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School of Arts and Sciences

Foods and Languages of the World (Grades 5-6)

Project: LEAD  |  Curriculum | Resources | Workshops | Activities | About Us

Foods and Languages of the World -

Student Teachers: Miriam Blumenfeld and Melissa Bilenski
Project Children L.E.A.D. Director: Dr. Vincenne Revilla Beltran
Subject Area: Diversity
Grade level: Kindergarten (Ages 5-6) to 3rd Grade
Length of Lesson: 60 minutes

Learning goals based on the Pennsylvania Academic Standards:

The purpose of this lesson is for students to learn ten new food words in Spanish through the use of Flashcards and cooking.

Arts and Humanities

* 9.1.3.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

* 9.1.3.H Handle materials, equipment and tools safely at work and performance spaces.

Civics and Government

* 5.3.3.F Explain what an election is

Geography

* 7.1.3.B Identify and locate places and regions.

* 7.3.3.B Identify the human characteristics of places and regions by their cultural characteristics.

History

* 8.1.3.B Develop an understanding of historical sources.

* 8.4.3.A Identify individuals and groups who have made significant political and cultural contributions to world history.

Math

* 2.6.3.A Gather, organize and display data using pictures, tallies, charts, bar graphs and pictographs.

* 2.3.3.E Determine the appropriate unit of measure.

Reading, Writing, Speaking and Listening

* 1.6.3.B Listen to a selection of literature (fiction and/or nonfiction).

* 1.7.3.A Identify words for other languages that are commonly used English words.

Science and Technology

* 3.2.4.A Identify and use the nature of scientific and technological knowledge.

* 3.7.4.A Explore the use of basic tools, simple materials and techniques to safely solve problems.

World Languages

* 12.1.C Recognize common vocabulary terms through listening and reading.

* 12.1.E Identify words from the target language that are commonly used in English.

* 12.1.1.A Recite target language alphabet and associated sounds and basic words with proper accentuation.

 

ObjectiveS:

After giving a brief discussion on the history of Mexico, followed by the story Corn is Maize, students will be taught ten new words for foods in Spanish using flashcards. Then the students will be cooking with some of the new foods. The students will be able to recite the words back and know what they mean. Then the students will play a game of wheel of fortune to see how many words they can recall in Spanish.

 

MATERIALS AND EQUIPMENT NEEDED:

Book - Corn is Maize by Aliki.

World map

Map of Mexico and its flag

Map of other Spanish speaking countries

Ten flashcards with pictures of food as well as the English and Spanish spelling.

Frothy Chocolate Drink:

  • Saucepan
  • Whisk
  • Bowl
  • Measuring cups
  • Measuring spoons
  • 100 grams of grated plain chocolate
  • 1 pint milk
  • 1 tsp. Honey
  • 2 drops of vanilla essence
  • 1 Tbsp. of cornflour or maizeflour
  • 4 Tbsp. cold water
  • Cinnamon to sprinkle on top (Optional)

Sweet Tortilla treats:

  • Tortillas
  • 2 Tablespoons Butter or Margarine
  • 2 Tablespoons Brown Sugar
  • Cinnamon
  • Paper Plates
  • Plastic knife or spoon
  • Microwave

 

Cups, Plates

Plastic Spoons

Chalk and Chalkboard

Stickers

Handi Wipes

Tape with Spanish Food song

Taperecorder

 

Modifications: If any of the students need enrichment I would have extra Spanish food books on hand they could read. If a student is allergic to any of the ingredients those ingredients will be emitted or the recipe modified. Any other modifications needed due to students with exceptionalities will be dealt with in accordance within the guidelines of their IEP.

 

Procedures:

 

Review: Location of Mexico and the language spoken there - Spanish. The teacher can assess the student's prior knowledge of Mexico by asking if any of them have been there, or it anyone can speak Spanish.

 

INTRODUCE:

The students will be learning to pronounce ten new Spanish food words common to Mexican food dishes.

 

Develop:

1. the teacher will show on the world map where Mexico is located and other Spanish

speaking countries.

 

2. The teacher will talk about foods that are common to Mexico and foods that are used in

Mexican dishes. Followed by a discussion on other foods the student's know of that

are common to Mexico and Mexican dishes.

 

3. Teacher shows an actual ear of Indian corn and the students can touch it and pass it

around as the teacher reads the story Corn is Maize by Aliki.

 

4. After reading the book, have a discussion on Mexico's historical contribution of corn

and other foods that can be made from corn.

 

5. Using flash cards, teach the students ten food words in Spanish, asking all the students

to say each word after the teacher says it.

 

6. Students will now create some authentic Mexican snacks using some of the foods that

were taught.**** Make sure students wash their hands.****

Frothy Chocolate Drink

Mix in Saucepan with wire whisk: Grated chocolate, milk, honey and Vanilla till all the chocolate is melted (continually whisking). Dissolve

cornflour in the cold water. Add the cornflour mixture to your saucepan. Whisk all together until hot and pour into cup. Sprinkle with Cinnamon.

7. While the hot drink cools, the students can make a Tortilla treat.

Tortilla Treat

Students place a Tortilla on their plates and spread the butter evenly over

the tortilla. Next, the students sprinkle the brown sugar evenly over the

tortilla. Then the students sprinkle cinnamon all over the tortilla and roll it up. Put the Tortilla on the plate in the Microwave for 30 seconds.

8. While snacks get heated students will play a game of hangman (we will call it "Wheel

of Fortune")on the chalkboard using their new vocabulary.

9. Students will vote one of their new favorite Mexican snacks and say what it is in Spanish (while the students vote you can play a Spanish song in the background).

Their votes will then be placed on a bar graph to show which snack was the most

popular.

10. The teacher will review all the Spanish words taught in the lesson and then ask the

group what one Spanish word they learned tonight.

 

ASSESS:

Student's knowledge can be determined by seeing how many words they can correctly pronounce in Spanish while playing the game of "Wheel of Fortune."

 

ASSIGN:

Students should use their new Spanish words when they are with their families, whenever they see the foods. The students should show their families the recipes and make them with their family.

 

CLOSE:

The lesson will close after the discussion on what food words in Spanish they learned tonight. Eache student will get a handout with the recipes they used in class so they may take it home and make them with their families. The teachers will thank them for being good students and good listeners, and say goodnight.

 

References

(1991). At the Supermarket. On Lyric Language [cassette]. California: Penton Overseas, Inc.

Alvareze (2002, September). Basic Spanish Words with Pronunciation. Retrieved October 18,

2004, from http://members.aol.com/alvareze/spanish/frame.html.

Aliki. (1976). Corn is Maze. New York, NY: Harper Collins

Bateman, Penny. (2003). The AZETECS. 46 Bloomsbury Street, London: The British Museum Press