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SPANISH: STANDARDS, COMPETENCIES, & PERFORMANCE ACTIVITIES / ASSESSMENTS

Stage I (Replace “Stage I” with the name of the appropriate course, for example “Spanish I”)

Description of course: (Insert course description given to students when they select courses, for example from the “Program of Studies”.)

Major Concepts: (Insert yearly units directly from the textbook OR from the school’s World Language curriculum: big ideas and information students need to know by the end of the year.)

Discipline Course Content and Process Skills Competencies: 1. Communication: Communicate in Spanish.

2. Cultures: Gain Knowledge and Understanding of the Cultures of the World.

3. Connections: Connect with Other Disciplines and Acquire Information.

4. Comparisons: Develop Insight into the Nature of Language and Culture.

5. Communities: Participate in Communities at Home and Around the World.

1

Stage I (Replace “Stage I” with the name of the appropriate course, for example “Spanish I”)

Course Description: (Insert course description given to students when they select courses, for example from the “Program of Studies”.)


1. Communication ~ Communicate in Spanish.

Standard 1:1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions in Spanish.

Competency

~ A student will be able to:

Knowledge / Content

~ A student will understand:

SPA: Sample Performance Activities / Assessments

~ A student will demonstrate skill:

TeacherResources/ Notes

School Mission Statement

1. Greet and respond to greetings

1. Cultural gestures of greeting and proper ways to greet different people

1. Role play different people in society, demonstrating both formal and informal relationships4. Rubric: Oral presentation: dialogues & plays

2. State needs and preferences

2. The verbs such as querer, preferir, necesitarCommon nouns such as personal possessions and school supplies

2. Interact on a daily basis with teacher and peers

3. Express gratitude and appreciation

3. Expressions such as gracias, de nada, con gusto, por favor.Cultural gestures and/or reactions

3. Praise and thank each other and their teacher on a regular basis.

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4. Exchange descriptions of people, places and things

4. Vocabulary such as family, friends, home, school, feelings, leisure activities, clothing, weather, colors, numbers, calendar and seasons, time, food, professions, transportation; Conjugations of regular –ar, -er and –ir verbs; ser, estar, tener, hay

4. Describe a person, place or thing with the help of posters, pictures or other visual aids (family album, family tree, room designs, tener books, fashion show, mood cubes, advertisements)4. Rubric: Oral Presentation: dialogues & plays (all levels)

5. Share likes and dislikes 5. Verbs like gustar, encantar, interesar, chocar, aburrir, fascinar, odiar;Indirect object pronouns; Thematic vocabulary for leisure activities, foods, clothing, sports, school

5. Interview each other and present each other’s likes and dislikes;Share information from a dating survey containing personal preferences;Create a “Likes/Dislikes” collage, poster or mobile10. Rubric: Small Focus Projects

6. Ask and answer questions about familiar topics

6. Thematic vocabulary for family, friends, health, leisure activity, time, feelings, school schedulecommon interrogative words; appropriate intonation; proper word order

6. Recite and demonstrate proper intonation (use of tongue twisters, choral repetition with teacher)Interview a partner on a relevant topic.7. Rubric: Oral Presentation or Demonstration

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Standard 1:2 Students understand and interpret written and spoken Spanish on a variety of topics. Competency


Knowledge / Content




TeacherResources/ Notes


1. Follow oral instructions in Spanish related to daily classroom activities.

1. Commands and vocabulary for classroom activities.

1. Respond to teacher instructions by doing the action or activity.

2. Comprehend main ideas and main characters in spoken or written passages

2.Thematic vocabulary for the unit or lesson, audio clues such as intonation inflection, body language and gestures, reading strategies

2. Underline or highlight cognates and/or known vocabulary or parts of speech;Do a cloze activity;Write a dictationQuiz

3. Identify people and objects in school and at home

3. Thematic vocabulary or school and home

3. Create a floor plan of your home or school 10. Rubric: Small Focus Projects Play “Qué falta?” (or other games like Concentration)

4. Understand the main message from written Spanish language media such as texts, posters and advertisements

4. Reading strategies Recognize cultural cues such as 24 hour clock, monetary unit, products;Use cognates and visuals to infer meaning

4. Create an ad to sell a particular product10. Rubric: Small Focus Projects Find an ad in a magazine or on the Internet that promotes a specific product or place

5. Interpret gestures, intonation and visual and auditory clues in media such as films, television and video

5. Become familiar with gestures, body language and personal distance;Distinguish between declarative and interrogative sentences, plus exclamations

5. Write a list of cognates they hear (from video clip, TV or film)

4

Standard 1:3 Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics in Spanish:

Competency


Knowledge / Content




TeacherResources/Notes


1. Prepare and present on a variety of topics in written or spoken form.

1. Vocabulary such as family, friends, home, school, feelings, leisure activities, clothing, weather, colors, numbers, calendar and seasons, time, professions and transportation

1. Write or speak about a real or imaginary trip to a Spanish speaking country; Write or present a dialogue on a relevant topic;Record a biographical sketch; Compose and leave a message on an answering machine;Provide peers and teacher with answers to questions;Describe a picture or scene13. Rubric: Writing 6. Rubric: Oral Presentation: oral reading

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Standard 2.1 Students develop an understanding of the relationship between the practices and perspectives of Hispanic cultures.

Competency


Knowledge / Content




TeacherResources /Notes


1. Use appropriate gestures and oral expressions for greetings, leave-takings and common classroom interactions

1. Differences between formal and informal relationships;Ways of expressing respect in their own language and the Spanish;Basic gestures

1. Role-play to show appropriate greetings and introductions;Demonstrate gestures as the teacher calls them out

2. Understand different cultural activities

2. Games, songs and birthday celebrations;Regional dancesHoliday practices;Recognition of traditional dress and items connected to holidays or events

2. Participate in songs, dances, exchange of holiday greetings; Draw or create a visual representation of traditional dress10. Rubric: Small Focus Projects4. Rubric: Oral Presentation: dialogues & plays (all levels)

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Standard 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the different Hispanic cultures.

Competency


Knowledge / Content






1. Observe, identify and/or describe tangible products from Spanish-speaking cultures

1. Clothing, toys, dwellings, city layouts, foods, musical instruments etc.

1. Create dioramas, label products, prepare/sample foods, play instruments, present fashion shows, make handicrafts, view videos and movies, etc.10. Rubric: Small Focus Projects

2. Identify, experience, hear, or read about expressive products of Spanish speakers

2. Songs, literature, rhymes, legends, folklore, tongue twisters

2. Participate in songs, dances, storyboard stories, fill-in-the-blanks, cloze exercises, re-order sentences, listen and draw, etc.11. Rubric: Storyboard

3. Recognize common themes, ideas or perspectives of groups of Spanish speakers

3. Friendships, individual and family responsibilities, personal space

3. Compare and contrast relationships in US vs. Spanish-speaking countries5. Oral Presentation ~ Upper Level Group Discussion

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Standard 3.1 Students reinforce and further their knowledge of other disciplines through Spanish.

