Tengo hambre - Grade Eight
I’m Hungry
Interdisciplinary Lesson
Ohio Standards
Connection:
Foreign Language
Communication
Benchmark B
Express personal
preferences and feelings,
and support opinions.
Indicator 2
Exchange information and
support opinions about a
given problem (e.g.,
directions, relationships,
school situations).
Culture
Benchmark C
Investigate, discuss and
report on products and
perspectives of the target
culture.
Indicator 5
Discuss expressive
products from the target
culture (e.g., art, literature,
music, dance).
Communities
Benchmark D
Exchange information
about, and personal
reactions to, various
products and media of the
target culture.
Indicator 5
Explore target culture
communities, physically or
virtually, and share
findings and reactions
about areas of personal
interest with others.
Lesson Summary: Novice Proficiency Level
After students have studied food vocabulary, in this lesson
students describe food and appropriate restaurant
conversation vocabulary. Each group will choose two
recipes and prepare those dishes. This interdisciplinary
lesson results in more practice with state-assessed writing
conventions. Groups will cooperate to revise their own
work during peer-editing sessions. Each group will produce
a final, typed copy of their scripts for a restaurant scene
and perform the skits for the class.
Estimated Duration: Nine hours and 30 minutes
The foreign language academic content standards were
written with the assumption that elementary programs meet
for 90 minutes per week and that secondary programs meet
for the equivalent of 50 minutes per day throughout the
year. Time and intensity do matter, and programs that meet
for fewer minutes/less often will need more time to review
previously introduced material before moving forward.
Commentary:
From the writer: This lesson gives students an opportunity
to explore culturally different foods by making and tasting
foods from various countries. This lesson provides students
an opportunity to work cooperatively in groups to develop a
skit, make two authentic food dishes from a Spanishspeaking country and voice their personal preferences. As a
result, students will practice appropriate restaurant
vocabulary, conversation and writing.
Pre-Assessment:
The Pre-Assessment allows students to demonstrate their
knowledge of food vocabulary, classification of different
foods and proper usage of the verbs gustar and encantar.
Students should already be proficient in the food vocabulary
before they take this Pre-Assessment.

Take the Pre-Assessment individually using paper and
pencil.
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Tengo hambre - Grade Eight
I’m Hungry
Interdisciplinary Lesson
English Language Arts
Writing Process
Benchmark D
Edit to improve sentence
fluency, grammar and
usage.
Indicator 10
Use available technology
to compose a text.
Indicator 15:
Proofread writing, edit to
improve conventions (e.g.,
grammar, spelling,
punctuation and
capitalization) and identify
and correct fragments and
run-ons.


