Education Department
Lesson Plan
Title
Subject Area(s)
Grade Level
Summary of the Lesson
*Sociocultural Theory (Vygotky)
*Elaboration Theory (Reigeluth)
*Conversation Theory (Pask)
Standards: (as applicable)
International Standards
National Standards
Professional Organization Standards
PA Academic Standards
PA Core Standards
Essential Questions
Objectives
Erika Maxson
ECUI 531
5 October 2018
La Comida ¿desayuno o almuerzo?
Spanish
8
Students will be introduced to unit vocabulary
and eating habits through a PowerPoint
presentation and investigation of their own
eating habits. They will then work with
partners to indicate the frequency of how
often they enjoy, or don’t enjoy each item to
practice speaking and listening. Students will
compare themselves with their partner and
share with the class. After that, students will
participate in cultural readings about typical
Mexican breakfasts vs. American breakfasts.
World Readiness Standards:
Communication- speaking, reading, listening
Culture-traditional Mexican dishes, eating
habits.
Connections-Food Industry
Communities- Culture influences eating
habits.
Comparisons- US vs Mexico (breakfasts and
lunches)
What are similarities and differences between
breakfast and lunches in the U.S. and
Mexico?
The students of Spanish 1 can:
…identify their personal breakfast eating
habits with certainty after taking a poll as a
class.
…compare with certainty how often they and
their partner eat foods after completing the
partner activity modeled by the teacher.
…compare with certainty typical breakfasts in
the U.S. and Mexico after reading and
listening to the PPT presentation.
…speak with 80% certainty for one minute
about typical foods/eating habits of Mexican
 and American breakfasts after the lesson
given.

Vocabulary: Pg. 144 (Realidades 1)

Estimated Time 50 minutes

Materials Required -La Comida Lesson 1 PPT Presentation
-Whiteboard markers/boards
-Frequency Chart Worksheet
-Pre-listening/reading activity handout

Procedure
Each professor may choose to align this
section to his/her content areas.
This section will include anticipated areas of
differentiated instruction.
BEFORE:
 Teacher will introduce herself.
 Teacher will introduce the essential
question and lesson objectives.
 Teacher will begin the theme by
asking “Is breakfast important?” “Why
or why not?” “Do you eat breakfast?”
in Spanish.
DURING:
 Students will answer introduction
questions out loud.
 Teacher will take a poll of these
questions and display results in a
quick bar graph on the front board.
 Then, students will read the handout
“hábitos del desayuno” and fill in a
Venn Diagram comparing the
classroom responses with those from
Mexico.
 Students will then answer what they
eat and drink for breakfast/lunch
following the model on the PPT and
writing their responses on dry-erase
boards. This will promote recognition
of sentence structure, vocabulary and
spelling. We will discuss class
similarities and differences out loud.
 Next, students will complete activity 6
& 7 with a partner (handout provided).
I will first complete this as a model,
having students ask me questions.
After taking turns asking how often
each person eats/drinks each item,
students will write 5 sentences
 comparing themselves to their
partners.
 The next activity introduces students
to typical breakfasts in Mexico and the
US. They will be asked to look at the
pre-reading activity before going over
the information to predict what the
answers will be. Then, we will go over
the information and they will have a
chance to answer the questions
correctly. Answers will be reviewed
using the think-pair-share method.
AFTER:
 Teacher will review the lessons
content with a “repaso” slide.
 Students will be asked who feels
confident they can “hablar sin parar”
“talk without stopping” about today’s
lesson for one minute. Ideally, other
students will join in to help.
 Each student will complete an exit
ticket for the day.
 Teacher will provide instructions for
homework working on what was
addressed in class.
Formative Assessment Student contribution to conversation and
active participation in activities.
Student Resources -La Comida Lesson 1 PPT Presentation
-Textbook for homework
-Handouts provided by teacher.
Accommodations As per IEP document.
Assessment - Students will speak for 1 minute
continuously about today’s lesson in the target
language.
- Students can accurately answer the review
slide and the questions on the exit slip.