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INTERPRETIVE ASSESSMENT

By Thelma Warren,2014-10-17 12:59
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INTERPRETIVE ASSESSMENT

    Lorena Joubanoba

    Edison School District

    joubanoba1@yahoo.com

    THEMATICALLY ORGANIZED ASSESSMENT

    SPANISH

TOA Title: Rolo va a la Boutique

Theme: Discovering the World Around Me

Level: Intermediate-Low

TOA Overview:

You’re hanging out with your friend who is really into comic books. He talks you into going to his favorite

    comic book store and looking around at what the store has to offer. While there, you come across a comic book from Argentina. You’re curious to see how much Spanish you actually understand and stop to read “Rolo visita a la boutique”. Shopping in Argentina seems very interesting.

Some time later, you’re visiting family in Argentina and need to buy a gift to bring back to your Spanish

    teacher. Go to the local boutique in town and tell the salesperson what it is you are looking for and answer any questions he or she may have for you. You must leave the boutique with the gift you intended on buying, do not allow anyone to change your mind.

    It’s summer time and you’re living abroad for a couple of months. While there, you’re hired to work at the most popular store in town. The salary for the job depends heavily on you filling a sales quota. You have the bright idea of putting together a fashion show that advertises your product to the teenage public. Make sure the clothes are authentic to the country and something teenagers from there would realistically want to buy and wear.

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    Lorena Joubanoba

    Edison School District

    joubanoba1@yahoo.com

TOA Title: Rolo va a la Boutique

Task Title: Rolo va a la Boutique

Theme: Discovering the World Around Me

Level: Intermediate Low

    Focus Age Group: 13-15

    National Standards Goals: Communication Cultures Comparisons

Communicative Mode: Interpretive

Time Frame: One class Period (46 minutes)

Description of Task:

    You’re hanging out with your friend who is really into comic books. He talks you into going to his favorite comic book store and looking around at what the store has to offer. While there, you come across a comic book

    from Argentina. You’re curious to see how much Spanish you actually understand and stop to read “Rolo visita a la boutique”.

    Materials Needed: Student copies of the comic strip titled “VISITA A LA BOUTIQUE” (in color, if possible), task, and pen/pencil

    Teacher Notes: Make sure the students only look at the pictures and do not read the comic strip until they reach the Comprehension Phase. You can change the friend that is into comic books to a female instead of a male.

The cover of the comic book is included, but does not count as the first page of the comic strip.

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    Lorena Joubanoba

    Edison School District

    joubanoba1@yahoo.com

Nombre:

    Fecha:

    You’re hanging out with your friend who is really into comic books. He talks you into going to his favorite comic book store and looking around at what the store has to offer. While there, you come across a comic book from Argentina. You’re curious to see how much Spanish you actually understand and stop to read “Rolo visita a la boutique”.

Pre-reading Phase

    Rolo is an Argentinean teenager who is window-shopping one afternoon. Answer some pre-reading questions about your personal shopping experiences.

     1. Where do you like to go when you need to shop for clothing?

     2. Describe the size of the store and the types of clothes sold in this store you go to.

    3. Before you read about Rolo and his shopping experience, look at the pictures in the comic strip.

    Compare the two cultures, by naming 2 similarities and 2 differences between your store in the US and

    the Boutique in Argentina.

     Similarities

    Differences

    

    

    

    

     Comprehension Questions

    Comprehension Questions

Main Idea(s) and Supporting Details:

    Now, read the comic strip about Rolo and his shopping outing. Try to figure out what the conversation is about between Rolo and the saleswoman. Explore the second set of questions.

     1. What does Rolo specifically enter the boutique to buy?

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    Lorena Joubanoba

    Edison School District

    joubanoba1@yahoo.com

     2. Describe some ways the saleswoman is helpful or not helpful to Rolo.

     3. How does she convince him to buy all the clothes?

     4. Why does Rolo return to the store at the end of the comic strip?

     5. Which title would best fit the story?

     A. EL PELO LOCO

     B. HACE FRÍO

     C. EL CINTURÓN

Vocabulary and Context Clues:

    Use the context of the comic strip to complete this section of the task.

    1. What specifically does the saleswoman say in Spanish to show her excitement and approval of what

     Rolo is trying on?

2. Find the word in the comic strip that matches these pieces of clothing.

___________________ ___________________ ___________________ ___________________

     3. Write what you think the following words and expressions mean in English based on the context clues.

    A. ?Hoy es tu día de suerte! (p.1) _________________________________________________

    B. camisas lindísimas (p.1) ______________________________________________________

    C. tres cuotas sin interés (p.2) ____________________________________________________

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    Lorena Joubanoba

    Edison School District

    joubanoba1@yahoo.com

    Intermediate-Low Interpretive Rubric

    Rolo va a la Boutique

     EXCEEDS MEETS DOES NOT MEET

    EXPECTATIONS EXPECTATIONS EXPECTATIONS

    I identify the main ideas in the text. I do not identify the main Can I identify the

    ideas of the text. main idea?