Write each food vocabulary word from the provided word
bank in the correct food category on the chart provided in
Part A of Attachment A, Pre-Assessment.
Respond to questions that use the verbs gustar and
encantar. This should be a review of these verbs. Students
will explain why they like, dislike or love a certain type of
food. (See Part B of Attachment A, Pre-Assessment.)
Scoring Guidelines:
Scoring for part A: One point each for a total of 30 points.
Scoring for part B: Three points each for a total of 12 points.
Part B lets teachers see how well students have retained
proper use of the verbs gustar and encantar. Provide students
with more practice or rigor depending on student
performance.
There are 42 total points possible for the Pre-Assessment.
Post-Assessment:
 Students will work cooperatively in groups of four to
write a restaurant skit in Spanish. See Attachment B,
Student Assignment Sheet.
 Group members will memorize their individual roles.
 Students will present their skit in Spanish from memory to
the class.
Scoring Guidelines:
Use Attachment C, Student & Teacher Rubric, to determine
whether students have successfully fulfilled the requirements
set forth in the assignment sheet. Hand out the rubric to
students with the assignment sheet.
Instructional Procedures:
Day One:
1. Conduct the Pre-Assessment.
2. Obtain foods with different kinds of tastes, such as
lemons/pickles (sour); sugar/candy (sweet); coffee/baker’s
chocolate (bitter); salt/pretzels (salty); and salsa/peppers
(spicy).
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I’m Hungry
Interdisciplinary Lesson
Instructional Tip:
Before executing this activity, make sure you are aware of food allergies that students
may have. Consider other issues, such as religious restrictions, diabetes, vegetarianism,
etc. Have water and cups on hand for rinsing the mouth.
3. Give each student a sample of each type of food. Have students taste the sample with
you and listen to you say the Spanish vocabulary word for the taste. After each taste,
have students drink a little water. Continue this step with all the foods you have
chosen to use in this activity.
4. Have students repeat the taste vocabulary in Spanish. Hold up each food when you
say the word. If students have any of the food left, have them hold up the food as they
say it.
5. When you feel students have an understanding of the “taste” vocabulary in Spanish,
use your food vocabulary flash cards and have them state what that food tastes like.
Answers may vary depending on students’ particular tastes.
Day Two:
6. Review tastes vocabulary using your vocabulary cards. Ask students questions, such
as “¿Cómo está la sopa?” and “¿Cómo está el limón?” (What is the soup like? What
is the lemon like?) Students should answer in complete sentences. Use flash cards that
you already made for this food activity.
7. Continue to use your large flash cards and review the verb gustar and encantar. Ask
students questions such as:
 ¿Te gusta la leche? (Do you like milk?);
 ¿Te gustan los frijoles? (Do you like beans?);
 ¿Te encanta la pizza? (Do you like pizza?);
 ¿Te encantan los postres? (Do you like desserts?).
8. Write examples of questions you may ask that add a new element to the gustar and
encantar questions. Put these on the board or hang up sentence strips. Write sample
answers, such as
 ¿Te gustan los huevos? (Do you like eggs?); ¿Por qué? (Why?);
 A mí no me gustan los huevos porque están fríos. (I don’t like eggs because
they’re cold.);
 ¿Te encanta el chocolate? (Do you like chocolate?); ¿Por qué? (Why?);
 A mí me encanta el chocolate porque está muy dulce. (I like chocolate because
it’s very sweet.).
Day Three:
9. Introduce the group project. Hand out Attachment B, Student Assignment Sheet, and
Attachment C, Student & Teacher Rubric. Review the instructions, requirements and
assessment information, including the group evaluation of each individual member.
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Interdisciplinary Lesson
Review appropriate voice, posture, movement and language for each role in the
presentation with students.
10. Inform students of these important dates:
 final project presentation and final written script dates;
 computer lab dates or the alternating computer use schedule;
 date that the four recipes are due from each student;
 peer editing dates.
11. Assign students to groups of four or let students choose groups of four.
12. Allow students time to get into their groups and exchange information (phone
numbers, e-mail addresses, instant messing information, etc.).
13. Have students begin brainstorming ideas for their skits. During this initial meeting,
students should be able to pick the country for their recipe research and scripts.
Instructional Tip:
You may chose five or six countries and have each group pick one of the countries to
save some time and eliminate some deliberation within groups.
14. While groups are working, call up a student from each group to draw from a hat the
day the group will present its skit.
15. Remind students that you will add a “twist” during their presentations which they will
be expected to handle smoothly in Spanish. Provide examples of the “twists” you may
use. A “twist” could be that the knife is dirty and the student needs to ask the waiter
or waitress for a clean or new knife. See Attachment D, Tengo Hambre – Twists, for
possible examples.
Instructional Tip:
Cut some paper into small cards. On some of the cards, write the first day of the week for
presentations and on the remaining pieces of paper write the last day for presentations.
Have a group representative come up and draw a card out of a hat. The day on the card
designates when the group will present. Make sure to keep a record of when each group
is presenting. Each group gets one chance to draw.
Day Four:
16. Take the class to a computer lab to research recipes from their chosen countries.
Students will need two, double-sided copies of Attachment E, Recipe Research.
Instructional Tip:
If a computer lab is not available for use, reserve time in the library-media center. Speak
with the media center specialist about the lesson and what you want to accomplish during
the class period. The specialist is a great person for preparing a variety of resources for
students. This will save time during the research phase of the lesson.
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Interdisciplinary Lesson
17. If students finish early they should:
a) choose two recipes out of their 16 total;
b) decide when and where they will make the dishes;
c) decide what ingredients they have at their homes or if they will need to purchase
ingredients;
d) work on their scripts.
18. For homework, students should check with their parents or guardians about cooking
at home. They also should look for ingredients they have at home and determine that
