When are my Performance Assessments?

How do I prepare for them?

• These performance assessments are 90% of your grade.

• There are no retakes on performance assessments.

• You will do formative (practice) activities in class to inform your teacher and inform yourself whether you are ready for the assessment.

• If your teacher recommends you get help, please do so immediately (go to the lab, speak with your teacher). If you feel unprepared, do the same.

• Contact your teacher or go to the Extra Help Language Lab (room 155) for extra help if you do not feel prepared.

Presentational Speaking Assessment (65 points):

lunes, 22 de mayo (clases verde y anaranjada)

martes, 23 de mayo (clase amarilla)

In class you will watch a short video of a performance or game. You want to convince your teenage friend in Chile to watch it. You decide to send a short recording to your friend. In your recording you:

- - Explain what happened during the performance/game

(give a summary of what you remember)

- - Persuade them to watch the performance/game online
  - Compare/contrast it to something you know they have seen before

Please note that this is Presentational Speaking (not interpersonal).

You will prepare what you want to say, and then record it alone (it's not a conversation).

Final Experience:

You must be in class on the day of these exams.

If you are absent, excused, you will need to make it up on the make up day.

Rubrics for these exams

Interpersonal Speaking (6% of your year end grade) - jueves, el 8 de junio

Presentational Writing (6% of your year end grade)

clases anaranjada y amarilla - viernes, 9 de junio. clase verde - lunes, 12 de junio

We will speak more about these as we get closer to the date of the assessment. We will do some review and preparation. It is similar to what you have been doing in terms of skills and vocabulary. You will not know the exact prompt that you will receive for each assessment, but it will be a theme that we have studied this year.

For the speaking assessment, you will get a prompt and speak about it with your classmate(s). For the writing assessment you will get a prompt and a quote or a graphic and respond to these and answer the prompt.

Workbooks from this year → U1P1 U1P2 U2P1 U2P2 U2P3

Practice with vocabulary links from this year in the blue box below.

(We will not have time for this:). Interpersonal Writing Assessment (75 points):

Date to be announced

A high school in Chile has reached out to your class looking to learn more about your culture. In particular, they are looking to learn more about what kinds of groups/events bring people together in your community. In a reply to this high school you:

- - Choose an event/group in your culture that you think brings people together
  - Express your opinion on why this event is important to you
  - Tell a quick story about the last time you attended this event/group
  - Compare/contrast this group/element of your culture to a group/element in Chile’s culture based on what you studied

You may want to:

- - Talk about events/groups that used to be popular but are not anymore and explain why.

Assessments that you already took this year:

Interpretive Listening:

Wednesday, 21 September (orange/yellow), Thursday 22 September (green)

weight: 10 points

Students will watch a video talking about teenage trends today and will answer interpretive questions in English and Spanish.

Tip: The preparation for this is in the formative interpretive practices that we do in class.

Some strategies include: learning the unit vocabulary well, reading the questions ahead of time to know what you're listening for, pausing and listening to the video several times.

Outside of class it will be helpful for you to listen to some music in Spanish or turn a Netflix show into dubbed in Spanish with English subtitles. The more you listen to Spanish in your life, the easier these interpretive assessments will become for you. You can also go back and listen to the practice interpretive videos that we did in class and try to answer the questions again.

Make sure that you learn the vocabulary that you wrote on the inside front pages of your workbook (words that you asked your teacher during class because you needed them to communicate). Make yourself a quizlet or write them down, fold over the page, try to write them again.

Remember, every interpretive assessment will ask these sorts of questions:

- - - - what is the main idea of the article/video or what could be a different title for the article/video? (answer in English)
        
        who is the intended audience for this article/video? (answer in English)
        
        indicate some specific information that you understood from the article/video and explain it in your own words (answer in English).
        
        give a personal reaction to the article/video (answer in Spanish)

To prepare to write the personal reaction, be sure that you read page 53 in your workbook and know how to use expressions such as:

Yo pienso que... - I think that...

El video dice que... - The video says that...

Estoy de acuerdo porque ... - I agree because...

No estoy de acuerdo porque... - I don't agree because...

En mi opinión... - In my opinion...

Me parece que ... - It seems to me that...

Here is the scrimmage that we did in class in case you want to watch it again: VIDEO SCRIMMAGE

Presentational Writing:

Friday, October 7th

weight: 15 points

Prompt: You have been chosen to be a mentor to a new student at WHS who comes to us from Argentina. You have been writing back and forth over the past few weeks and the latest question he asked you was “what’s it like to be a teenager in your community?”. Write a response to him in which you explain what teenage life is like in your community and mention what pop culture trends influence teenage life in your community. You may also want to provide a different perspective from a different community or geographic region.

