Interpersonal Mode of Communication
Essential Questions:
How do you describe your daily routine?
What do you do in the morning?
What sequencing vocabulary do you use to describe your daily routine?
What is a reflexive verb?
What is the difference between a reflexive verb and a non-reflexive verb?
What should students be able to do?
MLII.IP2C Demonstrate Novice-Mid proficiency in oral and written exchanges.
MLII.IP1E Give and follow directions and instructions.
MLII.IP1H Use sequenced information meaningfully.
MLII.IP2C Use gestures and body language to convey and comprehend messages.
MLII.P1B Give brief, organized oral presentations, using visual and technological support as appropriate.
MLII.P1C Write short, organized compositions, using visual and technological support as appropriate.
What students should produce and utilize:
Vocabulary relating daily routine
Reflexive verbs
Stem changing verbs
Time
Student role
Students will perform a role-play dealing with the topic of daily life. The role-play will be entirely in Spanish. Each student will serve in the following roles:narrator, actor. As you talk you will show use gestures to indicate each verb. Students will make use of sequencing vocabulary and daily routine vocabulary to create a role-play to show proficiency. Props will make your presentation more exciting. Student will submit a written copy of the role-play for teacher to assess as well.
Students will create/act-out 12 narrations each relating to the daily life topic.
Students will make use of reflexive verbs and non-reflexive verbs.
Students will make use of at least 2 stem changing reflexive verbs.
Students will generate gestured responses to the narration that will demonstrate an ability to understand
Students will communicate the information using 5 or more sequencing vocabulary words from the Daily life Unit.
Student will present the information entirely in Spanish.
Students will present the information in a logical, sequential and cohesive manner. The information should be easy to follow and comprehend
Students will provide props, visual aides, or backdrops to create a daily routine setting.
Students may not use the same verb in every exchange.
Sample Vocabulary List:
Vocabulario General:- Por lo general
- Primero
- Luego
- Mas tarde
- Entonces
- Finalmente
- Todos los días
- Siempre
- Nunca
- A veces
- después
- Acostarse
- Bañarse
- Cepillarse
- Despertarse
- Lavarse
- Levantarse
- Maquillarse
- Peinarse
- Quitarse
- Sentarse
- Ponerse
- Afeitarse
- El jabón
- El cepillo
- El cepillo de dientes
- La tina
- La ducha
- El Champú
- La toalla
- El maquillaje
- El Espejo
- Una secadora de pelo
- El Peine
- La pasta de dientes
- El despertador
Sample Narration:
Narrator:Primero, me despierto a las cinco de la mañana. / Actor:
Gesture- Waking up, stretching, standing
Props –blanket, alarm clock
Scoring Rubric
3 Exceeds Expectations 90-100
Students created- acted out 12 narrations each relating to the daily life topic.
Students made correct usage of reflexive verbs and non-reflexive verbs.
Students made correct usage of at least 2 stem changing reflexive verbs.
Students generated gestured responses to the narration that will demonstrate an ability to understand.
Students communicated the information using 5 or more sequencing vocabulary words from the Daily life Unit.
Student presented the information entirely in Spanish.
Students presented the information in a logical, sequential and cohesive manner. The information should be easy to follow and comprehend
Students provided props, visual aides, or backdrops to create a daily routine setting.
Students did not use the same verb in every exchange.
Presented role-play in a type-written format for teacher review.
2 Meets Expectations 80-89
Students created- acted out 10 narrations each relating to the daily life topic.
Students made correct usage of reflexive verbs and non-reflexive verbs.
Students made correct usage of at least 1 stem changing reflexive verbs.
Students generated gestured responses to the narration that will demonstrate an ability to understand.
Students communicated the information using 3 sequencing vocabulary words from the Daily life Unit.
Student presented the information mostly in Spanish.
Students presented the information in a semi-logical, sequential and cohesive manner. The information should be easy to follow and comprehend.
Students provided props, visual aides, or backdrops to create a daily routine setting.
Students did not use the same verb in every exchange.
Presented role-play in a type-written format for teacher review.
1 Approaches Expectations 74-79
- Students only made use of non-reflexive verbs.
- Students communicated the information using 2 sequencing vocabulary words from the Daily life Unit.
- Presented the information entirely in Spanish with some information presented in English.
- Presented information in a somewhat sequential and cohesive manner. It can be understood with some effort.
- Presented interview in a hand-written format for teacher review.
U Does not Meet Expectations < 73
- Presented a role-play about daily life but without clear detail and requested format.
- Presented the information in Spanish and English.
- Used only short phrases and words- no complete thoughts or statements.
- Lacked cohesiveness and sequence.