Spanish 3 CBE For All Spanish Learners Updated: April 2016

advertisement
Spanish 3 CBE
For All Spanish Learners
Updated: April 2016
Textbook Titles:
PLEASE NOTE: Plano ISD LOTE Spanish Courses do not follow a textbook
in sequence, vocabulary topic, or grammar focus. The adopted textbook
series for Spanish, Realidades, is used as a resource only.
Realidades 3 ISBN 0131163086
Vida o muerte en el Cusco ISBN: 1603720480
La hija del sastre ISBN: 9781935575610
TEKS for LOTE :
http://ritter.tea.state.tx.us/rules/tac/chapter114/ch114c.html
Exam Format and Weighting





Speaking Task 1: opinion prompt requiring rationale & support (25%)
Speaking Task 2: recommendation prompt requiring support based on written conversation (25%)
Writing Task 1: advice prompt requiring personal examples & support (25%)
Writing Task 2: opinion prompt requiring support based on blog post (25%)
Multiple Choice Listening, Reading, and Grammar (50%)
Speaking and Writing Task Rubrics assess student work in these domains:
-
Task Completion
Performance Expectation (length of time for speaking and amount of words for writing)
Vocabulary
Depth of Response
Grammatical Accuracy
Target Grammar:











Present
informal Future (ir + a + infinitive)
Preterite
Imperfect
Subjunctive (adj clauses, recommendations, doubt)
Conditional; Si clauses with imperfect subjunctive
Present perfect (past participles)
Double verb constructions
Impersonal expressions
Noun-adjective agreement
Comparatives and Superlatives
Spanish 3 CBE Guidelines for Parents & Students
April 2016 1
Sample writing rubric
Task
Completion
Performance
Expectation
Vocabulary
Depth of
Response
Accuracy
3
2
1
0
Fully explores 3 points of
comparison as defined by the
bullets
Responds with 125 words or
more
Responds with interesting &
appropriate vocabulary words
with few repeated words
Adequately explores 3 points
of comparison as defined by
the bullets
Responds with 80 – 124
words
Responds with appropriate
but basic vocabulary with
some repeated words or
redundant sentences
Responds with details and
some elaboration
Responds with connected
sentences with some
command of tense & mood;
grammar sufficiently accurate
minimally explores at least 2
points of comparison as
defined by the bullets
Responds with 79 - 50 words
Compares only 1 aspect;
skeletal treatment of more
than 1 aspect
Responds with 50 words or
less
Responds with insufficient
vocabulary; majority repeated
and repetitious
Responds with details and
elaboration of most details
Responds with connected
sentences with good
command of tense & mood;
generally accurate grammar
Responds with limited
vocabulary with noticeable
repeated words and
redundant sentences
Responds with details but
limited elaboration
Responds with connected
sentences with minimal
command of tense & mood;
grammatical accuracy limited
Responds with limited details
& limited or no elaboration
Responds in sentences with
minimal or no awareness of
tense, mood or grammatical
accuracy
Sample speaking rubric
3
2
1
Task
Completion
Fully responds to the
question; refers to the survey
Adequately responds to the
question; refers to the survey
Minimally responds to the
question; refers to the survey
Skeletal response to the
question.
Performance
Expectation
Speaks for 180 seconds or
more with no lengthy gaps;
actual spoken content at least
180 seconds
Responds with interesting &
appropriate vocabulary words
with few repeated words
Speaks for 180 seconds but
lengthy gaps; actual spoken
content obviously less than
180 sec (approx 151-170 sec)
Responds with appropriate
but basic vocabulary with
some repeated words or
redundant sentences
Responds with details and
some elaboration
Responds with connected
sentences with some
command of conditional;
grammar sufficiently accurate
Spoken content
approximately 61-150
seconds
Spoken content less than 60
seconds
Responds with limited
vocabulary with noticeable
repeated words and
redundant sentences
Responds with details but
limited elaboration
Responds with connected
sentences with minimal
command of conditional;
grammatical accuracy limited
Responds with insufficient
vocabulary; majority repeated
and repetitious
Vocabulary
Depth of
Response
Accuracy
Responds with details and
elaboration of most details
Responds with connected
sentences with good
command of conditional;
generally accurate grammar
Spanish 3 CBE Guidelines for Parents & Students
0
Responds with limited details
& limited or no elaboration
Responds in sentences with
minimal or no use of
conditional; grammatical
accuracy limited
April 2016 2
Spanish 3 OVERVIEW Part 1
Concepts to Know and Understand:





Creating appropriate responses to content-based situation
Using context demonstrating understanding of written & oral texts
Acquiring accuracy in structures to reduce the chance of miscommunication & to increase sophistication in communication
Telling personal stories & stories about others using appropriate time frames & mood
Recognizing differences in products, practices, & perspectives among cultures.
Secret of Success
Think Globally, Act Locally
EU: Today’s actions influence tomorrow’s opportunities.
Focus Questions
EU: A person’s actions can change the world.
Focus Questions
 Is it more important to strengthen weaknesses or focus on strengths?
 How do my strengths influence my future possibilities?
 What is my definition of success?
Learning Targets




How do I become more environmentally friendly?
What can I do in my community to help the environment?
What can I do in my community to influence global change?
What are my responsibilities and rights within a global community?
 I can identify advantages and disadvantages to my strengths and weaknesses
and ask others about theirs.
 I can connect my personal characteristics and experiences to possible jobs.
 I can explain my personal definition of success and its aspects to others.
 I can compare and contrast different cultural and personal definitions of
success.
 I can ask for advice, recommendations suggestions and give the same to
others.
 I can state and support my opinions and preferences & ask others about
theirs.
 I can describe people, places, objects and events.
 I can relate an experience or explain a situation (personal, historical,
fictional) using connected sentences in appropriate time frame and mood.
Learning Targets
Topics:
Topics:
 Advantages and disadvantages to Strengths and Weaknesses
o Skills/abilities
o Personal characteristics
 Connecting strengths and weaknesses to job opportunities
o Résumé building
o Career search and planning
o Interview
 Cultural definitions of success
 I can identify components of a biome and the roles they play.
 I can identify environmental challenges and propose solutions.
 I can persuade others to see my perspective on social & environmental
issues.
 I can ask for advice, recommendations, and suggestions and give the same
to others.
 I can state and support my opinions and preferences & ask others about
theirs.
 I can describe people, places, objects and events.
 I can relate an experience or explain a situation (personal, historical,
fictional) using connected sentences in appropriate time frame and mood.




Biomes and their characteristics
Weather
Geography
Environmental challenges
Spanish 3 CBE Guidelines for Parents & Students
April 2016 3
SPANISH 3 OVERVIEW Part 2
The Reign in Spain
Take a Stand
Focus Questions
 How have major historical events shaped Spain?
 How has Spain been influenced by other cultures?
 How does art influence a people’s understanding of significant
historical events?
Focus Questions
 What are my responsibilities and rights within my community?
 How do expectations influence actions?
 How do current trends influence actions?
Learning Targets
 I can identify important events in Spanish history.
 I can identify ways different cultures have contributed to Spanish
culture.
 I can identify different artistic elements in Spanish art.
 I can analyze and explain the connection of art to significant
historical events
 I can ask for advice, recommendations, and suggestions and give
the same to others.
 I can state and support my opinions and preferences & ask about
the opinions of others.
 I can describe people, places, objects and events.
 I can relate an experience or explain a situation (personal,
historical, fictional) using connected sentences in appropriate
time frame and mood.
Learning Targets
Topics:
 Spanish History (Moorish through modern)
 History as reflected in Art
 Describing/analyzing/critiquing art
 Spanish Civil War
Topics:
 Expectations within my family, my community, my nation and as a
global citizen
 Expectations within academic and work settings
 Expectations regarding digital citizenship







I can discuss people’s rights and responsibilities within a personal
community and a global community
I can explain characteristics of responsible technology use across
cultures.
I can explain my perspective on issues and persuade others to see my
perspective.
I can ask for advice, recommendations suggestions and give the same to
others.
I can state and support my opinions and preferences & ask others about
theirs.
I can describe people, places, objects and events.
I can relate an experience or explain a situation (personal, historical,
fictional) using connected sentences in appropriate time frame and
mood.
Spanish 3 CBE Guidelines for Parents & Students
April 2016 4
Download
Related flashcards

Demography

43 cards

Population

48 cards

Environmental law

13 cards

Environmental law

18 cards

Water pollution

28 cards

Create Flashcards