SPANISH ONE Theme: Family Celebrations Health and Social … · 2006-03-14 · • Compare uses of TENER idioms and comparable expressions in English. • Explain the use of the diminutive

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SPANISH ONE Theme: Family Celebrations Unit f ive Topics: Famil ies, Celebrations, Table

Sett ings, Personal Heroes, Possession

Areas of Interaction: Approaches to Learning Health and Social Education Environment Homo faber Time: 3 ½ weeks Guiding Question:

“What do your family celebrations reveal about you?”

PROGRESS INDICATORS: Students are able to: >COMMUNICATION Interpersonal Communication • Ask and answer questions perta ining to family members and relationships. • Ask and answer questions about family celebrations, foods, and beverages. • Talk about the royal family of Spain. • Talk descr iptively about personal heroes and others. • Discuss table settings and meal customs in Spanish-speaking countr ies.

Listening and Reading for Understanding • Identify family members and relationships based on spoken and written descr ipt ions. • Comprehend spoken and written descr iptions of celebrations, restaurants, table sett ings and meal

customs. • Read about the QUINCEAÑERA custom. • Read and understand a restaurant review, a chi ld’s birthday card and a public service announcement . • Listen to and watch a v ideo about a birthday party.

Oral and Written Presentation • Present information about famil ies and celebrations. • Describe family relationships and family members. • Write analogies comparing people and things. • Present a skit between a server and customers at a restaurant.

PROGRESS INDICATORS: Students are able to: >CULTURES Cultural Perspectives, Pract ices and Products • Explain Hispanic names and naming convent ions. • Identify character isti cs of the family unit in various Spanish-speaking cultures. • Describe ce lebration traditions of the Spanish-speaking world. • Discuss famous artists and their work. • Discuss the royal family of Spain. • Explain the importance of the family and interpret the closeness of extended famil ies in Hispanic

countr ies. • Interpret typical restaurant servings and customs in Spanish-speaking countr ies. • Describe the communal function of the plaza .

PROGRESS INDICATORS: Students are able to:

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>CONNECTIONS, COMPARISONS AND COMMUNITIES Making Connections through Language • Discuss important artists and their work. • Discuss the royal family of Spain. • Reinforce math and graphing ski l ls .

Cultural and Linguist Comparisons • Compare and contrast famil ies in the United States and famil ies in Spanish-speaking countr ies. • Contrast ways to express possess ion. • Compare uses of TENER idioms and comparable express ions in English. • Explain the use of the diminutive in Spanish. • Compare and contrast family celebrations. • Compare menu selections.

Communication across Communities • Identify Hispanic surnames in a local phonebook. • Discuss the need for Spanish-speaking employees at the U. S. Department of Agriculture.

>RELATED VOCABULARY AND LINGUISTIC ELEMENTS • The irregular verb TENER and related idioms • Possess ive adjectives • The irregular verb VENIR • The forms and uses of the irregular verbs SER and ESTAR

>ACTIVITIES AND ASSESSMENTS

Blooms’ Taxonomy Sample activ it ies and assessment Knowledge & comprehension Write and present a family tree or a lbum. Knowledge, comprehension

& application Make a Power Point presentation about your family members and their ce lebrations or weekly activ it ies.

Knowledge, comprehension & application

Plan a party for a specia l event in Spanish including traditional foods.


Write and perform a skit that takes place at a holiday celebration.

Knowledge Create a menu for a specia l occasion. Knowledge & comprehension Match verbs with the specia l occasion that most logical ly completes

each phrase. Knowledge &

comprehension You have a fr iend who is from Mexico. She invites you to celebrate her 15th birthday with her family. She tel ls you that it wil l be a “typical” Hispanic family celebration. Based on what you know about family traditions, name at least 3 things that you expect to see or experience at the party.

Knowledge & comprehension Answer relationsh ip questions about a well -known TV family such as the S impsons.

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SPANISH ONE Theme: Home Life Unit s ix Topics: Rooms of the House,

Furnishings, Lifestyles, Colors,

Household Chores, Advis ing Others, O to UE Verbs

Areas of Interaction: Approaches to Learning Health and Social Education Environment Homo faber Time: 4 weeks Guiding Question: “ How does geography impact the way

we l ive?”

PROGRESS INDICATORS: Students are able to: >COMMUNICATION Interpersonal Communication • Ask and answer questions perta ining to thei r house, room locations, furnishings and furniture

arrangement. • Ask and answer questions about l i festyles and enterta inment preferences. • Talk about colors and color associations. • Talk about household chores • Discuss the importance of s leep. • Give advice to another person.

Listening and Reading for Understanding • Identify the rooms of the house and furniture based on spoken and written descr iptions. • Comprehend spoken and written comments or commands about daily chores and the house including

rooms and furnishings. • Comprehend spoken and written descr iptions of color, personal preferences and personal advice. • Read and understand a real estate advertisement. • Listen to and watch a v ideo about bedroom neatness.

Oral and Written Presentation • Describe a home including its rooms, furniture and household objects. • Describe family members in relation to daily chores. • Describe household responsibi l i t ies for self and family members. • Present information about enter ta inment preferences. • Write a letter giv ing advice.

PROGRESS INDICATORS: Students are able to: >CULTURES Cultural Perspectives, Pract ices and Products • Discuss different styles of houses and l iv ing arrangements in Spanish-speaking countr ies. • Discuss the practice of the S IESTA. • Discuss Salvador Dali and his art.

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• Discuss the colors and symbols of the f lags of Hispanic countr ies. • Describe and expla in the use of patios in Spain and the Americas.

PROGRESS INDICATORS: Students are able to: >CONNECTIONS, COMPARISONS AND COMMUNITIES Making Connections through Language • Make connections between styles of houses and geographic locations. • Discuss Dali and his work. • Reinforce math ski l ls . • Discuss interpretations of colors in psychology.

Cultural and Linguist Comparisons • Compare household responsibi l it ies of typ ical American teenagers and teenagers from Spanish-

speaking countr ies. • Compare and contrast space a l location in homes. • Identify differences in architecture of homes in Spanish-speaking countr ies. • Identify home-re lated cognates. • Explain the formation and use of comparison and superlative statements. • Explain the formation of stem-changing verbs. • Build vocabulary through the use of root words. • Explain the formation and use of the present progress ive tense. • Compare idioms for names of house sections . • Compare types of patios.

Communication across Communities • Identify local increase of Spanish-language advertis ing.

>RELATED VOCABULARY AND LINGUISTIC ELEMENTS • Comparisons and superlatives • O to UE stem-changing verbs • Affirmative famil iar commands • Present progress ive formation


Blooms’ Taxonomy Sample activ it ies and assessment Knowledge & comprehension Match household furnishings to rooms of the house. Knowledge, comprehension

& application Create a Power Point presentation about household responsibi l it ies.


Design a dream house and furnish it; be prepared to present it to the class.


Perform a skit involv ing a parent and children arguing about daily chores.

Knowledge Identify the items in the drawings in Spanish, including the appropriate definite article.

Knowledge & comprehension Find pictures of homes in different countr ies and expla in how the environment inf luences the construction and design.


Make a map of a home and write a paragraph about the home, descr ibing the rooms, their locations in the house and what is in the rooms.

Knowledge & comprehension Describe a bedroom, real or imaginary, for a partner to draw.

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SPANISH ONE Theme: Shopping Unit seven Topics: Shopping, Clothing, Plans for

the Future, Historical Events, Currency, Dates, E to IE Stem-Changing Verbs, Demonstratives, Preterit for Regular Verbs, Direct Object Pronouns

Areas of Interaction: Approaches to Learning Health and Social Education Environment Homo faber Time: 4 weeks Guiding Question: “What do your appearance and

clothing say about you?”

PROGRESS INDICATORS: Students are able to: >COMMUNICATION Interpersonal Communication • Ask and answer questions perta ining shopping, clothing, gifts , stores and malls . • Ask and answer questions about preferences and plans. • Discuss traditional clothing of Panama. • Ask and answer questions about historical events and dates. • Talk about Hispanic commercia l centers in the United States. • Discuss the plot of a mystery v ideo ser ies.

Listening and Reading for Understanding • Identify information about shopping, c lothing, gifts , stores and malls . • Comprehend spoken and written information about preferences and plans. • Comprehend spoken and written information about historical events and dates. • Read and understand advertisements. • Listen to and watch a v ideo about shopping and clothing.

Oral and Written Presentation • Present information about shopping, clothing, gifts , stores and malls . • Write about Botero’s painting, “En Famil ia”. • Present information about money and currency. • Describe preferences and plans. • Present information about historical events and dates.

