Nombre ________________________________________
Clase __________
Había una vez …. (Once upon a time…)
Due: ________
In order to practice imperfect and preterite you will be writing a fairy tale to present to the class. In
this fairy tale, you will be using at least 5 imperfect verbs and 5 preterite verbs. You will also need to
use transition words in your fairy tale. All fairy tales begin with “Había una vez…. After that, it is up
to you to come up with a story that you think children would like. Your book must be at least 10 pages
long with illustrations. That does NOT mean you need to have the entire page filled with words. One
or two sentences per page would be fine. Be creative and have fun with this! If you would like to use
a different method to show your understanding, please ask me! This could also be done
electronically.
REQUIREMENTS: (30 points)
________
________
________
________
________
________
5 different imperfect verbs used correctly (5 points)
5 different preterite verbs used correctly (5 points)
At least 3 transition words (ie. entonces) (3 points)
At least 7 pictures/illustrations (7 points)
A title (3 points)
Print out a copy of your work if done electronically (6 slides/page) and attach this
rubric. Highlight your imperfect, preterite and transition words. (7 points)
________
TOTAL POINTS out of 30
RUBRIC: (30 points)
________
TOTAL POINTS out of 30
TOTAL:
/60
Nombre ________________________________________
Clase __________
Spanish Language at Columbus North – Integrated Performance Assessment
Rubric
1st Year:
2nd Year:
3rd Year:
4th Year:
AP:
65
What language
do I use?
Task Completion
Vocabulary
How
sophisticated is
my language?
70
65
76 82
70 76
65
70
65
Comprehension
(used only for
interpersonal task)
100
94
88
100
94
100
Novice
Mid
Novice
High
Intermediate
Low
Intermediate
Mid
Intermediate
High
Advanced
Low
I can use a
small
number of
repetitive
words and
phrases for
common
objects and
actions from
the chapter.
I can use a
limited
number of
words and
phrase from
the chapter,
but they are
repetitive.
I can use
familiar words
and phrases
from the
chapter. I can
elaborate a
little.
I can use a variety
of words and
phrases from the
chapter and
beyond. I can
begin to give
more details and
elaborate on the
topic.
I can use words
and expressions
from the chapter
as well as from a
wide range of
topics. I can begin
to use expanded
vocabulary within
a topic. I can give
details and
elaborate on a
topic.
I can
consistently use
words and
expressions to
communicate
ideas on a wide
range of topics
and use
expanded
vocabulary
within a topic.
I can use
some simple
words to
provide basic
information.
I can use
words,
phrases
and
occasional
sentences
to provide
basic
information.
I can use
phrases and
short simple
sentences to
provide basic
information. I
can combine
words and
phrases to
create original
sentences.
I can use simple
strings of
sentences to
express my
thoughts. I can
combine words
and phrases to
create original
sentences.
I can use strings
of sentences to
describe or
explain. I can
combine simple
sentences using
connector words
to create original
sentences.
I can use
connected
sentences to
narrate, describe
or explain. I can
begin to
communicate in
paragraph
length.
I can use
extensive
vocabulary to
communicate
ideas on a
wide range of
topics and
within a topic.
I can use
culturally
appropriate
idiomatic
expressions.
I can
communicate
in clear and
organized
paragraph
length.
I can be
understood
only with
great effort.
I can be
understood
with some
difficulty by
someone
accustomed
to a
language
learner.
I can
understand
some
simple
questions
and
statements.
I frequently
need to
hear things
again.
I can be
mostly
understood by
someone
accustomed to
a language
learner.
I can be
understood by
someone
accustomed to a
language learner
I can easily be
understood by
someone
accustomed to a
language learner.
I can generally
be understood
by someone
accustomed and
those
unaccustomed to
a language
learner.
I can be
understood
by native
speakers,
even those
unaccustome
d to a
language.
I can
understand
simple
questions and
statements.
Sometimes I
need to hear
things again.
I can understand
questions and
statements.
Sometimes I need
to hear things
again.
I can understand
questions and
statements from
real-life situations
which may take
place face-to-face
or electronically.
I can understand
the main idea
and most details
in conversation
on familiar
topics.
I can
understand
and link ideas
in extended
discussions. I
can participate
actively in
most informal
and a few
formal
conversations.
Comprehensibility
How well do I
understand?
100
94
100
88
94
82
88
76
82
Novice
Low
Function &
Structure
Text Type
How well am I
understood
doing the task?
88 94
82 88
76
82
70
76
65
70
I can
understand
some
isolated
words.