Competency


Knowledge / Content






1. Demonstrate in Spanish an understanding about concepts learned in other subject areas

1. Biology, weather, mathematics, measurement, geography and cardinal directions

1. Add, subtract, multiply in Spanish, guess the number, identify countries and capitals, find the cognate, give weather reports, identify animals etc. Quiz

2. Use their understanding of weather maps and temperature charts

2. Geography of the Spanish-speaking world, basic weather expressions and Celsius vs. Fahrenheit

2. Select cities and countries in the Spanish-speaking world to visit

3. Apply their knowledge of the metric system and other systems of measurement

3. The metric system and clothing and shoe sizes in Spanish-speaking countries

3. Role play a shopping trip to a Mercado4. Rubric: Oral Presentation: dialogues & plays (all levels)

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Standard 3.2 Students acquire information and recognize the distinctive viewpoints that are available only through the Spanish language and its many cultures.

Competency


Knowledge / Content






1. Read, listen to and talk about materials written for native speakers of Spanish

1. Authentic materials such as songs, advertisements, newspapers, realia, magazines, etc.

1. Sing songs, find or identify information, etc.


Standard 4.1 Students demonstrate understanding of the nature of language through comparisons between the language studied and their own.

Competency


Knowledge / Content






1. Cite and use examples of words that are borrowed in Spanish and in English

1. Why languages may need to borrow and adopt words

1. Identify and compare words that are borrowed from Spanish and English and vice versa

2. Realize that cognates enhance comprehension of spoken and written Spanish

2. Commonly-occurring cognates and words ending in -ción, -dad, -ero, -tad, -mente

2. Identify common cognates and false cognates in spoken and written SpanishQuiz

3. Show awareness of the existence of idiomatic expressions in English and Spanish

3. Common idiomatic expressions in English and in Spanish

3. Explain how idiomatic expressions work in general (e.g. “tomar el pelo” – “to pull one’s leg”; “put your foot in your mouth”)

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4. Demonstrate an awareness of formal and informal forms of language and expressions of politeness

4. Differences of register (tú vs. usted; vosotros vs. Uds.) and common expressions of politeness and titles of address

4. Respond to being called upon and address adults and peers appropriately

5. Begin to recognize differences and similarities between the sound and writing systems of their own language and Spanish

5. Alphabet, sounds of letters and use of accent marks for syllable stress

5. Dictation, alphabet song, vocabulary quizzes, hangman, spelling etc.Quiz

Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons between the cultures studied and their own.

Competency


Knowledge / Content






1. Demonstrate an awareness that gestures are an important part of communication and that gestures may differ between English and Spanish

1. The meaning of basic gestures in English and Spanish

1. Use gestures to communicate with peers and teacher

2. Compare and contrast tangible products of Hispanic cultures and their own

2. Understand the differences between the cultural products of their own country and those of Hispanic cultures (e.g. fútbol/football; chupacabra/boogeyman)

2. Identify and describe cultural and historical figures from both cultures (Simón Bolívar/George Washington)3. Rubric: Group Project: research & working together

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Standard 5.1 Students use the language both within and beyond the school setting.

Competency


Knowledge / Content






1. Convey basic messages to Spanish speakers

1. Common greetings, farewells and appropriate thematic vocabulary

1. Leave a voicemail message, send an e-postcard7. Rubric: Oral Presentation or Demonstration

2. Name professions that benefit from proficiency in Spanish

2. Basic words that relate to professions and occupations

2. Prepare a list of professions; play charades, concentration etc.

3. Write, illustrate and present simple stories in Spanish

3. Thematic vocabulary, appropriate grammatical structures and verb conjugations

3. Display/present student work to school and community (display case, bulletin board, festivals, school website etc.)

4. Perform skits and songs in Spanish


4. Perform skits and/or songs for holiday festivals, parent nights, assemblies, etc.4. Rubric: Oral Presentation: dialogues & plays (all levels)

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Standard 5.2 Students show evidence of becoming life-long learners by using Spanish for personal enjoyment and enrichment.

Competency


Knowledge / Content






1. Read, view and listen to materials from Spanish-speaking countries for personal enjoyment


1. Keep a journal of experiences with Spanish culture outside of school and present to the class (e.g. Spanish channel, music, travel, encounters with Spanish speakers)13. Rubric: Writing

2. Recognize and/or play culturally-associated instruments

2. Basic rhythms and instruments from different Hispanic countries

2. Identify rhythms or instruments by listening to musical selections on tape or from live performances

3. Play culturally-authentic games (Fútbol, Dominó, Simón Dice)

3. Basic rules and procedures pertaining to culturally authentic games using thematic vocabulary and grammar

3. Play the games with peers and family

4. Establish friendships in local Spanish-speaking community

4. And appreciate Hispanic cultural diversity

4. Participate in activities such as language clubs or perform community service (daycare, hospitals, babysitting)

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Stage 2 (Replace “Stage 2” with the name of the appropriate course, for example “Spanish 2”)

Course Description: : (Insert course description given to students when they select courses, for example from the “Program of Studies”.)




Competency

~A student will be able to:

Knowledge / Content

~A student will understand:


~A student will demonstrate skill:



1. Greet, respond to greetings and exchange information with increased fluency

1. How to greet different people in a variety of situations and share information about personal events, memorable experiences

1. Students will role play different people in society, demonstrating both formal and informal relationships7. Rubric: Oral Presentation or Demonstration

2. State needs, preferences and opinions with courtesy

2. The verbs such as querer, preferir,necesitar,deber,gustar type verbs combined with thematic vocabulary.

2. Students will interact on a daily basis with teacher and peers

3. Use expressions for managing conversation

3. Expressions such as encantado(a), no me digas, de veras, como se dice, que te parece etc

3. Create and present dialogues utilizing several common conversational expressions4. Rubric: Oral Presentation: dialogues & plays (all levels)

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4. Compare and contrast people, places and things

4. Thematic vocabulary, comparisons and superlatives

4. Describe, compare and contrast a person, place or thing with the help of visual aids. 7. Rubric: Oral Presentation or Demonstration 10. Rubric: Small Focus Projects

5. Use Spanish to acquire goods, services or information

5. Vocabulary related to shopping, prices, sizes and quantities

5. Role –play dialogue between a salesperson and a customer4. Rubric: Oral Presentation: dialogues & plays (all levels)

6. Ask and answer questions about familiar topics with increased fluency

6. Thematic vocabulary, common interrogative words, appropriate intonation and proper word order

6. Interview a partner on a relevant topic4. Rubric: Oral Presentation: dialogues & plays (all levels)

7. Use Spanish in group activities

7.Thematic vocabulary and appropriate grammatical structures

7. Plan an event (fiesta, viaje) or suggest solutions to a problem3. Rubric: Group Project research & working together

Standard 1:2 Students understand and interpret written and spoken Spanish on a variety of topics.

