8th Grade Integrated Performance

Assessment (IPA) Nombre: __________________________ Marking Period: _______

Class Period:______ Revised August 2015

8th Grade Integrated Performance Assessment

Task Overview

Interpretive

You have won a free trip to any Spanish-speaking country in the world through the local Hispanic radio station! In order to decide which country you would like to visit, one aspect of the trip you have to find more information about is the type of food that is common in the country. Compare two menus from 2 countries. Read the menus carefully and complete the comprehension questions that accompany it.

Interpersonal

Your aunt has just returned from a trip to Madrid, Spain and she is trying to convince you to choose Spain as your country of choice. Ask your aunt about the places in Madrid including where various landmarks are located and what they look like in real life. (Use the map of Madrid, Spain to pinpoint accuracy in prepositional phrases.)

Presentational

You have decided on the country, you have done your research, and now it’s time to convince your parents! Present the information to your family to take the trip with you! Present the information to your family in the form of a 3-day itinerary. This itinerary can be in the format of your choice. Don’t forget to include a few delicious, common dishes that you plan to enjoy and will help to convince your family to go there.

8th Grade IPA: Interpretive Task

You have won a free trip to any Spanish-speaking country in the world through the local Hispanic radio station! In order to decide which country you would like to visit, one aspect of the trip you have to find more information about is the type of food that is common in the country. Compare two menus from 2 countries. Read the

menus carefully and complete the comprehension questions that accompany it.

Pages included:

Comprehension and Comparisons (Front and Back)

8th Grade IPA: Interpretive Task

Authentic Menu #1

See Appendix page 1

Authentic Menu #2

See Appendix page 2

Comprehension and Comparisons

Compare the two authentic restaurant menus by answering the comprehension questions below in English.

Menu 1 Menu 2 Name 5 ingredients that are listed on the menu.

Name a dish with seafood in Spanish and list at least 3 the ingredients of a dish in English. Circle the dish on the menu.

Which dish would you try? (Name the dish in Spanish and list at least 3 of the ingredients in English.) Circle the dish on the menu. *Cannot be the same as the seafood dish

How many types of sections/courses are there in the menu? Name at least 3 of them in English.

Comparisons

Compare both menus. Find one difference and one similarity between the two menus.

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Opinion

Which restaurant would you prefer to go to? List at least three examples of why you chose one restaurant over the other.

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8th Grade IPA: Interpersonal Task

Your aunt has just returned from a trip to Madrid, Spain and she is trying to convince you to choose Spain as your country of choice. Ask your aunt about the places in

Madrid including where various landmarks are located and what they look like in real life in Spanish. (Use the map of Madrid, Spain to pinpoint accuracy in prepositional

phrases.)

Pages included:

Conversation Preparation Worksheet

8th Grade IPA: Interpersonal Task

Conversation Preparation Worksheet

Use the chart below to help you prepare for your conversation with your aunt. Make sure you use the map (See Appendix page 3) to help you pinpoint some landmarks in Madrid, Spain. Complete the chart below in Spanish.

Greetings (How would you greet

your aunt?)

Where is Landmark #1? (Look over “ser vs estar”

notes to help you.)

Describe Landmark #1? (Look over “ser vs estar”

notes to help you.)

Where is Landmark #2? (Look over “ser vs estar”

notes to help you.)

Describe Landmark #2? (Look over “ser vs estar”

notes to help you.)

Where is Landmark #3? (Look over “ser vs estar”

notes to help you.)

Describe Landmark #3? (Look over “ser vs estar”

notes to help you.)

Closing (How will you end the

conversation?)

8th Grade IPA: Presentational Task

You have decided on the country, you have done your research, and now it’s time to convince your parents! Present the information to your family to take the trip with you! Present the information to your family in the form of a 3-day itinerary. This

itinerary can be in the format of your choice. Don’t forget to include a few delicious, common dishes that you plan to enjoy and will help to convince your family to go there.

Pages included

8th Grade IPA: Presentational Task

Task Checklist

This is the last phase of trying to persuade your parents. It is time to convince your parents to allow you to go to the

Spanish-speaking country that you chose. Use the research that you have done and plan a 3-day itinerary. To help convince

your parents, you have decided to present your 3-day itinerary in a form of your choice. Let’s not forget about la comida!

Include where and what you plan to eat for each day. Use the checklist below and the rubric to help you as you create your

trip of a lifetime.

What are some major spots to check out? What are some dishes to try in the country?

_____ locate at least 6 major landmarks _____ at least 3 dishes (one per day)

_____ pictures of each landmark _____ main ingredients of each dish

_____ picture of each dish mentioned

What are these major spots like? Grammar to include:

_____ describe at least 6 major landmarks The verb Estar

The verb SER

8th Grade Integrated Performance Assessment

Rubric

Component EXCEEDS EXPECTATIONS

10

MEETS EXPECTATIONS Strong 8

MEETS EXPECTATION Minimal 6

DOES NOT MEET EXPECTATIONS 4

Interpretive Task Do I understand

the menus? (Comprehension)

I can identify words in an authentic menu by answering all of the questions correctly.

I can identify words in an authentic menu by answering most of the questions correctly.

I can identify some words in an authentic menu by answering some of the questions correctly.

I can identify few words in an authentic menu by answering few of the questions correctly.

Did I compare and contrast the authentic menus? (Comparisons)

I can identify cultural perspectives and norms by providing details of 1 difference and 1 similarity between the menus.

