FRIT 7235 – Digital Learning Environment

Student-Centered Lesson plan

March 26, 2017

Teacher: Helena Wallace Content: Spanish 1

Opening: (5-15 minutes)

Lesson: Food skits
Duration of this lesson plan – 3 to 4 - 90 minute lessons

Standards:
MLI.P1. A. - Present information gathered from a variety of sources such as informal conversations, class presentations, interviews,
readings, and media.
MLI.P1. C. - Demonstrate Novice-Mid proficiency in oral and written presentations with respect to proper pronunciation, intonation,
and writing mechanics.
MLI.CU1. C. - Describe customs and traditions of the cultures such as greetings, celebrations and courtesies.
MLI.CCC5. A. - Identify examples of the target language and the culture(s) studied that are evident in and through media,
entertainment, and technology.

EQ:
Can I use my Spanish food vocabulary to create a presentation?

Learning Target:
I can use my Spanish vocabulary related to food to work in a small group to put together a restaurant or a market skit.

Intro:
Food vocabulary in Spanish
Introduction and uses of “me gustaría”/ “te gustaría”
Introduction of the verb “Querer”

Work Session: (40-60 minutes)

Opening
Divide the students into small groups. Depending on your group of students, either assign groups or let them create their own. (You
know your students so you know what will work best)
Once you have your group divided into their small groups, use Goggle tone, to send students the link for these short videos about
ordering at a restaurant.
https://www.youtube.com/watch?v=pGTq-n2_Wc8
https://www.youtube.com/watch?v=nOBiPbzcPTw

Activity #1:
Give students the guidelines for the market, the restaurant or the cooking show skit and have them decide what they would like to do
as a group. (You can find these at the bottom of the lesson plan document) This lesson plan will take some planning and time to finish.
Students:
1. Each group of students will come up with a team idea of what will happen on the skit that they choose. Then they will assign
part and begin developing the dialogue in English.
2. Once the dialogue is complete, students will practice it, at least one time, in English to make sure that everything works
fluently and if necessary, they will make changes where needed.
3. After testing out the dialogue, it is time to begin translation from English to Spanish and for this student will use
wordreference.com.
4. The students will be responsible to practice, memorize and act out the skit in Spanish.

Teacher:
1. Teacher will create a schedule and set up time to work individually with each group to review their translations and give
suggestion on how to improve the skit.
2. Teacher will find a room; reserve the necessary recording equipment that each group will need to record their project.
 Talk to the media specialist and ask for her help in recording students projects, if she has a camera she can record with
that equipment, if not they can use Ipads or Iphones.
 If your school has a media and technology class you might want to talk to the instructor and ask him/her to help with
this project.
 Make sure that you also ask the culinary teacher to use her room if the case some of the groups decide to do the
cooking skit.
3. The teacher will evaluate student’s performance according to a rubric.

Differentiation:
For students that do not perform well in public and those that do not work well in groups, the teacher will come up with an alternative
plan.
 If the student in question does well with research projects, the assignment could be about creating a menu that is typical from
one of the Spanish speaking country’s or a research on foods that are typical of a famous holiday.
Assessment:
Informal:
Students will be informally evaluate at the progress through the project, and their active participation in the group
Formal:
Students will be formally evaluated according to the rubric

Food skit rules and expectations

Restaurant
Expectations
Students will create an interactive scene where they will talk only in Spanish to each other.
They will use several vocabularies: food, numbers (for money), greetings, and expressions of courtesy.

Objectives
Waiter/waitress – this student will:
1. Welcoming the costumers with a greeting.
2. Ask them for their drink order.
3. Bring them the drink order and repeat what they are.
4. Ask for the dinner order.
5. Bring the dinner order and describe what is on the plate
6. Responding to the call for the check
7. Giving each person a check and saying the amount.
8. Giving change if needed
9. Saying goodbye

Costumers – these students will:

1. Respond to the greeting.
2. Give their drink order.
3. Use polite response for the drinks.
4. Give their dinner order explain what they want.
5. Use polite responses for the food.
6. Ask how a particular food is to 1 other person.
7. Ask for the check (each person separate)
 8. Pay the bill by counting the money out loud.
9. Thanking and saying goodbye.

After reading this carefully, create the scene in English. Use simple words and make sure you follow all the steps to make it a
structured dialogue that will make sense. Once that is done, rehearse it with your group in English and then run it by your
teacher. Once approved begging translating that scene to Spanish and finally record you skit.

Mercado
Expectations:
Students will create an interactive scene where they will talk only in Spanish to each other.
They will use several vocabularies: food, numbers (for money), greetings, and expressions of courtesy.

Objectives
Sellers
Each student will have designated objects that they will be selling. We are limited by the quantity and diversity of our plastic
objects so students will have to be creative in their grouping of foods.
The sellers will describe each food group with a particular adjective (be creative) and come up with a price. Once all vendors
are set and have price and descriptions for their foods, as a group you will come up with a list that the buyer needs to buy and
pay for.
Buyer
The student that is the buyer will have to follow the list and buy every item on the list. At the end of the shopping part, the
buyer will pull out all items and again retell the name of the foods that he/she bought.

Cooking show
Expectations:
Students will create an interactive scene where they will talk only in Spanish to each other.
They will use several vocabularies: food, numbers (for money), greetings, and expressions of courtesy.

Objectives
The students will take turns doing the tasks to bake a cake and describing all the tasks in Spanish. This will be a real life
situation so I expect these students to take the cooking seriously and try to do the best they are able.
Rubric for the skits
Category 4 3 2 1
Content Shows a full Shows a good Shows a good Does not seem to
understanding of the understanding of the understanding of parts understand the topic
topic. topic of the topic very well
Vocabulary Use of extensive Use of new vocabulary Use of some new Use of hardly any new
vocabulary with a appropriate to the vocabulary that is vocabulary, and the
variety of new words situation with very few somewhat vocabulary used is
that are appropriate to mistakes. inappropriate for the completely
the situation. situation. inappropriate for the
situation.
Originality Skit shows originality Skit shows an attempt Skit is filled with other
and inventiveness. The at originality and people’s ideas and/or
N/A content and ideas are inventiveness in part of dialogue and show
presented in a unique the presentation. very little attempt at
and interesting way. original thought.
Cooperation Group delegate’s tasks Group delegate tasks Group delegates tasks Group is not effective
and shares and shares and shares in delegating tasks
responsibility responsibility most of responsibility some of and/ or sharing
effectively all the time. the time. the time. Finish final responsibility. No
Great final group Good final group group project with finished group project.
project. project. very poor quality.
Preparedness The whole team is The whole team seems Most of the team is Most of the team does
completely prepared pretty prepared but somewhat prepared, not seam at all
and has obviously might have needed to but it is clear that prepared.
taken rehearsal time focus more closely rehearsal effort was
seriously. during rehearsal time. lacking.
Performance and Facial expressions and Facial expressions and Facial expressions and Very little use of facial
Enthusiasm body language body language body language are used expressions or body
generates an strong sometime generate a to try to generate language. Did not
interest an enthusiasm interest and enthusiasm, but seem generate much interest
about the topic in enthusiasm about the somewhat faked. in topic being
others topic in others presented.