La comida española
Prepared by:
D rew F . K rumholz
Jonathan Dayton H igh School
F or Spanish 1
T hematic Idea:
Cuisine is an integral component of all cultures and the study of a world language should,
without question, emphasize the food of the cultures to which the language belongs. The study
of cuisine is such a broad topic that encompasses a variety of linguistic areas as well. This
thematic unit focusing on Spain will integrate cuisine in Spain along with appropriate vocabulary
and grammar with the intention of students developing their communicative skills and cultural
knowledge in food-related areas. Students will participate in a wide variety of activities and
research using authentic and real-life material, in order to gain insight into the fascinating cuisine
of a variety of major Spanish cities. Furthermore, they will experience the language in a variety
of food-related contexts so that they can set tables, order in restaurants, go grocery shopping,
express what they like and dislike to eat and talk about what and when they eat—all in Spanish!
L evel: Spanish 1, Grades 9-12
T ime F rame: 4 weeks
Rationale:
The 5C’s, as indicated in Standards for Foreign Language Learning in the 21st Century,
produced by the American Council on the Teaching of Foreign Languages, suggest that students
engage in Spanish programs that are designed around the following goals: communication,
cultures, connections, comparisons and communities. Communication, as defined in the text, is
“The ability to use language in a variety of culturally-appropriate communicative tasks (479).” This unit on cuisine in Spain will not only address all five of the goals outlined in the ACTFL
Standards but is designed with the objective of developing the students’ communicative skills through multiple tasks that will integrate culture so that that they are receiving meaningful
instruction preparing them for the usage of the language outside of the classroom, in a real-life
setting. Rather than presenting students with a list of vocabulary, out of context and without
cultural context, this unit will help students not only to know how to say certain things in
Spanish, but when to say certain things in the target language. “The capacity to communicate requires not only an awareness of the linguistic codes to be used, but also an understanding of the
cultural context within which meaning is encoded and decoded (Standards 483).” The text continues on to make an important point that “The better one speaks the language, the more one is expected to be aware of the cultural nuance embedded in the message conveyed (483).” Students in Spanish 1 are at the beginning of their experience with the language and are
considered novice speakers. However, as they continue to learn the language, the ACTFL
Standards point out that Spanish-speakers will expect that they are developing their Spanish
“linguistically and culturally (484).” Goal two of the 5C’s, culture, is an important part of any
world language program and the text suggests that “Students should have a range of learning experiences that reflect the richness of cultures encompassed in the Spanish-speaking world and,
particularly, those that they may encounter in their local community (488).” The unit in which
the students are about to engage not only emphasizes foods typical of Spain, but it will prepare
students for encounters in restaurants, grocery stores and will expose them to menus of
restaurants in their very own community. The context for each of the lessons, as reflected in the
lesson plans, are real and will undoubtedly have meaning for the students who will be able to
place all of the linguistic components of the unit into real-life, applicable contexts.
Goal three of the ACTFL Standards, connections, refers to the interdisciplinary opportunities for
learners of Spanish in the United States today. Given the enormous Hispanic population living
in the United States, there are many ways that students can expose themselves to resources
available while studying the language and Hispanic cultures. In this unit, students will have
access to menus from authentic restaurants right in their community and will also use internetbased resources to explore restaurants locally and internationally. Aside from exploring
restaurants, however, this unit will encompass areas of art, music, geography, health education
and history all integrated into the study of the Spanish language and Hispanic cultures.
Students will have an opportunity to compare English and Spanish throughout this unit which
will allow them to draw conclusions on how language reflects culture. Goal four of the ACTFL
standards, called comparisons, suggests that throughout the study of Spanish, students should
engage in a comparison of the target language to their own language, so that they can observe
“the diverse ways in which languages and cultures meet the needs of their people (496).” Goal 5, communities, states that students will use their Spanish skills in their school, in the
community, in the United States and abroad and certainly, a unit that focuses on cuisine in a
variety of contexts will be useful and meaningful in all of the above listed contexts.
