Let’s Eat!

– H1
Delaware Recommended Curriculum Unit Template
Preface: This unit has been created as a model for teachers in their designing or redesigning of
course curricula. It is by no means intended to be inclusive; rather it is meant to be a
springboard for teacher thought and creativity. The information we have included represents
one possibility for developing a unit based on the Delaware content standards and the
Understanding by Design framework and philosophy.

Grade Level(s): H1

Subject/Topic Area: World Languages, Let’s Eat!

Searchable Key Words: Food, Restaurants, Nutrition

Designed By: Mandy Gillin, Joslyn Morris, Martha Perez, Shalina Spurlock,
Julie Leasure, Lindsay Taylor

Time Frame: 3-4 weeks

Date: November 5, 2008

Brief Summary of Unit

Food plays an integral part in one’s culture. It can be said that food choices are not only based
on personal liking but also according to social setting and for nutritional value. In this unit
students will learn about foods, food choices, how and why they are made, how to behave in a
restaurant and how to ask for and express like or dislike for their choices. The unit is introduced
in January when first year students have mastered some basic vocabulary for communication
purposes. The transfer task will allow students to demonstrate their understanding of the big
idea.

This unit is generic and can be adopted for various languages. Some examples in Spanish are
provided.

Stage 1: Desired Results

(Determine What Students Will Know, Do and Understand)
DE Content Standards & Grade Level Expectations

GLE’s
1.1 Interpersonal Communication
Students introduce themselves and their classmates, name objects, places and actions
and respond to commands and questions. Student also express basic likes and dislikes.

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1.2 Interpretive Communication
Students comprehend brief, written messages and short personal notes on familiar topics
such as family, school events and celebrations. They also comprehend main ideas in oral
narratives such as personal anecdote and narratives based on familiar topics.
1.3 Presentational Communication
Students write or tell about products or practices of their own culture or the target-
language cultures. They use language supported by visual cues such as posters, pictures,
props, etc.
2.1 Cultural Practices and Perspectives
Students observe, identify and discuss simple patterns of behavior or interaction in
various settings such as school, family and the community in the target-language
cultures.
2.2 Cultural Products and Perspectives
Students identify and observe tangible products of the culture such as toys, dress, types
of dwelling and foods.
3.2 Access to Information
Students use sources intended for same-age speakers of the target language to prepare
reports on topics of personal interest, or those with which they have limited previous
experience.
4.2 Cultural Comparison
Students speculate on why certain products originate in and/or are important to
particular cultures by analyzing selected products from the target cultures and their
own.

Big Ideas

Diet and Nutrition of the target language countries

Unit Enduring Understandings

Students will understand that…

 Food is an important aspect of cultural identity.

 Going to a restaurant is a different experience for each world culture.
 Cuisine is vastly different among the target language countries.

Unit Essential Question(s)

 How is what I eat similar to or different from target language foods?

 What are some staple foods of target-language-speaking countries?
 What do I eat that is “American”?
 How do I communicate what I want to eat in different cultural contexts?
 What does restaurant etiquette look like in the target culture?

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 What does restaurant etiquette sound like in the target culture?
 What differences or similarities in food or restaurants are there among the various
countries where the target-language is spoken?
 What does good nutrition mean to me?

Knowledge & Skills

Students will know….

 Cultural perspectives on meals and snacks.
 Differences and similarities of foods between the target culture and the U.S.
 Differences and similarities between restaurants in the target culture and the U.S.
 Differences and similarities of the idea of nutrition between the target culture and the
U.S.

Students will be able to…

 Identify food vocabulary.
 Correctly use related verbs.
 Express what they are going to eat.
 Express likes and dislikes.
 Order food politely.
 Describe food.
 Identify the different meals in different countries and the food that is eaten for each of
those meals.
 Listen to and understand a restaurant dialogue.
 Describe their typical meals and those of others.
 Ask appropriate questions related to food and meals.
 Read and understand words that are typically found on menus.

