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After learning about the "Day of the Dead" Students will design and construct an altar in honor of someone important to them, depicting their likes and dislikes. Explain the significance of the objects on the altar. Evaluation:
Ask students to brainstorm on the rubric Designed by Lynette Pottenger Michal Malouf Kerri Hiatt Audrey Ann Wagner Dorothy Johnson |
Mini-Assessment (one student with teacher) Given a situation in which you area new student in a school in Spain, you have 3 basic needs: hunger, thirst, bathroom, office, no pencil, locker, etc. You will:
Rubric Relevant Information Scale (Content): 1 - Very little relevant information was conveyed 3 - A fair amount of relevant information was conveyed 5 - Most or all relevant information was conveyed Demontrate comprehension by responding to teacher: 1 - Incorrectly or not at all 3 - Somewhat correctly 5 - Correctly Accuracy of communication 1 - Many grammatical errors 3 - Many statements were grammatically accurate 5 - Most/all statements were grammatically accurate Designed by Diana Henson Martha Schultz Bobbie Hall |
Dinner with a German Family Goal: Culture Standard 4, Benchmark II, Level 1 Develop a theme Culturally appropriate etiquette gift for host big lunch, small dinner different types of foods - mostly homemade food - cakes for snacks, host gifts - coffee and tea after meals children drinking wine for dinner longer lunch time (2 hours) families eat together for most meals place settings are different elbows on table considered polite Conditions: Students act appropriately according to etiquette customs. Assignment: Demonstrate 8 out of 10 customs (One student plays host, one plays guest) 1 point for each custom demonstrated, up to 8 points 0 - not comprehensible 1 - many mistakes 2 - few or no mistakes Designed by Mikal Deschamps Natasha Campbell Shane Spears Kristi Schender Jennifer Harrison |
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Situation: Traveling in France, a student has realized that he/she lost a backpack on a train. Assignment: With another student, role play a phone conversation about the lost backpack. One student is working at the train station, the other is trying to find the lost backpack. Each student must ask questions. Each student will describe a variety of personal belongings in detail using colors, sizes, and clothing vocabulary. Students must use a few phrases in the past tense, and describe what time the train arrived, from where, and where the backpack was located. Performance: You will present your skit to the class. You must not read a script. Comprehensibility 5 - Comprehended most of what student said. 3 - Comprehended some of what student said. 1 - Comprehended very little of what student said Structural Accuracy 5 - Most statements were structurally correct 3 - Some statements were structurally correct 1 - Very few of the statements were structurally correct Designed by De Rudolph Mary Whalen Sherrie Eastman Nicole Franklin Yvonne Demars |
Situation: Two students will prepare a meaningful conversation discussing their classes, whether they like them, including easy/difficult; large/small; boring/interesting. Each pair will be given a copy of an authentic student schedule from a Spanish-speaking country. One student will pretend to be from that country. He is now an exchange student here and they are comparing experiences. Assessment: This is an 18 point assignment. Each sentence is worth 3 points. Students will received 3 points per sentence if:
Student will recieve 1 point per sentence if: Designed by Adris Cotton, Powell County High School Joel Buchmann, Hysham High School Margaret Craft, Anaconda High & Middle School Linda Jones, Billings Skyview High School |
A cultural context: An exchange student is given a schedule with classes, times, teachers, and room locations. Condition: Direct student as to where and when he/she has class. Performance: Students find way to correct room and correct times (Either in the school or within the classroom)
Designed by Rita Schladweiler Jenny Polkowske Teresa Muatains Leslee Whalen Debbie Kelley Ann Eagle |
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Primary Goal: Spanish words and places in the community Standard 9: Students apply skills and cultural knowledge in daily life. Benchmark #3: Locate resources in the community. Analyze Benchmark: Know what is in the community. Know how Spanish culture impacts our community. Benchmark is important for International relationships/connections. It creates lifelong learners. Vocabulary needed: Articles el la los las cognates Structure necessary: "¿Cómo se dice?" ¿Cómo se escribe? Use of dictionary to find meanings. Evaluation/Rubric We want to: - Develop awareness and increase curiosity - Develop lifelong learners Assessment is + or - Rubric
Worst performance - nothing brought in Best performance - Student goes above and beyond the 10 words Designed by Steffi Baca Linda Pickens Cece Holt |
Situation: Given a family picture, a student invited to a holiday dinner, such as a Réveillon, will identify family members. The student will listen to a series of descriptions i.e. physical hair and eye color, clothing; and will identify each family member. The student will name the family relationship.
Rubric 1. Completeness Detailed, varied descriptions Few adjectives ..................................... very detailed ....2............4..............6................8.............10 2. Accuracy of language a. Grammar Not very accurate ....1............2..............3................4.............5 b. Pronunciation Not very accurate ....1............2..............3................4.............5 Designed by Antoine McTubby Nirki Schuman Lynn Marquardt Diane Bertrand |
Situation: You and your friend are in the hall when a third friend approaches visibly upset. The first two students need to find out why their friend is upset. Through the conversation students must express likes, dislikes of school subjects (classes, instructors) and why. There shoudl be a disagreement and some resolution of that conflict about which subject/instructor is best. Rubric
Total ________ A = 14 - 16 B = 11 - 13 C = 6 - 10 D = 4 - 5 Designed by Cathy Glennon Jeremy Hernandez Alice Nation Rafael Zepeda |
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STANDARD: Communication Standard #3 Benchmarks I, #2- convey information, concepts, and ideas; II #1 - give directions, commands and instructions (based on prior experience) Performance Assessment: An exchange student from Colombia wants to join your team (dance class, karate class, learn to skateboard, etc.). You and your teammates will create a poster for her/him giving the do's and don'ts of being on that team. In pairs who will then have a practice session to see if she/he can act out your directions. Then place the poster by the coach's office/classroom as a reminder. Vocabulary Needed: Parts of body, activity related verbs, sports vocabulary. Structures Needed: Affirmative and negative tú commands - use of te reflective pronoun. * Placing the posters around the schools also helps connect the language students to the school community at large. Rubric
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