Presentational Mode: Formative Assessment
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Background and Context
Students have been learning vocabulary related to travel, the airport, hotels, and tourist attractions. We have been in this unit for about 2.5 weeks when students are introduced to the final assessments. They will each take time to research their individual region to be successful on the interpersonal and presentational assessments, so the formative presentational practice is basically there to scaffold their understanding and help them gather information for the final IPA.
Objectives
Background and Context
Students have been learning vocabulary related to travel, the airport, hotels, and tourist attractions. We have been in this unit for about 2.5 weeks when students are introduced to the final assessments. They will each take time to research their individual region to be successful on the interpersonal and presentational assessments, so the formative presentational practice is basically there to scaffold their understanding and help them gather information for the final IPA.
Objectives
- Students will be able to relate cultural products, practices and perspectives to a Mexican region.
- Students will be able to recommend a Mexican destination and persuade others to visit it.
ACTFL Standards 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. |
ISTE Standards
1b. Create original works as a means of personal or group expression. (Creating the travel guide for their region) 2b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats (Interpersonal conversation and presenting their travel guide) 3b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media (researching more information about their region in Mexico) 5d. Exhibit leadership for digital citizenship (use researched information without plagiarizing and using images that are labeled for non-commercial reuse) |
Formative Presentational Practice
In order to prepare for their final presentational and interpersonal assessments, students need to research in depth about the Mexican city of their choice. They will each create a Padlet page (my incomplete example about the city where I lived in Argentina is here) to store information as they research, and use this guide to help them look at all of the things that play into practices, perspectives and products in their chosen destination. I will give students formative feedback on their Padlet/Research guide during class time.
In order to prepare for their final presentational and interpersonal assessments, students need to research in depth about the Mexican city of their choice. They will each create a Padlet page (my incomplete example about the city where I lived in Argentina is here) to store information as they research, and use this guide to help them look at all of the things that play into practices, perspectives and products in their chosen destination. I will give students formative feedback on their Padlet/Research guide during class time.
Interpersonal Mode: Formative Assessment
Background and Context
Students have been learning vocabulary related to travel, the airport, hotels, and tourist attractions. We have been in this unit for about 2.5 weeks when students are introduced to the final assessments. They will have opportunities to practice interpersonal speaking that will prepare them for their final speaking assessment.
Objectives (All relate to Practice #2)
Students have been learning vocabulary related to travel, the airport, hotels, and tourist attractions. We have been in this unit for about 2.5 weeks when students are introduced to the final assessments. They will have opportunities to practice interpersonal speaking that will prepare them for their final speaking assessment.
Objectives (All relate to Practice #2)
- Students will be able to relate cultural products, practices and perspectives to a Mexican region.
- Students will be able to recommend a Mexican destination and persuade others to visit it.
- Students will be able to express their opinions and preferences when thinking about their past trips and their future plans and goals.
ACTFL Standards
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. (During both practices) 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. (During some questions of Practice #2) |
ISTE Standards
No ISTE standards are met during the formative interpersonal practice. |
Formative Interpersonal Practice #1
The objective behind this practice is to get more comfortable with interpersonal conversations and using the preterit more comfortably. They will self-assess at the end and reflect on how the conversation went. This will be done 2-3 weeks before assessment.
Formative Interpersonal Practice #2
The objective behind this practice is to work on both sides of the conversation... before they even know what the prompt is. They will record themselves with an iPad the entire time and then evaluate themselves using the rubric that will be used on the assessment. I will then collect the rubrics and view their videos (uploaded to our class Haiku page) and give them formative feedback. This will be done 1-2 weeks before assessment.
Formative Interpersonal Practice #3
The objective behind this practice is to work on both sides of the conversation but this time in writing and speaking. Once the Padlets are developed after lots of research (Presentational - Formative Assessment), students will be required to leave 2 voice questions on other students' Padlets and 2 written questions. All the students' padlets are linked in this folder here, so students can even comments on their friends' Padlets who have other teachers for Spanish 3 and are in different class hours. They will then have to respond to every question and comment on their Padlet.
The objective behind this practice is to get more comfortable with interpersonal conversations and using the preterit more comfortably. They will self-assess at the end and reflect on how the conversation went. This will be done 2-3 weeks before assessment.
Formative Interpersonal Practice #2
The objective behind this practice is to work on both sides of the conversation... before they even know what the prompt is. They will record themselves with an iPad the entire time and then evaluate themselves using the rubric that will be used on the assessment. I will then collect the rubrics and view their videos (uploaded to our class Haiku page) and give them formative feedback. This will be done 1-2 weeks before assessment.
Formative Interpersonal Practice #3
The objective behind this practice is to work on both sides of the conversation but this time in writing and speaking. Once the Padlets are developed after lots of research (Presentational - Formative Assessment), students will be required to leave 2 voice questions on other students' Padlets and 2 written questions. All the students' padlets are linked in this folder here, so students can even comments on their friends' Padlets who have other teachers for Spanish 3 and are in different class hours. They will then have to respond to every question and comment on their Padlet.