1 / 9

Cultural Culinary Quest: A Multifaceted Language Unit

Engage students in a standards-based unit incorporating the 5 C’s - Communication, Connections, Communities, Cultures, and Comparisons, through a cultural exploration on food service. Prerequisite knowledge includes food vocabulary and basic grammar constructions in a Level I Spanish classroom. The unit covers a variety of countries in the Spanish-speaking world and involves activities such as a countries/capitals/nationalities song, restaurant essay writing, community perspectives, vocabulary acquisition, marketing tactics, country-specific information, and a culminating battle activity. Students gain real-world language skills, collaboration, and cultural awareness. A fun and immersive learning experience awaits!

terah
Download Presentation

Cultural Culinary Quest: A Multifaceted Language Unit

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. A standards-based unit IFLTA 2012 Jill Woerner

  2. Incorporating the 5 C’s • Communication • Connections • Communities • Cultures • Comparisons

  3. A cultural exploration on food service? • Prerequisite knowledge • Food vocabulary • Basic grammar constructions in a Level I classroom • Basic understanding of the variety of countries in the Spanish-speaking world

  4. The introduction (Speaking) • Una persona – A countries/capitals/nationalities song to warm up daily. • F:\PHMS Back-up June 2012\JWoerner\PHMS\Paises y Capitales\NationalitiesSong.docx • An intriguing question • How do you choose a restaurant when you go out to eat?

  5. A restaurant essay (Writing) • From the student perspective • Bulleted list of ideas for homework • Brainstorm and share as a class • Change the perspective (Communities) • Their parents • An elderly couple • A handicapped/disabled individual • A group of moms out for a “girls day” • Etc…

  6. The inquiries • Acquisition of new vocabulary (Comparisons) • Marketing tactics (Connections) • Country-specific information (Culture) • Recipes, foods, photos & more (Culture)

  7. The battle (Speaking & Listening) • Students as owners • Marketing to their clientele • Being prepared with questions • Being prepared with responses • Knowing their country-specific information • Being creative & competitive • Students as customers • Understanding their role • Preparing their questions • Being fair in their decision

  8. The summary (Reading, Writing & Speaking) • The comment cards • Write their own • Read their feedback • Create a plan for improvement

  9. The end result (Immeasurable) • Students learned country-specific information related to food, drinks, activities, locales and more. • Students spoke ONLY the target language for the presentational days. • Students collaborated and helped one another throughout. • Students learned realistic, non-textbook related vocabulary that is applicable to intercultural opportunities. • Students learned the value of preparation, creativity, listening to others needs and marketing! • The students had FUN!

More Related