they can use them to make their dishes. A rough draft of the writing assignment is due
on Day Six. The first peer edit will occur at the beginning of the period.
Day Five:
19. Review each concept daily using various kinds of activities that allow students to
practice their vocabulary and grammar. Possible options are listening comprehension,
reading comprehension, communication with a partner and written exercises.
20. Allow students time to write their scripts together.
21. For homework, students should work on writing and memorizing their parts and
creating their props.
Day Six:
22. Peer editing within groups (10 minutes). Students will need four copies of the peerediting form, Attachment F, Peer-Editing Worksheet.
23. Peer editing outside of the group (30 minutes). At the end of class each student will
have feedback from two different people from two different groups.
Instructional Tip:
Prior to class, assign a rotation for students to peer edit. Students will switch three times.
Allow students 10 minutes per peer-editing segment.
24. Groups should reconvene, look at the feedback and revise their scripts.
25. Homework: Students should work on writing and memorizing their parts. Students
should create their props.
Day Seven:
26. Groups should continue to add to their scripts and make any corrections from the
previous day’s peer-editing session.
27. Groups should work on creating props.
28. Homework: Students should work their scripts, parts and props. Draft two is due at
the beginning of the period on Day Eight.
Day Eight:
29. Practice possible twists.
30. Groups meet for 10 minutes to share new lines and ideas for scripts.
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Interdisciplinary Lesson
31. Allow 20 minutes for peer editing outside of the group.
Instructional Tip:
Prior to class, assign a rotation for peer editing. Have students edit different scripts than
they edited on Day Six. Students will switch three times. Allow students 10 minutes per
peer-editing session.
32. Groups will reconvene to work on any changes or problems.
33. Homework: Make final changes to scripts. Students should be ready to type their
scripts in the computer lab the following day.
Day Nine:
34. Take students to the computer lab to type their scripts.
35. Let students practice their skits once they have completed their final copies.
36. Students should memorize their parts and create props for homework.
Instructional Tip:
If lab space is not available or if some groups do not complete their final copies in the
lab, have students type their scripts at home.
Day Ten:
37. Allow students time to finish their scripts and props.
38. Once groups have finalized their skits and props, allow students time to rehearse their
skits.
39. Homework: Students should work on memorizing their parts and prepare the two
dishes for their presentations. Remind them that their final, typed drafts are due the
following day at the beginning of the period.
Instructional Tip:
Make sure you have access to a storage area and a refrigerator for students’ prepared
dishes and a way to warm them if needed. Possible places to store prepared foods are the
home economics room (with prior permission of teacher), food service area (with prior
permission of cooks) and faculty refrigerators in the teachers lounge (if space is
available).
Days Eleven and Twelve:
40. Groups present skits.
41. Allow the class to taste the prepared foods from the various countries.
Instructional Tip:
Skits may be presented over several days.
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I’m Hungry
Interdisciplinary Lesson
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet
the intent of the specified indicator(s) or, if the indicator is already met, to advance
beyond the specified indicator(s).
Allow the following:
 Extended time;
 Decreased number of recipes required for research;
 Note cards;
 Modified rubric or grading scale;
 Modified assignments;
 Optional vocabulary for more rigor;
 Longer dialogues or scenes for students who are capable writeers and performers.
Extensions:
These are ideas for students to continue learning on this topic:
 Arrange a field trip to a Mexican or other Hispanic restaurant to allow students to
apply their knowledge.
 Arrange for a Hispanic restaurant to cater a meal in the building for the students.
 Work with the consumer and family sciences teacher to have students create the food
in school.
 Make menus in Spanish and have students describe the food in Spanish as well as
give prices.
Home Connections:
 Encourage students to eat at a restaurant where food from a Spanish-speaking country
is made and served with their family, friends or assigned group.
 Students can prepare a dish to serve their families at home.
 Investigate local restaurants that serve dishes from selected countries.
 Interview parents, family, friends about how they would characterize food from the
country selected. Compare the interview results with actual information found from
research.
 Students can share their videotaped skits with parents.
Interdisciplinary Connections:
Fine Arts: Drama/Theatre
 Creative Expression and Communication
Benchmark A: Use basic acting skills (e.g., voice, posture, movement. language) to
develop characterizations.
Indicator 1: Create various characters using appropriate voice, posture, movement
and language to reveal a conflict and develop a resolution.
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I’m Hungry
Interdisciplinary Lesson
Students improvise, create, produce and perform theatrical works. Students experiment
with the theatrical process, develop theatrical skills and participate in drama/theatre.
Materials and Resources:
The inclusion of specific resources in any lesson should not be interpreted as an
endorsement of that particular resource, or its contents, by the Ohio Department of
Education. Please note that information published on the Internet changes over time and
that links may no longer contain the specific information related to a given lesson.
Therefore, teachers are advised to preview all sites before using them with students.
Note: Some Web sites contain material that is protected by copyright. Teachers should
ensure that any use of material from the Web does not infringe upon the content owner's
copyright.
For the teacher:
For the student:
food vocabulary flash cards, two days in the computer lab or equal
time on the computers and Internet during the school day: one day
for researching recipes; one day for typing their final scripts using
a word processing program
food for tasting (e.g., lemons, salt, sugar, coffee), construction
paper, markers, colored pencils, glue, scissors, computers with
Internet access, copies of the project assignment sheet and rubric
Vocabulary and Structures:
Adjectives

