1. 2 D AY L ESSON P LAN FOR C UANDO T ÍA L OLA VINO DE VISITA A QUEDARSE Tracy Linder Spanish III Honors and/or Spanish IV (juniors and seniors)

2. CAAP C OMMON C ORE – T HE O HIO S TATE U NIVERSITY Reading Level 4 – 1. Read and understand selected short novels, plays, and/or poems (authentic or from graded readers). Writing Level 3 – 10. Compare and contrast aspects of life in the target culture and those in your culture.

3. CAAP C OMMON C ORE C ONTINUED Listening Level 3 – 8. Listen to and understand a sequence of directions or a procedure (e.g., a recipe, what to do in case of fire or other emergencies, etc.) Speaking Level 4 – 3. Discuss your opinion about a cultural topic in the target culture (e.g., holidays, foods, sports, tolerance of foreigners, etc.). Level 4 – 6. Initiate and sustain discourse about a literary or cultural topic of interest in the target culture

4. A IMS Reviewing previosuly taught vocabulary Developing reading and comprehension skills Developing speaking skills Understanding how food helps to shape culture

5. E SSENTIAL QUESTIONS What are your family traditions/rituals with food? How do food traditions change over time? In what ways is your favorite dish different from the dish that Tía Lola makes in chapter 4?

6. P ROCEDURE – D AY 1 Motivation: Questions for discussion ¿Cuál es tu comida favorita? Discuss as a class ¿Qué tipo de comida come tu familia? Students list responses Volunteers share with the class

7. D AY 1 C ONTINUED Revisit food vocabulary list from previous course Food Vocabulary Brainstorm other food words and add to list

8. D AY 1 C ONTINUED Divide into groups Give each group a different dish mentioned during the family food discussion Ask groups to make a grocery list for each meal Groups share their lists

9. D AY 1 C ONTINUED Summary: Questions for discussion ¿Qué tipos de ingredientes fueron usados más en cada plato? ¿Qué piensas que son los ingredientes más comunes en la comida dominicana? Homework: Read ch. 4 of Tía Lola

10. P ROCEDURE – D AY 2 Re-read as a class the section about huevos rancheros (pg. 42-44) Motivation: Discussion questions and video ¿Por qué piensas que el anciano disfruta más la comida cuándo Tía Lola la prepara? ¿Qué ingredientes piensas que hay en los huevos rancheros?

11. D AY 2 C ONTINUED View YouTube video for making huevos rancheros http://www.youtube.com/watch?v=fw1PUlG hJio&feature=related Brainstorm cooking verbs Students write short paragraph comparing and contrasting huevos rancheros with their favorite food

12. D AY 2 C ONTINUED Summary: Discussion and Share Share paragraphs Discuss how food helps to shape culture and how food traditions change over time

13. R OUGH P LAN FOR D AY 3 Review list of cooking verbs Quick review of informal commands Begin planning for presentation of recipe of choice

14. C ITATIONS Alvarez, Julia. Cuando Tía Lola Vino de Visita A Quedarse. New York: Yearling, 2001. Print. Como Hacer Huevos Rancheros. IMUSA. YouTube. 2010. Web. 25 July 2011.