PROGRESS INDICATORS: Students are able to: >CULTURES Cultural Perspectives, Pract ices and Products • Explain the etiquette of dress at socia l funct ions. • Describe traditional Panamanian festivals as well as Carnaval celebrations in Latin America. • Discuss the work of Juan Miró and Botero. • Discuss the currency of Spanish-speaking countr ies.

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• Contrast the shopping customs of the United States with those of Spanish-speaking countr ies. PROGRESS INDICATORS: Students are able to: >CONNECTIONS, COMPARISONS AND COMMUNITIES Making Connections through Language • Discuss important artists and their work. • Reinforce math ski l ls . • Reinforce knowledge of geography. • Read about Hispanic communities and commercia l centers in the United States.

Cultural and Linguist Comparisons • Discuss E to IE stem-changing verbs. • Explain demonstrative adjectives. • Compare changing fashions. • Compare artwork and the symbolism of currency. • Compare celebrations in the United States to Carnaval. • Explain preter it formation for regular verbs. • Discuss direct object pronouns.

Communication across Communities • Identify local stores that sel l products from Spanish-speaking countr ies. • Discuss opportunities for Spanish-speaking international buyers.

>RELATED VOCABULARY AND LINGUISTIC ELEMENTS • E to IE stem-changing verbs • Demonstrative adjectives • Preter it of regular –AR verbs • Preter it of –CAR and GAR verbs • Direct object pronouns


Blooms’ Taxonomy Sample activ it ies and assessment Knowledge & comprehension Describe clothing from pictures. Knowledge, comprehension

& application Create a fashion show and describe what classmates are wearing.


Create a Venn diagram that expla ins the s imilar it ies and differences between the shopping experience in the United States and in Spanish-speaking countr ies.


With your team write an advertisement for an item to be sold on televis ion.


Write a dia logue with a partner in which one student is negotiating with the shopkeeper regarding the price of an item that he or she is interested in buying at a reduced price.

Knowledge Write the digits for a l ist of numbers given oral ly. Knowledge & comprehension Describe a classmate by clothing and colors of clothing on ly so that

the class must guess the identity of the student descr ibed. Knowledge Name it or wear it. Each student wil l be shown an item of clothing.

The student must name the clothing and its pr imary color(s) or must wear the article of c lothing for the remainder of the class.

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SPANISH ONE Theme: Experiences Unit eight Topics: Travel and Vacation, Local

Attractions, Historical Events, Volunteer Work, Recycling, Preterit for Regular Verbs, Personal A, Indirect Object Pronouns, Preterit of Irregular Verbs.

Areas of Interaction: Approaches to Learning Health and Social Education Environment Community and Service Homo faber Time: 4 ½ weeks Guiding Question: “How are you changing the world in

which you l ive?” PROGRESS INDICATORS: Students are able to: >COMMUNICATION Interpersonal Communication • Discuss and make travel plans. • Ask and answer questions about travel and vacations including travel schedules, methods of

transportation, destinations and activ it ies. • Discuss past travel experiences. • Ask and answer questions volunteer work and community service. • Talk about local attractions in the communi ty. • Discuss recycl ing and conservation.

Listening and Reading for Understanding • Identify information about travel, vacations, volunteer work and community service. • Comprehend spoken and written information about events in the past. • Comprehend spoken and written information about conservation efforts in various areas of Latin

America. Oral and Written Presentation • Present information about tr ips to various destinations. • Write about past activ it ies and awards received. • Present information about recycl ing and conservation. • Present information about volunteer work and community service.

PROGRESS INDICATORS: Students are able to: >CULTURES Cultural Perspectives, Pract ices and Products • Explain Spain’s method of writing addresses. • Discuss E l Greco and his art work. • Discuss Mexico’s transportation system. • Discuss various popular tourist destinations in Latin America. • Discuss the history and geography of Peru.

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• Discuss recycl ing and conservation ef forts in various Hispanic countr ies. • Explain student volunteerism in Spanish-speaking countr ies.

PROGRESS INDICATORS: Students are able to: >CONNECTIONS, COMPARISONS AND COMMUNITIES Making Connections through Language • Discuss important artists and their work. • Discuss history and geography of Peru. • Reinforce math ski l ls . • Discuss recycl ing and environmental issues.

Cultural and Linguist Comparisons • Discuss diphthongs. • Compare traditional handicrafts in Hispanic countr ies to those in the United States. • Explain indirect object pronouns. • Compare and contrast recycl ing and conservation projects in the various cultures. • Compare volunteerism and communi ty service projects.

