La Calaca Alegre · 2018-05-18 · Después de leer: Capítulo 1

Capítulo 1 - La Calaca Alegre

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Teacher’s Manual

La Calaca

Alegre Escrito por Carrie Toth



Antes de Leer: Capítulo 1 Hook Students with this Opening Activity

The theme of this novel is identity. Making a connection to the importance of their own identity will help students connect to Carlos when he is searching for his mother and learning about his father.

1. If you have time in advance to copy students’ pictures from the yearbook or to snap some pictures with your digital camera, you can provide students with a picture of themselves; if not, ask them in advance to bring in a photo or they can draw one. With a self-portrait or picture in front of them, ask students to accessorize the picture with the things that make them who they are. Some examples are sports balls, electronics, music, clothing, shoes.

2. Have them make a list of interests and hobbies in the space around the picture.

3. After a few minutes, when class is finished, ask them which of the things in the picture and description make them who they are. Ask them who they look up to and how those people influence who they are. Ex. « ¿A quién admiras? ¿Hay alguien que te haya influido mucho? ¿Cuáles de tus posesiones representan quién eres? ¿Tus padres te han influido? »

4. At this point you will connect the experience to the unit. In Spanish, let them know that you will be studying identity. Explain that the main character, Carlos, lost his mother as a young boy and was sent to live with his grandmother. Although he had family who loved and cared for him, his identity was with his mother and he could not stop searching for her. « ¿Qué harías si uno de tus padres desapareciera? ¿Lo buscarías hasta encontrarlo? ¿Cómo cambiaría tu vida si fueras a vivir con tus abuelos? »



Lectura: Capítulo 1

(These suggestions are applicable for all proceeding chapters of the novel.)

The activities in this guide are meant not only to hold students accountable to the reading, but to also provide additional comprehensible input and deep discussion about the culture of Mexican-Americans in the United States. This guide will help you bring your students to a deeper level of understanding of the target language and give you tools to help you and your students discuss the similarities and differences between Pilsen and your students’ communities. I. Organization The teacher’s guide is aligned with research concerning reading strategies. Good readers: 1. Predict

2. Make connections between the: a) text and themselves b) text and other texts c) text and the world around them

3. Visualize what they read 4. Reread 5. Use contextual clues to decipher unknown vocabulary

There are plenty of activities to help students become better readers. Instill an interest in the topic, and steer students into conversations in the target language about the events and the characters in the novel, both before and during the reading of the chapters. Ensure that students know the essential vocabulary before reading the chapter.



In general, more time should be spent on pre-reading activities than on post-reading activities. Before you begin reading the novel, take as much time as needed to pre-teach the bulk of ‘new’ or unknown vocabulary words, leaving only a handful of unknown words per chapter. Before reading each chapter, spend time pre-teaching a handful of unknown words, discussing/providing background knowledge of the event or location of the chapter, making predictions about events and characters, doing character analyses, etc. Slide Shows provide information and pictures of Pilsen and of the culture of the Mexican-American people. These will help the text come alive as students see pictures showing the reality of what they are reading about in the novel and background readings. II. Topics This novel is based on the experiences of a fictional family, but it features the culture of Mexican neighborhoods in the United States. This novel has many very rich grammatical and cultural topics that would fit into and enhance any level three-four curriculum: 1. The Chicano people 2. The neighborhood of Pilsen

3. Mexican Food 4. National Museum of Mexican Art in Pilsen, Chicago, IL 5. La Virgen de Guadalupe 6. Carlos Santana 7. The muralist Héctor Duarte

8. Comparisons and connections within cultures



Vocabulario: Capítulo 1 You may choose to pre-teach the following vocabulary. The complete list is in

the back of the novel for easy reference.

