Blended Planning Document

Grade Level/Content Area

Spanish I (8th - 12th grade)

Unit Title
Food and Eating in a Restaurant Unit

Standards
Michigan World Language Standards and Benchmarks
1.1.N.SL.d
Request, offer, invite, and reply appropriately using memorized phrases
1.1.N.SL.i
Ask for and obtain information in everyday situations in the target language about time, place, price, size, relating to restaurants, stores, transportation, and
services
1.1.N.SL.j
Share likes and dislikes in the target language with a classmate
1.1.N.SL.k
Share opinions and preferences in the target language with their classmates
1.1.N.RW.d
Request, offer, invite, and reply appropriately in writing using memorized phrases
1.1.N.RW.i
Inquire in writing, to obtain information in the target language about time, place, price, and size relating to restaurants, stores, transportation, and services
1.1.N.RW.j
Share likes and dislikes in the target language with a classmate in writing, using email messages, notes, and letters
1.1.N.RW.k
Share opinions and preferences in the target language with their classmates in writing using email messages, notes, letters
1.2.N.L.a
Demonstrate understanding of oral classroom language in the target language including directions, commands, and requests
1.2.N.L.c
 Understand main idea of a visual media or live presentation (film/DVD, TV shows and commercials, theatre and musical production)
1.2.N.R.b
Understand main idea of simple accessible written materials in the target language such as, textbook passages, age-appropriate magazine and newspaper
articles/ads, websites/internet, poetry or stories
2.1.N.F.c
Describe how daily needs are met within a community or culture in which the language is spoken (housing, shopping, food preparation, transportation, health
care, access to public services)
2.2.N.F.a
Describe the products needed to carry out daily routines and meet basic needs within a community, region, or culture in which the language is spoken
(housing, stores, foods, transportation, health care, public services)
2.2.N.F.b
Identify products that were native to a community, region, or country in which the language is spoken
3.1.N.a
Reinforce previously learned content knowledge through the target language
3.2.N.a
Use audio, visual, and/or print materials available only in the target language to recognize that a topic or situation may be viewed differently in one’s own
culture than in the target culture
4.1.N.a
Identify basic differences and similarities in vocabulary between one’s own language and the target language (cognates and borrowed words)
4.1.N.b
Identify basic differences and similarities in grammatical structures between one’s own language and the target
4.2.N.a
Identify basic target culture practices and compare them to one’s own
4.2.N.b
Identify basic target culture products and compare them to one’s own
5.2.N.a
Willingly use the target language within the classroom setting

Learning Targets
What will students be able to do?

● Talk about food groups and foods in Spanish.

● Use common cooking phrases in Spanish.
● Use the verb ver.
● Use restaurant vocabulary.
● Express preferences in Spanish.
● Discuss table setting in Spanish.
 ● Use direct object pronouns in Spanish.
● Conjugate and use the verbs traer, dar and servir.
● Describe typical Hispanic dishes and meal times.
● List typical Hispanic foods.

Current Teaching Design

List every activity that you currently complete in your traditional classroom situation to teach this unit.

● Direct instruction in the classroom to teach grammar and vocabulary - Students copy notes into a chapter packet. I write on the SmartBoard, and they
copy down notes. Practice opportunities are built in to note-taking.
● Daily warm-ups - Students practice concepts we learned the day prior.
● Speaking activities - Students answer written questions in the target language, then have an opportunity to ask/answer with other students, then have
a chance to share out.
● Review games - Individual games (BINGO, Kahoot), group games (memory, spoons, go fish)
● Formative worksheets
● Interpretive reading and listening activities - Students interpret authentic written and spoken materials in the target language.
○ Interpretive reading authentic resource​ and ​worksheet
○ Interpretive listening example
● Authentic food day celebration - Students cook/bake an item from a Spanish-speaking country and bring it in to share with the class.
● Weekly visits to computer lab for blended learning - I use Google Classroom to compile resources and activities for students to do that day. They are
usually required to start with a guide to work through a few lessons on Moodle, or complete a “shopping” or “choose a restaurant in Spain” activity.
After that they can choose to play games on Study Stack, ClassTools, or EdPuzzle.
○ Grocery store shopping activity
○ Menú del Día activity
○ ClassTools arcade games with food vocabulary
○ Study Stack games with food vocabulary
○ EdPuzzle activity to practice direct object pronouns and foods
Instruction, Activities & Assessments
Based on what you have learned so far what instruction, activities and assessments will students engage with in the face-to-face (F2F) environment? Which will you now move to the online environment? For more support in
planning this way, ​watch this video​.

F2F Online
● Daily warm-ups ● I am interested in trying out the flipped classroom model. It would be
● Speaking activities challenging to get students to pronounce words and phrases at home,
● Review games but a way to the in-class activities could involve a lot of speaking
● Interpretive reading and listening activities practice.
● Authentic food celebration day ● I would like to move more of my formative assessments to the online
environment. This could be done through the new quiz feature on
Google Forms. This format would make it easier for me to compile
data and give students instant feedback.
○ Quiz using Google Forms example
● Keep doing our weekly visits to the computer lab for blended learning
activities

TO-DO
What items must you complete in order to finish the creation of this unit. If any of the items to the right must be modified for online delivery list it here. For example, create a short screencast, find a YouTube video, write a
discussion question, re-write directions for an activity so it can take place online.

● Create more games on Quizlet, Quizizz, ClassTools, etc.

● Find more YouTube videos to help with differentiation
● Find Spanish I teachers who have flipped their classrooms and check out their videos for inspiration
● Make a few flipped videos for chapter 1. Use them in class in the fall and get student feedback
● Create a Wizer worksheet to use as a formative check