LOS FINES DE SEMANA
Los fines de semana, muchas familias mexicanas van al zócalo en el centro de la ciudad.
Read the following paragraph about Beto's family in the zócalo. Then, draw five pictures of things a family can do in the zócalo. (The pictures will be displayed around the room!)
¡Hola! Yo soy Beto. Los fines de semana, mi familia y yo vamos al zócalo. Hay muchas cosas que hacer en el zócalo. Hay música, vendedores, y mucha gente. A mí me gusta comprar globos y escuchar a la música. Los domingos, mis amigos siempre van al zócalo con sus familias también. Nosotros podemos comer y platicar. A mí me gusta mucho el zócalo.
Imagine that you are in the zŪcalo in Puebla, Mexico. Write a postcard in spanish describing what you do in the zócalo, and what you like to do there on the weekends.
|
|
(To learn more about the zŪcalo, here„s a link)
Every family in Mexico is not like Beto„s family. Read the following paragraph about Elena.
Elena es una muchacha mexicana. Ella tiene quince años. Elena vive con su mamá y sus dos hermanos. Todos los días, Elena trabaja antes de ir a la escuela. Trabaja en una papelería. Después de trabajar, ella va a la escuela. En las tardes, Elena cuida a sus hermanos menores porque su mamá trabaja. Elena no tiene su propio cuarto. Tiene que compartir con su hermana menor. Elena no tiene una computadora ni un teléfono en casa. Solamente tiene una televisión. Su familia no come junta todos los días, por eso, Elena prepara la comida para sus hermanos.
Contesta las siguientes preguntas:
1. ¿Cuántos años tiene Elena?
2. ¿Con quién vive Elena?
3. ¿Dónde trabaja Elena?
4. ¿Qué tiene Elena en su casa?
5. ¿Quién prepara la comida en la casa de Elena?
EN PAREJAS
Think about what you have learned so far about Beto and his family. Now, With a partner, make a ven diagram comparing Elena„s family to Beto„s family.
After you have made your diagram, prepare a short presentation for the class outlining what differences and similarities you found during the activity.
¡AL FINAL!
Using the information and vocabulary you have learned in this unit, wite a skit portraying a Mexican family. Once your written skit has been graded, you will perform the skit and film it. The video must be turned in for your grade.
You may work in groups of 4 or 5, but each person must contribute to the writing and must have the specified number of spoken lines. Please refer to the rubric below for skit requirements.
This is how you will be graded:
Written Rubric
| 4 | 3 | 2 | 1 | |
| Participation & Effort | Writer exceeds the requirements of the assignment & has put care & effort into the process | Writer fulfills all of the requirements of the assignment | Writer fulfills some of the requirements of the assignment | Writer fulfills few of the requirements of the assignment |
| Content | Writer uses the appropriate functions & vocabulary for the topic | Writer usually uses the appropriate functions & vocabulary for the topic | Writer uses few of the appropriate functions & vocabulary for the topic | Writer uses none of the appropriate functions & vocabulary for the topic |
| Comprehensibility | Reader can understand all of what the writer is trying to communicate | Reader can understand most of what the writer is trying to communicate | Reader can understand less than half of what the writer is trying to communicate | Reader can understand little of what the writer is trying to communicate |
| Accuracy | Writer uses grammar, spelling, word order, & punctuation correctly | Writer usually uses grammar, spelling, word order & punctuation correctly | Writer has some problems with language usage | Writer makes a significant number of errors in language usage |
| Organization | Presentation is logical and effective. | Presentation is generally logical and effective with a few minor problems | Presentation is somewhat illogical and confusing in places | Presentation lacks logical order and organization |
Presentation Rubric
| 4 | 3 | 2 | 1 | |
| Fluency | Speaker speaks clearly without hesitation. Pronunciation & intonation sound natural. | Speaker has few problems with hesitation, pronunciation, &/or intonation. | Speaker has some problems with hesitation, pronunciation, &/or intonation | Speaker hesitates frequently & struggles with pronunciation & intonationq |
| Accuracy | Speaker uses language correctly including grammar, spelling, word order, & punctuation | Speaker usually uses language correctly including grammar, spelling, word order, & punctuation | Speaker has some problems with language usage. | Speaker makes many errors in language usage. |
| Memorization | Speaker has no help in remembering all his/her lines | Speaker has few problems with hesitation or has to be prompted once | Speaker has some problems with hesitation and has to be prompted 2-3 times | Speaker makes many errors in lines or forgets whole parts |
| Props | Group brings 10-12 props (ask your teacher for clarification on count) | Group brings 7-9 props | Group brings 5-6 props | Group brings 3-4 props (0 points earned for fewer props |
| Creativity | Group added much humor in script & presentation (Grammy Award!) | Group attempted creativity and humor in script and presentation | Group has some problems: creativity &/or humor not perceived well | Group did not attempt creativy or humor, but did project |
¡QUE BUENO!