abrió abriera abuela acercó alegre alguien alguno(s) allí amigos antes años archivo así atrás ayudar ayudaría ayudarla ayudarte boquiabierta cada caminar cerró cita ciudad cómo cómodas como consejos contestando contigo correr creía creían cree cuando

dejó dejando dejar dejara desde despertaba diciéndole dijo edificio empezó enojado entonces era escrito escritorio escuchó escuchando escuela espalda esperó espera esperando estaba fue fuerte fuerza había habían haber hacía hacer hacerlo hacia has hay iba

joven lado leer levantó levantándose llamó llamándolo llevaba llorando loco manera mejor menos mes mientras mintió miraba misma más muy nadie negro noche nueva odiaba otro para pasillo pensó pensando pensarlo pero pesadilla piensas podía

poder porque pregunta primos principio prisa puede puerta que quería queremos quiero razón regresó regreso río sé sabía sabes sala salía salió salir segura semana sentó sentía sentir sido siempre sientes siento siete silla sin

sintió sintiera sólo soñaba soñado su(s) tan tenía tengo toda todavía tomado tíos trabajaba trastorno trataba último único va van veces venía venido venir ver verte vestido vez vida vio vivir voy


abruptamente alucinaciones ansiedad arte artístico atrapado clase clientes clínica condición conexión consultado consultorio curar desafortunadamente desapareció desaparecido desaparición diagnóstico doctora encontrar entró entusiasmo escéptico especialista estrés evidencia familia

familiar favorita forma historia inmediatamente intercomunicador interrumpió lista local medicina memoria misterio momento necesaria necesita oficina obsesión paciencia pasado perdón perdóname pintaba pintado pintara pinto pintura pánico postraumático

psicóloga preocupación preocupada presencia rara realmente recomendado reducir rápidamente respiración responderle respondió respuesta resultados salvar secretaria sensación sinceramente síntomas sorprendida sufría teléfono terminaba torturado tranquilo visita visitas

Cognados: Capítulo 1 Students should be able to easily read the following vocabulary.

The complete list is in the back of the novel for easy reference.

http://www.tprstorytelling.com/


Lectura: Capítulo 1 (These suggestions are applicable for all of the proceeding chapters of the

novel.)

Use this time to discuss some of the topics you’ll encounter in chapter one with your students. Provide your students with any vocabulary needed for discussion by writing the vocabulary on the board with a simple translation. Use the questions below as some ideas to get the class started.

Note: For a successful discussion to take place, students must be engaged in the topic and they must be able to understand each message within a conversation. It is the teacher’s responsibility to make sure that everything that is being discussed is completely comprehensible to every student. To aid comprehension, post words and their meanings on the board, speak slowly, point to words as you say them and do frequent comprehension checks. Comprehension checks can be given to individual students, small groups of students, or to the entire class. Here are some examples of comprehension checks that Betsy Paskvan has compiled:

In Spanish, ask "What does ____ (word or phrase in Spanish) mean?” Students respond in English.

In English, ask "What did I just say?” Students respond in English In English, ask “What part of this language means ___?” (Ex: What part of

‘me gustaría’ means ‘I would’?). Students respond in Spanish. In Spanish, ask “How do you say ___ (English word or phrase) in Spanish?” In Spanish, ask students to re-tell, summarize, or draw small pieces of the

story, possibly to a nearby student or to the teacher. In Spanish, ask yes/no, either/or, and open-ended questions about the text.



Take time to stop and enjoy a moment chatting in Spanish rather than rushing through to ‘finish’ a chapter or book. Joke and laugh a bit when appropriate and stop to ponder and discuss a serious topic. Use dramatic pauses or voice inflection to increase interest (just as you would if you were reading a story to a young child or telling a story around a campfire). Focus first on gaining student interest and second on the “curriculum at hand.” And always be sensitive to those students who may have difficulties going on in their lives. They may want to talk about their families, what their home is like or family members who have passed away/disappeared from their lives. Remember to go SLOWLY and continually check that students comprehend the discussion. For some really helpful techniques in leading class discussions, you may wish to read ‘PQA in a Wink’ by Ben Slavic, available at www.tprstorytelling.com



Nombre y apellido __________________________________ Fecha ________________

Comprensión de la lectura: Capítulo 1

1. ¿Alguien en tu familia ha sufrido de una enfermedad seria?

2. ¿Has tenido una pesadilla? ¿De qué?

3. ¿Te has preocupado por uno de tus padres? ¿Por qué?

4. ¿Hay algo que te gusta hacer para calmarte?

5. ¿Has pasado una noche sin dormir? ¿Por qué?

