Vous êtes sur la page 1sur 2

Student Name__________________________________________________________________ Medical Emergency Skit preparation. Your group needs to create a skit about a medical emergency.

The skit may be in a doctors office, a hospital, at the scene of an accident, or anywhere else you can conceive of having an emergency. As an alternative, you may also create a commercial for a medical product that can solve some type of ailment. dialogue must be in Spanish (focus on appropriate usage of vocabulary (body/medical vocabulary, present progressive and Ser/Estar). The dialogue must include describing a problem, a solution, and a resolution. skit should last 1 minutes, without time gaps You must include a backdrop (i.e. banner or poster etc.) with the name of the setting; you must include 2 props per person. Props can be as simplistic as medical tape and gauze to as complicated as wheelchairs and doctors coats. each group member must speak at least 10 lines. (This does not include basic greetings, farewells, no/yes, etc.) Skit must be recorded! You can upload them to youtube, or have them as a file that plays on the computer on a thumb drive the day they are due. You may not bring your video camera in and simply show me the skit with your camera. You may use your phone, an ipad, a flip cam, or a digital camera to record the skit-as long as you can transfer it to be shown in Quicktime or Windows Media Player, or put it on a DVD. you must discuss with your teacher ahead of time and have her approve your topic.
Category Comprehension 4 Spanish used consistently throughout skit; fellow classmates can follow action. 3 Spanish used throughout most of skit, with some exceptions; classmates are unclear on some of the action. 2 Spanish mixed with considerable amount of English; considerable grammatical errors. Peers have a hard time understanding what is going on. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student relies entirely on copy of skit. 1 Skit conducted in English or mostly in English or in Spanish, but filled with numerous grammatical errors. Classmates are unable to follow action. Student does not seem at all prepared to present. Seems lost and cannot find place in copy of skit.

Preparedness

Student is completely prepared and has obviously rehearsed. Student does not use written copy of skit.

Student seems pretty prepared but might have needed a couple more rehearsals. Student uses skit, but rarely references copy of skit. Listens intently but has one distracting noise or movement.

Listens to Others

Listens intently. Does not make distracting noises or movements.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements. Skit is less than 45 seconds. Often mumbles or cannot be understood OR mispronounces most words.

Time

Skit is at least 1 1/2 minutes long. Speaks clearly and distinctly all (100-95%) the time, and mispronounces few words. Student uses several props (could include

Skit is at least 1 minute long. Speaks clearly and distinctly all (100-95%) the time, and mispronounces several words. Student uses 3 props that shows

Skit is 45 seconds to 1 minute long. Speaks clearly and distinctly most (9485%) of the time. Mispronounces multiple words. Student uses less than half the required props

Speaks Clearly

Props (Minimum)

The student uses no props OR the props

Backdrop Product At least 2 props per group member

costume) that show considerable work/creativity and which make the presentation better.

considerable work/creativity and which make the presentation better.

which make the presentation better.

chosen detract from the presentation.

Vocabulary

Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words (through action) that might be new to most of the audience. Always (99-100% of time) speaks in complete sentences. Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Shows a full understanding of the topic. Uses vocabulary and grammar appropriately. Uses the required grammar components more than required.

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.

Sentence Structure

Mostly (80-98%) speaks in complete sentences.

Sometimes (70-80%) speaks in complete sentences. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Shows a good understanding of parts of the topic. Uses grammar and vocabulary with some errors.

Rarely speaks in complete sentences.

Collaboration with Peers

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. Shows a good understanding of the topic. Uses vocabulary and grammar appropriately. Uses the required grammar components the minimum amount of times. Untyped copy of skit turned in, clear and well organized

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Content Must use Present Progressive (at least 2 times) Ser and Estar appropriately (at least 4 times) X2

Does not seem to understand the topic very well. Multiple errors in grammar or vocabulary.

Copy of Skit

Typed copy of skit turned in, clear and well organized

Typed or untyped copy of skit turned in, but not well-organized

Sloppy copy of skit/ No copy of skit

Teacher Check in: Student must have all 4 spaces initialed by the teacher to get the full credit for this portion! **(-1 point for each mispronounced word/mistake not corrected/laughing or off task behavior during the presentations).