Qué te gusta comer? Grade Eight What do You Like to Eat?

Ohio Standards Connection: Foreign Language Communication Benchmark A Engage in oral, written or signed conversation on familiar topics. Indicator 1 Interview others to obtain information about cultural and content-related concepts (e.g., school, traditions, the arts). Benchmark C Request and provide clarification. Indicator 3 Clarify ambiguities (e.g., I meant Paul, not John). Communities Benchmark C Engage in communication with people locally around the world. Indicator 4 Establish personal communication links (e.g., pen pals, e-mails, exchange programs) with peers in the target culture to discuss perspectives on familiar topics. Lesson Summary: Novice Proficiency Level This multiple-day lesson actively engages students in examining their preferences concerning foods, beverages and eating habits during different meals. A variety of exercises in listening, speaking, reading and writing will be provided to ensure that students will be able to discuss their preferences, likes and dislikes in Spanish. Students will have opportunities to interact with teenagers from Spanishspeaking countries via e-mail to gather information on the preferences of their peers in the target culture. Estimated Duration: Nine hours The foreign language academic content standards were written with the assumption that elementary programs meet for 90 minutes per week and that secondary programs meet the equivalent of 50 minutes per day throughout the year. Time and intensity do matter, and programs that meet for fewer minutes/less often will need more time to review previously introduced material before moving forward. Commentary: From the writer: The topic of food because it lends itself well to a discussion of likes and dislikes. At this level students have high interest in communicating with peers. They will enrich their learning on this topic through direct communication with target-language speakers. Pre-Assessment: Distribute Attachment A, Pre-Assessment. Have students read directions. Explain it to them, if necessary. Give students five minutes to complete the Pre- Assessment. Discuss the results as a class. You may choose to conduct the Pre-Assessment as a game. Have students sit in rows of five or six, depending on the size of the class. Give the first student in each row a sheet of paper and a writing utensil. Call out the following categories: desayuno, almuerzo, cena, and bebidas (breakfast, lunch, dinner, beverages/drinks). Tell students they have one 1

minute to write as many words from the category as possible on their row s sheet of paper. After you give the signal, the first student writes a word, passes the paper and writing utensil to the next student and so on, until the paper reaches the end of the row. The last student brings the paper to the first student and the relay begins again until time is called. Continue to play until all of the categories have been completed. After all categories have been called, check to see which row has the most words. If there is a tie, check spelling. Scoring Guidelines: The Pre-Assessment is not scored. Move around the room evaluating student recall of previously learned vocabulary. The Pre-Assessment will determine specific instructional strategies and appropriate pacing of the lesson. Post-Assessment: The Post-Assessment has two parts. Part One will assess students abilities to communicate orally in the interpersonal and presentational mode on a familiar topic. Part Two assess students interpretative and interpersonal skills to communicate with peers in the target culture. Part One Prior to the day of the assessment, distribute a copy of Attachments B and C, Post- Assessment Part One and Post-Assessment Part One, Rubric. Record students presentations using audio or video recording equipment. Use several recording devices to shorten the amount of time needed to complete the task. You may choose to have students listen to or view the recordings to complete a selfevaluation assessing their own presentations. If you videotape the presentations, make sure to set the scene of the presentation. Part Two Establish electronic pen pals (e-pals) from a Spanish-speaking country. There are many resources available to assist you in locating e-pals. Some examples include www.iecc.org and www.friendshipthrougheducation.org. Instructional Tips: Be sure that you and your partner teachers mutually understand how you will integrate electronic correspondence. Also, determine how frequent the correspondence will be and the general length. If your classroom connects with other classrooms, students will be able to utilize their correspondence as online writing journals. Most importantly, paired teachers should establish a student evaluation to reinforce learning objectives. If you are having trouble establishing electronic communication with classrooms in the target culture, you may opt to have students correspond electronically with foreign exchange students in your building or heritage Spanish speakers in the community. This 2