Rubric You will be scored on whether you meet the Proficiency Target in the following areas:

How well am I understood?

Tip: Be sure you only write in Spanish with no English words. Read back through your formative work: did your teacher indicate that she couldn't understand what you wanted to say? If so, simplify your writing, and/or make an appointment with her. Use words that you know in Spanish (don't guess or try to make up words).

How varied is my vocabulary?

Tip: Learn as much of this vocabulary as you can so that you can use it in your writing. There is a lot of vocabulary in the back of your workbook that will help you. Look back at your formative writing samples and learn the words that you had to look up. It's likely you'll want to use them again. Learn as many of these commonly used verbs as possible and review these Spanish 1 verbs. You want to write with a rich variety of vocabulary and not repeat the same words over and over. Try writing a draft of the prompt above. This will force you to look up the vocabulary words that you want to use, and those are the words that you should study and learn.

How do I structure my message?

Tip: Use connecting words to make your sentences longer and more descriptive. Choose two or three that you try to use every time you speak and write. We have worked a lot in class with sin embargo (however), pero (but), porque (because). Can you choose some new ones from this list? Your teacher will notice if you're using the connecting words from the wall in front of the classroom (that's good) or if you've learned some new ones on your own (that's even better!).

How do I show what I know about the target culture?

Tip: Go back and listen to the videos of young people talking about teenage trends in their cultures (Learning Target 8). What do they say? Remember a few examples of what they say so you can compare and contrast teen trends in their culture with teen trends in your culture. You can't just make up this part. It has to come from sources we have seen in class. Do not make generalized statements, but rather specific statements backed up by evidence from the videos on Canvas.

How accurately do I use language to communicate?

Tip: Do you understand how to:

conjugate and use verbs correctly? Do your subjects (yo, tú, él...) match your verb endings? (Yo juego videojuegos. Los estudiantes miran ...) Study the verb conjugations on pages 63-68 of your workbook. Practice verb conjugations here. Email your teacher immediately if you need help with this.

make your adjectives agree with your nouns? (una influencia nueva, las actividades populares, las comunidades similares)

spell the words accurately? Make yourself a Quizlet with words that are hard for you to spell (adolescente). Then use the writing feature to see the word in English and practice writing the word in Spanish.

BIG TIP --> Go to the Language Help Lab and practice writing the prompt there.

Ask them to help you look it over and make it better.

- Interpersonal Speaking + Presentational Writing:

Thursday October 20th

weight: 20 points

Prompt:

Situación - A teenager from Argentina has decided to come to Wellesley for a few months as part of an exchange program. Obviously, the teenager wants to spend time with other teenagers from this community and you want them to have the best time. You are in charge of planning a day with 3 to 4 different activities based directly on what influences the teenager’s life.

First- watch their video or listen to their phone message introducing themselves and talking about what interests or influences their life.

Second- in a group of 2 to 3 people you will:

- - - - Discuss teenage trends/activities that are popular in your culture and at Wellesley High School

- - - - Express your opinion on the trends that your group talks about

- - - - Compare and contrast the trends/activities to what you know about the teenager coming to Wellesley

- - - - Plan 3 to 4 different activities based directly on what interests/influences the teenager’s life.

Third- you don’t want to forget what your group discussed so you write out a short description of the itinerary for the day. Write out what activities you should do or recommend doing with your teenager.

Rubric You will be scored on whether you meet the Proficiency Target in the following areas:

How well am I understood?

Tip: This depends on using words correctly and pronouncing them correctly. Can your partners understand what you are saying? If they don't seem to understand, repeat what you said and/or say it a different way. When your teacher listens to the recording, she will be able to tell if you are easy to understand. If that is the case, you will score high in this category. Be sure you only speak in Spanish with no English words. The best way to prepare for this is to practice always speaking in Spanish in your Breakout Zoom groups. Maybe you have a friend outside of class who would like to speak with you in Spanish or even practice the prompt above.

How varied is my vocabulary?

Tip: Learn as much of this vocabulary as you can so that you can use it in your writing. Think back to your conversations in class and learn the words that you had to look up or ask how to say. It's likely you'll want to use them again. Learn as many of these commonly used verbs as possible and review these Spanish 1 verbs. Practice the conversation with a list of verbs in front of you and see if you can use them all. For example, crear, creer, pensar, decir, compartir, escuchar, tomar, tocar, subir, bajar, poner, disfrutar, gozar, etc.

