Meals and Preferences

Grade: 8 | Duration: 50 minutes | Class Size: 25

Learning Objectives

By the end of this lesson, students will be able to:

Engage in basic conversations about meals and food preferences using Spanish vocabulary.
Use complete sentences to describe what they eat for desayuno (breakfast), almuerzo (lunch), merienda (snack), and cena (dinner).
Recognize and apply vocabulary words related to food and drinks: jugo de naranja, cereal, panqueques, ensalada, frutas, pasta, pescado.
Practice listening and speaking skills in structured dialogue form.

Common Core State Standards (CCSS) Alignment:
While traditional CCSS are mostly for English Language Arts and Math, this lesson integrates language skills that align with CCSS Speaking and Listening Standards for grades 6-8, supporting communication and comprehension:

CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details.
CCSS.ELA-LITERACY.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Materials Needed

Printable dialogue sheets (one per student)
Flashcards with vocabulary words and pictures
Whiteboard and markers
Audio recording of the dialogue (optional)
Timer or stopwatch
Table name tents or colored stickers for group identification

Lesson Procedure

1. Warm-up & Introduction (7 minutes)

Begin by asking students in English: “What do you usually eat for breakfast? lunch? snack? and dinner?” Write their responses on the board to activate prior knowledge.
Transition to Spanish by introducing the four meals: desayuno, almuerzo, merienda, cena. Use visuals or write them with associated simple images.

2. Vocabulary Presentation (8 minutes)

Introduce the vocabulary words one by one: jugo de naranja, cereal, panqueques, ensalada, frutas, pasta, pescado.
Use flashcards with pictures and have the class repeat each word aloud, paying attention to pronunciation.
Model short sentences: “Yo como cereal para el desayuno.”
Check comprehension by pointing at flashcards and asking, “¿Qué es esto?” encouraging answers in Spanish.

3. Dialogue Introduction and Read-Aloud (8 minutes)

Distribute the printed dialogue sheet:

- ¿Qué comes para el desayuno?  
- Yo como cereal.  

- ¿Qué comes para el almuerzo?  
- Yo como pescado con jugo de naranja.  

- ¿Qué comes para la merienda?  
- Yo como frutas.  

- ¿Qué comes para la cena?  
- Yo como pasta.

Play an audio recording of the dialogue (if available) or read it carefully twice, one role with teacher and the other as student, modeling intonation and flow.

4. Practice with Table Partner (15 minutes)

Arrange students in groups of 2-3 at their tables (max 3 to encourage speaking).
Students take turns practicing the dialogue, switching roles as questioner and responder.
Teacher circulates, listening and providing pronunciation or vocabulary correction as needed.
Challenge extension: after practicing the dialogue, ask students to personalize one answer each with their own food preferences. For example: "¿Qué comes para el desayuno? Yo como panqueques."

5. Group Share Out (8 minutes)

Invite 3-4 pairs to perform their dialogue in front of the class. Encourage applause and positive feedback.
Alternatively, have each group write one personalized sentence on the board to increase writing and vocabulary application.

6. Wrap-Up & Formative Assessment (4 minutes)

Quick oral quiz: Ask random students questions from the dialogue, “¿Qué comes para el almuerzo?” To which they answer in full sentences.
Exit ticket: each student writes one complete sentence answering “¿Qué comes para la cena?” using vocabulary from the lesson. Collect these for assessment of sentence structure, vocabulary use, and comprehension.

Differentiation Strategies

For learners needing support: Provide vocabulary matching sheets or sentence starters (e.g., "Yo como ___ para ___").
For advanced learners: Encourage adding more descriptive words or mention beverages/desserts they like in Spanish.
Use peer modeling so stronger students can support others.

Assessment

Observation during dialogue practice for fluency and correct pronunciation.
Evaluate exit tickets for accuracy in vocabulary usage and sentence structure.
Participation in group discussions and oral presentations.

Extensions and Homework Suggestions

Write a short paragraph (5-6 sentences) about their typical meals in Spanish using the vocabulary learned.
Create a colorful menu poster in Spanish listing their favorite foods for each meal and present it to the class next time.
Listen to a Spanish song or watch a short video about meals and identify vocabulary words learned in class.

By embedding age-appropriate vocabulary and structured speaking practice, this lesson respects Common Core's emphasis on collaboration, vocabulary acquisition, and communication skills, ensuring an engaging and meaningful Spanish language experience for 8th graders.

Teaching Instructions