Skit Fiesta: Order Up in Español!

High School Grade Project 8 weeks

Skit Fiesta: Order Up in Español!

Rita Foley

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Purpose

Students will engage in a dynamic, immersive experience that combines language acquisition with cultural exploration. By creating and performing a skit, they will practice essential Spanish food and restaurant vocabulary in a real-world context, enhancing their conversational skills. This project fosters creativity and collaboration as students design a unique restaurant concept, write a script, and bring their ideas to life, all while deepening their understanding of Spanish dining customs and service styles.

Learning goals

Students will master food and restaurant vocabulary, including phrases for ordering and requesting items, while gaining confidence in conversational Spanish. They will develop collaborative skills by working in groups to create a skit that authentically represents the atmosphere and service style of a Spanish restaurant. Through performance, students will enhance their speaking and listening abilities, as well as their ability to convey cultural nuances in a realistic setting.

Standards

Common Core - CCSS.ELA-LITERACY.SL.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Common Core - CCSS.ELA-LITERACY.SL.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Common Core - CCSS.ELA-LITERACY.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Products

Students will collaboratively design a unique restaurant concept, including a name and menu, reflecting authentic Spanish cuisine. They will script a skit that incorporates key vocabulary and expressions for ordering and serving in a restaurant setting. Each group will perform their skit, demonstrating their understanding of cultural nuances and effective communication in a Spanish dining environment.

Launch

To kick off the project, students will participate in a virtual tour of a Spanish restaurant, observing the interactions between staff and customers. They will then engage in a role-play exercise where they simulate ordering a meal in pairs, using provided vocabulary cards. This initial activity will spark curiosity and set the stage for deeper exploration of language and cultural nuances in their skit development.

Exhibition

Students will showcase their skits in a "Spanish Restaurant Night" event, inviting classmates, teachers, and family members to attend. Each group will perform their skit, highlighting their unique restaurant name and menu, while engaging the audience with authentic dialogue and cultural nuances. The event can include taste-testing of simple Spanish dishes prepared by the students, providing a multisensory experience that enhances the atmosphere of a Spanish dining experience. This exhibition will serve as both a celebration of their learning and an opportunity for peer feedback and reflection.

Plan

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Introduce the project by discussing the essential question: How can we use dialogue and performance to convey the atmosphere and service style of a Spanish restaurant?	Conduct a virtual tour of a Spanish restaurant, allowing students to observe interactions between staff and customers.	Engage students in a role-play exercise where they practice ordering a meal in pairs, using provided vocabulary cards featuring essential food and restaurant vocabulary.	Facilitate a brainstorming session where students begin to conceptualize their unique restaurant idea, considering elements like theme, name, and type of cuisine.	Students start working in groups to draft initial ideas for their skit, focusing on incorporating key vocabulary and expressions for ordering and serving in a Spanish restaurant.
Deliverables	1. Each student will submit a reflection paragraph on what they learned from the virtual tour and role-play exercise, focusing on key vocabulary and cultural observations. 2. Groups will present a short pitch of their restaurant concept, including the proposed name and theme, to the class for feedback.
Preparation	1. Prepare a selection of virtual tour videos of Spanish restaurants that highlight customer-staff interactions. 2. Create vocabulary cards featuring essential food and restaurant terms in Spanish for the role-play exercise. 3. Organize students into groups, ensuring diverse skill levels are represented in each group. 4. Prepare guidelines and a template for the restaurant concept pitch, outlining key elements students should include. 5. Set up a feedback system for students to provide constructive comments on each group's restaurant pitch.

