Standards-Based Performance Assessment Inventory
Language: Spanish Level: Year 2, 10th/11th Grade Theme/Important Question: Taking a vacation to Costa Rica
GOALS/OBJECTIVES: What should students know and be able to do by the end of the unit?
1. Language:
Students will be able to recount experiences that have happened in the past.
2. Language:
Students will be able to describe and identify different locations (around town, airport, market)
3. Learning Strategy:
Students will gather information from a contextualized media resource and explain general ideas.
4. Culture:
Students will be able to compare Costa Rican lifestyle to their own in the areas of education, geographical
knowledge, and philosophy of life.
How will students demonstrate what they know and can do?
Select one:
Communication
Performance
Assessment
(Note: The performance
assessment tasks are
integrated throughout the
instructional unit;
they are not meant to be
given as a whole at the
end of the unit.)
Cultures
(Products –
Practices –
Perspectives)
Connections
(to and from
other subjects)
Comparisons
(language and
culture)
Communities
(beyond the
classroom;
lifelong learning)
Select one:
Interpretive task
Students watch a video advertising
reasons to take a vacation in Costa Rica.
http://www.youtube.com/watch?v=xZhLx2
4MmIM&feature=BFp&list=FLWX70T2wm
3V8&index=1
Students will then complete worksheet
explaining their interpretation of the video
and reasons they might want to travel
there after hearing/seeing the video.
(worksheet attached)
Select one:
Presentational task
In groups of two, students will create a
brochure, presentation, or website advertising
a trip to a specific city in Costa Rica. Student
acts as travel agent looking to sell travel
packages to families. They will include reasons
for going to this country, typical food/drink,
currency, adventure packages, ect)
Interpersonal task
Students will chat (IM) electronically through
computers describing their trip as if they are
on a trip in Costa Rica talking to their friend
that is located in another Costa Rican
country. They will have to describe what they
have done on their vacation and express
likes/dislikes about the trip. (Students will
chat ongoing for 7-10 min and print out
finished product for teacher assessment.
Coffee Plantations
Banana Men
Education
Army
Biology-Rain Forest
Social Studies- Conservation of Rainforest
Cultural comparison: ‘pura vida’ –compared to the American philosophy of living
Language Comparison: (Spanish/English) –placement of DOP’s and IOP’s
Concept of “free trade”-finding programs based in their community that support it and work alongside program
Dlclementi 3/27/09 CPS
Standards-Based Performance Assessment Inventory
What do students need in order to successfully complete the performance assessment?
Language Functions
-
Discussing
travel plans
-
Describing
places (airport)
-
-
-
-
-
Asking for
information
(directions)
Recounting
experiences/
events
Expressing
emotions and
feelings
Expressing
likes/dislikes/
preferences
Maintaining
conversation
Structures/Patterns
Essential Vocabulary
Lección 1:
- ‘a’ personal
- Complementos
directos
- Complementos
indirectos
¡A viajar!
(Puntos riciclados)
- Posesión
- Preposiciones
El centro
Artículos de viajar
¡A preguntar
información!
Al aeropuerto
Después de llegar
Lección 2:
- Interrogativas
- Pretérito de
verbos –ar
- Pretérito de
verbos
irregulars (ir,
ser, hacer, ver,
dar)
Actividades de
vacación
Habitaciones
Describir el pasado
Expresiones
Regalos y recuerdos
¡A comprar!
Vocabulario extra:
La naturaleza/animales
Key Activities
Interpretive tasks:
- Presentation of vocab
through role play
- Song about nature “Selva
negra” by Maná
- Contextualized reading
about tropical park “Buru
Ri Ri”
Presentational tasks:
- In small groups (3-4)
students present
researched ideas about
“free trade”
- “Zoológico”-students
present in small groups
an animal that they found
that is native to Costa
Rica
- Students make posters to
promote ‘free trade’ at the
school and have a booth
at lunch selling ‘free
trade’ items
Interpersonal tasks:
- Students perform ‘role
plays’ about different
scenarios in the airport.
- Student interview in pairs:
“¿Qué hiciste el fin de
semana pasado?”
- Mapping activity: students
use trail maps to describe
to partner where things
are located.
Materials/Resources
1. Youtube.com
2. Ipod/Music
3. Textbook
(Avancemos)
4. Lyrics (cloze
worksheet)
5. Presentation of
vocab: all articles
needed to go on trip
(suitcase, tickets,
passport)
6. Vocabulary list
7. Trail maps
(Information gap
activity)
8. Hypothetical
scenarios for airport
scenes
9. Reading on Buru Ri
Ri (textbk pg. 52-53)
10. Directions/Rubrics
for Interpersonal and
Presentational
assessments
11. Worksheet/Scoring
guide for Interpretive
assessment
12. Scaffolding sheets
for student
interviews
Dlclementi 3/27/09 CPS
Standards-Based Performance Assessment Inventory
How will students be evaluated on their performance?
