This curriculum unit is for grades 9-10 Spanish and math classes, with a focus on food vocabulary. The objectives are for students to identify food vocabulary and use question words and numbers to order food in Spanish. The unit meets state standards and incorporates various levels of Bloom's taxonomy. Assessment methods include student performances of restaurant scenarios in Spanish and options to create a skit, drawing, or video demonstrating food ordering skills. Research-based teaching methods incorporated are peer teaching, flipped classroom, and a field trip to a Spanish restaurant.

1. Module 4 Application:
May I please order a(n)…?
Stephanie Herrera
CI5313 Curriculum & Instructional Design for Multicultural
Classrooms
August 5, 2015

2.  Curriculum intended for: All students, with a large population
of students with disabilities in grades 9 and 10 (Spanish level 2)
 Subjects included: Spanish and Math
 Objectives:
 Students will identify vocabulary related to a unit of study on
food.
 Students will show their classmates what meal is preferred and
how much is wanted at a Spanish-speaking restaurant by using
question words, culture phrases, and food and beverage
vocabulary along with numbers.
Curriculum Design

3.  Standards met:
1.3 Students present information, concepts, and ideas to an
audience of listeners or readers on a variety of topics.
2.2 Students demonstrate an understanding of the relationship
between products and perspectives of the culture studied.
4.1 Students demonstrate understanding of the nature of the
language through comparisons of the language studied and
their own.
HSN. Q.A.2 Define appropriate quantities for the purpose of
descriptive modeling.
(ACTFL, CCSS)
Curriculum Design

4. Bloom’s Taxonomy levels used
in the curriculum unit:
Remembering
Analyzing
Evaluating
Understanding
Applying
Creating
Application of Bloom’s Taxonomy

5.  Peer presentation at a restaurant:
1.) Groups of 4 or 5 students are given scripts with different scenarios
at restaurants.
2.) Groups take turns performing their skits.
3.) Peers must pay close attention and watch what is being performed
to recognize what vocabulary and grammar is being used from this
unit.
4.) Students record in “t-chart” strengths/weaknesses in
vocabulary/grammar they see from each scenario acted out.
5.) Students then develop their overall rating of each scenario on a
scale of 1-3, with 1 being the weakest and 3 being the strongest.
6.) Peers then explain their evaluations. (Kraus, Sears, & Burke, 2013)
Research-Based Methods

6.  Flipped Classroom in and out-of class:
1.) Video is shown on the Smart Board of how students should
complete assignment at home through their laptops
2.) Students note-take from lecture displayed in video (through words
or drawing).
3.) Students complete activities on laptop based off of vocabulary in
this unit.
4.) Teacher analyzes comprehension of how flipped classroom
benefits this specific group of students as a class.
5.) Teacher explains how further instruction can now be allowed when
flipped classroom is incorporated into lessons in the unit
because of teaching out-of class through computer technology.
(Velegol, Zappe, & Mahoney, 2015)
Research-Based Methods

7.  Direct Experience:
1.) Teacher will take students to a Spanish-speaking restaurant
that is covered by the school through the department funds we
have every year to integrate into our curriculum.
2.) Students will use the current vocabulary and grammar
learned in the unit to order food and beverages in the target
language. (They may have notes with them on an index card)
3.) Students will discuss experiences from the restaurant back in
the classroom as a class.
(Fisher, Frey, & Lapp, 2012)
Research-Based Methods

8.  Students may choose from
3 different options:
1.) Perform a skit portraying a
Spanish-speaking restaurant scene
to portray vocabulary, grammar,
and numerical count, addition, and
subtraction, and even some
fractions if needed.
2.) Draw a picture with the
restaurant scene in mind & include
written dialogue to go along with
the picture that contains all of the
same elements from the first
assessment choice.
Assessment

9.  continued…
3.) Pre-record a scene at a
restaurant portraying all of the
required criteria from the unit.
*All three options require the
students’ work to be displayed
in front of their peers one way
or another to demonstrate
competence in the unit.
Assessment

10. ACTFL. (n.d.). Retrieved April 26, 2015, from http://www.actfl.org/node/
192.
Fisher, D., Frey, N., & Lapp, D. (2012). Building and activating students’
background knowledge: It’s what they already know that
counts. Middle School Journal, 43(3), 22-31.
High School: Number and Quantity » Quantities*. (2015). Retrieved
August 1, 2015, from http://www.corestandards.org/Math/
Content/HSN/Q/#CCSS.Math.Content.HSN.Q.A.2
Kraus, S., Sears, S.R., & Burke, B.L. (2013). Is truthiness enough?
Classroom activities for encouraging evidence-based critical
thinking. Journal of Effective Teaching, 13(2), 83-93.
Velegol, S.B., Zappe, S.E., & Mahoney, E. (2015). The evolution of a
flipped classroom: Evidence-Based Recommendations.
Advances in Engineering Education, 4(3), 1-37.
References