Albemarle County Public Schools
Curriculum Unit Framework
Unit Title: Foods and Beverages
Grade Level: 8
Discipline/Topic Area(s): Spanish 1
Unit Designer(s): Cathy Buraghi and Gail Wasulko
Time Frame: Six block classes (two weeks)
Interdisciplinary Concepts: Communication and Culture
Concepts in the Discipline: Systems, Grammar, Meta-linguistics (non-verbal communication),
Syntax, Style, Customs and Mores
Enduring Understandings: What overarching understandings are derived from the
relationships between organizing concepts?
 Language is appreciated and used verbally, non-verbally, and culturally.
 Language is used to express, interpret, and respond with both eloquence and practicality.
Lifelong-learner Standards: Which life-long learner standards are central to this unit?
 Food affects culture and culture affects food.
 The inter-relationship of food and culture is long-lasting.
Habits of Mind in this Discipline: What habits of mind employed by adults working in this
discipline are partially developed within this unit?
 Respects the relationship of communicators – etiquette/manners, civility, etc.
 Actively engages others through communication.
 Knows how, when, and why to say what to whom.
Content Standards: Which SOL or discipline standards are central to this unit?
 S1.1 The student will exchange simple spoken and written information in Spanish.
 S1.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in
Spanish using familiar phrases and sentences.
 S1.3 The student will understand simple spoken and written Spanish based on familiar topics that
are presented through a variety of media.
 S1.7 The student will develop an awareness of perspectives, practices, and products of Spanishspeaking cultures.
 S1.8 The student will recognize that perspectives, practices, and products of Spanish-speaking
cultures are interrelated.
 S1.12 The student will identify situations in which Spanish language skills and cultural
knowledge may be applied beyond the classroom setting for recreational, educational, and
occupational purposes.
Essential Questions: What essential questions will focus this unit? What essential questions
will drive inquiry and understanding within this unit?
 How do foods (ie. the tomato, potato, chocolate and corn) influence culture in Spanishspeaking countries? In the United States? Outside the United States?
 What would our world be like without these foods?
Interdisciplinary Connections: What are the natural connections to other disciplines in this
unit?
 Social studies, History, Geography- Spanish-speaking countries that import and export
agricultural products with the United States, and the economic implications for each
country.
Pre-Assessment(s): What pre-assessment(s) and rubrics that define quality will be used to
determine students’ prior knowledge and/or misconceptions related to the essential knowledge,
understanding, skills, and vocabulary in this unit? How will pre-assessment data be used to
inform instruction?
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Brainstorm the Spanish food and beverage terms students already know via think-pairshare groups. Each group should contribute to whole class discussion.
 Classify the foods and beverages by meal.
 Compare and contrast the foods/beverages/meals by cultures through whole group
discussion.
(The strategies above will define the knowledge base to be expanded.)
 Interview fellow students using me/te gusta/n and me/te encanta/n with previously
learned vocabulary to determine proficiency.
 Select the appropriate form of the verb (gusta or gustan, encanta or encantan) to agree
with the object to determine proficiency.
Essential Knowledge, Understanding, Skills, and Vocabulary
Students will know: What ideas, concepts, information, and facts will students be able to recall
or recite?
Students will be able to recall and identify food and beverage vocabulary.
Students will understand: What ideas, concepts, information, and facts will students be able to
explain, interpret, manipulate or apply in new situations?
Students will identify food by culture and by meal.
Students will select food and use essential food vocabulary in simple present tense sentences in
a real life situation such as a restaurant.
Students will be able to: What skills will students demonstrate?
 express their likes and dislikes of different foods and beverages in written and spoken
form;
 ask each other their food and beverage preferences;
 put foods together to form daily meals;
 discuss origins of several foods;
 discuss cognates and word origin;
 compare how certain foods are used in different meals and in various cultures, including
traditional and holiday meals;
 explain the symbolism behind the traditional and holiday meals.
Vocabulary: What terms must students know and use?
Me gusta/n, Me encanta/n, Quisiera, tomar, comer, beber, pedir, servir, camarero/a,
mesero/a,por favor, gracias, and related meal and food vocabulary as follows:
el desayuno
la comida
La carne
el almuerzo
la cena
Las verduras
Las frutas
Las grasas
El pollo
El bistec
El pescado
Los perritos
calientes
Las
hamburguesas
El jamón
El tocino
Las salchichas
La cebolla
Los guisantes
Las
papas/patatas
Las papas fritas
Las judias
verdes
La lechuga
Las zanahorias
La ensalada
Las fresas
Las cerezas
Las uvas
Las piñas
Las bananas
Los plátanos
Las naranjas
Las manzanas
El tomate
La pera
La mantequilla
Los postres
Las bebidas
La comida
Los dulces
El bizcocho
El pastel
El helado
Los churros
Las galletas
El agua
La leche
El café
El té
El té helado
Los jugos (de…)
Los refrescos
Los
condimientos
El azúcar
El sal
La pimienta
La sopa
El taco
La enchilada
Los huevos
El queso
El sándwich
El burrito
El yogur
El pan y los
cereales
El arroz
Los espaguetis
La pizza
El pan
El pan dulce
El cereal
Summative Assessment(s): What summative assessment(s) and scoring guides will be used to
determine if students have mastered the essential knowledge, understanding, skills, and
vocabulary in this unit? At what levels of Bloom’s Taxonomy will students demonstrate mastery?
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Audio Quiz –Refer to Writing, Audio & Video Workbook-Realidades I-p.55, Audio CDTrack 12
Bloom’s: Knowledge, Comprehension, Application
SOL’s: S1.3
Interview (Oral and Written Quiz)-Use handout-Teacher’s Resource Book-p. 142-143
Bloom’s: Knowledge, Comprehension, Application
SOL’s: S1.1, S1.2, S1.3
Project-Students will create a menu plan for their respective families for one day using
typical American food. Students will select a Spanish-speaking country and create a
second menu plan which is culturally authentic. Both menus should be in Spanish. Write
a brief summary in English which compares and contrasts the two menus.
Bloom’s: Knowledge, Comprehension, Application, Analysis, Evaluation, Synthesis
SOL’s: S1.2. S1.3
Reading Comprehension and Guided Responses-Use story,”La Buena Comida de
todos los días”-p.42-TPR Stories-Realidades.
Bloom’s: Knowledge, Comprehension, Application
SOL’s: S1.3
Research-select,compare and contrast a traditional/holiday meal from a Spanishspeaking country with a traditional/holiday American meal. It must be written in Spanish.
Bloom’s: Knowledge, Comprehension, Application, Analysis, Evaluation, Synthesis
SOL’S: S1.7, S1.8, S1.12