ACE: Developing a Curriculum Unit Plan

Diana M. Fonseca

American College of Education

CI5103: Curriculum and Instructional Design for Diversity

Dr. Kanai

 March 12 2023

The purpose of cultural heritage education extends beyond linguistics. Indeed, multiculturalism is an essential element that cannot be ignored (Correa, 2016). For Spanish Heritage Learners in the Spanish class, food presents an excellent opportunity to explore the rich and diverse Hispanic heritage. By examining traditional dishes, ingredients, and cooking methods, students can gain a deeper understanding of the history, culture, and diversity of Spanish-speaking countries. This lesson titled, "Exploring Hispanic Heritage through Food" offers an authentic learning experience that engages students in hands-on exploration, promotes cultural appreciation, and fosters language acquisition. Through this lesson, Spanish Heritage Learners can develop their language skills while gaining a deeper appreciation for the cultural richness and diversity of the Spanish-speaking world.

Diverse-Learning Target Group

This curriculum unit is designed to address the educational needs of Spanish Heritage Learners. According to the Florida Department of Education report card (2023), approximately 43% of the students in the Orange County district are Hispanic. Russell and Kuriscak (2015) stated that only 11% of Hispanic children were born outside the US as first-generation immigrants, while the remaining 89% would be considered heritage language learners since they were born into the United States to at least one foreign-born parent or grandparent. Bateman & Wilkinson (2010) argue that most heritage students do not possess the full range of language skills that native speakers do. In addition to their proficiency in Spanish, heritage language students exhibit a variety of characteristics in terms of their overall academic aptitude both in English and in Spanish.

Description of Integrated Subjects

This curriculum lesson on Hispanic food culture integrates Spanish and Geography subjects. Curriculum integration involves the integration of knowledge from traditional subjects with learning opportunities that complement and strengthen each other (Kelly, 2001). Students are better able to recognize connections between topics when subjects are taught in an integrated manner. It allows them to develop a deeper understanding of the material and to apply it in a meaningful manner. Without an understanding of significant relationships between different subjects and abilities, it is unlikely that students will apply their knowledge and skills to address problems or make informed decisions about the topics covered in the curriculum (Lipson et al., 1993).

State or National Standards

• Standard 4

Presentational Speaking:  The student will be able to present information, concepts, and ideas to an audience of listeners on a variety of topics in a culturally appropriate context in the target language.

• Standard 3

Interpersonal Communication: The student will be able to engage in conversations and exchange information, concepts, and ideas orally and in writing with a variety of speakers or readers on a variety of topics in a culturally appropriate context in the target language.

• Standard 6

Culture: The student will be able to use the target language to gain knowledge and demonstrate an understanding of the relationship among practices, products, and perspectives of cultures other than his/her own.

• Standard 8 

Comparisons: The student will be able to develop insight into the nature of the target language and culture by comparing his/her own language(s) and cultures to others.

• SS.6.G.1.4: Explain how physical and cultural features define regions and areas in Florida and the world.

• SS.6.G.2.2: Explain how culture affects the way people modify and adapt to their environment.

• SS.6.G.2.3: Identify and explain the impact of cultural diffusion on regions and societies

Lesson’s Learning Objectives

• Students will be able to recall basic information about traditional Hispanic dishes and cultural influences.

• Students will be able to identify and explain the key ingredients and cooking techniques of traditional Hispanic dishes.

• Students will be able to use Spanish vocabulary related to food to describe and analyze different dishes.

• Students will apply their knowledge and understanding of Hispanic cuisine and culture to create a digital presentation that showcases their learning.