amargo

caliente

delicioso

dulce

frío

limpio

picante

rico

salado

sucio
sour
hot
delicious
sweet
cold
clean
spicy
rich
salty
dirty
Optional vocabulary provided for enrichment:

abierto

el ambiente

cerrado

la especialidad

exquísito

el plato del día
open
atmosphere
closed
specialty
exquisite
today’s special
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Interdisciplinary Lesson
Verbs for expressing likes and dislikes:

gustar

encantar

disgustar (optional)

estar

ser
to like
to love
to dislike
to be
to be
Restaurant phrases:

¿Cuánto es?

¿Me puede traer?

Quisiera…

¿Cómo está ____________?

¿Cómo están___________?

¿Nos puede traer___________ por favor?
How much is it?
Can you bring me?
I would like…
How is the ______________?
How are the _____________?
Can you bring us_________please?
Technology Connections:
 Students will use the Internet to research and choose four recipes.
 Students will use a word processing program to type their scripts.
Library Connections
In 2003, the State Board of Education and the Ohio Department of Education established
library guidelines that represent a standards-based education approach to school library
programs. Entitled Academic Content Standards K-12 Guidelines Library, Ohio’s library
guidelines provide a variety of content-specific, grade-level indicators describing
information literacy, literacy linked to library-based technologies, and media literacy
experiences for students. Featured on pages 204-219 are sample activities for making
library connections across academic content standards and disciplines. Also included are
grade-band models for student research and specific information concerning copyright
and fair use of materials laws. K-12 teachers are encouraged to utilize the library
guidelines and collaborate with the school library media specialist whenever possible.
Ohio’s library guidelines can be found under the heading of Library at
www.ode.state.oh.us/academic_content_standards/.

Speak with a media center specialist about the lesson and the use of technology and
other resources that would provide information about selected countries and the food
eaten there.
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Interdisciplinary Lesson
Research Connections:
Curtain, Helena and Carol Ann Bjornstad Pesola. Languages and Children: Making the
Match. 2nd ed. White Plains, NY:: Longman Publishing Group, 1994



Teacher-produced materials and visuals add a personal quality and investment to
any lesson, and they are often the most effective of all teaching tools (p. 315).
When children learn to work cooperatively in small groups or in pairs, their
opportunities for language use are multiplied many times over, as are their
opportunities for active participation in concrete and meaningful experiences (p.
317).
At the middle school level, when planning a program, it is imperative to take into
account the amount of time pupils have spent learning the language at the
elementary level and to allow them to continue developing those language skills
(p. 438).
Haas, Mari. Thematic, Communicative Language Teaching in the K-8 Classroom.
Washington, DC: Center for Applied Linguistics, September, 2000.

Students need opportunities to be active participants in tasks that require them to
negotiate meaning and practice language in communication with their teacher,
their peers, and others.

Hadley, Alice Omaggio. Teaching Language in Context. 3rd ed.. Boston: Heinle &
Heinle, 2001


Role-plays have been long suggested as a technique that can be enjoyable and
entertaining while encouraging creative use of the language (p. 252).
Communicative activities should be encouraged from the beginning of instruction,
but there is reason to believe that such activities should be carefully planned so
that they are within the range of the students’ competence (p. 271).
Met, Myriam. Middle Schools And Foreign Languages: A View For The Future.
Washington, DC: Center for Applied Linguistics, February, 1996.