This unit, titled La comida española allows students to immerse themselves in the rich and
fascinating world of Spanish cuisine and to explore a variety of regional foods, restaurants,
recipes, etc. On a more personal level, students will develop their skills in certain areas such as
food-shopping and ordering/taking orders in a restaurant and then will be responsible for
designing their own restaurant. All of the instructional activities reflect the 5C’s as outlined in the ACTFL Standards.
Citation:
Standards for Foreign Language Learning in the 21st Century. Kansas:Allen Press, Inc, 2006.
Unit Goals & O bjectives:
In this unit, students will be able to:
 Identify and describe a variety of foods in Spanish
 Participate effectively in a food-shopping experience entirely in Spanish
 Distinguish between healthy and unhealthy foods
 Design a food pyramid in Spanish
 Express what and when they eat certain foods using appropriate vocabulary
 Describe what they like and dislike to eat
 Identify a variety of foods from a range of Spanish cities (in Spain)
 Compare and contrast cuisine in Spain and in the United States
 Utilize table-setting vocabulary in order to create their own dinner table
 Identify components of a menu in Spanish and design their own menu incorporating a
variety of dishes discovered through research of various Spanish cities
 Design Señor K’s Café and invite administrators to a meal at the restaurant
 Effectively communicate with customers in a restaurant setting through integration of all
communicative skills and cultural knowledge developed throughout this unit
NJ Core C ur riculum Content Standards:
7.1 Communication: All students will be able to communicate in at least one world language in
addition to English. They will use language to engage in conversation, understand and interpret
spoken and written language, present information, concepts, and ideas while making connections
with other disciplines, and compare the language studied with their own.
7.2 Culture: All students will demonstrate an understanding of the perspectives of a culture(s)
through experiences with its products and practices.
Resources/Materials:
The unit is designed around the book, Spain, A Culinary Road Trip based on the television series
by Mario Batali.
*Specific materials for the lessons that comprise this unit are listed in the individual lesson plans.
E xpected O utcomes/Assessment:
The culmination of this unit will be that students will design a restaurant in which they will need
to integrate all of the communicative skills and techniques developed throughout the unit. They
will be assessed on their ability to effectively communicate in a restaurant setting as well as on
their creativity and incorporation of cultural knowledge developed throughout the unit. They
will be required to complete a variety of smaller tasks as well, including:
 A food pyramid designed in Spanish
 A centerpiece for the tables in the restaurant featuring facts about the cuisine in the
Spanish cities that they are studying
 The development of a wikispace that will be devoted to cuisine in Spain and will feature
their research
 An invitation, in Spanish, to Señor K’s Café  dA menu for a Spanish restaurant
 A simulation of a grocery store experience
 A simulation of a table-setting experience
In addition to these tasks, they will have three formal quizzes (controls) throughout the unit.
*Please see attached lesson plans
Monday 2 M arch, 2009
O bjectives (SW B A T):
-Identify guidelines and expectations for upcoming thematic unit: La comida
Procedures:
1) Attendance
2) Discussion about what will be taking place over the course of the month of March—how the thematic
unit will progress, and what the various components of the unit will consist of.
3) Direct students to folder on StudyWiz where unit information will be available in the next day.
Remind students that, before tomorrow’s class, they should have the entire packet downloaded on their
laptop and saved in their Spanish folder so that it is easily accessible for tomorrow’s discussion. M aterials:
Laptop computers
E valuation/Homewor k:
Download thematic unit packet from StudyWiz before tomorrow’s class. It will be available this evening. T uesday 3 M arch, 2009
O bjectives (SW B A T):
-Identify guidelines and expectations for upcoming thematic unit: La comida.
–Establish groups for research/reading component of the unit.
Procedures:
1) Attendance
2) Distribute unit packets [also available on StudyWiz].
3) Read through entire packet with students including: introduction, rationale, syllabus and various
tasks/projects.
4) Direct students to group list and split them into groups.
M aterials:
Unit packet, laptop computer, group assignments
E valuation/Homewor k:
No homework.