PERFORMANCE TASK ONE
MODE:
Interpretive
TASK DESCRIPTION:
Students watch a Youtube video advertising reasons to take a vacation in Costa Rica. Students will then complete worksheet explaining
their interpretation of the video and reasons they might want to travel there after hearing/seeing the video. (worksheet attached) Students
will watch the video through and take notes on what they think is important. The second time through, students will read through worksheet
so they are aware of what they should be listening/looking for. After watching the video two times through, they will complete the worksheet
to check for understanding.
http://www.youtube.com/watch?v=xZhLx24MmIM&feature=BFp&list=FLWX70T2wm3V8&index=1
WHAT COUNTS?
 Content of what the student writes (demonstrating understanding)

Grammar (on a lesser value-ability to comprehend student writing)
HOW WILL YOU EVALUATE THE PERFORMANCE?
Scoring guide
SCORING GUIDE EXPLANATION:
The worksheet will be worth 50 points total. The first question is making a list of different animals that the students see/find in the video
and worth 10 points. The next three questions deal with complete sentences where students dissect the scenes/words of the video to
answer the questions and demonstrate understanding (10 points x 3 questions = 30 points). There will also be 10 points awarded for
correct, effective grammar.
Dlclementi 3/27/09 CPS
Standards-Based Performance Assessment Inventory
DESCRIPTION OF ACTIVITIES THAT WILL HELP PREPARE STUDENTS FOR THE PERFORMANCE TASK
ACTIVITY AND PURPOSE
Presentation of vocabulary through role play:
Students interpreting theme of unit through props
and actions that the teacher acts out. First
student exposure to unit vocabulary.
Song about nature “Selva negra” by Maná
Students recognize words that they may have
seen in their vocabulary lists. Students also infer
meaning of song using interpretive skills.
Contextualized reading about tropical park “Buru
Ri Ri” (Reading provided in text book pg. 52-53)
Students will make a comparison between parks
in the United States/Arizona and the ones in
Costa Rica. They will explore their own feelings
on deforestation and preservation.
DESCRIPTION
Teacher walks into the classroom dressed ready to go to the airport, rolling behind
her a suitcase full of vacation ‘supplies’. Through the demonstration, teacher is
looking through her suitcase pulling out things that may be important for travel;
passport, airline tickets, maps, guides, reservations, ect. Teacher has a prop for
every new vocabulary word, so when they are introduced to the sound or
pronunciation of the word, there is a visual present as well.
Students listen to the song one time through. Only listening, nothing in front of them.
Then they get a cloze activity where they must find the words that are missing from
the text. As they listen for words, they can also try to pick out words they already
know or words that could be cognates. Students will then listen to the song a third
time with all words in place to try to infer meaning. In small groups they will try to
pull apart the words in the text. After small group discussions, the students will
watch the music video and see if they had the same idea as the artist.
The theme of national parks will be presented. Do we have national parks here in
the states? Where? Do we have any in Arizona? Why do we have them? Are they
protected? Compare with national parks in Costa Rica. Are they the same/different?
Students must defend answers. Using a reading chart (provided in the book), in
groups of two, they will read a short ‘text’ describing the importance of the tropical
park “Buru Ri Ri” in Costa Rica and all of the things that this park has to offer. They
will also be documenting what they find important to them and how it relates to their
life. Once students have a better understanding of the park and their own thoughts
and opinions, we will discuss deforestation and the importance of protecting of
these forests.
Dlclementi 3/27/09 CPS
Standards-Based Performance Assessment Inventory
How will students be evaluated on their performance?
PERFORMANCE TASK TWO
MODE:
Presentational
TASK DESCRIPTION:
In groups of two, students will create a brochure, presentation, or website advertising a trip to a specific city in Costa Rica. Student acts as
travel agent looking to sell travel packages to families. They will include reasons for going to this country, typical food/drink, currency,
adventure packages, ect). Students will be given a checklist of things that need to be included. As a class, we will work through each step
of the process; choosing a part of Costa Rica, researching the city and its leisure activities, building the project (brochure, presentation,
website). After finishing the projects the students will present their end-product to the class. The class will critique whether or not they
would go on the tip that their classmates present. The anticipated length of this project will take 2 weeks. (Instructions for students
included)
HOW WILL YOU EVALUATE THE PERFORMANCE?
Rubric
RUBRIC
Non-negotiables
Must include:
Criteria
Students will be graded on:
-
Description of chosen city in Costa Rica
-
Knowledge of Content- knowing about topic presenting
-
Places of interest
-
Three leisure activities that can be done in that city
-
Three meals that will be served including drinks.