Communication across Communities • Talk about services available to Spanish-speakers at local tourist attractions. • Identify ways to apply Spanish to volunteerism and opportunities for Spanish-speakers in the non-

profit sector.

>RELATED VOCABULARY AND LINGUISTIC ELEMENTS • Preter it of regular –ER and –IR verbs • Preter it of the verb IR • Personal A • DECIR • Indirect object pronouns • Preter it of HACER and DAR


Blooms’ Taxonomy Sample activ it ies and assessment Knowledge & comprehension Write a post card about a day spent in a Spanish-speaking country. Knowledge, comprehension

& application Create a role-play between a travel agent and a cl ient.


Write a review about a tourist attraction wi th opinions and recommendations.


Design an amusement park, including a theme, r ides and enterta inment. Create a poster or brochure to advertise the park.

Knowledge Read a letter in Spanish and determine which sentences need the personal A added.


With another student, you wi l l role-play a scholarship interview with a local volunteer agency. You wil l need to ask and answer questions about what the student applying for the scholarship has done to help people in the community. Be sure to include information about why the student has decided to do volunteer work. Include at least 3 things that were done as a volunteer.

Knowledge Match the names of various travel destinations and attractions with the appropriate pictures.

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SPANISH ONE Theme: Communication Unit nine Topics: Mass Media, Technology,

ACABAR DE, Verbs l ike GUSTAR, E to I Verbs, SABER and CONOCER

Areas of Interaction: Approaches to Learning Health and Social Education Environment Community and Service Homo faber Time: 4 weeks Guiding Question: “How has technology impacted your

l i fe?”

PROGRESS INDICATORS: Students are able to: >COMMUNICATION Interpersonal Communication • Ask and answer questions about the media and technology. • Express opinions about the media and technology. • Ask for and descr ibe things. • Talk about knowledge of people and places.

Listening and Reading for Understanding • Read and l isten to information about movies , televis ion, computers and technology. • Demonstrate an understanding of opinions about the media and technology. • View a v ideo mystery ser ies. • Read surveys about computer use, ski l ls and attitudes.

Oral and Written Presentation • Present information and opinions about the media and technology. • Present information about communication, technology and the Internet. • Write descr iptions of objects. • Present information about the knowledge of people and places. • Perform a scene from a v ideo mystery movie.

PROGRESS INDICATORS: Students are able to: >CULTURES Cultural Perspectives, Pract ices and Products • Talk about the popularity of some Hispanic televis ion shows. • Discuss well -know Hispanic f igures. • Explain how technology is a lter ing common use of languages. • Learn about increased use of cyber cafes.

PROGRESS INDICATORS: Students are able to: >CONNECTIONS, COMPARISONS AND COMMUNITIES Making Connections through Language • Discuss important Hispanic f igures and their contr ibutions to art and movies. • Reinforce math ski l ls . • Talk about the evolution of communications technology.

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Cultural and Linguist Comparisons • Talk about the influence of Greek, Latin and Arabic on the Spanish language. • Discuss l inking words. • Discuss and compare communicative gestures. • Compare and contrast popular Hispanic programs with those in the Uni ted States. • Explain how the use of –MENTE is used. • Compare and contrast both the access and frequency of use of technology between users in the United

States and those in Spanish-speaking countr ies. Communication across Communities • Identify local Spanish language televis ion programs. • View Latin American cable or satel l ite televis ion. • Identify ways Spanish-speaking abil ity is valuable to the communications industry. • Investigate use of Spanish-language Internet for study and pleasure.

>RELATED VOCABULARY AND LINGUISTIC ELEMENTS • ACABAR DE + infinit ive • GUSTAR and s imilar verbs • E to I stem-changing verbs • SABER and CONOCER


Blooms’ Taxonomy Sample activ it ies and assessment Knowledge & comprehension Knowledge, comprehension

& application You have been asked to write a review about a movie you just saw for the school newspaper. Mention the name of the movie, the type of movie, and what you l iked or dis l iked about it. Give as many detai ls as you can.


You are applying for a job for a local Internet service provider for a part-t ime position. To be considered, you need to convince them that you could descr ibe to potentia l customers what can be done online wi th a computer. Be prepared to oral ly address the fol lowing points: why a computer wi th Internet access is a good investment for a family; why a computer with Internet access is good for students at home; why a computer is fun for everyone.


