Allons au restaurant! Due February 26, 2015A necessary skill for any student of a modern language class is to be able to communicate basic needs in the target language. When visiting a foreign culture, one can expect to dine in a local restaurant or café. To order food, travelers will most likely have to communicate with servers in the language of that country. Never presume that the employees will speak English. If you want to experience the true culture, you will be need to be prepared to walk into a restaurant, order from a menu, and correctly pay for a meal (knowing if the tip is included).

To prepare for this common situation, you will work in groups of four to act out a scene at in a Francophone restaurant. You will develop a conversation based on the guided situation below. In this situation, you must include all of the grammatical structures and vocabulary from the bulleted list below. As you develop your skit, do not “script” the scene work-for-word. Brainstorm and then, create a script. Prepare orally and be ready to improvise if someone should forget a line. As with any project, have fun! Although, you may go out of order or skip a line, you must provide a script with your intended lines and ideas on the day of your presentation in order to provide you clear feedback.

Grammatical structures required – aller +infinitive, negatives, prendre, boire, coup de main p 114, partitives, expressions of quantity (underlined in the written script)Vocabulary – 10 expressions and foods from leçon 7 and 8 underlined in the written script plus 3 direction expressions (à gauche de, etc)

Situation for the Skit: Three friends have just met for lunch. Greet using typical French greetings (i.e.: handshakes, cheek kissing) The friends have a brief conversation. -Topics for discussion can include but are not limited to school

classes and teachers, weather, family, plans for the weekend, boyfriends and girlfriends, etc. The server (le serveur /la serveuse) greets them and shows them to a table. Menus (les cartes) are given to the customers. This is the only required prop. They must be made of

blank paper with a menu set up. All food must be spelled correctly. They must be approved before performing.

The server leaves and the friends browse the menu and discuss what foods on the menu that they like and/or dislike.

The server returns shortly to take their orders. The waiter must call out the orders to an imaginary kitchen staff.

The group then waits and chats briefly while the server prepares the orders. The group needs to come up with something creative to talk about during this time. – The group is not a

translation service (ie Comment dit-on girl en français?) The server returns with the order but he/she has made some sort of mistake. The customer must convey to the server what is wrong (i.e.: missing silverware, wrong food is given,

etc.) One of the customers asks for the check and another will ask if the tip is included. The third will ask if

they are going to leave an extra tip. One of the customers pays for the entire meal and waits for change. The friends realize that they are late for afternoon class and must hurry back to school. Mention which class and what le professeur/la professeure is like

The trick is getting the server talking as much as all participants. Idées – He comes back to verify an order, and the customer responds simply oui or non. He could talk about something to the imaginary kitchen staff. The server knows the teacher and adds his comments. He gives directions to the restroom.

Criteria for Evaluation:

Use of class time Shared involvement Fluidity of speech and improvisation Comprehension of partners’ lines

Creativity (props &/or costumes) Content of required elements Communication of ideas

Evaluation Rubric: Allons au restaurant ! NO SCRIPTS ALLOWED OR SEE PENALTIES BELOW.EXCELLENT ACCEPTABLE NEEDS WORK

USE OF CLASS TIME FOR PREPARATION

Students were always on task when given class time to prepare for the skit, and they came with ideas, changes, and additions for their project. Members consistently worked within their own group and focused their energies wisely for preparing a quality skit.

4

Students were always on task when given class time to prepare for the skit. Members consistently worked within their own group and focused their energies wisely for preparing a quality skit.

3.5 3

Students were mostly on task when given class time to prepare for the skit. Members usually worked within their own group and focused the majority of their energy for preparing a quality skit.

↓Students were often not on task when given class time to prepare for the skit. Members often did not work within their own group and consequently wasted a lot of time in preparing their skit.

2.5 2 1.5 1 .5 0 SHARED INVOLVEMENT OF THE GROUP

Each member of the group has an equal part in the skit. The group does not rely on any one person to carry the majority of conversation in the skit and each member has edited and added to the Google doc scenario (script) that I will verify through revision history.