Wordwall with common phrases

How do I structure my message?

Tip: Use connecting words to make your sentences longer and more descriptive. Choose two or three that you try to use every time you speak and write. We have worked a lot in class with sin embargo (however), pero (but), porque (because). Can you choose some new ones from this list? Your teacher will notice if you're using the connecting words from the wall in front of the classroom (that's good) or if you've learned some new ones on your own (that's even better!).

How do I show what I know about the target culture?

Tip: Thinking back on what we have learned from the videos that we listened to in class (from teens around the world), what could you include in a conversation? Go back and review the videos if necessary.

How well do I maintain the conversation?

THIS IS THE MOST IMPORTANT PART OF THIS ASSESSMENT.

It is the only think that differentiates it from the other assessments.

It will be weighted heavily.

Are you actively asking questions or are you waiting for your partner(s) to ask you questions? Do you ask additional, follow up questions based on what you hear your partners saying in the conversation? Is it an authentic conversation where you are listening and responding?(-->good!) Are you just waiting to talk and not listening to others?(-->not so good) Are you making sure that all your group members speak equally by asking questions to people who are not participating as much? Try not to dominate the conversation - be sure you're inviting in quieter group members.

Here are some expressions that can help with this.

How accurately do I use Spanish to communicate?

Tip: Do you understand how to use verbs correctly? Go to the lab for help if you need it.

Remember that los adolescentes or los estudiantes uses the ellos form of the verb: Los adolescentes escuchan música.

Practice verb conjugations here.

BIG TIP --> Go to the Language Lab with a friend. Practice having the conversation in front of the teacher and ask for feedback. You can pretend that this is the audio of the student coming to visit. (The audio on the actual assessment will be another audio recording). https://drive.google.com/file/d/1gGWB-Pcr_v6bGjXYaD_Ea8kkx-tV6DCS/view

- Interpretive Reading:

Monday November 14th (orange/yellow), Tuesday November 15th (green)

weight: 25 points

Students will read an article talking about teenage life and answer questions about what they read.

Rubric You will be scored on whether you meet the Proficiency Target in the following areas. The preparation for this is in the formative interpretive practices that we do in class. Some strategies include: learning the unit vocabulary well, reading the questions ahead of time to know what you're looking for, highlighting and circling words as you read, and outside of class, consider putting your phone in Spanish or some app that you use in Spanish. The more you read in Spanish in your life, the easier these interpretive assessments will become for you.

Remember, you must give details about what you read in the article (not about what you may already know about the topic that you're reading about). Be specific and concrete.

Main idea detection - what is the main idea or what is another title for this article? (in English)

Supporting detail detection - identifying details from the article. (in English)

Quote reaction - reacting to a quote from the article with your opinion and explaining your opinion (in Spanish).

Personal reaction - answering a question about the article and relating it to your life (in Spanish).

1. Express your opinion

2. Include a direct reference from the text (El artículo dice "....")

3. Explain why the reference supports your opinion.

4. Describe a personal experience related to the reference.

HERE is an extra article if you want to practice reading it and answering the questions above. Go to the lab to get feedback.

Study the vocabulary. Remember that this is an interpretive assessment, so you need to recognize this vocabulary.

- learning target 1 vocabulary

- learning target 2 vocabulary

- learning target 3 vocabulary

Here is the rubric that will be used for this reading assesment:

Screen Shot 2022-10-02 at 2.40.58 PM-1.png

- Presentational Speaking

martes, 22 de noviembre

weight: 30 points

Your teacher met you this year and is getting to know you as high school students. She wants to know what you were like when you were young. What did you used to do? How did you use to spend your time? How is it similar or different from what you do now?

You will create a digital collage of photos of your childhood and present them to your teacher - explaining what your life was like when you were younger.

***Very important: do not begin to create what you are going to say outside of class. There are certain parameters for this project/assessment which will be discussed in class on the day that we work on it. You will begin and complete everything you need to do to prepare for this project (assessment) in class on the day before you present.

Here are some things that you can do ahead of time if you want:

Quizlet: basic verbs

Quizlet: recent verbs (from this unit)

Review of the imperfect tense (regular verbs + the 3 irregular verbs: ser, ir, ver)

If you are not in class you will need to schedule an alternate time to come into the classroom to create and practice the assessment.

On the day of the assessment groups of 3 students will go in the hall. Each will take turns showing their photo collage and presenting. After each student presentation the other 2 students should ask a follow up question. Your presentation should be about 2 minutes long.