To participate in a chat room, you are asked to tel l someth ing about yourself. One of the sections on the profi le asks that you write about how you use the computer at home and at school. Write about at least 3 things you do on the computer or on the Internet. Then include what you l ike about using the computer or Internet both at school and at home.

Knowledge Look at several movie posters and the times at which each wil l be shown. In Spanish tel l what kind of movie each is and give the starting time is Spanish.

Knowledge & comprehension Read the fol lowing “conversation” that took place in an online chat room. Do the gir ls have s imilar problems with their parents? Do the parents of both gir ls have the same opin ions? Look at the statements and indicate CIERTO or FALSO for each.

Knowledge Match the pictures of several technology-related items to the statement that most closely is associated with each.

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MYP Language B Program of Study

Level Three George H. Moody Middle

School

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MYP Aims and Objectives for Language B According to the MYP Language B Guide, August 2000 “the aims of the study of a modern foreign language are to:

• enable the student to use the language effectively as a means of practical communication

• offer insight into the life and civilization of the communities where the language is spoken, and into the local and standard aspects of the language

• encourage integration with the local community, where relevant

• encourage positive attitudes towards speakers of other languages and an appreciation of, and empathy for, other cultures

• provide sound basis of communicative skills necessary for future study, work and leisure

• develop an appreciation of literature in the target language and, more particularly in the language B (advanced) option

• develop understanding of the nature of language and process of language learning

• complement other areas of study by providing access to more varied sources of information

• begin to develop an understanding of the cultural patterns that affect the thinking, feeling and acting of the societies in which the language is spoken

• understand that total language learning comprises the integration of linguistic, cultural and social components

• develop curiosity, interest and enjoyment in the target language.”

“The four skills that are fundamental to language learning are SPEAKING, WRITING, LISTENING, and READING. …These skills should be seen as interactive and interdependent and should not be dealt with in isolation.”

“Intercultural awareness must play a special role in learning associated with a foreign language. …Students should always be encouraged to use the language that they are learning as a tool to enhance the understanding of other cultures.”

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Virginia State Standards of Learning These four skills in language learning, speaking, writing, listening and reading, are

the basis for the Virginia State Standards of Learning for Foreign Languages. The cultural goals for MYP Language B are also part of the state standards. Those standards are:

GOAL 1: Communicate in languages other than English

Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics.

GOAL 2: Gain knowledge and understanding of other cultures.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Standard 2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.

GOAL 3: Connect with other disciplines and acquire information.

Standard 3.1: Students reinforce and further their knowledge of other disciplines through foreign language.

Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

GOAL 4: Gain insight into the nature of the language and culture.

Standard 4.1: Students demonstrate understanding of the nature of the language through comparisons of the language studied and their own.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

GOAL 5: Participate in multilingual communities at home and around the world.

Standard 5.1: Students use the language both within and beyond the school setting.

Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

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Addressing the Areas of Interaction “The areas of interaction form the basis of the MYP and contribute to an education result ing in global awareness, international understanding and an appreciation of cultural divers i ty. They should be at the core of the teaching of al l subject groups.”

APPROACHES TO LEARNING “This area concerns the development of ef fective study ski l l s ; cr i t ical, coherent and independent thought; and the capacity for solving problems and making decis ions. Learning another language helps students enhance their knowledge of di f ferent study ski l l s , and makes them aware of their own learning styles and strategies.

Becoming more aware of the culture(s) o f the target language gives s tudents a broader perspective of the world, enabl ing them to develop cri t ical judgment of various ways of thinking and l iving. This wider view of the world should also help them make wiser decis ions and solve problems from various perspectives. I t should help them compare their own personal experience and knowledge with that of other people in di f ferent parts of the world.

Learning basic elements of a foreign language wi l l make further learning possible and i t may also make the learning of a third language easier. A student who has been through this process acquires associative cues with which to l ink future ideas and concepts. In these courses students wi l l learn to:

• develop effective strategies to record and retain vocabulary

• be aware of and use di f ferent techniques to remember grammatical rules and conventions

• recognize morphemes and syntactical structures

• adapt the message to their l inguistic capabi l i t ies

• read and check their own work for accuracy and edit i t accordingly

• use contextual clues and extract key information

• skim and scan effectively

• l i sten for relevant detai l

• take notes and use them appropriately

• work effectively in a l ibrary

• use dictionaries and other reference sources including the Internet

• distinguish between active and passive l inguistic knowledge

• recognize paral le ls , s imi lari t ies and di f ferences between languages

• structure their own written work.

