1. PROYECTO: Ir de Compras Student Instructions Overview: MINI TEATRO: You are traveling. You and a friend are going shopping and the clerk only speaks Spanish. In a group of two or three, pretend that one of you is a salesclerk in a clothing or other store learned in this unit. Take turns asking and answering questions about the items sold in the store The clerk will assist and help the customers in order to sell an item. The customers will decide whether or not to buy the item(s) talked about and purchase one. Task: 1. PREPARACIÓN- Work with your partner (s) to prepare your mini teatro. One of you will play the role of the salesperson. The others will be the clients. Decide the type of store, what items does the store sell and bring to class the articles of clothing, items or pictures of the items from a magazine. Give the store a name. CLIENTES Make a list of expressions and questions you can use to ask about, describe, and at the end say what item you will buy pay for it. DEPENDIENTE(A): Make a list of expressions and questions you can use to help your clients, answer their questions, and show them the clothing or items they are looking for. Atención: Use numbers to ask and express how much an item costs Use colors, clothing vocabulary to describe garments, and or other vocab to describe the items in your store Correctly apply the rules of adjective agreement to describe clothing Use direct object pronouns in answering questions Use verbs like buscar, vender, tener, and costar in conversations about shopping Use demonstrative adjectives (ese, esa, esos, esas, este, esta, estos, estas, aquel, aquella. aquellos, aquellas.) 2. PRACTICA- Work with your partners and practice your roles. You can use your written notes when you practice, but not during your mini teatro. As you practice with your partner(s), seek their feedback to correct errors you have made to improve your overall performance. 3. PRESENTACIÓN- This can be done live or you can videotape yourselves and present. The clerk will begin the conversation. Keep talking until the customer has made a decision to buy something and paid for he item. pieces: Student Learning Assessment: Students will be assessed on how well they sustain a conversation, how complete the presentation is and how well you use new and previously learned vocabulary and structures. Note: A detailed Rubric has been provided for this project

2. PROYECTO: Ir de Compras Me llamo: __________________________ Bloque _________________ Rubrica CATEGORY 20pts Exemplary 16pts Proficient 13 pts. Needs improvement 10 pts. Unsatisfactory Evidence of Planning Your skit is well prepared and orderly. Your Visuals including actual items were perfect for the presentation. Your presentation is thorough very appealing Skit is mostly prepared and orderly. Some parts are not completed according to instructions. Visual is very appealing and presentation is mostly thorough One part is completed OR parts are not completed according to instructions Visual is provided but it does not enhance presentation. Does not complete any parts fully. No skit is presented to teacher No visual provided. Presentation lacks substance. Comprehensibility Fluency Pronunciation Dialogue was very easy to understand, complete and accurate with supporting visuals and gestures. Speech is continuous with no pauses or stumbling. Pronunciation enhances communication. Dialogue was easy to understand with some errors. Some visuals used and/or gestures that helped for comprehension. Speech is mostly continuous with few to no pauses or stumbling. There is some hesitation but manages to continue and complete thoughts. Pronunciation does not interfere with communication. Dialogue was difficult to understand, lacks completeness and was unorganized. Few visuals and gestures. Speech is choppy and/or slow with frequent pauses; and some incomplete thoughts. Pronunciation occasionally interferes with communication. Dialogue was barely understood. OR Translator was used. No visuals/photos and no gestures were included. Speech halting and uneven with long pauses and/or incomplete thoughts. Pronunciation frequently interfere with communication. Use of new and previously learned vocab, grammar and structures Student conjugates verbs correctly for context, pays notice to noun-adjective agreement and uses appropriate grammar. You use recently acquired and previously learned vocabulary and structures. Student mostly conjugates verbs correctly for context, pays notice to noun-adjective agreement and uses appropriate grammar. You use only recently acquired vocabulary. Student conjugates some verbs correctly for context, pays notice to noun-adjective agreement in some cases and sometimes uses appropriate grammar. You use very limited and repetitive vocabulary. Student does not conjugate verbs. There is no noun adjective agreement used. Does not use appropriate grammar for this level. You barely use any appropriate vocabulary to convey the messages Completeness of presentation You describe the items, price, and the decision to purchase and then pay. You describe the items and price You only describe the items You do not use any descriptions Language Control Always responds to partner, listens, and asks follow up questions or volunteer additional information. Control of basic language structures. with occasional use of advanced language structures. Interesting, well-rehearsed with smooth and clear delivery that holds audience attention. Provides frequent responses of follow up to what partner says. Emerging control of basic language structures. Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. Uses direct eye contact, but still returns to notes when talking to others. Provides some conversational responses or follow up but it is limited in nature. Emerging use of basic language structures Delivery not smooth, but able to hold audience attention most of the time. Uses minimal eye contact. Uses English on one occasion. Provides no conversational response or follow up to what partners say. Inadequate and/or inaccurate use of basic language structures. Delivery not smooth and audience attention lost. No eye contact with audience. Reads script. Uses English on more than one occasion.