Stage 2: Assessment Evidence

(Design Assessments To Guide Instruction)

Suggested Performance Task(s)

Essential Questions: What are some staple foods of target language countries?
How do I communicate what I want to eat in different
cultural contexts?
What differences or similarities in food or restaurants
are there among the various countries where the target
language is spoken?
Summative Assessments:

Scenario: You are an entrepreneur looking to opening a restaurant. You will use the
first two activities to gain information and the third to create your menu for your
restaurant.

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Task 1
Interpretive: Listen to a restaurant dialogue. Fill in the chart to assess comprehension
(example below). Sample Dialogue: See Addendum I

¿Quién? ¿Qué comen? ¿Qué toman? ¿Desayuno,

Who? What are they What are they Almuerzo, o cena?
eating? drinking? Breakfast lunch or
dinner?
Person #1
Person #2

Scoring rubric for Interpretive: 2—all responses are correct

1—some responses are correct

Task 2
Interpersonal: In groups of three (3), discuss what each of you like to eat in each of the
food groups and why. Which food group tends to be the most popular? The least popular?
Teacher will circle, use class presentation, or tape recording to evaluate task. Teacher
uses interpersonal scoring rubric.

Task 3
Presentational:
GRASPS
Goal: To create a new menu for the target language restaurant.
Role: You are an entrepreneur and you are about to open a restaurant. First you must
create the menu. Your job is to create a healthy, well-balanced menu that will be
appealing to potential customers.
Audience: Your target audience is the potential customer. You need to develop a menu
that will be tasty, healthy, and popular.
Situation: The context you find yourself in is accommodating the needs of taste,
nutrition and popularity.
Product performance and purpose: You will create a menu that is nutritionally
sound and gastronomically appealing to potential customers.
Standards and Criteria for Success:
 Create a menu for lunch and breakfast.
 Your menu must include each of the food groups in a well-balanced manner and
feature appetizers, entrees, and desserts (5 or more in each category).
Scoring Rubric
1. The teacher will judge the nutritional value and the use of target language.
2. Student judging will occur in a Gallery Walk. This can be done anonymously if
the teacher feels it is needed. (See Addendum #2)
3. Student self check.

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Rubrics are provided below.

Rubrics/checklists for Performance Tasks

Suggested Rubrics for the Summative Assessments:

Teacher Task 2 Scoring Rubric
INTERPERSONAL EXCEEDS MEETS DOES NOT MEET
MODE EXPECTATIONS EXPECTATIONS EXPECTATION
Task 2 3 2 1
Understands student Understands most of Difficulty
without any difficulty. what student says understanding student.
(Comprehensibility) without much difficulty.

Answers his/her Answers most questions Answers a few

questions appropriately. appropriately. questions appropriately.
(Comprehension) Often, cannot respond
at all.
How well does the Mostly correct when Completes the task with Speaks using words and
student use the producing simple mostly memorized lists.
language? sentences. chunks of language and
some sentences. Makes mistakes that
(Vocabulary Use & Mistakes when trying to interfere with message
Language Control) be more creative, but Starts making more trouble understanding.
errors don’t interfere mistakes when trying to
with what he/she is be more creative, but
saying. does not interfere with
what he/she is saying.
How well does the Can ask and answer Able to answer most Is only able to answer a
student keep the basic questions. questions appropriately few direct questions.
conversation going? and ask a few
Asks for clarification by memorized questions. Often resorts to English
(Communication asking for repetition for clarification of
Strategies) and for additional Asks for repetition meaning.
information. when clarification
needed. Can substitute
words when meaning is
unclear to partner.

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Task 3
Teacher Menu Rubrics (GRASPS Activity)
CATEGORY “Head chef” 4 “Waiter” “Host/Hostess” “Bus boy” 1
3 2
Content - All 3 areas 2 out of the 3 1 out of the 3 None of the
Accuracy (refrescos, platos areas contain the areas contains areas contain the
principales, required number the required required number
postres) contain of food items. number of food of food items.
at least 5 food Most food items items. None of the food
items and are are written Some food items items are
written correctly correctly in the are written written correctly
in the language. language. correctly in the in the language.
language.
Title and Visuals The restaurant The restaurant The restaurant The restaurant
is creatively has a generic has a generic does not have a
named and has name and name and its name and not
appealing and appealing visuals are not many
creative visuals. visuals. creative or stimulating
OR appealing. visuals.
The restaurant
has a creative
name and its
visuals are semi-
appealing and
not very
creative.
Healthy & The menu is an The menu has The menu has The menu has no
Attractive excellent variety some variety for limited variety variety and lacks
Variety of Food for all 5 food all 5 food groups. for all 5 food some of the 5
groups. groups. food groups.