Effective foreign language instruction at the middle school level will provide
opportunities for students to construct and create their own understanding of how
to make meaning from what they hear and read, and how they use their
understanding to construct and create their own meanings in speech and writing.
Van Patten, Bill. From Input to Output: A Teacher’s Guide to Second Language
Acquisition. Boston: McGraw-Hill Companies, 2003.
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



There are various communicative approaches, each informed by its own
principles, and many of which overlap. What makes them all communicative is
that they share the principle that communication is at the heart of language
acquisition, which are the interpretation, expression, and negotiation of meaning.
Each communicative approach involves these three aspects of communication to a
greater or lesser degree because of the particular materials they use and the
contexts in which learning occurs (p. 98).
Language acquisition happens in only one way and all learners must undergo it.
Learners must have exposure to communicative input and they must process it;
the brain must organize data. Learners must acquire output procedures, and they
need to interact with other speakers. There is no way around these fundamental
aspects of acquisition; they are the basics (p. 96).
As learners create structured sentences to express meaning to someone else, their
output becomes input for others (p. 109).
… structured input activities always keep in mind the learners’ processing
strategies (p. 112).
General Tips:
This lesson can be adapted easily to use with other languages.
Attachments:
Attachment A, Pre-Assessment
Attachment B, Student Assignment Sheet
Attachment C, Student & Teacher Rubric
Attachment D, Twist Ideas
Attachment E, Recipe Research Worksheet
Attachment F, Peer-Editing Worksheet
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Attachment A
Pre-Assessment
Parte A: La Comida
Pon el vocabulario de la comida en los grupos corectos.
la limonada
el helado
el te frío
el tomate
el agua mineral
la fresa
las frutas
la galleta
las papas fritas
el pescado
el pollo
el bistec
los frijoles
el pastel
los vegetales
la zanahoria
el tocino
el batido
la manzana
el plátano
la lechuga
el flan
el jugo/el zumo las arvejas
la carne
la naranja
la carne de res
los huevos
las bebidas
el maíz
el café
la cebolla
las uvas
el jamón
el postre
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Parte B: Contesta las siguientes preguntas en oraciones completas del español.
1. ¿Te gusta comer un sándwich de jamón y queso? ¿Por qué?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
2. ¿Te encanta comer las galletas de chocolate? ¿Por qué?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
3. ¿Te gusta comer el mango? ¿Por qué?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
4. ¿Te encanta comer las hamburgesas?¿Por qué?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
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Attachment A
Pre-Assessment
Part A: Food
Put the food vocabulary words in the correct food category.
lemonade
fries
cookie
bacon
steak
banana
carrot
coffee
lettuce
orange
onion
roast beef
grapes
strawberry
fruit
vegetables
apple
tomato
corn
fish
mineral water
cake
iced tea
milkshake
chicken
juice
meat
ice cream
peas
beans
flan
eggs
ham
drinks
dessert
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.
Part B: Answer the following sentences in complete sentences
1. Do you like to eat ham and cheese sandwiches? Why?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
2. Do you love to eat chocolate cookies? Why?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
3. Do you like to eat mangos? Why?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
4. Do you love to eat hamburgers? Why?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
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Attachment B - Student Assignment Sheet
Situation: You and two friends are starving after a day of bartering and shopping all day
in el mercado. Each of you skipped breakfast because you woke up late and had to catch
the excursion bus to el mercado. You have enjoyed the day, but now you are famished. It
is 3 p.m. You have found an interesting restaurant that serves the specialties of the
country where you are studying Spanish. The server greets you and finally you can calm
your rumbling stomach with some delicious food and a new cultural experience.
In groups of four you will create a restaurant skit in Spanish. You will be
responsible for writing in Spanish, researching recipes, preparing the food, making menus
and decorations representative of the chosen country, memorizing your individual lines
and presenting the skit in Spanish in front of the class. Write down the first and last name
of the members of your group. You may want to exchange phone numbers, e-mail
addresses or instant messaging information so you can arrange times to meet outside of
class or check up on a member who may be absent.
My Group
Name
Contact Information
________________________________________
________________________
________________________________________
________________________
________________________________________
________________________
________________________________________
________________________
Project Requirements:
_____ Decide who will be the server.
_____ Decide what kind of restaurant you will have: Mexican, Spanish, Argentine,
Cuban, etc. It must be a Hispanic restaurant.
