performance-based assessment design€¦ · web viewgive each other commands, such as “toca la...

Natalie SerranoEdison Township

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THEMATICALLY ORGANIZED ASSESMENTSPANISH

TOA Title: ¡Vamos a la playa!

Theme: Discovering the World Around Us

Level: Novice-Mid

TOA Overview:

You are on vacation on a beautiful beach in Spain. The person next to you turns on the radio and the song by “Los Payos” comes on. You ask this person if you could borrow the CD to look at the pictures and lyrics. As you are sitting on the sand, you notice that you can understand quite a few words from the song and you try to figure out exactly what the song is about. As you are listening to your new favorite group “Los Payos,” a boy/girl your own age comes over to sit next to you. You find out that he/she lives in Spain. The two of you would like to find out more about each other; but, your new friend does not speak English. This is not a problem since you know some Spanish. The two of you will sit down and chat about all the things that you have in common about the beach, the summer and sports. Just when thought you could sit back and relax, you found out you won a contest and you have been chosen to be on a television news show!! The producers have asked you to pick and describe a beach in Spain that you have visited during your vacation. You will have five minutes on air. You must have a poster representing this beach and discuss different things such as sports, weather, your family and much, much more.

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[email protected] Title: ¡Vamos a la playa!

TaskTitle: Maria Isabel (song by “Los Payos”)

Theme: Discovering the World Around Us

Level: Novice-Mid Focus Age Group: 10 - 11 years

National Standards Goals: Communication Cultures Connections

Communicative Mode: Interpretive

Time Frame: 25 minutes

Description of Task: Imagine that you are on a beautiful beach in Spain. The person next to you turns on the radio and the song by “Los Payos” comes on. You ask this person if you could borrow the CD to look at the pictures and lyrics. Do the following:

1. Read the lyrics to the song carefully. 2. Answer the following multiple-choice questions. 3. Re-read the song and answer the open-ended questions in English. 4. You will find pictures of vocabulary that is used in the song. Please write the words in Spanish on the

line next to the pictures (you may use the song to guide you in the spelling).

Materials Needed: Copy of the lyrics of the song Maria Isabel, copy of the song Maria Isabel, pencils.

Teacher Notes: Please spend a 25-minute class period in preparation phase the day before the test. Please have the students listen to the song and answer the attached questions in groups.

* Preparation questions:The students will be asked to brainstorm and discuss the following questions in groups of four.

1. Do you know where Spain is located?2. Have you ever visited Spain? 3. Have you ever heard any music from Spain? If yes, what kind of music was it? Did you enjoy it? 4. Share any information you know regarding music from Spain.5. Have you ever heard of a group called “Los Payos?”6. Have you ever been to a beach? What can you find on a beach? Make a list of ten items.

Adaptations: Teachers can modify the questions to fit the student’s level of comprehension. Also, teachers can use the following interpretation questions as a follow-up activity during the next class period.

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1. Which title do you think would best fit the song?a. Marίa Josefinab. Los Payosc. Marίa Isabeld. La guitarra

2. Where does this story take place?

3. What instrument is the singer using?

4. What does the singer want you to do with the hat?

5. Where did he write a name?

6. What action was the moon doing?

VocabularyWrite the correct words in Spanish next to the pictures.

1._______ 2.________ 3.________ 4.________

5._______ 6._______ 7._______ 8._______ 9._______

Banco de palabrasLas olas el mar la arena el sol el sombrero

La guitarra los ojos la luna la playa

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Novice-Mid Interpretive Rubric¡Vamos a la playa!


Task Title: Let’s Talk About the Beach!

Theme: The World Around Us

Level: Novice-Mid Focus Age Group: 10 - 11

National Standards Goals: Communication Cultures Connections Comparisons

Communicative Mode: Interpersonal

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EXCEEDS EXPECTATIONS

MEETS EXPECTATIONS

DOES NOT MEET EXPECTATIONS

Do I understand the meaning?

(Comprehension)

My answers are accurate and to the point.

Most of my answers are relevant and accurate.

My answers are irrelevant and/or inaccurate.

