Interpretive Mode: Formative Assessment
UNIT BACKGROUND AND CONTEXT
This is the first listening practice of Spanish III that we are doing just two days after learning some of the travel vocabulary for the unit. They learned some travel vocabulary at the end of Spanish II last year but the majority of airport words are new to them. My students know regular verbs in the preterit but no irregulars besides "ir" and "ser," and "hacer," and they have never learned the imperfect. The rubric is included so that my students can see the format of the rubric, which remains fairly consistent for all formative assessments.
BIG IDEA
Traveling throughout the airport in Mexico is similar but also different from Mitchell airport in Milwaukee. This is also designed to give students an idea of what traveling in an airport is like if they have never done so.
ENDURING UNDERSTANDINGS
When traveling, in order to be more than just a tourist, it is important to know the cultural products, practices, and perspectives at play in a community. (taken from my unit plan in Module 1)
ESSENTIAL QUESTIONS
How is travel throughout Mexico influenced by cultural products, practices, and perspectives? (taken from my unit plan in Module 1)
OBJECTIVES
Students will be able to connect new vocabulary with authentic visuals from a target language country.
Students will be able to describe the details of a trip in Spanish in the past effectively using preterit regular verbs (this should come into play in the last question).
This is the first listening practice of Spanish III that we are doing just two days after learning some of the travel vocabulary for the unit. They learned some travel vocabulary at the end of Spanish II last year but the majority of airport words are new to them. My students know regular verbs in the preterit but no irregulars besides "ir" and "ser," and "hacer," and they have never learned the imperfect. The rubric is included so that my students can see the format of the rubric, which remains fairly consistent for all formative assessments.
BIG IDEA
Traveling throughout the airport in Mexico is similar but also different from Mitchell airport in Milwaukee. This is also designed to give students an idea of what traveling in an airport is like if they have never done so.
ENDURING UNDERSTANDINGS
When traveling, in order to be more than just a tourist, it is important to know the cultural products, practices, and perspectives at play in a community. (taken from my unit plan in Module 1)
ESSENTIAL QUESTIONS
How is travel throughout Mexico influenced by cultural products, practices, and perspectives? (taken from my unit plan in Module 1)
OBJECTIVES
Students will be able to connect new vocabulary with authentic visuals from a target language country.
Students will be able to describe the details of a trip in Spanish in the past effectively using preterit regular verbs (this should come into play in the last question).
ACTFL STANDARDS
1.2: Students understand and interpret written and spoken language on a variety of topics. 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. |
ISTE STANDARDS
2c. Develop cultural understanding and global awareness by engaging with learners of other cultures 3b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media |
Las instrucciones
Para practicar con nuestra comprensión auditiva, vamos a mirar un vídeo que básicamente nos da una visita guiada al Aeropuerto Internacional de México. Después de mirar el vídeo, responde a las preguntas abajo. Puedes mirar el vídeo varias veces si necesitas. ¡Buena suerte!
El vídeo
Las preguntas
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File Size: | 772 kb |
File Type: | docx |