6. ¿Has vivido con uno de tus abuelos?



WORD CLOUD:

Usando las palabras de la nube de palabras, escribe un diálogo basado en los eventos del capítulo 1.





1. La Dra. Pauletta Smith era una especialista en _________________________.

2. ¿Por qué visitaba Carlos la oficina de la psicóloga?

3. Describe la pesadilla que atormentaba a Carlos.

4. ¿Qué hace Carlos para disminuir la preocupación que siente por su madre?

5. ¿Qué pasó cuando Carlos tenía 7 años?

6. Carlos cree que solo una cosa lo puede curar, ¿qué es?

7. ¿A dónde quiere ir?




Answer Key

1. La Dra. Pauletta Smith era una especialista en la condición trastorno de estrés postraumático.

2. ¿Por qué visitaba Carlos la oficina de la psicóloga?

Sufría de pesadillas.

3. Describe la pesadilla que atormentaba a Carlos.

Estaba con su madre el último día en que la vio. Ella salió y no podía salvarla.

4. ¿Qué hace Carlos para disminuir la preocupación que siente por su madre?

Pinta para disminuir la preocupación.

5. ¿Qué pasó cuando Carlos tenía 7 años?

Su madre desapareció.

6. Carlos cree que solo una cosa lo puede curar, ¿qué es?

Cree que resolver el misterio de su madre le va a curar.

7. ¿A dónde quiere ir?

Quiere ir a Chicago.




Prueba A: Capítulo 1

Contesta las siguientes preguntas con una frase completa:

1. Compara una pesadilla tuya con la pesadilla de Carlos. (2pts)

2. ¿De qué enfermedad sufre Carlos?

A. Asma B. Trastorno de Estrés Postraumático C. Diabetes

3. Carlos tiene pesadillas diferentes cada noche.

A. verdadero B. falso

4. Carlos la medicina que le dio la psicóloga.

A. toma B. no toma

5. La psicóloga había recomendado

A. terapia física B. terapia de música C. terapia de arte

6. ¿Cuáles síntomas leyó Carlos en su archivo? (2pts)

7. ¿Por qué va Carlos a Chicago? En tu opinión, ¿es buena idea o no? ¿Por qué? (2pts)



Teacher’s Note: After reading the chapter, you might want to ask students the questions below. Questions are also provided on the blackline master on the following page. You may choose to distribute the handout to students to complete the questions individually in writing.

1. ¿Crees que Carlos está loco o enfermo?

2. ¿Qué puede encontrar Carlos en Chicago?

3. Si fueras Carlos, ¿irías a Chicago?

4. Carlos salió de la oficina de la psicóloga sin su abuela. Cuando estás frustrado, ¿prefieres estar con amigos, con tu familia, o solo?

Post Reading Discussion: Capítulo 1




1. ¿Crees que Carlos está loco o enfermo?

2. ¿Qué puede encontrar Carlos en Chicago?

3. Si fueras Carlos, ¿irías a Chicago?

4. Carlos salió de la oficina de la psicóloga sin su abuela. Cuando estás frustrado, ¿prefieres estar con amigos, con tu familia, o solo?

Post Reading Discussion: Capítulo 1



Prueba A: Capítulo 1 Answer Key

Contesta las siguientes preguntas con una frase completa. (Answers will vary; look for evidence of critical thinking in student answers.)

1. Compara una pesadilla tuya con la pesadilla de Carlos. (2pts)

Answers will vary.

2. ¿De qué enfermedad sufre Carlos?

A. Asma B. Trastorno de Estrés Postraumático C. Diabetes

3. Carlos tiene pesadillas diferentes cada noche.

A. verdadero B. falso

4. Carlos la medicina que le dio la psicóloga.

A. toma B. no toma

5. La psicóloga había recomendado

A. terapia física B. terapia de música C. terapia de arte

6. ¿Cuáles síntomas leyó Carlos en su archivo? (2pts)

pesadillas, alucinaciones, ansiedad, obsesión

7. ¿Por qué va Carlos a Chicago? En tu opinión, ¿es buena idea o no? ¿Por qué? (2pts)

Answers will vary.




Prueba B: Capítulo 1

Escribe “V” para Verdadero o “F” para Falso.

