Project Design Template

Project Title: “De Moda” or « En Vogue »

Target Audience : Spanish or French, Grades 9-12, Novice

Author: Julie Morris/ Samara Woods

Proficiency-Based Language Functions:  What should students be able to do? -Describe clothing using correct vocabulary and grammar structures -Describe cross-cultural fashion designs -Understand cultural differences in appropriate attire

 What is worthy of understanding? -Recognizing how clothing communicates cultural values and expectations -Comparing and contrasting clothing and fashion within separate cultures -Understanding how marketing and advertising works in the real world

 What do I want them to remember about this unit after they complete the unit? -Students should remember how to pronounce and use correct clothing vocabulary using basic grammar structures. -Students should understand cross-cultural differences in attire.

Project Idea: Investigation/ scenario- Students will research fashion and clothing in contemporary Spain (or France) and neighboring North Africa using the Internet and/or native resources. Students will apply the research to stage a new clothing line showcase within collaborative groups of four. Each group will be judged by an expert in the fields of Spanish (or French), fashion design and marketing regarding authenticity of language performance and marketing analysis.

Entry Event: Students will receive a letter from “El Corte Inglés,” a large clothing store in Madrid, Spain, explaining that they have been selected to compete to earn the position of Cross-Cultural Fashion Design Team by creating and showcasing a new clothing line and marketing strategy for the annual Spring Collection. (For French students, this will be a letter from the General Manager of Galéries Lafayette.) In order to win the new position, the letter will state that students must prove their proficiency in contemporary European and North African fashions, marketing analysis, and bilingual skills. The store needs to raise awareness and profitability of their clothing brand in Europe and North Africa. Therefore, students must create a Spring Collection that appeals to the youthful markets of both cultures.

Power Standard: Content Standards & Objectives:

Objectives Directly Taught Identified Learning Evidence of Success in Achieving or Learned Through Targets Identified Learning Target Discovery FL.O.LI.1.10 -imitate Produce Successful and understandable comprehensible intonation comprehensible speech performance of target language within and pronunciation. project presentation FL.O.LI.1.05 -ask and Ask and answer basic answer questions in highly questions about Able to ask about and describe what other predictable settings using clothing and culture students are wearing within the classroom basic vocabulary on familiar setting (formative oral grade), passing topics. grade on vocabulary quiz FL.O.LI.3.03 -identify Identify and discuss perspectives from appropriate research and sources authentic sources (e.g., found regarding style Completion of a VENN diagram comparing popular media—TV programs, and fashion in Europe, and contrasting multi-cultural fashion and pictorial magazines, news America, and North clothing styles; cultural analysis and web sites, musical Africa reflection sheet presentations, advertisements). FL.O.LI.2.02 -recognize and Identify and summarize Written analysis of acceptable attire among describe common similarities, differences Europeans, Americans, and North generalizations that one and stereotypes Africans. (Essay) culture makes about another. FL.O.LI.1.12 -prepare and Design and produce a Culminating product- Clothing line, present short, personal clothing line with marketing launch and showcase, along spoken and written showcase and with a storyboard of new clothing line communications (e.g., marketing strategy in postcards, emails, the target language introductions, skits, inventories of familiar words or phrases).

21st Century Skills: Identify the Learning Skills and Technology Tools Standards that students will practice in this project.

21st Century Skills Learning Skills & Teaching Evidence of Success Technology Tools Strategies

Information and Teacher facilitates Students create a list of Communication Computer, video camera, MP3 student research by various resources for project or CD players, lighting modeling ways to information using Research equipment, microphones, and use the Internet in Log. Internet Technology- Student implements various the computer lab Internet search techniques (e.g., Boolean searches, meta- searches, web bots) to gather information; student evaluates the information for validity, appropriateness, content, bias, currency, and usefulness Thinking and Student collaborates Teacher offers Students work cohesively to Reasoning Skills with peers, experts suggestions through create an acceptable product and others to discussion and line which appeals across contribute to a gaining insights into cultures. content-related the workings of the knowledge base by group using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. Personal and Student remains Teacher supports Students will use a rubric to Workplace Skills composed and focused, student performance evaluate self and peers, even under stress, and acts as Group Contribution Self- willingly aligns his/her moderator for group Assessment, End-Of-Project personal goals to the work environment Self Assessment, Leadership goals of others when Bonus Assessment. appropriate, approaches conflict from win-win perspective, and derives personal satisfaction from achieving group goals.

Performance Objectives: What must all students know and be able to do as a result of this PBL experience?

Know- Clothing vocabulary in the target language Contemporary clothing styles in the target cultures

Do- Practice writing and speaking the vocabulary Coordinate and perform a clothing line showcase and marketing plan based on research of contemporary styles within the countries and cultures indicated

Driving Question: What are the differences in clothing styles and in product marketing between Spain, North Africa, and the United States and how do we describe what people wear? For French Classes, the driving question would be the same, leaving out Spain and adding France.

Assessment Plan: Summative Assessments- 1. Students will produce and perform a fashion showcase and clothing line marketing plan that satisfies cross-cultural boundaries. Artifacts will include clothing items, logos, slogans, research, photos, videos, and language scripts. Students will be judged by an expert in the target language, in fashion design, and in product marketing. Each judge will base scores on a rubric describing standards. 2. Students will successfully complete Unit Test. Formative Assessments- 1. Work Ethic Rubric 2. Vocabulary Quizzes 3. Written Product Rubric 4. Oral Communication Rubric 5. Storyboard Rubric

Showcase of clothing line/ product marketing launch Major Group Products Storyboard

VENN diagram, Essay, Quizzes, Unit Test Major Individual Projects

Assessment and Reflection:

Rubric(s) I will use: (Check all Collaboration x Written Communication x that apply.) Critical Thinking & Problem Solving x Content Knowledge x Oral Communication x Other Other classroom Quizzes/ tests x Practice presentations assessments for learning: Self-evaluation x Notes x (Check all that apply) Peer evaluation x Checklists/observations x Online tests and exams Concept maps Reflections: Survey x Focus Group Discussion x Task Management Chart Journal Writing/ Learning Log x Paint Chip Reflection x

Map the Project: The major product for this project is the clothing line showcase. The knowledge and skills needed to create this product include foreign language, marketing, history, and an understanding of world cultures. Skills and knowledge needed will be taught through direct instruction, inquiry, and scaffolding. See below.

Product: Knowledge and Skills Needed Already Have Taught Before Taught Learned the Project During the Project 1. Clothing vocabulary none Clothing vocab. Clothing words 2. Grammar for sentence structures Noun + verb Verb Verbs related construction conjugation to clothing 3. Cultural awareness Differing ideas Differing Cultural and stereotypes cultural ideas differences in attire 4. Marketing analysis Examples of Advertising Principles of advertisements exemplars in marketing and brands in other analysis English languages 5. Fashion Design none Past and Contemporary present fashion fashion research 6. Presentational skills Limited mini- Exemplars of Review of presentations good presentational presentations skills Resources:

School-based Individuals: Marketing expert, language expert, administrators, fashion expert, marketing students, and/or world cultures expert

Technology: computer, Internet search engines, video cameras, sound equipment to include speakers, microphones, CD players, MP3 players, flash drives, and lighting equipment.

Community: Experts from within community on judging panel will also make comments and give advice regarding real world feasibility of products.

Materials: Clothing and accessories, fabrics, paper, pencils, colored pencils, glue, poster board, scissors, tape

Manage the Process (Mapping the Process through story boarding):

Day 1- Present the entry document, present project guidelines, group students, create group contracts, map the content and goals within groups, create plan of attack within groups using Student Investigation Brief.

Day 2- Need to know chart, present and practice vocabulary, summarize learning for the day, groups complete activity logs, complete vocabulary lists, discuss goals with Student Product Brief, observe groups with collaboration rubric.

Day 3- Review and re-teach vocabulary, discuss what research is needed within groups, go to computer lab for research and development, use Research Logs and Student Presentation Brief for planning

Day 4- Review need to know chart, review vocabulary with oral partner practice, present grammar structures, use group sentence puzzles or group essays for practice. Group discussion of research and work ethic rubric can be used for observations.

Day 5- Review and QUIZ on unit vocabulary. Group work- research, discussion of research, storyboards for final project

Day 6- Review of vocabulary and grammar structures, complete VENN diagram and cross- cultural information, group work for final project

Day 7- Review of cultural knowledge and research, review vocabulary, grammar structures, begin individual essays in target language regarding clothing and culture. Group work and individual Student Learning Logs/ journals will be turned in to the teacher or put into project packets for teachers to check.

Day 8- QUIZ on grammar structures, group work, and critical friends groups for refining and extending product and marketing ideas. Day 9- Critical friends analysis on essay (peer review.) Finish individual essays in target language and return to packets for teacher check. Review of project guidelines. Continuation of product and presentation work, preparing to practice.

Day 10- Groups practice and rehearse presentation of clothing line and marketing launch. Teacher counsels and facilitates.

Day 11- PRESENTATIONS in front of PANEL of experts.

Day 12- REFLECTIONS and DEBRIEFING. Students will reflect on group and individual performance using Group Contribution Self Assessment, Leadership Bonus Assessment, and End of Project Self Assessment. Students will also participate in the Paint Chip Activity, pulling out a colored paint chip and talking about how the color reflects their feelings about the project. Clothing and collaborative group games in Spanish to de-stress!

Day 13- Review and take Unit Test. Give feedback. Begin structuring groups for next project.

Project Evaluation: Teacher and students will discuss and reflect on individual and group outcomes, on parameters of project, on what we have learned and will remember, and on ideas to improve the projects of the future on day 12.

Student Implementation Tools:

Research Log Student Product Brief Student Presentation Brief Student Investigation Brief Group Contribution Self Assessment Group Learning Log End-Of-Project Self Assessment Leadership Bonus Assessment

Sources in creating this project-based lesson:

1. Project Based Learning Handbook. Second Edition. Markham, Thom. Larmer, John. Ravitz, Jason. Buck Institute for Education. 2003

2. http://wvconnections.k12.wv.us/summerprogram.html

3. www.discover france .net/ France / Paris / Paris _ shopping .shtml

4. http://www.softguides.com/madrid_guide/shopping/big_stores.html Sample of Parent Letter:

Dear Parents,

We are writing to tell you about an innovative way in which our students will be learning in foreign language class this year. Your son or daughter will be participating in several projects over the course of the year. Each project will be approximately 2 to 3 weeks long.

Learning through projects will enable your student to actively learn, to become more motivated about learning, and to use classroom-based knowledge in practical applications within the community and subsequently within the real world. Our students deserve the best education we can give them to be competitive in the global marketplace. We believe that project learning is one of the best ways to teach students a language, creating a higher retention of information and a deeper understanding of the language and culture.

As many of you have seen and experienced, it is very important for workers of the future to know and understand other languages, so we ask for your help and support as we learn and grow through our projects. You will see below a list of projects we plan to do this year. We invite you to encourage your student throughout the learning process. We also invite you to attend our projects so that you can see first-hand how your student is learning and internalizing the new language!

Project How you can help

Greetings Role-Play Help your student practice

Friends Film Time needed with friends

Family Tree Interviews with family members

Fashion Showcase Fabrics, old clothes, etc. needed

Psychic Skit Ideas about living in the future

Foods Festival Recipes and cooking time

Travel Pod Information, pictures from vacations

Country Powerpoint Time on the computer

Famous People Time on the computer or at library

If you have any questions or concerns, please do not hesitate to call or email. Thank you again for your support. We look forward to teaching and learning alongside the students this year.

Sincerely,

Julie M. Morris Samara Woods Foreign Language Department Ripley High School El Corte Inglés

RE: El Corte Inglés – La Colección de Moda, Primavera 2010

To: Sras. Julie Morris & Samara Woods Foreign Language Department Ripley High School

From: Sra. Rosita Camarillo Senior Fashion Designer El Corte Inglés Madrid, España

El Corte Inglés is one of the leading fashion warehouses in Spain with a proud and prestigious history for being on the cutting edge in forward-thinking design. In recent years, we have endeavored to extend our market base to include other cultures with little success.

The youth of our country are varied in background. We have many young people whose families have emigrated from North Africa. We wish to move our Spring 2010 collection toward including some of the dress and attire from that cultural background in order to raise awareness of our store brand name and increase profitability in our very competitive global fashion market.

At Corte Inglés, we have one opening for a new Cross-Cultural Design Team. We invite you to recommend your MOST OUTSTANDING fashion design team for this position, which includes a generous compensation package. As you know, Europeans are influenced by the American youth culture. We encourage groups to bring in cross-cultural ideas, marrying styles from Europe, America, and North Africa.

We request that you send a video of the work of your competing groups in Spanish, as some of our top executives who will be judging and evaluating the new clothing line do not speak English.

We look forward to working with your design team in the near future. Thank you for your time and consideration.

Sincerely,

Sra. Rosita Camarillo “De Moda” Project Guidelines

Group Size: Four Students Goal: Design, present and produce a new clothing line (using Spanish) appealing to the cultures indicated by El Corte Inglés. Assessment: Success will be measured through fashion, marketing, and Spanish experts who will be viewing the presentations. Remember, the outstanding group will gain the new Cross Cultural Fashion Design position and will be generously compensated by El Corte Inglés. Roles: 1. Emcee- introduces him/herself and models, explains the marketing plan (logo, slogan, strategy, etc.) and welcomes the audience to the showcase

2. Models- walk up and down the runway, describing the clothing they are wearing in detail using only Spanish

3. Lighting and Sound Technician- introduces him/herself, makes other relevant comments about the clothing line, marketing, or technology in Spanish. The technician controls the lighting, sound, and other technological devices .

Requirements: 1. Each student must speak at least three relevant, complete sentences in Spanish during the presentation. Sentences must include appropriate nouns, adjectives, and verbs.

2. All communication must be in Spanish during the presentation. (NO ENGLISH)

3. A minimum of 7 items per model (yes, each model!) must be worn and described. A total of at least 14 items must be worn and described. (Attire must remain appropriate for school.)

4. A marketing plan must be described (in Spanish) for selling the clothing line to its youthful audience (i.e. brand name, logo, slogan, advertisements, etc.)

5. Packet items must be completed upon request, which will include VENN diagram, essay, storyboard, communicative activities, bibliography of researched sites, and cultural analysis. Vocabulary quizzes will be given throughout the unit, and a unit test will be administered at the end. Work Ethic Rubric

Cooperative Learning Project- work ethic check Evaluation Form A: Process Name______Date______

Class______Exceptional Admirable Acceptable Amateur Group All students At least 3/4 of At least half the Only one or two Participation enthusiastically students actively students confer or persons actively participate participate present ideas; participate 10…..9….8 7……6……5 4………..3 2…….1……0 Shared Responsibility Responsibility for task Responsibility is Responsibility is Exclusive reliance on is shared evenly shared by most group shared by 1/2 the one person members group members 5 3 ….2 1…..0 4 Quality of Interaction Excellent listening and Students show Some ability to Little interactions; leadership skills adeptness in interact; attentive very brief exhibited; students interacting; lively listening; some conversations; some reflect awareness of discussing centers on evidence of students were others’ views and the task discussion or disinterested or opinions in their alternatives distracted discussions 10….9…..8 7…..6….5 2…..1…..0 4…….3 Roles within Group Each students Each students Students assigned No effort made to assigned a clearly assigned a role but roles but roles were assign role to group defined role; group roles not clearly not consistently members members perform defined or adhered to roles effectively consistently adhered 5 to 3…..2 1…….0 4 COMMENTS: Foreign Language Essay/ Script Rubric

Essay Content Unsatisfactory (D/F) Proficient (B/C) Advanced (A) 20 points: Language Arts Support; Details; Few details or examples to support ideas; makes Uses some details and examples to Uses a variety of specific and relevant details and examples to support ideas, which are general statements with little or no support, support ideas. Asserts a point of view Examples; specific and well reasoned. Quotations stated idea is lacking in relevance and uses evidence to back it up. 1-2-3 4 5 Essay as a whole An essay addresses some aspects of the topic Essay addresses the topic adequately, Essay addresses the topic thoughtfully and is coherently organized. Has exceptional control and has limited organization, provides limited or is organized and elaborates with of sentence structure with precise and irrelevant evidence. Essay does not assert a purpose and some degree of appropriate use of language and word choice. personal point of view. May have inadequate specificity. Has adequate control of Essay asserts a personal position and supports control of sentence structure with limitations in sentence structure with appropriate that position with concrete evidence. word choice. use of language and word choice. 5-6-7-8-9-10 11-12-13 14-15 20 points written communication Grammar; Punctuation; Many errors in grammar, punctuation, spelling Occasional errors in grammar, Virtually free of grammar, punctuation, and spelling errors; correct word choice; Spelling; Word choice; and word choice; vocabulary is repetitive; errors punctuation, spelling and word vocabulary is varied and sophisticated. Vocabulary use cause confusion for reader. Some English used. choice; vocabulary is varied; errors do not cause confusion. 1-2-3-4-5-6-7-8-9 10-11-12-13 14-15 Creativity and No creativity or uniqueness, very repetitive, Some beginnings of creative use of Very creative language with a lot of personalization and varied use of vocabulary. the language. The paragraph is Uniqueness Some vocabulary used is beyond what has personalized and somewhat unique. been studied so far. 1-2-3 4 5 PRESENTER: ______PROJECT: ______Foreign Language Oral EVALUATOR: ______DATE: Communication RUBRIC ______UNSATISFACTORY PROFICIENT ADVANCED CRITERIA WEIGHT (Below Performance Standards) (Minimal Criteria) (Demonstrates Superior Performance) Structure and 30%  Oral communication did not  Oral Communication In addition to meeting the PROFICIENT Organization have a clear and logical beginning, had a definite beginning, criteria … middle, and end. middle, and end.  Clever attention getting Introduction  Speech was not easy to follow  Speech was easy to introduction or an imaginative Main ideas  Important ideas or vocabulary follow beginning Supporting materials were left out, or not enough correct  Important ideas were  Speech was exceptional in Conclusion and non-repetitive vocabulary was included and correct and creative language use, showing Length requirement used. varied vocabulary was used. ownership and clear command of the  Grammar structures and  Grammar structures language. TIME: sentences were incorrect and and sentences were mostly  Conclusion summarized the difficult to understand. correct and easy to speech neatly and left audience with  Presentation was too short. understand. memorable message  Presentation was  Speaker used tone and emotion neither too long nor too short to enhance the speech. 0 ------10 ------21 ------24 ------20 - - - 26 27 ------28 ------30 20%  Speaker was hard to hear or  Speaker was easy to In addition to meeting the PROFICIENT Vocal Expression understand hear and understand criteria … Rate and Volume of  Voice or tone distracted from  Tone was  Speaker was enjoyable to hear; Speech purpose of presentation (monotone conversational, but with used expression and emphasis Pitch, Articulation and or unnatural) purpose  Speaker used voice to create an Pronunciation  Excessive use of verbal fillers  Voice sounded natural emotional response in audience  Pronunciation lacked  Speaker pronounced  Speaker shows advanced ability authenticity, needs more practice. words clearly, correctly and to pronounce the language correctly without verbal fillers with little or no distracting accent. 14 ------15 ------0 ------6 ------12 - - - 17 18 ------19 ------20 Physical 15%  Little eye contact with  Strong eye contact In addition to meeting the PROFICIENT Characteristics audience  Posture conveyed criteria … Eye Contact, Posture,  Poor or slouchy posture confidence  Posture was commanding and Gestures, Movement,  Movements were stiff or  Gestures were natural purposeful Attire unnatural  Attire was appropriate  Attire enhanced presentation  Attire was inappropriate for audience 9 ------11 ------0 ------5 ------8 - - 12 13 ------14 ------15 Appropriateness 15%  Speaker used inappropriate  Speaker considered In addition to meeting the PROFICIENT of Content and language, content or examples for the audience and used criteria … Language this audience appropriate language and  Examples and words were  Speaker did not demonstrate examples creative and well chosen for target For audience, purpose, a clear understanding of the  Speaker understood audience and assignment assignment or purpose of purpose of presentation presentation 9 ------11 ------0 ------5 ------8 - - 12 13 ------14 ------15 10%  Speaker appeared bored by  Speaker appeared to In addition to meeting the PROFICIENT Overall Impact the message or presented without believe strongly in message, criteria …  Energy, Enthusiasm, conviction with desire to have audience Overall presentation was Sincerity understand and remember creative and exciting Originality/Creativity 7 ------0 ------3 ------6 - - 8 9 ------10 ADDITIONAL COMMENTS: NAME OF PERSON BEING EVALUATED PEER COLLABORATION AND TEAMWORK RUBRIC

CRITERIA WEIGHT UNSATISFACTORY PROFICIENT ADVANCED LEADERSHIP 25% Group member played a passive role, Group member played an active role In addition to the “Acceptable” generating few new ideas; tended to in generating new ideas, took qualities, the group member AND only do what they were told to do by initiative in getting tasks organized provided leadership to the group by INITIATIVE others, or did not seek help when and completed and sought help thoughtfully organizing and dividing needed. when needed. the work, checking on progress, or providing focus and direction for the project. 0 ------5 ------17 ------19 ------23 ------24 ------15 21 - 25

EXAMPLE:

FACILITATION AND 25% Group member seemed unable or Group member demonstrated In addition to the “Acceptable” unwilling to help others, made non- willingness to help other group qualities, the group member would SUPPORT constructive criticisms toward the members when asked, actively actively checked with others to project or other group members or was listened to the ideas of others, and understand how each member was distracted other members. helped create a positive work progressing and how he or she may environment. be of help. 0 ------5 ------17 ------19 ------23 ------24 ------15 21 - 25

EXAMPLE:

CONTRIBUTIONS 50% Group member was often off task, did Group member was prepared to In addition to the “Acceptable” not complete assignments or duties, or work each day, met due dates by qualities, the group member made AND WORK ETHIC had attendance problems that completing assignments/duties, and up for work left undone by other significantly impeded progress on worked hard on the project a most group members, demonstrated project. May have worked hard but on of the time. If absent, other group willingness to spend significant time relatively unimportant parts of the members knew the reason and outside of class/school to complete project. progress was not significantly the project. impeded. 0 ------15 ------34 ------38 ------44 ------46 ------30 42 - 50

EXAMPLE:

PROJECT INFORMATION ADDITIONAL COMMENTS: PROJECT NAME: COURSE: EVALUATOR: DATE: / / LEADERSHIP AND WORK ETHIC EVALUATION OF GROUP WORK

Members of your group: Name of project: Work ethic bonus (maximum of 20 points for 1 or 2 people) goes to: Why? Leadership bonus (maximum of 20 points for 1 person) goes to: Why?

Breaking a Tie

Note: If your group is at an impasse and can’t decide how to divvy up the points, use this voting system. Print out one of these sheets for each member of the group. Give your top candidate in each category (Leadership, Work Ethic) five points, your second choice four points, your third choice three points, and so on. The person with the most points wins in Leadership and the person/people with the two top scores win in Work Ethic

Leadership bonus

Person Points (assign points from 5 to 1, with 5 being your top candidate)

