spanish hw

SPANISH BASIC LANGUAGE PROGRAM UNIVERSITY OF MIAMI

CULTURAL PRESENTATION GUIDELINES (10% final grade)

POSSIBLE TOPICS

Attendance on cultural presentation days is mandatory. Absences on one of these days will lower your grade by 50%.

Students should pick an interesting cultural topic from a Spanish speaking country that we have covered this semester, and prepare a 10-15 minute presentation in Spanish to give to the class during the last week. Make sure you time your presentation: make it engaging!

Spanish 102- Specific topics based on the chapters covered:

(1) Any aspect (political, economic, historical, music, sports) related to one of the following countries: Chile, Colombia, Panamá, México, Perú, Bolivia, and Cuba.

(2) Painters: Roberto Matta, Fernando Botero, Guillaume, Frida Kahlo, David A. Sequeiros, Diego Rivera, José C. Orozco, Wilfredo Lam, Enrique Martínez Celaya

(3) Writers: Isabel Allende, Pablo Neruda, Gabriela Mistral, Gabriel García Márquez, Fernando Vallejo, Arnulfo Arias, Mario Vargas Llosa.

(4) Musicians: Violeta Parra, Rubén Blades, Celia Cruz, Arturo Sandoval. (MUST ANALYZE AT LEATS ONE SONG)

(5) Any cultural topic that is related to the themes of the chapters we have seen (cultural readings)

RESEARCH process

Once you have a topic –which has to be very concrete- you need to pose a burning research question/s. The question is provisionally answered with a hypothesis -the more interesting the question, the more intriguing the answer and the research. Then, through research (reading about the topic, making interviews with relevant informants, visiting specific places in Miami, etc.) students confirm/change/adapt and transform their hypothesis into a thesis. The outcome of your research will be a 10 minutes (2 students) or 15 minutes (3 students) in-class presentation on the topic, and a brief report -- in Spanish-- of all your research and how you arrive at your conclusions (2 pages). Example of the research process:

Topic: Colombian painter Fernando Botero

Burning question: Why are figures so plumped up in Botero’s paintings?

Hypothesis: Maybe the painter is trying to denounce our obsession with

image and being thin?

Research: Look for interviews, the biography of the painter, his ideas

about painting, etc.

Thesis: His painting style is based on …?

RESPONSIBILITIES OF PRESENTERS and NON-PRESENTERS

Presentations need to be made with Power Point

Groups of two or three student. Each student should present for five minutes. Bring music, photos, visuals, video, food, etc. related to your topic. Each group should bring a handout with relevant vocabulary and cultural information. You may even prepare a follow-up activity for your peers (fill in the blanks, brief game based on the cultural info, etc.)

PRESENT, DO NOT READ: In Public Speaking courses, experts usually recommend to rehearse up to six times before your actual presentation. Now considering that this presentation is in your second language, rehearse your presentation thoroughly.

Presentations should be practiced and well prepared and are not to be read from a script (an outline may be used). AGAIN DO NOT READ !

BE CREATIVE: Feel free to be as creative as you wish to present the material to your classmates (power point, posters, realia, etc). Presentations should be practiced and well prepared. Your oral performance will be evaluated through these presentations.

RESPONSIBILITIES OF NON-PRESENTERS: Make sure you understand what your peers are presenting. Ask questions about content, vocabulary and cultural information.. Attendance on cultural presentation days is mandatory. Absences on one of these days will lower your grade by 50%.

SPANISH BASIC LANGUAGE PROGRAM UNIVERSITY OF MIAMI

CULTURAL PROJECT IN-CLASS ACTIVITY

** Bring this sheet the day of in-class Cultural Project workshop

RESEARCH process

Once you have a topic –which has to be very concrete- you need to pose a burning question/s. The question is provisionally answered with a hypothesis -the more interesting the question, the more intriguing the answer, and the research.

Then, through research (reading about the topic, making interviews with relevant informants, visiting specific places in Miami, etc.) you will confirm/change/adapt and transform your hypothesis into a final thesis. The outcome of your research will be a 10 minutes (2 students) or 15 minutes (3 students) in-class presentation on the topic, and a brief report -- in Spanish-- of all your research (topic, thesis, conclusions, etc (2 pages). Be creative for the in-class presentation. It can be done in any format you feel is engaging and productive.

Example of the research process:

(1) Choose a specific topic: Colombian painter Fernando Botero

(2) Basic types of research questions:

(a) Why questions- looking for cause/effect or reason/result relationships

e.g. Why are figures so plumped up in Botero’s paintings?

(b) Origin: What is the origin of his style? Who influenced this painter?

(c) Goal question: What are Botero’s goals when he paints? What is he after?

(d) Essence-question: What is the essence of his paintings?

(3) Hypothesis: Maybe the painter is trying to denounce our obsession with

image and being thin?

(4) Research: Look for interviews, the biography of the painter, his ideas

about painting, etc.

(5) Final thesis: His painting style is based on …?

NAME OF STUDENTS	1. _______________________ 2. _______________________ 3. _______________________
DATE OF PRESENTATION	_______ DE ______________ DE 20__
TOPIC (be very specific)
RESEARCH QUESTIONS
HYPOTHESIS
RESEARCH SOURCES
FORMAT OF PRESENTATION POSIBLES FORMATOS: * Noticiero * Programa de opinión: buenas noticias, malas noticias * Obra de teatro * Exposición de arte-galería * Periódico (con lectura en voz alta) * Poema (con lectura en voz alta) * Degustación culinaria * Concierto (con canción original, compuesta por los estudiantes) * Skit humorístico
HANDOUT AND VISUALS, MUSIC, FOOD

GRADING CRITERIA: Cultural Project and Oral Presentations

NAME:_________________________________________________________

CONTENT, ORGANIZATION, VOCABULARY & GRAMMAR USED
Well developed ideas, clear, to the point. Very well organized. Rich and extensive vocabulary; very accurate use of grammar.	14	13
Ideas mostly well developed, fairly clear and relevant. Clear organization. Occasionally lacks basic words; generally adequate for situation. Occasional mistakes.	12	11
Ideas present but not well developed. Somewhat disconnected Presentation. Mostly inaccurate or inadequate vocabulary and grammar.	10	9
Minimal and/or irrelevant information. Very disorganized. Very limited vocabulary. Abundance of mistakes in grammar covered during the course.	8	7
ORAL PRESENTATION
COMPREHENSIBILITY and PRONUNCIATION Completely comprehensible to instructor and classmates. Generally good pronunciation, accurate stress.	12	11
Mostly comprehensible but with some errors, sometimes slow and simple. Rather good but with some striking non-Spanish sounds.	10	9
Frequent errors in use of language, sometimes impede comprehensibility. Generally poor, use of non-Spanish vowels and consonants, incorrect stress.	8	7
Mostly incomprehensible. Very poor and inaccurate pronunciation patterns.	6	5
FLUENCY Speech generally natural and continuous; no unnatural pauses. No reading from notes.	12	11
Some definite stumbling, but manages to rephrase or continue. Reading from notes occasionally.	10	9
Speech frequently hesitant and jerky: sentences may be left uncompleted. Student reads from notes frequently.	8	7
Speech halting and fragmentary: long, unnatural pauses or utterances. Student reads from notes almost everything.	6	5
WRITTEN REPORT, HANDOUTS & VISUALS
All materials presented by students are very effective and high quality	12	11
Materials presented by students are adequate and mostly effective	10	9
Materials presented by students are fair but not very effective as presentation aids.	8	7
Materials presented and utilized by students are inadequate.	6	5
	GRADE: / 50