Leah+Goldberg


 * Leah Goldberg EDC 448 Diverse Text Set **


 * 3/24/14 Dr. Coiro **


 * Context for using the text set: ** This diverse text set will be used in an 8th grade Spanish classroom. Being that the class is a diverse group of learners, the 10 pieces includes in this text set vary in difficulty. The students come from different cultural backgrounds and vary developmentally. This text set focuses on food: a fun topic that is undoubtedly learned in any beginning foreign language classroom. Furthermore, there will be some grammar topics touched upon in the various included texts. There will be music, videos, poems, textbook readings, etc; all scaffolded by the teacher to accommodate the ability levels of the students.


 * Content Objective: **
 * Aligned to Content Standard: ** ACTFL Standards: 1.1,1.2,1.3,2.1,2.2



**Reading/Thinking Objective:** At the end of the unit, students will be able to correctly identify food vocabulary correctly in Spanish. In addition to the basic translations, the students will also be able to use the information they have learned and connect their knowledge to real world problems. Students will have gained insight and knowledge into various cultural aspects of Spanish-speaking countries.

**A. Print Resources:** >
 * Text #1: Oda a la Cebolla by Pablo Neruda **
 * Citation: Boyles, Peggy P. & Met, Myriam. & Sayers, Richard S. & Wargin, Carol E. (2004). //Realidades 2.// Needham, Massachusetts: Pearson Prentice Hall.
 * Text Summary: This is an excerpt of Pablo Neruda’s poem, “Oda a la Cebolla” from the Realidades 2 textbook. It is a short poem included in one of the food chapters of the book.
 * Rationale: I love Spanish poetry and I think this poem is a good way to connect food to Hispanic culture. This will connect to students with matchup gaps as no prior knowledge or connection to outside lives are needed.
 * Use of text: I would use this as an opener to the unit. It is short enough for them to grasp the concept (at this point they’ve seen Spanish poetry before) and is a good way to introduce the unit on food.
 * Attachment: This poem is on page 365 in chapter 7B in the textbook.

> >
 * Text #2: Los Tamales de Ana by Gwendolyn Zepeda **
 * Citation: Zepeda, G. (2008). Growing up with tamales: Los tamales de Ana. Piñata Books.
 * Text Summary: // Los Tamales de Ana // is a bilingual children’s story of a girl named Ana who wants to be just like her older sister, Lidia. The book focuses on the Hispanic tradition of making tamales during the Christmas/holiday season.
 * Rationale: I selected this text because I think it has a good moral to the story. Being that it is aimed towards younger children, students in the class that struggle with the language will be able to understand the. Furthermore, as I read the Spanish, the students may follow along with the English to identify unknown words as well as to check that they understand the storyline. This will connect to students with matchup assets, as they have a personal connection to the ideas presented in the story.
 * Use of text: I would read the story to the class as a whole first, then have the students read it individually or in small groups. I also like the aspect of tradition in this story, as it can stem a discussion about the students’ own personal family traditions and cultural backgrounds.
 * Attachment: (the book is about 32 pages long so I included the cover page here)
 * Text #3: Fondo Cultural: La Comida Picante **
 * Citation: Boyles, Peggy P. & Met, Myriam. & Sayers, Richard S. & Wargin, Carol E. (2004). //Realidades 2.// Needham, Massachusetts: Pearson Prentice Hall.
 * Text Summary: This is a short cultural piece in the textbook about spicy food and how it connects culturally to Hispanics.
 * Rationale: I think this reading is a good cultural piece that will enhance students’ understanding of the use of spice in Hispanic culture. It is filled with interesting information and can spark whole-class and small-group discussions about food the students like and food within their cultures or families.
 * Use of text: I would use this reading after watching the video on fruit in Mexican supermarkets (Text #6).
 * Attachment:




 * Text #4: La Comida Mexicana al Aire Libre **
 * Citation: Boyles, Peggy P. & Met, Myriam. & Sayers, Richard S. & Wargin, Carol E. (2004). //Realidades 2.// Needham, Massachusetts: Pearson Prentice Hall.
 * Text Summary: This textbook article is about the popularity of eating outside in Mexico. Following the article, there are questions connecting the topic to the United States and questions asking the students’ thoughts.
 * Rationale: This is written like a short story, which I think grabs the reader’s attention and will please students in the class who enjoy reading.
 * Use of text: Again, this connects to the video in Text #6 and the cultural paragraph in Text #5.
 * Attachment:

> > > > **B. Media Resources** = Text #6: Spanish Words Kids Love: Las Frutas from Spanish Playground = >
 * Text #5: Arepa Tradicional Venezolana **
 * Citation: Boyles, Peggy P. & Met, Myriam. & Sayers, Richard S. & Wargin, Carol E. (2004). //Realidades 2.// Needham, Massachusetts: Pearson Prentice Hall.
 * Text Summary: This is a short reading followed by a speaking exercise that the students do in pairs. After the pair activity, there is a recipe included.
 * Rationale/Use of text: This immediately caught my eye when I was reviewing the food chapters of this textbook. I love cooking and the idea of cooking in a foreign language course, much like experiments and labs in a science course. I enjoy a hands-on approach and I would love to try out this recipe with my students. Food connects people and cultures, so this would be enjoyable for an ELL student, as they can contribute to the lesson in a different way.
 * Attachment:
 * Citation: Playground, S. (2013, November 17). Spanish words kids love: las frutas from Spanish playground. Retrieved from []
 * Text Summary: This song includes fruit vocabulary in simple sentences, real video footage of the products sold at a market in Mexico, and a question-answer segment at the end to review the vocabulary presented in the video.
 * Rationale: The voice in this video is a native-speaker, which can help tremendously with pronunciation. He speaks slowly and uses basic structures in his sentences that students can follow and repeat as they watch. Additionally, the limited number of vocabulary words allows for better retention.I also like the cultural component in both the video’s images and the vocabulary (the video takes place in a //Mercado//, or outdoor food market, in Mexico). This will connect to students with matchup gaps as no prior knowledge or connection to outside lives are needed.
 * Use of text: I would use this video as a quick attention-grabber at the beginning of a class period. We can watch the video as a class, complete the included ‘quiz’ aloud at the end of the video to refresh, then perhaps complete a matching worksheet to further review the vocabulary.
 * Attachment:

> Jugo de Naranja > By: Patti Lozano- //Music That Teaches Spanish// No me gusta la leche, no me gusta el agua, No me gusta el cereal con frutas. No me gusta el pollo, no me gustan los huevos, No me gusta la pimienta o la sal.
 * Text #7: **
 * Citation: Lozano, P. (2009 september 9). Jugo de naranja. Retrieved from http://www.youtube.com/watch?v=P7RP3Mw5mNM
 * Text Summary: This song goes along with a YouTube video, but I will be focusing on the lyrics in my lesson. The song is about food that the singer doesn’t like and includes lots of relevant vocabulary. Also, the video shows the food items as she sings the words for them, which would be helpful for the students who struggle with the language, as well as visual and auditory learners alike.
 * Rationale: This silly song includes food vocabulary as well as “I don't like” sentences that would be a perfect introduction to the verb //gustar//, meaning ‘to like’ which is an irregular verb and which can be confusing for students. The repetitiveness of this song can help the students hear the words in their brain as they learn the grammar and review the vocabulary. This will connect to students with mismatches as this is very basic, has repetitive lyrics, and is an easy-to-follow song.
 * Use of text: I would ask the students to write down food they like and dislike as a homework assignment/writing assigment.
 * Attachment:

Me gusta jugo de naranja siempre en la mañana, Jugo de naranja en el almuerzo, Jugo de naranja siempre en la cena, Jugo de naranja en la noche.

No me gusta la carne, no me gusta el queso, No me gusta el pan tostado. No me gusta la sopa, no me gustan las galletas, No me gustan las papas o el arroz.

I don’t like milk, I don’t like water, I don’t like cereal with fruit. I don’t like chicken, I don’t like eggs,
 * __ (Translation) Orange Juice __**

I don’t like pepper or salt. I always like orange juice in the morning, orange juice for lunch, orange juice for dinner. orange juice at night. I don’t like meat, I don’t like cheese, I don’t like toast. I don’t like soup, I don’t like cookies, I don’t like potatoes or rice.

>
 * C. Online interactive resources **
 * Text #8: **
 * Citation: Jetpunk. (2012, January 17). Spanish food vocabulary words. Retrieved from http://www.jetpunk.com/user-quizzes/23091/spanish-food-words-quiz.
 * Text Summary: This interactive online quiz features 45 food vocabulary words. They are listed in Spanish and the students have 3 minutes and 45 seconds to complete it and receive their score.
 * Rationale: I think this fast-paced review will spark students’ interest and help them practice. It is a quick and easy way to show them (and myself) which words they know, which words they need more practice with as well as which words they know but need further help spelling.
 * Use of text: We can complete this quiz in the computer lab in school. If the school does not feature this, we can open the quiz in the classroom and have the students complete it on a sheet of paper for me to collect (or both! Practice makes perfect).
 * Attachment: Here is what the quiz looks like. The students type in the English translation of a word that they see. If it’s correct, the computer inserts it into the corresponding box.