Do I understand the vocabulary?

(Word Recognition)

I identify all vocabulary words accurately (nine words correctly).

I identify most vocabulary words accurately (5 to 8 words).

I do not identify enough vocabulary words (1 to 4 words).

Do I identify the main idea?

(Main Idea)

I identify the title of the song.

I identify the title of the song.

I do not identify the title of the song.

Can I explain what I understood from

reading?(Interpretation)

I give logical explanations of what happened in the song.

I attempt to give explanations of what happened in the song.

I give no explanations of what happened in the song.


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Time Frame: 25 minutes (one class period)

Description of Task:You are on vacation with your family in Spain on the beautiful beach of Malaga. You become friends with a boy (Pablo)/girl (Mariana) your own age who lives in Spain and does not speak English. The two of you are very interested in learning about each other. Answer the following questions in Spanish using as much vocabulary as you can. (Remember, your friend does not speak English!)

Materials Needed: Teacher’s questions, picture of the beach.

Teacher Notes: This task is meant to be set up as an interview. Two students can be interviewed at once but you must play the role of the interviewer (or the Spanish friend who does not speak English). If you decide to interview two students at a time, please make sure that each student has a different set of questions. You may alternate the questions and the order in which you would like to ask the students. You can be the judge of the process. You will be responsible for asking all the questions. Do not show the students the questions; they will only see the picture to describe during this task. If the children come across some difficulty when answering the questions, you may aid them by providing choices such as either/or or rewording the question. The students are also encouraged to help each other when giving answers.

Adaptations: Teacher can modify the questions to the level of the students or the group to be interviewed.

Let’s talk about the beach!!

PART ONE: Warm-up questions. These questions are meant only as a warm-up. Please do not count them as part of the assessment.Questions and answers must be in Spanish.

1. ¿Cómo te llamas?2. ¿Cuántos años tienes?3. ¿Cómo estás hoy?4. ¿Cómo está el tiempo hoy?

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[email protected] TWO: Questions from Pablo or Mariana.This is the first part of the assessment. Each student will be asked to pick a set of questions to answer. You are responsible for asking the questions by playing the role of Pablo or Mariana.

Questionnaire A1. ¿Te gusta ir a la playa? Explica.2. ¿Cómo se llama tu playa favorita?3. ¿Qué actividades te gusta hacer en

la playa? ¿Con quién?4. ¿Cuál es tu actividad favorita en la

playa? ¿Por qué?5. ¿Qué deporte te gusta hacer en la

playa? 6. ¿Qué ropa necesitas para ir a la

playa? ¿Por qué?

Questionnaire B1. ¿Cuál es tu playa favorita?2. ¿Te gusta nadar en el mar? ¿Mucho,

para nada? ¿Te gusta nadar cuando el agua está muy frίa?

3. ¿Qué animales hay en el mar?4. Describe tres animales. Usa color,

tamaño y si te gusta o no.5. Describe a tu playa favorita.6. ¿Qué ropa NO necesitas para ir a la

playa?

PART THREE: Descriptive piece.This is part of the assessment. You will show the students a picture of a beach. Explain to the students that they must utilize and alternate within the three categories listed below. Please encourage them to help each other. The students will be asked to take turns doing the following:

1. Describe the activities that the people are practicing on the beach. 2. Give each other commands, such as “Toca la pala azul.” 3. Ask each other questions regarding the picture, such as “Te gusta la playa? De que color es la

sombrilla?”

Use your judgment as to how long they can go on taking turns!

PART FOUR: Wind downThis part is not part of the assessment. Use simple TPR instructions to bring the assessment to an end. Give commands that the students will be able to perform with no difficulties. The purpose of this activity is to allow the students to leave with a feeling of success. You may use the following:

Toca la cabeza Levanta la mano derecha

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Novice-Mid Interpersonal Rubric

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[email protected]¡Vamos a la playa!


Task Title: I am on Television!

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MEETS EXPECTATIONS


Do we understand you?

(Comprehensibility)

The information I ask for/give regarding the beach is understood by the teacher without difficulty.