W ednesday 4 M arch-T hursday 5 M arch, 2009 [HSP A/NJ P ASS T esting]
F riday 6 M arch, 2009
O bjectives (SW B A T):
-Identify various foods in Spanish
-Describe foods in Spanish using the verb “ser” and basic adjectives and recognize various items according to description
Procedures:
1) Attendance
2) Introduction to food vocabulary: go through vocabulary list and practice pronunciations. While
discussing food, select various items to describe. Re-introduce the verb “ser” and modifications of adjectives.
3) QUIA: Students will log onto QUIA and complete review of food vocabulary.
4) C losure: Each student will be asked to write a brief description of a food item on a sheet of paper
using the verb “ser” and adjectives.
M aterials:
Laptop, food vocabulary handout, unit packet, QUIA activity
E valuation/Homewor k:
QUIA: “La comida II” to review vocabulary.
Find a picture of a food item that we discussed—create a poster with a picture and 3-4 sentences
describing that item of food.
Monday 9 M arch, 2009
O bjectives (SW B A T):
-Apply knowledge of food vocabulary in order to simulate a food-shopping experience.
-Interpret sentences using the expression “tener que” during a simulation of a food-shopping experience.
Procedures:
1) Attendance
2) DO NOW: Word search of food vocabulary and descriptions
3) Review of word search
4) Discussion of “tener que” expression: Review conjugations of the verb “tener.” 5) Students will break into groups and simulate a food-shopping experience in which the teacher will
pretend to be on the phone with the “shoppers” instructing them as to what they “have to” purchase and/or describing a variety of foods that need to be purchased.
M aterials:
Food vocabulary word search, food items for “grocery store,” review handout of “tener que” E valuation/Homewor k:
Study for quiz tomorrow on basic food vocabulary and the expression “tener que.” T uesday 10 M arch, 2009
O bjectives (SW B A T):
-Demonstrate knowledge of basic food vocabulary and the expression “tener que” through a Control.
-Discuss healthy vs. unhealthy foods in Spanish and categorize foods in a traditional food pyramid.
Procedures:
1)Attendance
2) Control: Food vocabulary and the expression “tener que…” 3) Distribute food pyramids and begin to discuss healthy vs. unhealthy foods.
M aterials:
Control, food pyramid handout
E valuation/Homewor k:
Complete the food pyramid based on food vocabulary that we have already discussed.
A nicely created food pyramid will be due in class on Thursday 12 March, 2009 [see handout on creating
your food pyramid in folder and on StudyWiz].
W ednesday 11 M arch, 2009
O bjectives (SW B A T):
-Discuss healthy vs. unhealthy food in Spanish and categorize food into a food pyramid.
-Group foods according to typical breakfast, lunch and dinner meals.
Procedures:
1)Attendance
2) DO NOW: ¿Qué comes tú para el desayuno?
3) Discuss do now responses and share food pyramids that students had to complete for homework.
4) Introduce breakfast/lunch/dinner [el desayuno, el almuerzo, la cena] and the accompanying verbs
[desayunar, almorzar, cenar]. Conjugate verbs accordingly and explain how “almorzar” is an irregular
verb. Distribute handout that explains the difference between each word as a noun and as a verb and
provides the appropriate conjugations for each verb.
5) C losure: Distribute meal chart and have students categorize food vocabulary according to appropriate
meal time.
M aterials:
Handout explaining meal times as nouns/verbs, meal chart for students to complete
E valuation/Homewor k:
QUIA Activity: ¿A qué hora comes…? T hursday 12 M arch, 2009
O bjectives (SW B A T):
-Develop questions/answers using the verb “comer” which means “to eat”
-Apply knowledge of interrogative words in order to ask what and when people eat various foods
-Identify appropriate conjugations for regular –er ending verbs using the verb “comer” Procedures:
1) Attendance
2) DO NOW: Conjugate the verb “almorzar” correctly in the present tense 3) Introduce the verb “comer” which means to eat—explain how the verb is conjugated as a regular –er
ending verb in the present tense. Students should refer to the handout on StudyWiz which features the
appropriate conjugations.
