SPANISH 7 TEST UNIT 3, LESSON 1

DATE: 3.1.19

Review page P. 179 vocabulary and verbs

Spanish food project due dates

Native Speaker 2: March 4, 2019

Spanish Language Arts: March 5, 2019

Spanish 7: March 4 or 5, 2019

Notes: Making plurals

Making Plurals

SPANISH FOOD PROJECT

PROYECTO DE LA COMIDA Congratulations! Univision (a Spanish-language T.V. channel) has caught wind of what a talented chef you are. They would like to welcome you and one to two of your chef friends onto their talk show ¡Despierta, America! But don’t get too excited just yet, there are several things that you need to do to prepare yourself for this big break. 1.     Introducción a la comida y el país de origen: You and 2-3 others will research a food/dish from any Spanish speaking region of the world.  In your research, you must find the answer to all of the following questions, and write them in one- two paragraphs (total) using complete Spanish sentences. a.      ¿Cómo se llama la comida? b.     ¿Cómo es la comida? (Escribir una descripción detallada) c.      ¿Es buena para la salud o mala para la salud? ¿Por qué? (¿Qué vitaminas tiene? / ¿Tiene muchas calorías/ mucha grasa?) d.      ¿De dónde es la comida/ la bebida? e.      ¿Cuáles son las influencias culturales de la comida? (¿Cuándo se come la comida, por qué es especial?) f.      Cite all sources used to gather information. 2.     La receta: After researching a dish, you must write out a 5 (minimum) to 10 (maximum) step recipe telling exactly how the food is made. a.      If it is a simple dish, you must expand it to 5 steps. b.     If it is a complicated dish, you should condense to 10 steps maximum. c.      You must conjugate each verb in the “yo” or “tú” form. 3.     La presentación: After your research and recipe translation is complete, you and your group members must write out a script IN SPANISH of what you are going to say to present your recipe to the world when you are on air. You may present this in class, or you may record and edit this at home and send it to Ms. Riordan electronically. There is no limit to how short or long the presentation is, however it must include the following pieces: a.      A step-by-step walk through of how you make the dish / drink. b.     A brief explanation of where it comes from and the food in that country. c.      Each group member must have roughly the same number of lines. d.      Some sort of visual display of the food/ drink being made. (You can use real food for this part, or you can create props using pictures, play food, etc) e.      All text must be in Spanish. I will check your grammar and vocabulary! CRÉDITO EXTRA:  Bring in la comida for the class to try.  You can either bring what you have prepared yourself, or you can buy la comida at a grocery store or Spanish/ Latin American restaurant. (10 points) Ehm… (0-69) Más o menos (70-79) Bien (80-89) Excelente (90-100) Project Completion Does not complete any of parts fully One part is completed, OR parts are not completed according to instructions Two parts are completed, OR parts are not completed according to instructions. All three parts of the assignment are completed according to guidelines. Writing Portion Barely understood by teacher.  Many errors. Writing portions are understood with much effort by teacher.  Student conjugates some verbs correctly for context, pays notice to noun-adjective agreement in some cases and uses some appropriate grammar. Writing portions are understood with some effort by teacher. Student mostly conjugates verbs correctly for context, pays notice to noun-adjective agreement and uses appropriate grammar. Writing portions are easily understood.  Student conjugates verbs correctly for context, pays notice to noun-adjective agreement and uses appropriate grammar. Speaking Portion Barely understood by teacher and class.   Students’ speech is comprehensible. Many extended pauses. Students take presentation seriously and present with confidence. Students’ speech is comprehensible, with extended pauses. Students present with confidence. Students’ speech is natural and comprehensible, with few extended pauses.  students take presentation seriously and present with confidence. Use of class time Student does not work on project and disrupts classmates. Group needs several reminders to be productive. Some quarreling. Group mostly uses time wisely. Group is productive during class time and works well together.

ITEMS TO TURN IN: 

1. RESEARCH QUESTIONS

2. RECIPE

3. SCRIPT

* OPTIONAL VIDEO

COLOMBIA PROJECT

NATIVE 2 GROUP PROJECT ON COLOMBIA

https://docs.google.com/presentation/d/1WEbiVq0QQI39kyY8NSt993F_aZPKRBIQZm_qk3R1IKc/edit?usp=sharing

SPANISH 7 PROJECT

La clase de español                            Descripción de tu sala de clase

Objective of the product

Students will describe and illustrate any classroom in the school. They will make use of the prepositional phrases in ten (10) sentences indicating where some items are located around the classroom. The illustration will be done with a small poster or a shoe box. Use P. 128 in the textbook and your notes to help you.

Product specifications:

1. If a poster is chosen, it must have the minimum size of a standard sheet of paper 8.5” by 11”.

2. On a separate sheet of paper students will write 10 sentences describing the location of 10 items around the classroom. Students must use at least 8 different prepositional phrases.

3. If a shoe box is chosen, all 10 items need to be secured with glue to the floor or the walls of the box

4. Items can be drawn, cut and pasted, or computer generated.

5. Items and sentences must be illustrated and written with ink.

Grading:

·         Product will be equal to a test grade

·         It is due on January   22   or 23           , 2019.  

·         50 % of the grade will be assigned to the sentences.  They should be written neatly and without grammar errors.

·         40% of the grade will be assigned to the specifications of the assignment. It should have 10 classroom items and be proportionally illustrated, colored, traced with ink and securely pasted/drawn on the poster or shoe box.

·         10% of the grade will be assigned to creativity and neatness of the assignment.

Example work

SPANISH 7: PREPOSITIONS AND THE VERB ESTAR NOTES

POWERPOINT SLIDES

NATIVE 2: IRREGULAR VERB LIST

IRREGULAR PRESENT TENSE VERB LIST

Spanish 7: Puzzle pieces

https://drive.google.com/file/d/1MSIISwlWXbOF9WDOM2QjiMU539yhq7M-/view?usp=sharing

Native 2: Prueba viernes - Verbos irregulares

Usan sus apuntes para repasar los verbos en el presente.

Ejemplos:
caber, dormir, jugar, pedir, ser, estar, servir, volver, hacer, saber, conocer, salir, poner, tener, decir.