1. Carlos no podía dormir porque le atormentaba una pesadilla repetida.

2. La madre de Carlos desapareció cuando él tenía 15 años.

3. Carlos tomaba medicina para reducir las alucinaciones.

4. Carlos leyó su archivo en la oficina de la psicóloga.

5. Cuando Carlos pintaba, no se sentía estresado.

6. Carlos regresó a la casa con su abuela.

Busca el OPUESTO (el antónimo) de cada palabra:

7. la pesadilla A. cerró

8. atormentar B. el sueño

9. abrió C. confesar

10. mentir D. calmar



Prueba B: Capítulo 1 Answer Key

Escribe “V” para Verdadero o “F” para Falso.

V 1. Carlos no podía dormir porque le atormentaba una pesadilla repetida.

F 2. La madre de Carlos desapareció cuando él tenía 15 años.

F 3. Carlos tomaba una medicina para reducir las alucinaciones.

V 4. Carlos leyó su archivo en la oficina de la psicóloga.

V 5. Cuando Carlos pintaba, no se sentía estresado.

F 6. Carlos regresó a la casa con su abuela.

Busca el OPUESTO (el antónimo) de cada palabra:

B 7. la pesadilla A. cerró

D 8. atormentar B. el sueño

A 9. abrió C. confesar

C 10. mentir D. calmar



Después de leer: Capítulo 1

Choose any or all of the following activities to enhance your study of the novel. Use the projects to assess students through performance based tasks.

1. Twitter Project: Whether you’re a twitter user or not, many of your students may be. This project allows you to inject a little bit of social media in your classroom without ever connecting to the Internet. A large blank wall and a set of sentence strips from the school supply section will let you create a twitter wall right in your room. Here are some examples: http://senoritabarragan.com/2012/08/17/tuiter-wall/ , http://classroomsimple.blogspot.com/2011/03/actual-twitter-board.html Give students an instruction sheet and a “Mis Tweets” organizer and let their creativity flow! Keep sentence strips somewhere that is easy for students to access so that they can tweet without much assistance.

2. Reading: Who are the Chicano People?

3. Flipped Classroom: Chicanos

4. Pesadillas- As a writing assignment or as a class discussion give students the prompt. ¿Cuáles son algunas pesadillas que has tenido? Use the writing worksheet as an easy way to see progress throughout the unit. Ask students to write one word per line so that they can see how many words they have written on this assessment. As the unit progresses, ask them to watch for improvement in the total number of words written on each writing assessment.

For an easy speaking assessment, try setting up an account with GoogleVoice. After your account is made, students can call your phone number (pick something that will be easy to share with them like 1-888-LUV-SPAN) and leave a message, answering the same question, that you can check either online or from your mobile device when you get home.


http://senoritabarragan.com/2012/08/17/tuiter-wall/

http://classroomsimple.blogspot.com/2011/03/actual-twitter-board.html



Nombre _____________________________

CALACA ALEGRE TWITTER FEED

In this project, you will contribute to a class “twitter feed” of tweets from characters in the novel. If you are not a Twitter user, never fear. Tweeting in class is easy! Instead of posting our tweets on Twitter, we will write them out and post them on a class Twitter wall.

General Twitter Information:

In order to Tweet, you must have a Twitter ‘handle’ (username). Imagine that each character in the novel has a Twitter handle that is simply his or her name preceded by the @ symbol (Ex: @CarlosFrago). When you write a tweet from a character’s perspective, write his or her Twitter handle in the upper left-hand corner of your Tweet so that your classmates know to whom they should respond. In this example, @CarlosFrago wrote the Tweet:

Tweets are always 140 characters or fewer (letters, spaces, and punctuation marks all count as characters).

In order to direct your tweet to another character in the novel, add the @ followed by the character’s name before your message (@drapaulettasmith in the example). You can also mention another character in the middle of your tweet using the same method (@lamadredecarlos in the example)

@DraPaulettaSmith Thanks for seeing me, but I need to find

@LaMadreDeCarlos to stop the nightmares #missingmymom #greatdoctor

@CarlosFrago




Hashtags (# symbol followed by words) categorize and give deeper meaning to your Tweet (#missingmymom #greatdoctor in the example)

You are responsible for posting (at least) FIVE (5) original tweets:

TWO (2) tweets must be written “by” a character in the novel (you will put yourself in the character’s shoes and write the tweet from his or her perspective). These two tweets must be written by two different characters. Writing as one of the characters, share something that happens to you in the novel.

