Authentic Lessons for 21st Century Learning

Estereotipos de la Comida Hispana

Examining Stereotypes in Hispanic Cuisine

James Doyle, Teresa Randall, Macey Dedmon, Kelsey Willems | Published: September 22nd, 2023 by K20 Center

Based on Les Stéréotypes Alimentaires by Macey Dedmon.

  • Grade Level Grade Level 9th, 10th, 11th, 12th
  • Subject Subject Spanish
  • Course Course World Language
  • Time Frame Time Frame 120 minutes
  • Duration More 2-3 period


Students will define “stereotype.” After doing so, they will share stereotypes they have regarding Hispanic food, watch a few videos that will explain or dispel those stereotypes, and come to a consensus on whether stereotypes are useful. When they have finished the discussion, they will construct a Hispanic dinner menu in Spanish that describes their selections.

Essential Question(s)

What are stereotypes, and how does learning about other cultures affect our perception of others?



Students anticipate learning by completing a Collective Brain Dump about stereotypes.


Students discuss Hispanic food using the I Think / We Think strategy.


Students will use a curated Waklet list of videos to learn about Hispanic foods/customs from different countries/territories.


Students revisit previous Sticky Bar ideas by citing evidence about Hispanic cuisine to modify previously held notions.


Students design a menu for a Hispanic meal they would serve to their friends.


  • Lesson Slides (attached)

  • Smart Board

  • I Think / We Think handout (attached; one per student)

  • Hispanic Menu (lvl 1) handout (attached, 1 per student)

  • Hispanic Menu (lvl 2) handout (attached, 1 per student)

  • 3 different color sticky notes (1 set of different colored note per student)

  • Headphones (one per student)

  • Internet-connected devices for each student, such as a tablet or phone

  • Poster Paper (one per student pair)

  • Poster Markers (two per student pair)

  • Pencils or pens


10 Minute(s)

Use the attached Lesson Slides to guide the presentation. Show slides 2-4 to introduce the topic, essential questions, and learning objectives. Display slide 5 and introduce the Collective Brain Dump instructional strategy and the Mentimeter tech tool.

Allow students about one minute to enter their answers to the question: “What are stereotypes?” Minimize Lesson Slides and have the Mentimeter word cloud displayed so students can see their answers populate on the screen as they are submitted. Highlight a few of the largest words, and ask students why they think that was a common answer.


25 Minute(s)

Transition to slide 6 and introduce the I Think, We Think instructional strategy. Distribute the I Think, We Think handout to all students. Have students fill out the T-Chart where the left column is what they think on their own about the following questions: “What are some characteristics of Hispanic food?” and “What kinds of foods do you think Hispanic people like to eat?” 

After giving them ample time to do so, let students discuss in small groups and fill out the “We Think” portion of the handout answering the same questions but as a group. If there is sufficient time, let a few groups share out and have a short class discussion. 

Using the pre-selected five countries and one territory—Cuba, Spain, Mexico, Columbia, Argentina, Puerto Rico—assign each student a different country or territory. Have students write down their assigned country/territory and inform them that they will begin class tomorrow in their pairs learning more about Hispanic food/customs.


40 Minute(s)

Pass out one colored sticky note to all students and display slide 7. Using the same color sticky note, each student answers the prompt: What is one stereotype you can identify about the food of this country? Using the Sticky Bars instructional strategy, have students place their sticky note answers in the appropriate spot in the classroom. Instruct students to read through the answers provided and see if there are any patterns or common themes. Regroup the sticky notes as needed to align common answers.

Display slide 8 and walk students through the steps to access the provided Wakelet tech tool. Have students watch the Wakelet curated video(s) of their country/territory. Encourage them to take notes as they learn about their country/territory.

Afterwards, move to slide 9 and have students pair up with someone who has a different country/territory and create one group Double Bubble Map as a way to compare and contrast the two countries' food/customs. Tell students this information will also be useful when they create their menus later on. Pass out the poster paper and markers—one per pair. Give students enough time to discuss and complete their maps.


10 Minute(s)

Pass out a different colored sticky note than the first to each student and display slide 10.  They should reflect back on previous class discussion about the Sticky Bars and answer the new prompt: What was one stereotype about Hispanic food that wasn’t true? Again, they place these next to a sticky note already on the bar graph. Discuss some of their responses.

Pass out another different colored sticky note to all students and display slide 11. Have each student answer the prompt:  What is the most unique thing you saw in your video? Have students place this note somewhere in the column of their assigned country/territory. 

Look over students' pre- and post-sticky notes and facilitate classroom discussions. 


35 Minute(s)

Display slide 12 and distribute the attached Hispanic Menu handout. Read through the instructions with students and answer any clarifying questions. Tell students they are welcome to use internet searches to help find additional information to complete the assignment as needed.

Level 1 students: Instruct students to use the attached Hispanic Menu (lvl 1) graphic organizer provided to plan their meal based on their assigned country/territory. Students should construct their answers in the main course box using full sentences in Spanish. The rest of the boxes can be completed as short answers. Once they have completed this, have students design a menu using their answers on the back of the handout.

Level 2 students: Instruct students to write a plan for a meal that represents their assigned country/territory on the front of the attached Hispanic Menu (lvl 2) handout in Spanish and then use the back to design their menu. Remind students that they will have to explain their reasoning for their selections. 

Allow students the remainder of the allotted time to work on this along with some time the next class period to finish if necessary.