Unit Plan Audit 2014

Describe how you are introducing the unit? How will you connect to students lives and the real world? How will
you hook them? Engage them?
This mini-unit (the second of three) is part of my Food/Meal-Taking unit. In this mini-unit we will be addressing the world of food
through approaching preparation and measurement vocabulary along with formal commands and a whole section on cultural
dishes. In order to start the mini-unit and grab the students attention, the teacher will come into the class with a giant chefs
hat on and apron as she/he runs around the room collecting food. The teacher will be speaking in Spanish describing what she
is doing although looking frantic. This should capture the students attention. At the end, the teacher will have made Gazpacho,
a traditional cold Spanish soup which will be offered to the students to try. Throughout the mini-unit, the majority of activities
have a real world connection by bringing in many outside materials and accessing students prior knowledge in the kitchen.
There is a huge focus on student-centered activities throughout this whole mini-unit as the teacher finds this to be a crucial
component in language acquisition.

Lesso
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Lesso
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Objectives

Evidence/Assessment (name
only)

1) Students will be able to use food

preparation vocabulary and construct full
comprehensive sentences both orally (a)
and written (b). (Application)

1
1(b)
1(a)

2) Students will be able to define and

identify vocabulary used to describe food
and its preparation. (Knowledge and
Comprehension)

2
2
2
2

Objectives

Vocab Journals
Short Essay
Turn & Talk

Closure/ Element of Surprise

Vocab Journals
Find that Word Graphic Organizer
Short Essay

Evidence/Assessment (name
only)
1 Recipe Translation

Summative Assessment

1) Part A- Presentation: Present the

procedures on how to prepare the
cultural dish researched.

2) Part B- Traditional Test: Sections 3

and 4 require translations of vocab
back and forth from English/Spanish.

Summative Assessment

1) Part A- Presentation: Present the

1) Students will be able to identify and use

new vocabulary in order to facilitate a
better comprehension of authentic
materials such as recipes. (Knowledge &
Application)

2) Students will be able to rewrite a recipe

from English to Spanish using prior
knowledge in conjunction with the vocab
from this lesson. (Synthesis)

3) Students will be able to apply their prior

knowledge of food preparation vocabulary
in order to interpret recipes using oral (a)
and reading skills (b). (Comprehension &
Application)
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Objectives

1) Students will be able to recognize and

use both the affirmative and negative
commands forms for the formal Ud. and
Uds. forms. (Knowledge & Application)

1 Vocab Journals
1 Whiteboard (Help Wanted Signs)
1 Closure Worksheet

list of ingredients and measurements

in Spanish
Part B- Traditional Test: Identify
food measurements and quantities
based on pictures

3
3b
3a
3a

Recipe Translation

Caliente Su Mente
Recipe Translation
Whiteboard (Help
Wanted Signs)
Closure Worksheet

Evidence/Assessment (name
only)
1
1

2) Part A- Presentation: Research a

dish from a Spanish-speaking country
and present it in Spanish

3) Part A- Presentation: Research

process and preparation for
presentation in Spanish.

Summative Assessment

Pop-sickle Sticks
Grammar Notes Journal (Cliff
Notes Jr.)
1 Independent Practice
Worksheets
1 Negotiation of Meaning
1 Closure- Explain a Procedure

1) Part A- Presentation: When

presenting the preparation process,
students are required to conjugate
verbs into formal commands.

2) Part A- Audience: Students will

Independent Practice

Part B- Traditional Test: Part 3

contains a section for translating the
preparation vocab into the formal
commands.

2) Students will be able to negotiate

meaning in order to construct and follow a
finalized recipe. (Evaluation)

3) Students will be able to generate

directions using formal commands.
(Synthesis)

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Objectives

Worksheets
2
Negotiation of Meaning

3
Independent Practice
Worksheets
3
Closure- Explain a
Procedure

Evidence/Assessment (name
only)

record information from presentations

and be able to ask questions to the
presenters in the TL, therefore
negotiating meaning.
3) Part A- Presentation: Students will
tell us how to create their dish using
formal commands to tell us each
step.

Summative Assessment

1) Students will be able to (a) interpret

and (b) rate traditional Spanish recipesincluding the ingredients,
measurements, and directions for
preparation. (Evaluation)

1
Presentations
1
Sell Your Dish
worksheet
1(a) Classmates
Presentations
worksheet
1(b)
Closure/ Rate the Dish

1) Part A- Audience: Students will be

interpreting what the presenters say
in order to record everything on the
Hoja de Comprensin

2) Students will be able to organize

materials in preparation for a group
presentation. (Analysis)

2
Presentations
2
Sell Your Dish
worksheet

2) Part A- Presentation: Listed in the

rubric is students preparedness
which assesses the students abilities
to prepare for the presentation,
including the organization.

Objectives

1) Students will be able to identify

idiomatic phrases that use food

Evidence/Assessment (name
only)
1
Lit. Fig. Graphic
Organizer

Summative Assessment

1) Part B- Traditional Test: Part 1

includes a matching section between

terminology and interpret their true

meanings (Comprehension & Evaluation).

1
1,2,3 Activity
1
Jig-Saw Worksheet
1
Closure/Element of
Surprise

the figurative meanings and the

Spanish idioms.

2) Students will be able to demonstrate

the uses of the idiomatic phrases
(Application).

2
Jig-Saw Worksheet
2
Closure/Element of
Surprise

2) Part B- Traditional Test: Part 2

includes and explanation section
where students pick an idiomatic
phrase and explain it as well as the
origin of the phrase itself.