COMMUNITY SERVICE Community service helps students look beyond the classroom, and encourages responsible and caring partic ipation in their local setting and the wider world.

Learning a foreign language is the perfect tool to faci l i tate communication with other cultural groups. Through language B students are able to develop a deeper understanding and empathy

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for the culture of the target language, thus strengthening their sense of belonging to their own community and increasing their awareness of community needs.

HEALTH AND SOCIAL EDUCATION Cooperative learning activi t ies in language B lead to the development of social ski l l s . Students of language B are in a posit ion to develop an understanding of, and open mindedness toward, other language speakers and other cultures. By becoming confident and appreciative of the level of l inguistic competence they have reached, students may also increase the ir sel f -esteem.

The target language could be used to discuss health and social i ssues. Documentation in the target language, such as statist ics, maps, documentaries and newspapers, provides other perspectives on these issues. Language B enables students to research and compare health and social i ssues in di fferent countries.

ENVIRONMENT Language B teachers can integrate this area in di f ferent ways.

• Students can use the language to describe and evaluate their immediate and local environment.

• Students can use the language to discuss and react to environmental i ssues.

• Students can research and compare environmental i ssues in di f ferent countries (home country, host country, target language country, etc).

By studying environmental i ssues in the language B students are encouraged to develop a balanced local and global perspective of the environmental chal lenges of our t ime.

HOMO FABER Language B could be used as a vehicle for discussion of the principals of homo faber for example aesthetics, mathematical and sc ienti f ic thought, ethics, change and adapting to change.

Looking at the bel iefs, celebrations, ways of l iving, ways of adapting and ways of solving problems in other cultures as a part of their language study broadens the students’ knowledge and understanding of the concept of homo faber. Students’ appreciation of creative minds wi l l be extended through encountering individuals such as authors, artists, composers and inventors represented in the target language.

Students can export the creative use of l anguage and culture through writ ing, performing, creating and discovering ways to apply technology.

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LANGUAGE B Criteria A Speaking – Message and Interaction

This criterion refers to the effectiveness of the speaker in communicating the required message and in maintaining the flow of communication. Level 1 Level of achievement Descriptor

0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student’s speaking is unclear or incomprehensible. Some responses are inappropriate for

the task. The student is only able to provide one-word responses 3-4 The student’s speaking is usually comprehensible and the responses are usually appropriate

for the task. The student is able to use rehearsed phrases and vocabulary to answer questions. Answers are given in one-word or short phrases.

5-6 The student’s speaking is comprehensible and the responses are always appropriate for the task. The student is able to use rehearsed phrases and vocabulary to answer prompted questions.

Level 2 Level of achievement Descriptor

0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student’s speaking is not very clear or comprehensible. Some responses are

inappropriate for the task. The student is not able to answer questions with ease. 3-4 The student’s speaking is usually comprehensible and the responses are usually appropriate

for the task. The student is able to use rehearsed phrases and vocabulary to answer questions. The student has some trouble giving complete responses to complex questions.

5-6 The student’s speaking is comprehensible and the responses are always appropriate for the task. The student is able to use rehearsed phrases and vocabulary to maintain a dialog. The student is able to ask simple appropriate questions. The conversation generally flows coherently.


0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student’s speaking is not clear or comprehensible. Some responses are inappropriate for

the task. The student is not able to answer questions with ease or to maintain a conversation without disrupting the flow of the conversation.

3-4 The student’s speaking is usually comprehensible and the responses are usually appropriate for the task. The student is able to use rehearsed phrases and vocabulary to answer questions. The student has some trouble giving complete responses to complex questions and occasionally has difficulty asking questions to maintain the conversation.

5-6

The student’s speaking is comprehensible and the responses are always appropriate for the task. The student is able to use rehearsed and unrehearsed phrases and vocabulary to maintain a dialog. The student is able to ask rehearsed and unrehearsed questions appropriately. The conversation generally flows coherently.

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LANGUAGE B Criteria B Speaking – Language

This criterion refers to the accuracy, appropriateness and fluency of the language used by the speaker.


0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student uses a limited range of learned unit vocabulary and rehearsed phrases

inappropriately for the task. There is little evidence of register in the context. The errors made in grammar, pronunciation and usage make it difficult to understand what the student is attempting to say.

