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Unit title: Who am I and how am I connected to my family ?
Key concept: Connections
Inquiry question: How can researching about my family roots help me understand who I am?
Global context: Who am I? Who are we?
Date assigned: 10/10
Date due: Criterion D: 10/20
Criterion C: 10/20 Oral presentations
The summative assessment consists of two parts:
Part 1: Criterion D Writing assessment
Part 2: Criterion C Speaking assessment
Part 1 - Criterion D: I can write about myself and my family members using a basic range of vocabulary, grammatical structures and conventions.
 Create a family tree either using digital technology (Keynotes, Google presentations,

Prezi, Blendspace, I-author) or making a poster.
You will research about your family members’ origins (country they came from, languages they speak).
You may wish to talk about an imaginary family (the Simpson’s, your imagined  family).Remember, you need to be the central character in the family.
Your presentation must include:
 A title (My family in French/Spanish)
 One paragraph introducing your family (Who you are and where you live, how many


 people there are in your family living with you.)
Describe yourself thoroughly (physical, character, clothes you like to wear/why, what you like doing, eating, drinking, sports, hobbies)
 Describe your parents (speak in plural) or your grand-parents (same as for yourself)
 Describe a sibling or cousin or uncle/aunty (same as above). Say what you like to do together. You may choose to describe your pet and say what you do together.
Describe one male member of your choice and one female member of your choice.
Say why you like your family! Remember, you can always find a positive element about your family!
Descriptions should include the following:
 Relationship between you (central person) and each member described (he is my.../she is my…)
 Names
 Age
 Birthday
 Physical characteristics (min 2 per person)
 Personal characteristics (Min 2 per person)




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Nationality
Where they live
Where they come from
Their likes and dislikes
Your family tree must be visual with pictures. You can use real pictures or imaginary ones.
You need to have the persons’ descriptions clearly written in short paragraphs on the project.
Part 2 :
 Criterion C: I can respond to simple short phrases and basic information in spoken, written and visual texts
 Criterion D: I can speak about my family using a basic range of vocabulary; I can speak, pronounce and use correct intonation to make myself understood.
A - You will:
 Present your family tree to your peers in your work group.
 Explain in French who is who and how they are related to you.
 Record your presentation with photo booth (video) and share the video with your teacher
 Avoid reading the presentation: your audience could do this without you!
 After presenting your family tree, you wi ll answer your peers’ questions (minimum 5



 questions)
Make sure that you have your computer fully charged on presentation day!
Practice the questions and answers well ahead of your presentation.
Speak loud and clear to make sure that you are well understood! Use body language
 to communicate as well as French.
B - Reflection in English:
You will write a paragraph on how researching your family cultural background has opened your horizon and made you reflect on your cultural roots and cultural family heritage.
DEADLINES
Due Date: Monday 10/20 (A day)
Oral presentations will start: Mon 10/20.
No project will be accepted after Thu 10/23 (B day) !
Start working ahead of time to avoid panic when the deadline approaches.
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You will be assessed based on these two rubrics.
You are familiar with them since they are the same as the ones you were assessed on during the whole unit.
Remember: The more detailed, precise and correct you are in both writing and speaking the higher you will score in the rubric

Criterion C: Communicating in Response to Spoken, Written and Visual Text
Achievement
Level
0
Level Descriptor
1-2
Limited success
The student does not reach a standard described by any of the descriptors below.
The student: i.
makes limited attempt to respond to simple short phrases or basic information in spoken, written and visual text; responses are often inappropriate
3-4 developing
5-6
Proficient
7-8
Superior
The student: i.
responds to simple short phrases and some basic information in spoken, written and visual text, though
some responses may be inappropriate
The student: i.
responds appropriately to simple short phrases and basic information in spoken, written and visual text. i.responds in detail and appropriately to simple short phrases and basic information in spoken , written and visual text
Criterion D: Using Language in Spoken and Written Form
Achievement Level
0
1-2
Limited success
3-4
Developing
5-6
Proficient
7-8
Superior
Level Descriptor
The student does not reach a standard described by any of the descriptors below.
The student: has difficulty to write/speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, uses pronunciation and intonation with many errors , making understanding
The student: i.
Writes/speaks using a basic range of vocabulary, grammatical structures and conventions, with some inappropriate choices; when speaking, uses pronunciation and intonation with some errors, some of which make understanding difficult
The student: i.
Writes/speaks making good use of a basic range of vocabulary, grammatical structures and conventions, generally accurately; when speaking, uses pronunciation and intonation with some errors, though these do not interfere with comprehensibility
The student: i.
Writes/speaks effectively using a basic range of vocabulary, grammatical structures and conventions accurately; occasional errors
do not interfere with communication. When speaking, uses clear pronunciation and excellent intonation, making communication easy