Comments:
Adapted from: JCPS World Languages – Performance Rubric
Nombre ________________________________________
Clase __________
Cuando yo era niño(a)…(When I was a young boy(girl)…)
Due: _______________
In order to practice imperfect and preterite you will be writing an account about yourself. You will be
giving the viewer hints about yourself. Maybe tell us when and where you were born. What you liked
to do as a young child. You should be using pictures of yourself in this PowerPoint. You will be using
at least 5 imperfect verbs and 5 preterite verbs. You will also need to use transition words in your
account. If you choose not to write about yourself, you will need to make it about somebody that the
class would know (music star or movie star, etc…) Your book must be at least 10 pages long with
pictures. That does NOT mean you need to have the entire page filled with words. One or two
sentences per page would be fine. At the end of the account, the students will guess who you were
talking about. If it is you, put a recent picture of yourself at the end. Be creative and have fun with
this! If you would like to use a different method to show your understanding, please ask me!
REQUIREMENTS: (30 points)
________
________
________
________
________
________
5 different imperfect verbs used correctly (5 points)
5 different preterite verbs used correctly (5 points)
At least 3 transition words (ie. entonces) (3 points)
At least 7 pictures/illustrations (7 points)
A title (3 points)
Print out a copy of your work if done electronically (6 slides/page) and attach this
rubric. Highlight your imperfect, preterite and transition words. (7 points)
________
TOTAL POINTS out of 30
RUBRIC: (30 points)
________
TOTAL POINTS out of 30
TOTAL:
/60
Nombre ________________________________________
Clase __________
Spanish Language at Columbus North – Integrated Performance Assessment
Rubric
1st Year:
2nd Year:
3rd Year:
4th Year:
AP:
65
What language
do I use?
Task Completion
Vocabulary
How
sophisticated is
my language?
70
65
76 82
88 94
70 76
82 88
65
70
76
82
65
70
76
65
70
Comprehension
(used only for
interpersonal task)
100
Novice
Mid
Novice
High
Intermediate
Low
Intermediate
Mid
Intermediate
High
Advanced
Low
I can use a
small
number of
repetitive
words and
phrases for
common
objects and
actions from
the chapter.
I can use a
limited
number of
words and
phrase from
the chapter,
but they are
repetitive.
I can use
familiar words
and phrases
from the
chapter. I can
elaborate a
little.
I can use a variety
of words and
phrases from the
chapter and
beyond. I can
begin to give
more details and
elaborate on the
topic.
I can use words
and expressions
from the chapter
as well as from a
wide range of
topics. I can begin
to use expanded
vocabulary within
a topic. I can give
details and
elaborate on a
topic.
I can
consistently use
words and
expressions to
communicate
ideas on a wide
range of topics
and use
expanded
vocabulary
within a topic.
I can use
some simple
words to
provide basic
information.
I can use
words,
phrases
and
occasional
sentences
to provide
basic
information.
I can use
phrases and
short simple
sentences to
provide basic
information. I
can combine
words and
phrases to
create original
sentences.
I can use simple
strings of
sentences to
express my
thoughts. I can
combine words
and phrases to
create original
sentences.
I can use strings
of sentences to
describe or
explain. I can
combine simple
sentences using
connector words
to create original
sentences.
I can use
connected
sentences to
narrate, describe
or explain. I can
begin to
communicate in
paragraph
length.
I can use
extensive
vocabulary to
communicate
ideas on a
wide range of
topics and
within a topic.
I can use
culturally
appropriate
idiomatic
expressions.
I can
communicate
in clear and
organized
paragraph
length.
I can be
understood
only with
great effort.
I can be
understood
with some
difficulty by
someone
accustomed
to a
language
learner.
I can
understand
some
simple
questions
and
statements.
I frequently
need to
hear things
again.
I can be
mostly
understood by
someone
accustomed to
a language
learner.
I can be
understood by
someone
accustomed to a
language learner
I can easily be
understood by
someone
accustomed to a
language learner.
I can generally
be understood
by someone
accustomed and
those
unaccustomed to
a language
learner.
I can be
understood
by native
speakers,
even those
unaccustome
d to a
language.
I can
understand
simple
questions and
statements.
Sometimes I
need to hear
things again.
I can understand
questions and
statements.
Sometimes I need
to hear things
again.
I can understand
questions and
statements from
real-life situations
which may take
place face-to-face
or electronically.
I can understand
the main idea
and most details
in conversation
on familiar
topics.
I can
understand
and link ideas
in extended
discussions. I
can participate
actively in
most informal
and a few
formal
conversations.
Comprehensibility
How well do I
understand?
100
94
Novice
Low
Function &
Structure
Text Type
How well am I
understood
doing the task?
100
94
100
88
94
100
82
88
94
76
82
88
I can
understand
some
isolated
words.
Comments:
Adapted from: JCPS World Languages – Performance Rubric