Goals:




Develop commanding but polite language for the purpose of giving medical advice
Recognize appropriate use of tú or usted in documents available for the public
Simplify wordy and complicated English sentences into straight-forward Spanish sentences
Refine use of bilingual dictionary skills.
Unit Essential Questions:



Understandings:

How has the health care system
accommodated Spanish-speaking
patients and their culture?
How do I translate English into Spanish?
How do I politely give orders in Spanish?


Students will understand the concern about quality and the
experience of Spanish-speaking seekers of healthcare.
Students will understand that translation goes much deeper
than a Spanish word for English word exchange.
Students will understand that giving orders in Spanish is
not jarring when the subjunctive mood or the formal
imperative is utilized.
Students will know . . .
Grammar: reflexive verbs, formal
commands, subjunctive mood
Students will be able to…

Vocabulary: body parts, personal
hygiene daily routine, dental terminology

translate complicated dental documents for adults caring
for their children from English into Spanish
edit their translations for a fixed audience
Culture: oral health needs and habits of
the Latino culture
Performance Tasks:



pamphlet in Spanish, translated from
a dental document written in English
for parents of small patients
demonstration video in Spanish for
young patients
reflective blog posts
Other Evidence:


Quiz (body parts, reflexive verbs)
Quiz (formal commands, subjunctive mood)
Learning Activities:






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Reaction to guest speaker from C.I.S.
Summary of personal hygiene daily routine
Practice with verb conjugation (reflexive, formal commands, subjunctive mood)
Break-down of simple document in English - subjunctive v. formal commands
Translate simple document to Spanish
Peer editing of rough drafts on Moodle forums
Break-down of actual dental document in English - subjunctive v. formal commands
Translate document to Spanish in project groups

Peer editing of rough drafts on Moodle forums
Español 2 Q2BM: Traducciones Para Una Dentista Pediatra
ESSENTIAL QUESTIONS: ¿Cómo explicamos la importancia de la salud oral?
Mission: Using Word or Pages, your group is translating a document
from Dr. Gierke, a pediatric dentist in Bloomington, IN (la hermana de
Srta. G).
Additionally, using iMovie or Keynote for video, pictures
and voiceover, you will make a demonstration of your translated
document (or other assigned topic) for viewing in the dental office.
Audience: Spanish-speaking dental patients and their parents.
Due Dates:
12-15: Pamphlet DUE
12-22: Demonstration DUE
SLA Core Values
INQUIRY
¿Cómo explicamos la importancia de la salud oral?
RESEARCH
You will search for the proper dental terminology and investigate a
polite method of informing a stranger on how to care for his or her
own child.
(Subjunctive Mood and Formal Commands)
COLLABORATION
You will work together in groups of 5 and should count on students
outside of your group for editing.
PRESENTATION
You will share your demonstrations and pamphlets with the class and
then send them to Dr. Gierke’s office.
REFLECTION
You will reflect on the cuestión, ¿Cómo explicamos la importancia de
la salud oral?
and product.
You will do a written reflection about your process
Grupo 1: After Care Instructions for Extractions:

Pamphlet: written translation of the document posted on Moodle
(DUE 12-15)

Demonstration: voice translation of the document posted on Moodle
(DUE 12-22)
o
PowerPoint, Keynote, iMovie are possible choices.
o
Use video, pictures to give a strong visual demonstration
of the proper care
o
EACH GROUP MEMBER needs to have a speaking part.
Grupo 2: After Care Instructions for OR Patients:

Pamphlet: written translation of the document posted on Moodle
(DUE 12-15)

Demonstration: voice translation of the document posted on Moodle
(DUE 12-22)
o
PowerPoint, Keynote, iMovie are possible choices.
o
Use video, pictures to give a strong visual demonstration
of the proper care
o
EACH GROUP MEMBER needs to have a speaking part.
Grupo 3: After Care Instructions for Fillings and Crowns:

Pamphlet: written translation of the document posted on Moodle
(DUE 12-15)

Demonstration: voice translation of the document posted on Moodle
(DUE 12-22)
o
PowerPoint, Keynote, iMovie are possible choices.
o
Use video, pictures to give a strong visual demonstration
of the proper care
o
EACH GROUP MEMBER needs to have a speaking part.
Grupo 4: Post-Op Spacers:

Pamphlet: written translation of the document posted on Moodle
(DUE 12-15)

Demonstration: Proper Brushing Procedures, Ask Srta. G for a Copy
(DUE 12-22)
o
PowerPoint, Keynote, iMovie are possible choices.
o
Use video, pictures to give a strong visual demonstration
of the proper care
o
EACH GROUP MEMBER needs to have a speaking part.
Grupo 5: Sealants:

Pamphlet: written translation of the document posted on Moodle
(DUE 12-15)

Demonstration: Proper Flossing Procedures, Ask Srta. G for a Copy
(DUE 12-22)
o
PowerPoint, Keynote, iMovie are possible choices.
o
Use video, pictures to give a strong visual demonstration
of the proper care
o
EACH GROUP MEMBER needs to have a speaking part.
Grupo 6: SSC Notice:

Pamphlet: written translation of the document posted on Moodle
(DUE 12-15)

Demonstration: explanation of what kinds of foods, candy and gum
should be avoided and what can happen when you do not follow the
doctor’s advice (DUE 12-22)
o
PowerPoint, Keynote, iMovie are possible choices.
o
Use video, pictures to give a strong visual demonstration
of the proper care
o
EACH GROUP MEMBER needs to have a speaking part.
Spanish Rubric: ¿Qué debemos hacer para proteger el medioambiente?
Nombre:
Design
Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Does Not Meet
Expectations
20-19
18-16
15-13
12-1
Follows
guidelines, both
products are
exceptionally
professional
Follows
guidelines and
both products
are
professional.
Follows some
guidelines
Does not follow
guidelines
Some aspects may
not be
professional
products are
not
professional
Knowledge
Combines dental
vocabulary, the
subjunctive and
formal commands
with few or no
errors. These
errors do not
obscure message.
Combines
vocabulary,
subjunctive and
formal commands
with few errors.
Errors rarely
obscure message.
Combines
vocabulary,
subjunctive and
formal commands
but with errors.
These errors may
obscure message.
Does not use
accurate
vocabulary
and/or grammar
which obscures
message
Application
Products display
exceptionally
clear
information and
are easily
understood
Products display
information
which is easily
understood
Products display
fairly clear
information.
There may be a
few unclear
parts.
The products do
not provide
clear
explanations.
OR
Presentation
Process
Clear speech
with correct
pronunciation
Usually clear
speech with
mostly correct
pronunciation
Speech often
unclear or often
incorrect
pronunciation
Nearly
All steps
completed on
time.
All steps
completed on
time.
Most steps
completed or
some late.
Few or no steps
completed.
Always on task
during
designated
writing time.
May not have
always been on
task during
designated
writing time.
May not have
always been on
task during
designated
writing time.
indecipherable
speech
Did not use
designated
writing time
well.
(turn over for Reflection)
Reflection
What grade would you assign yourself for each category?
Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
20-19
18-16
15-13
Does Not
Meet
Expectations
12-1
Design
Knowledge
Application
Presentation
Process
TOTAL:
Strengths of your process or
product
Weaknesses of your process or
product
What did you learn from doing this project? (skills, life lessons,
words etc)
How do you feel about your final product?
If you could do your project all over again, what would you do
differently/the same?
Did you enjoy this project? Why or why not?
Do you have any suggestions for the project if I were to do it again
with next year’s Spanish 2 class?