Integrated Performance Assessment

Unit Theme: My Friends and I Level 1, Unit 1 Spanish Duration of Unit: 4 weeks Context for the Integrated Performance Assessment A small group of exchange students will be arriving soon at your school and will be in your class. You are curious about what students are like in their home country and how they are similar to or different from you and your friends.

Grammar Task Ser Adjectives Gustar Vocabulary Articles (Definite and Indefinite)

Interpretive Task First, read descriptions that people give about themselves in a blog. Answer the questions about their personalities, physical characteristics and activities of each person as you read Interpersonal Task Answer the questions about yourself, your physical and character traits as well as your likes and dislikes. Presentational Task  You and your family are hosting and exchange student. Write a letter to the exchange student.

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Unit Understanding(s) Unit Essential Question(s) Students will understand that…  What factors influence your choice of friends?  friendships result from both personal similarities and  How are personal interests influenced by the target differences. culture?  student interests vary by culture.  What are the similarities and differences in the structure  descriptions in the target language follow different of the language? (English and Spanish) patterns from those in English.  What do I know about the English language that will help  Expressions of like and dislike follow different patterns me better understand the Spanish language? than in English

Eugene Ashley High School Unit Theme: My Friends and I Level 1, Unit 1 Spanish Duration of Unit: 4 weeks North Carolina Essential Standards

CLL.1 Use the language to engage in interpersonal communication. NM.CLL.1.1 Use memorized words and phrases to exchange information no familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings NM.CLL.1.2 Use memorized responses to simple questions, statements, commands , or other stimuli.

CLL.2 Understand words and concepts presented in the language. NM.CLL.2 Understand words and concepts presented in the language. NM.CLL.2.1 Understand the meaning of memorized phrases and questions about familiar topics and surroundings. NM.CLL.2.2 Understand the meaning of memorized words and phrases in sentences. NM.CLL.2.3 Generalize short fiction and non-fiction passages about familiar topics in the target language, using context clues (signs, charts, graphs, etc.). NM.CLL.2.4 Infer conclusions from simple spoken and written passages about familiar topics, using context clues and cognates. NM.CLL.2.5 Understand language components (stems, prefixes, tones, verb endings, parts of speech) that are used in the target language.

CLL.3 Use the language to present information to an audience. NM.CLL.3.1 Use memorized words and phrases in presentations on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings. NM.CLL.3.2 Use the language to recite and act out simple poetry and songs from the target culture. NM.CLL.3.3 Use appropriate pronunciation and voice inflection in spoken presentations.

CLL.4 Compare the students’ culture and the target culture. NM.CLL.4.1 Compare basic cultural practices of people in the target culture and the students’ culture. NM.CLL.4.2 Exemplify instances of cognates and loan words. NM.CLL.4.3 Compare the language conventions of the students’ language and the target language.

COD.1 Use the language to engage in interpersonal communication. NM.COD.1 Use the language to engage in interpersonal communication. NM.COD.1.1 Use memorized words and phrases to exchange information about the classroom and school environment. NM.COD.1.2 Use memorized responses to simple academic questions, statements, commands, or other stimuli.

Eugene Ashley High School Unit Theme: My Friends and I Level 1, Unit 1 Spanish Duration of Unit: 4 weeks

COD.2 Understand words and concepts presented in the language. NM.COD.2.1 Classify memorized words and phrases in the target language by key academic concepts. NM.COD.2.2 Understand how the basic terms from other content areas may be different from the students’ language. NM.COD.2.3 Interpret short, non-fiction passages from academic content areas using context clues (signs, charts, graphs, etc.).

COD.3 Use the language to present information to an audience. NM.COD.3.1 Use memorized words and phrases about the weather,date, seasons, numbers, and daily classroom activities to give a spoken or written presentation. NM.COD.3.2 Use memorized words and phrases to describe common objects and actions related to otherdisciplines. NM.COD.3.3 Use readily available technology tools and digital literacy skills to present academic information in the target language.

COD.4 Compare the students’ culture and the target culture. NM.COD.4.1 Compare tangible products related to the home and the classroom from the students’ and the target cultures. NM.COD.4.2 Identify information about target culture perspectives and practices.

CMT.1 Use the language to engage in interpersonal communication. NM.CMT.1.1 Use memorized words and phrases to ask and answer simple questions on familiar topics. NM.CMT.1.2 Use memorized words and phrases on familiar topics to interact with communities of learners of the same target language.

CMT.2 Understand words and concepts presented in the language. NM.CMT.2.1 Understand the meaning of memorized words and phrases used in the community. NM.CMT.2.2 Infer meaning from familiar texts by using visual cues, such as road signs, charts, graphs, etc., that reflect the target culture. NM.CMT.2.3 Recall common expressions and phrases about familiar topics used in target language communities.

Eugene Ashley High School Unit Theme: My Friends and I Level 1, Unit 1 Spanish Duration of Unit: 4 weeks CMT.3 Use the language to present information to an audience. NM.CMT.3.1 Use memorized words and phrases to describe arts, sports, games, and media from the target culture. NM.CMT.3.2 Use memorized words and phrases to participate in school or community events related to the target culture.

CMT.4 Compare the students’ culture and the target culture. NM.CMT.4.1 Recognize aspects of the target culture and language in the students’ culture and language. NM.CMT.4.2 Identify products made and used by members of the target culture and the students’ culture. NM.CMT.4.3 Differentiate gestures for appropriateness in the target culture. NM.CMT.4.4 Identify how knowledge of the target language is useful in a global economy.

Lexical Instructional Grammatical Resources and Materials Content Strategies/Culture Content Vocabulary to - Singular forms of - Photos of people from both the Instructional Strategies: identify people “ser” to identify student’s culture and target  Lotería de Nombres – - amigo(a) and describe culture Bingo Nombre – put a list - mejor amigo(a) people (pg 37) of questions on the board – - Appropriate audio and/or video - novio(a) students must write the clips of people talking about - maestro(a)/profesor/ - Singular forms of friends questions into a bingo a “tener” to identify board – students then walk - estudiante/alumno/a personal - Pictures, illustrations and around and find the characteristics/ flashcards of personal interests students Physical give age (pg 91)  Pelota Mala – students characteristics/per - Templates for graphic organizers speak in Spanish, if anyone sonality traits - Adjective including Venn diagrams, t-charts is speaking English, they - bajo(a) agreement / are thrown a ball. They - alto(a) number and - Pre-selected target language Web now have pelota mala. - delgado(a)/flaco(a) gender (pg 66) sites such as pen pals and e-pals Whoever has it at the end - gordo(a) - Me gusta video (Teacher’s of the block must do - Subject pronouns - moreno(a) discovery) something (like push in - castaño(a) (pg 37) chair, be the last to leave, - rubio(a) - Me gusta clip (Teacher Tube) etc.) - pelirrojo(a) - Structures to - (tengo) ojos cafés, express likes and - Gustar graphic organizer  Silent Ball – students are in azules, verdes, dislikes (pg 42) (pubshare) a circle, sitting on their grises, negros - Questions to ask desks. silent! They toss the - feo(a) about likes and Internet resources: ball to each other and call bonito(a)/guapo(a) dislikes http://www.spaleon.com/ - out vocabulary words. - atlético(a) (intonation, word Conjugating Verbs online – students get immediate feedback, but cannot be Review activity. - perezoso(a) order for yes/no submitted to teacher - fuerte response)  Onion activity – have - musculoso http://www.youtube.com/user/SrMara students (or teacher) write - pequeño(a) Other structures: - Parodies of Justin Timberlake for questions on paper and

