Download Date: Lesson Title: Grade Level

Instructional Planning Guide
Lesson Title: What is on the Menu?
Students
Date:
Student Position:
 Students are in Spanish levels 2 and 3.
 Students have a basic knowledge of the Spanish language.
 The majority of students are native English speakers.
 Some students are heritage speakers.
Cognitive
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Goals
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Assessment
Grade: Level I
Students will improve
their ability to narrate
descriptions in Spanish.
Students will be able to
classify the different
groups of food into
categories.
Students will identify
count and non-count
names.
Semiformal Assessment:
 Teacher will have
students share their
written sentences to a
partner
 Teacher will ask some
questions and will have
students answer them.
Total Physical Response
Assessment (TPR):
 Students are allow to
describe what they want
to say by moving the
hands, making gestures
without feeling the
needs to speak if they
don’t know the words.
Social/Affective

Students will interact with
their peers and talk about
the kind of foods they like
from the different
categories.
Linguistic
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Students will be able to
use the new vocabulary
when describing the
different foods and
categories.
Students will practice
using the count and noncount names.
Students will have a
chance to improve their
oral and written
communication skills.
Informal Assessment:
Formal Assessment:
 Teacher will do
 Students will fill out a
observation to see how
worksheet to categorize
students interact with
foods and presented to
each other.
the class.
 Students will discuss what
foods they like or dislike,
orally.
Self assessment:
 Students will ask and
answers their own
questions. This kind of
assessment encourages
students to use their
critical thinking about
something.
Student and Teacher Work
Teachers Work:
1. Building background knowledge:
 Teacher will explain that in some parts of the world people eat different kinds of food for
breakfast, lunch and dinner. For example, in Peru:
 Breakfast is a cup of milk, coffee, or oatmeal with bread and butter or bread and cheese.
Lunch, which is the main food of the day, Peruvians can have soup, rice and chicken or beef
and a glass of fresh juice, water or sometimes soda, lunch time is usually between 1-3 p.m.
Dinner which is called lunch, Peruvians have a ham or cheese sandwich with a glass of milk,
coffee, tea or mate (herbal tea), dinner or lunch time is between 5-7p.m.
 Teacher will ask students what do you normally have for breakfast, lunch and dinner?
 Teacher will select students from different Latin countries to participate in describing the
different kinds of meals they have.
2. Teacher presentation of the Topic:
 Teacher will explain that in America most people also have three meals a day:
Breakfast: which is milk and cereal, eggs, pancakes and bacon, oatmeal and fruit, yogurt, etc.
Lunch: a turkey sandwich, pizza, salad, hamburger and fries, soup and sandwich, etc.
Dinner: chicken and vegetables, baked potato and steak, rice and vegetables, casseroles, also
Mexican, Italian and other country’s foods. Dinnertime is usually between 5-7 p.m.
 Teacher will divide students into three different groups to start centers (MASLD)
Students Work:
3. Centers:
Center I:
 Teacher will provide a list of vocabulary with food items. The vocabulary will be given in both
Spanish and English (text modification) to provide a better understanding of the new words.
 Some students learn better through visuals so teacher will provide some visuals like pictures of
foods cutouts for students to get a better understanding.
 Teacher will explain that the four different food categories, for example:
Dairy: milk, cheese, butter
Fruits: banana, kiwi, strawberries, peaches, oranges, etc.
Meats: fish, red meats, poultry.
Vegetables: carrots, celery, spinach, lettuce, etc.
 Teacher will pass out a work sheet where students will categorize the different food groups.
Center II:
 Pick a picture of a food and describe the food using the different adjectives provided.
 Write a sentence describing what you like and don’t like.
 Ask your partner why he like or dislike that particular food.
Center III:
 Role-play: pretend that Mr. James is going to visit your home for lunch. What food would you
prepare for her? Make a grocery list and a simple lunch menu.
Materials
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Power Point Presentation.
Authentic products: boxes of cereal, cartons of milk.
Real food samples authentic from some Latin countries like Mexico and Perú.