particular part of the assessment takes a bit of research and work on your part, but it is worth the effort once the electronic pen pals are established. Distribute copies of Attachments D and E, Post-Assessment Part Two and Post- Assessment Part Two, Rubric. Remind students to use e-mail protocol. You may choose to compose an example e-mail to show students how to format and send the e-mail. In addition, remind students that inappropriate e-mail writing will result in loss of e-mail privileges and a letter home explaining the offense. Scoring Guidelines: Part One This assessment is scored using Attachment C, Post-Assessment Part One, Rubric. Evaluate students on the completion of the task, comprehensibility, pronunciation and ability to clarify information. You may choose to use points instead of the rubric. Part Two This assessment is scored using Attachment E, Post-Assessment Part Two, Rubric. Evaluate students on vocabulary usage, linguistic accuracy and completion of task. You may choose to use points instead of the designed rubric. Instructional Procedures: Day One Instructional tip: Before beginning part one of the lesson, design a bulletin board with foods and beverages from various Spanish-speaking countries. 1. Conduct the Pre-Assessment. 2. Begin the lesson by discussing the Pre-Assessment. Ask students the following questions: Qué comes para el desayuno, el almuerzo, la cena? (What do you eat for breakfast, lunch, dinner?) Answer: Como (I eat ); Qué bebes para el desayuno, el almuerzo, la cena? (What do you drink for breakfast, lunch, dinner?) Answer: Bebo (I drink ). Encourage students to use correct pronunciation and syntax by modeling simple responses. If students are experiencing difficulties using the verb comer (to eat) (see Attachment F, Los verbos comer y beber) or food and beverage vocabulary (see Attachment G, Vocabulario), you may choose to review at this point. However, it is perfectly fine to have students speak using simple phrases. This will encourage struggling learners to use the target language with ease. If your students have learned the verb tomar (to eat, to drink, to take) with food and beverages, then you may elect to use this construction, or use comer (to eat), beber (to drink) and tomar 3

interchangeably. In addition, you might choose to teach en el desayuno, en el almuerzo and en la cena (at breakfast, at lunch and at dinner) to show the difference between the en and para. 3. Have students interview five students regarding what they eat and drink for breakfast, lunch and dinner. Find out what the most popular breakfast, lunch and dinner foods and drinks are by asking Qué comidas y bebidas les gustan más? (What foods and drinks do you like best?) See Attachment A, Pre-Assessment, Parts B and C. 4. Conduct listening exercise. See Attachments H and I, Texto a escuchar and Vamos a escribir, Fill-in. You may choose to devise your own listening script. The objective is to listen for key food and drink vocabulary. Use comprehensible input to have students interpret and listen for the gist. If this method is too advanced for your learners, then simply modify the script. In addition, you may elect to do the listening exercise first, then the devised Pre-Assessment. Remember that the important strategy is to assess previously learned vocabulary and structures. 5. Introduce por la mañana, al mediodía, por la tarde, entre comidas and por la noche (during the morning, at noon, during the afternoon, between meals, during the evening). See Attachment J, Por la mañana, al mediodía, por la noche, entre comidas. Have students substitute desayuno, almuerzo and cena with por la mañana, al mediodía and entre comidas. Students will then be able to expand past just speaking about breakfast, lunch and dinner. In addition, if students have not acquired common adverbs of frequency at this point, you may need to teach siempre, a menudo, a veces, nunca (always, frequently, at times, never). 6. Have students share their findings about the foods and beverages they eat and drink in the morning, at noon, in the evening and between meals. 7. Assign homework. Students will need to keep a journal for the next five days to see what foods and beverages they eat and drink for breakfast, lunch and dinner. See Attachment K, Diario. Have students use por la mañana, al mediodía, por la noche and entre comidas in their journals. This will allow students who do not eat traditional meals to have more of a range of times to choose from. The journals should be checked daily for completion. At the end of the five-day process, students will then assess whether or not they have healthy eating habits. 4

Day Two 8. Check journals for completion of the day one homework assignment. Use the homework as a warm-up to get students communicating in Spanish. Ask Qué comiste y bebiste ayer? (What did you eat and drink yesterday?). Using the preterite forms of comer, beber and ayer should not pose a problem for students since they are aware of the homework assignment. If a problem does occur, then substitute ayer with desayuno, almuerzo and cena, or por la mañana, al mediodía, por la noche and entre comidas. Also, use a model sentence in Spanish to jump-start the warm-up process. Students may use simple phrases if they are experiencing difficulties with full sentences. 9. Introduce tortilla española (Spanish tortilla). Explain to students that this is a popular dish from Spain and can be eaten at breakfast, as an appetizer, or as a light dinner. Find a recipe in Spanish and see if students can identify the ingredients. Also, you are not limited to just a popular dish from Spain. You may select other countries from the food dishes that you have included on your bulletin board. 10. Introduce the verb gustar (to like). See Attachment L, Gustar. Instructional Tips: You may wish to focus on the singular forms of gustar during this part of the lesson. Or, if students catch on quickly, introduce all forms. The verb gustar tends to be problematic for students due to indirect object pronoun usage and the singular and plural forms of gustar in the present. Sometimes students may not be able to comprehend pleasing to me and so on. Therefore, have students create flash cards with me, te, le, nos, os, les, as well as gusta, gustan (to me, to you, to him/her/you, to us, to you, to them/you, as well as singular and plural forms of like). Have another set with various foods and beverages. In groups of two or three, have students use the flash cards to create sentences. This is a great activity for kinesthetic learners. Make sure students also practice orally when creating the sentences. 9. Assign Attachment M, Gustar Homework. If time permits, complete this activity in class or as an addition to the daily journal homework. Day Three 10. Check the journal homework and Gustar Homework. 11. Introduce a mí, a tí, a él, a ella, a usted, a nosotros, a vosotros, a ellos, a ellas, a ustedes (to me, to you, to him, to her, to you, to us, to you, to them, to them, to you). 5

Use flash cards from Day Two to reinforce clarifying words. Students need to know that you can emphasize or clarify ambiguities with these words. Students may find le and les (pronoun for to him/her/you and pronoun for to them/you) confusing; therefore, it is a great idea to show how these clarifying words can clear up any confusion with whom people are talking to or about. 12. Have students form groups asking and answering the types of food they like to eat and what they like to drink, and how often. This activity actively engages students in the target language by requiring them to investigate and report findings and by using correct syntax. In addition, proficient students can model correct questions and responses for students having trouble. Make sure that students are incorporating simple adverbs of frequency into their questions and answers. 13. Have students share their findings and write a paragraph in Spanish explaining what they like or don t like to eat. Students can use peer editing before turning in their final products. So, make sure students write every other line so that they are able to correct errors more easily. Include symbols such as verb form, adjective agreement, number, spelling, punctuation to help guide students in the peer editing process. Scoring is left up to the individual teacher. Day Four 14. Check the journal homework and have students ask probing questions. 15. Return paragraphs and ask students to read aloud their pieces. While students read their paragraphs aloud, have the rest of the class take note of likes and dislikes. When each student finishes reading, have students ask questions like Con qué frequencía? (How frequently?) and Cuándo? (When?). 16. Distribute an example e-mail correspondence written to someone explaining food and beverage preferences. (See Attachment N, Correo electrónico.) Ask students comprehension questions like: Quién escribió el correo electrónico? (Who wrote the e-mail?); A quién escribió? (To whom did s/he write?); and A él/ella qué le gusta comer y beber? (What does s/he like to eat and drink?). 6

You may choose to assess what additional vocabulary students were aware of in the e-mail based on contextual clues. Day Five 17. Check journal homework and have students share their journal entries. 18. Conduct a formative assessment measuring the correct usage of gustar. This assessment may be fill-in-the-blank with the correct form of gustar. The goal is for students to acquire the correct usage of the indirect object pronouns and the correct forms of the verb gustar. 19. Distribute copies of Attachments B, C, D and E, Post-Assessment Part One, Post- Assessment Part One Rubric, Post-Assessment Part Two and Post-Assessment Part Two Rubric. Have students generate suggestions on effective use of their voice to stress important ideas and impact audience response. You may need to include strategies that are specific to Spanish. Make sure that students are aware of the instructions for both parts of the assessment. One class period is devoted to Part One and another class period for Part Two. Give an additional day for students to listen to or watch Part One of the assessment to evaluate themselves. Students will use the assessment rubric to identify their strengths and weaknesses. Day Six 20. Have students complete Post-Assessment, Part One. Day Seven 21. Have students complete Post-Assessment, Part Two. Have students print off their e-mail writing. Use this to grade the assessment. Students will respond to their pen pals when they have received a reply. Day Eight 22. Students complete a self-evaluation of Post-Assessment Part One. Differentiated Instructional Support: Instruction is differentiated according to learner needs to help all learners meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). When describing things in Spanish use Total Physical Response techniques to assist learners who struggle with syntax and stylistics. 7

Throughout the lesson use cooperative learning so students can model for each other. This is where you are truly a facilitator and the students become actively responsible for their learning. Play verb conjugating games with number cubes (one represents the subject, another represents the verb) as a multi-sensory way to engage a struggling learner with grammar. Use videotapes, cassettes, Internet and graphic organizers to engage learners. Allow students to come in before school or stay after school to practice targeted benchmarks and indicators. Extension: Extend this lesson by having students send instant messages to teens from other Spanishspeaking countries about such topics as eating habits and exercise. Research local stores and restaurants to see if food items of the target culture are sold locally. Have students create a menu for a restaurant. Have students discuss the school menu stating whether they like or dislike the food. Create a song with the forms of gustar and food/beverage vocabulary. Home Connections: Have students interview family members to see what foods and beverages they like and dislike. Have students investigate areas of the Spanish-speaking world to list similarities and differences in eating patterns. Have students shadow a nutritionist for a day to see what his/her job entails. Interview various people about their eating habits. Interdisciplinary Connections: English Language Arts Writing Processes Benchmark C: Use revision strategies to improve the style, variety of sentence structure, clarity of the controlling idea, logic, effectiveness of word choice and transitions between paragraphs, passages or ideas. Indicator 12: Add and delete information and details to better elaborate on a stated central idea and to more effectively accomplish purpose. Students will revise their written work to create coherent and effective paragraphs which describe their likes and dislikes. Communication: Oral and Visual Benchmark A: Use a variety of listening strategies to enhance listening comprehension. Indicator 1: Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace). 8

Students will use effective listening strategies to aid in vocabulary acquisition and in obtaining information. Benchmark D: Demonstrate an understanding of effective speaking strategies by selecting appropriate language and adjusting presentation techniques. Indicator 6: Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response. Students will use effective speaking strategies to present information about likes and dislikes. Materials and Resources: The inclusion of specific resources in any lesson should not be interpreted as an endorsement of that particular resource, or its content, by the Ohio Department of Education. Please note that information published on the Internet changes over time and that links may no longer contain the specific information related to a given lesson. Therefore, teachers are advised to preview all sites before using them with students. Note: Some Web sites contain material that is protected by copyright. Teachers should ensure that any use of material from the Web does not infringe upon the content owner's copyright. For the teacher: For the student: chart paper, markers, overhead projector, dry erase boards, worksheets, Internet access, Spanish dictionaries books, notebooks, resources, dry erase markers, Internet access Vocabulary and Structures: Los adverbios de frecuencia siempre, a veces, a menudo y nunca (Adverbs of frequency always, sometimes, often and never) La comida y para el desayuno, el almuerzo y la cena (Food and for breakfast, lunch and dinner) Gustar + complementos indirectos me, te, le, nos, os, les (To like + indirect objects to me, to you, to him/her/you, to us, to you, to them/you) Technology Connections: Students will utilize the Internet to research various sources to generate text for presentation. Students will have an opportunity to send e-mails and instant messages to other students. Students will practice learned Spanish structures online. 9