3-4 The student uses a good range of learned unit vocabulary and rehearsed phrases with occasional mistakes. There is some awareness of register in the context. The errors made in grammar, pronunciation and usage sometime make it difficult to understand what the student is attempting to say.

5-6 The student uses extensive range of learned unit vocabulary and rehearsed phrases with few or no mistakes in grammar, pronunciation or usage. There is definite awareness of register in the context. Errors made rarely make it difficult to understand what the student is attempting to say.


0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student uses learned vocabulary and rehearsed phrases inappropriately for the task. The

errors made in grammar, pronunciation and usage make it difficult to understand what the student is attempting to say.

3-4 The student’s speaking is usually comprehensible and the responses are usually appropriate for the task. The student is able to use rehearsed phrases and vocabulary as well as some unrehearsed phrases to ask and answer questions. The student has some trouble giving complete responses to complex questions.

5-6 The student uses a limited range of learned vocabulary and rehearsed phrases with few or no mistakes in grammar, pronunciation or usage. The student is forming questions appropriately using rehearsed and unrehearsed patterns. Errors made rarely make it difficult to understand what the student is attempting to say.


0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student uses a very limited range of learned vocabulary and rehearsed phrases. These are

often used inappropriately for the task. The errors made in grammar, pronunciation and usage make it difficult to understand what the student is attempting to say.

3-4 The student’s speaking is usually comprehensible and the responses are usually appropriate for the task. The student is able to use rehearsed phrases and vocabulary as well as some unrehearsed phrases to ask and answer questions. The student has some trouble giving complete responses to complex questions. There is a basic awareness of register.

5-6 The student uses an appropriate range of learned vocabulary and rehearsed phrases with few or no mistakes in grammar, pronunciation or usage. The student is forming questions appropriately using rehearsed and unrehearsed patterns. Errors made rarely make it difficult to understand what the student is attempting to say. There is a general awareness of register.

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LANGUAGE B Criteria C Writing – Message and Organization

This criterion refers to the effectiveness of the writer in communicating the required message, and the organization and cohesion of the text.

Level 1 Level of

achievement Descriptor

0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student’s ideas are basic and often irrelevant to the task. Ideas expressed are minimal and

tend to be repetitive. There is very little structure (introduction, body and conclusion) in the writing. Few, if any, cohesive devises are used.

3-4 Most of the ideas expressed are appropriate for the task. Some of the ideas are developed in the assignment. There is partial or incomplete structure (introduction, body and conclusion) in the task. Some basic cohesive devises are used. (Y, Pero, Entonces, Además, También)

5-6 The presentation of the assignment is clear and effective. The structure (introduction, body and conclusion) of the writing is clear and contributes to the development of the ideas expressed. Basic cohesive devises are used. (Y, Pero, Entonces, Además, También)

Level 2 Level of



tend to be repetitive. There is very little structure in the writing. There is little or no use of cohesive devices.

3-4 Most of the ideas expressed are appropriate for the task. Some of the ideas are developed in the assignment. There is clear structure in the task. Basic cohesive devices are used correctly.

5-6 The presentation of the assignment is clear and effective. The structure of the writing is clear and contributes to the development of the ideas expressed. Various cohesive devices are used appropriately.

Level 3

Level of achievement

Descriptor


tend to be repetitive. There is very little structure in the writing. There is little or no use of cohesive devices.

3-4 Most of the ideas expressed are appropriate for the task. Some of the ideas are developed in the assignment. There is clear structure in the task. Basic cohesive devices are used correctly.

5-6 The presentation of the assignment is clear and effective. The structure of the writing is clear and contributes to the development of the ideas expressed. Various cohesive devices are used appropriately. The assignment includes examples and illustrations.

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LANGUAGE B Criteria D Writing – Language

This criterion refers to the linguistic competence of the writer.

Level 1 Level of


0 The student does not reach a standard described by any of the descriptors given below. 1-2 The language used by the student is not always understandable. There are frequent spelling

and grammar errors that interfere with understanding. Only limited basic unit vocabulary and expressions are used with frequent repetition of common words or phrases.

3-4 There is a variety of unit vocabulary and expressions used. The language used by the student has some mistakes in spelling and grammar but the errors rarely interfere with understanding.

5-6 The student uses the language effectively with few, if any, spelling errors. The grammar used is generally correct. There is an extensive variety of unit vocabulary and expressions used. The writer demonstrates an awareness of the tone of the assignment.