 * Text #9: Spanish Spanish Food Multiple Choice Quiz **
 * Citation: Spanish, S. Spanish Spanish Food Multiple Choice Quiz. Retrieved from http://www.spanishspanish.com/food1MultiQZ.html.
 * Text Summary: This interactive online quiz features a box of pictures to choose from. A vocabulary word is shown in the middle and students select the proper photo that matches the Spanish food vocabulary word.
 * Rationale: I think this quiz is a good option to use along with the quiz in Text #8. One shows the words and one shows the photos, reiterating the translations and helping different types of learners. Seeing a picture of what the word is helps the students identify the vocabulary word.
 * Use of text: I would use this quiz a few days after the quiz with the words in Spanish (Text #6). I think it would be a good quiz to implement right after the students have first learned these words.
 * Attachment:

> > Title – El Supermercado > By – Joyce Gagnon > Primary Subject – Language Arts > Secondary Subjects – Other > Grade Level – MS-HS, grades 6-12 > To reinforce the lessons involving learning about spanish foods and shopping. While the teacher advises, this is really a student-directed activity. >
 * D. Instructional Resources **
 * Text #10: HotChalk Lesson Plans Page for Teachers **
 * Citation: Gagnon, J. El Supermercado. Retrieved from http://lessonplanspage.com/LAOSpanish-LaGroceria612.htm/.
 * Text Summary: This lesson plan was found on a website that features lesson plans by teachers for teachers. The lesson plan includes a supermarket role-play between the students as clients and vendors.
 * Rationale/Use of text: I would use this lesson plan on the last day of the food unit. I love Joyce’s idea of a supermarket role-play to both finish up the unit on food and to review for a possible exam in a fun way. I think it’s also a great way for the students to demonstrate their vocabulary knowledge and for them to interact.
 * Attachment: http://lessonplanspage.com/LAOSpanish-LaGroceria612.htm/
 * Students are asked to bring in clean and empty boxes, cans, bags of food items. Once the teacher feels enough materials have been collected, students are asked to classify items as “latas,” “botes,” “bolsas,” “cajas,” “comidas congeladas,” “carnes,” etc.
 * Students are asked to set-up “una groceria” somewhere in the classroom. The grocery store may be set-up according to containers, whether food items are sold cold or not; however the students would like to arrange their store. Students must each prepare a list of grocery items that are to be exchanged around the classroom. Lists may include entries like “dos latas de atun” if 2 cans of tuna fish are available. The amount of items on each list will depend on the number o f items available and number of students in your classes. It’s a lot of fun to see students explore the dictionaries for items not usually offered in a textbook, like popcorn!
 * Once the lists are completed and collected, the teacher divides the class into “dependientes” y “clientes.” The “clientes” receive their shopping lists from t he teachers and they go shopping, asking for help form the “dependientes,” in kind. Likewise, the “dependientes” must offer help. If the teacher has any baskets from home to collect shopping items for the clientes, that makes the lesson fun and more memorable.
 * Students shop for the items on their lists. The teacher monitors the activity and evaluates students participation and interaction using appropriate conversation in Spanish and once the items are collected the teacher compares the list to the items in the basket to rate competency. Students then switch roles. Allow 2-3 days/ class periods for this activity. It really helps the lower students to see the higher students be “dependientes” first.
 * Email me to let me know how your students enjoyed this activity and any enhancements you may have made to perfect it.


 * Which texts/tasks selected for each type of learners: **
 * Students with Matchup Assets: Text #2
 * Students with Matchup Gaps: Texts #1 and #6
 * Students with Mismatches: Text #7
 * Non-native English speakers: Text #5


 * Using these texts together in the classroom: **

The topic of the unit is appropriate because food vocabulary is very useful and typical to novice foreign language learners. The articles and readings from the textbook connect to the other texts by giving the students a cultural aspect to the vocabulary being learned and by showing how the Spanish language can connect to their lives. This unit will provide insight into the culture of some Spanish-speaking and I believe this unit would unravel well if it was taught including these various texts. I love teaching a common topic like food. Everybody eats, so this topic will obviously relate to all students whether or not they have prior knowledge of Spanish culture and/or vocabulary. Furthermore, the vocabulary learned in this basic-level classroom will frequently reappear in real-life speaking situations as well as in any further study of the language. I think the texts I chose balance well with each other and demonstrate various levels of difficulty and language use. This lets the students shine in one way or another and enjoy learning the language.