Saturday February 17, 2018 - Es el 17 de febrero, 2018. Es sábado

Differentiated Lesson Plan

California language standards

Content: Stage I 1.0 (Students use formulaic language)
1.1 (Students address discrete elements of daily life,  including L (food, meals, restaurants)
Communication: Stage I 1.0, Students use formulaic language
1.1, Engage in oral, written or signed conversations
1.3, Present to an audience of listeners, readers, or ASL viewers
Cultures: Stage I P Associate products, practices, and perspectives with the target culture
Content:   Students will learn vocabulary for breakfast foods and drinks and will learn what a typical Hispanic breakfast is in Spain and in Mexico.
Skills: Students will also learn how to order breakfast food and drinks, say thank you and ask for the bill.


Come into class with and apron, a waiter’s name tag, and some eggs, toast and a cup of coffee, and/or pictures of these and other breakfast foods and drinks.

Ask students individually, in Spanish, if they want some coffee/eggs/toast.

¿Quiere café/huevos/café? (polite Ud. form)

Ask students what they think we will be working on today. Tell them that we will be learning vocabulary for breakfast foods and drinks if they don’t come up with it, that we will be making a menu in Spanish, and then presenting a live dialog (or a video) between a waiter and a customer at a diner play-acting ordering breakfast.

Pre-assess: Ask students to make a KWL chart listing any breakfast food or drink items they know how to say in Spanish. After a couple of minutes, go around and see how much each student knows, and if there are any words that the whole class knows, compact the lesson.


Teach the vocabulary from the lesson (that they don’t know) for breakfast foods and drinks using the pictures in the book, including:

            Foods: cereal, eggs, sausage, bacon, ham, potatoes, yogurt, fruit
            Drinks: milk, orange juice, apple juice, tea

1. Have students repeat each word a couple of times.

2. Do a listening activity (with the course CD) to have students point to the correct food or drink picture as they hear it.

3. Present dialogs with the target words in them. Ask students to

4. Show students a written dialog using the following dialog with pictures and captions above the characters:

Other language:

Waiter:   Buenos días. (recycled language)
Customer:  Buenos días.
¿Cómo está? (recycled language)
Waiter:   Muy bien gracias. ¿Y Ud.?
Customer:  ¡Excelelente!
Waiter:   ¿Quiere <food or drink>?
Customer:  Sí, por favor./No, gracias.
Quiero <food or drink>
Waiter:   ¿Quiere algo   más?
                    de beber?
Customer:  Me trae la cuenta, por favor.
Waiter:   Por supuesto.
Customer:  Hasta luego. (recycled language)
Waiter:   Hasta luego

Ask kids if they can figure out what the phrases mean from the pictures of people at a
breakfast restaurant.

Guided practice

Using a limited set of picture sof food and beverages (for 1st year Spanish students) to learn a short dialog in which they need to ask for food and interact with a waiter in Spanish. Have students tell me the meanings of the recycled words. Model the dialog with a student or two, and then have a couple of pairs of students model the dialog before asking the class practice the following dialog:

Using pictures (and a written example) of various food items, students are to take the parts of waiter and customer. Once they know the food items and can do the dialog without looking, (or if students know the dialog) ask students to extend the vocabulary by using a dictionary, and then try out the dialog with the new words.

Waiter:   Buenos días.
Customer:  Buenos días
Waiter:   ¿Comó está?
Customer:  Muy bien gracias/Regular, etc.
Waiter:   ¿Quiere _________?
Customer:  Sí, por favor./No, gracias.

Independent practice

Using a bunch of food magazines or drawings of breakfast food and drinks, have students make a small diner menu in Spanish using pictures and labeling the food and drinks, including food and drinks they like even if we haven’t covered it. When they are done, have students write out the conversation above to order a complete breakfast using the menu they made.


Have students present their dialogs live, or in a video, role-playing the parts o the customer and the waiter. Before they do so, they must teach any words that they learned independently to the whole class.

Grade using an oral presentation rubric.

Speaking rubric


Have students go to Flashcard Machine (, register, and put together flash cards for the breakfast food and drinks vocabulary we learned. They should practice it before next class when the will be give a traditional paper and paper matching quiz on the vocabulary.

© 2002-2010 SantamariaProductions
Antonio Santamaría
Maestro de español en Wilson High School, Long Beach, CA
4400 E. 10th Street, Long Beach, California, 90804 - 562 433-0481 Ext. 6857

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