Screen Shot 2022-01-04 at 10.47.23 AM.png

- Presentational Writing:

lunes, 12 diciembre (anaranjada)

martes, 13 diciembre (amarilla/verde)

The best thing you can do to prepare for this is to write a draft (early - a week or two before) and bring it to the lab or to your teacher for feedback.

Extra support is available the week before the assessment:

- - - - Monday 12/5 - 7:30am - room 155 (extra support lab)
        
        Monday 12/5 - 2:30pm - room 241
        
        Tuesday 12/5 - 2:30pm - room 241
        
        Wednesday 12/6 - (Intervention Day) - 9:00-9:50 am - room 241
        
        Thursday 12/7 - 7:30am - room 155 (extra support lab)
        
        Thursday 12/7 - 2:30pm - room 241

weight: 30 points

Prompt:

You recently read somewhere that someone was talking about pre-teen and teenage life in Massachusetts and talked about how drastically different it was in the Spanish speaking world (Spain/Colombia/Costa Rica). In the post, the person stereotyped Spanish speaking people’s teenage years and said that basically nothing was the same and it is impossible to compare teenagers in the two countries.

After reading this, you decide not to just continue scrolling but instead to post something to tell this person that they are wrong. Based on what you’ve learned about María and Mariona from Barcelona (Spain), Mayra and Alex from Cali (Colombia) and Seemore from San José (Costa Rica), you feel that you are equipped to help this person see what's wrong in their thinking. In a polite reply to the person you:

- - - - Introduce yourself and describe what you were like as a pre-teen
      - Talk about what you used to do as a pre-teen (when you were 10, 11, 12 years old)
      - Compare and contrast what you used to do to what María / Mariona / Mayra / Alex / Seemore used to do when they were teenagers
      - Explain to this person why their thinking is flawed and culturally insensitive
        
        to be right = tener razón
        
        you are right = tienes razón, you're not right = no tienes razón

You may want to:

- - - - Compare your pre-teen years to what you are like now as a teen

Discuss a different teen or classmate and talk about what they used to do when they were younger and compare yourself to them.

Important: Look back at the feedback that you received on your Presentational Writing from the first half of this unit. What do you need to improve on this assessment? Look at the feedback from your tiered writing (Learning target 12 - comparing yourself with Claudia) - what feedback did your teacher give you?

Go back and listen to the videos (they're on Canvas) and write down specific examples that you want to mention. You may compare yourself to as many of the people that we studied as you like (one or more than one).

Rubric You will be scored on whether you meet the Proficiency Target in the following areas:

Screen Shot 2022-01-09 at 11.40.59 AM.png

How well am I understood?

Tip: Be sure you only write in Spanish with no English words. Read back through your formative work: did your teacher indicate that she couldn't understand what you wanted to say? If so, simplify your writing, and/or make an appointment with her.

How varied is my vocabulary?

Tip: Learn as much of the unit vocabulary as you can so that you can use it in your writing. Look back at your formative writing samples and learn the words that you had to look up. Study the words that you wrote on the first page of your yellow workbook. Learn as many of these commonly used verbs as possible and review these Spanish 1 verbs. You want to write with a wide variety of vocabulary and not repeat the same words over and over.

How do I structure my message?

Tip: Use connecting words to make your sentences longer and more descriptive. Choose two or three from this list. Your teacher will notice if you're using the connecting words from the wall in front of the classroom (that's good) or if you've learned some new ones on your own (that's even better!).

How do I show what I know about the target culture?

Tip: Go back and listen to the videos of Mayra. Mariona, Maria, Alex and Seemore talking about what their lives were like when they were younger. What did they say? Remember a few examples of what they said so you can compare and contrast your teen life to theirs. The more specific and original you can be, the better. Original means that you used an example that was not used a lot in class or that you couldn't have understood just from looking at the photos - it's apparent that you went back and listened to the recordings.

How accurately do I use language to communicate?

Tip: Do you understand how to:

conjugate and use verbs correctly? Do your subjects (yo, tú, él...) match your verb endings? (Yo juego videojuegos. Los estudiantes miran ...)

Study the present tense verb conjugations on pages 63-68 of your workbook. Practice present tense verb conjugations here.

Study the imperfect tense verb conjugations on pages 70-71 of your workbook. Practice imperfect tense verb conjugations here.

make your adjectives agree with your nouns? (una influencia nueva)

spell the words accurately? Make yourself a Quizlet with words that are hard for you to spell. Then use the writing feature to see the word in English and practice writing the word in Spanish.