4

Each member of the group has an equal part in the skit. The group does not rely on any one person to carry the majority of conversation in the skit.

3.5 3

Most members of the group have equal parts in the skit, but there seems to be one person who says or does very little throughout the skit.

↓Appears that one member of the group has done the majority of the work and carries most of the skit. More than one member of the group says or does very little throughout the skit.

2.5 2 1.5 1 .5 0

FLUIDITY OF SPEECH & IMPROVISATION OF LINESx3

All lines are appropriate and pronounced without hesitation, no one requires any prompts. If someone forgets a line, other members readily improvise to fill in any gaps.

4

All lines are appropriate and pronounced without hesitation, no one requires any prompts.

3.5 3

All lines are appropriate and pronounced without hesitation, one prompt is needed.

↓The majority of lines are delivered with hesitation. The group has great difficulty in improvising if someone forgets a line or asks to start over because someone forgot a line.

IN ENGLISH = 0 Script used = automatic 0 in this category.2.5 2 1.5 1 .5 0

CREATIVITY: PROPS & COSTUMES

Students use creativity in their conversations (combinations of vocab from different leçons). The skit uses both the required props and costumes that are appropriate and/or creative.

4 3.5

Students are creative in their conversations. The skit uses the required props.

3

Students show little to zero creativity in their conversations (Sentences are taken from the current leçons with little to no change.) The skit uses neither props nor costumes, or they are borrowed from another group, on looseleaf, have spelling mistakes. IN ENGLISH = 02.5 2 1.5 1 .5 0

CONTENT: All the suggested elements for the All the required elements for the Most of the suggested elements for

REQUIRED ELEMENTSx4

situation are incorporated into the skit. The group is able to use many types of filler to maintain conversations (ie French type exclamations- Ah, bon!) Cultural elements, such as appropriate greetings and farewells, are included.

4 3.5

situation are incorporated into the skit. The group is able to fill and maintain conversations. Cultural elements, such as appropriate greetings and farewells, are included.

3

the situation are incorporated. The group is able to use many types of filler to maintain conversations. Cultural elements, such as appropriate greetings and farewells, are included.

IN ENGLISH = 0

2.5 2 1.5 1 .5 0 PRESENTATION: COMMUNICATION OF IDEASx4

Students are well prepared for the skit. The presentation is smooth with no errors. All lines are pronounced clearly and are easily understood by the audience (Do not use vocabulary that the class will not understand!). No English is used during the skit.

4 3.5

Students are well prepared for the skit. The presentation is smooth with minor or no errors. All lines are pronounced clearly and are easily understood by the audience (Do not use vocabulary that the class will not understand!). No English is used during the skit.

3

Students are somewhat prepared for the skit. The presentation is a bit rough with some errors throughout. Most lines are pronounced clearly but there are spots that are hard to understand (possibly because of new vocabulary).

↓Students are not prepared for the skit. The presentation is rough with major errors in communication throughout. Many lines are unclear and hard to understand for the audience

Script used = automatic 0 in this category.

IN ENGLISH = 0

2.5 2 1.5 1 .5 0

Checklist greet using typical French greetings (i.e.: handshakes, cheek kissing)opening conversationServer greets and shows to table (gives directions)MenusDiscuss what to ordertakes ordercalls out ordersBavarderMistakeAsk for billis tip includedleave extra tiprealize they are latedescription of the teacher

IF YOU ARE UNPREPARED ON THE DAY(S) OF PRESENTATIONS, YOUR GROUP WILL PERFORM WITHOUT YOU. A VOLUNTEER OR I WILL USE YOUR SCRIPT TO PERFORM. AS A MAKE ASSESSMENT, YOU MUST PERFORM ALL PORTIONS OF A NEW SKIT THAT YOU MUST WRITE YOURSELF AFTERSCHOOL.