Competency


Knowledge / Content






1. Follow oral and written instructions in Spanish related to daily classroom activities.

1. Commands and vocabulary for classroom activities.

1. Respond to teacher’s instructions by doing the action or activity.

2. Identify the principal characters and comprehend the main ideas of level-appropriate literary materials

2. And employ different reading strategies such as recognition of cognates, scanning visuals and looking at the title.

2. Create visual organizers or story maps and highlighting main characters and/or main ideas10. Rubric: Small Focus Projects

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3. Identify and describe familiar or famous people, places and events

3. Thematic vocabulary, appropriate grammatical structures, cultural and historical figures, places and events

3. Research a geographical region, important event, or famous person related to the target culture and present orally or in writing, using technology when appropriate2. Rubric: Geography Project

4. Understand the main themes and significant details from level-appropriate printed and auditory sources in Spanish

4. And employ different reading strategies such as recognition of cognates, scanning visuals and looking at the title, and recognize cultural cues such as 24-hour clock, monetary unit products

4. Compare advertisements or commercials for given product;Listen to a media broadcast and identify the region or country the speaker may be from

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Competency


Knowledge / Content






1. Prepare, present or perform on a variety of topics in written or spoken form.

1. Thematic vocabulary and appropriate grammatical structures including verbs conjugations and tenses

1. Role play an interview between a reporter and a famous figure of the target culture; perform a brief scene of a movie or soap opera4. Rubric: Oral Presentation: dialogues & plays (all levels) 12. Rubric: Video Project



Competency


Knowledge / Content



A student will demonstrate skill:



1. Participate in real or simulated cultural events

1. Thematic vocabulary related to celebrations and special events (Saint’s Days, Quinceanera)

1. Create and perform a dialogue recreating an important cultural event or celebration, using appropriate gestures (el beso, abrazo etc.)4. Rubric: Oral Presentation: dialogues & plays (all levels)

2. Observe, analyze and compare/contrast patterns of behavior typical of their peer group

2. Thematic vocabulary related to interpersonal relationships in the Spanish-speaking cultures

2. Create and present original piropos and compare and contrast dating customs

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Competency


Knowledge / Content






1. Research the functions of tangible and intangible products from Spanish-speaking cultures

1. Thematic vocabulary related to products such as food, artesanías, clothing, political institutions

1. Create a cultural project, investigating the related festival, crafts, clothing, food, music, religious folklore etc.; identify the function of common items such as serapes, molinillos, máscaras, calacas1. Rubric: Art & Architecture Project 8. Rubric: Poster Project

2. Experience expressive products of Spanish speakers

2. Thematic vocabulary and verb forms related to storytelling, poetry, music, dance and art

2. Listen to a musical selection and discuss linguistic and cultural elements; visit a virtual museum of fine arts and discuss the artist and his work

3. Identify, discuss and analyze an Hispanic community

3. Geography of Hispanic and indigenous cultures; thematic vocabulary relating to products being studied (zócalo, handicrafts, calendars etc.)

3. Create a project (collage, poster, handicraft) on a country, region or indigenous culture highlighting products typical of that culture (quipu, papel picado, cempasúchil) 8. Rubric: Poster Project 9. Rubric: Power Point Presentation

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Competency


Knowledge / Content






1. Expand on topics learned in other subject areas

1. Vocabulary related to other subject areas such as science, weather, mathematics, measurement, geography, and history

1. Create and perform a news broadcast including a weather report and other topics 4. Rubric: Oral Presentation: dialogues & plays (all levels) 7. Rubric: Oral Presentation or Demonstration 6. Rubric: Oral Presentation: oral reading

2. Comprehend articles or video clips in Spanish relating to other subjects

2. Vocabulary related to other subject areas such as science, weather, mathematics, sports, measurement, geography, and history

2. Compile a list of terms recognized from article or video clip

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Competency


Knowledge / Content






1. Use authentic media sources to compare and contrast Hispanic and American cultural viewpoints on contemporary issues or issues of personal interest

1. Authentic materials such as songs, advertisements, newspapers, realia, magazines, video clips etc.

1. Participate in discussions relating to topics presented7. Rubric: Oral Presentation or Demonstration



Competency


Knowledge / Content






1. Cite and use examples of words that are borrowed in Spanish and in English

1. Why languages may need to borrow and adopt words

1. Identify and compare words that are borrowed from Spanish and English and vice versa10. Rubric: Small Focus Projects

2. Realize that cognates enhance comprehension of spoken and written Spanish

2. Commonly-occurring cognates and words ending in -ción, -dad, -ero, -tad, -mente

2. Identify common cognates and false cognates in spoken and written Spanish10. Rubric: Small Focus Projects

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3. Show awareness of the existence of idiomatic expressions in English and Spanish

3. Common idiomatic expressions in English and in Spanish

3. Explain how idiomatic expressions work in general (e.g. tener expressions, hacer with weather etc.)

4. Demonstrate an awareness of formal and informal forms of language and expressions of politeness

4. Differences of register (tú vs. usted; vosotros vs. Uds.) and common expressions of politeness and titles of address

4. Respond to being called upon and address adults and peers appropriately

5. Begin to recognize differences and similarities between the sound and writing systems of their own language and Spanish

5. Sound distinctions such as pero-perro; lave-llave; papa-papá

5. Dictation, tongue twisters, vocabulary quizzes, hangman, spelling etc.


Competency


Knowledge / Content






1. Demonstrate an awareness of verbal and non-verbal behavior within typical daily activities

1. Thematic vocabulary related to topics such as meal time, dating, parties, daily routine etc.

1. Create and share an illustrated booklet9. Rubric: Power Point Presentation 11. Rubric: Storyboard

2. Analyze and compare products from Hispanic cultures and their own

2. The importance of certain products such as calaveras vs. Jack-o-Lanterns, tortillas vs. tortillas espanolas, public vs. private transportation, visual and performing arts)

2. Participate in a discussion about the relationship between cultural products3. Rubric: Group Project: research & working together

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Competency


Knowledge / Content






1. Communicate messages to Spanish speakers

1. Common greetings, farewells, topics such as personal interests, family, school life etc.

1. Write a pen pal letter or extended post card13. Rubric: Writing

2. Visit Spanish-language sites on the internet


2. Prepare a poster for community exhibit8. Rubric: Poster Project

3. Perform skits and songs in Spanish


3. Perform skits and/or songs for the community4. Rubric: Oral Presentation: dialogues & plays (all levels)

21


Competency


Knowledge / Content






1. Read, view and listen to materials from Spanish-speaking countries for personal enjoyment


1. Participate in a group activity such as 4 corners which reflects comprehension of a reading or listening passage10. Rubric: Small Focus Projects

2. Listen to, sing or play music from Spanish-speaking countries for personal entertainment

2. Traditional and popular music from different Hispanic countries

2. Karaoke or Sing-Along

3. Establish or continue friendships in local Spanish-speaking community


3. Participate in activities such as language clubs or perform community service (daycare, hospitals, babysitting)

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Course Description: (Insert course description given to students when they select courses, for example from the “Program of Studies”.)Major Concepts: (Insert yearly units directly from the textbook OR from the school’s World Language curriculum: big ideas and information students need to know by the end of the year.)



Competency


Knowledge / Content






1. Use expressions appropriately for managing conversations

1. How to communicate with people in a variety of situations, such as apologizing, interrupting, expressing agreement and disagreements, etc.

1. Engage in conversations with peers and/or other Spanish speakers 4. Rubric: Oral Presentation: dialogues & plays (all levels)

2. Exchange and support opinions on a variety of topics

2. The function of different verb tenses and appropriate thematic vocabulary

2. Participate in debates on topics such as history, society or politics5. Rubric: Oral Presentation ~ Upper Level Discussion

3. Share a personal reaction to written materials

3. Thematic vocabulary, appropriate grammatical structures and verb tenses

3. Express and defend opinions in oral or written form in small or large group setting7. Rubric: Oral Presentation or Demonstration5. Rubric: Oral Presentation ~ Upper Level Discussion

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4. Ask and answer questions about a variety of topics with increased fluency


4. Discuss topics such as eco-tourism, current affairs, civilization etc.2. Rubric: Geography Project7. Rubric: Oral Presentation or Demonstration3. Rubric: Group Project: research & working together


Competency


Knowledge / Content






1. Demonstrate an understanding of main ideas from Spanish-language media or presentation.


1. Create a graphic organizer mapping the main ideas10. Rubric: Small Focus Projects

2. Identify the principal elements of level-appropriate written materials

2. Plot lines, character description, themes, cultural references etc.

2. Complete multiple choice, true-false, question and answer, fill-in-the-blank and short answer activities11. Rubric: Storyboard

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Competency


Knowledge / Content






1. Prepare, present or perform on a variety of topics in written or spoken form.


1. Give short speeches or presentations on various topics7. Rubric: Oral Presentation or Demonstration9. Rubric: Power Point Presentation

2. Prepare and present research on a variety of topics

2. How to find and cite appropriate sources; thematic vocabulary and appropriate grammatical structures including verbs conjugations and tenses

2. Research and present information on a given topic (e.g. geographical region, civilizations, current event, famous person, visual and performing arts) using visual aids/media1. Rubric: Art & Architecture Project2. Rubric: Geography Project8. Rubric: Poster Project9. Rubric: Power Point Presentation

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Competency


Knowledge / Content






1. Participate in real or simulated cultural events

1. Thematic vocabulary related to celebrations and special events (e.g. shopping, planning an itinerary, applying for a job etc.)

1. Role play an activity such as a job interview or planning a trip with a travel agent2. Rubric: Geography Project4. Rubric: Oral Presentation: dialogues & plays (all levels)

2. Observe, identify, compare and contrast patterns of behavior typical of Hispanic culture

2. Thematic vocabulary related to topics such as national events, religious ceremonies, family relationships, and education in the Spanish-speaking cultures

2. Create a comparative list of cultural patterns of behavior and/or distinctive viewpoints 5. Rubric: Oral Presentation ~ Upper Level Discussion10. Rubric: Small Focus Projects

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Competency


Knowledge / Content






1. Experience and discuss artistic products of the culture

1. Thematic vocabulary related to products such as literary genres, art, architecture, artesanías, useful everyday objects, etc.

1. Examine a culturally authentic object and describe its function1. Rubric: Art & Architecture Project5. Rubric: Oral Presentation ~ Upper Level Discussion8. Rubric: Poster Project

2. Identify, analyze and evaluate themes, ideas and perspectives related to the products being studied

2. Historical, social and cultural perspectives and the significance of national symbols of art forms studied

2. Write an essay interpreting a work of art; create a self-portrait in the similar style of the artist studied3. Rubric: Group Project: research & working together13. Rubric: Writing

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Competency


Knowledge / Content






1. Acquire information and make a connection to a topic from other subjects to the Spanish language or culture


1. Create a presentation on global topics (e.g. civil rights, ecology, immigration etc.); participate in a discussion on related topics (e.g. have a tertulia)2. Rubric: Geography Project5. Rubric: Oral Presentation ~ Upper Level Discussion

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Competency


Knowledge / Content







1. Level-appropriate content of authentic materials from US and Spanish-speaking media sources

1. Share contrasting articles on the same subject from the US and Spanish-speaking countries (e.g. online obituaries, horoscopes, editorials, cartoons, elections etc.)3. Rubric: Group Project: research & working together5. Rubric: Oral Presentation ~ Upper Level Discussion

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Competency


Knowledge / Content






1. Recognize language patterns, word order and parts of speech

1. How the Spanish language functions

1. Identify new word meanings based on context and prior knowledge

2. Point out false cognates 2. That some words look or sound the same but have different meanings in English and Spanish

2. Identify false cognates such as librería, realizar, molestar, embarazada, etc.

3. Identify idiomatic expressions and/or proverbs that do not translate from Spanish to English

3. Common idiomatic expressions and/or proverbs in English and in Spanish such as (tomar una decisón, hacer un viaje, querer es poder etc.)

3. Translate and interpret common proverbs from Spanish to English10. Rubric: Small Focus Projects

4. Use appropriate structures to express time and tense

4. Simple and compound tenses

4. Create a timeline of your life using the past, present and future tenses8. Rubric: Poster Project12. Rubric: Video Project

30


Competency


Knowledge / Content






1. Compare diminutives and terms of endearment in English and Spanish

1. Thematic vocabulary such as hijita, mijita, amorcito, reinita, pobrecito, ahorita, mi corazón etc.

1. Write a Valentine card or poem using terms of endearment10. Rubric: Small Focus Projects13. Rubric: Writing

2. Analyze and compare practices from Hispanic cultures and their own

2. The importance of certain practices such as length and frequency of vacations, the siesta, breakfast and lunch etc.

2. Create a Venn diagram comparing and contrasting Hispanic vs. US cultural practices5. Rubric: Oral Presentation ~ Upper Level Discussion10. Rubric: Small Focus Projects

31



Competency


Knowledge / Content






1. Participate in a project that requires proficiency in Spanish

1.How to communicate effectively and choose appropriate vocabulary and social behaviors for familiar situations

1. Participate in an activity such as an international festival shared with the community

2. Research a cultural or linguistic topic related to the Spanish-speaking community


2. Identify local businesses that cater to Spanish-speaking clientele

3. Create a newsletter or brochure about their school for Spanish-speaking peers

3. Thematic vocabulary such as schedules, classes, sports, food and events, appropriate grammatical structures and verb conjugations

3. Write a brochure or newsletter and share it with Spanish-speaking peers7. Rubric: Oral Presentation or Demonstration13. Rubric: Writing

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Competency


Knowledge / Content






1. Learn more in-depth about personal interests

1. Thematic vocabulary, appropriate grammatical structures and verb conjugations; how to access a variety of sources

1. Create a portfolio or Power point presentation displaying areas of personal interest such as sports, entertainment, hobbies, famous people, travels etc. 9. Rubric: Power Point Presentation



2. Write or interpret a song in Spanish6. Rubric: Oral Presentation: oral reading

13. Rubric: Writing

3. Establish or maintain relationships in the Spanish-speaking community


3. Participate in activities such as language clubs, exchange/home stay programs or perform community service (daycare, hospitals, babysitting)

33


Course Description: (Insert course description given to students when they select courses, for example from the “Program of Studies”.)




Competency


Knowledge / Content






1. Engage in conversation with few significant patterns of error

1. Use a wide range of appropriate vocabulary and more complex grammatical structures

1. Work in small and large group settings to develop and/or practice conversations or scenarios appropriate for a given situation or theme4. Rubric: Oral Presentation: dialogues & plays (all levels)5. Rubric: Oral Presentation ~ Upper Level Discussion

2. Exchange and support opinions and individual perspectives on a variety of topics

2. The function of different verb tenses and appropriate thematic vocabulary

2. Participate in debates and discussions on topics such as literature, history, social issues, etc.5. Rubric: Oral Presentation ~ Upper Level Discussion

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3. Ask and answer questions about a variety of topics with increased fluency and complexity


3. Discuss, propose and support solutions for such topics as the education system, social issues, literary themes etc.3. Rubric: Group Project: research & working together


Competency


Knowledge / Content






1. Understand and report most key ideas and some supporting details when reading and listening


1. Review, summarize, and/or critique a written or auditory passage, using technology when appropriate 10. Rubric: Small Focus Projects11. Rubric: Storyboard

2. Analyze the main plot and/or characters and their significance to the story in authentic literary passages

2. Plot lines, character description, themes, cultural references etc.

2. Propose an alternative ending to a given literary passage11. Rubric: Storyboard12. Rubric: Video Project13. Rubric: Writing

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Competency


Knowledge / Content






1. Create a performance on a variety of topics

1. Thematic vocabulary and appropriate grammatical structures including verb conjugations, tenses and moods

1. Perform a play, recite a poem, create short videos or recreate a scene from a short story4. Rubric: Oral Presentation: dialogues & plays (all levels)12. Rubric: Video Project

2. Prepare a research-based analysis of a current event or global issue from the perspective of both US and Hispanic cultures

2. How to find and cite a wide variety of sources (printed media, websites etc.); thematic vocabulary and appropriate grammatical structures including verbs conjugations, tenses and moods

2. Research and present information on a current event or global issue (e.g. World Cup soccer, immigration, political campaigns etc.) 3. Rubric: Group Project: research & working together7. Rubric: Oral Presentation or Demonstration

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Competency


Knowledge / Content






1. Continue to participate in real or simulated cultural events

1. Thematic vocabulary related to celebrations and special events (e.g. Las Posadas, pastorales, sobremesa etc.)

1. Recreate a typical meal-time setting from a Spanish-speaking culture

2. Observe, identify, compare and contrast socially approved patterns of behavior typical of Hispanic culture

2. Thematic vocabulary related to topics such as national events, religious ceremonies, family relationships, and education in the Spanish-speaking cultures

2. Create a presentation (Power Point, poster etc.) contrasting bullfighting customs in the various Spanish-speaking countries9. Rubric: Power Point Presentation8. Rubric: Poster Project

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Competency


Knowledge / Content






1. Experience, discuss and analyze artistic products of the culture

1. Thematic vocabulary related to products such as literary genres, art, architecture, artesanías, useful everyday objects, etc.

1. Analyze a culturally authentic object and describe its function and history

2. Identify, analyze and evaluate themes, ideas and perspectives related to the products being studied

2. Historical, social and cultural perspectives and the significance of national symbols of art forms studied

2. Write an essay interpreting a work of art; create a work of art in a similar style using alternative media, etc.1. Rubric: Art & Architecture Project3. Rubric: Group Project: research & working together13. Rubric: Writing

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Competency


Knowledge / Content






1. Acquire information and make a connection to a topic from other subjects to the Spanish language or culture

1. Thematic vocabulary and appropriate grammatical structures including verbs conjugations, tenses and moods

1. Create a presentation on global topics (e.g. civil rights, ecology, immigration etc.); participate in a discussion on related topics (e.g. have a tertulia)5. Rubric: Oral Presentation ~ Upper Level Discussion8. Rubric: Poster Project9. Rubric: Power Point Presentation11. Rubric: Storyboard

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Competency


Knowledge / Content







1. Level-appropriate content of authentic materials from US and Spanish-speaking media sources

1. Share contrasting articles on the same subject from the US and Spanish-speaking countries (e.g. online obituaries, horoscopes, editorials, cartoons, elections etc.)3. Rubric: Group Project: research & working together5. Rubric: Oral Presentation ~ Upper Level Discussion

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Competency


Knowledge / Content






1. Use language patterns, word order and parts of speech with few significant errors

1. How the Spanish colloquialisms, slang and accents vary from country to country

1. Identify differences in regional speech patterns (e.g. vosotros vs. ustedes, Caribbean dialect vs. South American dialect etc.)3. Rubric: Group Project: research & working together7. Rubric: Oral Presentation or Demonstration

2. Identify and use more advanced idiomatic expressions

2. Common idiomatic expressions such as “se me olvidó”, “me toca a mí” “se me fue el tiempo” etc.

2. Create dialogues using a variety idiomatic expressions; use idioms in daily classroom conversation4. Rubric: Oral Presentation: dialogues & plays (all levels)

3. Use appropriate structures to express tense and mood

3. Simple and compound tenses and moods

3. Brainstorm a list of things you would do if … (si clauses)8. Rubric: Poster Project10. Rubric: Small Focus Projects13. Rubric: Writing

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4. Recognize the influence of other languages on Spanish

4. The evolution of language as a result of history and globalization

4. Match a list of Spanish words to their language of origin (e.g. almohada – Arabic; aguacate – Aztec; el mall – English)


Competency


Knowledge / Content






1. Recognize and use suffixes to express nuances

1. Suffixes such as –ita/ita, -ón/ona, -ote, -ete, -ico/ica, -illo/illa, -ísimo/ísima

1. Create a class poster illustrating how suffixes change word meaning8. Rubric: Poster Project9. Rubric: Power Point Presentation12. Rubric: Video Project

2. Analyze and compare practices from Hispanic cultures and their own

2. The importance of certain practices such as length and frequency of vacations, eating habits etc.

2. Agree or disagree with the following statement/stereotype (e.g. All Mexican wear sombreros; Americans eat too fast; All Spanish food is spicy; All Latin Americans speak Spanish)3. Rubric: Group Project: research & working together5. Rubric: Oral Presentation ~ Upper Level Discussion13. Rubric: Writing

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5. Communities: Participate in Communities at Home and Around the World.Standard 5.1 Students use the language both within and beyond the school setting.

Competency


Knowledge / Content






1. Participate in a project that requires proficiency in Spanish

1.How to communicate effectively and choose appropriate vocabulary and social behaviors for familiar situations

1. Participate in an activity such as an international festival shared with the community

2. Research a cultural or linguistic topic related to the Spanish-speaking community


2. Identify local businesses that cater to Spanish-speaking clientele

3. Create a newsletter or brochure for Spanish-speaking peers

3. Thematic vocabulary such as civilizations, music, literature, the arts and sciences; appropriate grammatical structures and verb tenses and moods

3. Write a brochure or newsletter and share it with Spanish-speaking peers within or beyond the school setting3. Rubric: Group Project: research & working together8. Rubric: Poster Project13. Rubric: Writing

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Competency


Knowledge / Content






1. Learn more in-depth about personal interests

1. Thematic vocabulary, appropriate grammatical structures and verb conjugations; how to access a variety of sources

1. Create a portfolio or Power point presentation displaying areas of personal interest such as sports, entertainment, hobbies, famous people, travels etc. 3. Rubric: Group Project: research & working together9. Rubric: Power Point Presentation12. Rubric: Video Project



2. Write or interpret a song in Spanish7. Rubric: Oral Presentation or Demonstration13. Rubric: Writing

3. Establish or maintain relationships in the Spanish-speaking community


3. Participate in activities such as language clubs, exchange/home stay programs or perform community service (tutoring, daycare, hospitals, babysitting)

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RUBRICS FOR COMPETENCIES:

1. Art & Architect project – all levels

2. Geography project: countries, regions, maps – all levels

3. Group project: working together, research – all levels

4. Oral presentation: dialogues & plays – all levels

5. Oral presentation: group discussion - upper levels only

6. Oral presentation: oral reading – all levels

7. Oral presentation or demonstration – all levels

8. Poster Project – all levels

9. Power point presentation – upper levels

10. Small focus projects: menus, Venn-diagram small self-information poster, craft – lower levels

11. Story board – all levels

12. Video project – upper levels

13. Writing: any writing, all levels

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1. Rubric: Art & Architecture Project

Level 4 Level 3 Level 2 Level 1

Visuals show variety and creativity.

Understanding of art/architecture is evident.

Colorful, eye-catching.

All items are correctly labeled.

Uses Spanish with few errors.

Sentence structure is sophisticated. Includes many interesting, clear, and fresh word choices.

A few minor level appropriate grammar or spelling errors.

Project fulfills/and or exceeds all requirements.

Visuals show some variety and creativity.

Understanding of art/architecture is evident.

Colorful.

Almost all items are correctly labeled.

Uses Spanish with some errors.

Some variation in sentences.Includes some interesting, clear, and fresh word choices.

Some level appropriate grammar or spelling errors.

Project fulfills all requirements.

Visuals show little variety or creativity.

Understanding of art/architecture is weak.

Little color.

Some items are incorrectly labeled.

Many errors in Spanish and some use of English.

Sentences are complete but lack variety. Includes few interesting, clear, and fresh word choices.

Many grammar or spelling errors. Sentences are not level appropriate.

Project is lacking some requirements.

No visual appeal.

No Understanding of art/architecture.

No color.

Many items are incorrectly labeled or not labeled.

Frequent use of English or all in English.

Relies on simple or basic vocabulary.

Grammatical/spelling errors interfere with communication of idea.

Project is incomplete.

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2. Rubric: Geography Project(Maps of Countries and Regions)


Student presents a neat map of the focus region or country which is easy to follow. It meets all requirements and goes beyond expectations. It is eye-catching.

The project includes all required political and topographical features. Labeled features support the project’s purpose and features are illustrated with symbols.

No English is used in the presentation nor on the map.Demonstration indicates advanced research and preparation.

The required geography report goes beyond expectations in the Spanish. It is well organized and shows understanding. Spelling errors and sentence structure are minimal for language level and includes all required vocabulary.

Presentation of the map is easy to follow and is colorful. It meets all requirements.

The project includes most of the required political and topographical features. Labeled features support project’s purpose.

English is rarely used in the presentation. Demonstration indicates adequate research and preparation.

The required geography report includes only a few errors in spelling and sentence structure and includes all required vocabulary to explain the geography of the country or region in the Spanish.

Presentation of the map is difficult to follow visually because it does not meet specified requirements; the lettering is not clear and coloring does not highlight important features.

The project is lacking several of the required political and topographical features. Labeled features are too scant to support the project’s purpose.

English is sometimes used in the presentation. Demonstration shows some research and preparation.

The required geography report includes several errors in spelling and sentence structure but includes much of the required vocabulary to explain the geography of the country or region in the Spanish.

The audience has great difficulty in following the logic of the map presentation. It does not meet many requirements, is not clearly labeled or colored.

The required political and topographical features are not indicated.

English is frequently used in the presentation. There is a lack of preparation, research and effort.

The required geography report falls short of fulfilling requirements and uses little of the vocabulary required to acceptably explain the geography of the country or region in the Spanish.

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3. Rubric: Group Project: research & working together


All participate equally in the development of the project all of the time.

Meets all requirements and goes beyond what is expected.

Grammar and language reflects mastery of current vocabulary , tenses and sentence structure

Assigned topic is thoroughly developed and supported with detail from a variety of sources.

All participate equally in the development of the project most of the time.

Meets most of the requirements.

Grammar and language reflects understanding of current vocabulary, tenses and sentence structure.

Main ideas are developed but need more supporting information from several sources.

Not everyone participates equally in the development of the project.

Meets some of the requirements.