Research Connections: Curtain, Helena and Carol Ann Bjornstad Pesola. Languages and Children: Making the Match. 2 nd ed. White Plains, NY: Longman Publishing Group, 1994. When children learn to work together cooperatively in small groups or in pairs, their opportunities for language use are multiplied many times over, as are their opportunities for active participation in concrete and meaningful experiences (p. 317). Gokhale, Anuradha A. Collaborative Learning Enhances Critical Thinking. Journal of Technology Education 7:1 (1995): 22-30. According to Vygotsky, students are capable of performing at higher intellectual levels when asked to work in collaborative situations than when asked to work individually. Bruner contends that cooperative learning methods improve problem-solving strategies because the students are confronted with different interpretations of the given situation. The peer support system makes it possible for the learner to internalize both external knowledge and critical thinking skills and to convert them into tools for intellectual functioning (p. 28). Hadley, Alice Omaggio. Teaching Language in Context. 3 rd ed. Boston: Heinle & Heinle, 2001. Communicative activities should be encouraged from beginning of instruction, but there is reason to believe that such activities should be carefully planned so that they are within the range of the students competence (p. 271). Rather than focusing on writing as a grammatical exercise, students can be helped to see writing as a way to create personal meaning (p. 325). It is important to consider ways to integrate writing with practice in listening, speaking, and reading so that language skills are not artificially separated. An integrative approach provides students with opportunities to use the language they are learning in authentic communication while solidifying control of various aspects of the new languages through writing as a support skill (p. 337). Guidelines for Planning Lessons: Develop a plan that is contextualized and encourages students to use the language actively to explore a particular theme. Plan activities that will help students reach functional objectives. Plan a variety of activities to accommodate learner differences. Plan activities that are appropriate to the proficiency level of your students (p. 462). 10

Marzano, Robert., Debra Pickering and Jane Pollock. Classroom Instruction that Works: Research-base Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development, 2001. Knowledge is stored in the brain in two modes: linguistic (words) and imagistic (pictures and sensations). Research has shown that presenting information in non-linguistic representations stimulates and increases brain activity. Non-linguistic representation may take different forms. It is important to remember, however, that the goal must be to produce the knowledge in the mind of the student and have the non-linguistic representation add to students knowledge. Marzano, Pickering and Pollack (2001) recommend that teachers both present students with explicit guidance in identifying similarities and differences and have students identify similarities and differences independently. They cite four cognitive processes that are effective for generating similarities and differences: comparing, classifying, creating metaphors and creating analogies. Instruction of each process should begin with a teacher-directed model that uses familiar content to teach students the step involved. Marzano suggests that teachers also use direct instruction in comparing and contrasting an object or idea whenever a specified set of similarities and differences is desired. When more diverse conclusions are sought, the student-directed approach to identifying similarities and differences should be used. Graphic organizers, particularly for comparisons and classifications, and guidance should be provided throughout the process. Cooperative learning grouping has a powerful effect on student learning. This type of grouping includes the following elements: Positive interdependence, Face-to-face promotive interaction, Individual and group accountability, Interpersonal and small group skills, and Group processing. Krashen, Stephen. Principles and Practice in Second Language Acquisition. New York: Pergammon Press, 1982. The primary function of the classroom is to provide comprehensible input in a low anxiety environment in which optimal input is comprehensible, interesting, and not grammatically sequenced. Roshenshine, Barak and C. Meister. The Use of Scaffolds for Teaching Higher-Level Cognitive Strategies. Educational Leadership 49:7 (1992): 26-33. Rosenshine and Meister (1992) provide these instructional suggestions for effectively scaffolding instruction to meet student needs: 11

Introduction of new concept/skill: Use concrete prompts and modeling. Guided practice: Start with simplified material presented in small steps and gradually shift to more complex; provide feedback; reduce levels of scaffolding and modeling, but in some, such as using cue cards or completing part of the task, as needed. Varied context for practice: Allow for broad and varies application of concept or skill. Independent practice: Build in extensive practice; facilitate application to new examples. Stiggins, Richard J. Student-Involved Classroom Assessment. 3 rd ed. Upper Saddle River, NJ: Prentice-Hall, 2001. When our assessment goal is to find out if students can demonstrate performance skills, such as speak fluently in a second language, then there is just one way to assess. We must observe them while they are exhibiting the desired behaviors and make judgments as to their quality. This calls for performance assessment. There is no other choice. Each of the other options falls short for this kind of target. General Tips: Before beginning this lesson gather all of your resources make copies and create pictures for vocabulary. Establish pen pals before beginning this lesson. Reserve computers for Post-Assessment, Part Two. Create your bulletin board before beginning this lesson. Attachments: Attachment A, Pre-Assessment Attachment B, Post-Assessment, Part One Attachment C, Post-Assessment, Part One Rubric Attachment D, Post-Assessment, Part Two Attachment E, Post Assessment, Part Two Rubric Attachment F, Los verbos comer y beber Attachment G, Vocabulario Attachment H, Texto a escuchar Attachment I, Vamos a escribir Fill In Attachment J, Por la mañana, al mediodía, por la noche, entre comidas Attachment K, Diario Attachment L, Gustar Attachment M, Gustar Homework Attachment N, Correo electricónico 12

