Beacon Lesson Plan Library

La Ensalada (The Salad)

Amanda Yates
Polk County Schools

Description

Each student makes a salad and presents his/her salad to the class (in the target language).

Objectives

The student provides simple information in spoken form (e.g., descriptions of family members, friends, objects present in his or her everyday environment, or common school and home activities).

Materials

- One paper bowl for each student
- Vegetables for each student's salad (either real or paper cut outs)
- "Model" salad
- Chart with vegetable words written in Spanish
- Glue and scissors for students (if using paper vegetables)

Preparations

1. Write the Spanish vegetable words on chart paper.

2. Make a salad, using the vegetables you plan on introducing.

3. Gather bowls, glue, and paper cutouts of the vegetables.

Procedures

1. Display the model salad, so that all students can see it.

2. Talk about the salad. Say, "Yo tengo una ensalada. En mi ensalada hay tomates. Hay una cebolla. Hay una zanahoria. Hay lechuga tambien". (I have a salad. In my salad there are tomatoes. There is an onion. There is a carrot. There is lettuce too.)
*Point to each vegetable as you talk about it. Continue to point to each vegetable and tell about it. ex. La lechuga es verde. La zanahoria es anaranjado. (The lettuce is green. The carrot is orange.)

3. Go to the chart where you have written the vegetable words in Spanish. Point to a word and call on a student to tell you what the word is for it in English.

4. Continue to point to the Spanish words and call on students to tell you the English for each word.

5. Instruct the students to repeat after you (in Spanish) as you say the word in Spanish. Do this 4 or 5 times.

6. Instruct students to write the vegetable words on their papers (both in Spanish and English). As they write them, write the English words beside the Spanish words on the chart.

7. Now, tell the students that they will be making a salad. Tell them that the word for salad is "ensalada".

8. Hand out the bowls, glue, and paper for the vegetables. (If you are using real vegetables, just give out the cut pieces of vegetables.)

9. Tell them that they need to include each of the vegetables that have been talked about in the lecture. They must glue the vegetables in their bowls.

10. Next, explain that they will be required to present their salad to the class. They must give their presentation in Spanish, saying one thing about each vegetable. They can tell the color of the vegetable or just the fact that their salad contains that vegetable. Their presentation will sound a lot like the one you gave at the beginning of class.

Assessments

The student's grade will consist of 2 parts. The first part is the salad. The salad must contain all of the vegetables that were introduced. The second part is the presentation. The student must say one phrase (in Spanish) about each of the vegetables that were introduced in the lecture. This activity is an introduction to the vegetable words and includes a practice activity. Give the students verbal affirmation as they present their salad and also correct their pronounciation. Give feedback in Spanish (as much as they know) and give feedback in English as well. Mastery will not be met in one day. A short quiz will be given at the end of the week, after vegetable words have been reviewed throughout the week. If all students do not pass the quiz, the vegetable words will be reviewed until all students are able to pass the quiz.

Extensions

1. This lesson can follow the Las Frutas (The Fruits) and the fruits can also be reviewed by constructing a "fruit salad" and repeating this same lesson with the fruit words. See Weblinks for URL for this lesson.

2. Additional vegetables can be added to the salad, or even other food items, such as "queso" (cheese).

3. This lesson can also be used with English Speakers of Other Languages (ESOL) for learning food word vocabulary.

Web Links

Web supplement for La Ensalada (The Salad)
Las Frutas (The Fruits)

Return to the Beacon Lesson Plan Library.