Level 2


Descriptor

0 The student does not reach a standard described by any of the descriptors given below. 1-2 The language used by the student is not always understandable. Only basic vocabulary,

expressions and grammar concepts are used with frequent repetition of common words or phrases. There are repeated errors that make understanding of the message difficult.

3-4 There is a variety of vocabulary and expressions used. The language used by the student has some mistakes in spelling and/or grammar usage. The writer demonstrates an awareness of the tone of the assignment but has not developed it completely.

5-6 The student uses the language effectively with few spelling or grammar errors. There is a variety of vocabulary and expressions used. The writer has appropriately developed the tone of the assignment.

Level 3


Descriptor

0 The student does not reach a standard described by any of the descriptors given below. 1-2 The language used by the student is not always understandable. Only basic vocabulary,

expressions and grammar concepts are used with frequent repetition of common words or phrases. There are repeated errors that make understanding of the message difficult.

3-4 There is a variety of vocabulary and expressions used. The language used by the student has some mistakes in spelling and/or grammar usage. Basic grammatical structures are usually correct but there are repeated errors in more complex structures. The writer has appropriately developed the tone of the assignment.

5-6 The student uses the language effectively with few spelling errors. Occasional spelling errors do not interfere with the understanding of the message. The student uses a variety of grammatical structures with few errors. There is a variety of vocabulary and expressions used. The writer has appropriately developed the tone of the assignment.

69

LANGUAGE B Criteria E Listening Comprehension Criteria F Reading Comprehension

Level 1 Level of


0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student can accurately identify only some of the basic information in tasks that use

previously taught vocabulary, expressions and grammar. The student can rarely accurately recognize the meaning of unfamiliar terms through context. He can rarely identify the sequence or logical order of the text.

3-4 The student can accurately identify most of the basic information in tasks that use previously taught vocabulary, expressions and grammar. The student can sometimes accurately recognize the meaning of unfamiliar terms through context. He can sometimes identify the sequence or logical order of the text.

5-6 The student can accurately identify all basic information in tasks that use previously taught vocabulary, expressions and grammar and some information that has not been taught. The student can often accurately recognize the meaning of unfamiliar terms through context. He can often identify the sequence or logical order of the text.

7-8 The student can accurately identify all basic information in tasks that use previously taught vocabulary, expressions and grammar as well as some information that has not been taught. The student can accurately recognize the meaning of unfamiliar terms through context. He can identify the sequence or logical order of the text.

Text must include familiar and unfamiliar vocabulary. Length of text must be challenging. Students in level one should have texts of 200+ words as a goal. More than one text can be used for the assessment.

Level 2


Descriptor


previously taught vocabulary, expressions and grammar. . 3-4 The student can accurately identify most of the basic information in tasks that use

previously taught vocabulary, expressions and grammar. .The student is able to accurately identify some opinions in the task.

5-6 The student can accurately identify all basic information in tasks that use previously taught vocabulary, expressions and grammar and some information that has not been taught. The student is able to recognize the logical order of the text.

7-8 The student can accurately identify all basic information in tasks that use previously taught vocabulary, expressions and grammar as well as some information that has not been taught. The student is able to recognize attitudes and opinions within the task.

Text must include familiar and unfamiliar vocabulary. Length of text must be challenging. Students in level 2 (Spanish or French One B) should have texts of 400+ words as a goal. More than one text can be used for the assessment.

70

Level 3 Level of



previously taught vocabulary, expressions and grammar. . 3-4 The student can accurately identify most of the basic information in tasks that use

previously taught vocabulary, expressions and grammar. .The student is able to accurately identify some opinions in the task. The student can identify the main idea of the task.

5-6 The student can accurately identify all basic information in tasks that use previously taught vocabulary, expressions and grammar and some information that has not been taught. The student is able to recognize the logical order of the text. The student can identify the main idea of the task.

7-8 The student can accurately identify all basic information in tasks that use previously taught vocabulary, expressions and grammar as well as some information that has not been taught. The student is able to recognize attitudes and opinions within the task. The student can identify the main idea of the task and draw conclusions.

Text must include familiar and unfamiliar vocabulary. Length of text must be challenging. Students in level three (Spanish or French 2) should have texts of 600+ words as a goal. More than one text can be used for the assessment.

Documents

SPANISH ONE Theme: Family Celebrations Health and Social … · 2006-03-14 · • Compare uses of TENER idioms and comparable expressions in English. • Explain the use of the diminutive