things as dirty socks and flies. The students practice using the expression, “Me
gusta, no me gusta....” using the flashcard as the picture prompt.
4. To authentic products into the lesson, some items are displayed using the
document camera. Some items that can be demonstrated are empty bags of Yuca
Chips, Mexican chocolate bars, and Cookie bags. All these items are available in
the International Foods section of the local supermarket and are labeled in
Spanish.
5. The nutritional value of the authentic products is reviewed as the item is displayed
using the document camera. The students are asked to make connections with the
similarity among the English and Spanish words, for example (vitamin, vitamina,
calories, calorias). The students work in groups to generate a list of all the words
that they recognize as cognates.
6.
The following activity uses the document camera to show to the students a
supermarket circular (or similar advertising) in the target language. The students
are asked to work in pairs to discuss the cost of each item on the page. The
students use the structure, “Los huevos cuestan dos euros.”
7. The final activity will outline the homework for the day. The document camera is
utilized to display a book containing a bar graph in the target language. The
graph is reviewed and the students are asked to complete their own graph
depicting statistics on what 10 people like to eat. The students are encouraged to
ask in the target language when possible. This activity will be utilized as the
starting point for the next class. The document camera will be utilized to show the
student graphs. The results of each graph will be discussed in small groups. This
activity serves to link Mathematics to the Spanish class.
Assessments:
A reading comprehension assessment is to have the students generate a list of
similar words in the target language and English.
The teacher circulates to observe the students speaking in response to the picture
prompts.
The students generate a graph using the vocabulary from the food unit and the
structures learned.