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Good Looks? Good Taste?

Thematic Unit Title:  

Good Looks? Good Taste?
Subject: Food
Goals: 1. Communicate in Languages Other than English
2. Gain knowledge and Understanding of Other Cultures
3. Connect with Other Disciplines and Acquire Information
Standards: 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics.
2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.
3.1 Students reinforce and further knowledge of the disciplines through foreign languages.
3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.
Contexts\Outcomes: Students engage in conversations about food and demonstrate an understanding of the relationship between the perspectives, practices, and products/contributions of the culture studied.
Progress Indicators Goal 1:  

1.1A Express basic needs.
Elaborate on needs.
Interact in basic survival situations.
1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
1.1G Ask and answer simple questions.
1.1H Make and respond to simple requests.
Derive meaning from selected authentic materials.
1.2D Respond to speech of peers and familiar adults on a given topic.
1.2E Identify aural, visual, and context clues.
Use aural, visual, and context clues to derive meaning.
1.2F Comprehend and respond to simple personal written communications; such as, notes, invitations, and letters.
Progress Indicators Goal 2:  

2.1B Recognize and interpret language and behaviors that are appropriate to the target culture.
Produce language and behaviors that are appropriate to the target culture.
Apply language and behaviors that are appropriate to the target culture in an authentic situation.
2.1E Identify common words, phrases, and idioms that reflect the culture.
Progress Indicators Goal 3:  

3.1B Identify, through foreign language resources, information for use in other disciplines.
3.2A Extract information from sources intended for native speakers of the language.
3.1A Identify and apply, within a familiar context, information and skills common to the foreign language classroom and other disciplines.
Progress Indicators Goal 4:
Progress Indicators Goal 5:
Essential Skills\Knowledge:  

Topic specific vocabulary
Question words
Advertising strategies
Knowledge of cultural practices
Assessments: Vocabulary Quiz
Oral Presentations:
Students create and sing a food jingle meeting specified criteria.
Students role play a trip to the outdoor market/store, out to eat, or cooking meeting rubric criteria.
Written Projects:
Students illustrate a food using concrete poetry (poetry in which the physical arrangements of words are used to help suggest the author’s meaning or theme).
Students write a menu grouping categories of food with prices and analyze the nutritional value meeting checklist criteria.
Instructional Strategies:  

Research:
Students research foods from the target culture that have come to the United States.
Graphic Organizer:
Students survey classmates about food preferences and make a comparison chart or graph to report results.
Concrete Poem:
Students illustrate a food using concrete poetry (poetry in which the physical arrangements of words are used to help suggest the author’s meaning or theme).
Pair Activities:
Students read a recipe in the target language and prepare it.
Students create and sing a food jingle.
Students write a menu grouping categories of food with prices and analyze the nutritional value.
Cooperative Learning:
Students role play a trip to the outdoor market/store, out to eat, or cooking.
Resources: Textbook
Internet
Realia
Library resources
Videotapes
Other Resources:
Updated December 27, 2019 9:12am