Activities:

• Make a bar graph with six different food items. Place the pictures or objects or write the words on the bottom of the graph and give each child a chip. Then ask: ¿Cuál comida te gusta más, la fresa, el bizcocho de chocolate, el pepinillo, la paleta, la salchicha, o el pastelito? Which do you like best, strawberries, chocolate cake, cucumber, lollipops, sausages, or cookies? A student answers: (Me gusta más) el pastelito and places the chip in the correct column on the graph. Then, that student asks the question to the student sitting beside her or him.
• Pour a small amount of sugar in one paper cup and salt in another. Let the students taste the sugar saying, es dulce/it’s sweet and the salt es salado/its salty.
• Place one food in your magic box. Have the students guess which food it is, ¿Es un (pedazo de) bizcocho de chocolate?/Is it a piece of chocolate cake? When they guess the correct food ask them if it is sweet or salty. They then put the sweet foods in one circle and the salty foods in another.
• Ask the students which foods they do not like to eat (¿Cuál no te gusta comer?). Take a hand poll for each food, write the food name and the numbers on the board, and compare the results at the end. Have the students complete Activity Sheet #3 by writing the names or drawing pictures of the foods in the appropriate boxes.
• Divide the class into pairs. (Model the following activity for the students before they do it on their own.) Have the pairs compare their sheets by saying, A mi me gusta comer fresas./I like to eat strawberries. Or, A mi no me gusta comer chorizo./I don’t like to eat sausage. Their partners say yo también/me too or yo no/not me.

*Extension: Have the students classify food by other categories such as, color, seeds/no seeds; if the peel is edible/not edible; good for you/bad for you; eaten for snack, breakfast, lunch, or dinner, etc. They could also sort the food as singular or plural or masculine or feminine nouns. The students will use the corresponding language such as, El pepinillo tiene semillas./The cucumber has seeds. La salchicha no tiene semillas./The sausage doesn’t have seeds, as they describe their choices.

Assessments:

• Observe students’ participation in the graphing and sorting activities and record if they are providing information alone, with assistance, or not at all.
• Using post-it type notes to record comments about the students as you go around the classroom and listen to each pair. Are they attempting to speak in Spanish or are they using English words often? Are they getting the meaning of their message across or is the partner having difficulty understanding them? Are they serious about the task or are they goofing off?
• When the class comes together at the end of the assignment ask the pairs to report if they had any foods in common that they liked or disliked. (¿Cuáles comidas les gusta comer en común y cuáles no les gusta comer?)

• Students will classify foods by their taste.
• Students will say which foods they like and which they dislike and share this information with a partner.

Language:
Vocabulary:
Same as in Lessons I and II
Statements:
Es dulce., Es salado.
(Me gusta más) la fresa.
(No me gusta) el pepinillo.
Yo también, Yo no
Questions: ¿Es un (pedazo de) bizcocho de chocolate? ¿Es dulce? ¿Es salado?
¿Cuál comida te gusta más? ¿Cuál comida no te gusta?. ¿Cuáles comidas les gusta comer en común y cuáles no les gusta comer?
Answers:
sí/no, a name of a food

Standards:
1.1  Students provide information when they decide if foods are sweet or salty and when they answer questions, Which food do you like to eat and which do you dislike?
1.2  Students obtain information when they tell their partners which foods they like and dislike.
3.1  Students reinforce their knowledge of graphing and classifying when they graph and sort foods.

Materials:

• Graph of foods, chips (or cultural markers such as coins)
• Sugar, salt, and paper cups
• Magic box and foods
• Plastic or yarn sorting circles
• Activity Sheet #3