Task Title: Legends and Folklore



THEMATICALLY ORGANIZED ASSESSMENT

SPANISH

TOA Title: Recycling

Theme: Environment

Level: Novice-Mid

TOA Overview:

You are an exchange student staying with a family in Madrid, Spain, for the summer as well as attending a Spanish Immersion School in the morning. You have been learning a lot in your new school and are always eager to share what you’ve learned with your new family. In your Science class you are completing a unit on the environment and the role of recycling. At home, you tell your “host brother” about the Science lesson in school today and you have a conversation about recycling. Finally, your new knowledge has inspired you to create a presentation to inform others about the importance of recycling.

Task Title: Recycling

Theme: Environment

Level: Novice-Mid Focus Age Group: 11 - 14

National Goal Standards: Communication Connections Comparisons Communities

Communicative Mode: Interpretive

Time Frame: One 42 minute period

Description of Task:

You’re learning a lot in your Spanish immersion school and one of the units in your science class deals with recycling and reusing garbage. Today’s lesson deals specifically with reusing a jelly jar. You listen attentively to the lesson because you want to share what you learn today with your new Spanish family.

Materials Needed: 1. For the teacher: overhead transparencies of pp.1-10

of the reading and an overhead projector.

Source: EPA (Environmental Protection Agency)

osw/kids.htm

2. For the students: copies of the last page (p.11) of the

reading, which is titled: Elija Reducir, Reutilizar y

Reciclar and activity sheet.

Teacher Notes: 1. Describe the task to the students

2. Explain the rubric.

3. Present and read pp. 1-10 to students on the overhead, read them the phrases and point to the pictures.

4. Give the students the last page of the reading (p. 11), titled Elija Reducir, Reutilizar y Reciclar and have them complete the interpretive activity sheet.

5. An optional class discussion with a web graphic organizer on the white board with pollution cognate words and drawings may precede this lesson. Ex. ¿ Por qué reciclar? contaminación, proteger, el planeta, la naturaleza, oceános, árboles, etc.

Nombre____________________________________

Conservación

¿Que hacemos con un envase vacío de mermelada?

A. What can we do to help save our planet from pollution? Find three Spanish words on the page that tell us what to do.

1.____________________

2.____________________

3.____________________

B. One way to save the planet is to reuse containers. Read the following statements about the jelly container from the reading and write true or false about each.

1.____ It can be used to roll pizza dough.

2.____ It can be used to show your collection of marbles.

3.____ It can be used to save food in.

4.____ It can be used as a magnifying glass.

5.____ It can be used as a cookie cutter.

C. Find the Spanish word/words to answer the following questions.

1. What school items can you put in a jelly container?________________________

2. What are pretty things you can put in a jelly container?_____________________

3. What things that you need for fishing can you put in a jelly container?___________________

D. List in English or Spanish, one or two useful ways to reuse a jelly container that is not mentioned in the reading.

1.________________________

2.________________________

E. What does the article say you should do with a jelly container if you don’t know what else to do with it?__________________________________

Novice-Mid Interpretive Rubric

Recycling

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

|Do I understand? | | | |

|(Comprehension) |My answers to all the questions are |My answers to all the questions are |My answers to most of the questions are |

| |completely accurate. |mostly accurate. |mostly inaccurate. |

| | | | |

|Can I figure out what the important |I identify all the vocabulary related |I accurately identify most of the |I misidentify vocabulary related to the |

|words mean? |to the task. |vocabulary related to the task |task. |

| | | | |

|(Word Recognition) | | | |

| | | | |

|Do I understand the point of what I |I correctly identify all the different |I correctly identify most of the |I do not identify how a jelly jar can be |

|read? |ways a jelly jar can be reused. |different ways a jelly jar can be |reused. |

| | |reused. | |

|(Main Idea) | | | |

| | | | |

|Can I explain what I understood from|I successfully give logical |I try to give logical explanations of |I do not give any explanations of how to |

|the reading? |explanations of how to reuse a jelly |how to reuse a jelly jar/garbage and |reuse a jelly jar/garbage and the |

| |jar/garbage and the importance of |the importance of recycling. |importance of recycling. |

|(Interpretation) |recycling. | | |

Task Title: Recycling

Theme: Environment

Level: Novice-Mid Focus Age Group: 11 - 14

National Goal Standards: Communication Cultures Connections Comparisons Communities

Communicative Mode: Interpersonal

Time Frame: One 42 minute class period or longer, depending on class size.