_____ Each group member must find four recipes from the country your group has
chosen. Everyone must have four different recipes. This will give your group a
choice of 16 recipes.
_____ Choose two recipes out of the 16 recipes. (Choose wisely, you have to make the
two recipes and bring them the day your group presents the skit.)
_____ Decide where and when your group will make the two recipes.
_____ Write the skit in complete Spanish sentences.
_____ Peer edit your script.
_____ Type your script (each group will turn in a final draft the day of their
performance).
_____ Memorize your part.
_____ Make or bring props to use in your skit.
_____ Be creative.
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Skit requirements: (This should all be in Spanish)
_____ Server greets customers, welcomes and seats them.
_____ Customers greet server.
_____ Server hands out menus and tells the daily specials to the customers.
_____ Server takes orders.
_____ Customers give their orders politely in Spanish.
_____ Customers talk casually.
_____ Server serves the two prepared recipes and asks if the customers need anything
else.
_____ Customers taste the food.
_____ Customers ask each other’s opinions.
_____ Customers give their opinions about the food. What is it like? Do you like it?
_____ Server asks customers if they would like more to drink and fills glasses.
_____ Server asks customers if they would like dessert. If so, server brings dessert.
_____ Customers ask for the check.
_____ Customers pay the check.
_____ Customers leave a tip.
_____ Be creative with your lines and acting.
_____ Props (You decide what you will need. Each group will need something. Nothing
is not an option.)
_____ Practice possible “twists” that your group may have in your final presentation.
Important Deadlines
Item
Date Due
List of roles, country choice
Computer lab day(s)
Four different recipes from your Spanish-speaking country
Rough draft
Peer edit one
Peer edit two
Props
Two prepared, authentic dishes
Final, polished, typed copy of your script, drafts, peerediting forms and skit performance in front of the class
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Attachment C
Student & Teacher Rubric
Please take some time and look at the rubric. This rubric will be used to determine your final grade on this assignment.
4
3
2
1
Following directions
(written script)
Final written script
encompasses all requirements
set forth on the student
assignment sheet. Script is
typed.
Final written script is missing
a few requirements, but they
do not take away from the
meaning of the script. Script
is typed
Final written script has few of
the requirements set forth in
the student assignment sheet.
Virtually no meaning is
present. Script may or may
not be typed.
Grammar, spelling and
vocabulary
Grammar, spelling and
vocabulary structures are
correct with no errors.
Sentence fragments
and run-on sentences
Fragments and run-on
sentences are not present
within the script.
Grammar, spelling and
vocabulary structures have a
few errors, but they do not
take away from the meaning
of the script.
A few fragments or run-on
sentences are present within
the script.
Final written script has about
half of the requirements set
forth in the student
assignment sheet. Script is
confusing from the lack of
information. Script may or
may not be typed
Frequent grammatical,
spelling or vocabulary errors.
Frequent fragments or run-on
sentences are present within
the script
Sentence fragments or run-on
sentences make the script
difficult to read. Writers’
meaning may be lost.
Evidence of peer
editing
All peer-editing forms and all
drafts accompany the final
draft.
One of the three required
writing process drafts
accompanies the final draft
and two editing forms.
One or none of the three
required writing process
drafts accompanies the final
draft. No evidence of peer
editing is present.
One of the three required
writing process drafts (rough
draft, draft two and final
draft) accompanies the final
draft as well as three of the
editing forms.
Grammar, spelling and
vocabulary errors make the
script difficult if not
impossible to read.
18
Tengo hambre - Grade Eight
I’m Hungry
Interdisciplinary Lesson
.
Performance
Group member
evaluation
Creativity
Food
Smooth (without pauses or
stumbling) presentation of
skit in front of the class.
Group used props.
For the most part the
presentation was smooth
(without pauses or stumbling)
with only a few hesitations.
Group used props.
Frequent hesitations and
pauses (some forgotten lines)
make skit confusing. Group
used props.
Pauses and forgotten lines
leave skit without meaning or
relevance. Groups may or
may not have used props.
Member gave full
participation at each meeting,
cooperated, helped write
script, helped make food and
brought in props.
Member gave above-average
participation at each meeting,
cooperated most of the time,
helped write script and helped
make food and props.
Member participated when
asked, participated
inconsistently in group work,
gave ideas for script,
participated minimally in
preparation of food or props.
Member was frequently off
task, may or did not
participate well in group
work, gave minimal ideas for
script, did not participate in
preparation of food or props.
Exhibited outstanding
creativity in writing,
performance, and props.
Exhibited above average
creativity in writing,
performance and props.
Exhibited some evidence of
creativity in writing,
performance and props.
Exhibited minimal to no
creativity in writing,
performance and props.