- Interpretive Reading:

jueves, 19 de enero (anaranjada) lunes, 23 de enero (verde), martes, 24 de enero (amarilla)

weight: 35 points

Prompt: Students will read an article of someone describing social media and what role it plays in the world and answer interpretive questions.

Rubric You will be scored on whether you meet the Proficiency Target in the following areas. The preparation for this is in the formative interpretive practices that we do in class. Some strategies include: learning the unit vocabulary well, reading the questions ahead of time to know what you're looking for, highlighting and circling words as you read, taking time to learn the vocabulary you have written on the first page of your book and being sure to answer all parts of the question.

Remember, you must give details about what you read in the article (not about what you may already know about the topic that you're reading about). Be specific and concrete.

Main idea detection - what is the main idea or what is another title for this article? (in English)

Supporting detail detection - identifying details from the article. (in English)

Quote reaction - reacting to a quote from the article with your opinion and explaining your opinion (in Spanish).

Personal reaction - answering a question about the article and relating it to your life (in Spanish).

1. Express your opinion

2. Include a direct reference from the text (El artículo dice "....")

3. Explain why the reference supports your opinion.

4. Describe a personal experience related to the reference. Be very specific here.

Vocabulary Quizlets to help you prepare:

Verbs in the infinitive (activities)

Quizlet link for all Interpretive Vocabulary

PRACTICE READING ASSESSMENT that you can try on your own time if you want.

- Presentational Writing:

lunes, 30 de enero (anaranjada y verde) martes, 31 de enero (amarilla)

weight: 40 points

The best thing you can do to prepare for this is to write a draft (early - a week or two before) and bring it to the lab or to your teacher for feedback.

Prompt: While scrolling through social media you come across a post from someone who wrote in Spanish about teenagers being addicted to technology and posted a short graphic about it as well. You read this and you want to reach out to the person. In a short, polite message you: state whether you agree or disagree with their post about being addicted to technology, explain how you did or didn’t use technology in the past few days, compare your technology usage to how people in the target culture use technology, reference the graphic in your post to provide evidence or counter evidence. You may want to: compare how people used to use technology years ago to how you used it yesterday or use it today.

Here is a sample graphic. It is not the same graphic that you will see on the assessment.

Preparation/organizational Document to help you prepare

Rubric You will be scored on whether you meet the Proficiency Target in the following areas:

How well am I understood?

Tip: Be sure you only write in Spanish with no English words. Read back through your formative work: did your teacher indicate that she couldn't understand what you wanted to say? If so, simplify your writing, and/or make an appointment with her.

How varied is my vocabulary?

Tip: What words did you need over the course of this unit? Make a list, make a Quizlet and learn them.

adicto = addicted (this is an adjective) Los adolescentes son adictos a la tecnología. Mi amiga es adicta a la tecnología.

Look over the vocabulary at the beginning of your workbook. What words will you need to know to answer the prompt? Highlight them in your workbook and learn them.

Try writing the prompt on a piece of paper. This is the best way to know what words you will need to learn in order to practice the prompt.

Here are some practice links:

commonly used verbs Spanish 1 verbs Unit 2 words

You want to write with a rich variety of vocabulary and not repeat the same words over and over.

How do I structure my message?

Tip: Use connecting words to make your sentences longer and more descriptive. Choose two or three that you try to use every time you speak and write. We have worked a lot in class with sin embargo (however), pero (but), porque (because). Can you choose some new ones from this list? Your teacher will notice if you're using the connecting words from the wall in front of the classroom (that's good) or if you've learned some new ones on your own (that's even better!).

How do I show what I know about the target culture?

Tip: Go back and listen to the videos of the people talking about the different apps they use. What did they say? Look at the infographics from your workbook. Remember a few examples of what they you learned so you can compare and contrast technology use in Spanish speaking countries with your technology use.

How accurately do I use language to communicate?

Tip: Do you understand how to:

conjugate and use verbs correctly?

Are you able to use the present tense (what I'm doing now), imperfect tense (what I used to do when I was young) and preterite tense (what I did recently/yesterday/last night/this morning) accurately? Look at the second page of your workbook for a quick review. Get help immediately (email your teacher and ask for help) if you do not understand how to use these verb tenses.

When the prompt says: "explain how you did or didn’t use technology in the past few days" you need to use the preterite tense (hablé, miré, necesité, grabé, subí, compartí...)

When the prompt says: "You may want to: compare how people used to use technology years ago..." you need to use the imperfect tense (hablaba, miraba comía, aprendía, subía)

many years ago = hace muchos años

20 years ago = hace 20 años

make your adjectives agree with your nouns? (una influencia nueva)

spell the words accurately? Make yourself a Quizlet with words that are hard for you to spell. Then use the writing feature to see the word in English and practice writing the word in Spanish.