    (Main Idea)

    I understand most I understand some I understand few Can I understand

    supporting details of the supporting details. supporting details. supporting

    text. details?

    (Comprehension)

    I infer the meaning of most I infer the meaning of I infer the meaning of few

    cognates and word some cognates and word cognates and word

    families. families. families. Can I infer

     meaning?

    (Interpretation) I derive the meaning of I derive the meaning of a I do not derive the

    some new words from few new words from meaning of new words

    context. context. from context.

    I infer the author’s intent. I attempt to infer the I do not infer the author’s

     author’s intent. intent.

    My answers demonstrate My answers demonstrate My answers do not

    some cultural awareness. little cultural awareness. demonstrate cultural

    awareness.

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    Lorena Joubanoba

    Edison School District

    joubanoba1@yahoo.com

TOA Title: Rolo va la Boutique

Task Title: ?Voy de compras!

Theme: Discovering the World Around Me

Level: Intermediate Low Focus Age Group: 13-15

    National Standards Goals: Communication Cultures Communities

Communicative Mode: Interpersonal

Time Frame: Two class Periods (46 minutes)

Description of Task:

    BUYER SALESPERSON A- B-

    You are visiting family in Argentina and need to A huge shipment of new clothing has just arrived.

    buy a gift to bring back to your Spanish teacher. As you put away the overstock, a teenager from the

    Go to the local boutique in town and tell the US comes into the boutique looking to buy a very

    salesperson what it is you are looking for and special gift. Find out what he needs by asking him

    answer any questions he or she may have for you. questions about what he is looking for and answer

    You must leave the boutique with the gift you any questions he may have for you. Once you have

    intended on buying, do not allow him to change an idea of what he wants and have actually found it,

    your mind. Make sure to include the following convince him that the merchandise you just got in

    topics and add additional necessary information to that very day would be a better choice. Eventually

    the conversation: give in and sell what he needs, but try your best to

     convince him to change his mind. Make sure the

     following topics are mentioned in the conversation:

    •Style of clothing (sporty/elegant/business)

    •Color •Style of clothing (sporty/elegant/business)

    •Type of materials/designs •Color

    •Size •Type of materials/designs

    •Quantity •Size

    •Price •Quantity

    •Reason for why you think your teacher •Price

    would enjoy this gift •Reason for why you think your client should

     buy something different

Materials Needed: Task, clothing items of different styles, colors, sizes, designs, fabrics, and price tags,

    Clothing Cards: A-cards (buyer) and B-cards (salesperson)

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    Lorena Joubanoba

    Edison School District

    joubanoba1@yahoo.com

    Teacher Notes: Students will be working in pairs and each person has a different role to play, one will be the buyer and the other will be the salesperson.

Before beginning the task, divide the class into small groups by letter so students can brainstorm ideas for 2

    to 3 minutes. Then, distribute to the original pair to be assessed an A and B clothing card. The card will tell which clothing they are assigned to buy or sell, and each student in the class will receive a completely different clothing item. The time frame for this task may vary depending on the number and level of the students.

    Adaptation: Teacher can play the role of the salesperson (B-card) and all students will be the buyer (A-card)

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    Lorena Joubanoba

    Edison School District

    joubanoba1@yahoo.com

    Intermediate-Low Interpersonal Rubric

    Rolo va a la Boutique

     DOES NOT MEET EXCEEDS MEETS EXPECTATIONS

    EXPECTATIONS EXPECTATIONS STRONG

    WEAK

    I create with the language by I create with the language by I create with the language by I use simple sentences, isolated How well do I

    using strings of sentences. using simple sentences and using some simple sentences words, and memorized communicate?

    some strings of sentences. and few strings of sentences. phrases. (Text Type)

    I am generally understood. I am generally understood. At times, I am difficult to I am understood with

    My accuracy does not There are some errors in understand and my ideas are occasional difficulty. There are How well am I

    distort message. accuracy, but they do not unclear. There are some errors errors in accuracy, which may understood?

    distort message. in accuracy and they may distort message. (Comprehensibility)

     distort message. I respond logically to most I respond logically to some I respond logically to some I respond logically to few How well do I

    questions. I give some questions. I may try to give questions. I do not give any questions. I do not give any understand?

    feedback. feedback. feedback. feedback. (Comprehension)

    I use a wide range of I use a range of vocabulary on I use a small range of My vocabulary is basic and/or

    vocabulary appropriate to some aspects of the topic. I vocabulary on a few aspects of repetitive. I provide no What kind of

    several aspects of the topic. attempt to provide some the topic. I attempt to provide supporting details. I may resort vocabulary do I use?

    I provide some supporting supporting details from my few supporting details from to English when I am unable to (Language Use & details from my own life. own life. Occasionally, I may my own life. I often use an communicate my message. Vocabulary) use an incorrect word or incorrect word or expression.

    expression.