Work Ethic bonus

Person Points (assign points from 5 to 1, with 5 being your top candidate) Story Board Rubric Unsatisfactory Proficient Awesome Organization and Story board lacked Story board showed Story board gave great planning many basic steps in most of the basic steps detail in the steps and planning product or in planning the project goals of the group´s presentation. with only a few minor project with more than details left out. basic steps shown. 0………1………2 3……..4……. 5 Neatness and legibility Story board was very Story board was legible Story board is a model messy, showing little or and neat for the most of neatness and effort no effort. Many steps part. Only a few steps with no illegible writing. are illegible. were illegible or messy. 0…..1……..2 3……..4……. 5 Creativity and Storyboard showed little Story board showed a Story board shows Uniqueness creativity and no spark of creativity with creativity, uniqueness, uniqueness in the some unique qualities in and stands out from all planning process. the planning steps. other groups. 0……..1…….2 3………4…… 5 Critical Thinking Story board shows a Story board shows Story board models lack of direction with some goals with some great critical thinking few goals and details. good direction with a skills, showing specific few uncertain points. goals, steps, and 0…….1……..2 3………4….. thoughtfulness. 5 PRESENTER: ______PROJECT: ______Presentation & Performance EVALUATOR: ______DATE: SCORING RUBRIC ______ADVANCED UNSATISFACTORY PROFICIENT (Demonstrates Exceptional CRITERIA WEIGHT (Below Performance Standards) (Minimal Criteria) Performance) Structure and 30%  No formal introduction  Introduction given or In addition to meeting the PROFICIENT Organizatio nor any preview of topics to be preview of topics to be criteria … n discussed discussed  Clever attention getting  Main ideas were not  Main ideas were introduction or an imaginative intro. Introduction separated into a logical separated into a logical  Ideas connected by original Main ideas progression progression transitions, logical throughout; Supporting materials  No conclusion or  Conclusion restated creative pattern showing language Conclusion conclusion did not adequately thesis statement and has been personalized. Length requirement summarize presentation summarized the ideas  Conclusion tied speech  Presentation was too presented together and left audience with short.  Time requirement memorable message TIME: was met for specific  Speaker kept audience´s assignment (neither too long attention and interest. or too short) 0 ------10 ------21 ------24 ------20 - - - - 26 27 ------28 ------30 25%  Speaker was hard to  Speaker was easy to In addition to meeting the PROFICIENT Vocal Expression hear or understand hear and understand criteria … Rate and Volume of  Voice or tone distracted  Tone was  Speaker was enjoyable to Speech from purpose of presentation, conversational, but with hear; used expression and emphasis Pitch, Articulation and or was monotone purpose  Speaker used voice to create Pronunciation  Excessive use of verbal  Voice sounded an emotional response in audience Memorization fillers natural, neither patterned  Knew all lines and possessed Performance  Did not memorize lines nor monotone dramatic flair  Acting lacked expression  Speaker pronounced words clearly, correctly and without verbal fillers  Had lines memorized  Expressive acting 0 ------6 ------14 ------17 ------13 - - - - 20 21 ------23 ------25 Physical 15%  Little eye contact with  Strong eye contact In addition to meeting the PROFICIENT Characteristics audience with entire audience criteria … Eye Contact, Posture,  Poor or slouchy posture  Posture conveyed  Posture was commanding and Gestures, Movement,  Movements were stiff or confidence purposeful Attire unnatural  Gestures and  Attire was chosen to enhance  Attire was inappropriate movements were natural presentation for audience and effective  Attire was appropriate for audience and purpose 0 ------5 ------9 ------11 ------8 - - - 12 13 ------14 ------15 Appropriateness 10%  Speaker used  Speaker obviously In addition to meeting the PROFICIENT of Content and inappropriate language, content considered the audience criteria … Language or examples for this audience and used appropriate  Examples and words were language and examples in creative and well chosen for target  Speaker spoke English For audience, purpose, the target language audience instead of target language. and assignment  Speaker displayed a  Personalized speech  Speaker did not clear understanding of demonstrate a clear assignment requirements understanding of the and content assignment  Speaker understood purpose of presentation 0 ------3 ------7 ------6 - - - - 8 9 ------10 10%  Speaker appeared bored  Speaker appeared to In addition to meeting the PROFICIENT Overall Impact by the message or presented believe strongly in message criteria …  Energy, Enthusiasm, without conviction and demonstrated desire to Overall presentation was Sincerity have audience listen, creative and exciting Originality/Creativity understand and remember 0 ------3 ------7 ------6 - - - - 8 9 ------10 10%  Materials detracted from  Materials added, did In addition to meeting the PROFICIENT Features content or purpose of not detract from criteria …  Multimedia, Visuals, presentation or were of such presentation Speaker creatively integrated Audio low quality as to discredit  Materials used were a variety of objects, charts and speaker quality products; easy to see graphs to amplify the message and hear 0 ------3 ------7 ------6 - 8 9 ------10 ADDITIONAL COMMENTS: