Integrated Performance Assessment

Middle School Spanish

PRESENTATIONAL WRITING #1

PRESENTATIONAL WRITING #2

PRESENTATIONAL WRITING #3

PRESENTATIONAL WRITING #4

FINAL PRESENTATIONAL

WRITING CULTURE 1

INTERPRETIVE ACTIVITY #1

INTERPRETIVE ACTIVITY #2

INTERPRETIVE ACTIVITY #3 FINAL

PRESENTATION AL SPEAKING CULTURE 2

FINAL INTERPERSONAL

SPEAKING CULTURE 1

Presentational Oral Practice from

Presentational Writing CULTURE 1

Interpersonal Oral Practice from

Presentational Writing CULTURE 1

CULTURE 1 >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

CULTURE 2>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Sequence of Presentational Writing

Desafío 1 (short in-class writing assignment)

Desafío 2 (short in-class writing assignment)

Desafío 3 (short in-class writing assignment)

Desafío 4 (short in-class writing assignment)

Final Presentational Writing

Short in-class writing activitiesStudents write for +/- 15 minutes.

They can use any resource in the classroom.

They number the sentences on their paper.

The first student finished puts sentence #1 on the board.

All sentences are eventually written on the board.

As a class, the students correct the sentences on the board and on their papers.

Students can read any sentence they want to get feedback on.

Second draft of PWsStudents leave class with a “corrected” rough draft.

For homework, they type up the Presentational Writing.

*They use it for an oral activity which is explained later.

Teacher collects the PW and highlights any sentences that need edits.

Students make their edits with pen/pencil on highlighted draft.

Final Presentational Writing

Teacher uses different colored highlighter on each short PW.

The Final Presentational Writing is done in class.

The students are not allowed to use dictionaries or books.

They can use the four highlighted PWs from Desafíos 1-4.

The final PW is graded using the final PW rubric.

1st two PW prompts

Unit 5 Desafío 1 - Presentational Writing Nombre:

What is your favorite sport? Where do you play? Who do you play with? When do you play? What body parts do you need to use to play this sport? When you watch that sport “live”, what do you see, hear, smell, yell…? Please number your sentences.

Unit 5 Desafío 2 - Presentational Writing Nombre:Describe your daily routine at home before and after school. When do you get up? What different things do you need to do before you leave for school? (List 4+) Who do you talk to in the morning? Where do you go after school? Please number your sentences.

2nd two PW promptsUnit 5 Desafío 3 - Presentational Writing Nombre:You are at school and feel VERY sick with flu-like symptoms. Where do you go? Who will you talk to there? Explain how you are feeling. When did the symptoms start? What hurts the most? Say why you want to go home. Please number your sentences.

Unit 5 Desafío 4 - Presentational Writing Nombre:The nurse has a series of recommendations to help you recover. Write down the advice and commands she gave you so you can show someone at home. Where should you go after the visit at the clinic? What medicine should you take? Who should give you the medicine? How often should you take the medicine? When can you come back to school? Please number your sentences.

How to write PW prompts

The PW prompts require the students to use language that they need to learn for that unit.

The PW prompts are about US culture. This prepares the student for the Interpersonal speaking.

The PW prompts are short and require about 7-9 sentences.

The PW prompts are often written as questions using a a variety of question words (who, what, where, etc)

The Final PW promptUnit 5 Final - Presentational Writing Nombre:You may refer to your previous writing assignments for Desafíos 1-4.

You are participating in the Brookline Track and Field Day. Throughout the day you update your blog about the day. Start with the time you wake up and what you do to get ready. Then describe what you see, hear, smell, yell at Larz Anderson. Write about how you hurt yourself running in a race and your subsequent trip to the doctors. What does the doctor say you should do? You do NOT need to number your sentences.

How to write/use Final PW prompt

The prompt should incorporate as much as the languageand structure from the first four writing assignments as possible.

Students may refer to the highlighted writing assignmentsso they should be encouraged to write as much as they can on the first four assignments and to edit the highlighted text.

They do not have the opportunity to correct the Final PW. The editing process takes place first. WHY?

PW rubricUnit 5 Rubric Presentational Writing

I can use varied vocabulary to: Language Function Commentary

state what time I wake up _____________________________________

explain how I get ready _____________________________________

describe what I experience at Lars Anderson-see _____________________________________

-hear _____________________________________

-smell _____________________________________

-yell _____________________________________

explain about a running accident _____________________________________

recount doctor’s instructions _____________________________________

Using the rubric

Check off whether the student completed the task.

Provide commentary on aspects of the language which the class had studied.

Points can be assigned according to teacher’s system with a focus more on the task than grammar usage.

Presentational Writing - Oral Practice #1 (Presentational

Speaking)Pass your paper to your partner. Tell your partner as much as you can about what you wrote in your presentational writing paragraph. Your partner listens and checks off the sentences you remember. Then your partner asks questions in Spanish to get you to say any information you did not include. Then switch.

Presentational Writing - Oral Practice #2 (Interpersonal

Speaking)Put your papers away. Have a conversation in which one student asks and the other answers at least three different questions about the writing prompt. Switch. The question words in Spanish are: )¿Quién?, ¿Qué?, ¿Cuál?, ¿Dónde?, ¿Cuándo? ¿Por qué?, ¿Cómo? ¿Cuántos?

Interpretive ActivitiesStudents complete three different interpretive activities during the unit of study.

For this unit, one was a video, one was a webquest and one was a PowerPoint presentation presented in Spanish.

The students complete a worksheet for each presentation.

The worksheets focus on the question words (Who, WhatWhere, When, Why, How or How many).

In class, teacher and students reviewed the answers and students corrected their work.

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Alejandro Valverde

1. Quién es Alejandro Valverde?

2. Por qué le interesa el ciclismo?

3. Dónde hace competiciones?

4. Qué le pasó en el Tour de Francia en 2006?

5. Cuándo ganó Valverde la Vuelta a España?

6. Cómo está Valverde después de terminar el Tour de Francia en 2013?

Presentational Speaking

The presentational speaking requires the student to present cultural knowledge learned from the Interpretive activities.

The student chooses one of the three activities to present about. *If a student is absent for one of the activities, it is not necessary for them to make it up, because they only need the information from one activity.

Create a general question which can be used to speak about all three prompts. Use the question words to create a prompt for the student.

Presentational Speaking PromptUnit 5

¿Qué hacen los Españoles para mantenerse en forma?

Los Españoles ___________________ para mantenerse en forma. Un ejemplo es:

o ¿Quién?o ¿Qué?o ¿Dónde?o ¿Cuándo?o ¿Por qué?o ¿Cómo?

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Presentational Speaking Peer Rubric Name: ____________________________ Unit 5

¿Qué hacen los Españoles para mantenerse en forma? Student Presenting: __________________________________ Check the box if the student provides information to answer a question below: ¿Quién es? o

¿Qué hace o ¿Qué es el Camino? o

¿Dónde hace la actividad? o

¿Cuándo hace la actividad? o

¿Por qué hace la actividad? o

¿Cómo hace la actividad? o

Interpersonal SpeakingWith your partner, describe healthy athletic pursuits in Brookline:

Discuss what sports or healthy activities you do? When? Where? How often?ActivitiesWhen?Where? How often?

Discover with your partner an activity that a friend/family member does that neither you nor your partner ever do. Say who does that activity and how often.ActivityWho does it?How often?Discuss what you learn/do in PE class. Do you like the activity? Why/Why not?What you learn? Like?Why/Why not?Discuss what sports or healthy activities you do with your family. How often? Who in your family likes this activity the most?Activity w/familyHow often?Who likes most?

Unit 5 Interpersonal Speaking Teacher RubricStudent A: _________________________ Student B ________________________Describe healthy athletic pursuits in Brookline:

Discuss what sports or healthy activities you do? When? Where? How often?Activities When? Where? How often?

Student A Student B

Discover an activity that a friend/family member does that neither you nor your partner do. Say who does that activity and how often.

Activity Who does it? How often?Student A Student B

Discuss what you learn/do in PE class. Do you like the activity? Why/Why not?

What you learn? Like? Why/Why not?Student A Student B

Discuss what sports or healthy activities do you do with your family. How often? Who in your family likes this activity the most?

Activity w/family How often? Who likes most?Student A

Student B

Interpersonal Speaking

Students present in front of class.

Teacher grades while they are presenting.

It’s ‘guided conversation’ about native culture.

Students have written about native culture in PWs and have practiced interpersonal speaking with oral activity after PWs.

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