Attachment A Pre-Assessment Nombre Fecha Hora A. Usando el vocabulario que ya sabes, escribe los nombres de la comida que comes durante las siguientes horas. Para el desayuno Para el almuerzo Para la merienda Para la cena 13

B. Qué comen tus amigos? Les pregunta a cinco estudiantes en la clase de las cosas que comen durante el desayuno, el almuerzo y la cena. Nombre del estudiante 1. Desayuno Almuerzo Cena 2. 3. 4. 5. C. Qué comidas y bebidas les gustan más? Desayuno Almuerzo Cena 14

Attachment A Translation Pre-Assessment Name Date Period A. Using the vocabulary that you already know, write the names of the food that you eat during the following meals. For breakfast For lunch For a snack For dinner 15

B. What do your friends eat? Ask five students in class what they eat for breakfast, lunch and dinner. Student Name Breakfast Lunch Dinner 1. 2. 3. 4. 5. C. What foods and beverages do you like most? Breakfast Lunch Diner 16

Attachment B Post-Assessment Part One Presentación Oral Student Instruction Sheet Scenario: An exchange student from the United States is traveling to Spain for a semester. Task: You and a partner will take on the roles of an exchange student and a host student meeting for the first time in which you will gather information about each other. You must be prepared to play either role. The conversation may be recorded. Preparation: Use the following guidelines when preparing for the role play: Host Student Introduce yourself to the exchange student. Find out what he or she likes to eat and drink for breakfast, lunch and dinner. Find out what his or her favorite activities are. Request clarification of ambiguities (e.g., who, what, when, where, why, how). Exchange Student Introduce yourself to the host student. Be able to state what you eat like to eat for breakfast, lunch and dinner. Be able to state what your favorite activities are. Be able to clarify ambiguities (who, what, when, where, why, how). Presentation: Groups will be selected randomly. At that time, you will randomly choose a slip of paper from a bag that will determine the role you are to play. You cannot use any notes during the role-play; therefore, you may take two minutes to collect your thoughts prior to beginning. The host student begins the conversation. Make sure to listen to your partner s questions and responses and keep the conversation going. Evaluation: Look over the attached rubric to assist you in preparing for the role play. 17

Attachment C Post-Assessment Part One Oral Presentation Rubric Completion of task Comprehensibility Pronunciation Your ability to clarify information and keep the conversation going 4 3 2 1 You ask or answer You ask or answer four questions three questions during the during the conversation. conversation. You ask or answer five or more questions during the conversation. You demonstrate a high degree of comprehensibility. You experience no errors in sentence structure. You utilize a wide variety of vocabulary relevant to the role play. Your teacher does not have to decode what you are trying to say. Pronunciation is accurate. A native speaker would have no difficulty comprehending. You always provide a response to your partner, listen and ask follow-up questions or volunteer additional information. You demonstrate comprehensibility. You experience few errors in sentence structure. You use a variety of vocabulary relevant to the role play. Your teacher does not have to decode what you are trying to say. Pronunciation is mostly accurate. A native speaker would have little difficulties in comprehending. You provide frequent follow up to what your partner says. You are understandable, but have frequent errors in vocabulary and sentence structure that hinder your comprehensibility. Your teacher has to decode what you are trying to say. Pronunciation is somewhat accurate. Errors might make it difficult for a native speaker to comprehend. You make little attempt to follow up with what your partner says. You ask or answer two questions during the conversation. You are extremely difficult to understand. Your teacher could only recognize isolated words and phrases. Pronunciation has many inaccuracies that make comprehension difficult. You provide no conversational response or follow up to what your partner says. 18