ONE (1) “Re-Tweet”: Choose a character from a related film, a famous person, or a historical figure and write a tweet from his or her perspective. Begin this tweet with RT @(person/character) “….” This will probably be the most difficult of your five tweets to come up with. Ex: RT @JohnnyDepp “Be true to yourself @Carlos. #apirateslifeforme #thesearchbegins #allswellthatendswell”

TWO (2) Response Tweets: Read your classmates’ tweets. Find tweets that catch your eye and reply by starting your tweet with the twitter handle (@name) of the character that sent the original tweet, followed by your reply.

In each Tweet, you must include at least TWO (2) hashtags: one NEW hashtag (that no one else has used) and one hashtag that someone else started

All Tweets must be in Spanish.

Each of your Tweets must be original and not similar to the Tweets of your classmates.

On the back of your Tweets, you must write your name.

Write all of your Tweets on the handout to keep track of them. Add them to the Twitter wall when it will not be distracting to other students.

This project will continue the entire time that we are reading the novel, so spread your Tweets throughout the course of the novel! Don’t write all of them in one chapter!




Assessment:

20 points summative

A –EXCELLENT: You have gone BEYOND the minimum requirements, your tweets are well-crafted, appropriate length, thoughtful, reflective of the content you are learning, and show that you are processing the information deeply. Tweets are spread THROUGHOUT the lessons, not just clumped all in one day or one lesson. You are interacting with classmates, not simply putting out random thoughts. Your Spanish is high-quality but your own. Translators are NEVER used, but spelling is checked!

B – VERY GOOD You have the minimum requirements, or perhaps slightly beyond. Tweets are good, show some thought, show that you are able to determine which content is important, and show that you are able to prioritize important content. Your tweets are not just random thoughts, but interact with the thoughts of your classmates. Tweets are spread THROUGHOUT the lessons, not just clumped all in one day or one lesson.

C – FAIR: Minimum requirements met or are very close to being met. Some of your tweets are a bit random or lower quality, but you also have some good thoughts at times.

D – POOR BUT SOME FLICKERS OF UNDERSTANDING Several requirements are not met but there are some indications of understanding. Tweets might be random, clumped together or lacking interaction.

F – BELOW STANDARDS Many steps would need to be taken for this work to be considered meeting the standards.




Mis tu i t s po r _ _ __ _ _ _ _


http://www.google.com/imgres?q=twitter+logo&start=214&num=10&hl=en&tbo=d&biw=1311&bih=646&tbm=isch&tbnid=dXXZvE_LiaJroM:&imgrefurl=http://vectorlogo4u.com/new-twitter-2012-vector-logo/&docid=R7omDRq76tiQ1M&imgurl=http://vectorlogo4u.com/wp-content/uploads/2012/06/new_twitter_logo_2012-300x201.jpg&w=300&h=201&ei=PyysUNaiHNPk2wWzu4DoBQ&zoom=1&iact=hc&vpx=554&vpy=280&dur=1600&hovh=160&hovw=240&tx=150&ty=86&sig=111241023748497865447&page=10&tbnh=125&tbnw=145&ndsp=26&ved=1t:429,r:17,s:200,i:55









Twitter Feed Grading Rubric

20 points summative (5pts per tweet)

2 original tweets ______

2 reply tweets _______

1 re-tweet ________

Your score ________

A (5pts) –EXCELLENT You have gone BEYOND the minimum requirements, your tweets are well-crafted, appropriate length, thoughtful, reflective of the content you are learning, and show that you are processing the information deeply. Tweets are spread THROUGHOUT the lessons, not just clumped all in one day or one lesson. You are interacting with classmates, not simply putting out random thoughts. Your Spanish is high-quality but your own. Translators are NEVER used, but spelling is checked!

