1. PROYECTO: ¿Cómo vas? Student Instructions Overview: MINI TEATRO: Your friend is new to town and needs to get to a specific place (chosen by you) but does not how to get there from school. You will give your friend directions and show him around your community as you guide him/her to get to his final destination. Task: 1. PREPARACIÓN- Create a skit and a visual and act out: Your friend is asking you how to get somewhere in your community ie: How do you get to your Spanish classroom from the cafeteria? or How do you get to your house from the school? or How do you get to the park or any other place in the community? Use irregular verbs commands and create a visual for your presentation. Atención: Create a scenario as to where your friend needs to go and why. What does he/she need? Use irregular verb commands to tell your friend how to get to the place he/she needs to go Describe landmarks and other places in the community he/ will pass by to get to his final destination Create a visual with names of streets, landmarks, signs and any other creative vocabulary you can add to your presentation. 2. PRACTICA- Work with your partner 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 presentation is live and you may not use notes. Present your directions to the class explaining your visual and getting to the destination of choice. 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: ¿Cómo vas? 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. Evidence of corrected draft and layout. Your Visuals were perfect for the presentation and very appealing. You are thorough when presenting. Draft was written and layout created, but not corrected. Skit is mostly prepared and orderly. Some parts are not completed according to instructions. Visual is appealing and presentation is mostly thorough One part is completed Draft was written but lacks info and is not corrected. OR other parts are not completed according to instructions Visual is provided but it does not enhance presentation. No written draft or sketch provided. 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 Contains details that develop clear ideas about the community Gives partially complete directions Gives limited directions. Does not use affirmative Tú commands Gives incomplete directions 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.