    I ask and answer questions I maintain a simple I maintain a simple I respond to basic, direct How well do I keep

    to maintain the conversation conversation by asking and conversation by asking and questions, and ask simple the conversation

    and to clarify. At times, I answering some questions. I answering a few questions. I questions. I continuously going? paraphrase to make myself repeat some words if unsure of repeat many words if unsure of repeat words when unsure of (Communication understood. meaning. meaning. meaning. Strategies)

    I am able to use some I attempt to use some I attempt to use a few Any idiomatic expressions How well do I

    culturally appropriate culturally appropriate culturally appropriate used are memorized and come demonstrate cultural

    vocabulary or idiomatic vocabulary or idiomatic vocabulary or idiomatic from the classroom setting. understanding? expressions. expressions. expressions. (Cultural Awareness)

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    Lorena Joubanoba

    Edison School District

    joubanoba1@yahoo.com

TOA Title: Rolo va la Boutique

Task Title: Un Desfile de Modas

Theme: Discovering the World Around Me

Level: Intermediate Low Focus Age Group: 13 - 15

National Standards Goals: Communication Cultures Communities

Communicative Mode: Presentational

Time Frame: Two class periods (46 minutes)

Description Task:

    You are living abroad for the summer and just got hired to work at the most popular store in town. The salary for the job depends heavily on you filling a sales quota. You have the bright idea of putting together a fashion show that advertises your product to the teenage public. Make sure the clothes are authentic to the country and something teenagers from there would realistically want to buy and wear. You will need to visually present 5-7 clothing items throughout the fashion show. Display the clothing either on a mannequin or have teenagers model the outfits on a runway, and also include these topics in the presentation of your fashion show:

     •Name of the store •Type of clothing

     •Colors available •Type of materials/designs

     •Sizes •Prices

     •Style of clothing (sporty, casual, elegant...)

Materials Needed: Task, computer access for research

Teacher Notes:

    Each student will need to research the clothes teenagers currently wear in a Spanish-speaking country. A few countries or more can be used and researched. Task may be done individually, in pairs or in small groups. The number of clothing items needed to be included in the fashion show may also be adjusted.

    Provide students an opportunity to research the clothing items needed for this task. Using the internet is a quick and resourceful way to gather this information. Provide example sites to guide their research.

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    Lorena Joubanoba

    Edison School District

    joubanoba1@yahoo.com

    Intermediate-Low Presentational Rubric

    Rolo va a la Boutique

     EXCEEDS MEETS EXPECTATIONS DOES NOT MEET

     STRONG EXPECTATIONS EXPECTATIONS

    WEAK

    I create with language using I create with language using I create with language using I use simple sentences and How well do I

    strings of sentences. simple sentences and some strings some simple sentences and few memorized phrases. communicate in the

    of sentences strings of sentences fashion show?

    (Text Type)

I am easily understood. My I am understood with little I am understood with some I am generally understood, but with How well am I understood

    ideas are clear. difficulty. Most of my ideas are difficulty. At times, some of my much difficulty. My ideas are by the audience?

    clear. ideas are unclear. unclear. (Comprehensibility)

    I use a wide variety of I use some variety of vocabulary, I use some variety of My vocabulary is basic and/or What kind of vocabulary

    vocabulary, with little with little repetition. vocabulary, with some repetitive. do I use in my fashion

    repetition. repetition. show?

    (Language Use &

    Vocabulary)

    I am highly accurate when I am very accurate when I am generally accurate when I am mostly accurate with

    producing simple sentences. producing simple sentences. producing simple sentences. memorized language. How accurate is my

    Accuracy may decrease when Accuracy may decrease when Accuracy may decrease when Accuracy may decrease when language?

    language becomes more attempting to add details. attempting to add details. attempting to create with language. (Language Control) complex.

    I make good choices of I make some good choices of I make few choices of phrases, I use some phrases, but my

    phrases, images, and content phrases, images, and content to images, and content to maintain vocabulary conveys very basic How well do I get the

    to maintain the attention of the maintain the attention of the the attention of the reader. I information, which does not help to attention of my audience?

    reader. I provide many reader. I provide some supporting provide few supporting details. maintain the attention of the (Impact) supporting details. details. audience. I provide few, if any,

    supporting details.

    My presentation is well My presentation shows that I My presentation and thoughts I focus mostly on the completion of How organized and fluent

    organized. I include an have organized my thoughts fairly are somewhat organized. I the task: I do not pay attention to is my presentation?

    opening, a closing, and my well. I include an opening, a generally include an opening, a the organization and flow of the (Communication Strategies)

    ideas are well connected. closing, and some connections are closing, and few connections are presentation. Few, if any,

    evident. evident. connections are included.

    I often use culturally I occasionally use culturally At times, I use culturally I rarely use culturally appropriate How well do I demonstrate

    appropriate vocabulary or appropriate vocabulary or appropriate vocabulary or vocabulary or idiomatic cultural understanding?

    idiomatic expressions. idiomatic expressions. idiomatic expressions. expressions. (Cultural Awareness)

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