Comprehension is compromised because of a limited understanding of current vocabulary and or grammar structures

The main idea is unclear or not sufficiently developed to be able to communicate understanding.

Not everyone participates equally or some do not participate at all in the development of the project.

Does not meet the requirements.

The material presented is unclear or does not reflect current vocabulary or grammar structures.

The topic is not addressed or is developed with insufficient detail.

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4. Rubric: Oral Presentation: dialogues & plays (all levels)


The presentation was engaging, fluent and maintained the audience’s interest. Logical organization of conversation.

The presenters used props and/or designs to emphasize the topic. They were poised, articulate and confident.

Presentation contained required vocabulary and a large number of facts relating to the topic. All examples, details and generalizations all pertained to the topic.

Spanish was mostly accurate and easy to understand.

Presentation was interesting, well organized, and logically presented.

The presenters used some props. The presentation flows smoothly without many unplanned pauses.

Included most of the required vocabulary. Material is provided, but the presenters add only a modest amount of detail.

Spanish had few mistakes but was easy to understand.

The work was somewhat interesting, easy to follow and had some variety.

The volume was not appropriate, there are mumbled or inaudible words and little or no expression. No props were used.Presentation incorporates very little originality.

Included some required vocabulary. There was not enough information relating to the topic. The information included is either irrelevant or incorrect.

Spanish had many mistakes and at times is hard to understand.

The organization was flawed, disorganized, and did not engage the audience.

The volume is inappropriate, there are incoherent words and the speakers use no expression. No props are used. No originality.

The topic is not represented. Information is insufficient, disconnected, or incorrect. Used little of the required vocabulary.

Spanish was mixed with English and /or hard to understand.

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5. Oral Presentation ~ Upper LevelGroup Discussion of 3 to 5 students


Group members show that they have worked together to plan the topics each individual will discuss. This is clearly a finished product.

Presentation has an overall main subject to which all information relates, explores all relevant details and goes beyond the obvious.

The group was engaging and the message was very easily understood in the Spanish and fulfilled assigned task/subject beyond level of expectation.

Fluency demonstrated preparedness of vocabulary without hesitation, coping skills and use of substitutions were used when needed.

Grammar structures are correct;word order, subject/verb, tense consistency, accuracy, use of new vocabulary are above expectations across the group.

Group members show that they have worked together but they are not sure of the topics each is meant to discuss.

Presentation has an overall main subject. Most information relates to this main subject. The work explores ample relevant details.

The message was easily understood in the Spanishand fulfilled assigned task at an appropriate level of expectation

Fluency showed some preparedness of vocabulary with some hesitation, coping skills and use of substitutions were used at times.

Grammar structures are strong;word order, subject/verb, tense consistency, accuracy, new vocabulary sometimes used. There is an even performance across the group.

Group members show that they have not worked together effectively, therefore the topics are not shared equally.

The main subject of the presentation is unclear. Information relates to numerous subjects. The work is missing some necessary details about the main subject.

The message was largely understood in the Spanish but some English was used to fulfill assigned task at an acceptable level of expectation.

Less fluency was shown due to a lack of preparedness of vocabulary with evident hesitation, and fewer coping skills and use of substitutions were used.

Grammar structures are acceptable; word order, subject/verb, tense consistency and accuracy need improvement across the group.

Group members show that they have not worked together well so one or two students take over to carry the discussion for the group.

The presentation has no overall main subject. Much of the information seems unnecessary and/or random.

The message was sometimes understood in the Spanish but a lot of English was used to compensate. Assigned task was not fulfilled at an acceptable level of expectation.

Little fluency showed a lack of preparedness of vocabulary with such hesitation that the speakers were difficult to understand. Coping skills and substitutions were not used.

Grammar structures are unacceptable for this level; word order, subject/verb, tense consistency and accuracy are lacking across the group.

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6. Rubric: Oral Presentation: oral reading- all levels


Pronunciation:No errors

Fluidity:Very fluent and perfectly read with correct pausing.All words understood.

Intonation:Executes flawlessly

Pronunciation:Few errors

Fluidity:Fluent and uses pauses correctly with very few errors. A couple of words not understood.

Intonation:Executes with some errors

Pronunciation:Many errors

Fluidity:Uses short pauses incorrectly and hesitates often.Many words not understood.

Intonation:Executes with little variation.

Pronunciation:Very difficult to understand.

Fluidity:Very hesitant with long pauses.Most words not understood.

Intonation:Executes with no variation.

.

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7. Rubric: Oral Presentation or Demonstration


Student presents information in a logical sequence. Shows excellent comprehension of the topic.

Student speaks clearly, projects voice and his/her thoughts are well organized. Student makes eye contact with audience. Is easy to understand.

If done in the Spanish, pronunciation does not at all interfere with the expression of the content. The student has rehearsed.

Sentences are well prepared with only a few grammar errors and appropriate for this level.

Content and ability of expression give the presentation a “wow” factor.

Information is logically sequenced and easy to follow. Shows good comprehension of the topic.

Student speaks clearly, comprehensible to the audience. Student is reading but attempts to make eye contact and can be understood.

If done in the Spanish, there are some pronunciation errors. Student is generally prepared.

There are some grammar errors. Sentences are appropriate for this level. Some breaks in English were made.

Well-presented but no “wow” factor.

It is difficult to follow the sequence of the content presented. Some major omissions exist in the content.

Student speaks too softly, making it difficult to understand. The student is reading too directly from notes and does not make eye contact with audience.

If done in the Spanish, there are many errors in pronunciation, even on words learned in class.

There are many grammar errors. Sentences are not level appropriate. Student resorts to English frequently for clarification.

There is no logic to the sequence of the content. Does not understand the topic.

Student mumbles or speaking is choppy throughout presentation. No eye contact is made. No notes are even prepared.

If done in the Spanish, student makes little or no effort to pronounce the words correctly, or speaks English altogether.

At times sentences are hard to understand because of the many errors. A lot of English is used.Obvious direct translations.

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8. Rubric: Poster Project


Student presents information in a logical sequence. Details offer insight and depth to the subject(s).

Uses a variety of illustrations and is eye-catching.

Sentences are well written with only a few grammar or spelling errors and appropriate for this level. No English

Poster goes beyond what was expected.

Information is logically sequenced and easy to follow. Facts are relevant and supportive.

Appropriate graphics enliven the presentation.

There are some grammar or spelling errors. Sentences are appropriate for this level. No English.

The project fulfills all requirements.

It is difficult to follow the sequence of the poster’s points. Lacks depth of understanding about the subject(s).

The graphics are either overdone-detracting from the report—or too scant to adequately support the poster’s focus.

There are many grammar or spelling errors. Sentences are not level appropriate. Some English is used.

