2 DAY LESSON PLAN FOR CUANDO TÍA
LOLA VINO DE VISITA A QUEDARSE
Tracy Linder
Spanish III Honors and/or Spanish IV
(juniors and seniors)
CAAP COMMON CORE – THE OHIO STATE
UNIVERSITY

Reading


Level 4 – 1. Read and understand selected short
novels, plays, and/or poems (authentic or from graded
readers).
Writing

Level 3 – 10. Compare and contrast aspects of life in
the target culture and those in your culture.
CAAP COMMON CORE CONTINUED


Listening
 Level 3 – 8. Listen to and understand a sequence of
directions or a procedure (e.g., a recipe, what to do
in case of fire or other emergencies, etc.)
Speaking
 Level 4 – 3. Discuss your opinion about a cultural
topic in the target culture (e.g., holidays, foods,
sports, tolerance of foreigners, etc.).
 Level 4 – 6. Initiate and sustain discourse about a
literary or cultural topic of interest in the target
culture
AIMS
 Reviewing
previosuly taught vocabulary
 Developing
reading and comprehension
skills
 Developing
speaking skills
 Understanding
culture
how food helps to shape
ESSENTIAL QUESTIONS
 What
are your family traditions/rituals
with food?
 How
 In
do food traditions change over time?
what ways is your favorite dish
different from the dish that Tía Lola
makes in chapter 4?
PROCEDURE – DAY 1
Motivation: Questions for discussion
 ¿Cuál
es tu comida favorita?
 Discuss as a class
 ¿Qué
tipo de comida come tu familia?
 Students list responses
 Volunteers share with the class
DAY 1 CONTINUED
 Revisit
food vocabulary list from
previous course
Food Vocabulary
 Brainstorm
add to list
other food words and
DAY 1 CONTINUED
 Divide
into groups
 Give
each group a different dish
mentioned during the family food
discussion
 Ask
groups to make a grocery list for each
meal
 Groups
share their lists
DAY 1 CONTINUED
Summary: Questions for discussion
 ¿Qué
tipos de ingredientes fueron
usados más en cada plato?
 ¿Qué
piensas que son los ingredientes
más comunes en la comida
dominicana?
Homework: Read ch. 4 of Tía Lola
PROCEDURE – DAY 2
 Re-read
as a class the section about
huevos rancheros (pg. 42-44)
Motivation: Discussion questions and video
 ¿Por qué piensas que el anciano disfruta
más la comida cuándo Tía Lola la
prepara?
 ¿Qué
ingredientes piensas que hay en los
huevos rancheros?
DAY 2 CONTINUED
 View
YouTube video for making huevos
rancheros
http://www.youtube.com/watch?v=fw1PUlG
hJio&feature=related
 Brainstorm
cooking verbs
 Students write short paragraph
comparing and contrasting huevos
rancheros with their favorite food
DAY 2 CONTINUED
Summary: Discussion and Share
Share
paragraphs
Discuss
how food helps to shape
culture and how food traditions
change over time
ROUGH PLAN FOR DAY 3
Review
list of cooking verbs
Quick
review of informal
commands
Begin
planning for presentation
of recipe of choice
CITATIONS
Alvarez, Julia. Cuando Tía Lola Vino
de Visita A Quedarse. New
York: Yearling, 2001. Print.
“Como Hacer Huevos Rancheros.”
IMUSA. YouTube. 2010. Web. 25
July 2011.
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2 Day Lesson Plan for Cuando Tía Lola Vino de Visita a Quedarse