If you want to practice, write a rough draft and bring it to the Language Support Lab for some feedback.

print RAMON WL Lab.png

- Interpersonal Speaking:

martes, 7 de febrero (clase anaranjada)

miércoles, 8 de febrero (clase verde)

jueves, 9 de febrero (clase amarilla)

weight: 45 points

You will speak with one other person from class. (If there is an odd # in your class, there may be one group of 3)

You will be randomly assigned one of these roles:

- - - - Your opinion is that social media + technology brings people together
        
        Your opinion is that social media + technology do not bring people together.

You will have to defend the opinion/side that you are assigned. (This means you'll need to be prepared to defend either side because you won't know which side you'll be assigned until you sit down to talk).

Prompt: You have been hanging out with your new Spanish language speaking neighbor and his family. While at dinner one day, the family starts discussing technology and social media and wants to know your opinion. You will be assigned an opinion/role to play. In your conversation you: defend whether technology/social media bring people together or not (based on the role you're assigned), justify your opinion with why you think technology/social media bring people together or not (based on your role), talk about how you recently used technology/social media and whether it was needed or not. You may want to: describe how technology/social media used to be when your parents or grandparents were younger and compare it to now.

Rubric You will be scored on whether you meet the Proficiency Target in the following areas:

How well am I understood?

Tip: This depends on using words correctly and pronouncing them correctly. Can your group members understand what you are saying? If they don't seem to understand, repeat what you said and/or say it a different way. Be sure you only speak in Spanish with no English words. The best way to prepare for this is to practice always speaking in Spanish in your Breakout Zoom groups. Maybe you have a friend outside of class who would like to speak with you in Spanish or even practice the prompt above.

How varied is my vocabulary?

Tip: Learn as much of the unit vocabulary as you can/ Think back to your conversations in class and learn the words that you had to look up or ask how to say. It's likely you'll want to use them again.

• commonly used verbs

• Spanish 1 verbs

• interpretive vocabulary from this unit.

Here are the word wall activities that you did in class and are good to try again:

https://www.wordwall.net/play/12721/299/173

https://www.wordwall.net/play/12721/499/371

You'll need to be able to use these verbs easily. They are all regular verbs.

- - - - unir = to unite
        
        juntar = to bring together
        
        separar = to separate

How do I structure my message?

Tip: Use connecting words to make your sentences longer and more descriptive. Choose two or three that you try to use every time you speak and write. We have worked a lot in class with sin embargo (however), pero (but), porque (because). Can you choose some new ones from this list?

How do I show what I know about the target culture?

Tip: Thinking back on what we have learned from the videos, infographics and articles from this unit. What could you include in a conversation? Go back and review them if necessary.

How well do I maintain the conversation? --> VERY IMPORTANT

Are you actively asking questions or are you waiting for your partner(s) to ask you questions?

Do you ask additional, follow up questions?

Please remember that it is important to help your partner participate as well as to participate yourself. Part of your grade is based on how well you can encourage your partner to speak and elaborate.

Here are some expressions that can help with this.

How accurately do I use Spanish to communicate?

Tip: Do you understand how to:

conjugate and use verbs correctly? Ask questions using the tú form. Talk about yourself using the yo form. Talk about yourself and others using the nosotros form.

are you listening to the verb tenses used? Are you aware of whether people are talking about now (using the present tense), recent events (using the preterite tense) or a long time ago (using the imperfect tense) and do you respond correctly?

- Interpretive Listening

lunes 6 marzo (anaranjada)

martes 7 marzo (verde)

miércoles 8 marzo (amarilla)

weight: 45 points

Students will watch a video related to food and answer questions about what they hear.

These verbs are in the video. Learn them.

All food vocabulary words. (You also should have your own list at the beginning of your workbook)

Rubric You will be scored on whether you meet the Proficiency Target in the following areas. The preparation for this is in the formative interpretive practices that we do in class. Some strategies include: learning the unit vocabulary well, reading the questions ahead of time to know what you're listening for, consider putting your phone in Spanish or some app that you use in Spanish. Consider getting listening practice by listening to music in Spanish or stories on Duolingo. The more you listen to Spanish in your life, the easier these interpretive assessments will become for you.

Remember, you must give details about what you hear in the video (not about what you may already know about the topic that you're listening to). Be specific and concrete.

