THEMATICALLY ORGANIZED ASSESSMENT



THEMATICALLY ORGANIZED ASSESSMENT

SPANISH

TOA Title: Bulería

Theme: Celebrations

Level: Pre-Advanced

TOA Overview:

You are in Spain on vacation and you come across a popular song. After listening to the song, you read the lyrics and then you discuss this with your host family brother. You then decide to write a fan letter to the singer.

 

Task Title: Bulería

 

Theme: Celebrations

 

Level: Pre-Advanced Focus Age Group: 15 - 18

 

National Standards Goals: Culture Connections Communities Communication Comparisons

 

Communicative Mode: Interpretive

 

Time Frame: One 45 minute period

 

Description of Task:

You are spending a month in Spain with a host family. One afternoon while in a music store, you come across a new CD from a very popular Spanish singer. You listen to the first song and you love the rhythm, but you have some difficulty understanding the lyrics. When you get home, you ask your host brother for help. He gives you more information about the song and creates a guide for you to follow in order to better understand the song.

 

Materials Needed: A copy of the song Bulería (original CD copy looks more realistic)

and a short synopsis. The information can also be obtained via search engines if school district filters do not allow access to this one.

 

Adaptations: If the objective is a different celebration, other songs can be chosen for this activity.

Interpretive Task

I. In your own words, say what the song is about.

__________________________________________________

__________________________________________________

 

II. Circle what is true about the song.

A. Bulería is his first CD.

B. Bulería is a type of flamenco.

C. The singer says that Bulería lives in his soul.

D. The singer is from the northern region of Spain.

E. The singer doesn’t want to come back to his place of birth.

F. The song is very passionate.

III. Now that you have a global understanding of the song, answer

these questions about the singer’s perspective.

 

1. Why is the song important to the singer?

______________________________________________________________

2. What does the singer mean when he says “El perfume de tu aliento quiero respirar”?

______________________________________________________________

3. Explain what you think he means when he says “de ti vivo enamorado, desde que te vi”?

_______________________________________________________________

4. Why does he refer to Buleria as “la sangre de la tierra en que nací”?

_______________________________________________________________

IV. Answer the following questions.

1. What aspects of the Spanish culture are represented in the song?

_______________________________________________________________

2. What did you learn about Bulerías?

_______________________________________________________________

  V. Circle the number that best describes the song and justify your answer.

1. passionate_______________________________

2. sad___________________________________

3. nostalgic______________________________

 

VI. Give a short description of how the singer views the land where

he is from.

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

 

VII. Based on the lyrics you read, explain what these words mean.

 

1. latiendo:_____________________________________

2. embrujo:_____________________________________

3. encadenado:___________________________________

4. enamorado:____________________________________

5. aliento:_______________________________________

 

 

|  |EXCEEDS EXPECTATIONS |MEETS EXPECTATIONS |DOES NOT MEET EXPECTATIONS |

| | | | |

|Literal Comprehension |Identifies the main idea of the|Identifies the main idea of the |Identifies the main idea of the |

| |text and supporting details. |text and some supporting details.|text and a few supporting |

| | | |details. |

| |Infers meaning of unfamiliar |Infers meaning of some unfamiliar|Infers meaning of cognates and |

| |words in new contexts. |words in new contexts. |word families and a few |

| |  |  |unfamiliar words in new |

|Interpretive Comprehension | | |contexts. |

| | |Interprets some of author’s | |

| |Interprets the author’s intent,|intent, perspective and expresses|Does not interpret author’s |

| |perspective and expresses |some of his/her own perspectives.|intent, perspective or express |

| |his/her own perspective. |  |his/her own perspective. |

| |  | |  |

| |Is able to infer cultural |Is able to infer some cultural |Is able to infer few or no |

|Cultural Awareness |perspectives. |perspectives. |cultural perspectives. |

| |  |  |  |

| |  |  |  |

Pre-Advanced Interpretive Rubric

Buleria

 

 

 

Task Title: Bulería

 

Theme: Celebrations

 

Level: Pre-Advanced Focus Age Group: 15 - 18

 

National Standards Goals: Culture Communities Communication

 

Communicative Mode: Interpersonal  

Time Frame: Five minutes per student

 

Description of Task:

Now that you have completed the guide and have a better understanding of the song, you discuss its importance and relevance with your host brother.