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Student Self-Check
PRESENTATIONAL EXCEEDS MEETS DOES NOT MEET
MODE EXPECTATIONS EXPECTATIONS EXPECTATIONS
(Peer Assessment) 5 3 1

How well do I use the I complete the task and I complete task using I write using only words
Spanish Language? I provide some details. mainly memorized and some memorized
expressions, words. chunks of language,
(Language Control & I create with the and/or I did not fully
Vocabulary Usage) language to express I make mistakes, but complete the task.
original details. I make they do not interfere
some mistakes when I with comprehension. I use a limited number
begin to be more of vocabulary words.
creative. I use basic, appropriate
vocabulary.
I vary my vocabulary
usage and add more
than what was
necessary.

How well do I capture My menu choices are I make some effort to I make no attempt to
and maintain my very creative and would maintain my audience’s maintain my audience’s
audience’s attention? be popular to my attention and make my attention or to make my
audience. menu appealing. menu appealing. My
(Impact) audience does not have
an interest in trying my
menu choices.

How well do I organize My menu items are in Most of my menu items I present my menu
my menu? the correct category and are in the correct items in a random way
my pictures are a useful category and my with no attempt at
(Communication reference by being in pictures match the organization or pictures
Strategies) the correct spot. category but aren’t that are useful
always examples of my references.
food selection.

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Other Evidence

Writing logs, vocabulary activities, graphic organizers, quizzes

Student Self-Assessment and Reflection

Using “Can do” statements, students will be able to assess their learning.

1. I can identify food vocabulary

_____I can do this easily and well.
_____I can do this with help. _____This is a goal.
2. I can read a menu in target language.
. _____I can do this easily and well.
_____I can do this with help. _____This is a goal.
3. I can write a menu in target language
_____I can do this easily and well.
_____I can do this with help. _____This is a goal.
4. I can compare target country meal styles to US meals.
_____I can do this easily and well.
_____I can do this with help. _____This is a goal.
5. I can compare U.S. and target country foods.
_____I can do this easily and well.
_____I can do this with help. _____This is a goal.
6. I can order food in target language at a restaurant.
_____I can do this easily and well.
_____I can do this with help. _____This is a goal.
7. I can discuss what foods I like and dislike in target language.
_____I can do this easily and well.
_____I can do this with help. _____This is a goal.

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Stage 3: Learning Plan
(Design Learning Activities To Align with Goals and Assessments)
Key learning events needed to achieve unit goals

Lesson 1 Staple Foods

Essential Question: What are some staple foods of Target Language countries?

Background:
Students will bring in pictures of their favorite typical American foods to share with
class visually. They will be asked to categorize whether they are breakfast or lunch.

Strategy One
Assign student groups to use the text book to find the target language word for each of
the picture of foods in two categories: Breakfast and lunch. Then teacher reviews
with class and provides words that they did not find. (See Addendum #3)

Strategy Two
Teacher led discussion of foods that we already know in American culture, students
exchange information about prior knowledge of foods of target culture. Students
complete the K & W columns of the KWL chart about food in their target language
countries (teacher collects). (See Addendum #4)

Strategy Three
Students read article(s) in English about meals in the target culture individually.
Some examples of articles can be found at the following websites:
 http://www.justlanded.com/english/Spain/Tools/Articles/Culture/What-
you-should-know-about-eating-in-Spain
 http://gomexico.about.com/od/historyculture/tp/mexican_meals.htm
 http://www.post-gazette.com/food/20000817mexican1.asp
 http://www.infocostarica.com/culture/food.html
*Note: Paired reading can be done as needed.

