The following lesson plans are developed for ten 50-minute classes. They are intended for a beginning level I Spanish class. They can be adapted for a longer period of study, if desired. The following are recommended for middle school level I or high school level I Spanish courses.
Lesson I - Days one and two:
Objectives:
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· Students will identify and understand the importance of chocolate and corn in Latino cuisine.
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· Students will become aware of the influence of Latino cuisine in the United States.
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· Students will learn new vocabulary pertaining to Latino cuisine.
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· Students will be able to identify the ways in which corn and chocolate affect their everyday lives.
Opening Activity:
Students will take "Food Fun Trivia Quiz" in order to assess any prior knowledge on topic. Upon completion, the teacher will go over answers with students and share basic information on answers.
Activity Two:
Students will write a short paragraph on topic: "When I think of Latino cuisine, I…"
Activity Three:
Students will define the following terms for their food glossary:
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1) Cacao
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2) Cocoa
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3) Molinillo
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4) Metate
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5) Mole
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6) Maize
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7) Teosinte
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8) Atole
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9) Masa
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10) Tamales
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11) Tortillas
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12) Taco
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13) Quesadilla
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14) Salsa
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15) Chilote
Activity Four:
Students will divide into two groups. Each will be assigned a quote to talk about. They will list the reasons why corn is such an important part of the world diet.
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· Group 1 - Mexicans remain a people of corn
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· Group 2 -
Chocolate: the food of the gods
. What do you think was meant by that? One student writes down responses to quotes on a piece of poster board. Both sheets are placed on the wall to be discussed for next class.
Closing Activity:
Students say one fact that they have learned in class about unit.
Homework:
Students will make a list of food items in their home that are made with or contain an ingredient of corn and Chocolate.
Lesson II - Days three and four:
Objectives:
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· Students will review the main objectives in lesson one.
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· Students will share with one another the importance of corn and Chocolate in Latino cuisine.
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· Students will compare and contrast the connections and importance of Chocolate in the U.S. and Mexican diet.
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· Students will learn about the importance of Puerto Rican cuisine and how it is similar and different from Mexican cuisine.
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· Students will choose a holiday which is celebrated in both Puerto Rico and Mexico in order to develop a party menu.
Opening Activity:
Students will divide back into the previous days' groups. Each group will be assigned a speaker by teacher to report on groups' findings to the following statements:
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· Mexicans remain a people of corn.
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· Chocolate: the food of the gods.
Activity Two:
Students will take their food lists generated to fill-in their own Venn Diagram.
Students will turn in their completed diagrams for grade.
Activity Three:
Teacher will then generate a discussion based on students' food lists from home. Students will then become aware of the large that corn and chocolate play in the U.S.
Activity Four:
Teacher will discuss with students the key points about Puerto Rican cuisine. Students will be given excerpts from the book,
"The New Americans - Puerto Ricans in the United States",
by Maria Perez y Gonzalez (pages 22-23, 18-20). Students will answer the following questions based on excerpts:
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1) Name three popular Puerto Rican dishes.
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2) What is sofrito, and how it is used?
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3) What ingredient makes rice yellow?
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4) Name two popular Puerto Rican food brands.
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5) Name two food items that are found in Puerto Rico and Mexico.
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6) What movie made from a book portrays the idea, "the taste of the food reflects the chef's mood?"
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7) Name one holiday which is celebrated in Puerto Rico and Mexico.
Activity Five:
Students will choose one holiday celebrated in Puerto Rico or Mexico. Students will prepare an authentic menu for a party hosted on that day. Students can use cookbooks and textbooks in class or in the library. The menus must include items which contain corn and chocolate.
Closing activity:
Students will share with the class what holiday they have chosen and why.
Homework:
Students will work on menus at home.
Lesson III - Days 5, 6, 7 and 8
Objectives:
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· Students will reinforce foods associated with Puerto Rican and Mexican cuisine.
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· Students will discover the legends behind chocolate.
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· Students will become knowledgeable in the Aztec connections with chocolate.
Opening Activity:
Students will learn to share one menu item with each other, and its connection to Puerto Rico and Mexico.
Activity Two:
Students will finish working on menus for their holiday. When the menus are completed, students will design a poster inviting guests to the party.
Activity Three:
Students will view the film,
"Chocolat"
.
Activity Four:
Students will read about the Aztecs and the role of chocolate in their lives:
"The True History of Chocolate,"
by Michael & Sophie Coe (pages 77-78, 93-99). Students will also create a tale about the character of Vianne being an Aztec Princesss and why according to their interpretation from the movie (due to its length of 122 minutes, the viewing could run into a fourth day depending on the length of your classes).
Closing Activity:
Teacher will answer student questions on film.
Homework:
Students will complete tales.
Lesson IV - days 9 and 10
Objectives:
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· Students will learn about the importance of corn as a staple food in Mexico.
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· Students will make the connection of the role of chocolate and corn in Latino cuisines.
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· Students will draw conclusions about the role of Latino cuisine in the world-wide community.
Opening Activity:
Students will share their tales about Vianne with classmates.
Activity Two:
Students will listen to a story about "
Lord Corn Cob."
Teacher reads excerpt from book, "
Que Vivan los tomales",
by Jeffrey M. Pilcher. Chapter
: "People of Corn."
Activity Three:
Students will create a poem about "
Lord Corn Cob."
Activity Four:
Students will research a Puerto Rican or Mexican recipe. They will prepare the dish to bring to class to share.
Closing Activity:
Students will share one fact about why Latino cuisine is so popular in the United States.
Homework:
Prepare recipe.
