Activity Design 3: Food- National dishes: cultural associations

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1 Name: Molly Dishmon Activity Design 3: Food- National dishes: cultural associations Communicative Mode Presentational Speaking/Writing : Interpersonal Speaking/Writing Presentational Speaking/Writing Interpretive Reading/Listening Intercultural Elements Knowledge/Reflection: Knowledge/Reflection Attitudes Interpreting & relating Discovery & interaction Critical cultural awareness Overview: Source Activity: Description: Context: Activity Number 11.1 National dishes: cultural associations (Corbett, 2010, p ) Learners identify the national dish that they associate with their culture, and research national dishes from Spanish-speaking countries. Intermediate-mid, Spanish 3 students Objectives: Students will be able to Discuss food associations from their home country. Identify national dishes from Spanish-speaking countries and the associations that they have with the culture/country. Plan: Class Time: Two class periods Materials / -Whiteboard Preparation: -Whiteboard Markers -Poster board -Nearpod interactive power point -Markers -Food images (internet or book photo copy) -Internet/Computer/Cellphone -Research Worksheet (2) -Reflection Questions worksheet -Warm-up worksheet Procedure: 1. (6 min.) The teacher greets students and tells them that Hoy en la clase, vamos a hablar sobre el significado o conexión de la comida con la cultura (today, in class we are going to talk about the meaning or connection of food with culture). The teacher asks students to think of a popular or national dish in the United States. After 1 minute, the teacher asks for volunteers to share the dish that they thought of. The teacher asks students to then think about what makes a dish popular. The teacher gives students 2 minutes to discuss with their partner what makes a dish popular. After 2 minutes, students are asked to pair and share with another paired

2 group. 2. (2 min.) The teacher, using the whiteboard and marker writes down reasons that students share with the class on what makes a dish popular. 3. (4 min.) The teacher says, Vale clase, vamos a discutir los platos nacionales de algunos países hispanohablantes con un Power Point interactivo. Necesito que Ustedes saquen sus portatíles/computadoras/teléfonos, por favor. Voy a mostrarles como juntar el Power Point interactivo en la pizarra. Por favor, estén pacientes chicos. (Okay class, we are going to discuss national dishes of some Spanish speaking countries with an interactive PowerPoint. I need you to take out your computers or phones, please. I am going to show you how to join the interactive PowerPoint, on the whiteboard. Please be patient.) Teacher demonstrates to students how to join session for interactive PowerPoint. 4. (15 min.) Interactive PowerPoint completed. 5. (3 min.) After completing the interactive powerpoint, the teacher says Ahora, ustedes van a investigar los platos nacionales en un país hispanohablante (Now, you are going to investigate the national dishes in a Spanish speaking country). En parejas, voy a decirles un país hispanohablante en que van a investigar los platos nacionales. Quiero que ustedes investiguen a lo menos, dos platos nacionales de su país. (In partners, I am going to tell you a Spanish speaking country that you will investigate the national dishes of. I would like that you investigate at least two dishes of your country.) 6. (3 min.) The teacher asks students to put their desks together with their partners. The teacher, using a basket that contains cut out flags of Spanish speaking countries (turned upside down), asks students to choose a flag from the basket, and that will be their research country. Students are to use glue or tape to attach flag to research worksheet. 7. (1 min.) The teacher passes out to students the research worksheet with the questions they will need to answer about the national dishes of their country. Chicos, investiguen el plato nacional de tu país con la hoja research worksheet. 8. (4 min.) The teacher explains that students will need to create either a power point presentation, or a poster board presentation on the national dishes, and explain associations and significance (religion, location, resources, traditions, etc.) of the national dishes to the country. Students will first answer the questions on research worksheet and then they will create their presentation (using information on worksheet and on the internet) The teacher explains to students that they may use the internet (be sure you are using a reliable source), books, local restaurants, interviews etc. to

3 gather information. The teacher explains that students will present their powerpoint or posterboard and national dishes findings with the class, in a presentation, in two days. The teacher explains that this presentation will be in the TL. Van a crear una presentación con la información en la hoja, en tu país hispanohablante. Pueden crear un cartel, o un PowerPoint. Usen por favor, la Red, libros, entrevistas, etc. para recoger información. Sus presentaciones van a ser en español, en dos días. Estén listos para su presentación en dos días. 9. The student s homework is to begin their research for their presentation. Two days later 1. (3 min.) The teacher asks students to please practice their presentation with their partner as a warm-up. Practiquen sus presentaciones con su compañero de la clase como una campanita hoy. 2. The teacher says Ustedes van a tomar pocos apuntes durante las presentaciones de sus compañeros de la clase. Por favor, llenen la tabla con todo cuanto puedas. (You are going to take some notes during the presentations of your classmates. Please fill in as much of the chart as you can). 3. (43 min). Presentations! 4. (1 min.) At the end of presentations, the teacher asks students to turn in their poster boards- they will be hung around the room. The teacher passes out a reflection sheet for students to complete for homework. Por favor, chicos, entreguen los carteles, o mándenme las presentaciones por correo electrónico. Os voy a dar una hoja con algunas preguntas de reflexión. Pueden contestar las preguntas en inglés Recommendations / Variations: -Students could also bring in a sample of the food that they are assigned, if they are able to cook it at home. Students could taste the food following the presentation. Rationale: Students will be able to Discuss food associations from their home country. Identify national dishes from Spanish-speaking countries and the associations/significance that they have with the culture/country. I chose this activity because I just recently finished a food chapter with my Spanish 3 classes, and I think that this activity would have been really interesting for students to complete during the chapter! I love that this activity enables students to first think of the national dish of their country, gain insight as to why it is the national dish by making connections to the significance

4 of the dish to the country/culture, and then research a Spanish-speaking country, and do the same. The presentations of this lesson will expand students knowledge of national dishes in which the TL is spoken, not only for the country that students were assigned, but for the countries that they hear presented as well. I chose for students to take just a few notes during the presentations instead of answering all of the questions so that they would be able to focus on the presentation, and not be writing the whole time. Students will be able to discuss reasons why dishes are popular to certain nations. Students will then gain insight as to what makes dishes popular to certain nations. Is it because of location? Resources? Students will provide the teacher with reasons that contribute to dishes becoming popular to nations. I believe that this makes the students more interculturally aware. They can see that culture influences the dish. Culture is location, resources, history, etc. Students will be able to identify national dishes and their significance to the country (resources in the country, location of country, religious beliefs of country) by the presentation that they create, and the presentations that they hear from their classmates. The students, by answering the questions on the worksheet (11.1), in their presentation will be able to make associations with the food (national dish) and the country/culture. Students will answer questions such as What do people do after eating it?, When and where is it eaten? which will provide them awareness to the food and culture.

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