1. Have the beam projector ready to show the activities suggested in the MED section. Both activities show a recipe format for students to rehearse writing sentences that can be used for infographics.

2. This first activity is a very simple recipe that children can follow.

3. Review with students what the basic parts of a recipe are, and how the instructions for preparation are given.

4. Show the activity and ask students what recipe this is and how similar it is to the recipe of ‘torta de jamón’ they did in the last session (week 39 session 3)

5. Read the ingredients and the instructions with the students. Help with vocabulary as needed.

6. Draw students’ attention towards the sequencers (first, then, next, finally) and talk about what they do when you are describing a process.

7. Use some of the recipes students were presented with along with this unit (week 39 sessions 1-3) to write their recipe or encourage them to think of a simple one.

8. Ask students to copy the format in their notebooks and complete the activity.

9. Have students read their recipes to the class.

10.This is a very simple recipe format that students can easily follow in order to write some sentences for infographics.

11. Ask students to think a popular Mexican dish they remember from previous sessions or choose one for the class to work with.

12. Show the first page which is a guide through writing the recipe and can be used to practice sentences about the food.

13. If you choose ‘sincronizadas’ (seen in week 38 session 1), students can complete the format.

14. There are more pages in this file with vocabulary and some recipes that you don’t need for this purpose with fourth grade, however, save them for other classes you may have.

15. Monitor the activity and offer help as needed.

1. Download the files suggested in the MED section and make copies for students.

2. Tell students that they are going to participate in writing about a Mexican recipe, dish. 

3. Ask students to give you some instructions to make a ham sandwich to eat during the school break, in the morning.

4. Distribute the visual organizer and describe it for students,

5. Feel free to use the recipes presented in the previous sessions in this unit (week 39) for this purpose, or choose ‘enfrijoladas’ to make in the classroom.

6. You may also want to use the dishes presented in their textbook.

7. Encourage students to be creative and try to remember the sentences and facts they worked with along with his unit.

8. Ask students to display their recipes and read them

9. Tell students that they are going to review some cooking verbs they may need when writing sentences and recipes about Mexican food for infographics.

10. Distribute the worksheet and draw students’ attention towards the pictures of verbs,

11. Ask students to check the ones they know and as for the other present them but do not spell them, only make students pronounce the words.

12. Ask students to work in pairs and unscramble the verbs they can.

13. Set a time limit and check answers.

14. Complete the missing verbs and make sure they know them by pointing at random at them and asking what they are.

1. Download the files suggested in the MED section and make copies for students.

2. Tell students that they are going to review some cooking verbs they may need when writing sentences and recipes about Mexican food for infographics.

3. Ask students to write action words for recipes to describe the way of preparation of a Mexican dish that starts with these letters, A, C, D,F,M,S,T .

4. Check lists with the class and see how many different words they collected.

5. Distribute the worksheet and draw students’ attention towards the pictures of verbs,

6. Ask students to choose the verb that corresponds to the picture and write it on the line.

7. Ask students to work in pairs and check answers

8. Set a time limit and check answers together with the class. Talk about how many new words they got here compared to the lists they made in the previous activity.

9. Ask students to mime the verbs.

10.Tell students that they are going to participate in writing sentences in a graphic organizer about Mexican food, or a recipe.

11.hoose a Mexican dish they remember from previous sessions (weeks 38 and 39)

12. You may also choose ‘guacamole’, or ‘molletes’ from those sessions.

13. Ask students to think of the recipe in 6 parts, that is, six sentences they can write, one per box, and draw a picture to go with it.

14. Monitor and offer help as needed.

15. Encourage students to be creative and try to remember the sentences they worked with along with his unit.

16. Ask students to display their visual organizers and invite the class to read them.