Main idea detection (answer in English)

Supporting detail detection (answer in English)

Identify information / recommendations / benefits / challenges, etc. You will be asked to identify a few of these things from the video and explain what the video is talking about in greater detail (answer in English).

Personal reaction (answer in Spanish)

- - - - You will choose something that was said in the video
        
        El señor/La señora dijo que... (the man/lady said that...)
        
        Yo oí que... (I heard that...)
        
        En el video ellos mencionaron que... (In the video they mentioned that...)
        
        You will relate what was said with your personal life - how is it similar or different? Do you do the same thing or is your life different? Give a specific example from your life or experience. This is where you will show that you can use the past tenses proficiently by placing your example in the recent or distant past.

Interpersonal Speaking:

jueves 16 marzo (anaranjada)

viernes 17 marzo (verde)

lunes 20 marzo (amarilla)

weight: 50 points

Prompt:

You and your friends are getting ready to go out to dinner at a new Peruvian restaurant but want to take a look at the menu beforehand to make sure that everyone will find something they can eat. In a conversation with some your friends you:

- - Review the menu (your teacher will give you a menu when you begin your conversation) and discuss what you think of the food on the menu
  - Talk about different potential options that each of you might eat
  - Discuss prices of the different food items
  - Determine what you each plan to eat and explain why

After your assessment: You each went to the restaurant and ordered what you discussed in your conversations. Write a very short Yelp review talking about what you and at least one other person ordered (PRETERITE tense), how it was (use IMPERFECT tense to describe how the food was), what ingredients it had (IMPERFECT - description) and what they thought about it. You will not know who your partner will be until the day of the assessment.

Below are some general questions that you might use to begin the conversation (before looking at the menu). You should also create some of your own questions. Be sure to begin the conversation with some general questions before starting to talk about the menu.

¿Cuánto dinero quieres gastar? (Do you want an expensive or inexpensive/cheap restaurant?)

¿Quieres comida caliente o fría? (Do you want hot or cold food?)

¿Quieres ir a un restaurante caro o barato? (How much do you want to spend?)

¿Quieres comer adentro o afuera? (Do you want to eat inside or outside?

¿Quieres ir a un restaurante con comida sana/picante/peruana/italiana .....? (Do you want to go to a restaurant with healthy/spicy/Peruvian/Italian... food?)

¿Quieres desayunar, almorzar o cenar? (Do you want to eat breakfast, eat lunch or eat dinner?

¿Tienes mucha hambre? (Are you very hungry?)

¿Tienes mucha sed? (Are you very thirsty?)

¿Conoces este restaurante? (Do you know this restaurant? - Are you familiar with it?)

¿Comiste en este restaurante antes? (Did you eat before in this restaurant?)

¿Tienes alergias a la comida? (Do you have food allergies?)

¿Eres vegetariano/a? (Are you a vegetarian?)

¿Eres vegano/a? (Are you a vegan?)

¿Quieres hacer algo antes o después de comer? (Do you want to do something before or after eating?)

Here are some questions that you can ask about the menu. You will definitely have to think of more questions once you see the menu.

¿Quieres probar....? (Do you want to try....?)

Me parece salado / soso / picante / sabroso .... (It seems salty / bland / spicy / delicious ....)

¿Te interesa/n ....? (Does ..... interest you?)

Use these menus to practice your conversations. These are not the menus that you'll have for your assessment, but they're similar.

Norky's Piscomar Piedra y Sal Restaurante

Rubric You will be scored on whether you meet the Proficiency Target in the following areas:

How well am I understood?

Tip: This depends on using words correctly and pronouncing them correctly. Can your partners understand what you are saying? If they don't seem to understand, repeat what you said and/or say it a different way. When your teacher listens to the recording, she will be able to tell if you are easy to understand. If that is the case, you will score high in this category. Be sure you only speak in Spanish with no English words. The best way to prepare for this is to practice always speaking in Spanish in your Breakout Zoom groups. Maybe you have a friend outside of class who would like to speak with you in Spanish or even practice the prompt above.

** How varied is my vocabulary?** (Weighted heavily on this assessment)

Tip: Learn as much of the unit vocabulary as you can so that you can use it in your writing. Think back to your conversations in class and learn the words that you had to look up or ask how to say. Study the additional words on page 2 of your workbook. When you practice this conversation, what words do you want to use? Learn them.

VOCABULARY WORDS FROM WORKBOOK

LEVEL UP VOCABULARY WORDS FROM WHITE BOARD

How do I structure my message?

