Activities:

• Put the fruit from Lesson I in the magic box along with the other foods from the story. As the students take the items out of the box ask them, ¿Es una fruta u otra tipo de comida?/Is this a fruit or another type of food? If the item is a fruit ask what it is called. Give TPR commands and ask Natural approach questions focusing on the new foods: toca la paleta/touch the lollipop, coge el pepinillo/take the cucumber, camina con el queso/walk around with the cheese, ¿Quién tiene el pastel de cereza?/Who has the cherry tart?, ¿Es esto una naranja o un biszcocho?/Is this an orange or a cookie?, ¿Cómo se llama esto?/What is this called?
• Say the names of the foods and have the students listen and repeat them.
• Give students a chance to be the teacher and give their peers some of the TPR commands (if your students have had enough experience interacting with the commands).
• Give sentence strips to some students and the foods to others. Ask them to find their partners, stand together in the appropriate pairs, and say the name of their food.
• Photocopy on cardstock, multiple copies of the pictures of the foods. Distribute the pictures to various students, giving some students duplicate copies of the same pictures. Ask questions such as, ¿Quién tiene la pera?, ¿Quién tiene las peras? Zacarías tiene la salchicha o las salchichas?, ¿Es un trozo de queso o son dos trozos de queso?
• Lead a discussion in English with the students about gender, number, and articles in Spanish. Write examples on the board of the different words the class practiced in the previous activity. Ask the students what they notice about the words. Show them the four ways to say "the" in Spanish and the two ways to say "a" or "an", as well as the two ways to say "some". Ask them how to say these words in English and make the comparison that in Spanish adjectives (articles) need to match their nouns in number and in gender. Review or teach how plurals are formed in Spanish.

Assessments:
Possibility #1: Say the name of a food from the story and have the students tell you the number of the item on Activity Sheet #2.
T: La pera
S: Número dos

Possibility #2: Say the number of the food on the activity sheet and have the students say what food is next to that number.
T: Número ocho
S: Los pastelitos

Model the activity for the students before you begin the assessment. Use a check sheet to evaluate students’ understanding and pronunciation as immediate/authentic, immediate/approaching authentic, delayed/authentic, delayed/approaching authentic (or other criteria you design).

• Students will recognize the names of the other foods from the story, La oruga muy hambrienta.
• Students will say the food names (and possibly the TPR commands) and recognize the written names.
• Students will identify pictures of singular, plural, masculine, and feminine nouns.
• Students will compare nouns and direct and indirect articles used with nouns in English and in Spanish.

Language:
Vocabulary: La/una comida o El/un alimento: el/un bizcocho de chocolate, el/un helado, el/un pepinillo, el/un (trozo de) queso (suizo), el/un salame, la/una paleta, el/un pastel de cerezas, la/una salchicha, el/un pastelito, la/una
(tajada de) sandía

Plurals of the above vocab
Commands:
Same as in Lesson I (or add additional commands if appropriate)
Questions and Answers:
Same as in Lesson I with new vocab

Standards:
1.1  Students provide information when they answer the Natural Approach questions.
1.2  Students understand and interpret spoken language when listen and respond to commands and written language when they match the objects with their labels.
4.2  Students compare how nouns and adjectives (articles) are used in Spanish and in English.

Materials:

• Magic box or bag
• Pictures or plastic/paper maché representations of fruit
• Sentence strips with the names of foods written on them (Activity Sheet #1)
• Activity Sheet #2