Eugene Ashley High School Unit Theme: My Friends and I Level 1, Unit 1 Spanish Duration of Unit: 4 weeks - viejo(a) - Using negatives Verb Conjugations crumple up the paper and - joven - Basic questions for roll the paper on top of the - artístico(a) gathering http://www.quia.com/ - quiz students other papers. Teacher - organizado(a) information online plays music, and students’ - desorganizado(a) ¿Cómo eres (tú)? play hot potato with the http://www.epals.com/ - get an estudioso(a) ¿Qué (no) te ball. When the music - internet pen pal – you register and all - trabajador(a) gusta(n)? emails go to you first stops, they must peel a - grande ¿Cuántos años question off the onion and - simpático(a) tienes (tú)? http://www.studyspanish.com/ - answer it - antipático(a) - bueno(a)/malo(a) http://www.moma.org/ - art exhibits  Speaking Drills – create a - tonto(a)/cómico(a) online – especially useful during transparency (or any other - serio(a) data point) with columns of - inteligente http://www.polleverywhere.com/ - like information. Students must - tímido(a) a twitter, anonymous polling – Be quickly go through the careful with the texting comments - sociable information and speak. because you cannot track comments You can do this with ANY Articles http://www.sheppardsoftware.com/ - information you are El geography puzzle pieces covering. Make it work for La you. They are super easy to Los http://www.newseum.org - online new create Las articles Un  Speak for 1.5 minutes Una http://freerice.com/ - internet about getting to know each Unos flashcards – random vocabulary words other – talk about gestures Unas in other countries – ask http://jeopardylabs.com – create a jeopardy game for your students. students to incorporate Expressions of likes appropriate gestures and dislikes Options for Online Projects me encanta(n) http://animoto.com/ - online projects  conversation circles – 10 me gusta(n) questions on a note card, me gusta(n) más http://www.audacity.com/ - upload divide students up – inside - no me gusta (ni… voices circle has a questions and ni) asks the same question – http://www.pixton.com/ - create your Eugene Ashley High School Unit Theme: My Friends and I Level 1, Unit 1 Spanish Duration of Unit: 4 weeks - detesto own comics – best if used as a project outside circle moves and outside of class or in 20 minutes at a answers Personal interests lab (not including instructional time) -los deportes  Attendance questions – 10 http://goanimate.com/ - create your -la música min. activity - while taking own character – send project with -la comida students and have them e-mail it to the attendance, students answer -las clases teacher. certain questions, -los pasatiempos/las sometimes all the same, diversiones Additional resources: sometimes all different – http://quizlet.com/ - Free site that up to the teacher Activities allows you and your students to - leer make electronic flash cards  Buenas noticias – 30 sec - bailar activity - students begin - mirar/ver la www.mindomo.com – students can with the weather and date televisión create Venn diagrams and information for the day - jugar (deportes) www.techsmith.com/jing/ - this allows - tocar instrumentos students to capture images and create  Yarn activity – student is - cantar videos or share information required to pull out colored - estudiar yard and speak in Spanish - nadar www.voki.com – this allows students until the color o the yarn - descansar to add a voice and information to changes – other students - trabajar various characters. It makes the are to listen and answer - alquilar un DVD content come to life. random questions - beber www.voicethread.com – this allows - comer  Talk a thons – 2 week students to create a slide show while - correr activity - students are - dibujar narrating the information on various slides giving a document and - escribir correos have to write the electrónicos www.glogster.com- students can conversation with the - escuchar create online collages to show the questions who, what when - enviar los textos material they are learning where why and how. The - hablar conversations are graded - hacer la tarea www.hippocampus.org – online digital on their grammar and are - montar en bicicleta media that provides homework help paired up. The students and additional material Eugene Ashley High School Unit Theme: My Friends and I Level 1, Unit 1 Spanish Duration of Unit: 4 weeks - pasear then memorize parts of the - practicar vimeo.com – this allows students conversation and present it - preparar (la upload videos to the class comida) http://www.izzit.org/events/index.php - This site provides a different daily Listening Activities news article with a series of discussion questions every weekday throughout the school year.  Alphabet song http://www.youtube.com/w atch?v=JUcu9PUh9_A www.wordle.com – students can create various word art using terms  Numbers to 30 from daily lesson http://www.youtube.com/w atch?v=L26jwqF9Zro www.timetoast.com – this provides interactive timelines for students to view and they can create their own  Take a Spanish song and delete some of the words. www.bubblecomment.com – this Students receive bonus allows teachers or students to add 30 credit for every word they second videos in a bubble form to any get correct. website onetruemedia.com - students can  20 yr old guy who knows create various videos 11 languages – Alex Rawlings http://www.opendiary.com/ - online http://www.youtube.com/w diary that students can use for daily writing assignments and can share atch?v=55_G66g02QU with others in the class or teachers quizlet.com – students can create  1 semester of Spanish love flashcards that are interactive, practice song material in test form, play review http://www.youtube.com/w games atch?v=ngRq82c8Baw

http://www.vizu.com/index.html - this allows you to create polls you can use Culture: in you classroom that students can Eugene Ashley High School Unit Theme: My Friends and I Level 1, Unit 1 Spanish Duration of Unit: 4 weeks respond to *teenage Behavior *After school activities www.doodle.com –this allows * Galeria Hispanica – take students to respond to events you are photos and upload to a power holding or use calendars to remind points. Teacher writes an them of assignments excerpt for each picture ( www.slideshare.com – this allows Flags, people, food, literature, students to upload PowerPoint’s to art, all about one country ) create a video

www.xtranormal.com – this allows students to create cartoons to express their comprehension of the material

www.animoto.com – this allows students to create a short video that contains content information

www.zooburst.com – this allows students to create interactive 3D pop up books

www.imageloop.com – this allows students to create videos using images and content

www.toondoo.com – this allows students to create cartoon strips for the information

www.chestercomix.com – this allows you to find comic books that discuss social studies topics

www.linoit.com – this allows you to create a bulletin board of post it notes that students can add to and you can have an online discussion or share information

www.wikispaces.com – this allows you to create a document that students can edit and add information to

bubbl.us –students can create thinking maps

Eugene Ashley High School