Week 2	Day 2	Day 3	Day 4	Day 5
Activities	Begin with a group discussion on the importance of authentic cultural representation in the skit. Discuss how to incorporate cultural nuances and service styles observed during the virtual tours.	Students will work in their groups to conduct research on Spanish dining customs and etiquette, using online resources and any provided materials to gather information.	Facilitate a workshop where students create a detailed outline of their skit, focusing on incorporating key vocabulary and expressions for ordering and serving in a Spanish restaurant.	Conduct a peer-review session where groups share their skit outlines with another group, providing and receiving feedback on clarity, authenticity, and engagement.
Deliverables	1. Each group will submit a detailed skit outline, including their chosen restaurant name, menu items, and key dialogues. 2. Groups will compile a list of cultural elements and dining customs they plan to include in their skit, with a brief explanation of their significance.
Preparation	1. Prepare a list of reliable online resources and materials on Spanish dining customs and etiquette for student research. 2. Develop a skit outline template and guidelines that students can use to structure their scripts effectively. 3. Set up a peer-review rubric to guide students in providing constructive feedback on each other's skit outlines. 4. Organize a feedback session framework that encourages positive and actionable critiques, ensuring a supportive environment.

Week 3	Day 3	Day 4	Day 5	Day 6
Activities	Begin with a brief recap of the previous week's work and feedback received on skit outlines. Encourage students to reflect on how they can incorporate feedback into their scripts.	Students will work in their groups to start writing the first draft of their skit script, focusing on integrating cultural nuances and authentic Spanish dialogue, particularly vocabulary for ordering and serving.	Conduct a mini-workshop on effective dialogue writing, emphasizing clarity and cultural authenticity. Provide examples of common expressions used in Spanish restaurants.	Facilitate a group check-in session where students share progress and seek input from peers on their script drafts, ensuring alignment with their restaurant concept and cultural representation.
Deliverables	1. Each group will submit the first draft of their skit script, incorporating peer and instructor feedback from the previous weeks.
Preparation	1. Prepare a short presentation with examples of authentic Spanish restaurant dialogues and expressions to use during the mini-workshop. 2. Develop a checklist for students to use when writing their scripts, highlighting key elements such as cultural accuracy, vocabulary use, and dialogue flow. 3. Organize materials for group check-in sessions, including question prompts to guide peer input and feedback. 4. Review group compositions to ensure all students are actively participating and contributing to the script-writing process.

Week 4	Day 4	Day 5	Day 6	Day 7
Activities	Start the week with a warm-up activity where students practice key phrases and vocabulary by role-playing quick, spontaneous restaurant interactions in pairs.	Students will refine their skit drafts in groups, focusing on enhancing dialogue flow, cultural nuances, and ensuring the use of authentic expressions. Encourage students to refer back to feedback received in previous weeks.	Conduct a peer feedback session where groups perform a portion of their skit for another group. The observing group will provide insights on clarity, cultural representation, and engagement.	Facilitate a collaborative session where students finalize their restaurant menu designs, ensuring they include culturally relevant dishes and descriptions in Spanish. Provide guidance on presentation and creativity.
Deliverables	1. Each group will submit a revised skit script that incorporates feedback from peer reviews, emphasizing cultural nuances and vocabulary accuracy. 2. Groups will present a completed version of their restaurant menu, showcasing their understanding of Spanish cuisine and vocabulary.
Preparation	1. Prepare materials for the warm-up role-play activity, including scenario cards with different restaurant situations to practice. 2. Develop guidelines and a rubric for peer feedback, emphasizing constructive criticism on dialogue flow and cultural authenticity. 3. Gather examples of Spanish restaurant menus to inspire and guide students in creating their own menu designs. 4. Ensure all necessary tech and space are set up for group performances and feedback sessions, promoting a collaborative atmosphere.

Week 5	Day 5	Day 6	Day 7	Day 8
Activities	Begin with a brief group discussion to review feedback from the previous week and set goals for finalizing the skit scripts and rehearsing performances.	Organize groups to conduct a full run-through of their skit, focusing on memorization, delivery, and timing. Encourage students to use props and costumes to enhance authenticity.	Conduct a mini-workshop on stage presence and vocal projection, where students practice speaking clearly and confidently in Spanish.	Facilitate a feedback session where groups perform their entire skit for another group, receiving constructive feedback on performance aspects such as expression, engagement, and cultural representation.
Deliverables	1. Each group will submit a finalized version of their skit script, incorporating all feedback and focusing on cultural authenticity and vocabulary accuracy. 2. Groups will present a rehearsal video of their skit performance, demonstrating readiness for the final presentation.
Preparation	1. Prepare a checklist for students to use during rehearsals, focusing on key performance elements such as clarity, pacing, and cultural nuances. 2. Gather a selection of props and costume pieces that students can borrow to enhance their performances. 3. Develop a rubric for the feedback session, highlighting aspects of effective performance and cultural representation. 4. Ensure the classroom space is arranged to facilitate rehearsals, with enough room for groups to perform and for observers to provide feedback.

