Strand
Intermediate or Advanced Spanish Class
Activity
Students will prepare a Puerto Rican recipe in small groups. Then students will share the food they have prepared with their peers and present the recipe they used to the class in Spanish.
Objectives
- To gain a greater appreciation for Puerto Rican culture by exploring the process involved in preparing a typical Puerto Rican dish.
- To learn about the ingredients used in their dish as well as the Spanish vocabulary essential in cooking preparation; to review command forms; and to practice oral skills.
- To practice speaking Spanish with precision and clarity.
Cultural Perspective
The Caribbean countries share a variety of foods. Although each country has its own specialties, one finds similar ingredients used in the preparation of foods in these cultures. Among these are: sugar cane, coconut, and plantains. These foods grow abundantly in the islands historically known as the West Indies (Puerto Rico and Cuba) and Hispaniola (Dominican Republic and Haiti). Puerto Rican cuisine is a blend of many influences. In addition to sugar, coconut, and plantains, tropical fruits, such as papaya, guayaba, mamey, and mango are plentiful on the island. Fish, shellfish, chicken, and a variety of meats are popular. A variety of spices and condiments give Puerto Rican cooking a distinct taste and unique flare.
Pacing
2 class periods
Materials
Expository Writing
Students have the opportunity to write a short composition in Spanish about Puerto Rican food (see Extension below).
Research
Students will research Puerto Rican food, choose a recipe, prepare it in small groups, and finally prepare a presentation for the class in which they will explain what ingredients they used and how they prepared the dish. Have students select a recipe by using the provided links. Students also will have the opportunity to review the Spanish vocabulary they will need for the presentation by visiting the “Bilingual Cook’s List of Terms and Ingredients.”
Language Review
- Vocabulary
Students will have the opportunity to read several paragraphs in Spanish about Puerto Rican food. Students can review vocabulary by referring to the “Bilingual Cook’s List of Terms and Ingredients” and completing vocabulary-building activities on Student Activity Sheet #1. Students can then share their definitions with the class (e.g., el asopao – un plato tradicional que es algo entre la sopa y el guiso).
- Grammar
Students will review formal and informal command forms of the verbs by referring to and completing Student Student Activity Sheet #2. These forms will be used in their presentation to explain how the recipe is prepared.
Directions
Distribute Student Activity Sheets 1 and 2. After completing the language review, have students refer to the first Student Activity. Tell students to break into small groups and read all the directions carefully. Remind students that they should choose a recipe wisely and work together as a team so that each person is involved equally in the speaking of Spanish. Explain to students that their evaluation for this activity will be based on the oral presentation and the assessment of the following areas: the correct and consistent use of the forms of informal command forms of the verbs used, proper pronunciation, appropriate use of vocabulary, clarity of expression, fluency, and enthusiasm.
Assessment
In addition to the language assessment mentioned above, use the General Performance Rubric to assess the students’ presentations.
Extension
Have students use The Latino American Experience to research and write a composition in Spanish describing Puerto Rican food. Their essays should refer to the main ingredients used in the cooking and some of the traditional dishes prepared.
Disclaimer
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(May be copied for classroom use.)