Group prepared two authentic
food dishes and used them
appropriately in its skit.
Group prepared two authentic
food dishes and used them
less appropriately in its skit.
Group prepared one authentic
food dish and used it
appropriately in its skit.
Group did not prepare any
authentic food dishes.
19
Tengo hambre - Grade Eight
I’m Hungry
Interdisciplinary Lesson
Attachment D
Twists
Twists should be randomly chosen by the teacher and placed on the table by the server when
delivering drinks to restaurant patrons during each skit. Students should be familiar with the
twists they may encounter during their presentation.
Possible Twists
1. The server has accidentally knocked the salt shaker over on your food. She/he does not
realize this. Complain about your food and ask for something else.
2. Your napkin is dirty. Ask for a new one. (Options: plate, knife, fork, spoon, glass, bowl,
etc.)
3. Your soup is cold. Complain and order something else. (Option: food is cold.)
4. You do not like the food because it is too spicy. Order something else.
5. Your food is very spicy, so you need more water. Ask for more water.
6. The food you received was not what you ordered. Send it back and request the dish you
originally ordered.
Instructional Tips:
Twists can be used as daily warm up prompts at the beginning of class, as group
brainstorming and writing assignments or as homework. You may add additional twists to the
list.
20
Tengo hambre - Grade Eight
I’m Hungry
Interdisciplinary Lesson
Nombre________________________________
Clase________Fecha_____________________
Attachment E
Recipe Research Worksheet
País:________________________
Necesitas encontrar cuatro recetas de tu país.
1. Esta receta es para: _____el desayuno _____el almuerzo _____la cena
2. El nombre de la receta:__________________________________________________
3. Fuente:_______________________________________________________________
______________________________________________________________________
4. En este espacio, pon una copia de tu recta o escribe la receta aquí.
21
Tengo hambre - Grade Eight
I’m Hungry
Interdisciplinary Lesson
Name________________________________
Class_______Date______________________
Attachment E
Recipe Research Worksheet Translation
Country:________________________
You need to find four recipes from your country.
1. This recipe is for: _____breakfast _____lunch _____dinner
2. The name of the recipe:__________________________________________________
3. Source:_______________________________________________________________
______________________________________________________________________
4. In this space, place a copy of the recipe or write the recipe here.
22
Tengo hambre - Grade Eight
I’m Hungry
Interdisciplinary Lesson
Attachment F
Peer-Editing Worksheet- Tengo Hambre
This form will be collected with your final draft. Keep it somewhere safe.
Name of editor___________________________________________________________
Names of the members of the group of writers__________________________________
________________________________________________________________________
________________________________________________________________________
Step One:
Read the script and focus on the requirements set forth in the assignment sheet. Did the
writers follow all the directions from the assignment sheet? Check off the requirements that
you find within their script on the list below. Highlight any missing requirements for the
group to focus on.
Project Requirements:
_____ Roles of server and clients have been assigned.
_____ Type of Spanish-speaking restaurant has been decided (for example, Mexican,
Argentine, Spanish, Cuban).
_____ Two dishes have been included in the skit.
_____ The skit is written in complete Spanish sentences and included the following
components:
_____
Server greets customers, welcomes and seats them.
_____
Customers greet the server.
_____
Server hands out menus and states the daily special.
_____
Server takes orders.
_____
Customers give their orders politely in Spanish.
_____
Customers talk casually.
_____
Server serves the two prepared recipes and asks the customers if they need
anything else.
_____
Customers taste the food.
_____
Customers ask each other’s opinions.
_____
Customers give their opinions about the food. What is it like? Do you like
it?
_____
Server asks the customers if they would like more to drink.
_____
Server asks the customers if they would like dessert.
_____
Customers ask for the check.
_____
Customers pay the check.
_____
Customers leave a tip.
_____
Script is creative.
_____
Props are included.
23
Tengo hambre - Grade Eight
I’m Hungry
Interdisciplinary Lesson
Step Two:
Reread the script and focus on grammar. Note any grammar errors on the actual draft you are
reading.
Types of Errors:













Capitalization of words that do not need to be capitalized;
Not capitalizing words that should be capitalized;
Typos (general misspellings of words);
Dropped accents;
Added unnecessary accents;
Lack of punctuation;
Unnecessary punctuation (i.e., unnecessary commas);
Run-on sentences (sentences that list many things);
Fragments (incomplete thoughts);
Spelling mistakes;
Wrong word usage;
Spacing;
Wrong verb tense used.
Step Three:
Write a brief summary of the errors you found within the script. Do not write that the script
was perfect. Every group can improve some aspect of their script.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Write three positive aspects of the group’s script.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
24