B (4pts) – VERY GOOD You have the minimum requirements, or perhaps slightly beyond. Tweets are good, show some thought, show that you are able to determine which content is important, and show that you are able to prioritize important content. Your tweets are not just random thoughts, but interact with the thoughts of your classmates. Tweets are spread THROUGHOUT the lessons, not just clumped all in one day or one lesson.

C (3.5) – FAIR Minimum requirements met or are very close to being met. Some of your tweets are a bit random or lower quality, but you also have some good thoughts at times.

D (3) – POOR BUT SOME FLICKERS OF UNDERSTANDING Several requirements are not met but there are some indications of understanding. Tweets might be random, clumped together or lacking interaction.

F (2.5-0) – BELOW STANDARDS Many steps would need to be taken for this work to be considered meeting the standards.




¿Quiénes son los Chicanos?

Hay muchas palabras que se usan en los Estados Unidos para identificar a la

gente de ascendencia mexicana; México-americanos, Hispánicos, Latinos y Chicanos.

La gente chicana tiene una larga historia en los Estados Unidos. Han vivido dentro del

territorio estadounidense desde antes que los europeos.

La palabra “chicano” se hizo popular durante el movimiento chicano de los años

1960-1970. Antes de eso, se usaba el término ‘chicano’ como un insulto en contra de la

gente de ascendencia mexicana. Era un término derogatorio. Durante el movimiento

chicano, la gente chicana adoptó el término y lo usó con orgullo.

¿Qué significa ser chicano? Bruce Novoa, un profesor universitario, dijo que un

chicano vive en el espacio entre el guión1 de Mexican-American: un chicano no es

‘puro’ mexicano ni ‘puro’ americano, y por eso no puede identificarse completamente

con ninguno de los dos grupos. En la literatura chicana, siempre hay una búsqueda de

la identidad entre los personajes chicanos.

Hay muchos chicanos famosos en los Estados Unidos. Hay músicos, actores,

artistas, y académicos. Los más famosos incluyen César Chávez (un activista), Carlos

Santana (un músico) y Edward James Olmos (un actor). Todos han contribuido a la rica

cultura de los Estados Unidos.

1 the hyphen




Lo que mucha gente no sabe es que los mexicanos vivían en el suroeste de los

Estados Unidos antes de la guerra mexicana-americana. Cuando México perdió Tejas y

Nuevo México en el tratado de Guadalupe Hidalgo, la gente que vivía allí se quedó. Así

que hay gente de ascendencia mexicana que ha vivido en los Estados Unidos durante

más de doscientos años.

La cultura chicana es una cultura rica. La gente chicana ha contribuido mucho a

la vida en los Estados Unidos. ¿Hay algún chicano famoso con quien te identificas?

¿Quieres saber más de la gente chicana?




Los Chicanos: Flipped Classroom

If you enjoy using technology in the classroom, this project may be a good follow up to the Chicano reading.

Because it is impossible to introduce students to all of the Latinos who have made an impact on life in the United States, you might like to have them do some research on their own. Choose several famous Mexican- Americans that you feel your students might be interested in researching and locate their biographies online. An application like Evernote makes it easy to collect the websites in one folder that you can share with the students. If you have a smart phone, the application Remind101 makes it even easier! Students can sign up for reminders and you can send the link to your Evernote folder directly through Remind101 to all enrolled students. If you don’t have access to these time savers, it is equally easy to create a document with the links to the websites that you can hand out as a hard copy. Ask that students research one person from the list and return to class with 5 facts about the person in Spanish. When they present their facts to the class, pass out the note sheet to other students so that they remain attentive during the presentations. You will find that they enjoy the presentations as long as the presenter has not used a translator, which would make the language difficult for the other students to understand.




Los Chicanos: Apuntes

Para cada presentación, escribe el nombre del presentador, el nombre de la persona famosa, uno de sus datos sobre la persona, y una pregunta que podrías hacerle sobre la

presentación.

Presentador: Persona:

Dato:

Pregunta:

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Dato:

Pregunta:

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Dato:

Pregunta:

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Dato:

Pregunta:





Dato:

Pregunta:

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Dato:

Pregunta:

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Dato:

Pregunta:

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Dato:

Pregunta:

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Dato:

Pregunta:

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Dato:

Pregunta:

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Dato:

Pregunta:




Los Chicanos: Grading Rubric

During your presentation, you will be graded on both speaking and culture:

Speaking:

Student selected one famous Mexican American and communicated 5 facts about them to the class.