Week 6	Day 6	Day 7	Day 8	Day 9
Activities	Begin with a group discussion to review the feedback received on rehearsal videos and set goals for the final performance adjustments.	Organize groups to conduct a dress rehearsal of their skit, focusing on refining their use of props, costumes, and stage presence.	Conduct a mini-workshop on improvisation and handling unexpected situations, where students practice staying in character during an unscripted change.	Facilitate a peer review session where groups perform their skit for a different group, receiving feedback on cultural representation, dialogue delivery, and audience engagement.
Deliverables	1. Each group will submit a final rehearsal video of their skit, showing improvements based on peer feedback. 2. Groups will prepare a reflection document outlining how they addressed feedback and what changes were made to enhance their performance.
Preparation	1. Prepare a checklist of key performance elements for students to focus on during dress rehearsals, including cultural nuances and vocabulary usage. 2. Set up a system for recording final rehearsal videos, ensuring high-quality audio and video capture. 3. Gather additional props and costume accessories that students may request to enhance their skit performances. 4. Develop guidelines for the peer review session, emphasizing constructive feedback and support for each group's final preparations.

Week 7	Day 7	Day 8	Day 9
Activities	Conduct a final rehearsal session where each group performs their skit in front of the class. Focus on refining timing, transitions, and audience engagement. Use this time to make any last-minute adjustments.	Host a Q&A session post-rehearsal where students discuss their experiences and share strategies for overcoming challenges encountered during the development of their skits.	Organize a cultural immersion day where students rotate through stations that simulate different aspects of a Spanish restaurant experience, such as tasting dishes, learning about Spanish dining etiquette, and practicing dialogue in an authentic setting.
Deliverables	1. Each group will submit a finalized version of their skit script, polished and ready for the final performance. 2. Students will complete a peer evaluation form, reflecting on the collaborative process and providing feedback on each group's performance during the rehearsal.
Preparation	1. Set up a rehearsal space in the classroom with appropriate props and any necessary equipment for the final dress rehearsal. 2. Prepare a list of discussion questions for the Q&A session, focusing on reflection and problem-solving strategies. 3. Organize materials and resources for the cultural immersion day, including tasting samples, etiquette guides, and dialogue practice worksheets.

Week 8	Day 8	Day 9	Day 10	Day 11
Activities	Begin the week with a final dress rehearsal in the classroom, allowing each group to perform their skit one last time. Offer constructive feedback focused on polishing their delivery and reinforcing cultural nuances.	Host the 'Spanish Restaurant Night' event, where each group will perform their skit for classmates, teachers, and invited family members. Ensure the atmosphere resembles a Spanish dining experience.	Following each performance, facilitate a short Q&A session where audience members can ask questions about the cultural elements and vocabulary used in the skits.	Conclude with a reflection circle where students share their experiences, challenges faced, and new insights gained throughout the project. Encourage them to discuss how they might apply these language skills in real-world contexts.
Deliverables	1. Each group will perform their skit at the 'Spanish Restaurant Night' event, demonstrating their mastery of vocabulary and cultural representation. 2. Students will complete a reflection journal entry, detailing their personal growth, collaborative experiences, and any newfound appreciation for Spanish culture and language.
Preparation	1. Coordinate the logistics for the 'Spanish Restaurant Night,' including seating arrangements, sound equipment, and any necessary decorations to create an authentic atmosphere. 2. Prepare a schedule for the evening's performances and ensure all groups are aware of their time slots. 3. Organize a feedback form for audience members to provide constructive comments on each group's skit, focusing on cultural authenticity and language use. 4. Arrange for simple Spanish dishes or snacks to be available during the event, enhancing the cultural experience for attendees.