The information I ask for/give regarding the beach is understood by the teacher with occasional difficulty.

The information I ask for/give regarding the beach is understood by the teacher with much difficulty.

Do I understand the person I am talking to?

(Comprehension)

I understand my teacher and my partner without difficulty.

I understand my teacher and my partner sometimes, but I need repetition or restatement.

Most of my responses to my teacher and/or my partner do not reflect comprehension.

How well do I use the Spanish language?

(Vocabulary Use & Language Control)

I am mostly correct when producing simple sentences.

I attempt to create with the language but I make some mistakes.

I recognize and use vocabulary with ease.

I am mostly correct with memorized and familiar language.

I make more mistakes when attempting to create.

I recognize and use most of the vocabulary correctly.

I am accurate only when using words.

I do not attempt to create.

I use a limited number of words/phrases.

How well do I keep the conversation going?

(Communication Strategies)

I begin to recombine some memorized language to keep the conversation going.

I ask for repetition and/or clarification.

I use memorized chunks of language to keep the conversation going.

I ask for repetition.I tell my teacher and/or my partner when I do not understand.

I do not demonstrate an ability to keep the conversation going.


[email protected]: Discovering the World Around Us

Level: Novice-Mid Focus Age Group: 10 - 11

National Standards Goals: Communication Cultures Connections

Communicative Mode: Presentational

Time Frame: 25 minute class period (brainstorming) and 5 minutes for presentation

Description of Task: Pretend that you are in Spain on vacation with your family. You won a contest and you have been chosen to be on a television news show! The producers have asked you to pick and describe a beach in Spain that you have visited during your vacation. You will have five minutes on air. You must have a poster representing this beach. The poster must include a drawing of you and your family at the beach doing different activities. You must also discuss and describer the following things regarding this beach:

What is the name of the beach you chose? What is the weather like in your poster? What is the temperature of the water? What weather do you enjoy when going to the beach? What activity are you doing on the poster? Who is there with you? What are their names? What are you and your family wearing? What animals did you see in the water? Please describe them. Describe what else you see around. Places, restaurants, things and items. Did you like this beach? Will you come back to this beach?

Feel free to bring in props and be creative!

Materials Needed: Students will provide the poster and props.

Teacher Notes: When assigning this task, please make sure that you give the students the appropriate time to prepare. You may want to give two or more days for the students to prepare their poster as well as their presentational speech. The students might want to come up with a rough draft of their speech and have the opportunity to share it with a group for feedback. Please remind the students that they are not allowed to use notes or cards when presenting.

Adaptations: Teacher can modify the task and criteria questions to the level of the student.

Criteria/Rubric:

Novice-Mid Presentational Rubric¡Vamos a la playa!

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Do we understand you?

(Comprehensibility)

I am understood by my audience without difficulty.

I am understood by the audience most of the time. I may have some hesitations or unnatural pauses.

I am not clearly understood. I have frequent hesitations and unnatural pauses.

How well do I use the Spanish language?

(Language Control & Vocabulary Use)

I am mostly correct when producing simple sentences.

My presentation is rich in appropriate vocabulary.

I am mostly correct with memorized language and phrases.

My choice of vocabulary reveals basic information.

I am correct only at the word level.

My vocabulary is limited and/or repetitive.

How well do I impact the audience?

(Impact)

I use gestures and my poster and the tone of my voice to maintain audience’s attention and interest.

I use some gestures and my poster to maintain the audience’s attention and interest. My tone of voice is acceptable.

I make no effort to get reader’s attention and interest.

How well do I organize the presentation?

(Communication Strategies)

My main idea is supported by examples and by my poster.

I talk about all the items about the beach that I was asked to discuss. All the items are also presented on the poster.

I present the information randomly. My poster does not include all the items.

How well do I act like a native speaker?

(Cultural Awareness)

I demonstrate some awareness of Mexico’s cultural appropriateness.

I demonstrate some awareness of Mexico’s cultural appropriateness

I demonstrate a limited awareness of Mexico’s cultural appropriateness

performance-based assessment design€¦ · web viewgive each other commands, such as “toca la...

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