Integrated Performance Assessment Middle School Spanish

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 activities Students 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 PWs Students 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 prompts Unit 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 prompt Unit 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 language and structure from the first four writing assignments as possible. Students may refer to the highlighted writing assignments so 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 rubric Unit 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 Activities Students 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, What Where, When, Why, How or How many). In class, teacher and students reviewed the answers and students corrected their work.

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 Prompt Unit 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?

Interpersonal Speaking With your partner, describe healthy athletic pursuits in Brookline: Discuss what sports or healthy activities you do? When? Where? How often? Activities When? 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. Activity Who 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/family How often? Who likes most?

Unit 5 Interpersonal Speaking Teacher Rubric Student A: _________________________ Student B ________________________ Describe healthy athletic pursuits in Brookline: Discuss what sports or healthy activities you do? When? Where? How often? ActivitiesWhen?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/familyHow 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.