Unit Title:

Grade Levels

Food and Drink

Spanish 2 (10-12)

Subject/Topic Areas:
Food, drink, likes, dislikes, present tense verb conjugation, question formation, and Hispanic
culture.
Key Words:
Basic food and drink vocabulary, present tense verbs(gustar, comer, beber, pedir, querer, tener,
estar)
Designed by:
Felicia Short

Brief Summary of Unit (including curricular context and unit goals)

In this unit students will learn basic food and drink vocabulary and be able to express their likes
and dislikes while being grammatically accurate. Students will be able to form questions and
requests about food and drinks when dining. Students will learn about Hispanic culture relating
to meals.

Stage 1: Identify Desired Results

Established goals:
Students will be able to express likes, dislikes, agreement and disagreement.( Standard 1.1: Students
engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.)
Students will be able to make simple requests.
Students will be able to ask for clarification.
Students will be able to give simple descriptions. (Standard 1.3: Students present information, concepts,
and ideas to an audience of listeners or readers on a variety of topics.)
Students will be able to comprehend basic directions. (Standard 1.2: Students understand and interpret
written and spoken language on a variety of topics.)
Students will be able to provide responses based on the food and drink topic.
Students will be able to identify commonly held viewpoints of the cultures, such as those relating to
meals. (Standard 2.1: Students demonstrate an understanding of the relationship between the practices
and perspectives of the culture studied. Standard 2.2: Students demonstrate an understanding of the relationship
between the products and perspectives of the culture studied. Standard 4.2: Students demonstrate understanding

of the concept of culture through comparisons of the cultures studied and their own.)

What understandings are desired?

Students will understand the difference between gusta versus gustan.
Students will understand how to make nouns and adjectives agree.
Students will understand subject pronouns.
Students will understand present tense of estar.
Students will understand present tense of verbs (e.g. comer, beber)
Students will understand present tense of stem-changing verbs (e.g. pedir, querer, tener)
Students will understand the formation of questions.
Students will understand the negative and affirmative commands.

What essential questions will be considered?

How do I express my likes and dislikes of food?
How do I effectively communicate the taste of food and drink?
How do I ask others questions about food?
How do I agree and disagree about food and drink?
What are some foods and beverages more popular in different parts of the world?
What are some favorite meal choices in Latino countries?
What do Hispanic people eat and drink for breakfast, lunch, dinner, and snacks?

What key knowledge and skills will students acquire as a result of this unit?
Students will know...

Students will be able to...

Hispanic culture relating to meals.

(While listening to basic conversation
about food and drink) others likes and
dislikes as well as negative and
affirmation about food and drink.

Grammatically correct form sentences

expressing descriptions as well as likes
and dislikes or food and drink.
Grammatically correct form questions
about food and drinks.

Stage 2: Determine Acceptable Evidence

2

What evidence will show that students understand?

Students will use and comprehend Spanish language expressions and new vocabulary
specific to our food and drink unit.
Students will be able to express whether they like foods in class, using the me gusta
structures.
Students will participate in class discussions and activities.
Student exhibitions or major assessments (e.g. final unit exam).

Other evidence (quizzes, tests, prompts, observations, dialogues, work samples):

Classroom tests or other periodic assessments that show growth in academic
understanding / skills on specific concepts (e.g. food skit).
Student papers / products that show growth or mastery of academic understanding / skills
(e.g. creating menu, meals in Hispanic countries).
Student work samples that illustrate student learning through revision of work or repeated
practice on similar concepts.
Student reflections on their learning (e.g. through logs, journals).

Student self-assessment and reflection:

Students will complete a pretest before starting the food and drink unit.
Students will be provided a self-assessment checklist sheet to complete and reflect upon
during the food and drink unit.
Students will complete a posttest after the food and drink unit.
Stage 3: Plan Learning Experiences and Instruction
Consider the WHERETO elements.
Post and discuss essential questions; invite students to generate their own
questions.

Give pretest

Use KWL as pre-assessment

Check for misconceptions about Hispanic culture relating to meals

Use odd facts about Hispanic culture relating to meals

Create a role-play of a dining conversation(teacher instructed) students must write

words they think they know while listening

Utilize multiple intelligences

E1

Best and diverse vocabulary learning practices(translation, TPR, TPRS,

flashcards)

E1

Vocabulary games (Lo Tengo, La Bomba, Around the World, Mexican Wave,
Color Coding Cards)
Revising products(writing) and performances(skits)

Rethinking about misconceptions to new knowledge about Hispanic culture

related to food and drink (create presentation contrasting and comparing one
Hispanic country to your typical meals)

Tickets out the door

E2

Quick writes

E2

Self-assessments using checklist sheet

E2

Teacher-student conferences

E2

Differentiation on process, product(visual, written, oral), content (resources on

different levels based on pre-assessment data)

Teacher guided instruction (storytelling, present tense verb conjugation-verb races,

dice game, modeling)

Independent applications (performance-dining skit, product-menu, create authentic

dish, holiday cook book, buena salud, buen provecho o entrevista)