STANDARDS-BASED INTEGRATED PERFORMANCE ASSESSMENT UNIT

Language and Level Theme Important/Essen tial Question(s) Goals

What should students know and be able to do by the end of the unit?

Spanish 1A Complete Beginners School and Education

What is school like for students in Spanish-speaking countries? How would you compare your education with students in Latin America and Spain? Discuss what subjects you take in school and express some opinions about them Identify and describe school supplies you need for each class Shop for school supplies using price and color or items Identify the objects found in your classrooms. Tell time in Spanish using the 12 and 24-hour clocks. Describe your class schedule and at what time each class takes place. Use AR verbs to describe activities that go on in typical school settings/classes. Discuss differences between schools in the U.S. and in Spanish-speaking countries.

Integrated Performance Assessment

(Note: The presentational and interpersonal tasks follow the interpretive task and are informed by the information and knowledge gained from the interpretive task. )

Interpretive Tasks Students will read a letter from a Cuban student describing his school day (schedule, favorite classes, teachers, friends, etc.) Afterwards the students will describe how the students school life is different/similar to their own and try to determine why these differences exist (i.e.: hot weathersiesta) Students examine a list of school-related activities written by a former Argentine high school student Internet sources in order to make initial comparisons and connections and share opinions about the differences. Presentational Task Interpersonal Task Students work in groups of three In pairs, students compare individual school to create and present a dialogue experiences (favorite subjects, schedules, between an American and activities.) Students then regroup to compare Hispanic foreign exchange these discussions with what they learned about

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STANDARDS-BASED INTEGRATED PERFORMANCE ASSESSMENT UNIT

student comparing their school students in communities abroad. days. Product: School experience Practice: Exploring the school day of Americans vs. Latinos abroad Perspective: Favorite and least favorite parts of school for middle school students Cultures Product: Class schedules Practice: Length of school days/Number of subjects taken per year Perspective: Why schools differ in design (curriculum) Culture Language Amount of years spent in each level of primary and secondary school Length of school day Number of subjects studied per year Curriculum design School year calendar School customs/traditions Other Disciplines Social Studies: Geography: Locations and visuals of schools in various Spanishspeaking countries Day of the Student: Origins Mathematics: Using numbers and subtraction to read time Buen viaje! Audio listening tools Travel channel videos

Comparisons

Connections

Technology
http://www.travelchannel.com/interests/family/photo s/back-to-school-around-the-world Images of students in schools around the world http://www.spanishspanish.com/time/clock_web.html Helps students with reading time in Spanish http://www.bbc.co.uk/skillswise/factsheet/ma25timel1-f-reading-24-hour-times Math webpage to help students read the 24-hour

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STANDARDS-BASED INTEGRATED PERFORMANCE ASSESSMENT UNIT

Calculating prices of items

clock

Communities

Brainstorm ways to communicate/collaborate with students from other Spanishspeaking countries

CCSS.ELA-Literacy.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. CCSS.Math.Practice.MP4 Model with mathematics.

Connections to Common Core

Tool Box Language Functions Compare school days Express opinions about school life Tell time Describe school-related activities Identify what items you need for class Identify the objects in your classroom Structures / Patterns adjectives verb ser telling time numbers greater than 30 ar present tense verbs tener hay Key Learning Activities Essential Vocabulary Class adjectives Numbers 10-100 Time vocabulary -AR verbs School subjects School materials Classroom objects

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STANDARDS-BASED INTEGRATED PERFORMANCE ASSESSMENT UNIT

Standards Focus Interpersonal

Learning Activity Use manipulative to answer the question Qu tienes en la mochila?

Purpose Communicate questions and answers while practicing speech and pronunciation Communicate your school experience and what you may know about a school experience abroad Compare and contrast school day Compare and contrast educational cultures

In-class / Home In-class

Interpretive

Write a letter to a Spanish-speaking student Read schedules of an Argentine student and write your own Create a dialogue between an American and Spanish-speaking student Resources

Home

Interpretive Interpretive/ Interpersonal

In-Class In-Class

Youtube Videos about other schools, Time-telling, Using Adjectives Weebly.com Class Website Travel Channel Visuals SpanishSpanish.com Telling time

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