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1.¿Quién dijo que no? por Cabas 2. Abre los ojos por Zurdok 3. El ciclón por Café Tacuba 4. El sol no regresa por La 5ª estación 5. Esa morena por Ozomatli.

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Presentation on theme: "1.¿Quién dijo que no? por Cabas 2. Abre los ojos por Zurdok 3. El ciclón por Café Tacuba 4. El sol no regresa por La 5ª estación 5. Esa morena por Ozomatli."— Presentation transcript:

1 1.¿Quién dijo que no? por Cabas 2. Abre los ojos por Zurdok 3. El ciclón por Café Tacuba 4. El sol no regresa por La 5ª estación 5. Esa morena por Ozomatli 6. Espejo por Soraya 7. Esta madrugada por Amaral 8. Falsas esperanzas por Christina Aguilera 9. Great spot por Kinky 10. Il mio canto libero por Laura Pausini y Juanes 11. La misma tijera por Aterciopelados 12. La negra tiene tumbao por Celia Cruz 13. New Orleáns se parece a Baranquilla por Carlos Vives 14. Ojalá pudiera borrarte por Maná 15. Pachanguero por Liquits 16. Srta a mí me gusta su style por los Rabanes 17. Suavemente por Elvis Crespo 18. Tequila por los Enanitos verdes

2 Written Assessment Thursday you will hear a new Spanish song and will write a Spanish essay about it. Some other things you should be ready to do: guess the style/genre, artist, and/or country its from Give a descriptive opinion of the song Compare it with another song in detail Tell how this song relates to other Latin music and/or how it reflects Spanish culture

3 Grading I will be using the IB rubric for grading – scaled a bunch The IB rubric grades 3 areas equally: A - Language (fluency, vocab/grammar, ease of expression) B – Cultural interaction (transitions, appropriate level of formality, voice) C – Message (content well-developed, organized, details, accurate info., complex ideas expressed)

4 10-98-76-54-32-10 Criteria A: Language range of gram/vocab used accurately despite some errors in more complex structures; some complex sentence structures used clearly & effectively; spelling generally correct and clear range of gram/vocab used, common constructions generally accurate, but errors in complex constructions; commonly encountered sentence structures used clearly, complex ones are unclear; spelling sometimes incorrect, but understandable fairly ltd. range gram/vocab, w/some errors in basic constructions; commonly encountered sent. structures usually clear; complex ones unattempted or unclear; spelling sometimes inc., but understandable; min. # words written limited range of gram/vocab with errors in basic constructions; commonly encountered sometimes clear; complex structures unattempted or unclear; spelling often incorrect and difficult to understand limited range of grammar/voca b, many errors even in basic constructions; commonly encountered sentence structures rarely clear; complicated structures either not attempted or unclear; spelling overall is incorrect and difficult to understand level 1 is not achieved Criteria B: Cultural Interaction register & style generally effective & approp. to task; rhetorical devices approp. to type of text generally effective & varied; structural elements contribute to clarity of text register & style approp. to task; rhetorical devices approp. to type of text effective w/in limited range; structural elements generally used approp. register & style generally approp. to task; some rhetorical devices approp. to type of text are in evidence; structural elements limited, but mostly approp. register & style sometimes consistent/approp. To task; rhetorical devices approp. to type of text very limited; structural elements limited register & style rarely consistent/app rop. to task; rhetorical devices approp. to type of text not used; structural elements rarely used level 1 is not achieved Criteria C: Message ideas relevant; development of ideas methodical & thorough, supporting details approp.; organization of ideas clear ideas generally relevant; development of ideas fairly methodical, supporting details generally approp.; organization of ideas generally clear ideas generally relevant; development of ideas generally clear, supporting details limited/inapprop. ; organization of ideas apparent, but not always clear ideas sometimes irrelevant/repetetive ; development of ideas confused, supporting details limited/inapprop.; organization of ideas sometimes apparent ideas often irrelevant/rep etetive; development of ideas often confused, supporting details very limited/inappr op.; evidence of organization of ideas hard to detect level 1 is not achieved

5 Scale Raw score /30Scaled grade /30 30 2930 2830 2730 2629.8 2529.6 2429.4 2329.2 2229 2128.7 2028.4 1928 1827.7 1727.4 1626.7 1526.4 1425.7 1325.4 1224.7 1124.4 1023.7 923.4 822 721


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