Spanish 3: En el restaurante

Date: 1/30/17

Strengths of the Class:

B5: Almost all students arrive on time; almost all students participate in activities, group and individual work;
all are respectful to the teacher and each other.
B7: Almost all students arrive on time, almost all students participate in activities, group and individual work;
all are respectful to the teacher and each other.

Unique Needs of the Class:

B5: Since this is third period class, right before lunch, its important to have activities that will keep students
engaged.
B7: Since this is the last class of the day, it is important to have activities that will keep students engaged.

Unit: La comida y restaurante

Curriculum Standards:
N. ICA.1 I can imitate some simple patterns of behavior in familiar settings across cultures.

Turn in before class (homework from previous class): None

Content Objectives for the Lesson: SWBAT order in a restaurant by working on a skit in groups.

Learning Objectives for Students: SWBAT recognize and use restaurant and food vocabulary by practicing
ordering in a restaurant. SWBAT know and practice how to order in a restaurant, using appropriate language

Language Objectives for Students: SWBAT recognize and use restaurant and food vocabulary by writing and
pronouncing the definitions of each restaurant term. They will also write a skit and act it out.

Starter: (5-10 min.) As students come in, I will have pictures of Spanish food up on the projector. We will then
talk about the foods, specifically paella, gazpacho, and churrasco. In the previous class, students picked what
foods they would order from a menu del dia. Many student didnt know what the foods were and asked what
they were so to answer some of their questions, I will show them some images of the foods previously
mentioned.

Class Procedures (Class Work/Activities):

1. Starter: (5-10 min.)
 2. En el restaurante vocabulary: (10-15 min.) Students will get a new vocabulary sheet, which we will go
over together. We will write in the definition of each, pronouncing each term.
3. Restaurant skit: (40 min.) I will put students into groups of four, 1 Spanish speaker and 3 non-Spanish
Speakers. Students will have the rest of class to write a skit and practice it in preparation for a
performance assessment the next class (they will not be allowed to use any notes). This performance
assessment will prepare students for the proficiency exam, which will be similar except for that students
will placed into random groups.

Plans for Enrichment (i.e., What is my plan for students who finish early?): Students are to practice their skit.

Plans for Remediation (i.e., What is my plan for students who need additional support?): Students will have
access to their vocabulary sheets and I will be walking around, assisting students as needed.

Plans for Assessment:

Formative: The performance assessment, which will be the next class time.
Summative: Todays activity starts to prepare students for their oral exam.

Turn in at the end of class: Nothing

Homework assigned: Practice and study their vocabulary and skit.

Plans for English Language Learners: Every student is a language learner.