Attachment D Post-Assessment Part Two Instrucciones: A. Escribe un correo electrónico a un hispanohablante. Necesitas descubrir algo de las siguientes cosas: las comidas y bebidas favoritas las horas de la comida frecuencia de comer comida rápida B. Necesitas organizar el correo electrónico en esta manera: fecha saludo la parte principal del correo electrónico despedida C. Necesitas entregar una copia del correo electrónico después de mandarlo. Ve la rúbrica adjunta. 19

Attachment D Post-Assessment Part Two - Translation E-mail Instructions: A. Write an e-mail to a native Spanish-speaking person. You need to find out about the following things: favorite foods and beverages the times they eat meals how often fast food is eaten B. You need to format your e-mail with the following things: date salutation body of the e-mail closing C. You need to turn in a copy of your e-mail after you finish sending it. See attached rubric. 20

Attachment E Post-Assessment Part Two, Rubric Correo electrónico E-mail responds to the writing prompt. E-mail format Sentence structure and vocabulary 3 2 1 E-mail responds to writing prompt with two pieces of the requested information. E-mail responds to writing prompt with all of the requested information. E-mail is formatted correctly with date, salutation, body and closing. E-mail message contains correct sentence structure and utilizes key vocabulary terms and expressions. E-mail is missing parts of the required format. E-mail message contains few errors in sentence structure and uses a variety of vocabulary and expressions. E-mail responds to writing prompt with one piece of the requested information. E-mail does not follow the required format. E-mail message contains frequent errors and does not utilize learned vocabulary and expressions. 21

Attachment F Review Los verbos comer y beber Nombre Fecha A. Escribe la forma correcta de los verbos comer y beber. Comer yo tú él/ella/ud. nosotros/ nosotras vosotros/ vosotras ellos/ellas/ Uds. Beber B. Usando los verbos de parte A, escribe el verbo que falta para completar cada oración abajo. 1. Paco el cereal en el desayuno. 2. Nosotros jugo de naranja en el desayuno. 3. María y yo los sándwiches de jamón y queso en el almuerzo. 4. Ana leche en la cena. 5. Vosotros la ensalada de frutas en el almuerzo. 6. tú coca-cola en la cena? 7. Él pollo en la cena. 8. Ella el té helado. 9. Uds. el pan tostado? 10. Miguel, Gabriela y Juan agua. 22

Attachment G Repaso de vocabulario Qué comes? el tocino el pan dulce el cereal el pan tostado los huevos (los blanquillos) el mango la papaya las fresas las bananas (los plátanos) las naranjas las salchichas (el chorizo) el jamón los perros calientes las papitas la ensalada la sopa un sándwich de el pollo frito la carne de res las chuletas (de cerdo) el bistec el pavo las papas púre los guisantes el maíz las habichuelas (los frijoles) el brócoli el arroz Qué bebes? la leche el jugo (de ) los refrescos el té frío/caliente el agua 23

Attachment G Repaso de vocabulario What do you eat? bacon sweet role cereal toast eggs mango papaya strawberries bananas oranges sausage ham hot dogs potato chips salad soup sandwich fried chicken beef pork chops steak turkey peas corn beans broccoli rice mashed potatoes What do you drink? milk juice refreshments (pop) ice tea/ hot tea water 24

Attachment H Texto a escuchar Lee en voz alta el siguiente texto. Asegúrgate de que lea dos o tres veces. Buenos días (Buenas tardes) clase. Generalmente, como cereal con pan tostado y bebo jugo de naranja para el desayuno. A mí me gusta comer sándwiches de jamón con un refresco para el almuerzo. Para la cena como ensalada, papas de horno y pollo asado. También, bebo leche para mantener la salud. Good morning (Good afternoon), class. Generally, I eat cereal with toast and I drink orange juice for breakfast. Me, I like to eat ham sandwiches with a soft drink for lunch. For dinner, I eat salad, baked potatoes and grilled chicken. Also, I drink milk to stay healthy. 25