Check for Understanding

Students compare meals in the target culture with that of their own by completing a
Venn Diagram comparing the two and interpreting the similarities. (See Addendum
#5)

Strategy Four
Inductive grammar lesson on ME GUSTA/ NO ME GUSTA (j’aimes, je n’aimes pas)
using pictures provided by students and teacher. Student pairs practice “I like (I
don’t like)” with foods.

Check for Understanding

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Teacher requires exit ticket where students use Me gusta and No me gusta with at
least one new food/dish and one from their own culture in the target language.

Lesson 2 Good Nutrition

Essential Question: What does good nutrition mean for me?

Background:
Students have been introduced to food vocabulary and understand the concept of
healthy eating. Colors are also reviewed to enable students to associate colors of the
pyramid with the different food groups.

Strategy One
Introduce students to the new food pyramid and vocabulary associated with the food
groups (see appendix):

Granos - grains
Verduras - vegetables
Fruitas - fruits
Productos Lácteros – dairy products
Carnes y Frijoles – meats and beans

Give students an example of different foods and how they would fit in the food pyramid.
EX: - apple pie would be fruitas, granos y azucar.

With a partner, students will interview one another about their choices of food on a
typical day. Answers for their partner should be recorded using the *MyPyramid link
Worksheet students will be given. The worksheet enables students to group different
foods according to their relevance to the categories on the food pyramid. When complete,
students will share their findings for their partner, using the target language, with the
class. (See Addendum #6)

Re-pairing
Students will give the completed sheet to the person it was created for, students will
discuss how to improve their dietary intake to better conform to their ideal pyramid.
This information can be recorded on the Mi objective alimentario para mañana es section
of the worksheet.

Check for Understanding

Each student will then create a food pyramid poster reflecting both his actual and
suggested food intake.

Lesson 3

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Essential Question:
How do I communicate what I want to eat in different cultural contexts?

Strategy One
Using a menu (different menu for each group) answer the following questions:
i. ¿Cómo se llama el restaurante?
ii. ¿Es cara la comida? ¿o Barata?
iii. ¿Aceptan tarjetas de credito?
iv. ¿Sirven solamente desayuno, almuerzo, cena o todo?

Strategy Two
Introduce basic adjectives that describe food. Working with a partner discuss ¿Qué te
gusta comer? Then ¿Por qué te gusta o no?

Strategy Three
Watch a restaurant scene with dialogue. Circle food words on supplied list of
vocabulary words.
(Handout #3)Discuss if they are ordering desayuno, almuerzo, cena, postre, or
merienda.

Strategy Four
Introduce relevant verbs and their conjugations. Using verbs: In pairs, students are
provided with a verb list. Student A chooses a person (subject pronoun), then Student
B chooses a verb from the list and conjutates it according to the person, then Student
A must complete the sentence using a food vocabulary work. Switch roles.

Strategy Five
In groups of 5, students discuss their favorite vegetable and why they like it. Then
they take turns reporting to the group what they eat and what each other person in
the group eats (Ex. I eat broccoli, she eats squash, they eat mushrooms, we all eat
vegetables). Then switch to fruits, meats, etc.

Check for Understanding

Students create 5 new vocabulary cards for this unit (see Handout #7)

Strategy Six
Watch restaurant scene again. Discuss additional words and changes in
understanding.

Strategy Seven
Introduce ir + a + infinitivo. Using a school cafeteria menu in Spanish, tell your
partner what you are going to eat today for lunch.

Strategy Eight

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Let’s Eat! – H1
Take a scrambled restaurant dialogue and put the pieces in logical order.

Strategy Nine
Have students write their own restaurant skit and perform for the class. Menus can
be provided for student reference.

Check for Understanding

Distribute the KWL chart and ask students to complete the L column and respond at
the bottom “Me gusta”.

Resources & Teaching Tips

 Food Pyramid:
http://www.mypyramid.gov/sp-index.html
 Authentic Menu:
www.mayacuisine.com/espanol/index.html
 Potential Articles of Hispanic Cuisine:
 http://www.justlanded.com/english/Spain/Tools/Articles/Culture/What-
you-should-know-about-eating-in-Spain
 http://gomexico.about.com/od/historyculture/tp/mexican_meals.htm
 http://www.infocostarica.com/culture/food.html
 Live link:
http://www.mypyramid.gov/mypyramid/sp-index.aspx - food pyramid analysis page

Accommodation/Differentiation ideas and tips

Possible Modifications:

Divide students into 2 levels. The lower level will watch the restaurant clip,
while the higher level close their eyes and just listen to the dialogue in the clip.
Both levels will complete the same activity that follows.