The project is lacking several requirements.

The audience cannot follow the poster because there is no logic to the sequence of the information being presented. Lacks understanding of the subject(s).

The poster is essentially devoid of graphics.

At times sentences are hard to understand because of the many errors. A lot of English is used.

The project is lacking a large number of requirements.

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9. Rubric: Power Point Presentations – upper levels


Shows excellent comprehension of the topic. Information presented in a logical sequence. Details offer insight and depth to the subject.

Font formats and graphics are exceptionally well planned and easily read, fully supporting the content. Consistent style used throughout the presentation.

Presentation has few spelling and/or grammatical errors.

Speaks very clearly with excellent pronunciation, fluidity and is easily understood.

Engages the audience with confidence, using eye contact and good volume. Excellent coordination between power point and oral presentation.

Corrected glitches before presentation.

Shows good comprehension of the topic. Information is logically sequenced and easy to follow. Facts are relevant and supportive.

Font formats are well planned and easily read. Graphics support the content.

Presentation has some spelling and/or grammatical errors.

Speaks fairly clearly with good pronunciation, fluidity and is mostly understood.

Engages the audience with fairly good eye contact and volume. Good coordination between power point and oral presentation.

Corrected glitches before presentation.

Shows partial comprehension of the topic. Is difficult to follow the sequence.

Font formats are well planned and but may be hard to read. Graphics mostly support the content.

Presentation has several spelling and/or grammatical errors.

Speaks with certain clarity and fluidity in some areas, but has some flaws in pronunciation, and is only partially understood.

Sporadically uses eye contact and volume fluctuates. Partial coordination between power point and oral presentation.

Encountered some technical problems from a lack of forethought.

Does not understand the topic. Little or no research was done. There is no logic to the sequence of the information.

Font formatting makes it difficult to read. Graphics inconsistent and may even detract from the content.

Presentation has serious or flawed spelling and/or grammatical errors.

Speaking is choppy, lacks clarity with long pauses with poor pronunciation, and is mostly incomprehensible.

Uses no eye contact and is barely audible. Poor coordination between power point and oral presentation.

Encountered problems or power point did not work.

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10. Rubric: Small focus projects


Rich presentation with varied details. Creative, eye-catching and neat.

Excellent spelling, verb conjugations, sentence structure and vocabulary.

Demonstrates excellent knowledge of content.

Goes beyond what was expected.

Appropriate details. Not repetitious. Neat and attractive.

Spelling, verb conjugations, sentence structure and vocabulary have a few mistakes.

Demonstrates very good knowledge of content.

All requirements fulfilled.

Few details but appropriate to topic. Neat. Shows effort.

Spelling, verb conjugations, sentence structure and vocabulary have several mistakes.

Demonstrates a weak knowledge of the topic.

Some requirements are missing

Student did not follow instructions. Messy. No attention to details. Unorganized.

Most spelling, verb conjugations, sentence structure and vocabulary have mistakes or use of translator is apparent.

Demonstrates a lack of knowledge of the topic.

Missing most requirements.

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11. Rubric: Story board


Visuals show variety and creativity. Colorful, neat. There is a logical sequence of actions. Excellent details enhance the story.

Excellent use of Spanish. Sentence structure is sophisticated.

Includes many interesting and appropriate word choices.

A few minor level appropriate grammar or spelling errors.

Project fulfills and/or exceeds all requirements.

Visuals show some variety and creativity. Colorful, neat.There is a logical sequence of actions. Very good details to present story.

Very good use Spanish. Some variation in sentences.

Includes some interesting word choices.

Some level appropriate grammar or spelling errors.

Project fulfills all requirements.

Visuals show little variety or creativity. Little color, could be neater. Sometimes hard to follow details of the actions.

Some use of English. Sentences are complete but lack variety.

Includes few interesting word choices.

Many grammar or spelling errors. Sentences are not level appropriate.

Project is lacking some requirements.

No visual appeal. No color. Messy. Not organized. Audience cannot follow the story.

Frequent use of English. Sentences are incomplete and hard to understand.

Relies on simple or basic vocabulary.

Grammatical/spelling errors interfere with communication of idea.

Project is incomplete.

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12. Rubric: Video project - upper levels


Student presents information in a logical sequence generating audience interest. The presentation is easy to follow. Props greatly enhance story.The material fully covers the topic. Details offer insight and depth to the topic. Points are clearly made.

Conversation had few errors. There is a logical organization of conversation. Included required vocabulary and has many details. Very few errors in pronunciation.

Demonstrates understanding of technology with added enhancements, captions, scenes without sharp and abrupt changes.

Information is logically sequenced and easy to follow. Appropriate props are used.

There is sufficient information. Facts are relevant and supportive.

Conversation had some errors but appropriate to level. Included most of the required vocabulary and some details.

Demonstrates ability to video record with some enhancements such as sound effects and music.

It is difficult to follow the sequence of the scenes. The logic of the structure is faulty. Few props are used.

Some essential material is included. Facts presented have little connection to the topic.

Conversation is hard to hear and at times hard to understand. Included some required vocabulary and a few details.

Demonstrates basic use of video with very few enhancements. Sound levels not always consistent.

The audience cannot follow the presentation because there is no logic to the action or information. No props.

The scenes include little essential material to support the topic.

There are too few scenes. Speaking and grammatical errors are excessive or English is used frequently.

Demonstrates only very basic use of video equipment such as filming one scene. The speaker was inaudible.

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13. Rubric: Writing – all levels


Fulfilled all requirements and goes beyond what is expected.

Student’s writing demonstrates high proficiency. The assigned subject/theme is well developed and shows clear knowledge of the topic.

There are excellent examples to illustrate ideas. Demonstrates some original and creative thinking.

Sentences are well written with few grammar or spelling errors. The appropriate level vocabulary is used for this level. Required vocabulary is used. No English.

Fulfills all requirements of the assignment.

Student’s writing shows understanding of assigned subject.

Facts and examples are relative and supportive.

Sentences are appropriate for this level. There are some grammar and spelling errors. No English.

Some missing requirements of the assignment.

The assignment is difficult to follow. The student does not demonstrate clear knowledge of the subject.

Few facts and no examples are used. Main idea is unclear or not sufficiently developed.

Sentences are below appropriate level. Many are grammar and spelling errors. Some English is used.

Many missing requirements. Student did not follow directions.

The assignment falls below minimum standards for this level. Student demonstrates little knowledge of the subject.

No pertinent information is given. Topic not developed.

Sentences have many grammar and spelling errors making comprehension very difficult. Uses vocabulary that indicates a lack of understanding of current or previously learned material. English is used more frequently than the Spanish.

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standard: #1 “communication” ~ communicate in · web viewword order, subject/verb,...

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