LESSON PLAN

Teacher: Lindsay Weir (lweir@schoharie.k12.ny.us)

School: Schoharie Jr/Sr High School

LESSON TOPIC/SUBTOPIC El gallo pinto y refrescos naturales

LESSON TITLE Unas recetas ticas

LESSON SKILL TARGETED Formal Commands (PACE model)

CLASS LEVEL Spanish I

 TARGETED STANDARDS1.1 Interpersonal Communication1.2 Interpretive Communication1.3 Presentational Communication2.1 Practices and Perspectives of Culture2.2 Products and Perspectives of Culture3.1 Making Connections4.2 Culture Comparisons5.1 School and Community

I. OBJECTIVES

1. SWBAT express their feelings and opinions about typical Costa Rican foods after trying them in class (1.1).

2. SWBAT read a recipe and give instructions to the teacher on how to make the recipe (1.2).

3. SWBAT create a cooking show in Spanish using a typical Costa Rican recipe and present it in video form to the class (1.3).

4. SWBAT brainstorm reasons why the recipes used in class are typically made as part of Costa Rican meals and why they contain the ingredients that they do (i.e.- rice, beans, fresh fruit) (2.1 and 2.2).

5. SWBAT follow a recipe to create a typical Costa Rican food and present the recipe to the class in video form (3.1).

6. SWBAT discuss the difference between typical Costa Rican food and drink and typical American food and drink (4.2).

7. SWBAT share a typical Costa Rican recipe with their families and friends while creating it for a cooking show video for class (5.1).

II.  MATERIALS

1. ELMO2. Copy of Mi Cocina: Recetas Tipicas (Costa Rica) by Nelly Urbina Castro3. Pictures of gallo pinto and refresco natural 4. Ingredients for recipes (here are the pages from the book for refrescos and gallo

pinto)5. Computers with internet access6. Video recording equipment7. Poster paper8. Worksheet A (verb practice)

III.  PROCEDURES

PACE ModelStages

Purpose and Activities

Presentation 1. Build background knowledge by asking students about their typical family recipes and typical recipes of the USA.

2. Discuss what some typical recipes of Costa Rica might be.

3. Show pictures of gallo pinto and refrescos naturals and brainstorm why these may be typical Costa Rican foods.

4. Place copy of Refrescos y Horchatas pages on ELMO for students to view.

5. Focusing on the recipe Refresco de moras circle the recipe and read it to the class step-by-step as they follow the directions and make the recipe.

6. Students will try the refresco they have made and discuss their reactions to it as well as how they felt about following the recipe and understanding it.

7. After cleaning up, pass out a copy of the recipe for Gallo Pinto to each student.

8. In small groups of 3-4, students will read the recipe and understand it. Then, the teacher will call on students to give the instructions step-by-step to the teacher who will follow the students’ instructions to make gallo pinto. Students will be given the opportunity to try the recipe as well.

Attention 1. In pairs, students will underline the verbs in the recipe for Gallo Pinto.

2. The teacher will ask students which words they underlined and make a list on the board.

3. The teacher will point out that the verbs are not conjugated the way the students know how to conjugate, circling the stem differences and ending letter of the verbs.

Co-Construct Explanation

1. The teacher and students will work together to see if there is a pattern in the way these verbs are conjugated by looking at the verbs one by one.

2. After noticing the pattern, the students will explain the pattern in their own words, creating a “rule” for conjugating this form of the verb. The teacher will ask questions to elicit responses such as the verbs are in the yo form and end in the opposite vowel but some are irregular.

3. The teacher will synthesis the students’ ideas into a general rule and write this rule on a poster paper.

Extension Activity

1. The students will complete a worksheet to practice the new rule using the formal commands in the gallo pinto and refresco de mora recipe.

2. The students will complete a search using the internet for typical Costa Rican foods.

3. The class will discuss the similarities and differences between typical Costa Rican food and beverages and those of the United States.

4. The students will write out a recipe for the food they chose in their internet search of typical Costa Rican foods.

5. The students will use the recipe to create a video presentation in pairs of a cooking show preparing the food and discussing the steps using formal commands. The students will then share

their food with family/friends and gather their opinions on it.

IV. CULTURAL INFORMATION

Costa Rica is known for gallo pinto and also refrescos naturales made from the abundant fresh exotic fruits that exist in the country. The students will experience the recipes and get to taste both of these typical foods in class. Also, the students will do research on the internet to find other typical foods found in Costa Rica and prepare them. This lesson includes the practice of eating these traditional Costa Rican foods/beverages and the perspectives behind their consumption.

V. TECHNOLOGY USED

ELMO Internet Video recording equipment

Refresco Natural

Gallo Pinto y Huevos

Worksheet ANombre ______________ Fecha ____________Español I Los mandatos formales

Instrucciones: Usando los verbos en las recetas de clase, vas a hacer una lista de los verbos en cada forma en la tabla (inglés, español, yo, y mandato formal). Vas a usar la regla de clase. Hay un modelo en la tabla.

LA REGLA DE MANDATOS FORMALES______________________________________________________________________

__________________________________________________________________________________________________

Verbo en inglés Verbo en español

Verbo en “Yo” Mandato formal

To make/do Hacer Hago Haga