5 sentidos

1. Read the following two articles and poem. 2. As you read, mark each time one of the 5 senses is used. For instance, if they use taste “el café esta caliente” then underline it and write “Gusto” on the side. 3. Then, fill in the page with the 5 senses in different squares by describing something special to you. The goal is to eventually have enough detail about something special to you that you can write a poem. 4. The last page is the rubric, write the poem! Nombre: __________________________________________ Pick an item that is special to you (food, place, object) and describe it by filling in each square with at least 5 details. Nombre: ____________________________________________________ Nombre: ____________________________________________________ Algo Especial Algo Especial META: Escribe una poema EN ESPANOL sobre algo especial y deberías usar los 5 sentidos. META: Escribe una poema EN ESPANOL sobre algo especial y deberías usar los 5 sentidos. 1. Haz una lluvia de ideas 2. Escribe el poema con 7 estrofas (a lo mínimum, 4 líneas en cada estrofa) a. La vista ‐ lo que ves b. El olfato – lo que hueles c. El oído – lo que oyes d. El gusto – lo que sabes, el sabor e. El tacto – lo que tocas f. Emoción – como te hace sientes g. El nombre de tu cosa especial (esto solamente es una línea) 3. TODO EN ESPANOL : ) 1. Haz una lluvia de ideas 2. Escribe el poema con 7 estrofas (a lo mínimum, 4 líneas en cada estrofa) a. La vista ‐ lo que ves b. El olfato – lo que hueles c. El oído – lo que oyes d. El gusto – lo que sabes, el sabor e. El tacto – lo que tocas f. Emoción – como te hace sientes g. El nombre de tu cosa especial (esto solamente es una línea) 3. TODO EN ESPANOL : ) Beginning
Approaching
Meeting
Exceeding
Beginning
Approaching
Meeting
Exceeding
Use barely some basic
cohesive/grammar devices in
speaking in Spanish.
Use almost some basic
cohesive/grammar
devices in speaking in
Spanish.
Use somewhat some basic
cohesive/grammar devices
in speaking in Spanish.
Use cohesive/grammar devices in writing in Spanish.
Use barely some basic
cohesive/grammar devices in
speaking in Spanish.
Use almost some basic
cohesive/grammar
devices in speaking in
Spanish.
Use somewhat some basic
cohesive/grammar devices
in speaking in Spanish.
Use cohesive/grammar devices in writing in Spanish.
Barely use correct spelling in Spanish.
Almost use correct spelling in Spanish.
Use correct spelling somewhat in Spanish.
Use correct spelling in Spanish. Barely use correct spelling in Spanish.
Almost use correct spelling in Spanish.
Use correct spelling somewhat in Spanish.
Use correct spelling in Spanish. Students use writing processes such as brainstorming, drafting, revising and proofing to produce short texts in the target language. (has all items listed above) Students barely use writing processes such as brainstorming, drafting, revising and proofing to produce short texts in the target language (is missing 1 or more items)
Students barely use writing processes such as brainstorming, drafting, revising and proofing to produce short texts in the target language (is missing 1 or more items)
Student is barely able to fully address and complete the task by responding fully and appropriately to all or almost all of the parts/prompts of the writing task. All information is accurate.
Student is almost able to fully address and complete the task by responding fully and appropriately to all or almost all of the parts/prompts of the writing task. All information is accurate.
Student is somewhat able to fully address and complete the task by responding fully and appropriately to all or almost all of the parts/prompts of the writing task. All information is accurate.
Student is able to fully address and complete the task by responding fully and appropriately to all or almost all of the parts/prompts of the writing task. All information is accurate. Student is barely able to fully address and complete the task by responding fully and appropriately to all or almost all of the parts/prompts of the writing task. All information is accurate.
Students use writing processes such as brainstorming, drafting, revising and proofing to produce short texts in the target language. (has all items listed above) Student is almost able to fully address and complete the task by responding fully and appropriately to all or almost all of the parts/prompts of the writing task. All information is accurate.
Student is somewhat able to fully address and complete the task by responding fully and appropriately to all or almost all of the parts/prompts of the writing task. All information is accurate.
Student is able to fully address and complete the task by responding fully and appropriately to all or almost all of the parts/prompts of the writing task. All information is accurate.