Tip: Use connecting words to make your sentences longer and more descriptive. Choose two or three that you try to use every time you speak and write. We have worked a lot in class with sin embargo (however), pero (but), porque (because). Can you choose some new ones from this list? Your teacher will notice if you're using the connecting words from the wall in front of the classroom (that's good) or if you've learned some new ones on your own (that's even better!).

**How well do I maintain the conversation?** (Weighted heavily on this assessment)

Are you actively asking questions or are you waiting for your partner(s) to ask you questions? Do you ask additional, follow up questions?

Here are some expressions that can help with this.

How accurately do I use Spanish to communicate?

Can you accurately and appropriately use the past tenses (preterite and imperfect)?

Remember:

use preterite for completed actions: we sat down, he ordered, I asked for, she drank, they ate, my friend said that....

use imperfect for descriptions in the past or repeated actions in the past: the waiter was funny, the lemonade was delicious, the fish was spicy, there were a lot of people at the restaurant, my friends were happy.

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Presentational Writing:

viernes, 31 de marzo (all sections) [This is the last day of Quarter 3 but it will be a Q4 grade]

weight: 55 points

Prompt: Food is one of those things that can instantly bring you back in time to a specific place or remind you of a particular someone or something. Your teacher has started a blog about this very topic and wants you to contribute with a post. In your post you:

- - - - Choose a particular memory you have from the past involving food and describe it with as much detail as possible. Review what you wrote in Learning Target 10 in your workbook and incorporate some of these ideas.

- - - - Describe the food itself- how it was, the taste, the smells, etc.
        
        Explain what people did at the event/tradition/celebration that you remember
        
        Discuss how the food connected people or connected you to the memory

You may want to:

- - - - Compare this food memory to another one you have
        
        Discuss how this event used to be different when you were younger in comparison to how it changed as time went on

Important: Look back at the feedback that you received recently. What do you need to improve on this assessment? Review part 3 of your listening assessment. If your teacher asked you to come see her, this means you need help with your writing and you should make an appointment immediately with her.

It is highly recommended that you write a draft of this and bring it to the language help lab to get feedback.

For this assessment you will need to use the preterite vs. imperfect correctly when talking about food. Use some of the new verbs from your yellow packet in your writing.

Rubric You will be scored on whether you meet the Proficiency Target in the following areas:

How well am I understood?

Tip: Be sure you only write in Spanish with no English words. Read back through your formative work: did your teacher indicate that she couldn't understand what you wanted to say? If so, simplify your writing, and/or make an appointment with her.

How varied is my vocabulary?

Tip: Learn as much of the unit vocabulary as you can so that you can use it in your writing. Look back at your formative writing samples and learn the words that you had to look up. Use some of the new verbs from your yellow packet. Use some of the new food vocabulary from the beginning of your workbook. Describe the food: soso, picante, riquísimo. Describe yourself as an eater: adventurous? picky? ...

How do I structure my message?

Tip: Use connecting words to make your sentences longer and more descriptive. Choose two or three that you try to use every time you speak and write. We have worked a lot in class with sin embargo (however), pero (but), porque (because). Can you choose some new ones from this list? Your teacher will notice if you're using the connecting words from the wall in front of the classroom (that's good) or if you've learned some new ones on your own (that's even better!).

How do I show what I know about the target culture?

Tip: What did we learn about Peruvian food? Compare the food you're describing to a Peruvian food we've learned about or that you ate or prepared for your project.

How accurately do I use language to communicate?

Tip: Do you understand how to:

conjugate and use verbs correctly? Review page 3 in your workbook. Review the forms on your yellow sheet. Do you know when to use preterite and when to use imperfect?. Write a rough draft and bring it to the lab to check that you can do this.

make your adjectives agree with your nouns? (una influencia nueva)

spell the words accurately? Make yourself a Quizlet with words that are hard for you to spell. Then use the writing feature to see the word in English and practice writing the word in Spanish.

Proyecto de la comida peruana - Presentational: (40 points)

Due: lunes, 3 abril (anaranjada/amarilla). martes, 4 abril (verde)

Explanation of Project: printout frequently asked questions

Interpretive Reading Assessment (60 points):

jueves, 4 de mayo (anaranjada y verde), viernes, 5 de mayo (amarilla)

Students will read an article talking about sports and answer interpretive questions.

How should I prepare?

1. study and learn the new (sports / art) vocabulary.

Quizlet - los deportes

Quizlet - Las artes

Quizlet - verbos

2. look back through your previous reading assessments from this year. Did your teacher comment on anything that you should do differently?

3. Remember to use specific evidence from the reading and expressions like: El artículo dice "..." when you write about the article.

Go to the extra support lab if you need help.

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