In progress.... Still needing more resources. Add some below! Please check the videos we found before showing to class.
ما المكونات الموجودة في الفلافل؟
زر الموقع الإلكتروني
.يمكنني التحدث عن الفلافل
< < < للمدرس > > >
Hello Arabic Teachers!
We are currently building this lesson. Above we have put what we already have to you can use it now. Below are some things that we are needing so we can make it a complete lesson. Add any of these to the comments below, plus we’d love to know any cultural points we should add.
Question of the Day – What ingredients are in falafel?
Authentic Resources like Videos/Articles/Websites for this objective
Descriptions of different falafels. Menus with descriptions. Tweets/Social media about falafel.
Closing – Describe falafel and give your opinion about it.
Step 1: Daily Objective
Introduce the daily objective. See if they can figure it out. Help them by using cognates, actions, or props.
Step 2: Question
Show the question. Have them answer it on their own or with a partner.
Ask the class to share their thoughts.
Check for Learning
Mark/stamp their objective sheets if they can accomplish the lesson objective at their proficiency level.
Share your resources and ideas with the community below!
< < < Sample lesson (Spanish version) > > >
- Students will need internet access
- Print/hang 4 corner signs (in download below)
- OPTIONAL: Print/cut apart flags (click link to access download) to assign a country to research
- Targeted phrases/words: parece, empanada, carne, verdura, queso, dulce, sabrosa
Introduce that today’s lesson will be all about empanadas. You can read more about them on wikipedia if you want some background information.
Empanadas are one of the most traditional foods in Spanish-speaking countries (and one of the most popular). When something is really great – people like to talk about it. Let’s look at social media to see what people are saying about empanadas.
Give students a minute or so to read over some of the tweets. According to these tweets, do you think these people like empanadas or love them? They compare them to “felicidad, amor del bueno, etc.
There are two main parts of an empanada: el relleno y la masa.
The masa is pretty similar in most empandas but what’s inside that differs.
Show the next image of the “infografía de empanadas” to make a quick cultural connection. Explain that there are many types or variations of empanadas. Since the “relleno” can’t be seen, they mark the “masa” so they know which one is which. See what they can figure out.
Step 4: Empanada Menu
Explain you’re going to show them a restaurant that is famous for serving lots of different types of empanadas.
Click the link to go to the restaurant menu to look at all the different types of empanadas.
Go to an “easy” empanada on there like the “espinaca y queso.”
Model for them how you would fill out the chart…
- En esta empanada… ¿Hay carne? No ¿Hay verduras? Sí. ¿Hay frutas? No ¿Hay otras comidas? Sí.
Then write “espinaca” under the “verdura” category (on the board) and “queso” under the “other” category.
Partner up the students.
Show the image for the categories and have them copy it in their notebooks. While they are going through the menu, they will categorize the words they can figure out.
Then send them to explore the restaurant website (share on a class website or just let them type it in).
Give them 10 minutes to add examples to their charts.
Afterwards, create a class “list” of types of meats, vegtables, fruits and other ingredients found in empanadas on a piece of butcher paper on the wall.
*If your students can handle more, you could go through the menu again and look for adjectives that describe the empanadas (fresca, dulce, natural, sabrosa, etc).
This will work on giving opinions and let them see the “empanada de…” structure more. Put up the Four Corners signs (in download) in different corners of the room. Show the first “empanada de…” image. Ask them how it seems to them. They will go to that sign/corner to represent their opinions. To extend the activity, ask them to quickly discuss as a group why they choose that answer and to report back. Then move on to the next image.
Using the flags or other system you prefer, assign a country to partners (or they can do this individually at home). Show the image about finding a restaurant menu. Let them find an empanada restaurant in the country that they were assigned. Plus they can add more words to their categorized notes.
When time is up, have them do a quick share with the class: Which empanada seemed the most interesting or delicious to them?
Show the last image that has a few questions to reflect and answer.
(They could record a video, write it out, tell you in person, etc.)
If they are speaking, you can mark it on their progress sheet. stamp