En un restaurante hispanoSPN 2 Honors2014-15

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• Interpersonal Mode of Communication (IP) • MLII.IP1 The students exchange spoken and written information

in the target language, utilizing cultural references where appropriate. The students:

• A. Express needs and preferences. • B. Express feelings and emotions. • C. Request help and clarification. • D. Give descriptions. • E. Give and follow directions and instructions.• F. Ask questions and provide responses based on topics such as

self, others, and the immediate environment.

•MLII.IP2 The students demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in the target language. The students:

•A. Initiate, participate in, and close an oral or written exchange. •B. Use simple paraphrasing to convey and comprehend

messages. •C. Use gestures and body language to convey and comprehend

messages. •D. Demonstrate Novice-Mid to Novice-High proficiency in oral

and written exchanges with respect to proper pronunciation, intonation, and writing mechanics

Presentational Mode of Communication (P) MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

MLII.P2 The students present rehearsed and unrehearsed material in the target language, such as skits, poems, short narratives, and songs

II. Cultural Perspectives, Practices, and Products (CU)

MLII.CU1 The students understand perspectives, practices, and products of the cultures where the target language is spoken and how they are interrelated.

Student Targets:• I can identify items on a menu in Spanish.• I can make decisions about what to order based on what I like,

price, taste, and my dietary needs. (i.e. allergies, vegetarian beliefs, etc.)

• I can ask questions of the waiter/waitress in order to get things that I need such as fork, spoon, extra napkins, etc.

• I can customize my order (no lettuce, extra cheese, dressing on the side, etc.)

• I can let the waiter know if there is a problem with my food.• I can request the bill and ask about forms of payment.• I can calculate an appropriate tip.

Student Targets:

•I can politely open, sustain and close a conversation with a friend in Spanish.

•I can politely open, sustain, and close a conversation with a waiter in Spanish.

** What is the difference between these two conversations?

Student Targets:

•I can recognize and explain some products that are specific to the target culture.

En El Restaurante

•PROJECT OUTCOME•In groups of 2 or 3, you will produce an authentic

conversational dialogue in Spanish. The setting for this skit will be a restaurant, and the discussion will be between you (or you and your friend) and the waiter/waitress.

Paso 1: El Diálogo: Create a dialogue in Spanish, in which you:

•Enter a restaurant and greet the waiter/waitress•Request a menu and ask a if there are any specials today•Order something to drink•Order something to eat and customize it to your taste and

needs (without lettuce, extra mayo, etc.)•Make a request for something that you are lacking (faltar)•Report a problem with the food or drinks (Use negative words)•Ask for the bill and ask if they accept credit cards or only cash•Close the conversation

Paso 1: El Diálogo: Challenge versionCreate a dialogue in Spanish, in which you:

• Enter a restaurant and exchange polite greetings with the waiter/waitress

• Request a menu and ask a few questions about the menu options, daily special, etc.

• Order something to drink without ice and without sugar• Order something to eat and customize it to your taste and needs

(without lettuce, extra mayo, etc.) Note: you are a vegetarian• Make a request for something that you are lacking (faltar)• Report a problem with the food or drinks (Use negative words)• Include discussion about the prices/bill/ forms of payment• Close the conversation

Paso 2: El Drama

Next, you will act out the scene for the class. You will need to create props and do your best to make this seem like a scene from a restaurant, cafeteria or café.

REMEMBER your targets:• I can identify items on a menu in Spanish.• I can make decisions about what to order based on what I like, price,

taste, and my dietary needs. (i.e. allergies, vegetarian beliefs, etc.)• I can ask questions of the waiter/waitress in order to get things that

I need such as fork, spoon, extra napkins, etc.• I can customize my order (no lettuce, extra cheese, dressing on the

side, etc.)• I can let the waiter/waitress know if there is a problem with my food.• I can request the bill and ask about forms of payment.• I can calculate an appropriate tip.

Criteria/ Scale

Exceeds expectations Meets expectations Approaches expectations

Comprehension It is easy to understand what the student is saying. A Spanish speaker

would be able to understand the description.

5

It is mostly understandable what the student is saying. A Spanish speaker

would be able to understand most of the conversation.

4

It is semi-understandable what the student is saying. A Spanish speaker would find it difficult to understand

the presentation. 3 2 1

Pronunciation Free of major pronunciation errors in the description that do not interfere

with the description. 5

A few pronunciation errors may occur in the description that do not

interfere with the description. 4

Makes multiple pronunciation errors in the conversation that interfere with the description.

3 2 1 Vocabulary usage

Pero, así que, también, después, luego, por fin…

Excellent use of the vocabulary exceeding requirement.

Student consistently uses conjunctions to connect ideas.

5

Good use of the vocabulary meeting requirement.

Student is able to use conjunctions to connect ideas.

4

Fair use of the vocabulary not meeting requirement.

Student did not use conjunctions to connect ideas.

3 2 1

Memorization All lines are memorized: no notes or prompts were needed or used.

5

Most of the lines were memorized; 1-2 prompts were needed or used.

4

Not many of the lines were memorized and several prompts

were needed and used. 3 2 1

Grammar usage

Excellent use of the grammar exceeding requirement by utilizing all

grammatical concepts flawlessly. 5

Good use of the grammar meeting requirement.

4

Fair use of the grammar not meeting requirement.

3 2 1

Pedir/Servir  

Gustar/Encantar/ Faltar

 

Ísimo (Superlatives)

 

Affirmative and Negative words