For the performance task #3, students could create the menu together with one
being responsible for the appetizers, another for entrees, and another for
desserts.

Teacher provided more guided practice as needed.

Vocabulary work pronunciation is recorded by teacher and placed at a learning

center where students can review words as needed.

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Addendum 1

Sample Dialogue for

Task 1/Performance Task

Two friends sit at a table in a restaurant. The waitress asks for their order:

The first friend orders eggs and coffee.

The second friend orders toast and orange juice.

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Addendum 2 For Performance Task: STUDENT GALLERY WALK FOR RATING
MENUShttp://images.google.com/imgres?imgurl=http://www.trentonmambos.com/art/mar
acas.gif&imgrefurl=http://www.trentonmambos.com/promotions.htm&h=103&w=114&sz
=3&tbnid=wvwzZb6KguEJ:&tbnh=73&tbnw=81&start=24&prev=/images%3Fq%3Dresta
urant%2Bclip%2Bart%26start%3D20%26hl%3Den%26lr%3D%26ie%3DUTF-
8%26sa%3DN
#1 #2 #3 #4 #5

My 1st category (appetizers) has the required

number of items.
My 2nd category (entrees) has the required number
of items.

My 3rd category (desserts) has the required number

of items.

Menu has the food group: Meat & beans

Menu has the food group: Grains

Menu has the food group: Fruits.

Menu has the food group: Vegetables.

Menu has the food group: Dairy Products

Menu is in the foreign language.

Menu has appropriate pictures.

Menu is neat and well-organized.

Menu has prices.

Menu has a name in the foreign language.

Example: El Restaurante de __________.

Le Restaurante (d’, du, de
la_________________).

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Il Ristorante di _____________.

I would like to dine at menu # _____

Why:

Addendum #3
Foods
Lesson One (Spanish example)

Frutas:

La manzana
La fresa
La naranja
La pera
El plátano
La cereza Calcio:
La nectarina
El melocotón El queso
La leche
Verduras: El helado
La crema
El maíz El yogur
El brocoli
Los frijoles Las Bebidas:
Los tomates
La lechuga El jugo
La espinaca El refresco
Los pepinos El café
Los aguacates El té
Los pimientos El agua
Los chiles El agua mineral
La Cebolla El chocolate
El Ajo La leche

Las Carnes: Los Cereales:

El pollo El pan
La Carne de res El arroz
El bistec El cereal
Las chuletas La pasta
El Pavo
El pescado El Postre:
Los huevos

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El helado
La torta
El pastel
El flan

Handout used in lesson one and three

Addendum #4 (used in lesson one and three)
Name__________________
La comida
Directions: Fill in column K with what you already know about foods from target
speaking countries. In column W, copy the list that the teacher prepared of new foods
that you do not already know. After we have discussed in class and read an excerpt
on foods in Spanish-speaking countries, you will then fill out column L with what you
have learned.
K W L
What do you already know? What do you want to know? What did you learn

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____________________________________________
¿Qué te gusta comer? Me Gusta . . . ) No me gusta . . .
Exit ticket: Using what you have learned about foods from Spanish speaking
countries, tell me in Spanish two dishes that you like and two that you don’t find
pleasing.

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Addendum #5 (used in lesson one)

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Addendum #6

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Addendum #7 (used in lesson 3)

Vocabulary Cards

Vocabulary cards are personalized sets of small cards.

Students can create their own vocabulary cards or use copies of a
master set.

1. Write the vocabulary words in the center of the card in bold

letters.

2. In the upper left corner, write the English meaning.

3. In the lower left, write the part of speech.

4. In the lower right corner, draw a picture that illustrates the

word.

This same process can be used throughout the course.

potato

pomme de terre

noun

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