Description of Task:

You are at home with your Spanish family and your host brother is informing you of the recycling rules for the trash while you’re there. He tells you what to recycle and what containers should be used. His rules remind you of your house recycling rules in the United States and both of you begin a conversation about the things you recycle in your house and the colors of the containers you need to use and the days they are picked up. You also add your opinions about how you feel about recycling and saving the planet.

Include the following in your dialogue:

• 3 or more products you recycle at home

• where the products are used or what they are used for

• describe the products (what it is, made of, color, etc.)

• the colors of the recyclable containers

• the days you recycle

• your feelings/opinions about recycling and saving the planet

Teacher Notes: 1. Teacher will explain the task.

2. Teacher will show and explain the rubric.

3. Teacher may show authentic products that are recycled such

as bottles, cardboard, paper, etc. and review their names and

any other pertinent content vocabulary.

4. Teacher may model a conversation in class.

Novice-Mid Interpersonal Rubric

Recycling

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

|Does my partner understand me? |My partner understands me without |My partner understands me with |My partner does not understand me. |

| |difficulty. |occasional difficulty. | |

|(Comprehensibility) | | | |

|Do I understand my partner? |My responses show that I understand my |My responses show that I understand my |My responses show that I have trouble |

| |partner without difficulty. |partner but sometimes need repetition or|understanding my partner. |

|(Comprehension) | |restatement. | |

|How well do I use the Spanish language? |I am mostly correct when producing |I am somewhat correct with memorized |I can produce single words and a few |

| |simple sentences. |sentences. |simple phrases. |

|(Vocabulary Use & Language Control) | | | |

| |I am mostly correct when attempting to |I am somewhat correct when attempting to|I have limited use of words/phrases. |

| |create sentences. |create sentences. | |

| | | | |

| |I recognize and use vocabulary with | | |

| |ease. | | |

|How well do I keep the conversation |I can start a conversation. |I respond to memorized questions. |I am not able to keep the conversation |

|going? | | |going. |

| |I begin to recombine some memorized |I can ask questions that I have heard a | |

|(Communication Strategies) |language to keep the conversation going.|lot in the classroom. | |

| | | | |

| |If I do not understand, I ask questions.|If I do not understand, I tell my | |

| | |partner. | |

Task Title: Recycling

Theme: Environment

Level: Novice-Mid Focus Age Group: 11 - 14

National Goal Standards: Communication Connections Communities

Communicative Mode: Presentational

Time Frame: One 42 minute period or more depending on the class and the type of presentations chosen.

Description of Task:

Now that you’ve learned about saving the planet and the need to reuse and recycle, you want to share with your family your ideas for reusing some throw away things. You have cleverly thought of a few uses for reusing ____________. Now you will share your new ideas. Create and develop your idea and choose one from the following types of presentations to present it.

Title: ¿Qué puedo hacer con_________?

(What can I do with_______?)

Include the following in your presentation:

□ four or more ways of reusing something

□ specific uses

□ descriptions/elaboration

| | | |

|Power point presentation |Poster |Live oral 3-D presentation |

Materials Needed: computers, markers, poster board, realia

| |Exceeds expectations |Meets expectations |Does not meet expectations |

| | | | |

|Do we understand you? |My message is easily understood by my |I am able to communicate my message by |I rely heavily on visuals to convey |

| |audience. |reproducing memorized material. |my message. |

| | | | |

|(Comprehensibility) | | | |

| | | | |

|How well do I use the Spanish language? |I can write/speak in simple sentences |I demonstrate some accuracy in |My presentation is correct only at |

| |correctly. |written/oral presentation when I |the word level. |

| | |reproduce memorized words and phrases. | |

| |My presentation is rich in appropriate | |My vocabulary is limited and / or |

| |vocabulary. |My vocabulary reveals basic |repetitive. |

|(Language Control & Vocabulary Use) | |information. | |

| | | |I use English. |

| | | | |

|How well do I organize the presentation? |My presentation is supported with many |My presentation has some visuals/realia|My presentation lacks organization. |

| |enriched examples. |and examples. | |

| | | | |

| | | | |

|(Communication strategies) | | | |

| | | | |

|How well do I impact the audience? |I use visuals/ realia and gestures, and|I use some visuals/realia and gestures |I use a small amount of effort to |

| |tone of voice to maintain audience’s |to maintain audience’s attention. My |maintain audience’s attention. |

|(Impact) |attention. |tone of voice is acceptable. | |

Novice-Mid Presentational Rubric

Recycling

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