PROYECTO DE CAPÍTULO 3­ LA COMIDA Congratulations! Univision (a Spanish­langauge 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 talkshow ¡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.
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Introducción a la comida y el país de origen: You and 2-3 others will research a dish or beverage from any Spanish speaking region of the world. In your research, you must nd the answer the all of the following questions, and write them in one- two paragraphs using complete Spanish sentences. a. ¿Cómo se llama la comida/ la bebida? b. ¿Cómo es la comida/ la bebida? (Escribir una descripción detallada) c. ¿Es buena para la salud o mala para la salud? ¿Por qué? (¿Qué vitaminas tiene? / ¿Tiene muchas calorias/ mucha grasa?) d. ¿De dónde es la comida/ la bebida? e. ¿Cuales son las in෡uencias culturales de la comida? f. Cite all sources used to gather information. La receta: After researching a particular dish, you must write out a 5 (minimum) to 10(maximum) step recipe telling exactly how one makes this food. a. If is it 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. d. Make sure to use ordinal numbers (primero, segundo, etc.) and adverbs (entonces, luego, etc) to explain the order in which you take each step or add each ingredient. 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 tape and edit this at home and send it to Ms. Ramirez 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. CRÉDITO EXTRA: B
ring in l a comida or l a bebida f or the class to try. You can either bring what you have prepared yourself, or you can buy l a comida or l a bebida a t a grocery store or Spanish/ Latin American restaurant. (15 points) You must choose from any of l as comidas o las bebidas below: mondongo gallo pinto platanos fritos arroz lan tamales salsa tortillas mate yucca frita pupusas horchata tres leches cake dulce de leche rice pudding pico de gallo sopa de pollo calimocho churros The following foods are off limits, as they are not authentic Latin American dishes. (They are Americanized versions of Latin American foods): burritos tacos quesadillas Ehm… (0­69) Más o menos (70­79) Bien (80­89) Excelente (90­100) Project Completion Does not complete any of parts fully One part is 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. OR Translator used. 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 appropriate grammar here and there Speaking Portion Say whaaaa? Students’ speech is comprehensible, but only with interpretation with few extended pauses. students take presentation seriously and present with con idence. Use of class time Student is doin’ too much and has teacher guh. Group needs several reminders to be productive. Two parts are completed OR parts are not completed according to instructions 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 Students’ speech is comprehensible, with extended pauses. students mostly take presentation seriously and present with con idence. Group goofs off from time to time but mostly uses time wisely. Writing portions are easily understood. Student conjugates verbs correctly for context, pays notice to noun‐adjective agreement and uses appropriate grammar Students’ speech is natural and comprehensible, with few extended pauses. students take presentation seriously and present with con idence. Group uses all class time wisely and focused on project