5 4 3 2 0

Student used Spanish that was clear and easy to understand. Facts were not written using machine translation.

5 4 3 2 0

Culture:

The connection to Mexican-Americans is evident; facts are relevant to the Mexican-American people.

5 4 3 2 0

During the other presentations you need to write down the name of the victim and one fact about them. You should also write one question that you would ask the presenter

about the person. All writing should be done in Spanish.

Writing:

Questions are well thought out and well written. They are easy to read.

5 4 3 2 0

Student selected one fact about each famous person.

5 4 3 2 0




Nombre ______________________________

Pesadillas

¿Cuáles son algunas pesadillas que has tenido? Descríbelas en español.

Escribe una palabra en cada línea.

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Grading Rubric - Speaking

Grammar/Structures Vocabulary Speaking

5

Few to no errors are

evident, easily

comprehensible, consistent

use of basic-beginner and

more complex structures

Strong evidence that cultural

concepts of the unit have been

acquired, vocabulary from the

unit is evident and it is used

correctly

Extremely developed and

creative, sentences are

both descriptive and

complex, shows attention

to detail, pronunciation is

outstanding

4

Grammar errors are

infrequent and do not

hinder comprehension,

evidence of beginning use

of more complex structures

Cultural concepts of the unit

are reflected and unit

vocabulary is used correctly,

student uses prior vocabulary

to replace new terms

Creative, sentences may be

descriptive and/or

complex, some detail is

apparent, sentences are

logical, pronunciation is

very good

3

Grammar reflects basic-

beginner errors, errors are

frequent but

comprehension is not

prevented, inconsistent use

of complex structures

Vocabulary is limited to prior

knowledge, little to no current

vocabulary is used, evidence of

cultural concepts studied

Sentences are in a logical

order but are not

descriptive, addresses task

but lacks detail, complex

sentences are infrequent,

pronunciation errors are

frequent

2

Frequent errors in basic-

beginner structures,

comprehension may be

difficult, no evidence of

complex structures

Vocabulary used is incorrect or

does not reflect current level of

study, little to no evidence of

cultural concepts evident

Sentences are not in a

logical order, lacks detail,

sentences are simple,

pronunciation makes

comprehension difficult,

beginner errors are evident

in pronunciation

0

Insufficient evidence to

determine correctness of

grammar



vocabulary


determine level of

speaking




Grading Rubric - Writing

Grammar/Structures Vocabulary Writing

5

Few to no errors are

evident in writing, easily

comprehensible,

consistent use of basic-

beginner and more

complex structures

Strong evidence that

cultural concepts of the unit

have been acquired,

vocabulary from the unit is

evident in the writing and is

used correctly

Extremely well written

and creative, sentences

are both descriptive and

complex, writing shows

attention to detail

4

Grammar errors are

infrequent and do not

hinder comprehension,

evidence of beginning

use of more complex

structures

Cultural concepts of the unit

are reflected in the writing

and unit vocabulary is used

correctly, student uses prior

vocabulary to replace new

terms

Writing is creative and

sentences may be

descriptive and/or

complex, some detail is

apparent in the writing,

sentences are logical

3

Grammar reflects basic-

beginner errors, errors

are frequent but

comprehension is not

prevented, inconsistent

use of complex

structures

Vocabulary is limited to

prior knowledge, little to no

current vocabulary is used,

evidence of cultural

concepts studied

Sentences are in a

logical order but are not

descriptive, writing

addresses task but lacks

detail, complex

sentences are infrequent

2

Frequent errors in basic-

beginner structures,

comprehension may be

difficult, no evidence of

complex structures

Vocabulary used is incorrect

or does not reflect current

level of study, little to no

evidence of cultural

concepts evident in writing

Sentences are not in a

logical order, writing

lacks detail, sentences

are simple, writing is not

descriptive

0



grammar



vocabulary


determine level of

writing


Documents

La Calaca Alegre · 2018-05-18 · Después de leer: Capítulo 1