Author:
Erin
Subject:
World Languages
Material Type:
Activity/Lab, Assessment
Level:
Middle School
Tags:
  • Lesson Plan
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Text/HTML

    Education Standards

    En la Cocina: Using Commands with Recipes in Spanish

    En la Cocina: Using Commands with Recipes in Spanish

    Overview

    This is a lesson plan created by Spanish 1-2 teacher Erin Sanislo. It is mean to be a Presentational Speaking summative project at the end of a food unit for students to use food vocabulary in a recipe and demonstrate their knowledge of commands to present a recipe. 

    Thumnail Image Citation: "Mexican Food" by mrsdkrebs is licensed under CC BY 2.0.

    Summary

    In this lesson, the teacher will guide students in creating an iMovie where they cook a recipe (either in real life or with narrated photos) to demonstrate their understanding of commands (¡Corta! ¡Mezcla! etc.) and food vocabulary.

    Time Allotted: 1-2 weeks

    Author: Erin Sanislo

    Utah Core Standards: NH.PS.5: I can give basic instructions on how to make or do something using phrases and simple sentences.

    Format: Synchronous Spanish 1 or Spanish 2 class

    Possible Schedule:

    • Day 1 - Activate knowledge of commands with Simon Says game, Blooket game, form project groups.

    • Day 2 - Review teacher ejemplar video, research recipes from Spanish-speaking world and ingredients, summarize recipes into simple steps.

    • Day 3 - Write scripts and storyboards for iMovie of the recipe, begin iMovie creation with photos and audios or with live recipe demonstration.

    • Days 4-6 - Continue iMovie creation, edit projects in iMovie, add background music and titles, etc.

    • Day 7 - Share video with peers in a classroom gallery walk

    Step 1 - Goals and Outcomes

    Learning Intentions:

    • Students will be able to create a series of formal commands in Spanish to provide how-to directions.
    • Students will be able to use connecting words to transition between the steps of a recipe.
    • Students will be able to interpret a recipe in Spanish and identify key food vocalubary terms.

    Success Criteria:

    • Students will write a script, create a storyboard and create an iMovie film that demonstrates them performing a recipe, either with real ingredients or with animated photos and narrations.
    • Students will interpret the recipe of peer's video and explain the steps of the recipe.

    Step 2 - Planning Instruction

    Student Background Knowledge:

    Students will have an understanding of food vocabulary in Spanish and formal commands to provide how-to steps as outlined in Standard NH.PS.5. This knowledge will be activated through interpretive quick quizzes on other recipe videos, Blooket vocabulary games, review videos, etc.

    Strategies for Diverse Learners:

    Precision partnering will be using in student grouping to ensure every student is set up for success. Group members will be assigned different roles such as researcher, video editor, script writers, storyboard creator, etc. to cater to student strengths and distribute roles equally. Teacher modeling with the ejemplar video. A task list with action steps will be given to students so learners can monitor their own progress and chunk the project into manageable steps. Script rough drafts and storyboards will be used as a type of formative assessment so the teacher can identify which groups need additional modeling and support and which groups need extra challenge.

    Step 3 - Instruction

    Instructional Activities:
    I Do

    The teacher will review the concepts for Standard NH.PS.5: I can give basic instructions on how to make or do something using phrases and simple sentences to prepare students to be assessed on the standard. This could be done using a Keynote presentation, Blooket, Quizlet, practice quizzes, etc. on using formal commands to provide directions. The teacher will activate prior knowledge of commands with a fun Simon Says game for listening comprehension. The class will discuss patterns in how the verbs were formed into a formal command. 

    The students will further activate commands with a review video from Sr. Jordan and Blooket on commands. They will then apply their knowledge of commands to a new scenario: food in the kitchen by reading a recipe in English and translating it to Spanish using 5-8 commands. The teacher will review their translations as a type of formative assessment to ensure students are on track to meet the objective: NH.PS.5: I can give basic instructions on how to make or do something using phrases and simple sentences.

    The teacher will explain the objective of the En la Cocina project: to provide how-to step-by-step directions to make a recipe using formal commands and food vocabulary. The teacher will also show an example video linked in Section 6 for students to visualize what the final project could look like. 

    We Do

    Students will form project groups and select a recipe from the Spanish-speaking world that they would like to make using real ingredients or using photos with narrated descriptions and animations. The teacher will work with the students to help them list ingredients on Notes and start forming a rough outline of the steps of making the recipe. The teacher will also work with students to assign group roles such as researcher, writer, video editor, etc.

    Y’all Do

    Students will use Notes or Pages to start creating a script that remixes the English recipe into their own original language in Spanish using commands and food vocabulary. The teacher will read scripts as a form of formative assessment to ensure each group understands how to form formal commands in Spanish and provide step-by-step directions. 

    Next, students will use Notes or Pages to start creating a storyboard to plan out how and where titles, images, videos, music etc. will refine their final iMovie video. The teacher will also review the Storyboard as a form of formative assesment to guide students before creating their final iMovie.

    You Do

    Students will create their final project in iMovie by compiling their scripts, videos of them making the food and/or photos of the recipe steps, audios narrating the recipe, music, etc. and edit the project. A peer review will be done so groups can receive feedback and make changes to their projects. The teacher will hold a discussion about digital citizenship and fair media use to assist students in selecting royalty-free graphics, homeade graphics the students created or real images/video of the students making the recipes. They will export their final videos to be shown in a digital classroom gallery walk and shared with other Spanish class sections.

    Step 4 - Assessments

     

    The teacher will observe student progress throughout the lesson and use student scripts and storyboards as a type of formative assessment before they create their final iMovie. 

    As the final summative assessment, students will use the iMovie application to create a 5-minute video of them creating the food recipe with 5+ different commands. This assessment on iMovie will assess students' Presentational Speaking skills when giving how-to directions in a simulated real-life and creative context. Before exporting, students will conduct peer reviews and submit their first iMovie draft to the teacher for review.

    Here is a teacher exemplar video that will be shown to the students as a modeled example of mastering objectives. The students will grade the video using the rubric to look for the presence of commands, transitions, food vocabulary, etc.

    El Guacamole Recipe

    The rubric attached below will be used to guide students to master project objectives: