1. Teacher’s View Spanish 2 students will be exploring real world Argentinian food, both commercialized (Subway) and authentic restaurants in Buenos Aires. In the first activity, they will be relying on context clues and background knowledge of previously studied food vocabulary to assist in decoding and building their own scaffold with new vocabulary. All areas of literacy in the target language (reading, writing, listening, speaking, and understanding digital information) will be addressed as students answer questions in paired grouping, create a dialog, and share that dialog with the class. In the second activity, students will be reading a USAToday article in English that will discuss the Beef Industry, its affect on the Restaurant Industry, and exploring restaurants on today’s streets of Buenos Aires. The project will conclude with a mini-essay in English to share what students have learned while organizing their thoughts to be formally presented. Introduction

2.  SI.5 The student will present information orally and in writing in Spanish, using a variety of familiar vocabulary, phrases, and structural patterns. 5. Write simple sentences on familiar topics in short paragraph style.  SI.12 The student will use Spanish language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational purposes. 1.Find and present examples of the Spanish language and Spanish-speaking cultures gathered from interaction with Spanish speakers, authentic media, and technology. 2. Use resources, such as individuals and organizations in the community or accessible through technology, to gain information about the Spanish-speaking world.  SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. 1. Identify some details and key words when listening to, and reading in Spanish. 2. Understand culturally authentic materials, such as announcements, messages, and advertisements in familiar contexts.  SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these cultural aspects are interrelated. 1. Participate in authentic or simulated cultural activities, such as family gatherings, holiday celebrations, and community events.  SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking cultures studied and the United States. 1. Identify similarities and differences of traditions, such as those related to holidays, foods, family, and celebrations. Standards Being Addressed Intended for a Spanish 2 class at either middle or high school level.

3.  Subway Packet o New Vocabulary o Manipulating the Vocabulary in Complete Sentence Practice o Learn the Exchange Rate (US> Arg. $) o Review of Large Numbers o Writing Practice in the form of a Dialog o Speaking Practice  Article on Food Culture and Restaurants in Buenos Aires o Cultural Reading (in English) o Navigate Restaurant Websites (in Spanish and English) o Learn about Authentic Dishes o Organize thoughts in a Mini Essay (in English) to develop cross curricular literacy Tasks and Components

4.  http://www.subwayargentina.com/como_pedir.php http://www.subwayargentina.com/como_pedir.php Student Handout – linklink Students will learn new vocabulary by applying their background knowledge of the units previously studied food vocabulary and using context clues (the images on the website). If a consensus can’t be reached between partners as to the meaning of particular words, they will practice using a Spanish -English dictionary when they get stuck. Process : Ordering Subway in Argentina

5.  http://www.exchange-rates.org/currentRates/A/USD http://www.exchange-rates.org/currentRates/A/USD Students will learn about the Exchange Rate (specifically US dollar > Argentinian Peso) but also acquire a resource for future inquiries for exchanges between other countries. Questions are provided to allow students to review large numbers in the target language as it can be a topic easily overlooked. This should be reviewed as a whole class discussion after all have had an opportunity for a first attempt to insure correctness. Process: Money Exchange & a Review of Numbers

6.  http://experience.usatoday.com/food-and-wine/story/best-of- food-and-wine/food/2015/03/26/buenos-aires-argentina- steak/70431236/ http://experience.usatoday.com/food-and-wine/story/best-of- food-and-wine/food/2015/03/26/buenos-aires-argentina- steak/70431236/ Buenos Aires Restaurants Research and Write up Sheet – linklink The link above is to a USAToday Travel article published in 2015 that provides a deeper look into authentic Argentinian food and how the Beef Industry affects food and culture there. The article guides its readers to a variety of popular restaurants (in both English and Spanish) where students can do some real world exploring. They are then asked to individually compose a short essay discussing what they found interesting, new vocabulary they learned, and foods they would be interested in trying. Process : Cultural Foods and Restaurants in Argentina

7.  Because of the length and intensity of the individual assignment, the tasks will be evaluated based on the rubrics in the link below and collected for a quiz grade.  ______ / 20 Packet  ______ / 4 Speaking  ______ / 12 Restaurant Write-up Evaluation Rubrics Link