 

Pre-Advanced Interpersonal Rubric

Buleria

|  |EXCEEDS EXPECTATIONS |MEETS EXPECTATIONS |DOES NOT MEET EXPECTATIONS |

| |Describes in past, present and future with |Narrates and describes some of the time in|Is most accurate in the present tense. |

|Language Function |detail most of the time. |past, present and future. |Accuracy decreases significantly when |

| |  |  |speaking in past and future. |

| |Is very accurate in present, past and future.|Is most accurate in present tense and is | |

| | |less accurate when speaking in past and | |

| |  |future. | |

| |Starts, continues and/or redirects |Starts and maintains conversation and |Can keep the conversation going. Can ask |

|Communication Strategies |conversation and is able to clarify in many |sometimes is able to clarify. |and answer questions. |

| |different ways. |  |  |

| |  |Is able to circumlocute at times. |  |

| |Is able to circumlocute. | |Is not able to circumlocute successfully.|

| |  | | |

| |Is easily understood by native speakers, even|There may be some confusion about the |Generally understood by those used to |

|Comprehensibility |those unaccustomed to interacting with |message, but generally understood by those|interacting with language learners. |

| |language learners. |unaccustomed to working with language |  |

| |  |learners. |  |

| |  | |  |

| |Speaks in paragraphs and connected sentences.|Speaks in paragraphs sometimes, but mostly|Speaks in strings of sentences, some |

|Text Type | |connected sentences. |complex sentences. |

| |Consistently uses an extensive vocabulary to |Uses an adequate vocabulary to complete |Uses vocabulary insufficient to complete |

|Vocabulary |complete the task. |the task. |the task. |

| |Responses demonstrate understanding. |Responses demonstrate understanding most |Responses demonstrate occasional |

|Comprehension |  |of the time. |understanding. |

| | | |  |

| |Consistently provides evidence of culturally |Provides some evidence of culturally |Provides little evidence of culturally |

| |appropriate language and gestures. |appropriate language and gestures. |appropriate language and gestures. |

|Cultural Awareness |  |  |  |

| |Demonstrates an understanding of culture |  |  |

| |through comments and questions. |Demonstrates some understanding of culture|Demonstrates little understanding of |

| | |through comments and questions. |culture. |

 

 

Task Title Bulería

 

Theme: Celebrations

Level: Pre-Advanced Focus Age Group: 15 - 18

 

National Standards Goals: Culture Connections Communities Communication

 

Communicative Mode: Presentational

 

Time Frame: One 45 minute period

 

Description of Task:

While watching television the next day, you see the video of the song. After watching it, you decide to write a fan letter to David Bisbal, the singer.

 

Materials Needed: Paper and pen/pencil.

 

Teacher Notes: Length of letter could be changed depending on the level of the class.



 

Adaptations: An Internet site can be used. Have students print out the letter before submitting it to the site.

 

Pre-Advanced Presentational Rubric

Bulería

 

|  |EXCEEDS EXPECTATIONS |MEETS EXPECTATIONS |DOES NOT MEET EXPECTATIONS |

| |Describes in past, present and future |Narrates and describes some of the time |Is most accurate in the present tense. |

| |with detail most of the time. |in past, present and future. |Accuracy decreases significantly when |

|Language Function |  |  |writing in past and future. |

| |Is very accurate in present, past and |Is most accurate in present tense and is | |

| |future. |less accurate when writing in past and | |

| |  |future. | |

| |Organizes presentation in a logical |Organizes presentation in a logical |Focuses mostly on task completion; |

|Communication Strategies |manner with some cohesive devices. |manner with few cohesive devices. |paying little attention to organization |

| |Writes with fluency. Includes | |and flow of presentation. |

| |anecdotes and detailed examples. | | |

| |Is easily understood by native |There may be some confusion about the |Generally understood by those used to |

| |speakers, even those unaccustomed to |message, but generally understood by |interacting with language learners. |

|Comprehensibility |interacting with language learners. |those unaccustomed to working with |  |

| |  |language learners. |  |

| |  | |  |

| |Writes in paragraphs and connected |Writes in paragraphs sometimes, but |Writes in strings of sentences, some |

|Text Type |sentences |mostly connected sentences. |complex sentences. |

| |Consistently uses an extensive |Uses an adequate vocabulary to complete |Uses vocabulary insufficient to complete|

|Vocabulary |vocabulary to complete the task |the task |the task. |

| |Consistently provides evidence of |Provides some evidence of culturally |Provides little evidence of culturally |

|Cultural Awareness |culturally appropriate language and |appropriate language and gestures. |appropriate language and gestures. |

| |gestures. |  |  |

 

 

 

 

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