¿Cuáles son los ingredientes más interesantes?

¿Qué empanada te parece más rica? ¿Cuál no te parece rica?

¿Qué es una empanada? Descríbela.

Explica unas variaciones. Finalmente, da tu opinión.

< < < Para los profes > > >

Prep:

  • Students will need internet access
  • Print/hang 4 corner signs (in download below)
  • OPTIONAL: Print/cut apart banderas (click link to access download) to assign a country to research 
  • Targeted phrases/words: parece, empanada, carne, verdura, queso, dulce, sabrosa
Step 1: Daily Objective

Introduce that today’s lesson will be all about empanadas. You can read more about them on wikipedia if you want some background information.

Step 2: Intro + Opinions from social media

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.

Step 3: What is an empanada?

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.

https://www.saboresdemitierra.com.py

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.

Step 4: Categorize Vocabulary

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).

Step 5: Four Corners

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.

Step 6: Investigate empanadas around the world

Using the banderas 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?

CHECK FOR LEARNING

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

Share your resources and ideas with the community below!

21 Comments

  1. SraStevensB208

    For the Empanadas más argentos que hay, I turned this into an information gap activity. I listed 8-10 names and gave them each food preferences (allergies, ingredients they hate/love/don’t want today). The students had to share the preferences with each other, and then together figure out which empanada(s) to either purchase and which to NOT purchase for each person. I used “debe probar” and “no debe probar”, and used “recomiendan/recomiendo” in the share out so they could practice with all of them.

    Reply
    • adomingo92

      That is an awesome idea!

      I can’t wait to try that out as a follow up!

      Reply
    • Becky

      That is cute! I will snatch that up and have them do a flip grid speaking assignments. Me gusta mucho!

      Reply
  2. Maria Haas

    This was a fun lesson for the students….all were very interested in the Paraguay empanadería and had so many opinions to share. I opened with this very quick video as an intro with the question of “¿Qué es una empanada?”: https://www.youtube.com/watch?v=ytR02aw7cBg – Las Mejores Empanadas en Cali.

    Reply
  3. Samantha Page

    Do you think it would be ok to allow students to look up some of the food nouns they find on the restaurant website at linguee.com or spanishdict.com? Obviously they will get the cognates, but probably not the words that are not cognates…the photos help but since most empanandas have multiple ingredients it won’t be entirely clear what is what…

    Reply
    • Megan Smith

      I had a rule in my class that they could look something up anytime they wanted, but we also talked about the importance of trying to figure things out in context and not rely on a translator all the time. So, yes – if they want to know a specific word – no problem! I remember grabbing the old worn out dictionary when I really wanted to know something! 🙂 Lucky them to have the faster tech!

      Reply
  4. Eileen Rodríguez-Kiser

    The Sabores de Mi Tierra empanadería website in Paraguay is not working, or at best working inconsistently. This will make having the kids explore and categorize the different types of empanadas difficult. Do you all have any additional websites that might work?

    Reply
    • Megan Smith

      I’m wondering if it’s somehow being blocked because the site works beautifully for me. I emailed them to see if they have a PDF version bc that would be fantastic! I’m also looking for a substitute site to recommend. Continue to stay tuned. 🙂

      Reply
      • Eileen Rodríguez-Kiser

        Thanks, Megan, for your help. I ended up sending the link to a student later in the afternoon to test it and it worked fine for the kids this morning, so they were able to do the activity. It was frustrating not to be able to model it first, but hey, that can happen in a world where technology is mostly reliable but at times not. I agree that a PDF would be a great backup!

        Reply
        • Megan Smith

          Glad it worked for today! It’s hard to adapt on the fly – but hats off to you for being flexible. I’ll keep digging for that PDF.

          Reply
  5. Maria Demeo

    Here are some documents my colleagues and I created to accompany the 1st objective. I hope they are useful. I don’t know how to do an embedded link in the comments section. Any advice?
    Thanks Maria

    1. Day 1 – Choose your favorite empanadas from Sabores de mi tierra and use this handout to write down ingredientes
    https://docs.google.com/document/d/12PSXGcjZo-_v2a-UrNACsaVTemEmXnecCg2O4bIvcXA/edit

    2. Day 2 – Help with four corners.
    https://docs.google.com/document/d/1uR9xdMYZHf3zU3Nx_88tjxquOKpYGO-f1luGN1aKrjA/edit?ts=59de573a

    3. Day 3 – Students can interview one another to find out their friends food interests, then use Sabores de mi Tierra to find empanadas that your friend might like
    https://docs.google.com/document/d/1FtYlkq4B53INrZRJmssLxHr_weqV37VA-EJWvEEk_ms/edit

    Day 3 – use the currency converter to see how much money it will cost to purchase your empanada choices.

    Reply
    • Marci DiVerde

      would you mind opening the share settings to anyone with a link can view so I can make a copy?

      Reply
    • Justin Greenberg

      these are great resources! gracias por compartir

      Reply
    • Megan Smith

      Oh Justin, I feel your pain and I’m sure we’ve ALL been there. Thanks for sharing this so it won’t happen to others!

      Reply
  6. Chelby Collins

    Is there a way we can do the lesson a little differently but still engaging? We can’t do partner/group work or play 4 corners due to COVID.

    Reply
  7. jyoder0612

    You can do the Four Corners activity via a survey or in a digital format. I modified the activity so that they can do it on Nearpod. I used the images, and then students responded by posting their opinion. (Me gustan. Me parecen asquerosos. No me gusta comer calabaza. Etc.) They had fun reading each others’ responses.

    As a follow up to this lesson, I found that we have an Argentine restaurant about five minutes away from the school which is SEVERELY struggling due to COVID-19. I gave students the option of ordering empanadas for lunch one day. I went during my prep period and picked them up. The kids came by to pick them up for lunch and had a great time! 🙂

    Reply
    • Megan Smith

      JYoder – Thank you for sharing this! I love how you used this lesson to support your community and that restaurant! That’s a win for everyone! 👏🏼👏🏼👏🏼👏🏼👏🏼

      Reply
  8. Rachel Navarro

    I was converting prices for the empanadas to dollars. Is it correct that one empanada is less than a penny in USD at the moment??

    Reply
  9. Mercedes Fox

    I used the buying format you have for Comida callejera and use it for my 6th graders to buy
    empanadas/tacos using the sabores de mi tierra and another taqueria menu.
    I let them choose between roleplaying to be vendedores o clientes as an activity.

    Reply

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