I can identify cultural perspectives and norms of 1 difference and 1 similarity between the menus, but did not provide details

I can identify cultural perspectives and norms by providing details of either 1 difference or 1 similarity between the menus.

I struggle to identify cultural perspectives and norms with details from the text.

Did I offer my opinion and back it up with detail from the text? (Supporting detail detection)

I can identify 3 supporting details in the text and explain in depth how they support my opinion.

I can identify 2-3 supporting details in the text and explain how they support my opinion.

I can identify 2 supporting details in the text and briefly explain how they support my opinion.

I can identify 1 supporting detail in the text and briefly explain how it supports my opinion.

Interpersonal Task Component EXCEEDS

EXPECTATIONS 10

MEETS EXPECTATIONS Strong 8

MEETS EXPECTATION Minimal 6

DOES NOT MEET EXPECTATIONS 4

Does my teacher understand me? (Comprehensibility)

My teacher understands me without difficulty. I don’t often have to repeat or rephrase.

My teacher understands me with occasional difficulty. I may need to repeat or rephrase.

My teacher understands me, although with a degree of difficulty. I often repeat or rephrase.

My teacher has a very hard time understanding me.

Do I understand my partner? (Comprehension)

I understand my partner without difficulty. I may ask a few appropriate questions, but I am having a continuous dialogue.

I understand my partner with little difficulty. I may ask a few appropriate questions, but I am having a somewhat continuous dialogue.

I understand my partner with some difficulty. I ask questions, and I am having a somewhat continuous dialogue.

I find it difficult to understand my partner. I am unable to participate in a continuous dialogue.

How do I use the Spanish language? (Vocabulary Use & Language Control)

I can recognize and use vocabulary with ease. I am mostly accurate when I produce simple sentences.

I can often recognize and use vocabulary with ease. I am mostly accurate with memorized sentences and phrases.

I can somewhat recognize and use vocabulary My accuracy is limited to memorized words.

I can recognize a limited amount of words and phrases I produce little accuracy even with memorized words.

Do I keep the conversation going? (Communication Strategies)

I can respond to direct questions and request for information. I attempt to create sentences that are

I can respond to basic direct questions and request for information. I attempt to create

I can respond to a limited number of basic direct questions. I may use repetition or resort to English.

I am unable to participate in a true conversation. I do not attempt to create sentences.

not memorized and I am correct when doing so.

sentences that are not memorized and I am often correct.

I attempt to create sentences, but they are not often correct.

Presentational Task

Component EXCEEDS EXPECTATIONS

20

MEETS EXPECTATIONS Strong 17

MEETS EXPECTATION Minimal 15

DOES NOT MEET EXPECTATIONS 11

Do we understand you? (Comprehensibility)

My audience understands me with very little effort.

My audience understands me with some effort.

My audience understands me with some difficulty.

My audience does not understand me, even with additional effort.

How well do I use the Spanish language? (Language Control and Vocabulary Use)

I am mostly accurate when I produce simple sentences. My presentation is rich in appropriate vocabulary.

I am mostly accurate with memorized sentences and phrases. My presentation often includes appropriate vocabulary.

My accuracy is limited to memorized words. My presentation sometimes includes appropriate vocabulary.

I produce little accuracy even with memorized words. My presentation lacks the presence of appropriate vocabulary.

How well do I capture and maintain the interest of my audience? (Impact)

My presentation is clear and organized. My visuals capture the attention of the audience. My presentation is

My presentation is mostly clear and organized. Some of my visuals capture the attention of the audience.

My presentation is somewhat clear and organized. Few of my visuals capture the attention of the audience.

My presentation is limited in clarity and organization My visuals do not capture the attention of the audience.

engaging and shows effort to the interest of the audience.

My presentation is mostly engaging and shows effort to the interest of the audience.

My presentation is somewhat engaging and shows some effort to the interest of the audience.

My presentation makes no effort engage and show effort to the interest of the audience.

How well do I organize the presentation? (Communication Strategies)

My presentation includes all of the necessary information.

My presentation includes most of the necessary information.

My presentation includes some of the necessary information.

My presentation lacks several of items of the necessary information.

Total Points: ___________ / 150

Major Assessment IPA Grade ______________ %

 

Grade: 8th Unit Theme/Big Idea: City Travel

Interpretive Mode Interpersonal Mode Presentational Mode

You have won a free trip to any Spanish-speaking country in the world through the local Hispanic radio station! In order to decide

which country you would like to visit, one aspect of the trip you have to find more information about is the type of food that is common in the country. Compare two menus from

2 countries. Read the menus carefully and complete the

comprehension questions that accompany it.

 

Your aunt has just returned from a trip to Madrid, Spain and she is trying to convince you to choose

Spain as your country of choice. Ask your aunt about the places in Madrid

including where various landmarks are located and what they look like in

real life. (Use the map of Madrid, Spain to pinpoint accuracy in

prepositional phrases.)  

You have decided on the country, you have done your research, and now it’s

time to convince your parents! Present the information to your family to take the trip with you! Present the information to your

family in the form of a 3-day itinerary. This itinerary can be in the format of your choice. Don’t forget to include a few delicious, common

dishes that you plan to enjoy and will help to convince your family to go

there.  

 

Grade: _____ Unit Theme/Big Idea __________________________________________

Interpretive Mode Interpersonal Mode Presentational Mode