NO SCRIPT ALLOWED WHILE PRESENTING. HIDING SCRIPTS IS CHEATING AND STUDENT WILL HAVE APPROPRIATE MEASURES APPLIED.

The objective of this assessment is to master the art of conversation. Practice will make the lines sound better and understanding easier. You should practice without the script several times before presentations in order to sound as much like native speakers as possible and to allow the audience a coherent and enjoyable experience.

Interpersonal Writing AP® WORLD LANGUAGE AND CULTURE EXAMS 2012 SCORING GUIDELINES © 2012 The College Board. (modified)

4: STRONG performance in Interpersonal Writing • Maintains the exchange with a response that is clearly appropriate within the context of the task • Provides required information (e.g., responses to questions, request for details) with frequent elaboration • Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility • Organized dialogue; effective use of transitional elements or cohesive devices • Varied and appropriate vocabulary and idiomatic language • Accuracy and variety in grammar, syntax and usage, with few errors • Mostly consistent use of register appropriate for the situation; control of cultural conventions appropriate for informal dialogue (e.g., greetings), • Variety of simple and compound sentences, and some complex sentences • All elements are included and underlined as required with extra vocabulary and expressions

3: GOOD performance in Interpersonal Writing   • Maintains the exchange with a response that is generally appropriate within the context of the task • Provides required information (e.g., responses to questions, request for details) with some elaboration • Fully understandable, with some errors which do not impede comprehensibility • Organized dialogue; some effective use of transitional elements or cohesive devices may include a few inaccuracies • Varied and generally appropriate vocabulary and idiomatic language • General control of grammar, syntax and usage • Generally consistent use of register appropriate for the situation, except for occasional shifts; basic control of cultural conventions  appropriate for informal dialogue • Simple, compound and a few complex sentences • All elements are included and underlined as required

2: FAIR performance in Interpersonal Writing   • Maintains the exchange with a response that is somewhat appropriate but basic within the context of the task • Provides required information (e.g., responses to questions, request for details) • Generally understandable, with errors that may impede comprehensibility • Some organization; limited use of transitional elements or cohesive devices includes some inaccuracies • Appropriate but basic vocabulary and idiomatic language • Some control of grammar, syntax and usage • Use of register may be inappropriate for the situation with several shifts; partial control of conventions for informal dialogue  although these may lack cultural appropriateness • Simple and a few compound sentences • All elements are included

1: WEAK performance in Interpersonal Writing   • Partially maintains the exchange with a response that is minimally appropriate within the context of the task • Provides some required information (e.g., responses to questions, request for details) • Partially understandable, with errors that force interpretation and cause confusion for the reader • Limited organization; ineffective use of transitional elements or cohesive devices, information may be limited or inaccurate • Limited vocabulary and idiomatic language • Limited control of grammar, syntax and usage • Use of register is generally inappropriate for the situation; includes some conventions for informal dialogue with inaccuracies • Simple sentences and phrases • One - three elements are missing and / or wrongly underlined or not underlined in any combination

.5: POOR performance in Interpersonal Writing   • Unsuccessfully attempts to maintain the exchange by providing a response that is inappropriate within the context of the task • Provides little required information (e.g., responses to questions, request for details) • Barely understandable, with frequent or significant errors that impede comprehensibility • Little or no organization; absence of transitional elements and cohesive devices • Very few vocabulary resources • Little or no control of grammar, syntax and usage • Minimal or no attention to register; includes significantly inaccurate or no conventions for informal dialogue• Very simple sentences or fragments • Four  elements are missing and / or wrongly underlined or not underlined in any combination

0: UNACCEPTABLE performance in Interpersonal Writing   • Mere restatement of language from the stimulus • Completely irrelevant to the preceding line • “I don’t know,” “I don’t understand” or equivalent in any language • Not in the language of the exam • BLANK (no response)