-
Name of hotel that they will be staying at
-
Demonstration of cultural understaning
-
Price of Vacation (in Costa Rican Currency)
-
Presentational Skills- creativity, organization of project
-
Conventions
(ideas)
-
Communication Skills- ability to convey meaning (sentence
fluency)
Dlclementi 3/27/09 CPS
Standards-Based Performance Assessment Inventory
Analytic Rubric Template
Strong Performance (20-17)
_______/100
Knowledge of
Content
(20 pts total)
Meets Expectations (16-14)
Approaches Expectations
(13-10)
Ideas are clear and focused. Student
makes connections between ideas.
Content is well explored and treated in
depth.
Ideas are easily understood.
Some connections between
ideas. Content may be limited
or off topic.
Ideas are unclear and details
are insufficient or irrelevant.
No connections between ideas.
Topic is not well covered.
Sentence Fluency
(20 pts total)
Speech flows well. Uses complex
sentences and appropriate transitions.
Sentences are embellished. Word order is
correct and expressive. Experiments with
language.
Speech usually flows but may be
choppy in places. Fewer
transitions and sentences that
are less complex. Word order is
usually correct.
Speech is choppy or disjointed.
May sound unnatural. Word
order may be confusing.
Difficult to follow meaning.
Presentation Design
(20 pts total)
Display of presentation is well thought
out. Shows organization and pulls in the
‘reader’. Lots of graphics/pictures used
throughout to illustrate.
Design of presentation shows
some organization and uses
some pictures/graphics to pull
in ‘reader’.
Display of presentation has not
been thought through. Shows a
lack of organization. No
graphics/pictures are used to
pull in the ‘reader’.
Grasp of Culture
(20 pts total)
Presentation is embedded with culture
throughout. There are apparent
explanations of cultural aspects. Student
demonstrates real understanding of
cultural knowledge.
Cultural aspects are not
portrayed in project. Student
demonstrates low grasp of
cultural knowledge.
Conventions
(20 pts total)
Strong control of conventions. Few errors;
errors do not impede comprehension.
Sounds clear and edited. Can be
understood without difficulty.
Presentation has some cultural
aspects, but lack some distinct
cultural features of the
particular culture. Student
demonstrates fair
understanding of cultural
knowledge.
Control of conventions. Some
errors that do not impede
communication but may distract
the listener. May be difficult to
understand in places.
Some control of conventions.
Errors distract the listener and
may impede communication.
Difficult to understand.
DESCRIPTION OF ACTIVITIES THAT WILL HELP PREPARE STUDENTS FOR THE PERFORMANCE TASK
Dlclementi 3/27/09 CPS
Standards-Based Performance Assessment Inventory
ACTIVITY AND PURPOSE
“Rainbow Responses” to discuss “free trade”
Students will discuss in small groups their
reactions to their research on ‘free trade’. They
will then have time to think about what they have
learned from their peers and share their
reactions.
“Zoológico”-students present in small groups an
animal that they found that is native to Costa
Rica
Students will learn about different fauna that live
in the rainforest. They will use presentational
skills to describe the animal they researched.
Students make posters to promote ‘free trade’ at
the school and have a booth at lunch selling ‘free
trade’ items
Students will promote Spanish culture to the
entire school as well as practice their
presentational skills with Spanish speaking and
non-Spanish speaking peers.
DESCRIPTION
As a homework assignment, students will do research outside of class to find out
what ‘free trade’ is. I want them to come in with an idea about what it actually is and
find two examples of where they have found ‘free trade’ going on in our country. In
groups of three or four they will present their research to the groups. Then students
will be presented with different discussion questions about free trade. They will be
seated on the floor with butcher paper and their favorite color marker. They will be
given different discussion questions and have one minute to write down their
thoughts. Then they turn the paper and write on a different corner for the next
questions. After we have done 4 or 5 questions, I will hang the pages up and
students will go around the room reading their peers thoughts/perspectives. We will
then have a class discussion to check for understanding, share key points.
Students will choose an animal of their choice that lives in the rainforest. They have
to write five bullets about the animal. What the animal eats, where it’s found, where
it lives (tree, bush, ect), what color it is, an interesting fact about animal. Students
will bring in a picture of their animal and post it in the room with their five bullet
points next to it. The students will then walk about the room finding their 10 favorite
animals and take notes on them. (They will later use this information for their
interpretive task as well)
Students will be introduced to a group in the community that supports free trade
from Costa Rica. They sell chocolate and coffee to promote the idea of ‘free trade’.
The students will adopt this program and sell on campus for a week. They will
create posters explaining/advocating ‘free trade’ and will also be responsible for the
‘free trade’ booth at least once at lunch during the week.
Dlclementi 3/27/09 CPS
Standards-Based Performance Assessment Inventory
How will students be evaluated on their performance?
PERFORMANCE TASK THREE
MODE:
Interpersonal
TASK DESCRIPTION:
Students will chat (IM) electronically through computers describing their trip in Costa Rica talking to their friend that is located in another
Costa Rican city. They will have to describe what they have done on their vacation and express likes/dislikes about the trip including
people, places, and cultural aspects. Students will be arranged in the classroom so that they will be located far from their partner (maybe
even in another room in the library). Students will set up a ‘google chat’ name for Spanish class. They then will be assigned to another
student in the class. Each student will then choose what city he or she is going to ‘travel’ to. Students will chat ongoing for 7-10 min and
print out finished product for teacher assessment. For this activity students will be paired high with mid-high and mid-low with low.
(Instructions for students included)
HOW WILL YOU EVALUATE THE PERFORMANCE?
Rubric
RUBRIC
Non-negotiables
Criteria
Students will be graded on…
Students must include:
-
A description of the city where they are traveling.
-
Conversational Skills-ability to keep conversation going
-
A description of their friends and people they have met.
-
Word use- strong use of new and old vocabulary
-
A description of an activity that they offer in the city.
-
Content Knowledge-knowledge of Costa Rica
-
Expression of feelings about the trip. What is their
-
Accuracy- Correct usage of grammar, getting point across
favorite/least favorite part about Costa Rica?
-
A recounted story of an experience that they have had on
their ‘trip’ abroad.
Holistic Rubric Template
Dlclementi 3/27/09 CPS
Standards-Based Performance Assessment Inventory
Description
___/30
Strong Performance (30-26)





Meets Expectations (25-21)






Approaching Expectations (20-17)





Ideas are clear and focused on topic and student makes connections between ideas.
The student’s speech flows well and asks and answers questions in depth.
Student works to keep the ‘flow’ of the conversation using appropriate transitions.
Student experiments with language and demonstrates understanding of culture through
use of newly learned cultural aspects.
Student shows strong control of conventions with few errors that do not impeded
conversation.
Ideas are easily understood and there are some connections between ideas. Speech
usually flows but may be choppy in places and content may be limited.
There may be fewer transitions used and sentences that are less complex.
Student demonstrates fair understanding of cultural knowledge.
Word order is usually correct. There is control of conventions.
Some errors that do not impede communication but may distract the reader.
May be difficult to understand in places.
Ideas are unclear and details are insufficient or irrelevant and there are no connections
between ideas.
Topic is not well covered. Speech is choppy or disjointed and may sound unnatural.
Word order may be confusing. Difficult to follow meaning.
Cultural aspects are not portrayed in project. Student demonstrates low grasp of cultural
knowledge.
Some control of conventions but errors distract the reader and may impede
communication. Difficult to understand.
DESCRIPTION OF ACTIVITIES THAT WILL HELP PREPARE STUDENTS FOR THE PERFORMANCE TASK
Dlclementi 3/27/09 CPS
Standards-Based Performance Assessment Inventory
ACTIVITY AND PURPOSE
Students perform ‘role plays’ about different
scenarios in the airport.
Students practice spontaneous conversations
while incorporating key vocabulary from unit.
Inside/Outside Circles: “¿Qué hiciste el fin de
semana pasado?”
Interviews between students promote
conversation. Students not only have to produce
information, but listen to their partner to be able
to understand what partner is saying to make
good flow of conversation.
Mapping activity: students use maps of city to
describe to partner where things are located.
(Map workshop attached)
Students will practice interpersonal conversation
by asking questions and receiving information.
Students will also recycle use of prepositions to
give directions.
DESCRIPTION
Students will be given different scenarios that are set in the airport. (Loss of
luggage, Forgot passport, Can’t find the correct gate, Trouble going through
security). They will be in groups of four and each will have a role.
Scenario 1: A family of four is traveling to San Jose. The mother just realized that
she forgot her passport at home.
Scenario 2: A group of four friends is on their way to stay in a beach house for a
week but they woke up late and now might miss their plane.
Scenario 3: Two children are flying with their grandparents to Costa Rica, but are
having trouble getting through security.
Students get into two circles, 15 in one circle, 15 in the other. One circle is formed
on the outside of the other and the students face each other. The students will
rotate around the circle interviewing their peers about what they did over the
weekend. If students are asking the questions, they need good questions that keep
the interviewee interested in answering. They also need to be attentive listeners so
they know where to guide the conversation. Each student will have one minute to
talk about his/her weekend and then we will rotate around the circle. Students will
interview between 4-6 people. Then, as a class we will check for understanding by
asking “What is one thing they remember most about one of the people they
interviewed?”.
Students will be broken into groups of 2; Partner A, Partner B. Students will
complete an information gap activity of the city of San José in Costa Rica. They will
label and draw different points of interest labeled on each map. Then they can use
their map to then ask each other where to put the points of interest on the map.
Students will give ‘directions’ on where to put the points of interest.
Dlclementi 3/27/09 CPS