Daily Routine Role-Play
|Daily Routine Role-Play |
|Interpersonal/Presentational 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.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 Vocabulary
Task:
You and your family will host a student from Colombia in your home. Describe your daily routine in Spanish, giving detailed information about what you do on a daily basis.
Details:
Partner Task – 2 Students
Students will perform a role-play dealing with the topic of daily life. Each will create a wordless PowerPoint or poster board to use as a visual representation of the information being presented. The role-play will be entirely in Spanish. Each student will serve in the following roles: narrator, actor. Students will make use of gestures, sequencing vocabulary and daily routine vocabulary to create a role-play to show proficiency. Student will submit a written copy of the role-play for teacher review.
*NOTE: IF YOU DO NOT PRESENT YOUR RUBRIC ON THE DAY OF THE ASSESSMENT, YOU WILL LOOSE 5 POINTS.
❖ Students will identify and serve in two roles.
❖ Students will create 12 two part/complex narrations about their daily routine.
❖ Students will generate gestured responses to the narration that will demonstrate an ability to understand unit vocabulary and grammar
❖ 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 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:
|Sequencing Vocabulary |El jabón |
| |El cepillo |
|Por lo general/Generalmente |El cepillo de dientes |
|Primero |La tina |
|Luego |La ducha |
|Finalmente |El Champú |
|Todos los días |La toalla |
|Siempre |El maquillaje |
|Nunca |El Espejo |
|A veces |El peine |
|Antes |La pasta de dientes |
|después |El despertador |
| |El cinturón |
|Los Verbos Reflexivos |Las uñas |
| |Las joyas |
|Acostarse (me acuesto) |El secador de pelo |
|Bañarse (me baño) |El desodorante |
|Cepillarse (me cepillo) | |
|Despertarse (me despierto) | |
|Lavarse (me lavo) | |
|Levantarse (me levanto) | |
|Maquillarse (me maquillo) | |
|Peinarse (me peino) | |
|Sentarse (me siento) | |
Sample Narration:
|Narrator: |Actor: |
| | |
|Primero, me despierto a las cinco de la mañana. |Gesture- Waking up, stretching, standing |
| |Props –blanket, alarm clock |
Sample Vocabulary List:
|Sequencing Vocabulary |El jabón |
| |El cepillo |
|Por lo general/Generalmente |El cepillo de dientes |
|Primero |La tina |
|Luego |La ducha |
|Finalmente |El Champú |
|Todos los días |La toalla |
|Siempre |El maquillaje |
|Nunca |El Espejo |
|A veces |El peine |
|Antes |La pasta de dientes |
|después |El despertador |
| |El cinturón |
|Los Verbos Reflexivos |Las uñas |
| |Las joyas |
|Acostarse (me acuesto) |El secador de pelo |
|Bañarse (me baño) |El desodorante |
|Cepillarse (me cepillo) | |
|Despertarse (me despierto) | |
|Lavarse (me lavo) | |
|Levantarse (me levanto) | |
|Maquillarse (me maquillo) | |
|Peinarse (me peino) | |
|Sentarse (me siento) | |
Sample Narration:
|Narrator: |Actor: |
| | |
|Primero, me despierto a las cinco de la mañana. |Gesture- Waking up, stretching, standing |
| |Props –blanket, alarm clock |
Scoring Rubric
3 Exceeds Expectations 99
❖ Students identified and served in two roles.
❖ Students created 12 two part/complex narrations about their daily routine.
❖ Students generated gestured responses to the narration that demonstrated an ability to understand unit vocabulary and grammar.
❖ 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 unit vocabulary and grammar.
❖ 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 via BB
2 Meets Expectations 89
❖ Students identified and served in two roles.
❖ Students created 12 narrations each relating to the daily life topic.
❖ Students generated gestured responses to the narration that demonstrated an ability to understand unit vocabulary and grammar.
❖ Students made correct usage of reflexive verbs and non-reflexive verbs.
❖ Students made correct usage of at least 1 stem changing reflexive verbs.
❖ 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 via BB
1 Approaches Expectations 79
• Students identified and served in one role.
• Student had problems demonstrating understanding of vocabulary and grammar via gesture/signal/acting out.
• 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 69
• 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.
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