4) Review interrogative words “qué” and “cuándo” and begin to develop questions asking what and when people eat.
5) Introduce questions…¿Qué comes tú para el desayuno? ¿Cuándo desayunas? or ¿Cuándo comes tú el
desayuno?
6) C losure: With a partner, go through each of the three meals of the day and ask what/when for all of
them. Record partners answers for each question. *Remember, when answering cuándo question, use the
following structure… “a las or a la.” M aterials:
Verb handout for “comer,” closing activity handout E valuation/Homewor k:
On the discussion board on StudyWiz, post your peer’s responses to each of the questions asked during
the closing activity.
Example: Drew come huevos para el desayuno. Él desayuna a las seis y media de la mañana.
F riday 13 M arch, 2009
O bjectives (SW B A T):
-Utilize verbs “gustar” and “encantar” to describe what they like or dislike to eat.
-Identify uses for the personal a when talking about likes/dislikes.
Procedures:
1)Attendance
2) DO NOW: How do you say, “I like, you like and he/she likes” in Spanish? 3) Review of DO NOW and of the verb gustar.
4) Introduce the verb “encantar” and explain that it works the same way as the verb “gustar.” Then, explain the personal “a.” Explain to students that when they want to place emphasis on the person who likes/dislikes something, they use the personal “a.” **Distribute handout explaining the personal “a.” 5) Introduce question: ¿Qué te gusta comer? ¿Qué te encanta comer?
6) C losure: On the discussion board, respond to the questions above for the class to view.
M aterials:
Handout explaining the personal “a” with verbs like “gustar.”
E valuation/Homewor k:
StudyWiz posting: ¿Qué te gusta comer? if not completed in class.
Study for quiz on Tuesday 17 March, 2009 on Gustar/Encantar, Impersonal “a,” food pyramid in Spanish and mealtimes
Monday 16 M arch, 2009
O bjectives (SW B A T):
-Synthesize all topics covered in food unit so far through a review session for tomorrow’s unit quiz. -Form groups and begin to assign roles to one another for group reading of section from Batali text.
Procedures:
1) Attendance
2) Review session for tomorrow’s quiz
3) Break into groups/distribute group assignments
4) Distribute texts and go through expectations for reading/strategies for reading text
5) C losure: Allow students the opportunity to delegate responsibilities for reading of Batali text.
Readings are due by Friday along with dictionary terms to be posted on StudyWiz.
M aterials:
Batali excerpts for groups, group assignments
E valuation/Homewor k:
Study for Control tomorrow
Read Batali text: Due Friday.
Work on list of new terms from reading, which will also be turned in (1 per group) on Friday to be typed
and posted as a document on StudyWiz for the class to access and will serves as our Diccionario de
comida española y palabras relacionadas.
T uesday 17 M arch, 2009-W ednesday 18 M arch, 2009
O bjectives (SW B A T):
-Demonstrate knowledge of various concepts from this unit through a Control.
–Develop reading comprehensions skills through group read of Batali text.
-Critically analyze excerpts from Batali text, Spain: A Culinary Road Trip in order to identify new
vocabulary words.
-Compare and contrast foods that we eat in the United States with foods in various regions of Spain.
Procedures:
1) Attendance (Both days)
2) Control: G ustar/E ncantar, Food pyramid, mealtimes
3) Students will receive blank Venn-diagrams and will complete them as they read the Batali text,
comparing foods that we eat traditionally in the United States and foods eaten in various
communities/cities of Spain. They will receive guidance as to the types of points to look for in the
reading.
4) Display/discuss Venn-diagrams [Day 2]
5) Discussion of centerpiece project which will be due on Tuesday 24 March, 2009 in class [1/group].
M aterials:
Venn-diagram, Batali texts, Centerpiece project guidelines/rubric
E valuation/Homewor k:
Dictionary entries to be turned in on Friday 20 March, 2009.
Centerpiece due on Tuesday 24 March, 2009.
T hursday 19 M arch, 2009-F riday 20 M arch, 2009
O bjectives (SW B A T):
-Identify table-setting vocabulary in Spanish.
-Develop sentences/conversational skills using table-setting vocabulary through a simulation.
Procedures:
1) Attendance
2) Distribute new terminology for table-settings (utensils, asking to set the table)
3) Review terminology
4) Using real utensils, play review game with students in which they identify various table utensils
5) Mock table-setting simulation: Desks will be set up in groups (as tables). Students will break into
groups and will need to set the table. They will have to come up and request various items for the table
from the teacher. Then, they will share with the class how they have set up their tables.
6) C losure: Handout of table setting—students will design their own table and label all items on table to
be displayed around classroom.
**COLLECT DICTIONARY SUBMISSIONS ON FRIDAY IN CLASS TO BE POSTED ON
STUDYWIZ FOR ALL STUDENTS TO ACCESS.
M aterials:
Table utensils, vocabulary list for table-setting terminology, table-setting handout
E valuation/Homewor k:
DAY 1 (Thursday): QUIA: “Poner la mesa” DAY 2 (Friday): Table-setting handout to be displayed
around classroom.
Study for Control on table settings on Wednesday 25 March, 2009
Monday 23 M arch, 2009
O bjectives (SW B A T):
-Design invitations for Señor K’s Café in groups
Procedures:
1) Attendance
2) In groups, students will design invitations on their laptops for our café which will be on Friday 3 April,
2009.
3) At the end of class, each group will present their invitation and we will vote on the one that will go out
to all of the people who we will be inviting to our restaurant.
M aterials:
Laptop computers
E valuation/Homewor k:
Winning group will be asked to finish their invite to the restaurant and submit it by tomorrow’s class meeting.
Study for Control on Wednesday 25 March, 2009 on table-setting vocabulary
T uesday 24 M arch, 2009
O bjectives (SW B A T):
-Design Señor K’s Café and delegate responsibilities for the actual design of the restaurant.
Procedures:
1) Attendance
2) Distribute list of what will be needed for Señor K’s Café. Student volunteers will be asked to sign up to design/bring in certain items
3) Explain flag assignment: Flags will be due on Friday 27 March, 2009 in class.
M aterials:
List of what will be needed for café, flag assignment
E valuation/Homewor k:
Design flag: Due Friday 27 March, 2009
Study for Control which will be tomorrow in class on table-settings
W ednesday 25 M arch, 2009-T hursday 26 M arch, 2009
O bjectives (SW B A T):
-Demonstrate knowledge of table-setting vocabulary by taking a Control.
–Identify various components of a well-designed restaurant menu by looking at samples including
authentic menus from Hispanic restaurants from within the community.
Procedures:
1) Attendance (both days)
`
2) Control: T able-setting vocabulary
3) Distribute handout of menu in Spanish—discuss various parts and identify new vocabulary words (End
of Day 1)
4) Start of Day 2: Distribute authentic menus to look at and analyze
5) In groups, using Batali text and sample authentic menus, along with vocabulary, create a menu for a
pretend restaurant that includes dishes from authentic restaurants and from Batali text. Menus will be due
on Monday 30 March in class.
6) ** Review explanation of WIKISPACE posting which will be due on Tuesday 31 March, 2009.
M aterials:
Laptop, menu handout with new vocabulary, sample authentic menus, Batali text, guidelines for menu
project
E valuation/Homewor k:
DAY 1: QUIA: El menú DAY 2: Menu project due Monday 30 March in class
F riday 27 M arch, 2009
O bjectives (SW B A T):
-Utilize knowledge of menu vocabulary and various traditional dishes in order to design menu for Señor
K’s Café Procedures:
1) Attendance
2) Look at menu that we will be ordering from and decide upon appropriate dishes for our menu
3) Create template for our menu and begin placing dishes on menu
4) Figure out cost and how much each student will contribute to the menu
5) Volunteers to prepare a dish for our café
M aterials:
Menu from restaurant that we will be ordering from, laptop computer
E valuation/Homewor k:
1) Menu project due Monday 30 March, 2009
2) Wikispace submission due Tuesday 31 March, 2009
Monday 30 M arch, 2009 (M enu project due today)-T uesday 31 M arch, 2009 (W ikispace submission
due today)
O bjectives (SW B A T):
-Develop vocabulary for ordering food/taking food orders in a restaurant
-Design script for our in-class restaurant
Procedures:
1) Attendance
2) Distribute list of vocabulary terms for ordering food/taking food orders in Spanish/restaurant
vocabulary
3) Begin developing script for our restaurant which will be on Friday 3 April. Delegate
responsibilities/roles.
M aterials:
Restaurant vocabulary list, responsibilities/roles for restaurant
E valuation/Homewor k:
Continue working on/rehearsing script for restaurant
Design and/or purchase items for restaurant. All items are due by Thursday in class except for food
which will be brought in and placed in refrigerator on Friday morning during activity period.
Wor k on your cumulative portfolio which is due in class on T hursday 2 A pril, 2009!!
W ednesday 1 A pril, 2009-T hursday 2 A pril, 2009 **C umulative Portfolio due today in class!!
O bjectives (SW B A T):
-Design scripts and prepare for restaurant simulation on Friday in class.
-Create a restaurant scene in the classroom.
Procedures:
DAY 1:
1)Attendance
2) Rehearse/perfect scripts and make sure that all students know what their individual role will be in the
restaurant.
DAY 2:
1)Attendance
2) Using all purchased/designed materials, turn classroom into a restaurant scene. Work on CD that will
be used in restaurant.
3) Any final questions/concerns before tomorrow’s simulation. Have students volunteer to come in during activity period to help set up the classroom/final preparations/remind students bringing in food that
all must be in by tomorrow morning during activity period!!
M aterials:
Student purchased/designed materials, scripts for restaurant
E valuation/Homewor k:
Prepare/rehearse for simulation tomorrow in class of a restaurant scene.
F riday 3 A pril, 2009
O bjectives (SW B A T):
-Demonstrate understanding of all vocabulary/grammar/concepts discussed throughout food unit through
a culminating activity/assessment: Señor K’s Café. Procedures:
Today, students will participate in a simulation of a Spanish restaurant. Their “customers” will be administrators who have been invited to the restaurant.
M aterials:
Food, menus, wikispace submissions, music, decorations/Spanish flags
E valuation/Homewor k:
No homework. Have a great Spring break!!
Students will be assessed throughout the simulation according to the assignment rubric.
*Assignment E xplanations:
Pirámide alimenticia (15 points):
You will be creating your own food pyramid in Spanish based on our lesson in class. You will
create the pyramid on a piece of construction paper and then find pictures of various foods to be
placed in each category. Each image that you put in must be labeled with the name of the food
item IN SPANISH! In addition, you pyramid should be creative and flashy so that it can be
displayed around the classroom. Feel free to refer to the sample food pyramid that I provided
you with in class; however, your pyramid must be your own work! Naturally, most of them will
look similar, since there are not many variations in the food pyramid. Make sure that you label
each category with the appropriate name(s) that we discussed in class, and at the top of your
poster, title the assignment: Pirámide ali menticia
Diccionario de comida española y palabras relacionadas (25 points):
After reading your excerpt from the Mario Batali text, Spain, A Culinary Road Trip, you will be
asked to compile words that you learned—the words come directly from the text and will relate
to the cuisine and history/culture of your cities of focus. Some of the words are defined in the
text—others, you will need to do a bit of research on in order to develop a solid definition. Once
you have compiled your list of at least 7-10 words, you will submit them. All of the words
compiled will be posted on StudyWiz and will remain there for the entire class to access. This
will serve as our “Dictionary of Spanish Food and Related Words!” Restaurant Centerpiece (50 points):
As a group, you will create a centerpiece that will be placed on one of the tables when we design
Señor K’s Café. The centerpiece will be created using a tissue box that you will first cover in
construction paper or any other wrapping paper. Once you have done this, you will be required
to place the following information on your centerpiece:
 Image of your cities of focus (highlight on a map of Spain)
 5 facts about cuisine in your cities—be sure to specify which city/region each fact applies
to
 Image of Spanish flag
 Names (in Spanish) of two dishes from your region with recipe (use small font for recipe)
Your centerpiece should be creative, flashy and thematically designed so that they look
appealing to our customers when we open Señor K’s Café for business.
W ikispace Posting (50 points):
Our contribution to the “e-world” will be that we will design a wikispace focused on cuisine in
Spain. Each group will be assigned cities/regions of Spain to read about in the Batali text. In
addition, you will be gathering research from other sources as well about cuisine in your regions.
Once you have completed this research, as a group you will be writing a wikispace posting that
will eventually be featured on wikispaces.com
Wikispaces are so interesting because they are created with the flexibility of constantly
adding/removing information about a certain topic. They are original works that offer the world
information about a specific topic/theme. Usually, we use wikispaces as a way of gathering
quick information about a topic and finding other resources to link out to for more in-depth,
academic material.
Your wikispace will present your findings on cuisine in your areas of Spain. You will write
about common types of food, the role of food in the economies of your areas, restaurants in your
areas, and you will also provide a general overview of the history/culture of your areas. This
would include: museums/historical sites to see, famous people from the area, etc.
You will also need to include, in your work, at least 3 hyperlinks to recipes on the internet.
These should not be separate from the actual text; rather, as you talk about foods/dishes that are
common to your areas, you should hyperlink the dishes to actual recipes that you find so that
when someone is reading your wiki posting and is interested in a certain dish, they can click on
the name and go directly to a recipe for how to prepare that dish.
Also, you will need at least one hyperlink to information about a historical/cultural fact about
your area(s) of Spain—so, if you are talking about the Prado Museum in Madrid, you will
hyperlink the name so that I can click on it and go to information directly about the Prado
Museum.
Your wikispace submission should be informational and well-written. It should be broken down
into sections: one section should be general information about your cities/communities/regions
of Spain, one should be about cuisine in your areas of focus and this should include famous
dishes, foods, etc. Be creative in the breakdown of the sections.
We will talk about this assignment, in detail, in class. When you have completed your
submission in Word, you will email it to me as an attachment and I will post all of them on the
class wikispace.
There is a great website, Gastronomy in Spain: Spanish dishes and recipes that you may find
useful for this assignment. Remember that all of your writing MUST BE YOUR OWN!
Plagiarism is very serious and will not be tolerated. This assignment should be your own
analysis of cuisine in Spain.
E l menú (25 points)
Using the handout and vocabulary about menus that we discussed in class, you will design your
own menu for a fictitious Spanish restaurant. Come up with the name of the restaurant (in
Spanish) and create your menu using foods that you have encountered in your research. Your
menu should be regionally-oriented—they should be appropriate for the regions that you have
investigated in your readings, etc. Although the text only features a couple of recipes, you
should be doing research on your own to develop a repertoire of recipes/traditional dishes that
will comprise your menu. Some very basic searches online will help you to locate appropriate
meals for your menu. Make sure to indicate on your menu (IN SPANISH) what meal it is
targeted for—breakfast, lunch, or dinner. Prices should be on the menu, as well, in Euros. Your
menu should be well-illustrated and appealing—after all, you want people to dine in your
restaurant! Under each category on the menu, you only need to have 1-2 food items…so the reality is, your excerpt from the Batali text will probably provide you with sufficient
information/dishes...you should only need to do minimal outside research for this particular
assignment, although research for this unit should be ongoing and your collection of foods and
recipes should be growing.
*These are the major assignments for this unit. There will be some smaller assignments that you
will note on the syllabus including: creating an invitation to our restaurant, designing a
likes/dislikes poster, creating a Spanish flag—that we will discuss in class, but do not require
much explanation.
Rubrics will be available on StudyWiz in the unit folder for each of the assignments as well.
The culminating project—designing Señor K’s Café will be explained, in depth, in class and is a
compilation of all that we will have completed in this unit. More information will come about
this final assessment activity.