Curriculum Plan Table

Activity/Strategy  Description	Bloom’s Taxonomy Level:	Instructional Resource(s) and hyperlink: Marzano’s High Yield Instructional Strategies: www.inflexion.org/marzanos-nine-high-yield-instructional-strategies/
Activity/Strategy #1: Students are divided into small groups and given the task of researching a traditional Hispanic recipe. Students prepare a digital presentation (e.g., Google Slides or PowerPoint) that includes photos and/or videos of the steps involved in the recipe. The students will also analyze the cultural significance of the traditional dish in the country or countries in which the recipe is typical.	Applying: Students will apply their knowledge and understanding of Hispanic cuisine and culture to create a digital presentation that showcases their learning. Remember: Students must have a basic understanding of Hispanic cuisine and culture to apply it in the creation of a digital presentation.	Cooperative Learning: This activity aligns well with Marzano's instructional strategy on cooperative learning as it requires students to work collaboratively in small groups to research, analyze and present a traditional Hispanic recipe. Cooperative learning is considered to be one of the most effective and beneficial instructional methods. Students work together in small groups to achieve shared learning objectives. Studies have shown that cooperative learning produces favorable results on a wide range of measures when compared to competitive and individualistic learning methods. Furthermore, cooperative learning has been shown to be beneficial for peer relationships, self-esteem, information retention, and a deeper understanding of the course content (Zhang, 2010). https://www.academypublication.com/issues/past/jltr/vol01/01/12.pdf
Activity/Strategy #2: Following an introduction to exploring Hispanic heritage through food, provide a brief overview of Hispanic traditional food and its cultural significance. Students conduct research in groups on a Hispanic country or region. Prepare a selection of authentic materials that relate to the food and cuisine of the country or region that they are researching. Students analyze the authentic materials they have collected and prepare a presentation highlighting: Ingredients used in the country or region in which they conducted research A brief description of popular dishes and their cultural significance Regional variations in the cuisine Influences of other cultures on the cuisine	Understanding: Students will be able to identify and explain the key ingredients and cooking techniques of traditional Hispanic dishes.	Using Authentic Materials: The activity aligns well with Marzano's instructional strategy regarding non-linguistic representations. Authentic materials, such as recipe books, food blogs, and restaurant menus, provide visual and graphic support for students in the comprehension and analysis of the information presented. As part of the activity, students are also required to analyze the authentic materials they have collected. Moreover, they are required to prepare a presentation highlighting key aspects of their assigned region's cuisine and culture. The presentation can be further enhanced with the use of non-linguistic representations, such as photos, videos, or other visual aids, to demonstrate the connections between the cultural and culinary aspects of the country or region researched. Akbari and Razavi (2016) argue that experts in the field of language pedagogy strongly endorse the use of authentic materials in language teaching, as they offer a number of advantages to learners. Learners are motivated and interested in language learning when authentic material is included, resulting in an improvement in their communication skills. https://www.researchgate.net/publication/281507263_Using_authentic_materials_in_the_foreign_language_classrooms_Teachers'_perspectives_in_EFL_classes
Activity/Strategy #3: Students think about their favorite Hispanic dishes individually. Then, they pair up with a partner to discuss their thoughts and reasons behind their preference. Finally, as a whole class, students discuss the similarities and differences between the different Hispanic dishes presented. Students share their favorite dish and explain why they enjoyed it.	Analyzing / Applying: Students will be able to use Spanish vocabulary related to food to describe and analyze different dishes’ similarities and differences.	Think-Pair-Share This activity reflects Marzano's instructional strategy of identifying similarities and differences. To enhance students' learning, this strategy involves helping them to understand and utilize knowledge of similarities and differences. By comparing and contrasting different Hispanic dishes, students are able to identify similarities and differences between them. Through think-Pair-Share, students are given both time and guidance for thinking about a particular topic, allowing them to develop their own ideas and discuss them with a partner (Simon, 2014). Instead of asking a question and having one student answer it, this approach to learning encourages student participation by increasing their engagement. https://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share

Assessment for Learning

As an authentic assessment of their learning, students present a traditional Hispanic dish in class. By explaining the ingredients, description, and preparation methods used in their dish, students demonstrate their understanding of Hispanic cuisine and heritage. In addition, Heritage learners are encouraged to share their personal experiences or family traditions related to the dish they researched in order to make the presentation more engaging and meaningful. By requiring students to relate their dish to Hispanic heritage, this assessment method promotes cultural awareness and appreciation. Students can also receive feedback from their classmates and the teacher, which allows them to improve their communication skills and gain a deeper understanding of Hispanic culture.

Diverse-Learner Applicability

In general, this curriculum plan is highly applicable to Spanish heritage learners. This is because it allows them to expand their knowledge of Hispanic culture as well as improve their language skills in Spanish. Using traditional dishes as a basis for learning vocabulary related to Hispanic cuisine and cultural practices, Spanish heritage learners will be able to improve their fluency in Spanish as a result of their research and presentation of these dishes. Moreover, through the exploration of their cultural heritage through food, Spanish heritage learners can develop a deeper understanding and appreciation of their cultural identity. In this regard, Beaudrie et al., (2009) remark that cross-cultural awareness helps students appreciate and respect their own culture, as well as adapt to the heterogeneity of Latino cultures in the United States.

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References

Akbari, O., & Razavi, A. (2016). Using authentic materials in the foreign language classrooms: Teachers’ perspectives in EFL classes. International Journal of Research Studies in Education, 5(2), 105-116. 

Bateman, B. E., & Wilkinson, S. L. (2010). Spanish for Heritage Speakers: A Statewide Survey of Secondary School Teachers. Foreign Language Annals, 43(2), 324–353. https://doi.org/10.1111/j.1944-9720.2010.01081.x 

Beaudrie, S., Ducar, C., & Relaño-Pastor, A. M. (2009). Curricular perspectives in the heritage language context: Assessing culture and identity. Language, Culture and Curriculum, 22(2), 157-174.

Correa, M. (2016). Critical approaches to heritage language learning: From linguistic survival to resistance and action. Handbook of research and practice in heritage language education, 1-14. 

Florida Department of Education. (2023, March 11) Report Cards.

https://edudata.fldoe.org/ReportCards/Schools.html?school=0089&district=48 

Kelly, M. (2001). The primary program: Growing and learning in the heartland. Lincoln, NE:

Nebraska Department of Education.

Lipson, M.Y., Valencia, S.W., Wixson, K. K., & Peters, C. W. (1993). Integration and Thematic Teaching: Integration to Improve Teaching and Learning. Language Arts, 70(4), 252–263. 

Russell, B. D., & Kuriscak, L. M. (2015). High School Spanish Teachers’ Attitudes and Practices toward Spanish Heritage Language Learners. Foreign Language Annals, 48(3), 413–433.

Simon, C. (2014). Using the Think-Pair-Share technique. Read Write Think. Readwritethink. org. Accessed December, 5.

Zhang, Y. (2010). Cooperative language learning and foreign language learning and teaching. Journal of language teaching and research, 1(1), 81-83.