Attachment I Vamos a escuchar, Fill-In Nombre Fecha Escucha a tu profesor/a hablar de las cosas que come y bebe. Después de escuchar, contesta las preguntas. 1. Qué come y bebe él/ella en el desayuno? a. b. c. 2. Qué come y bebe él/ella en el almuerzo? a. b. c. 3. Qué come y bebe él/ella en la cena? a. b. c. 26

Attachment I Vamos a escuchar, Fill-in - Translation Name Date Listen to your teacher as he or she talks about what he or she eats and drinks. After listening, answer the questions. 1. What does he/she eat and drink at breakfast? a. b. c. 2. What does he/she eat and drink at lunch? a. b. c. 3. What does he/she eat and drink at dinner? a. b. c. 27

Attachment J Qué comes? Completa las listas abajo con las comidas que comes y las bebidas que bebes. Por la mañana Al mediodía Por la noche Entre comidas Con qué frecuencia comes las mismas comidas y bebes las mismas bebidas durante el día? Siempre A menudo A veces Nunca 28

Attachment J Qué comes? - Translation Complete the lists below with the foods you eat and the beverages you drink. During the morning At noon During the evening Between meals How often do you eat the same foods and drink the same beverages? Always Often Sometimes Never 29

Attachment K Diario de comidas y bebidas Nombre Escribe las cosas que comes y bebes durante el día. Día Por la mañana Por la tarde Por la noche Entre comidas 30

Attachment K- Translation Diario de comidas y bebidas Name Write the things you eat and drink throughout the day. Day In the morning In the afternoon In the evening Between meals 31

Attachment L Gustar Nombre Fecha TALKING ABOUT LIKES AND DISLIKES To find out what a friend likes to eat and drink, ask: Qué te gusta? Your friend might answer: Me gusta la comida mexicana. No me gusta la comida italiana. Me gusta la leche. No me gusta coca-cola. FORMS OF GUSTAR Me gusta(n) Te gusta(n) Le gusta(n) Nos gusta(n) Os gusta(n) Les gusta(n) 32

Attachment M Gustar Homework Nombre Fecha Completa con la siguiente caja, usando el verbo gustar Inglés Complemento Gustar Cosas Indirecto 1. I like tacos. Me gustan los tacos. 2. I like American gusta la comida americana. food. 3. Do you like toast? Te el pan tostado? 4. She likes milk. Le 5. We like cookies. las galletas. 6. He likes orange el jugo de naranja. juice. 7. You like ham sandwiches. los sándwiches de jamón. (plural, Spain) 8. You like tortilla gusta la tortilla española. española. (singular, formal) 9. They like beans. Les los frijoles. 10.? 33

De: Juan Torres Para: Alberto Gracia Asunto: Qué te gusta comer? Fecha: lunes 17 enero 2005 12:01:14 Querido Alberto: Qué te gusta comer? Grade Eight Attachment N Correo electrónico Me llamo Juan Torres y soy alumno en el colegio San Bolívar en México. Generalmente me gusta comer el desayuno. A mí me gustan las tortillas y los blanquillos con chorizo. En el almuerzo me gusta comer tortillas mexicanas. Me gusta beber leche porque necesito mantener la salud. A mi familia y yo nos gusta comer pollo, ensalada, tortillas y frijoles en la cena. Normalmente bebemos leche. Cuando pasamos el rato con amigos vamos a McDonald s y pido hanburguesas y papas fritas. A mí me gustan mucho las batidas de chocolate en McDonald s. No me gusta el brócoli, Qué asco! Y tú? Qué te gusta comer? Hasta luego, Juan Dear Alberto: Translation: My name is Alberto Torres and I am a student at San Bolivar High School in Mexico. Generally, I like to eat breakfast. Me, I like tortillas and eggs with sausage. At lunch I like to eat Mexican tortillas. I like to drink milk because I need to stay healthy. My family and I like to eat chicken, salad, tortillas and beans at dinner. Normally, we drink milk. When we spend time with friends we go to McDonald s and I order hamburgers and fries. Me, I really like chocolate shakes at McDonald s. I don t like broccoli. How disgusting! And you? What do you like to eat? See you later! Juan 34