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
PROYECTO:
Ir de Compras
Rubrica
Me llamo: __________________________
CATEGORY
Evidence of
Planning
20pts
Exemplary
Your skit is well prepared
and orderly. Your Visuals
including actual items were
perfect for the presentation.
Your presentation is
thorough very appealing
16pts
Proficient
Bloque _________________
13 pts.
Needs improvement
10 pts.
Unsatisfactory
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 Dialogue was very easy to
understand, complete and
Fluency
accurate with supporting
Pronunciation
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.
Student conjugates verbs
Use of new and
previously learned correctly for context, pays
vocab, grammar notice to noun-adjective
agreement and uses
and structures
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 Student does not
verbs correctly for
conjugate verbs. There is
context, pays notice to
no noun adjective
noun-adjective agreement agreement used. Does not
in some cases and
use appropriate grammar
sometimes uses
for this level. You barely
appropriate grammar.
use any appropriate
You use very limited and vocabulary to convey the
repetitive vocabulary.
messages
Completeness of You describe the items,
price, and the decision to
presentation
purchase and then pay.
You describe the items and
price
You only describe the
items
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 Provides some
follow up to what partner says. conversational responses
Emerging control of basic
or follow up but it is
language structures. Relatively limited in nature.
interesting, rehearsed with a Emerging use of basic
fairly smooth delivery that
language structures
usually holds audience
Delivery not smooth, but
attention. Uses direct eye
able to hold audience
contact, but still returns to
attention most of the
notes when talking to others. time. Uses minimal eye
contact. Uses English on
one occasion.
You do not use any
descriptions
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.